No description available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1962. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [158]-169).

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 73-82).

Although attention to the effects of child-animal interactions on children's development has increased in the last three decades, developmental psychology has not attended to the importance of the effects of animals on children's development. There is a need to consider the possible impacts of animals as significant social partners for children's socioemotional development. The current study, through survey questionnaires and interview methods, investigated whether interacting with animals, especially when children have responsibilities for the welfare of pets and perhaps have formed strong attachments with pets, will promote children's socio-emotional development, specifically their abilities to take the perspective of others. Sixty-five students who attended the local humane society's summer camp program, and students who participated in a monthly humane education program as part of their after school program were invited to participate in the study. All participants completed seven surveys and one telephone or face-to-face interview that were designed to measure their attitudes toward animals and humans, as well as their abilities to take the perspective of others. A linear regression analysis, Chi-Square test, and correlation coefficient test were conducted to assess the quality of interaction with pets on children's humane attitudes toward animals and humans, empathy, as well as their perspective taking abilities. It was found that students who showed stronger attachment toward their pets showed more humane attitudes toward animals and toward humans than students who showed weaker attachment toward their pets. Additionally, it was found that students who showed stronger attachment with their pets had higher levels of social cognitive development (i.e., perspective taking abilities) than students who showed weaker attachment with their pets. Also, significant correlations among variables, such as students' knowledge of animal care, attitudes toward animals and humans, attachment with pets, perspective taking abilities, were found. Lastly, students whose parents show more effective guidance on pet care have more advanced skills of thinking and solving problems in flexible manner than students who do not receive any or less guidance on pet care at home. Findings from the current study suggest the importance of humane education programs as well as effective parental guidance in pet care at home to promote students' knowledge of animal care and humane attitudes toward animals, which influence students' ability to take perspective of others. Promoting such knowledge and attitudes of children may help to promote their empathy and ability to take perspective of others. Having such abilities will alternately help children to have high interpersonal skills, which is a key to have a more successful life in society.

Thesis (M.I.T.)--The Evergreen State College, 2004. / Title from title screen (viewed 3/3/2010). Includes bibliographical references (leaves 50-56).

Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (M.A. (Psychology)) - Rhodes University, 2008. / A thesis submitted in partial fulfilment of the requirements for the degree of Masters of Arts in Counselling Psychology.

Thesis (M Social Work (Social Work))--University of Stellenbosch, 2006. / This study endeavours to understand the psychosocial functioning of primary school children involved in a therapeutic horse-riding program. A qualitative study was done using an exploratory research design. Much research has been documented regarding the physical benefits of equineassisted therapy. Little research has however been done regarding the psychosocial functioning of children involved in such projects, and in the field of social work, not much research has been conducted to the knowledge of the researcher. This study was thus motivated by the current lack of research in this area and by the desire to discover whether this form of therapy has a place within the social work field. The literature study firstly explored the various physical disabilities that are most commonly encountered in the therapeutic riding world, namely cerebral palsy, spina bifida, muscular dystrophy and epilepsy. The developmental milestones of the primary school child were explored with a view to how these physical disabilities may effect the reaching of these developmental milestones. The concept of rehabilitation psychology was then explored, comparing it with various social work methods, popular theories and perspectives and it was found that there were many overlaps in the two fields. Lastly, the literature study looked at equine-assisted therapy and research that has already been done on this topic. The empirical investigation consisted of case studies on five primary school children from Astra School for the Physically Disabled. A qualitative investigation was done, by means of a focus group held with various key team players in the therapy such as the physiotherapists and riding instructors. Individual interviews were then held with each of the five children. An interview guide was used for both the focus group and the individual interviews. The findings of the investigation were in line with what was found in the literature study, namely that these physically disabled children struggled in reaching their psychosocial developmental milestones. The riding however was shown to have made a significant contribution in the areas of social participation, confidence, selfimage, emotional control, discipline and cognitive and educational stimulation in each of the five children concerned. Rehabilitation philosophy and psychology were found to be in line with much of what social work aims to achieve. In light of the fact that equine-assisted therapy was shown to be a viable means of rehabilitation, and therefore a viable means of reaching social work goals with physically disabled clients, recommendations were made in terms of social work practice, social work theory, social work training, social work research and social work policy regarding the physically disabled client.

No description available.

The aims of this research were to describe in rich phenomenological detail the recollected childhood experiences described by three South African adults of growing up with animals in the context of a traditionally African cultural perspective in South Africa; as well as to document the emotional, physical and social effects of inter-species relationships as described by these participants, in order to explore and situate these experiences in relation to broad international perspectives on the contribution of animals to human development. The question of how these described experiences correlate with broad international perspectives on the contribution of animals to human development comprised the hermeneutic of the study. Here it was found that the experiences of these South African individuals were generally in keeping with the trends found in the literature. Participants attributed to their childhood relationships with animals a variety of benefits. These benefits occur on a range of levels, from the physical to the cognitive, and the psychosocial. The emotional attachment of the participants to animals with whom they had interacted in childhood correlated with the nature of interspecies relationships as anticipated by the literature. Cultural differences in the conceptualisation of inter-species relationships, between western and traditionally African ideologies, appeared to influence the moral and ethical positions assumed by the participants, while the subjective nature of the described attachment between participants and animals remains qualitatively similar across cultures, when explored in relation to international research. The similarities between the experiences of the participants and international research findings lend credence to Wilson’s hypothesis that all human beings are potentially able to connect in deep and profound ways with their natural environment, and that this connection contributes to the development of social and cognitive skills, as well as constituting emotional support and stability. The research concludes with an examination of its own limitations and suggestions are made for further research.