Conference Paper/Proceeding/Abstract 908 views
Tails of the unexpected: what really happens when dogs visit schools?
Helen Lewis 
,
Janet Oostendorp Godfrey
,
Janet Oostendorp Godfrey
The Second AnnualINTERNATIONAL ANIMAL ASSISTED PLAY THERAPY® ONLINE CONFERENCE 2022
Swansea University Authors:
Helen Lewis , Janet Oostendorp Godfrey
Abstract
As many are aware, there is growing interest in the potential benefits of dogs working with pupils in primary, secondary, and special schools throughout the UK and beyond. Dogs have also worked increasingly with school counsellors and social workers in play-based interventions to augment motivation...
| Published in: | The Second AnnualINTERNATIONAL ANIMAL ASSISTED PLAY THERAPY® ONLINE CONFERENCE 2022 |
|---|---|
| Published: |
online
2022
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa59559 |
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2022-03-09T13:49:56Z |
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2022-04-01T03:20:04Z |
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<?xml version="1.0"?><rfc1807><datestamp>2022-03-31T12:31:00.7329656</datestamp><bib-version>v2</bib-version><id>59559</id><entry>2022-03-09</entry><title>Tails of the unexpected: what really happens when dogs visit schools?</title><swanseaauthors><author><sid>daebf144a10dc3164bff6ec1800d66d3</sid><ORCID>0000-0003-4329-913X</ORCID><firstname>Helen</firstname><surname>Lewis</surname><name>Helen Lewis</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>a1801d53be70867352706513a8b69ca0</sid><ORCID>0000-0003-2793-8456</ORCID><firstname>Janet</firstname><surname>Oostendorp Godfrey</surname><name>Janet Oostendorp Godfrey</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2022-03-09</date><deptcode>EDUC</deptcode><abstract>As many are aware, there is growing interest in the potential benefits of dogs working with pupils in primary, secondary, and special schools throughout the UK and beyond. Dogs have also worked increasingly with school counsellors and social workers in play-based interventions to augment motivation and learning.To explore what is happening when dogs visit classrooms, we were awarded a British Academy / Leverhulme Small Research Grant award to fund a research project. As part of the project, we distributed an online questionnaire to educational professionals around the world. We received over 600 responses, and interim analysis indicates that dogs are present in classrooms around the globe, although most of our responses came from the UK and USA.Research findings illustrate a variety of ways in which dogs can support learners, and teachers have noted the benefits of animals involved in play counselling, therapy, and other play- based forms of learning. Most teachers felt that the involvement of dogs was positive for learners, however many identified some practical concerns and unpredicted realities of managing an environment where children and dogs were present. What was also not so consistent was the way that teachers reported their planning and preparation to support the reciprocal wellbeing of the dogs themselves.In this presentation we explore some of the realities of ‘incidents’ which have occurredwhile the dog was in the classroom, whether from the dog, or ‘to’ the dog and how teachers, children and dogs responded. We aim to present a balanced tale of the realities of dogs in schools with a view to considering what is best practice for all partners. This presentation will highlight the reality of including a sentient, feeling animal within the curriculum and the necessity for understanding, training, consideration, and advocacy for all concerned. The theoretical basis of this research is described and results helped define best practices in the field of Animal Assisted Play Therapy® in school settings.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>The Second AnnualINTERNATIONAL ANIMAL ASSISTED PLAY THERAPY® ONLINE CONFERENCE 2022</journal><volume/><journalNumber/><paginationStart/><paginationEnd/><publisher/><placeOfPublication>online</placeOfPublication><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords>animal assisted play therapy, school dogs, wellbeing, social skills</keywords><publishedDay>23</publishedDay><publishedMonth>2</publishedMonth><publishedYear>2022</publishedYear><publishedDate>2022-02-23</publishedDate><doi/><url/><notes/><college>COLLEGE NANME</college><department>Education</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>EDUC</DepartmentCode><institution>Swansea University</institution><apcterm/><funders>British Academy/ Leverhulme SRG</funders><projectreference>SRG2021\211214</projectreference><lastEdited>2022-03-31T12:31:00.7329656</lastEdited><Created>2022-03-09T13:45:46.1047257</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Social Sciences - Education and Childhood Studies</level></path><authors><author><firstname>Helen</firstname><surname>Lewis</surname><orcid>0000-0003-4329-913X</orcid><order>1</order></author><author><firstname>Janet</firstname><surname>Oostendorp Godfrey</surname><orcid>0000-0003-2793-8456</orcid><order>2</order></author></authors><documents/><OutputDurs/></rfc1807> |
| spelling |
2022-03-31T12:31:00.7329656 v2 59559 2022-03-09 Tails of the unexpected: what really happens when dogs visit schools? daebf144a10dc3164bff6ec1800d66d3 0000-0003-4329-913X Helen Lewis Helen Lewis true false a1801d53be70867352706513a8b69ca0 0000-0003-2793-8456 Janet Oostendorp Godfrey Janet Oostendorp Godfrey true false 2022-03-09 EDUC As many are aware, there is growing interest in the potential benefits of dogs working with pupils in primary, secondary, and special schools throughout the UK and beyond. Dogs have also worked increasingly with school counsellors and social workers in play-based interventions to augment motivation and learning.To explore what is happening when dogs visit classrooms, we were awarded a British Academy / Leverhulme Small Research Grant award to fund a research project. As part of the project, we distributed an online questionnaire to educational professionals around the world. We received over 600 responses, and interim analysis indicates that dogs are present in classrooms around the globe, although most of our responses came from the UK and USA.Research findings illustrate a variety of ways in which dogs can support learners, and teachers have noted the benefits of animals involved in play counselling, therapy, and other play- based forms of learning. Most teachers felt that the involvement of dogs was positive for learners, however many identified some practical concerns and unpredicted realities of managing an environment where children and dogs were present. What was also not so consistent was the way that teachers reported their planning and preparation to support the reciprocal wellbeing of the dogs themselves.In this presentation we explore some of the realities of ‘incidents’ which have occurredwhile the dog was in the classroom, whether from the dog, or ‘to’ the dog and how teachers, children and dogs responded. We aim to present a balanced tale of the realities of dogs in schools with a view to considering what is best practice for all partners. This presentation will highlight the reality of including a sentient, feeling animal within the curriculum and the necessity for understanding, training, consideration, and advocacy for all concerned. The theoretical basis of this research is described and results helped define best practices in the field of Animal Assisted Play Therapy® in school settings. Conference Paper/Proceeding/Abstract The Second AnnualINTERNATIONAL ANIMAL ASSISTED PLAY THERAPY® ONLINE CONFERENCE 2022 online animal assisted play therapy, school dogs, wellbeing, social skills 23 2 2022 2022-02-23 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University British Academy/ Leverhulme SRG SRG2021\211214 2022-03-31T12:31:00.7329656 2022-03-09T13:45:46.1047257 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Helen Lewis 0000-0003-4329-913X 1 Janet Oostendorp Godfrey 0000-0003-2793-8456 2 |
| title |
Tails of the unexpected: what really happens when dogs visit schools? |
| spellingShingle |
Tails of the unexpected: what really happens when dogs visit schools? Helen Lewis Janet Oostendorp Godfrey |
| title_short |
Tails of the unexpected: what really happens when dogs visit schools? |
| title_full |
Tails of the unexpected: what really happens when dogs visit schools? |
| title_fullStr |
Tails of the unexpected: what really happens when dogs visit schools? |
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Tails of the unexpected: what really happens when dogs visit schools? |
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Tails of the unexpected: what really happens when dogs visit schools? |
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daebf144a10dc3164bff6ec1800d66d3_***_Helen Lewis a1801d53be70867352706513a8b69ca0_***_Janet Oostendorp Godfrey |
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Helen Lewis Janet Oostendorp Godfrey |
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Helen Lewis Janet Oostendorp Godfrey |
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Conference Paper/Proceeding/Abstract |
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The Second AnnualINTERNATIONAL ANIMAL ASSISTED PLAY THERAPY® ONLINE CONFERENCE 2022 |
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2022 |
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Swansea University |
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| description |
As many are aware, there is growing interest in the potential benefits of dogs working with pupils in primary, secondary, and special schools throughout the UK and beyond. Dogs have also worked increasingly with school counsellors and social workers in play-based interventions to augment motivation and learning.To explore what is happening when dogs visit classrooms, we were awarded a British Academy / Leverhulme Small Research Grant award to fund a research project. As part of the project, we distributed an online questionnaire to educational professionals around the world. We received over 600 responses, and interim analysis indicates that dogs are present in classrooms around the globe, although most of our responses came from the UK and USA.Research findings illustrate a variety of ways in which dogs can support learners, and teachers have noted the benefits of animals involved in play counselling, therapy, and other play- based forms of learning. Most teachers felt that the involvement of dogs was positive for learners, however many identified some practical concerns and unpredicted realities of managing an environment where children and dogs were present. What was also not so consistent was the way that teachers reported their planning and preparation to support the reciprocal wellbeing of the dogs themselves.In this presentation we explore some of the realities of ‘incidents’ which have occurredwhile the dog was in the classroom, whether from the dog, or ‘to’ the dog and how teachers, children and dogs responded. We aim to present a balanced tale of the realities of dogs in schools with a view to considering what is best practice for all partners. This presentation will highlight the reality of including a sentient, feeling animal within the curriculum and the necessity for understanding, training, consideration, and advocacy for all concerned. The theoretical basis of this research is described and results helped define best practices in the field of Animal Assisted Play Therapy® in school settings. |
| published_date |
2022-02-23T04:16:58Z |
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11.035634 |