"Curious Incident" As I sit alone on the floor of an empty classroom, staring at the vast empty whiteboard in front of me, I again question how I even got into this mess. A pile oaf uncapped expo markers with the caps strewn across the floor, pen stains all over my hands, and borderline nonsensical notes in my notebook sitting on my lap all mark my exponentially faster descent into madness. Yet, despite the mess around me, the board lays flat against the wall unfazed, as white, and gleaming as when I began. I know though that I have a mission, and that board is my target. With the future of a year-long research project weighing heavily on my back, I picked up my notebook. Despite the vast sums of potential starting points sitting in front of me among my mess of notes, my mind continues to draw a blank. Resigned, I push my notebook off my lap. I grab an expo marker laying on the ground, walk up to the glaring white board, and in bold flowing letters write the title The Curious Incident of the Dog in the Night-Time. Every great conspiracy theory starts with a proper title, and none fits this project better than the title that has been constantly haunting me. Among the dozens of research articles I have been frantically reading, this one book constantly arises, like a lurking shadow awaiting the opportunity to make its appearance. Its mere mention sends me spiraling back into the endless tunnel of knowledge I have become accustomed to. But with its dreaded name finally written on the blank board, I can finally begin to release the overwhelming amount of information I have been struggling to hold back. The next steps come easier; names of sources laid out in vaguely connected formats with poorly scrawled labels separating sections begin to pop up among the white sea of the once-blank board, something akin to sticking poorly shot polaroids into a cork board. But then something cracks. The once understandable placements of my titles descend into nonsensical crossing lines and illegible scribbles. My writing becomes mere suggestions of English words as I madly draw conclusions between the various sections of my board. An indiscernible web of information consumes the board until it begins to look like the conspiracy theory title it earned so well. Lines cross, connect, and break-off at random points as if I took a spool of red thread and tied it wildly to the thumbtacks holding my polaroid sources in place. After what feels like hours but really amounts to little less than one, the last rabid stroke of my marker finishes, and I toss it to the ground in a fit of triumph. Stepping back and finally taking in the full glory of my total disfigurement of the once clear board, a feeling of fulfillment and almost pride swells through my body. Yet, I cannot place why I feel so strongly about my accomplishment. This emotion goes way beyond what it should be for a task this simple in hindsight. But staring at the board once more in its completion allows a revelation to wash over me. This is what I want to do. This feeling of total completion, everything has come together, all my gaps have been answered, all my polaroids have been successfully strung together, this is the feeling I want from life. This utter chaos which has strung together because of new discovery and knowledge that finally settled the utter turmoil of my never-ending train of thoughts. I want to be able to chase this feeling again. I want to be able to track it down again. I want it to be mine again. No matter how many times it takes, I need this feeling again in my life and I am willing to wait and work for as long as it takes.

The summer heat had turned the sidewalk into an unbearable river of lava, and with no shade to offer relief, we decided to stay inside. It was science day, though, and I had promised the kids we’d make Oobleck. This week’s camp was small, just a few regulars, so I reluctantly agreed to try making Oobleck indoors. We covered the tables with cheap plastic tablecloths, fashioned makeshift aprons from plastic wrap, and even laid extra cloths on the floor to catch any mess. I hoped our careful planning would prevent a major disaster. But things quickly went awry. I had grabbed four old Halloween buckets from the hallway, thinking they would hold just enough water to make Oobleck, but when we began mixing, we realized something wasn’t right. The mixture wasn’t thickening as expected. It remained a cloudy liquid, and worse, we’d already used up all the cornstarch. Although our Oobleck experiment had failed, I tried to salvage the activity. I let the kids splash around in the watery mixture, experimenting with the cornstarch as it settled to the bottom. It wasn’t the exciting, gooey substance we had hoped for, but the kids didn’t seem to mind. Despite the heat outside, they were having fun with the murky water, and we kept at it for almost an hour. But as we began to clean up, we were hit with the next problem: the mess. Despite our precautions, cornstarch was everywhere. The tables, floor, walls, and even the bathroom were covered in splatters. A dusting of cornstarch had spread throughout the building, including behind furniture and in the bathrooms. The kids were covered from head to toe, with cornstarch smudged on their faces and clothes. I knew convincing them to help clean up was going to be a challenge. On a good day, getting them to sweep a few crumbs was like pulling teeth. I braced myself for the inevitable battle as I surveyed the magnitude of the mess. I had to find a way to make cleaning fun, or it was going to be a long, miserable afternoon. In a moment of desperation, I had an idea. We had one mop handle, but I had seven mop heads and seven campers. It was a perfect match for a last-ditch plan. The kids had never been allowed to play with the cleaning supplies, so I decided to make an exception. I handed each camper a mop head, poured water on their mops, and gave them a speech on wet floor safety. The scene that followed was pure chaos. What initially looked like an apocalyptic disaster quickly transformed into a controlled frenzy. The kids, mops in hand, scrambled to clean their assigned sections of the room. They worked together, splashing water everywhere but also getting the cornstarch off the floors and tables. It was a fun, energetic cleanup that they actually enjoyed. After about 30 minutes, we had a floor covered in a thin layer of water. The cornstarch was gone, and the mess was significantly reduced. The cleanup wasn’t perfect, but it was far better than what we could have managed with a traditional approach. There were still some leftover spots to clean up, but a second round with paper towels finished the job. Even today, I occasionally find a small splotch of cornstarch behind a piece of furniture, a light reminder of our chaotic day. It’s a moment that has become an inside joke among us, something we all look back on with fondness.

Heart is the G-shim way. Coming from Grand Master G.K. Lee, G-shim taekwondo based itself on the principles of Wisdom and Heart. While I am still learning too much about the world to confidently claim myself to have Wisdom, I can certainly claim Heart. Passion, loyalty, and devotion all mark my path, both present and future. Being both a martial artist and an educator’s child, the value of effort has been deeply ingrained into me throughout my life. I constantly strive to put my full capabilities into everything I do. Whether it be a simple assignment or a long-term goal, everything I attempt is done with conviction and passion regardless of the subjective significance of the task. Completing objectives is not just a matter of “doing;” It is an experience of dedication, enduring, and learning. I aim to fulfill all my endeavors with unmatched fervor and devotion; genuinely loving what I do rather than simply pushing through with self-discipline. Effort should not be something that needs to be pushed out, rather, it should be something that needs to be held back because it overflows as a product of adoration for the task at hand. Holding onto the Heart which has become so instilled into my being enables me to find that passion even in the most vexing times. It allows me to remind myself of the zeal which first stirred my endeavors. It fuels my perseverance in pursuit of my initial desires regardless of challenges. It pushes me to complete the efforts I committed to with the same enthusiasm I began with. And it is because of Heart that I have the passion and conviction that I do. However, having Heart is not enough. Heart is only one half of the completed whole that creates a proper martial artist, and it only has so much strength on its own. To foster the total body and mind to its optimal form requires Wisdom along with Heart. While Heart can drive one towards Wisdom, it cannot serve as a substitute. My Heart stirs me to seek more from life—greater knowledge, more experiences, better understanding of self—but desiring these alone is not enough to adopt Wisdom. They must be planned, executed, and achieved to developed not only attain Wisdom, but also to develop it to its fullest potential. By seeking unfamiliar objectives, I am nourishing the Wisdom necessary to become not only the optimal martial artist, but also my ultimate self. Wisdom and Heart are the G-shim way, and it is my way as well.

Diagnosed with heart disease in his late thirties, my grandfather, Jiddo, was at an age when his career as an engineer was thriving. He had given years to studying and building structures, and it was his passion for his work that got him through many difficult moments. This was indeed a shock, yet it did not make him quit living a useful life. He thus taught me resilience: how to confront apparently insurmountable challenges with passion and perseverance. I recall how intently Jiddo used to work. An engineer, his mind was the best weapon. Deep into the night, he would study blueprints and solve problems that no one else could. That was the creation's charm because his drawings would change the world. But little by little, his heart betrayed him. Slowly, with time, fatigue, chest pain, and shortness of breath began to set in. As the aggravation worsened, he knew he had no choice but to address his illness. The decision to have a pacemaker implanted at the age of forty-five years was tough for him. This in itself was a very humbling experience for a person who always prided himself on commanding and understanding the world. Yet, in the midst of this struggle, I saw something remarkable: his heart had evolved. No longer was it the strength of a man forcing his way through adversity, but that of one accepting limitation and changing with new challenges. What Jiddo taught me was that heart isn't just about passion, it's about persistence. It's about showing up every day, even when you're not feeling your best, because you believe in what you're doing. I realized that just by how he had learned to live with a pacemaker. He wasn't as physically strong as he once used to be; his commitment to his work never changed. The things that he could do physically before he couldn't anymore, yet he found other ways to help. He began to mentor younger engineers with insights and advice just as valuable but different from the blueprint designs he had done. His heart propelled him, yet it instructed him on how to change. But Jiddo also taught me that heart was not enough; it needed to be coupled with wisdom: when to charge, when to step aside. It was his heart that kept him fighting, but it was his wisdom that made him accommodate. He leaned upon his colleagues and family for support and learned how to listen to his body: know when to rest and when to continue. I know now that life's challenges don't always have clear solutions. Sometimes, as Jiddo did, we need to meet our limitations and accept what we cannot control. And in that process, we find another kind of strength. What happened to Jiddo taught me that sometimes, strength has nothing to do with how hard you push, but with how smart you make use of resistance; sometimes, strength means turning to others for help; and sometimes, it can be found by relying on the heart that has always carried us. Meanwhile, Jiddo became a living, breathing embodiment of heart and wisdom through his battle with heart disease. He was teaching me that life is not about falling but about rising after each fall. Life is like engineering; it is in the building-shaping of your experiences into something meaningful, even when the plans don't go as they should. What Jiddo has left in this world is not just the buildings he helped create but lessons of survival.

Free expression in medicine plays a very important role: it helps shape patient care, furthers innovation, and engenders a culture of inclusion of voices from all. Not unlike teaching children, where making such differentiation in the needs of each student is crucial, medicine requires us to listen, change, and speak freely. Free expression is about speaking, but more so, it's about sharing ideas for the purpose of understanding, growing, and setting others on a path toward better health. Through teaching children's taekwondo, I learned quickly how important adaptability was: every child might need a different approach based on everything from social anxiety to learning a new movement. The same would apply to medicine: listening to a patient's needs, history, and concerns. For every child, I need to adapt methods of teaching; so, too, will be the healthcare providers' seeking to do for individual patients. This is where free expression thrives-where patients will air their concerns, knowing their voices shape the care they receive. The joy of seeing a child gain confidence in taekwondo mirrors the satisfaction in seeing a patient's life improve when his concerns are truly heard and addressed. Working with children also taught me the value of collaboration, especially with parents. In medicine, collaboration extends beyond the patient. Sharing with the families, other health professionals, and the community in the personalized care of each patient is collaboration. Free expression lets this collaboration flourish as all voices are respected and appreciated. Someday, I envision contributing to a more personal, more accessible approach to healthcare-one where every individual receives the support they deserve. I believe research in children's mental health will elevate psychiatric care by allowing access to all families regardless of socioeconomic status. This, I feel, is somewhat akin to my adjusting my teaching style so each child might shine in his or her own way; I would like medicine also to continue evolving to meet the needs of the patient. Ultimately, free expression in medicine means creating a space where dialogue flows freely, ideas evolve, and patients feel empowered with regard to their healing. It engenders benefits for the whole system, whereby care becomes more inclusive, empathetic, and responsive to individual diversity. Embracing free expression can transform healthcare into an even stronger and more compassionate field, where every voice contributes toward bettering lives through understanding, care, and innovation.

As I sit on the floor of an empty classroom, a mess of papers sprawled out in front of me, I often catch myself wondering how I ended up here. My notes are full of disjointed thoughts and random scribbles; overwhelmed is an understatement. It's a feeling I first experienced two years ago when I started teaching taekwondo, a role that really shaped my understanding of psychology and the way I connect with people. At the time, I had no idea that these messy, scattered moments would eventually lead me to the field I’m most passionate about today. My experience as a taekwondo instructor has been one of the most fulfilling endeavors I’ve undertaken. Working with children, especially those with developmental or emotional challenges like autism and social anxiety, opened my eyes to the complexities of human behavior. I taught myself to recognize the unique mental and emotional needs that each student possessed. Through research and trial and error, I learned to adapt my approach with them. Watching my students improve in both their training and their lives pushed me to become more flexible in my teaching methods, which really deepened my passion for psychology. That's especially the case when one parent of an autistic child told me that this was the first time someone showed patience with their child, actually taking the time to understand and meet the specific needs of the child. The experience drove it home that psychology is not all about theories, but rather about understanding and helping others, most importantly children, to thrive. Whether it was helping a shy child overcome the social anxiety and gain the confidence to speak in front of the class or having a role model for a child with no positive influence at home, these moments reinforced my commitment to psychology. The satisfaction one got from witnessing the success of the children motivated me to continue developing my skills and knowledge further. I had developed a better sense in working with parents to support emotional and mental growth in children. Further, I would hope to be able to continue working with the children and their families directly. In pursuit of psychology, I wish to be able to offer support and guidance to families who cannot afford to avail necessary resources. As I continued with my academic career, I started to feel that my interest in psychology was more than just teaching. Research in psychology has bigger and broader effects on society, especially pertaining to children's mental health. I am looking forward to participating in university psychology research on understanding and improving the mental health condition of children. I would like to research holistic approaches toward the care and well-being of children in particular, when it comes to those for whom financial ability, insurance, or other means inhibit them from seeking professional medical intervention. This focus on accessibility is personal. Being a gifted student who is also autistic, I have had the experience of personally needing accessible supports and resources. A research interest of mine incorporates the intersection of giftedness and mental health, particularly in regards to autism. Further elucidation of such a connection could help better the lives of gifted children and provide them with the necessary resources to thrive both within and outside of the school system. My commitment to helping others is not limited to psychology. Growing up, my father-a member of the Leon County Teachers Union-taught me that unions stand for the rights of labor. Similarly, his experiences as a Lebanese immigrant taught me the importance of minorities protecting themselves. These values have structured my volunteering and my desire to see that all children-regardless of their background-have equal opportunities to succeed. Yet, I have also struggled to balance my own identity. I have often felt like an outsider in the South. My family has an incredibly deep history here, but it sometimes feels like my identity—my Lebanese heritage and personal history mixing with this—is in direct contrast to that history. One of the most striking memories of that night involves me sitting at a restaurant with my family and someone wearing a pride shirt. Immediately, it became silent in the room, whispers and uncomfortable stares. I knew that I would never fully fit into the traditional mold of the South's culture. Instead of trying to remove those parts that don't fit, I accept them. I love my heritage and individuality; they've become part of what I am. This carries into the lessons I take with me for psychology: just as I have learned to accept and celebrate my own differences, so too do I want to empower kids in celebrating who they are, no matter how different they may feel from the world. The messy web of research, teaching, and my constantly evolving conception of identity has made me who I am today. That feeling of uncertainty in discovery—be it through researching or teaching—is what gets me pumped about psychology. I would like to keep working with children and help them understand themselves and their mental health. In this regard, I want to make mental health care available to all families through research, regardless of economic status. I want to come into the field with a new lens-one that cherishes complexity regarding identity and mental health. As I go on with my academic and personal journey, I will carry with me all those lessons that I have learned both inside and outside of the classroom. The path toward the human mind is rarely a straightforward one, but it's one I'm eager to follow. Wherever it may lead, I know that embracing mess, chaos, and complexity of human experience is where true discoveries lie. And in that pursuit, I will find my place—in psychology and in the world.

I am the silent guardian of Earth, the keeper of the small, purposeful act. I have gradually woven sustainable choices into my life like one might into some patchwork quilt. Every decision-using a reusable water bottle, solar-powered lights, reducing waste-stands as a thread that I add into this fabric. Yet sometimes, walking through the world, I am overwhelmed. These little actions often feel so insignificant next to the mountain of waste, pollution, and excess that surrounds me. Like piecing together a quilt with a few strands while the world is going in the opposite direction. I look down at the water bottle in my hand, its surface worn from years of use. Every time I refill it, I am saying no to a plastic bottle, taking one more tiny step toward shrinking my ecological footprint. And yet, it is hard to turn a blind eye to plastic bottles lining the shelves of every store-endless cycles of disposable convenience. Sometimes, it feels futile, a single strand in a sea of waste. Yet I carry on. Each time I refill my bottle, it feels like a small triumph, a quiet rebellion against the throwaway culture defining modern life. I glance towards the garden where my solar powered lights flicker in afternoon sun. It's these small investments in renewable energy-solar chargers, energy-efficient bulbs, sustainable appliances-that constitutes my version of pushback against fossil fuels, against this relentless consumption of resources. These are not life-changing decisions, but they add up. It may be a simple quilt, but I own it, and I am in charge of it. While the world outside my window feels convoluted and often unfair, at least my home will reflect my values-one patch at a time. And so, while I consider these tiny decisions, I think back to the moment when I was dealing with an almost overwhelming research assignment. I sat amidst a room full of notes, books, and half-cooked ideas in front of a whiteboard with absolutely nothing on it. The task seemed impossible, but I knew I must have a beginning somewhere. I took a marker and began to write the title: The Curious Incident of the Dog in the Night-Time. Thereafter, the pieces started falling in place. The board, which had been a blank canvas, became a roadmap of interwoven ideas. It wasn't perfect-the wild scribbles, lines crossing over each other, and connections that most of the time didn't make sense-but it was my map. It was the beginning of something that would eventually make its way to understanding. This is what sustainability feels like. The problems of the world might be too big to solve; still, I know that every little choice I make-from using a refillable water bottle to putting in solar lights- adds up. Every choice is another stitch in the quilt of a sustainable future. It may seem chaotic sometimes-like those lines on that whiteboard-but ultimately, it all fits in. No thread, however small or weak, is disconnected from the pattern as a whole. I'll keep following this feeling-the high of finding, the satisfaction of small actions piling up. I may never get to see the whole quilt finished, but I know each stitch counts. In a world that's increasingly beyond my control, this is a way for me to build something meaningful. Stitches of one small decision at a time, I am sewing a bright future that I would be proud of. Though the road ahead seems long and uncertain, I am ready to keep sewing.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the utmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status. As for funding, having the additional support provided by this scholarship would take a significant burden off both myself and my parents. With a second child becoming college-bound soon after I begin my undergraduate program, along with my intentions to complete a graduate program, my family has a firm understanding that our familial education costs will be high in the coming years. While we can fund my education without external aid, it all but guarantees we will require the assistance of student loans to do so. Having the additional financial aid from the Jim Coots Scholarship will enable me to graduate with significantly less debt and ensure I begin my professional career with minimal burdens, allowing me the space necessary to start my post-graduate life on the right foot.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the utmost care for their children and establish effective communication between parents and provider. Having the additional support provided by this scholarship would take a significant burden off both myself and my parents. With a second child becoming college-bound soon after I begin my undergraduate program, along with my intentions to complete a graduate program, my family has a firm understanding that our familial education costs will be high in the coming years. While we can fund my education without external aid, it all but guarantees we will require the assistance of student loans to do so. My parents and I have agreed that they will cover my living expenses and a portion of my tuition while I cover the rest of tuition and personal costs such as textbooks, food, utilities, etc. While my parents’ portion will remain constant regardless of additional assistance, the exact composition of my coverage—being student loans, scholarships, or other—will be determined based on the financial aid I am able to receive. Having the additional financial aid from the Kalia D. Davis Memorial Scholarship will enable me to graduate with significantly less debt and ensure I begin my professional career with minimal burdens, allowing me the space necessary to start my post-graduate life on the right foot.

I am the unrequited lover of the South. I am the collector of all the history, culture, and stories my family has gathered over the generations, sewn into the frame of a fraying patchwork quilt built upon the lives of my kin. I am the child of an Arcadian, whose history is so intertwined with the South that to separate them would be trying to pull a stray thread of a quilt until it unraveled, leaving nothing but meaningless fabric. Yet, as much as I claim myself a part of the South, it does not want me in its story. As I hide from the unrelenting sun under the cover of an umbrella on a blazing June day, I stuff sugary beignets into my mouth while my family chatters around me. Three generations surround the tables around me as they share tales of everything from Cousin’s latest hunting trip to Papa’s failed dinner twenty years ago. These small tidbits and insights are the fabric I use to build my block for the quilt, following the pattern set by my ancestors. But as I greedily absorb the conversation around me, a little flash of rainbow appears in the corner of my eye. Someone walks by with a pride shirt as they enter the restaurant behind us. I try to keep my attention off it, but it is too late. They have noticed. Suddenly the sweet chorus of voices turns into sour, hushed whispers. Heads duck together as little snickers ring through the air. I am left outside the private dialogues, alone with my quilt block at a standstill. This moment of quiet lets me finally look down at the pattern I have been so dutifully sewing and a horrible realization washes over me. My seam work is tainted. Unlike the plain, single-colored threads of my family, my block features a spectrum of colorful threads constantly alternating throughout my work. It was unnoticeable before, but the prism of hues is suddenly impossible to hide. Every tinge of pigment reminds me of our difference, one I know is unacceptable from the past depicted on the quilt. I’ve tried to rip out and rework the stitches over and over, but every time the dyes return with more saturation than ever. The South could never accept this sacrilege of their pure art. It refuses to let my block to be sewn into the quilt until the colors are purged. Years passed of trying to remove these dyes to be accepted into my own history, yet the pigments still cling to my work. Finally, I gave up. If the South will not accept my art into its story, then I will take it somewhere that will. I have accepted my work will always be colorful. These hues are as attached to me as the South is to my ancestors. I will not dilute myself to be tolerable to another’s tastes, I have tried, and it has not worked. So, I packed my block, filled with the stories, culture, and history of my Southern roots and tore the threads connecting it to the quilt of the South. Someday, I will find another quilt to sew my block in its pure, unaltered form.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the utmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status. Being a gifted student myself, I have direct insight into the needs and lives of gifted children. In particular, I am also autistic and have studied and researched the connections between gifted status and other mental health conditions. Part of my intended research is to continue investigating the link between autism and giftedness. By better understanding this connection, we can significantly improve the lives and treatment of gifted children in the school system, ensuring they are provided with the resources they need to excel. I hope to aid in discovering this vital information through my education and research endeavors.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the utmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status. Additionally, my father has been an involved part of the Leon Country School's Teachers Union throughout his entire career. He instilled in me at an early age the power of labor unions to produce change for their communities and the importance of the worker protections created by them. Being the son of Lebanese immigrant, he understood the impact unions had on protecting worker rights, particularly for minorities. These values have stuck with me throughout my life and have fueled many of my volunteering choices.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the utmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the utmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status.

I have been teaching children’s taekwondo for four years. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. As part of my university care, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the utmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the utmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the utmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status.

Growing up, I was always hyperaware of the behaviors of my peers and adults around me. I was fascinated by the variations in every individual's perspective, personality, and actions; something which soon bloomed into a passion for psychology. Every person was like a little puzzle to me and my younger self was delighted to figure out the inner workings of each one. Working with children as part of my employment as a taekwondo instructor allowed my enthusiasm for learning about people’s minds to be put towards a goal. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. Working with students with developmental or mental disabilities, including autism and ADHD, brought me the greatest joy. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing ardor for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. When I later got the opportunity to choose research topics for the AP Capstone program, I instantly chose psychology topics. I spent my year in AP Seminar developing fundamental research skills while learning about a variety of topics within my desired field, from developing prosocial behavior in children via television programs to the impacts of sexualization in video games on male gamers’ psyches. My time spent in this class taught me about specific psychology topics I selected to research, along with how to acquire this information, compose a proper research article, and present my findings within a coherent, condensed format. The following year for AP Research, I spent a year developing and conducting my research project on autism representation in literature. This project pushed my resolve to a new level as I undertook the greatest project I had ever done with the creation of my sixty-page paper while also giving me firsthand experience with the research process, meticulously analyzing large data sets, overcoming setbacks, and meeting tight deadlines. I intend to further my research into psychology during the 2025 Tallahassee State College Undergraduate Research Symposium by expanding on the White Male Savant Theory—a theory that explains how common stereotypes of autism are directly influenced by real-life diagnosis disparities in minorities—which I produced during my previous project. My research was inspired by the studies of Stephanie Stern at Cameron University whose investigations revealed that the way that audiences are educated about autism affects their perception and understanding of the condition. When combined with the research of Maire Claire Diemer at the University of Missouri about the disparities in real-life diagnoses due to social stigma among both parents and psychologists, I discovered a new expanse of potential research endeavors. I was fascinated by the parallels found between actual diagnosis imbalances and a lack of minority representation in media. The intersection between media and psychology is a subject that deeply intrigues me and one I am eager to study further. Serving as my school’s National Honor Society president pressured me into a position of immense responsibility and leadership as I led the largest student organization on campus. Through my efforts, I spent two years organizing dozens of donations drives and community service projects to support my region, including low-income schools, homeless shelters, and humane societies. By undertaking a Psychology course, I hope to further develop my knowledge of the human mind, continue to study the intersection between media and psychology, and ultimately become a researcher specializing in pediatric psychology and children’s media.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the upmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the upmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the upmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the upmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the upmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status.

Working with children has been one of the most fulfilling endeavors I have ever undertaken. I have been teaching children’s taekwondo for two years and aiding in classes for four. In my time employed as an instructor, I have had the opportunity to interact with dozens of students and make lasting impacts on many of them. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. The satisfaction of watching my students in both their lives and training drove me to improve my teaching abilities and adaptability to each student. Hearing parents of an autistic child tell me it is the first time someone has been this patient with him, providing a role model for students with no one to look up to at home, watching a kid with severe social anxiety becoming confident enough to volunteer himself in front of the class, and so many more experiences have shaped both who I and my students have become. Helping children become their best selves by providing them with a source of unconditional support and acceptance has provided me with the greatest happiness I could ever desire. Whether it be becoming a champion at a tournament or just having the confidence to stand up for themselves, the improvements I have made and experienced in my students are more satisfying than any prize I have earned myself. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing passion for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. By pursuing a field of mental health study, I hope to continue this process of collaborating with parents but in an even more direct manner to improve their child's life. I want to provide a durable and strong pillar to improving children's mental health and safety by working hands-on with both the children themselves and their parents. With this personal connection, I hope to ensure the upmost care for their children and establish effective communication between parents and provider. As part of my university career, I intend to participate in research in psychology labs, working to improve our understanding of children's mental health conditions and psychology in general. In my research, I hope to find more holistic approaches to children's mental care that can improve children's care even when professional medical intervention is unattainable, whether it be because of financial situation, insurance coverage, or any other issue. With these endeavors, I hope to create a more personal approach to psychiatric care for children that is accessible to every family regardless of socio-economic status.

Growing up, I was always hyperaware of the behaviors of my peers and adults around me. I was fascinated by the variations in every individual's perspective, personality, and actions; something which soon bloomed into a passion for psychology. Every person was like a little puzzle to me and my younger self was delighted to figure out the inner workings of each one. Working with children as part of my employment as a taekwondo instructor allowed my enthusiasm for learning about people’s minds to be put towards a goal. I taught myself the mental and emotional needs of each student and researched the best ways to make each one successful. Working with students with developmental or mental disabilities, including autism and ADHD, brought me the greatest joy. Watching both children and parents rejoice at having someone learn about and accommodate their needs brought me great internal happiness, furthering my already existing ardor for psychology. These experiences pushed me to become adaptable with my teaching methods and learn to collaborate with parents to design strategies for their children to achieve their best selves. When I later got the opportunity to choose research topics for the AP Capstone program, I instantly chose psychology topics. I spent my year in AP Seminar developing fundamental research skills while learning about a variety of topics within my desired field, from developing prosocial behavior in children via television programs to the impacts of sexualization in video games on male gamers’ psyches. My time spent in this class taught me about specific psychology topics I selected to research, along with how to acquire this information, compose a proper research article, and present my findings within a coherent, condensed format. The following year for AP Research, I spent a year developing and conducting my research project on autism representation in literature. This project pushed my resolve to a new level as I undertook the greatest project I had ever done with the creation of my sixty-page paper while also giving me firsthand experience with the research process, meticulously analyzing large data sets, overcoming setbacks, and meeting tight deadlines. I intend to further my research into psychology during the 2025 Tallahassee State College Undergraduate Research Symposium by expanding on the White Male Savant Theory—a theory that explains how common stereotypes of autism are directly influenced by real-life diagnosis disparities in minorities—which I produced during my previous project. My research was inspired by the studies of Stephanie Stern at Cameron University whose investigations revealed that the way that audiences are educated about autism affects their perception and understanding of the condition. When combined with the research of Maire Claire Diemer at the University of Missouri about the disparities in real-life diagnoses due to social stigma among both parents and psychologists, I discovered a new expanse of potential research endeavors. I was fascinated by the parallels found between actual diagnosis imbalances and a lack of minority representation in media. By undertaking a Psychology course, I hope to further develop my knowledge of the human mind, continue to study the intersection between media and psychology, and ultimately become a researcher specializing in pediatric psychology and children’s media. knowledge that finally settled the utter turmoil of my never-ending train of thoughts. I want to be able to chase this feeling again. And I want to be able to track it down again. And I want it to be mine again. No matter how many times it takes, I need this feeling again in my life and I am willing to wait and work for as long as it takes

As I sit alone on the floor of an empty classroom, staring at the vast empty whiteboard in front of me, I again question how I even got into this mess. A pile of uncapped expo markers with the caps strewn across the floor, the pen stains all over my hands, and the borderline nonsensical notes in my notebook sitting on my lap all mark my exponentially faster descent into madness. Yet, despite the mess around me, the board lays flat against the wall unfazed, as white, and gleaming as when I began. I know though that I have a mission, and that board is my target. With the future of a year-long research project weighing heavily on my back, the one which would decide how the rest of AP research would go for me, I picked up my notebook. Despite the vast sums of potential starting points sitting in front of me among my mess of notes, my mind continues to draw a blank on where to begin. Resigned, I push my notebook off my lap. I grab one of the bright red expo markers laying on the ground, walk up to the glaring white board, and in bold flowing letters write the title The Curious Incident of the Dog in the Night-Time. Every great conspiracy theory starts with a bold proper title, and none fits this project better than the title that has been haunting my every waking moment for the past month. Among the dozens of research articles I have been frantically reading, this one book constantly arises, like a lurking shadow awaiting the opportunity to make its appearance. At this point I can quote every possible discussion of this novel and its mere mention sends me spiraling back into the endless tunnel of knowledge I have become accustomed to. But with its dreaded name finally written on the blank board that has been taunting me, I can finally begin to release the overwhelming amount of information I have been struggling to hold back. The next steps come easier but still slowly; names of sources laid out in vaguely connected formats with poorly scrawled labels separating sections begin to pop up among the white sea of the once-blank board, something akin to sticking poorly shot polaroids into a cork board. But then something cracks. The once understandable placements of my titles descend into nonsensical crossing lines and illegible scribbles as I frantically try to keep up with the thoughts flying through my mind. My writing becomes mere suggestions of English words as I madly draw conclusions between the various sections of my board. An indiscernible web of information consumes the board until it truly begins to look like the conspiracy theory title it earned so well. Lines cross, connect, and break-off at random points as if I had taken a spool of red thread and tied it wildly to the thumbtacks holding my polaroid sources in place. After what feels like hours but really amounts to little less than one, the last rabid stroke of my marker finishes, and I toss it to the ground in a fit of triumph. As I step back and finally take in the full glory of my total disfigurement of the once clear board, a feeling of fulfillment and almost pride swells through my body. Staring back at the board just as how I began, I cannot place why I feel so strongly about my accomplishment. But staring at the board once more in its completion allows a revelation to wash over me. This is what I want to do.