Ansiedade em universitários : fatores desencadeadores, instabilidade genômica e a melolística como intervenção não farmacológica.

Abstract

Introduction: University students are frequently exposed to academic, social, and emotional stressors that may contribute to the development or intensification of anxiety symptoms. These psychological conditions are known to influence biological systems, including immune responses and genomic stability. In this context, non-pharmacological interventions have gained attention for their potential to modulate stress-related biomarkers. Melolistic, a therapeutic approach based on musical and emotional harmonization, has emerged as a promising strategy for stress management, also influencing markers of genomic instability. The present study demonstrates an innovative and original character by exploring non-pharmacological intervention alternatives for anxiety and examining the melolistic approach as a complementary and integrative measure alongside other supportive techniques for these individuals. Furthermore, it reveals new associations between immunological and genomic biomarkers and the various symptoms manifested in anxiety. General Objective: To review and investigate anxiety levels in university students, correlating them with stress biomarkers such as salivary cortisol, immunoglobulin A, DNA damage, and other cellular alterations, as well as to evaluate the effects of melolistic intervention on these parameters. Chapter 1: This chapter aims to identify the factors contributing to the manifestation of anxiety in university students, highlighting multiple triggering elements such as psychological, social, emotional, and academic factors. It also emphasizes the importance of integrated coping strategies, including healthy routines, therapeutic support, and institutional wellness programs. Understanding these elements is essential to promote more balanced academic environments and support students’ overall well-being. Manuscript 1: A total of 51 university students were evaluated (mean age: 21.56±2.65 years old; female prevalence: 66.7%). The results revealed that although overall levels of salivary cortisol (p=0.799) and IgA (p=0.593) did not differ significantly among anxiety severity groups, specific emotional symptoms were associated with measurable biological responses. Moderate to severe anxiety was linked to increased markers of DNA damage, such as micronuclei (p=0.030), and apoptotic indicators, such as pyknotic cells (p=0.049). Additionally, distinct symptoms including panic, restlessness, and irritability showed moderate to strong correlations with stress biomarkers and nuclear alterations (p<0.05). Manuscript 2: The melolistic intervention resulted in statistically significant reductions in anxiety scores (GAD-7 and DASS-21; p<0.001), depression (p<0.001), with a notable decrease in moderate and severe symptoms of anxiety, depression, and stress (p<0.01). There was an improvement in self-reported health perception (p=0.027) and a reduction in perceived stress levels with difficulty in coping (p<0.003). Cortisol levels increased slightly (p=0.039), with no significant changes in salivary IgA (p=0.332). No significant differences were observed in DNA damage markers (micronuclei, p=0.080; nuclear budding, p=0.285). Final Considerations: The findings highlight that anxiety among university students is multifactorial, influenced by psychological, social, emotional, and academic aspects, reinforcing the need for integrated coping strategies in the university context. It was also observed that although overall levels of salivary cortisol and IgA did not differ among anxiety severity groups, specific emotional symptoms showed relevant correlations with stress biomarkers, DNA damage, and cell death. Moderate to severe anxiety was associated with increased markers of DNA damage and apoptosis indicators, suggesting that emotional distress may result in measurable biological changes. Furthermore, the melolistic intervention demonstrated significant positive effects in reducing symptoms of anxiety, depression, and stress, improving health perception and stress management capacity, without influencing markers of genomic instability. The results further reinforce the importance of considering biological markers as complementary tools in assessing the impacts of anxiety on the health of university students, thereby contributing to more integrated prevention and intervention strategies.