PSY 370
Personal Information:
My name is Teresa Rosetti. I will be finishing all of my courses at Canisius in May 2006. Soon after graduation I will be returning to Albany. This upcoming summer I will be working as an Assitant Pool Director at a local country club in Albany. When the summer is over I will begin graduate school at the College of St.Rose in Albany. At St. Rose I will be working on my masters in School Psychology.
Annotated Bibliography:
The topic that I chose for my annotated bibliography was:
The psychological effects (positive or negative) of extracurricular activities and/or sports on childrens academic performance.
I chose this topic for a specific personal reason. Throughout a great part of my childhood and adolesence I managed much of my time around academic and athletics. As I grew older my academic and swimming performance grew even more and more important to me. Learning to balance time between practice, meets, weight lifting, running, meetings, homework and studying was not always easy and became a big part of my life. I believe by having swimming in my life and always knowing that my homework had to be done before practice or that my studying had to be done in the car on the way to meets taught me a great deal about discipline and time management. Although I did learn a lot regarding the positive effect that athletics can have on an individuals life I did also learn the negative effects as well. I not only saw others not learn how to manage their time how I had learned I began to see how intense participation in athletics can have a severe effect on an individuals body through athletic injuries.
When searching for various empirical articles I used many different search terms and I also used my access to the Canisius Library as well as my access to the Hudson Valley Community College Library.
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The search terms that I used were:
- children and physical education
- physical fitness in youth
- youth and physical education
- youth sports
- sports and youth
I found many useful articles when using these various search terms. I narrowed down my article choices to twelve specific articles.
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The articles I included in my annotated bibliography are:
- Cassettari-Wayhs, A. J., & Cassas, K. L. (2006). Childhood and Adolescent Sports-
Related Overuse Injuries. American Academy of Family Physicians, 73, 1014-
1022.
- Coatsworth, J. D., & Conroy, D. E. (2006). Enhancing the self esteem of youth swimmers
through coach training: Gender and age effects. Psychology of Sport and Exercise, 7, 173-192.
Retrieved April 20, 2006, from Elsevier database.
- Harrison, P. A., & Narayan, G. (2003). Differneces in Behavior, Psychological Factors and
ENvironmental Factors Associated with Particpation in School Sports and Other Activities in
Adolescence. Journal of School Health, 73, 113-120. Retrieved April 20, 2006, from EBSCO Pulishing database.
- High School coaches low on first-aid knowledge. (2005). Internal Medicine Review, 38,
28-30. Retrieved April 23, 2006, from Info Trac database.
- Hill, G. M., & Cleven, B. (2005). A Comparison of Students' Choices of 9th Grade Physical Education:
Activities by Ethnicity. The High School Journal of the The University of North Carolina Press, 16-24.
- Hunt, J., Eccles, J. S., Barber, B. L., & Stone, M. (2003). Extracurricular Activities and
Adolescent Development. Journal of Social Issues, 59, 865-889.
- King, W. D., & Gemardi, F. J. (1995). Inappropriate discourage instructions for youth athletes
hospitalized for concussion. Pediatrics, 95, 216-224. Retrieved April 23, 2006, from Info Trac database.
- McNulty, T., & Eitle, D. J. (2002). Race, Cultural Capital, and the Educational Effects of Particpation in
Sports. Sociology of Education, 75, 123-146. Retrieved from Jstor database.
- Miller, K. E., Sabo, D. F., Barnes, G. M., & M. J. (1998). Athletic Participation and Sexual Behavior in
- Adolescents: The Differnet Worlds of Boys and Girls. Journal of Health and Social Behavior, 39, 108-123.
Retrieved April 20, 2006, from Jstor database.
- Sallis, J. F., Prochaska, J. J., Taylor, W. C., Hill, J. O., & Graci, J. C. (1999). Correlates of Physical Activity
in a National Sample of Girls and Boys in Grades 4 through 12. Health Psychology, 18, 410-415. Retrieved
April 20, 2006, from EBSCOhost database.
- Siegel, D. (2006). Planning Youth Sports Programs that Foster Psychological Development. Journal of
Physical Education, Recreation and Dance, 77, 54.
After reading many articles and completing my annotated bibliography I discovered one great similarity between almost all of the articles. Although many of the articles did note that sports do promote injuries and take away from time that students could be spending on academics they all did feel that these activities had a positive effect on children. All the articles showed some significant research that supported a positive effect of extracurricular activities or sports on children. I believe that this research goes hand and hand with my experience as a child. Growing up I was an athlete (swimmer) and practices, weight lifting, running and meets took a lot of time away from the time that I could have been spending on academic related work. Although all of these athletic related activites were very time consuming I do feel that they did a lot more than get me into good shape and taught me a lot more than being a good athlete. I believe that I learned a lot regarding friendships, time management, discipline and much more. I think that many college athletic programs implementing manadatory study halls for their athletes is a very good idea as well. This concept helps athletes stay on top of their work as well as freshman athletes make new friends with other athletes. Throughout my time as a swimmer I did see many athletes lose tract of their time and get way over their head. For the most part I think that this research was very accurate.
Interview:
I conducted my interview Tuesday February 14, 2006 at 7:45am at Country Parkway Elementary School in Williamsville. At my interview I learned man interesting things form the School Psychologist, Linda Dugan (626-9873)
Interview Questions and Answers:
Should we get our doctorate or a specialist degree?
Although, Linda does not have a Psy.D. her opinion was that if she was a student going into the profession of School Psychology now she would probally look into a Psy.D. program.
What do you do each day?
Linda is the School Psychologist for two elementary schools, each containing 600 children. Linda listed a variey of things in which she might do on a daily basis, these things include: 1. Working a lot with the parents of pre-schoolers with disabilites as the children prepare for kindergarten. 2. She helps in conducting reading screenings with the literacy team as well as the reading specialist in the school. 3. Linda said she conducts a lot of student evaluations. She said a lot of these evaluations are for students that are suspected to have disabilites or students that already have a known disability. 4. Her job requires her to do a lot of consultations with teachers and parents. These consultations could be about many different issues but usually are concerned with a child's emotional or behavioral issue. The consulations are designed as a beginning or discussion about behavior intervention. 5. Linda said that she did only a little group and individual counseling.
In general on a daily basis Linda made it clear that she could be doing a wide array of activities or jobs. She stated that she is only one member of the large diagnostic team as well as the Special Team within the school. She also wanted me to know that on a daily basis she talks to at least three parents regarding a child. She said the major things that she interacts with parents regarding are childrens test results, for consultation or to help a parent make an educational decision regarding their child.
Would you consider your job to be a high stress job?
Linda felt that her job was fairly stressful, she rated it a 7 on a 1-10 scale. She felt that this stress could either be situation specific or an accumulation of many situations with having a very high workload.
What special intervention services do you offer in your building(s) that you think are particularly effective?
Linda listed a few very effective programs in which her school specifically offeres within their building. These programs include; a full time social work, counselor for individual and group counseling, Special Friends specifically for first graders, No Put Downs to help with bully prevention, 3 reading specialist for early intervetion as well as reading recovery as well as a Kindergarten lab for early literacy to prevent and avoid reading difficulties.
What agencies outside of the district have you worked with?
Linda told me that she refers students to many different groups as well as places in the community when necessary. Although, many of these outside programs are great Linda told me that out of the approximently 50 special education students only 5-7 students are apart of outside schooling programs. Some of the other programs Linda noted that she has worked closely with were; Boces, Gateway, Falkschool, Summit, The Center for Handicap Children as well as many different social workers, clinical psychologists and neuropsychologists.
What are your work hours like? Is it a normal 8-4, or is there a lot of outside work to do?
Linda talked a lot about how her job is generally an 8-4 job but everday she some work at home. She also said that she generally works on the weekends as well.
What cultural differences and barriers do you deal with if any?
Although Linda understands that many districts have a many cultural differences she said that she generally doesn't fun into any cultural barriers in her work. She said that her district has a high Asian population and the only barrier would be parents not speaking english. Linda said that their is and ESL teacher with in the school that is capable of finding an interpreter when parents don't speak english, but in general she has not has any problems.
What courses or experiences would you recomend participating in throughout college besides the required classes/practicums that either helped you or would have been helpful?
As I was listening to Linda I realized that I have had no Special Education or Education Courses throughout college. When I asked her if she had any suggestion question she felt that Special Education classes would have helped her a lot, if not in her job in graduate school. She suggested that if I had any courses left to take to try and take an Intoduction to Special Education course. Linda also said that many people don't realize how much School Psychologist work with disabled students and that it might help students who are unsure to visit or work with disabled children at a program like Summit.
After asking Linda all of the questions above as well as listening to her additional information I found out many new and interesting things regarding school psychology. I was very happy to find out that everyday she doesn't something different and no day is exactaly the same. I believe after this interview I am most definitely even more intersted in persuing a career in school psychology.
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Spring2006
Psy370Spring2006
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