Journal of Psychosomatic Research
Volume 68, Issue 4 , Pages 379-384, April 2010

Biopsychosocial impact of the voice in relation to the psychological features in female student teachers

  • Leo F.P. Meulenbroek

      Affiliations

    • Institute for Primary Teacher Education, Vocational University of Arnhem, Nijmegen, The Netherlands
    • Corresponding Author InformationCorresponding author. PABO Arnhem, Hogeschool van Arnhem, Nijmegen, Ruitenberglaan 27, 6826 CC Arnhem. Tel.: +31 26 3691653.
    • ,
  • George Thomas

      Affiliations

    • Department of ORL, Radboud University Medical Centre Nijmegen, The Netherlands
    • ,
  • Piet G.C. Kooijman

      Affiliations

    • Department of ORL, Radboud University Medical Centre Nijmegen, The Netherlands
    • ,
  • Felix I.C.R.S. de Jong

      Affiliations

    • UZ Leuven, Department of Oto, Rhino, Laryngology, Head and Neck, Leuven, Belgium

Received 20 June 2009; received in revised form 24 September 2009; accepted 1 October 2009. published online 14 December 2009.

Abstract 

Objective

The aim of the study was to assess biopsychosocial impact of the voice in relation to the psychological features in female student teachers.

Methods

This research was a cross-sectional study in 755 student teachers using general questionnaires, the Voice Handicap Inventory (VHI), Type D Scale-16, Symptom Check List (SCL-90), and Utrecht Coping List (UCL). Student teachers with a relative high score on the VHI (>75th percentile) and students with a relative low score (<25th percentile) were compared.

Results

Type D student teachers had a 4× greater risk of a high VHI-score (OR 4.23) than the non-type-D group. The student teachers with relative high VHI scores scored significantly higher (P<.001) on the SCL-90 total and all subscales, compared to the student teachers with relative low VHI scores. Furthermore, the students with a relative high VHI score had significant high scores on the subscales passive attitude (P<.001), palliative reactions (P<.001), avoidance and a waiting attitude (P<.001), and expression of emotions (P=.003) of the UCL.

Conclusion

This study showed that a relative high biopsychosocial impact of the voice is related to the personality trait Type D, psychosomatic well-being and coping strategies in female student teachers.

These features should be implemented in screening and training programs for students for a voice demanding profession. The students have to be prepared to cope with psychological, physical and vocal demands of the teaching profession. The speech therapist (of the vocational university) has to be aware of an important role in coaching the students into a more active coping attitude.

Keywords: Biopsychosocial impact of the voice, Coping, Psychological aspects, Psychosomatic well-being, Student teachers, Type D

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PII: S0022-3999(09)00412-7

doi:10.1016/j.jpsychores.2009.10.002

Journal of Psychosomatic Research
Volume 68, Issue 4 , Pages 379-384, April 2010

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