The impact of the voice in relation to psychosomatic well-being after education in female student teachers: a longitudinal, descriptive study.
Publication year
2012Source
Journal of Psychosomatic Research, 72, 3, (2012), pp. 230-235ISSN
Annotation
1 maart 2012
Publication type
Article / Letter to editor

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Organization
Otorhinolaryngology
Journal title
Journal of Psychosomatic Research
Volume
vol. 72
Issue
iss. 3
Page start
p. 230
Page end
p. 235
Subject
DCN PAC - Perception action and control; ONCOL 3: Translational researchAbstract
OBJECTIVE: Voice handicap in relation to psychosomatic well-being after education in female student teachers. METHODS: A longitudinal survey among 90 female students using Voice Handicap Index and Symptom Check List-90 at the start and end of education. RESULTS: Student teachers in fourth grade showed lower VHI Total and lower SCL-90 Total scores compared to first grade. Students with higher VHI scores in fourth grade had higher risk on "Anxiety" (OR=1.8 to 4.8), "Agoraphobia" (OR=1.9 to 3.9) and "Insufficiency in thinking and acting" (OR=1.6 to 3.2). Students with respectively higher VHI-Total and VHI-Emotional subscale scores had higher risk on "Depression" (OR=1.7, resp. 3.9), "Interpersonal sensitivity and mistrust" (OR=1.6, resp. 3.2), "Hostility" (OR=1.7, resp. 2.1) and SCL-Total (OR=3.1 resp. 4.0). CONCLUSIONS: Student teachers at the end of education showed more well-being and were less vocally handicapped. A tendency for a positive relation between higher emotional voice handicap and more psychosomatic complaints was found. SUGGESTIONS: The VHI has proven to be useful and special attention to VHI Emotional scale is advised in screening. This study might have implications for the preventive care and a multi-dimensional approach with attention to physical, mental and social voice care in future teachers is suggested. In contrast to the group score comparisons a closer look at individual reports on specific VHI items in relation to SCL-90 may be fruitful to detect tendencies. Student teachers can benefit from interdisciplinary collaboration between a psychologist and voice therapist in reducing psychosocial risk factors.
This item appears in the following Collection(s)
- Academic publications [204860]
- Faculty of Medical Sciences [81031]
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