TY - JOUR
T1 - Unified Protocol for the Transdiagnostic Prevention of Emotional Disorders
T2 - Evaluation of a Brief, Online Course for College Freshmen
AU - Sauer-Zavala, Shannon
AU - Tirpak, Julianne Wilner
AU - Eustis, Elizabeth H.
AU - Woods, Brittany K.
AU - Russell, Keara
N1 - Publisher Copyright:
© 2020
PY - 2021/1
Y1 - 2021/1
N2 - The transition to college represents a period of increased risk for developing a range of mental health conditions, highlighting the need for effective preventive interventions delivered in this setting. The purpose of the present study was to explore the feasibility, acceptability, and efficacy of a preventive version of the unified protocol for college students; this intervention, called emotions 101 was provided in a very brief, online course format. Unselected students (N = 243) were randomized to either the course (n = 120) or wait-list (n = 123) condition, and all participants were asked to complete self-report measures of stress, negative affectivity, and quality of life at baseline, 1-month, 6-month, and 8-month follow-up time points. Despite recruitment challenges, once participants enrolled in the course, they were likely to complete it and provide favorable satisfaction ratings and qualitative feedback. With regard to efficacy, there were no significant differences on our primary (emotional) outcomes (i.e., stress, negative affectivity, quality of life) as a function of condition, though individuals randomized to receive the course demonstrated significantly higher grade point averages at the end of their first college semester than those in the wait-list condition. Taken together, the findings from the present study suggest that a very brief, online prevention program for emotional disorders administered in a healthy sample does not significantly impact mental health variables.
AB - The transition to college represents a period of increased risk for developing a range of mental health conditions, highlighting the need for effective preventive interventions delivered in this setting. The purpose of the present study was to explore the feasibility, acceptability, and efficacy of a preventive version of the unified protocol for college students; this intervention, called emotions 101 was provided in a very brief, online course format. Unselected students (N = 243) were randomized to either the course (n = 120) or wait-list (n = 123) condition, and all participants were asked to complete self-report measures of stress, negative affectivity, and quality of life at baseline, 1-month, 6-month, and 8-month follow-up time points. Despite recruitment challenges, once participants enrolled in the course, they were likely to complete it and provide favorable satisfaction ratings and qualitative feedback. With regard to efficacy, there were no significant differences on our primary (emotional) outcomes (i.e., stress, negative affectivity, quality of life) as a function of condition, though individuals randomized to receive the course demonstrated significantly higher grade point averages at the end of their first college semester than those in the wait-list condition. Taken together, the findings from the present study suggest that a very brief, online prevention program for emotional disorders administered in a healthy sample does not significantly impact mental health variables.
KW - emotional disorders
KW - online course
KW - prevention
KW - transdiagnostic
KW - university
UR - http://www.scopus.com/inward/record.url?scp=85085771126&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85085771126&partnerID=8YFLogxK
U2 - 10.1016/j.beth.2020.01.010
DO - 10.1016/j.beth.2020.01.010
M3 - Article
C2 - 33483125
AN - SCOPUS:85085771126
SN - 0005-7894
VL - 52
SP - 64
EP - 76
JO - Behavior Therapy
JF - Behavior Therapy
IS - 1
ER -