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Why do you want to be a Psychologist? 5 Sample Answers

If you are considering a career in psychology, it is essential to understand why you want to pursue this field. Whether you are preparing for a job interview or just exploring your options, “Why do you want to be a psychologist?” question is likely to come up. In this article, we will discuss how to answer this question confidently and effectively with some sample answers.

why do you want to be a psychologist answers

Table of Contents

What does a Psychologist do?

A psychologist is a mental health professional who studies human behavior and cognitive processes. They use various techniques and methods to assess, diagnose, and treat various psychological and emotional disorders. They also research to understand better how people think, feel, and behave. Psychologists may work in various settings, such as clinics, hospitals, schools, or private practices, specializing in clinical psychology, counseling psychology, or neuropsychology. Overall, they aim to improve people’s mental health and well-being.

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How to Answer the Interview Question

To answer this question thoughtfully and confidently. Here are some tips for answering this question effectively:

Express your genuine interest in psychology.

When answering this question, showing a genuine interest in psychology is important. Express how you are passionate about understanding the human mind and behavior and believe studying psychology will help you better understand yourself and others. You can also talk about what sparked your interest in psychology, such as a favorite book, class, or research paper. Emphasize how this field aligns with your personal values and life goals.

Connect your past experiences and achievements

Another way to demonstrate your motivation and commitment to psychology is by connecting your past experiences and achievements to the field. Share experiences that demonstrate your curiosity and proactive approach to learning about psychology. You can also mention any relevant courses or extracurricular activities you participated in, such as a psychology club or volunteer work at a mental health clinic. Highlight your achievements, like research projects, papers you’ve written, or papers you’ve presented about psychology. This will show the interviewer that you have some basic knowledge about the field and can be a dedicated psychology researcher, academic, or practitioner.

Explain your career goals

If you already have career aspirations in psychology, sharing them can showcase your long-term dedication and commitment to the field. For instance, you may aspire to be a clinical psychologist, researcher, counselor, or professor of psychology. You can explain how you see the field evolving and your interest in contributing to its growth. This will illustrate your motivation and dedication to psychology and show that you’ve thought through your prospects and have a clear vision of what you want to achieve.

Highlight the values your chosen psychology school or organization represents

When applying to a specific psychology school or organization, it’s important to research its values, mission, and goals since many psychology departments have particular research or practice commitments. When answering this question, reflecting on these commitments and values will demonstrate your enthusiasm and connection to the school or organization. Perhaps you are impressed by the school’s research on a particular mental health issue, for example. Talk about why that research is important and how you would contribute.

Practice and be brief

Finally, practice with a friend or family when answering this question, and aim to be brief and to the point. Be sure to stay on topic, avoid getting sidetracked, and adopt a confident tone, expressing your desire to contribute to the field of psychology. Being concise will show you are professional and serious about being a psychologist. Start with a clear, concise statement that captures your inspiration to study psychology, and use the rest of your time to explain a few points on what you’ve learned and why psychology is important to you.

5 Good Sample Answers to “Why do you want to be a psychologist?”

I want to be a psychologist because I am passionate about understanding human behavior and helping people improve their lives. Psychology is a fascinating field that allows us to explore the depths of the human mind and behavior. As a psychologist, I could apply this knowledge to help individuals overcome various challenges, such as anxiety, depression, trauma, and relationship issues. For instance, I have always been interested in cognitive-behavioral therapy, which helps people change negative thinking patterns contributing to emotional distress. By becoming a psychologist, I could use this approach to help clients achieve greater happiness and well-being.
I want to be a psychologist because I believe mental health is crucial to overall well-being. Unfortunately, many people suffer from mental health problems, and there is still a great deal of stigma surrounding these issues. As a psychologist, I would be able to contribute to reducing this stigma and promoting greater awareness of the importance of mental health. Moreover, I would be able to help people struggling with mental health issues get the support and treatment they need. For example, I could work with individuals who have experienced trauma to help them process their emotions and heal from their experiences.
I want to be a psychologist because I am fascinated by how our past experiences shape who we are and how we interact with the world around us. As a psychologist, I would have the opportunity to explore this topic in-depth and help people understand how their past experiences may affect their current behaviors and attitudes. For instance, I could work with individuals who have experienced childhood trauma to help them understand how their early experiences may impact their relationships and their ability to trust others.
I want to be a psychologist because I am interested in the intersection between psychology and technology. As technology advances, psychologists have many exciting new opportunities to use technology to improve mental health outcomes. For example, virtual reality therapy is a new approach that shows great promise in treating anxiety and PTSD. By becoming a psychologist, I would be able to contribute to the development of these new technologies and to help ensure that they are effective and accessible to everyone who needs them.
I want to be a psychologist because I believe psychology can make a real difference in people’s lives. By helping individuals to understand their thoughts, feelings, and behaviors, we can empower them to make positive changes and achieve their goals. Moreover, psychology has the potential to contribute to broader social and cultural changes, such as reducing prejudice and promoting greater acceptance and understanding of diverse individuals and communities. As a psychologist, I would be able to play a role in these important efforts and to help create a more just and equitable society.

Answering “Why do you want to be a psychologist?” is a great opportunity to express your passion for psychology and how it can make a real difference in people’s lives. Whether you are interested in helping individuals overcome mental health issues, exploring the intersection between psychology and technology, or contributing to broader social change, becoming a psychologist could be the perfect way to pursue your goals. By expressing your passion for psychology, you can demonstrate your commitment to the field and show that you are prepared to use your knowledge and skills to make a positive impact.

Thriving School Psychologist Collective

10 reasons to be a school psychologist.

By Rebecca on July 21st, 2019 in For School Psychologists

why i want to be a school psychologist essay

What is it Like to be a School Psychologist?

I get quite a few emails from prospective school psychologists, asking me what the career is really like. Perhaps they’ve read a review of our illustrious profession on a job site and got scared off – kind of like when you read one bad Yelp review of a place and write it off. Maybe they’ve heard it’s a job that is all testing, or just that it’s really stressful.

I’ll admit, a lot of my focus on this blog over the past three years has been on burnout prevention for school psychologists, and finding your way back to your love of the profession.

I don’t want my lens of infusing self-care into challenging circumstances to paint an unfair picture for new folks that the stress of being a school psychologist outweighs the rewards!

An unbalanced look at the rewards and challenges of school psychology can leave folks interested in the career backing slooooowly away from the grad school job applications.

This career is ah-may-zing and I love it!

How do I love school psychology? Let me count the ways.

Top 10 Reasons to Be a School Psychologist

1) no two days are ever the same .

Anyone who has read my blog for a while will have ample evidence that you never know what you’re going to get when you show up at a school site! One day, I’m chasing a kid over a brick wall, parkour style, because he doesn’t want to do testing with me, and the next day, I’m having a wonderful therapeutic moment with that same kiddo doing an art project about how his brain works.

School psychologists work with different age groups – from preschool to young adults – sometimes all in the same day. You can do an assessment with a student, consultation with a teacher or parent, counseling with one kid AND a group, meet with district leaders about improving a school-wide program, all in one day.

If variety is the spice of life, then OMG this career is spicy! If you enjoy thinking on the fly, problem-solving, and are open to what the day brings you, you’ll love school psychology.

2) Basking in the Awesomeness of Kids (and all their SHENANIGANS).

Hands down, the kids make it all worth it. They are FUNNY. Every day, there’s a moment where I make a connection with a kid or witness kids being KIDS and just bask in their reflected awesome. There is something so powerful about working with students and feeling a positive connection when you work with them individually. As one school psychologist wrote, her favorite part about being a school psychologist: “ Oh man…the good feeling you get when you see a child after an evaluation is complete and they glow and hug and want to come back.”

Another perk is that as a school psychologist, you can find the age group that you love to work with, and mix it up. With such an age range, you can appreciate different things about different ages.

At the elementary level, the kids are so dang cute and earnest and you’ll get a ton of drawings and high-fives and hugs from your students.

At the middle school level, you get to see the social drama unfold and be the calm in their middle school storm to help them through it. Middle schoolers are ripe and ready to connect with you, even if at first, they pretend they’re too cool for school.

High school students are amazing as well, because they have a huge capacity for insight and you can see real positive change unfold before your eyes.

No matter the age group you work with, I can guarantee that as a school psychologist, there will be several times a day where you’ll be laughing and enjoying some awesome kid shenanigans.

3) You Have a Ton of Autonomy in Your Work Day.

I polled the Notes from the School Psychologist Facebook Fans and Thriving School Psychologist Instagram followers about what they love about being a school psychologist. One thing that came up that I’ve taken for granted, but now see as a definite perk, is that in your daily work, you are not micromanaged.

You get your caseload, and you run with it. You decide what to do and when to do it. You decide when to start and end work with a student, as well as how deep you go with each student, based on your own judgement. For the most part, you set your own schedule and have flexibility as to how you want to organize your tasks.

Also, as one school psychologist wrote, “You get to use the restroom whenever you want!” (Sorry teachers…we feel for you on that one!).

4) You Get to Build Long-Term Relationships with Kids and Families.

If you stay in a school or district long enough, you really get to know the students and their families. When you have a solid rapport with kids you’ve known for years, you can really make a difference. The research on resilience shows that to overcome aversive childhood experiences, students need at least one adult they can trust. You can be that adult in the school that they feel safe going to for support, and it’s a real honor.

A school psychologist in our community wrote about the long-term rewards of being a positive force in a student’s life. She wrote that she was stopped at a 5 th grade graduation and a grandparent said, “See this lady? You may not remember her, but she’s had your back since preschool and has helped you through the tough times without you even knowing it. Thank you for always being there.”

Stories like these are a big part of why school psychologists do this job and what keeps you going, even through difficult periods. The seeds are planted every day for being a positive influence on students over time.

5) You Get to be a “Strength Amplifier.”

School psychologists are experts in the development of academic, social-emotional, and behavioral learning. You see the “long view” for students and when you assess a student, you can get a snapshot of their strengths and areas of need. This creates a valuable opportunity to offer students who aren’t feeling successful at school the chance to feel successful.

School psychologists spread knowledge and awareness about different abilities and differences in how kids learn, play, feel, and react to the world around them. Or, as one school psychologist put it, “The most rewarding part for me is when a student can tell me they better understand how their brain works.”

Even when it comes to students with significant disabilities, you get to be the one to really investigate and dive deep into understanding their needs so that you can uncover hidden strengths. As another school psychologist wrote about her favorite part of being a school psychologist: “ I work with the moderate to severely handicapped, and turn over every stone when it comes to taking steps with the team to try to get each student to the next level of progress. It’s so challenging but the fight is worth it to see a child achieve something they couldn’t before .”

6) You Get to Empower Parents to Garner Needed Supports for a Student

The needs of students can be complex. Parents can often feel overwhelmed and not fully equipped to understand how to get the best support for their child.

School psychologists can provide the “big picture” view of the supports available to students, ranging from in-class accommodations and school-wide supports to special education, individualized intensive interventions, and special alternative schools for students. Using this lens, you can partner with parents and be their guide through the process. When you partner with parents, you become part of creating a strong and collaborative school culture.

The reward of having a parent thank you for helping them navigate the complexities of how to address their child’s needs is so rewarding. As one school psychologist noted, her favorite part of being a school psychologist is getting support services done right. She writes, “I love seeing students and their families feel belonging at school, often for the first time EVER.” Indeed, with under-resourced schools, you can often be the one to pick up a dropped ball and help parents make it right by getting the necessary support for their child.

7) You Get to Collaborate with Teachers and Other Support Professionals on a Team

Teachers need support in making sure that they are serving their students in the best ways they can AND have the needed intervention strategies to reach and teach the diverse learning needs of their students. One of the perks of being a school psychologist is that you can connect with inspiring teachers doing amazing things for kids and learn from their awesome. You can also consult with teachers to provide much needed support for working with children who have complex needs.

As a school psychologist, you get to be in the classroom, observing teachers and student interactions, and serving as a thought partner with teachers. I learn so much from the teachers I observe in class and consult with about students I’m working with. Every interaction with a teacher is an opportunity for me to learn a new instructional or classroom management tool for my support toolbox.

There is also so much reward in knowing that when you consult with a teacher about a child with a learning, mental health, or behavioral need, you are not only supporting that teacher, but also being a catalyst for expanding her skill-set for supporting other children with similar needs.

8) You Get to be Constantly Learning New and Interesting Things

There is no shortage of on-the-job learning as a school psychologist! You are constantly getting to dive deeper into understanding neuroscience, principles of learning, behavioral management tools, strategies for enhancing social-emotional learning, and understanding how to support students with a wide range of disabilities.

I have joked before that every year of being a school psychologist is like a dog year of learning, and it’s really quite accurate! Every year I learn so much more, because every year there is new and exciting research about child development and learning.

You can also become a “mini-expert” in areas of interest and work with your schools on passion projects related to that interest. Want to support students with executive functioning difficulties? Have a passion for teaching students mindfulness? Want to work with students with dyslexia?

There are a number of ways you can go deeper into your area of interest: You can consult with teachers about the topic, provide individual or small-group counseling and coaching to boost students’ skills, host a parent education night, or even do a school-wide intervention where you build awareness and develop a positive culture of supporting critical skills you care about.

9) Job Security and Freedom to Relocate

US News and World Report career guides consistently rank School Psychology as one of the top careers in the social sciences, year after year. One of the reasons cited in the 2019 report is the growth in the job market and availability of open positions. The number of school psychologist graduate students is not keeping pace with the number of folks retiring.

Oh, and if you’re a bilingual school psychologist, you’re practically a unicorn that any district would love to hire! With the increasing linguistic diversity of the student population, there is a real need for bilingual school psychologists.

In addition to open positions, another benefit of school psychologist credentials is that they are much more portable than an MFT or professional psychologist credential. Especially if you have your National Certification of School Psychology (NCSP) credential, you won’t be looking at redoing coursework and supervised hours if you have to move states. Many graduate school programs are NCSP-approved, and even if they’re not, you can still get your NCSP credential if you move states and need to do so.

10) You Get to Be an Advocate for Kids

When I polled school psychologists about the top reason that they love their job, a theme that emerged over and over was being able to speak up for kids who are unable or afraid to advocate for themselves. Being a true advocate for kiddos is a huge source of fuel for school psychologists.

As one school psych put it, her favorite part of the job is “ Being an advocate for the underdog, sometimes being the only one in your student’s corner, going against the grain and dropping knowledge so that we change how we interact and view a student.”

YESSSSS!! I totally agree. I love being a catalyst for shifting adults’ perspectives to see a student in a new, positive, and hopeful light.

Similarly, there is a ton of room for advocacy in the special education system. Being experts in the inter-working between school systems and support services, we can make a real difference in students’ learning trajectories. We can connect students to the just-right level of support, whether that support is in the general education classroom or in the special education system.

When allocation of support services is done right, students and families feel a sense of belonging at school. There is nothing more rewarding than seeing students flourish when we successfully partner with parents, teachers, and support staff to rally needed supports around students.

Bonus Reason!

And if that weren’t enough…you also get summers and school vacation time off! This is a huge bonus reason, especially if you have a family of your own or plan to have a family. School psychology is a really family-friendly career, because you are basically on the same schedule as your kids.

Want to Display Your Love of School Psychology?

Oh yeah…got PSYCHED….the Top 10 Reasons to Be a School Psychologist poster is now available! Go on, treat yo’ self or a favorite school psych BFF to some office decor that reminds you of our career’s special blend of awesome-sauce every day!

Click here to order the poster!

Do You Want to Learn More About Reasons Why School Psychology is an Amazing Career?

I give you full permission to follow me all over the Internet!

And I’d love to hear from you practicing school psychologists out there–what is you top reason you love being a school psychologist?

Website: www.thrivingschoolpsych.com

Shop (Get the 10 Reasons to be a School Psychologist Poster today!): www.thrivingschoolpsych.com/shop

Facebook (for school psychologist resources and school psych humor): @schoolpsych

Facebook (for school psychologist resources + mental health advocacy): @thrivingschoolpsych

Instagram (for school psychologist resources + mental health advocacy) @thrivingschoolpsych

LinkedIn (for school psychologists, district leaders, and mental health advocates): https://www.linkedin.com/in/drrebeccabranstetter/

Dr. Rebecca Branstetter is a school psychologist, speaker, and author on a mission to help public school psychologists manage their stress, improve their efficacy and enjoyment in their work, and prevent getting burned out so they can focus on what they love to do—being champions for helping children be the best they can be in school and in life and supporting educators and families.

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Comments on 10 Reasons to Be a School Psychologist

Love this article! I am recently retired after 32 years and am currently applying to go back to work (part-time); I have always loved being a school psychologist. DBF

Thanks Diane! 32 years and still going…congrats! 🙂

I would love to hear more about your experience with undergrad. I am currently considering this as a career. What made you decide school psychology was right for you?

Hi Faye! Thanks for reaching out. It’s an interesting tale how school psych “found me”–as an undergrad I was interested in clinical psych and then I talked with a school psychologist who sold me on the career! My very first blog post talks about this chance encounter. 🙂 In summary, I wanted to help kids who many not be able to afford learning and mental health services. I loved the idea of helping kids at school, where they are all day long! And I’m not gonna lie, I loved the idea of staying on the school system calendar, because it’s great for when you have your own family. I’ll be presenting soon on the 10 reasons I picked school psych at a panel, and will def post that too for your consideration!

How To Become A School Psychologist: Salary, Education Requirements And Job Growth

Updated: Dec 26, 2023, 11:39am

How To Become A School Psychologist: Salary, Education Requirements And Job Growth

School psychologists fulfill an essential role in their students’ education and wellness. These professionals support students and their families through counseling, academic consultation, crisis intervention and mental health support.

If you enjoy working with young people and are interested in helping them succeed emotionally, socially and academically, school psychology may be a good career for you. This article will explore how to become a school psychologist.

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School Psychologist Job Outlook

The U.S. Bureau of Labor Statistics (BLS) projects overall employment for psychologists to increase by 6% from 2022 to 2032, with 1% growth for school psychologists. This increase in demand is due to greater public awareness of the importance of mental health conditions and how these challenges affect student learning, according to the BLS.

School psychologists work with students to address mental health challenges and prevent those challenges from interfering with learners’ ability to succeed in school.

What Do School Psychologists Do?

School psychologists work with students to help them improve and maintain their mental well-being. These professionals use cognitive assessment skills to evaluate and diagnose learning disorders and developmental disabilities, address behavioral challenges, manage crisis intervention activities and provide strategies for improving students’ learning experiences.

School psychologists interact with parents and teachers to recommend solutions to address students’ behavioral challenges in classroom environments. These psychologists may also implement and evaluate school programs. They can suggest solutions for improvement in teaching and learning strategies to help meet their students’ needs.

How Much Do School Psychologists Make?

The median annual salary for school psychologists in the U.S. was $81,500 as of May 2022, according to the BLS. Not all school psychologists work in traditional school settings, however, and exact salaries may vary by industry.

Experience impacts salary as well. According to Payscale , entry-level school psychologists earn an average annual salary of around $59,000. Once a school psychologist has more than 20 years of experience under their belt, this average exceeds $88,000.

Steps to Becoming a School Psychologist

Being a school psychologist comes with stringent requirements, but each state establishes its own rules for licensure. It takes thoughtful planning, years of study and perseverance to become a school psychologist. Below are the steps you need to take to become a school psychologist.

Earn a Bachelor’s Degree

The first step to becoming a school psychologist is earning a bachelor’s degree. This degree is a critical part of your learning process, and you should major in psychology or a related field. After completing your undergraduate studies, you can move on to graduate work.

Earn a Graduate Degree

In addition to a bachelor’s degree in psychology or a similar field, you should earn a graduate degree in school psychology. Most states require school counselors to complete at least 60 graduate credits and a 1,200-hour internship to become licensed. A few states may certify school psychologists who have fewer than 60 graduate credits, but the National Association of School Psychologists (NASP) still requires at least a specialist degree.

NASP is the leading professional organization for school psychologists in the United States. It also provides support to school psychology professionals in 25 other countries.

Specialist-Level Degree

While a master’s degree will help you broaden your knowledge, it’s not enough to become licensed as a school psychologist. A specialist-level degree is the minimum education required for certification or licensure as a school psychologist. Some states may require a doctoral degree. You should check your state’s requirements before enrolling in a graduate program.

The difference between a master’s degree and a specialist-level degree is that a specialist-level degree requires at least 60 credits and an internship, while a master’s degree typically requires fewer hours and no internship. It takes about three years of graduate study to complete a specialist degree, and a master’s takes about two years.

Specialist-level degree designations vary by state. Degree examples include education specialist, certification of advanced graduate study, certificate of advanced study and specialist in psychology.

Doctoral Degree

While many school psychologists choose a specialist-level degree, others pursue a doctoral degree, which is more comprehensive and may create more career options. A doctoral degree is especially useful if you plan to work in private or independent practice, hospitals, research or academia. A doctoral degree may also qualify you for additional credentials.

A doctoral degree requires a minimum of 90 credits and more internship hours than a specialist-level degree, depending on the program. Doctoral-level degrees include Doctor of Psychology and Doctor of Education.

Gain Experience with an Internship

You must complete an internship to become a school psychologist. Requirements vary by state, but internships are typically at least 1,200 hours, with half of those hours completed in a school setting.

During your internship, you apply your knowledge and skills in a professional setting and under the supervision of a licensed school psychologist. Internships help you gain competence in assessment skills, intervention and prevention strategies, program evaluation and research, ethics, communication skills and technology.

Obtain Certification

There are two options for becoming a credentialed school psychologist. Different states require different options. Candidates can become nationally certified school psychologists (NCSPs) through NASP. They may also become certified for a school psychology specialty through the American Board of School Psychology, which requires a doctoral degree. Both of these certification programs require exams.

Become Licensed Through Your State

States implement their own licensing procedures for school psychologists. In most cases, aspiring school psychologists become licensed through their state’s Department of Education or Department of Public Instruction.

Since the NCSP credential is on the national level, most states accept this credential and apply it toward state licensing requirements. This path may entail a teacher certification test, such as the PRAXIS test for school psychologists.

Check your state’s requirements to find out what you need to do to become licensed in your state.

Earn Continuing Professional Development Credits

As a school psychologist, you must maintain your credentials by earning continuing professional development (CPD) credits. To renew your NCSP credentials, you need 75 CPD credits within a three-year period of time.

You can earn CPD credits through workshops and conferences, in-service training, university coursework, research, self-study and other professional activities.

Frequently Asked Questions About School Psychologists

Do school psychologists get summers off.

School psychologists work nine or 10 months during the school year, and they must continue to build their knowledge and improve their skills to renew their licenses. It’s common for school psychologists to earn their CPD credits during the summer.

What is the difference between a psychologist and a school psychologist?

Psychologists and school psychologists both help people improve and maintain their mental well-being by observing, evaluating and suggesting helpful strategies or treatments for behavioral or emotional challenges. School psychologists work with students, families, teachers and administrators, and other psychologists work with many different groups of people, depending on their professional specialization.

What skills do you need to be a school psychologist?

School psychologists should have excellent communication, interpersonal, observational, analytical and problem-solving skills. They must exercise integrity and discretion to protect the privacy of learners and their families, and they should enjoy working with students.

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Why I Study Psychology (10 Essays)

Why I Study Psychology is a collection of short essays. Each student explains their motivation for choosing psychology.

Psychology students are often motivated by personal experiences and a wish for healthier, happier communities. The essays demonstrate the value from having a vision for your career – whether it’s detailed or “big picture” – before you start a psychology degree. Having a long-term goal in mind offers a reliable source of study motivation.

Why I Chose Psychology Essays

College student writing a psychology essay

As part of a national essay competition, current and future psychology students were asked to explain their study motivation. Each student describes in 250 words or less (a) why I chose psychology as a major and (b) how I’m motivated to succeed at psychology studies. The best, most inspiring essays are published here.

1. Motivation

We all know that there will almost always be something to do that sounds much more appealing than our studies, so why do we study if there is something better? Motivation, that’s why. Everyone has their own motivating factor that keeps them in line with studying. Mine is pretty general and that is my future.

I have dreams of becoming a psychologist and helping people throughout my life. I also have a huge passion for American Sign Language. I plan to merge these two goals into one for my future career. I don’t want to be just any psychologist, I want to be a psychologist that is open to Deaf people and hearing people alike. I want Deaf people to feel comfortable coming to me without the need of a third person interpreter who is usually a stranger . Many Deaf people feel uncomfortable visiting a psychologist because of the need for a third person. I plan to make a step towards breaking that barrier by being able to sign or speak with any patient who comes to me.

With all these huge goals I know that I have to be very on top of studies and make sure I continue to stay on track and do my best. All of these reasons put together make up my ideal future and therefore my motivation to study.

~ Hannah Reis, Palomar College

Related: Human Psychology: Study of Mind and Behavior

2. My Dream

We live in a world filled with hurt and suffering, and a place that is not equal for all. My dream is to leverage my unique set of skills, abilities, privileges, resources, and knowledge in a way that increases equality and privilege for all (not just people with white skin). I am pursuing a degree in Industrial and Organizational Psychology which combines psychology and business.

I feel most alive when I am volunteering with my family at The Christian Children’s Home of Ohio (CCHO) which is a non-profit orphanage for children. I love working with the children there, and it hurts my heart when I see them being forced to leave once they are eighteen without any further aid or support. Consequently, after gaining work experience in applying psychology principles to the business world, I intend to establish a non-profit organization . This entity will support young adults from foster care or orphanages, providing them with essential skills and emotional support as they transition to adulthood. Once they have turned eighteen the government will no longer provide very much aid to them; I want to supply them with the additional skills and services that they need to make it in the real world, and give them the emotional support that they may not have.

One of the main services I want to provide them is taking them to do mission work because the best way to grow as a person and gain perspective is through service and travel. When college gets hard, I hold on tight to this dream because I know my studies will help me achieve this dream.

~ Alyssa Powers, The University of Akron

Related: Different Fields of Psychology Study

3. A Catalyst for Change

The incredible transformation I have experienced through the power of therapeutic relationships motivates me to immerse myself in my studies and move closer towards my goal of becoming a psychologist. Recognizing how the quality of my own life has been profoundly enhanced by self-reflection, the invaluable lesson of how to learn from suffering, and coming to a deeper understanding of who I am, encourages me to try and be a catalyst for this kind of change in other’s lives. I’m motivated to empower people to feel confident enough in who they are that they don’t feel the need to bring others down.

When life as a student feels exceptionally challenging, I remind myself of the impact that the work I wish to practice has on people’s lives and those around them. I strongly believe large scale change happens on the individual level first, and if we want to see a world where we value the earth and all the people living on it, we have to do the work with ourselves first. I want to help people in their transformation towards becoming more unconditionally loving, tolerant, and compassionate people . I think when people are more comfortable with, and accepting of, who they are, they are consequently kinder and more loving towards those around them. Encouraging this kind of growth first on an individual level, and ultimately on a global level, motivates me to not only get through, but thrive within my program.

~ Hannah Freund, California Institute of Integral Studies

Related: What Does a Psychologist Do?

4. Reshaping Mental Health

People who are given psychiatric diagnoses experience some of the worst prejudice and discrimination. They are more likely to be the victims of violence, have a harder time securing jobs and housing, and constantly come face-to-face with the harmful stereotypes that state that these individuals are violent and unpredictable. As such, much research needs to be done to understand the cause of such distress, as well as to develop effective interventions and achieve healthy minds.

Our current mental health paradigm, which views distress as primarily biological and best treated medically, has unfortunately increased stigma and disability rates related to mental health. I was one of the fortunate few who was able to pursue a college degree despite being given a severe diagnosis and a hopeless prognosis. However, I know that much of my success has been due to luck and privilege, and the opportunities that I have been afforded are an exception, not a rule. I am striving to change that.

It is my hope that, through increased research and advocacy, society can come to understand that extreme distress is often a message about something that is wrong in a person’s world, and as such, is profoundly meaningful and can be understood. Furthermore, by understanding the psychosocial origins of distress – trauma, poverty, inequality, etc. – we can refocus upstream and create policies that protect against these stressors in the first place.

~ name withheld, Mount Holyoke College

Related: Is Psychology a STEM Major? Science vs Social Science

5. C’s Get Degrees

It is said that “C’s get degrees”, but that isn’t enough for me. C’s show an average amount of work, an average amount of time, an average amount of effort. “Average” is not something that I want to be known as. I want to be known as the girl who kept moving forward, went above and beyond, and never looked back. My driving force is making my family proud and reaching my ultimate goal—becoming a school psychologist.

I am the very first in my family to attend college. Every time the topic of school or my future is mentioned, I can see on their faces that they are overwhelmed with pride. When I received my Associate’s degree, seeing my grandpa cry made me realize how special my academic journey is to them. They have given up so much and have supported me in every way, making them proud is the very least I could do in return.

Becoming a school psychologist has been my dream career since I was in middle school. The thought of being able to connect and help a child grow both academically and socially is the greatest reward I could ever receive . Every time I am procrastinating typing a paper, not studying when I know I should have, or wanting to give up on a difficult problem, I think about my end goal. Making a difference to even just one child will make all of school worth it.

~ Haleigh Cordeiro, California Polytechnic State University

Related: How Long Does It Take to Get a Psychology Degree?

6. Find Your Unconscious

General psychology illustrated by mind symbol held up in front of crowd of people

Psychologists have discovered reasons, stages, and correlations among our biopsychosocial make-up. Over the centuries, they have managed to explain why humans experience what occurs in everyday life. They provide answers when we have questions about ourselves; it is for this reason that I strive to major in psychology.

I believe that I can make people in my environment, as well as myself, healthier by providing some sense of clarity whenever life situations become foggy. My dream is to someday become a successful industrial-psychologist. Why not a clinical psychologist, you might ask? While working one-on-one with individuals who are struggling would definitely be rewarding, I believe I can have a greater impact by helping larger groups . This dream of mine to become an industrial-psychologist would allow me to make the environment of common day people the most comfortable and enjoyable one.

Through the study of psychology, I will be able to know what qualities are the most necessary to enrich the daily lives of people and ensure that I apply them to my work. What drives me? The fact that I have seen psychologists help my family make sense of one of the most difficult things that we have gone through. Psychologists helped my sister facing anorexia nervosa deal with her disorder and helped my family become a strong support system to aid my sister’s recuperation. I want to know that I can help other people, psychology will open the doors to this dream of mine.

~ Iridian, Cal State University of Long Beach

Related: Clinical Psychologist

7. My Dream

Over 22 million children in the United States do not live with their biological mother and father and reside with their grandparents. This means that 3 percent of children living in America face the same situation as me. My father and mother were teenagers when they had me, so raising a baby girl was a difficult task for them. Neither of my parents went to college either, so having me took a toll on their lives. For the both of them, college was an opportunity to better their education and be successful, but with me, that would have been harder for them. Living with my grandparents was the best option for me.

I am currently experiencing teenage life and I can understand why raising a child, when you are only a child yourself, is a daunting responsibility. I commend my parents for choosing to provide a better life for me, actively shielding me from adversity and their own struggles. When I enter college, my goal is not just to pass my classes, it is to make something of myself . I know my parents would want that for me.

My dream is to work up to my doctorate and become a psychiatrist, fulfilling every opportunity and experience that comes my way. Psychiatrist Carl Gustav Jung once said “I am not what happened to me, I am what I choose to become”, and through my hardship, I choose to overcome and prepare for my destiny.

~ Nina Grizzle

Related: How to Become a Psychologist

8. Art Therapy

My love for psychology began my junior year when I took the AP course. What was supposed to be a schedule-filling elective credit accidentally grew into a genuine fascination. I found myself going above and beyond the curriculum purely out of curiosity . My interest in what we were discussing in class every day would often send me down long, thought-provoking paths that motivated me to hunt down explanations to the answers of questions I didn’t know I had. But once I had the answers, they seemed to be demanding further explanation, and I was always more than happy to oblige.

With my future education in this field, I aim to innovate art therapy techniques that directly aid individuals with mental disorders and cognitive declines. I feel that experimenting with the effects that art has on people’s brain chemistry will open up a new type of therapy that can be clinically prescribed. According to the National Alliance on Mental Illness, approximately 52.9 million adults in the United States suffer from mental illnesses. This new form of therapy could possibly improve the mental state of the millions of people impacted while inspiring the creation of art.

~ Taylor Himes, University of Texas San Antonio

Related: Psychology Symbol Ψ (Psi or Trident): Greek Text and Images

9. If You Put Your Mind To It

For as long as I can remember, I knew that I wanted to make a difference in the world. I knew that the first step was to attend an accredited university, and that university happens to be Michigan State. I went into college with the dream of becoming a doctor, however, I had a change of heart.

At the beginning of my freshmen year, the unthinkable happened. My dad committed suicide. My world came crashing down. It was a complete shock. My dad always kept all his feelings masked. I never knew what he was going through, and everyday I regret not paying closer attention. Not a day goes by where I don’t think about him. If only I had known. I could’ve done something. That experience then motivated me to change my major to psychology.

I’ve always wanted to make a difference, and now I know exactly how to achieve that dream. I aim to support those enduring what my dad went through. I want to be there for them, to help them overcome their inner demons. I want to let them know that their lives are worth living. Losing a family member to suicide is one of the most detrimental events that anyone can ever endure, and if I can one day prevent someone from experiencing that, then I would have accomplished my goal; I will make a difference.

~ Kayla Harper, Michigan State University

Related: Is Psychology a Hard Major?

10. Motivated by God to Help Others

I’ve heard from so many different people how difficult college can be. Late nights, big tests, difficult and early classes, that doesn’t even sound like fun. The only thing that keeps me moving towards college is the idea of being able to help other people when I graduate.

In December of 2016 I travelled halfway around the world to the Philippines. While I was there I met 15 wonderful children with horrible backgrounds. The love these children missed out on for so many years is heartbreaking. My future goal is to study Psychology and Religion at Liberty University.

The dream that keeps me motivated to go back to school is the chance to help many , not just children, but anyone who needs a listening ear and a voice to discuss their problems. People need more people to care and who want to listen. If people would feel the love that God made for them this world would be a much better place.

~ Trinity Rake, Liberty University

Related: Difference Between Counselling and Psychology

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How to Write a Psychology Essay

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

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Before you write your essay, it’s important to analyse the task and understand exactly what the essay question is asking. Your lecturer may give you some advice – pay attention to this as it will help you plan your answer.

Next conduct preliminary reading based on your lecture notes. At this stage, it’s not crucial to have a robust understanding of key theories or studies, but you should at least have a general “gist” of the literature.

After reading, plan a response to the task. This plan could be in the form of a mind map, a summary table, or by writing a core statement (which encompasses the entire argument of your essay in just a few sentences).

After writing your plan, conduct supplementary reading, refine your plan, and make it more detailed.

It is tempting to skip these preliminary steps and write the first draft while reading at the same time. However, reading and planning will make the essay writing process easier, quicker, and ensure a higher quality essay is produced.

Components of a Good Essay

Now, let us look at what constitutes a good essay in psychology. There are a number of important features.

Global Structure – structure the material to allow for a logical sequence of ideas. Each paragraph / statement should follow sensibly from its predecessor. The essay should “flow”. The introduction, main body and conclusion should all be linked.
Each paragraph should comprise a main theme, which is illustrated and developed through a number of points (supported by evidence).
Knowledge and Understanding – recognize, recall, and show understanding of a range of scientific material that accurately reflects the main theoretical perspectives.
Critical Evaluation – arguments should be supported by appropriate evidence and/or theory from the literature. Evidence of independent thinking, insight, and evaluation of the evidence.
Quality of Written Communication – writing clearly and succinctly with appropriate use of paragraphs, spelling, and grammar. All sources are referenced accurately and in line with APA guidelines.

In the main body of the essay, every paragraph should demonstrate both knowledge and critical evaluation.

There should also be an appropriate balance between these two essay components. Try to aim for about a 60/40 split if possible.

Most students make the mistake of writing too much knowledge and not enough evaluation (which is the difficult bit).

It is best to structure your essay according to key themes. Themes are illustrated and developed through a number of points (supported by evidence).

Choose relevant points only, ones that most reveal the theme or help to make a convincing and interesting argument.

Knowledge and Understanding

Remember that an essay is simply a discussion / argument on paper. Don’t make the mistake of writing all the information you know regarding a particular topic.

You need to be concise, and clearly articulate your argument. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences.

Each paragraph should have a purpose / theme, and make a number of points – which need to be support by high quality evidence. Be clear why each point is is relevant to the argument. It would be useful at the beginning of each paragraph if you explicitly outlined the theme being discussed (.e.g. cognitive development, social development etc.).

Try not to overuse quotations in your essays. It is more appropriate to use original content to demonstrate your understanding.

Psychology is a science so you must support your ideas with evidence (not your own personal opinion). If you are discussing a theory or research study make sure you cite the source of the information.

Note this is not the author of a textbook you have read – but the original source / author(s) of the theory or research study.

For example:

Bowlby (1951) claimed that mothering is almost useless if delayed until after two and a half to three years and, for most children, if delayed till after 12 months, i.e. there is a critical period.

Maslow (1943) stated that people are motivated to achieve certain needs. When one need is fulfilled a person seeks to fullfil the next one, and so on.

As a general rule, make sure there is at least one citation (i.e. name of psychologist and date of publication) in each paragraph.

Remember to answer the essay question. Underline the keywords in the essay title. Don’t make the mistake of simply writing everything you know of a particular topic, be selective. Each paragraph in your essay should contribute to answering the essay question.

Critical Evaluation

In simple terms, this means outlining the strengths and limitations of a theory or research study.

There are many ways you can critically evaluate:

Methodological evaluation of research

Is the study valid / reliable ? Is the sample biased, or can we generalize the findings to other populations? What are the strengths and limitations of the method used and data obtained?

Be careful to ensure that any methodological criticisms are justified and not trite.

Rather than hunting for weaknesses in every study; only highlight limitations that make you doubt the conclusions that the authors have drawn – e.g., where an alternative explanation might be equally likely because something hasn’t been adequately controlled.

Compare or contrast different theories

Outline how the theories are similar and how they differ. This could be two (or more) theories of personality / memory / child development etc. Also try to communicate the value of the theory / study.

Debates or perspectives

Refer to debates such as nature or nurture, reductionism vs. holism, or the perspectives in psychology . For example, would they agree or disagree with a theory or the findings of the study?

What are the ethical issues of the research?

Does a study involve ethical issues such as deception, privacy, psychological or physical harm?

Gender bias

If research is biased towards men or women it does not provide a clear view of the behavior that has been studied. A dominantly male perspective is known as an androcentric bias.

Cultural bias

Is the theory / study ethnocentric? Psychology is predominantly a white, Euro-American enterprise. In some texts, over 90% of studies have US participants, who are predominantly white and middle class.

Does the theory or study being discussed judge other cultures by Western standards?

Animal Research

This raises the issue of whether it’s morally and/or scientifically right to use animals. The main criterion is that benefits must outweigh costs. But benefits are almost always to humans and costs to animals.

Animal research also raises the issue of extrapolation. Can we generalize from studies on animals to humans as their anatomy & physiology is different from humans?

The PEC System

It is very important to elaborate on your evaluation. Don’t just write a shopping list of brief (one or two sentence) evaluation points.

Instead, make sure you expand on your points, remember, quality of evaluation is most important than quantity.

When you are writing an evaluation paragraph, use the PEC system.

Make your P oint.
E xplain how and why the point is relevant.
Discuss the C onsequences / implications of the theory or study. Are they positive or negative?

For Example

Point: It is argued that psychoanalytic therapy is only of benefit to an articulate, intelligent, affluent minority.
Explain: Because psychoanalytic therapy involves talking and gaining insight, and is costly and time-consuming, it is argued that it is only of benefit to an articulate, intelligent, affluent minority. Evidence suggests psychoanalytic therapy works best if the client is motivated and has a positive attitude.
Consequences: A depressed client’s apathy, flat emotional state, and lack of motivation limit the appropriateness of psychoanalytic therapy for depression.

Furthermore, the levels of dependency of depressed clients mean that transference is more likely to develop.

Using Research Studies in your Essays

Research studies can either be knowledge or evaluation.

If you refer to the procedures and findings of a study, this shows knowledge and understanding.
If you comment on what the studies shows, and what it supports and challenges about the theory in question, this shows evaluation.

Writing an Introduction

It is often best to write your introduction when you have finished the main body of the essay, so that you have a good understanding of the topic area.

If there is a word count for your essay try to devote 10% of this to your introduction.

Ideally, the introduction should;

Identify the subject of the essay and define the key terms. Highlight the major issues which “lie behind” the question. Let the reader know how you will focus your essay by identifying the main themes to be discussed. “Signpost” the essay’s key argument, (and, if possible, how this argument is structured).

Introductions are very important as first impressions count and they can create a h alo effect in the mind of the lecturer grading your essay. If you start off well then you are more likely to be forgiven for the odd mistake later one.

Writing a Conclusion

So many students either forget to write a conclusion or fail to give it the attention it deserves.

If there is a word count for your essay try to devote 10% of this to your conclusion.

Ideally the conclusion should summarize the key themes / arguments of your essay. State the take home message – don’t sit on the fence, instead weigh up the evidence presented in the essay and make a decision which side of the argument has more support.

Also, you might like to suggest what future research may need to be conducted and why (read the discussion section of journal articles for this).

Don”t include new information / arguments (only information discussed in the main body of the essay).

If you are unsure of what to write read the essay question and answer it in one paragraph.

Points that unite or embrace several themes can be used to great effect as part of your conclusion.

The Importance of Flow

Obviously, what you write is important, but how you communicate your ideas / arguments has a significant influence on your overall grade. Most students may have similar information / content in their essays, but the better students communicate this information concisely and articulately.

When you have finished the first draft of your essay you must check if it “flows”. This is an important feature of quality of communication (along with spelling and grammar).

This means that the paragraphs follow a logical order (like the chapters in a novel). Have a global structure with themes arranged in a way that allows for a logical sequence of ideas. You might want to rearrange (cut and paste) paragraphs to a different position in your essay if they don”t appear to fit in with the essay structure.

To improve the flow of your essay make sure the last sentence of one paragraph links to first sentence of the next paragraph. This will help the essay flow and make it easier to read.

Finally, only repeat citations when it is unclear which study / theory you are discussing. Repeating citations unnecessarily disrupts the flow of an essay.

Referencing

The reference section is the list of all the sources cited in the essay (in alphabetical order). It is not a bibliography (a list of the books you used).

In simple terms every time you cite/refer to a name (and date) of a psychologist you need to reference the original source of the information.

If you have been using textbooks this is easy as the references are usually at the back of the book and you can just copy them down. If you have been using websites, then you may have a problem as they might not provide a reference section for you to copy.

References need to be set out APA style :

Author, A. A. (year). Title of work . Location: Publisher.

Journal Articles

Author, A. A., Author, B. B., & Author, C. C. (year). Article title. Journal Title, volume number (issue number), page numbers

A simple way to write your reference section is use Google scholar . Just type the name and date of the psychologist in the search box and click on the “cite” link.

Next, copy and paste the APA reference into the reference section of your essay.

Once again, remember that references need to be in alphabetical order according to surname.

Home — Essay Samples — Life — Career Goals — The Importance of Mental Health: Why I Want to be a Psychologist

The Importance of Mental Health: Why I Want to Be a Psychologist

Categories: Academic Interests Career Goals

About this sample

Words: 732 |

Published: Apr 2, 2020

Words: 732 | Pages: 2 | 4 min read

Works Cited:

Carine McCandless. (1999). The Wild Truth. HarperOne.
Krakauer, J. (1996). Into the Wild. Anchor Books.
Krakauer, J. (2007). Into the Wild (Movie Tie-in Edition). Anchor Books.
Krakauer, J. (2015). Missoula: Rape and the Justice System in a College Town. Anchor Books.
Krakauer, J. (2019). Classic Krakauer: Essays on Wilderness and Risk. Anchor Books.
Thoreau, H. D. (1854). Walden, Or Life In The Woods. Ticknor and Fields.
Tolstoy, L. (1889). Family Happiness. Nordbok.
Tolstoy, L. (2013). The Kingdom of God Is Within You. Dover Publications.
Twentieth Century Fox Film Corporation. (2007). Into the Wild [Motion Picture].
Woodworth, M. (Ed.). (2017). The Philosophy of John Krakauer. University Press of Kentucky.

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This Is How And Why I Became A Psychologist

Like many therapists, I’ve always been intrigued by human behavior and I’ve always enjoyed helping others. From an early age, I was captivated by this question:

How do we become who we are?

This type of existential query is one that therapists like me are always trying to answer.

My mom wanted me to go to medical school or pharmacy school, but I knew that wasn’t my true calling. As a teenager, I had seen enough episodes of “ER” to know that most doctors are math and science superstars. My superpower, on the other hand, was decoding people’s feelings.

While some kids are lauded for their athleticism or musical abilities, I was praised for my good listening skills, intuition, and empathy. “You’re so insightful!” my 8th-grade teacher told me. When I was in high school, my best friend called me a “feeling psychic.” Psychology seemed like a field that welcomed my strengths: empathy and interpersonal skills.

In addition, my family never had very much money, and I wanted a job that would provide:

High earning potential
Financial stability
Flexibility
Job opportunities

In college, I took my first psychology class. I was hooked! I loved learning about various aspects of behavior, such as attachment theory, classical conditioning, etc. During my first semester of college, I began helping two professors with their research because I knew I wanted to pursue graduate school.

When Did You Decide You Wanted To Become A Psychologist?

After my first semester of college, I was in love with psychology! I also wanted to get a sense of how psychologists help people, so I started seeing a therapist. I told my therapist about my parent’s high conflict divorce, college stress, and my tumultuous relationship with my boyfriend.

While many people assume psychologists are advice-givers, that’s far from the truth. My therapist commented on my feelings and made interpretations, such as, “You had a lot of strife in your home, and because of this, I think you have a high tolerance for conflict. This might be why you don’t stand up to your boyfriend.”

Therapy gave me new insight into my thoughts and behaviors, which fostered empowerment and self-growth. After my positive experience, I knew I wanted to help people in similar ways.

What Does A Psychologist Do?

When you think of a psychologist, you may picture Lucy from the Peanuts or Dr. Orna Guralnik from the Showtime series “Couples Therapy.” However, not all psychologists practice psychotherapy.

Psychologists can also:

Teach and conduct research
Perform psychological testing and neuropsychological evaluations
Supervise therapists
Consult with businesses
Conduct forensic evaluations for court cases
Work in a school setting

What Is A Typical Day in the Life of a Psychologist Like?

I have my own private practice, which means I run my own business. I block off a couple of hours each morning to complete administrative tasks, such as answering emails, interviewing prospective new patients, and sending out invoices.

Then, I start my clinical day. I see 4 to 5 patients each day. Before each session, I review my notes from the patient’s previous session and review the patient’s therapy goals. If I’m working with someone new, I look over their intake information before our first session.

I tailor therapy to meet each patient’s needs, which means each session looks a little different. I’m familiar with several types of therapy, including:

Psychodynamic therapy
Cognitive-behavioral therapy
Mindfulness-based therapy

Some patients want to explore their family dynamics, while others want tools to cope with anxious thoughts or symptoms of depression. Amid the pandemic, many patients want someone to validate their pain and empathize with their anguish.

I also supervise therapists in training and early-career psychologists who want to sharpen their counseling skills. With my supervisees, we review one of their patient’s therapy sessions and develop a case formulation and treatment plan. I also run a support group for new moms and lead webinars for schools and corporations.

In addition to my clinical work, I devote time to writing projects. As a psychologist, I write a lot about mental health. I’m usually working on a story that highlights new research that can benefit the general public. For instance, I recently co-authored a story for the Washington Post about creativity and how it helps tweens develop their problem-solving skills. I also wrote a story about financial infidelity for InStyle magazine.

Some psychologists write for scholarly journals, but you don’t need to be a scientist to combine psychology with writing. There are plenty of opportunities to write for newspapers, blogs, and magazines. Overall, I love wearing various professional hats. In my opinion, there are myriad ways psychologists can share mental health information and help others.

What Unique Skills Do Psychologists Need?

Psychologists need good listening skills, empathy, and intuition. The ability to receive feedback is also a must. In addition, most successful therapists can embrace the unknown and approach problem-solving in novel ways. They are also self-reflective and don’t shy away from continuing their own self-care.

Many psychologists, myself included, also see a psychologist regularly. Our work is intense, and processing our own feelings is essential for our well-being.

Psychologists who conduct psychological testing are incredibly astute at details and have strong writing skills. If you’re a professor, you need a solid background in research design and statistics.

How Did You Become A Psychologist?

If you’re considering graduate school , it’s important to know that good grades aren’t enough to get into a graduate program. Most programs look at your

GRE (graduate record examination) scores
Research experience
Volunteer/work experience
Letters of recommendation from professors

In college, I majored in psychology and helped two professors with their research. I also completed an honors thesis, volunteered at a psychiatric hospital, and worked at a residential treatment center for youth.

During my senior year, I took the GRE, but my scores weren’t high enough to get into a doctoral program right away. I decided to pursue my master’s degree in counseling , which takes two years to complete. You can become a licensed counselor or therapist with a master’s degree! You don’t need a doctorate to practice psychotherapy. However, unless you open your own private practice, the salary for a master’s level therapist is lower than it is for psychologists.

After completing my master’s degree, I taught at a community college for one year. I really enjoyed teaching and interacting with college students. My master’s degree and additional work experience made me a stronger applicant, so I reapplied to doctoral programs in counseling psychology.

Doctoral ( either PhD or PsyD ) programs in clinical and counseling psychology include three years of coursework, one year of internship, one year of a postdoctoral fellowship, and a dissertation. My doctoral program allowed me to further develop my therapy skills, conduct research, and decide which career path I wanted to pursue. I completed my internship and post-doctoral fellowship at the University of California, Berkeley.

After graduation, I was a staff psychologist at the University of California, Berkeley student health center. After I left UC Berkeley, I worked with medical students for a couple of years. When my daughter was born, I decided to focus on private practice, and I’ve worked in private practice for over a decade.

What Is One Thing You Wish You Knew Before You Started Your Psychology Degree?

I wish I had known how long it takes to pay off student loans! I graduated in 2004, and I’m still paying off piles of debt! I also wish someone had taught me how to run a small business! In private practice, you’re running your own business, which takes more than therapy skills. You need to market your practice and network with colleagues, mental health organizations, and hospitals for patient referrals.

I also wish I knew how isolating private practice can be. For instance, if an emergency arises (i.e., a patient needs to be hospitalized), you’re entirely on your own. Therefore, it’s essential to have a solid group of colleagues you can turn to. Clinical work can be overwhelming at times, and it’s helpful to debrief at the end of a hard day.

What Is The Most Rewarding Thing About Being A Psychologist?

For me, the most rewarding aspect of my job is witnessing people’s stories. It takes tremendous courage to tell a therapist your darkest secrets and trust someone to help you with your pain. I don’t take this lightly. I often tell my patients that I’m honored to work with them.

Patient-therapist relationships are deeply intimate, and I learn as much from my patients as they learn from me. It’s rewarding to see people grow and change. However, I never take credit for their success. I see therapy as a journey. I may be the guide, but the patient takes their own steps and is responsible for their healing.

What Advice Would You Give Prospective Psychology Students?

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25 Genius "Why This Major" Essay Examples for Top-20 Colleges

Here's the secret to writing your "Why This Major?" essays:

They're not really asking "Why this major?" but "Why you and this major?"

Just like with your Why This College essays, you need to show that you're a perfect match for the program you're applying to through specific examples , ideas , and connections to the school's offerings .

Even if you're applying undecided or undeclared , which is common for students to do, admissions officers ask this question because they want to know these 3 things:

Do you have an idea about what you want your future to look like (what you want to study, possible career, etc.), and will our school help you fulfill that vision?
Do you have what it takes to be a successful student within your desired major or program?
How genuinely interested are you in this area of study? Or are you choosing it for superficial reasons (like money)?

What if you're undecided?

Even if you're undecided, you should have some idea about possible fields you're interested in.

It's impossible for you to have lived 17 or 18 years and not picked up some sort of interest that you could study in college.

After all, why are you applying to colleges in the first place? Probably to pursue a more in-depth education in a particular area.

So if you're applying undecided, you'll need to still talk about potential areas you're interested in, even if you aren't totally committed to them yet.

What makes a great "Why This Major?" essay?

The best "Why this major" answers show a deep level of interest and knowledge about the field.

Admissions officers want to know that you're serious about what you want to study.

Tip #1. Avoid superficial or cliché reasons

I often see students write generic remarks like...

"Math is the language of the universe"
"Studying communications will help me learn how to collaborate with others better."
"Computer science is about problem solving"

These are OK starting points, but you need to delve deeper.

How do you go deeper? Try writing about specifics of the field.

Use some geeky or technical language . Instead of saying "biology," you could write about "molecular biology and its impact on genetic engineering."

Be specific and vivid in your writing, and show your interest in the field using specific anecdotes and moments that you haven't yet written about.

Tip #2. Ask yourself questions at the heart of the area of study.

If you're writing about math, some simple but deep question to ask yourself are things like:

Is math discovered or created?
What are the unsolved mysteries of math?
How do the different branches of math (e.g. algebra, geometry, etc.) relate to each other?

These types of questions will get you thinking about what the major represents, rather than just what it literally is.

Focus on ideas , which are always most interesting.

Tip #3. Think about what the most common answer would be, and then say something different.

For computer science, I see a lot of students write about things like "automation", "artificial intelligence", or "problem solving."

For engineering, I see a lot of students write things about Legos or other "building" toys that they played with growing up.

For medicine, I see students write about "wanting to help people."

These are fine starting points for reflecting, but on their own it'll come off as cliché.

Tip #4. What will this school in particular offer to help you study this field better than other schools?

All colleges offer pretty much the same selection of majors and programs, so what is unique about this school's approach?

Again, you'll need to do some thinking and research.

Tip #5. Show how you've already explored the field.

Think about your classes, but more importantly, think about the ways you've gone beyond the classroom.

Those reasons are the most compelling for why you're a great fit for the major.

How to structure your "Why This Major?" essay

Here's formula you can use to write this essay if you're struggling to get started:

I am passionate about subject X and here's why (offer a short story or anecdote)
Here's is what I want to do with that passion in the future
This is what this school has to offer or will do in order to help me achieve my goals and how (specific and unique reasons)

Now, let's look at some examples of students who wrote successful "Why This Major?" essays.

I've gathered 25 "Why Major?" essays from students who got into top-20 schools like Brown, Georgetown, MIT, and more.

This huge list covers a variety of majors and programs—from Computer Science to English to Bioinformatics—so you'll be able to find one that's similar to yours.

Let's dive right into it.

25 "Why This Major" Essay Examples

1. "why bioinformatics" georgetown essay example.

Prompt: Please relate your interest in studying at Georgetown University to your goals. How do these thoughts relate to your chosen course of study? (If you are applying to major in the FLL or in a Science, please specifically address those interests.) (500 words max)

Why This Essay Works:

Having specific details is key to making your essays more engaging. Whenever possible, substitute broader terms for more specific ones. In this essay, the student does this well, for example by writing "recombinant DNA into Escherichia coli" instead of saying "molecular biology."

Digging into why you're passionate about certain things is important for "Why Major" type of essays like this one. Admissions wants to know how and why that interest started. This student does a great job of telling a family story that inspired their interest in French and an academic experience that sparked their biology interest.

What They Might Improve:

This essay doesn't mention much of what Georgetown would offer them. Whenever possible, it's beneficial to reference specific aspects about the school you're applying to. This demonstrates genuine interest and makes it more convincing that your studies would flourish at the school. Although this isn't a "Why Georgetown" essay, these details can and should be incorporated, as the prompt asks you to relate your chosen area(s) of study to the school.

2. "Why Linguistics?" Brown University Essay Example

Prompt: Brown’s Open Curriculum allows students to explore broadly while also diving deeply into their academic pursuits. Tell us about any academic interests that excite you, and how you might use the Open Curriculum to pursue them while also embracing topics with which you are unfamiliar. (200-250 words)

My primary interest is in languages and linguistics, specifically Spanish, Portuguese and the descent of these languages from Latin which I explored in my IB Extended Essay. Thus, something that excites me about the complete freedom of the Brown curriculum is the opportunity to learn about Hispanic and Lusophone culture, literature and language in an intersectional way through a concentration in Latin American studies combined with classes and undergraduate research in Linguistics. I intend to supplement my language acquisition with practical application through study abroad opportunities at PUC-Rio, Brazil and in Santiago, Chile, perhaps through the Engaged Scholars Program which will allow me to forge deeper connections with the communities and cultures I am studying. I am also attracted by the possibility of a 5-year BA/MA course in Linguistics which will permit me to conduct meaningful and extensive research on a topic I am truly passionate about.

However, I also have an interest in Biochemistry and Molecular biology. The Open Curriculum will enable me to pursue this avenue of study and research without detracting from my principal focus on languages. Therefore, perhaps what I am most excited for is interdisciplinary study at Brown and the possibility of forging unforeseen connections between disparate academic areas and weaving them together into a program of study that will engage, thrill, and inspire me towards a lifelong path of academic inquiry. For example, I am interested to explore how languages and sociolinguistics can be used to promote medical research and provision in Latin America.

Naming things unique to the school shows you have genuine interest. Listing specific programs, courses, or majors shows you've done your research.

The author's reasons for "Why Brown?" fit into their background and identity. This makes their reasons seem genuine and compelling.

The essay is divided into two parts with distinct answers. Showing how those reasons relate could make the essay more cohesive.

Ending with a sentence "For example..." leaves more to be desired and explained.

3. "Why Medicine and Surgery?" Pomona College Essay Example

Prompt: Most Pomona students enter the College undecided about a major, or they change their minds about their prospective major by the time they graduate. Certainly we aren’t going to hold you to any of the choices you’ve made above. But, in no more than 250 words, please tell us why you’ve chosen the academic programs (or undecided!) that you have listed. (250 words max)

I’m sitting backstage at my first international piano competition, anxiously awaiting my turn to perform. Unconsciously, I massage my right wrist, still recovering from a recent injury. The young man beside me feels my nervousness and starts a conversation.

As we whisper, I notice him rub his hands together uncomfortably. “What’s wrong?” I ask, quickly leaving my own wrist alone. He suppresses a nervous laugh, then quietly details the long and unsuccessful surgery that shattered his dream of becoming a professional musician. His hands were permanently damaged.

“Alessandra Fang,” the judges call. I stand up, walk to the main stage and look back to see him encourage me with a stiff, crooked thumbs-up. As my fingers dance on the keys, I observe the fragile muscles and ligaments under my skin.

I realize in that moment that it is not in a massive concert hall where I wanted to change people’s lives, but on a smaller stage: an operating room. As an artist who has had her share of painful, music-related injuries, my goal is to become a musician’s physician, and blend my greatest two passions so that I might bring relief to those around me, while understanding their musical and anatomical plight.

I wish to pursue both Biology and Music programs at Pomona College. I want to become a hand surgeon while still developing my artistry on the piano. After all, surgery also has its own cadence, complexity and composition.

4. "Why Education/Teaching?" University of Michigan Essay Example

Prompt: Describe the unique qualities that attract you to the specific undergraduate College or School (including preferred admission and dual degree programs) to which you are applying at the University of Michigan. How would that curriculum support your interests? (100-550 words)

Growing up, I always pictured myself as a great teacher as an adult. With the second best secondary education program in the country and an emphasis on the liberal arts and undergraduate education, I am confident that U-M will shape me into the great educator I’ve dreamed of becoming since I was a kid.

Hallmarks of a liberal arts education include teamwork, problem-solving, clear writing, and effective communication. These are also skills that any exceptional teacher needs. U-M offers an unparalleled curriculum that prepares students to successfully run classrooms and obtain Provisional Teacher Certifications upon graduation, exposing students to diverse classes and people in Ann Arbor, and providing them with an invaluable liberal arts education along the way.

Being an effective teacher means connecting with and stimulating all students at its core. The liberal arts foundation I will receive in the College of Literature, Sciences, and the Arts (LSA), married with the experiential education and training the School of Education (SoE) will provide, will mold me into that great teacher—a mentor and role model for any student, regardless of creed—I’ve always aspired to become.

The Teacher Education Preferred Admission (TEPA) for incoming freshmen piqued my interest because the program is the crossroad between the liberal arts and teacher education; two components I was looking for in a college. TEPA will allow me to build a strong liberal arts base in LSA my first two years on campus before entering SoE, while also gaining beneficial experiences in the education field early on.

The education-oriented programs WE READ and Students Empowering Education specifically appealed to me because they will bridge my liberal arts education with my anticipated career as a high school English teacher. Similarly, my Spanish classes will have a practical application in the Ann Arbor Language Partnership, a program that immediately interested me as a potential Spanish minor.

During my first two years as a pre-admit, I'll be supported by my TEPA peers and staff, specifically from my SoE personal adviser. TEPA will take the large campus and make it feel smaller, allowing me to form organic connections with like-minded people and groups that can cultivate my interest in education before entering SoE junior year.

I need a meaningful education to be a meaningful educator. Truthfully, I could go to almost any college to become a teacher, but only schools that synthesize in- and out-of-classroom learning like SoE produce great ones. U-M ranking sixth in the country for undergraduate teaching bolstered my interest in the university and confirmed what I already knew: I will receive an education in LSA and SoE that will change who I am as a person and not just a student, and prepare me to provide the same for others as a teacher.

The great educator I’ve always envisioned myself becoming is one that can inspire without bounds. From my time as a student, I’ve come to realize that a truly influential teacher can work with students who have little in common with themselves and still be impactful. LSA's purposeful and broad curriculum, paired with SoE's hands-on courses and fieldwork, and the additional opportunities available through TEPA, will shape me into that life-changing teacher, for any student who walks through my classroom door.

5. "Why Business?" University of Michigan Essay Example

Growing up in a community that bleeds maize and blue, the community represented by the University of Michigan has always been one that I could see myself representing as both a student and alumni. From football games at the big house to classes at Ross, each and every opportunity available at U of M represents a piece of my life that I hope to continue to incorporate into my life for the rest of my life.

The opportunity to take courses that allow for enriched experiences in developing a real business is one that I intend to be involved in as soon as possible. I will use this type of class as a way to test my skills and learn where I need to become stronger as a leader and student. Watching others equally driven as me, their tactics that are successful and not successful will imprint on how I attack problems in the future and shape my overall leadership style.

By being involved in the Multidisciplinary Action Projects down the road as a graduate student, I hope to learn firsthand what it takes to run and be involved with real businesses. Firsthand exposure is the best way to learn how to solve problems- especially surrounded by peers who are equally as driven and dedicated as I am.

Filled with students striving for nothing but the best they are capable of is a community that I am certain I will enrich and fit into. By sharing ideas and collaborating together instead of against each other, each and every one of us will contribute to the business world as leaders and innovators.

The University of Michigan is a place I can see myself learning and growing as a leader for the next four years as I intend to use all of the tools at my disposal to become a top business person. The opportunities within the school I will be involved in and the peers that I will work beside only enrich the values of what being a Wolverine mean to me.

6. "Why Math and Accounting?" University of Southern California (USC) Essay Example

Prompt: Describe how you plan to pursue your academic interests and why you want to explore them at USC specifically. Please feel free to address your first- and second-choice major selections. (250 words max)

All throughout my life, I always loved doing math no matter what the concept. My love for math led to me taking advanced math classes for my grade. I even had to take a bus to a high school when I was in middle school to take an advanced math class. I always knew that I would want to pursue a career dealing with mathematics, but I was not really sure until my junior year. I had not decided what I wanted to be in the future, so my uncle suggested being a CPA, and I looked into it. When I did my research, it interested me as they made a decent amount of money and they worked with numbers.

At USC, I would like to major in accounting and gain the opportunity to possibly receive an internship at one of the big accounting firms in Los Angeles through the networking of USC. If I were able to get an internship, I would be able to gain experience for when I graduate and search for a job. I would also consider going for a Masters of Business Administration as I know that USC has one of the best business programs in the country.

7. "Why Computer Science?" Columbia University Essay Example

Prompt: Describe two or three of your current intellectual interests and why they are exciting to you. Why will Cornell's College of Arts and Sciences be the right environment in which to pursue your interests? (650 words max)

8. "Why Engineering and Law?" University of Michigan Essay Example

The University of Michigan’s College of Engineering has a proactive approach to career path discovery and job search. While I do hope to aspire to a corporate attorney, an engineering degree from the University of Michigan would provide me the advantage of readiness.

U.S News and World Report published an article about challenges law school applicants with STEM degrees face. Number one was the lack of research skills. Michigan Undergraduate Engineering has research opportunities for all undergraduate students. I hope to even take advantage of The College of Engineering (CoE) International Internship Program. The chance to see the world and contribute to the world-class studies conducted by Michigan Engineering students is a unique quality. The article also reported that STEM applicants often lack job experience. Michigan Engineering hosts internship fairs, which even freshman can participate in. By utilizing the opportunity to work in a professional setting, I will be more adapt to presenting myself in a mature and respectable manor in a corporate setting.

Many people are puzzled by my aspirations to become a corporate lawyer with an engineering degree. While I enjoy learning about many areas of study, math and science have always peaked my interest. Like my attraction to law, I am drawn to the definitiveness of engineering specifically. While there is a right and wrong in methods and procedures, there is a chance to be creative; for the end goal is functionality. Law requires critical thinking, problem solving, and the questioning of presented facts and figures. These skills are also encompassed in Michigan Engineering. With a technical understanding of industry and engineering, I will be able to more accurately represent a corporation. Like the professors at Michigan Engineering, I hope to be an expert in my field. At Michigan Engineering, I will be educated by the best of the best. Professors that have been exposed to their fields in every aspect; allowing them to provide the best guidance to students. Instead of just presenting facts and figures in a courtroom, I will be able to understand and explain them.

9. "Why Psychology?" Carnegie Mellon Essay Example

Prompt: Most students choose their intended major or area of study based on a passion or inspiration that’s developed over time – what passion or inspiration led you to choose this area of study? (300 words max)

When I was younger, I faced a lot of negative emotions including anxiety and low self-esteem. For a long time, I felt alone and as if no one understood how I felt. My self confidence was at an all-time low when I started taking psychology. All of a sudden the negative emotions I was feeling started making sense. I was suddenly able to understand how people were wired and why others treated me a certain way. I in fact was able to feel empathy for my aggressors after understanding that those who treated me negatively often faced struggles of their own. Most importantly, I felt as though something out there finally understood me. Because psychology offered insight into my own behavior and helped me to understand others, I was eventually able to overcome my insecurities.

In the future, I would like to help others do the same. No matter where I end up, understanding why people behave a certain way and being more considerate and empathetic for others will only help me thrive. Mental health is a growing issue in our society. The world we live in is a confusing place filled with pain, but psychology provides a way to determine the cause of this suffering and how to change it. I never want anyone to feel the isolation and sorrow I felt when I was younger. I want to help others become compassionate and unconditionally loving not just toward others, but to themselves. Even if I only make a small change in the world and affect just one person’s life, I would like to pursue that.

10. "Why Biology and Environmental Science?" University of Pennsylvania Essay Example

Prompt: Considering the specific undergraduate school you have selected, how will you explore your academic and intellectual interests at the University of Pennsylvania? For students applying to the coordinated dual-degree and specialized programs, please answer these questions in regard to your single-degree school choice; your interest in the coordinated dual-degree or specialized program may be addressed through the program-specific essay. (300-450 words)

As a child the world fascinated me. From questioning the makeup of the dirt I played in, to doubting the existence of gravity as I flew a kite, I was always thinking. Time passed, and my consciousness opened to more, like atoms, the Big Bang Theory, the psychology behind dreams, and the list goes on. Everything fascinated me; curiosity quickly became a part of my character. Some say ignorance is bliss, but I have to disagree. Ignorance is what fuels my curiosity; ignorance is what drives me to discover, learn, and initiate change. Living in a small rural town with my grandmother and disabled father, I have been limited by geography and socioeconomics. A perfect blend of humanities and factualities, the College of Arts and Sciences is an exploratory lab for all I do not know. At Penn, courses from Neurobiology of Learning and Memory to The Sociology of Gender allow me to rid my ignorance one class at a time. The unique and specialized curriculum provides a place to explore whatever I wonder and answer whatever I question. While my grandmother did not have the money for me to attend science camps, to visit museums, or to travel more than a few hours from my home, living in the country always provided me with endless exploration. My interest in trees in particular led me to specialize in the forestry portion of our Envirothon team for four years of high school. The passion I have for biology is second to my interest in helping others. Rural areas of Pennsylvania are in desperate need for physicians, especially in the field of women’s health. My goal is to return to my community and fill that need. As a low income, first-generation student, I have had limited opportunities, but I have seized any that I could and where there were none, I created some. As a seventh grader, I pioneered the colorguard of our newly formed high school marching band. Last year, as captain of 14 twirlers, I took my first plane ride to Disney World where my band performed. This experience taught more than I could ever learn in a classroom. Similarly, there are endless opportunities at Penn, both intra- and extra-curricular, and I plan to take advantage of all that I can to feed my fire.

11. "Why Finance and Political Science?" University of Pennsylvania Essay Example

This essay does a great job of conveying a thoughtful and candid applicant. Their phrasing, although verbose in some places, comes across genuine because the author walks you through how they learned about the school, what they're looking for in a school, and why the school would offer those specific things. Phrases like "I didn't know if I could honestly see myself studying that" are conversational and natural-sounding, which help create a sincere tone.

By referencing specific programs, like "Penn in Washington" as well as various minors and concentrations, it is clear this student has done their research about the school. One of the most important aspects for a "Why Us" essay is to find specific and unique opportunities and name them in your essay. These could be things like specific professors and their work, campus and its location, interesting classes, unique internship/study-abroad/job programs, special events, and many more. The key is referencing things that are entirely unique to the school and not many other schools too. Avoid broad terms like "renowned faculty" or "interdisciplinary studies" because virtually all colleges offer things like this, and these are some of the most over-used and artificial reasons used in "Why Us" essays.

This essay has many moments of repetition that are unnecessary. In general, avoid repeating your ideas and when editing, ask yourself of each sentence: does this add something distinctly new and important to my essay? There are two common mistakes that often create repetition: prefacing your ideas and summarizing your ideas. Unlike academic writing, you don't need to "prepare" the reader for what you're going to say, and you don't need to conclude it with a summary. By doing so, you only create unnecessary repetition and take up words which could otherwise be used to include new specific details or ideas.

This essay spends nearly half of its words explaining the "interdisciplinary" opportunities at UPenn. However, this reason is quite superficial and not at all unique to Penn, as almost all colleges offer some sort of interdisciplinary study (i.e. combining your interests or studying multiple fields). Talking about "interdisciplinary study" is one of the most common reasons students use in their "Why Us" essay, and it often comes across as generic and unoriginal. Instead, look for offerings that no other (or very few other) schools provide. Narrow down your reasons "why" to make them more specific to the school, even if they are smaller scale. You can mention things like "interdisciplinary studies" or "diverse student body" briefly as a reason why, but don't make them one of your primary reasons why, unless you have something particularly unique about it.

12. "Why Engineering?" Duke University Essay Example

Prompt: If you are applying to the Pratt School of Engineering as a first-year applicant, please discuss why you want to study engineering and why you would like to study at Duke. (150 words max)

At Duke I was equally entranced by the articulate movements of 3D printers in the Co-Lab and the stunning Gothic architecture. Instead of forming a dichotomy, these aspects of Duke blended to symbolize its emphasis on interdisciplinary education, which will offer me a nuanced perspective of the world integral to becoming a leader in engineering.

I will join the Academy for Model Aeronautics and share my passion for designing drones, while taking fascinating courses such as “Taboo Markets” and “Banality of Evil”, while simultaneously working on an engineering project that improves real people’s lives in “Engineering Design”. By joining the Duke Robotics Club, I can expand upon my love for robotics, and I hope to write for the Duke Engineering magazine, as well as join the Society of Hispanic Professional Engineers. By drawing from this diverse range of educational experiences, I can become a leader in creating a better future.

13. "Why Neuroscience?" University of Southern California (USC) Essay Example

I had never considered traveling across the country to pursue an education. In fact, living in Pittsburgh all of my life and growing up with people who are so adamant about staying put, forced me to believe that I too had to box myself into this small, yet evolving city. However, now I can confidently tell my friends and family that I want to travel to California for college (and ignore their odd looks).

What strikes me most about USC is its ability to maintain uniformity despite its diverse student body--in interests, ethnicity, and opinion. There are not many schools where I could be best friends with filmmakers, artists, photographers, chemists, potential CEOs, and writers. Although all of these people are spread across different schools, they still seem to maintain a cultural unity. Being surrounded by such a distinct trojan pride combined with the ambitious atmosphere would be both inspiring and propulsive.

At USC, I would not have to confine to merely one of my interests. I have always had aspirations of becoming a doctor and pursuing neuroscience, but have never felt comfortable ignoring the humanities. As a Trojan, I could pursue research at the Dana and David Dornsife Cognitive Neuroscience Imaging Center or even take part in PIBBS, while also honing my writing skills through the intricate Writing Program.

Much like the students, my interests could somehow be molded into a diverse uniformity, and I could prove my fellow Pittsburghers that perhaps they need to move around more.

14. "Why Journalism?" Ithaca College Essay Example

Prompt: Please tell us why you selected this specific academic program and what other academic programs interest you. (10-200 words)

Recording devices have been banned from the courtroom of the Supreme Court Building since 1946. Therefore, when the Court makes a landmark decision, interns must hand-deliver paper copies of the ruling to news organizations.

The interns often pair running shoes with their business attire, for the quarter-mile sprint from the Court building to the area where networks await.

When I first saw photographs of “The Running of the Interns”, I wanted nothing more than to be one of those people. I wanted to feel my running shoes beating against the sidewalks, to feel sweat staining my suit.

Why did this tradition attract me to journalism? Because it reminded me that the news is a race, a constantly-changing collection of stories shaping social and political development.

The opportunity to contribute to that collection is why, beyond Ithaca’s journalism program, I’m also interested in the College’s minors in Politics and Writing.

I think all of this desire to be part of a story defines what it means to be a journalist, a writer: When I become a journalism major at Ithaca College, and, later, perhaps a running intern, I get to be a contender in the race to change the world.

15. "Why Economics and Political Science?" University of Michigan Essay Example

In my junior year microeconomics class, my teacher extensively explored the ways in which people from different socioeconomic classes were affected by our economic system. I was frustrated by the ways our country forces those living in poverty to spend the little money they have on taxable goods. I began to empathize with them. How can people pull themselves out of poverty if their government seems to be working against them? More than anything, I was frustrated that I felt powerless to help them in any way.

Those lessons inspired and motivated me. I had always looked at economics as nothing more than an analysis of business models and resource allocation. I began to see it as a way to fix fundamental problems in our society, from examining the effects of healthcare expansion on crime and poverty rates to studying how shifts in our political climate affect how our country’s financial process will change. I now see economics as a way to help those in need in my country and throughout the world.

I volunteered after school for Representative Dingell and had the opportunity to attend numerous events hosted by the Ford School. Again and again, I was impressed by the extent of the Ford School’s student involvement in critical issues. Through my work with the Congresswoman, I was able to gain a greater understanding of how different groups of people were affected by shifts in political and economic priorities. My goal is to become a civil rights attorney or study economics as a way to promote sustainable growth in developing nations.

I want to begin my studies at the University of Michigan in LSA to gain a foundation in economics and political science-related courses. After my first year, I hope to gain admission to the Ford School. The connections that LSA and Ford have to Poverty Solutions solidified by interest in the University of Michigan. If I attended these schools as an undergraduate student, I would be able to assist with research on the causes and ramifications of poverty. Professor Michael Barr’s research on policy initiatives and our financial system is fascinating from the perspective of a prospective economics major. At the University of Michigan, I would be able to join teams of renowned researchers working toward the betterment of our society and our world.

The range of schools working in connection with Poverty Solutions is evidence of the University’s devotion to civic engagement. I would be able to participate in groundbreaking research regarding issues I am interested in; I would have the ability to study poverty and ways to stunt or alleviate its effects in other countries. As someone hoping to pursue a career in public service, it is truly incredible to have the opportunity to join a research community specifically geared toward solving problems I am passionate about solving.

I want to join the University of Michigan’s legacy of innovators. I want to be part of the LSA community, studying economics and political science. I want to attend the Ford School and understand how policy in America and abroad has an effect on global poverty. I want to be involved with the Poverty Solutions Initiative, conducting groundbreaking research on the ways we can reform our financial system to better serve the lower and middle classes.

16. "Why English Major?" Rice University Essay Example

Prompt: Please explain why you wish to study in the academic areas you selected above. (150 words max)

It's an understatement to label me as an English geek; I am that kid who squeals in excitement in English class when given a new essay assignment while others may groan in exasperation. I understand why some may be a bit anxious when preparing to turn in an essay for evaluation; you could bring an essay to two different English teachers and receive two different grades on it. This subjectivity is why some folks may prefer subjects such as mathematics in which the right answer is not debatable. However, its subjectivity is exactly what captivates me. I enjoy reasoning my opinions of arguments and the intentions of authors.

I was really happy when I learned I didn't have to major in Criminal Justice or Political Science to be a civil rights lawyer because I want to become a professional author as well. So, majoring in English is perfect for me.

17. "Why Political Science?" University of Michigan Essay Example

Riding the elevator to the seventh floor of Haven Hall, my heart was practically leaping out of my chest. I was meeting with Dr. Jenna Bednar of the College of Literature, Science, and the Arts Department of Political Science, and as I recalled her credentials- B.A. in Political Science from Michigan, M.A. and PhD in Political Science from Stanford- I felt increasingly out of place. As a junior in high school with limited political experience, I am grateful that she agreed to take time out of her day to meet with me and answer my numerous questions about LSA, Michigan, and political theory.

Upon entering her office, my eyes were drawn to bookshelves full of political literature, from the classics like De Tocqueville and Locke (which I read in a summer college program in 2017), to her own recently published work, The Robust Federation. Encouraged by her broad smile and having just completed an official campus tour, I launched into my questions. Dr. Bednar described the connections she and her students have made at Michigan, through LSA and in general.

This revealed to me that the faculty would take a personal interest in my academic career. We discussed the average class size in LSA and the Department of Political Science, her academic background, and how to survive Michigan winters. Dr. Bednar then brought my attention to the benefits that LSA Political Science gives its students.

For example, as head of the Michigan in Washington program, Dr. Bednar's passion for both political science and education was evident as she introduced me to one of Michigan's most influential academic programs. Although I hail from two miles outside the D.C. border, I aspire to participate in the Michigan in Washington program, to build on my internship of the past year with my delegate to the Maryland General Assembly.

Under his guidance, I conducted nationwide policy research, attended civic association meetings and development forums, and traveled to our state capitol to watch the legislative process unfold. Consequently, an internship at the federal level is my logical next step toward building the foundations of a political career.

Dr. Bednar, upon hearing about my internship with my delegate, suggested that I think about the Undergraduate Research Opportunity Program. I believe that this research program offers a unique means of building my understanding of political science. I am eager to apply to the UROP program in hopes of furthering my research skills within the complex political landscape of today. Furthermore, the variety of courses that I can explore as a political science major is remarkable: from "Sports, Politics, and Society", to "Nations and Nationalism," the scope of topics will keep me engaged.

When I sat down with Dr. Bednar, I expected a five-minute chat; I received forty-five minutes of helpful advice, political theorizing, and well wishes. Leaving her office, I felt energized and ready to dive into LSA Political Science right there. Her demeanor helped to build my confidence to boldly seek connections in my search for knowledge. I saw the Michigan difference firsthand, from various undergraduate opportunities for political science, to a universal love for the school from students and faculty alike.

18. "Why Chemistry and Biology?" MIT Essay Example

Prompt: Although you may not yet know what you want to major in, which department or program at MIT appeals to you and why? (100 words max)

I remember boiling down cabbage with my dad to make titration indicators. When I first read about the process of translation, of rendering mRNA into proteins, my eyes filled with tears; this is what I would do, apply the chemistry that had defined my childhood to my love of biology. In the past few months alone, MIT researchers have visualized a critical growth kinase and decoded the kavalactone gene. To major in both the chemistry and biology departments at MIT would be an unequaled opportunity to explore the molecular basis of life and apply that knowledge to real-world innovation.

19. "Why Neuroscience?" University of Michigan Essay Example

My favorite class in high school was also my hardest. It was World Culture/World Literature, an hour and a half each day of seeing history, art, and literature not as separate entities but as intricately connected, one incomplete without the other. I learned to see humanism in Greek sculpture, religious propaganda in the chiaroscuro of Baroque paintings, disillusionment in modern art. Although seemingly unrelated to my STEM-leaning interests, the analytical skills I learned there would prove invaluable in neuroscience research. Connecting electroencephalography results to mechanisms for chronic pain relief wasn’t all too different from drawing links between historical movements and paintings; both required an intimate knowledge of background information and a willingness to take risks, to see new relationships and forge unprecedented connections.

LSA embodies precisely this mentality, fostering interdisciplinary learning and problem-solving. With classes like “Health, Biology, and Society: What is Cancer?”, bridging humanistic and biological approaches to disease, and graduation requirements ranging from Natural Sciences to Race and Ethnicity, LSA prepares students for the real world, where problems necessitate not just single-minded expertise but also a diverse understanding of other factors involved. My internship experience only confirmed the practicality of this perspective; we used mindfulness meditation alongside spinal cord stimulation technologies to treat chronic pain.

This mindset is not confined to learning inside the classroom. The LSA Opportunity Hub is robust, connecting students to internships at Nike, Forbes, and the US Department of Education, among other places. To intern as a research assistant at Mayo Clinic, to use mathematical models to predict brain tumor growth like current Michigan junior Tatum Doyle would be an unequalled opportunity. Her work in incorporating mathematical concepts in medical research personifies the LSA culture, where problems are best solved holistically. LSA’s interdisciplinary approach does not detract from fostering specialization and excellence in specific fields, but adds; its Biochemistry program promotes innovation and independence in its students and is ranked top in the nation.

I remember boiling down cabbage with my dad to make acid/base indicators. In elementary school, my teacher wrote that I had been spending too much time reading animal books and too little time playing with other kids. I loved (and still love) all things living, often marvelling at the complexity of the animal kingdom, the human body, the organs, and the cells that were the foundation for everything else. The first time I read about the process of translation, of rendering mRNA into proteins, my eyes filled with tears; this is what I wanted to do, to apply the chemistry that had defined my childhood to my love of biology.

LSA shares that passion, dedicating a plethora of resources, both intellectual and material, to its Biochemistry department. With equipment like atomic absorption spectrophotometers, classes in Endocrinology, and distinguished professors, the University of Michigan has everything any biochemistry undergraduate student would need, and much more. To research under a PI like Dr. Kopelman, winner of the J. William Fulbright Research Award, would be a dream fulfilled. His work in employing 5-dimensional chemical imaging to visualize and treat tumors does what LSA does best; it uses an interdisciplinary approach to make academic discoveries both relevant and essential in the real world. It is a culture I would be honored to take part in, should I be accepted.

20. "Why Undeclared?" University of Michigan Essay Example

Sweat drips down my face onto homework in front of me.

I just got home from a soccer game; I’m not stressed. This is until I realize I still have a plethora of edits to make on my lab report as well as emails to write for an upcoming NHS event. AND I have three tests the next day.

Although stressful, I enjoy every minute of juggling a variety of academics and extracurriculars. I appreciate all the opportunities my high school offers to me and I take advantage of as many as I can handle. Thanks to my involved years of high school, I have received a great education as well as many experiences I would never trade away.

Entering my senior year and researching universities I may want to attend, there is one question which continuously presents itself. What do I want to major in when I get to college? It is a scary question and I have never known the answer. Despite participating in many extracurriculars such as National Honor Society, Science Olympiad, Math Honor Society, and Future Business Leaders of America, I still have no idea what I want to do with my life.

As a student at LSA, I would be able to use the abundance of resources to explore possibilities for life after college. Since I am one of the many college applicants who has not decided upon a major, a large, liberal arts college like LSA is the perfect place for me to discover more about myself, pursue interests, and find my purpose. I have considered medicine, business, economics, and law. The two courses I have enjoyed the most are biomedical sciences and US History. I am truly all over the map!

With so much variety at LSA, I would be able to change majors or take a diverse group of classes so that I could find what I want to study. LSA is unique from its University of Michigan counterparts because it offers a broader range of departments, majors, and courses. The flexibility at LSA would help me discover what I want my life to be like while supporting me through my journey.

Additionally, LSA provides students with multiple opportunities not found anywhere else at University of Michigan. One program that caught my eye was Michigan Learning Communities. This program appeals to me because having the resources of this large university, yet finding a niche in the community to challenge myself and others, can help me grow as a student and a person. Similarly, the Opportunity Hub at LSA jumped out at me as I researched the University and toured the school. I would take full advantage of the great connections the Opportunity Hub provides, as it could help me find an internship or job offer when the perfect time comes. MLCs, the Opportunity Hub, and the many other programs which LSA offers are the main reasons why LSA would be the best college fit for me.

I was initially drawn to the University of Michigan by the beautiful campus, great athletics programs, unmatched prestige, and massive alumni network. However, as I dove deeper, I discovered LSA, a school that can help me realize my purpose and passions while providing a focused learning environment to lead me to a bright future.

21. "Why Computer Science?" Cornell Essay Example

22. "why kinesiology" university of michigan essay example, 23. "why mathematics" cornell essay example.

Prompt: Cornell Engineering celebrates innovative problem solving that helps people, communities…the world. Consider your ideas and aspirations and describe how a Cornell Engineering education would allow you to leverage technological problem-solving to improve the world we live in. (250-650 words)

For "Why Us?" college essays, one of the most important parts is to show ways you imagine being involved on campus. This student does a great job of showing that they've done their research about Cornell, by connecting their passion for studying heart disease to specific initiatives already taking place on campus. Try researching what events, research, or programs are being conducted. By referencing those specifics, you can create convincing reasons of why this school is fit for you.

When discussing your intended area of study, one effective strategy is to identify a problem that you see. This problem can be in the field itself, your community, or the world. Then, you can connect this problem to yourself by showing how you'd want to help solve it. Don't try to tackle it entirely yourself, but show how you'd "take bites" out of this larger problem. It is also important that you identify potential solutions to the problem. You definitely don't (and shouldn't) have all the answers, but what do you see as potential steps for combatting the issue?

Using technical language, such as referencing "semi-elliptical curves" and "modular form" in this essay, will help show your in-depth knowledge and passion. Don't be afraid to use technical jargon like this, and don't worry if admissions officers may not know all the terms. As long as they have context and knowing the terminology isn't critical to understanding your point, including "nerdy" language will make your essay more engaging and demonstrate your intelligence.

If you have personal connections to the school you're applying to (such as legacy, family members who work there, students or faculty you're close with), it can be a good idea to reference those connections. Showing personal connections to the school makes admissions think, "They're already practically one of us!" Just make sure that these connections aren't contrived: only write about them if you have a clear purpose within your essay for introducing them. In this essay, the student references their brother who attended Cornell, but does so in a way that naturally ties into the rest of their reasons for "why Cornell."

24. "Why Computer Science?" Brown University Essay Example

Prompt: Why are you drawn to the area(s) of study you indicated? (150 words max)

There was a time when I was low and afraid to be with myself. That’s when I dived into programming. I always sat with my laptop. But unlike others on Instagram or Snapchat, I was coding. I always kept myself occupied so I wouldn’t think about hardships. But as I was solving those little Instantiation and StackOverflow errors, I realized that any problem in my life had a solution. I could either modify the code and right the wrong, or just keep compiling them, producing no output. So, life is not all that different. That is why I want to pursue Computer Science. I know I can work to keep myself happy. Inevitably, what makes me happy is Computer Science, which is what I want to pursue.

25. "Why Journalism?" Emerson College Essay Example

Prompt: As you know, the academic programs at Emerson College are focused on communication and the arts. Please tell us what influenced you to select your major. If you're undecided about your major, what attracted you to Emerson's programs? Please be brief. (100-200 words)

Recording devices have been banned from the courtroom of the United States Supreme Court Building since 1946. Therefore, when the Court makes a landmark decision, interns must hand-deliver paper copies of the ruling to news organizations.

The quarter-mile sprint from the Court building to the area where networks await is no easy feat. But the interns dress with this mind, often pairing running shoes with their business attire.

When I first saw photographs of “The Running of the Interns”, I knew that I wanted nothing more than to be one of those people. I wanted to feel my running shoes beating against the limestone sidewalks, to feel sweat staining my suit.

Why did a tradition centered around dashing through D.C. attract me to journalism? Because it reminded me that the news is a race, a constantly-changing collection of stories shaping social and political development.

This, I think, defines both what it means to be a journalist and why I want to be a journalist: When I become a journalism major at Emerson, and, later, a part of the press--perhaps a running intern--I get to be a contender in the race to change the world.

What You Can Learn From These "Why This Major" Essay Examples

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Why I Want to Be a School Psychologist

From the time that I have been a young teenager, I have been interested in how the mind works, especially in young people. School has always been an area where I have excelled. Yet, for many students, this is not always that case. I discovered this in my middle school years, as I watched some of my friends struggle with school. I knew that my friends were smart, but one of my friends in particular always had a hard time taking tests. Yet, the thing that was so amazing is that he knew the answers better than I did. When we studied together, he could recite all of the facts on any subject. However, when it was time to take the test, he would perform poorly. This continued for a while, his confidence dipping quite a bit. When he received his tests, he always seemed sad and down. Fortunately, he started getting extra help.

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I remember him also saying that he had to take a bunch of weird tests. The school psychologist administered these tests to him. Eventually, my friend was diagnosed with a learning disability. However, knowing this information helped him to perform better academically. Within a few weeks, my friend was back to his old happy self. At that point, I understood the power of psychology. I knew that I wanted to somehow be a part of it, so I could help children in need. School psychologists are needed to diagnose learning and developmental disabilities, such as Autism, Auditory Processing Impairment, and identify students who need additional special education services.

However, I also realize that students have more than just academic problems. Many of these students come from broken homes. The divorce rate is about 50%. Domestic violence, as well as sexual, physical, and mental abuse also takes place in many homes. These situations often affect kids in a negative way, these young people acting out, turning to drugs or alcohol, and not performing well in school. A school psychologist can help these students deal with a difficult home life and connect families to the proper resources, so that students can get the proper treatment. Counseling is often crucial in these cases. Without intervention on behalf of the school psychologist, students may not get the help that they need to improve their lives.

Bullying is another problem that has affected students in schools. With the increased popularity of social media websites, such as Facebook and Twitter, this has created more avenues for students to bully one another. This has resulted in depression, isolation, and in some cases suicide. Many LGBT students have been bullied about their sexual orientation and have killed themselves. As a school psychologist, I feel that I can help to create positive change by helping to revamp bullying policies in schools, counseling victims and perpetrators of bullying, as well as designing special in-services and conferences that educate students on bullying.

The amount of school shootings in high schools and colleges has risen dramatically in the past decade. I feel that this is partly due to problems at home and in the school environment. Since many perpetrators are mentally ill, have been bullied, isolated, or come from abusive or violent homes, the school psychologist can play a great role in making schools safer. Whether it is noticing students who seem troubled, depressed, suicidal, and angry or talking with students who are mentally ill and not adjusting well to things, preventative actions can be taken to promote school safety. This can help students become productive healthy members of society that have much to offer to the world, versus becoming school shooters with no hope of a better future, as they take out their rage on other people.

As you see, being a school psychologist is an important job that can create much positive change, which is why I want to pursue this career.

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NASP: The National Association of School Psychologists

A Career in School Psychology: Frequently Asked Questions

In This Section

Graduate Educators
Approved Graduate Programs
Why Become an NCSP

What do school psychologists do?

Consult with teachers, parents, administrators, and community mental health providers about learning, social, and behavior problems;
Engage in school-wide mental health activities;
Assist educators in implementing safe, healthy classroom and school environments;
Teach parenting skills, problem-solving strategies, substance abuse, and other topics pertinent to healthy schools;
Conduct research about effective instruction, behavior management, alternative school programs, and mental health interventions;
Assess and evaluate the wide variety of school-related problems and assets of children and youth in assigned schools;
Intervene directly with students and families through individual counseling, support groups, and skills training;
Serve as a member of interdisciplinary teams to address needs of at-risk students and to serve the needs of students with disabilities through the special education assessment, eligibility, and placement process;
Communicate results of psychological evaluations to parents, teachers, and others so that they can understand the nature of the student's difficulties and how to better serve the student's needs;
Engage in crisis prevention and intervention services;
Work with a wide range of student emotional and academic issues;
May serve one or multiple schools in a school district or work for a community mental health center and/or in a university setting.

Where do school psychologists work?

The majority (81%) of school psychologists work in public school settings. Other primary places of employment are private schools, community agencies, hospitals and clinics, and universities. School psychologists generally work as practitioners, administrators, and faculty/researchers. A specialist-level degree will allow for employment in most states as a practitioner and administrator (with appropriate administrative credential), while a doctoral degree allows for practice as a practitioner, administrator, and faculty/researcher.

What education is required?

The majority of states require the completion of a 60 graduate semester credit specialist-level program in school psychology, including a 1,200-hour internship. Many programs also offer a doctorate in school psychology, which generally requires 5-7 years of graduate work, including a 1,500-hour internship and completion of a dissertation. For more information, review an Overview of Differences Among Degrees in School Psychology .

There are a few states that continue to certify school psychologists who graduate from programs of less than 60 graduate semester credits; however, NASP maintains that the minimum acceptable education in school psychology is specialist-level training.

What is the job market for school psychologists?

The job outlook is very promising for school psychology nationwide. It is believed that a significant proportion of current practitioners will reach retirement age within the next 10 years, hence opening the door for a new generation of school psychologists. According to the Occupational Outlook Handbook of the Bureau of Labor Statistics, employment of psychologists is projected to grow 12% from 2012–2022, and one of the groups with the best job prospects will be those with specialist or doctoral degrees in school psychology.

Many school districts have school psychologists on the same salary schedule as teachers while others have a separate salary schedule. The average annual salary for full-time school-based practitioners with 180-day contracts was $64,168 in the 2009–10 school year. For practitioners with 200-day contracts, the average was $71,320. For university faculty, it was $77,801. It is likely that there is significant variability in salaries by region, state, and school district. For more information about salaries in the 2014-15 school year by region of the country, see these slides . In addition, some school psychologists also engage in private practice part-time or even full-time, providing yet another avenue for employment and income.

How do I select a good school psychology training program?

It is impossible to list the "best" training programs. Many factors must be considered to find the program that is best for you. Ask yourself the following questions:

Do I want a doctoral program or a specialist-level program, or do I want a program offering both degrees in the event that I choose to switch between programs?

Where do I want to live and possibly work after graduate school?

Do I prefer an urban, suburban, or rural area for training and living?

Is there a particular focus that interests me—early childhood, counseling, research, developmental disabilities, etc?

Do I want opportunities to work on research projects or in alternative settings (e.g., medical)?

Do I prefer to attend a small program or a large one? Some programs may have no more than 5-6 students per entering class, while others may have 20 or more.

Does the program meet high standards for training?

As part of its efforts to assure high quality school psychology training and services, the National Association of School Psychologists (NASP) reviews school psychology specialist and doctoral programs and approves those programs which provide evidence of consistency with NASP standards. Such approval provides recognition for programs that meet national standards for the graduate education of professional service providers in school psychology. Program approval is an important indicator of quality training, comprehensive content, careful evaluation of candidates, and extensive, properly supervised field experiences as judged by trained national reviewers. Some programs also meet APA standards. These programs are doctoral-only programs since APA only recognizes the doctoral degree. For a list of NASP-approved programs see www.nasponline.org/certification/NASPapproved.aspx . You can also find the Standards for Training Programs posted on the website at www.nasponline.org/standards/2010standards.aspx .

Will I be admitted to a school psychology program if my undergraduate major was in another field like English?

Although the majority of individuals are now entering the field of school psychology with undergraduate degrees in psychology, students continue to enter graduate school with a variety of degrees including education, sociology, and child development to name a few. Your major field is less important if you have sufficient background knowledge in areas applicable to school psychology—child development, psychology, education, etc. English majors tend to write well, which is a very important skill for school psychologists, while science majors are well-prepared for applying research to practice.

What if I miss the application deadline?

NASP has recently developed a 2nd Round Candidate Match process that helps connect applicants with programs that are still accepting applications through Spring or early Summer. A program's participation in the match does not guarantee admission, and each program should be contacted to clarify the application process.

What is the difference between attending a specialist versus a doctoral training program?

Nearly all states certify school psychologists who have completed a 60 graduate semester credit specialist-level program in school psychology, including a 1,200-hour internship. A few states will only grant the title “school psychologist” to those with a doctoral degree, and will have some other title for those with a specialist-level degree, such as “school psychological service provider” or “school psychology specialist.” Be sure to check certification requirements in the areas where you want to work. You can find links to state certification requirements on our website at www.nasponline.org/certification/state_info_list.aspx . For detailed information on different degrees in school psychology, see A Career in School Psychology: Selecting a Master's, Specialist, or Doctoral Degree Program That Meets Your Needs .

How important is it that the specialist level program I attend actually grant a specialist degree ?

As long as the degree is specialist-level, it doesn't matter what degree is awarded (MA, MS, MEd, EdS, CAGS, etc.). In order to meet NASP standards and certification standards in the great majority of states, it is very important that you attend a program that is at least at the specialist level (at least 60 graduate semester credits, with at least 54 exclusive of internship credit).

Can I practice school psychology privately without a doctorate?

The laws of each state govern who can engage in the private practice of psychology and who can use the title of “psychologist” in the private sector. APA and the majority of states do not recognize non-doctoral degrees for independent practice. However, a few states offer licensure to practice privately for master's-level psychologists. In addition, a few clinic and hospital settings hire master's-level psychologists who work under the supervision of a doctoral psychologist. Ethically, school psychologists are obligated to follow the rules of their state as well as professional standards for practice. Although most states will not allow individuals to practice "psychology" privately with a master's degree, there are wide variations in state rules as to what is defined as psychology practice. In some states, the title used is what is regulated; in other states, it is the actual services provided that determines which rules you must follow.

School psychologists should not provide any services beyond the scope of their credentials. For more on school-based and independent practice credentialing, see http://www.nasponline.org/publications/cq/40/1/essential-tools.aspx . For a list of degree and experience requirements by state, see www.nasponline.org/certification/state_info_list.aspx .

Are school psychologists involved in providing mental health services or prescribing medication?

School psychologists provide mental health services that address needs at home and school to help students succeed academically, emotionally, and socially. They are specially trained to link mental health to learning and behavior. School psychologists are often the only school mental health professionals trained in child psychology, learning, and development as well as school systems and classroom environments. They use research and evidence-based strategies to promote good mental health, high academic achievement, positive social skills and behavior, tolerance and respect for others, and safe, supportive learning environments.

Typically, prescribing medication is restricted to medical doctors and some nurses. A few states have enacted legislation that allows doctoral-level clinical psychologists who have had additional training the authority to prescribe some medications. In some settings, school psychologists will work closely with medical doctors in helping to determine the appropriateness of medication. In most school settings, school psychologists might consult physicians with parent consent to help monitor medication effects or to provide information to help a clinic diagnose a condition such as ADD or depression, which may in turn lead to a prescription for medication.

I have training as a counselor. What would be involved in becoming a school psychologist?

Individuals with training in related fields still need to complete a typical school psychology program and a minimum of a 1,200-hour internship. However, depending on the content and recency of your previous coursework, the school psychology program may allow you to waive related classes and field experiences.

What is the difference between a school psychologist and a school counselor?

School psychology training brings together the knowledge base of several disciplines, including child psychology and development and education with an emphasis on special education. In most states and training programs, school counseling does not include training or work with special education populations. In addition, most states require 3 years of graduate school training, including a 1,200-hour internship, to become a credentialed school psychologist. In comparison, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) indicates that accredited master's degree programs in school counseling include a minimum of 2 years of full-time study, including 600 hours of supervised internship.

In the school setting, counselors typically work with the total school population regarding a variety of issues—family and academic problems, career planning, course schedules and problem solving around course selection and scheduling, etc. In some districts, elementary counselors in particular conduct groups regarding family changes, social skills, etc. With older students, they also may be involved in chemical dependency prevention and early intervention activities, crisis intervention, mental health counseling, etc.

School psychologists are typically funded through special education monies and often their first responsibility is to the population of students at risk for failure and who have identified disabilities. With these populations, their roles include assessment (comprehensive evaluations of disability and risk), consultation regarding instructional and behavioral interventions, and direct interventions including crisis prevention/intervention, individual and group counseling and skill training. In this latter role, school psychologists may overlap the duties of counselors and social workers, and often will work jointly with these other professionals by co-leading social skills groups and jointly serving on crisis support teams. Relative to counselors, school psychologists are more likely to have training in behavioral analysis, mental health screening and diagnosis, research methods (and application of research to classroom practices), and specific disability areas.

Training as a school psychologist will provide broader options both within and outside of school settings. School psychologists often are employed by other agencies in addition to school—community mental health centers, pediatric departments of hospitals, corrections facilities, etc. Within school settings, there are growing opportunities for varied roles as a school psychologist as districts tap broader funding sources including grants, prevention and early intervention projects, etc. If direct counseling work with children is appealing, positions emphasizing this role are available to those trained as counselors, social workers, or school psychologists. If a broader range of activities is appealing—comprehensive evaluations of student needs, consultation with parents and teachers regarding achievement and behavior problems, training staff and parents as well as students to be more effective problem solvers and to better understand disability and risk issues, and perhaps conducting research in applied settings—then the field of school psychology might be the best option.

What is the difference between a “child psychologist” and a “school psychologist?”

Typically, the term “child psychologist” refers to doctoral-level clinical psychologists who specialize in children. “School psychologist” specifically refers to professionals who bridge psychology and education to address school-related issues, including those that concern children, teachers, parents and families, as well as school organizations.

Both school psychologists and child clinical psychologists need strong backgrounds in child development and psychology. Clinical psychologists' training generally does not include study of school organization, instruction, classroom management, special education or special education law and ethics. School psychologists' training does include study in education and special education, but compared to clinical psychology, there likely will be less emphasis on psychopathology and long-term therapy. Most states will only license private practice at the doctoral level, while most states credential school psychologists at the specialist level (60 graduate semester credits).

School psychologists typically are found in school settings although a few may work in clinic or hospital settings that specialize in treating school-age children and school-related problems. Child clinical psychologists typically are found in hospitals, mental health centers, and private clinic settings. The school psychologist is much more likely to be involved in services intended to prevent mental health problems and severe behavior disorders, or to intervene at early stages to prevent more serious problems. They are also far more likely to work with teachers and parents to improve instruction in the classroom.

What is NASP Program Approval and is it important?

This does not mean that programs without NASP approval are of lower quality or fail to meet standards. Some programs choose not to apply for NASP approval. Some programs are so new that they are not yet able to demonstrate that they meet standards. Other programs fail to obtain approval because they fall short of standards. Employers may prefer to hire individuals who graduate from NASP-approved programs, and a few states require individuals to have graduated from NASP-approved programs; however, employment is readily available for graduates of non-NASP-approved programs. Be sure to check certification requirements in the areas where you want to work. You can find links to state certification requirements on our website at www.nasponline.org/certification/state_info_list.aspx .

Some questions you might want to ask a program director of a non-NASP-approved program:

Does the program intend to apply for NASP approval in the near future?

Has the program aligned itself with NASP Standards?

How many recent program graduates have applied for national certification and how many have attained it?

Will the program from which you graduate qualify you for a school psychology credential in the state in which you plan to work?

You are encouraged to download an application for national certification before you begin a non-approved program at http://www.nasponline.org/certification/becoming_NCSP.aspx . The application will outline the qualifications required to obtain national certification and might help guide you in your choice of courses and field experiences. Creating your portfolio of training and evidence of skill acquisition is easier to do as you progress through your program of studies rather than waiting until you're ready to apply for national certification to start building your portfolio. If it appears that the usual curriculum doesn't meet national standards, then you should consider adding additional coursework to supplement the program and to better meet the NCSP requirements.

What is NASP “Conditional Approval?” Should I be concerned if a graduate program I am considering is “Conditionally Approved?”

Conditional Approval is typically given in cases in which the program has met the preponderance of NASP standards but also needs to document additional program policy and/or practice consistent with some standards. In some cases, Conditional Approval means that the program is relatively new or has undergone recent changes that require additional implementation time and documentation. In the great majority of cases (over 90%), Conditionally Approved programs subsequently obtain Full Approval.

Graduates of all NASP-approved programs have the same access to national certification (assuming documentation of internship consistent with NASP standards and a passing score on the national examination in school psychology) regardless of whether the program has Full or Conditional Approval at the time of program completion. For programs with Conditional Approval, you may want to inquire as to what steps the program is taking to move to Full Approval.

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2. Be reflective . Think about how you’ve changed during high school. How have you grown and improved? What makes you feel ready for college, and how do you hope to contribute to the campus community and society at large?

3. Look to the future. Consider your reasons for attending college. What do you hope to gain from your education? What about college excites you the most, and what would you like to do after you graduate? Answering these questions will not only give colleges insight into the kind of student you’ll be, but it will also give you the personal insight you’ll need to choose the school that’s right for you.

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Why I want to get into psychology - admission essay

EF_Team2 1 / 1708 Mar 15, 2008 #2 Greetings! You might want to start by telling how your interest in the subject began; something like "I have always found human behavior and the workings of the mind fascinating..." If you have taken courses in high school which provide a foundation for courses you would take in college in a psychology major, you should say what they were. Talk about what you hope to learn and why you feel that "X University" would be the ideal place for you to do your studies in the field of psychology. If you want to become a psychologist, you will need to attend graduate school, so you could mention how this school will prepare you for graduate school. Finally, tell how you foresee your career--what you want to do with your degree in the future. I hope this helps get you started! Thanks, Sarah, EssayForum.com

Fosforito - / 1 Oct 2, 2009 #3 My life according to Freud, Erickson, Kohlberg... outline ideas I need help with my psychology paper!!! I am suppose to write a paper about my life (which I have alot to write about) but I'm having problems trying to write an outline. Professor wants us to apply it to different theorists like Freud, Erickson, Kohlberg (especially) erickson. Im horrible at essays, please can anyone help with ideas for outline? Questions? etc...

EF_Simone 2 / 1985 Oct 2, 2009 #4 You've already outlined your outline: I. Introduction II. What Freud would say about you or your life III. Your life according to Erikson's psycosocial stages IV. Your moral development as assessed by Kohlberg V. Conclusion

/ /

Professor of Psychology and Licensed Mental Health Counselor, Purdue University

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Shannon Pickett does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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A mother hands a lunch bag to her daughter, who has a blue backpack on her back.

The shift from summer vacation to going back to school can be tough for children and their families. Beyond adjusting to new routines, the transition requires handling a mix of emotions. While some kids might feel excited about new teachers and classmates, others may experience anxiety, sadness or uncertainty about the upcoming school year.

With 15 years of counseling school-age children, I’ve seen how common these stresses can be. I also have three school-age kids of my own. Here are five strategies to make the transition smoother that I not only share with the families I counsel, but that I also apply in my own home.

1. Listen to your child

Listen to your child’s concerns about this transition and validate their feelings. Some children are great at communicating their feelings and talking about them, but others may need to be asked specifically how they feel about the transition back to school. It helps to assure them that most students, even teachers, are experiencing some of the same feelings. Let your child know that it is OK to have a mix of emotions; it is possible to be excited, nervous and sad all at the same time. Research has shown the importance of listening to children , even at a young age, because they are the experts in their own lives.

2. Discuss the new routine

Talk about what the new routine will look like for the whole family. With after-school activities and changing work schedules, it could look a little different each day. Having conversations about the new routine reminds children what the day will look like and will set expectations accordingly.

This takes some of the uncertainty out of the equation, which can be comforting during a time of transition. Research has shown the importance of stability for childhood learning and academic success .

3. Plan ahead

Planning ahead logistically will help your child be prepared mentally for this transition. For example, if it is a new school environment for your child, attend an open house or schedule a tour. Even if the classroom is not open for them to go in, being able to walk into the building will help them to feel more at ease.

Check in with your child to ensure that all their summer reading and assignments are completed so that they will be prepared for their class. If additional academic support will be helpful, have tutoring support lined up.

In order to make the first day run smoothly, have outfits picked out the night before and backpacks packed. This facilitates a smooth morning so that everyone can begin the day on a positive note. When children start the day stressed out and overwhelmed, it can be hard for them to shake that feeling. Research has shown that anxiety can lead to increased time spent awake and poorer sleep for adolescents.

4. Instill confidence

Instill confidence in your child so that they feel empowered and develop a positive sense of self. Ensure that you are talking to your child in a positive manner and highlight their strengths. This helps children to feel more confident about tackling the new school year. Research has shown that students who practice positive self-talk show improved academic performance . Instilling the practice of positive self-talk in children cultivates a mindset that they can overcome challenges at an early age.

Giving your child space to make choices about their self-image – for example, the clothes that they wear and how they style their hair – also helps them to feel empowered and improves self-esteem. High self-esteem directly correlates to future success in life, whether it’s in their relationships, careers or overall functioning.

Taking a step back as a parent can be hard, but it is a natural part of the child-rearing process. I remember struggling when my oldest daughter no longer wanted help doing her hair and wanted to do it all by herself. It was difficult not to step in, but I could see how proud she was of herself for handling this task on her own.

5. Seek support when needed

Change takes time to settle into. If your child is having a difficult time adjusting after three to four weeks have passed, it might be helpful to consider additional support for your child. This could include the school adjustment counselor, guidance counselor or an individual therapist.

From my own clinical experience, I often see a significant increase in referrals in the month of October for children needing services. That’s because October tends to be a good time to assess how your child is doing, after the chaos of transitioning back to school. If you want to seek outside counseling for your child, the school adjustment counselor can provide a list of local resources, or you can also use websites such as Psychology Today and search by ZIP code for local therapists in your area.

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“If we want to understand what students are going through, we need to center their voices and really hear what they’re telling us,” said Pope, a senior lecturer at Stanford Graduate School of Education (GSE) and co-founder and strategic advisor at Challenge Success , a school reform nonprofit affiliated with the GSE. “Then we can take a look at strategies to respond.”

Since 2010, Challenge Success and the GSE have been conducting surveys and focus groups with middle- and high-school students on many aspects of their lives, from the stresses of schoolwork and family expectations to the amount of sleep they get each night. In a new report , researchers at Challenge Success shared highlights of the data they’ve collected over the past two decades from more than 270,000 students at 380 high schools across the country. Their findings also informed the organization’s SPACE Framework for School Change , a set of policies and practices for schools to help improve student well-being, belonging, and engagement.

Pope is the author of Doing School: How We Are Creating a Generation of Stressed-Out, Materialistic, and Miseducated Students, and coauthor of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids. She also co-hosts the School’s In podcast with GSE Dean Dan Schwartz, discussing the future of teaching and learning with expert guests.

Here, she talks about some of the issues weighing most heavily on students and offers some steps educators can take to address them.

Senior Lecturer Denise Pope

In your surveys, homework is one of the biggest sources of stress that students report. How do you recommend schools respond to that?

The conversation about homework is usually about whether students have too much or not enough. But it really should be about the quality of homework and whether it’s meaningful to students. What’s the purpose of an assignment? Does it engage students and encourage them to apply what they’ve learned in different ways? Or is it just about practicing rote skills?

There’s very little research on homework that shows a clear benefit, particularly in the younger grades. The impact is hard to measure, because once students go home, you don't know who's doing the work. People assume that if students’ grades improve or they do better on standardized tests, homework must be helping — but very few studies actually isolate the effects in a way that can be attributed to homework.

When students see homework as busywork, or if assignments are too hard or too easy, kids can become disengaged in school in general. In California we worked with legislators on a bill requiring districts to establish a homework policy that considers the impact on students’ health, and to get buy-in from not only the educators but also parents and students. The bill passed unanimously in the Assembly and will go to the Senate next.

Your surveys show that tests are also a major source of stress for students. But how can teachers assess students’ progress without regular testing?

In the real world, you’re almost never told that you’re going to be assessed tomorrow, it’s going to be timed, and you can’t use any of the resources you’d normally use, like your computer or talking to colleagues. And yet that’s how we assess students’ mastery. It’s ridiculous.

Tests and quizzes can only show so much about what a student knows, and they’re often stressful because they’re usually high stakes, connected to grades or the ability to move on to the next level. Many students suffer from test anxiety on top of that, so even if they know the material, the pressure may make them forget it or freeze up, and they don’t do as well.

A much healthier and more accurate way to assess kids’ understanding is through what we call performance-based assessments, which might be a project, a research paper, a lab report, or a debate or exhibition. Or teachers can hold one-on-one meetings with students. We also suggest giving students opportunities to assess their peers and themselves. These performance assessments can be effective ways to get feedback and solidify concepts, and they more authentically replicate the kind of tasks students do outside of school, including work they’ll do in college and in their careers.

Another big issue that comes up in your surveys is sleep. You found that students who get more sleep also say they have an easier time coping with stress, but many report that they don’t get enough. How can schools address that?

High school students on average tell us they’re getting 6.6 hours of sleep on a typical school night, which is significantly less than the 8 to 10 hours recommended for that age group. It’s easy to pin the blame on cell phones and social media, and that’s part of it, but these findings have been consistent for over two decades.

If you think about teens and their natural sleep patterns, they’re fairly nocturnal when they hit adolescence. Their circadian rhythms shift, and at night when your teenager says, ‘I’m not tired,” it’s probably true. But if the school day starts at 7 or 7:30am and kids have to get up around 5 or 6 to catch the bus, that’s too early for their well-being.

California recently passed a law mandating later school start times, and several other states are following with their own proposals. Students often tell us they treasure that extra hour. Many are using it to get more sleep, and others say they now have time to eat breakfast or use it to finish homework in the morning when they are more alert instead of late at night.

We’re not suggesting schools just take their current schedule and push everything by an hour. At Challenge Success we work with them to make their schedule more efficient within a later start time. For instance, does homeroom need to happen every day, or can you make it slightly longer and meet just once a week? Can you implement a block schedule, which cuts back on transition times throughout the day? Both of these changes can save minutes in the day, but if they’re implemented well can also improve student learning. We know schools might run into issues with things like parents’ schedules and after-school activities, so we get creative with schedules and tailor changes to what schools need.

Many students you surveyed, especially historically marginalized groups, said they don’t feel a sense of belonging at school. What do you advise schools to do about that?

It’s important for students to feel safe, seen, and supported. Students in our surveys who identify as girl/woman, or Black, or gender-diverse reported a significantly lower sense of belonging than other groups, which really highlights the need for more inclusive environments at school.

We encourage schools to look for ways to strengthen connections between students and teachers, and among students themselves. Try to build little moments of connection — a quick icebreaker at the start of class, or an advisory period where a teacher gets to connect with a small group of kids once a week. Check in with students who might feel marginalized. Even little things matter, like knowing students’ names and pronouncing them correctly, saying hi to them in the hallway, or checking in after they’ve missed a day of school. When school feels like a community, you're going to want to be there and be a part of it.

It was sobering to see the majority of students in your surveys reporting that, essentially, they don’t enjoy school. How can we get students more into learning?

Every assignment should have a clear purpose, where students know how the lesson can be applied outside the classroom. Even with students who are showing up, working hard, completing their assignments — a lot of them are just “doing school,” going through the motions but not seeing the meaning or purpose or value in it.

We know how to design purposeful, exciting learning experiences for kids, but it takes effort. Where possible, try to connect activities to students’ personal backgrounds and interests, and offer them “voice and choice.” There are a variety of ways to do this, from allowing students to choose which problems to do from each section of a math worksheet to designing their own paper topic or revamping the curriculum around student-led projects.

There’s a great example of a school where kids built their own skateboards and ramps because that’s what the kids were interested in. It’s a project that involves physics, math, engineering, critical thinking, teamwork — it becomes a very authentic learning experience, and the kids are motivated.

This is how school comes to be a place where you want to be, because you’re doing interesting things and you can see your place in the world.

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How to cite ChatGPT

Use discount code STYLEBLOG15 for 15% off APA Style print products with free shipping in the United States.

We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

Parenthetical citation: (OpenAI, 2023)
Narrative citation: OpenAI (2023)

Let’s break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).

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Summer break is ending. Here are 10 ways parents can help their kids get back into school mode

A group of parents and school children stand in a doorway.

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In a matter of days, the easygoing vibe of summer break will be replaced with the rigid schedules of a new school year.

The transition isn’t always easy, even for kids who are eager to return to the classroom. And if children are nervous about a new teacher, new school, or the prospect of making new friends , things can be even more fraught.

With summer break drawing to a close, The Times spoke with psychologists about how parents can help their children embrace a back-to-school mindset . Here’s their advice:

Don’t wait until the last minute to talk about the new school year.

Instead of having one big conversation, make the transition a little at a time in the final week or two of summer break, said Samantha Sweeney , a licensed psychologist in Washington, D.C. You might spend a few hours gathering school supplies; another day, you can plot out what to pack for lunches. Activities like these provide opportunities for kids to talk about how they’re feeling about the upcoming year.

“If you bring it up all at once, you get freaked out all at once,” she said. “Doing it gradually is usually easier for kids.”

If your child is anxious about going back to school, don’t try to talk them out of it.

It’s important to acknowledge their feelings and make them feel heard , experts say.

“If you say, ‘No no no, school is great and it’s going to be wonderful,’ they’ll say, ‘You don’t get it,’ or ‘You don’t understand,’” said Sweeney, co-author of “Working With Worry: A Workbook for Parents on How to Support Anxious Children.”

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Trying to convince a kid to feel a certain way is likely to backfire, said Eileen Kennedy-Moore , a clinical psychologist in Princeton, N.J., who specializes in parenting and child development. “The harder we argue, ‘It’s going to be great!’ the harder they’ll insist, ‘It’s going to be terrible!’”

Don’t give false assurances.

It’s risky to tell your child that everything will be just fine, or that school will be the same as it was last year, because that might not turn out to be true, Sweeney said.

Instead, boost their confidence by reminding them of past successes, like their track record of making new friends. You can also tell them you’ll be there to support them if they need help.

Try to pinpoint the source of their concern.

Are they nervous because they don’t know what to expect from a new teacher? Will they be using a locker for the first time and they’re worried about forgetting the combination for their lock?

Once you have a better idea of what you’re dealing with, you and your child can work together to brainstorm a solution, experts said. Get the ideas flowing by reminding them of times they’ve overcome similar problems in the past.

“You’re guiding them but you’re not giving them all the answers,” said Mary Alvord , a cognitive behavioral psychologist in Rockville, Md., and co-author of “The Action Mindset Workbook for Teens.” “My goal with parents is to teach kids how to be more proactive, how to take initiative. It builds resilience.”

Consider a dress rehearsal of the first day of school.

This isn’t necessary for everyone, but if a child is worried about how they’ll get to campus or where to find a bathroom, a dry run may allay their concerns.

“Knowing what to do can help kids feel more confident that they can cope,” said Kennedy-Moore, creator of the Kids Ask Dr. Friendtastic podcast.

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The school may even allow your child to meet their teacher while they’re setting up their classroom, said Sweeney, who has worked as a school psychologist.

“When they walk in the door on the first day and see a familiar face, that can make a big difference,” she said.

Talk through worrisome scenarios.

“It’s impossible to anticipate every possible problem, so an important question to have your child consider is, ‘Who could help you if you need help?’ Kennedy-Moore said.

You might be able to solve some problems in advance. For instance, if your child is concerned about having someone to sit with at lunch, encourage them to make a plan with a friend.

A conversation may also help your child realize that the things they’re afraid of are very unlikely to happen. If they’re scared that no one will pick them up and they’ll have to spend the night at school, ask if that’s ever happened to them, or to anyone they know personally.

Encourage kids to reconnect with their friends.

Kids may be nervous about seeing some of their classmates for the first time in months. Smooth the way by arranging a playdate or two before school starts. Older kids might prefer to break the ice by reaching out with a text or via a social media app, Sweeney said.

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Another way to help settle a child’s nerves is having them practice what they’ll do when they see their peers at school. Kennedy-Moore suggests they look the friend in the eye, smile and say “Hi,” along with the friend’s name. Follow up with a sincere compliment — “Cool backpack!” — or a question that starts with “how” or “what.”

To further put a child at ease, rehearse how they’d respond to a likely question. If asked, “How was your summer?” a child can reply “Great,” followed by a fact like “We went to the beach with my cousins,” Kennedy-Moore said.

Give your kids time to adjust their sleep schedule.

Moving it gradually will make for an easier transition, experts say. Wake them up 15 or 30 minutes earlier each morning and encourage them to get dressed and eat breakfast to establish a routine. If the earlier start makes them tired, that will help them fall asleep earlier too.

Getting enough rest is an important factor in school success, said Alvord, adjunct professor at George Washington University’s School of Medicine and Health Sciences.

“A lack of sleep interferes with emotion regulation and with clarity of thought,” she said. “When you’re tired, everything seems much worse.”

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But if the new sleep schedule doesn’t stick before school starts, don’t panic. Just keep their after-school schedules open to facilitate earlier bedtimes.

“Your kids will get over the jet lag from the schedule shift in a few days,” Kennedy-Moore said.

Don’t pass your own anxieties on to your kids.

Children often look to adults for cues about how to respond in unfamiliar or unusual situations, Kennedy-Moore said.

“If we, as parents, are calm and generally positive about school, it makes it easier for kids to have positive expectations,” she said.

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That may be easier said than done. When it comes to their children, parents tend to worry about the worst-case scenario and see things in all-or-nothing terms, Alvord said. If they can learn to recognize and adjust their thinking patterns, they can help their children to do the same, she said.

Focus on the positive.

If the first day of school puts your child through the wringer, praise them for sticking it out.

“Say, I’m so proud of you, we’re getting ice cream,’” Sweeney said. “I have a personal philosophy that ice cream fixes everything .”

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Karen Kaplan covers science and medical research for the Los Angeles Times. She has been a member of the science team since 2005, including 13 years as an editor. Her first decade at The Times was spent covering technology in the Business section as both a reporter and editor. She grew up in San Diego and is a graduate of MIT and Columbia University.

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