View source for Talk:Animal-assisted therapy

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==Oscar the cat==
Not sure this belongs. All&nbsp;the&nbsp;best: ''[[User:Rich Farmbrough|Rich]]&nbsp;[[User talk:Rich Farmbrough|Farmbrough]]'',&nbsp;<small>08:29,&nbsp;7&nbsp;January&nbsp;2015&nbsp;(UTC).</small><br />
:Removed. At the very least needed re-writing and is so freighted with controversial implications that the basic message "having a cat around is nice" would be lost.  At worst there is no evidence of therapeutic benefit anywhere near MEDRS. All&nbsp;the&nbsp;best: ''[[User:Rich Farmbrough|Rich]]&nbsp;[[User talk:Rich Farmbrough|Farmbrough]]'',&nbsp;<small>09:01,&nbsp;7&nbsp;January&nbsp;2015&nbsp;(UTC).</small><br />

== External links modified ==

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== Special Ed Classrooms ==
	 
Removed from the article. I'm unfamiliar with these sources, and concerned about their quality. Putting that aside, much of this should not be in Wikipedia's voice, especially when summarizing findings from individual studies. --[[User:Ronz|Ronz]] ([[User talk:Ronz|talk]]) 17:21, 31 March 2016 (UTC)
<blockquote>Children, especially those with [[special needs]], have a unique way of connecting to a classroom AAT dog. They view the dog as a nonjudgmental friend that they can open up about their feelings, emotions, and experiences without the attached fear of rejection that many times special needs kids are subjected to in the school environment. This strong bond contributes to the many benefits a child experiences with an AAT dog present in the classroom<ref>{{cite web|last1=Anderson, Olson|title=The value of a dog in a classroom of children with severe emotional disorders|url=http://www.tandfonline.com/doi/abs/10.2752/089279306785593919|accessdate=30 March 2016}}</ref>. Overall, these therapy dogs offer support to children that suffer from social, physical, psychological, and emotional problems<ref>{{cite web|last1=Anderson|first1=Katherine|title=Who Let the Dog In? How to Incorporate a Dog into a Self-Contained Classroom|url=http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=a6e75ec4-1d0c-4230-907b-850830400166%40sessionmgr198&vid=1&hid=124|accessdate=30 March 2016}}</ref>.An AAT dog contributes to a wide variety of benefits to a variation of special needs children. These special needs children could have anywhere from [[ADHD]] to severe emotional problems to [[autism]] at any age group. Benefits include the improvement of attitudes towards school, the companionship, the ability to remain in control of their emotions and behaviors, the interactions and relationships with other students, the overall educational benefits, etc<ref>{{cite web|last1=Nimer, Lundahl|title=Animal-Assisted Therapy: A Meta-Analysis|url=http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=bd7c140d-8dc7-4907-89fe-9be97deffa4b%40sessionmgr111&vid=1&hid=124|accessdate=30 March 2016}}</ref>. In addition, the presence of an AAT dog helps reduce stress during an otherwise stressful situation<ref>{{cite web|last1=Jalongo|title=Canine Visitors: The Influence of Therapy Dogs on Young Children’s Learning and Well-Being in Classrooms and Hospitals|url=http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=61997e84-8ae5-4c3c-8a10-2afc5de5bee2%40sessionmgr4005&vid=1&hid=4114|accessdate=30 March 2016}}</ref><ref>{{cite web|last1=Daly & Suggs|title=Teachers’ experiences with humane education and animals in the elementary classroom: implications for empathy development|url=http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=efccb9b5-ca9a-447d-85cc-a326d04355be%40sessionmgr4003&vid=1&hid=4114|accessdate=30 March 2016}}</ref>. They give the children a break from these everyday anxieties present in a child’s life, especially those with specific disabilities, that cause extra setbacks in learning and socializing in the classroom<ref>{{cite web|last1=Friesen|title=Exploring Animal-Assisted Programs with Children in School and Therapeutic Contexts|url=http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=63f65dd3-9540-4330-bc59-c14b7675fc06%40sessionmgr112&vid=1&hid=124|accessdate=30 March 2016}}</ref>. Stress and anxiety can often come from having to read aloud in class or having an upcoming presentation or test and can be reduced by having an AAT dog there for support and to hold<ref>{{cite web|last1=Jalongo|title=Canine Visitors: The Influence of Therapy Dogs on Young Children’s Learning and Well-Being in Classrooms and Hospitals|url=http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=61997e84-8ae5-4c3c-8a10-2afc5de5bee2%40sessionmgr4005&vid=1&hid=4114|accessdate=30 March 2016}}</ref>. Altogether, AAT dogs promote a warm and safe environment for special needs children in the classroom<ref>{{cite web|last1=Nimer, Lundahl|title=Animal-Assisted Therapy: A Meta-Analysis|url=http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=bd7c140d-8dc7-4907-89fe-9be97deffa4b%40sessionmgr111&vid=1&hid=124|accessdate=30 March 2016}}</ref>.The presence of an AAT dog can also increase the communication between a teacher and a student with [[disabilities]] which causes a better learning environment and an overall benefit with the student academically and socially<ref>{{cite web|last1=Esteves & Stokes|title=Social Effects of a Dog's Presence on Children with Disabilities|url=http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=3df514d1-b6fa-4127-952b-268d1414a555%40sessionmgr102&vid=1&hid=124|accessdate=30 March 2016}}</ref>. Having an AAT pet in the classroom gives the opportunity for children who are normally shy, socially unresponsive, withdrawn, and having heightened anxiety to positively benefit from the pet’s presence<ref>{{cite web|last1=Friesen|title=Exploring Animal-Assisted Programs with Children in School and Therapeutic Contexts|url=http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=63f65dd3-9540-4330-bc59-c14b7675fc06%40sessionmgr112&vid=1&hid=124|accessdate=30 March 2016}}</ref>. The dog’s presence can also teach them lessons about being responsible, respectful, and empathetic to others through chores related to the dog including feeding, brushing, etc.<ref>{{cite web|last1=Anderson & Olson|title=The vaJue of a dog in a classroom of children with severe emotional disorders|url=http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=dd1b3b2c-1c9b-4900-8e10-bb64395d7565%40sessionmgr113&vid=1&hid=124|accessdate=30 March 2016}}</ref>. In general, students become more attentive, responsive, and cooperative when there is an AAT dog present in the classroom<ref>{{cite web|last1=Limond|title=Behavior of Children with Learning Disabilities Interacting With a Therapy Dog|url=http://www.tandfonline.com/doi/abs/10.2752/089279397787001139|accessdate=30 March 2016}}</ref>.</blockquote>
{{reflist-talk}}
:Of immediate concern is that the first link I clicked seemed to be a link to a document available only via login, and was working because the session data was stored in the URL. This looks like an IPR concern. [[User:Alexbrn|Alexbrn]] ([[User talk:Alexbrn|talk]]) 17:41, 31 March 2016 (UTC)

== External links modified ==

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== Worth some digging ==

I'm moving a bit that was inserted by an anon IP and then removed, as I think it may be worth further research to see if better sourcing can salvage some of this:
<blockquote>
Applying pet therapy to survivors of sexual assault can also reduce depression, anxiety, and other symptoms of post-traumatic stress disorder.{{mcn|date=August 2016}} Pet therapy promotes social interaction and is increasingly more accessible to those who already have pets. Survivors of sexual assault are less likely to be anxious and are comforted by the presence of a companion that is offered through pet therapy.<ref name="Lefkowitz, C. 2005">{{medrs|date=December 2015}}{{cite journal | last1 = Lefkowitz | first1 = C. | last2 = Paharia | first2 = I. | last3 = Prout | first3 = M. | last4 = Debiak | first4 = D. | last5 = Bleiberg | first5 = J. | year = 2005 | title = Animal assisted prolonged exposure: A treatment for survivors of sexual assault suffering posttraumatic stress disorder | url = | journal = Society Animals: Journal of Human-Animal Studies | volume = 13 | issue = | pages = 275–295 | doi = 10.1163/156853005774653654 }}</ref> While there are other ways in which survivors of sexual assault can receive therapy, the application of pet therapy does have a certain degree of success in these situations. For example, pet therapy helps the counselor and survivor develop a positive alliance and a great sense of rapport more quickly.<ref name="Lefkowitz, C. 2005"/> As mentioned before, the presence of a pet or other animal helps survivors of sexual assault feel more comfortable in a therapy setting. The application of pet therapy in sexual assault cases has also contributed positively to survivors outside of counseling sessions.<ref name="Lefkowitz, C. 2005"/> The positive feelings that pet therapy induces during therapy sessions with sexual assault survivors will carry over with survivors outside of therapy. The increased comfort that having a companion builds will also help survivors remain more comfortable from day to day, which will lead to fast recovery.<ref name="Reichert, E. 1998"/>
</blockquote>
{{talkquote}}

== Animal Therapy and Fair Housing  ==

I plan to contribute to the animal- assisted therapy article by talking about the fair housing laws and regulations is association with animal assistance. This will go in to what is protected and not protect under the fair housing acts having to do with living at a residential property. [[User:Popem211|Popem211]] ([[User talk:Popem211|talk]]) 17:38, 20 April 2017 (UTC)