Akha songs and narratives. Continued from Tape 81. ö́ zá thó ə́, Àbɔ́qɔ 11/11-1978

Akha songs and narratives. Continued from Side A. ö́ zá thó ə́, Àbɔ́qɔ 11/11-1978

Akha songs and narratives. Continued from Tape 82. 0-38 ö́ zá thó ə́ (all tshɔ́ sjhí ə khɔ̀-sjhə); 38-[end] qa dzáŋ thó ə (tshɔ́ sjhí ə khɔ̀-sjhə)

Akha songs and narratives. Continued from Side A. qa dzáŋ thó ə (tshɔ́ sjhí ə khɔ̀-sjhə); xhö́ nɛ̀q daq thó ə́, Àbɔ́qɔ, Mɛ-bý 11/11-1978

Akha songs and narratives. Continued from Tape 83. 0-35 dzö̀ zaŋ lɔ́ ə shà ziq ziq ə; 35-[end] xhö́ nɛ̀q daq thó ə́ (tshɔ́ sjhí ə khɔ̀-sjhə)

This article presents a study that aims to identify strategies for using video-based social media to combat stigmatized diseases, such as mental health, among college students. The authors identify effective strategies for designing video-based social media content for supporting college students’ mental health. Results show that the videos where individuals share their personal stories, as well as experiential knowledge (ie, tips and advice), engaged more viewers in both the short term and long term. Individuals’ videos on YouTube showed the potential to support college students' mental health in unique ways, such as providing social support, validating experience, and sharing the positive experience of help-seeking.