Psychosocial Impact of the Teacher's Voice Throughout the Career

Kooijman, P.G.C.; Thomas, George C.; Graamans, K.; Jong, F.I.C.R.S. de

doi:10.1016/j.jvoice.2005.12.007

Cited by 68 publications

(74 citation statements)

References 16 publications

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“…Next, the subjects answered the 28 items of the Vocal Activity and Participation Profile (VAPP) protocol 12 , which assesses the perception of a voice issue regarding the limitation in activities and restriction in participation based on the concept of the International Classification of Functioning, Disability, and Health (ICF) of the World Health Organization (WHO). Legend: n = number of answer frequency; % = relative frequency.…”

Section: Methodsmentioning

confidence: 99%

Associação entre o tempo de magistério e a autoavaliação vocal em professores universitários: estudo observacional transversal

2015

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OBJETIVO: verificar a associação entre o tempo de magistério e a autoavaliação vocal em professores universitários. MÉTODOS: participaram deste estudo 42 professores universitários, os quais responderam a um questionário para caracterização da amostra e identificação das sensações/sintomas vocais e ao Protocolo do Perfil e Participação e Atividades Vocais RESULTADOS: os participantes foram considerados jovens quanto ao tempo de magistério, pois a mediana foi de 8,5 anos, sendo que os autores não limitaram um número mínimo para participação na pesquisa, além disso, houve predomínio do gênero feminino na amostra estudada. Os sintomas vocais mais referidos pelos participantes foram sensação de secura na garganta (66,6%) e rouquidão (40,4%). A correlação entre o tempo de magistério com os domínios e o escore total do Protocolo do Perfil e Participação e Atividades Vocais não mostrou correlação significante. Os escores dos domínios: efeitos na comunicação diária (valor da correlação r= -0,08 e valor do p= 0,63), na comunicação social (valor da correlação r=-0,00 e valor do p=0,99), pontuação de restrição de participação (valor da correlação r= -0,20 e valor do p=-0,21) e o escore total (valor da correlação r= -0,01 e valor do p=-0,96) apresentaram correlação negativa, ou seja, inversas. CONCLUSÃO: embora a população estudada apresentasse queixas de sintomas vocais, isso não se reflete na limitação de suas atividades profissionais e atividades diárias. Portanto, neste estudo o tempo de uso profissional da voz ainda não compromete a qualidade de vida relacionada à voz referida pelos por professores.

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Section: Methodsmentioning

confidence: 99%

Associação entre o tempo de magistério e a autoavaliação vocal em professores universitários: estudo observacional transversal

2015

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“…Table 12 shows the distribution of the subjects according this classification. A larger number of teachers from Group I are found in the "Active" category, where a combination of high 14 demands and high control is represented, while more of the teachers in Group II are found in "Job Strain" category due to ratings of high demands and low control. However, the chisquare and Fisher's exact test showed no significant differences in Job strain (p=0.056) between the groups.…”

Section: Control-demand-support Burnout Coping and Personalitymentioning

confidence: 99%

How Do Teachers With Self-Reported Voice Problems Differ From Their Peers With Self-Reported Voice Health?

2012

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ObjectivesThis randomized case-control study compares teachers with self-reported voice problems, to age, gender and school-matched colleagues with self-reported voice health. The self-assessed voice function is related to factors known to influence the voice: laryngeal findings, voice quality, and personality, psycho social and coping aspects, searching for causative factors of voice problems in teachers. MethodsSubjects and controls, recruited from a teacher-group in an earlier questionnaire study, underwent examinations of the larynx by High-Speed Imaging and Kymograms; voice recordings; Voice Range Profile; audiometry; self assessment of voice handicap and voice function; teaching and environmental aspects; personality; coping ; burnout, and work-related issues. The laryngeal and voice recordings were assessed by experienced phoniatricians and speech pathologists. ResultsThe subjects with self-assessed voice problems differed from their peers with self-assessed voice health by significantly longer recovery-time from voice problems, and scored higher on all subscales of the Voice Handicap Index-T. ConclusionsThe results show that the cause of voice dysfunction in this group of teachers with self-reported voice problems is not found in the vocal apparatus or within the individual. The individual's perception of a voice problem seems to be based on a combination of the number of symptoms and of how often the symptoms occur, along with the time for recovery. The results also underline the importance of using self-assessed reports of voice dysfunction 1 Background and aim

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“…Some investigations have shown that excess noise is harmful to the teaching-learning process, since it is distracting, restricts attention level and cognition, and makes listening and understanding the teacher's voice more difficult for the students (3)(4)(5)(6)(7)(8)(9) .…”

Section: Introductionmentioning

confidence: 99%

Percepção de ruído em sala de aula por estudantes universitários e suas consequências sobre a qualidade do aprendizado

Servilha

Delatti

2014

Audiol., Commun. Res.

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Purpose: To identify the perceptions of university students about the noise in the classroom and its consequences on learning quality. Methods:The participants were 100 healthcare undergraduate students from ten noisy classrooms indicated by their teachers. They completed a questionnaire with open and closed questions about the presence, source, type, and valuation of noise, its impact on lessons and strategies to minimize it. The closed responses were descriptively analyzed, and compared among courses. Results: Mean age was 21.3 years, female predominance (85%) and unmarried (91%). The university and the classrooms were considered noisy by the students; they indicated themselves as the largest source of noise; they react to noise with an effort to listen, difficulty in concentration and irritation which interfere in learning, grades and health. In noisy conditions, the students ask for silence, to sit in front of the class or to study at home. Conclusion:Students identified noise as a harmful factor for the teaching-learning process, realized their role in this context and were proactive in creating an environment compatible to learning.

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Psychosocial Impact of the Teacher's Voice Throughout the Career

Cited by 68 publications

References 16 publications

Associação entre o tempo de magistério e a autoavaliação vocal em professores universitários: estudo observacional transversal

Associação entre o tempo de magistério e a autoavaliação vocal em professores universitários: estudo observacional transversal

How Do Teachers With Self-Reported Voice Problems Differ From Their Peers With Self-Reported Voice Health?

Percepção de ruído em sala de aula por estudantes universitários e suas consequências sobre a qualidade do aprendizado

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