Children, Dogs and Education - Caring for, Learning Alongside, and Gaining Support from Canine Companions
von: Mary Renck Jalongo
Springer-Verlag, 2018
ISBN: 9783319778457
Sprache: Englisch
363 Seiten, Download: 10546 KB
Format: PDF, auch als Online-Lesen
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Children, Dogs and Education - Caring for, Learning Alongside, and Gaining Support from Canine Companions
| Acknowledgements | 6 | ||
| Contents | 7 | ||
| 1 Introduction: Children and the Dogs in Their Lives | 9 | ||
| Introduction | 9 | ||
| Goals for the Book | 13 | ||
| Why This Book at This Time? | 13 | ||
| Conclusion | 23 | ||
| References | 23 | ||
| Dogs in the Family | 27 | ||
| 2 An Attachment Perspective on the Child-Dog Bond: Interdisciplinary and International Research Findings | 28 | ||
| Dog Keeping in Families | 29 | ||
| Influences on the Child-Dog Bond | 33 | ||
| The Uniqueness of Attachment to Dogs | 36 | ||
| Canine Attachment Behavior | 38 | ||
| Conclusion | 40 | ||
| References | 43 | ||
| 3 Building Behaviorally Healthy Relationships Between Children and Dogs | 49 | ||
| Definition of Behaviorally Healthy | 51 | ||
| “For the Children”: What Children Seek from a Dog | 54 | ||
| “For the Children”…the Nicest Dogs | 58 | ||
| Growing up Together…Developmental Trends in Relationships | 61 | ||
| Teaching Responsibility…Guardianship of Dogs | 63 | ||
| Re-Thinking the Family Dog | 67 | ||
| Conclusion | 72 | ||
| References | 73 | ||
| 4 The Family Dog: Influence of Parents on Children’s Concepts of Responsible Dog Care | 76 | ||
| Why Study Dog-Human Bonds in Families? | 77 | ||
| Background of Dog-Human Bond | 79 | ||
| Methods | 80 | ||
| Participants | 81 | ||
| Instrument | 81 | ||
| Results | 82 | ||
| Current Dog | 82 | ||
| Value of Dog to Family | 83 | ||
| Worth of Dog to Family | 84 | ||
| Responsibility for Care of Dog | 84 | ||
| Child Safety Rules | 86 | ||
| Giving Up On the Family Dog | 86 | ||
| Changes in Treatment of Dogs from Childhood to Adulthood | 88 | ||
| Changes in Parents’ Ideas About Keeping Dogs | 89 | ||
| Child Sex and Age | 90 | ||
| Discussion | 91 | ||
| Parents’ Perspectives on Dogs | 92 | ||
| Parents’ Childhood Experiences with Dogs | 93 | ||
| Parents’ Expectations for Children and Dogs | 94 | ||
| Limitations and Implications for Parents and Families | 96 | ||
| References | 97 | ||
| 5 Becoming Parent: The Role of Dog as Baby in Learning How to Care | 100 | ||
| Introduction | 100 | ||
| Japan: The First Born | 101 | ||
| Australian Dog/Baby | 102 | ||
| Time and Becoming Animal/Becoming Human | 102 | ||
| Becoming Human | 103 | ||
| The ‘Cute’ Discourse | 104 | ||
| Anthropological Turn | 105 | ||
| Puppy Mills | 107 | ||
| The Cost of Production | 107 | ||
| Learning to Parent | 108 | ||
| Training | 108 | ||
| Control Issues | 109 | ||
| Environmental Decision Making | 110 | ||
| Conclusion | 111 | ||
| References | 111 | ||
| 6 Children’s Ideas About Canine Behavioral Issues and Training Practices | 113 | ||
| Introduction | 113 | ||
| Acceptance Within the Family | 116 | ||
| Canine Behavioral Issues | 119 | ||
| Obedience Training | 123 | ||
| Training Practices | 124 | ||
| Recommendations and Conclusion | 132 | ||
| References | 134 | ||
| 7 Final Gifts: Lessons Children Can Learn from Dogs About End-of-Life, Loss, and Grief | 135 | ||
| The Dog Matters. The Relationship Matters More | 135 | ||
| End of Life: Lessons from the Dog | 137 | ||
| Farewell Dear Friend: Death, Dead Bodies, and Rituals | 143 | ||
| Lessons About Loss and Grief | 146 | ||
| Color Your Grief | 147 | ||
| References | 151 | ||
| Dogs as Support for Children’s Development and Learning | 154 | ||
| 8 Developing Literacy Skills in Children Through Interaction with Dogs | 155 | ||
| Introduction | 155 | ||
| Dog-Assisted Literacy Programs: History and Models | 157 | ||
| Program Structure and Theory | 159 | ||
| Library Settings | 161 | ||
| Educational Settings | 163 | ||
| Science or BFF (Best Furry Friend)? | 168 | ||
| Future Directions | 172 | ||
| Conclusion | 173 | ||
| Appendix A: Conceptualizing the Program and Getting Started | 174 | ||
| Appendix B: Handling the Logistics | 175 | ||
| References | 177 | ||
| 9 Promoting Children’s Well-Being: Therapy Dogs | 181 | ||
| What Is a Therapy Dog? | 183 | ||
| Evidence-Based Rationale for Therapy Dogs | 186 | ||
| Objections to Therapy Dogs | 188 | ||
| The Three Main Types of Therapy Dog Activities | 191 | ||
| Therapy Dogs and Grief Support | 192 | ||
| Goals of Working with Therapy Dogs | 196 | ||
| Developing a Program that Involves Therapy Dogs | 199 | ||
| The Partnership, Participants and Protocols, and Products | 202 | ||
| References | 207 | ||
| 10 Ameliorating Children’s Stress and Trauma: Roles for Dogs in Counseling, Therapy, and Disaster Relief | 212 | ||
| Case Study of Poppi* | 212 | ||
| Involvement of Dogs in Post-Trauma Work: Roles | 214 | ||
| Post-Disaster Relief | 214 | ||
| Psychotherapy and Counseling | 215 | ||
| Legal Aspects of Child Trauma Cases | 218 | ||
| Selection and Preparation of Dogs Involved in Trauma Work | 219 | ||
| Selection and Socialization of Therapy Dogs | 219 | ||
| Training Therapy Dogs | 220 | ||
| Relationship-Building and Advocacy | 221 | ||
| Impact of Animal-Assisted Trauma Work on Person and Dog | 222 | ||
| Mick?s Case | 223 | ||
| References | 226 | ||
| 11 Mitigating Physical and Psychological Disabilities: Service Dogs for Children | 229 | ||
| Introduction | 229 | ||
| Characteristics of Service Dogs | 231 | ||
| Rationale for Partnering Children with Service Dogs | 232 | ||
| Obstacles to Acquiring a Service Dog | 234 | ||
| Caveats About Service Dogs | 236 | ||
| Right of Access: Service Dogs Come to School | 239 | ||
| Evaluating Outcomes of Service Dogs on Children’s Lives | 243 | ||
| References | 247 | ||
| Dogs in the Community | 250 | ||
| 12 Finding Out About Dogs: Children’s Use of Popular Media | 251 | ||
| Introduction | 251 | ||
| Overview of Children and Media in the 21st Century | 252 | ||
| Children and the Family Dog | 255 | ||
| Children’s Media Use Pertaining to Dogs | 256 | ||
| Children’s Literature: Print and E-Books About Dogs | 257 | ||
| Children’s Television Show and Movies About Dogs | 261 | ||
| Age-Appropriate Social Networks and Websites Related to Dogs | 262 | ||
| Dog-Related Applications for Children | 266 | ||
| Implications for Children’s Media Use | 267 | ||
| References | 270 | ||
| Children’s Literature | 274 | ||
| 13 Keeping Children Safe: Children’s Ability to Interpret Canine Behavioral Cues and Dog Safety Interventions | 275 | ||
| Dog Bites: Definition and Incidence | 276 | ||
| Child Behaviors that Tend to Precipitate Dog Bites | 277 | ||
| Dog Safety Concepts for Children | 279 | ||
| Children’s Misconceptions About Interacting Safely with Dogs | 280 | ||
| Dog Safety Concepts for Children | 283 | ||
| Working with Families and Communities | 285 | ||
| Effectiveness of Dog Bite Prevention and Safety Interventions | 286 | ||
| Program Evaluation Issues | 290 | ||
| Conclusion | 293 | ||
| References | 294 | ||
| 14 “Dogs are Great Listeners”: A University Course Project Leads to Young Children’s Reading to Shelter Dogs | 297 | ||
| Introduction | 297 | ||
| Review of Literature | 299 | ||
| Types of Child-Dog Interaction | 299 | ||
| Benefits on Children’s Development | 300 | ||
| Teacher Preparation in Humane Education | 301 | ||
| University Course Project | 302 | ||
| A Snapshot of the Students’ Project Outcomes | 304 | ||
| Benefits from Child-Dog Interaction | 304 | ||
| Incorporating Dogs in Children’s Lives | 305 | ||
| Reflection from Course Instructor | 306 | ||
| Reading Buddies: Reading to Shelter Dogs | 307 | ||
| The Reading Buddies Program for Young Children | 307 | ||
| Perceptions of Participants on the Reading Buddies Program | 309 | ||
| Children’s Perceptions on Benefits | 310 | ||
| Parents’ Perspectives | 311 | ||
| Perspectives of Shelter Personnel | 313 | ||
| Recommendations for Creating a Reading to Shelter Dogs Program | 314 | ||
| Final Thoughts | 316 | ||
| References | 316 | ||
| 15 Future Directions in Canine-Assisted Activities, Education, and Therapy | 319 | ||
| Rethinking Terminology | 319 | ||
| Respecting Each Dog’s Requirements | 321 | ||
| Trend 1: Increased Specialization of Dogs | 322 | ||
| Trend 2: More Emphasis on Canine Aptitude and Training | 323 | ||
| Trend 3: National Regulations and More Rigorous Requirements for Handlers | 325 | ||
| Trend 4: Applications of Advanced Technology to Document Effects | 326 | ||
| Trend 5: Mixed-Methods Research that Represents All Stakeholders | 328 | ||
| Trend 6: Higher Standards for Responsible Canine Care | 329 | ||
| Trend 7: Increased Demand for Facility Dogs | 338 | ||
| Aspen, an Elementary School Service Dog | 339 | ||
| Trend 8: More Canine-Assisted Interventions for Vulnerable Populations | 344 | ||
| Trend 9: More Community Outreach and Education by Animal Welfare Groups | 347 | ||
| Trend 10: Fuller Appreciation for the Child/Dog Bond | 349 | ||
| Conclusion | 351 | ||
| References | 352 | ||
| Appendix: Research Project: Child and Parent Perspectives on the Responsible Care of Dogs, Safety Issues with Canines, and Behavioral Problems in Companion Dogs | 356 | ||
| Introduction | 356 | ||
| Study Purpose | 356 | ||
| Background | 357 | ||
| Participants | 358 | ||
| Ethical Treatment of Human Subjects | 359 | ||
| Research Questions | 359 | ||
| Methods and Procedures | 360 | ||
| Instruments | 361 | ||
| Data Analysis | 361 | ||
| Limitations | 362 | ||
| Conclusion | 362 | ||
| References | 362 |