Biopsychosocial impact of voicing and general coping style in teachers
| Autor: | K. Schaekers, A. Van Wijck-Warnaar, M.J.M.C. Van Opstal, G. Thomas, F.I.C.R.S. de Jong, K. Exelmans |
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| Rok vydání: | 2010 |
| Předmět: |
Biopsychosocial model
Adult Linguistics and Language Coping (psychology) Psychological Tests Voice Disorders Social Support Middle Aged LPN and LVN Faculty Language and Linguistics Developmental psychology Speech and Hearing Social support Disability Evaluation Young Adult Surveys and Questionnaires Adaptation Psychological Voice Humans Psychological testing Voice handicap Female Psychology |
| Zdroj: | Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP). 62(1-2) |
| ISSN: | 1421-9972 |
| Popis: | Objective: The aim of the study was to explore the general coping style of female teachers with a relatively low voice handicap compared with teachers with a relatively high voice handicap. Patients and Methods: A cross-sectional questionnaire survey was conducted among 450 teachers using the Voice Handicap Index (VHI) and the Utrecht Coping List (UCL). A group of 400 subjects quasi-randomly selected from the general population were used as controls. Results: Teachers with a relatively high voice handicap (VHI ≧75th percentile) scored lower on the UCL subscale ‘active confrontation or dealing with the problem’ (p = 0.001) and higher on the UCL subscale ‘passive reaction pattern’ (p = 0.006), compared to teachers with a relatively low voice handicap (VHI ≤25th percentile). Among the general population, it was found that subjects with a relatively high voice handicap scored higher on the UCL subscales ‘avoidance/waiting’ (p = 0.001) and ‘passive reaction pattern’ (p < 0.001) than those with a relatively low voice handicap. From the groups with a relatively high total VHI score, the teachers scored higher on the scale ‘seeking for social support’ than the general population (p = 0.022). However, this had already been found in the total groups. The general population scored higher than the teachers on the subscale ‘avoidance/waiting’ (p = 0.027). There was no significant difference on the other subscales of the UCL. Conclusion: The coping style of the teachers with a relatively high VHI score may lead to less optimal problem solving possibilities and consequently increased vulnerability, problems and less psychosomatic well-being. Training coping strategies in the curriculum of student teachers may contribute to their response when they experience voice problems during their teaching career. With a view to self-efficacy, adequate coping strategies need to be taught to teachers. |
| Databáze: | OpenAIRE |
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