Journal & Reflections

This week, I began conceptualizing the second series for The Truth Project, titled “The Stress vs. Disorder Trap.” Building on the diagnostic hierarchy discussed with Dr. Ali several weeks ago, I am applying psychological concepts to address a practical cultural problem: the growing tendency to stereotype normal human responses to pressure. In developing this series, I am focusing on the distinction between situational stress, which is a functional biological response to external demands, and clinical disorders, which are more persistent, internal, and impairing patterns of psychological distress. As I developed the content for the slides, I began thinking about how modern conversations around mental health often make discomfort as evidence that something is wrong with the individual. However, many reactions, such as feeling overwhelmed during periods of heavy workload or losing sleep during a stressful week, may actually reflect a nervous system that is functioning as designed. To help clarify this distinction for the audience, I plan to incorporate the concept of the Yerkes-Dodson Law, which demonstrates that moderate levels of stress can improve focus, motivation, and performance. By introducing this framework, the series highlights how optimal stress can be adaptive, while prematurely labeling these experiences as an anxiety disorder may unintentionally encourage avoidance, learned helplessness, or a reduction in self-efficacy. Reflecting on the development process, I found that translating psychological theory into accessible public education requires balancing accuracy with clarity. My goal is not to minimize the reality of mental illness, but rather to help people understand the difference between a nervous system responding to pressure and a disorder that requires clinical intervention. This distinction is important because it empowers individuals to engage in practical coping strategies like time management, boundaries, and self-regulation. Overall, this project continues to support Goal 1.4, which focuses on improving psychological literacy within the community. By providing clear educational content that differentiates stress from disorder, the series aims to equip the public with the knowledge needed to interpret their internal experiences more accurately and to seek professional support when it is genuinely necessary.

During Week 4, I finalized the content for the first series of The Truth Project by integrating critical clinical feedback from Dr. Ali. While my Week 3 focus was on identifying common social media myths, Dr. Ali helped me transition to a deeper conceptualization of ADHD. He introduced the Diagnostic Hierarchy, teaching me that ADHD is a "diagnosis of exclusion" that should only be considered after ruling out medical issues, sleep problems, substance use, and severe mood disorders like depression or bipolar spectrum. A key takeaway was the clinical distinction between "onset" and "lifelong"; I learned that for a valid ADHD diagnosis, symptoms must be present from early childhood, rather than being a recent response to increased screen time or workload. I’ve now incorporated the concept of “ADHD mimics” into the final slides, including how depression can closely resemble attention difficulties due to low motivation, slowed thinking, and reduced energy. I also added explanations about how personality patterns and even values misalignment can drain mental energy in ways that look like a disorder but may not actually be one. My goal was to make the content more nuanced so our audience understands that symptoms don’t automatically equal a diagnosis. Now that the ADHD series is finalized, my next step is to submit the graphics and begin phase two of The Truth Project: “The Stress vs. Disorder Trap.” This upcoming series will focus on improving psychological literacy around normal stress responses and helping people understand the difference between situational pressure and clinical mental illness. The goal is to prevent over-pathologizing everyday experiences while still encouraging appropriate help-seeking when needed.

Over the past few weeks, I’ve been working through the Institutional Review Board (IRB) process for our upcoming resilience research project, and I’m proud to say we’ve reached the final stage. This process has stretched me in ways I didn’t expect. What started as a simple community survey evolved into a full research application requiring multiple revisions, detailed ethical safeguards, and formal approvals. I met with my faculty advisor several times to carefully review and refine every part of the study. Each round ushed me to think more critically about consent, confidentiality, data protection, and participant well-being. By our final meeting, my professor confirmed that the application was ready to move forward. That moment meant a lot, not just because it was “approved,” but because it represented careful, ethical work done the right way. Alongside the IRB process, I developed a full set of assessment tools: - A Pre-Survey to measure baseline resilience and mental health knowledge - A Post-Survey to assess learning and immediate growth after the workshop - A One-Month Follow-Up to evaluate whether the tools taught were sustained over time One thing I paid close attention to was language. I worked to ensure the surveys were clear, accessible, and non-stigmatizing. Clinical tools are important, but they must be presented in a way that feels respectful and culturally grounded for the community we’re serving. My main take away from this is that research in a mosque and community setting requires more than academic approval, t requires trust. As part of this process, we secured a Letter of Cooperation from Al-Huda Center and are finalizing one with Khair Collective. These letters matter because they show that this project is collaborative. It’s not research being done on a community it’s research being done with community support and leadership. That distinction is important to me. What Comes Next With the application finalized and survey tools complete, we’re preparing for the data collection phase. Once the final documentation is submitted, we will begin inviting participants to take part in this resilience study. For me, this milestone represents more than paperwork. It represents learning how to conduct ethical, culturally responsive research that centers community voice. It’s one thing to host a workshop. It’s another to measure its impact responsibly and use that data to improve future programming. This experience has shown me that meaningful community work requires both heart and structure. And I’m grateful to be learning how to hold both.

This week at Khair Collective, I officially launched The Truth Project, an educational campaign focused on addressing mental health and medical misinformation on social media. I first developed this idea during my initial meeting with Dr. Ali, with the goal of breaking down complex psychological concepts into information that is accurate, accessible, and culturally responsible. The campaign is designed as a series, and I am currently working on the first installment titled “The ADHD Checklist Trap.” This week, my main focus has been conducting deeper research on ADHD, especially how it is commonly misrepresented online. One of the biggest misconceptions I’ve noticed is the idea that everyday experiences, like losing your keys or getting distracted, automatically mean someone has ADHD. I decided to use this as the opening “hook” because it’s relatable and reflects what many people see on social media. From there, I plan to transition into more accurate, clinical explanations to clarify the difference between normal behavior and diagnostic criteria. I am also in the design phase, experimenting with a clean, minimalist green theme to keep the content professional but still approachable. I’ve been deciding between using symbolic visuals or keeping the slides more text-focused so the educational content remains central. Next week, I plan to continue strengthening the research foundation behind the series, especially the “Fact” and “What To Do Instead” sections, to ensure everything aligns with current evidence-based practices. Overall, this project has pushed me to think critically about how psychological information is presented online and how I can contribute to more responsible, educational messaging.

This week, I focused on foundational planning and learning tasks that will guide the rest of my practicum. I began by researching community behavioral health needs assessments to better understand how surveys are used to identify community priorities. Using that research, I drafted a Community Behavioral Health Needs Assessment Survey centered on resilience, mental health, and the impact of Islamophobia. I was intentional about keeping the survey brief and accessible while still gathering meaningful information that can inform future workshops and programming. After sharing the survey with my supervisor, I learned more about the role of IRB approval in community-based research. I spent additional time researching IRBs independently to better understand why ethical review is important, especially when collecting data that could later be used for evaluation, publication, or grant funding. This helped me see how program evaluation, ethics, and research intersect in real-world community mental health work. In addition to survey development, I worked on building my practicum website and drafted a template flyer for an upcoming workshop on Islamophobia scheduled for January 30th. Overall, this week helped me connect research, ethics, and community education, and clarified my next steps, which include revising the survey based on supervisor feedback and exploring the IRB process further.