I am a Clinical Psychology researcher based in Pakistan, with an M.S. in Clinical Psychology from Riphah International University and academic training at International Islamic University Islamabad. I currently work as a Research Assistant and Senior Data Analyst, contributing to interdisciplinary research projects that integrate clinical psychology, cognitive science, and applied research methodology.
My work combines quantitative and qualitative approaches, including experimental and quasi-experimental design, psychological assessment, survey development, SPSS and R-based statistical analysis, NVivo qualitative analysis, and systematic literature synthesis. I have research and clinical experience in adolescent and young adult mental health, suicidality, emotion regulation, neurodevelopmental conditions, and culturally responsive psychological interventions.
I am particularly interested in collaborative, interdisciplinary research that bridges clinical psychology with education, cognitive science, and emerging technologies, including AI-informed learning and mental health contexts. I value research that is theoretically grounded, methodologically rigorous, and socially meaningful, especially in diverse and cross-cultural settings.
Clinical and Developmental Psychology Adolescent and Child Mental Health Suicidality and Emotion Regulation Critical Thinking Development and Reasoning Skills Cognitive and Socio-Constructivist Approaches to Learning Psychological Assessment and Measurement Educational Psychology and Classroom Practices AI Tools in Education and Mental Health Human–AI Interaction and Cognitive Processes Cross-Cultural and Culturally Responsive Psychology Research Methodology Mixed Methods Data Analysis Neuropsychology cognitive neuroscience suicidality among neurodivergent populations emotion regulation cultural &faith-based mental health models
Nearly 80% of teachers in Pakistan endure extreme pressure at work, which often leads to burnout, consisting of emotional exhaustion and a decrease in effectiveness. This study examined the impact of listening to the Quranic recitation of Surah Rahman on mood shifts (emotional state fluctuations) and Burnout among school teachers. A single-group pre-test/post-test design with a quasi-experimental method recruited 50 teachers through convenience sampling; some were assigned to listen to Surah Rahman, while others served as a control group. The Brief Mood Introspection Scale (BMIS) and Burnout Assessment Tool (BAT-12) were used to assess outcomes. Statistical analysis using paired-sample t-tests revealed a significant reduction in mood fluctuation scores from pre- to post-intervention (M = 43.64, SD = 3.4 to M = 35.5, SD = 8.3; t(49) = 6.72, p < .001, Cohen’s d = 8.6), and burnout levels (M = 41.78, SD = 12.85 to M = 28.02, SD = 11.0; t(49) = 6.65, p < .001, Cohen’s d = 14.6) in the experimental group compared to the control group. These findings suggest that Quranic recitation, particularly Surah Rahman, may serve as an effective non-pharmacological intervention to enhance emotional regulation and reduce occupational stress among Teachers. The study highlights the value of integrating culturally rooted spiritual practices into mental health interventions for teacher well-being, with implications for broader educational policy and teacher support frameworks in Islamic contexts.
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