Abstract
SUMMARY Employee Assistance Programs (EAPs) in university settings have historically experienced significantly lower rates of usage by faculty than by staff. This fact has prompted interest in developing strategies that will identify and reduce barriers to access and increase the use of EAP services by academics. Using both participant observation and a review of the literature on faculty culture, five characteristics of academic life are identified that help explain faculty resistance to EAP services. Strategies designed to successfully enhance participation will incorporate these factors in their design. Several examples are offered and suggestions for future research are identified.
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