Formal humor training for therapists is proposed as an elective part of their academic curriculum. The paucity of rigorous empirical research on the effectiveness of this historically controversial form of clinical intervention is exceeded only by the absence of any training for those practitioners interested in applying humor techniques. A representative sample of its many advocates' recommendations to incorporate humor in the practice of psychological therapies is reviewed. Therapeutic humor is defined, the role of therapists' personal qualities is discussed, and possible reasons for the profession's past resistance to promoting humor in therapy are described. Research perspectives for the evaluation of humor training are presented with illustrative examples of important empirical questions. In addition to its potential salubrious effects on clients, therapeutic humor might have the positive side effect of preventing or minimizing professional burnout in therapists. This potentially major psychotherapeutic resource, highly praised by some, remains insufficiently evaluated and essentially untapped.
To facilitate more effective AIDS education with heterosexual college students, an etiological study of AIDS risk behavior was conducted on a sample of 1,035 students at a large western university. In this study, “AIDS risk behavior” refers to participation in casual sex, failure to use condoms, and resistance to changing casual sex activity. Knowledge regarding AIDS had no significant correlation with AIDS‐risk behavior. However, “perceived peer norms” (termed Peer Norm in this study) was a major predictor variable in AIDS risk behavior. Peer Norm was defined as perceived AIDS‐risk attitudes and the behavior of one's peers. These findings contrast some what with those of Emmons et al.'s (1986) study of homosexual men. This difference may be due to the focus in the present study upon heterosexual university students as subjects. For this group, our results suggest that programs targeting the peer group in AIDS prevention education are especially needed. These might include peer‐based AIDS education, emotion‐oriented discussion sessions, encounters with “Peers‐with‐AIDS” models, and role‐playing of assertive responses.
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