BACKGROUND Sleep problems are common in adolescents and have detrimental impacts on physical and mental health and daily functioning. Evidence-based treatment like cognitive behaviour therapy for insomnia (CBT-I) is often hard to access, and adolescents may not engage in and adhere to longer, clinician-delivered interventions. Brief, self-guided, and accessible sleep interventions are needed. OBJECTIVE To explore the user experience of a prototype online self-help single session sleep intervention developed for adolescents. METHODS Eleven participants aged 17-19 years (8 females, 3 males) took part in online retrospective think-aloud interviews. Participants first completed the prototype intervention independently and were then shown the intervention page by page and asked to verbalise their thoughts and experiences. Transcripts were analyzed thematically. RESULTS Participants found the intervention helpful. Four themes were generated - 'Educative: Learning, but more fun', 'Effortless: Quicker and Easier', 'Personalization: Power of Choice', and 'Positivity: Just Good Vibes'. The theme 'Educative: Learning, but more fun' encompassed two sub-themes 'Opportunity to Learn' and 'Aesthetics and Learning'. These themes reflected participants' views that the intervention was educative, personalised, solution-oriented and easy to use, but could incorporate more graphics and visuals to aid in learning and could be made more effortless and positive through modifications to its design. CONCLUSIONS Findings convey the importance of ensuring educative well-designed content, personalization, a positive tone, and ease of use while designing interventions targeting adolescents's sleep and mental health. They also indicate areas for further developing the intervention.

中文翻译：

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青少年如何体验新开发的在线单次睡眠干预？有声思考研究。

背景技术睡眠问题在青少年中很常见，并且对身心健康和日常功能具有不利影响。失眠认知行为疗法 (CBT-I) 等循证治疗通常很难获得，青少年可能不会参与和坚持较长时间的临床医生提供的干预措施。需要简短、自我引导且易于实施的睡眠干预措施。目的 探索为青少年开发的在线自助单次睡眠干预原型的用户体验。方法 11 名 17-19 岁的参与者（8 名女性，3 名男性）参加了在线回顾性有声思考访谈。参与者首先独立完成原型干预，然后逐页展示干预，并要求说出他们的想法和经历。对成绩单进行了主题分析。结果 参与者发现干预很有帮助。产生了四个主题——“教育性：学习，但更有趣”、“轻松：更快更容易”、“个性化：选择的力量”和“积极性：良好的氛围”。主题“教育：学习，但更有趣”包含两个子主题“学习的机会”和“美学与学习”。这些主题反映了参与者的观点，即干预措施具有教育性、个性化、以解决方案为导向且易于使用，但可以纳入更多图形和视觉效果来帮助学习，并且可以通过修改其设计使其变得更加轻松和积极。结论 研究结果表明，在设计针对青少年睡眠和心理健康的干预措施时，确保教育内容设计良好、个性化、积极的基调和易用性的重要性。它们还指出了进一步发展干预措施的领域。