Abstract
ABSTRACT Objective: to conduct an integrative literature review on the effect of group speech-language pathology actions related to teachers’ vocal health, and to identify, evaluate and discuss therapeutic approaches, assessment instruments, duration of actions, number of meetings, and their effectiveness, from articles published between 2007 and 2017. Methods: this research was conducted using the “voice”, “faculty”, “psychotherapy group” and “voice training” descriptors, and their corresponding descriptors in Portuguese, using the databases: LILACS, SciELO and PubMed. Results: the search resulted in 1,944 papers. After the selection, 9 studies fulfilled the inclusion and exclusion criteria. Conclusion: the group speech-language pathology actions related to teachers’ vocal health have an effect on the voice-related quality of life, reducing the vocal and emotional symptoms caused by work-related factors. The eclectic therapeutic approach was the most used one, and there were variations in the duration of actions and number of meetings among the studies. In terms of assessment instruments, the self-assessment of voice and the auditory-perceptual analysis were the most highlighted ones. Furthermore, most studies considered the results of their actions as effective.
Highlights
Voice is the essential element of human communication, and its use is indispensable for professionals that use it as a tool in their jobs, as teachers 1-3
Some of the implications related to voice disorders are the performance reduction in the classroom, self-esteem and emotional problems, negative influence on teaching-learning, among others . 7-10 In the literature[2], studies reveal that, due to risks of the development of occupational voice disorders, teachers often consider to change their profession to have a better quality of life
This research was guided by the following question: do group speech-language pathology actions affect the vocal health and vocal well-being? The articles were selected from the databases Latin American and Caribbean Health Sciences Literature (LILACS), Scientific Electronic Library Online (SciELO) and Public Medicine Library (PubMed)
Summary
Voice is the essential element of human communication, and its use is indispensable for professionals that use it as a tool in their jobs, as teachers 1-3. Teachers that participate in those interventions feel satisfied and report how the acquired learning is important to develop the professional activity more healthily and with more vocal well-being[14] Those speech-language pathology actions are conducted at school, in order to make teachers feel more comfortable to attend the activities. An investigation of how this intervention has been developed and applied and its benefits to teachers’ vocal health is relevant to further understand this practice in the field of voice This integrative literature review aims at verifying the effects of group speech-language pathology actions related to teachers’ vocal health, and to identify, evaluate and discuss therapeutic approaches, assessment instruments, duration of actions/number of meetings, and their effectiveness, from articles published between 2007 and 2017
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