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- Hultin, Hanna, et al.
(författare)
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Low level of adjustment latitude : a risk factor for sickness absence
- 2010
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Ingår i: European Journal of Public Health. - : Oxford University Press (OUP). - 1101-1262 .- 1464-360X. ; 20:6, s. 682-688
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Tidskriftsartikel (refereegranskat)abstract
- Background: The prerequisite for obtaining sickness benefit is reduced work ability for medical reasons in combination with work demands which cannot be adjusted accordingly. The aim of this study was to investigate if low levels of adjustment latitude, defined as the possibility to temporarily adjust work demands in case of ill health, influence sickness absence. Methods: A prospective cohort study of 1420 employees (47% participation, aged 19-68; 56% women) was conducted at six Swedish workplaces. Exposure to two general and nine specific types of adjustment latitude was ascertained at baseline. Outcome was defined as the first new employer-reported sick-leave spell during a follow-up of 3-12 months. Hazard ratios (HR) of sick leave, with 95% confidence intervals (CI), were estimated by Cox proportional hazards regression. Results: The incidence of sickness absence was 2.85/1000 person-days. The self-reported reasons for sick leave were mainly minor complaints such as colds, influenzas and headaches. Employees lacking adjustment latitude had an adjusted HR of sickness absence of 1.51 (95% CI 1.08-2.11). Among specific adjustment latitude types, those not having the possibility to work from home generated an HR of 1.86 (95% CI 1.31-2.64). The effects of lack of adjustment latitude were similar for men and women but seemed to vary between different occupations. Conclusion: A low level of adjustment latitude at work is a risk factor for sickness absence.
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| 2. |
- Hultin, Hanna, et al.
(författare)
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Low Workload as a Trigger of Sick Leave Results From a Swedish Case-Crossover Study
- 2012
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Ingår i: Journal of Occupational and Environmental Medicine. - : Lippincott, Williams and Wilkins. - 1076-2752 .- 1536-5948. ; 54:2, s. 202-209
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: To investigate if exposure to an unusually low workload when ill can trigger taking sick leave. Methods: A case-crossover design was applied to 546 sick-leave spells obtained from a cohort of 1430 employees within six Swedish workplaces. New sick-leave spells were reported from the workplaces during 3 to 12 months follow-up. Exposure was assessed in structured participant interviews at sick leave. Case and control periods from the same individual were sampled according to the matched-pair and usual-frequency approaches. Results are presented as odds ratios with surrounding 95% confidence intervals. Results: The odds ratio of sick leave on a day with an unusually low workload was 2.57 (confidence interval, 1.07-6.16). Conclusions: Becoming ill on a day with a lower workload than usual can trigger the decision to take sick leave.
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| 3. |
- Hultin, Hanna, et al.
(författare)
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Work-related psychosocial events as triggers of sickleave – results from a Swedish case-crossover study
- 2011
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Ingår i: BMC Public Health. - : BMC. - 1471-2458. ; 11:175
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Tidskriftsartikel (refereegranskat)abstract
- Background Although illness is an important cause of sick leave, it has also been suggested that non-medical risk factors may influence this association. If such factors impact on the period of decision making, they should be considered as triggers. Yet, there is no empirical support available. The aim was to investigate whether recent exposure to work-related psychosocial events can trigger the decision to report sick when ill. Methods A case-crossover design was applied to 546 sick-leave spells, extracted from a Swedish cohort of 1 430 employees with a 3-12 month follow-up of new sick-leave spells. Exposure in a case period corresponding to an induction period of one or two days was compared with exposure during control periods sampled from workdays during a two-week period prior to sick leave for the same individual. This was done according to the matched-pair interval and the usual frequency approaches. Results are presented as odds ratios (OR) with 95% confidence intervals (CI). Results Most sick-leave spells happened in relation to acute, minor illnesses that substantially reduced work ability. The risk of taking sick leave was increased when individuals had recently been exposed to problems in their relationship with a superior (OR 3.63; CI 1.44-9.14) or colleagues (OR 4.68; CI 1.43-15.29). Individuals were also more inclined to report sick on days when they expected a very stressful work situation than on a day when they were not under such stress (OR 2.27; CI 1.40-3.70). Conclusions Exposure to problems in workplace relationships or a stressful work situation seems to be able to trigger reporting sick. Psychosocial work-environmental factors appear to have a short-term effect on individuals when deciding to report sick.
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| 4. |
- Lundberg, Gun, 1950-
(författare)
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Engelska för yngre åldrar ur svensk synvinkel
- 2015
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Ingår i: Communicare. - Norge : Fremmedspråksenteret, Nasjonalt senter for framandspråk i opplæringa. - 0259-0069. ; 5:1, s. 26-31
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 5. |
- Lundberg, Gun, 1950-
(författare)
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Teachers in action : att förändra och utveckla undervisning och lärande i engelska i de tidigare skolåren
- 2007
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Sweden has for many years suffered from a shortage of teachers appropriately trained to teach English to young learners. In 1987 The Swedish National Agency for Higher Education decided that English should no longer be a compulsory subject within primary teacher training, instead it was offered as an optional subject within the primary teacher training programmes This policy decision had dire consequences and ultimately led to the current position which sees a mere 30 % of trainee Teachers opting for the English language pathway.Although consensus has been achieved in Europe and beyond relating to the advantages of teaching modern languages at an early age there are significant variations between regions and schools relating to the introduction of English in primary schools and implementation of the national syllabus for English is still undeveloped in many schools. The syllabus for English and the learning objectives to be attained by the end of Year 5 in school (11-year-olds) are very wide. These wide goals can appear very attractive to a qualified teacher, educated in appropriate methodology and having access to plenty of authentic target language teaching material, but for an unqualified teacher these national goals are not easily transferred into practice. This is probably the main reason why the use of textbooks and workbooks seem to be regarded as the most appropriate pedagogy instead of a more communicative approach to teaching and learning of English.This contextual background was the starting point for the design of an in-service course for primary teachers who are unqualified to teach English to young learners but who are obliged to do so as the Swedish primary school system operates mostly on the principle of a generic class teacher who delivers all curriculum areas. The shortage of teachers appropriately trained to teach English to young learners and the lack of parity for English as a subject in the early school years brought about the call for effective in-service training with a built-in capacity for challenging traditions and the development of sustainable change and improvement towards a more communicative approach of teaching and learning in the language classroom.The in-service course was designed as a part-time, distance course of 15 ECTS over a period of 20 weeks, the model being for teachers to divide their delivery and study time on a 50/50 basis, a blend of theory and practice. The aims were to emphasise research-based teaching and strive for a goal of better applications into practise of the centralised syllabus based on the European Framework of References, CEFR, and the communicative approach to teaching and learning of languages. A further aim was todevelop more confidence and autonomy in the teachers. An action research module was integrated into the course as it was considered to have the capacity to improve educational practice, promote professional development and enhance classroom performance. Action research is also understood to have a potential for long-term change and commitment through encouraging professionals to reflect critically on their often taken-for-granted practices where uncontested beliefs and values are held by staff members.The results of the action research projects reveal that whilst it is difficult to bring about change in school cultures which have strongly embedded traditional teaching habits there is also an accompanying body of evidence demonstrating improvement in teaching and learning pedagogy for young learners in the north of Sweden. The action research projects have been organised into five themes: (1)An Early start, (2)Target language use,(3) Motivation, (4) Language methodology and didactics and (5)Documentation and progression.A summary of the analysis of 123 action research project reports indicates that teachers seem to be convinced that children as young as 6-7 can benefit from early language learning if the circumstances are right with age-appropriate methodology and a secure classroom climate. Teachers have initiated a more consistent target language approach in their classrooms and the pupils have actively engaged by starting to use the target language more frequently during lessons and even beyond their formal sessions.Both teachers and pupils alike have begun to articulate that English is fun, stimulating and enjoyable. The use of language strategies such as guessing competence and strategic competence has increased together with continuous discussions about the processes of language learning and addressing of didactic core questions revolving around why, how and what. The introduction of small steps of scaffolding technique for learner autonomy has resulted in pupils generating lots of ideas for English to bring the subject alive and English is no longer an isolated stand alone subject instead it is more successfully merged holistically into the generic skill and competence base for Early Learning provision. All kinds of inventive documentation and evaluation ideas, language portfolios and recordings of oral skills have become useful tools for assessing language progress and for assurance of continuity and progression in language learning.Teaching is an increasingly challenging process requiring sophisticated skills, competencies and qualities. Teachers therefore are playing pivotal roles in the drive towards improving language learning amongst our pupils and the application of action research seems to have assisted their practice. With action research as a tool teachers are able to develop their professional learning through systematic investigation rather than by reproduction of disconnected teaching tips. Through action research, teachers will begin to understand what is really happening in their classrooms, why it is happening and how teaching and learning can be systematically improved. This study illustrates how 123 action research projects, carried out by the teachers in their own practices, have encouraged self directed professional learning, increased confidence, competence and pupil engagement.
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