在职业活跃的教师中,语音障碍和应对压力的风格之间的关系
Lidia Nawrocka1, Agnieszka Garstecka2, Hanna Mackiewicz-Nartowicz2
1Department of Otolaryngology, Audiology and Phoniatrics, University Hospital No. 2, Collegium Medicum, Nicolaus Copernicus University in Toruń, Ujejskiego 75 Street, 85-168, Bydgoszcz, Poland. research2023publication@gmail.com.
Irish journal of medical science
|October 7, 2024
概括
语音问题教师经常使用以情绪为中心的应对策略,这些策略与语音功能障碍有关. 压力管理技术对于预防和治疗教育工作者职业语音障碍至关重要.
科学领域:
- 语音和听力科学 语言和听力科学
- 职业健康 职业健康 职业健康
- 心理学 心理学 心理学
背景情况:
- 由于声压力,不适当的语音使用和压力,教师会遇到语音问题.
- 职业语音障碍在教学职业中很普遍.
研究的目的:
- 调查主观语音评估与有语音障碍的教师应对压力的风格之间的关系.
- 分析不同应对机制如何影响教育工作者对语音障碍的感知.
主要方法:
- 174名接受语音康复治疗的女教师参加了这次活动.
- 语音障碍指数 (VHI) 评估了主观语音障碍.
- 应对压力状况库存 (CISS) 评估了应对方式.
主要成果:
- 专注于情绪的应对与较高的语音障碍指数得分 (p=0.04) 有关.
- 这种关联在VHI的所有维度中都被观察到,表明了广泛的影响.
结论:
- 压力管理,特别是以情绪为中心的应对,在教师的语音障碍中发挥着作用.
- 康复计划应将压力管理与有效治疗的语音培训相结合.
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