Risk Factors for Voice Disorders in University Professors in Cyprus

Kyriakou, Kyriaki; Petinou, Kakia; Phinikettos, Ioannis

doi:10.1016/j.jvoice.2017.07.005

Cited by 31 publications

(29 citation statements)

References 15 publications

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“…The network would have gained in simplicity and processing speed, but would have decreased in predictive capacity, which is why it was decided to include these variables as well [40]. On the other hand, the synaptic weights of the different types of roles in the network invite reflection on the relevance of teachers as positive models [12,[27][28][29]36,37].…”

Section: Discussionmentioning

confidence: 99%

“…Under this perspective, the use of a coping strategy in the educational field, even if it is dysfunctional, can be understood as a response set in motion when there is a situation perceived as stressful for the subject [23,24]. In relation to genesis, it is possible that the observation of other people who use certain strategies and their consequences in the environment may favor their learning or have a facilitating effect [12,[25][26][27][28][29][30]. Regardless of its etiology, stress can be a trigger of a dysfunctional coping strategy (such as OEE) and can also function as a predictor of whether or not such a strategy will be used.…”

Section: Introductionmentioning

confidence: 99%

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What If Violent Behavior Was a Coping Strategy? Approaching a Model Based on Artificial Neural Networks

Ramón

Rodríguez

2020

Sustainability

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The aggressor sets in motion dysfunctional and violent behaviors with others in the dynamic of bullying. These behaviors can be understood as misfit coping strategies in response to environmental demands perceived as stressful, putting at risk the quality of education. The aim of this study was to develop a predictive model based on artificial neural networks (ANN) to forecast a violent coping strategy based on perceived stress, resilience, other coping strategies and various socio-demographic variables. For this purpose, the Stress Coping Questionnaire (SCQ), the Perceived Stress Scale (PSS) and the Brief Resilient Coping Scale (BRCS) were administered to 283 participants from the educational field (71.5% women). The design was cross-sectional. An inferential analysis (multilayer perception ANN) was performed with SPSS version 24. The results showed a predictive model that took into consideration the subject’s stress levels, personal assessment and strategies such as negative self-targeting or avoidance to predict open emotional expression (a coping strategy defined by violent behaviors) in approximately four out of five cases. The conclusions emphasis the need for considering problem solving, stress management and coping skills to prevent school violence and improve the social environment through sustainable psychological measures.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What If Violent Behavior Was a Coping Strategy? Approaching a Model Based on Artificial Neural Networks

Ramón

Rodríguez

2020

Sustainability

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“…The aim of the current study is to investigate whether psychological stress is associated with vocal symptoms among university faculty in Israel during the transition to online synchronous teaching due to the COVID-19 pandemic. This is an important issue for the following reasons: (1) the existing data on the prevalence of voice disorder symptoms among university faculty and the impact that stress can have on vocal symptoms (eg, a possible increase of laryngeal muscle tension along with emotional and cardiovascular arousal), (2) the minimal data regarding general risk factors and psychological stress in particular, for the development of voice pathologies in university professors worldwide, 14 and (3) the heavy demands of online synchronous teaching 12,13 as a risk factor for vocal problems among university faculty. Online synchronous teaching relies mainly on teachercentered rather than student-centered approaches 15 which is likely to lead to an increase in the psychological stress of faculty.…”

Section: Introductionmentioning

confidence: 99%

Psychological Stress and Vocal Symptoms Among University Professors in Israel: Implications of the Shift to Online Synchronous Teaching During the COVID-19 Pandemic

2022

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Psychological stress may have an adverse impact on the voice. The purpose of the present cross-sectional study was to investigate the relationship between the change in levels of perceived psychological stress and vocal symptoms among Israeli academic college professors required to shift to synchronous online teaching during the global COVID-19 pandemic. Methods. An online questionnaire was completed by 313 professors (156 men and 157 women) from 14 academic colleges in Israel at the end of the first week of online synchronous teaching during the COVID-19 pandemic, which was assumed to be the most burdened and stressful week of the transition. Participants provided self-reports for the current levels of psychological stress and vocal symptoms during the transition to online synchronous teaching, as well as general psychological stress and general vocal symptoms during previous periods of teaching. Results. The results revealed higher levels of psychological stress but not vocal symptoms during the transition to online synchronous teaching compared with previous periods of teaching. Psychological stress during the transition to online synchronous teaching was positively associated with vocal symptoms during this period but this association was moderated by general stress. Although there was a positive association between psychological stress and vocal symptoms for individuals who reported low levels of psychological stress during previous periods of teaching, this association was especially strong for individuals who reported high levels of psychological stress during previous periods of teaching. Conclusions. It is important to examine vocal symptoms of professors in specific contexts that are potentially stressful. The psychological stress surrounding the transition to online synchronous teaching was associated with elevated levels of vocal symptoms especially for those who reported high levels of psychological stress during previous periods of teaching. These results with professors accord with the notion that psychological stress may have a negative impact on the voice.

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“…Observa-se que uma das queixas de destaque entre docentes está relacionada ao uso intensivo da voz, que se constitui em sua principal ferramenta de trabalho. Esses profissionais apresentam maior ocorrência de disfonia quando comparados a outros grupos ocupacionais 18 , independente do nível educacional em que lecionam. Sinais e sintomas vocais como rouquidão, "falha na voz", dor ao falar e até afonia são amplamente relatados 19 e sinalizam uma forte relação com aspectos envolvendo principalmente a carga horária semanal em termos de quantidade e distribuição das aulas, o número de alunos por sala, as condições do ambiente (acústica e níveis de ruído interno e externo), o tempo de trabalho como docente e a idade do indivíduo 20 .…”

Section: Discussionunclassified

Avaliação da qualidade de vida no trabalho de Docentes de Graduação em Enfermagem

Sousa¹,

Santiago²,

Carvalho³

et al. 2020

Arch Health Invest

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Introdução: No âmbito do Ensino Superior é importante conhecer o nível de Qualidade de Vida no Trabalho dos docentes para que realizem suas atividades de forma saudável e produtiva, contribuindo para a excelência do processo de ensino-aprendizagem. Objetivo: Avaliar a qualidade de vida no trabalho de docentes do curso de Enfermagem de uma Instituição de Ensino Superior de Fortaleza-CE. Métodos: Estudo exploratório-descritivo, quantitativo, realizado com 27 docentes. Os dados foram coletados em maio e junho de 2017 utilizando o Quality of Working Life Questionnaire-78, analisados estatisticamente e discutidos com base na literatura. Resultados: O perfil docente constituiu-se majoritariamente de enfermeiras jovens, doutoras e exercendo dupla jornada de trabalho. Todos os domínios da Qualidade de Vida no Trabalho avaliados classificaram-se como satisfatórios, sendo os domínios Físico/Saúde e Profissional os de menores pontuações (61,17 e 65,09, respectivamente), e o domínio Pessoal o de maior pontuação (76,54). Como sugestões dos docentes para melhorar a Qualidade de Vida no Trabalho, citaram-se: realização de ginástica laboral; maior tempo para planejar e produzir as atividades docentes; implantação de espaços para relaxamento; redução das cargas horárias e maior investimento em capacitações. Conclusão: A qualidade de vida no trabalho deve ser considerada na dimensão subjetiva dos indivíduos, pois se estende à sua vida pessoal e é diretamente influenciada pela organização do processo laboral. Logo, é importante que os gestores identifiquem elementos que reforcem positivamente o desempenho dos colaboradores no ambiente de trabalho. Descritores: Trabalho; Qualidade de Vida; Instituições de Ensino Superior; Educação em Enfermagem; Docentes de Enfermagem. Referências Barros MA. Qualidade de vida no trabalho (QVT): a percepção de docentes de uma instituição de ensino superior privada. Rev Espaço Acadêmico. 2017;16(188):38-46. Walton RE. ‘Quality of Working Life: What Is It?’Sloan Management Review. 1973;15(1):11-21. Cortez PA, Souza MVR, Amaral LO, Silva LCA. A saúde docente no trabalho: apontamentos a partir da literatura recente. Cad saúde colet. 2017;25(1):113-22. Parra GD, Felli VEA. Work process of nursing professors. Rev Latino-Am Enfermagem. 2017;25:e2946. Migani EJ. As dificuldades para a qualificação do docente no ensino superior privado e a fragilidade da legislação na sua tutela. Vertentes do Direito. 2015;1(20):63-80. Lauxen AA, Del Pino JC. O professor universitário em processo de formação continuada: uma análise da docência no cotidiano da ação. 2018;19(40):394-413. Hood LJ. Leddy & Pepper’s conceptual bases of professional nursing. 9. ed. Baltimore: Wolters Kluwer Health; 2017. Cruz AM, Almeida NG, Fialho AVM, Rodrigues DP, Figueiredo JV, Oliveira ACS. Percepção da enfermeira docente sobre sua qualidade de vida. Rev Rene. 2015;16(3):382-90. Magalhais LCB, Yassaka MCB, Soler ZASG. Indicadores da qualidade de vida no trabalho entre docentes de curso de graduação em enfermagem. Arqui ciênc saúde. 2008;15(3):117-24. Conselho Federal de Enfermagem (BR). Pesquisa Perfil da Enfermagem no Brasil. [acesso 2019 Abr 18]. Disponível em: http://www.cofen.gov.br/perfilenfermagem/ Reis Júnior DR, Pilatti LA, Pedroso B. Qualidade de vida no trabalho: construção e validação do questionário QWLQ-78. R Bras Qual Vida. 2011;3(2):1-12. Caveião C, Sales WB, Visentin A, Hey AP, Escalante MMB, Oliveira ES. Perfil e qualidade de vida de docentes enfermeiros de universidades privadas e pública: estudo com WHOQOL-BREF. Rev APS. 2017;20(2):185-93. Merighi MAB, Jesus MCP de, Domingos SR da F, Oliveira DM, Baptista PCP. Being a nursing teacher, woman and mother: showing the experience in the light of social phenomenology. Rev Latino-Am Enfermagem. 2011;19(1):164-70. D’Oliveira CAFB, Almeida CM, Souza NVDO, Pires AS, Madriaga LCV. Prazer e sofrimento no trabalho: perspectivas de docentes de enfermagem. Rev Baiana Enferm. 2017;31(3):e20297. Duarte CG, Lunardi VL, Barlem ELD. Satisfaction and suffering in the work of the nursing teacher: an integrative review. Rev Min Enferm. 2016;20:e939. Camargo EM, Oliveira MP, Rodriguez-Añez CR, Hino AAF, Reis RS. Estresse em docentes universitários da saúde: situações geradoras, sintomas e estratégias de enfrentamento. Psicol Argum. 2013;31(75):615-26. Sá SCA, Silva RM, Kimura CA, Pinheiro GQ, Guido LA, Moraes-Filho IM. Estresse em docentes universitários da área de saúde de uma faculdade privada do entorno do Distrito Federal. Rev Cient Sena Aires. 2018;7(3):200-7. Kyriakou K, Petinou K, Phinikettos I. Risk Factors for Voice Disorders in University Professors in Cyprus. J Voice. 2018;32(5):1-9. Silva GJ, Almeida AA, Lucena BTL, Silva MFBL. Sintomas vocais e causas autorreferidas em professores. Rev CEFAC. 2016;18(1):158-66 Gonçalves GBB. A saúde vocal do professor em uma pesquisa nacional. Retratos da Escola. 2012;6(11):447-62. Lima Júnior JP, Silva TFA Análise da sintomatologia de distúrbios osteomusculares em docentes da Universidade de Pernambuco-Campus Petrolina. Rev Dor. 2014;15(4):276-80. Guimaraes ALO, Felli VEA. Notification of health problems among nursing workers in university hospitals. Rev Bras Enferm. 2016;69(3):475-82. Oliveira ASD, Pereira MS, Lima LM. Trabalho, produtivismo e adoecimento dos docentes nas universidades públicas brasileiras. Psicol Esc Educ. 2017;21(3):609-19. Rodriguez MC, Hinojosa LMM, Ramirez MTG. Evaluacion del desempeño docente, estrés y Burnout em professores universitários. Actual Investig Educ. 2014;14(1):1-22. Ferreira RC, Silveira AP, Sá MAB, Feres SBL, Souza, JGS, Martins, AMEBL. Transtorno mental e estressores no trabalho entre professores universitários da área da saúde. Trab educ saúde. 2015;13(Suppl 1):135-55. Cardoso BLC, Ferreira TDT, Ferreira BN, Nunes CP. Estilo de vida e nível de atividade física em docentes universitários. Unimontes Científica. 2016;18(1):15-23. Ribeiro LA, Santana LC. Qualidade de vida no trabalho: fator decisivo para o sucesso organizacional. RIC Cairu. 2015;2(2):75-96, Ribeiro CVS, Leda DB. O trabalho docente no enfrentamento do gerencialismo nas universidades federais brasileiras: repercussões na subjetividade. Educ Rev. 2016;32(4):97-117.

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Risk Factors for Voice Disorders in University Professors in Cyprus

Cited by 31 publications

References 15 publications

What If Violent Behavior Was a Coping Strategy? Approaching a Model Based on Artificial Neural Networks

What If Violent Behavior Was a Coping Strategy? Approaching a Model Based on Artificial Neural Networks

Psychological Stress and Vocal Symptoms Among University Professors in Israel: Implications of the Shift to Online Synchronous Teaching During the COVID-19 Pandemic

Avaliação da qualidade de vida no trabalho de Docentes de Graduação em Enfermagem

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