Being the strong one worked—until it didn’t. For most of my life, I was the dependable one—the caretaker, the fixer, the person who showed up for everyone else. But within the last eight years, I began to feel the cracks. I was running on fumes, saying yes when I should’ve said no, and shrinking when I needed to stand up for myself. My physical health started to slip. The relationships I cared about the most felt heavier. I realized I was pouring from an empty cup, and it was quietly costing me more than I wanted to admit. That was the turning point. I knew I couldn’t keep going like that—not if I wanted to be there for others truly. So, I started therapy. I carved out space to rest, to feel, to be honest with myself. I began to untangle my self-worth from people-pleasing and perfectionism. Slowly, I began learning how to care for myself with the same love and commitment I give to others. It hasn’t always been easy, but it’s been the most honest and necessary work I’ve ever done. I’m still learning. I’m still in therapy. But I’m beginning to ask: What does Brittaney want? What does Brittaney like? What do I need—not just to survive, but to live well? That shift has touched every part of my life. As a psychology student and caregiver, I’m not just working toward a degree—I’m rebuilding a relationship with myself. I’m learning to pause and listen to my body. I make time to laugh, to rest, to say no, to say, “This is enough.” I’ve learned that healing isn’t linear, and self-care isn’t always cute. Sometimes, it’s holding a boundary or finally forgiving yourself. Sometimes it’s therapy. Sometimes, it’s dance breaks and long naps. This journey has shaped the kind of mental health provider I want to become: someone who sees the whole person and creates space for rest, joy, and reflection. I want to support children and families—especially in Black and low-income communities—through therapy, inclusive programming, and real advocacy. But I also want to keep doing my work: tending to my health, living with intention, and showing up for myself in all the ways I never used to. Prioritizing my mental health isn’t something I’ve mastered—it’s something I’m finally allowing myself to value. And this scholarship would support me in continuing that journey, both for the families I’ll serve, and for the version of myself, I’m finally learning to love.

Mental health has played a big role in my life, shaping who I am and what I want to do. Living with borderline personality disorder (BPD) and ADHD has shown me how challenging mental health can be but also how important it is to have support, understanding, and the right resources. These experiences have inspired me to pursue a career in Psychology and Mental Health, focusing on helping others navigate their own mental health challenges. Growing up, I noticed how much stigma surrounded mental health. In my family, emotions were often misunderstood or ignored, and I believed for a long time that showing vulnerability was a weakness. This led to years of feeling alone and unsure of myself. Things started to change when I began therapy in my twenties. Through counseling, I learned how to manage my emotions and take better care of my mental health. That experience gave me a new perspective and made me want to help others feel supported in ways I didn’t always feel when I was younger. Going through my own mental health journey has also opened my eyes to the gaps in the system. For example, it was hard to find a therapist who really understood BPD, which made me realize how important specialized care is. I also saw how valuable early intervention and mental health education are for both kids and families. These insights have motivated me to advocate for better mental health services that are inclusive and accessible to everyone who needs them. My work with neurodivergent children has deepened my passion for mental health even more. For the past 14 years, I’ve supported kids with autism and ADHD, helping them build skills like social interaction, emotional regulation, and confidence. Watching them grow and overcome challenges has been one of the most rewarding parts of my life. It has also taught me the importance of patience, creativity, and listening—skills I use every day and will continue to build as a mental health professional. Now, as a sophomore majoring in Psychology and Mental Health Studies, I’m turning these personal and professional experiences into a path forward. My coursework has helped me better understand the complexities of mental health, and I’m especially drawn to Play Therapy. I believe Play Therapy is a powerful way to help children process trauma, express their feelings, and build resilience. My goal is to specialize in working with children who have autism or have experienced childhood abuse, using play therapy to help them heal and grow. In the future, I want to create a practice that provides therapy while also serving as a place for education and advocacy. By sharing my story, I hope to break down the stigma around mental health and encourage others to seek help without fear of judgment. I want my practice to be a safe and welcoming space where kids can explore their emotions and learn the skills they need to face life with confidence and hope. For me, mental health isn’t just a career choice—it’s a calling that comes from my own journey of growth and self-discovery. I’ve learned that mental health challenges can be tough, but they also bring opportunities for connection, strength, and personal growth. By becoming a Play Therapist, I hope to bring hope and healing to children who need it most, making sure they know they’re never alone on their journey.

My name is Brittaney, and my educational goals are shaped by my passion for supporting children, particularly those who have experienced trauma. Through my personal experiences with ADHD and borderline personality disorder (BPD), I’ve developed a strong understanding of mental health struggles and their impact on academic and personal development. My ultimate goal is to use my education to pursue a career that provides trauma-informed care, particularly through play therapy, to help children navigate their emotional and psychological challenges. Throughout my life, I’ve faced numerous obstacles, especially related to my mental health. Growing up with ADHD, I struggled with focus, emotional regulation, and time management, which made school feel overwhelming. These challenges were compounded by my BPD, which often led to intense emotional reactions and difficulty in maintaining stable relationships. As a result, my academic performance and personal relationships were negatively impacted, and I found it difficult to understand my emotions and manage them in healthy ways. However, these struggles have taught me valuable lessons about resilience, patience, and self-compassion. I learned that while my conditions presented challenges, they didn’t define me or my potential. Through therapy, self-reflection, and learning to advocate for myself, I began to better manage my mental health. I realized that the tools I’ve developed through my own journey could help others, particularly children who are facing their own emotional or behavioral struggles. My passion for helping children with mental health challenges, especially those who have experienced trauma, has shaped my educational goals. I want to pursue a career in trauma-informed play therapy, as I believe that children need safe, supportive spaces to express their emotions and begin healing from trauma. Play therapy allows children to process their feelings in a way that feels natural to them, helping them to navigate the emotional barriers that may have been created by their experiences. I am committed to gaining the necessary skills and knowledge to provide effective therapy to children who have faced adversity. My goal is to work in a therapeutic setting where I can offer a combination of emotional support, play therapy, and trauma-informed care to help children build resilience and emotional regulation. By fostering a safe, understanding environment, I hope to help children develop the skills needed to thrive, both in school and in their personal lives. Ultimately, overcoming the obstacles in my own life has inspired me to pursue a career where I can give back to others who are struggling with their own mental health challenges. I hope to use my education to support children through trauma-informed care and play therapy, offering them the tools they need to heal and grow. My experiences have shown me the power of mental health support, and I am committed to using my knowledge and skills to make a positive impact on the lives of children in need.

Mental health is essential to me as a student because it affects both my academic performance and my overall well-being. As someone with ADHD, I’ve learned firsthand how challenging it can be to stay organized, focused, and manage emotional regulation. My experiences with ADHD have taught me the importance of self-awareness, resilience, and advocating for my mental health to succeed in both school and life. Without a healthy mental state, it’s difficult to fully engage in my education or connect with others. My career aspirations are deeply influenced by my experiences with mental health, particularly my relationship with my brother, who has autism. Growing up, I saw the unique challenges he faced in navigating a world that didn’t always understand him. His experiences sparked my desire to pursue a career focused on supporting neurodivergent individuals and advocating for better mental health resources. Through this journey, I realized how important it is to create environments where individuals with diverse needs can feel safe, supported, and understood. In addition to my personal experiences, I’ve had the opportunity to work with children facing similar challenges to my brother’s. This work has reinforced my belief that mental health support is vital in helping neurodivergent individuals thrive. I’ve seen how emotional regulation and coping strategies can make a significant difference in a child’s academic and social success. These experiences have shaped my career goals and inspired me to pursue a future where I can advocate for inclusive mental health practices and provide support to individuals who need it most. As a student, I actively advocate for mental health within my community by sharing my experiences and encouraging open conversations. I believe it’s important to reduce the stigma surrounding mental health by discussing it openly and providing resources for those who need them. Whether through informal conversations with friends or by participating in school activities focused on mental health, I aim to create a supportive environment where others feel comfortable seeking help when they need it. At home, I continue to support my family members by listening to their struggles, offering guidance, and encouraging self-care. My brother’s experiences have made me more empathetic to the challenges others face, and I always strive to be a source of understanding and support. In the future, I hope to build on these experiences and continue my education in a way that will allow me to advocate for better mental health resources, particularly for neurodivergent individuals. My goal is to create programs that support mental health in educational and community settings, where individuals can receive the help they need to thrive academically and emotionally. Through my career, I aim to foster inclusive, compassionate communities that prioritize mental well-being for all.

My experiences with mental health, both personal and professional, have significantly shaped my goals, relationships, and my understanding of the world. As an adult learner with ADHD, I have gained a unique perspective on how mental health affects daily life, work, and personal connections. Additionally, working with neurodivergent children for over 14 years has deepened my commitment to supporting others and understanding the diverse ways mental health manifests. Living with ADHD has required me to develop strategies to manage daily challenges, from schoolwork to personal relationships. The constant struggle to focus and stay organized often feels overwhelming, but it has taught me the importance of patience, resilience, and self-compassion. These lessons have shaped my career goals, motivating me to pursue a path where I can help others who face similar challenges. I’ve learned that mental health is not something to overcome but something to work with, and this mindset has been key to navigating both my personal and academic journey. My work with neurodivergent children has been central to shaping my understanding of mental health and how it impacts others. I’ve seen firsthand how children with autism and ADHD struggle with social interactions, emotional regulation, and academic tasks, and I’ve dedicated myself to creating supportive, understanding environments for them. By using individualized strategies, I’ve helped these children build emotional resilience, develop social skills, and gain confidence in their abilities. These experiences have inspired me to further my education in mental health, aiming to provide even more specialized support to those in need. As an adult learner, I’ve also gained a unique perspective on education and mental health. Balancing school, work, and personal responsibilities while managing ADHD has taught me the value of self-advocacy and the importance of seeking out resources and support when needed. I’ve learned to navigate academic challenges with persistence, and my experiences have only strengthened my desire to help others do the same. I’m pursuing a career that blends my passion for mental health and my experience with neurodivergent children, with the goal of advocating for better resources, support systems, and inclusive practices in education and mental health. The relationships I’ve formed along the way have also been shaped by my mental health journey. Supporting others, whether through listening, offering guidance, or simply being present, has shown me how powerful empathy and understanding can be in strengthening connections. I’ve come to appreciate the unique struggles that each person faces, and I’ve learned that offering a safe, non-judgmental space for others is often the most important thing I can do. Ultimately, my experiences with mental health have influenced my career goals and personal values, motivating me to create a more inclusive, compassionate world. By continuing my studies, I hope to help neurodivergent individuals and others facing mental health challenges thrive in both academic and personal settings, fostering environments where everyone feels supported and understood.

Growing up with ADHD and working closely with neurodivergent children for over 14 years has given me a unique insight into mental health challenges. I’ve dedicated my life to helping others navigate these struggles, starting with my work as a caregiver for children with autism and ADHD. My approach has always been one of empathy and understanding, creating environments where individuals feel valued and supported. Through my experiences, I’ve helped children build emotional resilience and improve their social skills by using tailored strategies that fit their unique needs. Whether it’s modeling effective coping mechanisms, providing encouragement during meltdowns, or fostering creativity through art and play, my goal has been to empower them to feel confident and capable. These interactions not only help the children but also offer peace of mind to their families, who see their loved ones thrive in compassionate care. Beyond my professional life, I’ve been a source of support for friends and family members dealing with their mental health challenges. I listen without judgment, offering advice when needed and validating their feelings. By openly sharing my own experiences with therapy and mental health management, I create a safe space for others to feel less alone in their struggles. Looking forward, I plan to build on this foundation through further education and my future career. My ultimate goal is to work in a capacity where I can blend my skills and lived experience to advocate for better mental health resources and foster inclusive communities. I envision creating programs that help individuals with ADHD and other challenges thrive in both academic and personal settings. To achieve this, I am committed to continuing my studies in a field that focuses on mental health and emotional well-being. Through my work, I hope to be a voice of encouragement, proving that mental health challenges are not barriers but opportunities to grow stronger and more connected. Supporting others emotionally is not just a career goal for me—it’s a calling.

There are days when my mind feels like a crowded room, every thought vying for attention, making even the simplest academic tasks seem insurmountable. Living with ADHD has shaped my academic and personal experiences, presenting unique challenges but also teaching me resilience and the importance of prioritizing my mental health. In school, ADHD often feels like a relentless obstacle. My mind races with ideas, making it difficult to focus on one task for long periods. Assignments that require sustained attention or repetitive effort can feel overwhelming, and procrastination often sets in—not from laziness but because starting feels paralyzing. Deadlines sometimes create more anxiety than motivation, leaving me frustrated when my efforts don’t reflect my true potential. Still, ADHD also gives me strengths that help me thrive academically. My creativity and ability to think outside the box allow me to excel in areas requiring innovation. I approach problems from fresh perspectives, and group projects or essays are opportunities to generate meaningful ideas and connections. These strengths have shaped my love for learning, even amid challenges. To navigate my academic struggles, I’ve developed strategies that work with my ADHD rather than against it. Breaking assignments into smaller, manageable steps helps me avoid feeling overwhelmed, while digital planners keep me organized and on track. I’ve also learned to study in distraction-free environments and to build breaks into my schedule to prevent burnout. Advocating for myself has been crucial—communicating openly with teachers and seeking accommodations like extra time on tests ensures I can meet academic expectations authentically. Outside of school, ADHD impacts my daily life in similar ways. Simple tasks like organizing my home or managing responsibilities can feel insurmountable, especially when paired with academic demands. These moments of frustration can affect my confidence, creating a cycle of stress and self-doubt. I’ve realized that prioritizing my mental health is essential not only for my personal well-being but also for sustaining success in school. Therapy has been an invaluable tool in my mental health journey. It has helped me develop coping mechanisms and manage the stress that comes from balancing my responsibilities. Journaling and mindfulness exercises are daily practices that allow me to process emotions and regain clarity during overwhelming moments. Physical activity, like walking or stretching, helps me release excess energy and refocus when I feel scattered. Creative outlets, such as writing and painting, are essential to my mental health. They provide a safe space to channel my emotions and foster a sense of accomplishment. These activities remind me that my mental health is not a limitation but an integral part of my identity that deserves care and attention. Balancing mental health with academic and personal responsibilities is an ongoing journey. Through persistence, self-compassion, and resilience, I’ve learned to embrace my challenges and prioritize my well-being. This scholarship represents an opportunity to continue this journey, enabling me to pursue my education while maintaining a healthy balance. By sharing my story, I hope to inspire others to view mental health not as a barrier but as a strength that can drive growth and success.

I have something to say. I smile, prepare my mouth and mind, and begin a story. Engaged, but only half, their ears perked. A thought. Interrupt. Interrupt. Interrupt. I stop. "Oh yeah? Oh that's crazy!" I laugh Sarcastic. Interrupted. Starting again. I have something to say. Interested, but only half. Body slumped. Or looking at their phone. Scrolling, scrolling, scrolling. No response. Then, "Hey you!" Walks away.. Oof. Okay. I have something to say. In a group. Eyes on me. I'm speaking. A side conversation ensues. They are engaged. Ignored. I am. Interrupted. Interrupted. Interrupted. Should I speak up? I wait for a break. I laugh at the asinine joke. I start again. I have something to say. In a group. Eyes on me. Engaged. Someone. Interrupts. Interrupts. Interrupts. I break. Volume: Max. They're staring. I am angry. I HAVE SOMETHING TO SAY. I have something to say.