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Research Paper:

Therapy Dogs in Schools

Madisyn Mackenzie

University of Alberta
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Abstract

The purpose of this research was to determine if Animal Assisted Therapies, specifically therapy

dogs, should be implemented into educational settings to promote and support student

well-being. A survey was conducted through Google forms, which was completely confidential

and voluntary. This survey was sent out to a variety of individuals who have experience with

therapy dogs. The survey asked three questions to answer “Should therapy dogs be in schools to

assist with student well-being?”. Existing literature and respondent answers, supported the

emotional need for therapy dogs. However the population for response was limited to a smaller

number as this is a relatively well-known but under represented intervention.

​ nimal Assisted Therapy [AAT], therapy dog, Animal Assisted Activities [AAA],
Keywords: A

service dog
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Literature Review

Animal-Assisted Therapy [AAT] programs with children are becoming increasingly

popular in school and therapeutic settings in North America. The most common form of research

over the past thirty years indicates that therapy dogs may offer physiological, emotional, social,

and physical support for children (Friesen, 2009). The purpose of this literature review is to

examine the effects of AAT programs, specifically the effects of therapy dogs, to answer the

question, “Should therapy dogs be in schools to assist with student well being?”.

Relationships between humans and animals have developed over many years. The roles

have changed overtime, but humans and animals have created strong bonds lasting many

generations. In recent years, increasing research supports the physiological, psychological, and

social benefits of interactions with animals and the therapeutic potential of animal-assisted

programs in a wide range of settings (Walsh, 2009). However, AAT programs are not new

interventions (Levinson, 1978). The first documented therapeutic relationship occurred in the

late 18th century in England at the York Retreat, which intended to be a supportive and healing

environment for those who were mentally ill (Urichuk & Anderson, 2003).

Animal Assisted Therapy and Therapy Dog Defined

It is necessary to define terms that will be recurring throughout this literature review

before further considering whether therapy dogs should be incorporated in school settings. A

therapy dog is not to be confused with a service dog whose role is to support the handler. A

therapy dog is defined as a canine that receives specific training to provide psychological or

physiological therapy to individuals other than their handler (Alliance of Therapy Dogs, 2017).
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There are three categories of therapy dogs; personal therapy dogs, Assisted Therapy Dog,

and a Visiting Therapy Dog. A Personal Therapy Dog is trained, temperament tested, evaluated

and certified to bring benefits to their handlers that struggle with mental health conditions.

Assisted Therapy Dogs join their handler (typically educators, teachers, psychologists,

counsellors and doctors) at their workplace to help their students, clients, customers or patients.

Visiting Therapy Dogs typically visit but are not limited to, hospitals, schools, hospices, and

nursing homes with their trained handler. Unlike service dogs, therapy dogs are encouraged to

interact with a variety of people while they are on-duty. This involves the temperament training,

ensuring that the dog allows themselves to be pet and embraced by people.

A service dog ​is an assistance dog that focuses on its owner to the exclusion of all else as

they are trained to provide specific support for individuals with disabilities such as visual or

hearing difficulties, seizure disorders, mobility challenges, PTSD, diabetes, and other visible and

non visible disabilities (​Grove & Henderson, 2018)​.

Similarly, Animal Assisted Activities are not be confused with AAT. Animal Assisted

Therapy is planned for a specific child. Specific goals are developed for the child, documentation

and progress is recorded in AAT while Animal Assisted Activities are short-term and the

participants are not planned or tracked (R.E.A.D. Dogs Minnesota, 2013a; Friesen, 2009). The

Delta Society, which promotes positive human-animal interactions and provides information

about animal-assisted therapy and activities, defines AAT as a goal-directed intervention in

which an animal is incorporated as an integral part of the clinical healthcare treatment process

and delivered by a professional health or human service provider who demonstrates skill and

expertise regarding the clinical applications of human-animal interactions (The Delta Society,
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1996). Animal-assisted activities provide opportunities for motivational, educational, and

recreational benefits to enhance a person's quality of life and are delivered by a professional,

paraprofessional or volunteer who demonstrates knowledge about animals and the human

populations with which they interact.

History of Animal Assisted Therapy Dogs to Present

The human-animal bond is not a new theory, as animals and humans have established

strong remedial relationships for many years (Walsh, 2009; Levinson, 1978). The York Retreat

in England was the first recorded therapeutic setting where animals were utilized as a therapeutic

approach (Heimlich, 2001; Jackson, 2012). In the 1960s Boris Levinson laid the groundwork for

animal-assisted therapy with his experiments involving his family dog, Jingles. Levinson was

one of the first ever to document his development of planned and controlled ways of

incorporating animals, mainly his dog, into therapy sessions (Levinson, 1965).

Trained therapy dogs are becoming increasingly more common in schools and other

educational settings, hospital, and senior residences across Canada (Therapeutic Paws of Canada,

2011). A common visitation program throughout Canada is the Paws To Read program, where

certified therapy dogs and handlers are matched with students who struggle to read, in which the

therapy dog provides a safe, low risk environment for the student to practice their literacy skills

as they will read aloud to the dog (Therapeutic Paws of Canada, 2011). Therapy dog rooms are

also becoming a common practice at college and university campuses to provide stress-reducing

visits and a way to refocus around exam time. In schools, AAT has been used with students who

are uncommunicative, have disabilities, require work on social emotional skill building and

positive behaviors, and in crisis situations (Chandler, 2001). AAT sessions can be integrated into
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individual or group therapy and with a very wide range of age groups and persons with varying

ability (Endenburg & van Lith, 2011).

General Importance and Benefits

The human–animal bond, as defined by the American Veterinary Medical Association is,

“a mutually beneficial and dynamic relationship between people and other animals that is

influenced by behaviors that are essential to the health and well-being of both” (​AVMA,​ 2018).

Research shows that therapy dogs can reduce stress as their presence can lower human cortisol

levels, while also increasing oxytocin levels which is a hormone that increases trust in humans

(Grove & Henderson, 2018). AAT can help improve physical, emotional, and social issues by

providing supports for these issues (O’Haire, 2010). Some of the documented physical benefits

of therapy dogs include lowering of heart rate and blood pressure, increased relaxation, and a

tendency to forget about limitations and pain (R.E.A.D. Dogs Minnesota, 2013).

Other studies and theories provide evidence of the importance of Animal Assisted

Therapy by presenting the primary roles of therapy animals in child development. Many studies

about AAT regarding child development focus on social and cognitive development (Melson,

2003). Levinson (1978) proposes that animals constantly offer acceptance and affection without

strings attached and an animal accepts a child for what they are, not for what they might or ought

to be which can give the child a sense of worth that they might not be getting from the rest of

their environment. Levinson (1978) also suggests relating to an animal affects the development

of children’s self-concept and self-esteem, promotes a sense of competence and expands impulse

control, and heightens the capacity to love and empathize. Physiologically, the presence of a

therapy dog has been found to significantly lower behavioural, emotional, and verbal distress in
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children when participating in a mildly stressful activity (Nagengast, 1997). Animals provide a

basic sense of trust through the animal's security, reliability, love and affection; a sense of

autonomy and initiative through the pet's serving as an active playmate and promoting

exploration of the environment, encouraging patience and self- control; a sense of industry

through the animal's trainability and response to the child's basic commands; and a sense of

identity through the animal's serving as a companion and confidant, and providing social and

emotional support (Putz, 2014).

Recent research suggest that the implementation of therapy dogs can beneficial for

students with disabilities. In a study of four children with autism spectrum disorder at a health

club using therapy dogs, parents and instructors of all four children believed their child was more

focused in the presence of the therapy dog team and enjoyed having the team with them during

the sessions (Bibek et al., 2012). Another report studying children with autism and therapy dogs

reported increased social response by children towards both the animal and therapist (Barker,

1999). Levinson (1962) reported that his dog served as a communication link during therapy

sessions, providing the children with a sense of security in the therapy setting, quickened the

therapy process and found that AAT worked well with children who were nonverbal, inhibited,

withdrawn, and also children with autism, schizophrenia, and obsessive- compulsive disorder or

culturally disadvantaged particularly helping to strengthen children with autism’s contact with

their environment.

Common Concerns

Considerations are necessary and crucial to ensure the safety and well-being of everyone

involved in programs with children and dogs. Typical concerns regarding allergies and
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cleanliness are the primary deterrents for AAT programs (Friesen, 2009). However, in an article

exploring the potential risks associated with using pet therapy in healthcare settings in the

Journal of Clinical Nursing, i​ t was determined that “only 6% of people seen by allergists in

North America have an allergic reaction as a result of animal dander” (Elliot et al. 1985). The

authors conclude that the incidence of pet induced allergies can be reduced by selecting an low

shedding dog breed and ensuring the dog is bathed and groomed regularly (Elliot et al. 1985).

Another common concern of AAT programs involves safety for the children. Jalango (2008),

noted dog bites are common among young children but can be prevented with age appropriate

lessons focused on helping children to become empathetic towards a dog's unique needs.

Learning to interact with a dog in a quiet and gentle manner, when and how it is appropriate to

approach a dog, and how the child should act if he or she is afraid of the dog are all important

lessons for children to learn prior to introducing a dog into a school or therapeutic context

(Jalango, 2008).

Conclusion

Although AAT is not a new form of therapy, it is gaining popularity in school settings as

the social and emotional benefits therapy dogs can provide to students are increasingly evident

through research. The human-animal bond is a mutually beneficial and dynamic relationship that

is influenced by behaviors that are essential to the health and well-being of both. Educators and

other professionals can use this human-animal bond as a way for students to learn and develop

academically while also promoting resilience and motivation through social emotional learning.

Research claims that the addition of AAT to current educational and therapeutic practices can

play a vital role in students cognitive and social development this is especially true for students
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on the autism spectrum. The implementation of therapy dogs has been known to improve

students self-concept and self-esteem, promote a sense of competence and expand impulse

control, and heighten one's capacity to love and empathize.

Analysis and Conclusion

Should therapy dogs be in schools to assist with student well-being? To answer this

question I asked three questions in a confidential and voluntary online Google form which asked

individuals:

1. In what ways has the therapy dog impacted the individuals the dog has worked with?

2. Has the therapy dog improved the individuals well-being? Well-being meaning a state of

being comfortable, happy, or healthy. Please explain

3. How do you think the implementation of therapy dogs in schools, on a regular occasion

would be beneficial to students?

The form was sent to individuals who have experience working with therapy dogs in a variety of

settings including handlers, teachers, and parents of students. In response to the first question,

respondents spoke to an individual increase in confidence and emotional support. In regards to

the second question all respondents noted an increase in individuals well being and happiness

after working with a therapy dog. One individual even expressed, “​when in situations of crisis

we have seen individuals well-being and state of mind be supported through a therapy dog visit”.

All respondents answered positively to the third question, expressing they supported the

implementation of therapy dogs in schools. One response stated that they “[​believed] that the

difference in confidence and stress levels [would] be better managed by regular dependable dog

visits to students [and] be beneficial not only to their grade levels but also depression/anxiety and
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other issues seen with student visits [would] better be managed before it worsens” (2018).

Overall, respondents favoured the regular implementation of AAT, expressing positive

qualitative evidence in support of therapy dogs in school settings.

Implications and Recommendations

Therapy dogs are an increasingly effective form of therapy in North American

educational settings with growing popularity among professionals. The research supporting the

social and emotional effects of AAT are overwhelmingly positive and promote skill development

beyond the use of the therapy dog. The emotional support that therapy dogs can provide to

students is unparalleled in contrast with traditional interventions. When looking at a student on

the Autism spectrum the limitations of touch therapy to traditional counselling can be returned

through the use of a therapy dog. Therapy dogs are also a effective way to build empathy as this

is an opportunity for students to care for something outside of themselves while building and

teaching responsibility. Teachers can use therapy dogs as a form of motivation and focus lessons

on how to interact and approach dogs while developing respect and empathy to ensure all

students who may be hesitant of a therapy dog are aware of proper etiquette to ensure safety of

all. AAT sessions can be a form of therapy, integrated into individual or group therapy. My

recommendations would be for educators and other professionals to explore AAT as the

evidence supporting their use is undeniably positive. Community building, increased awareness,

and AAT practice can lead to the cohesive vision and support of students involved. Through the

proper implementation of AAT, therapy dogs can be an influential intervention in addition to

pre-existing supports.
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References

Alliance of Therapy Dogs. (2017). Retrieved from https://www.therapydogs.com/

American Veterinary Medical Association. (2018). Human-Animal Bond. Retrieved from

https://www.avma.org/KB/Resources/Reference/human-animal-bond/Pages/Human-Ani

mal-Bond-AVMA.aspx

Barker, S. B. (1999). Therapeutic aspects of the human-companion animal interaction.

Psychiatric Times 26(2)​.

Bibek, J. M., Cavalier, A. R., Manley, K. & Obrusnikova, I. (2012). Integrating therapy dog

teams in a physical activity program for children with autism spectrum disorders:

therapy-dog-assisted interventions provide physical, social, and emotional benefits for

children with disabilities. ​The Journal of Physical Education, Recreation & Dance.​

Chandler, C. (2001). Animal-assisted therapy in counseling and school settings. ​ERIC Digest​.

Retrieved from http://www.counseling.org/resources/library/ERIC%20Digests/2001-

05.pdf

Delta Society. (1996). ​Standards of practice for animal-assisted activities and therapy.​ Retrieved

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Elliot, D., Tolle, S., Goldberg, L., & Miller, J. (1985). Pet-associated illness. ​The New England

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Endenburg, N. & van Lith, H. A. (2011). The influence of animals on the development of

children. ​The Veterinary Journal.​

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contexts. ​Early Childhood Education Journal 37.​

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Grove, C., & Henderson, L. (2018, November 26). Therapy dogs can help reduce student stress,

anxiety and improve school attendance. Retrieved from

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