学校教师之间的障碍和对语音治疗的准备 - - 一项定性研究
Sushmitha Murali1, Prakash Boominathan1, Lakshmi Venkatesh1
1Sri Ramachandra Faculty of Audiology and Speech Language Pathology, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.
概括
大多数教师都不知道语音治疗的需要,面临时间和耻辱等障碍. 需要采取干预措施来改善教师的福祉和语音健康.
科学领域:
- 健康 行为 改变 改变
- 语音语言病理学 语言病理学
- 职业健康 职业健康 职业健康
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.
- 超理论模型 (TTM) 为理解健康行为变化提供了一个框架.
- 有限的研究存在于教师之间的障碍和对语音治疗的准备.
研究的目的:
- 在学校教师中识别障碍,并准备好进行语音治疗.
- 应用健康行为变化的跨理论模型 (TTM) 来了解教师对语音治疗的准备.
主要方法:
- 一项定性横截面研究,涉及42个半结构面试和3个焦点小组讨论与教师 (年龄21-60) 在印度的奈.
- 使用最大变异采样来选择参与者.
- 以TTM框架为指导的混合主题分析 (演-诱导) 使用定性数据分析矿工 lite软件进行.
主要成果:
- 教师对语音治疗的准备程度使用TTM阶段进行分类:预观 (低意识),观想 (时间/财务障碍),准备 (旅行/家庭问题),行动 (自我治疗) 和维护 (实践时间).
- 关键障碍包括有限的认识,缺乏时间,财务限制和社会耻辱.
- 促进者包括家庭和学校支持安排治疗.
结论:
- 大多数教师都处于关于语音治疗的预思考阶段,这表明他们缺乏意识.
- 解决诸如有限的意识,时间,财务和耻辱感等障碍对于有效的语音治疗吸收至关重要.
- 建议制定有针对性的干预措施和政策,促进教师福祉和语音护理.
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