Abstract
The overall aim of the study was to investigate the use of therapy dogs in educational settings in Victorian schools, and to gain insight from the valuable and under-researched perspective of therapy dog handlers.
The following report provides a summary of the key findings from the study. It reports on the strengths and challenges of using therapy dogs in educational settings. Semi-structure interviews were conducted with current therapy dog handlers working across a number of different educational settings. In total nine handlers were interviewed and interviews were of average 30 minutes in duration. Rationale for interviewing therapy dog handlers was to elicit data that could address the aims of the study:
1)to explore the impact of therapy dogs on the mental health and wellbeing of students receiving additional support at school,
2)to identify barriers to the ongoing operation of therapy dogs in educational settings, and ways to address these barriers, and
3)to investigate handler’s perspectives of the potential impact of using therapy dogs for specific student support needs in schools.
With increasing interest in the use of therapy dogs in school settings this study was addressing a key aspect of their use in educational settings. That being, the perspectives of therapy dog handlers. Within the existing empirical research on therapy dogs in school settings the focus has largely been on the experiences of students and the impact on learning and wellbeing outcomes. This study was addressing the perspectives of therapy dog handlers. Anecdotally, handlers have reported on the benefits as well as the challenges they have experienced in their role. This study presents empirical qualitative research on their perspectives and the benefits and challenges experienced.
This study was a partnership between Monash University and the Department of Education, Student Support Services (SSS), Barwon South Western, Victoria, Australia
The following report provides a summary of the key findings from the study. It reports on the strengths and challenges of using therapy dogs in educational settings. Semi-structure interviews were conducted with current therapy dog handlers working across a number of different educational settings. In total nine handlers were interviewed and interviews were of average 30 minutes in duration. Rationale for interviewing therapy dog handlers was to elicit data that could address the aims of the study:
1)to explore the impact of therapy dogs on the mental health and wellbeing of students receiving additional support at school,
2)to identify barriers to the ongoing operation of therapy dogs in educational settings, and ways to address these barriers, and
3)to investigate handler’s perspectives of the potential impact of using therapy dogs for specific student support needs in schools.
With increasing interest in the use of therapy dogs in school settings this study was addressing a key aspect of their use in educational settings. That being, the perspectives of therapy dog handlers. Within the existing empirical research on therapy dogs in school settings the focus has largely been on the experiences of students and the impact on learning and wellbeing outcomes. This study was addressing the perspectives of therapy dog handlers. Anecdotally, handlers have reported on the benefits as well as the challenges they have experienced in their role. This study presents empirical qualitative research on their perspectives and the benefits and challenges experienced.
This study was a partnership between Monash University and the Department of Education, Student Support Services (SSS), Barwon South Western, Victoria, Australia
Original language | English |
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Place of Publication | Melbourne Vic Australia |
Publisher | Monash University |
Number of pages | 25 |
Publication status | Published - May 2021 |
Keywords
- Therapy Dogs
- Schools
- Wellbeing
- Mental health
- Youth