Roles and Effectiveness of Prevention, Intervention, and Response Levels within Employee Assistance Programs: A Systematic Review
Bibliographic record
Abstract
Abstract: This PRISMA-compliant systematic review synthesized qualitative studies to examine how various Employee Assistance Program (EAP) stakeholders perceive the roles and effectiveness of EAPs using a novel Prevention–Intervention–Response (PIR) framework. Qualitative studies published in English were searched in EBSCO (three databases), PubMed, and Google Scholar. Of the 13 eligible studies, nine were conducted in North America (United States and Canada) and four in non-North American regions. Extracted data were synthesized using a narrative synthesis approach, supported by thematic coding in ATLAS.ti. The main finding was that although organizational leaders (employers) viewed EAPs as valuable and strategic assets, employee experiences were dominated by barriers such as distrust, confidentiality concerns, and cultural stigma. Intervention-level EAPs were frequently examined across both North American and non-North American studies, and the functions within this level remain the core activities of EAPs globally. Prevention-level EAPs were also positively regarded by organizational leaders but were underutilized by employees, largely due to stigmatizing framing; a shift toward presenting them as “skill-building” interventions may increase uptake. Response-level EAPs were the least common but were positively perceived by organizational leaders, especially in North America. This review significantly contributes to the existing literature because it is the first to synthesize qualitative evidence on EAPs with a global scope while distinguishing themes across North American and non-North American contexts. Insights into the perception–reality gap between organizational leaders and employees can help inform strategies to enhance EAP uptake and effectiveness.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.084 | 0.047 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.005 | 0.000 |
| Bibliometrics | 0.001 | 0.009 |
| Science and technology studies | 0.001 | 0.007 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.006 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".