DIGITAL MENTAL HEALTH

Work In Progress Submission 1

S E C T ION : S 13 B ATC H : D DAT E :

PROJECT TEAM - INTRODUCTION

S.N [Link] NAME ROLE IN THE PROJECT

O
1. 25000901 [Link]
63 ali
2. 25000317 [Link] PROJECT LEAD
24 ar
3. 25000400 [Link]
53
4. 25000902 [Link]
35
5. 25000304 [Link]
40
6. 25000800 [Link]
54
7. 25000802 [Link]
63 naga
PROJECT IDENTIFICATION:
Submitted Together With This Report
• Project Template
• KLU DTI Group Participation Report
1. OUR MOST IMPORTANT
LEARNINGS
o S T U D E N T S IN H IGH S C H OOL S A N D U N IV E R S I T IE S FAC E D E P R E S S ION
A N D AN XIE T Y D U E T O M AN Y FAC T OR S . D E P R E S S ION AN D AN XI E T Y
C R E ATE P R OB LE M S F OR S T U D E N T S IN C LU D I N G AC AD E M IC
D I F F I C U LT IE S L IK E P OOR P E R F OR M A N C E A N D A BS E N C E S , S OC IA L
W IT H D RAWAL , C H A N GE S IN S L E E P AN D A P P E T I T E , D I F F I C U LT Y
C ON C E N T RAT IN G , F E E L IN G S OF OV E RW H E L M , AN D IN C R E A S E D R IS K
OF S E L F-H AR M OR S U I C IDAL T H OU GH T S . T H E S E C ON D I T ION S AL S O
L E A D TO P H Y S IC A L S Y M P T OM S , A LOS S OF I N T E R E S T I N AC T I VI T I E S ,
A N D AN IN AB IL IT Y T O M A N AGE T H E D E M AN D S OF S T U D E N T L IF E .
o S U S TAIN AB L E GOA L : GOOD H E ALT H A N D W E L L B E IN G .
o M OT IVAT ION : M AN Y S T U D E N T S A M ON G U S A R E D E P R E S S E D D U E T O
S OM E FAC T OR .1 I N 7 S T U D E N T S A R E F OU N D T O H AVE
P S YC H OLOGIC AL IS S U E S . OU R T E AM I S M OT IVAT E D BY V U L N E RA B L E
S T U D E N T S , W H IC H C A N H AVE D E T R I M E N TAL E F F E C T S ON T H E IR
AC A D E M IC P E R FOR M A N C E AN D LON G-T E R M W E L L-B E IN G . BY
S T U DY IN G TH IS C R IS IS , T H E GOA L IS T O D E V E LOP E F F E C T IV E
IN T E RVE N TION S T H AT IM P R OV E M E N TA L H E A LT H AN D S U P P ORT
P OS IT IVE AC AD E M I C AN D S OC I E TA L OU TC OM E S .
 POWER – INTEREST MATRIX
7 HIGH POWER-HIGH INTEREST
 University Leadership
6  University mental health services
 University IT/Data security
5
HIGH POWER-LOW IINTEREST
 Government regulatory bodies
4
 University legal and risk management team
3  Faculty deans and department heads
LOW POWER-HIGH INTEREST
2  Students
 Students mental health advocacy groups
1
 Parents and Family members
 Academic Faculty and staff
0
LOW POWER-LOW INTEREST
 Genral Public and local community
 Competing Mental health providers
POWER Series 2
D I GITAL M E N TAL H E ALT H
INTERVIEW PROTOCOL
I NEED TO KNOW QUESTIONS I WILL ASK INSIGHTS I HOPE TO GAIN
(THOUGHTS,FEEKLI (OPEN QUESTIONS)
NGS,ACTIONS)
THOUGHTS How would you rate your •Digital mental health tools help many students feel
overall mental well-being less anxious and more supported by providing easy
as a student? and on-demand access to mental health resources.

How many hours per day Many students reported an usage average of 6 to 8
do you spend using hours per day using digital devices or social media
digital devices or social
media?
FEELINGS How often do you feel I feel overwhelmed or stressed by academic
overwhelmed or stressed responsibilities almost daily, especially during exam
by academic periods and major assignments, with about 60% of
responsibilities? students reporting daily stress
[Link] you feel that your Many students report that spending 4 or more hours
screen time or social daily on screens is linked to higher levels of anxiety,
media use affects your depression, poor sleep, and less social support,
mood or mental health? negatively impacting their mental health and well-
being.
ACTIONS [Link] you aware of or Many students are aware of various mental health
have you used any resources and support services, both digital and in-
INTERVIEW REPORT
QUESTIONS ASKED INSIGHTS GAINED

How often do you feel stressed or The times when they actually feel pressurized
overwhelmed because of studies or or how often they get stressed
personal life
Do you feel there is stigma around How students actually react for psychological
students seeking mental health help issues

What features in a mental health app User’s preference in seeking a personalized,

would be most useful for you secure, and user-friendly experience that
integrates evidence-based tools with real-
time human or AI-driven assistance.
Do you prefer self-help resources or direct How many students are managing their
connection with a counselor mental health and personal growth
 PERSONA
BACKGROUND : DOUBTS/FEARS :
NAME : SRIYA  If peers, professors, or even family members find out
AGE : 20 they are struggling, they will be seen as "weak" or
OCCUPATION : STUDENT "crazy".
PLACE : VIJAYAWADA  Feel intense pressure to perform well academically and
may fear they will disappoint their parents if they
CHALLENGES FACED: struggle with grades or change their career path.
 Academic focus and motivation. ASPIRATIONS :
This impacts their grades and  Goals focus on building a strong, meaningful support
ability to complete work. network and finding acceptance, rather than pursuing
 cause students to withdraw and broad popularity or superficial connections.
isolate themselves socially. This  Students aim for meaningful engagement with their
can damage relationships and studies and consistent performance, prioritizing
create a cycle of loneliness. sustainable effort over just high grades to avoid
burnout.
MOTIVATION : STORY TELLING
 Re-establishing a stable :A student endures a silent storm of depression and
routine and find inner anxiety, feeling isolated and overwhelmed by academic
peace to manage their and social pressures. But through small, determined steps,
distressing symptoms. they find the resilience to seek help, build a supportive
network, and find their way toward self-acceptance and
stability.
OUR MOST IMPORTANT LEARNINGS
 EMPATHY IS ESSENTIAL
Students with mental health issues feel intensely isolated and alone,
believing nobody understands their struggles. Recognizing that these
problems are legitimate and not a personal weakness is the first step
toward genuine connection and support.
 SMALL VICTORIES MATTER MOST
Progress is not measured in grades or prestige, but in small, personal
triumphs like getting out of bed, engaging with a small task, or
attending one more class.
 VULNERABILITY FOSTERS CONNECTION
While stigma often pushes students to isolate themselves, opening up
to trusted friends, family, or counselors is vital. This brave step can
strengthen relationships and lead to acceptance and support.
 OTHER THINGS WE LEARNED

• Access to mental health resources is vital. Universities need to

go beyond simply having a counseling center. They should ensure
free, accessible, and confidential mental health resources that are
well-promoted to all students, especially at-risk populations.
Awareness can save a life. Learning to recognize the warning signs
of mental distress, such as persistent sadness, withdrawal, or
hopelessness, is crucial. This awareness can help you know when to
seek professional help for a friend in crisis.
Self-compassion is a foundation for growth. Learning to forgive
yourself for perceived failures and recognizing that not everything is
a problem to be fixed is essential. This can reduce the overwhelming
pressure of perfectionism and allow for personal growth.
THINGS WE SAW AND HEARD (KEY OBSERVATIONS)

o Conflicting desires for closeness and distance: You may hear a paradox of
wanting deep connections while simultaneously being hesitant to open up, a need to
protect themselves by keeping others at a safe distance.

o Concerns about "being a burden": A recurring theme is the worry that their
struggles are a burden to others and that their relationships may not withstand their
vulnerability.

o "Imposter phenomenon": Students often express feelings of not being good

enough, undeserving of their success, or having fooled others into believing they are
more capable than they feel.

o Social withdrawal: They often describe and exhibit withdrawal from social
activities, friends, and family.
CUSTOMER JOURNEY MAP
Researching mental
health options ,
Providing ratings and
discovering digital tools
suggestions for Tracking user’s mood
through ads and
improvement through and suggesting breaks
recommendations.
survey
Emotions :Curious and
hopeful

Comparing various apps

, reading user reviews, Becoming an advocate
Keep the track of
and exploring features . sharing experience on
improvement in user’s
Emotions :overwhelmed social media and
health
but optimistic about referring friends
choices

• A digital mental health app is a

mobile tool that provides
Deciding on an app , Using the app accessible and private resources
completing the regularly . Participating like mood tracking and guided
download and in assessments and
registration process. activities .
meditations to help users with
self-management and connect
them with support.
OUR MOST IMPORTANT LEARNINGS
• internal experience of mental distress often
contrasts with a student's external presentation.
A student may appear functional in public, but
interviews reveal a deep sense of isolation,
worthlessness, and emotional exhaustion.
• Stigma is a major barrier to seeking help
shows that stigma, fear of judgment, and
concerns about confidentiality are significant
barriers that prevent students from accessing
mental health services. This fear is often linked
to concerns about how their mental health will
affect their academic and professional
reputation.
PROBLEM STATEMENT
o Problem statement for our project

o Development of a Digital Mental Health and Psychological Support

System for Students in Higher Education
OTHER THINGS WE LEARNED

 Focusing on human needs

 Deep Empathy
 Acceptance and understanding the situations
 Compassion towards others
 Vulnerability of people
THINGS WE LEARNED ABOUT DESIGN THINKING

 question initial assumptions and look at problems from

new perspectives. This reframing process can lead to
innovative breakthroughs instead of settling for obvious
or incremental fi xes.
Design thinking encourages a "fail fast, learn faster"
mindset. You learn to create and test low-cost, tangible
prototypes early to gather feedback and refine ideas,
reducing the risk of costly mistakes.
By bringing together multidisciplinary teams, you learn to
value diff erent backgrounds and viewpoints. This
collaborative approach fosters an inclusive environment
and generates more holistic solutions
WHAT WE WILL DO DIFFERENTLY IN
STEP 1 AND 2 : EMPATHIZE AND
DEFINE
 Increase Interview Frequency

 Diverse Methods of Empathy Research

 Feedback Loops
THANK YOU .