An Interdisciplinary Approach to Teachers' Voice Disorders and Psychosocial Working Conditions
An Interdisciplinary Approach to Teachers' Voice Disorders and Psychosocial Working Conditions
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DOI：
10.1159/000239060
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发表时间：
2010-01-01
影响因子：
1
通讯作者：
Hernandez-Mendo, Antonio
中科院分区：
文献类型：
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作者：
Bermudez de Alvear, Rosa M.;Martinez-Arquero, Gines;Hernandez-Mendo, Antonio
目的：这篇流行病学论文的目的是研究教师的声音投诉，他们的声音模式，以及声音障碍对心理社会工作条件的影响。患者：一个有代表性的分层随机抽样的282名教师从幼儿园和小学进行了研究。两种类型的自我报告问卷调查：教师的职业语音配置文件的查询，和改编的哥本哈根社会心理问卷（ISTAS-21）的西班牙语版本。进行Pearson卡方检验以寻找统计学关联。结果如下：62.7%的受试者有职业性嗓音障碍，这些教师的心理社会状况明显比健康的嗓音同事差。结论：职业性嗓音障碍影响超过60%的教师，并对他们的心理社会工作条件产生影响。跨学科的工作是至关重要的，以阐明这些多因素的机制和影响。版权所有（C）2010 S. Karger AG，巴塞尔
Objectives: The goals of this epidemiological paper are focused on studying teachers' vocal complaints, their voice pattern, and the impact of voice disorders on psychosocial working conditions. Patients: A representative stratified random sample of 282 teachers from kindergartens and elementary schools was studied. Two types of self-report questionnaires were applied: an inquiry about teachers' occupational voice profile, and the adapted Spanish version of the Copenhagen Psychosocial Questionnaire (ISTAS-21). Pearson's chi(2) test was performed to search for statistical associations. Results: 62.7% of subjects were experiencing occupational voice disorders; these teachers showed significantly worse psychosocial conditions than their healthy voice colleagues. Conclusions: Occupational voice disorders affect more than 60% of teachers and have an impact on their psychosocial working conditions. Interdisciplinary work is essential to shed light on these multifactor mechanisms and effects. Copyright (C) 2010 S. Karger AG, Basel