Nawrocka Lidia, Garstecka Agnieszka, Mackiewicz-Nartowicz Hanna, Kozakiewicz-Rutkowska Agata, Burduk Paweł, Sinkiewicz Anna
Department of Otolaryngology, Audiology and Phoniatrics, University Hospital No. 2, Collegium Medicum, Nicolaus Copernicus University in Toruń, Ujejskiego 75 Street, 85-168, Bydgoszcz, Poland.
Ir J Med Sci. 2025 Feb;194(1):333-338. doi: 10.1007/s11845-024-03816-0. Epub 2024 Oct 8.
The cause of voice problems in teachers are excessive voice strain, improper voice emission, and wrong emotional responses to occupational stress. The aim of the study was to analyze the relationship between subjective voice assessment of professionally active teachers treated for voice disorders and their stress-coping styles.
The study included 174 female teachers participating in a 24-day voice rehabilitation program at a sanatorium hospital. The Voice Handicap Index (VHI) self-assessment questionnaire was used to subjectively assess voice impairment. The Coping Inventory for Stressful Situations (CISS) questionnaire was used to assess coping styles. The VHI and CISS questionnaires were administered to the teachers at the beginning of the rehabilitation stay.
Emotion-focused coping was shown to be associated with the subjective assessment of voice dysfunction as assessed by the VHI questionnaire for the total score and all of its dimensions (p = 0.04).
In addition to proper voice emission, the prevention and rehabilitation of occupational voice disorders in teachers should also include stress management techniques, as this can help reduce the incidence of functional voice disorders in this occupational group.
教师嗓音问题的成因包括过度用嗓、发声不当以及对职业压力的错误情绪反应。本研究旨在分析接受嗓音障碍治疗的在职教师主观嗓音评估与其压力应对方式之间的关系。
该研究纳入了174名在疗养院医院参加为期24天嗓音康复项目的女教师。使用嗓音障碍指数（VHI）自评问卷对嗓音损伤进行主观评估。使用应激情境应对量表（CISS）问卷评估应对方式。在康复治疗开始时，对教师进行VHI和CISS问卷测试。
通过VHI问卷评估总分及其所有维度发现，以情绪为中心的应对方式与嗓音功能障碍的主观评估相关（p = 0.04）。
除了正确发声外，教师职业嗓音障碍的预防和康复还应包括压力管理技巧，因为这有助于降低该职业群体中功能性嗓音障碍的发生率。
