Coping strategies and profile voice activities participation in teachers of public schools with and without voice disorders

Abstract:PURPOSE:verifying the association between the voice disorder, with the socio-demographic characteristics, vocal aspects, the types of coping strategies, and the vocal impact on daily activities of teachers from State Schools of Alagoas.METHODS:110 teachers were submitted to a perceptive-hearing analysis, to a protocol called Condition of Vocal Production of the Teacher, a protocol of Coping Strategies of dysphonia, and a Profile of Participation and Vocal Activities. By using the Visual-Analogue Scale the level of voice disorder was assessed: up to 35,5mm without presenting a disorder and over 35,5mm presenting a disorder. Statistical analyses were carried out, such as mean, standard deviation, medium, The Pearson chi-squared test and the Exact Fisher test measures.RESULTS:the percentages with voice disorder were higher among those who had taught for 11 to 20 years (44,6%), and those who had taught at two or three schools(49,1%). The teachers who had missed because of voice disorder and secretion/catarrh in the throat presented an association with the presence of voice disorder. Teachers in the two groups tended to allow the use of strategies as focus on the problem and did not differ in relation to the vocal impact in the daily activities.CONCLUSION:teachers who have been working for more than 11 years, used to teach at two or more schools. They would always miss work because they had change of voice and had some vocal symptoms such as catarrh/secretion in the throat and they tended to have voice disorder. The voice disorder didn't seem to be the most significant in terms of the dimensions of the protocol PAV as well as the different types of coping strategies.

摘要：
目的：验证阿尔戈阿斯州立学校教师的嗓音障碍与社会人口学特征、嗓音相关状况、应对策略类型，以及嗓音对日常活动的影响之间的关联。
方法：对110名教师开展感知听觉分析（perceptive-hearing analysis），同时采用《教师嗓音产生状况》问卷（Condition of Vocal Production of the Teacher）、嗓音障碍应对策略问卷（Coping Strategies of dysphonia）以及《嗓音活动参与概况》问卷（Profile of Participation and Vocal Activities, PAV）进行调查。借助视觉模拟量表（Visual-Analogue Scale, VAS）评估嗓音障碍程度：得分≤35.5mm者无嗓音障碍，得分＞35.5mm者存在嗓音障碍。统计分析采用均数、标准差、中位数、皮尔逊卡方检验（Pearson chi-squared test）及费希尔精确检验（Exact Fisher test）。
结果：教龄11~20年的教师（44.6%）以及在2所或3所学校任教的教师（49.1%）的嗓音障碍检出率更高。因嗓音障碍及咽喉分泌物/卡他症状缺勤的教师，与嗓音障碍的存在存在显著关联。两类教师均倾向于采用聚焦问题的应对策略，且在嗓音对日常活动的影响维度上无显著差异。
结论：教龄超过11年、曾在2所及以上学校任教的教师，常因嗓音变化及咽喉卡他/分泌物等嗓音症状缺勤，更易出现嗓音障碍。相较于《嗓音活动参与概况》问卷（PAV）的各维度以及不同类型的应对策略，嗓音障碍似乎并非最具显著性影响的因素。