The professional voice: comparing questionnaire and telephone methods in a national survey of teachers' perceptions

This article compares the results obtained from using two different methodological approaches to elicit teachers’ views on their professional role, the key challenges and their aspirations for the future. One approach used a postal/online questionnaire, while the other used telephone interviews, posing a selection of the same questions. The research was carried out on two statistically comparable samples of teachers in England in spring 2004. Significant differences in responses were observed which seem to be attributable to the methods employed. In particular, more ‘definite’ responses were obtained in the interviews than in response to the questionnaire. This article reviews the comparative outcomes in the context of existing research and explores why the separate methods may have produced significantly different responses to the same questions.

Reflection as a dialogic strategy for developing a professional identity

The benefits of reflective practice have been well established in the literature (Rogers, 2001), as have models to embed reflective thinking in higher education curriculum (Ryan and Ryan, 2012). Reflection is commonly envisaged as a textual practice, through which students ‘reflect in and on action’ (Schön 1983), and articulate their experiences, learning and outcomes in written portfolios, journals, or blogs. While such approaches to individual written reflection are undoubtedly beneficial for deepening insight and self-criticality, reflection can also provide other benefits when approached as a collaborative, oral activity. This poster presents a dialogic model of reflective practice that affords the opportunity for developing presentation skills, critique, community and professional identity formation. This dialogic approach to reflection is illustrated by a first year subject (‘KIB101 Visual Communication’ at QUT), in which students apply visual theory (presented in lectures) to communication and graphic design problems in the studio. In regular (fortnightly) presentations, they critically reflect upon their work in progress by aligning it with the concepts, design principles and professional language of the lectures. This iterative process facilitates responsive peer feedback, similarly couched in the formal terms of the discipline. This ‘mirrored reflection’ not only provides opportunities to incrementally improve, it also sets designs in a theoretical frame; provides the opportunity for comparative analysis (to see design principles applied by peers in different ways); to practice formal design language and presentation techniques of the discipline and; because peer critique is framed as an act of generosity; it affords the development of a supportive community of practice. In these ways, dialogic reflection helps students develop a professional voice and identity from first year. Evidence of impact is provided by quantitative and qualitative student feedback over several years, as well as institutional feedback and recognition.

Voice Disorders in Teachers. A Review

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

“SINGING CHASES AWAY THE BLUES.” KNOWLEDGE AND USE OF THE VOICE AS HEALTH PROMOTION RESOURCES FOR CHORISTERS

Objetivo: Compreender o conhecimento e o uso da voz por mulheres que cantam em coral e as repercussões para a promoção da saúde. Métodos: Realizou-se estudo qualitativo, de dezembro de 2011 a fevereiro de 2012, com 13 mulheres de 23 a 66 anos, membros de um coral de uma universidade, em Fortaleza, Ceará, Brasil. Coletaram-se os dados através de entrevista semiestruturada. Aplicou-se a análise temática para organizar os resultados em categorias, analisando-as à luz do interacionismo simbólico. Resultados: Identificaram-se dois núcleos de sentido: conhecimento sobre voz e uso da voz. As coralistas definiram a voz como meio de comunicação, identidade pessoal e forma para expressar emoções. Elas não demonstraram conhecimento consistente sobre os aspectos anatômicos e fisiológicos da voz, mas as definições apresentadas mostram que elas entendem que a voz permeia espaços pessoais, sociais e profissionais. A voz profissional e o envelhecimento destacaram-se no contexto do uso vocal. As participantes reconhecem que o conhecimento e o uso da voz podem ser aprimorados pelas atividades no coral, o que remete à promoção da saúde. Conclusão: As coralistas apresentam conhecimento limitado sobre a saúde vocal, porém, compreendem os efeitos benéficos do coral sobre sua saúde, ampliando a compreensão sobre a voz; isso estimula a adoção de hábitos saudáveis e de medidas preventivas, o que favorece o uso vocal.

What's the fuss about NAPLAN?

In September each year in Australia, schools and the families of students receive their NAPLAN results. Since 2008, students in Years 3, 5, 7 and 9 have sat tests in literacy and numeracy. Since 2010, schools’ NAPLAN results have been listed on the My School website. The tests are designed to improve student achievement by “improving the transparency and accountability of schools and school systems at all levels” (Rudd & Gillard, 2008, p. 19). The policy logic, it seems, is that test-based accountability encourages improvements in teachers and schools.

Teaching children who have a diagnosis of Autism Spectrum Disorder

Best practice dictates that the Autism Spectrum Disorder (ASD) diagnostic process is informed by experienced professionals from at least two disciplines, for example psychology or speech pathology, with the diagnosis ultimately provided by a specialist medical practitioner e.g. child psychiatrist, neurologist or paediatrician. Irrespective of a child’s age, diagnosis relies upon information about their early development. Current information and observations on a child’s behaviour, communication and socialisation are considered by the specialist medical practitioner against the signs and symptoms detailed in one of several diagnostic systems. Two recently used classification systems in Australia have been the fourth edition of the Diagnostic Statistical Manual of Mental Disorders (DSM-IV) published by the American Psychiatric Association (1994) and the tenth edition of the International Classification of Disease (ICD-10), published by the World Health Organisation (2003).

Perturbações da voz profissional: da prevalência ao impacto económico

Dissertação apresentada à Associação de Politécnicos do Norte para obtenção do Grau de Mestre em Gestão das Organizações, Ramo de Gestão de Empresas Orientação: Prof. Doutor Jorge Ferreira Dias de Figueiredo Co-Orientação: Mestre Luís Francisco de Oliveira Marques Metello

Prevalencia de síntomas de la voz y factores asociados en trabajadores de la central de llamadas Fonosanitas

Cada día se tiene más conocimiento acerca de la voz como un elemento fundamental en el desempeño laboral. Los diferentes sectores económicos tienen como estrategias de comunicación las asesorías personales a través de las centrales de llamadas telefónicas, aumentado así el reporte de síntomas vocales en trabajadores. El objetivo de este estudio fue conocer la prevalencia de los síntomas de la voz en agentes de llamadas y los factores asociados como antecedentes médicos, ocupacionales y extraocupacionales, a través de una encuesta aplicada a los trabajadores. La población de estudio fue de 495 trabajadores de la central de llamadas de la Organización Sanitas Internacional – Fonosanitas-sede Bogotá. Colombia; de la cual se obtuvo una muestra de forma randomizada y aleatorizada. Es necesario destacar que en Colombia no se encontraron estadísticas relacionadas con este tema. El 91.3 % de los asesores de llamadas reportaron más de dos síntomas vocales de una escala de once (11) síntomas. Tanto los hombres como las mujeres reportaron síntomas por igual, aunque en la distribución de la población predomino el género femenino (64.2%). Entre los hallazgos más importantes, el síntoma principal fue la sensación de mucosidad de la garganta en un 72%, seguido por la voz tensa en un 59.2 % y por la voz ronca en un 51.6 %, principalmente al final de la jornada 62.6%. El 54% de los trabajadores notaron un deterioro progresivo de la voz durante la jornada laboral. Los factores biológicos con mayor significancia estadística fueron las patologías respiratorias altas, el reflujo gastroesofágico,tensión cervical y patología tiroidea. Las características del ambiente laboral podrían llegar a aumentar la prevalencia de estos síntomas, incrementando las incapacidades y afectando la productividad.

Prevalencia de los síntomas otorrinolaringológicos y factores asociados en los trabajadores de una central de llamadas en la ciudad de Bogotá Colombia

La industria de las centrales de llamadas es uno de los sectores de más rápido crecimiento en el mundo desarrollado, gracias a los avances tecnológicos han permitido su uso cada vez más generalizado desarrollando servicios integrales que son accesibles las 24 horas del día. Los operadores telefónicos o tele-operadores de esta industria se ven enfrentados a jornadas laborales en las que se exponen al uso constante de la voz, utilización permanente de auriculares de comunicación, confinamiento en estaciones de trabajo delimitadas pero no aisladas; aumentando así la prevalencia de síntomas como los otorrinolaringológicos. Este estudio tiene como objeto identificar la prevalencia de síntomas otorrinolaringológicos dados por alteraciones de la voz, compromiso auditivo y síntomas de la vía respiratoria superior durante la jornada laboral de los trabajadores de una central de llamadas de una prestigiosa empresa aseguradora de la ciudad de Bogotá Colombia, así como también identificar la asociación de factores demográficos organizacionales y biológicos con los síntomas otorrinolaringológicos y analizar el medio ambiente laboral de dicha empresa y la relación de los síntomas otorrinolaringológicos con mediciones de ruido, temperatura y humedad. La población estudiada fue de 81 tele operadores de los cuales 61 (75.3%) fueron mujeres, se evidencio que las enfermedades respiratorias altas tienen una prevalencia del 36%, también se reporto una prevalencia del 85% (69) tele operadores reportaron por lo menos un síntoma de voz y solo 12 tele operadores 15% no reportaron ningún síntoma. En cuanto a la hipoacusia solo 5 (6.2%) reportaron disminución de la agudeza auditiva

Vocal evaluation in teachers with or without symptoms

The aim of this study was to perform voice evaluation in teachers with and without vocal symptoms, identifying etiologic factors of dysphonia, voice symptoms, vocal qualities, and laryngeal lesions. Eighty teachers were divided into two groups: GI (without or sporadic symptoms, 40) and GII (with frequent vocal symptoms, 40). They answered a specific questionnaire, and were subject to a perceptual vocal assessment (maximum phonation time, glottal attack, resonance, coordination of breathing and voicing, pitch, and loudness), GIRBAS scale, and to videolaryngoscopy. Females were predominant in both groups, and the age range was from 36 to 50 years. Elementary teachers predominated, working in classes with 31-40 students. Voice symptoms and alterations in the perceptual vocal analysis and in the GIRBAS scale were more frequent in GII In 46 teachers (GI-16; GII-30), videolaryngoscopy exams were abnormal with the vocal nodules being the most frequent lesions. These results indicate that a teacher's voice is compromised, and requires more attention including control of environmental factors and associated diseases, preventive vocal hygiene, periodic laryngeal examinations, and access to adequate specialist treatment.

O espectro médio de longo termo na pesquisa e na clínica fonoaudiológica.

BACKGROUND: One of the great difficulties in evaluating a voice is the judgment of quality through the perceptual auditive analysis--although frequently used--, as it is influenced by socioeconomic and cultural aspects as well as individual preferences. Many are the adjectives and methods used in this assessment, especially because of the subjectivity involved in the process, leading to incompatibilities between listeners and difficulties in reaching a consensus on the use of this or that terminology. In such a context, the voice laboratory and more specifically the acoustic computerized analysis, has guided and complemented speech-language treatments. Among the several possibilities of spectrographic analysis, the (Long-Term Average Spectrum--LTAS) quantifies the quality of voices, pointing differences between gender, age, professional--spoken and sang--and dysphonic voices. The LTAS has been used a lot in researches that investigate voice. As it evidences the contribution of the glottic source and of resonance to the quality of voice, it provides objective parameters for the evaluation of this aspect which usually depends on our auditive perception. AIM: to demonstrate how LTAS can be applied in voice research and in the speech-language therapy practice, describing both the technical aspects required for the production and interpretation of results, and its limitations. CONCLUSION: The area of voice research has developed a lot in these last two decades especially because of the advent of the voice and speech laboratory. For this reason, the knowledge about the applicability of more tools for voice analysis, as the LTAS, as well as the existing need for more studies in this area, will most certainly contribute for the creation of new research areas not only in the field of professional voice but also in the field of therapy.

Prevalence of vocal problems in portuguese primary and secondary shool level teachers

This study compared the prevalence of vocal problems in two Portuguese groups: 73 teachers that use their voice as professional tool (teachers’ group) and 73 non-voice professionals (control group). It also identified the risk factors that contributed to teachers’ group voice problems. A questionnaire was applied to both goups in order to obtain information about vocal health, hygiene and behavior, professional activity and general physical health. Statistical results revealed that the teachers’ group presented a higher prevalence of vocal problems than the control group: 52% reported hoarseness, 46.6% vocal fatigue and 45.2% vocal discomfort compared with 31.5%, 20.5 % e 28.7%, respectively. Environmental factors (eg., smoke and cold temperatures), vocal abuse and upper respiratory pathologies (e.g., colds, laryngitis and pharyngitis) seemed to increase teachers’ voice disorders (p-value < .05). In conclusion, the absence of vocal pedagogy in the curricular plan of teachers’ higher education associated to poor working environmental conditions and professional voice demands explained the higher prevalence of vocal problems in teachers’ group.

Prevalencia y caracterización de la disfonía, en operadores de un call center en Bogotá Colombia.

Resumen Introducción: El uso de la voz profesional requiere de una técnica y medidas de conservación para no verse afectada. Un inadecuado esquema corporal en el profesional de la voz, ocasiona alteración en los parámetros respiratorios y vocales manifestándose como disfonía. Objetivo: Determinar la prevalencia y caracterización de disfonía en 200 tele operadores de un call Center en Bogotá Colombia. Métodos: Estudio de corte transversal con datos secundarios provenientes de una base de datos con registros de una población de 200 tele operadores de un call center en Bogotá, Colombia, a los cuales se les aplicó evaluación de respiración y de voz durante el año 2003. La estimación de la prevalencia de la disfonía se realizó a través de la distribución de frecuencias relativas. Se realizó caracterización de la población estudiada según variables sociodemográficas, ocupacionales y parámetros respiratorios y vocales a través de métodos estadísticos según la naturaleza de estas variables. Se determinó la asociación entre factores ambientales, síntomas asociados, síntomas vocales, perfil vocal de Wilson y disfonía mediante la prueba de Chi Cuadrado de Pearson. Resultados: la prevalencia de disfonía fue del 73% (n= 146), el 34% presentó grado de disfonía moderado. Los resultados obtenidos en los parámetros de evaluación vocal se encontraron dentro del rango de normalidad, analizados en forma individual (tono, rango intensidad) y se relacionan con los resultados obtenidos con la prevalencia disfonía. El 95,5% de los tele operadores los parámetros respiratorios se encontraron alterados. Los tele operadores con disfonía en comparación a los sin disfonía tuvieron mayor frecuencia de presentación de los siguientes factores ambientales: ruido (68% vs 50,9% p=0,03) y vapores (27,2% vs 11,3% p= 0,02), síntomas corporales y de la voz respectivamente: cuello (69,4% vs 54,7% p= 0,05), dolor en la laringe (19,7% vs 7,5% p= 0,04). Conclusión: La prevalencia de disfonía encontrada en este call center fue alta Lo que requiere la implementación de medidas de prevención como tamizajes acústicos, para hacer seguimiento a las cualidades de la voz más afectadas, entrenamiento respiratorio y vocal, pausas vocales y medidas de conservación de la voz, para contribuir a que el tele operador desarrolle un mejor manejo de sus cualidades vocales acorde con su uso y disminuir la prevalencia de disfonía.

Giving voice to lifelong learning in professional nursing practice

The purpose of this phenomenological study was to uncover the meaning of lifelong learning to nurses in an Academic Health Care setting. Six female pediatric nurses were interviewed and audiotaped in response to 2 main questions of interpretation and engagement in lifelong learning with respect to their nursing practice. Four additional probing questions elicited responses of further qualities and characteristics of the meaning of lifelong learning. The emergent themes uncovered the characteristics and nature of the journey of lifelong learning. The themes evolved into parallel characteristics developing into the concepts of personal empowerment and occupational authorship. The personal empowerment concept involved processes whereby the participants overcame or removed barriers to engage in personal lifelong learning. Participants utilized personal power and internal motivators to sustain their engagement in lifelong learning. The occupational authorship concept involved participants controlling their exploration into lifelong learning through collaboration and recognition of occupational demands to be met as a professional. The remaining themes revealed a seasoning journey. This journey entailed a process of mastery through the themes of engagement discord, discovery pilgrimage, transforming, and maturation. The engagement in this journey resulted in their lifelong learning to becoming more intuitive and a part oftheir being. The overall theme uncovered from the journeys was one of a vocation described as a call to thinking critically of nursing practice. The participants responded to lifelong learning as a call to be a good nurse by using critical thinking through reflection, transformative and constructionist learning processes. This study gave voice to the meaning of lifelong learning in their nursing practice as interpreted by -ao the nurse participants.