scholarly journals Therapy Dogs Improve Student Affect but Not Memory

Anthrozoös ◽  
2019 ◽  
Vol 32 (5) ◽  
pp. 691-699
Author(s):  
Janet P. Trammell
Keyword(s):  
Author(s):  
Michael N. Petterson ◽  
Solaire A. Finkenstaedt-Quinn ◽  
Anne Ruggles Gere ◽  
Ginger V. Shultz

Student affect is an important factor in the learning process and may be especially important in gateway courses such as organic chemistry. Students’ recognition of the relevance of the content they are learning and interactions with their peers can support their motivation to learn. Herein, we describe a study focused on how Writing-to-Learn assignments situate organic chemistry content within relevant contexts and incorporate social elements to support positive student interactions with organic chemistry. These assignments incorporate rhetorical elements—an authentic context, role, genre, and audience—to support student interest and demonstrate the relevance of the content. In addition, students engage in the processes of peer review and revision to support their learning. We identified how the authentic contexts and peer interactions incorporated into two Writing-to-Learn assignments supported students’ interactions with the assignments and course content by analyzing student interviews and supported by feedback survey responses. Our results indicate that assignments incorporating these elements can support student affect and result in students’ perceived learning, but that there should be careful consideration of the relevance of the chosen contexts with respect to the interests of the students enrolled in the course and the complexity of the contexts.


2021 ◽  
Vol 57 (6) ◽  
pp. 253-277
Author(s):  
Cynthia M. Otto ◽  
Tracy Darling ◽  
Lisa Murphy ◽  
Zenithson Ng ◽  
Bess Pierce ◽  
...  

ABSTRACT The guidelines are the first comprehensive consensus report on veterinary healthcare recommendations for working, assistance, and therapy dogs. This category of canine patients includes a broad assortment of animals, some with well-defined functions and others that provide a more generalized support role. The guidelines discuss recommendations for dogs trained for protection, odor/scent detection, service functions for people with diagnosed disabilities or physical limitations, emotional support, and therapeutic intervention. Although the term is often used to describe dogs providing animal-assisted activities, true therapy dogs provide goal-directed therapy, often under the supervision of a healthcare professional such as an occupational therapist or psychologist. Many working dogs undergo extensive training and have rigorous physical demands placed upon them. These factors make working, assistance, and therapy dogs inherently valuable and impose a need for a high level of primary veterinary care as described in the guidelines. Because working dogs have a particularly close relationship with their handlers, a trust relationship between the practice team and the working-dog client is imperative.


Author(s):  
Paul A. Cacolice ◽  
Corinne M. Ebbs

Clinical Question: What is the effect of CT intervention on the stress and arousal levels of undergraduate students? Clinical Bottom Line: There is Level A–B evidence showing that the use of therapy dogs decreases stress and elevates arousal in female undergraduate students, with little evidence available for other populations.


Author(s):  
Toby Dragon ◽  
Ivon Arroyo ◽  
Beverly P. Woolf ◽  
Winslow Burleson ◽  
Rana el Kaliouby ◽  
...  

2020 ◽  
Vol 7 ◽  
Author(s):  
Fabricio Carballo ◽  
Camilla María Cavalli ◽  
Márta Gácsi ◽  
Ádám Miklósi ◽  
Enikő Kubinyi
Keyword(s):  

2017 ◽  
Vol 27 (2) ◽  
Author(s):  
Lori C. Kirkpatrick ◽  
Heather M. Brown ◽  
Michelle J. Searle ◽  
Adrienne E. Sauder ◽  
Eric Smiley

This paper examines the impact of a school board’s one-to-one iPad initiative on equity and inclusion. Data include: questionnaires from Grade 7–9 students, teachers, and administrators; focus groups with inclusion coaches; and interviews with classroom teachers. The results show that the iPads have supported equity among students in the district; there is now less disparity in terms of access to technology on the basis of families’ socio-economic status. The results show that the iPads have also supported the academic and social inclusion of students with exceptionalities; themes that arose across the data sources include: differentiation of content, access to grade-level curriculum, the appearance of sameness, communication and collaboration among students with and without exceptionalities, and positive student affect. Negative implications included the potential for students who struggle with self-regulation to be negatively affected and the potential for the technology to be used in socially exclusionary ways.


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