I’m Dr. Bibi
I built a career as an educational therapist and then realized I was part of the problem because it wasn't the kids who needed to change; it was the schools and the systems.
I realized my job, which I had trained in for years, was to help/force the kids to fit into systems not designed for them and call it advocacy. But the fact was I came to understand the profound influence of ideology and history shaping traditional mental health practices. This realization led to the conceptualization of a transformative framework.
That's when I decided to return to school, not for neuroscience or psychology like before, but in social justice because I wanted to understand the systems. I naively thought then that I could learn to change systems. But as Audre Lorde says, "You can't dismantle the master's house using the master's tools." In other words, there wasn't more schooling that I needed to do; it was unschooling. That's how I began my decolonization process…
My decolonization process began when I realized I had spent so much time learning how to mask, how to deny, and how to distance myself from my authentic self and feelings as a professional.
Embarking on my doctoral journey, I found an unexpected turn – my research evolved into a profound reflection on my own educational experiences leading up to that point. Guided by a critical pedagogy lens and the invaluable support of a trusted mentor, I delved back into the foundations of my early schooling and the beliefs instilled in me.
This exploration allowed me…
to pose critical questions that had, over time, been educated out of my awareness. In revisiting the roots of my education and indoctrination, I uncovered a deeper understanding of the forces that shaped my learning journey. This transformative process not only enriched my doctoral work but also became a pivotal moment in my personal and professional growth.
Questions like…
Why are we being taught a particular model?
Who benefits from this model?
Why isn’t it getting better?
I came to understand the profound influence of ideology and histology shaping traditional mental health practices. This realization led to the conceptualization of a transformative framework.
A Socially Just Mental Health Practice Framework called The 4C Model.
My approach emphasizes a paradigm shift, moving away from conventional models that prioritize profit over human well-being.
The 4C Model centers on the core principles of Compassion, Collaboration, Cultural Responsiveness, and Community Engagement, ensuring that radical love and human well-being is at the forefront of our decision-making processes. It's a visionary step towards a more equitable and socially just mental health landscape, where the well-being of individuals takes precedence over financial considerations.
Fuelled by a deep passion for fostering positive change, I am dedicated to supporting therapists, school counselors, social workers, and organizations on their journey of decolonization and radical self-healing.
Through the lens of my socially just mental health practice framework, The 4C Model, I strive to empower others to become culturally responsive change-makers and advocates our communities desperately need. This framework becomes a guiding force for transformative healing by prioritizing paradigm shifts and emphasizing the interconnectedness of personal growth and community well-being.
I learned that we best heal in community.
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I learned that we best heal in community. 〰️
Professional Highlights
Education
I hold a Bachelor's degree in Neuroscience and Education from the University of Pittsburgh, setting the foundation for my exploration into the intricacies of how we learn. My academic journey continued at Columbia University, where I earned a Master's degree in Developmental Psychology. Here, my focus was on the intrinsic forces that guide human development and learning. I completed my doctoral degree at Loyola Marymount University where my dissertation became an interrogation of Western models of teaching and mental health.
Educational Therapist
For 15+ years, I have worked as an educational therapist and learning specialist serving children ages k-12 with a wide range of learning needs, including dyslexia, ADHD, and autism. I take a very unique and boutique approach in my practice, taking on only a handful of students at a time, because I believe children require a holistic, hands on, 360 approach. I’m one of the very few therapists with my experience who still does home visits. To learn more about my practice and approach, please visit my ET website at www.OneOfOneKids.org.
Adjunct Organizations
I'm proud to be adjunct faculty at Pepperdine University, The University of Southern California, and The University of California, Santa Cruz. I am a firm believer that we need to change how we train future professionals and always encourage my students to challenge the very trainings we are giving them.
Writer
I am currently working on two books. My first book “Difference is Not Deficit” highlights my 4C Framework and is aimed at guiding classroom teachers in supporting their neurodiverse students. The book will be out in August 2025 by Heinemann Publishing. I am also working on a memoir of my own schooling across the United States, my country of origin, Iran, as well as Canada. My personal essays and articles have also been published in places like Slate, The Los Angeles Times, and The San Francisco Chronicle.
Speaker and Community Advocate
Beyond my practice, I'm a sought-after speaker and community advocate for children and families, championing learning rights. I believe in empowering communities to understand and address the challenges faced by learners.
The Difference is Not Deficit Project
In 2020, I launched The Difference is Not Deficit Project, a personal initiative highlighting the importance of viewing learning disabilities as a social justice issue. This project reflects my commitment to changing perspectives and fostering inclusivity.
Where to next?
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