In 2020 the US Census Bureau counted that the 65-and-older population grew by
13,787,044 people during the previous decade. Life expectancy is now 81 years for women and
77 years for men. The human lifespan is getting longer but the span of cognitive health has not
caught up, with such an increased incidence of neurodegenerative disorders in the elderly that
one in nine people aged 65+ has Alzheimer's dementia. To help address the growing need in a
ballooning elderly population, a master’s degree is my next step in developing the research and
clinical skills needed to become a clinical psychologist. As the eldest child I raised the family, with my mother slipping into early-onset Alzheimer's.
As an undergraduate, I worked in Purdue’s low-cost treatment clinic for 2 years,
conducted research in a clinical lab for 5 semesters and a cognitive lab for 5 semesters. My
original data analysis resulted in a poster and presentation. The dramatic upward trend of
improvement in my grades showed my maturation as a student and exploration of my true
academic interest, from biochemistry to biopsychology. Entering the workforce after graduation,
I served as a clinical research professional for 2.5 years. In these roles I set up multi-site trials,
recruited participants, corresponded with the IRB, and applied for grants. The modalities of
imaging data that I acquired and analyzed are fMRI, EEG and PET. I learned clinical skills such
as collecting blood and administering neuropsychological tests. The populations that I worked
with were people of all ages experiencing intractable OCD, young adults in the prodrome of
psychosis, and middle-aged folks with various aging-related cognitive impairments. The patient-facing experience in my background shows that, in addition to being a skilled researcher, I’ve
gained invaluable clinical skills working with severe and traditionally vulnerable subject
populations. Things that can’t be learned from a book are how older skin is much more delicate
during a blood draw or how to react when an elderly person expresses suicidal ideation after
performing poorly on an assessment.
From my senior thesis, I learned that in science, a well-crafted question only leads to
more questions. The conclusion of my undergraduate research of Number Series tests was the
elimination of possible factors that could influence performance and their connection to working
memory capacity, but not the discovery of what actually drove incorrect responses. Continuing
my education will allow me to further explore the topic of cognitive and neuropsychological
assessment and applications to neurodegenerative disorders and unhealthy aging.
When a person develops neurodegenerative disease it is not just the individual that
suffers, but their entire family. They lose who they are, then often times their dignity, to slowly
decline in distress and fear. After my master’s education, I plan to pursue a doctoral program and
research the assessment of cognitive decline and impairment in the elderly. Establishing closer
connections to the underlying biological factors of developing these debilitating conditions is
another focus that I intend to explore. As the aging population grows, an already-urgent demand
for discovery will only increase; graduate study at Boston University is how I hope to obtain the
skills to address the plight of preceding generations.