Base de dados : MEDLINE
Pesquisa : M01.526.702 [Categoria DeCS]
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[PMID]:29078706
[Au] Autor:Hunter EJ; Banks RE
[Ad] Endereço:1 Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, Michigan, USA.
[Ti] Título:Gender Differences in the Reporting of Vocal Fatigue in Teachers as Quantified by the Vocal Fatigue Index.
[So] Source:Ann Otol Rhinol Laryngol;126(12):813-818, 2017 Dec.
[Is] ISSN:1943-572X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVES: Occupational voice users report higher instances of vocal health problems. Women, who are more likely than men to report voice problems, are the largest members of some occupational voice users, such as teachers. While a common complaint among this population is vocal fatigue, it has been difficult to quantify. Therefore, the goal of this study is to quantify vocal fatigue generally in school teachers and investigate any related gender differences. METHODS: Six hundred forty (518 female, 122 male) teachers were surveyed using an online questionnaire consisting in part of the Vocal Fatigue Index (VFI), an index specifically designed to quantify vocal fatigue. RESULTS: Compared to vocally healthy adults, the teachers surveyed were 3 times as likely to report vocal tiredness or vocal avoidance and over 3 times as likely to report physical voice discomfort. Additionally, female teachers were more likely to have scores approaching those with dysphonia. CONCLUSIONS: The VFI quantified elevated levels of vocal fatigue in teachers, with a significant prevalence of symptoms reported among females compared to males. Further, because the VFI indicated elevated complaints (between normal and dysphonic) in a population likely to be elevated, the VFI might be used to identify early indications of voice problems and/or track recovery.
[Mh] Termos MeSH primário: Pessoal de Educação
Doenças Profissionais/epidemiologia
Distúrbios da Voz/epidemiologia
Qualidade da Voz
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Meia-Idade
Prevalência
Fatores Sexuais
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171113
[Lr] Data última revisão:
171113
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171029
[St] Status:MEDLINE
[do] DOI:10.1177/0003489417738788


  2 / 14 MEDLINE  
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[PMID]:28361658
[Au] Autor:Çaglar E; Asçi FH; Uygurtas M
[Ad] Endereço:1 Faculty of Sport Sciences, Kirikkale University, Kirikkale, Turkey.
[Ti] Título:Roles of Perceived Motivational Climates Created by Coach, Peer, and Parent on Dispositional Flow in Young Athletes.
[So] Source:Percept Mot Skills;124(2):462-476, 2017 Apr.
[Is] ISSN:1558-688X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:We investigated the contribution of perceived motivational climates created by coach, peer, and parent on the dispositional flow experience of young athletes. Eighty-six female ( M = 14.24, SD = 1.38 years) and 134 male ( M = 16.28, SD = 1.17 years) athletes completed questionnaires of perceived motivational climates created by coach, peer, and parent and the Dispositional Flow Scale-2. Results of hierarchical multiple regression analyses indicated that perceived task-involving coach (ß = .40, p < .001) and peer (ß = .28, p < .002) motivational climates were the only significant predictors of dispositional flow. These findings suggest that task-involving motivational climates should be strengthened to increase experience of flow.
[Mh] Termos MeSH primário: Atletas/psicologia
Relações Interpessoais
Motivação/fisiologia
Relações Pais-Filho
Esportes/psicologia
[Mh] Termos MeSH secundário: Adolescente
Pessoal de Educação
Feminino
Seres Humanos
Masculino
Pais
Grupo Associado
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1705
[Cu] Atualização por classe:170529
[Lr] Data última revisão:
170529
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170401
[St] Status:MEDLINE
[do] DOI:10.1177/0031512516689404


  3 / 14 MEDLINE  
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[PMID]:27834564
[Au] Autor:Matosic D; Ntoumanis N; Boardley ID; Stenling A; Sedikides C
[Ad] Endereço:1 University of Birmingham.
[Ti] Título:Linking Narcissism, Motivation, and Doping Attitudes in Sport: A Multilevel Investigation Involving Coaches and Athletes.
[So] Source:J Sport Exerc Psychol;38(6):556-566, 2016 Dec.
[Is] ISSN:1543-2904
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Research on coaching (Bartholomew, Ntoumanis, & Thøgersen-Ntoumani, 2009) has shown that coaches can display controlling behaviors that have detrimental effects on athletes' basic psychological needs and quality of sport experiences. The current study extends this literature by considering coach narcissism as a potential antecedent of coaches' controlling behaviors. Further, the study tests a model linking coaches' (n = 59) own reports of narcissistic tendencies with athletes' (n = 493) perceptions of coach controlling behaviors, experiences of need frustration, and attitudes toward doping. Multilevel path analysis revealed that coach narcissism was directly and positively associated with athletes' perceptions of controlling behaviors and was indirectly and positively associated with athletes' reports of needs frustration. In addition, athletes' perceptions of coach behaviors were positively associated-directly and indirectly-with attitudes toward doping. The findings advance understanding of controlling coach behaviors, their potential antecedents, and their associations with athletes' attitudes toward doping.
[Mh] Termos MeSH primário: Atletas/psicologia
Doping nos Esportes/psicologia
Pessoal de Educação/psicologia
Relações Interpessoais
Motivação
Narcisismo
Esportes/psicologia
[Mh] Termos MeSH secundário: Adolescente
Adulto
Idoso
Atitude
Feminino
Seres Humanos
Masculino
Meia-Idade
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170719
[Lr] Data última revisão:
170719
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161112
[St] Status:MEDLINE
[do] DOI:10.1123/jsep.2016-0141


  4 / 14 MEDLINE  
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[PMID]:27834551
[Au] Autor:Dimmock JA; Gagné M; Proud L; Howle TC; Rebar AL; Jackson B
[Ad] Endereço:1 The University of Western Australia.
[Ti] Título:An Exercise in Resistance: Inoculation Messaging as a Strategy for Protecting Motivation During a Monotonous and Controlling Exercise Class.
[So] Source:J Sport Exerc Psychol;38(6):567-578, 2016 Dec.
[Is] ISSN:1543-2904
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Sustained attention has been devoted to studying the factors that support (or thwart) individuals' enjoyment of, interest in, and value judgments regarding their exercise activities. We employed a resistance-inducing (i.e., inoculation theory) messaging technique with the aim of protecting these desirable perceptions in the face of environmental conditions designed to undermine one's positive exercise experiences. Autonomously motivated exercisers (N = 146, M = 20.57, SD = 4.02) performed a 25-min, group-based, instructor-led exercise circuit, in which the activities were deliberately monotonous, and during which the confederate instructor acted in a disinterested, unsupportive, and critical manner. Shortly before the session, participants received either a control message containing general information about the exercise class or an inoculation message containing a forewarning about potential challenges to participants' enjoyment/interest/value perceptions during the class, as well as information about how participants might maintain positive perceptions in the face of these challenges. Despite there being no between-conditions differences in presession mood or general exercise motives, inoculated (relative to control) participants reported greater interest/enjoyment in the exercise session and higher perceptions of need support from the instructor. Perceptions of need support mediated the relationship between message condition and interest/enjoyment.
[Mh] Termos MeSH primário: Exercício/psicologia
Motivação
Comunicação Persuasiva
Ensino/psicologia
[Mh] Termos MeSH secundário: Adulto
Pessoal de Educação
Feminino
Seres Humanos
Masculino
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170719
[Lr] Data última revisão:
170719
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161112
[St] Status:MEDLINE
[do] DOI:10.1123/jsep.2016-0146


  5 / 14 MEDLINE  
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[PMID]:27527907
[Au] Autor:Auld G; Baker S; Infante N; Inglis-Widrick R; Procter SB; Steger MF; Yerxa K
[Ad] Endereço:Department of Food Science and Human Nutrition, Colorado State University, Fort Collins, CO. Electronic address: garry.auld@colostate.edu.
[Ti] Título:EFNEP's Impact on Exemplary Educators' Quality of Life.
[So] Source:J Nutr Educ Behav;48(9):647-654.e1, 2016 Oct.
[Is] ISSN:1878-2620
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVE: To determine how the Expanded Food and Nutrition Education Program (EFNEP) affects the quality of life (QoL) of its exemplary paraprofessional educators. METHODS: Qualitative telephone interviews with EFNEP supervisors (15), educators (28), and agency partners (15). Template analysis based on the University of Toronto's QoL constructs. RESULTS: The EFNEP had a positive impact on 6 of 9 a priori categories: physical being, psychological being, social belonging, community belonging, practical becoming, and growth becoming. CONCLUSIONS AND IMPLICATIONS: The EFNEP enhances the QoL of its exemplary educators, which suggests that the program's benefits go beyond those documented in participants.
[Mh] Termos MeSH primário: Pessoal de Educação/psicologia
Pessoal de Educação/estatística & dados numéricos
Educação em Saúde/organização & administração
Ciências da Nutrição/educação
Ciências da Nutrição/organização & administração
Qualidade de Vida/psicologia
[Mh] Termos MeSH secundário: Comportamento de Escolha
Feminino
Seres Humanos
Masculino
Autoimagem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171106
[Lr] Data última revisão:
171106
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160817
[St] Status:MEDLINE


  6 / 14 MEDLINE  
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[PMID]:27422052
[Au] Autor:Attrill S; Lincoln M; McAllister S
[Ad] Endereço:The University of Sydney, Adelaide, Australia. Stacie.Attrill@flinders.edu.au.
[Ti] Título:Supervising international students in clinical placements: perceptions of experiences and factors influencing competency development.
[So] Source:BMC Med Educ;16:180, 2016 Jul 16.
[Is] ISSN:1472-6920
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Health professional education programs attract students from around the world and clinical supervisors frequently report that international students find learning in clinical placement contexts particularly challenging. In existing literature clinical supervisors, who support international students on placement have identified concerns about their communication and interactions within clinical environments. However, clinical supervisors' perspectives about their experiences with international students on placement and the strategies they utilise to facilitate international student learning have not been described. As a result we have little insight into the nature of these concerns and what clinical supervisors do to support international students' competency development. METHODS: Five focus group interviews were conducted with twenty Speech-Language Pathology clinical supervisors, recruited from 2 Australian universities. Interview data were analysed thematically. Themes identified were interpreted using cognitive load and sociocultural learning theories to enhance understanding of the findings. RESULTS: Four themes were identified: 'Complex teaching and learning relationships', 'Conceptions of students as learners'; Student communication skills for professional practice', and 'Positive mutual learning relationships'. CONCLUSIONS: Findings indicated that clinical supervisors felt positive about supporting international students in clinical placements and experienced mutual learning benefits. However, they also identified factors inherent to international students and the placement environment that added to workload, and made facilitating student learning complex. Clinical supervisors described strategies they used to support international students' cultural adjustment and learning, but communication skills were reported to be difficult to facilitate within the constraints of placements. Future research should address the urgent need to develop and test strategies for improving international students' learning in clinical settings.
[Mh] Termos MeSH primário: Educação Baseada em Competências
Pessoal de Educação/psicologia
Cooperação Internacional
Aprendizagem
Patologia da Fala e Linguagem/educação
Estudantes de Ciências da Saúde/psicologia
[Mh] Termos MeSH secundário: Austrália
Educação Baseada em Competências/métodos
Diversidade Cultural
Grupos Focais
Seres Humanos
Percepção
Carga de Trabalho
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1702
[Cu] Atualização por classe:170220
[Lr] Data última revisão:
170220
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160717
[St] Status:MEDLINE
[do] DOI:10.1186/s12909-016-0702-5


  7 / 14 MEDLINE  
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[PMID]:27221296
[Au] Autor:Woynarowska-Soldan M
[Ad] Endereço:Warszawski Uniwersytet Medyczny / Medical University of Warsaw, Warszawa, Poland (Wydzial Nauki o Zdrowiu, Zaklad Zdrowia Publicznego / Faculty of Health Sciences, Public Health Division). m.woynarowska@op.pl.
[Ti] Título:[Outcomes evaluation of the school staff health promotion project].
[Ti] Título:Ewaluacja wyników projektu promocji zdrowia pracowników szkól promujacych zdrowie..
[So] Source:Med Pr;67(2):187-200, 2016.
[Is] ISSN:0465-5893
[Cp] País de publicação:Poland
[La] Idioma:pol
[Ab] Resumo:BACKGROUND: This article presents selected outcomes of a 3-year project "Health promotion of school staff in health-promoting schools," as well as the achievements and difficulties in its implementation. MATERIAL AND METHODS: The research was conducted on 644 teachers and 226 members of non-teaching staff in 21 schools. The method involved opinion poll and authored questionnaires. A 2-part model of outcome evaluation was developed. RESULTS: Most participants appreciated the changes that took place within the 3 years of the project implementation. These included the improved level of their knowledge about health, health-conducive behaviors (62-93%) and the physical and social environment of the school (50-92%). Changes were more frequently acknowledged by teachers. About 80% of the participants had a positive attitude to the project, but only 20% assessed their involvement as considerable. About 90% believed that health promotion activities should be continued. According to the project leaders, insufficient support and financial resources, and difficulties in motivating school employees, particularly the nonteaching staff, to undertake health-promotion activities were the major handicaps in the project implementation. CONCLUSIONS: The project outcomes can be assessed as satisfying. They revealed that it is posssible to initiate health promotion among school staff. This can be effective on condition that participants are motivated, actively engaged in the project and supported by the head teacher and the local community. Necessarily, school leaders should be prepared to promote health among adults and to gain support from school policy decision makers, school administration, trade unions and universities involved in teacher training. Med Pr 2016;67(2):187-200.
[Mh] Termos MeSH primário: Pessoal de Educação/psicologia
Comportamentos Relacionados com a Saúde
Promoção da Saúde
Avaliação de Resultados (Cuidados de Saúde)
Instituições Acadêmicas/recursos humanos
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Motivação
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1702
[Cu] Atualização por classe:170209
[Lr] Data última revisão:
170209
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160526
[St] Status:MEDLINE


  8 / 14 MEDLINE  
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[PMID]:27144241
[Au] Autor:Baxter S
[Ti] Título:Establishing a Health Economic Evaluation for Collective Well-Being in Workplace Health Promotion.
[So] Source:Am J Health Promot;30(3):TAHP5-8, 2016 Jan-Feb.
[Is] ISSN:2168-6602
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Análise Custo-Benefício
Pessoal de Educação/psicologia
Promoção da Saúde/economia
Serviços de Saúde do Trabalhador/economia
Universidades/organização & administração
Local de Trabalho
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Meia-Idade
Oklahoma
Objetivos Organizacionais
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1702
[Cu] Atualização por classe:170213
[Lr] Data última revisão:
170213
[Sb] Subgrupo de revista:T
[Da] Data de entrada para processamento:160505
[St] Status:MEDLINE


  9 / 14 MEDLINE  
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[PMID]:26790699
[Au] Autor:Graybill EC; Proctor SL
[Ad] Endereço:Center for Leadership in Disability, Georgia State University, United States. Electronic address: Egraybill1@gsu.edu.
[Ti] Título:Lesbian, gay, bisexual, and transgender youth: Limited representation in school support personnel journals.
[So] Source:J Sch Psychol;54:9-16, 2016 Feb.
[Is] ISSN:1873-3506
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Many lesbian, gay, bisexual, and transgender (LGBT) youth experience harassment and discrimination in schools and these experiences lead to increased negative social-emotional outcomes. Youth who can identify at least one supportive adult at school report better outcomes than youth who cannot identify a safe adult. Yet, many educators report feeling uncomfortable or unprepared to support LGBT youth. One reason for educators' discomfort may be that content related to issues unique to LGBT youth is sometimes missing or covered minimally in university training programs. We hypothesized that LGBT content may be covered minimally in school support personnel journals, as well. This study analyzed eight school support personnel journals across the disciplines of school counseling, school nursing, school psychology, and school social work for LGBT content published between 2000 and 2014 to gain a better understanding of the visibility of LGBT issues in the research. Results suggested that there has been a lack of presence of LGBT issues in journals across disciplines. These results also suggest a need for an intentional focus on issues relevant to LGBT youth in school support personnel journals. Thus, the article concludes with an introduction to two articles in this special topic section, including Russell, Day, Ioverno, and Toomey's (in this issue) study on teacher perceptions of bullying in the context of enumerated school policies and other supportive sexual orientation and gender identity related practices and Poteat and Vecho's (in this issue) study on characteristics of bystanders in homophobic bullying situations. The broad goal of these three studies is to increase visibility of critical LGBT issues in school support personnel journals.
[Mh] Termos MeSH primário: Bullying
Pessoal de Educação
Identidade de Gênero
Minorias Sexuais e de Gênero/psicologia
Apoio Social
Estudantes/psicologia
Pessoas Transgênero/psicologia
[Mh] Termos MeSH secundário: Feminino
Seres Humanos
Masculino
Serviços de Saúde Escolar
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1701
[Cu] Atualização por classe:171116
[Lr] Data última revisão:
171116
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160122
[St] Status:MEDLINE


  10 / 14 MEDLINE  
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[PMID]:26433390
[Au] Autor:Claus M; Adams J; Kimbel R; Letzel S; Rose DM
[Ad] Endereço:Institute for Teachers' Health, University Medical Center, Johannes Gutenberg University of Mainz, Kupferbergterrasse 17-19, 55116, Mainz, Germany. Matthias.claus@unimedizin-mainz.de.
[Ti] Título:How can the health situation and well-being of staff at German schools for the severely handicapped be improved?
[So] Source:Int Arch Occup Environ Health;89(3):503-11, 2016 Apr.
[Is] ISSN:1432-1246
[Cp] País de publicação:Germany
[La] Idioma:eng
[Ab] Resumo:PURPOSE: The aim of the study was to describe measures suggested by staff at German schools for the severely handicapped regarding possibilities to improve their health situation and well-being at work. We further wanted to analyze whether sociodemographic, occupation-related, and health-related characteristics influence the type of measures proposed. METHODS: The cross-sectional study was carried out between August 2010 and August 2012 at 13 schools for the handicapped focusing on motoric and/or holistic development of severely handicapped pupils. Data of teachers and educational staff were surveyed using written questionnaires. The analysis is based on free-text answers regarding the question: "What specific occupation-related measures would lead to an improvement of your well-being or health situation at the workplace?" RESULTS: A total of 395 persons (response proportion: 59.7 %) with a mean age of 45 years and predominantly female (86.8 %) participated in our survey. A total of 205 persons answered the study question providing 456 improvement suggestions, which were classified into 6 main and 13 subcategories. The main categories were professional education and supervision, organization of working tasks and time, work safety and work equipment, social aspects of work, human resources and contractual framework, and other. Measures proposed were influenced by gender, burden by nursing activities, teaching, and administrative tasks, and frequency of deterioration in working atmosphere. DISCUSSION: Proposed measures raise awareness for job-related health stressors and are a starting point to improve working conditions at these schools. Since suggestions vary widely by school and composition of staff, individual priorities have to be set and discussed with the school management.
[Mh] Termos MeSH primário: Educação Especial
Pessoal de Educação/psicologia
Saúde do Trabalhador
Instituições Acadêmicas
Local de Trabalho/psicologia
[Mh] Termos MeSH secundário: Adulto
Estudos Transversais
Feminino
Alemanha
Seres Humanos
Masculino
Meia-Idade
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1612
[Cu] Atualização por classe:171005
[Lr] Data última revisão:
171005
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:151005
[St] Status:MEDLINE
[do] DOI:10.1007/s00420-015-1089-z



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