This is the presentation file I used the childhood sexual abuse (CSA) prevention workshops I held. The content includes the statistics and the prevalence of CSA, different kinds of abuse (i.e., physical, emotional, sexual abuse, and negligence), definition of Pedophilia and the fact that the abuser can be anyone including family members, different types of sexual abuse, the ways in which the abusers groom and deceive the children, the symptoms of CSA, and what parents, teachers, or friends can do after the child reveals the abuse to them. After the workshop attendants would have had learned strategies for prevention of CSA, the correct way of responding to children revealing the abuse, and the interventions after the abuse have had happened. The second part of the presentation discusses fundamental concepts that we can teach children to prevent CSA, such as good secrets/bad secrets, the privacy of their body, the concept of private and public, teaching about private body parts, good touch/bad touch, saying no, and teaching them about their feelings. The presentation also contains a few drills for parents to practice with children.
This is a presentation file concerning the sexual health awareness workshop I held. In this workshop I informed people about sexually transmitted diseases (STDs), what they are, how they are transmitted, how we can prevent them, and treatment options for each of them. I also had a special emphasis on safe sex and using protection. Diseases included HIV/AIDS, Human Papillomavirus (HPV), Genital Herpes, Hepatitis, Chlamydia, Gonorrhea, Pelvic Inflammatory Disease (PID), etc.
This PowerPoint is about a presentation I gave about disability etiquette, and interacting with people with special needs. It includes basic principles such as asking before helping, being careful with physical touch, not hypothesizing, offering help, communicating, making eye contact, etc. It also concerns verbal communication factors such as the usage of offensive terms, avoiding negative and disabling words such as “victim” and “suffering”, and disability-inclusive language guidelines in general. I then did an in-depth review for certain disabilities such as people who use wheelchair, people who are blind and have low vision, people who have very little or no functional hearing, people with speech disabilities, people with short stature, and people who are diagnosed with Cerebral Palsy, Tourette Syndrome, Autism Spectrum, and Epilepsy. Lastly, I explained about people who look different, and stigmatization problems.
This PowerPoint is about “VISION 2020: The Right to Sight” program. This program was funded by the World Health Organization (WHO) and The International Agency for the Prevention of Blindness (IAPB), with the main goal of increasing awareness of avoidable blindness. In this presentation I explained about major risk factors that contribute to vision impairment and blindness, the objectives of the VISION 2020 program, it’s three major approaches (i.e., preventing and controlling the diseases, developing and strengthening the human resources, and making improvements to related technology and infrastructure), the challenges and achievements of the program by far, and the final goal which is elimination of avoidable blindness.
This is a presentation in which I gathered books that concern raising awareness about and educating children with special needs, written or translated into Farsi language. I selected 15 books from different publications, read them, and wrote a short summery for each one. They are about subjects such as educating children on how to treat other children with disabilities, how to deal with their own disabilities, physical and individual differences and how to respect them, and dealing with certain disabilities such as movement dysfunctions, intellectual disabilities, Down Syndrome, and one about how to write appropriate literature about disabilities for children.
In this report I introduced electroconvulsive therapy for treating and managing various mental health disorders such as severe manic episodes, major depressive disorder, catatonia, and treatment-resistant schizophrenia. I explored the mechanism of action, theories around mechanism of action, application, and the methodology of the procedure. I also investigated the criticism and the public point of view on electroshock, specifically, how movies such as “One Flew Over the Cuckoo's Nest” and “Requiem for a Dream” changed how people in general think about the method.
In this study I investigated the prevalence of depression in Iran. I gave a presentation about the definition, symptoms, risk factors, and treatments of depression. I study and compared the results of three separate statistical databases and concluded that the prevalence of depression in Iran is about 69.5 to 73 percent, which is justifiable considering the fact that the population of youngsters is high in the country.
In this study I looked into the common definitions, conceptions, and misunderstandings about introversion and extraversion. I looked into the definitions according to the Myers–Briggs Type Indicator (MBTI), and the fact that the test measures preferences, not traits, and also that when talking about the two preferences we are actually talking about the attitudes towards the outer and inner worlds. I also explored Carl Jung, Big Five personality traits, Eysenck Personality Questionnaire’s views on the subject. The study also included extraversion and introversion in the earlier stages of life, and the physiology of the two.
In this study I did research on emotional memory, a term used to describe the effects of emotions on the episodic memory. I explored the effects that emotional stimuli can have on the memory through certain cognitive and neural mechanisms. I also investigated the role that the limbic system and amygdala nucleus plays in this process. I concluded that the amygdala nucleus is considered as a fundamental factor that plays a role in increasing explicit memory for pleasant and unpleasant emotions. Also, the effect of emotional stimulation on memory is through factors that act during memory encoding (attention and details) and factors that modulate memory.
This is a correlational study in which I investigated the relationship between resilience and mental health during the Covid-Pandemic in a sample of university students in Tehran. Since mental health plays a crucial role in physical health, it is important to determine what factors contribute to it, especially in times of a health crisis like a pandemic. I used the “General Health Questionnaire-28 (GHQ-28)” and the “Connor-Davidson Resilience Scale” questionnaires for data collection, and the IBM SPSS software for analysis of the collected data. I included descriptive statistics (mean, median, mode, frequency percentages, standard deviation, etc.), and inferential using statistics person correlation coefficient in the report. I also used charts such as bar charts and pie charts. The results indicated that there is a meaningful correlation between the two variables, meaning that students with higher levels of resilience, had higher levels of mental health. Also, the level of mental health in students was related to the perception of individual competence, trust in individual instincts, positive acceptance of change and control. Also, mental health did not have a significant relationship with spiritual effects.