About Us

The journey to who we are now has been a long one. For decades, having owned and worked with animals, including horses and dogs, and all types (and sizes) of birds, along with career shifts from military contracting to law enforcement to education, led us to a path that allowed an integration of behavior with education, utilizing animals as an intervention practice.

"Animal-assisted interventions (AAIs) reflect an extraordinary opportunity to improve mental health given the special role that animals (pets) occupy in everyday life and general public receptivity to animals" (Kazdin; 2017).

Evidence-Based Practice

EVIDENCE BASED RESEARCH AND INTEGRATION ACROSS MULTIPLE HEALTHCARE DISCIPLINES

Evidence-based research of animal assisted therapy (AAT) extends across a multitude of helping professions, including psychophysiological and psychosocial healthcare and human service disciplines. There are various ways that AAT can be integrated. The following summarizes a few key findings from evidence-based research and outcomes:

Psychophysiological Health: Affirmative AAT interactions improve psychophysiological and emotional health. Various evidence-based research reports positive findings, specifically an increase in endorphine and dopamine neurochemicals, which trigger positive feelings in the body (Odendaal, 2000). Odendaal reported the interaction as a “positive human-dog interaction” (2000, p. 278). Other studies report findings of a decrease in cortisol, otherwise referred to as the “stress hormone” (Adamle, Riley, & Carlson, 2009; Barker, Knisely, McCain, Schubert, & Pandurangi, 2010). Cole, Gawlinski, Steers, and Kotlerman (2004) studied patients with heart failure and concluded that AAT improves cardiopulmonary pressures, neurohormone levels, and anxiety. Specifically, the intervention included a 12-minute visitation with a therapy dog. A decrease in blood pressure among patients engaged in AAT was demonstrated in a study by Friedmann, Thomas, Cook, Tsai, and Picot (2007). The intervention included the participant speaking to the research and then sitting silently with a dog present and then without a dog present while measuring blood pressure (Friedmann, et al., 2007). Several studies report an increase in emotional health during AAT (Kaminski, Pellino, & Wish, 2002; Sobo, Eng, & Kassity-Krich, 2006; Wu, Niedra, Pendergast, & McCrindle, 2002). Specifically, findings include an increase in positive moods (Kaminski et al., 2002) and optimism (Wu et al., 2002). Sobo, Eng, and Kassity-Krich (2006) utilized three intervention levels: In the first level, the dog sat quietly with participants; in the second level, the dog would perform a trick; and in the third level, participants would walk and play with the dog.

Mood Disorders: AAT offers many benefits to mood disorders, including anxiety and depression (Barker & Dawson, 1998). Specifically, Tsai, Friedmann, and Thomas (2010) report findings of a reduction in state-anxiety among hospitalized children, aged seven to 17 years, who were engaged in AAT. The children were able to pet, touch, and brush the dog for six to ten minutes as the intervention. A study on adult college students with depression showed a reduction in depressive symptoms after receiving AAT (Folse, Minder, Aycock, & Santana, 1994). Various studies conclude AAT leads to lower levels of depression (Sockalingam, et al., 2008; Souter & Miller, 2007). Sockalingam et al. (2008) utilized a single case study to demonstrate unstructured time with a therapy dog leads to a decrease in depression. McVarish (1995) demonstrated that patients with depression who interacted with AAT showed greater reduction of depressive symptoms than patients who were just shown photographs of animals.

Psychiatric Disorders: AAT benefits patients with severe psychiatric disorders, such as schizophrenia. Various evidence-based research concludes AAT significantly increases coping abilities of patients with schizophrenia (Berget, Ekeberg, & Braastad, 2008; Kovacs, Kis, Rozsa, & Rozsa, 2004). Berget, Ekeberg, and Braastad (2008) studied a total of 90 patients with schizophrenia and other mental disorders in Norway engaged in AAT. Participants’ self-efficacy and coping ability increased over the course of the intervention (Beret, Ekeberg, & Braastad, 2008). Kovacs, Kis, Rozsa, and Rozsa (2004) studied seven patients diagnosed with schizophrenia over nine months while engaged in AAT and concluded that living and social skills increased over the course of treatment.

Emotion Regulation: AAT increases emotion regulation, specifically increasing selfesteem, decreasing shame of emotions, and recognition of emotions (Burger et al., 2009). Walsh and Mertin (1994) studied AAT as an intervention in a women’s prison in Australia. Results reveal a significant improvement among self-esteem for the women engaged in AAT (Walsh & Mertin, 1994). AAT also positively impacts children with emotion regulation, especially those diagnosed with conduct disorder (Mallon, 1994) or at risk for academic consequences (Trotter, Chandler, Goodwin-Bond, & Casey, 2008).

Occupational Therapy: There is limited evidence based research on AAT within occupational therapy, yet the current literature demonstrates vast benefits of integrating AAT to increase cognition, range of motion, strength, and balance. Research demonstrates occupational therapy participants maintain longer duration of treatment when AAT is incorporated. AAT appears to motivate patients while increasing alertness and cognitive ability (Morse & Field, 1995).

Children: AAT provides many benefits for children. Within hospital settings, Calcaterra et al. (2015) studied 40 immunocompetent children ages three to 17 undergoing surgical procedures engaged in AAT before surgery and after surgery for a total of four hours. Painrelieving effects of AAT were significant, as well as an increase in emotion regulation and a reduction in stress. AAT is also beneficial for children within residential facilities for emotional and behavior problems. Specifically, Mallon (1994) reported benefits of love, companionship, and affection for children with conduct disorder. On the other hand, drawbacks includes children hitting the dogs (Mallon, 1994).

Elderly Persons: Elderly individuals may experience difficulties due to aging. AAT provides many benefits for the elderly population. Specifically, Herbert and Greene (2001) reported senior citizens living in an assisted living facility engaged in a walking program walked further when walking a dog versus walking alone. Winkler, Fairnie, Gericevich, and Long (1989) reported an increase in social interactions between nursing home residents with the introduction of a resident dog. AAT also decreases feelings of loneliness. Further, Calvert (1989) studied nursing home residents who interacted with pets resulted in less loneliness than nursing residents who did not interact with pets. AAT has many benefits, including increasing elderly individuals’ motivation to walk, social interactions, and decreases loneliness.

Leslie Stewart, Ph.D., Counseling Department, Idaho State University

Heidi McKinley, MS, LPC, Counseling Department, Idaho State University

Jennifer Gess, MA, LPC, NCC, Counseling Department, Idaho State University

Social Skills Interventions:

Social skills interventions [assume] that problems in social interaction are a result of inadequately developed knowledge of relevant social rules [and] as a result, social skills programs have focused on training individuals in socially relevant behaviors such as communication skills, assertiveness, negotiation skills” (Sudhir, 2013) and self-regulation.

With lower-functioning demographics, additional focus is made on communicating “wants” and “needs” to convey emotions and/or desires to mitigate potential frustration which can manifest into perceptible aggression. The basic elements to social skills interventions rely on the development of communication skills and the receptive ability to process both verbal and non-verbal human communication deeply rooted in social and peer interactions.

Gresham (2015) asserts that “social skills function as academic enablers and contribute to higher academic achievement [and] children and youth with or at risk for emotional and behavioral disorders (EBDs) present substantial challenges for schools, teachers, parents, and peers [and] social skills interventions have been shown to be effective for this population [with] about 65% of students with EBD [improving] when given social skills interventions.”

When we examine the relevant deficits which occur almost concurrently between individuals diagnosed with autism spectrum disorder (ASD), emotional behavioral disorders (EBD), developmental disabilities, traumatic brain injuries (TBI), post-traumatic stress disorder (PTSD), and anxiety disorders, we find similarities in how information is, or more importantly, is not processed by the human brain, as well as related communicative difficulties due to deficits in how verbal and non-verbal communication is processed, compounded by anxiety and stressor triggers which impact individualized responses.

Individuals with such diagnoses may “lack some of the basic prerequisites for effective social skills training to occur, such as motivation, ability to transfer knowledge to natural settings, and self-regulation, [to which] social skills training include skills to improve conversational ability, assertion, amount of interaction, and personal appearance” (Sudhir, 2013). Furthermore, “social skills training has been carried out using prompts, fading, reinforcement contingencies, modeling, shaping, time out for inappropriate talk, feedback, self-management, problem solving, role plays, and social problem solving [as well as] discrimination training, rehearsal, and practice” (Sudhir, 2013).

In a classroom setting, teachers implement at all grade levels, some form of social skills intervention or maintenance, whether it be preschool, elementary school, middle school, or high school. The social interactions relied upon through academic activities and SEL lessons as a classroom or in small groups allow students who may struggle with social deficits and behaviors and self-regulation, to interact with their peers on a level of continuity that spans 13-years of life in a similar setting.

Nicole Eredics (N.D.) on “Reading Rockets” asserts that “research and experience has told us that having social skills is essential for success in life [and] inclusive teachers have always taught, provided and reinforced the use of good social skills in order to include and accommodate for the wide range of students in a classroom.” This method of intervention focused on inclusivity allows classrooms to provide students with a representation of the diversity of the real world, and integration of social emotional lessons (SEL) allows students to understand that all people may be different, but we are still connected and able to communicate.

Animal-Assisted Intervention may be implemented in a classroom or in small groups, in an educational setting or in a clinical setting, it can be implemented with students in age groups from preschool through high school, as well as with adults. Animal-Assisted Intervention with populations of students with ASD and EBD and anxiety disorders can be beneficial in creating a social skills and positive peer interaction learning environment conducive to long-term social and emotional learning that can directly align with curriculum and engage students in real world relationship building and communication.

Having utilized AAI in an educational setting, results have included an increase in academics and positive peer interaction and engagement, greater levels of socialization within a classroom environment, a complete cessation of negative behaviors including aggression and elopement, an interest in something other than technology, verbal communication, sharing, and a desire to learn more about the specific animal being utilized. The current Animal-Assisted Intervention Program I have created and implemented successfully relies on the use of Conures. Birds, especially parrots require handling and interaction at an early age to tame them into being able to be handled, along with regular and frequent handling and interaction, very little additional efforts are needed to implement an Animal-Assisted Intervention with Conures.

The Conures I have trained wear diapers and interact with students for the entirety of the day, when I am working in a classroom setting, whether it is general education, resource, EBD, CLC, FLC, or life skills. The spans of time for interaction are easily limited to maintain academic progress and daily routine, and AAI of this nature is not always an intervention that is utilized on a daily basis. An understanding of animal behavior is a benefit, but not necessarily a requirement or a prerequisite.

The implementation of an Animal-Assisted Intervention that incorporates small parrots such as Conures is basic, relying on simple handling and minimal interactions in a classroom setting, while utilizing additional social skills interventions concurrently, including systematic teaching of social skills, social problem solving, teaching behavioral skills that include rules and self-regulation techniques, decreasing undesirable and antisocial behaviors, and developing close relationships with peers. Animal-Assisted Interventions are useful in managing and addressing conditions such as “stress, anxiety, depression, autism, ADHD, addiction, Schizophrenia, emotional and behavioral disorders in children, Alzheimer’s disease, and even some medical conditions” (Psychology Today/Sussex Publishers; N.D.).

ETHICAL, LEGAL, AND MULTICULTURAL CONSIDERATIONS RELEVANT TO ANIMAL ASSISTED THERAPY

Integrated Ethics

Competent providers of animal assisted therapy (AAT) are able to demonstrate integrated ethics. Thus, competent providers of AAT are aware of AAT specific ethical, legal, and multicultural considerations and are able to incorporate those into their respective professional ethical codes. Although the specifics of such integrated ethics may vary depending on professional discipline, certain core considerations are applicable to all providers of AAT.

Animal Advocacy

Providers of AAT understand that effective animal advocacy is essential to the ethical practice of AAT and prioritize their responsibility to animals involved in AAT. Such providers understand that the welfare of the animal(s) involved in AAT is (are) the provider’s responsibility. Further, AAT providers understand that animal welfare/advocacy directly impacts client/patient safety and are aware of the potential for intentional or unintentional animal exploitation. To actively address the ethical implication of animal advocacy in AAT, providers prevent and respond to animal stress, fatigue, and burnout. This means that providers must be able to identify and respond to the animal’s signals and body language as well as provide for the animal’s needs, both on site and in general (access to fresh water, bathroom breaks, a quite corner for retreat, regular and appropriate veterinary care and nutrition). Proactively planning stress-relief and stress-prevention strategies for the animal(s) involved as well as immediately addressing unexpected animal stress are essential to animal advocacy in AAT. Further, a provider’s ability to recognize and accurately identify the animal’s body language allows the provider to continually assess a therapy animal’s suitability, strengths, and limitations. Providers take steps to minimize potential harm to the animal during training and preparation exercises by using positive, non-coercive training methods.

Client Welfare

AAT providers have the ability to maximize the potential for safe interactions between clients/patients and animals. Providers are aware of the potential benefits and risks of including AAT and take active steps to minimize potential harm. Providers must recognize that AAT is not appropriate for every client/patient or presenting concern, and develop a method for screening clients/patients who may/may not be appropriate for AAT interventions. When screening clients for AAT, providers consider allergies, animal phobias, history of abuse towards animals, and history of animal-related trauma. Providers also take steps to minimize the impact of zoonotic agents and infection for both the animals and humans involved. Providers recognize the direct impact of animal welfare on client safety, thus set clear limits about client/patient conduct and behaviors towards the animal and emphasize the animal’s right to choose to interact or not interact with the client/patient at any time.

Multicultural Considerations

AAT providers understanding the social and cultural factors relevant to AAT and multicultural implications of AAT-C. Such providers are aware that human-animal interaction may hold different meanings across a variety of cultures and respect the attitudes of others, particularly those concerned with the animal’s presence. Providers consider the multicultural implications of including AAT with clients/patients on an individual basis.

Best Practice Considerations

Best practices in AAT include AAT-specific documentation and an awareness of legal issues that could impact the provider, the animal, and the client/patient. Although the specifics of such documentation will vary based on professional discipline, most providers of AAT should include certain examples of AAT-specific documentation.

Informed Consent Document

Clients/patients must be informed of all potential risks and benefits associated with AAT. In many cases, the potential benefits of AAT may outweigh the risks. However, animal behavior and human-animal interaction can never be fully predicable, regardless of animal or provider training and suitability. Clients/patients must agree in writing to follow the provider/handler’s instructions when interacting with the animal be informed that human-animal interaction carries the following unavoidable risks: allergies, accidental scratches and bruising from play, damage to clothing, and in extreme cases if the animal feels threatened, risks could include intimidating behavior or injurious bites.

Clinical Documentation

The structure and content of clinical documentation varies greatly depending on a provider’s professional identity. However, all AAT providers should incorporate their work with AAT into their treatment planning documentation and case/clinical progress notes. A clear rationale for the inclusion of AAT as a relevant intervention to the client/patient’s treatment goals should be addressed. It is also helpful for providers to maintain current documentation of ongoing AAT consultation, ongoing animal training and evaluation, and documentation of any incidents.

Legal Considerations

Providers should be informed of local, state, and national laws relevant to human-animal interaction. Additionally, providers must inform their professional liability insurance carrier about including AAT into clinical practice. In addition to informed consent documents, many providers choose to include a hold harmless waiver, which in some instances may limit the AAT provider’s liability. When possible, providers should include their agency/institution’s legal team when developing AAT policies, procedures, and documentation.

Leslie Stewart, Ph.D., Counseling Department, Idaho State University

Heidi McKinley, MS, LPC, Counseling Department, Idaho State University

Jennifer Gess, MA, LPC, NCC, Counseling Department, Idaho State University