Abstract: The present study was designed to answer the following questions: (a) What is the level of awareness patients with Bulimia Nervosa (BN) and the professionals who work with them regarding the vocal health risks associated with self-induced vomiting? (b) Is the bulimic population at risk for under-referral for assessment and treatment of vocal pathology? (c) How do patients and professionals perceive the role of the Speech-Language Pathologist (SLP) in the treatment of eating disorder-related vocal pathology? Three original surveys were developed to address the research questions. There was one survey for individuals with a history of BN, one for SLPs, and one for other health care professionals involved in the care of bulimic individuals. There were 89 total participants in the present study. Thirty were respondents to the Health Care Providers Survey, 28 were respondents to the SLP Survey, and 31 were respondents to the Patient Survey. Results indicate a general lack of awareness concerning these risks and treatment options to address them on the part of patients and health care professionals and a lack of specific knowledge of how to recognize and treat individuals with BN on the part of SLPs. Results from all three groups supported the notion that the bulimic population is at risk for under-referral for treatment for voice disorders. Finally, results suggest that SLPs do in fact provide services to persons with BN, but that at present, patients and other health care professionals do not seem to perceive the SLP as having a role in management of care of this population. / text

Purpose: The purpose of this study was to assess the vocal health, hygiene, and use of university professors teaching at-risk populations. The self-reported habits of professors of education, business, social work, and psychology were compared to the self-reported habits of professors of communication sciences and disorders (CSD) to determine if there was any difference between these two groups for whom risk factors are comparable but knowledge of those factors significantly differs. Method: A survey comprising 40 questions regarding vocal health, hygiene, and use, was sent to a total of 3018 professors at 61 different universities. A total of 80 professors from CSD and 162 professors from other departments responded to the survey. Results: Responses were analyzed for statistically significant differences using multiple independent-sample T-tests. Analyses included comparing: 1) all respondents from both groups, 2) those respondents who reported the most hours lectured from both groups, 3) those respondents who reported having the largest class sizes from both groups, and 4) those respondents who reported the least hours lectured from both groups. While statistical analyses demonstrated some significant differences between each subgroup, few differences were observed between professors of CSD and professors of other departments. Conclusion: The paucity of statistically significant differences between any of the subgroups suggests that professors of CSD are neither more aware of their vocal health nor more likely to engage in more beneficial vocal practices. Education about vocal health and pathology alone is not enough to increase the use of beneficial vocal habits for this at-risk population. / text

Teachers are considered professional voice users because they depend on the regular and uninterrupted use of the voice. The nature of teaching requires more extensive use of the voice than other professions. Therefore, teachers are faced with a greater risk of developing voice problems. In addition to using the voice to present content to students, teachers must also manage the classroom and student behavior. All of these activities have potential to compromise vocal integrity. The purpose of this study was to examine the vocal health of selected middle school and high school choral directors. Specifically, it explored relationships between vocal health condition as determined by the modified Voice Handicap Index (VHI) and self-report vocal health rating and (a) age, (b) gender, (c) years of teaching, (d) level of teaching, (e) vocal health education, and (f) fundamental frequency and intensity ranges of the voice as indicated by the voice range profile (VRP). This study also sought to determine the relationship between VRP, and age, gender, years of teaching, and level of teaching. Results indicate choral directors' vocal intensity range is significantly smaller than the trained and untrained populations, choral directors' minimum vocal intensity is significantly higher than the trained and untrained populations, and choral directors are able to produce significantly fewer semitones resulting in a smaller vocal frequency range than trained and untrained populations.

Made available in DSpace on 2016-04-27T18:12:44Z (GMT). No. of bitstreams: 1 Leila de Abreu Fantini.pdf: 902939 bytes, checksum: b2b84e72666c95c63217c0b1839665ce (MD5) Previous issue date: 2010-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Investigate the importance given to vocal health during teacher s graduation, by coordinators of Education courses of the state of São Paulo. Teachers are a professional at risk, many times, sent away from their work area due to voice disorders. This problem is universal, confirmed by studies. This situation can be overturned the moment teachers receive the necessary information, during his/her graduation. This study, of qualitative exploratory nature, was developed by semi-structured interviews recorded with coordinators of Education courses of the state of São Paulo. The following questions were asked: 1. What does vocal health mean to you?; 2. Are there actions in favor of vocal health in the institution you coordinate? Which actions?; 3. How do you see the function of the speech therapist in teachers vocal health? The participants signed the termo de consentimento livre e esclarecido. The data was written and the speeches classified by frequency of similitude and content, grouped into theme categories. The coordinators mentioned parts of the concept of vocal health. According to the participants, in most of the institutions, there aren t any continuous prevention programs designated to teacher s vocal health. The majority agrees in having a speech therapist in the university to assist the teachers, through orientation or speech therapy, when a disorder already exists. The insertion of vocal health in teacher s graduation curriculum was commented. The programmed content of the Education courses in which the coordinators work was brought up, and even though the coordinators highlight the importance of vocal health, the curriculums of the courses do not mention this subject. We propose the insertion of themes regarding workers health in these curriculums, including vocal health / Investigar a importância dada ao bem estar vocal na formação dos professores por coordenadores de Cursos de Pedagogia do estado de São Paulo. Justificativa: O professor é um profissional em risco, muitas vezes, afastado de seu campo de trabalho devido a distúrbios de voz. Hipótese: A principio, esse quadro pode ser revertido a partir do momento em que o professor receba informações necessárias durante a sua formação. Aspectos teórico-metodológicos: Este estudo de natureza qualitativa exploratória foi desenvolvido a partir de entrevistas semi-estruturadas áudiogravadas com coordenadores de Pedagogia do Estado de São Paulo. Foram feitas as perguntas: 1. O que significa saúde vocal para o/a senhor/a?; 2. Existem ações em prol da saúde vocal do professor na instituição que o/a senhor/a coordena? Quais?; 3. Como o/a senhor/a enxerga a atuação do fonoaudiólogo junto à saúde vocal do professor? Os participantes assinaram um termo de consentimento livre e esclarecido. Os dados foram transcritos e os discursos classificados por similitude de freqüência e conteúdo, agrupados em eixos temáticos. Resultados obtidos: Segundo os participantes, na maioria das instituições não há programas contínuos de prevenção, destinados ao bem estar vocal do professor. A maioria concorda em ter, no espaço da universidade, um fonoaudiólogo para assessorar o professor, por meio de orientação, ou encaminhamento a uma ação terapêutica quando um distúrbio vocal estiver instalado. Foi comentada a inserção da saúde vocal no currículo de formação de professores. O conteúdo programático dos cursos de Pedagogia em que os coordenadores entrevistados atuam foi levantado, e apesar dos coordenadores ressaltarem a importância do bem estar vocal, o currículo dos cursos não traz essa questão. Sugere-se a inserção de questões da saúde do trabalhador nesses currículos, englobando o bem estar vocal

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-19T17:36:41Z No. of bitstreams: 1 Ana Claudia Mendes Villela.pdf: 899649 bytes, checksum: 02dcb55e726683c7e21257beecd395af (MD5) / Made available in DSpace on 2017-10-19T17:36:42Z (GMT). No. of bitstreams: 1 Ana Claudia Mendes Villela.pdf: 899649 bytes, checksum: 02dcb55e726683c7e21257beecd395af (MD5) Previous issue date: 2001-08-01 / Os professores constituem uma categoria profissional que, além dos problemas típicos da função docente, como questões relativas aos recursos materiais e humanos, às cobranças pessoais e da sociedade em relação ao seu desempenho em função das modificações do contexto social dos últimos anos, ainda podem apresentar alterações vocais. A voz é um dos principais instrumentos de trabalho do professor mas se não for bem utilizada, poderá levar ao surgimento de distúrbios vocais, ocasionando, freqüentemente, mau desempenho comunicacional em sala de aula, interferindo no processo educacional. Acredita-se que a Fonoaudiologia tem um importante papel a desempenhar na interseção das áreas da Educação e da Saúde, fornecendo ao professor o conhecimento necessário de como lidar com a sua voz. Em outros países e em vários estados do Brasil foi comprovada a necessidade do conteúdo sobre educação vocal na grade curricular dos cursos de Magistério e Licenciatura, capaz de promover a saúde vocal como medida relevante para a instituição, tanto sob o ponto de vista didático-pedagógico como econômico, visando a melhoria das condições de ensino dos professores. Por isso, o objetivo deste trabalho foi, dentro da nossa realidade, delinear o perfil vocal dos professores da educação infantil e do ensino fundamental de Goiânia, tanto da rede particular quanto pública de ensino, com o intuito de contribuir para a reflexão dos colegiados responsáveis pela formação dos professores sobre a necessidade de incluir o conteúdo sobre educação vocal em uma disciplina da grade curricular. Nesse perfil, vão interferir as condições ambientais, as condições físicas de saúde, as crenças populares dos professores sobre os cuidados vocais e conseqüentes maus hábitos. Nas conclusões apresentadas, pode-se verificar que, dos 102 professores avaliados, 60, portanto mais da metade, apresentaram alterações no perfil vocal, justificando a importância da inclusão do conteúdo sobre saúde e impostação vocal em alguma disciplina da grade curricular nos cursos de formação para os professores, o que poderá prevenir alterações vocais com o adequado uso da voz e aperfeiçoar a função comunicativa dos docentes. / Os professores constituem uma categoria profissional que, além dos problemas típicos da função docente, como questões relativas aos recursos materiais e humanos, às cobranças pessoais e da sociedade em relação ao seu desempenho em função das modificações do contexto social dos últimos anos, ainda podem apresentar alterações vocais. A voz é um dos principais instrumentos de trabalho do professor mas se não for bem utilizada, poderá levar ao surgimento de distúrbios vocais, ocasionando, freqüentemente, mau desempenho comunicacional em sala de aula, interferindo no processo educacional. Acredita-se que a Fonoaudiologia tem um importante papel a desempenhar na interseção das áreas da Educação e da Saúde, fornecendo ao professor o conhecimento necessário de como lidar com a sua voz. Em outros países e em vários estados do Brasil foi comprovada a necessidade do conteúdo sobre educação vocal na grade curricular dos cursos de Magistério e Licenciatura, capaz de promover a saúde vocal como medida relevante para a instituição, tanto sob o ponto de vista didático-pedagógico como econômico, visando a melhoria das condições de ensino dos professores. Por isso, o objetivo deste trabalho foi, dentro da nossa realidade, delinear o perfil vocal dos professores da educação infantil e do ensino fundamental de Goiânia, tanto da rede particular quanto pública de ensino, com o intuito de contribuir para a reflexão dos colegiados responsáveis pela formação dos professores sobre a necessidade de incluir o conteúdo sobre educação vocal em uma disciplina da grade curricular. Nesse perfil, vão interferir as condições ambientais, as condições físicas de saúde, as crenças populares dos professores sobre os cuidados vocais e conseqüentes maus hábitos. Nas conclusões apresentadas, pode-se verificar que, dos 102 professores avaliados, 60, portanto mais da metade, apresentaram alterações no perfil vocal, justificando a importância da inclusão do conteúdo sobre saúde e impostação vocal em alguma disciplina da grade curricular nos cursos de formação para os professores, o que poderá prevenir alterações vocais com o adequado uso da voz e aperfeiçoar a função comunicativa dos docentes.

Straw phonation is a semi-occluded vocal tract exercise (SOVTE) that has long been used as a therapeutic device for the voice. The purpose of this study was to compare outcomes following voice lessons that included a straw phonation protocol to those that did not include a protocol. The primary outcome measures were the shortened version of the Singing Voice Handicap Index (SVHI-10), which is a validated health status instrument for singers, and Perceived Vocal Efficiency (PVE). Ten student singers in a large college of music consented into the study and participated in both lesson conditions, serving as their own control. They completed six voice lessons over a six week period with lessons alternating between the straw phonation protocol and no straw phonation protocol conditions. Outcome measures were collected following all six lessons. Repeated measures one-way analysis of variance (RM-ANOVA) revealed no statistically significant effect of the straw phonation protocol on either dependent variable. However, a small effect was found for PVE, indicating that straw phonation led to a perceived improvement in vocal efficiency. There was significant variation in individual responses to straw phonation and participants who had more prior experience with the SOVT experienced less perceptual change across lesson conditions. Most singers reported finding straw phonation a useful addition to their voice lesson and felt it improved their vocal efficiency. These results indicate that straw phonation could be regularly integrated into voice lessons and may be most helpful to students who find the SOVTE worthwhile. Future studies should examine the effects of a similar protocol using multiple SOVTEs, tailored to what is most efficacious for individuals, and should use a separate control group.

<p>I am a practising classical soprano. After more than 20 years of professional singing, I re-trained my voice according to principles of the old Italian school of singing. In this essay, I examine the origins and priciples of bel canto, with special focus on appoggio and chiaroscuro, two key ingredients in the bel cantao tradition. I explore the relationship between science and the craft of singing, and what modern voice science has to say about the efficiency and health aspects of this technique, I also describe the profound effect it has had on me as an artist.</p>

I am a practising classical soprano. After more than 20 years of professional singing, I re-trained my voice according to principles of the old Italian school of singing. In this essay, I examine the origins and priciples of bel canto, with special focus on appoggio and chiaroscuro, two key ingredients in the bel cantao tradition. I explore the relationship between science and the craft of singing, and what modern voice science has to say about the efficiency and health aspects of this technique, I also describe the profound effect it has had on me as an artist.

The main purpose of this study was to consider the effects of amplification and vocal function exercises on the perceived vocal health of elementary music educators (N = 37) from Oklahoma (n = 11) and Texas (n = 26). Participants were assigned to the use of the ChatterVoxTM amplifier or vocal function exercises based on pretest scores on the Voice Handicap Index with Music Teacher Voice Questionnaire (VHI/MVQ). Following the 4-week study period, participants completed the posttest VHI/MVQ. The results of a one-way ANCOVA that used treatment group as the independent variable, the summed posttest scores as the dependent variable, and the summed pretest scores as the covariate or control variable indicated that there was a statistically significant difference between the adjusted means for the posttest scores, favoring the exercises group. The overall group and both treatment groups reported frequent loud voice use in work settings and in public places. The overall group and the amplification group reported hoarseness after prolonged talking. The exercises group did not report as great a problem with hoarseness after prolonged talking. Secondary purposes addressed demographic variables. Women perceived greater overall vocal difficulties than men; men frequently reported specific vocal complaints that were not commonly indicated by women. The vocal problems of women may have been associated with loud voice use. The following common vocal complaints of men may have been related to the use of falsetto while teaching: need for vocal rest, worse voices in the evening, dry throats, loss of voice, obvious pitch breaks in their singing voices, pain after singing for an extended time, and limited use of their high range. VHI/MVQ scores indicated that the study participants with 21 to 39 years of teaching experience had more vocal difficulties than other participants and indicated limited use of the low range of their speaking voices, inconsistency in the sound of their voices, dry throats, throat pain after singing for a prolonged time, difficulty singing softly, and the need for vocal rest. Participants with 6 or more years of experience experienced hoarseness after speaking for an extended time.

No description available.