The effect of heart rate variability biofeedback training on stress and anxiety: a meta-analysis

BACKGROUND: Some evidence suggests that heart rate variability (HRV) biofeedback might be an effective way to treat anxiety and stress symptoms. To examine the effect of HRV biofeedback on symptoms of anxiety and stress, we conducted a meta-analysis of studies extracted from PubMed, PsycINFO and the Cochrane Library. METHODS: The search identified 24 studies totaling 484 participants who received HRV biofeedback training for stress and anxiety. We conducted a random-effects meta-analysis. RESULTS: The pre-post within-group effect size (Hedges' g) was 0.81. The between-groups analysis comparing biofeedback to a control condition yielded Hedges' g = 0.83. Moderator analyses revealed that treatment efficacy was not moderated by study year, risk of study bias, percentage of females, number of sessions, or presence of an anxiety disorder. CONCLUSIONS: HRV biofeedback training is associated with a large reduction in self-reported stress and anxiety. Although more well-controlled studies are needed, this intervention offers a promising approach for treating stress and anxiety with wearable devices

Evaluating Respiratory Sinus Arrhythmia as a Mediator of Relations between Minority Stress and Depressive Symptoms Among Sexual Minorities

Compared with heterosexuals, those with sexual minority identities (e.g., lesbian, gay, bisexual) are at significantly greater risk of psychopathology, including depression—the most common mental health disorder in the general population. A large body of research suggests that disparities in depression between heterosexuals and sexual minority groups are due, at least in part, to minority stress. Minority stress includes stressors unique to minority groups, such as marginalization and discrimination based on race or sexual identity. To date, most work demonstrating associations between minority stress and depression has used retrospective self- reports of minority stress exposure, so little is known about acute effects of minority stress exposure on physiological functions. In this study, I examine the potential moderating or mediating effect of respiratory sinus arrhythmia (RSA)—the high frequency component of heart rate variability associated with breathing—on associations between minority stress and symptoms of depression. Heterosexual (n = 43; 62.5% women) and sexual minority (n = 24; 59.3% women) college students viewed films designed to induce minority stress and completed the Beck Depression Inventory (BDI-II). Results indicated no differences in RSA reactivity or BDI scores between heterosexuals and sexual minority group members.No embargoAcademic Major: Psycholog

Quantitative literacy provision in the first year of medical studies

This is an Accepted Manuscript of an article published by Taylor & Francis in South African Journal of Higher Education in 2011, available online: http://reference.sabinet.co.za/sa_epublication_article/high_v25_n4_a7.This article presents a description of and motivation for the quantitative literacy (numeracy) intervention in the first year of medical studies at a South African university. This intervention is a response to the articulation gap between the quantitative literacy of many first-year medical students and the demands of their curriculum. Interventions of this kind should be integrated into the medical curriculum, primarily because quantitative literacy is a practice which is embedded in the disciplinary practices. Tensions involved in attempting this integration are largely due to structural conditions and other curricular factors. Results of evaluation of its effectiveness show that the intervention is seen as useful by the students and that the workshops provided are effective in improving students' performance in assessments. The intervention should be enhanced by including aspects that address students' spatial abilities and reading and writing competencies. Extension of quantitative literacy provision beyond first year is also desirable

Erasmus Language students in a British University – a case study

Students’ assessment of their academic experience is actively sought by Higher Education institutions, as evidenced in the National Student Survey introduced in 2005. Erasmus students, despite their growing numbers, tend to be excluded from these satisfaction surveys, even though they, too, are primary customers of a University. This study aims to present results from bespoke questionnaires and semi-structured interviews with a sample of Erasmus students studying languages in a British University. These methods allow us insight into the experience of these students and their assessment as a primary customer, with a focus on language learning and teaching, university facilities and student support. It investigates to what extent these factors influence their levels of satisfaction and what costs of adaptation if any, they encounter. Although excellent levels of satisfaction were found, some costs affect their experience. They relate to difficulties in adapting to a learning methodology based on a low number of hours and independent learning and to a guidance and support system seen as too stifling. The results portray this cohort’s British University as a well-equipped and well-meaning but ultimately overbearing institution, which may indicate that minimising costs can eliminate some sources of dissatisfaction