Animal-Assisted Therapy and Rogers’ Core Components Among Middle School Students Receiving Counseling Services: A Descriptive Study

Jenkins, Christie D.; Laux, John M.; Ritchie, Martin H.; Tucker-Gail, Kasey

doi:10.1080/15401383.2014.899939

Cited by 20 publications

(22 citation statements)

References 33 publications

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“…(2000) padarė išvadą, kad gyvūnų terapijos klientų pagerėjo socializacija su kitais klientais, jie dažniau šypsojosi tarsi mėgavosi savo veikla. Vaikų, kurie dalyvavo gyvūnų terapijoje, pagerėjo nuotaika, jie jautėsi laimingesni, saugesni, padidėjo jų savivertė, sumažėjo depresijos lygis, vienišumo izoliacijos ir streso išgyvenimai, be to, vaikai tapo emociškai stabilesni ir paklusnesni (remiantis Jenkins, 2014).…”

Section: įVadasunclassified

“…Iš pateiktų terapeutės ir tėvų elgesio aprašymų galima matyti, kad šiame tyrime, kaip ir kituose gyvūnų terapijos efektyvumo tyrimuose (Granger ir kt., 1998;Mallon, 1992;Linond ir kt., 1997;Marr ir kt., 2000, Jenkins, 2014, patvirtinami teigiami socialiniai, emociniai, psichologiniai ir pedagoginiai pokyčiai: vaikai ilgiau išlaiko kontaktą, gerėja jų socialiniai įgūdžiai, mažėja išsiblaškymas, didėja dėmesingumas mažėja neigiamų pasisakymų. Vaikai geriau valdo emocijas, pasikeitė požiūris, jie tapo paklusnesni, sumažėjo agresija ir autoagresija.…”

Section: Rezultatų Aptarimasunclassified

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Kaniterapijos Taikymas Vaikams, Turintiems Specialiųjų Ugdymo(-Si) Poreikių. Kokybinė Kaniterapijos Užsiėmimų Analizė

Brazdeikienė¹,

Zukhbaya²,

Petraitienė³

2021

Tiltai

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Klaipėdos universitetas, Klaipėdos pedagoginė psichologinė tarnyba AnotacijaStraipsnyje pristatoma kaniterapijos užsiėmimų su specialius ugdymo(-si) poreikius turinčiais vaikais kokybinė ir kiekybinė analizė. Kaniterapijos užsiėmimai vykdyti dviejose tiriamųjų grupėse. 1-ąją grupę sudarė vaikai, turintys elgesio-emocijų sutrikimų, 2-ąją -vaikai, kuriems nustatyta protinė negalia (gydytojų patvirtinta diagnozė). Kaniterapijos užsiėmimų kokybinė ir kiekybinė analizė patvirtino teigiamus socialinius, emocinius, psichologinius ir pedagoginius pokyčius abiejose vaikų grupėse. Santykinai didesni elgesio pokyčiai stebimi vaikų, turinčių protinę negalią, grupėje. 1-os grupės tėvai vertino vaikų elgesio-emocijų sunkumus prieš ir po kaniterapijos užsiėmimų. Mamų vertinimuose prieš ir po kaniterapijos užsiėmimų statistiškai reikšmingų skirtumų nerasta, tėvai nurodo mažesnius elgesio-emocijų sunkumus po kaniterapijos, be to, reikšmingai žemesni tėvų nurodyti nerimastingumo / depresiškumo įverčiai po kaniterapijos užsiėmimų. PAGRINDINIAI ŽODŽIAI: kaniterapija, gyvūnų terapija, specialūs ugdymo(-si) poreikiai, elgesioemocijų sunkumai. AbstractThe qualitative and quantitative analysis of canine therapy with children with special educational needs is presented in this article. Canine therapy sessions were carried out in two groups of participants. The 1st group consisted from children with behavioural-emotional problems, the second group -consisted from children who have disability of intelligence and have diagnosis confirmed by physicians. The qualitative and quantitative analysis confirmed positive social, emotional, psychological and educational changes in both groups of children. Relatively greater changes are observed in the group of children with disability of intelligence. The parents of first group of children evaluated their behavioural-emotional difficulties before and after canine therapy sessions. There were no significant differences in mothers scores of children behavioural-emotional difficulties before and after canine therapy sessions, fathers' scores of behavioral-emotional difficulties of children are lower after canine therapy sessions, and significantly lower are scores of anxiety / depression difficulties after canine therapy sessions.

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Section: įVadasunclassified

Section: Rezultatų Aptarimasunclassified

Kaniterapijos Taikymas Vaikams, Turintiems Specialiųjų Ugdymo(-Si) Poreikių. Kokybinė Kaniterapijos Užsiėmimų Analizė

Brazdeikienė¹,

Zukhbaya²,

Petraitienė³

2021

Tiltai

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“…Without being exhaustive, we can provide some examples for each of those factors. First, it is possible to take advantage of the effects that the HAI has on the clients’ perception of safety and positive acceptance, in order to establish a better work environment [ 42 , 43 ], or to evaluate its effect on their commitment to the process of change (within the so-called therapeutic alliance) [ 39 ]. Second, as far as the clients’ expectations are concerned, the literature shows that the presence of animals can affect their perception of the therapist and their attitude toward disclosing personal information—elements that affect the probability of success [ 44 , 45 ].…”

Section: Proposals For Integrating Aaismentioning

confidence: 99%

Current Status of Animal-Assisted Interventions in Scientific Literature: A Critical Comment on Their Internal Validity

Borrego

2020

Animals

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Many meta-analyses and systematic reviews have tried to assess the efficacy of animal-assisted interventions (AAIs), reaching inconsistent conclusions. The present work posits a critical exploration of the current literature, using some recent meta-analyses to exemplify the presence of unattended threats. The present comment illustrates that the field (1) comprehends inconsistencies regarding the terms and definitions of AAIs; (2) pays more attention to the characteristics of the animals than to the action mechanisms of AAIs; (3) does not provide a clear connection between anthrozoology (how humans and non-human animals interact in communities), benefits of the human–animal interaction (HAI), and the design of AAIs; and (4) implicitly reinforces these phenomena through research designs. Thus, some conclusions extracted from these meta-analyses need further discussion. Increasing the internal validity of AAIs in empirical studies is an urgent task, which can be addressed by (1) developing a better understanding of how anthrozoology, the HAI, and AAIs relate to each other; (2) highlighting the mechanisms that explain the results in an empirical and specific way; and (3) changing the design of interventions, adopting a component-centered approach, and focusing on the incremental efficacy and efficiency of AAI programs.

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“…Interestingly, most of the literature regarding pet therapy in schools is written through the lens of the counselor (Coyne-Foresi, 2015;Firmin et al, 2016;Jenkins et al, 2014;Weston, 2010) or educator (Beetz, 2013;Daly & Suggs, 2010;Friesen, 2010;Kirnan et al, 2016;Pinto & Foulkes, 2015). None of the search results for this review yielded research on pet therapy through the lens of the school nurse.…”

Section: Role Of the School Nursementioning

confidence: 99%

“…Social-emotional regulation. Current research suggests that AAT has a positive effect on children's social-emotional well-being (Beetz, 2013: Friesen, 2010Jenkins, Laux, Ritchie, & Tucker-Gail, 2014). Friesen (2010) suggested that when students interact with a therapy dog, a feeling of trust is created.…”

Section: Introductionmentioning

confidence: 99%

Animal-Assisted Therapy Supports Student Connectedness

Fedor¹

2018

NASN School Nurse

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Animal-assisted therapy is a complementary approach to supporting the well-balanced student. In particular, therapy dogs in school can have a direct impact on students' social interactions, class participation, and behavior, as well as strengthening feelings of connectedness in school-a protective factor against risk-taking behaviors. School nurses have the unique charge of acting as liaisons between optimal health and academic success, and they can serve an integral role in animal-assisted therapy programs at school. The benefits of animal-assisted therapy in elementary schools along with the role of the school nurse in the planning and success of the program are described.

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Animal-Assisted Therapy and Rogers’ Core Components Among Middle School Students Receiving Counseling Services: A Descriptive Study

Cited by 20 publications

References 33 publications

Kaniterapijos Taikymas Vaikams, Turintiems Specialiųjų Ugdymo(-Si) Poreikių. Kokybinė Kaniterapijos Užsiėmimų Analizė

Kaniterapijos Taikymas Vaikams, Turintiems Specialiųjų Ugdymo(-Si) Poreikių. Kokybinė Kaniterapijos Užsiėmimų Analizė

Current Status of Animal-Assisted Interventions in Scientific Literature: A Critical Comment on Their Internal Validity

Animal-Assisted Therapy Supports Student Connectedness

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