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Introdução: Alterações na tireoide e a tireoidectomia podem levar à sintomatologia vocal e emocional.Objetivo: Correlacionar sintomas vocais e traços de ansiedade e depressão pré e pós-tireoidectomia. Métodos: Estudo observacional, longitudinal. Participaram 20 pacientes submetidos à tireoidectomia, ao exame visual laríngeo e à Escala de Sintomas Vocais (ESV) e Escala Hospitalar de Ansiedade e Depressão (HADS) no pré-operatório, pós 1 semana e pós 3 meses, com média de idade de 54,5 anos, maior prevalência do sexo feminino (85%) e tireoidectomia parcial (70%). Resultados: Os pacientes autorreferiram sintomas vocais em todos os momentos, com maior frequência após uma semana e diferença significativa entre o domínio físico pré e pós 1 semana. Na HADS, observou-se maior escore total no pré-operatório e diferença significante nos três momentos, em todos os domínios, com maior diferença entre pré e pós 1 semana. Houve correlação positiva fraca entre os domínios limitação, emocional e escore total da ESV com a subescala de ansiedade pós 1 semana, entre o escore total da ESV e o escore total da HADS e correlação positiva moderada entre os domínios limitação e emocional da ESV com o escore total da HADS após uma semana. Conclusão: Pacientes submetidos à tireoidectomia autopercebem sintomas vocais e traços de grau leve de ansiedade tanto no pré quanto pós 1 semana e após 3 meses de cirurgia com pior autorreferência após uma semana. Quanto maior a autorreferência de sintomas vocais, mais traços de ansiedade o paciente pode apresentar. (AU)

Introduction: Thyroid alterations and thyroidectomy can lead to vocal and emotional symptoms.Purpose: To correlate vocal symptoms and anxiety and depression traits pre and post-thyroidectomy. Methods: Observational, longitudinal study. Participants were 20 patients who underwent thyroidectomy, laryngeal visual examination and the Voice Symptom Scale (VoiSS) and Hospital Anxiety and Depression Scale (HADS) preoperatively, 1 week and 3 months after, with a mean age of 54.5 years, higher prevalence of female gender (85%) and partial thyroidectomy (70%). Results: The patients self-reported vocal symptoms at all times, more frequently after one week and a significant difference between the physical domain pre and post 1 week. In HADS, there was a higher total score in the preoperative period and a significant difference in the three moments, in all domains, with a greater difference between pre and post 1 week. There was a weak positive correlation between the limitation, emotional and total score of the ESV domains with the anxiety subscale after 1 week, between the total score of the ESV and the total score of the HADS, and a moderate positive correlation between the limitation and emotional domains of the ESV with the HADS total score after one week. Conclusion: Patients undergoing thyroidectomy self-perceived vocal symptoms and mild anxiety traits both before and after 1 week and after 3 months of surgery with worse self-report after one week. The greater the self-report of vocal symptoms, the more traces of anxiety the patient may present. (AU)

Introducción: Cambios en la tiroides y tiroidectomía pueden provocar síntomas vocales y emocionales. Objetivo: Correlacionar síntomas vocales y rasgos de ansiedad y depresión antes y después de tiroidectomía. Metodos: Estudio observacional/longitudinal. Participaron 20 pacientes que se les realizó tiroidectomía, examen visual laríngeo, Escala de Síntomas Vocales (ESV) y Escala Hospitalaria de Ansiedad y Depresión (HADS) en preoperatorio, 1 semana y 3 meses después, con edad media de 54,5 años, prevalencia del género femenino (85%) y tiroidectomía parcial (70%). Resultados: Los pacientes informaron síntomas vocales en todo momento, con mayor frecuencia después de una semana y una diferencia significativa entre el dominio físico antes y después de 1 semana. En HADS, hubo mayor puntaje total en el preoperatorio y diferencia significativa en los tres momentos, con mayor diferencia entre pre y post 1 semana. Hubo una correlación positiva débil entre limitación, emocional y total de los dominios de la ESV con la subescala de ansiedad después de 1 semana, entre el total de la ESV y e total de la HADS, y una correlación positiva moderada entre la puntuación de limitación y dominios emocionales de la ESV con la puntuación total de HADS después de una semana. Conclusión: Los pacientes sometidos a tiroidectomía autopercibieron síntomas vocales y rasgos de ansiedad leve tanto antes como después de 1 semana y después de 3 meses de la cirugía con peor autoinforme después de una semana. Cuanto mayor es el autoinforme de síntomas vocales, más rastros de ansiedad puede presentar el paciente. (AU)

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PURPOSE: This study examines communicative congruence and communicative dysphoria in adults who deny having a voice disorder. Communicative congruence is the degree to which a person's communication is consistent with their sense of self/identity. Communicative dysphoria is the psychological entropy resulting from communicative incongruence. We propose that these experiences may influence patients' psychosocial well-being and are thus relevant to the field of speech-language pathology. We hypothesized that both constructs would be normally distributed with an inverse relationship. We also hypothesized that communicative congruence would predict scores on the Center for Epidemiological Studies-Depression (CES-D) scale, subscales of the Big Five Aspect Scales (BFAS; a personality measure), and achieve convergent validity with the Vocal Congruence Scale (VCS). METHOD: Participants (adults 18-70 years) completed the BFAS, CES-D, VCS, and the Voice Handicap Index-10 (VHI-10) before recording a series of speech tasks. Participants' recordings were played back while they responded to questions probing their communicative congruence and communicative dysphoria. RESULTS: The 196 participants were predominantly female (67.3%) and cisgender (96.4%). Communicative congruence was negatively skewed, and communicative dysphoria was normally distributed. Both variables significantly related to each other: More incongruence was associated with more dysphoria. Communicative congruence was inversely related to CES-D scores. The personality metatrait Plasticity related to communicative congruence, as did the domain of Extraversion and the aspects Withdrawal, Enthusiasm, and Assertiveness. Communicative congruence achieved high convergent validity with the VCS. CONCLUSIONS: Counter to our hypothesis, participants reported more congruence than incongruence, but all other hypotheses were supported. Participants who reported incongruence were more likely to report symptoms of depression. These findings suggest that even in a predominantly cisgender cohort, some individuals' mental well-being might relate to how well their communication aligns with their identity. This work may inform future investigations into these constructs and their effects on voice therapy outcomes. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.20739967.

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PURPOSE: Describe the self-referred personal behavior profiles of university professors and verify the association of these profiles with the self-assessment of communicative aspects and vocal symptoms. METHODS: Study conducted with 334 professors at a public university who responded to an online questionnaire regarding voice use in teaching practice. Personal behavior profile classification was the response variable, which was divided into four types: pragmatic, analytical, expressive and affable. Explanatory variables were vocal self-perception, vocal resources, and communicative aspects. Descriptive data analysis was performed with application of the Pearson's Chi-squared and Fisher's Exact tests. RESULTS: University professors identified themselves more with the affable and expressive personal behavior profiles. Overall, professors presented good self-perception about vocal and communicative aspects, in addition to having reported few vocal symptoms. Profiles differed for some of the assessed variables, namely, pragmatic professors reported high speech velocity and sporadic eye contact; expressive professors demonstrated self-perception about their voice and strong voice intensity; those in the analytical profile self-reported negative perception about vocal quality, weak voice intensity, poor articulation and rapid speaking rate; the other professors mostly reported voice tiredness symptoms and difficulty projecting the voice. CONCLUSION: University professors identify themselves mostly with the affable and expressive profiles. Self-perception analysis of the personal behavior profile in university professors showed the influence of self-reported personality characteristics on communicative skills in the classroom.

OBJETIVO: Descrever o perfil de comportamento pessoal autorreferido por professores universitários, e verificar a associação destes perfis com a autoavaliação dos aspectos comunicativos e sintomas vocais. MÉTODO: Estudo realizado com 334 professores de uma universidade pública que responderam um questionário online referente ao uso da voz na docência. A variável resposta foi a classificação do perfil de comportamento pessoal, identificado em quatro tipos: pragmático, analítico, expressivo e afável, e as variáveis explicativas foram: autopercepção vocal, recursos vocais e aspectos comunicativos. Foi realizada a análise descritiva dos dados, além dos testes Quiquadrado de Pearson e Exato de Fisher. RESULTADOS: Os professores universitários se identificaram mais com os perfis de comportamento pessoal afável e expressivo. De forma geral, os docentes demonstraram boa autopercepção dos aspectos vocais e comunicativos, além de terem relatado poucos sintomas vocais. Os perfis se diferenciaram em algumas variáveis estudadas: o pragmático relatou velocidade de fala rápida e, às vezes, realizar contato de olhos; o expressivo demonstrou autopercepção positiva de sua voz e intensidade forte. Professores com perfil analítico autorreferiram percepção negativa da qualidade vocal, intensidade fraca, articulação ruim e velocidade de fala rápida e, entre os demais perfis, foi o que mais relatou sintomas de cansaço na voz e dificuldade para projetar a voz. CONCLUSÃO: Professores universitários se identificam predominantemente com os perfis afável e expressivo. A análise da autopercepção do perfil de comportamento pessoal em professores universitários mostra a influência das características da personalidade autorreferidas sobre as habilidades comunicativas em sala de aula.

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PURPOSE: To verify and compare the immediate effects of the voiced oral high-frequency oscillation (VOHFO) technique and the phonation into a silicone resonance tube in the elderly self-perception of vocal and laryngeal symptoms and in their voice quality. METHODS: 14 elderly women, over 60 years old, performed the VOHFO and phonation into a resonance tube technique (35cm in length and 9mm in diameter) with one-week interval between both to avoid carry-over effect. Initially, all participants answered questions regarding the frequency and intensity of their vocal/laryngeal symptoms. Recordings of the sustained vowel /a/ and counting numbers were performed for posterior perceptual and acoustic analyses of the voice quality. The maximum phonation time (MPT) for /a/, /s/, /z/ and counting numbers were also obtained. After that, a draw lot established which technique (VOHFO or resonance tube) would be initially applied for three minutes. After the exercise performance the same procedures were carried out and the elderly women answered a self-assessment questionnaire about the effect of the techniques in her voice, larynx, breathing and articulation. Comparison pre and post each technique were analyzed using ANOVA, Wilcoxon and Mann-Whitney tests. The sensations after the techniques were assessed using the Chi-square test (p<0.05). RESULTS: The comparison of both techniques showed decrease in roughness and improvement in resonance for counting numbers after the resonance tube and same outcomes post VOHFO. There were no significant differences for the other analyzed variables between groups. CONCLUSION: The phonation into a resonance tube exercise improves the vocal quality of elderly women. In addition, both exercises are similar regarding self-perception of vocal / laryngeal symptoms and sensations post three minutes of the technique, suggesting that VOHFO can be safely applied in voice therapy for this population.

OBJETIVO: Verificar e comparar os efeitos imediatos da técnica de oscilação oral de alta frequência sonorizada (OOAFS) e sopro sonorizado com tubo de ressonância na autopercepção de sintomas vocais/laríngeos e na qualidade vocal de idosas. MÉTODO: Participaram 14 mulheres idosas que realizaram as técnicas OOAFS e sopro sonorizado com tubo de ressonância de silicone, com wash-out de uma semana. Todas responderam questões sobre frequência e intensidade dos sintomas vocais/laríngeos; foram submetidas à gravação da vogal sustentada /a/ e contagem de números, para análise perceptivo-auditiva e acústica vocal. Foram extraídos os tempos máximos de fonação (TMF). Em seguida, sorteou-se a técnica a ser realizada: OOAFS ou tubo de ressonância, por três minutos em tom habitual. Após exercício, os mesmos procedimentos da avaliação inicial foram repetidos e as idosas responderam a um questionário de autoavaliação sobre os efeitos das técnicas. Os dados foram comparados antes e após aplicação das técnicas por meio dos testes ANOVA, Wilcoxon e Mann-Whitney; para as sensações vocais após técnicas, aplicou-se teste Quiquadrado(p<0,05). RESULTADOS: Ao comparar as técnicas, verificou-se diminuição da rugosidade e melhora da ressonância na contagem dos números após tubo de ressonância e manutenção dos resultados após OOAFS. Não houve mais diferenças significantes para as demais variáveis estudadas entre os grupos. CONCLUSÃO: O sopro sonorizado com tubo de ressonância melhora a qualidade vocal de mulheres idosas. Além disso, ambos os exercícios apresentaram semelhanças na autopercepção dos sintomas vocais/laríngeos e sensações, sugerindo que a OOAFS é segura e pode ser empregada na terapia de voz nesta população.

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RESUMO Objetivo Descrever o perfil de comportamento pessoal autorreferido por professores universitários, e verificar a associação destes perfis com a autoavaliação dos aspectos comunicativos e sintomas vocais. Método Estudo realizado com 334 professores de uma universidade pública que responderam um questionário online referente ao uso da voz na docência. A variável resposta foi a classificação do perfil de comportamento pessoal, identificado em quatro tipos: pragmático, analítico, expressivo e afável, e as variáveis explicativas foram: autopercepção vocal, recursos vocais e aspectos comunicativos. Foi realizada a análise descritiva dos dados, além dos testes Quiquadrado de Pearson e Exato de Fisher. Resultados Os professores universitários se identificaram mais com os perfis de comportamento pessoal afável e expressivo. De forma geral, os docentes demonstraram boa autopercepção dos aspectos vocais e comunicativos, além de terem relatado poucos sintomas vocais. Os perfis se diferenciaram em algumas variáveis estudadas: o pragmático relatou velocidade de fala rápida e, às vezes, realizar contato de olhos; o expressivo demonstrou autopercepção positiva de sua voz e intensidade forte. Professores com perfil analítico autorreferiram percepção negativa da qualidade vocal, intensidade fraca, articulação ruim e velocidade de fala rápida e, entre os demais perfis, foi o que mais relatou sintomas de cansaço na voz e dificuldade para projetar a voz. Conclusão Professores universitários se identificam predominantemente com os perfis afável e expressivo. A análise da autopercepção do perfil de comportamento pessoal em professores universitários mostra a influência das características da personalidade autorreferidas sobre as habilidades comunicativas em sala de aula.

ABSTRACT Purpose Describe the self-referred personal behavior profiles of university professors and verify the association of these profiles with the self-assessment of communicative aspects and vocal symptoms. Methods Study conducted with 334 professors at a public university who responded to an online questionnaire regarding voice use in teaching practice. Personal behavior profile classification was the response variable, which was divided into four types: pragmatic, analytical, expressive and affable. Explanatory variables were vocal self-perception, vocal resources, and communicative aspects. Descriptive data analysis was performed with application of the Pearson's Chi-squared and Fisher's Exact tests. Results University professors identified themselves more with the affable and expressive personal behavior profiles. Overall, professors presented good self-perception about vocal and communicative aspects, in addition to having reported few vocal symptoms. Profiles differed for some of the assessed variables, namely, pragmatic professors reported high speech velocity and sporadic eye contact; expressive professors demonstrated self-perception about their voice and strong voice intensity; those in the analytical profile self-reported negative perception about vocal quality, weak voice intensity, poor articulation and rapid speaking rate; the other professors mostly reported voice tiredness symptoms and difficulty projecting the voice. Conclusion University professors identify themselves mostly with the affable and expressive profiles. Self-perception analysis of the personal behavior profile in university professors showed the influence of self-reported personality characteristics on communicative skills in the classroom.

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RESUMO Objetivo Verificar e comparar os efeitos imediatos da técnica de oscilação oral de alta frequência sonorizada (OOAFS) e sopro sonorizado com tubo de ressonância na autopercepção de sintomas vocais/laríngeos e na qualidade vocal de idosas. Método Participaram 14 mulheres idosas que realizaram as técnicas OOAFS e sopro sonorizado com tubo de ressonância de silicone, com wash-out de uma semana. Todas responderam questões sobre frequência e intensidade dos sintomas vocais/laríngeos; foram submetidas à gravação da vogal sustentada /a/ e contagem de números, para análise perceptivo-auditiva e acústica vocal. Foram extraídos os tempos máximos de fonação (TMF). Em seguida, sorteou-se a técnica a ser realizada: OOAFS ou tubo de ressonância, por três minutos em tom habitual. Após exercício, os mesmos procedimentos da avaliação inicial foram repetidos e as idosas responderam a um questionário de autoavaliação sobre os efeitos das técnicas. Os dados foram comparados antes e após aplicação das técnicas por meio dos testes ANOVA, Wilcoxon e Mann-Whitney; para as sensações vocais após técnicas, aplicou-se teste Quiquadrado(p<0,05). Resultados Ao comparar as técnicas, verificou-se diminuição da rugosidade e melhora da ressonância na contagem dos números após tubo de ressonância e manutenção dos resultados após OOAFS. Não houve mais diferenças significantes para as demais variáveis estudadas entre os grupos. Conclusão O sopro sonorizado com tubo de ressonância melhora a qualidade vocal de mulheres idosas. Além disso, ambos os exercícios apresentaram semelhanças na autopercepção dos sintomas vocais/laríngeos e sensações, sugerindo que a OOAFS é segura e pode ser empregada na terapia de voz nesta população.

ABSTRACT Purpose To verify and compare the immediate effects of the voiced oral high-frequency oscillation (VOHFO) technique and the phonation into a silicone resonance tube in the elderly self-perception of vocal and laryngeal symptoms and in their voice quality. Methods 14 elderly women, over 60 years old, performed the VOHFO and phonation into a resonance tube technique (35cm in length and 9mm in diameter) with one-week interval between both to avoid carry-over effect. Initially, all participants answered questions regarding the frequency and intensity of their vocal/laryngeal symptoms. Recordings of the sustained vowel /a/ and counting numbers were performed for posterior perceptual and acoustic analyses of the voice quality. The maximum phonation time (MPT) for /a/, /s/, /z/ and counting numbers were also obtained. After that, a draw lot established which technique (VOHFO or resonance tube) would be initially applied for three minutes. After the exercise performance the same procedures were carried out and the elderly women answered a self-assessment questionnaire about the effect of the techniques in her voice, larynx, breathing and articulation. Comparison pre and post each technique were analyzed using ANOVA, Wilcoxon and Mann-Whitney tests. The sensations after the techniques were assessed using the Chi-square test (p<0.05). Results The comparison of both techniques showed decrease in roughness and improvement in resonance for counting numbers after the resonance tube and same outcomes post VOHFO. There were no significant differences for the other analyzed variables between groups. Conclusion The phonation into a resonance tube exercise improves the vocal quality of elderly women. In addition, both exercises are similar regarding self-perception of vocal / laryngeal symptoms and sensations post three minutes of the technique, suggesting that VOHFO can be safely applied in voice therapy for this population.

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PURPOSE: To verify the relation between the self-reported shyness and perceived vocal handicap in teachers from Early childhood and Primary education (elementary and middle school). METHODS: 200 teachers (mean age 41.8 years old) without vocal complaint answered to personal identification protocol, work characterization information, the Vocal Handcap Index and the Shyness Scale. RESULTS: From the total sample, 142 (71%) teachers had no vocal disadvantage, 42% (n = 59) were shy and 58% (n = 83) were non-shy. Among the 58 (29%) teachers with vocal disadvantage, most of them were shy (64%) instead of non-shy (26%). Considering the shy teachers, most of them worked in Early Childhood Education, were aged between 20-30 years old, had from 1 to 10 years of teaching experience and were working in a noisy classroom. The presence of upper airway affections was more frequent in shy teachers without vocal disadvantage and this was the only aspect that differentiated shy and non-shy teachers. CONCLUSION: Shy teachers showed higher frequency of vocal disadvantage when compared to non-shy teachers. Teachers between 20 and 30 years old, with up to 10 years of teaching experience and who teach in Early Childhood Education reported shyness, but there was no relation with vocal disadvantage.

OBJETIVO: Verificar a relação entre a timidez autorreferida e a desvantagem vocal percebida em professores da Educação Infantil e Fundamental I e II. MÉTODO: 200 professores (média de 41,8 anos), sem queixa vocal atual, preencheram 3 protocolos: uma ficha de identificação pessoal e caracterização do trabalho, composta por 11 questões, elaborada pelo Programa de Saúde Vocal do SinproSP; o Índice de Desvantagem Vocal, instrumento de autoavaliação que investiga a autopercepção do impacto de um problema vocal; e a Escala de Timidez, com 14 itens sobre sentimentos e comportamentos comunicativos relacionados ao cotidiano organizacional. RESULTADOS: Do total da amostra, 142 (71%) professores não apresentaram desvantagem vocal, sendo 42% (n=59) professores tímidos e 58% (n=83) não tímidos. Para os 58 (29%) professores que apresentaram desvantagem vocal, houve um maior número de tímidos (64%) do que não tímidos (26%). Entre o total de professores tímidos, houve uma proporção maior destes entre os professores que atuam exclusivamente na Educação Infantil, com faixa etária entre 20-30 anos, formados em até 10 anos e com queixa da presença de ruído na sala de aula. A presença de afecções de vias aéreas superiores foi o único aspecto que diferenciou tímidos com e sem desvantagem vocal, sendo mais frequente nos professores tímidos sem desvantagem vocal. CONCLUSÃO: Professores tímidos percebem mais desvantagem vocal quando comparados aos não tímidos. Os docentes com faixa etária entre 20 e 30 anos, com até 10 anos de formados e que lecionam para Educação Infantil relatam timidez, porém sem associação com a desvantagem vocal.

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PURPOSE: To achieve a cross-cultural equivalence of the Chilean version of the V-RQOL protocol, through its cultural and linguistic adaptation. METHODS: First, two bilingual speech therapists made a translation of the V-RQOL into Spanish. Second, a back-translation to English was performed by a speech therapist who did not participate in the previous stages. Then, a comparison between the original and the back-translation versions of the test was conducted. The existing discrepancies were modified by a committee of five speech therapists, translating the name of the Voice-Related Quality of Life (V-RQOL) instrument into Spanish as Medición de la Calidad de Vida en Relación a la Voz (MCV-RV), with 10 questions and 5 possible answers for each. In order to analyze cultural equivalence, the protocol was applied to 15 individuals with voice disorders. For each question, a 'Not applicable' option was added to the possible answers to determine which questions were not clearly understood by the individuals being tested. Two of the assessed individuals had difficulties in answering a distinct question, though only one of these two questions was modified. The final version of MCV-RV protocol was applied to five individuals with voice disorders who had no difficulty understanding the questions properly. RESULTS: The MCV-RV reflects the original English version, both in the number and types of questions (including physical functioning and the social-emotional aspects). CONCLUSION: A cross-cultural equivalence of the V-RQOL was achieved, thereby creating an adapted Chilean-Spanish version (MCV-RV). The validation of the MCV-RV protocol for Chilean Spanish is currently in progress.

OBJETIVO: Lograr la equivalencia cultural de la versión Chilena del Protocolo V-RQOL, a través de su adaptación cultural y lingüística. MÉTODO: Primero, dos Fonoaudiólogos bilingües realizaron una traducción de V-RQOL al español. En segundo lugar, una Fonoaudióloga que no participó en las etapas previas, realizó una retrotraducción al inglés. Luego, se efectuó una comparación entre la versión original y la versión retrotraducida. Las discrepancias fueron modificadas por un comité de cinco Fonoaudiólogos, traduciendo el nombre al español como "Medición de la Calidad de Vida en Relación a la Voz" (MCV-RV) ", con 10 preguntas y 5 opciones de respuesta. Para la equivalencia cultural, se aplicó el protocolo a 15 personas con trastornos de voz. Para cada pregunta, se agregó la opción "No aplicable" entre las alternativas de respuesta con el fin de identificar preguntas incomprendidas o inapropiadas por la población. Dos de los sujetos evaluados tuvieron dificultad para responder dos preguntas diferentes, así que fue modificada solo una de ellas. La versión final del protocolo MCV-RV se aplicó a cinco personas con patología vocal, sin dificultades para comprender las preguntas adecuadamente. RESULTADOS: La MCV-RV refleja la versión original en inglés, tanto en número como en tipos de preguntas (incluido el funcionamiento físico y aspectos socioemocionales). CONCLUSIONES: Existe adaptación cultural de V-RQOL para el español Chileno (MCV-RV). La validación del MCV-RV para el español de Chile está actualmente en curso.

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PURPOSE: To investigate the perception of voice use as a work tool and an instrument of artistic expression in a choir of early childhood education teachers. METHODS: A qualitative research carried out by means of an ethnographic method involving the production and analysis of a field journal and participant observation. Five life-story narratives were produced alongside the participating teachers and the choir conductor. They were used as a data production methodological resource and with the aim to develop rapport between the study's subjects (researcher and participants). The narratives and field journal were analyzed from the perspective of the bibliographical review carried out on art and the previously established topics related to the object of study: Artistic and professional voice use; the influence of work organization on the teachers' voice use; and the influence of their participation in the scenic choir on their vocal health care. RESULTS: Art, music, and participation in a scenic choir may be an effective strategy to promote vocal health in addition to choosing lifestyles that allow for these women's exercise of self-care. CONCLUSION: There is little evidence of vocal disorder prevention and vocal health promotion programs aimed at teachers, in both the health system and the employer institutions.

OBJETIVO: Investigar a percepção do uso da voz como ferramenta de trabalho e instrumento de expressão de arte, num coro de professoras da Educação Infantil. MÉTODO: Pesquisa qualitativa, método etnográfico, produção e análise de diário de campo e observação participante. Cinco narrativas de história de vida elaboradas com professoras participantes e a regente do coro, utilizadas como recurso metodológico na produção de dados e de aproximação entre sujeitos (pesquisadora e participantes). Tais narrativas e o diário de campo foram analisados sob a perspectiva da revisão bibliográfica sobre arte e temas referentes ao objeto da pesquisa previamente elencados: uso da voz na arte e na profissão; a influência da organização do trabalho no uso da voz dessas professoras e como elas cuidam da saúde vocal antes e depois da participação no coro cênico. RESULTADOS: A arte, a música e a participação em um coro cênico podem ser uma estratégia eficiente para a promoção da saúde vocal e também para a escolha de estilos de vida nos quais essas mulheres exercitam o cuidado de si. CONCLUSÃO: Foi constatada pouca oferta de programas de prevenção e promoção de saúde vocal para as professoras, tanto no sistema de saúde quanto aqueles disponibilizados pelas instituições em que as docentes atuam.

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OBJECTIVES: The aim of this study was to verify the effects of the method Vocal Therapy for the Elderly and the differences in treatment efficacy when it was administered intensively or in the conventional way. METHODS: Twenty-seven elderly individuals were randomized into two groups and referred for 16 sessions of vocal therapy. The Intensive Group (IG) had therapy four times a week, whereas the Conventional Group had it twice a week. The effects of the therapy were assessed by auditory-perceptual analysis, the Voice-Related Quality of Life protocol, and visual-perceptive analysis of laryngoscopy examinations. The first stage consisted of evaluating the vocal quality and self-assessment of 15 subjects before and after a time period equal to that which they would undergo in vocal therapy. The second stage consisted of comparing the assessments of all participants in the week preceding the beginning of treatment, in the week following the end of treatment, and 1 month after that. RESULTS: There was no difference between perceptual voice parameters and self-assessment when the subjects were not undergoing therapy. When comparing the periods immediately before and after therapy, there was improvement in vocal quality and Voice-Related Quality of Life. One month later, the benefits that had been revealed through the self-assessment protocol, and some of the improvements in vocal parameters were maintained. There was no difference between the IG and Conventional Group with the exception of vocal fold bowing, which decreased in the IG group. CONCLUSIONS: The Vocal Therapy for the Elderly program is effective for treating voice presbyphonia. An intensive approach may be superior with regard to vocal fold bowing.

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