Animal-Assisted Therapy for Children with Special Needs - Term Paper Example

?Running head: ANIMAL-ASSISTED THERAPY Animal-Assisted Therapy for Children with Special Needs (school) Various forms of therapy have been made available for the management of children with special needs. Animal-assisted therapy has been considered one of these methods. However, various issues on safety, infection-control, and abuse of animals have been forwarded by various experts on the application of this therapy. Significant gains for the use of these therapies have been seen among children with special needs. This paper shall now discuss the thesis that animal-assisted therapies for children with special needs have effectively assisted these children in the management of their special needs. This paper was able to establish that animal-assisted therapies are effective in assisting children with special needs. These therapies have helped develop their interaction and communication skills with other people and have assisted in managing their behavioral and emotional issues. The playful and the carefree nature of animals have assisted these children in living relatively normal lives. Animal-Assisted Therapy for Children with Special Needs Introduction Children with special needs are one of the most complicated and delicate patients to be considered for therapy. They have needs different from normal children and these needs have to be faced through appropriate and efficient health techniques. One of these therapies includes animal-assisted therapy. This therapy integrates animals into the therapeutic process, in terms of communicating, playing, and providing comfort and companionship to children with special needs. Skeptics are however not entirely convinced of the benefits of this therapy citing the danger that these animals can pose on these children. Other health professionals and experts however do point out that there have been significant gains from the application of this therapy and these gains must be nurtured for the benefit of the patients. Based on the above considerations, this paper shall discuss the thesis: that animal-assisted therapy for children with special needs effectively assist in the effective management of these children’s condition and special needs. This study is being carried out in the hope of establishing a clear and comprehensive understanding of the topic through academic and evidence-based materials. Body Animal-assisted therapy, sometimes abbreviated to AAT seems to have now become a popular form of treatment in the management of diseases and conditions among patients of different ages. In this form of therapy, the animal is considered the crucial therapeutic tool which causes changes in the reactions and the behavior of the patient (Dimitrijevic, 2009). Various experts highlight its significant role in the management of symptoms and that its positive effects has led to the reduction of symptoms and the improvement of the quality of patients’ lives (Yeh, 2005). In this set-up, the encounter between the patient and the animal is meant to increase the patient’s motivation and strength. The level of communication between the therapist, the animal, and the patient is also increased and the patient experiences himself in relation to other people; moreover, he also views the realities of his environment. Psychological improvements and benefits have been seen in relation to this therapy, and some of these improvements have included decreased blood pressures and stress levels, as well as improvements in social and emotional interactions (Jorgensen, 1997). This therapy includes the special training of animals for interactions with patients. It is particularly defined that “a targeted intervention in which an animal complying with specific criteria represents an integral part of the therapeutic process” (Dimitrijevic, 2009). It is said to establish physical, mental, as well as motivational effects for the patients. Physically, this therapy improves fine motor movements, the use of the wheelchair, and the maintenance of equilibrium while standing. Mentally, it helps focus the patient’s attention, concentration, and it decreases the patient’s depression and anxiety (Dimitrijevic, 2009). Motivationally, it improves the patient’s desire to participate in social activities and his interactions with other people. This type of therapy involves various health professionals, from the veterinarian, to the psychologists, psychiatrists, neurologists, nurses, and animal trainers. Animals often used in these therapies include dogs, cats, birds, horses, dolphins, rabbits, lizards, and other small animals (Dimitrijevic, 2009). Dogs are the most common animals used in these therapies because they are often easier to train and are highly sociable animals. Special care for patients and animals are essential to this therapy in order to prevent the transmission of diseases associated with animals, in order to prevent breakouts of allergies, and to prevent injuries. In some hospitals in Canada, dog visits are actually allowed for patients who are chronically ill (Lefebvre, et.al., 2006). Dogs and their owners are introduced to hospital policies which usually involve the mandatory vaccinations and obedience requirements for dogs. Cats and birds are also used for therapeutic patients, and studies have firmly established that patient and health staff meetings held in the presence of caged birds usually have manifested with higher patient attendance and with improved results in health conditions (Barker and Dawson, 1998). Horse-assisted therapy has been seen in Europe and it has mostly resulted to improvements in the neuromuscular system. Patients usually receive continued stimulation from the horses and this has been known to lead to a relaxation and coordination of movement (Dimitrijevic, 2009). As a result, this form of therapy has been popularly used for children with cerebral paralysis. The act of preparing the horse to be ridden – fitting the saddle and harness, and the increased acceleration in riding the horse has been known to assist children in the coordination of their arms and shoulders, and in the improvement of their self-perception and independence (Yeh, 2005). Eventually, these improvements have led to improved communication among family members and improvements in the quality of their life. Horse-therapy has been known to improve visual, auditory, olfactory, and tactile senses, thereby, helping the patients improve their senses – what they feel, see, smell, and what they hear. Children with hyperactive attention disorder and behavioral disorders have been known to reduce their aggression and focus their attention better through animal-assisted therapy. Autistic patients and those with developmental issues were also able to improve their socialization and attention span through this type of therapy (Dimitrijevic, 2009). In reviewing autism, Mazzone and Morales (2002) was able to establish that after six sessions of horse-assisted therapies, the patients were able to manifest with a marked improvement in their condition; in fact the patients’ scores in the Childhood Autism Rating Scales decreased by 5 points. Interactions with dogs and other furry animals have also been known to manifest positive effects on the quality of children’s lives (Dimitrijevic, 2009). With animals, children can often change their behavior and develop a sense of responsibility towards these animals. In turn, this improves their ability to participate in their own recovery process. Children usually believe in animals and often have a higher sense of intimacy with them. This results to an improved outlook on these animals, and the animals end up playing the role of cotherapist (Dimitrijevic, 2009). The application of animal-assisted therapies has been seen in the St. Mary’s Hospital for Children which introduced animal-assisted therapy in 1998, first starting with dogs working with a small group of children (Dimitrijevic, 2009). In these sessions, children in wheelchairs worked with the therapist and the patient and the dog interacted with them. The children were asked to touch the dog and even to comb their fingers through the dog’s fur. The children then interacted with the animals and were motivated to participate in the dog petting activities. The interaction then achieved what it is meant to accomplish with faster and easier results (Dimitrijevic, 2009). The importance of horse-assisted therapies for children and adolescents was also reviewed in a study by Barol (2006). In his study, he described a 13 year old who suffered from conduct behavior issues; the adolescent also manifested violent and desperate behaviors which often drove other people away. The author established that animals were able to show children their energy and draw in these children to behave the same way. These animals can move their bodies without any bounds, and this lack of inhibition can entice children to move around them as well. Horses are also careful about maintaining their personal space; but they are also curious and will sometimes approach humans who are calm and non-aggressive (Barol, 2006). In this case, the 13 year old with the conduct disorder problem was able to learn to respect the boundary set by the animal and yet still enjoy a positive involvement with the horse. A six-year old who witnessed violence and manifested behavioral issues was also able to flourish well in the horse-assisted therapeutic setting. The horse was used to demonstrate what healthy touching was and the child was able to apply such healthy touching in his interaction with the horse and eventually his interaction with other people (Barol, 2006). Among children with ADHD and conduct disorder, this animal-assisted therapy was applied where the children were engaged in interactions with animals for four hours a week. After three months, the children in the animal-assisted therapy setting were able to experience a decrease in the manifestation of their aggression. The efficacy of improvements was seen for up to four years, even more for some other patients. Interactions with horses have also been used to relieve defensive barriers of patients and have been known to establish new insights and perspectives in their old behavior. In this type of therapy, patients who have been behaving in ways which did not match their feelings of thoughts have been called for to develop consistency in their interactions with the horse (Dimitrijevic, 2009). While therapists involved in office work may sometimes not notice their patient’s inconsistent behavior, the horse would often display unsettled behavior until the patient would portray a more consistent attitude. Various theories have been forwarded on how and why horse-assisted therapy has manifested effective results (Dimitrijevic, 2009). Physical theories and concepts have established the value of relaxation training while on horseback, including other favorable results like self-awareness and other empathetic feelings which are developed in the patient’s subconscious. Theorists like Roberts point out that horses are considered as biofeedback machines because they “externally reveal internal processes in real time” (cited by Dimitrijevic, 2009, p. 52). She also pointed out how nursing students have gained many benefits from horse-assisted therapies while they were learning how the program would be applied to their patients. She also established that horse-assisted therapy is not just considered pet therapy. Horses are very much unique in their interactions with humans because they are not predators, and their survival relies on their placement in a sensitive environment. In effect, the horses are known to respond to the internal state of an individual, regardless of the layers of defense that the patient puts up (Dimitrijevic, 2009). Barol (2006) sought to assess the impact of animal-assisted therapy on a child with autism. Although this study assesses the impact of the therapy on one child with autism, the results have been remarkable enough to serve as basis for the application of this therapy on autistic children. In the case of Zachary, subject of this therapy, he was able to speak his first complete sentence as a result of this therapy and the dog Henry was able to assist the child in improving his self-confidence (Barol, 2006). These changes were not just seen in the therapy as the child’s mother expressed that these improvements were also seen outside therapy. Outside the therapy session, the mother was able to note how Zachary manifested sharing behavior with his brother. This behavior was never seen in Zachary before because he did not like to share; but he shared a candy with his brother without being prompted to. This shows very much a favorable action for the autistic child (Barol, 2006). A few weeks after the candy-sharing incident, Zachary’s brother was crying for a cracker which Zachary was eating. At first he did not want to share but after being told that his brother was also hungry, Zachary held out a cracker for his brother. This behavior was never manifested by Zachary before. In observing how Zachary and the dog interacted with each other, the psychiatrists were able to establish that the interaction was mostly non-verbal. When Zachary saw Henry’s eager face, he recognized that the dog’s expression meant that the dog wanted to play (Barol, 2006). The interaction that Zachary had with humans was mostly verbal and this sometimes proved to be overwhelming for Zachary, thereby causing him to shut off and shun everybody else. The efficacy of the non-verbal exchange was again seen during the follow the leader activity where Zachary, without being prompted, took Henry’s leash. This action occurred when everything was quiet and Zachary was also making his own decisions. But as soon as the therapists started using verbal language to encourage Zachary, he stopped (Barol, 2006). Theorists believe that the boy’s nonverbal interaction with the dog may be a favorable interaction to the times where he is being told what to do. Since the dog is also a mellow and quiet dog helped Zachary get comfortable around the dog. The parents expressed that the family dog barked a lot and Zachary was often scared of it (Barol, 2006). Henry on the other hand never acted up and often let Zachary approach him, not the other way around. In a study by Rothe, et.al., (2004), horse-assisted therapies for children was evaluated by the author. In this study, the author pointed out that this type of therapy gives children the chance to try out and improve their capabilities for self-management in relation to motor coordination and cognition. In the informal relations with horses, a child would likely use different behaviors for exploration, including fine discrimination and visual examinations (Rothe, et.al., 2004). The emotional responses of the child would likely be triggered by this type of therapy. Children are more accustomed to experiential activities and usually identify themselves with animals. This projection allows the establishment of a person’s wants and behaviors though horses. In leading a horse, a child may express how he feels about being led around by other people as well. The child may express their feelings by allowing the horse to roam free or by restricting them. The act of leading can bring up problems with body placement in relation to other people, noting dangerous scenarios and gaining assistance from other people (Dyer, 2000). Children who have mental issues that lead to variations in cognition and behavioral difficulties, including those with autism, mood disorders, or post-traumatic stress may be considered for horse-assisted therapy. The aims for these children are mostly based on the development of social skills and speech language enhancement, including problem solving and improving self-esteem (Rothe, et.al., 2004). Through horse-assisted therapies, bonds with the child can develop and qualities of mutual trust, respect, empathy, confidence, responsibility, communication skills, and self control can be enhanced. This bond can also assist the child in interacting with other people and in self-disclosure within a safe scenario. Parish-Plass (2008) carried out his study on animal-assisted therapy among children who were suffering from insecure attachment caused by abuse and neglect. These children sometimes have coping means which are appropriate within the family setting, but inappropriate beyond in terms of relationships and external situations. These children often grow up to be abusing and neglecting parents very much like their own parents. Within the clear goals of psychotherapy, a bigger goal is to stop that cycle of abuse. Animal-assisted therapy is one of the means by which this cycle can be stopped and of providing tools to handle the inner conflicts of the client. Parish-Plass (2008) was able to establish that through animal-assisted therapy, the transmission of abuse to children is reduced because these children are taught how to apply responses and how to relate to other living things in a safe and non-threatening environment. In so doing, they are drawn out of their abusive and introspective world into one which is playful, gentle, and peaceful. In a similar study, Anderson and Olson (2006) sought to establish how a dog’s presence in a self-contained classroom of children with severe emotional issues impacted on the student’s emotional well-being and learning. This study was carried out in the span of eight weeks and in such time, the children were observed and interviewed, and their behavioral data was also evaluated. The study was able to establish that the dog’s presence in this atmosphere assisted the students’ overall emotional strength and coping. The children’s episodes of emotional crisis were actually averted by the presence of the dog. The dog’s presence also improved the students’ attitudes about school and it helped them learn attitudes like respect and empathy (Anderson and Olson, 2006). Inasmuch as this type of therapy brings forth many benefits for children, there are ethical issues associated to it. Animal-assisted therapies which may sometimes involve animal ownership requires financial and personal commitment on the part of the owner. The animal is very much dependent on the owner for his food and shelter, including his medical care and the owner must be able to provide such amenities for the animal. Maltreatment on the part of owners on these animals can sometimes be detrimental to the animals that are often in a subservient position as pets and as companion animals (Iannuzzi and Rowan, n.d). The most common issue raised in relation to animal-assisted therapy is on animal fatigue and burnout. This issue is very much relevant in residential companion animals where they are sometimes ‘on-duty’ 24 hours a day with limited rest. Experts highlight the fact that animals also experience the physical and emotional wear and tear of their activities and duties as companion animals. Based on the above discussion, it can be clearly seen that animal-assisted therapies have enormous potentials for the management of children with special needs. It is therefore important to integrate this therapy into the care of children with special needs. This type of therapy must be implemented, however, under safe and well-supervised conditions. A team of health professionals, including veterinarians and animal trainers must also be present during the therapy in order to ensure the safety of both the animal and the patient. Measures to keep the animal clean for human interaction must also be secured (Bero, et.al., 2010). Animal-assisted therapy has much potential for success among children with special needs and these improvements in behavior and coping must be nurtured within a safe and effective health setting. These are worthwhile efforts which can eventually assist the children in leading relatively normal lives. Conclusion The discussion above establishes that animal-assisted therapy for children with special needs effectively assist in the effective management of these children’s condition and special needs. Animal-assisted therapy is a therapy which utilizes animals like dogs, cats, horses, dolphins, and other small animals as cotherapists in the interaction and communication with children with special needs. The studies above were able to demonstrate that children’s interaction with animals often draw them out of their physical, mental, and emotional limitations and places them in a setting where they can serve more interactive functions. These therapies show much success in improving the condition and the ability of autistic children to interact normally with other people. Among children with ADHD and behavioral issues, animal interactions teach them how to interact gently with animals and with other people. Animals share with the emotional bonds which serve to draw children into an emotional zone where they are better understood. This therapy must however be carried out under conditions which are safe for both the children and the animals. Therefore, this therapy can only be carried out by experts who have superior knowledge and expertise in this form of therapy. Works Cited Anderson, K. & Olson, M. (2006). The value of a dog in a classroom of children with severe emotional disorders. Anthrozoos: A Multidisciplinary Journal of The Interactions of People & Animals, volume 19(1), pp. 35-49(15). Barker, B. & Dawson, S. (1998). The Effects of Animal-Assisted Therapy on Anxiety Ratings of Hospitalized Psychiatric Patients. Psychiatry Serv, volume 49: pp. 797- 801 Barol, J. (2006). The Effects of Animal-Assisted Therapy On a Child With Autism. New Mexico Highlands University. Retrieved 14 October 2011 from http://www.dogwoodtherapy.com/documents/researchpaper.doc Bero, F., Austill, C., & Weiland, K. (2010). A study of animal assisted therapy and children with special needs. Sierra Nevada College. Retrieved 13 October 2011 from http://www.sierranevada.edu/UserFiles/file/TED/THESES_SP_10/Scarborough.pdf Dimitrijevic, I. (2009). Animal-assisted therapy – a new trend in the treatment of children and adults. Psychiatria Danubina, volume 21(2), pp. 236–241. Dyer, D.A. (2000). Every child’s dream: Horses helping kids grow up, a parent’s guide. Blacksburg, VA: Advantage ReSource. Ianuzzi, D. & Rowan, A. (n.d). Ethical issues in animal-assisted therapy programs. Ike Sharples. Retrieved 14 October 2011 from http://ikesharpless.pbworks.com/f/animal+assistance.pdf Jorgenson, J. (1997). Therapeutic use of companion animals in health care. Image J Nurs Sch, volume 29: pp. 249-54 Lefebvre, L., Waltner-Toews, D., Peregrine, A., Reid-Smith, R., Hodge, L. & Weese, S. (2006). Characteristics of Programs Involving Canine Visitation of Hospitalized People in Ontario. Identifiers Infection Control and Hospital Epidemiology, volume 27: pp. 754–8. Mazzone, L. & Morales G. (2003). Horses as behavioral facilitators in patients with pervasive developmental disorders (PDS). Revista de Neurology, volume 36: p. 590 Parish-Plass, N. (2008). Animal-Assisted Therapy with Children Suffering from Insecure Attachment Due to Abuse and Neglect: A Method to Lower the Risk of Intergenerational Transmission of Abuse? Clin Child Psychol Psychiatry, volume 13(1), pp. 7-30. Rothe, E., Vega, B., Torres, R., Soler, S., & Pazos, R. (2005). From kids and horses: Equine facilitated psychotherapy for children. International Journal of Clinical and Health Psychology, volume 5 (2), pp. 373-383. Walsh, F. (2009). Human-Animal Bonds I: The Relational Significance of Companion Animals. Family Process, volume 48(4), pp. 462–488 Yeh M. (2005). Lassie's magic: animal-assisted therapy in Taiwan. Hu Li Za Zhi, volume 52: pp. 23-30. Read More