As a Psychology major with a minor in American Sign Language and plans to become a Speech-Language Pathologist, I am especially interested in the ways communication affects whether a person's symptoms are recognized, understood, and taken seriously in healthcare. PMDD and PME stand out to me because symptoms can significantly affect a person's emotional well-being and daily functioning, yet recognizing the connection between those symptoms and the menstrual cycle is not always straightforward. When that pattern is overlooked, someone may receive care for individual symptoms without the larger issue ever being identified. My background in psychology has taught me how closely mental health, behavior, and everyday functioning are connected. PMDD is particularly relevant to psychology because its symptoms can include depression, anxiety, irritability, mood changes, and difficulty concentrating. PME adds another important dimension because an existing condition may become significantly worse during certain phases of the menstrual cycle. This makes awareness important not only in women's healthcare, but also in mental health settings. A patient may seek help for worsening anxiety or depression without realizing that the timing of those changes could provide valuable clinical information. One concrete way I hope to contribute in my future work is by making questions about cyclical symptom changes a more routine part of conversations with patients when appropriate. As a future Speech-Language Pathologist, I will not be responsible for diagnosing PMDD or PME, but SLPs often work as part of interdisciplinary healthcare teams and build ongoing relationships with patients and families. Communication difficulties, concentration, emotional well-being, and a person's ability to participate in therapy can all be influenced by factors outside of the communication disorder itself. Recognizing patterns, listening carefully when patients describe changes in their functioning, and knowing when to encourage them to discuss those concerns with an appropriate medical or mental health provider can help prevent significant symptoms from being dismissed. I am also interested in patient education as a way to improve recognition. Something as simple as helping patients understand the value of tracking symptoms across their menstrual cycle can give them more specific information to bring to a healthcare provider. Instead of having to explain that they sometimes feel "worse," a patient can show when symptoms occur, how severe they become, and how they affect daily functioning. Clear communication can help both patients and providers recognize patterns that might otherwise be missed. Ultimately, I would like to see PMDD and PME become conditions that healthcare professionals across disciplines are familiar enough with to recognize and appropriately refer rather than conditions patients must discover and advocate for entirely on their own. My role may not be to diagnose these disorders, but I can contribute by being a healthcare professional who listens for patterns, communicates without dismissing concerns, and understands when another discipline's expertise is needed. Making PMDD and PME part of routine healthcare begins with awareness, and I hope to carry that awareness into my education and future clinical practice.

I am a Psychology major with a minor in American Sign Language at North Greenville University, and I plan to continue my education by attending graduate school to become a Speech-Language Pathologist. Throughout my life, I have tried to stay involved in my community, challenge myself through different experiences, and find opportunities to serve others. From athletics to volunteering and leadership on campus, each experience has helped shape who I am and the person I hope to become. Sports have been a significant part of my life for many years. I played soccer throughout most of my life, participated in gymnastics for five years, and ran cross country in high school. Each sport challenged me differently. Soccer taught me the importance of teamwork and working toward a common goal, while gymnastics required discipline, patience, and perseverance. Cross country challenged me to keep going even when something was difficult. The lessons I learned through athletics have continued to influence the way I approach school and other responsibilities. I have learned that improvement takes time and that reaching a goal often requires consistency even when progress is not immediately visible. Serving others is also an important part of my life. At my home church, I volunteer in the children's ministry, where I have the opportunity to work with and encourage children. While I am at college, I also volunteer with the children's ministry at another local church. Working with children in both settings has strengthened my desire to pursue a career where I can make a difference in their lives. I enjoy being able to build relationships with children, support them, and contribute to an environment where they feel welcomed and valued. On campus, I have also served as a First-Year Experience mentor, helping students adjust to college and become more comfortable within the university community. Being a mentor has allowed me to encourage other students as they navigate a new stage of life and connect them with the people and resources around them. Through this role, I have continued developing my leadership skills while learning that leadership does not always mean being the loudest person in the room. It can also mean being dependable, encouraging others, and being willing to help when someone needs support. My experiences in athletics, service, and leadership have all contributed to my goal of becoming a Speech-Language Pathologist. My Psychology major is helping me better understand human behavior and development, while my ASL minor has expanded my understanding of communication and the different ways people connect with one another. I have also pursued opportunities to observe and gain experience in speech therapy settings, which have strengthened my interest in the field. Receiving this scholarship would help lessen the financial burden of completing my undergraduate education and preparing for graduate school. Becoming an SLP requires education beyond a bachelor's degree, so the financial decisions I make during my undergraduate years will continue to affect me as I pursue my master's degree. This scholarship would allow me to focus more of my time and energy on my coursework, service, and experiences that prepare me for my future career. More importantly, it would be an investment in my goal of using my education to serve others. I hope to take the discipline I learned through sports, the compassion I have developed through volunteering, and the leadership skills I have gained in college into a career where I can help others communicate, grow in confidence, and connect with the people around them.

In 2016, my family brought home two beagle puppies, Cookie and General. Cookie was our girl, and General was our boy. From the time they were puppies, they quickly became an important part of our family. We had them for four years, and during that time, they brought so much energy, happiness, and companionship into our home. Having two beagles at the same time definitely meant twice the responsibility, but it also meant that they always had each other, and we got to experience the fun of watching them grow up together. Cookie and General each had their own personalities, which made having them even more special. Like most beagles, they were curious, energetic, and always interested in what was going on around them. Whether they were playing together, exploring outside, or simply spending time with our family, they had a way of making everyday moments more memorable. Coming home to two dogs who were always excited to see us was something that was easy to take for granted at the time, but looking back, it is one of the things I appreciate most about having them. Having Cookie and General also taught me a lot about responsibility. Dogs depend on their owners for everything, from food and exercise to attention and care. Having pets meant that we had to consider their needs as part of our everyday routine. At the same time, taking care of them never felt like they were simply animals we were responsible for. They became members of our family. They were part of our daily lives, and many of my memories from those four years include them in some way. Unfortunately, after having Cookie and General for four years, my family had to move, and our circumstances meant that we could no longer keep them. Giving them up was incredibly difficult because we had raised them from the time they were puppies and had become so attached to them. We did not want to give them to strangers or place them somewhere without knowing what their lives would be like. Thankfully, family friends of ours were able to take them. Their children already knew Cookie and General and loved the dogs as much as we did, so we knew they would be going to a home where they would receive the same love and attention they had always known. Although saying goodbye to Cookie and General was hard, the experience also taught me that loving an animal sometimes means making a difficult decision based on what is best for them. Knowing that they were going to people we trusted made the transition easier, even though we still missed having them as part of our everyday lives. Cookie and General enhanced my life by showing me how much joy and companionship dogs can bring to a family. They taught me responsibility, patience, and the importance of caring for something that depends on you. Most importantly, they showed me that the bond with a pet does not become insignificant simply because circumstances change. Even though we only had Cookie and General for four years, I will always be grateful that we got to raise them from puppies and have them as part of our family. The memories we made with them are something I still value, and they will always be the beagles that made our family a little more lively, loving, and complete.

I am currently pursuing a major in Psychology and a minor in American Sign Language at North Greenville University, with the goal of continuing my education in graduate school to become a Speech-Language Pathologist. I chose this path because I am interested in understanding how people think, develop, and communicate, and I hope to use that knowledge to help individuals who experience communication challenges. My Psychology major has given me a foundation in human development, behavior, and the many factors that influence how people interact with the world around them. Alongside psychology, studying American Sign Language has strengthened my understanding of communication beyond spoken language and introduced me to the importance of accessibility and meeting people where they are. Together, these areas of study have prepared me for my future goal of working in speech-language pathology, particularly with children and individuals who may communicate in different ways. Receiving this scholarship would help me continue pursuing these goals by reducing the financial burden of my education. My career path will require graduate school after I complete my bachelor's degree, so the financial decisions I make during my undergraduate education are especially important. Scholarship assistance would allow me to focus more of my time and energy on my coursework, gaining experience in speech-language pathology settings, and preparing for graduate school rather than worrying as much about the cost of my education. Ultimately, this scholarship would be an investment not only in my current studies but also in the career I am working toward. I hope to become a Speech-Language Pathologist who helps people develop the confidence and skills to communicate more effectively. The support of this scholarship would help me take another step toward completing my education and eventually using what I have learned to make a meaningful difference in the lives of others.

hebrews 11:1-40 Now faith is the assurance of things hoped for, the conviction of things not seen. 2 For by it the people of old received their commendation. 3 By faith we understand that the universe was created by the word of God, so that what is seen was not made out of things that are visible. 4 By faith Abel offered to God a more acceptable sacrifice than Cain, through which he was commended as righteous, God commending him by accepting his gifts. And through his faith, though he died, he still speaks. 5 By faith Enoch was taken up so that he should not see death, and he was not found, because God had taken him. Now before he was taken he was commended as having pleased God. 6 And without faith it is impossible to please him, for whoever would draw near to God must believe that he exists and that he rewards those who seek him. 7 By faith Noah, being warned by God concerning events as yet unseen, in reverent fear constructed an ark for the saving of his household. By this he condemned the world and became an heir of the righteousness that comes by faith. 8 By faith Abraham obeyed when he was called to go out to a place that he was to receive as an inheritance. And he went out, not knowing where he was going. 9 By faith he went to live in the land of promise, as in a foreign land, living in tents with Isaac and Jacob, heirs with him of the same promise. 10 For he was looking forward to the city that has foundations, whose designer and builder is God. 11 By faith Sarah herself received power to conceive, even when she was past the age, since she considered him faithful who had promised. 12 Therefore from one man, and him as good as dead, were born descendants as many as the stars of heaven and as many as the innumerable grains of sand by the seashore. 13 These all died in faith, not having received the things promised, but having seen them and greeted them from afar, and having acknowledged that they were strangers and exiles on the earth. 14 For people who speak thus make it clear that they are seeking a homeland. 15 If they had been thinking of that land from which they had gone out, they would have had opportunity to return. 16 But as it is, they desire a better country, that is, a heavenly one. Therefore God is not ashamed to be called their God, for he has prepared for them a city. 17 By faith Abraham, when he was tested, offered up Isaac, and he who had received the promises was in the act of offering up his only son, 18 of whom it was said, “Through Isaac shall your offspring be named.” 19 He considered that God was able even to raise him from the dead, from which, figuratively speaking, he did receive him back. 20 By faith Isaac invoked future blessings on Jacob and Esau. 21 By faith Jacob, when dying, blessed each of the sons of Joseph, bowing in worship over the head of his staff. 22 By faith Joseph, at the end of his life, made mention of the exodus of the Israelites and gave directions concerning his bones. 23 By faith Moses, when he was born, was hidden for three months by his parents, because they saw that the child was beautiful, and they were not afraid of the king's edict. 24 By faith Moses, when he was grown up, refused to be called the son of Pharaoh's daughter, 25 choosing rather to be mistreated with the people of God than to enjoy the fleeting pleasures of sin. 26 He considered the reproach of Christ greater wealth than the treasures of Egypt, for he was looking to the reward. 27 By faith he left Egypt, not being afraid of the anger of the king, for he endured as seeing him who is invisible. 28 By faith he kept the Passover and sprinkled the blood, so that the Destroyer of the firstborn might not touch them. 29 By faith the people crossed the Red Sea as on dry land, but the Egyptians, when they attempted to do the same, were drowned. 30 By faith the walls of Jericho fell down after they had been encircled for seven days. 31 By faith Rahab the prostitute did not perish with those who were disobedient, because she had given a friendly welcome to the spies. 32 And what more shall I say? For time would fail me to tell of Gideon, Barak, Samson, Jephthah, of David and Samuel and the prophets— 33 who through faith conquered kingdoms, enforced justice, obtained promises, stopped the mouths of lions, 34 quenched the power of fire, escaped the edge of the sword, were made strong out of weakness, became mighty in war, put foreign armies to flight. 35 Women received back their dead by resurrection. Some were tortured, refusing to accept release, so that they might rise again to a better life. 36 Others suffered mocking and flogging, and even chains and imprisonment. 37 They were stoned, they were sawn in two,[a] they were killed with the sword. They went about in skins of sheep and goats, destitute, afflicted, mistreated— 38 of whom the world was not worthy—wandering about in deserts and mountains, and in dens and caves of the earth. 39 And all these, though commended through their faith, did not receive what was promised, 40 since God had provided something better for us, that apart from us they should not be made perfect. Hebrews 11 presents faith not as certainty that life will turn out as a person hopes, but as trust in God strong enough to shape a person's actions even when the outcome cannot yet be seen. The chapter begins by describing faith as "the assurance of things hoped for" and "the conviction of things not seen." The rest of the chapter develops this definition through people who acted according to God's promises before they could see their fulfillment. By placing stories of victory alongside stories of suffering and unfulfilled promises, the writer argues that genuine faith depends on trust in God rather than visible success. The repeated phrase "by faith" is important because nearly every example connects faith with an action. Noah built an ark because he trusted God's warning about an event that had not happened. Abraham left his home even though he did not know where he was going. Moses rejected the privileges available to him in Egypt and chose to identify himself with people who were being mistreated. In each case, faith required a person to make a decision based on something beyond what was immediately visible. This pattern shows that the writer does not view faith as simply believing that God exists. Faith changes how a person lives because trust in God becomes more influential than present circumstances. Abraham's story especially demonstrates the tension between what a person can see and what God has promised. God promised Abraham descendants, yet Abraham was later tested through Isaac, the son through whom that promise was supposed to continue. From an ordinary human perspective, the command seemed incompatible with the promise. However, verse 19 explains that Abraham believed God could even raise Isaac from the dead. His faith did not come from understanding how the situation would be resolved. Instead, he trusted God's character enough to obey without having an explanation. Through Abraham, the writer suggests that faith becomes most meaningful when circumstances appear to contradict what has been promised. The chapter also prevents faith from being interpreted as a guarantee of earthly success. Verses 33–35 describe people who experienced extraordinary victories through faith: kingdoms were conquered, promises were obtained, and people escaped death. Immediately afterward, however, the writer describes others who were tortured, imprisoned, mistreated, and killed. Both groups are presented as examples of faith. This contrast is significant because it separates faithfulness from outcome. If faith were measured by whether a person received the result they wanted, those who suffered would appear to have less faith than those who were rescued. Instead, Hebrews honors both. The writer's underlying point is that faith is demonstrated by remaining committed to God regardless of whether obedience leads to deliverance or suffering. This idea becomes even clearer through the repeated emphasis on promises that remain unfulfilled. Verse 13 states that some "died in faith, not having received the things promised," while verses 39–40 return to the same idea at the end of the chapter. Their faith was not proven by receiving everything they expected during their lives. They continued to trust even when fulfillment remained beyond what they could see. Their hope was directed toward something greater than immediate comfort, represented by the "better country" and the city prepared by God. Faith therefore requires a perspective that extends beyond present circumstances. Ultimately, Hebrews 11 argues that faith is trust made visible through perseverance and obedience. The people described throughout the chapter faced uncertainty, sacrifice, danger, disappointment, and even death, yet their circumstances did not determine whether their faith was worthwhile. Some saw God's promises fulfilled during their lifetimes, while others died still waiting. By honoring both, the writer challenges the idea that faith should be judged by immediate results. Faith means trusting that what God has promised remains worthy of obedience even when the outcome is unseen, delayed, or different from what a person expected.

Being the first in my family to obtain a college degree means carrying both a responsibility and a privilege that I do not take lightly. As the daughter of a Romanian immigrant family, I have grown up witnessing the sacrifices my family made to build a better life and create opportunities that were not always available to them. Because of this, pursuing higher education represents more than personal achievement—it represents breaking generational barriers and honoring the resilience and hard work that came before me. It also means becoming someone my family can look to as proof that their sacrifices were meaningful and that new opportunities are possible through education. In college, I want to pursue speech-language pathology, a field within healthcare and STEAM that focuses on communication, language development, and helping individuals overcome barriers that affect their ability to express themselves. I am drawn to this field because communication is central to every part of life, including learning, relationships, and emotional well-being. My interest in this career is also deeply personal, as I live with Selective Mutism, an anxiety-based communication disorder that has shown me firsthand how difficult it can be when speaking is not always accessible. This experience has given me empathy for others who struggle to communicate and has motivated me to turn my challenges into a way to help others. In college, I am working toward building the academic knowledge, clinical skills, and hands-on experience necessary to become a speech-language pathologist. I am learning about anatomy, language development, psychology, and neuroscience, all of which are essential to understanding and treating communication disorders. I am also gaining experience through service and leadership roles, such as volunteering in my church’s children’s ministry and supporting students through the First-Year Experience (FYE) program. These experiences help me develop patience, communication skills, and a strong sense of responsibility toward others. My long-term goals are centered around becoming a speech-language pathologist who works with children and adults who face communication challenges. I hope to work in schools, clinics, or community-based settings where I can help individuals develop confidence in their communication and improve their quality of life. I am especially passionate about early intervention and making speech therapy more accessible to underserved communities, where services and awareness may be limited. Beyond my clinical goals, I also want to be an advocate for inclusion and awareness around communication disorders. I hope to help reduce stigma and educate families and communities about the importance of recognizing communication challenges early. I want to contribute to creating environments where individuals are not defined by their limitations, but supported in their growth and potential. Ultimately, being a first-generation college student has shaped my identity, my motivation, and my purpose. It has taught me resilience, independence, and gratitude for the opportunity to pursue higher education. Through my studies in speech-language pathology, I hope to turn that opportunity into a lifelong commitment to helping others feel heard, understood, and empowered to reach their full potential.

I chose to further my education in STEAM because I am drawn to fields that combine science, human understanding, and hands-on problem-solving to improve people’s lives. I am specifically pursuing speech-language pathology, which is rooted in science, communication, and healthcare. This field allows me to understand how the brain, language, and development work together, and how evidence-based interventions can help individuals overcome communication barriers. I am motivated by the idea that knowledge in STEAM can be directly applied to help people gain confidence, independence, and connection in their daily lives. My interest in this path also comes from personal experience. Living with Selective Mutism has given me firsthand insight into what it feels like to struggle with communication in certain situations, even when I know what I want to say. This experience has shaped my empathy and deepened my understanding of how important communication is to education, relationships, and mental well-being. Because of this, I want to be part of a field that not only studies communication scientifically, but also applies that knowledge in a way that supports individuals emotionally and practically. Through my education, I also hope to contribute to making STEAM-related healthcare fields more inclusive and accessible. I want to help increase awareness about communication disorders and advocate for early intervention, especially in underserved communities where resources may be limited. Many individuals go without support simply because their challenges are misunderstood or not identified early enough. By combining scientific knowledge with advocacy, I hope to help bridge that gap. This scholarship would have a meaningful impact on my ability to continue my education and fully engage in the opportunities available in my program. It would help reduce the financial stress of college, allowing me to focus more on my coursework, clinical preparation, and hands-on learning experiences that are essential for my future career. It would also support my ability to take advantage of academic resources, mentorship opportunities, and training experiences that will help me become a more effective and compassionate professional. In addition, this support would allow me to continue growing in leadership and service roles, such as my involvement in my church community and the First-Year Experience (FYE) program at my college. These experiences have helped me develop communication, empathy, and leadership skills that I will carry into my future career. Ultimately, I chose STEAM because it allows me to combine curiosity, science, and service in a way that makes a real difference in people’s lives. With the help of this scholarship, I hope to continue building the knowledge and skills necessary to become a speech-language pathologist who empowers individuals to communicate confidently and live more fully.

I have chosen to pursue STEM because I am deeply interested in understanding how science and human behavior intersect to improve people’s lives, especially in the area of communication and healthcare. My path into STEM developed through both personal experience and a growing passion for helping others overcome communication barriers. As someone pursuing speech-language pathology, I am drawn to a field that combines science, research, and compassionate care to help individuals communicate more effectively and confidently. My interest in STEM is rooted in curiosity about how the brain, language, and development work together. I want to understand not only how communication disorders occur, but also how evidence-based interventions can help individuals regain or develop essential skills. Speech-language pathology is a STEM field that requires knowledge of anatomy, neuroscience, linguistics, and psychology, and I am excited by the opportunity to apply these disciplines in meaningful, real-world ways. I am motivated by the idea that science can directly improve someone’s ability to express themselves, connect with others, and participate fully in their community. My personal experiences have also played a major role in choosing this path. Living with Selective Mutism has given me firsthand insight into what it feels like to struggle with communication in certain situations. Even when I know what I want to say, anxiety can sometimes make it difficult to express myself verbally. This experience has helped me develop empathy for others who face communication challenges and has strengthened my desire to work in a field where I can support individuals in finding their voice. It has also taught me patience, resilience, and the importance of gradual progress, which are all essential qualities in both STEM and healthcare. As a woman in STEM, I hope to make a difference by bringing both scientific knowledge and empathy into the field. I want to challenge the idea that STEM is only about technical skill by showing that compassion, communication, and understanding are just as important in achieving effective outcomes. In healthcare-related STEM fields like speech-language pathology, building trust and understanding with patients is essential for success. I want to be someone who not only applies evidence-based practice but also advocates for inclusive and accessible care for individuals from all backgrounds. I also hope to contribute to increasing awareness about communication disorders and reducing stigma surrounding them. Many people do not realize how significantly communication challenges can impact education, relationships, and mental health. Through my future work, I want to help educate families, schools, and communities about the importance of early intervention and support. Ultimately, I chose STEM because it allows me to combine curiosity with purpose. As a woman in this field, I hope to make a meaningful impact by helping individuals overcome communication barriers, advocating for inclusion, and using science to improve lives. My goal is to contribute to a future where every person has the opportunity to be heard, understood, and empowered through communication.

I embody selflessness through consistent service, empathy, and a willingness to put others’ needs before my own comfort. For me, selflessness is not defined by one large action, but by the small, intentional choices I make to support people in my church, college, and community. Over time, these experiences have shaped how I understand what it means to truly help someone in need. One example is my involvement in my church’s children’s ministry. In this role, I regularly help care for and guide young children during services and activities. There was a time when a child was having a very difficult day and was overwhelmed during separation from their parent. Instead of focusing on the schedule or moving on with the group, I chose to stay with them, comfort them, and help them feel safe enough to slowly join the activity. That moment required patience and attentiveness, but it reminded me that selflessness often means prioritizing someone else’s emotional needs over efficiency or convenience. Another example of selflessness was when I organized a Samaritan’s Purse shoebox packing event at my church. I took responsibility for planning the event, gathering supplies, and encouraging participation from volunteers of all ages. On the day of the event, I focused on making sure others were included, informed, and able to contribute comfortably. I also stepped in wherever help was needed, whether that meant organizing materials or guiding younger volunteers. The purpose of the event was to give to children in need around the world, and the experience reinforced for me that selflessness is about thinking beyond yourself and working toward a greater impact for others. In my college community, I also demonstrate selflessness through my role in the First-Year Experience (FYE) program. I support new students as they transition into college life, many of whom feel overwhelmed, anxious, or unsure of where to go for help. I often take time to check in with students, send reminders, and offer encouragement. Even when I have my own academic responsibilities, I prioritize being available for students who may need guidance or reassurance. Helping someone feel less alone during a major life transition has shown me how meaningful consistent support can be. Living with Selective Mutism has also influenced my understanding of selflessness. Because I know what it feels like to struggle with communication and anxiety, I am more sensitive to people who may be quiet, withdrawn, or overlooked. I try to create space for others to express themselves in their own way and at their own pace, without pressure or judgment. This perspective has strengthened my ability to empathize and respond to others with patience and understanding. Overall, I embody selflessness by choosing to serve others in both planned and everyday moments. Whether I am comforting a child, organizing a community event, or supporting a college student, I strive to put others first in ways that are meaningful and genuine. These experiences have taught me that selflessness is not about recognition, but about making a quiet, consistent difference in the lives of others.

Mental health is important to me as a student because it directly affects a person’s ability to learn, communicate, and succeed both academically and personally. As someone who has experienced Selective Mutism, I understand firsthand how mental health challenges can impact daily life in ways that are not always visible to others. Even when a student is capable and prepared, anxiety or emotional stress can make it difficult to fully participate, especially in situations that require speaking, collaboration, or public interaction. Because of this, I have learned that mental health is just as important as physical health in determining a student’s overall well-being and success. My own experiences have helped me become more aware of how often students struggle silently. Many people assume that if someone is quiet or not participating, they are not engaged or do not care. However, I have learned that this is often not the case. Students may be dealing with anxiety, stress, or other mental health challenges that affect how they express themselves. This understanding has made me more empathetic toward others and more intentional about creating supportive environments where people feel comfortable at their own pace. I advocate for mental health in my community in several ways. In my college environment, I support students through the First-Year Experience (FYE) program by helping them adjust to college life. This includes offering encouragement, checking in with students, and helping them feel less isolated during a major transition. I try to be someone who listens without judgment and reminds others that it is okay to ask for help when they need it. Sometimes, even small acts of support—like a kind message or reassurance—can make a meaningful difference in someone’s mental state. In my church community, I also advocate for mental well-being through service and connection. Volunteering in my church’s children’s ministry has taught me the importance of patience, emotional support, and creating safe spaces for younger children to express themselves. Through another church’s community outreach, I have seen how important it is for individuals and families to feel supported not only physically, but emotionally as well. These experiences have reinforced my belief that mental health care and emotional support should be accessible and normalized in all communities. Additionally, I try to advocate for mental health by encouraging open conversations about communication challenges and anxiety. Because of my interest in speech-language pathology, I am especially aware of how mental health and communication are connected. I hope to continue raising awareness about how anxiety and other mental health conditions can affect communication and learning, and why early support is so important. Ultimately, mental health matters to me because it shapes how people experience the world and how they connect with others. As a student, I have learned that success is not just about academics, but also about emotional well-being and resilience. I will continue advocating for mental health by being supportive, empathetic, and intentional in the way I interact with others, both in my school community and beyond.

My faith has played an important role in shaping how I view myself, other people, and the challenges I face in life. Growing up in a church community, I learned early on that faith is not only about belief, but also about how you treat others—through kindness, patience, service, and compassion. My relationship with God has been a steady source of comfort and guidance, especially during moments when I have felt uncertain or discouraged. It has helped me develop a sense of purpose that goes beyond my own circumstances and encourages me to focus on how I can serve others. One of the ways my faith has supported me personally is by helping me stay grounded during difficult experiences. Living with Selective Mutism has sometimes made communication and social situations challenging, and there have been moments when I felt frustrated or misunderstood. In those times, my faith has reminded me that growth takes time and that my worth is not defined by how easily I can speak, but by who I am and how I treat others. Prayer, reflection, and involvement in my church community have helped me stay patient with myself and continue moving forward even when progress felt slow. My faith has also given me opportunities to serve others in meaningful ways. Through volunteering in my church’s children’s ministry and participating in community outreach events, I have learned the importance of showing love through action. These experiences have reinforced the idea that serving others does not always require large gestures; often, it is found in small acts of consistency, encouragement, and presence. Being part of these service opportunities has strengthened my desire to continue helping people in both my personal and professional life. As I move forward in my career in speech-language pathology, I believe my faith will continue to guide how I care for others. I want to approach every patient with compassion, respect, and patience, recognizing that each person has their own unique challenges and experiences. In healthcare, especially in communication disorders, individuals are often vulnerable and may feel frustrated or discouraged. My faith encourages me to be someone who listens carefully, responds with empathy, and creates a safe environment where people feel valued and understood. I also believe my faith will help me stay committed to service even during challenging moments in my career. Healthcare can be demanding, and progress is not always immediate. However, my faith reminds me of the importance of perseverance and purpose in helping others. It encourages me to see my work not just as a profession, but as a calling to serve and uplift those in need. Ultimately, my faith has shaped my character, strengthened my resilience, and deepened my commitment to serving others. I believe it will continue to guide me as I pursue a career dedicated to helping individuals find their voice, feel heard, and experience dignity in their communication.

Living with Selective Mutism, an anxiety-based communication disorder, has significantly influenced who I am and what I hope to accomplish in both school and my future career. Although it is not a physical disability in the traditional sense, it has had a real and lasting impact on how I communicate, learn, and interact with others. It has shaped my identity, strengthened my resilience, and given me a clear sense of purpose. In school, Selective Mutism has sometimes made it difficult for me to participate verbally, especially in situations where I feel pressure or attention is focused on me. There have been times when I knew the answer, understood the material, or had something valuable to contribute, but speaking in the moment felt overwhelming. Because of this, I had to learn early on that success is not only measured by how much you speak, but also by how you persist, adapt, and find other ways to demonstrate your abilities. I learned to rely on preparation, written communication, and gradual exposure to challenging situations in order to continue growing academically. Over time, this experience has shaped me into someone who is more self-aware and empathetic toward others. I understand what it feels like to want to communicate but struggle to do so, and that understanding has made me more patient and supportive when working with others who may face their own challenges. It has also taught me that everyone has different ways of expressing themselves, and those differences should be respected rather than judged. My experience with Selective Mutism has strongly influenced my career goals. It is one of the main reasons I am pursuing speech-language pathology. I want to help individuals who face communication barriers—whether due to anxiety, developmental differences, or neurological conditions—find ways to express themselves and feel confident doing so. I know firsthand how isolating it can feel when communication does not come easily, and I want to be someone who helps others feel understood rather than excluded. Beyond school and my future career, this experience has also taught me the value of persistence. Progress has not always been linear, and growth has often come in small, gradual steps. However, each step has mattered. Whether it was participating more in group settings, volunteering in my church’s children’s ministry, supporting my community through outreach, or working with students in the First-Year Experience (FYE) program, I have learned to push myself in ways that are meaningful and sustainable. Ultimately, Selective Mutism has not only influenced my challenges, but also my strengths. It has helped me develop empathy, patience, and determination. It has shaped my desire to pursue a career centered on helping others communicate and feel heard. In school and beyond, I hope to continue turning my lived experience into a source of understanding and impact by supporting individuals who, like me, are learning to find their voice.

One volunteering event I organized was a “Samaritan’s Purse shoebox packing party” at my church. The goal of the event was to bring people together to assemble gift-filled shoeboxes that would be sent to children in need around the world. I took responsibility for planning and coordinating the event, which included helping organize supplies, communicating with church members, and encouraging participation from families, youth groups, and volunteers of all ages. In preparing for the event, I helped gather donated items such as school supplies, hygiene products, toys, and clothing. I also worked with church leaders to set up a space where volunteers could comfortably sort and pack the shoeboxes together. On the day of the event, I helped guide the packing process, made sure materials were distributed evenly, and encouraged others to work together so that we could complete as many boxes as possible. I also made an effort to create a welcoming and positive environment so that everyone, especially younger volunteers, felt included and excited to participate. This experience was meaningful because it showed me how powerful community service can be when people come together with a shared purpose. Even though each person contributed in a small way—packing one box, donating one item, or giving their time—the combined effort created a much larger impact that reached children across the world. It helped me understand that giving back does not always require large actions; sometimes consistency, teamwork, and willingness to serve are what matter most. Organizing this event also helped me grow as a leader. I learned that leadership through service is not about being in charge or directing others, but about serving alongside them and helping create opportunities for others to give back. A leader in service must be responsible, organized, and supportive, but also willing to step in wherever needed. I had to communicate clearly, stay flexible when challenges came up, and ensure that everyone felt included in the process. This experience strengthened my belief that leadership is most effective when it is rooted in empathy and action. Instead of simply telling others what to do, I learned the importance of modeling service by participating fully and encouraging others through example. It also reinforced my commitment to community involvement and showed me how impactful even a small event can be when people are united by compassion. Overall, organizing the Samaritan’s Purse shoebox packing party taught me that leadership through service is about creating space for others to contribute, feel valued, and make a difference together. It is an approach I hope to carry into my future career in healthcare and speech-language pathology, where serving others with patience, empathy, and purpose is essential to making a meaningful impact.

I can help you write this, but I need to be careful: I don’t know your personal loss experience, and I shouldn’t invent something sensitive like that for you. What I *can* do is give you a strong, scholarship-ready draft that uses a **light, non-specific framing of loss** that you can personalize, or you can tell me your details and I’ll tailor it more closely. Here is a 400–600 word version you can edit: --- Loss is something that has shaped the way I understand mental health, even when it is not always something easy to put into words. My experience with loss has shown me how deeply mental and emotional struggles can affect a person’s daily life, relationships, and sense of hope. It has also made me more aware of how important it is for people to feel seen, heard, and supported during some of their most difficult moments. Going through this experience changed the way I view mental health. Before, I understood it mostly in general terms, but after experiencing loss, I began to recognize how complex grief and emotional pain can be. I saw how people may struggle silently, even when they are surrounded by others. I also learned that healing is not linear, and that support systems—whether family, friends, or professionals—can make a meaningful difference in someone’s ability to cope and move forward. This experience has inspired me to pursue a career in the mental health field because I want to be someone who can provide that kind of support for others. I am especially interested in being a person who listens without judgment and helps individuals feel less alone in what they are going through. I believe that one of the most powerful tools in mental health care is simply making someone feel understood and validated, especially during moments when they may feel isolated. My career aspirations have been shaped by the realization that many individuals struggle in silence. This is why I want to contribute to mental health support and awareness in a meaningful way. I want to help reduce stigma around emotional struggles and encourage more open conversations about mental health, especially among young people who may not always feel comfortable asking for help. In terms of suicide prevention, I believe the most important impact I can make is through awareness, connection, and early support. Many individuals who are struggling do not necessarily want to be invisible—they often need someone to notice, listen, and respond with care. I hope to be someone who can recognize signs of emotional distress and respond in a compassionate and supportive way. Whether through direct support, education, or advocacy, I want to help create environments where people feel safe reaching out before they reach a crisis point. Overall, my experience with loss has given me a deeper understanding of human vulnerability and the importance of emotional support. It has shaped my desire to enter a helping profession where I can make a positive difference in people’s lives. I want my future work in mental health to focus on compassion, prevention, and connection, with the goal of helping individuals feel supported, valued, and never alone in what they are facing.

Being a first-generation college student has deeply shaped my sense of purpose by teaching me the value of education, resilience, and opportunity. Growing up in a Romanian immigrant family, I learned that higher education is not just a personal achievement, but a way to honor my family’s sacrifices and create new possibilities for the future. Because I am the first in my family to attend college, I have had to navigate unfamiliar systems, advocate for myself, and learn how to succeed without a step-by-step guide. While this has been challenging at times, it has also helped me become more independent, determined, and motivated to keep pushing forward. My personal experiences have also shaped my passion for helping others, especially those who feel unheard or face barriers in communication. Living with Selective Mutism has given me firsthand understanding of what it feels like to struggle to express yourself, even when you have something to say. This experience has strengthened my empathy and inspired my interest in speech-language pathology, where I hope to help individuals overcome communication challenges and feel confident using their voices. Overall, my experiences as a first-generation student and someone navigating communication challenges have given me a strong sense of purpose centered on service, advocacy, and helping others feel understood and empowered.

One of the most significant challenges I faced during school was learning how to navigate Selective Mutism while still trying to succeed academically and socially. Selective Mutism is an anxiety-based communication disorder that makes it extremely difficult for me to speak in certain situations, even when I know exactly what I want to say. While I am able to communicate comfortably in environments where I feel safe, school settings—especially those involving unfamiliar peers, group participation, presentations, or being called on unexpectedly—often created intense pressure that made verbal communication feel overwhelming or temporarily inaccessible. This meant that something as simple as raising my hand or answering a question in class could become a major internal challenge, even if I was fully prepared academically. This challenge affected me in both academic and personal ways throughout my schooling. In earlier years, I often struggled to participate in class discussions, ask questions when I needed help, or verbally demonstrate my understanding of material. Even when I was confident in my knowledge and had studied thoroughly, the anxiety surrounding speaking could prevent me from expressing my ideas in real time. This sometimes led to situations where my teachers or peers did not fully see the extent of my understanding, which was frustrating because my internal knowledge did not match my outward expression. I also had to learn how to manage moments of pressure or attention, such as being unexpectedly called on, which could heighten anxiety and make it even more difficult to respond verbally. Socially, Selective Mutism also made it harder to feel fully connected in group settings, especially when I was younger. Conversations that come naturally to others sometimes required significant mental preparation for me. I would often overthink how to respond or feel pressure to speak “correctly,” which could create hesitation. This sometimes led to moments where I felt misunderstood or disconnected, not because I lacked the desire to engage, but because communication itself felt like a barrier I had to carefully navigate. Over time, I began to understand that this challenge was not something that would disappear overnight, but something I would need to approach with patience, consistency, and gradual growth. I began to overcome this challenge by focusing on small, intentional progress rather than expecting immediate change. Instead of forcing myself into high-pressure speaking situations all at once, I worked on building comfort in environments where I felt slightly safer and more supported. This included speaking in very small group settings, preparing responses ahead of time so I felt more confident, and gradually increasing my participation in classroom discussions when I felt ready. I also learned to give myself time to process before speaking, which helped reduce the pressure of feeling like I needed to respond instantly. These small steps, while not always noticeable to others, were meaningful milestones in my personal growth. Another important part of overcoming this challenge was learning how to advocate for myself academically. I began communicating with teachers when possible to help them understand my situation, which allowed me to demonstrate my knowledge in alternative ways when speaking was difficult. Written assignments, prepared responses, participation through notes or online platforms, and active listening became important tools that ensured my academic performance reflected my true understanding rather than my ability to speak in the moment. This helped me stay engaged in my education while also respecting my communication needs. Outside of the classroom, I also challenged myself through service and leadership roles that encouraged gradual communication growth in structured environments. Volunteering in my church’s children’s ministry helped me practice interacting with others in a supportive and predictable setting, which reduced some of the anxiety I typically experienced in school. Working with another church’s community outreach program allowed me to observe and participate in service that emphasized empathy, patience, and connection with diverse individuals. In addition, my involvement in the First-Year Experience (FYE) program at my college has helped me continue building confidence by supporting new students, sending communications, offering guidance, and engaging in structured interactions that feel purposeful and meaningful. Although Selective Mutism continues to be something I manage, it has significantly shaped my character, resilience, and future goals. Overcoming this challenge has taught me patience with myself, persistence in the face of difficulty, and empathy toward others who may be struggling in ways that are not always visible. It has also deeply influenced my decision to pursue speech-language pathology because I understand firsthand how communication challenges can affect confidence, education, relationships, and overall quality of life. I know what it feels like to have thoughts and ideas that are difficult to express outwardly, and that lived experience motivates me to help others find their voices and feel understood. Most importantly, this challenge has taught me that growth is not linear and does not always happen quickly. Progress often comes in small, quiet steps that build over time, even when they are not immediately visible to others. While Selective Mutism has been one of the most difficult aspects of my school experience, it has also become one of the most meaningful parts of my personal journey. It has shaped who I am today and continues to guide my desire to create supportive, inclusive environments where individuals feel safe, valued, and empowered to communicate in their own way.

Attending higher education is an essential step in helping me achieve my future goals because it will provide me with the academic knowledge, clinical training, and professional experience needed to become a skilled speech-language pathologist. While my passion for helping others has been shaped by my personal experiences and volunteer work, higher education will give me the scientific foundation and evidence-based practices required to support individuals with communication disorders effectively and responsibly. In college, I am learning about the biological, psychological, and linguistic aspects of communication, which are all necessary to understand how speech and language develop and how they can be affected by different conditions. This education will allow me to move beyond general support and into specialized, research-based intervention. It will also give me opportunities to participate in clinical experiences where I can apply what I am learning in real-world settings. These hands-on opportunities are important because they help me develop not only technical skills, but also confidence in working with diverse populations. Higher education will also help me grow personally by strengthening my ability to think critically, advocate for others, and communicate effectively in professional environments. As someone with Selective Mutism, I understand the importance of finding safe spaces to express yourself, and college provides me with opportunities to continue building my communication confidence in structured and supportive settings. It is also helping me become more comfortable in leadership roles, such as my involvement in the First-Year Experience (FYE) program, where I support and guide new students. Beyond academics, higher education will connect me with mentors, professors, and peers who are also passionate about healthcare and service. These relationships will help shape my professional identity and prepare me to enter a field where collaboration and continuous learning are essential. I believe that being surrounded by others who are committed to helping people will push me to grow and stay focused on my long-term goals. In the future, I plan to create a positive impact by using my education to support individuals who face communication barriers, especially those who may not have access to early or consistent intervention. I want to work with children and adults who struggle with speech, language, or communication challenges, helping them build the skills and confidence they need to express themselves. I am especially passionate about increasing awareness of communication disorders so that families and communities can better understand when support is needed and how to access it. I also hope to contribute to more inclusive environments in schools and healthcare settings, where individuals with communication differences are not overlooked or misunderstood. By combining clinical expertise with empathy and advocacy, I want to ensure that every person feels heard and valued. Ultimately, higher education will give me the tools to turn my passion into impact. It will allow me to grow into a professional who not only understands communication disorders academically but also approaches every individual with patience, respect, and compassion. Through this combination of knowledge and empathy, I hope to make a lasting difference in the lives of others and contribute to a more inclusive and understanding world.

I will use my unique talents and skills in communication, empathy, and advocacy to help build a more understanding and inclusive global community, especially through my future career in speech-language pathology. One of my strongest skills is my ability to recognize when someone is struggling to express themselves and to respond with patience and support rather than judgment. This skill has been shaped by both my personal experiences with Selective Mutism and my involvement in service roles within my church and college community. Living with Selective Mutism has given me a deep understanding of what it feels like to have thoughts and emotions that are difficult to express in certain situations. Because of this, I have become more observant of nonverbal communication and more sensitive to the emotional needs of others. I understand that communication is not always about speaking clearly or confidently; it is also about feeling safe enough to be heard. This perspective allows me to approach others with empathy and to create spaces where people feel less pressure and more acceptance. In addition to my personal experience, my volunteer work has helped me strengthen my ability to connect with others in meaningful ways. Through my church’s children’s ministry, I have learned how to communicate in ways that are encouraging, patient, and developmentally appropriate. Through another church’s community outreach program, I have seen firsthand how important it is to meet people where they are and provide support without assumptions. In my role with the First-Year Experience (FYE) program at my college, I help guide students through a major life transition, offering encouragement and communication that helps reduce stress and isolation. As I continue my education, I plan to build on these skills by becoming a speech-language pathologist. In this role, I will be able to directly support individuals who face communication barriers due to developmental delays, anxiety-based disorders, neurological conditions, or other challenges. My goal is not only to provide therapy but also to advocate for awareness and inclusion so that communication differences are better understood and accepted in society. I also hope to contribute to a broader cultural shift in how communication differences are viewed. Too often, individuals who struggle to express themselves are misunderstood or overlooked. I want to help change that by promoting empathy, education, and early intervention. By working in schools, clinics, and community settings, I can help ensure that individuals receive support earlier and are given the tools they need to participate fully in their communities. Ultimately, I plan to use my talents to build connections where there is misunderstanding and confidence where there is silence. By combining my lived experience, my education, and my passion for helping others, I hope to contribute to a global community that values every voice and makes space for all forms of communication.

I am someone who is deeply committed to growth, service, and helping others feel understood, and a large part of who I am has been shaped by my experience living with Selective Mutism. Selective Mutism is an anxiety-based communication disorder that makes it extremely difficult for me to speak in certain social or performance situations, even when I fully understand what I want to say. While I am able to communicate comfortably in some environments, there have been many moments in my academic and social life where speaking has felt overwhelming or physically blocked due to anxiety. Growing up with Selective Mutism has had a significant impact on my schooling. In earlier years, I often struggled to participate in class discussions, ask questions when I needed help, or express my thoughts verbally in group settings. Even when I was prepared academically, the anxiety surrounding speaking could prevent me from fully demonstrating my knowledge. Over time, I have worked hard to develop coping strategies and gradually build confidence in communication. This process has not been easy, but it has taught me patience, resilience, and the importance of persistence even when progress feels slow. Rather than holding me back, my experience with Selective Mutism has also shaped my career path in a meaningful way. It is one of the reasons I am pursuing speech-language pathology. I understand firsthand how isolating it can feel when you are unable to express yourself the way you want to. Because of this, I want to help others who face communication challenges, whether due to anxiety, developmental differences, or neurological conditions. My personal experience allows me to approach this field with empathy and a deeper understanding of what patients may be experiencing emotionally as well as clinically. Outside of academics, I have also worked to challenge myself by engaging in service roles such as volunteering in my church’s children’s ministry, participating in community outreach through another church, and supporting students through my college’s First-Year Experience (FYE) program. These experiences have helped me gradually build confidence in communication while also reinforcing my passion for helping others feel supported and included. Receiving additional financial support would make a significant difference in my educational journey. As someone pursuing higher education, financial assistance would help reduce the stress of balancing academic responsibilities with financial concerns. It would allow me to focus more fully on my coursework, clinical preparation, and hands-on learning experiences that are essential for my future career in speech-language pathology. Additionally, it would provide me with access to opportunities such as specialized training, professional development, and academic resources that can further prepare me to serve others effectively. Ultimately, my goal is to use my education to make a positive impact on individuals who face communication barriers, just as I have experienced in my own life. Selective Mutism has shaped not only my challenges, but also my purpose. It has given me empathy, determination, and a strong desire to help others find their voice. With continued support, I hope to turn my experiences into a meaningful career where I can advocate for inclusion, empower individuals with communication difficulties, and contribute to a more understanding and accessible world.

I plan to make a positive impact on the world by dedicating my life to helping individuals overcome communication barriers and feel confident expressing themselves. I am pursuing a career in speech-language pathology because I believe communication is one of the most essential parts of human connection, yet it is often taken for granted. When someone struggles to communicate due to speech, language, cognitive, or developmental challenges, it can affect every part of their life, including education, relationships, and self-esteem. My goal is to help remove those barriers so people can fully participate in their communities and feel understood. A large part of my impact will come from working directly with children and adults who need communication support. I want to help individuals with speech delays, language disorders, autism spectrum disorder, selective mutism, and neurological conditions such as stroke or brain injury. In each of these cases, I hope to not only provide therapy, but also encouragement and patience, creating an environment where individuals feel safe to learn and grow. I believe that progress happens best when people feel supported and valued, not rushed or judged. I also plan to make a broader impact by increasing awareness about communication disorders and advocating for early intervention. Many families are not aware of the signs of speech and language delays or do not know how to access services. I want to help bridge that gap by educating communities, supporting schools, and making resources more accessible. Early support can change the entire trajectory of a person’s development, and I want to be part of ensuring that more people receive help when they need it most. In addition to my career goals, my volunteer experiences have shaped how I view service and impact. Through my church’s children’s ministry and another church community outreach program, I have learned the importance of consistency, compassion, and showing up for others. I have also gained leadership and communication skills through my role in the First-Year Experience (FYE) program, where I support new students as they transition into college. These experiences have shown me that even small actions—listening, encouraging, and guiding—can have a meaningful effect on someone’s life. As a woman in healthcare and STEM, I also hope to contribute to a more inclusive and empathetic system. I want to challenge the idea that healthcare is only about efficiency and diagnosis, and instead emphasize the importance of understanding each patient as a whole person. I believe my perspective will allow me to bring both scientific knowledge and compassion into my work. Ultimately, I hope my impact on the world is centered on helping people feel heard, understood, and empowered. Whether through direct therapy, education, or advocacy, I want to create lasting change by improving access to communication support and strengthening the human connections that allow individuals and communities to thrive.

Education is important to me because it represents both opportunity and responsibility. For me, education is not only about gaining knowledge or preparing for a career, but about developing the ability to understand others, think critically, and contribute meaningfully to the world. As someone from a Romanian immigrant family and the first in my family to pursue higher education, I see education as a bridge between where I come from and the future I want to build. It is a path that honors the sacrifices my family has made while also allowing me to create new opportunities for myself and for others. One of the reasons education is so meaningful to me is that I have seen how access to knowledge and support can change a person’s life. In both my community and my volunteer experiences, I have witnessed individuals who struggle not because of lack of effort, but because of limited resources or understanding. This has strengthened my belief that education is one of the most powerful tools for breaking barriers. It is not just something that benefits the individual, but something that can uplift entire families and communities over time. My interest in education is also closely connected to my future career in speech-language pathology. In this field, education is essential not only for professionals, but also for the individuals and families receiving support. Many communication challenges are misunderstood, and part of my role as a future clinician will be to educate others about speech and language development, communication disorders, and the importance of early intervention. I want to help families feel informed and empowered, rather than confused or discouraged, when facing these challenges. The kind of legacy I hope to leave is one centered on compassion, inclusion, and empowerment. I want to be remembered as someone who helped others find their voice—both literally and figuratively. Whether I am working with a child struggling to speak, an adult recovering communication skills after a medical event, or a family trying to understand a diagnosis, I want my impact to be rooted in making people feel heard and understood. I also hope my legacy reflects a commitment to service. Through my involvement in church volunteer work and the First-Year Experience (FYE) program, I have learned the importance of showing up for others in consistent and meaningful ways. I want to continue building that same sense of support throughout my career by creating spaces where individuals feel safe, respected, and valued. Ultimately, I hope my legacy is not defined only by what I accomplish professionally, but by how I treat people along the way. I want to contribute to a world where communication barriers are reduced, where individuals of all abilities are included, and where people feel empowered to express themselves confidently. Education is the foundation that will allow me to pursue this vision, and I plan to use it not only for my own growth but as a way to make a lasting and positive difference in the lives of others.

Selected paragraph (Aristotle, Nicomachean Ethics, Book II, Chapter 6): “Virtue, then, is a state of character concerned with choice, lying in a mean, i.e. the mean relative to us, this being determined by a rational principle, and by that principle by which the man of practical wisdom would determine it. Now it is a mean between two vices, that which depends on excess and that which depends on defect; and again it is a mean because the vices respectively fall short of or exceed what is right in both passions and actions, while virtue both finds and chooses that which is intermediate.” Aristotle’s definition of virtue in this passage is often misunderstood as a simplistic call for moderation, but his underlying meaning is far more complex and psychologically insightful. He is arguing that moral excellence is not defined by rigid rules or equal distance between extremes, but by the ability to use reason to determine the appropriate response in any given situation. Virtue, in this sense, is an active skill of judgment rather than a passive position of balance. It requires continuous self-awareness, emotional regulation, and intellectual discipline. The most important idea in this passage is Aristotle’s claim that virtue is a “state of character concerned with choice.” This shifts ethics away from isolated actions and toward identity formation. For Aristotle, a person is not virtuous because they occasionally do the right thing, but because they consistently choose well for the right reasons. This implies that moral behavior is deeply tied to habit and development. Over time, repeated choices shape who a person becomes, meaning that virtue is built gradually through lived experience rather than achieved instantly through knowledge alone. Aristotle’s idea of the “mean relative to us” further emphasizes that morality is not universal in a simplistic sense. Instead, what counts as appropriate behavior depends on context, individual disposition, and circumstance. For example, the right amount of confidence for one person may be excessive for another, depending on experience, environment, or ability. This challenges the idea of morality as fixed and instead introduces a flexible, situational understanding of ethical behavior. However, this flexibility is not subjective in a chaotic sense, because Aristotle anchors it in rational principle and the judgment of the practically wise person. The reference to the “man of practical wisdom” (phronesis) is central to understanding Aristotle’s argument. Practical wisdom is the intellectual virtue that allows a person to deliberate well about what is good and beneficial in specific situations. It is not merely theoretical knowledge, but applied reasoning shaped by experience. Aristotle is suggesting that virtue cannot exist without this kind of wisdom, because without it, a person cannot properly identify the “mean” in any meaningful way. This prevents virtue from becoming arbitrary, because it is always guided by reason rather than impulse. Aristotle also defines virtue in contrast to two opposing vices: excess and deficiency. This structure highlights his belief that moral failure often comes from imbalance rather than intention alone. Excess and deficiency represent distortions of human emotion and behavior. For instance, courage is destroyed both by recklessness (excess) and cowardice (deficiency). In both cases, the individual fails to respond appropriately to fear and danger. Virtue, therefore, is not the absence of emotion, but the correct regulation of emotion in proportion to reality. What is especially important in this framework is that Aristotle does not treat the “mean” as a fixed midpoint. Instead, it is dynamic and responsive. This means ethical behavior cannot be reduced to simple formulas or universal numerical balance. Instead, it requires constant interpretation and adaptation. This makes morality an intellectual and emotional discipline that must be practiced throughout life. Ultimately, Aristotle’s underlying meaning is that human flourishing depends on the cultivation of rational character. Virtue is not an innate trait nor a set of external rules, but a developed capacity to choose appropriately through reasoned judgment. By framing ethics as a balance between extremes guided by practical wisdom, Aristotle presents morality as something deeply human, requiring both intellectual understanding and lived experience. His philosophy suggests that becoming a good person is not about perfection, but about continuous growth toward thoughtful and measured living in a complex world.

Something I want to build is a future where communication is more accessible, understood, and supported for everyone, especially individuals who struggle to express themselves due to speech, language, or developmental differences. For me, “building” is not just about creating something physical—it is about creating lasting impact through people, relationships, and systems of support that help others feel heard and included. I am currently building this future through my education and my experiences working with children and students in my community. As someone pursuing speech-language pathology, I am learning how communication shapes every part of a person’s life—education, relationships, confidence, and independence. I want to build a career that helps remove barriers that prevent people from fully participating in their world. Whether it is a child with a speech delay, a student with language processing challenges, or an adult recovering from a neurological condition, I want to be part of their journey toward finding their voice. One of the most important things I am building is a foundation of service and trust within my community. Through volunteering in my church’s children’s ministry, I am building patience, consistency, and the ability to connect with individuals at their level. Through another church where we serve the local community, I am building awareness of the needs that exist around me and learning how small acts of service can have a meaningful impact. In my role with the First-Year Experience (FYE) program at my college, I am building leadership skills and learning how to support others during transitions that can feel overwhelming or isolating. These experiences are helping me build the kind of professional I want to become—someone who leads with empathy, listens carefully, and advocates for inclusion. I want to build environments where people feel safe expressing themselves without fear of judgment. I also want to help build greater awareness about communication disorders so that families and communities can better recognize when support is needed and how to access it early. In the future, I hope to build bridges between healthcare, education, and community support systems. I want to help create more accessible speech-language services, especially in underserved areas where resources may be limited. By doing so, I hope to make communication support something that is not a privilege, but a readily available resource for anyone who needs it. Ultimately, what I am building is not just a career—it is a commitment to helping people feel seen, understood, and empowered. If I can help even one person find their voice and use it confidently, then I know I am building something meaningful that will have a lasting impact on both my community and my future.

Although I am not an international student, I come from a Romanian immigrant family, and growing up in a home shaped by a different culture from the one around me has been a meaningful part of my educational and personal development. Being raised between two cultures has given me a unique perspective on communication, education, and the importance of understanding people from different backgrounds. I have learned that cultural identity is not something that exists in isolation—it shapes how we learn, how we interact with others, and how we see opportunities in the world. One of the biggest lessons I have learned from my cultural background is the importance of adaptability. In my family, there was often a balance between traditional Romanian values and the expectations of American education and society. At times, this meant learning how to navigate differences in communication styles, school systems, and social expectations. For example, I had to learn how to confidently express myself in environments where communication styles were more direct and self-advocating, even when that differed from what I was accustomed to at home. This helped me grow into someone who is more confident speaking up, asking questions, and seeking help when needed. Another important aspect of my experience has been learning the value of perseverance. My family’s journey as immigrants required resilience, sacrifice, and determination, and those values were passed on to me. I saw firsthand that success often requires working harder to overcome barriers such as language differences, unfamiliar systems, and limited access to resources. This understanding has motivated me to take my education seriously and to view challenges as opportunities for growth rather than setbacks. My cultural background has also strengthened my ability to empathize with others, especially those who may feel misunderstood or out of place. Because I have experienced what it is like to navigate between different cultural expectations, I am more aware of how important it is for people to feel included and understood. This has influenced my interest in communication and speech-language pathology, where understanding individual differences is essential to providing effective support. Communication is deeply connected to culture, and I have learned that being able to listen and adapt to each person’s unique background is just as important as the technical side of helping them. In addition, growing up in a multicultural environment has helped me become more open-minded and appreciative of diversity. I have learned that there is no single “correct” way to communicate, learn, or succeed. Instead, people bring different strengths shaped by their experiences and cultures. This has encouraged me to approach others with curiosity and respect rather than assumptions. Overall, my experience growing up in a Romanian immigrant family has played a significant role in shaping who I am as a student and as a future professional. It has taught me adaptability, resilience, empathy, and the importance of communication across differences. These lessons continue to guide me as I pursue higher education and prepare for a career where I can help others feel understood, supported, and empowered regardless of their background.

Here is a strong 400–600 word response you can use and personalize if needed: --- One time I helped someone in need was through my involvement in my church’s children’s ministry, where I worked closely with a child who struggled significantly with separation anxiety and communication. At first, the child would become very overwhelmed when their parent left, often crying and refusing to engage with the group. It was clear that they were not only uncomfortable in the environment, but also having difficulty expressing their emotions in a way that others could understand. I took time to sit with them during those moments instead of trying to immediately redirect them into activities. I realized that what they needed most was not pressure to participate, but a calm and consistent presence they could trust. I began greeting them every week with the same routine, speaking gently, and giving them time to adjust at their own pace. I also used simple, encouraging communication to help them express how they were feeling, even when they did not have many words to do so. Over time, I noticed small but meaningful changes. They began entering the classroom with less distress, and instead of immediately shutting down, they would stay close to me while they got comfortable. Eventually, they started participating in activities and interacting with other children. What stood out most to me was not just their progress, but the moment they began to feel safe enough to communicate their needs instead of expressing them through frustration or tears. This experience was important to me because it showed me how powerful patience, consistency, and empathy can be when helping someone in distress. It also helped me understand that helping someone in need is not always about solving a problem quickly, but about creating an environment where they feel supported enough to grow at their own pace. Outside of church, I have also had similar experiences through my role in the First-Year Experience (FYE) program at my college. I have supported new students who were struggling with the transition into college life, whether academically or emotionally. Some students felt overwhelmed by coursework, while others felt isolated or unsure of how to navigate campus resources. In these situations, I made it a priority to check in with them, offer encouragement, and help guide them toward resources that could support their success. Even something as simple as sending reminders, offering reassurance, or listening to their concerns made a difference in helping them feel less alone. Both of these experiences have shaped the way I understand what it means to help someone in need. I have learned that support does not always have to be large or dramatic to be meaningful. Often, it is the small, consistent actions—listening, showing up, and offering reassurance—that have the greatest impact on someone’s well-being. These moments have also influenced my decision to pursue a career in speech-language pathology. I want to continue helping individuals who may struggle to communicate their needs or emotions, and ensure they feel heard and understood. Whether working with children or adults, I hope to create the same kind of safe, supportive environments where people can grow, gain confidence, and find their voice.

I have chosen to pursue a degree in healthcare because I am deeply motivated by the opportunity to help people improve not only their physical well-being, but also their confidence, independence, and quality of life. For me, healthcare is not just about treating conditions—it is about understanding people, meeting them where they are, and supporting them through challenges that often affect every part of their daily lives. I have always been drawn to roles where I can serve others in meaningful, personal ways, and healthcare allows me to combine compassion with science in a way that creates real, lasting impact. My interest in healthcare became stronger as I began to understand how communication plays a central role in overall well-being. This is what led me to pursue speech-language pathology. Communication is something many people take for granted, but for individuals with speech, language, cognitive, or developmental disorders, it can be one of the greatest barriers they face. When someone struggles to express themselves or feels misunderstood, it can affect their education, relationships, mental health, and sense of identity. I want to be part of a field that helps remove those barriers and gives people the tools to be heard and understood. As a woman in healthcare, I hope to make a positive impact by bringing both empathy and advocacy into my work. Women have historically played a significant role in healthcare as caregivers, leaders, and innovators, and I hope to continue that tradition by contributing to more inclusive and patient-centered care. I want to be someone who not only provides treatment, but also listens carefully, advocates for my patients’ needs, and creates a safe space where they feel respected and valued. I also hope to challenge the idea that healthcare is only about efficiency and diagnosis. While clinical knowledge is essential, I believe the most effective care happens when professionals take the time to understand the whole person. In speech-language pathology, this means recognizing that every patient has a unique background, environment, and set of experiences that shape their communication. I want to use my education to provide individualized care that reflects those differences, especially for individuals in underserved communities who may not always have access to consistent support. Additionally, I am passionate about increasing awareness of communication disorders and advocating for early intervention. Many children and adults do not receive help early enough, either because their needs are misunderstood or because services are not easily accessible. As a future healthcare professional, I hope to work in schools, clinics, or community settings where I can help bridge that gap and ensure that individuals receive the support they need as early as possible. Ultimately, I have chosen healthcare because I want my career to be centered on service, impact, and human connection. As a woman in this field, I hope to contribute to a more compassionate and inclusive healthcare system—one where patients feel heard, understood, and empowered. Through my education and future career in speech-language pathology, I plan to make a lasting difference by helping individuals find their voice and use it with confidence.

In a world increasingly driven by technology, authentic human connection is not disappearing, but it is being reshaped. The challenge is not choosing between technology and connection, but learning how to use technology in ways that preserve empathy, understanding, and meaningful interaction. Human connection has always been rooted in communication—listening, responding, and feeling understood—and those core needs remain unchanged even as the tools around us evolve. Technology has made communication faster and more accessible than ever before. We can connect across countries in seconds, maintain relationships over long distances, and access support systems that may not have been available in the past. Social media platforms, messaging apps, and virtual meeting tools have expanded who we can reach and how quickly we can reach them. However, this convenience can sometimes come at the cost of depth. Messages can become brief, misunderstandings can happen more easily, and face-to-face emotional cues such as tone, expression, and body language can be lost. Because of this, preserving authentic connection requires intentionality. We have to choose presence over distraction and depth over convenience when it matters most. Strengthening human connection in this digital age begins with being more mindful about how we communicate. This means actively listening, responding with empathy, and making space for real conversation, even in virtual environments. It also means recognizing when technology should support communication rather than replace it. For example, video calls, voice messages, and collaborative platforms can enhance connection when used thoughtfully, but they should not fully replace in-person interaction when it is possible. Even small actions, like putting a phone away during a conversation or taking time to check in with someone meaningfully instead of sending a quick message, can strengthen relationships and rebuild a sense of presence. Another important part of reimagining human connection is understanding the role of emotional intelligence. Being connected is not only about constant communication, but about meaningful communication. This includes recognizing emotions in others, responding with care, and being willing to be vulnerable in conversations. Technology can sometimes make interactions feel more distant or transactional, so it becomes even more important to be intentional about empathy and understanding. As someone pursuing speech-language pathology, I also see a deeper layer to this issue. Communication is not only about words—it is about the ability to express needs, emotions, identity, and relationships. Many individuals, including those with speech, language, cognitive, or developmental disorders, already face barriers to human connection long before technology enters the picture. In this way, reimagining connection also means making communication more inclusive and accessible for everyone. Speech-language pathology plays a role in this by helping individuals develop the tools they need to connect with others more effectively and confidently, whether through speech, language therapy, or assistive communication devices. The future of human connection should not be defined by less interaction, but by better interaction. It should focus on creating environments—both digital and physical—where people feel heard, valued, and understood. This includes designing technology that supports accessibility, such as communication devices, language-support tools, and telehealth services that expand access to care. It also includes educating people about communication differences so that individuals with disabilities or communication challenges are not excluded from social participation. Ultimately, preserving authentic human connection in a technological world requires balance and awareness. Technology should enhance our ability to connect, not replace the human elements that make connection meaningful. When we combine innovation with empathy, we create a future where communication is not only faster and more efficient, but also more inclusive, compassionate, and deeply human. In that kind of future, connection is not lost—it is expanded, strengthened, and made more accessible to everyone.

I am someone who is deeply committed to service, inclusion, and helping others feel understood and supported. A large part of who I am has been shaped by my experiences working with children, serving my community through church, and supporting first-year college students through the First-Year Experience (FYE) program. These experiences have taught me that meaningful impact often begins with listening, patience, and showing up consistently for others. Through volunteering in my church’s children’s ministry, I have had the opportunity to work closely with young children in a supportive and structured environment. This role has strengthened my ability to be patient, encouraging, and attentive to individual needs. I have learned how important it is for children to feel safe and supported as they grow and learn. In addition, my volunteer work at another church that serves the local community has shown me the importance of outreach and accessibility. Whether helping with community events or supporting families in need, I have seen how powerful it is when people come together to support those who may be facing challenges. My involvement with the First-Year Experience program at my college has also played a significant role in shaping my desire to help others. In this role, I support new students as they transition into college life by providing encouragement, communication, and guidance. Many students experience stress or uncertainty during this transition, and being someone they can rely on has reinforced my belief in the importance of support systems. These experiences have led me to pursue a career in speech-language pathology, where I hope to make a positive social impact serving individuals with special needs. Speech-language pathology is a field dedicated to helping people with communication, language, cognitive, and swallowing disorders. I am especially passionate about working with children and individuals who may struggle to express themselves due to developmental delays, autism, neurological conditions, or other communication challenges. I have seen how difficult it can be for individuals to feel isolated or misunderstood when they cannot communicate effectively, and I want to be part of changing that experience. As a future speech-language pathologist, I plan to make a positive social impact by improving access to communication support, especially in underserved communities. I want to advocate for early intervention services, increase awareness about communication disorders, and help families understand that these challenges are not limitations, but areas where support can lead to meaningful progress. I also hope to work in school or community settings where I can directly support individuals in developing the skills they need to communicate confidently and independently. Ultimately, my goal is to use my education to help individuals with special needs find their voice and feel empowered in their daily lives. I believe that communication is a fundamental human right, and I want to contribute to a world where every person, regardless of ability, has the opportunity to be heard, understood, and included.

I embody a life of service by consistently choosing to be involved in spaces where I can support, guide, and uplift others. Service, for me, is not limited to one setting or role—it is a mindset that I carry into my church, my community, and my academic environment. Through these experiences, I have learned that meaningful service often happens in small, consistent actions that help others feel seen, supported, and valued. One of the most important ways I serve is through volunteering in my church’s children’s ministry. In this role, I help care for and guide young children as they learn foundational values and skills. Working with children has taught me patience, responsibility, and the importance of creating a safe and encouraging environment. Many children thrive when they feel supported by trusted adults, and I take pride in being someone who can contribute positively to their growth and development. In addition, I volunteer at another church that actively serves the local community. Through this experience, I have been involved in outreach efforts that provide resources and support to individuals and families in need. Whether it is assisting with community events or helping distribute resources, I have seen firsthand how impactful it is to simply show up for others. These experiences have strengthened my understanding of compassion in action and the importance of giving back to those who may be facing challenges. I also serve within my college community as part of the First-Year Experience (FYE) program. In this role, I help support new students as they transition into college life. I assist with communication, provide reminders, and offer encouragement to students who may feel overwhelmed or uncertain. This experience has shown me the importance of connection and mentorship in helping others succeed academically and personally. As I continue my education, I plan to carry this commitment to service into my future career in speech-language pathology. SLP is, at its core, a service-oriented profession focused on helping individuals overcome communication barriers and improve their quality of life. I want to use my education to support children and adults who struggle with speech, language, and communication disorders, especially in underserved communities where access to care may be limited. Through clinical training and academic learning, I will gain the skills needed to provide evidence-based care, but I also hope to continue growing as an advocate for inclusion and accessibility. I want to ensure that individuals who feel unheard or misunderstood are given the tools and support they need to express themselves confidently. Ultimately, I embody a life of service by showing up for others in both structured and everyday ways. Whether in church, school, or my future profession, I aim to create spaces where people feel supported, valued, and empowered. My education will allow me to expand this impact by giving me the knowledge and tools to serve others more effectively and on a larger scale.

Being a college-bound student from an immigrant family has shaped the way I see education, opportunity, and responsibility. As the child of a Romanian immigrant family, I grew up understanding that success is not only about individual achievement, but also about the sacrifices made by those who came before me. My family’s journey taught me resilience, hard work, and gratitude for opportunities that were not always easily accessible. Being the first in my family to pursue higher education has made this path feel both meaningful and deeply personal. Growing up, I often witnessed the challenges that come with navigating systems that are unfamiliar. Whether it was language barriers, cultural differences, or simply learning how to access resources, I saw how difficult it can be for immigrant families to fully understand and take advantage of opportunities in education and healthcare. These experiences made me more aware of inequities in access and communication, and they pushed me to become someone who not only works hard for myself, but also looks for ways to support others who may be in similar situations. This perspective is one of the reasons I am pursuing speech-language pathology. Although I am not going into social work, I see strong connections between the two fields in terms of advocacy, inclusion, and service. Social work focuses on connecting individuals to resources and supporting overall well-being, while speech-language pathology focuses on removing communication barriers that often prevent people from accessing those same resources in the first place. In many ways, communication is the foundation of independence, and without it, individuals may struggle to advocate for themselves or fully participate in society. My experience as a college-bound student in an immigrant family has also taught me the importance of representation and breaking cycles. Being the first in my family to attend college is not just an academic milestone—it is an opportunity to open doors for those who come after me. I want to show that it is possible to pursue higher education while honoring your background and using it as a strength rather than a limitation. Through my education and future career, I plan to make a positive impact by working with individuals who face communication challenges, especially in underserved and diverse communities. I want to help children and adults find their voices, whether through speech therapy, language development support, or early intervention services. I am especially passionate about working with families who may face barriers similar to those I have seen in my own community, including limited access to healthcare resources or difficulty navigating systems due to language or cultural differences. Ultimately, I want to use my education to create more inclusive spaces where people feel understood, supported, and empowered. My background as part of an immigrant family has given me both motivation and purpose. It has shown me that education is not just a personal achievement, but a tool that can be used to uplift others and create lasting change.

When I first began thinking about my future career, I was drawn to the idea of social work because I wanted to help people who are facing challenges that affect their daily lives, relationships, and overall well-being. I was especially interested in supporting individuals who felt overlooked or lacked access to resources. Social work initially seemed like the most direct way to serve the community because it focuses on advocacy, connection to services, and meeting people where they are in life. I liked the idea of being a steady support system for individuals and families navigating difficult circumstances. However, as I explored this path further and began learning more about different helping professions, my perspective shifted. I realized that while I deeply value the goals of social work, I am more specifically drawn to communication and its role in human connection. This is what led me to speech-language pathology (SLP). Although I am not pursuing social work, I see a strong overlap between the two fields. Both are rooted in advocacy, inclusion, and improving quality of life. Both require understanding a person’s environment, barriers, and emotional needs—not just their surface-level challenges. In many ways, SLP allows me to contribute to the same mission of empowerment, but through a more specialized healthcare lens focused on communication. Speech-language pathology feels like the ideal path for me because communication is foundational to everything social work aims to support. If someone cannot express their needs, understand others, or communicate effectively, it becomes significantly harder to access services, build relationships, or advocate for themselves. SLP gives me the tools to directly address that barrier. Instead of only connecting individuals to resources, I can help them develop the communication skills needed to access those resources independently and confidently. Since shifting my focus, I have developed a clearer understanding of how I want to serve my community. I plan to work with children and adults who experience communication disorders, including speech delays, language impairments, autism spectrum disorders, selective mutism, and neurological conditions such as stroke or brain injury. I am especially interested in working in school systems and community-based settings where early intervention and accessibility are critical. Many individuals go without support simply because their needs are not recognized early enough or because services are not readily available in their communities. My goal is to give back by increasing access to speech and language services and advocating for early identification and intervention. I want to help families understand that communication challenges are not a reflection of intelligence or effort, but areas where support can make a meaningful difference. I also hope to contribute to creating more inclusive environments where individuals with communication differences feel understood rather than isolated. Ultimately, while I did not continue down the social work path, I recognize that speech-language pathology aligns closely with its core mission of helping people live fuller, more independent lives. Through SLP, I plan to support my community by strengthening one of the most essential human skills—communication—and ensuring that every individual has the opportunity to be heard, understood, and included.

The legacy I hope to create is one rooted in giving people a voice—especially those who feel overlooked, unheard, or misunderstood. My future is centered around becoming a speech-language pathologist, but beyond that, I want to build something lasting: a space where communication is not seen as a limitation, but as a bridge to confidence, connection, and opportunity. One day, I hope to open my own speech therapy practice that serves children, families, and individuals with diverse communication needs. While i do hope to work with all kinds of needs, i do hope to specialize as well and work with children and adults who have Selective Mutism. What will make my practice different is its intentional focus on both accessibility and understanding. With my background in psychology and my training in American Sign Language, I want to create an environment where clients are met with patience, empathy, and multiple ways to communicate. Whether a child is navigating speech delays, someone is experiencing anxiety-related communication challenges, or a Deaf or hard-of-hearing individual needs support, my goal is to ensure that no one feels left out of the conversation. My legacy is not just about the business I built, but about the impact it leaves behind. I want families to walk away feeling supported, children to gain confidence in themselves, and individuals to realize that their voice—no matter how it comes out—is valuable. In the long term, I hope to expand my work beyond a single practice by mentoring others, advocating for communication accessibility, and contributing to a broader shift in how people understand communication disorders. I believe I have already shone my light in quieter, but meaningful ways. Living with my own challenges in communication has taught me empathy, patience, and resilience. I bring those qualities into my daily interactions—whether it’s encouraging someone who feels unsure, showing kindness in situations where others may not understand, or simply choosing to keep showing up even when things feel difficult. My light is not always loud, but it is steady. It shows in my determination to grow, my willingness to support others, and my commitment to turning my personal challenges into something that can help someone else. Creating a legacy does not happen all at once; it is built through consistent actions, small moments, and the decision to use your experiences for something greater than yourself. Through my education, my future career, and the business I hope to create, I plan to build a legacy that reflects compassion, purpose, and the belief that every person deserves to be heard.

One of the people I admire most is my mom, whose unwavering support and belief in me shaped both my confidence and my desire to pursue further education. Growing up with selective mutism, I often struggled to express myself in academic and social settings. While others sometimes mistook my silence for disengagement, my mom understood that my quietness was rooted in anxiety, not a lack of ability. Her patience and advocacy became the foundation that allowed me to grow. My mom consistently reminded me that my voice mattered, even when it was difficult for me to use it. She worked closely with teachers, encouraged alternative ways for me to participate, and celebrated my efforts rather than just outcomes. Instead of allowing selective mutism to define my limits, she reframed it as something I could learn to navigate. Watching her advocate for me inspired my belief in the power of education and the importance of supportive environments that meet students where they are. Her example directly influenced my decision to pursue higher education. I wanted to better understand communication, anxiety, and learning so that I could support others who face similar challenges. Education became more than a personal goal; it became a way to turn my experiences into meaningful impact. My mom’s emphasis on perseverance and self-advocacy pushed me to challenge myself academically and personally, even when it felt uncomfortable. That mindset led me to participate in speech and debate and mock trial—activities that once seemed completely out of reach. Public speaking had long been one of my greatest fears, and structured argumentation or courtroom simulations felt overwhelming. However, I recognized that avoiding these challenges would only reinforce my anxiety. With my mom’s encouragement, I chose to step into spaces that demanded growth rather than comfort. Speech and debate and mock trial provided structured, supportive environments where preparation and practice made communication feel manageable. Through these experiences, I learned how to organize my thoughts, defend ideas, and speak with confidence, even under pressure. Each opportunity to participate strengthened my resilience and reinforced that my voice had value. My mom’s belief in me, combined with the confidence I gained through these activities, solidified my motivation to continue my education in a field centered on communication and advocacy. What began as fear evolved into purpose. Through education, I hope to reflect the same encouragement my mom gave me by helping others find their voices and recognize their own potential.

One of the most defining challenges in my life has been growing up with selective mutism. For much of my childhood and adolescence, there were environments—especially classrooms—where my voice felt inaccessible, even though my thoughts were not. I knew what I wanted to say, I understood the material, and I wanted to connect with others, but anxiety created a barrier between my intentions and my ability to speak. This challenge shaped how others perceived me, but more importantly, it shaped how I learned to understand myself. For a long time, selective mutism felt like a limitation that set me apart in uncomfortable ways. Group discussions, presentations, and even simple interactions with peers became sources of stress. I often worried that my silence would be mistaken for a lack of interest or ability. However, navigating these experiences forced me to develop strengths that I might not have otherwise discovered. I became an attentive listener, highly observant, and deeply empathetic to those who struggle to express themselves. When speaking was difficult, I learned to communicate through preparation, written expression, and nonverbal cues, skills that continue to serve me today. As I grew older, I began to see selective mutism not only as a challenge but also as a source of purpose. Learning about psychology and communication helped me put language to my experiences and understand that my struggle was not a personal failure, but a real and valid condition. This realization was empowering. Instead of trying to hide my anxiety, I began working through it—gradually pushing myself outside of my comfort zone by participating in class, mentoring younger students, and taking on leadership roles that once would have felt impossible. One of the most meaningful moments of growth came when I stepped into a mentoring role for first-year college students. Supporting others as they adjusted to a new academic and social environment required communication, encouragement, and presence. Although this challenged my comfort zone, it also affirmed how far I had come. I was no longer defined by my silence; instead, I was using my experiences to make others feel seen, supported, and understood. Selective mutism taught me resilience, patience, and compassion. It shaped my desire to pursue a career focused on communication and advocacy, where I can help others find their voices in ways that work for them. What once felt like an obstacle has become a foundation for growth, motivation, and purpose. This challenge did not limit my potential—it clarified it, pushing me to grow into someone who values understanding, persistence, and the power of being heard.

My plans are rooted in a lifelong desire to give others what I often needed myself: patience, understanding, and a safe space to communicate without fear. I am currently pursuing a degree in psychology with a minor in American Sign Language, and my goal is to continue into graduate school to become a speech-language pathologist. I hope to specialize in working with children who struggle with communication-based anxiety disorders, especially selective mutism—something I know intimately from my own childhood. Growing up with selective mutism meant that even when I had thoughts, ideas, and questions, I couldn’t always express them. I remember sitting in classrooms with answers in my head and a voice that refused to come out. Teachers sometimes interpreted my silence as defiance or shyness, when in reality, it was fear. Over time, the few professionals who truly understood selective mutism made all the difference. Their patience taught me what compassionate care looks like, and their belief in me helped me find confidence in my voice, both spoken and unspoken. Those experiences are the foundation of my career goals today. I want to be the kind of speech-language pathologist who sees the child behind the silence—someone who recognizes that behavior is communication and that every child deserves to feel safe enough to express themselves. My career vision includes working in schools, private clinics, or early-intervention settings, and eventually advocating for greater awareness of selective mutism and other anxiety-related communication challenges. I also hope to incorporate ASL into my work to serve children who benefit from alternative or supplementary communication methods. My goal is not just to help children speak, but to help them feel understood. However, achieving this dream comes with financial challenges. As a first-generation college student from an immigrant family that fled communist Romania with nothing, I grew up with a deep appreciation for education and a clear understanding of the financial sacrifices required. My parents worked tirelessly to rebuild their lives in the United States, and their perseverance is a constant motivator for me. Even with financial aid, scholarships, and working part-time, I still face significant educational expenses. Every semester includes tuition payments that are not fully covered, along with required materials, transportation, and the cost of clinical preparation as I move closer to graduate school. This scholarship would greatly reduce the financial pressure that often weighs on my academic progress. With support from this award, I would be able to devote more time to my studies, research experiences, and hands-on opportunities that will prepare me for graduate school. It would also reduce the number of hours I need to work during the semester, allowing me to stay focused and fully engaged in my coursework. Most importantly, it would help ensure that financial barriers do not limit my ability to pursue a career that has personal and meaningful purpose. Ultimately, this scholarship is not just funding—it is an investment in the children and families I hope to serve. It brings me one step closer to becoming a professional who empowers others to find their voice, just as I once needed someone to help me find mine.

My plans are rooted in a lifelong desire to give others what I often needed myself: patience, understanding, and a safe space to communicate without fear. I am currently pursuing a degree in psychology with a minor in American Sign Language, and my goal is to continue into graduate school to become a speech-language pathologist. I hope to specialize in working with children who struggle with communication-based anxiety disorders, especially selective mutism—something I know intimately from my own childhood. Growing up with selective mutism meant that even when I had thoughts, ideas, and questions, I couldn’t always express them. I remember sitting in classrooms with answers in my head and a voice that refused to come out. Teachers sometimes interpreted my silence as defiance or shyness, when in reality, it was fear. Over time, the few professionals who truly understood selective mutism made all the difference. Their patience taught me what compassionate care looks like, and their belief in me helped me find confidence in my voice, both spoken and unspoken. Those experiences are the foundation of my career goals today. I want to be the kind of speech-language pathologist who sees the child behind the silence—someone who recognizes that behavior is communication and that every child deserves to feel safe enough to express themselves. My career vision includes working in schools, private clinics, or early-intervention settings, and eventually advocating for greater awareness of selective mutism and other anxiety-related communication challenges. I also hope to incorporate ASL into my work to serve children who benefit from alternative or supplementary communication methods. My goal is not just to help children speak, but to help them feel understood. However, achieving this dream comes with financial challenges. As a first-generation college student from an immigrant family that fled communist Romania with nothing, I grew up with a deep appreciation for education but also an understanding of the financial sacrifices required, and I worked tirelessly to rebuild my life in the United States. Their perseverance is a source of inspiration for me. Even with financial aid, scholarships, and working part-time, I still face significant educational expenses. Every semester includes tuition payments that are not fully covered, along with required materials, transportation, and the cost of clinical preparation as I move closer to graduate school. This scholarship would greatly reduce the financial pressure that often weighs on my academic progress. With support from this award, I would be able to devote more time to my studies, research experiences, and hands-on opportunities that will prepare me for graduate school. It would also reduce the number of hours I need to work during the semester, allowing me to stay focused and fully engaged in my coursework. Most importantly, it would help ensure that financial barriers do not limit my ability to pursue a career that has personal and meaningful purpose. Ultimately, this scholarship is not just funding—it is an investment in the children and families I hope to serve. It brings me one step closer to becoming a professional who empowers others to find their voice, just as I once needed someone to help me find mine.

1. I grew up as the daughter of Romanian refugees who fled communism to build a safer life in the United States. Their resilience shaped my understanding of strength, sacrifice, and the importance of caring for others. Alongside this, I navigated my own challenge—selective mutism—which made everyday communication overwhelming. While many children spoke freely, my anxiety often kept me silent. Overcoming this experience required patience, compassion, and support from people who understood me beyond my silence. These experiences sparked my passion for human health and wellness, especially in the areas of communication, mental health, and childhood development. I am now a psychology major with an ASL minor, working toward becoming a speech-language pathologist. I want to help children who feel misunderstood, anxious, or unheard—children who remind me of myself at that age. My values are rooted in empathy, perseverance, and cultural awareness. I believe in meeting people where they are, honoring all communication styles, and ensuring that care is accessible to those who need it most. My journey—from growing up in a refugee family to finding my own voice—has inspired my commitment to supporting others on their path toward confidence, health, and connection. 2. To me, empathy means fully seeing another person—understanding their emotions, honoring their lived experiences, and responding with compassion rather than judgment. It is more than feeling for someone; it is making the effort to feel with them. Empathy requires slowing down, listening intentionally, and creating space for people to express themselves in ways that feel safe and authentic. It is a commitment to connection, clarity, and care. Empathy is especially essential in the field of speech-language pathology, the career I hope to pursue. Many children who struggle with communication also struggle with confidence, anxiety, or fear of being misunderstood. Growing up with selective mutism taught me firsthand how overwhelming and isolating communication challenges can be. A therapist’s tone, patience, and understanding can either build trust or shut down progress. Empathy is what allows a clinician to look beyond outward behavior—like silence, withdrawal, or frustration—and recognize the fear or vulnerability underneath. As a future speech-language pathologist, empathy will guide the way I build relationships with clients and their families. I want each child to know that their voice, spoken or unspoken, matters. I want families to feel supported, educated, and understood, not rushed or dismissed. My own journey showed me that empathy is what transforms therapy from a series of tasks into a safe and empowering experience. To ensure my work remains human-centered, I plan to approach every client as an individual with unique strengths, cultural backgrounds, and communication styles. This means using culturally responsive practices, incorporating a family’s linguistic and cultural preferences, and adapting treatment goals to each child’s pace and comfort level. It also means collaborating with families as equal partners and advocating for accessible, inclusive services—especially for children from marginalized or underserved communities. A human-centered approach also requires humility: being open to learning, acknowledging my clients as experts in their own experiences, and adjusting my methods based on their needs. I believe the best care happens when a therapist listens closely and respects the person in front of them—not just their diagnosis. Empathy is the foundation of meaningful, ethical, and effective care. It shapes how I hope to show up as a clinician, a community advocate, and a human being. My goal is to ensure that every child I work with feels seen, valued, and supported—just as I once needed someone to see me.

My dreams have always been shaped by two things: growing up with selective mutism and being raised by parents who fled communist Romania as refugees. Even though I was born in the United States, my family’s story meant I grew up understanding struggle, sacrifice, and what it means to rebuild a life from nothing. Their resilience shaped my own. When speaking felt impossible, and anxiety made even simple conversations overwhelming, I remembered what my parents overcame—and it pushed me to keep trying. Today, I’m a psychology major with an ASL minor, working toward my dream of becoming a speech-language pathologist. I want to help children who feel trapped in silence, misunderstood, or anxious—kids like I once was. My current journey involves gaining experience through volunteer opportunities, mentorship programs, and being engaged on campus whenever possible. I love giving back, whether through helping younger students, supporting mental health awareness, or being involved in communities that uplift children with communication differences. Even though my family has always faced financial challenges as first-generation immigrants, we’ve always valued education. Still, balancing school costs with living expenses hasn’t been easy. I’ve worked hard, taken responsibility for my own goals, and learned to navigate obstacles with creativity and determination. This scholarship would be more than financial support—it would be a bridge between where I am and the future I’m building. It would allow me to focus more on my studies, gain the clinical and community experience I need, and continue working toward a career centered on compassion, communication, and advocacy. Personally, it would honor the sacrifices my family made. Professionally, it would move me closer to becoming the therapist who helps children find their voices, just like others once helped me find mine. This is who I am—determined, grateful, and committed to turning challenges into purpose.

One of the most significant struggles I have faced is growing up with selective mutism, a condition that made speaking in certain situations feel almost impossible. While many children express themselves freely in classrooms or social settings, I often felt frozen—wanting to participate but unable to push the words out when anxiety became overwhelming. This struggle affected every part of my daily life, from answering questions in school to making friends. It often felt isolating, especially when people misunderstood my silence as disinterest or stubbornness. To overcome this challenge, I had to develop a level of resourcefulness and responsibility that most children my age never had to think about. I became intentional about advocating for myself, whether that meant communicating through writing when speaking felt too difficult or working closely with teachers to create small, manageable goals. In therapy, I learned practical strategies—gradual exposure, breathing techniques, and self-monitoring—that helped me gain confidence one step at a time. I made the responsibility of my progress my own, practicing skills outside of sessions, pushing myself to attempt new situations, and celebrating small victories even when no one else noticed. My family background also strengthened my determination. My parents came to the United States as refugees after fleeing communist Romania, hoping to build a life free from oppression and fear. Growing up hearing their stories, I learned early on what resilience looks like—how courage often happens quietly, through persistence and the willingness to keep trying even when circumstances feel heavy. Though I was born in the U.S., the sacrifices my parents made shaped my understanding of responsibility. I felt a deep desire to honor their journey by working hard, staying focused in school, and confronting my own challenges instead of avoiding them. Their experiences remind me that courage is not always loud; sometimes it sounds like a whisper, or in my case, a voice slowly learning to come out. This combination of personal and family resilience has shaped who I am as a student. I approach challenges with patience and problem-solving, knowing that progress is possible even when it is slow. I am not afraid to use available resources, advocate for my needs, or find creative ways to communicate. These qualities have made me a motivated and self-aware learner. As a future professional, these experiences form the foundation of the work I hope to do. Overcoming selective mutism—and growing up in a family that rebuilt their lives from nothing—has inspired me to study psychology, minor in ASL, and pursue a career in speech-language pathology. I want to support children who face communication barriers, anxiety, or misunderstanding, and to be the person who sees the bravery behind their efforts. My journey has taught me resilience, compassion, and the importance of accessible care—qualities I will carry into my education and my career. In every way, overcoming selective mutism and being raised in an immigrant refugee family have shaped my identity. Together, they have taught me that strength is learned, responsibility is chosen, and that even the quietest voices deserve the chance to be heard.

Living with selective mutism has shaped nearly every part of my life—my beliefs, my relationships, and the future I am working hard to build. What began as a confusing and isolating struggle in childhood has grown into a source of strength, self-awareness, and purpose. My journey with mental health has not only taught me persistence but has also inspired the career path I hope to pursue in psychology, American Sign Language, and eventually speech-language pathology. Selective mutism often made simple interactions feel overwhelming. I grew up believing that my silence made me difficult or different, and it took years to understand that my struggle was not a lack of desire to speak, but an anxiety response I couldn’t control. Through therapy, support, and personal growth, I learned to challenge my fears, advocate for myself, and celebrate small victories—like speaking up in class or introducing myself to new people. These moments, once unimaginable, began to reshape my beliefs about what I am capable of. I no longer see myself as someone limited by anxiety, but as someone strengthened by resilience. My relationships have also been deeply influenced by my mental health journey. Selective mutism made forming friendships difficult, and I often worried that my quietness would be misunderstood. Over time, I learned the value of honest communication and surrounding myself with people who were patient, understanding, and willing to listen in ways beyond spoken words. This has taught me to be empathetic and observant, to pay attention to unspoken emotions, and to appreciate every form of connection—qualities that I now carry into all my relationships. Most importantly, my experiences have shaped my aspirations. Having once felt unheard, I want to help others find their voice—literally and emotionally. That is why I am pursuing psychology with a minor in ASL, and why I aim to attend graduate school for speech-language pathology. I want to work with children who struggle with anxiety, communication disorders, or selective mutism, so they feel seen, supported, and capable of growth. I hope to be the person I needed when I was younger: someone who understands that communication takes many forms and that progress looks different for everyone. My journey with mental health has taught me that challenges can become purpose. What once felt like a barrier has become my motivation to make a meaningful difference in my community. I want to use my education to advocate for children, support families, and help create an environment where all voices—spoken or unspoken—are valued. This is not just my story of mental health; it is the foundation for the future I am determined to build.

Living with selective mutism has shaped nearly every part of my life—my beliefs, my relationships, and the future I am working hard to build. What began as a confusing and isolating struggle in childhood has grown into a source of strength, self-awareness, and purpose. My journey with mental health has not only taught me persistence but has also inspired the career path I hope to pursue in psychology, American Sign Language, and eventually speech-language pathology. Selective mutism often made simple interactions feel overwhelming. I grew up believing that my silence made me difficult or different, and it took years to understand that my struggle was not a lack of desire to speak, but an anxiety response I couldn’t control. Through therapy, support, and personal growth, I learned to challenge my fears, advocate for myself, and celebrate small victories—like speaking up in class or introducing myself to new people. These moments, once unimaginable, began to reshape my beliefs about what I am capable of. I no longer see myself as someone limited by anxiety, but as someone strengthened by resilience. My relationships have also been deeply influenced by my mental health journey. Selective mutism made forming friendships difficult, and I often worried that my quietness would be misunderstood. Over time, I learned the value of honest communication and surrounding myself with people who were patient, understanding, and willing to listen in ways beyond spoken words. This has taught me to be empathetic and observant, to pay attention to unspoken emotions, and to appreciate every form of connection—qualities that I now carry into all my relationships. Most importantly, my experiences have shaped my aspirations. Having once felt unheard, I want to help others find their voice—literally and emotionally. That is why I am pursuing psychology with a minor in ASL, and why I aim to attend graduate school for speech-language pathology. I want to work with children who struggle with anxiety, communication disorders, or selective mutism, so they feel seen, supported, and capable of growth. I hope to be the person I needed when I was younger: someone who understands that communication takes many forms and that progress looks different for everyone. My journey with mental health has taught me that challenges can become purpose. What once felt like a barrier has become my motivation to make a meaningful difference in my community. I want to use my education to advocate for children, support families, and help create an environment where all voices—spoken or unspoken—are valued. This is not just my story of mental health; it is the foundation for the future I am determined to build.

Overcoming selective mutism has been one of the most defining challenges of my life. For years, I felt trapped behind an invisible wall—wanting to speak, connect, and participate, yet feeling unable to force the words out when anxiety took over. My journey toward overcoming this challenge has been slow, intentional, and full of small victories that most people never see. With the support of a patient therapist, a compassionate family, and my own determination, I learned to understand my anxiety rather than fight it. Exposure-based strategies, coping skills, and gradual confidence-building helped me take steps that once felt impossible: answering a question in class, introducing myself, or advocating for my needs. I still have moments where anxiety makes communication difficult, but I am no longer defined by those moments. Instead, I see them as reminders of how far I’ve come and how much strength I’ve built. My progress with selective mutism has also shaped the way I want to support others. I know what it feels like to be misunderstood, to be told to “just talk,” and to feel unheard even though I had so much to say. That experience fuels my passion for becoming a mental health and communication professional. As I work toward becoming a speech-language pathologist with a background in psychology and ASL, I hope to create safe, affirming spaces for children who feel overwhelmed by anxiety or communication barriers. I want them to know that silence does not mean weakness and that progress can look different for everyone. Beyond my future career, I am committed to advocating for mental health awareness in my community. Many people still do not understand conditions like selective mutism, and that misunderstanding can prevent children from receiving the support they need. I plan to use my lived experience to educate parents, teachers, peers, and future colleagues about the realities of anxiety disorders, early intervention, and the importance of compassion. Whether through mentorship, community outreach, or creating resources for families, I hope to make mental health support more accessible and less stigmatized. Moving forward, I want to be a voice for those who cannot yet use theirs comfortably. My journey taught me resilience, empathy, and the power of patient, understanding care. By sharing my story and dedicating my career to helping others, I hope to play a role in building a world where mental health challenges are met with support rather than judgment, and where every individual feels safe enough to grow into the fullest version of themselves.

Growing up with selective mutism has shaped nearly every part of my life and identity. For years, I struggled with the disconnect between what I wanted to say and what my anxiety allowed me to express. I often understood everything happening around me, but when the pressure to speak appeared, my voice felt frozen. This experience didn’t just affect my confidence—it shaped how I saw myself, how I connected with others, and how I imagined my future. Over time, I learned that my silence was not stubbornness or shyness, but a real mental health condition that required patience, understanding, and support. Recognizing this changed the way I viewed my own struggles and helped me embrace a kinder, more compassionate view of myself. Mental illness did not just affect me personally; it also shaped my family in meaningful ways. Selective mutism can be confusing for those who have never seen it before, and my family had to learn how to support me when communication felt nearly impossible. They became advocates, researchers, and patient listeners. At times, the condition added stress—misunderstandings, concerns from teachers, and fears about my social development were all part of our daily lives. But it also brought us closer. My family learned to celebrate small victories, to recognize nonverbal communication, and to approach mental health with empathy and openness. Their support taught me the value of a strong, understanding community—something I hope to recreate for others one day. As I grew older, I didn't do any therapy. But my mom saw me not as someone who “wouldn’t” speak, but someone who “couldn’t” yet. That difference changed everything. With time, I gained confidence in my ability to communicate and learned strategies to manage the anxiety that held me back. Slowly, my world expanded: I began speaking more in school, meeting new people, and participating in ways that once felt impossible. These experiences helped me understand how transformative compassionate mental health care can be, especially when delivered by someone who truly listens. Because of this, mental illness has not only shaped my personal growth—it has shaped my aspirations. My lived experiences inspired me to major in psychology, minor in American Sign Language, and pursue a future in speech-language pathology. I want to support children who feel trapped in their own silence, anxious in social settings, or misunderstood by those around them. I want to be the kind of provider who recognizes the courage it takes to try, who celebrates progress even when it’s small, and who understands that healing is not a straight line. My journey gives me a natural sense of empathy and patience, and it motivates me to create safe, inclusive spaces for the children I hope to serve. Mental illness has left a deep imprint on my life, but it has also given me strength, purpose, and direction. It taught me resilience, shaped my relationships, and opened my eyes to the importance of accessible, compassionate care. Most importantly, it helped me discover the career path I feel called to pursue. My past does not define me, but it fuels my desire to make a meaningful difference in the lives of others who are navigating journeys similar to mine.

My lived experience with selective mutism has shaped not only my decision to pursue a career in mental health, but also the type of therapist I hope to become. For much of my early life, communication felt like a barrier I could not cross. I understood everything happening around me, yet when anxiety took hold, my voice felt locked in place. Overcoming this challenge required patience, support, and a therapist who saw me as more than my silence. Those experiences taught me that healing is not linear, trust is built slowly, and progress often looks different for each person. Because of this, I hope to become a therapist who meets clients exactly where they are, who honors all forms of communication, and who creates a space where individuals—especially children—feel safe enough to grow at their own pace. My journey inspired me to pursue psychology, a minor in ASL, and aim for graduate school in speech-language pathology, where I can help others find confidence in their voices—spoken or unspoken. If I could change one thing about the mental healthcare system to create greater access, equity, and inclusion, I would expand early-intervention services that are both affordable and culturally responsive. Too many families wait months or even years for evaluations and therapy because of cost, long waitlists, or a lack of providers who understand their cultural or linguistic background. For conditions like selective mutism and other communication-based anxiety disorders, early support can completely change a child’s developmental path. Accessible early-intervention programs would prevent children from falling behind academically, socially, and emotionally simply because they could not access care soon enough. Making this change would reduce long-term disparities, empower families with tools and education, and ensure that mental health support reaches children before struggles become crises. Teletherapy has opened new possibilities for mental health care by allowing people to connect with providers from wherever they feel most comfortable. One of its greatest benefits is increased access—clients who live in rural areas, have transportation barriers, or feel overwhelmed by in-person sessions can still receive consistent care. Teletherapy has also made specialized services, such as anxiety treatment or communication-based therapies, available to people who may not have local providers outside of major cities. However, teletherapy comes with challenges. Not every client has reliable internet, privacy, or a quiet environment. Children who struggle with attention or anxiety may find virtual sessions harder to engage in, and some therapeutic techniques lose effectiveness without in-person interaction. To better serve diverse communities, innovation must focus on flexibility: hybrid models that blend in-person and virtual sessions, platforms with built-in accessibility features, interpreter integration for multilingual families, and community centers that offer private telehealth rooms for those lacking safe spaces at home. My experiences have taught me that mental health care should never be “one size fits all.” The future of the field depends on providers who understand different communication styles, cultural backgrounds, and individual needs. I hope to be one of those providers—someone who uses empathy, lived experience, and clinical training to help children feel heard, supported, and capable of growth. My journey has shown me the power of compassionate, accessible care, and it is the future I am committed to building.

My name is Rachel Dan. I am a second-generation immigrant, also known as a first-generation American. I am the oldest in my family and have struggled with Selective Mutism. I am a senior in High School. I am homeschooled, and love to travel, read, spend time with my family, and be outdoors. I am been out of the country many times as well as traveling within the US a number of times. I am part of a homeschool Choir, Band, and Cross Country Team. I also volunteer at local community needs. I am involved in my local church as a part of the children's ministry (Sunday School and Nursury), in the Adult Choir, Youth Choir, and Girls Choir, as well as the Church Band. I volunteer for different events that my church puts on including VBS, Baby Showers, Bridal Showers, Shoe Box Packing Party for Samaritans Purse, and so much more. I plan on pursuing a Psychology, Biology, or Communication Disorder career and then going on into the medical field as a Selective Mutism Therapist/counselor. I have struggled with Selective Mutism and overcome a lot of obstacles with it. This led me to see that others are going through the same things I have, for example, growing up in a household where English isn't the first language (a common cause of Selective Mutism), being the firstborn (more common for Selective Mutism), it is also more commonly found in girls than in boys (another thing I relate to). I want to be able to help people who have Selective Mutism. I want to use as many of the study abroad options as I can because, coming from a background where I speak multiple languages, I want to pursue a career that allows me to travel or work abroad. With my degree, I want to move abroad to start a practice in other countries for Selective Mutism, as well as awareness. The United States isn't the only place where people experience this, and I don't want families to have to struggle to make ends meet to send their children over to the US to get treatment and therapy to overcome a lot of the anxiety that comes with Selective Mutism. This might not seem like I am making an impact on the world, but small actions may lead to so much more. Think of it like the butterfly effect. A small change in the world can lead to a whole lot of change in the future. And so these are just a few ways that I see myself making a positive impact on the world around me through my college education and the experiences I have had in my life thus far and will have as a college student.