My name is Roxana Mousavi, and I recently graduated from Upland High School. I’m excited to attend UCLA this fall, where I plan to study psychology. As the first in my family to pursue higher education, I am passionate about mental health, particularly within BIPOC communities, where access to care and cultural understanding are often lacking. My experiences in high school have shaped my commitment to making a difference in this area. During my high school years, I learned that mental health is deeply interconnected with community, support systems, and accessibility. Through my volunteer work and personal experiences, I’ve seen how mental health struggles are often compounded by isolation, cultural stigmas, and a lack of resources. At the Shima Hadidchi Medical Clinic, I observed how patients struggled with mental health issues but were hesitant to seek help due to cultural stigmas or uncertainty about available resources. However, I also noticed how many Iranian patients were excited to see that I spoke their language and understood their issues in a way others could not. This experience taught me the importance of culturally competent care and the need for mental health services that are accessible and inclusive. In addition to my work at the clinic, my involvement in community service and leadership roles further deepened my understanding of mental health. As Vice President of KindQuest, a community service-oriented club, I played a role in organizing events and initiatives that promoted mental well-being. For example, we organized activities that encouraged peer support and connection, which helped reduce feelings of isolation among students. This experience taught me that mental health thrives in environments where individuals feel connected, understood, and supported by their peers and community. I also volunteered at the Upland Public Library, where I helped plan and implement programs that provided a safe space for individuals to engage, learn, and connect. This role strengthened my belief that mental well-being is linked to having strong support systems and accessible resources. Whether through educational programs, community events, or simple acts of kindness, creating environments where people feel valued and supported can have a positive impact on their mental health. In the years to come, I plan to apply these lessons by advocating for more inclusive and accessible mental health care, particularly for marginalized communities. I will focus on developing culturally competent approaches to mental health care and work to create environments where mental health is prioritized and supported. I hope to contribute to a future where everyone has access to the mental health care they need in order to grow.

As the first in my family to pursue a degree, I’ve witnessed the barriers to mental health care, especially within BIPOC communities. My parents’ experiences during the Iran-Iraq war—surviving bombings and enduring torture—have shaped my understanding of trauma and the need for accessible mental health support. The challenges go beyond financial issues, involving cultural stigmas and a lack of culturally competent care. I am committed to addressing these barriers by combining my background in psychology and passion for music. I plan to develop a community-based mental health program that utilizes the healing power of art and music, especially for those who cannot afford traditional therapy. Having taught piano to children, I’ve seen how music can reduce anxiety and build confidence. This program would offer workshops, peer support groups, and accessible online resources to help individuals manage stress and trauma. Additionally, I will advocate for policy changes to ensure insurance coverage for alternative therapies, such as music and art therapy, on par with traditional mental health services. My goal is to make mental health care affordable, accessible, and culturally sensitive, so all young people, particularly those from BIPOC communities, can thrive as they transition into adulthood.

Growing up, I struggled with understanding the minds of those around me. I was diagnosed with anxiety and a panic disorder early on, but therapy wasn't seeming to help. Every interaction was a stage, with a spotlight that magnified every perceived flaw. I felt this spotlight even in engaging with teachers and peers. My anxiety acted as a barrier to reaching out for help, and thus hindered the reaching of my academic potential. I first began to learn piano to help relieve my apprehensions and stress. I found that music was a much simpler concept to grasp than real people, for the sounds I chose to make were completely under my own control. It felt comforting to read and play from my sheet music, since I always knew what to expect of it. My instructor spoke to me one day about taking over the lessons of some of his younger students. At first, the idea baffled me. How could I work with children when I could hardly understand them? Eventually, I gave into his persistent requests and agreed to tutor one student. I realized how much I enjoyed teaching her after only our first meeting. She was bright and zealous in a way that made me just as enthusiastic to be there. As I began taking on more students, I noticed each child had such unique traits and understandings. I adapted to each of their learning styles to make lessons more engaging. Some responded to stricter standards to follow, such as being given a new piece they would be expected to learn by the next lesson. There were others, though, that desired freedom in their musical expression. These students had more time to perfect their piece, as they could be distracted by their attempts to make it their own. One boy surprised me with his own original song, only at nine-years-old, making me immensely proud. Over the years, although I still struggle with anxiety disorders, I have grown into a much more social and independent person. Though I was their teacher, my students taught me as well to see that if social interactions are a stage, the spotlight merely emphasizes that I am not alone on it. Pursuing a college degree in psychology is not just a personal milestone; it’s a step towards a future where I can help others navigate their own mental health challenges. My experience with anxiety has given me a deeper understanding of the struggles many face, and I am determined to use this understanding to make a meaningful impact in the field of mental health.

In my family, Turkish dramas are believed to be the greatest form of entertainment. Gatherings at any house involve either a series always playing in the background or everyone surrounding the television with wide eyes and readied gasps. As kids, my cousins and I would laugh at the over-the-top clichés in the shows. It wouldn't truly be a Turkish film without the death of every character, the love shared between a filthy rich man and his struggling servant, or a shocking twist that everyone is somehow related. To emphasize the absurdities to our parents, we decided one day to create our own satirical drama. Our short film was modeled after the movie "Ikimizin Yerine", which follows a girl from a small village and her literature teacher. The two share a forbidden love that allows the girl to embark on a quest of self-discovery as well. Though a moving story, the movie still displayed clichés we were looking for. Our own adaptation of it became our family's favorite. Everyone's excitement at seeing themselves on the screen pushed me towards a desire to recreate that atmosphere. I began to look at the world through the lens of a filmmaker, seeing parks as sets and pets as actors. My notebooks were filled with ideas for my next piece and scripts I'd force my little sister to memorize with me. As my passion grew, I became involved in filmmaking programs. I learned to focus on subjects other than myself and my family, and it showed me how to work well in stressful situations and with different types of people. For instance, children would require incentives to read lines, and could not work for long periods of time. Some adults would similarly not listen, insisting their take on their character should override the written scripts. Dealing with such challenges taught me how to better control my thoughts and keep calm in overwhelming moments. Collaborating with those around me meant speaking to them from a place of understanding, and this translated into other areas of my life as well. Academically, it was seen through a stronger ability to communicate with peers and succeed in group work. I understood not to stress over mistakes or issues, but rather work together to overcome them. Filmmaking has always been my way of expressing my creative side, but it has also taught me crucial lessons. Despite how I made fun of it, "Ikimizin Yerine" sparked a passion that will have a significant impact on the rest of my life.

After counting to ten, I opened my eyes to see a little girl standing right in front of me, with only a pillow blocking my view of her. Due to her undeveloped theory of mind, she fully believed I could not see her just because she could not see me. In AP Psychology, I was given an assignment to interview a four-year-old girl, Ellie, to better understand developmental psychology and the stages of how the mind evolves. Ellie was sweet and full of enthusiasm, making her a joy to work with. I watched and took notes on her responses to the tests I presented to her, such as the failed hide-and-seek game. The test that stood out to me the most regarded her moral reasoning. It made me begin to wonder, at what point are our values formed? I found that Ellie made choices based on concrete punishments and rewards. She had neither a real idea of societal approval that motivates older children, nor self-defined ethical principles that reflect higher age groups. Ellie eagerly claimed that she would take candy from her friends if her parents had no knowledge of it, or would steal a cookie from her brother if no one would find out. My personal favorite was when I asked what she would do if she saw her friend being bullied at school: "I'd go home and pet my puppy!" Ellie's answers, along with psychological theories such as modeling and conditioning, prompted me to explore the idea of morality being shaped. What is the extent to an environment's impact on childrens' behaviors? Do individuals learn their principles through modeling adults around them, or are they conditioned to follow certain standards? In AP Research, I have furthered this interest by developing a paper on it to support my thoughts. My study explores the belief that people form their ideals based on external influences, specifically exposure to media violence. I am conducting interviews and surveys to determine the correlation between the two, and will use my background research from similar fields to work towards unraveling the psychology of morality.