Meeting the emotion! Application of the Federico II Model for pet therapy to an experience of Animal Assisted Education (AAE) in a primary school

Dicé, Francesca; Santaniello, Antonio; Gerardi, Federica; Menna, Lucia Francesca; Freda, Maria Francesca

doi:10.1016/j.prps.2017.03.001

Cited by 17 publications

(13 citation statements)

References 16 publications

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“…Animals help children recognize their own emotions and the emotions of others. Furthermore, they are a protective factor against significant stress, anxiety, and difficulties in educational programs [ 34 ].…”

Section: Discussionmentioning

confidence: 99%

The effects of a non-school setting on quantity and quality of biology knowledge of primary students–A pilot study

Malariková¹,

Machová²,

Svobodová³

et al. 2023

PLoS ONE

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To increase the effectiveness of education is appropriate to incorporate varied teaching methods with multisensory stimulation and with an emphasis on personal and emotional experiences. This study aims to compare the knowledge of biology subject matter acquired by second and fourth-grade primary students. The lesson occurred at a farm in the experimental group and at school in the control group. Students’ knowledge levels were assessed before the lesson, after the lesson, after 14 days, after a month, and after six months. When the levels of knowledge after the lesson were compared between the groups, significantly better results (p = 0.001) were recorded in students in the control group. Another 14 days after the lesson, there was no significant difference in knowledge between the groups (p = 0.848). The same results were obtained after a month (p = 0.760) and after six months (p = 0.649). In the experimental group, the intra-group analysis did not show any significant difference in the levels of knowledge before and after the lesson; it was recorded only after 14 days. In contrast, the control group showed a significant improvement in knowledge right after the lesson, which was not observed later on. Most often, this phenomenon was observed in second-grade students. The presence of animals in an educational setting can add many benefits, such as mental well-being, an increase in empathy, or support for socio-emotional development. Since the levels of subject matter knowledge acquired at a farm and at school were similar, it seems that farm lessons should not negatively impact education, and it offers many related positive effects.

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Section: Discussionmentioning

confidence: 99%

The effects of a non-school setting on quantity and quality of biology knowledge of primary students–A pilot study

Malariková¹,

Machová²,

Svobodová³

et al. 2023

PLoS ONE

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“…Животных вовлекают в образовательный процесс, потому что они повышают эмпатию учеников, интерес к познавательной деятельности и увеличивают концентрацию на изучаемом материале [Gee, Griffin, McCardle, 2017;Ngai et al, 2021;Reilly, Adesope, Erdman, 2020]. Кроме того, они снижают тревожность, что особенно значимо для младших школьников, которые только входят в незнакомую для них образовательную среду [Dicé et al, 2017;Molnar et al, 2020], и детей с особенностями развития [Anderson, Olson, 2006;Juríčková et al, 2020;Kirnan, Siminerio, Wong, 2016]. Помимо этого, участие животных в образовательных процессах имеет сходство с реальной научной деятельностью и потому способно вовлечь учащихся в нее [Schuttler et al, 2019;Wilson et al, 2011].…”

Section: взаимодействие молодых людей и животных в рамках образовател...unclassified

Взаимодействие Молодых Людей С Животными И Образовательные Результаты

Mikhaylova¹

2022

MONITORING OF PUBLIC OPINION

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В статье предлагается обзор эффектов, детерминант и методов изучения взаимодействия животных и молодых людей. Хотя в литературе подробно рассмотрены различные типы воздействия социального окружения на жизненные траектории молодежи разных возрастов (детей, подростков и молодых взрослых), роль взаимоотношений с животными описана скупо. Данная работа касается двух контекстов, в которых обычно сталкиваются юный человек и животные: домашнего и контекста образовательных учреждений. На основе анализа результатов исследований, изложенных в научной литературе, делается вывод, что отношения с животными способны улучшить навыки эмоциональной регуляции, могут влиять на формирование чувства ответственности за благополучие других живых существ, усиливать социальную интегрированность молодого человека и вместе с тем закреплять модели жестокого и агрессивного поведения. В заключении работы описываются потенциальные направления дальнейших эмпирических исследований. Статья может оказаться полезной для исследователей детей, подростков, молодежи и взаимодействий между людьми и животными. Благодарность. Исследование выполнено за счет гранта Российского научного фонда (проект № 21-78-00069).

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“…The notion of modal articulation represents an interesting research perspective from which to study a person’s transformation processes in psychotherapy research (Freda, De Luca Picione, & Di Stazio, 2012), in clinical psychological interventions (Martino & De Luca Picione, 2016), and in institutional and healthcare settings (De Luca Picione et al, 2015; Dicé, Santaniello, Gerardi, Menna, & Freda, 2017; Freda et al, 2016). Modal articulation is the situated “form” of sensemaking since it is configured with the local context; furthermore, it is the “mode” of the subjective experience inasmuch as it defines the direction of the agency.…”

Section: Psychological and Clinical Implications Of The Use Of Modal mentioning

confidence: 99%

Modal articulation: The psychological and semiotic functions of modalities in the sensemaking process

Picione

Martino

Freda

2017

Theory & Psychology

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Within a semiotic and psychodynamic frame, we present and discuss the psychological construct of modal articulation. By modality, we mean the way a subject organizes the meaning of his/her own experience according to categories of necessity, possibility, opportunity, will, knowledge, permission, and duty. Modality is a relevant topic in some branches of philosophy, logics, linguistics, and semiotics, but there is no systematic discourse about it in psychology. The proposal of this work is to deal with some interesting and promising features of modal categories in the sensemaking process of subjective experience. Modalization is presented as a relevant semiotic organization in each contextual and dynamic sensemaking process in order to perform three functions: (a) connection between affective matrix and subjective experience, (b) mediation between subjective positioning in intersubjective context, and (c) vectorialization of action, namely orienting subjective agency in becoming temporal. Theoretical, methodological, and clinical implications are discussed.

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Meeting the emotion! Application of the Federico II Model for pet therapy to an experience of Animal Assisted Education (AAE) in a primary school

Cited by 17 publications

References 16 publications

The effects of a non-school setting on quantity and quality of biology knowledge of primary students–A pilot study

The effects of a non-school setting on quantity and quality of biology knowledge of primary students–A pilot study

Взаимодействие Молодых Людей С Животными И Образовательные Результаты

Modal articulation: The psychological and semiotic functions of modalities in the sensemaking process

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