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

Defining a case of work-related stress

This thesis concerns case definitions for work-related stress; that is, the criteria used for the identification of a person as presenting a case. It has its focus on case definitions used as the basis for measurement in two related domains in the British context: large-scale nationally representative workforce surveys and personal injury litigation. Together, these contribute to informing policy and practice on tackling the challenge to occupational health presented by work-related stress. The thesis begins by placing the subject matter in its applied context through a consideration of research and policy imperatives for the development of case definitions for work-related stress. This is followed by a series of studies that employ a systematic review methodology and qualitative methodologies including template analysis and content analysis to explore the use, consequences and development of case definitions used in the two domains of interest. Relationships between both sets of case definitions are explored and implications for research, policy and practice considered. The studies culminate with a critical discourse analytic investigation into the media representation of the case definition used in personal injury litigation for work-related stress and its possible contribution to informing activities on tackling and defining work-related stress. The final chapter brings together the results and conclusions from preceeding chapters. It considers some possible ways forward in the study of case definitions for work-related stress that might contribute to improvements in the occupational health of the nation’s workforce

Defining a case of work-related stress

This thesis concerns case definitions for work-related stress; that is, the criteria used for the identification of a person as presenting a case. It has its focus on case definitions used as the basis for measurement in two related domains in the British context: large-scale nationally representative workforce surveys and personal injury litigation. Together, these contribute to informing policy and practice on tackling the challenge to occupational health presented by work-related stress. The thesis begins by placing the subject matter in its applied context through a consideration of research and policy imperatives for the development of case definitions for work-related stress. This is followed by a series of studies that employ a systematic review methodology and qualitative methodologies including template analysis and content analysis to explore the use, consequences and development of case definitions used in the two domains of interest. Relationships between both sets of case definitions are explored and implications for research, policy and practice considered. The studies culminate with a critical discourse analytic investigation into the media representation of the case definition used in personal injury litigation for work-related stress and its possible contribution to informing activities on tackling and defining work-related stress. The final chapter brings together the results and conclusions from preceeding chapters. It considers some possible ways forward in the study of case definitions for work-related stress that might contribute to improvements in the occupational health of the nation’s workforce