Work-related stress case definitions and prevalence rates in national surveys

Background: There is concern about lack of consistency in the design of case definitions used to measure work-related stress in national workforce surveys and the implications of this for the reliability and validity of prevalence estimates as well as for developments in policy and practice on tackling work-related stress. Aims: To examine associations between case definitions used for the measurement of work-related stress in nationally representative workforce surveys and the prevalence rates generated. Methods: The study focused on 18 nationally representative workforce surveys conducted between 1995 and 2008 that involved British samples. The published report from each survey was scrutinized for evidence of the case definition used to measure work-related stress and the associated prevalence rate. Results: Several types of case definition were identified that differed in terms of their theoretical basis, structure, and content. Each was associated with a unique range of prevalence rates. Conclusions: The results illustrate the challenge presented to the production of valid and reliable estimates of the scale of work-related stress by inconsistent case definition design. The imperative for theory-based consistency in the design of case definitions used for the measurement of work-related stress in national workforce surveys is highlighted

Education in occupational health psychology: Where have we been, where are we now and where are we going?

At the first full conference of the European Academy of Occupational Health Psychology (Lund, 1999), the decision was ratified to organise activities around three fora. These together represented the pillars on which the European Academy had been founded that same year: education, research and professional practice. Each forum was convened by a chair person and a small group of full members; it was agreed that a forum meeting would take place at each full conference and working groups would be established to move developments forward between conferences. The forum system has proven an effective means by which to channel the energies of individual members, and the institutions that they represent, towards advancements in all three areas of activity in occupational health psychology (OHP) in Europe. During the meeting of the education forum at the third full European Academy conference (Barcelona, 2001), the proposal was made for the establishment of a working party that would be tasked with the production of a strategy document on The Promotion of Education in Occupational Health Psychology in Europe. The proposal was ratified at the subsequent annual business meeting held during the same conference. The draft outline of the strategy document was published for consultation in the European Academy’s e-newsletter (Vol. 3.1, 2002) and the final document presented to the meeting of the education forum at the fourth full conference (Vienna, 2002). The strategy document constituted a seminal piece of literature in so far as it provided a foundation and structure capable of guiding pan-European developments in education in OHP – developments that would ensure the sustained growth of the discipline and assure it of a long-standing embedded place in both the scholarly and professional domains. To these ends, the strategy document presented six objectives as important for the sustained expansion and the promotion of education in the discipline in Europe. Namely, the development of: [1] A core syllabus for education in occupational health psychology [2] A mechanism for identifying, recognising and listing undergraduate and postgraduate modules and courses (programmes) in occupational health psychology [3] Structures to support the extension of the current provision of education in occupational health psychology [4] Ways of enhancing convergence of the current provision of education in occupational health psychology [5] Ways of encouraging regional cooperation between education providers across the regions of Europe [6] Ways of ensuring consistency with North American developments in education and promoting world wide co-operation in education Five years has elapsed since the presentation of these laudable objectives to the meeting of the education forum in Vienna in December 2002. In that time OHP has undergone considerable growth, particularly in Europe and North America. Expansion has been reflected in the evolution of existing, and emergence of new, representative bodies for the discipline on both sides of the Atlantic Ocean. As such, it might be considered timely to pause to reflect on what has been achieved in respect of each of the objectives set out in the strategy document. The current chapter examines progress on the six objectives and considers what remains to be done. This exercise is entered into not merely in order to congratulate achievements in some areas and lament slow progress in others. Rather, on the one hand it serves to highlight areas where real progress has been made with a view to the presentation of these areas as ripe for further capitalisation. On the other hand it serves to direct the attention of stakeholders (all those with a vested interest in OHP) to those key parts of the jigsaw puzzle that is the development of a self-sustaining pan-European education framework which remain to be satisfactorily addressed

Working hours and common mental disorders in English police officers

Background: There is a paucity of evidence on working hours and their psychological correlates in police officers of the federated ranks in England. Aims: An exploratory study to establish the extent to which a sample of English police officers worked long hours and the association between long working hours and common mental disorder (CMD). Methods: Officers of the federated ranks (constable, sergeant, inspector) from two English county forces completed a questionnaire to report their typical weekly working hours and symptoms of CMD. We also collected socio- and occupational demographic data. We defined long working hours as ≥49 hours in a typical week in accordance with 48-hour weekly limit specified in the 1993 European Directive on the Organisation of Working Time. We established associations between long working hours and self-reported CMDs using binary logistic regression to generate ORs and 95% CIs adjusted for potential confounding variables. Results: 27% (N=327/1226) of respondents reported long working hours. The odds ratios for psychological distress (OR 2.05, 95% CI 1.57-2.68), emotional exhaustion (OR 1.99, 95% CI 1.52-2.59), and depersonalisation (OR 1.30, 95% CI 1.00-1.71) were significantly increased for long working hours after adjustment for socio- and occupational-demographic characteristics. Conclusions: More than one quarter of sampled police officers reported working long hours, and were significantly more likely to report CMD. National and longitudinal research is required to confirm these findings, which suggest management of working hours may effectively promote psychological wellbeing

Education and Training in Occupational Health Psychology: The Case for E-Learning

For the discipline of occupational health psychology (OHP) to continue to evolve and to serve workers effectively it is imperative that education and training provision is available that enables students to acquire knowledge and skills, free of geographical and temporal constraints. This chapter begins with a brief introduction to the historical development of education and training in OHP in Europe. The review culminates with the assertion that higher education institutions are now required to act innovatively in regard to the expansion of provision. One such initiative involves the introduction of e-learning. A case study concerning the implementation of a Masters degree in OHP by e-learning is presented. On the outcomes of the case study, recommendations are offered for the design and implementation of such courses. The chapter concludes by raising some further questions that need to be addressed for education and training provision in OHP to continue to expand

Education in occupational health psychology: Where have we been, where are we now and where are we going?

At the first full conference of the European Academy of Occupational Health Psychology (Lund, 1999), the decision was ratified to organise activities around three fora. These together represented the pillars on which the European Academy had been founded that same year: education, research and professional practice. Each forum was convened by a chair person and a small group of full members; it was agreed that a forum meeting would take place at each full conference and working groups would be established to move developments forward between conferences. The forum system has proven an effective means by which to channel the energies of individual members, and the institutions that they represent, towards advancements in all three areas of activity in occupational health psychology (OHP) in Europe. During the meeting of the education forum at the third full European Academy conference (Barcelona, 2001), the proposal was made for the establishment of a working party that would be tasked with the production of a strategy document on The Promotion of Education in Occupational Health Psychology in Europe. The proposal was ratified at the subsequent annual business meeting held during the same conference. The draft outline of the strategy document was published for consultation in the European Academy’s e-newsletter (Vol. 3.1, 2002) and the final document presented to the meeting of the education forum at the fourth full conference (Vienna, 2002). The strategy document constituted a seminal piece of literature in so far as it provided a foundation and structure capable of guiding pan-European developments in education in OHP – developments that would ensure the sustained growth of the discipline and assure it of a long-standing embedded place in both the scholarly and professional domains. To these ends, the strategy document presented six objectives as important for the sustained expansion and the promotion of education in the discipline in Europe. Namely, the development of: [1] A core syllabus for education in occupational health psychology [2] A mechanism for identifying, recognising and listing undergraduate and postgraduate modules and courses (programmes) in occupational health psychology [3] Structures to support the extension of the current provision of education in occupational health psychology [4] Ways of enhancing convergence of the current provision of education in occupational health psychology [5] Ways of encouraging regional cooperation between education providers across the regions of Europe [6] Ways of ensuring consistency with North American developments in education and promoting world wide co-operation in education Five years has elapsed since the presentation of these laudable objectives to the meeting of the education forum in Vienna in December 2002. In that time OHP has undergone considerable growth, particularly in Europe and North America. Expansion has been reflected in the evolution of existing, and emergence of new, representative bodies for the discipline on both sides of the Atlantic Ocean. As such, it might be considered timely to pause to reflect on what has been achieved in respect of each of the objectives set out in the strategy document. The current chapter examines progress on the six objectives and considers what remains to be done. This exercise is entered into not merely in order to congratulate achievements in some areas and lament slow progress in others. Rather, on the one hand it serves to highlight areas where real progress has been made with a view to the presentation of these areas as ripe for further capitalisation. On the other hand it serves to direct the attention of stakeholders (all those with a vested interest in OHP) to those key parts of the jigsaw puzzle that is the development of a self-sustaining pan-European education framework which remain to be satisfactorily addressed

Working hours and common mental disorders in English police officers

Background: There is a paucity of evidence on working hours and their psychological correlates in police officers of the federated ranks in England. Aims: An exploratory study to establish the extent to which a sample of English police officers worked long hours and the association between long working hours and common mental disorder (CMD). Methods: Officers of the federated ranks (constable, sergeant, inspector) from two English county forces completed a questionnaire to report their typical weekly working hours and symptoms of CMD. We also collected socio- and occupational-demographic data. We defined long working hours as ≥49 hours in a typical week in accordance with 48-hour weekly limit specified in the 1993 European Directive on the Organisation of Working Time. We established associations between long working hours and self-reported CMDs using binary logistic regression to generate ORs and 95% CIs adjusted for potential confounding variables. Results: 27% (N=327/1226) of respondents reported long working hours. The odds ratios for psychological distress (OR 2.05, 95% CI 1.57-2.68), emotional exhaustion (OR 1.99, 95% CI 1.52-2.59), and depersonalisation (OR 1.30, 95% CI 1.00-1.71) were significantly increased for long working hours after adjustment for socio- and occupational-demographic characteristics. Conclusions: More than one quarter of sampled police officers reported working long hours, and were significantly more likely to report CMD. National and longitudinal research is required to confirm these findings, which suggest management of working hours may effectively promote psychological wellbeing

Across the Pond: EA-OHP— SOHP Summit Meeting

On March 6, 2008 at the APA/NIOSH/SOHP Conference on Work, Stress, and Health in Washington, DC, the executive committees and other involved members of the Society for Occupational Health Psychology and the European Academy of Occupational Health Psychology held a summit meeting. The gathering was the latest in an ongoing series that began at the EA-OHP Dublin 2006 conference. The main discussion points and outcomes of interest to members are presented here

Sun safety knowledge and practice in UK postal delivery workers

Background: Postal delivery workers spend a large proportion of their work time outdoors, placing them at increased risk for skin cancer. To date, no studies have examined occupational sun safety knowledge and practice within this group in the UK. Aims: To describe the occupational sun safety knowledge and practice of UK postal delivery workers and to investigate the association of demographic, personal and occupational factors with knowledge and practice in order to identify potential strategies for improving sun safety in this occupational group. Methods: Postal delivery workers completed a questionnaire that collected data on occupational sun safety knowledge and practice in addition to demographic, personal and workplace characteristics. One-way analysis of variances were applied to assess differences in knowledge and practice by these characteristics. Results: A total of 1153 postal delivery workers completed the questionnaire, a 60% response rate. Thirty three per cent reported receiving sun safety training within the previous 12 months. The majority of respondents reported correct knowledge on three of the six domains and good practice on four of the six behavioural domains. However, only one-fifth of respondents reported wearing sunglasses and ensuring a plentiful intake of water. Knowledge and practice differed significantly according to demographic, personal and workplace characteristics. Conclusions: There is a need to raise the profile of occupational skin cancer in this occupational group and to increase the priority given to occupational sun safety policies alongside targeted and tailored interventions, the effect of which can be evaluated

Leaveism in English and Welsh police forces: baseline reference values

Background: Leaveism is a recently coined term for alternative attendance behaviours to sickness absence and sickness presence. Initial studies suggest that leaveism might mask the true extent of sickness in organisations and represent a response to perceived job insecurity, the belief that sickness absence could harm promotion prospects, and low job gratification.Aims: To generate baseline reference values for leaveism in English and Welsh police forces to facilitate benchmarking and risk-reduction activities.Methods: Officers represented by the Police Federation of England and Wales contributed survey data on the incidence of three leaveism dimensions in the year to February 2016. We applied descriptive statistics to characterise leaveism and Pearson’s χ2 tests to examine differences in incidence rates by socio- and occupational demographic factors.Results: Annual leave or rest days were used to take time off from work due to physical health complaints by 8,499/14,451 (59%) of respondents and psychological health complaints by 5,983/14,326 (42%) (dimension 1). Work was taken home that could not be completed in normal working hours by 7,515/14,959 (50%) of respondents (dimension 2), and 5,974/14,963 (40%) reported having worked while on annual leave in order to catch up with work (dimension 3). Incidence rates on dimensions 2 and 3 differed markedly by rank, with higher ranks reporting higher rates.Conclusions: These sector-wide findings suggest that leaveism is a cause for concern. Further research is required to identify sector-specific causes of leaveism with a view to informing interventions to tackle the problem

Mixed methods research in the health sciences : a review

This paper provides health science researchers new to mixed methods research with a review of the purpose of mixed method studies, an overview of the debate surrounding the method’s philosophical underpinnings and a discussion of the most popular mixed method design classifications. It is argued that despite its limitations, mixed methods research has contributed to health science research, and allows researchers to profit from the benefits of combining quantitative and qualitative data in the same study while minimising their individual shortcomings. In so doing, researchers are able to answer complex real world research questions typical of the health sciences. Additionally, it is argued that mixed methods research in the health sciences is best served by the paradigm of pragmatism and that while various mixed method typologies exist, the most popular classifications have common elements.peer-reviewe