“I don’t have time to be sad,” my mother said as she wiggled a mascara brush through her thin eyelashes. “I take it one moment at a time. One second at a time. Take it one second at a time and get to the next one.” My mother was always busy. Whenever she had a task, an errand, or a goal, she pushed through it—no matter how tired or overwhelmed she might have been. I could never get a read on her emotions. When I underwent neurological and spinal surgeries at thirteen years old, she did not cry. She drove an hour and a half to San Francisco every other week to prepare me for surgery. She stayed awake throughout the night to make sure I was okay. She was there when I had to learn to walk again and when the staples were removed from my head. Still, she never shed a tear. My mother showed her love by taking care of what needed to be done, but emotions were rarely discussed in our home. She often spent her days in her room with the door closed while my sister and I did chores or read books. We were left alone with feelings we did not yet know how to understand. As a preteen, I tried to make sense of my sadness and emptiness through the music I listened to. I learned how to survive difficult emotions, but I did not learn how to process them. I was a sad child. Quiet and obedient, I kept to myself and tried not to make waves. My internal voice told me that I was not pretty, thin, interesting, or lovable enough. The girl I saw in the mirror did not feel worthy of taking up space in the world. That voice became quieter as I grew older, but it made a home in my mind. It emerged during social situations and everyday interactions, ridiculing me and replaying conversations long after they ended. It convinced me that my friends only pitied me and caused me to make self-deprecating jokes before anyone else had the chance to criticize me. I did not realize how deeply the way I spoke to myself was affecting my mental health. My lack of self-worth damaged friendships, made me extremely hard on myself, and caused me to withdraw from the world. I could not see that I was keeping myself from the beauty of the relationships and communities I now hold so dear. I’ve participated in therapy for more than two decades. I have taken medication, journaled about my thoughts and feelings, and sat in therapy groups listening to others explain what brought them there. I learned about their families, childhoods, and struggles. Some described homes that appeared picture-perfect, while others shared heartbreaking experiences. As I listened week after week, I became fascinated by each person’s story. I wondered how they had survived so much while continuing to move forward. I saw strength and worth in them long before I learned to recognize those qualities in myself. Therapy changed how I understand other people. I learned that behavior often tells only a small part of someone’s story. Behind anger may be fear. Behind silence may be pain. Behind someone’s need for attention may be a child who has never felt seen. This understanding has made me more compassionate in my relationships. Instead of immediately judging someone’s actions, I try to lead with curiosity and ask questions first. It has also shaped my goal of working with children. I have always loved children because they live so honestly in the present. They do not care about the embarrassing thing you said last week or the hairstyle you spent an hour trying to perfect. They care about whether you listen, play, and make them feel safe at that moment. At the same time, children absorb far more than adults sometimes realize. The words spoken to them—and the words they eventually learn to say to themselves—can follow them throughout their lives. My experiences with mental health throughout my adult and childhood years have inspired me to pursue a career supporting children, particularly those affected by trauma, mental illness, or disabilities. I want to help children understand their emotions before shame and self-criticism become their inner voices. I want them to know that their feelings are not burdens, asking for help is not weakness, and they are worthy of being heard. Mental health has shaped my goals, complicated some of my relationships, and deepened my understanding of the world. Most importantly, it has taught me that surviving one second at a time can keep a person going—but being understood, supported, and given the tools to heal can help them build a life beyond survival.

Some kids know me as Ms. Brittaney, the storyteller who makes books feel like magic and turns every story into a performance. Others know me as the loud, silly nanny who brings glitter, puppets, and way too many sensory bins. But behind all that is a woman who’s spent years navigating her own mental health—and helping kids do the same. I’m a 33-year-old psychology student at George Fox University, and I live with ADHD. I wasn’t diagnosed with ADHD until adulthood, but that diagnosis helped me make sense of years of challenges, struggling to stay organized, maintain focus, and keep up with the demands of school and life. Even now, balancing responsibilities often feels like an uphill climb, but I’ve learned how to manage it with self-awareness and grace. My experience with ADHD isn’t just personal—it’s also deeply connected to my work. I’ve spent over 14 years supporting neurodivergent children, especially those with autism and ADHD. Whether I’m helping a child learn how to name their feelings, guiding them through a meltdown, or just being a safe, goofy adult in their day, I know I’m doing the kind of work that changes lives. These kids don’t need fixing. They need someone to meet them where they are and see them for who they truly are. That’s what I try to do—every single day. As a Black woman, I also understand that mental health can be complicated in our communities. Too many of us grow up hearing things like “You’re being dramatic” or “Just pray about it.” And while faith is part of my life, I believe healing comes from support, access, and being heard. I want to be the kind of mental health provider who gets that—who understands both the cultural stigma and the lived experience. Last year, I went back to school to become a play therapist. My goal is to support neurodivergent kids, especially in Black and low-income communities, through child-led, creative therapy. But I don’t want to stop at one-on-one sessions. I want to create sensory-friendly programs, host caregiver workshops, and advocate for schools to do better for our kids. Mental health shouldn’t be a luxury—it should be part of how we care for one another everywhere. What I’ve learned through my own journey is that mental health isn’t about being “cured” or “fixed.” It’s about learning to live with yourself, love yourself, and support others along the way. That belief shows up in how I care for kids, how I advocate for families, and how I plan to build a career that centers on empathy, equity, and real inclusion. This scholarship would help me keep going, not just as a future therapist but as a community member, advocate, and sister who’s trying to make sure no one feels invisible. I want to be the kind of provider I needed growing up. And I want to help others—especially those who are often overlooked—feel safe, supported, and seen.

Some kids know me as "Ms. Brittaney—the storyteller." Others know me as Brittaney, the loud, silly nanny. But here's who I am: my name is Brittaney Allen, a 33-year-old psychology student at George Fox University with a deep passion for working alongside children, especially in mental health. When my younger brother was diagnosed with Autism Spectrum Disorder, our family's life changed. I watched Applied Behavior Analysis therapists come in each week—silly, loud, and full of energy. They made Charlie laugh, and after being nonverbal for years, he finally said his first words. Seeing that kind of progress made me want to learn more and be part of that world. In grade school, Charlie started competing in the Special Olympics, and my parents—being the supports that they are—became volunteer coaches. Attending his games was the first time I felt part of the disability community. I saw kids and adults being celebrated for who they were, and it made me want to help bring that kind of joy and support into everyday life. After working as a Direct Support Professional, Registered Behavior Technician, and Respite Care provider, I found my calling: play therapy. My focus is children with autism. Working with autistic kids—and being Charlie's sister—showed me how powerful playful, early support can be for helping kids connect and communicate. Through child-led, creative approaches, I want to help children express themselves, regulate emotions, and feel truly seen—especially those who are nonverbal or experience the world differently. My goal is to provide care that honors each child's strengths and supports their growth in safe, joyful ways. As much as I enjoy working with kids, I've come to realize the importance of supporting the disability community across all ages. Last summer, I spent two weeks at Mt. Hood Kiwanis Camp, helping two adult campers one-on-one. I supported them with daily tasks, talked them through challenging moments, and had a blast doing things like horseback riding and talent shows. That experience reminded me that advocacy doesn't end with childhood—it expands into lifelong inclusion, dignity, and connection. It also helped me see how race and disability both play a significant role in how people are treated—and how important it is to keep that in mind when offering care. Spending time with adults made it clear that many don't have the support or connection they need. I want to keep showing up for that community—through respite care, inclusive events, and helping push for better services and opportunities. Helping kids in a session is just the beginning—I want to help build real support beyond therapy, too. That includes sensory-friendly programming, caregiver resources, and connecting families to the necessary tools. I've seen how easy it is for families—especially those from minority and low-income backgrounds—to miss out on resources. They often get left behind when it comes to support, and I want to use my voice to help change that. I plan to be more than a therapist—I want to be a consistent voice in my community for inclusion and equity. Whether I'm working with families, educators, or local leaders, I aim to advocate for systems that prioritize individuals with special needs rather than excluding them. This scholarship would support my journey toward becoming not only a licensed play therapist but also a trusted advocate and ally to the special needs community. More than anything, I want to be someone my brother can be proud of—someone who took what we lived through and used it to make life better for others like him.

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.