What’s Love Got to Do with It? Selecting Animals for Animal-Assisted Mental Health Interventions

MacNamara, Maureen; Moga, Jeannine; Pachel, Christopher

doi:10.1016/b978-0-12-801292-5.00008-0

Cited by 14 publications

(5 citation statements)

References 13 publications

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“…The concept of interpersonal communication is complex as it is concerned with the way an individual feels, behaves, and thinks (Berger, 2016). In other words, interpersonal communication is not merely viewed as a means of verbal or non-verbal communication, but rather it is a complex concept that is further concerned with the internal side of the person, such as emotions, feelings, attitude, beliefs, perceptions, and the like (Berger, 2016;Larson, 2018;Macnamara, 2015;Turner & West, 2018). Thus, intrapersonal communication focuses on what goes on 'inside' individuals and the way in which they process and generate communication messages.…”

Section: Soft Skills For Professional Developmentmentioning

confidence: 99%

Developing a Digital Training Course for Enhancing the Professional Development of Omani Employees in the Workplace

Al-Khalidi,

Al-Shukaili,

Sulaiman

et al. 2024

EJELLS

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This paper is part of a bigger research project investigating the impact of developing a digital training course targeting the enhancement of professional development of Omani employees, trainees, and new staff in the oil and gas industry and academy. Furthermore, the paper aims to explore to what extent mastering English language proficiency meets the needs of professional development in accordance with the updates of globalization and marketization. The study is designed and shaped by the qualitative approach utilizing semi-structured interviews to explore and provide deeper insights into the investigated subject. The findings showed that English proficiency was perceived as an important factor contributing to enhancing professional development in the workplace setting.

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Section: Soft Skills For Professional Developmentmentioning

confidence: 99%

Developing a Digital Training Course for Enhancing the Professional Development of Omani Employees in the Workplace

Al-Khalidi,

Al-Shukaili,

Sulaiman

et al. 2024

EJELLS

View full text Add to dashboard Cite

show abstract

“…A “goal-first” approach is imperative when deciding whether an ESA would be a good fit for the individual. In essence, rather than deciding if an ESA can fit within the treatment plan, the treatment goal or disorder-related need should be identified and an ESA considered as one way to help meet that goal (MacNamara et al, 2015). For this reason, a client seeking services for the sole purpose of obtaining an ESA letter may not be consistent with best practices.…”

Section: Esa Ethical Considerationsmentioning

confidence: 99%

“…Selecting an animal to serve as an ESA requires knowledge about animal behavior, health, AAIs, as well as clinical understanding of clients’ unique needs and context and how those would interface with an animal. A goal-first approach necessitates the thoughtful consideration of the species, breed, and temperament chosen for the purpose of emotional support (MacNamara et al, 2015). The goals and expectations of the ESA in the treatment plan need to match the natural traits, abilities, and desires of the animal chosen.…”

Section: Esa Ethical Considerationsmentioning

confidence: 99%

“…A current pet of the client should not be immediately assumed to be well-suited to the goals established for an ESA. However, a preexisting bond between a client and an animal does matter in considering the right animal for the right job (MacNamara et al, 2015). Poor attachment or inconsistency in the bond can preclude an animal from being an effective ESA.…”

Section: Esa Ethical Considerationsmentioning

confidence: 99%

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Emotional support animals: A framework for clinical decision-making.

Ferrell

Crowley

2021

Professional Psychology: Research and Practice

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An emotional support animal (ESA) is a type of legally recognized assistance animal that purports to provide emotional support to individuals with mental and emotional disabilities. Due to their no-cost access to housing that is ordinarily not pet-friendly (and previously no-cost access to airline travel), ESAs have increased in popularity, reflected in media attention highlighting problems that occur when individuals obtain ESA verification fraudulently, or without critical thought and legal considerations. Given recent legal clarifications by the U.S. Department of Housing and Urban Development (HUD; 2020), ESAs should be considered an accommodation and adjunct to ongoing treatment for chronic mental health disorders. The present article approaches ESA decision issues from a human-animal bond research and positive ethics perspective and introduces an ESA Decision-Making Framework. The framework provides clinicianfriendly overview of welfare, clinical, and legal aspects of ESA decisions and potential ESA selection. The framework can structure beneficial conversations about ESAs between providers and clients in order to facilitate collaborative treatment planning and to strengthen therapeutic alliances regardless of the outcome of the ESA decision. Public Significance StatementEmotional Support Animals (ESAs) should be considered an accommodation and adjunct to ongoing treatment for chronic mental health disorders. The present article provides a clinician-friendly overview of welfare, clinical, and legal aspects of ESA decisions and potential ESA selection from a humananimal bond research perspective.

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“…The first major branch of AAI is pet therapy. This approach is characterized by a triangular relationship formed between the individual, the handler, and the animal (MacNamara et al, 2015). Pet therapy includes three main subcategories.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Service Animals and Pet Therapy in Schools: Synthesizing a Review of the Literature

Abat-Roy

2021

eei

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As the academic and social-emotional needs of students in schools continue to increase, so too does the presence of dogs in educational spaces. This article aims to present an overview of past and present animal-assisted intervention practices in school settings. This comprehensive literature review examines the current state of research within this field of study. Data from 29 publications were selected according to strict inclusion and exclusion criteria. The results highlight three categories in which the presence of dogs in schools have an impact: social-emotional, cognitive, and physiological. Challenges to program implementation include health risks, cultural context, and negative effects on the animal. Due to the lack of school-based research, more study is needed, especially in order to understand the effect of dogs on the social-emotional learning of students. Finally, the welfare and training of the animals involved should be taken into consideration, and regulations regarding handler and animal training should be enforced.

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What’s Love Got to Do with It? Selecting Animals for Animal-Assisted Mental Health Interventions

Cited by 14 publications

References 13 publications

Developing a Digital Training Course for Enhancing the Professional Development of Omani Employees in the Workplace

Developing a Digital Training Course for Enhancing the Professional Development of Omani Employees in the Workplace

Emotional support animals: A framework for clinical decision-making.

Service Animals and Pet Therapy in Schools: Synthesizing a Review of the Literature

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