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Updated: May 1, 2026

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
Biopsychosocial impact of voicing and general coping style in teachers
A Van Wijck-Warnaar1, M J M C Van Opstal, K Exelmans
1Department of ENT, Bernhoven Ziekenhuis, Veghel, The Netherlands.
Objective:
The aim of the study was to explore the general coping style of female teachers with a relatively low voice handicap compared with teachers with a relatively high voice handicap.
Patients And Methods:
A cross-sectional questionnaire survey was conducted among 450 teachers using the Voice Handicap Index (VHI) and the Utrecht Coping List (UCL). A group of 400 subjects quasi-randomly selected from the general population were used as controls.
Results:
Teachers with a relatively high voice handicap (VHI >or=75th percentile) scored lower on the UCL subscale 'active confrontation or dealing with the problem' (p = 0.001) and higher on the UCL subscale 'passive reaction pattern' (p = 0.006), compared to teachers with a relatively low voice handicap (VHI
Conclusion:
The coping style of the teachers with a relatively high VHI score may lead to less optimal problem solving possibilities and consequently increased vulnerability, problems and less psychosomatic well-being. Training coping strategies in the curriculum of student teachers may contribute to their response when they experience voice problems during their teaching career. With a view to self-efficacy, adequate coping strategies need to be taught to teachers.
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