College students are known for their variable sleep schedules. Such schedules, along with other common student practices (e.g., alcohol and caffeine consumption), are associated with poor sleep hygiene. Researchers have demonstrated in clinical populations that improving sleep hygiene knowledge and practices is an effective treatment for insomnia. However, researchers who have examined relationships between sleep hygiene and practices in nonclinical samples and overall sleep quality have produced inconsistent findings, perhaps because of questionable measures. In this study, the authors used psychometrically sound instruments to examine these variables and to counter the shortcomings in previous investigations. Their findings suggest that knowledge of sleep hygiene is related to sleep practices, which, in turn, is related to overall sleep quality. The data from their regression modeling indicated that variable sleep schedules, going to bed thirsty, environmental noise, and worrying while falling asleep contribute to poor sleep quality.

The negative effects of sleep difficulties have been well documented. However, the prevalence of such problems among US college students has not been well studied. Design difficulties are common in the limited number of existing investigations, making it difficult to estimates the prevalence and types of disturbance studied. The authors describe the use of a quantitative-based assessment instrument to provide an initial indication of students' sleep problems and to serve as a means of addressing some of the deficiencies in the literature. In their sample of 191 undergraduates at a rural southern university, they found that most of the students exhibited some form of sleep disturbance and that women, in general, reported more sleep disturbances than men did. They suggest how colleges and university officials can alter procedures to minimize students' sleep disturbances and reduce the deleterious effects of sleep problems on academic performance.

University students report significantly worse sleep quality than the general population. Sleep problems are related to increased health concerns, irritability, depression, fatigue, and attention and concentration difficulties, along with poor academic performance. Clinical research indicates that psychoeducational interventions are among the most effective methods for improving sleep quality in the general population. Similar studies for university students are lacking. In this study, the authors describe the development of the Sleep Treatment and Education Program for Students (STEPS) and evaluate its effectiveness with a double blind, experimental design. Students in the treatment group reported significantly improved sleep quality and sleep hygiene behaviors at 6 weeks posttreatment.

A content analysis of the research published in the Journal of Counseling Psychology (JCP) was conducted for a 26-year period . A total of 2,027 articles were classified into 14 substantive content categories. Frequency distributions were used to identify the most frequently published authors and institutional affiliations, as well as the gender and ethnic characteristics reported. The principal areas of research activity and publication in the JCP were process only, process and outcome, vocational behavior research, and the development and evaluation of tests and measures. These 4 categories accounted for 55.2% of the articles examined, typical reported samples contained college students of both genders. This content analysis revealed that over this 26-year time span, the research reported in the JCP has remained consistent with the mission statement of the journal.

An online survey was conducted on a national sample of United States professors to examine emotional labor and its relationship to work outcomes. Participants were queried on genuine, faking, and suppressing emotional expression facets of emotional labor, as well as emotional exhaustion, job satisfaction, and affective commitment. The sample of 598 included 71 instructors, 177 assistant professors, 168 associate professors, and 182 professors. A path analysis was conducted testing two models of emotional labor. Results supported a model indicating significant direct relationships between emotional labor, emotional exhaustion, and job satisfaction. Additionally, the relationship between emotional labor and affective commitment was mediated by emotional exhaustion and job satisfaction. Genuine positive expression was the only emotional labor variable to have significant direct relationships with all outcomes. For U.S. faculty, the experience of emotional labor was related to several work attitudes.