健康聲線教師計劃
大學教育資助委員會研究用途補助金贊助 及 香港大學教育學院在職教師進修課程資助
計劃目的
為什麼是老師？
由於教育改革的關係，教育工作者所面對的壓力越來越大。2005年一項由教協所進行的調查顯示， 有超過三成的受訪教師表示，因工作壓力而身體經常出現毛病。在芸芸由壓力而引起的疾病當中，聲線問題並不如抑鬱和頭痛般，受到公眾同樣的重視和關注。
姚文禮博士、陳文琪博士和馬佩文博士對教育工作者的聲線問題進行了深入的研究。他們探討聲線問題在教育工作者當中的發病率和發病時間，以及聲線問題對教育工作者日常生活的影響。
香港大學教育學院在1998年至2004年期間，向每名畢業生派發問卷，之後連續四年追蹤這些畢業生。研究發現，教師的聲線會隨著年資的增加而變差，有聲線毛病的教師的比率由執教後第一年的30.8%，第二年的32.7%升至第三年的36.5%。此外，老師需要告病假的比率也按年增加，由第一年的17.3%上升至第二年的21.2%。至於聲線問題對日常生活的影響，受訪老師大多認為工作表現受到最大的影響。
基於上述的數據推斷，估計全港現若有22,000名教師有聲線問題，佔全港教師總人數的三分之一。按照這個數字推算，香港每年損失約8,380個工作日，相當於HK$6,700,000的工資。
基於聲線問題對整體生產力的影響甚大，姚文禮教授認為應該防患未然，為教育工作者推行聲線護理教育：「我們的調查顯示，89%的老師認為參加聲線護理課程會對聲線運用有幫助。在英國，個別院校將聲線護理列為必修科目，而新加坡也在教育文憑的課程裡教授聲線護理，所以香港在這方面也不要遲疑。」
項目活動
項目分兩階段進行：第一階段為設計一套適合本地教師預防聲線毛病的方案，第二階段成立一個教師聲線問題支援中心，提供CD幫助家居訓練及與言語治療師網上練習的機會。此外，香港大學教育學院也為在學及新入職教師提供聲線護理的課程。
項目研究
Chan, K., McPherson, B., Ma, E., & Yiu, E. (2009). Green voice for teachers: Reducing the risk of developing voice problems in teachers using the Teacher’s Voice Risk Calculator [Paper Presentation]. The Occupational Voice Symposium 2009, London, U.K.
Chan, K.M.-K. & Yiu, E.M.-L. (2010) A Comparison of the Effect of Two Training Programs in Preventing Teachers’ Voice Problems [Paper Presentation]. World Voice Congress 2010. Seoul 6-9 September 2010.
Chan, K. M.K. & Yiu, E.M.-L (2011) Green Voice Project: Preserving the healthy voice in teachers. Perspective in Voice Disorders, July, 2011, 62-70.
Yiu, E.M.L. (2009). Green Voice Project for the Teaching Population [Paper Presentation]. The Occupational Voice Symposium 2009; University College London Mar, 2009.
參考
Chan, K. MK & Yiu, E. M-L. (2002) The Effect of anchors and training on the reliability of perceptual voice evaluation. Journal of Speech, Language and Hearing Research, 45:111-126.
Chan, K., Yiu, E. M-L & Ma, E.. (2005) A Longitudinal study on the occurrence and impact of voice problems on teachers [Paper Presentation]. 34th Annual Symposium of the Voice Foundation. Philadelphia, June 2005.
Chan, R. (1994). Does the voice improve with vocal hygiene education? A study of some instrumental voice measures in a group of kindergarten teachers. Journal of Voice, 8(3), 279-291.
Choi, C. Y., & McPherson, B. (2005). Noise levels in Hong Kong primary schools: implications for classroom listening. International Journal of Disability, Development and Education, 52, 345-360.
Lam, P.K.Y., Chan, K.M, Ho, W.K., Kwong, E., Yiu, E.M., Wei,W.I. (2006). Cross-cultural adaptation and validation of the Chinese Voice Handicap Index-10. Laryngoscope, 116, 1192-1198.
Ma, E. and Yiu, E.M-L (2001) Voice Activity and Participation Profile: Assessing the impact of voice disorders on daily activities. Journal of Speech, Language and Hearing Research, 44(3): 511-524.
Yiu, E. (2002) Impact and prevention of voice problem in the teaching profession: Embracing the consumers’ view. Journal of Voice, 16(2), 215-228.
Yiu E, M-L & Chan, K, M.K. (2005) (2nd Ed) A Simple Guide To Better Voicing: For Teachers and Professional Voice Users. Hong Kong: INSTEP. (ISBN Number: 962-8093-18-5)
Yiu, E.M.L. and Ho, P.S.P. (1991). Voice Problems in Hong Kong: A preliminary report. Australian Journal of Human Communication Disorders, 19(1):45-58.
Yiu, E., & Ho, E. Y.-Y. (2002). Short term effect of humming on vocal quality. Asia Pacific Journal of Speech, Language and Hearing, 7, 123-137.
Yiu E. M-L. & Ma E. P.M. (2001) Voice Therapy Instructional Manual. Yiu, E.M-L. (Ed) Clinical Voice Assessment and Therapy: A Hong Kong Perspective. Volume II. Hong Kong: University of Hong Kong. (ISBN number: 962-8093-74-6)
Yiu, E. M-L. & Ma, E. (2002) Voice activity limitation and participation restriction in teaching profession: The need for preventive voice care. Journal of Medical Speech Pathology, 10(1): 51-60.
Yiu, E. M-L. & Ng, C.Y. (2004) Equal Appearing Interval and Visual Analogue Scales in Perceptual Voice Evaluation. Clinical Linguistics and Phonetics, 18(3), 211-229.
