The effects of the presence of a dog in the classroom

Hergovich, Andreas; Monshi, Bardia; Semmler, Gabriele; Zieglmayer, Verena

doi:10.2752/089279302786992775

Cited by 116 publications

(95 citation statements)

References 23 publications

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“…Similarly, children who had a strong attachment to their pets were more likely to exhibit empathy and prosocial behavior, and reported having a more intact family environment than children who were less attached or did not own a pet (Vidovic, Stetic, & Bratko, 1999). Moreover, it was demonstrated that aggressive and hyperactive behavior of children decreased in the presence of an animal and that aggressive children were less antagonistic and had greater social competence in situations in which they had to behave cooperatively (Katcher & Wilkins, 2000;Hergovich, Monshi, Semmler, & Zieglmayer, 2002;Kotrschal & Ortbauer, 2003;Tissen, Hergovich, & Spiel, 2007).…”

Section: Socializing Effectsmentioning

confidence: 99%

Animal-Assisted Interventions for Children with Attention Deficit/Hyperactivity Disorder

et al. 2016

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Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders and is characterized by core symptoms of inattention, impulsivity, and hyperactivity. Given the limitations of the existing treatment strategies, it seems necessary to consider the further exploration of alternative treatment approaches. In this review, the application and complementary use of animal-assisted interventions to the treatment of ADHD were discussed. Several mechanisms including calming, socializing, motivating, and cognitive effects of animal-assisted interventions were explored. Since studies directly investigating these effects on ADHD are scarce, so each of them were examined in terms of how it could benefit the treatment of ADHD. These effects can have a positive effect on several core symptoms of ADHD.

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Section: Socializing Effectsmentioning

confidence: 99%

Animal-Assisted Interventions for Children with Attention Deficit/Hyperactivity Disorder

et al. 2016

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“…Navorsing oor mens-dier-interaksie dui daarop dat die gebruik van honde in klaskamers selfs kinders se algemene gesindheid teenoor die skool kan verander (Friesen 2012) en die verhouding tussen die kinders en hul onderwyser kan verbeter (Esteves & Stokes 2008;Hergovich, Monshi, Semmler & Zieglmayer 2002;Kotrschal & Ortbauer 2003). Kotrschal en Ortbauer (2003) het gevind dat kinders se probleemgedrag en aggressie verminder het wanneer terapiehonde in hul klaskamer was.…”

Section: Inleidingunclassified

“…Kotrschal en Ortbauer (2003) het gevind dat kinders se probleemgedrag en aggressie verminder het wanneer terapiehonde in hul klaskamer was. Hergovich et al (2002) het ook gevind dat graad 1-kinders se aggressie verminder en hul empatie verbeter in die teenwoordigheid van 'n terapiehond. Dit wil voorkom of die blote teenwoordigheid van 'n troeteldier 'n wesenlike impak kan hê op kinders se belewing van hul onmiddellike omgewing en hul sosiale funksionering.…”

Section: Inleidingunclassified

Die effek van 'n troeteldier-ondersteunde leesprogram op woordherkenningsvaardighede van graad 3-kinders

Roux

Swartz

Swart

2015

Tydskr. geesteswet.

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Die doel van die huidige studie was om die effek van 'n troeteldier-ondersteunde leesprogram (TOL) op die woordherkenningsvaardighede van graad 3-kinders te bepaal. Al die kinders wat met behulp van die ESSI Leestoets as nievaardige lesers (N=102) geïdentifiseer is, is ewekansig toegewys aan drie eksperimentele groepe en een kontrolegroep. Een maal per week vir 10 weke lank het die Leeshondgroep (n=27) vir 'n leeshond in die teenwoordigheid van 'n Pets as Therapy-vrywilliger gelees, die Volwassenegroep (n=24) het slegs vir 'n volwassene gelees terwyl die Teddiebeergroep (n=26) vir 'n teddiebeer in die teenwoordigheid van 'n volwassene gelees het. Die Kontrolegroep (n=25) het voortgegaan met hul normale skoolaktiwiteite. Die kinders in die drie eksperimentele groepe het individueel vir ongeveer 20 minute gelees uit graad 1-, 2- en 3-vlak boekies. Data-insameling het plaasgevind voor die aanvang van die leesprogram (Tyd 1), direk ná voltooiing van die leesprogram (Tyd 2) en met 'n opvolgmeting agt weke later (Tyd 3). Die resultate het getoon dat die kinders in die Leeshondgroep op 'n beduidend hoër graadvlak gelees het tydens Tyd 2 en Tyd 3 as die ander drie groepe.

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“…Children who own companion animals tend to score higher on an empathy scale than children who do not (Bryant, 1986;Melson and Fogel, 1989;Ascione and Weber, 1996;Paul, 2000). Hergovich et al (2002) also found an increase in empathy that may be the result of the presence of a companion animal, but lasting effects have not been consistently examined. One study (Ascione and Weber, 1996) found that humane attitudes persisted at the time of a post-test conducted at Year Two follow-up but it did not specifically address empathy.…”

Section: Social Developmentmentioning

confidence: 99%

The influence of animals on the development of children

Endenburg

Lith

2011

The Veterinary Journal

114

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a b s t r a c tThere is a widespread belief that interaction with an animal is beneficial for the development of children, and several studies (most with methodological shortcomings) have investigated the influence of (companion) animals on the social-emotional and cognitive development of children. In this article, the 1984 model of Professor Jay Belsky has been used to describe which variables influence the development of children and how the companion animal-child interaction influences these variables. The value of the AAA/AAT (Animal Assisted Activities/Animal Assisted Therapy) programmes in children with a wide variety of clinical and social problems, such as behaviour problems and autistic spectrum symptoms, is discussed. The findings suggest that (companion) animals positively influence children's development and have a valuable role in therapy.

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The effects of the presence of a dog in the classroom

Cited by 116 publications

References 23 publications

Animal-Assisted Interventions for Children with Attention Deficit/Hyperactivity Disorder

Animal-Assisted Interventions for Children with Attention Deficit/Hyperactivity Disorder

Die effek van 'n troeteldier-ondersteunde leesprogram op woordherkenningsvaardighede van graad 3-kinders

The influence of animals on the development of children

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