Exploring Design Opportunities for Supporting Mental Wellbeing Among East Asian University Students in Canada
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Amidst increasing reports of mental health problems in Canadian university students, those of Asian descent have particularly struggled to seek out services due to cultural barriers. Counselling practices have long noted that culture influences how mental health is perceived and treated, yet the design of mental health technologies is limited with respect to how users’ backgrounds influence usability and adoption. To identify inclusive design opportunities, we interviewed 20 East Asian university students in Canada. We found that they struggle to engage with technologies for mental health due to cultural stigma which have led them to prefer apps that support self-help though still valuing social help. We present inclusive design opportunities for mental health technologies that sensitively consider these challenges, including supporting learning opportunities with peers through storytelling and skill-sharing to promote literacy, empowerment, and advocacy for their own health. We conclude by discussing how universities can promote mental wellbeing more inclusively.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it