Teacher's voice: groups management

Abstract

Introduction: Speech-Language therapeutic intervention with teachers is present since the beginning of this occupation. However, few of these initiatives occur in groups. Aim: To describe the experience of three Teachers’ Vocal Health programs, and to analyze their positive and negative aspects. Methods: Three institutions of the city of São Paulo were selected for analysis, based on their propositions of intervention program for teachers. The principles and procedures were detailed and analyzed according to their common and different aspects, and also to pertinent aspects regarding group interventions. Results and Final Remarks: When analyzing the three programs, it may be perceived that actions aimed towards the promotion of vocal well-being are present, but partially focused. Workshops and talks are the most present educative activities, and all three Programs managed to access nearly 20 thousand teachers. Among the positive results, the responsible parties from the Programs mention the fact that teachers feel more valued when they take part in these actions, and also fewer medical leaves due to voice disorders. However, among the negative aspects, there is emphasis on how hard it is for teachers to adhere to the Programs, even though there are propositions of solutions to this problem, which must necessarily involve other levels of action.