Biopsychosocial impact of voicing and general coping style in teachers.

OBJECTIVE The aim of the study was to explore the general coping style of female teachers with a relatively low voice handicap compared with teachers with a relatively high voice handicap. PATIENTS AND METHODS A cross-sectional questionnaire survey was conducted among 450 teachers using the Voice Handicap Index (VHI) and the Utrecht Coping List (UCL). A group of 400 subjects quasi-randomly selected from the general population were used as controls. RESULTS Teachers with a relatively high voice handicap (VHI >or=75th percentile) scored lower on the UCL subscale 'active confrontation or dealing with the problem' (p = 0.001) and higher on the UCL subscale 'passive reaction pattern' (p = 0.006), compared to teachers with a relatively low voice handicap (VHI <or=25th percentile). Among the general population, it was found that subjects with a relatively high voice handicap scored higher on the UCL subscales 'avoidance/waiting' (p = 0.001) and 'passive reaction pattern' (p < 0.001) than those with a relatively low voice handicap. From the groups with a relatively high total VHI score, the teachers scored higher on the scale 'seeking for social support' than the general population (p = 0.022). However, this had already been found in the total groups. The general population scored higher than the teachers on the subscale 'avoidance/waiting' (p = 0.027). There was no significant difference on the other subscales of the UCL. CONCLUSION The coping style of the teachers with a relatively high VHI score may lead to less optimal problem solving possibilities and consequently increased vulnerability, problems and less psychosomatic well-being. Training coping strategies in the curriculum of student teachers may contribute to their response when they experience voice problems during their teaching career. With a view to self-efficacy, adequate coping strategies need to be taught to teachers.