This qualitative research study explores the experiences of four Latina community college students through focused group discussions, incorporating artifacts and vision galleries to unveil their diverse roles. Shifting perspectives, the research questions inform the design of educational interventions addressing psychological distress, mental health narratives, cultural assets, and college resources. The study highlights the importance of mental health and aims to empower Latina students by leveraging their unique cultural strengths, including familial support and stress management strategies, for psychological well-being. Major findings are discussed, intervention strategies are re-conceptualized, and practical implications are highlighted. Data analysis reveals three key themes: gender and ethnic-related adversities contributing to psychological distress, a journey towards self-actualization through the activation of cultural assets and identified attributes for responsive college support structures. The study introduces the concept of the "wounded self," advocates for culturally responsive interventions, and emphasizes the active creation of new selves through daily practices, incorporating cultural artifacts for Latina community college students' psychological well-being. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]