Text in Afrikaans / Hierdie studie handel oor die ontwerp van 'n post traumatiese terapie deur die opvoedkundige sielkundige waar troeteldiere as fasiliteerder ingespan kan word. Dit fokus op getraumatiseerdes wat na afloop van 'n trauma in 'n post traumatiese situasie verkeer, en nie klinies aan die diagnose van post traumatiese stres versteuring voldoen nie. Die ontwerp van die terapie val in vier fases uiteen wat nie noodwendig streng chronologies in terapie hoef te verloop nie. Eerstens is daar die affektiewe fase wat handel oor die bantering van emosies. Tweedens fokus die kognitiewe fase op kognitiewe herstrukturering by die getraumatiseerde en veral die internalisering daarvan. Die fase van voorraadopname maak voorsiening vir die identifisering van psigologiese gestremdhede en sterker modaliteite van die getraumatiseerde. Die kompensatoriese fase handel oor die ontwerp van 'n aksieplan vir die sinvolle voortsetting van die getraumatiseerde se lewe asook inoefeningsaspekte daarvan. Die terapeutiese ontwerp het beslag gekry na 'n uitgebreide literatuurstudie van verskeie terapeutiese skole se post traumatiese terapiee en tegnieke. Oorhoofs word bogenoemde ontwerp in die relasieterapie ingebed. Hierdie terapie le besondere klem op die kompensatoriese fase met die oog op adekwate aktualisering van die getraumatiseerde in sy toekomstige gesitueerdheid. Alhoewel daar 'n uitgebreide beskrywing van troeteldier gefasiliteerde terapie volg, het die navorser slegs sekere getraumatiseerde kliente ge'identifiseer wat sat baat by troeteldier gefasiliteerde terapie. Daar is tydens die studie aandag gegee aan die ontwerp van 'n vraelys wat as operasionele metingsinstrument dien om die omvang van die trauma ten opsigte van die getraumatiseerde se filnksionering, selfgesprekke, belewenis, betekenisgewing, betrokkenheid, seltkonsep, relasies en selfaktualisering te bepaal. Fasiliteerders van die affektiewe fase sluit onder andere soos reeds genoem hierbo, troeteldiere in. Ondersoek is ingestel na die riglyne vir troeteldier gefasiliteerde terapie, en verskeie aspekte soos determinante by die getraumatiseerde vir troeteldier gefasiliteerde terapie, die aard van mens-dier interaksie, risiko's en menslike voorwaardes verbonde aan troeteldier gefasiliteerde terapie, is beskryf Tydens die empiriese ondersoek is gevind dat alhoewel die ontwerp beperkinge het, daar besliste ruimte vir troeteldier gefasiliteerde post traumatiese terapie op Sielkundige Opvoedkunde terrein bestaan / This study deals with the design of a post traumatic therapy that can be administered by the educational psychologist. Pets were used for the first time as facilitators in such a therapy. This therapy was primarily designed for persons in a post traumatic situation after an experienced trauma, who _do not ~fy foc!h<L~!i_ni~_ctl _ cri!~!"ia gf post traumatic _stress disorder. Four phases can be distinguished in the course of the therapy. This doesn't however imply a hierargical order. First of all the affective phase deals with the emotional side of the traumatised person. Secondly cognitive restructuring is taken up in the cognitive phase as well as internalization thereof The third phase of stock taking makes provision for the identification of psychological handicaps and stronger modalities of the traumatised person. A plan of action is developed in the final compensatory phase and it deals with optimal future actualization of the traumatised person. If necessary, opportunity is provided for excercising the newly required skills. This design was developed after extensive literature studies of post traumatic therapies and techniques, and it is embedded in the overall approach of relationship therapy. Strong emphasis is placed on the compensatory phase in view of the traumatised person's adequate future actualization. Although an extensive description of pet fasilitated therapy is given, only certain traumatised clients were identified who will benefit from this therapy. A questionnaire as operational measuring instrument was developed for the purpose of this study. Information as to the traumatised person's functioning, selftalk, experiences, allocation of meaning, involvement, selfconcept, relationship formation and selfactualization can be ascertained via this instrument. One of the facilitators of the affective phase, already mentioned, includes pets. A thorough study into guidelines for pet facilitated therapy, as well as aspects such as determinants of traumatised people as indication for this kind of therapy, the nature of human-animal interaction, risks and human conditions for pet facilitated therapy, was undertaken. The empirical study proved that in spite of limitations of pet facilitated post traumatic therapy, definite opportunity exists in the field of Psychology of Education for this kind of therapy / D.Ed. (Sielkundige Opvoedkunde)

Text in Afrikaans / Hierdie studie handel oor die ontwerp van 'n post traumatiese terapie deur die opvoedkundige sielkundige waar troeteldiere as fasiliteerder ingespan kan word. Dit fokus op getraumatiseerdes wat na afloop van 'n trauma in 'n post traumatiese situasie verkeer, en nie klinies aan die diagnose van post traumatiese stres versteuring voldoen nie. Die ontwerp van die terapie val in vier fases uiteen wat nie noodwendig streng chronologies in terapie hoef te verloop nie. Eerstens is daar die affektiewe fase wat handel oor die bantering van emosies. Tweedens fokus die kognitiewe fase op kognitiewe herstrukturering by die getraumatiseerde en veral die internalisering daarvan. Die fase van voorraadopname maak voorsiening vir die identifisering van psigologiese gestremdhede en sterker modaliteite van die getraumatiseerde. Die kompensatoriese fase handel oor die ontwerp van 'n aksieplan vir die sinvolle voortsetting van die getraumatiseerde se lewe asook inoefeningsaspekte daarvan. Die terapeutiese ontwerp het beslag gekry na 'n uitgebreide literatuurstudie van verskeie terapeutiese skole se post traumatiese terapiee en tegnieke. Oorhoofs word bogenoemde ontwerp in die relasieterapie ingebed. Hierdie terapie le besondere klem op die kompensatoriese fase met die oog op adekwate aktualisering van die getraumatiseerde in sy toekomstige gesitueerdheid. Alhoewel daar 'n uitgebreide beskrywing van troeteldier gefasiliteerde terapie volg, het die navorser slegs sekere getraumatiseerde kliente ge'identifiseer wat sat baat by troeteldier gefasiliteerde terapie. Daar is tydens die studie aandag gegee aan die ontwerp van 'n vraelys wat as operasionele metingsinstrument dien om die omvang van die trauma ten opsigte van die getraumatiseerde se filnksionering, selfgesprekke, belewenis, betekenisgewing, betrokkenheid, seltkonsep, relasies en selfaktualisering te bepaal. Fasiliteerders van die affektiewe fase sluit onder andere soos reeds genoem hierbo, troeteldiere in. Ondersoek is ingestel na die riglyne vir troeteldier gefasiliteerde terapie, en verskeie aspekte soos determinante by die getraumatiseerde vir troeteldier gefasiliteerde terapie, die aard van mens-dier interaksie, risiko's en menslike voorwaardes verbonde aan troeteldier gefasiliteerde terapie, is beskryf Tydens die empiriese ondersoek is gevind dat alhoewel die ontwerp beperkinge het, daar besliste ruimte vir troeteldier gefasiliteerde post traumatiese terapie op Sielkundige Opvoedkunde terrein bestaan / This study deals with the design of a post traumatic therapy that can be administered by the educational psychologist. Pets were used for the first time as facilitators in such a therapy. This therapy was primarily designed for persons in a post traumatic situation after an experienced trauma, who _do not ~fy foc!h<L~!i_ni~_ctl _ cri!~!"ia gf post traumatic _stress disorder. Four phases can be distinguished in the course of the therapy. This doesn't however imply a hierargical order. First of all the affective phase deals with the emotional side of the traumatised person. Secondly cognitive restructuring is taken up in the cognitive phase as well as internalization thereof The third phase of stock taking makes provision for the identification of psychological handicaps and stronger modalities of the traumatised person. A plan of action is developed in the final compensatory phase and it deals with optimal future actualization of the traumatised person. If necessary, opportunity is provided for excercising the newly required skills. This design was developed after extensive literature studies of post traumatic therapies and techniques, and it is embedded in the overall approach of relationship therapy. Strong emphasis is placed on the compensatory phase in view of the traumatised person's adequate future actualization. Although an extensive description of pet fasilitated therapy is given, only certain traumatised clients were identified who will benefit from this therapy. A questionnaire as operational measuring instrument was developed for the purpose of this study. Information as to the traumatised person's functioning, selftalk, experiences, allocation of meaning, involvement, selfconcept, relationship formation and selfactualization can be ascertained via this instrument. One of the facilitators of the affective phase, already mentioned, includes pets. A thorough study into guidelines for pet facilitated therapy, as well as aspects such as determinants of traumatised people as indication for this kind of therapy, the nature of human-animal interaction, risks and human conditions for pet facilitated therapy, was undertaken. The empirical study proved that in spite of limitations of pet facilitated post traumatic therapy, definite opportunity exists in the field of Psychology of Education for this kind of therapy / D.Ed. (Sielkundige Opvoedkunde)

Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study focuses on existing research into the field of animal-assisted therapy (AAT) and attempts to provide a clear answer as to what animal-assisted therapy (AAT) is. In addition, the limitations of current research, as well as future opportunities for research in this field and some practical considerations for applying animal-assisted therapy are explored. The origin of animal-assisted therapy is examined. How the present terminology has developed in that it defines the use of animals in therapy as an adjunct to other therapeutic techniques is discussed in contrast to previous terminology, which created the impression that there was some form of managed process on the part of the animal. The terminology has developed from terms such as pet therapy and pet-facilitated therapy to animal-assisted therapy (AAT) and animal-assisted activities (AAA). The history of animal-assisted therapy is examined in relation to the three therapy categories of milieu therapy, physical rehabilitation and animal-assisted psychotherapy. The most common theoretical frameworks for AAT are also discussed. In general, systems theory tends to be the most favoured theoretical foundation for AAT. The typical target populations of animal-assisted therapy are examined in the light of target relationships. The six target relationships that a practitioner of animal-assisted therapy would need to manage are identified and their merits discussed: therapist-and-patient relationship; therapist-and-animal relationship; the staff-and-patient and staff-and-animal relationship; the staff-and-animal therapist relationship; the animal-and-patient relationship; and the application environment wherein these relationships are lived. The typical research designs for AAT are also discussed within the history of AATand successful research tends toward longitudinal studies wherein patients with similar diagnostic profiles are all exposed to a common form of treatment. The experimental group has some form of AAT in addition to the standard treatment whilst the control group continues with only the standard treatment. Comparisons are made against specific measurements such as degree of sociability and other indices. In general, the current research indicates a need for research characterised by better controls and the application of general research principles to supplement the abundance of anecdotal and case study reports on AAT. In addition, the practical application of AAT is also examined in relation to training and liability, office management and décor, animal well-being, and the necessary precautions to safeguard patients from possible harm. A critique of AAT is provided as well as the difficulties encountered in the practical implementation of animal-assisted therapy. The literature reviewed for this study confirms that animal-assisted therapy shows excellent promise, which increases when complimented by experimental endeavour in terms of properly evaluated AAT programmes. In terms of the future potential of AAT, the possible advantages of the implementation of AAT programmes into schools, prisons and working environments is raised. Related therapeutic adjuncts such as horticultural and natural therapy are also discussed. Fine (2000) was the most up to date and encompassing source for AAT and may be a good tool to guide future practitioners and researchers in the field of AAT. / AFRIKAANSE OPSOMMING: DIERE-ONDERSTEUNDE TERAPIE (DOT) -WAT IS DIT? Hierdie studie fokus op huidige navorsing op die gebied van diere-ondersteunde terapie (DOT) en strewe om lig te gooi op wat presies diere-ondersteunde terapie is. Daarbenewens, word die beperkinge van huidige navorsing sowel as toekomstige geleenthede vir navorsing op hierdie gebied. Praktiese doelwitte vir die toepassing van diere-ondersteunde terapie is ook geidentifiseer. Die oorsprong van diere-ondersteunde terapie word ondersoek. Hoe die huidige terminologie ontwikkel het in sover dit die gebruik van diere aangaan in terapie as adjunk tot ander terapeutiese tegnieke word bespreek, in vergelyking met vorige terminologie wat die indruk geskep het dat daar een of ander bestuurde proses is wat deur die dier uitgevoer word. Die terminologie het ontwikkel van terme soos troeteldierterapie en troeteldier-gefasiliteerde terapie tot diere-ondersteunde terapie (DOT) en diereondersteunde aktiwiteite (DOA). Die geskiedenis van diere-ondersteunde terapie word ondersoek volgens die drie terapiekategoriee van milieuterapie, fisiese rehabilitasie en diere-ondersteunde psigoterapie. Die mees algemene teoretiese raamwerke vir DOT word ook bespreek. Oor die algemeen, is sisteemteorie die sigbaarste teoretiese grondslag vir DOT. Die tipiese teikengroepe vir diere-ondersteunde terapie word ondersoek in die lig van teiken verhoudings. Die ses teikenverhoudings wat 'n praktisyn van diere-ondersteunde terapie sou bestuur word onderskei en hul relatiewe meriete bespreek: die terapeut/pasient-verhouding; terapeut/dier-verhouding; personeel/pasient-verhouding; personeel/diereterapeut- verhouding; dier/pasient- verhouding ; sowel as die toepassings omgewing waarin die verhoudings uitgeleef word. Die tipiese navorsingsontwerpe vir DOT word ook binne die geskiedenis van DOT bespreek. Die mees geloofwaardige navorsing neig tot longitudinale studies waarin pasiente met soorgelyke diagnostiese profiele almal aan 'n gemene vorm van behandeling blootgestel is. Die eksperimentele groep kry dan een of ander vorm van DOT sowel as die standaard behandeling terwyl die kontrole groep slegs die standaard behandeling ontvang. Vergelykings word dan gemaak volgens spesifieke metings soos mate van sosialiteit en ander persoonlike effektiwiteit maatstawwe. Oor die algemeen dui huidige navorsing op 'n behoefte vir navorsing wat deur beter beheer gekenmerk word, en die toepassing van algemene navorsingsbegrippe om as aanvulling te dien tot die oorvloed anekdotiese en gevallestudies wat die DOT literatuur betref. Daarbenewens word die die praktiese toepassing van DOT ondersoek met betrekking tot opleiding en verantwoording, kantoorbeheer en dekor, dierewelsyn sowel as die nodige teenmaatreëls om pasiente teen enige negatiewe gevolge te beskerm. 'n Kritiese ontleding van DOT word ook voorsien en die moontlike struikelblokke wat in die praktiese implementasie van diere-ondersteunde terapie ondervind kan word. Die literatuur wat vir hierdie studie nagegaan is, bevestig dat diere-ondersteunde terapie uitstekende vooruitsigte toon. Sover dit die toekomstige potensiaal van DOT aangaan, word die moontlike voordele van die implementasie van DOT-programme in skole, tronke en werksomgewings genoem. Verwante terapeutiese byvoegings soos tuin- en natuur-terapie word ook bespreek. Fine (2000) blyk om die mees resente en omvattende bron van DOT te wees en mag 'n goeie hulpmiddel wees om toekomstige praktisyns en navorsers op die gebied van DOT van 'n riglyn te voorsien.

Moving into an institutional environment may cause feelings of anxiety, depression, grief or loss in the increasing number of elderly residents in long term care facilities. The lived experience of pet visitation was explored as a possible remedy. This study is significant because findings provide information about intervention strategies to assist residents in comfort and adjustment.Five themes, identified in ten interviews of residents in three midwest long term care facilities, illustrated that pet interaction: (a) contributed a sense of responsibility, environmental control, (b) afforded unconditional caring, companionship, (c) provided a connection with family and home. (d) furnished a sense of identity in the facility community, and (e) provided a sense of being protected within the facility. Evidence supports that pet visitation is a beneficial experience to the residents in long term care facilities. Study results are available for facility administrators as encouragement and justification to establish pet visitation programs. / School of Nursing

This study was concerned with reducing children's anticipatory anxiety when entering mental health services for the first time. The purpose of this study was to determine whether combining two effective modalities, play therapy and animal-assisted therapy, would be effective in decreasing children's biobehavioral measurements of anxiety. Specifically, this study examined the effects of the presence of a trained therapy dog during one individual 30-minute play therapy session. The experimental group consisted of 26 children who received one individual 30-minute play therapy session with the presence of a trained therapy dog. The comparison group consisted of 25 children who received one individual 30-minute play therapy session without the presence of a trained therapy dog. The SenseWear® PRO 2 armband monitor measured children's biobehavioral measurements such as galvanic skin response, temperature, and activity level (BodyMedia, Inc., Pittsburgh , PA , www.bodymedia.com). The Tanita 6102 Cardio® digital heart rate monitor measured children's pre-treatment and post-treatment heart rates (Tanita Corporation of America, Inc., Arlington Heights , IL , www.tanita.com). Five hypotheses were tested using repeated measures ANOVA with mixed factors and eta squared. All five hypotheses in this study were retained based on statistical significance at the .05 level. The combination of child-centered play therapy (CCPT) and animal-assisted therapy was shown to have little practical significance in decreasing children's first 5-minute biobehavioral measurements, middle 5-minute biobehavioral measurements, last 5-minute biobehavioral measurements as measured by the SenseWear Pro 2 armband monitor. The combination of CCPT and animal-assisted therapy was shown to have little practical significance in decreasing children's pre-treatment and post-treatment heart rate. The results of the two factor repeated measures analysis of variance with mixed factors were not statistically significant. Although, research has shown that play therapy is an effective modality in reducing children's anxiety over time, children's anticipatory anxiety was increased in the first 30-minutes of play therapy with or without the presence of a trained therapy dog. Anticipatory anxiety may have been due to the children experiencing a novel and unfamiliar situation, entering the play therapy room with a stranger, the non-structured environment of the play therapy room, or a first interaction with the armband monitor.

The purpose of this study was to explore the various animal assisted interventions mental health professionals incorporate in the therapeutic treatment process, as well as the various therapeutic purposes intended with each technique. Participants were recruited from animal assisted therapy related databases. Participants included professionals who practiced in the mental health field. Thirty one participants qualified for the study. A survey was developed based on information found reviewing literature related to animal assisted therapy. Nineteen animal assisted therapy techniques and ten therapeutic intentions were identified from a review of the literature. Participants were asked to rate on a Likert scale how often they incorporated each technique in their treatment process. Additionally, participants were asked to identify which therapeutic purposes they intended with each technique. Results indicated participants incorporated a variety of animal assisted techniques for various therapeutic intentions. Results indicated seven animal assisted techniques were incorporated by more than 50% of the participants. Building rapport in the therapeutic relationship was the most common therapeutic intention reported with a variety of animal assisted techniques.

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Reading problems have become a worldwide phenomenon, even in a first world country like America. Literacy figures in South Africa are even worse. Results of the PIRLS study indicated that the reading skills of 80% of South African children are not fully developed by the time they reach grade 5. In recent literacy tests South African children did worse than children from African countries like Mozambique, Botswana, Swaziland and Tanzania. Despite everything that is being done to improve literacy and numeracy, South African children do not reach their potential. Many South African schools are labeled as being „dysfunctional‟ and 79% of schools do not have libraries. This is a complex matter with multiple causes. Reading programs may contribute to addressing this issue. There are different types of reading programs and it can take place at different levels. One type of program includes the use of pets. The aim of the present study was to determine the effect of an animal-assisted reading program on the reading skills of grade 3 children in an Afrikaans medium primary school in the Western Cape. The secondary aim was to determine whether this type of reading program could also have an influence on other factors related to reading, like reading self-concept, self-efficacy, anxiety and school attendance of grade 3 children. All the grade 3 children were assessed with a series of tests. Those who were identified by the ESSI Reading Test as unskilled readers (N=102) were randomly assigned to three experimental groups and one control group. The Dog Group (n=27) read to a dog with a facilitator present, the Facilitator Group (n=24) read to a facilitator while the Teddy Bear Group (n=26) read to a teddy bear with a facilitator present. The Control Group (n=25) continued with their normal school activities. Collection of the data took place before the start of the reading program (Time 1) and directly after completion of the program (Time 2) with a follow-up measurement eight weeks later (Time 3). Once a week during the 10 week animal-assisted reading program all the children read for approximately 20 minutes from grade 1, grade 2 and grade 3 level reading books which they chose themselves. The children were called from their classrooms, individually, to another room where they could read calmly and peacefully to either a dog and a facilitator, or to a facilitator, or to a teddy bear and facilitator, depending on the group they were in. During Time 2 and Time 3 the Dog Group performed significantly better in the ESSI Reading Test than the other three groups. The reading comprehension of the Dog Group, as measured by the Neale Individual Reading Test, also improved significantly compared to that of the other three groups. Mixed results were found regarding reading self-concept, self-efficacy and anxiety. The shortcomings of the present study and recommendations for further research are also discussed. / AFRIKAANSE OPSOMMING: Leesprobleme is ʼn wêreldwye probleem, selfs in eerstewêreldlande soos Amerika. In Suid-Afrika is die geletterdheidsyfers selfs baie swakker. Die resultate van die PIRLS-studie dui daarop dat 80% van Suid-Afrikaanse kinders se leesvaardighede nie ten volle ontwikkel is wanneer hulle graad 5 bereik nie. Suid-Afrikaanse kinders het ook swakker gevaar in ʼn geletterdheidtoets as kinders van lande soos Mosambiek, Botswana, Swaziland en Tanzanië. Ten spyte van alles wat gedoen word om geletterdheid en syfervaardigheid te verbeter, vaar Suid-Afrikaanse kinders baie swakker as hul potensiaal. Baie Suid-Afrikaanse skole word geëtiketteer as „disfunksioneel‟ en 79% van skole het geen biblioteke nie. Hierdie saak is kompleks en die oorsake veelvuldig. Leesprogramme mag moontlik ʼn bydrae lewer om hierdie kwessie aan te spreek. Dit kan verskeie vorms aanneem en kan op verskillende vlakke plaasvind. Een tipe program behels die gebruik van troeteldiere. Die doel van die huidige studie was om die effek van ʼn troeteldier-ondersteunde leesprogram (TOL) op die leesvaardighede van graad 3-kinders in ʼn Afrikaansmedium laerskool in die Wes-Kaap te bepaal. Verdere doelstellings was om te bepaal of hierdie tipe leesprogram ook ʼn invloed kon hê op ander leesverwante faktore soos leesselfkonsep, self-effektiwiteit, angs en ook die skoolbywoning van graad 3-kinders. Al die graad 3-kinders is getoets met ʼn reeks instrumente en dié wat deur die ESSI Leestoets geïdentifiseer is as nievaardige lesers (N=102) is verder ewekansig toegewys aan drie eksperimentele en een kontrolegroep. Die Leeshondgroep (n=27) het vir ʼn leeshond en leesfasiliteerder gelees, die Leesfasiliteerdergroep (n=24) het vir ʼn leesfasiliteerder alleen gelees terwyl die Teddiebeergroep (n=26) vir ʼn teddiebeer en ʼn leesfasiliteerder gelees het. Die Kontrolegroep (n=25) het voortgegaan met hul normale skoolaktiwiteite. Data-insameling het plaasgevind voor die aanvang van die leesprogram (Tyd 1), direk ná voltooiing van die leesprogram (Tyd 2) en ʼn opvolgmeting het ag weke later (Tyd 3) plaasgevind. Tydens die 10-weke-troeteldier-ondersteunde leesprogram (TOL) het die kinders in elk van die groepe vir ongeveer 20 min. gelees uit graad 1-, 2- en 3-vlak boekies wat hulle self gekies het. Die kinders is individueel uit die klas geneem na ʼn ander lokaal in die skool waar hulle rustig vir óf die leeshond en ʼn leesfasiliteerder, óf die leesfasiliteerder alleen óf ʼn teddiebeer met ʼn leesfasiliteerder gelees het, afhangende van die groep waarin hulle was. Kinders in die Leeshondgroep het beduidend beter gevaar in die ESSI Leestoets tydens Tyd 2 en Tyd 3 as die kinders in die ander drie groepe. Die leesbegrip van die Leeshondgroep, soos gemeet deur die Neale Individuele Leestoets, het ook beduidend verbeter in vergelyking met dié van die ander drie groepe. Gemengde resultate is gevind met leesselfkonsep, self-effektiwiteit en angs. Die tekortkominge en aanbevelings vir verdere navorsing word ook bespreek.

The importance of stress management is emphasized throughout this study as well as the need to cater stress management programmes to the unique needs of individuals. The possibility of introducing an animal-assisted stress management programme into the work environment is explored by means of a qualitative study in order to test out the feasibility of such an intervention. The positive physical and psychological effects animals have on humans has been extensively researched and reported. Eleven participants were randomly chosen from within the same department by means of purposive sampling. Semi-structured interviews were held with each participant and thematic analysis was used to analyse the transcribed interviews. Various themes were identified and explored with the most prominent highlighting the need for privacy, respect and connection. Although animals do have positive effects on some employees, there are individual differences that need to be considered. An electronic animal-assisted stress management intervention is recommended. / Psychology / M.A. (Psychology)

As the older population increases, there is a need for increased support for caregivers most of them older themselves. Owning a pet may providesome of this support. This study looked at caregivers age 55 and older of brain-impaired adults and examined whether or not the social support provided by pets during the caregiving time contributes to their well-being.

The present study assessed the relationship between mentally ill homeless and their companion pets and questioned if the pets acted as a barrier for them to receive shelter and other services. The study also sought to find if pets acted as a communication tool between this population and society. themselves because they are mentally vulnerable and victims of a mental disorder.