学校教师之间的障碍和对语音治疗的准备:一个广泛的审查
Sushmitha Murali1, Sreya Srinivas1, Prakash Boominathan1
1Sri Ramachandra Faculty of Audiology and Speech Language Pathology, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.
学校教师面临的障碍,语音治疗由于低意识和实际约束. 大多数教师处于行为改变的早期阶段,这表明需要量身定制的干预措施来改善语音健康.
科学领域:
- 语音和语言治疗治疗
- 职业健康 职业健康 职业健康
- 教育心理学教育心理学
背景情况:
- 由于职业要求,学校教师面临高发声障碍的高风险.
- 了解障碍和为语音治疗做好准备对于有效的干预至关重要.
- 以前的文献没有为学校教师全面综合这些因素.
研究的目的:
- 识别学校教师在获得和参与语音治疗时面临的障碍.
- 评估学校教师对语音治疗干预措施的准备程度.
- 审查现有文献中使用的方法来探索这些因素.
主要方法:
- 根据PRISMA-ScR指南进行范围审查.
- 在多个科学数据库 (Scopus,Medline,PubMed,科学网,SpringerLink,谷歌学者) 进行的搜索.
- 由两个独立审稿人进行选和全文审查;数据被绘制图表并对其进行整理.
主要成果:
- 从近3万份初始记录中分析了26篇文章.
- 障碍被分为意识/感知,寻求帮助的限制和治疗实践的挑战.
- 大多数教师都处于预观念或观想阶段,这表明他们对变革的准备有限.
结论:
- 在教师中建立了对障碍的初步理解和对语音治疗的准备.
- 未来的研究应该涉及地理,社会经济和文化因素.
- 开发一个量身定制的评估工具可以增强干预策略和患者的坚持.
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