The impact of the voice in relation to psychosomatic well-being after education in female student teachers: a longitudinal, descriptive study

• Published in: Journal of psychosomatic research Vol. 72; no. 3; pp. 230 - 235
• Main Authors: Meulenbroek, L F P, van Opstal, M J C M, Claes, L, Marres, H A M, de Jong, F I C R S
• Format: Journal Article
• Language: English
• Published: England 01-03-2012
• Subjects: Behavioral Symptoms - etiology; Behavioral Symptoms - physiopathology; Disabled Persons - education; Disabled Persons - psychology; Faculty; Female; Humans; Interpersonal Relations; Longitudinal Studies; Patient Care Team; Preventive Health Services - methods; Psychological Tests; Psychology; Psychophysiology; Risk Factors; Severity of Illness Index; Stress, Psychological - etiology; Stress, Psychological - physiopathology; Students - psychology; Voice Disorders - complications; Voice Disorders - psychology; Voice Disorders - therapy; Voice Training; Young Adult
• ISSN: 1879-1360
• DOI: 10.1016/j.jpsychores.2011.11.016

Voice handicap in relation to psychosomatic well-being after education in female student teachers.
A longitudinal survey among 90 female students using Voice Handicap Index and Symptom Check List-90 at the start and end of education.
Student teachers in fourth grade showed lower VHI Total and lower SCL-90 Total scores compared to first grade. Students with higher VHI scores in fourth grade had higher risk on "Anxiety" (OR=1.8 to 4.8), "Agoraphobia" (OR=1.9 to 3.9) and "Insufficiency in thinking and acting" (OR=1.6 to 3.2). Students with respectively higher VHI-Total and VHI-Emotional subscale scores had higher risk on "Depression" (OR=1.7, resp. 3.9), "Interpersonal sensitivity and mistrust" (OR=1.6, resp. 3.2), "Hostility" (OR=1.7, resp. 2.1) and SCL-Total (OR=3.1 resp. 4.0).
Student teachers at the end of education showed more well-being and were less vocally handicapped. A tendency for a positive relation between higher emotional voice handicap and more psychosomatic complaints was found.
The VHI has proven to be useful and special attention to VHI Emotional scale is advised in screening. This study might have implications for the preventive care and a multi-dimensional approach with attention to physical, mental and social voice care in future teachers is suggested. In contrast to the group score comparisons a closer look at individual reports on specific VHI items in relation to SCL-90 may be fruitful to detect tendencies. Student teachers can benefit from interdisciplinary collaboration between a psychologist and voice therapist in reducing psychosocial risk factors.