Incidence of Common Mental Disorders in Teachers: Is There a Relationship with Voice Disorders?

Rocha, Luise Marques da; Amaral, Paulinia Leal do; Bach, Suélen de Lima; Behlau, Mara; Souza, Luciano Dias de Mattos

doi:10.1016/j.jvoice.2019.10.009

Cited by 3 publications

(2 citation statements)

References 32 publications

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“…Two recent longitudinal studies support this last hypothesis. First, a study carried out with teachers of municipal schools from Pelotas, Brazil, found that teachers who reported a voice disorder had an increased risk of developing common mental disorders [ 12 ]. On the other hand, the same research group reported that teachers who had both a voice disorder and symptoms of a common mental disorder were more likely to maintain the voice disorder through the follow-up [ 12 ].…”

Section: Discussionmentioning

confidence: 99%

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Schoolteachers with voice handicap are twice as likely to report depressive symptoms

González

Lopes

Andrade

et al. 2022

Eur Arch Otorhinolaryngol

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This study aimed to examine the association between voice disorder and depressive symptoms in schoolteachers. A cross-sectional survey was conducted with elementary and secondary schoolteachers. Voice disorders and depressive symptoms were assessed with the Voice Handicap Index-10 and the Beck Depression Inventory-II, respectively. Logistic and linear regressions models were adjusted for confounding variables. In the 389 schoolteachers studied, the prevalence of voice handicap and depressive symptoms was 18.8 and 38.8%, respectively. Voice handicap was associated with depressive symptoms on all models tested. The logistic regression showed an odds ratio of 2.21 (95% confidence interval: 1.19, 4.08; p value < 0.05), while in the linear regression each point increase on the voice disorder scale increased the Beck Depression Inventory-II score by 0.39 points (95% confidence interval: 0.26, 0.54; p value < 0.05). This study showed that teachers of public schools with voice handicap are twice as likely to report depressive symptoms.

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Section: Discussionmentioning

confidence: 99%

“…Some reports highlight the high prevalence of anxiety, stress and depressive symptoms in individuals presenting voice disorders [ 11 , 12 ]. In general, these studies support that there is a link between voice and psychological disorders [ 13 – 15 ].…”

Section: Introductionmentioning

confidence: 99%

Schoolteachers with voice handicap are twice as likely to report depressive symptoms

González

Lopes

Andrade

et al. 2022

Eur Arch Otorhinolaryngol

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Investigation of the Relationship Between Temperament and Personality Traits and Voice Disorders in Religious Officials

Yenigezer,

Barmak,

Altan

et al. 2024

Journal of Voice

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Comparison of Remote-Audiovisual Teaching and Face-to-Face Teaching on Factors Causing Teacher’s Voice Problems and Subjective Voice Evaluation

Jung¹,

Kim²

2023

Commun Sci Disord

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Objectives: Due to the global pandemic caused by the coronavirus (COVID-19), many remote-audiovisual teaching methods have been introduced. Remote-audiovisual teaching may lead to changes in teacher’s voice usage patterns. Therefore, it is necessary to compare between remote-audiovisual teaching and traditional face-to-face teaching methods in regards to the factors that affect teacher’s voice problems and subjective voice evaluation. Methods: This study investigated whether there was significant difference between two teaching methods on the risk factors (environment, physical, vocal use, psychological) causing voice problems and subjective voice evaluations (vocal effort ratings, vocal tract discomfort scale). Seventy-nine teachers in elementary, middle, and high schools participated in this study. Results: Face-to-face teaching had significantly higher scores when compared with remote-audiovisual teaching for environmental and voice use factors. For psychological factors, remote-audiovisual teaching showed significantly higher scores than face-to-face teaching. There were no significant differences in physical factors between the two teaching methods. In subjective voice evaluation, face-to-face teaching showed significantly higher scores compared to remote-audiovisual teaching in vocal effort ratings and frequency and severity of vocal tract discomfort scale. Conclusion: This study shows that teachers not only require more vocal loading and vocal effort in face-to-face teaching compared to remote-audiovisual teaching, but also experience high vocal discomfort. Therefore, that the results of this study suggest that the remote-audiovisual teaching method allows teachers to use their voice more comfortably in comparison to face-to-face teaching.

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Incidence of Common Mental Disorders in Teachers: Is There a Relationship with Voice Disorders?

Cited by 3 publications

References 32 publications

Schoolteachers with voice handicap are twice as likely to report depressive symptoms

Schoolteachers with voice handicap are twice as likely to report depressive symptoms

Investigation of the Relationship Between Temperament and Personality Traits and Voice Disorders in Religious Officials

Comparison of Remote-Audiovisual Teaching and Face-to-Face Teaching on Factors Causing Teacher’s Voice Problems and Subjective Voice Evaluation

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