The use of therapy animals to support children in educational settings has increased in popularity in recent years.
In a recent article, we explored the importance of role-play as a tool for social development within the context of the game Dungeons & Dragons. In this article,
we explore how therapy animals can support children to develop their social skills and enhance their learning experiences. Therapy animals can provide a calm environment where children feel safe to explore without judgement, away from the spotlight.
We were privileged to chat with Judy and her dog, a spoodle, called George.
They work primarily in educational settings, with groups of children who have Autism and/or ADHD.
The makings of an excellent therapy dog
When we first spoke to Judy, it was clear that George, and the work that Judy and George do together, is very special.
‘George and I chose each other’, Judy said, ‘We work together as a therapy team.’
Judy became interested in therapy work through her role as a kinder teacher. When George was about 5 months old, Judy started bringing him into her kinder for 2 to 3 days a week.
‘Everyone was on board with it. That is the only way it worked. I could tell that George would be a good therapy dog. He was able to tell which people wanted him and which people didn’t. It was clear he was a people person. There was a little girl in my kinder that had been bitten by a dog. I said to her parents, “the moment she doesn’t want to come to kinder because of George, you have to tell me and I won’t bring George anymore. This is her place, not his place.” On the fifth week, she reached out to George and started patting him.’
Creating a safe space and building trust
Studies have shown that the presence of an animal can strengthen perceptions of trustworthiness.
‘In the first few weeks, the children don't share much,’ Judy said, ‘And then slowly, they learn to relax. I always make sure the children know that it is a safe space, and what they say stays in this space.’
The children also work with George on trust-building exercises. One of the activities Judy invites children to take part in is building an obstacle course for George. The children work together to build the obstacle course using found objects from the classroom. Using problem solving and teamwork, the children guide George through the course.
Understanding body language
One of the programs that Judy and George run focuses on building friendships and connections. Judy casts George as the main character and prompts the children to think about how George can communicate through his body language.
This is where the role of anthropomorphism in animal-assisted intervention comes into play. Anthropomorphism is the attachment of a human-like mind or internal state to something that is non-human, such as an animal. Through anthropomorphism, we can make something that is non-human appear similar to ourselves.
Judy will ask the children to think about how George would feel in a certain situation.
‘I ask them how George would show another dog that he is scared,’ she said. ‘I often show George his favourite toy and ask the children look at George’s body language and tell me how they think he is feeling. I also bring in one of George’s coats, which he doesn’t like. I put his coat on and straight away, his tail goes between his legs and his head goes down. I ask the children why they think George doesn’t like wearing his coat. One of the children once said, “maybe it’s itchy”. I ask the children if they’ve ever been put in a situation where they feel uncomfortable, like George has. And I ask them how they’ve communicated about how it made them feel, using their body language.’
Casting George as the main character opens up a dialogue with the children about their own experiences. They are encouraged to interpret George’s body language as a projection of his internal state, and in turn, to understand their own experiences and internal states. It is here that anthropomorphism as a key development tool begins to emerge. Through their connection with George, the children are able to build their sense of empathy and compassion.
What is most rewarding
Judy shared with us what she finds most rewarding about the work that she and George do.
‘George and I are able to help children explore their feelings in different ways and gain the confidence to say how they feel and to support one another. It’s rewarding because you get to see the progress that they make over the 8-week program.’
