{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,8]],"date-time":"2026-09-08T16:09:33Z","timestamp":1788883773906,"version":"build-2803163510"},"reference-count":69,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2026,2,23]],"date-time":"2026-02-23T00:00:00Z","timestamp":1771804800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"},{"start":{"date-parts":[[2026,2,23]],"date-time":"2026-02-23T00:00:00Z","timestamp":1771804800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["bpspsychub.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Psychol Psychother"],"published-print":{"date-parts":[[2026,6]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Emotional Disorders (EDs) are highly prevalent among university students, with only a small percentage (16.4%) receiving treatment. This study examines the feasibility and acceptability of delivering the Unified Protocol (UP) in two scalable formats and explores preliminary clinical outcomes in a university student population.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      Thirty\u2010five university students (80% women, mean age\u2009=\u200921.29\u2009years, SD\u2009=\u20091.87) with primary diagnoses of EDs were randomly assigned to either the blended\u2010UP condition (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200918) or the synchronous online UP condition (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200917). The intervention involved 8 UP modules, delivered as either 9 weekly 2\u2010h synchronous online group sessions or a blended format (4 synchronous online group sessions for modules 1, 4, 6 and 7+ autonomous work via the UP\u2010APP). Depression, anxiety, transdiagnostic variables, difficulties in emotion regulation, maladjustment and quality of life were assessed at baseline, post\u2010treatment and at 3\u2010 and 6\u2010month followups. Satisfaction with the intervention received was also measured.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Statistically significant changes were observed over time (main effect of time) for all evaluated variables (except in quality of life and positive temperament), with no \u2018Time\u2009\u00d7\u2009Condition\u2019 interaction, meaning that the scores evolved similarly in both conditions. Participants reported high satisfaction scores (8.91\/10 in the blended condition and 9.38\/10 in the synchronous online UP condition) and rated highly how the intervention had helped them to properly regulate their emotions (8.83\/10 in the blended condition and 9.00\/10 in the synchronous online UP condition).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>This study demonstrates that both the blended and synchronous online group formats of the UP are feasible and well accepted by university students, with associated improvements in emotional symptoms, and that the UP in these formats could be an efficient alternative to address the high demand for mental health support among university students.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/papt.70047","type":"journal-article","created":{"date-parts":[[2026,3,8]],"date-time":"2026-03-08T10:01:47Z","timestamp":1772964107000},"page":"645-668","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Unified protocol in online group versus blended format for treating emotional disorders in university students: Preliminary results on feasibility at 6\u2010month follow\u2010up"],"prefix":"10.1111","volume":"99","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6605-8825","authenticated-orcid":false,"given":"J.","family":"Socias\u2010Soler","sequence":"first","affiliation":[{"name":"University of Zaragoza  Teruel Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2437-1207","authenticated-orcid":false,"given":"O.","family":"Peris\u2010Baquero","sequence":"additional","affiliation":[{"name":"University of Zaragoza  Teruel Spain"},{"name":"Research Health Institute of Aragon  Zaragoza Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3163-3471","authenticated-orcid":false,"given":"L.","family":"Mart\u00ednez\u2010Garc\u00eda","sequence":"additional","affiliation":[{"name":"University of Zaragoza  Teruel Spain"},{"name":"Research Health Institute of Aragon  Zaragoza Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0005-6883-9165","authenticated-orcid":false,"given":"I.","family":"Prieto\u2010Roll\u00e1n","sequence":"additional","affiliation":[{"name":"University of Zaragoza  Teruel Spain"},{"name":"Research Health Institute of Aragon  Zaragoza Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7293-318X","authenticated-orcid":false,"given":"J.","family":"Osma","sequence":"additional","affiliation":[{"name":"University of Zaragoza  Teruel Spain"},{"name":"Research Health Institute of Aragon  Zaragoza Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,2,23]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425787"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.22544\/rcps.v40i02.05"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0033291716001665"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/abn0000362"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11469\u2010024\u201001330\u2010z"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.1111\/papt.12436"},{"key":"e_1_2_9_8_1","doi-asserted-by":"publisher","DOI":"10.1023\/A:1008952423122"},{"issue":"3","key":"e_1_2_9_9_1","first-page":"114","article-title":"Determining what individual SUS Scores mean: Adding an adjective rating scale","volume":"4","author":"Bangor A.","year":"2009","journal-title":"Journal of Usability Studies"},{"key":"e_1_2_9_10_1","volume-title":"The unified protocol for transdiagnostic treatment of emotional disorders: Therapist guide","author":"Barlow D. 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