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  • 1.
    Ahlström, Björn
    et al.
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Measuring the social and civic objectives of schools2010In: School Leadership: International Perspectives / [ed] Stephan Huber, Bern: Peter Lang Publishing Group, 2010, p. 19-37Chapter in book (Other academic)
  • 2. Häggström, I
    et al.
    Höög, J
    Umeå University, Faculty of Social Sciences, Sociology.
    Utvärdering av personal- och arbetslivsprogrammen vid svenska universitet och högskolor2004Report (Other academic)
  • 3.
    Höög, J
    et al.
    Umeå University, Faculty of Social Sciences, Sociology.
    Stattin, M
    Umeå University, Faculty of Social Sciences, Sociology.
    Early retirement in Sweden 1988-1998 - the case of the disability pesioners2005Report (Other academic)
  • 4.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Arbetstillfredsställelse och frånvaro1985Doctoral thesis, monograph (Other academic)
  • 5.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Elevhälsan i skolan: teman med variationer2014Report (Refereed)
  • 6.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Epilog: skolans dimensioner, rektors ledarskap och skolans framgång2014In: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2014, p. 233-238Chapter in book (Refereed)
  • 7.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektorer som integrerar skolans struktur och kultur blir framgångsrika2014In: Framgångsrika skolor -: mer om struktur, kultur, ledarskap / [ed] Jonas Höög, Olof Johansson, Lund: Studentlitteratur AB, 2014, p. 47-75Chapter in book (Refereed)
    Abstract [sv]

    Begreppen struktur, kultur och ledarskap bildar tillsammans ett skarpt verktyg i analysen av en skolas förmåga att uppnå sina mål. Denna tes har varit vägledande i ett forskningsprojekt som författarna bedrivit, och som 2011 resulterade i en bok med titeln: Struktur, kultur, ledarskap – förutsättningar för framgångsrika skolor. Föreliggande bok fördjupar våra kunskaper om vad som kännetecknar framgångsrika skolor, och ska ses som en vidareutveckling av resultaten från 2011.

    I denna andra bok diskuteras: hur rektorer förstår sambandet mellan struktur och kultur; förståelsen av skolan som organisation; pedagogiskt ledarskap; rektors förändringsledarskap; ­modeller för rektors beslutsfattande; lärares olika identiteter som påverkar hur skolans kultur konstrueras och dess mål ­prioriteras; rektors balans mellan etik,ansvar och auktoritet; skolans mångkulturalitet; samt rektorers syn på mobbning och forskningen om mobbning.

    Framgångsrika skolor diskuterar en mängd spännande områden av betydelse för ­rektors ledarskap och ger en ökad förståelse av skolan ur ett organisatoriskt helhetsperspektiv.Boken är lämplig som kurs­litteratur på skolledarutbildningar samt inom lärarutbildningen, men passar även utmärkt som fortbildningslitteratur för verksamma skolledare och lärare.

  • 8.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Vad är en framgångsrik skola?2011In: Struktur, kultur, ledarskap: förutsättningar för framgångsrika skolor / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur, 2011, p. 15-24Chapter in book (Refereed)
  • 9.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Är skolan en organisation: vad säger svensk utbildningsforskning2014In: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur AB, 2014, p. 23-45Chapter in book (Refereed)
  • 10.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Över- och underpresterande kommuner: vad skiljer dem åt?2014In: Skolledare i mötet mellan nationella mål och lokal policy / [ed] Elisabeth Nihlfors och Olof Johansson, Malmö: Gleerups Utbildning AB, 2014, p. 113-137Chapter in book (Refereed)
  • 11.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Sociology. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Bredeson, Paul V.
    University of Wisconsin-Madison.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Conformity to new global imperatives and demands: the case of Swedish school principals2006In: European Educational Research Journal, ISSN 1474-9041, Vol. 5, no 3, p. 263-275Article in journal (Refereed)
    Abstract [en]

    Over the past three decades, the forces of globalisation – economic, political and cultural – have significantly affected institutions and people across the world: altering in some ways the very terrain of public and private life. Public education has in no small way been challenged by new realities and new demands in an increasingly interdependent yet competitive world environment. School principals are uniquely positioned as formal leaders of diverse and complex educational systems to mediate the often times opposing forces of globalisation and localism with their communities. This article examines school leaders’ understanding of their work and their work role priorities, especially with regard to teaching and learning, within a policy environment characterised by increasingly convergent policy and leadership discourse. Two major questions are addressed, theoretically and empirically: in what ways do school principals in Sweden, which has strong democratic traditions, address the tension between localism and national interests and the press for conformity to new global imperatives and demands; and to what degree, if any, has globalisation created a new hegemony in school leadership? It is concluded that school principals in Sweden respond to questions about their schools without any reference to new global imperatives and demands. Their attention was generally related to national demands. Also, we see no clear evidence that globalisation has created a new hegemony in school leadership in Sweden.

  • 12.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Att bygga skolans processer: struktur, kultur, ledarskap2014In: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] J. Höög och O. Johansson, Studentlitteratur AB, 2014, 1, p. 9-22Chapter in book (Other academic)
  • 13.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Epilog2011In: Struktur, Kultur, Ledarskap: förutsättningar för framgångsrika skolor? / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur , 2011Chapter in book (Other academic)
  • 14.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Johansson, OlofUmeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Framgångsrika skolor: mer om kultur, struktur, ledarskap2014Collection (editor) (Other academic)
    Abstract [sv]

    Begreppen struktur, kultur och ledarskap bildar tillsammans ett skarpt verktyg i analysen av en skolas förmåga att uppnå sina mål. Denna tes har varit vägledande i ett forskningsprojekt som författarna bedrivit, och som 2011 resulterade i en bok med titeln: Struktur, kultur, ledarskap – förutsättningar för framgångsrika skolor. Föreliggande bok fördjupar våra kunskaper om vad som kännetecknar framgångsrika skolor, och ska ses som en vidareutveckling av resultaten från 2011.

  • 15.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Struktur, kultur, ledarskap: ett projekt och dess resultat2011In: Struktur, Kultur, Ledarskap: förutsättningar för framgångsrika skolor? / [ed] Jonas Höög & Olof Johansson, Lund: Studentlitteratur , 2011Chapter in book (Other academic)
  • 16.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Struktur, kultur, ledarskap: förutsättningar för framgångsrika skolor?2012In: Kvalitet och kollegialitet: en vänbok till Leif Lindberg / [ed] Martin Stigmar & Thomas Sandstedt, Växjö: Institutionen för pedagogik, psykologi och idrottsvetenskap, Linnéuniversitetet , 2012Chapter in book (Refereed)
  • 17.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, OlofUmeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Struktur, kultur, ledarskap: förutsättningar för framgångsrika skolor?2011Collection (editor) (Refereed)
  • 18.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Struktur, kultur, ledarskap: förutsättningar för framgångsrika skolor?2009In: Resultatdialog 2009: aktuell forskning om lärande, Bromma: Vetenskapsrådet , 2009, p. 62-66Chapter in book (Other academic)
  • 19.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, Anders
    Swedish successful schools revisited2009In: Journal of Educational Administration, ISSN 0022-0639, Vol. 47, no 6, p. 742-752Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to describe the results of a follow-up study of two Swedish schools in which, five years previously, the principals had been successful leaders. Had this success been maintained?

    Design/methodology/approach – Two schools were revisited to enable the authors to interview principals and teachers as well as conducting observations of the schools in operation.

    Findings – The identification of sustained leadership success was compromised because the original principals were no longer at the schools, their replacements had also left and their (“third generation”) replacements had just arrived. Strong teacher teams had served to maintain school standards.

    Originality/value – The paper adds to the literature on the vital role of the principal in determining a school’s success and also points to the value of strong, cohesive teacher teams.

  • 20.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Olofsson, Anders
    Successful principalship: the Swedish case2007In: Successful principal leadership in times of change / [ed] Christopher Day, Kenneth Leithwood, Springer Publisher , 2007, p. 87-101Chapter in book (Refereed)
  • 21.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Olofsson, Anders
    Department of Education, Mid Sweden University, Härnösand, Sweden.
    Successful principalship: the Swedish case2005In: Journal of Educational Administration, ISSN 0022-0639, ISSN 0957-8234, Vol. 43, no 6, p. 595-606Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    Over the past three decades, the forces of globalisation – economic, political and cultural – have significantly affected institutions and people across the world: altering in some ways the very terrain of public and private life. Public education has in no small way been challenged by new realities and new demands in an increasingly interdependent yet competitive world environment. School principals are uniquely positioned as formal leaders of diverse and complex educational systems to mediate the often times opposing forces of globalisation and localism with their communities. This article examines school leaders’ understanding of their work and their work role priorities, especially with regard to teaching and learning, within a policy environment characterised by increasingly convergent policy and leadership discourse. Two major questions are addressed, theoretically and empirically: in what ways do school principals in Sweden, which has strong democratic traditions, address the tension between localism and national interests and the press for conformity to new global imperatives and demands; and to what degree, if any, has globalisation created a new hegemony in school leadership? It is concluded that school principals in Sweden respond to questions about their schools without any reference to new global imperatives and demands. Their attention was generally related to national demands. Also, we see no clear evidence that globalisation has created a new hegemony in school leadership in Sweden.

  • 22.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Olofsson, Anders
    Department of Education, Mid Sweden University.
    Swedish successful schools revisited2011In: How school principals sustain success over time: International perspectives / [ed] Moos, L, Johansson, O, & Day, C., Springer Netherlands, 2011, p. 73-89Chapter in book (Other academic)
    Abstract [en]

    This study is a case study conducted over 6 years. In the first round of visits to schools 6 years ago, in the ISSPP context (Höög et al. J Educ Adm 43(6): 595–606, 2005), we found two very self-confident and successful principals who had created, over the last 3–4 years, very successful schools out of schools in challenging situations. Their students had started to produce good marks over the national average.

    We went back to the schools in 2008/2009 and found that the successful principals were not there any more but the schools were still producing good student outcomes with mean grades over the national average.

    Strong teacher teams in both schools had kept the good connection to the local society and the parents of the children. Their definition of a successful school was in line with the parents’ ideas and was based on the slogan “good is good enough.”

    The second principal in one school had already left and the principal in the other was about to leave. They both had not been able to get connected to and inspire the teacher teams to improve their work. Their leadership style deviated from a leadership based on trust, dialogue, and collaboration and they both decided to leave their position. The third principal at the River school struggled to keep the school on a good academic level, despite the decreasing numbers of students, and in his vision he said that he will strive to increase the outcomes.

    In 2010, the two schools still present good results over the national average and also better than expected, considering the socioeconomic background of students. Again, this was possible not only because of qualified teachers and support from the local community but also a strengthened focus on outcomes on behalf of the principals. They both strived to develop new structures for the division of labor among the teachers. Due to decreasing student numbers this has to be done, but a complementing reason is to create a more result-oriented school organization. There was a lot of opposition against those plans; so, a leadership combining structural and cultural changes based on a developed dialog both on a group and on an individual level was required. In all though, the prognosis for the new principals seem to be good and even better student performance could be expected over the coming years.

  • 23.
    Moos, Lejf
    et al.
    Danish School of Education, Aarhus University.
    Skedsmo, Guri
    Department of Teacher Education and School Research, University of Oslo.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Olofsson, Anders
    Department of Education, Mid Sweden University.
    Johnson, Lauri
    Department of Educational Leadership and Higher Education, Boston College.
    The Hurricane of Accountabilities?: Comparison of Accountability Comprehensions and Practices2011In: How School Principals Sustain Success over Time: International Perspectives / [ed] Lejf Moos, Olof Johansson and Christopher Day, DORDRECHT: Springer Netherlands, 2011, Vol. 14, p. 199-222Chapter in book (Other academic)
    Abstract [en]

    During the past 5 years since we visited the schools and principals were included in the International Successful School Principals Project for the first time, major changes have occurred in the ways in which schools are governed and managed. Since the start of the project in 2001, the “hurricane of accountability” has reached all countries in the project. This recent development is, first of all, characterized by an increased focus on student achievement and performance measurement as a key part of evaluation processes. Second, it implies a changed concept of educational quality, which in form seems to be defined by expectations about specific outcomes. Third, it indicates a belief that any divergence between the expected outcomes and the level of achievements can be identified. Along with this development, schools are increasingly being perceived as the unit of measurement and the need to make actors such as principals and teachers accountable is emerging.

    This chapter describes main changes in school governance with an emphasis on the establishment of systems to control and monitor educational quality. Moreover, it investigates similarities and differences in the ways of which principals in the USA on the one hand, and principals in Denmark, Norway, and Sweden on the other, respond to expectations about improving student outcomes.

  • 24.
    Norlund, Sofia
    et al.
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine.
    Reuterwall, Christina
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Janlert, Urban
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Epidemiology and Global Health.
    Slunga Järvholm, Lisbeth
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine.
    Work situation and self-perceived economic situation as predictors of change in burnout: a prospective population based cohort studyIn: Article in journal (Other academic)
  • 25.
    Norlund, Sofia
    et al.
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine.
    Reuterwall, Christina
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Janlert, Urban
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Epidemiology and Global Health.
    Slunga-Järvholm, Lisbeth
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine.
    Work situation and self-perceived economic situation as predictors of change in burnout - a prospective general population-based cohort study2015In: BMC Public Health, ISSN 1471-2458, E-ISSN 1471-2458, Vol. 15, article id 329Article in journal (Refereed)
    Abstract [en]

    Background: Sick leave rates due to mental and behavioural disorders have increased in Sweden during the last decades. The aim of this prospective study was to investigate changes in the level of burnout in a working subset of the general population and to identify how such changes relate to changes in work situation and self-perceived economic situation. Methods: A cohort of 1000 persons from a subset of the 2004 northern Sweden MONICA (Multinational Monitoring of Trends and Determinants in Cardiovascular Disease) general population survey was followed over a five-year period (2004-2009). In total, 623 persons (323 women and 300 men) were included in the analysis. Burnout levels were measured at baseline and follow-up using the Shirom Melamed Burnout Questionnaire. Risk factors were assessed at both measuring points. Results: In the whole study cohort, a small (-0.15) but statistically significant reduction in burnout level was found. No differences in change of burnout were found between men and women. Constant strain at work, an increased risk of unemployment, and a perceived worsening of economic situation during the study time period were related to an increased burnout level. An accumulation of these risk factors was associated with increased burnout level. Conclusions: Risk factors in work situation and self-perceived economy are related to changes in burnout level, and special attention should be directed towards persons exposed to multiple risk factors.

  • 26.
    Norlund, Sofia
    et al.
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine.
    Reuterwall, Christina
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Lindahl, Bernt
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine.
    Janlert, Urban
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Epidemiology and Global Health.
    Slunga Birgander, Lisbeth
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine.
    Burnout, working conditions and gender: results from the northern Sweden MONICA Study2010In: BMC Public Health, ISSN 1471-2458, E-ISSN 1471-2458, Vol. 10, no 326Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: Sick-leave because of mental and behavioural disorders has increased considerably in Sweden since the late nineties, and especially in women. The aim of this study was to assess the level of burnout in the general working population in northern Sweden and analyse it's relation to working conditions and gender.

    METHODS: In this cross-sectional study the survey from the MONICA-study (Monitoring of Trends and Determinants in Cardiovascular Disease) in northern Sweden 2004 was used. A burnout instrument, the Shirom Melamed Burnout Questionnaire (SMBQ), was incorporated in the original survey which was sent to a random sample of 2500 individuals with a response rate of 76%. After including only actively working people, aged 25-64 years, our study population consisted of 1000 participants (497 women and 503 men). ANOVA and multiple linear regression models were used.

    RESULTS: The prevalence of a high level of burnout (SMBQ >4.0) was 13%. Women had a higher level of burnout than men with the most pronounced difference in the age group 35-44 years. In both sexes the level of burnout decreased with age. Demand and control at work, and job insecurity were related to burnout. In women the level of education, socioeconomic position, work object, and working varying hours were of importance. Interaction effects were found between sex and work object, and sex and working hours. In a multiple regression analysis almost half of the gender difference could be explained by work related and life situational factors.

    CONCLUSIONS: Working life conditions contributed to the level of burnout in this actively working sample from the general population in northern Sweden. Especially in women, socioeconomic position was associated with burnout. The high level of burnout in women compared to men was partly explained by more unfavourable working conditions and life situational factors. Efforts to level out gender differences in burnout should probably focus on improving both working and socioeconomic conditions for women.

  • 27.
    Norlund, Sofia
    et al.
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine.
    Reuterwall, Christina
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine. Research and Development Department, Jämtland County Council, Östersund, Sweden.
    Höög, Jonas
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Nordin, Maria
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine.
    Edlund, Curt
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Epidemiology and Global Health.
    Slunga Birgander, Lisbeth
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Occupational and Environmental Medicine.
    Work related factors and sick leave after rehabilitation in burnout patients: experiences from the REST-project2011In: Journal of occupational rehabilitation, ISSN 1053-0487, E-ISSN 1573-3688, Vol. 21, no 1, p. 23-30Article in journal (Refereed)
    Abstract [en]

    Introduction The aim of this study was to investigate the impact of psychosocial working conditions and coping strategies at work on change in sick leave level for patients on long-term sick leave due to burnout.

    Methods A cohort sample of patients (n = 117) on long-term sick leave due to burnout was analyzed. The patients answered a questionnaire at baseline and sick leave information was collected from the Swedish Social Insurance Agency at baseline and at follow-up 2 years later. Two groups were formed depending on whether the patients had "improved" and reduced their sick leave level (56%) or if the sick leave level was "unchanged" (44%) at follow-up. The association between change in sick leave and predictors measuring psychosocial working conditions and coping strategies at work were analyzed using logistic regression.

    Results The predictor, low control at work, was associated with unchanged sick leave at follow-up. When background characteristics were taken into account, usage of covert coping towards supervisors and covert coping towards workmates, respectively, also predicted unchanged sick leave level. High overcommitment was of borderline significance and associated with a reduced sick leave level at follow-up.

    Conclusions Patients with burnout who have experienced low control at work and used covert coping towards supervisors and/or workmates have a higher risk of not reducing their sick leave after rehabilitation. The workplace may contribute to a reduction of sick leave lengths with a more flexible work environment and improvement in communication strategies for employees and supervisors.

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