The increasing number of mental health disorders on university students represents a growing problem with negative impact on this population. Stress and anxiety issues are two of most predominant problems in this population and most campus health services have limited resources to face them. Research has provided evidence about biofeedback effectiveness. This study aims to verify the impact of a short duration biofeedback programme on freshmen university students with high levels of anxiety. A sample of 50 first-year students, with scores above percentile of 75 on STAI Y-2 were randomly selected and divided into two groups. Biofeedback Group took a 15 min session per week, over 8 weeks. No intervention was made on Control Group. Both groups were assessed before and after the biofeedback programme, and the results of the Trait Anxiety Scale and the Inventory of Stress for College Students were compared. The Biofeedback Group presented significant decreases in anxiety and stress values. Control Group presented slight and non-significant changes in scores. These results are consistent with previous studies and reinforce the evidence of biofeedback's programmes as a valid solution to help students to manage their anxiety and stress.

RESUMO:Este estudo dá continuidade à investigação sobre a eficácia do Biofeedback na ansiedade em alunos do ensino superior. Procurando soluções acessíveis e de duração cada vez mais reduzida, pretendeu-se comparar a eficácia entre dois programas breves, com 5 e 8 sessões, de Biofeedback. Foram selecionados 32 alunos do primeiro ano, com valores elevados na Escala de Ansiedade Traço (STAI-Y2). Utilizando o Biofeedback 2000 X-pert submeteu-se um grupo (n=11) a oito sessões, enquanto outro grupo (n=9) realizou apenas 5 sessões. Um terceiro grupo (n=12) não foi alvo de qualquer intervenção. Os resultados obtidos na STAI-Y2 no início do estudo foram comparados com os obtidos no seu final. Verificou-se uma redução significativa dos valores da STAI-Y2 nos grupos de Biofeedback (p=0,05 no grupo com 5 sessões; p=0,003 no grupo com 8 sessões). Foram também encontradas diferenças significativas entre os valores da STAI-Y2 pós-intervenção entre o grupo de controlo e o grupo com 8 sessões de Biofeedback (p=0,001). Estes resultados reforçam a pertinência da utilização de programas breves de Biofeedback na problemática da ansiedade, ainda que com alguma reserva face a programas de 5 sessões. Futuros estudos, principalmente na população portuguesa, são necessários para reforçar a eficácia destes programas. Caracterizados por uma boa relação custo/eficácia, os programas de Biofeedback apresentam-se como uma alternativa válida para a intervenção na ansiedade. Palavras-chave: Biofeedback, SCL, Ansiedade, Ensino Superior. ___________________________________________________________________________ BIOFEEDBACK AND ANXIETY IN HIGHER EDUCATION: COMPARISON OF TWO BRIEF INTERVENTION PROGRAMSABSTRACT: This study follows Biofeedback (BFB) efficacy in higher education student's levels of anxiety research. Looking for easy access, short duration programs, we tried to compare two brief programs, with 5 and 8 sessions of BFB. 32 1st year students with high State-Trait Anxiety Index (STAI-Y2) values. Using Biofeedback 2000 x-pert, one group (n=11) underwent 8 sessions, another (n=9) did 5 and a third group (n=12) underwent no intervention. Results were compared at the end. A significant reduction of STAI Y-2 values was observed on both BFB groups (p=0.05 in the 5 session group, p=0.003 in the 8 session one). Significant differences were also found between the control group and the 8 BFB session group (p=0.001). These results suggest the relevance of using brief BFB programs in dealing with anxiety in Higher Education, albeit with some care considering the 5 session program. Future studies, especially in the Portuguese population, are necessary to strengthen these programs' efficacy. Having a good cost/efficacy relationship, BFB programs appear as a valid option for intervention in anxiety.

A recent development in Higher Education reflects a growing use of digital systems and services. Younger students tend to adapt in a quicker manner than their predecessors and app use has not been an exception. This chapter's tried to reflect upon the paradigm shift in the field of HE associated with the introduction of apps like learning and health promoting apps, with particular focus on mHealth and biofeedback. The newer trend of gamification is also considered as a potential tool for increased motivation and engagement. The authors consider that the development of a coherent solution, based on a multidisciplinary approach for the promotion of students' educational success and well-being would be a worthwhile investment, leading to an innovative, integrated multidisciplinary app that might act as a promoter of HE student's adaptation, success and wellbeing.

A recent development in Higher Education reflects a growing use of digital systems and services. Younger students tend to adapt in a quicker manner than their predecessors and app use has not been an exception. This chapter's tried to reflect upon the paradigm shift in the field of HE associated with the introduction of apps like learning and health promoting apps, with particular focus on mHealth and biofeedback. The newer trend of gamification is also considered as a potential tool for increased motivation and engagement. The authors consider that the development of a coherent solution, based on a multidisciplinary approach for the promotion of students' educational success and well-being would be a worthwhile investment, leading to an innovative, integrated multidisciplinary app that might act as a promoter of HE student's adaptation, success and wellbeing.

University students are susceptible to anxiety disorders. Nowadays it's a growing problem, and cost-effective solutions are research's imperative. Biofeedback training might be a valid solution to reduce anxiety and improve student's health and performance.The aim of this paper is to do a reflective and systematic review of scientific literature about biofeedback application in anxiety management among university students. A Pubmed/Medline database research with the keywords "biofeedback" AND "anxiety" AND "students" were analysed in the period between 2015 and 1980 (all papers obtained). The PRISMA criteria for reporting in systematic reviews and meta-analyses were applied. The inclusion criteria were: the use of instruments to measure anxiety, the use of biofeedback applications, university student samples, the presentation of quantitative or qualitative results. It was excluded articles outside the scope of subject; that do not met the inclusion criteria; and papers without access.After applying this methodology, 17 scientific articles were included in the study. The instruments used, the dimensions, and the obtained results were analysed.This review allowed us to conclude that biofeedback can help university students to manage their anxiety and stress levels, but more research is needed to reinforce empirical evidence about biofeedback as a technique to improve students' anxiety and stress.

IntroductionSustainable development is increasingly recognized as a crucial component of education at all levels, including specialized academic work. As a result, the importance of Ph.D. training in producing highly skilled academics and professionals who can contribute to sustainable development has been acknowledged, leading to increased investments in doctoral training across Europe. However, the diversity in Ph.D. training across countries and universities suggests a lack of studies based on best practices for developing effective doctoral training programs.MethodsThis study aimed to contribute to this discussion by combining the perspectives of 31 Ph.D. supervisors and directors from Portugal and England regarding the best practices for Ph.D. training. Participants from different disciplines were interviewed using semi-structured face-to-face interviews, and the data were analyzed using inductive thematic analysis.ResultsThe study found that, despite coming from different countries, the participants' perceptions regarding the challenges and strategies for improving doctoral education were similar. Based on these findings, the study proposes a three-stage program for structuring doctoral training, consisting of initial intensive training, assessment of individual needs, and tailored training.DiscussionThe proposed program could prove valuable in developing or restructuring Ph.D. programs to address the main needs of Ph.D. students, optimize institutional resources, and promote on-time completion by enabling the timely development of necessary competencies for Ph.D. research. Furthermore, this approach could enhance the quality of Ph.D. education, broaden the spectrum and quality of graduates' competencies, and contribute to achieving sustainable development goals.

Anxiety and Stress are two disorders with high prevalence among college students, interfering with their performance and quality of life. Biofeedback's efficacy as a solution to prevent and treat, anxiety and stress among college students was tested in this study. To do this, four groups were formed, based on STAI results. Two groups, one with high and another one with normal anxiety, participated in a 5 weekly biofeedback sessions program. The other two groups, also divided in high and regular anxiety, acted as control groups and were not submitted to any intervention. The participants were assessed with the Trait Anxiety Inventory and the Inventory of Stress for College Students one week before and one week after the biofeedback trial and the results were compared. The results indicate a good potential of biofeedback training on anxiety and stress intervention among college population, representing a simple and cost effective solution.