Modelling determinants of the vocal health of teachers in Northern Ireland: Implications for educational policy and practice

McAleavy, G. J.; Adamson, Gary; Hazlett, Diane; Donegan, H. A.; Livesey, G.

doi:10.1016/j.puhe.2007.08.013

Cited by 17 publications

(22 citation statements)

References 22 publications

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“…The VHI, and the VHI-T 19 (the VHI with a subscale on throat problems [41], have been shown to separate subjects with and without voice disorders [41,42,66]. It is noteworthy that the highest OR of the VHI-T subscales was found on the emotional subscale, which indicates that teachers with voice problems are twice as likely as their voice healthy colleagues to score high on this subscale.…”

Section: Subjects' Assessment Of Voice Handicap and Voice Functionmentioning

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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Section: Subjects' Assessment Of Voice Handicap and Voice Functionmentioning

confidence: 99%

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

2012

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“…45 Emotions have a strong connection to the voice production. 46,47 Stress and anxiety change the acoustic features of the voice 48 and have been found to be associated with voice symptoms in teachers 49,50 and student teachers. 51 Teaching indeed includes numerous stressful factors.…”

Section: Introductionmentioning

confidence: 99%

Connections Between Voice Ergonomic Risk Factors and Voice Symptoms, Voice Handicap, and Respiratory Tract Diseases

et al. 2012

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“…McAleavy et al (30) Demonstration of important contributions of psychological and behavioral variables to vocal health. The implications of these results lead to rethinking policy and practice with the intention of identifying preventive actions to improve teachers' vocal health.…”

Section: Resultsmentioning

confidence: 99%

“…Thinking about the teacher as a worker implies that the school is seen as an environment with certain structural and organizational features that configure workloads which can be more or less healthy, influencing and determining the health-disease process in the teacher-worker. It is important to monitor the work environment, analyzing the risk factors for the development of diseases in teachers, verifying what actions can be taken to minimize or eliminate such factors (22) . Recurring complaints in the workers' speech are actually common in organizations as a demonstration of dissatisfaction (23) .…”

Section: Chart 1 Continuationmentioning

confidence: 99%

“…This confrontation requires actions that target the condition and determinants of the issues in a convergent (which includes intersectoral actions), systematic way which has a favorable impact on the quality of life of a population (29) . It is important to monitor the work environment, analyzing the risk factors for the development of diseases in teachers, verifying what actions can be taken to minimize or eliminate such factors (30) . Moreover, the importance managers give to vocal wellness is paramount.…”

Section: Chart 1 Continuationmentioning

confidence: 99%

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Distúrbios da voz em docentes: revisão crítica da literatura sobre a prática da vigilância em saúde do trabalhador

Santana

Goulart

Chiari

2012

J. Soc. Bras. Fonoaudiol.

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OBJETIVO: Analisar a produção bibliográfica científica sobre a prática da vigilância à saúde do trabalhador relacionada aos distúrbios vocais em professores. ESTRATÉGIA DE PESQUISA: Foram seguidos os preceitos do Cochrane Handbook, que envolveu a formulação da questão a ser investigada, a localização, a seleção dos estudos e a avaliação crítica dos artigos. CRITÉRIOS DE SELEÇÃO: Os artigos publicados entre 2000 e 2011 foram selecionados por meio das bases de dados PubMed, LILACS, MEDLINE e Biblioteca Cochrane, utilizando-se os descritores distúrbio da voz/voice disorders, docentes/faculty, saúde do trabalhador/occupational health, vigilância em saúde do trabalhador/surveillance of the workers health. AnÁLISE DE DADOS: Os textos foram analisados utilizando-se um formulário padronizado, quando os seguintes dados foram coletados: objetivos, desenho da pesquisa, características do grupo pesquisa, resultados obtidos e discussão sobre a prática da vigilância relacionada ao distúrbio da voz. RESULTADOS: Inicialmente, foram identificados 141 estudos. Após revisão dos títulos e resumos, consideração dos critérios de inclusão e exclusão, verificação da coerência com a temática pesquisada e eliminação por estarem concomitantemente em mais de uma base de dados, 32 foram efetivamente analisados por referirem nos resultados e/ou nas conclusões a prática da vigilância relacionada aos distúrbios vocais em professores. CONCLUSÃO: A prática da vigilância em saúde do trabalhador foi evidenciada nesta pesquisa principalmente enquanto identificação dos fatores de riscos associados aos distúrbios vocais em professores, visando à transformação das condições de trabalho e à garantia da qualidade da assistência a esses profissionais como trabalhadores.

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Modelling determinants of the vocal health of teachers in Northern Ireland: Implications for educational policy and practice

Cited by 17 publications

References 22 publications

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

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

Connections Between Voice Ergonomic Risk Factors and Voice Symptoms, Voice Handicap, and Respiratory Tract Diseases

Distúrbios da voz em docentes: revisão crítica da literatura sobre a prática da vigilância em saúde do trabalhador

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