DEVELOPMENT OF AN INTEGRATED CBT MINDFULNESS MANUALIZED GROUP PROGRAM FOR SHORT-VIDEO ADDICTION AND SLEEP RELATED DIFFICULTIES AMONG CHINESE JUNIOR HIGH SCHOOL STUDENTS: PRELIMINARY FEASIBILITY STUDY

Abstract

Adolescent problematic short-video use and associated sleep‑related difficulties constitute a growing public‑health concern among Chinese youth. High rates of short-video consumption among junior‑high‑school students are accompanied by sleep insufficiency and emotion‑regulation challenges linked to excessive digital exposure. Existing youth‑targeted interventions are mostly either pure cognitive‑behavioural approaches or standalone mindfulness training. Few culturally‑adapted, brief manual‑driven group programs simultaneously address maladaptive cognitive distortions and automatic scrolling habits that fuel the short-video-sleep vicious cycle. This paper reports the systematic development of a four‑session manual‑based psycho‑educational group intervention integrating CBT and mindfulness for Chinese junior‑high‑school students, tailored for resource‑limited off‑campus tutoring contexts. The development process followed the 6SQuID framework and I‑PACE model, including targeted literature synthesis, cultural adaptation, multidisciplinary expert consultation, and small‑scale qualitative pilot testing with local adolescents. Expert and pilot feedback indicated satisfactory feasibility, cultural fit and participant acceptability within non‑clinical educational settings. Core components target dysfunctional shor-video-related beliefs, impulsive scrolling urges, emotion‑regulation vulnerabilities and pre‑bed sleep‑hygiene practices. As a non‑clinical psycho‑educational resource, the program is optimally facilitated by practitioners with professional psychological backgrounds. Front‑line educators may implement this manual‑guided intervention after dedicated brief training and under ongoing supervision from qualified mental‑health specialists. This article presents program rationales, development workflows, revisions derived from expert and pilot feedback, study limitations, and multi‑level directions for future formal empirical evaluation.

Keywords: CBT‑Mindfulness, Manualized Group Intervention, Problematic Short-Video Use, Sleep Health, Junior High‑School Students, Intervention Development, Psycho‑Education