Voice disorders: social representations by teachers in speech therapy

Abstract

The voice is fundamental for teaching, given the intense muscle processing that needs to be properly implemented in order to meet classroom demands. High prevalence of voice disorders and absence from work due to voice problems among teachers have been confirmed. The objective of this study was to compare the social representations regarding voice disorders and coping strategies that teachers undergoing speech therapy describe. Eighteen semi-structured interviews were conducted by means of focus groups, and the content was subjected to thematic analysis. In a general manner, the social representations regarding voice disorders and the institutional actions that are associated with these disorders (management and assistance) influence how the problem is announced, recognized and coped with, seen now as occupational dysphonia or as individual illness. A paradox between on the one hand, surveillance of vocal symptoms and incapacity for work; and on the other, denial of such problems, was identified. Converging to literature contribution, the symptom statement is not immediate to its clinical expression, or in spite of declared or assumed such symptoms are relegated to the background by teachers themselves. The disease and symptoms influence the teacher's ability to respond to the demands of education and the requirements of management. The development of prevention programs and for promotion of voice health will benefit if considered the social representations of dysphonia.

The voice is fundamental for teaching, given the intense muscle processing that needs to be properly implemented in order to meet classroom demands. High prevalence of voice disorders and absence from work due to voice problems among teachers have been confirmed. The objective of this study was to compare the social representations regarding voice disorders and coping strategies that teachers undergoing speech therapy describe. Eighteen semi-structured interviews were conducted by means of focus groups, and the content was subjected to thematic analysis. In a general manner, the social representations regarding voice disorders and the institutional actions that are associated with these disorders (management and assistance) influence how the problem is announced, recognized and coped with, seen now as occupational dysphonia or as individual illness. A paradox between on the one hand, surveillance of vocal symptoms and incapacity for work; and on the other, denial of such problems, was identified. Converging to literature contribution, the symptom statement is not immediate to its clinical expression, or in spite of declared or assumed such symptoms are relegated to the background by teachers themselves. The disease and symptoms influence the teacher's ability to respond to the demands of education and the requirements of management. The development of prevention programs and for promotion of voice health will benefit if considered the social representations of dysphonia.