Journal of voice : official journal of the Voice Foundation · 2023
Influences of Preventive Voice Training on the Vocal, Mental Health, and Voice-Related Self-Concept of University Teachers and Academic Advisers: A Pilot Study.
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Lücking Christiane, Claßen Kathrin
Аннотация
OBJECTIVES: The aim of the study was to investigate whether the vocal self-concept and potential vocal and related mental health problems of university teachers and academic advisers can be improved by participating in preventive voice training.
STUDY DESIGN AND METHODS: University teachers and academic advisers show an increased susceptibility to occupational risk factors related to their voice and an increased prevalence of developing a voice disorder in the course of their employment. An experimental, prospective, longitudinal study was conducted to examine whether voice training (1) improves physiological vocal function, vocal performance, vocal self-concept, and mental health of university teachers and academic advisers; (2) reduces unfavorable influencing factors at the university workplace; and (3) fewer voice problems are reported from the perspective of university teachers and academic advisers.
RESULTS: This study showed that voice training has positive influences on the voice (function and quality), voice self-concept, and well-being of university staff.
CONCLUSIONS: Workplace prevention programs can help to reduce the high prevalence of voice disorders among university teachers and advisers and counteract the risk factors. They should therefore be firmly integrated into continuing education/university health management and everyday life to cope with certain work-related vocal stresses and to maintain psychological and vocal well-being throughout the university career. Gender and age-related aspects should be considered.
STUDY DESIGN AND METHODS: University teachers and academic advisers show an increased susceptibility to occupational risk factors related to their voice and an increased prevalence of developing a voice disorder in the course of their employment. An experimental, prospective, longitudinal study was conducted to examine whether voice training (1) improves physiological vocal function, vocal performance, vocal self-concept, and mental health of university teachers and academic advisers; (2) reduces unfavorable influencing factors at the university workplace; and (3) fewer voice problems are reported from the perspective of university teachers and academic advisers.
RESULTS: This study showed that voice training has positive influences on the voice (function and quality), voice self-concept, and well-being of university staff.
CONCLUSIONS: Workplace prevention programs can help to reduce the high prevalence of voice disorders among university teachers and advisers and counteract the risk factors. They should therefore be firmly integrated into continuing education/university health management and everyday life to cope with certain work-related vocal stresses and to maintain psychological and vocal well-being throughout the university career. Gender and age-related aspects should be considered.