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Motivation Letter (1)

Kübra Meriç's motivation letter outlines her passion for psychology, particularly in supporting children and adolescents through her academic and clinical experiences. She emphasizes her commitment to evidence-based, trauma-informed care and her desire to specialize in developmental therapy. Meriç seeks to join a program that aligns with her goals of integrating psychological assessment into therapeutic practices and contributing to research on early psychological interventions.

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0% found this document useful (0 votes)
24 views2 pages

Motivation Letter (1)

Kübra Meriç's motivation letter outlines her passion for psychology, particularly in supporting children and adolescents through her academic and clinical experiences. She emphasizes her commitment to evidence-based, trauma-informed care and her desire to specialize in developmental therapy. Meriç seeks to join a program that aligns with her goals of integrating psychological assessment into therapeutic practices and contributing to research on early psychological interventions.

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kübra meriç
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Kübra Meriç

Motivation Letter

From an early age, I’ve been drawn to understanding people—not just their actions,
but the emotional and relational dynamics beneath them. As the middle child in my family, I
often found myself mediating between different needs and perspectives, which sparked a
deeper curiosity about human psychology. In high school, I took part in a social responsibility
project with children in institutional care. Helping them with homework, playing together, and
simply being present taught me the power of genuine human connection. That experience lit
the spark of my interest in mental health, particularly in supporting children and adolescents.
This early motivation took on deeper meaning during my undergraduate studies in Guidance
and Psychological Counseling at Boğaziçi University—a time marked by both academic
learning and self-reflection. One formative assignment involved applying lifespan
development theories to my own childhood. Reconstructing my story through reflective
conversations helped me adopt a more compassionate, analytical lens on behavior, and
showed me the transformative power of psychological insight in understanding ourselves
and others.

Alongside my coursework, I participated in several research projects. One, published


in Adult Education Quarterly, explored how media narratives influence gender identity.
Conducting archival research at the Turkish Women’s Library and analyzing visual and
textual ads from Kadınca magazine deepened my understanding of how social messaging
shapes development. Another project examined microaggressions in romantic relationships
among university students using the Actor-Partner Interdependence Model (APIM). My work
on literature review and theoretical framing gave me a clearer sense of how subtle relational
dynamics affect emotional well-being. In the Building a Stronger Future project, our team
designed resilience-based interventions for high school students facing cyberbullying.
Drawing on evidence-based programs like PRP and CBITS, we created tailored
psychoeducational modules. This marked my first experience developing support content for
a vulnerable group and made me realize how essential early, context-sensitive interventions
are for long-term mental health.

My academic foundation has been strengthened by direct clinical experiences. At


Rehber Clinic, I was introduced to cognitive-behavioral therapy (CBT), where I observed
case formulations, joined treatment planning, and received training in mindfulness-based
and sport psychology interventions. This early exposure to structured, ethical clinical work
confirmed my interest in therapeutic practice. Later, internships at İstanbul Psychology
School and Giunti Psychometrics Turkey expanded my understanding of clinical and
assessment practices. At İstanbul Psychology School, I helped with case documentation and
developed psychoeducational materials. At Giunti, I worked on translating and validating
psychological tests. These roles highlighted how assessment tools can meaningfully support
therapy and guide clinical decisions. I also trained in EMDR, Schema Therapy, and Satir
Family Therapy at Ousia Clinic while contributing to the clinic’s outreach efforts through
psychoeducational content. A short internship at Conatus Therapy Clinic gave me further
insight into how therapeutic models shape practice, expanding my clinical perspective.

Curious about psychology in organizational settings, I also interned in human


resources at Mudo Turkey and Allianz Turkey. These experiences helped me understand
Kübra Meriç

professional dynamics but ultimately reaffirmed my desire for direct clinical work—especially
where growth-oriented relationships can flourish.

Currently, I’m interning at Darüşşafaka Educational Institutions, working closely with


9th and 10th-grade students. Conducting individual sessions, co-leading group activities,
and collaborating with a multidisciplinary team have been especially formative. One moment
that stayed with me was when a student said, “This is the first time I felt calm.” Experiences
like that reinforce my dedication to becoming a clinical psychologist.

Together, these academic, research, and clinical experiences have clarified my goal:
to specialize in developmental, trauma-informed therapy for children and adolescents. I’m
especially interested in psychological assessment and evidence-based methods. That’s why
your program stands out to me. Its rigorous curriculum, extensive supervised clinical training,
and focus on child-adolescent mental health align closely with the path I hope to follow. The
chance to learn from expert faculty and train in developmentally sensitive, trauma-informed
approaches is something I deeply value. I believe this program will provide the strong
foundation I need to grow as both a clinician and researcher. I’m particularly excited to
explore how assessment tools can be integrated into therapeutic work with youth, helping to
make interventions more precise and impactful. My long-term vision is to help develop
culturally sensitive, developmentally appropriate models of care. I also hope to contribute to
research that explores the long-term impact of early psychological interventions in diverse
contexts.

In the short term, I aim to deepen my skills in working with adolescents and families,
especially in emotional regulation, trauma recovery, and relational dynamics. Ultimately, I
see myself practicing as a clinical psychologist in school or community settings, offering
accessible, tailored care and advocating for integrating mental health into broader
educational systems.

What motivates me most is not just the desire to help, but a deep commitment to
evidence-based, ethically grounded, and developmentally attuned care. I believe supporting
young people’s mental health calls for a practice that is both compassionate and
precise—and your program is uniquely equipped to support that mission. I’m confident that
the training I’ll receive will shape me into a thoughtful, effective clinician who can contribute
meaningfully to the field through practice, research, and advocacy. I look forward to
becoming part of your academic community and continuing this journey of growth and
service.

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