Handbook on Animal-Assisted Therapy - 4th Edition - ISBN: 9780128012925, 9780128014363

Handbook on Animal-Assisted Therapy

4th Edition

Foundations and Guidelines for Animal-Assisted Interventions

Editors: Aubrey Fine
eBook ISBN: 9780128014363
Hardcover ISBN: 9780128012925
Imprint: Academic Press
Published Date: 3rd June 2015
Page Count: 457
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Description

In the 15 years since the first edition of Handbook on Animal-Assisted Therapy published, the field has changed considerably.  The fourth edition of the Handbook highlights advances in the field, with 11 new chapters and over 40% new material.  In reading this book, therapists will discover the benefits of incorporating animal-assisted therapy (AAT) into their practices, best practices in animal-assisted intervention, how to design and implement animal-assisted interventions, and the efficacy of AAT with different disorders and patient populations.  Coverage includes the use of AAT with children, the elderly, those receiving palliative care, as well as people with chronic disorders, AIDS, trauma, and autistic spectrum disorders.  Additional chapters cover techniques for working with families, in juvenile and criminal justice systems, and in colleges and universities.

Key Features

  • Summarizes efficacy research on AAT
  • Identifies how to design and implement animal assisted interventions
  • Provides methods, standards, and guidelines for AAT
  • Discusses AAT for children, the elderly, and special populations
  • Describes AAT use in different settings
  • Includes 11 new chapters and 40% new material

Readership

Clinical psychologists

Table of Contents

  • Dedication
  • Foreword
  • Preface
  • About the Editor
  • Acknowledgments
  • Part I. The Conceptualization of Animal–Human Bond: The Foundation for Understanding Animal Assisted Interventions
    • Chapter 1. Understanding Our Kinship with Animals: Input for Health Care Professionals Interested in the Human–Animal Bond
      • 1.1. Introduction
      • 1.2. Introduction to the Human–Animal Bond
      • 1.3. Defining the Human–Animal Bond
      • 1.4. Pets and People: Case Studies Reveal the Importance
      • 1.5. Theories Explaining the Bond
      • 1.6. The Biological Benefits of the Bond
      • 1.7. Final Remarks
    • Chapter 2. Animal-Assisted Interventions in Historical Perspective
      • 2.1. Introduction
      • 2.2. Animal Souls and Spiritual Healing
      • 2.3. Animal Powers and Shamanism
      • 2.4. Animism in Classical and Medieval Times
      • 2.5. Animals as Agents of Socialization
      • 2.6. Animals and Psychotherapy
      • 2.7. Animals, Relaxation, and Social Support
      • 2.8. Conclusions
    • Chapter 3. Forward Thinking: The Evolving Field of Human–Animal Interactions
      • 3.1. To See Where We Are Headed, We Must See Where We Have Been
      • 3.2. Progression of Animal-Assisted Interventions
      • 3.3. Developing Common Terminology
      • 3.4. Redefining Our Relationship with Animals and the Living World
      • 3.5. What Do Animals Have to Do with Human Health?
      • 3.6. Research Directions
      • 3.7. Professionalizing the AAIS Field
      • 3.8. Into the Future
    • Chapter 4. Influence of Cultural and Religious Factors on Attitudes toward Animals
      • 4.1. Introduction
      • 4.2. Cultural and Religious Factors
      • 4.3. A Culturally Responsive Framework for AAI
      • 4.4. Conclusion
    • Chapter 5. Animal Therapy on the Community Level: The Impact of Pets on Social Capital
      • 5.1. Introduction
      • 5.2. Animals and Social Capital
      • 5.3. The Absence of Pets and Social Capital
      • 5.4. Estimating Community Pet Populations
      • 5.5. Estimating Unwanted, Abused, and Aggressive Animal Populations
      • 5.6. The Urban Community Link: Pets as Calming Ambassadors of Nature
      • 5.7. Conclusion
    • Chapter 6. Recruiting Psychosocial Health Effects of Animals for Families and Communities: Transition to Practice
      • 6.1. Introduction: Expanding Applications of the Human/Animal Relationship
      • 6.2. The Potential of Pets to Enhance the Quality of Life
      • 6.3. Personalized Normalizing of the Environment for People with Special Needs
      • 6.4. For the Health Professions: Leadership in Implementing Animals as Treatment or Social Support
    • Chapter 7. The Animal–Human Bond: Health and Wellness
      • 7.1. The Conceptualization of the Animal–Human Bond: The Foundation for Understanding Animal-Assisted Therapy
      • 7.2. Conclusion
  • Part II. Animal-Assisted Interventions: Conceptual Model and Guidelines for Quality Assurance
    • Chapter 8. What’s Love Got to Do with It? Selecting Animals for Animal-Assisted Mental Health Interventions
      • 8.1. Introduction
      • 8.2. Step One: Clarifying the Purpose of Animals in Practice
      • 8.3. Step Two: Determining the Category—and Approach—of Animal Interventions
      • 8.4. Delivery Approach
      • 8.5. Step Three: Developing Working Animal Job Descriptions
      • 8.6. Step Four: MacNamara Animal Capability Assessment Model
      • 8.7. Interplay and Interaction of Animal-Assisted Intervention Factors
      • 8.8. Potential for Animal Stress
      • 8.9. Conclusion
    • Chapter 9. Understanding the Other End of the Leash: What Therapists Need to Understand about Their Co-therapists
    • Chapter 10. The Role of the Equine in Animal-Assisted Interactions
      • 10.1. History of Equine Interactions
      • 10.2. Role of Equine in EAA/T—The Horse as the Therapist
      • 10.3. Why a Horse?
      • 10.4. Hippotherapy
      • 10.5. Benefits and Outcomes of TR and HPOT
      • 10.6. The Evolution of and Role of the Equine in TR
      • 10.7. Military Trauma and EAA/T
      • 10.8. Evidence-Based Research
      • 10.9. Evidence Involving TR and Children
      • 10.10. Evidence Involving TR and Adults
      • 10.11. Credentials for TR Instruction
      • 10.12. The TR Lesson Team
      • 10.13. Definition, Evolution, and Role of the Equine in HPOT
      • 10.14. Theoretical Base
      • 10.15. Physical Context
      • 10.16. Evidence-Based Research
      • 10.17. The HPOT Team
      • 10.18. HPOT Credentials
      • 10.19. Mental Health Programs
      • 10.20. The Role of the Mental Health Professional in EFP/EAP
      • 10.21. Theoretical Underpinnings
      • 10.22. Evidence-Based Research Involving EFP/EAP for Children and Youths
      • 10.23. Evidence Involving EFP/EAP and Adults
      • 10.24. Evidence Involving EFP/EAP and Victims of Trauma
      • 10.25. Military Trauma and EFP/EAP as Complementary Intervention
      • 10.26. Equine Learning Programs
      • 10.27. Therapeutic Carriage Driving
      • 10.28. Members of the TCD Team
      • 10.29. Therapeutic Carriage Driving Certification
      • 10.30. Military Veterans and TCD
      • 10.31. Therapeutic Vaulting
      • 10.32. Benefits
      • 10.33. Examples of TV Exercises
      • 10.34. Credentials for TV
      • 10.35. General Examples of Safety Considerations for all Types of EAA/EAT
      • 10.36. Who May Participate?
      • 10.37. Conclusion
  • Part III. Best Practices in Animal-Assisted Interventions: Guidelines for Use of AAI with Special Populations
    • Chapter 11. Incorporating Animal-Assisted Interventions into Psychotherapy: Guidelines and Suggestions for Therapists
      • 11.1. Introduction
      • 11.2. The Need for Research
      • 11.3. The Role of AAT in Psychotherapy: Is There Such a Thing as an AAT Rx?
      • 11.4. Consideration 1—Why Clinicians May Find Animals Therapeutically Beneficial
      • 11.5. Consideration 2—The Therapeutic Environment: Animals as an Aspect of Milieu Therapy
      • 11.6. Consideration 3—Incorporating Theory into Practice: AAT from a Life Stage Perspective
      • 11.7. Practical Suggestions for Clinician’s Applying Animals
      • 11.8. Future Directions
      • 11.9. Conclusions
    • Chapter 12. Application of Animal-Assisted Interventions in Professional Settings: An Overview of Alternatives
      • 12.1. Introduction
      • 12.2. Professional Applications of AAI
      • 12.3. Professional Practice Foundations
    • Chapter 13. Animals in the Lives of Children
      • 13.1. Introduction
      • 13.2. Where Are Animals in Children’s Lives?
      • 13.3. What Do Animals Mean in Children’s Lives?
      • 13.4. Best Practices in AAT with Children
      • 13.5. Guidelines for Best Practices of AAT with Children and Concluding Remarks
    • Chapter 14. Animals in Educational Settings: Research and Practice
      • 14.1. Chapter Overview
      • 14.2. Background on Animals in Educational Settings
      • 14.3. Research: What We Know So Far …
      • 14.4. Ways in Which Animals are Incorporated into Classrooms
      • 14.5. Suggested Guidelines for the Inclusion of Animals in Classrooms
      • 14.6. Policy Recommendations for Animals in the Classroom
      • 14.7. Positive, Assertive, Cooperative Kids: An Application in Children with Attention Deficit/Hyperactivity Disorder
      • 14.8. Safety Concerns: Key Elements—Children and Animals
      • 14.9. Concluding Remarks
    • Chapter 15. Enhancing Special Education Environments with Animal-Assisted Interventions at Green Chimneys: Opportunities and Practical Considerations
      • 15.1. Introduction
      • 15.2. General Effects of Human–Animal Interaction
      • 15.3. Theoretical Background of Positive Effects of HAI and AAI in an Educational Context
      • 15.4. Animal Interaction at Green Chimneys School
      • 15.5. Implementing Human Animal Interactions
      • 15.6. Enhancing Skills and EF
      • 15.7. Advantages of AAI in Special Education Settings
      • 15.8. Considerations for Program Replication
      • 15.9. Practical Considerations and Lessons Learned at Green Chimneys: Integrating AAI into Primary Services
      • 15.10. Paying for Our Animal Program
      • 15.11. A Unique Animal-Assisted Program Identity
      • 15.12. Time Constraints and Making Room for Animal Programming in a School
      • 15.13. Evaluating the Impact of Our Animal Programming
      • 15.14. Choices in Animal Species for Special Education Settings
      • 15.15. Prior to Considering Animals in an Educational Setting
      • 15.16. Setting Protocols and Program Vision
      • 15.17. Conclusions
    • Chapter 16. The Roles of Animals for Individuals with Autism Spectrum Disorder
      • 16.1. Introduction
      • 16.2. Why Animals for ASD?
      • 16.3. Animal-Assisted Intervention for ASD
      • 16.4. Service Animals for ASD
      • 16.5. Companion Animals for ASD
      • 16.6. Animal Welfare Issues
      • 16.7. Conclusions
    • Chapter 17. Understanding the Role of Human–Animal Interaction in the Family Context
      • 17.1. Animals in the Family System
      • 17.2. Adaptive HAI in the Family System
      • 17.3. Nonadaptive HAI in the Family System
      • 17.4. Children with Developmental Disorders and Animals in the Family
      • 17.5. Strategies for Clinical Practitioners
      • 17.6. Conclusions
    • Chapter 18. Human–Animal Interaction in the Aging Boom
      • 18.1. Introduction
      • 18.2. Human–Companion Animal Interactions and Aging
      • 18.3. Facilitating Relationships between Pets and Older Adults
      • 18.4. Pet Selection
      • 18.5. Guidelines for Animal-Assisted Interventions with Older Adults
      • 18.6. Conclusion
    • Chapter 19. Increasing the Effectiveness of Palliative Care through Integrative Modalities: Conceptualizing the Roles of Animal Companions and Animal-Assisted Interventions
      • 19.1. Introduction
      • 19.2. Extending Palliative Care through an Integrative Approach
      • 19.3. The Role of Pet Companions and AAIs in Palliative Care
      • 19.4. Future Avenues of AAI and Palliative Care Research
      • 19.5. Next Steps and Concluding Remarks
    • Chapter 20. Pets Bring Comfort and Health: The Evolution of the PAWS Model in San Francisco and the Safe Pet Guidelines
      • 20.1. Introduction
      • 20.2. AIDS: An Overview
      • 20.3. The Psycho-Social Impact of Illness: The AIDS Virus
      • 20.4. The Role of Pets
      • 20.5. The Role of Community
      • 20.6. The Historical Significance of Zoonoses and AIDS
      • 20.7. How PAWS Developed to Help People with AIDS Keep Their Pets
      • 20.8. Services Provided by Pets Are Wonderful Support
      • 20.9. Examples of Other Human/Animal Support Service Programs
      • 20.10. A Generation Later
    • Chapter 21. The Human–Animal Relationship in Context of the Juvenile and Criminal Justice Systems
      • 21.1. Introduction
      • 21.2. Controversies
      • 21.3. Therapy Animals Supporting Kids (TASK) Program
      • 21.4. Therapy Animals Assisting in Juvenile Court, Family Court, and Juvenile Detention Programs
      • 21.5. Therapy Animals with Vulnerable Adult Witnesses
      • 21.6. Therapy Animals in Veteran’s Court
      • 21.7. Research
      • 21.8. Laws Addressing Therapy Animal Use
      • 21.9. Conclusion
    • Chapter 22. Treating Human Trauma with the Help of Animals: Trauma Informed Intervention for Child Maltreatment and Adult Post-Traumatic Stress
      • 22.1. Psychodynamic Animal-Assisted Psychotherapy for Effects of Interpersonal Trauma
      • 22.2. Warrior Canine Connection Service Dog Training Therapy: Clinical Foundations, Practice Guildlines, and Scientific Rationale
      • 22.3. Conclusion
    • Chapter 23. On Call 24/7—The Emerging Roles of Service and Support Animals
      • 23.1. Introduction
      • 23.2. History of Assistance Animals
      • 23.3. Therapeutic Benefits of Contact with Animals: The Possible Psychosocial Benefits of Service Animals
      • 23.4. Definitions of Assistance Animals: Controversy, Confusion, and Clarification
      • 23.5. Psychiatric Service Animals
      • 23.6. Emotional Support Animals
      • 23.7. Case Study—ESA/Service Animal Confusion
      • 23.8. Americans with Disabilities Act Guidelines for Transportation and the Federal Air Carriers Act
      • 23.9. Service Animal Selection and Training
      • 23.10. Animal Welfare Considerations: Service Work Impact on the Animal
    • Chapter 24. Animal Visitation Programs in Colleges and Universities: An Efficient Model for Reducing Student Stress
      • 24.1. Introduction
      • 24.2. Overview: Characteristics and Strengths of AVPs
      • 24.3. Supporting Evidence
      • 24.4. Research Agenda
      • 24.5. Summary and Conclusion
  • Part IV. Special Topics and Concerns in Animal-Assisted Interventions
    • Chapter 25. Loss of a Therapy Animal: Assessment and Healing
      • 25.1. Introduction
      • 25.2. Scholarly Research
      • 25.3. Understanding Loss
      • 25.4. Loss of a Special Animal
      • 25.5. Manner of Loss
      • 25.6. Differences between Losing Pet and Therapy Animal
    • Chapter 26. Our Ethical and Moral Responsibility: Ensuring the Welfare of Therapy Animals
      • 26.1. Introduction
      • 26.2. Defining Animal Welfare
      • 26.3. Benefits to Animals in AAI
      • 26.4. Measuring Welfare in AAI Research
      • 26.5. Research Applications
      • 26.6. Practical Applications
      • 26.7. Conclusions
      • Appendix 1: Behavioral Instrument for the Assessment of Dog Well-Being before/during/after Therapy Sessions
    • Chapter 27. Methodological Standards and Strategies for Establishing the Evidence Base of Animal-Assisted Therapies
      • 27.1. Context: Current Advances in Psychotherapy Outcome Research
      • 27.2. Conceptualizing the Study and Its Focus
      • 27.3. Common Methodological Challenges
      • 27.4. Conclusions
    • Chapter 28. A Glimpse at the Future of Animal-Assisted Interventions: Selected Commentaries
      • Part A. 28.1 The Future Status of the Emerging Field of Anthrozoology
      • Part B. 28.2 Public Policy and the Human–Animal Bond
      • Part C. 28.3 The Research Challenge: Threats to the Validity of Animal-Assisted Therapy Studies and Suggestions for Improvement
      • Part D. 28.4 Strengthening the Foundation of Human–Animal Interaction Research: Recent Developments in a Rapidly-Growing Field
  • The IAHAIO Definitions for Animal-Assisted Intervention and Guidelines for Wellness of Animals Involved
  • Index

Details

No. of pages:
457
Language:
English
Copyright:
© Academic Press 2015
Published:
Imprint:
Academic Press
eBook ISBN:
9780128014363
Hardcover ISBN:
9780128012925

About the Editor

Aubrey Fine

Dr. Fine received his graduate degree from University of Cincinnati in 1982 and has been on the faculty at California State Polytechnic University since 1981. His leadership among faculty and teaching excellence earned him the prestigious Wang Award in 2001, given to a distinguished professor within the California State University system (23 Universities), in this instance for exceptional commitment, dedication, and exemplary contributions within the areas of education and applied sciences. Dr. Fine is also a licensed psychologist who opened his practice in Southern California in 1987. His practice specializes in treating children with ADHD, learning disabilities, developmental disorders and parent child relations.

Affiliations and Expertise

Cal State Polytechnic University, Pomona, CA, USA