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SURNAME 1

Student's Name

Course Code

Instructor's Name

Date

Question 1: Reasons for Seeking Education in Social Work

My decision to pursue social work comes from a lifetime of advocating — first for

myself, then for my brother, and now for others. Growing up with ADHD, I often felt

misunderstood in school. Instead of being supported, I was blamed or punished, and my parents,

though loving, did not know how to navigate the system. I learned while young that no one

would if I did not speak up for myself.

Later, I watched my younger brother face his own struggles in school. Instead of

receiving help, he was pushed out and labelled, and it broke something in me because I

remembered how that felt. This time, I knew how to fight back. I became his advocate, writing

letters, making calls, and refusing to let him be forgotten.

Those experiences gave me a deep empathy for anyone who feels silenced or left out.

They also made me realize that my instinct to fight for fairness was not just personal — it was

the beginning of a calling (Nall). Over the years, through my professional roles working with

children and adults with autism, mental illness, and other challenges, I discovered that what I

love most is helping people see their worth and potential.

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SURNAME 2

I want to focus on young people, because I believe that is where social work can change

lives most dramatically. Adolescence and young adulthood — ages 15 to 25 — are critical years,

when the right support can shift the entire direction of someone’s life (Karlsson and Lundström,

p. 110). I feel called to work with troubled youth and young adults, particularly those struggling

with addiction, because they are so often misunderstood or written off. I want to be the person

who steps in, advocates for them, and helps them find a path forward.

My expectation of being a professional social worker is to combine my personal drive

with the training and ethical grounding to make a difference on a larger scale (Kottler, p.6). With

the tools I gain at NYU, I hope to create real change for young people who feel hopeless, unseen,

or unsupported — the same way I once did.

Question 2: Six Core Values

The six core values of social work are not abstract concepts for me — they are values I

have lived.

Service has been a theme in my life since childhood. First, it meant advocating for myself

in school, then my brother when he faced the same struggles, and now for clients and families in

my professional work.

Social justice is personal to me because I have seen how systems discriminate against

those who do not fit the mould — children with ADHD, learning differences, autism, or

addiction (Ahmed et al.). Too often, they are punished instead of supported (Javed Talokar, p. 2).

I believe social justice means challenging those systems and creating fairer opportunities.

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SURNAME 3

Dignity and worth of a person is something I have learned from being judged in my own

community for being “different.” It taught me that people are not their labels, and that every

person deserves to be seen as more than their struggles.

The importance of relationships is something I hold close. Whether building trust with a

client in the Health Home program, creating safety for a child at summer camp, or supporting a

friend in crisis, I have seen how healing often starts with a human connection.

Integrity and competence mean showing up with honesty and humility, admitting when I

do not have all the answers, and committing to growth. Competence is not about being perfect

but about being willing to learn, adapt, and keep moving forward (“NASW Code of Ethics and

Social Work Core Values ”).

These values are not only the foundation of social work but also the foundation of the

kind of social worker I want to become — one who serves, advocates, and builds relationships

that can change lives, especially for young people who feel overlooked.

Question 3: Injustice Example

The injustice that has impacted me most is the way schools and systems mishandle

students with learning differences, behavioural challenges, or addiction (Adesina, p. 5). As a

child with ADHD, I was punished more than I was supported. My challenges were treated as

flaws, and instead of being helped, I was made to feel like a problem.

Years later, I saw the same thing happen to my younger brother. He was pushed out of

classrooms, labelled, and overlooked, with no one supporting him. It brought back the isolation I

felt, but it also fuelled my determination. I stepped in for him because I knew exactly how it felt,

and I could not let him go through it alone.

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SURNAME 4

I see the same pattern now in how society responds to adolescents and young adults

struggling with addiction. Instead of being understood and supported, they are often criminalized

or discarded (Kara et al.). This is systemic discrimination — punishing people for their pain

instead of offering solutions.

With an advanced degree in social work, I want to address this injustice on both the

individual and systemic levels. Individually, I want to be the advocate who shows young people

that they are not beyond hope. Systemically, I want to push for programs and policies that treat

addiction and behavioural struggles as issues of health and support, not punishment (Urlando, p.

91).

Question 4: Stressful Situation

I faced a stressful situation when my younger brother began having serious trouble in

school. Instead of receiving support, the school punished him and treated him like a problem to

be removed. Watching that was extremely difficult for me, because I had gone through

something similar with my own ADHD. I knew what it felt like to be misunderstood, silenced,

and blamed, and it hit me hard to see the same cycle repeating for him (Niemi et al. p. 111).

Most parents feel challenged to protect their ADHD children from discrimination (Mesfin

and Habtamu, p. 34). The stressful part was that my parents did not know how to navigate the

school system or advocate effectively for him, so it was up to me to step in. I wrote emails, made

phone calls, and pushed for him to be placed in a setting where he could succeed. It was

overwhelming because I was young and did not always know the “right” approach. However, I

knew I could not just stay quiet and let him be discarded.

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SURNAME 5

That experience taught me how to keep calm under pressure, even when emotions were

high, and how to use persistence and advocacy to create change. Most of all, it showed me the

importance of being someone’s voice when they do not know how to fight for themselves

(Scholarworks and Porter, p. 4). It was stressful at the time, but it shaped how I see myself and

the role I want to play in other people’s lives — especially for adolescents who do not yet know

how to advocate for themselves

Question 5

My journey has not been linear or easy. I have had to fight for myself, my brother, and

others who did not know how to advocate for themselves. I have been judged in my community,

misunderstood in school, and underestimated in different parts of my life. However, instead of

letting that break me, I used it to build resilience, empathy, and a sense of purpose. (Clarke and

Westmore, p. 2)

My work with children with autism, adults with mental illness, and families in crisis has

confirmed what I have always felt — that my place is alongside people who are struggling,

helping them find their voice, their resources, and their strength (Baweja et al. p. 23).

For me, NYU is not just the next step in a career. It is where I can merge who I am —

someone who knows first-hand what it feels like to be silenced — with who I want to become: a

professional social worker equipped to create lasting change. My long-term vision is to focus on

adolescents and young adults, especially those battling addiction or behavioural struggles, and to

be the person who helps them see a future for themselves when they cannot yet see it on their

own (Karlsson and Lundström, p. 156).

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SURNAME 6

Works Cited

“NASW Code of Ethics and Social Work Core Values .” ICSW, www.icsw.edu/icsw_blog/core-

values-in-social-work.

Adesina, Tomi. “Children with ADHD Face Cycle of Negative Experiences in Their Early

School Years.” News, 26 May 2023, news.exeter.ac.uk/faculty-of-health-and-life-

sciences/children-with-adhd-face-cycle-of-negative-experiences-in-their-early-school-

years/.

Ahmed, Ali, et al. “Do Schools Discriminate against Children with Disabilities? A Field

Experiment in Sweden.” Education Economics, vol. 29, no. 1, 8 Dec. 2020, pp. 3–16,

https://doi.org/10.1080/09645292.2020.1855417.

Baweja, Raman, et al. “Review of Barriers and Interventions to Promote Treatment Engagement

for Pediatric Attention Deficit Hyperactivity Disorder Care.” World Journal of

Psychiatry, vol. 11, no. 12, 19 Dec. 2021, pp. 1206–1227,

www.ncbi.nlm.nih.gov/pmc/articles/PMC8717033/,

https://doi.org/10.5498/wjp.v11.i12.1206.

Emily E. Clarke, B. S. W., and Lmsw Megan R. Westmore. “Social Work with Persons with

Disabilities.” Uta.pressbooks.pub, vol. 12, 3 Oct. 2022,

uta.pressbooks.pub/introtosocialwork/chapter/social-work-with-persons-with-

disabilities/. https://uta.pressbooks.pub/introtosocialwork/chapter/social-work-with-

persons-with-disabilities/

Kara, Koray, et al. “School Participation, Supports and Barriers of Children with and without

Attention Deficit Hyperactivity Disorder.” BMJ Paediatrics Open, vol. 9, no. 1, 1 Feb.

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2025, pp. e002917–e002917, bmjpaedsopen.bmj.com/content/9/1/e002917,

https://doi.org/10.1136/bmjpo-2024-002917.

Karlsson, Patrik, and Tommy Lundström. “ADHD and Social Work with Children and

Adolescents.” European Journal of Social Work, vol. 24, no. 1, 22 Mar. 2019, pp. 151–

161, https://doi.org/10.1080/13691457.2019.1592122.

Karlsson, Patrik, and Tommy Lundström. “ADHD and Social Work with Children and

Adolescents.” European Journal of Social Work, vol. 24, no. 1, 22 Mar. 2019, pp. 151–

161, https://doi.org/10.1080/13691457.2019.1592122. Accessed 21 Feb. 2021.

Kottler, Susan. “A Social Worker’s Guide to Attention Deficit/Hyperactivity Disorder - National

Association of Social Workers.” Www.naswma.org, 2020, www.naswma.org/page/362.

Mesfin, Wongelawit, and Kassahun Habtamu. “Challenges and Coping Mechanisms of Parents

of Children with Attention Deficit Hyperactivity Disorder in Addis Ababa, Ethiopia: A

Qualitative Study.” BMC Psychology, vol. 12, no. 1, 17 June 2024,

https://doi.org/10.1186/s40359-024-01828-0.

Muhammad Javed Talokar. “Core Values in Social Work.” Socialworkmethods.com, 7 Sept.

2024, socialworkmethods.com/core-values-in-social-work/.

https://socialworkmethods.com/core-values-in-social-work/

Nall, Rachel. “The Upside of ADHD: Leadership, Athleticism, Creativity,

Hyperfocus.” Healthline, 2022, www.healthline.com/health/adhd/benefits-of-adhd.

Niemi, Sofia, et al. “School Attendance Problems in Adolescent with Attention Deficit

Hyperactivity Disorder.” Frontiers in Psychology, vol. 13, 23 Nov. 2022,

https://doi.org/10.3389/fpsyg.2022.1017619.

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SURNAME 8

Scholarworks, Scholarworks, and Porcha Lynn Porter. Attention Deficit Hyperactivity Disorder

and Social Work Practice Attention Deficit Hyperactivity Disorder and Social Work

Practice in Suffolk, VA. In Suffolk, VA.

https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=10060&context=dissertatio

ns

Urlando, Sonia . “ADHD Stigma: Effects on Diagnosis and Treatment.” Creyos.com, 16 Jan.

2024, creyos.com/blog/adhd-stigma. https://creyos.com/blog/adhd-stigma

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