Mental health well-being is a global concern, with disparities in treatment services being a challenge. Though, digital mental health interventions are proposed to bridge the gaps and supplement support and assistance. Yet, many individuals still struggle with mental health issues, particularly in regions encountering socio-political unrest, and face obstacles in seeking professional assistance. Situating our work in Kashmir, India, a region with a long history of socio-political unrest, we conducted 18 semi-structured interviews with participants seeking professional support to explore how individuals navigate mental health and professional help-seeking. Our findings identify the struggles in seeking support rooted in the context through socio-political and socio-cultural influences, strategies and methods adopted to navigate these struggles, and the role of technology in seeking support. Using a social-ecological approach to mental health care, we emphasize accounting for the socio-political realities that shape support-seeking in politically disturbed contexts and offer socio-technical design recommendations.

This research paper aims to analyze the strengths and weaknesses associated with the utilization of ChatGPT as an educational tool in the context of undergraduate computer science education. ChatGPT's usage in tasks such as solving assignments and exams has the potential to undermine students' learning outcomes and compromise academic integrity. This study adopts a quantitative approach to demonstrate the notable unreliability of ChatGPT in providing accurate answers to a wide range of questions within the field of undergraduate computer science. While the majority of existing research has concentrated on assessing the performance of Large Language Models in handling programming assignments, our study adopts a more comprehensive approach. Specifically, we evaluate various types of questions such as true/false, multi-choice, multi-select, short answer, long answer, design-based, and coding-related questions. Our evaluation highlights the potential consequences of students excessively relying on ChatGPT for the completion of assignments and exams, including self-sabotage. We conclude with a discussion on how can students and instructors constructively use ChatGPT and related tools to enhance the quality of instruction and the overall student experience.

The issue of youth unemployment is a global concern, with active initiatives, policies, and technologies in place to support employment seekers. Despite these efforts, youth unemployment in various regions is attributed to the complex challenges that impede access to resources, particularly in contexts characterized by socio-political unrest. To understand the use of job-seeking resources in such a context, we situate our work in the region of Jammu & Kashmir, which has a long-standing history of socio-political conflict ongoing for more than three decades. For this work, we conducted 21 semi-structured interviews with participants from Kashmir to understand their current job-seeking practices and the challenges they encounter during the entire process. Our findings present the systemic infrastructural challenges the youths face due to the ongoing crisis. Analyzing the youths' workarounds to mitigate these challenges, we discuss how we might leverage these workarounds into designing systems while navigating through the contextual complexities. We discuss the challenges of designing in the context and provide design recommendations to support job seekers.