Digital mental health tools are increasingly available to university students, yet evidence remains limited on how Chinese students engage with these resources and how such engagement shapes help-seeking. This exploratory study examined Chinese postgraduate students’ lived experiences of using digital mental health tools and the factors influencing engagement and perceived value. Semi-structured interviews were conducted with 10 postgraduate students (aged 23–30) who had used mental health apps, AI chatbots, or online counseling services. Data were analyzed using Interpretative Phenomenological Analysis. Four themes emerged: accessibility and anonymity lowered barriers to help-seeking; digital tools supported self-regulation but were viewed as complements rather than substitutes for professional care; sustained engagement was limited by impersonal responses, usability issues, credibility concerns, and digital fatigue; and stigma, self-reliance, and peer norms shaped willingness to seek support. Participants also highlighted concerns about safety and escalation pathways. Overall, digital tools may provide timely, low-threshold support, but their impact may be improved through stronger personalization and governance and through blended models that integrate peer and professional care with timely escalation. Given the small, context-specific sample, these results are exploratory and intended to generate hypotheses rather than provide generalizable conclusions.

This is the first research in Singapore into preparation for culturally competent practice in professional clinical psychology training programmes. It analyses experiences of multicultural clinical psychology training and practice and asks how well current programmes are meeting the needs for cultural competency. These questions were explored with qualitative data from interviews about multicultural practice with five students, five academics and five alumni of clinical psychology. Interpretative Phenomenological Analysis revealed four themes: highlighting the culture of clinical psychology, the cultural context of training and practice, cultural competencies, and pathways for developing cultural competency. These outcomes demonstrate that the training programmes are considered valuable for improving psychological service provision in Singapore, although improvements to these programmes are desired for cultural competency development. These findings point to the need for particular competencies to be developed, as well as at directions for further research that may benefit clinical psychology training.

Rumination, or dwelling repeatedly on negative thoughts about the past, can prolong depression and make it worse. When treating clients with depression, it can be important to consider the behavioural, cognitive and emotional impact of rumination on their life. Previous research has examined adult experience of rumination, but the current study was the first to examine how young people with depression experience rumination. Seven young people with depression were interviewed about the cognitive content of their rumination episodes, the associated feelings, and any behavioural start and stop triggers. Interview transcripts were analysed using interpretative phenomenological analysis (IPA). Participants reported experiencing rumination as a disorientating cognitive battle, in which they felt under attack. The process elicited sadness predominantly, but also anger and anxiety, with mood and rumination often maintaining each other. Interpersonal interaction played a key role in starting and stopping rumination episodes. CBT-based interventions specifically targeting the ruminative process may be important for young people with depression, particularly interventions which consider the impact of family members or other systemic factors on rumination behaviour.