Animal Integration in Education Guidelines · Animal Integration in Education Guidelines ... Equine...

Animal Integration in Education Guidelines Prepared by the European Erasmus+ Project Published 2017

“This project has been funded with support from the European Commission. This publication [communication]

reflects the views only of the author, and the Commission cannot be held responsible for any use which may be

made of the information contained therein.”

1 Animal Integration in Education Guidelines

Contents

1. Project Introduction 3

2. Introduction to Animal Integration Programmes 4

2a. Animal Assisted Therapy 5

2b. Animal Assisted Education 6

2c. Animal Assisted Interventions 7

2d. Animal Assisted Activities 8

3. Benefits of integrating animals into programmes with children 12

3a. Summary of some research relating to benefits of interacting with animals 13

4. Concept of Animal Integration in Education Programmes 17

5. Selecting Animals for Animal Integration Programmes 18

5a. What makes an animal suitable for the classroom? 18

5b. Assessing potential animals 20

6. Animals in the classroom 23

6a. Knowing about animal well-being 23

6b. Recognising an animal is stressed 26

6c. Animals and the associated risks 27

6d. Creating a code of practise for animals in the school 29

6e. Animal Handling Best Practise 29

7. Animal Integration in Education 30

7a. Planning a goal focused session 31

7b. Preparing Animals for effective use 32


7c. Measuring Session outcomes 34

7d. Evaluating Educational sessions integrating animals 35

8. Conclusion 36

9. References 37

10. Appendix I- Case Studies

11. Appendix 2- Examples of session plans

12. Appendix 3- General Assessment Form and Details for a dog

13. Appendix 4- Animal Health check sheets

14. Appendix 5- Information sheets on Animal Handling Best Practise

15. Appendix 6- Analysis of five freedom provision

16. Appendix 7- Images of common signs of stress across species and acute signs in dogs

17. Appendix 8- Risk Assessment Example

18. Appendix 9- Animal Care Sheets Examples for animals resident in the school

19. Appendix 10- Animal Assisted Interactions Booklet

20. Appendix 11- Examples of training using positive reinforcement

21. Appendix 12- Examples of measures

22. Appendix 13- Template of Evaluation Form

23. Appendix 14- Project Partners

24. Appendix 15- Pictures from project partners activities


1. Project Introduction

Mojca Vukovič (Project Co-ordinator, Slovenia)

This guideline is the intellectual and final result of a two-year international Erasmus + project

titled Animal Integration in the Educational Programme - ZORO which took place in the period

from 2015 to 2017. It is suitable for individuals employed in the education and to all parents,

who would like to teach their students and children in an innovative and efficient manner.

The purpose of the project was to train teachers and other individuals employed in the field

of education for integration of animals in the educational process, especially while working

with children with special needs in intellectual, emotional, cognitive, behavioural and physical

area.

The project involved schools and organizations from Slovenia, Greece, Croatia, Poland, Turkey,

Hungary and Romania that work in the field of education and an organization from Ireland

that offers education and training in the field of animal therapy and assistance. Members of

staff from the participating organizations were trained in the area of safe and efficient

inclusion of animals in the educational programme at international meetings. All of them also

took part in a special training in Ireland, which was led by a professional in offering of these

kind of trainings.


2. Introduction to Animal Integration Programmes

Animals have shared planet earth with humans since the emergence of Homo sapiens, we have, to a

degree, always been integrated with animals! Animal Integration made a significant shift from

existing with and utilising for survival (namely eating), when dogs (then a carnivorous wolf like

specie) were domesticated at least 14,000 years ago.

Since then animals became assistants in hunting, allies in warfare, means of transportation, models

for scientific research, subjects for leisure pursuits and entertainment as well as companions in the

form of ‘pets’.

Currently over 75 million households in Europe integrate their lives with that of animals by choosing

to have a household pet. Reasons for pet ownership vary including in some cases security or

economic gain, but the majority describe some form of non-practical gain; benefits for their personal

or their family’s well-being.

What are Animal Integration Programmes?

Although given many different names an Animal Integration Programme is a programme designed to

utilise animals for interactions with humans that provide some form of benefit to the person

interacting. Such programmes are hence referred to as Animal Assisted Interactions.

Animal Assisted Interactions


Animal Assisted Interactions is a general ‘umbrella’ term that can be used to describe programmes

of more specific nature including:

Animal Assisted Therapy

Animal Assisted Education (or Learning)

Animal Assisted Intervention

Animal Assisted Activities

2a. Animal Assisted Therapy (AAT)

Animal Assisted Therapy utilises interactions with animals to assist in a therapeutic technique.

Animal Assisted Therapy is not a stand-alone therapeutic sector, instead it is complementary to

many, if not all existing and highly established therapeutic methods. Goals within such a programme

relate rehabilitation and the treatment of symptoms of disability, injury or ailment.

Animals can be used in physical therapy for making improvements in balance, co-ordination, muscle

and nerve rehabilitation; in psychotherapy as initiators for self-awareness, personal perception and

subconscious behavioural patterns; in behavioural therapy promoting behaviour modification and

helping learn cause and effect, and occupational (or social) therapy where they may promote

independence in activities, development of friendship and bring people with similar interest

together.

As the animals assist in the therapeutic process and are not the therapists themselves Animal

Assisted Therapy must be delivered by or run in conjunction with the expertise of a professional

therapist. “Animal Assisted Therapy Facilitator”, is a title that is much more appropriate than

“Animal Assisted Therapist” for people that do not have therapy backgrounds and recognised

qualification.

2b. Animal Assisted Education (AAE) or Animal Assisted Pedagogy

“…AAT is delivered and/or directed by a formally trained (with active licensure,

degree or equivalent) professional with expertise within the scope of the

professionals’ practice…”. IAHAIO, 2013


Animal Assisted Education is usually goal focused to academic progression with emphasis on tasks

with animals that help in comprehension of mathematics, literacy and other standard academic

subject areas. Elementary learning such as understanding right from left or colours can also be

encouraged through AAE.

Although cognitive functioning and learning are typically the primary goals of AAE there are

numerous benefits which might normally be focused upon in therapeutic animal assisted sessions.

It may be assumed that Animal Assisted Education is about instructing someone in animal based

tasks so that they gain knowledge and develop skill in relation to that animal, for example how to

lead a horse, how to clean out a chicken pen or rabbit hutch. This in some cases may be the goal of

Animal Assisted Education, but the opportunity for its inclusion is far greater than this alone.

AAE provides opportunities for facilitators (education professionals) to be creative with novel ideas

for learning that may be more abstract in nature. This will suit many learners, but particularly those

that struggle with more academic learning formats.

In Equine Assisted Interactions the division of Equine Assisted Education does not really exist within

published literature. Equine Assisted Academics is starting to be spoken about, but Equine Assisted

Learning is really the most equivalent term.

Equine Assisted Learning can often be seen as ‘learning about oneself’ as opposed to learning skills

or gaining knowledge, this is otherwise sometimes known as EAP, Equine Assisted Psychotherapy. In

Animal Assisted Therapy, interactions with animals that have goals which work towards

psychological benefits (rehabilitation and recovery of the mind) tend to currently be referred to as

Animal Assisted Counselling or Animals in Counselling.

2c. Animal Assisted Interventions (AAI)

“Animal Assisted Education (AAE) is a goal orientated, planned and structured

intervention directed and/or delivered by educational and related service

professional…The focus of the activities is on academic goals, pro-social skills and

cognitive functioning…” IAHAIO, 2013


The term Animal Assisted Intervention is very often used as a generic term to encompass Therapy,

Education and Intervention.

These definitions of AAI are formulated from the definition of ‘intervention’ that means “action

taken to improve a medical disorder” or similar. Alternative definitions include “action or process of

intervening”, and therefore intervention programmes can be thought as “preventing or modifying

events”. Use of the term could be seen as ‘animal assisted behavioural therapy’, and to a degree,

therefore has rehabilitation based goals.

An example of an AAI programme would be that provided for at risk adolescents or young offenders.

Interactions and activities with animals can assist in guiding juveniles at risk of offending or whom

have offended, the opportunity to modify their own behaviour. Programmes that promote social

integration and emotional well-being could potentially also fit best under this title as they can aid in

the prevention of social exclusion and modify thoughts and feelings also.

In Animal Assisted Intervention programmes the goal is regularly based upon prevention, be this

criminal offence, violence, suicide, self-harm, separation and so on. Intervention activities promote

modification of behaviour and/or thoughts and feelings. Depending on the AAI programme there is

likely to be a significant integration of AAT of psychological, behavioural and social rehabilitation.

2d. Animal Assisted Activities (AAA)

“Animal Assisted Intervention is a goal orientated intervention that intentionally

includes or incorporates animals in health, education and human service (e.g social

work) for the purpose of therapeutic gains in humans….” IAHAIO, 2013

“Any intervention that intentionally includes or incorporates animals as part of a

therapeutic or ameliorative process of milieu” Kruger and Serpell, 2006 from

SCASC, 2015


Animal Assisted Activities, are the most passive of all Animal Interactions.

The AAA definition includes an emphasis on “no treatment goals” (IAHAIO) and delivered by

“paraprofessionals and/or volunteers” (SCAS). In Animal Assisted Activity Programmes the goal is the

activity itself. For example the task may be ‘to brush the dog’, or structured ‘pony camp’ could be

seen as an Animal Assisted Activity programme.

Within these activities (for example grooming) there will be opportunities for physical therapy as the

client has to work on their hand strength and co-ordination, for another client the same activity may

offer social (or speech) therapy as they have to ask a helper for the correct brush, for another it may

be an educational/learning exercise when re-calling technical names for parts of the dog or horse,

hair types and/or colours. So, although this Animal Assisted Activity includes many therapeutic and

educational opportunities because they are not the specific goals nor are outcomes being measured

the ‘session’ is purely task or activity based in nature.

“…interactions between people and animals but are not goal centred or

designed to meet an individuals specific needs” (Delta Society, SCAS, 2015)

“… informal interactions/visitations often conducted on a volunteer basis by

the human-animal team for motivational, educational and recreational

purposes. There are no treatment goals for the interactions” (IAHAIO, 2013)


Summary of Animal Assisted Interactions

Interaction (or Intervention) Goal

Animal Assisted Therapy Treatment or Rehabilitation (including Animal Assisted

Counselling/Animal Assisted Psychotherapy)

Animal Assisted Education Gaining Knowledge, Understanding and Skill

Animal Assisted Activities The task/activity

Animal Assisted Intervention* Prevention and Modification (preventing some things will

naturally improve others)

*As a programme rather than term

The above interactions are delivered in ‘programmes’. A programme may exist within a class for a

whole group of students, or it may be prepared for individuals. Programmes should be ‘goal focused’

i.e. there is an aim, an intended outcome. Goals will differ between programmes.

As seen above different organisations define and utilise the terminology of animal assisted

interactions differently, to support the summary the figures below summarise three variations

including that adopted in the Animal Integration in Education Project and followed in the remainder

of the guidelines.

Figure 1.


Diagram to represent terms as defined by Society of Companion Animal Studies (SCAS), UK

AAI encompasses AAA and AAT

(AAE integrated not given own

definition)

Figure 2.

Diagram to represent terms as defined by International Association for Human Animal Interaction

Organisations (IAHAIO), USA

AAI encompasses AAT and

AAE and AAA is separate.

Figure 3.


Animal Assisted Therapy Animal Assisted

Activities

SCAS, Society for Companion Animal Studies, UK

(using Pet Partners, USA definitions)

IAHAIO, International Association for Human Animal

Interaction Organisations, USA.


Animal Assisted

Therapy

Animal Assisted

Education

Animal

Assisted

Activities


Diagram to represent terms, as introduced and summarised by ELISTA Education for the purpose

of the Animal Integration in Education Project.

The term ‘Animal Assisted

Interactions’, is used as a

general term rather than

the term ‘Interventions’.

Intervention programmes

can be stand alone, rarely

is any programme

completely independent of

the others, it is just that the

goals differ.

Animal Assisted Interactions

Animal

Assisted

Therapy

Animal

Assisted

Education

Animal

Assisted

Activities

Animal

Assisted

Intervention


3. Benefits of integrating animals into programmes with children

There are infinite benefits of interacting with animals for all people. For the purpose of studying they

are categorised into six types.

Physical These are benefits to the body and the working of the body. These benefits

do not have to be rehabilitative, but often are as animals are utilised in

animal assisted physiotherapy type programmes

Psychological These are benefits to the mind. They help improve people perception of

themselves, what they think. These benefits would be the goal in Animal

Assisted Psychotherapy or Counselling

Social These are benefits that come from interacting. Social benefits may be

speech based, but they can also be eye contact, following instruction,

comprehension of spoken language for example

Emotional These benefits relate to feelings. The emotional benefits of animal

interaction can have an effect on mood, and subsequently often a knock on

effect on behaviour, personal perception and physical health

Behavioural These benefits relate to actions. Often people have to modify their own

behaviour to interact effectively with animals, and sometimes animals

mirror behaviour, helping people to learn more about themselves

(psychological benefit)

Cognitive These benefits relate to learning. Cognitive function can be enhanced

through engagement with animals, and animals enable opportunities for

learning in novel ways

No programme will ever have only a single type of benefit, but if the goals of the programme are

clear then the benefits will most likely be more prominent in one area compared to the others.


3a. Summary of some research relating to benefits of interacting with animals

Physical Benefits of Animal Interactions

Much of the research relating to the physical benefits of interacting with animals is concentrated to

horse interactions. Most research originates in the physiotherapy fields, with a good representative

gained on the developmental disability of cerebral palsy, a condition characterised by the

contraction of muscles preventing flexion, extension and rotation. Research across many studies

indicates improvement for children with cerebral palsy who interact with horses, one such example

is the study conducted by Sterba et al (2002), which concluded that “recreational horseback riding

therapy…may improve gross motor function”.

Sterba and fellow researcher found that walking, running and jumping (dimension E on the Gross

Motor Function Measure) increased by 8.5% after an 18 weeks test duration, and although declined,

was still elevated by 1.8% from control in the seventeen study participants.

In a case study conducted by Drnach et al (2010) gross motor function was seen to improve after 5

weeks of horseback riding, whilst Shurtleff and Engberg (2010) discovered that Hippotherapy (rather

than horseback riding) showed improvement in head posture; reduction in head translation and

rotation in children with cerebral palsy after a 12 weeks duration test period. It was suggested that

they had “increased stability of the head and trunk in response to perturbations of the pelvis”.

Participating in a traditional programme of rehabilitative physiotherapy can be stressful for

participants; physically and emotionally challenging, frustrating and even physically painful. As

interacting with an animal; smoothing and stroking decreases stress, and all the physiological

parameters such as heart rate and cortisol levels, animal assisted physiotherapy can be significantly

beneficial. Research with elderly patients affected by strokes has shown these actions can act to

rehabilitate effected muscles (Katcher and Wilkins, 2002), and often patients will engage in

repetitious rehabilitative tasks for longer periods when it involves an animal (Pichot, 2009 in Fine,

2010).


A Japanese study conducted by Hama et al (2009), also indicated the positive effect on heart rate of

stroking, just 90 seconds of stroking a horse put heart rate of anxious participants back to normal

baseline levels.

Not only heart rate, but also blood pressure and blood fat content (Dembicki and Anderson, 1996 in

Friedmann) can reduce after periods of animal interactions, and also through ownership of an

animal.

Pet ownership, particularly the physical interactions that come from pet dog ownership have many

benefits, some are preventative, others can be categorised as recovery aids. Preventative benefits

range from reduction in minor ailments including headaches and colds as seen in a survey by Serpell

(1991 in Wells, 2007) to significantly serious conditions such as coronary heart disease (Anderson et

al 1992 in Wells 2007).

Social Benefits of Animal Interactions

Pets, particularly dogs are described to promote what is referred to a ‘social catalyst’ affect, a

catalyst being something that causes a reaction but does not get used up. Many owners (Butcher,

2001), including the homeless (Gorczyca in Fine, 2010), and people with disabilities (Marcus, 2011)

describe receiving more positive interactions from strangers when walking their dog.

A similar social benefit is described when animals are used as ‘social lubricants’ (Altschiller, 2011).

Visitation dogs to schools or nursing homes stimulate social interaction between children or patient

being visited and dog owner/handler, but also with other children and other patients or residents.

Animals can promote social inclusion, commonness and a healthy reminiscence of experiences,

knowledge and the past.

Animals are also utilised within programmes relating to the social aspect of speech, sometimes

within specific speech therapy programmes, such as with elderly stroke patients affected by apraxia

(Adams, 1997 in Butcher 2001), and also with individuals with speech difficulties (Condoret 1983 in

Butcher 2001), as well as children with autism. Sometimes the improved or increased vocalisations

are directed to the animals rather than people, such as cueing a dog to perform a behaviour,

rewarding it with praise (Macauley, 2006 in Fine, 2010) or reading aloud to it.


Bass, Duchowny and Llabre’s (2009) research showed significant improvements in areas such as

social integration, directed attention, social motivation and sensory sensitivity in nineteen children

on the autism spectrum during a 12 week horseback riding trial compared to the 15 control subjects.

The authors discuss the possibility that the “multisensory nature of the therapeutic horseback

riding” created an experience where there were many opportunities for social improvements. The

social and behavioural improvements are attributed to the stimulation of the cerebella, part of the

brain that must function for the demands of learning motor skills, using motor control and social

engagement. In short it was put forth that when the cerebella is stimulated to act on one skill/social

behaviour it promotes the opportunity for further developments in the same area.

Social interaction is very important between psychotherapist or counsellor and client in traditional

talk therapy, and some have adopted the use of physical interactions with an animal to promote

this. As well as putting the client at ease by their presence, the animal (often a dog, but not

exclusively) can encourage discussion on feelings, family history and other stories and metaphors on

an appropriate theme (Fine et al in Fine, 2010).

Cognitive Benefits of Animal Interactions

In the provision of husbandry care, children physically interact with animals; either within the home

environment or sometimes within the school. Providing for the husbandry needs of any animal

requires the need for cognitive responses; listening, watching and doing. Animal Assisted Education

provides many opportunities in a goal focused approach. Counting can be worked on when looking

at the animals’ legs, ears, eyes etc, whilst colours and shapes when grooming or handling.

Engaging with animals is shown to have a positive effect on, and facilitate improvements in learning

and child development as well as skills including those of team work and co-operation (Orlbauer and

Knotnachel, 2001).

A study by Maccauley and Gutierez showed positive results in three subjects (children aged 9-12) in

speech and cognitive language both after traditional therapy and hippotherapy, with the

improvements being greater after hippotherapy.


Emotional, Behavioural and Psychological Benefits of Animal Interactions

Due to the physical calming effects that animals can promote, children and adults alike are seen to

have improvements in behavioural and emotional responses when interacting with animals.

Melson (in Fine 2010) details the behavioural changes of boys between the ages of 12 and 15

participating on a mixed animal AAT programme called the “Companionable Zoo”. The participating

group of boys were not seen to be physically restrained at all because of their conduct within the six

month trial period, a significant improvement upon the average 35 times in any other six month

period.

In 2004 Kaiser et al published a study that evaluated the psychosocial effects of ‘therapeutic riding’,

in respect of “anger, quality of life and perceived self-competence”. In this research the sixteen

subjects were all able bodied, with no known physical, psychological or other disability.

The study showed no significant psychological differences pre and post riding camp, children

assessed quality of life and perception of self with a similar score, although significant differences

were seen in the emotional measure of anger, with only frustration; one of the five measures of the

inventory not significantly altering.

Kaiser et al suggest that their findings indicate “therapeutic riding might prove useful in anger

management of at risk children or children with anger issues”.

Taylor and Signal (2005) studied the effect of animal interactions on emotion and behaviour,

particularly empathy. They concluded that adolescents with increased exposure and interactions to

animals had a greater level of empathy, and that it was highly likely that the empathy could be

generalised and had the potential to decrease anti-social behaviour within a community.

Observing animals (a passive interaction) is also shown to be beneficial. People experience feelings

of relaxation, stress reduction and more positive feelings (Friedmann, in Fine) being in an animals’

‘presence’, stress and anxiety are also reduced (Sebkova, 1977 in Friedmann, 1983). Professionals

whom often see clients in a stressed state have started to utilise this knowledge and increasingly fish

tank or small aviaries can be seen in places such as dentists!

The above effect is sometimes referred to the biophillia hypothesis, which refers to not only animals,

but the capacity of all things natural to promote positive transient (temporary) mood changes.


Hence why a walk in the park (with or without a dog), picnic on the beach or lesson in the garden

rather than classroom can be so uplifting!

In education the presence of an animal can capture children’s attention which can be drawn

outwards to the teacher (Katcher and Wilkins, 1997), whilst relaxing and reducing aggression and

boisterousness also.

Case studies in Appendix 1 show some of the unpublished research conducted by partners of the

Animal Integration in Education project.

4. Concept of Animal Integration in Education Programmes

Animal Integration in Education Programmes or Animal Assisted Education is a concept based

around the positive outcomes that can be gained for children through direct or indirect contact with

animals.

Animal Assisted Education Programmes can be prepared for an individual student, a group or class

and run for a set number of sessions. In preparation of the programmes the animal assisted

education facilitator (and where relevant other professional) define key goals for the programme,

the main aims and what is intended to be worked on with the child and children through the

interactions with or presence of an animal or animals.

Once decided upon, activities or tasks can be planned and scheduled into session plans (draft format

as amendment will be necessary between sessions). Examples of session plans can be seen in

Appendix 2.

Prior to programme commencement animal or animals to be used in the session must be carefully

assessed and suitably prepared, including where appropriate training using positive reinforcement

methods.

During the session objective (measurable) data should be collected in order to record the outcome

of the session and programme in respect of the key goals. Evaluation of session is also important for

preparation of subsequent sessions.


Following this basic procedure will establish effective programmes in Animal Assisted Education that

are professionally prepared, beneficial to children, ethical to animals and evaluated in a way that can

give objective analysis that promotes further inclusion of animal integration programmes in

education.

N.B The term ‘facilitator’ is utilised within the guidelines. This is a term used for the person providing

opportunities of interaction between children and animals and is responsible for the integration of

that animal in the school facility. This person should be educated in the needs of the children and

animals and is preferably an education professional trained in Animal Assisted Education.

5. Selecting Animals for Animal Integration Programmes

Just like humans, animals, to a degree, also have ‘personalities’, often referred to as

’temperaments’. Temperament, just like personality is the combination of an animal’s genetic

characteristics and tendencies as well as the consequences of their learnt experiences. Just as not all

people would be biologically or environmentally prepared for being an Olympic athlete, pilot or even

teacher for example, not every animal is suitable for being in an Integration Programme.

5.a What makes an animal suitable for the classroom?

Animal Suitability in Integration Programmes is ultimately determined by two factors; genetic

predisposition and environment, including experiences and learning, ultimately what is ‘nature’ and

what is ‘nurture’. In directly comparing animals to humans it can be seen that temperament and the

behavioural traits associated with it are predominantly affected by stability and sociability. Stability

in animals relates to their sensitivity and reactivity to stimulus in their environment. Do they get very

excitable or nervous or scared? Whilst sociability refers to their interest, motivation and desire to

interact with or be around people.


In most cases high levels of stability are required in animals utilised in Integration Programmes. An

animal needs to be able to be exposed to lots of stimulus that are new without getting aroused in

either a positive (excitement) or negative (fearful) way.

Stability has genetic foundations, as some breeds of certain species are more sensitive than others.

In horses for example, the Arab, Thoroughbred and other ‘hot blooded’ horses make for good race

horses as it is within them to be more reactive; to flee (and at great speed) in response to stimulus

that may pose a threat. Comparing these to ‘cold blooded’ draught horses we see a significant

variation in stability as heavy horses were, and are used to work the land, pull heavy loads and be

significantly less reactive to things in the immediate environment. Genetic sensitivity (reactivity or

instability) in horses is mostly seen in the exhibition of the flight response, the instinct to run away.

Although not always easy, careful training (including desensitisation programmes where necessary)

which associates positive outcomes with stimuli rather than negative ones can see horses that

should genetically be less stable become more stable, more calm, relaxed, less sensitive and

potentially more suitable for animal integration programmes.

An animal should never be ruled out of animal integration programmes because of breed alone,

although knowledge of breeds and their likely behavioural traits is important for someone

facilitating animal integration programmes.

Similarly with dogs, breeds are often chosen for specific roles based on their sensitivities and

reactions to stimulus. Dogs used to assist people with disabilities are in many ways very sensitive,

certainly very sensitive to stimulus in their environment, but they are not so emotionally sensitive

(therefore very stable), rarely giving overt behavioural responses such as trying to run off or barking

or acting defensively/fearfully.

Sensitivity and the instability that it causes will result in actions of escape or defence. Although in

the majority of cases animals would have a preference for self-preservation and the flee option,

there will always be the odd animal that, for obvious or non-obvious reason has a fight preference.

High stability in integration animals will in most cases be critical, on occasions there may be some

stimuli that the animal integration facilitator wants the animal to react to; be it a food bucket, a ball

or toy or even the children themselves. The important thing is that the facilitator knows where the

animals’ sensitivities are and that these are managed in such a way that the animal’s well-being is

maintained as is the safety of children interacting with it.


Although it may initially be thought that high sociability is the preferable level for this trait in animals

integrated with children, this is not necessarily the case. High sociability may see the animal

constantly wanting to interact with the child or children, something which they might not be

comfortable with, or not suitable for the activity. Certainly a high stability in social environments will

be critical and animals in integration programmes should be well socialised with all types of people.

Unlike stability which can have prominent genetic contributions, sociability is more significantly

influenced by experience and learning. It is therefore fundamental that an animal used in integration

programmes has been suitably prepared through a thorough and comprehensive socialisation

programme as well as having experienced an abundance of enjoyable experiences and positive

interactions with humans.

5.b Assessing potential Animals

One of the initial stages of preparing for an animal integration programme in a school environment

is the selection and assessment of animals which will be utilised in the programme. A responsible

facilitator will carefully and systematically assess the intended animals in various aspects prior to

initial use and then subsequently prior to each use following that. Full assessment of the animal will

minimise risk of injury to children and will not compromise the animal’s well-being.

Assessment is suggested in the follow:

General Selection Assessment (temperament suitability)

Specific Environment Assessment

Task Assessment

Daily well-being assessment


General Selection Assessment

As mentioned above, not all animals will be suitable for animal integration programmes, so a

facilitator has to carefully assess a given number to select the one most suitable. When a potential

animal is available from teacher, parent or volunteer group that animal must also be assessed before

it can be confidently included in a programme at low risk.

General assessment involves firstly making sure that the animal is of suitable health for the

integration programme. A respected veterinarian should give a thorough physical examination of the

animal to make sure the animal is in no physical pain or distress. Ailments and conditions affecting

the health of an animal increase the risk of injury (and even in rare occasion’s disease) to children

that interact with them. Animals in pain or discomfort are quicker to defend.

The two main dimensions of temperament: stability and sociability should also be comprehensively

assessed, structured systematically in a fair and objective assessment procedure. Although seeing

whether an animal interacts with a person or the assessor may appear to assess sociability, the

context of the intended use of the animal must not be forgotten and sociability assessment for

animals to be utilised in schools should include children; children touching them, moving around

them and vocalising in normal child-like manners.

General stability assessment should include all the senses; noises that the animal is not familiar with,

visual stimulus, physical contact with novel objects and even smells and taste assessment too.

Animal responses of varying degrees such as ‘looking’, ‘turning’ and ‘moving away from’ should be

recorded with objective measures so that clear comparisons can be made between animals if

appropriate. Where a set criteria is produced scores should be allocated to evaluate the animal as

either a ‘pass’ or ‘fail’ candidate.

Appendix 3 includes an example of a general assessment form for a dog and details of use.


Specific Environment Assessment

In the context of animal integration in education programmes the specific environment is most likely

to be the school, the classrooms, the playground and any area that the animal may work in or visit

when on the school premises.

As it is important not to ‘flood’ (overwhelm and stress) the animal with stimulus in this specific

environment a gradual exposure supporting assessment is encouraged. In the first instance the

animal should be brought to the school environment at a quiet time, giving them the opportunity to

look at school specific items and smell the array of new scents. Progressively stimulus should be

increased within the assessment process to include all the normal school items, and finally including

children. Full assessment with children may not realistically take place until the time of the

integration programme commencing, so it is imperative that the facilitator is constantly assessing

the animal in relation to its responses to the environment.

Task Assessment

Once the assessor has carefully planned the session of animal interaction based on key goals animals

should be assessed in line with the tasks or activities included. A dog in the home environment may

willingly retrieve a ball for example, but sometimes, in a new situation and environment will not.

Such tasks should be assessed and prepared for.

Any novel stimulus that is intended to be used in the session or for specific tasks needs to be

assessed also in respect of the animal. Again a gentle gradual exposure is the best approach.

Daily well-being assessment

Whether the animal(s) utilised in the animal integration programme belong to the facilitator or not,

a responsible facilitator needs to know the animals very well. Daily health checks to ensure the

animal is fit for ‘work’ on a given day will include checking the ears, eyes and mouth for normal

colouration and the absence of discharge. Checking the coat for sores, cuts or signs of ectoparasites

and ensuring breathing is at a normal rate. Faeces should be normal, as should the animal’s appetite,

movement and general behaviour. Any signs of ill health or unusual demeanour should be

investigated thoroughly before utilising an animal in a programme with children.

Appendix 4 gives examples of a daily animal health check sheet


6. Animals in the Classroom

Even with a thorough assessment and if necessary an effective desensitisation procedure, the

classroom (and school in general) is still a potentially challenging environment for an animal. Rooms

can be busy and bustily one minute and quiet the next. There are irregular noises like bells and

intercom announcements, new equipment and unusual artefacts, and often the temperature differs

from their home or natural dwelling.

All of these various stimuli have the potential to cause stress and discomfort upon an animal in the

school setting. It is absolutely critical that the facilitator and other people involved with and

responsible for the animal integration programme monitor and respond to any acute signs of stress

or discomfort in the animal. This is vital for the animal’s well –being, and also the health, safety,

well-being and educational experience for the children involved.

6a. Knowing about animal well-being

A good framework for understanding the basic needs of animals comes from the universally used

UFAW ‘five freedoms’ (Universities Federation for Animal Welfare, published 1994). These are, that

all animals should be given:

The freedom from hunger and thirst

The freedom from pain, injury and disease

The freedom from fear and distress

The freedom from discomfort

The freedom to express normal behaviour


Applying the five freedoms in the classroom

Applying the five freedoms is not just about giving ‘freedom from..’, that should be the minimum

requirement. Instead a responsible facilitator should have a vast amount of knowledge of the specie,

breed of that specie as well as of that animal as an individual to fully cater for its well-being at an

optimal level.

Animals used in animal integration programmes should be fed a diet appropriate to their specie, in a

suitable manner at regular times and in the correct quantity. An animal’s diet should not lack any

nutrients important for their regular functioning, nor should the animal be given inappropriate food

or food in the wrong proportions to cause obesity. Both malnourishment and obesity will have an

effect on health and subsequently behaviour and may cause an animal to become of higher risk to

interact with children than it would be if fed appropriately. Although food may be used in an animal

interaction session, particularly with animals such as dogs, animals should never be excessively

hungry when being integrated. Clean fresh water should be constantly available.

In order to keep animals free from pain, injury and disease, animals should be kept in safe and

hazard free environments, any equipment utilised including first restraint equipment such as collars

and harnesses should not inflict any pain. The possibility of injury will be reduced by knowing how to

effectively handle the interaction’s animal and care should be taken so that children interacting with

the animal handle it in the most appropriate way too.

Appendix 5 includes information sheets on the best practices for handling a variety of animals that

could be used in animal integration programmes.

All animals involved in integration programmes should have regular bi-annual check-up visits to a

responsible veterinarian and receive preventative vaccinations as routinely as professionally

recommended. Signs of disease and ill health should be checked for by the animal’s owner/handler

or facilitator on a daily basis including coat/fur/skin, eyes, ears, mouth and breath, anal region and

faeces, temperature, respiration rate and general movement and behaviour. An unwell or injured

animal should NEVER be used in an animal integration session.

To prevent fear and distress (or stress) animals should be well prepared for their role in the

integration programme and session. Animals have to be given the opportunities to desensitise to the


school and classroom environment through gradual controlled positive exposure. If the animals are

going to be handled they should be socialised with many people in advance, ideally from a young

age. Transporting, moving and handling should all be carefully planned and prepared for to minimise

any stress and the environment should be constantly monitored to predict changes that the animal

may not be adequately prepared for. A fearful or stressed animal should NEVER be used in animal

integration sessions. Fear and stress will potentially trigger defence related behaviour and will

significantly increase the risk of injury for children interacting with them.

The area in which the animal lives or is kept should be of suitable temperature, ventilation and

humidity. Suitable bed or bedding material should be provided so that the animal can rest. When

removed from their housing for interactions an animal should be placed on a suitable surface (towel,

mat or natural flooring). Animals’ housing should be regularly cleaned, checked and maintained.

Comfort will be achieved through giving elements of choice in respect of temperature, resting space,

whether to be observed or hide away and freedom for exploration.

Where an animal is being housed in the school or classroom environment (as opposed to housed

elsewhere and brought into the school) it is important that facilitator/animal carer evaluates the

commercial housing available for that animal in respect of safety, size, maintenance etc., and also in

respect of provision of opportunities for the expression of natural or normal behaviour.

Where an animal has wild counterparts (undomesticated animals) these can be researched to help

understand housing requirements and natural behaviour (for example rabbits, birds, hamsters, fish).

Where there is no wild equivalent (domestication has quite removed the animal from its most recent

wild ancestor, for example dog, cat and horse) the normal behavioural traits of that breed should be

researched, as well as a vast knowledge of the animal as an individual.

‘Enrichments’ are items that are designed to stimulate animals, where possible these should be

included in an animal’s housing to promote exhibition of natural or normal behaviours. Where

animals are away from their living quarters for longer periods of time (visiting a school), there should

be plenty of rest time and play time as appropriate. If the animal is social or gregarious by nature

they should be kept in their most natural social groupings.

Appendix 6 analyses the needs of three species that may be kept in school environments, how

their living environment should be evaluated and potentially how the five freedoms can be

provided for.


6b. Recognising an animal is stressed

Although understanding the requirements of animals (the five freedoms) is important for their all-

round well-being, the ability to recognise when an animal is not comfortable or stressed in an

environment or situation is also vitally important for a facilitator to detect and understand as it will

also affect the well-being (safety) of child or children involved in the interaction.

What is stress?

Stress is a physical, physiological and emotional response to increased arousal of a negative type.

Stress causes fear and avoidance behaviour and promotes attempts to escape, known as the flight

response. When animals have no escape option, are surrounded by people, are being mishandled in

a way that they feel uncomfortable and anxious but cannot get free or if they have some kind of

valued resource (a toy, food or home territory most commonly), they can also perform fear based

defensive behaviour, a fight based response. Most commonly this is a bite or kick.

Signs of Stress

An animal does not bite, kick or even try and get away and flee without any warning. Although on

many occasions they can escalate quickly, an animal will always give a range of signs that indicate

the degree of stress they are experiencing. It is critical that facilitators are knowledgeable in these

signs and vigilant to them.

Appendix 7 shows images to support some of the common signs of stress in a range of species and

more significantly some of the acute signals given by dogs.

In general, animals experiencing stress and wanting to get away from the situation (flight option)

make themselves smaller looking. Where possible (as there are some breed restrictions) their ears

go back, their tail will tuck under between the legs, their eyes will often widen and their whole body

can appear hunched. These animals are trying to generate distance between themselves and the

potential threat; they would, if possible like to disappear from the situation altogether. Space should

be given to an animal exhibiting such signs, and the situation should be assessed to see if it is


possible to change the animal’s perception of whatever is causing the fear response. If distance is

not given to the animal and stress continues to escalate signs of stress may switch quickly to fight

based and an attack may occur with limited warning.

Where there is more warning, fight based stress responses generally include the animals making

themselves look bigger. Ears where possible become erect, tail stands up, hair puffs out and the

involuntary response of piloerection occurs in some animals. Eyes, as in the flight based response

are wide, but they are hard and stare at the threat, the body tenses, sometimes becoming frozen

and some animals will display weapons such as teeth and claws. All of these signs are also

communicating a ‘back off’ request from the animal, and as with flight based communication such

displays should be respected.

The key for a responsible facilitator to avoid any extreme signs of stress in animals utilised in animal

integration programmes is in the assessment and preparation of the animals as well as being able to

recognise the tiniest subtlest signs of stress and to act to bring the animal back to a state of neutral

or positive arousal again.

6c. Animals and the associated risks

Animal interactions are not without risk. Even a non-stressed animal may accidently scratch, knock

over or tread on the foot of an unsuspecting child. Risks significantly increase though when an

animal experiences stress, be it from handling or from the environment.

For each programme, session and activity a risk assessment document should be prepared to

indicate the potential risks to the children or child engaging in the integration programme and

interaction.

Appendix 8 shows an example of a risk assessment document for a specific session within an

animal integration programme.

Injury from animals comes from handling, so it is important that best practises for animal handling

are implemented as much as possible. Injuries may include scratches, which occur mostly when an

animal does not feel safe and secure and tries to get free, or bites, a common defence strategy,


again most common when animals feel anxious or insecure in the way they are handled. Kicking can

also be a risk, more so with larger animals, although pet rabbits can deliver a powerful blow with the

back legs too! Sometimes injury is accidental, a pony treads on a foot or moves in a way to knock or

off balance a child, dogs can sometimes do the same, or even jump up, potentially knocking

someone to the ground.

The risks to children’s (and facilitator’s) health comes from the animal and its environment. Animals

may carry pathogens without showing any clinical signs of doing so. A facilitator should also research

the diseases that the animal they are using is prone to, know how to reduce the chances of infection

and act to minimise it, including daily assessment of health status.

A disease that is transferable between animals and humans (or vice versa) is referred to as zoonotic.

Some examples include the bacterial infections of Salmonella, Leptospirosis and Toxoplasmosis,

whilst the flu virus is transferable between humans and ferrets! More common is the fungal

infection of Ringworm which can pass through direct contact or via the animal’s environment. Both

endo and ectoparasites (worms, fleas and mites predominantly) can also be transferred (or in the

case of fleas, bite handlers), but with routine preventative treatment and careful observations and

assessment none of these parasites, nor a pathogen infection should be of high risk to the animals

(and subsequently people) involved in animal integration programmes.

Children and animals alike should practise good hygiene procedures, washing hands before and after

handling and not having direct contact with faeces, urine or soiled bedding. The most common risk is

likely to be autoimmune responses for children or adult support staff whom have allergic reactions

to animal furs, dander or the animal bedding type.

Parent permission should always be sought in advance of an animal integration programme

commencing including making them aware of the associated risks of their child’s participation.

Information on any known allergies should be requested, although it can be the case that due to

limited prior exposure allergies are not yet known. Vigilance and careful observation of children to

notice any adverse reactions should be a further responsibility of the facilitator or suitable staff

member. Training in first aid procedures is obviously an important consideration.


6d. Creating a Code of Practice for Animals in the School

As an effective working document a code of practice should be prepared for animal interactions

within the school environment. Such a code should be the guidelines in which a facilitator or other

responsible person ensures the ethical use of an animal and the health and safety of children

participating in the programme. As each school is different with different integration programmes,

specific personalised codes should be prepared. Codes of Practice are likely to include the pre-

planning steps, for example permission from school management, confirmation of children’s

involvement from parents, aims and key goals of the integration programme, leading to the

preparation required in respect of the animal (selection, assessment, physical and psychological

preparation ) and the environment (equipment, facilities for the animal in school etc.). A code of

practice should also include steps for suitable preparation of children, a briefing, washing of hands,

appropriate clothing and general well-being/suitability for animal interactions on that given day.

A school may wish to create policy documents in relation to the attendance of animals in the school

environment, whether it is permanent or temporary with visiting animals. Policies are likely to

include details of who is ultimately responsible for the animal’s care and well-being, where an

animal should enter and exit a building, where they should toilet or where their waste should be

disposed of and what are the ‘rules’ with regards to children interacting with the animal?

6e. Animal Handling Best Practice

In order to minimise the risks to children involved in animal integration programmes and maintain

the health and well-being of animals, best practices in animal handling should be followed. In

general this includes gaining knowledge of the animal and recommended ways of handling,

preparing oneself and the environment in advance and approaching the animal in a way that is

compatible with their anatomy and behavioural responses. Where the animal is small enough, lifting

should be done calmly yet confidently in a way that the animal feels secure and will not struggle to

get free or feels threatened and will defend itself. Where the animal is larger ethical equipment that

does not inflict pain or discomfort should be used for first methods of restraint which will give a

degree of control. It is advised that ‘how to handle’ information sheets are prepared which can

support ‘animal care’ information sheets, especially for animals resident at the school.


Appendix 5 includes examples of information sheets on handling best practice for six different

species of animals.

Appendix 9 includes examples of animal care sheets for resident animals in the school setting.

7. Animal Integration in Education

Of the benefits of animal interactions as introduced in section 3 (Animal Integration in Education

Guidelines) the most obvious benefit for school based interactions may appear to be the cognitive

benefits. In promoting such a benefit animals can be utilised to assist in learning and development of

information processing.

Teachers not experienced in formal integration programmes may utilise animals within classes (real

live, images or video), often emphasising on delivering information relating to that animal; its diet,

care requirements, natural habitat and so on. Although this information is important, the scope of

ethical animal utilisation in education far exceeds this alone, and animals can be used as aids in

teaching all subject areas, languages, mathematics, science, geography, religion, physical education

and more, all that’s needed is a little imagination!

In addition the benefit of the interactions with animals in the classroom do not just have to be

learning based, they can be focused on behaviour, encouraging calm and reducing undesirable

behaviours, they can be aimed towards social skills, listening, communication and team work,

emotional/physiological benefits by improving confidence and self-esteem, and even in some cases

physical where education is supported by physical therapy practices.


7a. Planning a goal focused sessions

The Animal Integration in Education Guidelines are prepared to encourage education providers (as,

or in association with animal assisted interaction facilitators) to not just use animals in a passive way,

but to actively involve and integrate them into their educational programmes.

Facilitators are encouraged to plan sessions which are based upon goals for their student or students

to achieve. Where goals are specific and will lead to clear objective evaluation of progression or

achievement the goal is referred to as a ‘key goal’ and no more than three are suggested to be

worked on at any one time within a single session.

Examples of key goals and the benefit categories they may fall under include:

Benefit Examples of Key Goals

Physical Improve co-ordination, strength, flexibility

Promote fine motor skills

Psychological Promote increase in self esteem and

confidence in own abilities

Social Encourage communication, team work, co-

operation

Emotional Enhance feelings of pride, promote empathy

and positive emotional responses

Behaviour Encourage calm behaviour and controlled

behavioural responses

Cognitive Promote problem solving skills, decision

making and learning

Appendix 10 includes a booklet designed to help facilitators of educational programmes identify

key goals and link to them husbandry based activities suitable for the school environment. The

booklet is double sided. The side entitled ‘Animal Assisted Interactions, Benefits and Key Goals’

includes comprehensive but not exclusive tables of key goals.


Once a facilitator has decided on what key goals an animal assisted interaction session will focus on,

activities or tasks which will offer opportunity for progression in relation to the key goals should be

decided upon. Filling a water bowl, bucket or drinker can be an activity that can be based around

physical goals; lifting, fine motor skills, co-ordination and balance, get the students to do it in pairs it

also becomes about team work and co-operation, give them a larger volume of water to which they

must fill a small container it may promote problem solving or the activity can even work on reading

skills if they are given a care card (see appendix 9 for examples), or mathematics if a specific volume

of water is required. Should the water need a vitamin additive for example (possibly in the case of

guinea pigs), dilution and calibrations might also be required for more advance mathematical skills.

The booklet ‘Animal Assisted Interactions, Animal Activities for school based programmes’ in

Appendix 10 lists various husbandry based activities that can be linked to key goals. The two sides

of the booklet are referenced to each other so that once a facilitator has decided upon key goals of

a session (or programme) the activities that promote those key goals can be clearly seen (based on

the animals available).

7b. Preparing Animals for effective use

Where the key goals are husbandry based; feeding, providing water, cleaning out, attending to

general health, housing and well-being, the ‘preparation of the animal’ may be minimal, although a

facilitator, regardless of the planned activities, should always check and assess the animal on a daily

basis prior to interactions within the integration programme (as detailed in section 5c, Animal

Integration in Education).

Aside from husbandry tasks and activities, a skilled animal assisted interactions facilitator has the

opportunity to provide fun, novel and creative sessions effectively utilising the chosen animal(s) and

still working on key goals. Details of three examples of more novel sessions are included in the

centre of the Animal Assisted Interactions Booklet in Appendix 10.


Training for the inclusion of novelty

If a facilitator intends to use novel equipment in an animal interactions session it is vital that the

animal(s) to be used are suitably prepared. Initially this will be an assessment (see Animal

Integration in Education Guidelines Section 5b), where the animal is exposed to the novel equipment

at a distance or at a lesser intensity to ensure that it is not uncomfortable by the sight or sound of

the item. If the animal does show signs of discomfort a desensitisation programme will have to be

introduced. Desensitising an animal to a stimulus they find fear inducing takes time so it is unlikely

that the item (or animal) will be able to be used in an upcoming session.

Ethical desensitisation involves gradually increasing the intensity of the offending stimulus to the

point that the animal no long has sensitivity. In addition (usually speeding up the process but not

always appropriate), desensitisation can be conducted along with use of classical conditioning to

change the animal’s perception of the stimulus from negative to positive. For example, should an

animal show fear of a wheelchair the wheelchair can be left in the animal’s living quarters at a

distance, gradually moved closer over a period of time in degrees that the animal can manage and

not get overtly stressed by (desensitisation). When a suitable distance is achieved food can be

placed on the seat of the wheelchair (classical conditioning changing the animal’s perception of the

chair from fear to pleasant). Although the methodology is effect, the animal is now likely to respond

to the wheelchair in a state of positive arousal (excitement) rather than negative arousal (fear), this

may be undesirable compared to the wheelchair being a neutral stimulus and being ignored by the

animal.

If the session goals will be promoted by having the animal(s) interact with an item or piece of

equipment then some training may be required. Training an animal to behave in a certain way

during a session can add fun or enhance the human animal relationship being built, it can also add

further challenges, or even spark emotional reactions not necessarily otherwise exposed. It is critical

that training methods utilised are strongly based on positive reinforcement and the rewarding of an

offered behaviour with something that the animal finds pleasurable. Should positive punishment

(fear inducing consequences of wrong behaviour) or even negative reinforcement (threatening a

positive punisher) methods be utilised in animal training the facilitator significantly increases the risk

of injury to the children participating as the animal becomes frightened, either of the facilitator (or

who inflicted the punishment) or the item/equipment to be used.


Appendix 11a gives details of how to train a dog to lie on a mat through a process referred to as

reverse shaping, place their head onto the lap of a child that is reading to them (a forward shaped

process) and even place their paw onto the book at times where they might want the child to slow

down or even correct a reading mistake!

Appendix 11b explains the process of getting a horse to push an item off a cone with its nose, a

fun behaviour from a horse that will challenge a mounted rider further when trying to hook the

item from the cone with a pole.

7c. Measuring session outcomes

In order to effectively evaluate student performance, and in particular progression in respect of key

goals, the outcomes of tasks and activities included within the session should be, where possible

measured. With some tasks and activities the measure will be an objective ‘score’ and progression

can be easily assessed between sessions, with other tasks or activities the outcomes (student ability)

will be less measurable. Although a facilitator may be able to give a subjective opinion this creates a

bias in the evaluation and does not help in accurately concluding on the success of the animal

integration programme.

Take for example a session that has key goals based around physical benefits; flexibility, co-

ordination and core strength. The session may be taking place outside of the classroom at an

equestrian centre where the student can horse ride. The activity may be to hook 10 items off of ten

cones whilst on the horses back. It is easy to measure this activity in respect of the key goals as the

success of the activity can be counted, how many items out of ten did they hook? The measure

starts to become a little more complicated when recording includes ‘first attempt’, ‘second attempt’

and so on, but the facilitator should still aim to record this in an objective manner. In the next

session or future session when the activity is repeated, or a progression of the activity (i.e. 15 cones

or smaller cones) some comparison and level of progression (or regression) can be recorded.

Where the key goals are psychological, emotional or behavioural objective assessment can be more

difficult, but finding a measure as suitable as possible is an important role of the facilitator.

Appendix 12 includes examples of measures for key goals that fit within these benefits.


In educational animal interaction sessions where the key goals are often of cognitive benefit,

assessment of the student’s ability should still be measured. In many cases this may fit within

existing educational frameworks. Has the child’s reading progressed from a level 3 to level 4? Can

they now spell words of 6 letters rather than 5 or count to 20 at ease rather than only 10? In some

cases, with some activities assessment may be based upon speed of completion of activity (time) or

other level achieved.

7d. Evaluating educational sessions integrating Animals.

In order to learn and progress as a facilitator or as an education provider utilising animals in an

ethical way to benefit children, evaluation of sessions and full programmes is so important. Animal

Assisted Interactions of a formal nature are relatively new and not necessarily looked upon as an

academic (or therapeutic) tool. Where both obvious, and also subtle improvements in key goal

abilities can be documented through clearly planned and objectively measured sessions more and

more people will be open to the benefits of animal integration for this purpose.

Upon completion of a session a facilitator should complete an evaluation form, a personal record of

the student(s) achievement in relation to the key goals. In planning future session this evaluation

form will remind the facilitator what has already been achieved by the student. A trend within

sessions should exist so that activities are repeated or progressed at an appropriate level.

Maintaining activities in this way will aid the comparison of measurable outcomes and will enable

student ability, hopefully improvement to be recorded.

As part of the evaluation the facilitator should also evaluate factors or bias that may have influenced

the session. In the example used above of hooking objects from cones whilst on horseback, a

suitable progression to promote flexibility would be to make the cones smaller, encouraging a

greater reach, but if the 10 items on the cone are different to the items in the previous session then

there is a bias affecting the results. As the ‘subjects’ being recorded are humans there will also be

many other contributing factors to the results, including the participants motivation or interest In

the activity, the influence of tiredness from activities the previous day, health or even the impact the

weather of that day might be having!


The facilitator must also evaluate the session for the effectiveness of the animal or animals included.

Did the animals aid activities promoting the key goals? Did the animals distract from activities of key

goals? Did the animal show any signs of discomfort or stress?

Evaluation sheets can then be utilised by a facilitator to generate an end of programme report, this

may take the simple summary format or can be documented in a similar way to the case studies

given in Appendix 1.

8. Conclusion

Animals and humans have been interacting since humans evolved. Benefits of animal interactions

have been recognised in many sectors. As educational providers you now have the privilege to

introduce children in your care to animals. Let children learn about animals and how to be

responsible carers of them, but also let animals teach, teach skills in maths and language and all

areas of academia, but let them also teach self-control, patience, pride, communication, team work

and joy…life skills for children’s futures.


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http://www.chrysalisequine.com/files/A%20comparative%20study%20of%20the%20efficacy%20of%20Group%20EAP%20with%20at%20risk%20children%20and%20adolescents.pdf

http://www.chrysalisequine.com/files/A%20comparative%20study%20of%20the%20efficacy%20of%20Group%20EAP%20with%20at%20risk%20children%20and%20adolescents.pdf

http://www.dyspraxiaireland.com/EquineAssistedTherapyLearning

http://www.iahaio.org/

http://www.scas.org.uk/


Appendix 1

Example of a case study


CASE STUDY EXAMPLE

Reference: ELISTA-MM-03-16

Introduction/Background:

Michael has congenital muscular dystrophy. It affects his gross and fine motor functions and

associated skills. Michael mostly uses a wheelchair, although he can walk a short distance but his co-

ordination is lacking. Michael’s physical care team think that encouraging him to focus on a point will

aid his balance and co-ordination when walking; this can be rehearsed in other activities first.

Michael has associated cognitive impairments and is currently working on recognising simple words

and counting.

Michael can be quite engaging socially with adults, but rarely initiates social contact with peers.

Michael has a dog at home so is comfortable interacting with dogs.

Key Goals and Benefits of the Programme/Session:

1. Co-ordination (hand to eye; focusing on a point for balance)

2. Counting (can count to ten but unreliable in accuracy)

3. Social Contact (Co-operation and Teamwork)

This session will have physical, physiological, social and cognitive benefits.

Animal Selection, Planning and Preparation:

Sunny the Labrador was selected for the sessions with Michael. Sunny as her name suggests is a dog

which is easily positively aroused, very ball motivated but with good self control and a good level of

training. Sunny has worked with participants in wheelchairs before so is suitably desensitised to this

stimulus. A refresher of ‘retrieve’ was worked on with Sunny so that she would fetch the ball and

bring it to Michael’s lap.

A session plan was prepared (ref SP-MM01) including activities that would work on the key goals,

these included throwing the ball for Sunny, counting how many throws and social contact with dog

and facilitator. A risk assessment was prepared in line with the activities (ref RA-MM01) and

Michael’s parents signed a disclaimer after reading the two documents.

The outdoor grass paddock was to be used for the majority of the session. This is fenced in so that

Sunny could run without restraint, the grass was cut short and as the ground was dry it meant

Michael could access it with ease in the wheelchair. A bowl of fresh water was placed into the corner

of the paddock for Sunny to access as she needed.

A target was prepared made from a slightly raised piece of timber measuring 80cm x 80cm.There

were two colours on the target, an outer blue area and an inner red area that measured30cm x


30cm. Two marks were sprayed onto the grass with aerosol paint, one line to indicate where Michael

would work from in his wheelchair and the second to indicate where the target would sit. The

distance between the two marks was 2 metres.

Prior to the session Sunny was brushed to remove an excess loose hair and fed her regular breakfast

to ensure she would not be over exuberant in taking the treats offered. Sunny was given a physical

examination to ensure there were no signs of ill health and eliminated as normal after her breakfast.

Treats were put into a sealed container and kept on a high shelf a short distance from the grass

paddock, but not so far away that collecting them would move the facilitator out of sight of Michael

and Sunny.

Michael was welcomed to the cente when he arrived. It was ensured that he was comfortable and

did not need to use the toilet facilities before the session started. Michael was wearing appropriate

clothing, in this case long trousers in case Sunny should jump up on his lap for the ball; a risk which

had been highlighted but graded low on the assessment.

Activities and Activity Methodology

1. Michael was introduced to Sunny, he was told some basic information about her; her breed,

age, colour etc and encouraged to interact with her by rubbing her and beckoning her to be

in close contact with him.

2. The facilitator showed MIchael how Sunny likes to chase the ball and how she will bring it

back if encouraged and how she should be praised for doing so. The facilitator threw the ball

twice to demonstrate how to give praise and then a further 5 times where Michael was

encouraged to give the praise. Sunny returned the ball to Michael 4 times out of the 5, three

times on his lap, once at his feet.

3. A target measuring 80cm by 80cm with a 30cm by 30cm inner target was introduced to

Michael. First the facilitator demonstrates how the ball can be bounced on the target and

Grass Paddock Entrance

Marker for

Michael

Marker for

target

Water bowl

80cm

30cm

Target 2m


Sunny will leap to catch it. Again Sunny was encouraged to return the ball to Michael and he

was encouraged to praise her even though the facilitator was doing the initial 5 bounces.

4. Michael was then encouraged to throw the ball, this time ten times and counting whilst

doing so.

5. Michael then took a little rest from the ball activity and was encouraged to interact with

Sunny whilst the facilitator retrieved the prepared treats. The facilitator moved out of

Michael’s line of sight, but could at all times view the interactions with Michael and Sunny.

6. Michael was asked to count out 10 treats from the container, and once shown how to feed

them, to give 5 to Sunny, also counting as he did.

7. The ball was throw a further 10 times for Sunny by Michael as he aimed for the target and

praised her for returning with it.

8. Michael then rewarded Sunny with the last five treats, counting from 6 to 10.

9. Michael was praised for how well he did in the session, asked if he would like to work with

Sunny again and if he was happy.

10. Michael washed his hands before leaving the centre.

Results of Session

Table 1: Accuracy at hitting the target with the ball (Co-ordination)

Trial 1 2 Measure of Improvement

Hit target (blue or red area)

6 8 20%

Hit red area of target

3 5 20%

0%

20%

40%

60%

80%

100%

first trial second trial

hit red area

hit blue area

missed target

Graph 1


Table 2: Counting accuracy

Trial 1 Count to 10 when throwing the ball

2 Counting out 10 treats

3 Giving 5 treats

4 Count to 10 when throwing the ball

5 Giving treats, counting 6-10

Number accurately reached without prompting or making mistakes

4 8 5 6 8

Table 3: Unprompted interactions with Sunny (Social Contact)

Trial 1-praise rewards(out of 5)

2-praise rewards(out of 5)

3-prasie rewards(out of 10)

4-praise reward (out of 10)

3 4 7 8

Improvement between trials

20% -10% 10%

Total improvement (trial 1-4)

From 60% of the time to 80% of the time = 20%improvement in non-promoted social contact with Sunny.

0

2

4

6

8

10

12

counting to 10 counting to 10 counting to 5 counting to 10 counting from 5

Graph 2


Discussion of Session

As can be seen in the results tables and graphs Michael made improvements in all key goals within

the single session.

Co-ordination

Despite showing signs of fatigue near the end of the activity, Michael successful threw the ball

twenty times for Sunny. The target area was used for all of Michael’s ball throwing and in total he hit

the target 14 times out of the twenty (70% accuracy). Michael made improvements of 20% between

trial one and two in both hitting the general target area as well as the smaller inner red target

square. Michael’s motivation for the activity appeared high and he laughed several time as Sunny

leapt around trying to follow the ball as he lined it up to hit the target, he particularly found it funny

when Sunny stood on, or even tripped over the target board.

The same or similar activity will be prepared for the next session to see if the overall score of 70% can

be improved upon with the aim of working on Michael’s co-ordination in relation to balance also.

Counting

There were five activities of counting included in the session; three counting to 10 (two with ball and

one with treats, one count from 1-5 and one count from 6-10.

On all but one occasion (the first count) Michael counted successfully to five or more without

prompting. He appeared to find the counting of treats (both to 5; 100% accurate and to 10; 80% of

0

10

20

30

40

50

60

70

80

90

1 2 3 4

Graph 3


count) easier than counting when throwing the ball, it is thought that this is because the speed of the

counting was quicker and the distraction was less as Sunny was sitting waiting patiently for the

treats rather than jumping around for the ball! Michael appeared to find counting from 6 to 10 the

hardest count, although in all trials he had struggled with getting beyond a maximum of 8

unprompted, so this may just indicate his current level in recalling the numerical sequence.

Social Contact

Michael seemed generally keen to interact with Sunny, he took on board the idea of praising her and

did so well. Although his results indicate levels of 60-80% of unprompted praise given it is felt that

this was not 100% because of distraction; laughing at Sunny and getting ready to throw the ball

again rather than not wanting to engage with her.

The results show a decline in the amount of praise given, but this only occurs when the number of

praise rewards increases from 5 to 10 so is not necessarily deemed a fair representative of his

willingness to encage. Michael’s enthusiasm for social contact with Sunny was encouraging, he was

observed to readily rub her and talk to her in the short break time and in talking about Sunny he

seemed comfortable in engaging with the facilitator also. This is something to progress for next

session, maybe some quieter more relaxed interactions as well.

Conclusion

It can been seen that the session was successful in promoting improvements in the key goals of co-

ordination, counting and social engagement for Michael. In two of the three measures improvements

occurred at 20%from the first to last. This is considered a maintainable progression and a second

session will be carefully planned to further progress the areas of key goals.

Evaluation and Progression Ideas

The facilitator was happy with how the session worked, although potentially the actions of Sunny

leaping around for the ball and Michael laughing in response could have skewed the results in

relation to counting and possibly accuracy with his ball throwing, the emotional impact of these parts

of the session is considered just as important, especially for a first session when trust is still being

established.

Michaels willingness to socially engage was encouraging, for the subsequent session it is intended to

progress with this, first by working with Sunny in giving cues but also in a hide and seek game where

Michael communicates to the facilitator when to hide Sunny’s ball. Co-ordination will be progressed

so that Michael is standing and throwing the ball to a vertical target or a bucket for Sunny to retrieve

from. Counting will be rehearsed especially the later numbers of the 1 to 10 sequence and from

starting with numbers other than 1.


Appendix 2

Examples of Session Plans


Group: 1st and 2nd class

Facilitator: Alison Assistant; Bridget Summary of Background OR Details of Previous Session:

Children from a “mainstream” school. Session to be based around safely interacting with a horse, maths skills and co-operation (social skills).

Contact: Mr Finnegal (Principal)

Session …1.of…1.

Key Goals 1. Maths skills- Counting and Addition

2. Maths skills- Multiplication

3. Social Benefits- Encourage co-operation and team work

TIME ACTIVITY, ANIMAL(S) &

EQUIPMENT KEY GOAL

MEASURE/COMMENT/ EQUIPMENT

0.00 Introduce Flapjack. “Before say hello to Flapjack we are going to learn how to say hello to horses in general”

0.00 Explain and show how to say hello. All have a go with model and then Flapjack.

3 Model horse

0.10 How to feed carrots: “Have three slices, how many more do I need so everyone can have one?” Count children and slices as cut.

1 Knife and carrot. Keep children away from knife.

0.15 Show how to feed carrots using model and then feed one carrot each to Flapjack.

3

0.20 Look at number 2. What has flapjack got 2 of? (Ears, eyes, nostrils). Have we got two of these? What has Flapjack got 1 of? (nose, tail) Have we got one? Has flapjack any three? What has flapjack got four of?

1 Foam numbers.

0.25 Flapjack has 4 legs, we have 2. How many people would we need to have the same number of legs as a horse?

1, 2, 3

SCHOOL SESSION 1


Can you make yourselves into horses? 4 x table using legs.

0.35 Can Flapjack help us to count? Count his foot, how many time does it hit the ground. Keep answer in head and run to marked circle. Flapjack gives the answer. Do with walking if Flapjack less co-operative!

1 Chalk, Sock. Alison take Flapjack for this activity. Numbers on card on flapjacks mane/around neck.

0.40 Measure horses in hands. Measure Flapjack against a wall. How many of the children’s hands does it take to get his height?

1

0.45 Encourage them to measure themselves against horses to see how tall they are in hands in classroom. Quick test how to interact with horse and how many eyes, ears , legs and tails does Flapjack have?


Group: 3rd and 4th class

Facilitator: Shelley Assistant; Claire (and Noreen for finish of afternoon session) Summary of Background OR Details of Previous Session:

Children from a “mainstream” school. Session to be based around safely interacting with a dog, physical education and listening to instruction.



Key Goals 1. Physical Education– Athletics and Gymnastics (Throwing and moving)

2. Physical Education- Games

3. Social Benefits- Improve communication skills (listening to

instruction)

4. Behavioural benefit (impulse control)


EQUIPMENT KEY GOAL


0.00 Introduce Gaius. 3, 4 Children told to enter room and stand with their back to wall. They are only to move away from wall when instructed

0.00 Explain and show how to say hello to a dog. All have a go with model and then one at a time with Gaius.

3 Model dog

0.05 How do we know if a dog wants to say hello? Show six images. Dogs that want to say hello and dogs that don’t. Children stand up if the dog wants to say help (offer hand etc) and sit down with back turned if dog not want to say hello. If unsure the can crouch and pull puzzled face!

2,3 Images

0.10 What to do if an unfamiliar dog approaches you? Be like tree. Use Gaius as unfamiliar dog (does not

1, 3,4 If this does not work with Gaius model dog can be used by assistant.

SCHOOL SESSION 2


have to get too close). Children can be slowly walking around for this.

Send children back to wall each time to explain.

0.15 What to do if a dog jumps up at you (too playful) and knocks you down or you are playing on the ground and a strange dog comes up? Be like a rock/stone. Demonstration. Gaius jumps up at Shelly/Claire/Both. Fall to ground and tuck head, arms and legs in to be a stone. Practice with model dog. Children can be sitting in imaginary play or standing.

1, 3,4 Children can be away from wall if felt to be controlled.

0.20 Game: Three numbered flower pots are put down in one corner (ish) of room. Same three numbers are put into other corners. Children turn back and face wall whilst treat is put under pot. Children go to corner (walk, run, like a dog…) where think treat is. Gaius gives answer. Children at wrong number are out and sit- must NOT tell remaining children where treats are!

2,3,4 Flower pots, numbers

0.30 Team Game: Children in two lines behind each other, each with a ball. Shelley and Gaius facing first person, Claire or teacher facing first person of other team. First person throws ball to teacher/Gaius and runs to back. Continues as a race. When a team is finished must sit quietly. Swap, and Best of 3.

1, 2, 3,4 Balls

0.40 Challenge Gaius Game. Children sit facing each other spaced down the room like ladder rungs (8 rungs). Gaius jumps each pair. Too easy? Make 4 rungs by squishing pairs together. Too easy? 2 rungs?!

1, 3, 4 If think children will be uncomfortable with this play above game again.

0.45 Recap on how to interact, be a tree and be a stone. Can all give a treat to Gaius on way out to say thanks.

Shelley and Claire demo this and keep orderly one at a time.


Group: 5th and 6th class

Facilitators: Wendy and Siobhan Summary of Background OR Details of Previous Session:

Children from a “mainstream” school. Session to be based around geography; global locations and social and cultural differences.



Key Goals 1. Geography- Sense of space and place

2. Social, Personal and Health Education- Myself and the wider world

3. Cognitive Benefits- Increased interest in the subject area.

4. Emotional Benefits- Understanding and dealing with Emotion


EQUIPMENT KEY GOAL


0.00 Introduce Guinea Pigs and European Partners.

Children sit in circle around pool where guinea pigs are put on towels.

0.00 Little bit of info about Guinea Pigs i.e rodents, have characteristic rodent teeth (show) but no tail. This indicates that this rodent does not really climb. Where do guinea pigs come from? Show on globe in respect of Ireland. Other people here today from different countries. Where are they from? Can we find on globe?

1, 2,3 Globe

0.10 So what is South America/Peru/Andes like? How does it differ to Ireland? Weather, Humidity, clothes people wear, jobs people do. Diet…eat guinea pigs!! (hands over their ears!)….bit like pigs for us. How do the countries the guest are from differ? Can they name one thing different to Ireland?

1, 2, 4

0.20 How do guinea pigs communicate? Be quiet for a minute can they hear

2, 3 Tablet

SCHOOL SESSION 3


guinea pigs? How do guinea pigs say hello? Play sound of communication. Do people say hello differently? ‘Hi’ ‘G’day’ ‘Bonjour’…how do Europeans each say hello? Can they repeat? Do people do different things to say hello? E.g shake, hands, kiss on cheek, rub noses! Can Europeans demonstrate how they say hello?

0.35 How do guinea pigs communicate if they are unhappy? Listen to the sounds. How might we change our voice if we are unhappy? Do we change anything else? E.g body language and face? Show an unhappy face, and angry face…

3. 4

0.40 Hold guinea pigs if they wish. ,3,4


Client

Marie

Facilitator: Alison Assistant Professional;

Wendy

Summary of Background OR Details of Previous Session:

Marie had surgery for carpal tunnel syndrome 7 weeks ago. She was given a few exercises by the hospital physiotherapist, but she is not feeling like she is making the progress she should. She is frustrated and loosing motivation.

Contact:

Session …1.of…8. (an initial meeting has taken place already)

Key Goals 1. Physical Benefit- Wrist movement and flexibility, fine motor skills

2. Physical Benefit- Grip strength

3. Psychological Benefit-Motivation


EQUIPMENT KEY GOAL


0.00 Explain pain levels. Take starting measures Introduce Stripes, take final measure

Thumb to four fingers Squeeze of clay ball Wrist flexions on stripes Ruler

0.05 Grooming Stripes, large handled brush, try smaller if possible.

1,2,3 Encourage and ask does she groom her own dog. What kind of brush? Brushes

0.10 Playing with the ball 1,2,3 Wrist movement rather than arm movement, although keep shoulder mobile too. Ball

0.15 Feed treats. 1,2,3


0.20 See how Marie is feeling. Does she think she could try any of these at home with her dog?

3

0.25 Painting Stripes. Choose a brush. Choose colour and see if she can find shapes

1, 2, 3 Face Paint, brushes

0.40 Re measure and sum up session, Can she put on Stripes lead?

1 Lead


Client Anna


Shelley


Anna is transitioning from primary school to secondary school in September. Due to suffering from glandular fever during the year Anna missed quite a lot of school. Although she appears quite confident, missing school has knocked her confidence personally and socially as well as putting her behind in her studies. Anna particularly struggled with Maths at the end of the year.

Contact: Dannielle, Anna’s mother.


Key Goals 1. Maths- Division, Fractions and percentages

2. English- Reading

3. Psychological Benefit- Self Esteem and confidence


EQUIPMENT KEY GOAL


0.00 Rehearse riding skills. Count posts and then mark to divide the arena

3 Horse is already tacked up

0.05 Work on relative fractions i.e 1/8, 5/8. Transfer to quarters. Show workings on main blackboard.

1,3 Chalk

0.15 Ride a circle.= fractions first on 1/12 convert to percentages. (cones used to mark out a clock face). Back to arena. How else can we ride half? E.g corner to corner . Mark on blackboard each time.

1,3 Cones

0.25 Throw ball at fraction or percentage with cones in a line (or at volunteers). Calculated percentages e.g 3 out of 10 3/10 x100. Jack weighs of Moffit.

1,3 Ball

0.35 Relaxation and reading (no saddle) 2,3 Irish proverb 0.40 Cut up carrot and apple for Moffit,

test.

3 Carrots, Apples, Knife


Client Keelin


Gosia


Keelin is facing some challenges in the home and school, parents and teachers have noted changes in her behaviour. Keelin likes animals so these sessions are motivators for good behaviour. Within the sessions we try to work on appropriate behaviour and co-operation. Keelin thinks she comes to the centre to help out.

Contact: Lynn O’Brien Crossland - mother


Key Goals 1. Promote appropriate behavioural responses

2. Encourage calm

3. Co-operation and willingness


EQUIPMENT KEY GOAL


0.00 Meet the pigs. Call them, feed, give scratch.

1 Pig food

0.05 Clean out stable. Empty wheel barrow. Tidy muck heap.

3 How willing? Can you…please?

0.15 Hand feed the goats

1, 2 Goat feed

0.20 Let guinea pigs out, walk on stepping stones and observe choose one would like to hold.

1,2,3

0.25 Get carrier, help prepare, then carefully catch. Sit with for 2 minutes.

3, 1,2 Carrier

0.30 Groom Flapjack & small ride.

1, 2 Flapjack’s tack

Client Jamie and Rose


Shelley


Jamie is 8 years old, his parents have recently separated and his mother Rose feels this is taking a toll on Jamie. She is anxious about their future going forward and wants to do an activity with Jamie that can help strengthen their relationship. Rose has noticed Jamie becoming more quiet.


Appendix 3

General Assessment Form and Details for a dog

AAI Suitability Assessment


Date___________Time______________

Animal___________________________

Name____________________________

Assessment Location_____________________________________

Assessor________________________________________________

Scoring. To be successful a dog must score at least…..

If a 1 is scored the assessment is stopped immediately.

If a 2 is scored the dog fails the assessment, but can continue.

If one 3 is scored the dog is invited to be re-assessed in one months time.

If more than one 3 is scored the dog is invited to re-try in one year.

A dog scoring all 4s and 5s passes the assessment.

Dogs Score…………………

Any 1’s yes/no

Any 2’s yes/no

Any 3’s yes/no re-asses in one month [ ] re-try in one year [ ]

Asessor_______________________________ Signature

Dog Owner____________________________ Signature

Assessment Stimuli Responses Score Available

Score

Basic Manners


Controlled Walk (the dog should walk at the handlers right or left hand side with no tension in the lead)

Dog walks perfectly on the right or left with a slackened lead and with their wither at the handlers leg.

5

Dog walks very well by the handler’s side, minimal movement away from the side and a slack lead maintained.

4

Dog walks well, but pulls away from the handler slightly causing the lead to tighten.

3

Dog pulls with force away from handler on more than one occasion and/or swaps from one side to other.

2

Dog is constantly pulling causing the lead to be tight. Handler has no control.

1

Sitting Politely to be greeted (the dog should remain in a sit position to be greeted, the dog should be engaging and not show any signs of discomfort)

Dog sits completely still to be greeted. Shows positive arousal upon approach of person (e.g “happy pant” or wag of tail)

5

Dog retains sit position for greeting. Positive arousal is less obvious, but there are no signs of stress.

4

Dog remains in sit position, but shows mild signs of stress upon approach or physical contact (e.g ears back or look away).

3


Dog comes out of sit position, shows heightened arousal (e.g tries to jump up) or more moderate signs of stress (e,g tail tucked and/or whale eye)

2

Dog does not sit and shows obvious stress upon the approach or greeting by a stranger (e.g lip curl, growl)

1

Remain in sit whilst handler goes out of sight (the dog should remain in a sit position and not be anxious that its handler has gone out of sight)

Dog remains in sit position and shows little to no signs of anxiety when handler is out of sight.

5

Dog remains in sit position, shows an interest in where handler has gone and focussed on point of exit.

4

Dog remains in sit position, but shows signs of anxiety when owner is out of sight (e.g whinning, lip licking, yawning)

3

Dog moves out of sit position shows mild to moderate signs of anxiety.

2

Dog comes out of sit positon and gets very anxious; pulling after handler, vocalising and showing significant stress.

1

Leaves a food items Dog shows no apparent interest in food when walking past.

5


(the dog can ignore an item of food as it passes by)

Dog looks in direction of food but does not alter behaviour from walking by the side to get to it.

4

Dog is distracted by the food, but the handler can cue the dog to leave the item which the dog responds to very quickly.

3

Dog is very distracted by food, and does not respond readily to a cue/command.

2

Dog is eager to get to food and has to be physically removed from it. Shows behaviours that indicate resource guarding.

1

Takes food gently (food should be taken slowly from the hand with little to no physical contact)

Takes food slowly and gently without showing any signs of anxiety around food

5

Gentle but quite quick 4

Takes food gently but also licks the hand

3

Takes food very quickly, concern if food was not delivered so safely.

2

Takes food quickly and show signs of anxiety around food (e.g wide eyes, freezing/stiff posture)

1

Release and Recall (the dog should return immediately to handler when called at a steady pace)

Dog returns immediately to handler at a calm and steady pace

5

Dog is distracted in the return to handler, but this

4


has no significant on speed or immediacy of the return

Dog returns to handler with little or no distraction, but returns at high speed.

3

Dog returns to handler, but the return is slow with many points of distraction.

2

The dog shows no interest in returning to the handler and has to be caught.

1


Score

Reactions to Distractions

Reaction to another dog (dog does not pay any obvious attention to another dog in the environment)

Dog shows no response to other dog

5

Dog demonstrates it is aware of the other dog’s presence, by turning its head.

4

The dog shows a positive response to the other dog (e.g tail wag, vocalisations), but mildly distracts the dog from walking or other activity.

3

The dog reacts quite significantly to the other dog, in ways of over-positive arousal.

2


The dog shows fear, anxiety and what displays as aggression to the other dog.

1

Exuberant and clumsy petting (dog shows acceptance of less careful handling and physical interaction)

The dog shows no signs of anxiety whilst being more roughly petted. When finished the dog looks to interact with person. The dog does not get over aroused.

5

The dog shows no obvious signs of negative arousal from exuberant petting, but the dog does not look to interact with the person afterwards.

4

More exuberant petting gets the dog positively aroused and excitable, or the dog show mild signs of stress/discomfort. This may include calming signals.

3

The dog gets over aroused by exuberant petting.

2

The dog shows obvious negative arousal which is fight based.

1

Staggering and gesturing individuals (dog is not concerned by people who display behaviours he is less familiar with)

The dog shows no signs of increased arousal either positive or negative.

5

The dog shows interest in the person, but stabilises quickly.

4

The dog shows interest in the person and increases their arousal mildly, but is

3


easily controlled and stabilised by the handler.

The dog shows significantly increased arousal towards the person in an overly positive way or negatively, but can be controlled.

2

The dog has extreme reaction and is hard to control and calm.

1

Angry yelling (dog is not concerned by people who display behaviours he is less familiar with)

The dog doesn’t appear to respond to the loud noises of yelling.

5

The dog responds to the noise by turning its head, but quickly returns as was.

4

The dog responds to the noise, they signs of increased arousal, but can be stabilised by the handler.

3

The dog shows an increased negative arousal towards the person yelling, (cowers, submissive gestures).

2

The dog shows a significant negative response, (barking, lunging etc) and is very hard to control.

1

Walking through a crowd (dog is comfortable with many people

The dog retains in a neutral state in the situation of walking through a crowd.

5


around it and the business of crowds)

Dog demonstrates mild positive arousal and mildly distracted by the people.

4

Dog shows mild signs of stress/anxiety, but it does not prevent him from maintaining a controlled walk.

3

Dog shows increased arousal which causes tension on the lead but remains responsive to handler.

2

Dog shows increased arousal of a high level preventing the handler from controlling it.

1


Score

Reaction to physical stress

Being crowded or petted by a group (dog shows no signs of distress when being physically interacted with by more than one person)

Dog shows no signs of distress and exhibits mild positive arousal (e.g happy pant and easy tail wag)

5

Dog shows no obvious signs of stress, but does not actively engage with people petting it.

4

Dog shows mild stress signals (e.g looking away, lip licking) but normalises quickly.

3


Dog shows increased positive or negative arousal (e.g trying to jump up or tail tucked/ears back)

2

Dog shows obvious flight or fight based signals.

1

Bumped from behind (dog does not react negatively when accidently knocked by someone or something)

Dog appears not to notice physical contact.

5

Dog turns head in direction of where ‘bump’ occurred, but returns attention to handler immediately.

4

Dog moves away from physical contact, but shows no obvious signs of distress.

3

Physical contact of this nature makes the dog anxious, responds with a flight based negative arousal signal.

2

The dog reacts instinctively with a significant negative arousal fight based signal e.g snap.

1


Appendix 4

Animal Health Check Sheets


Animal Health Check Sheet-

DOG

Greeting

Dog approaches in normal manner (tail wagging, alert) [ ]

Movement

Dog shows no signs of stiffness, lameness or other movement problems [ ]

Examination

Dog shows no signs of discomfort when examined thoroughly [ ]

Ears and mouth (no discharge or smell, gums normal pink with good capillary refill) [ ]

Chest and Abdomen (normal breathing rate, abdomen soft) [ ]


Paws and Tail [ ]

Drink and Appetite

Dog is observed drinking, drinking not to excess [ ]

Dog takes food with normal appetite [ ]

Playfulness

Dog interacts with toys in a normal manner [ ]

Responsiveness

Dog behaves normally to sounds and sight stimulus in the environment [ ]

Dog responds normally to cues given [ ]

Elimination

Dogs faecal elimination and urination is normal [ ]

Any additional comments to note……………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………….

Date and Time of Health Check………………………………………………Signature………………………………………..


FISH

First Observations

Fish are active and moving [ ]

Colourations

Colours of fish looks normal with no signs of white spotting or other abnormalities [ ]

Tank


Tank temperature is optimal [ ]

Tank is not discoloured and water is clear [ ]

Tank pH is as suitable fish [ ]

Appetite

Fish have keen interest in food [ ]

Elimination

There is no sign of faecal matter extended from any fish [ ]


……………………………………………………………………………………………………………………………………………………….



GUINEA PIG

First Observations

Guinea Pig looks alert, responds in normal manner (e.g vocalising) [ ]

Movement

Guinea Pig moves normally [ ]

Examination

Guinea Pig is accepting of being handled [ ]

No discharge from ears, nose, mouth or anal region [ ]


Breathing rate seem normal [ ]

Skin and coat in good condition [ ]

Nails short [ ]

Drink and Appetite

Guinea Pig observed drinking (or noted by reduction in water in drinker) [ ]

Guinea Pig will take favourite foods offered [ ]

Responsiveness

Guinea Pig behaves normally to sounds and sight stimulus in the environment [ ]

Elimination

Guinea Pig faecal elimination is noted as normal in the overnight enclosure [ ]


……………………………………………………………………………………………………………………………………………………….


Appendix 5

Information sheets on

Animal Handling Best Practise


Appendix 6

Analysis of five freedom provision


Appendix 7

Images of common signs of stress across species

and acute signals in dogs


Common Signs of Stress in Animals

Animals exhibit stress mostly with their body language (visual signals), although in some it

can be supported with sounds. Below are some of the common visual signs of stress seen

across species. These are obvious, extreme signals. Acute signals should be recognised in

advance of these signals to minimise risk to people interacting with them. Acute signals in

dogs are listed on the following page.

General Extreme Stress Signals (Flight based- Animal would LIKE to get away)

Make themselves look smaller

Ears go back

Eyes overt from threat but are wide

Whiskers go down

Tail tucks between legs or clamps to body

Animal exposes vulnerability (shows off important bodily parts relating to survival)

These are signals seen when animals are scared and anxious, if ignored they

can turn to fight based signals where animals will be prepared to defend.


General Extreme Stress Signals (Fight based- Animal is scared or anxious but

may be prepared to defend themselves or something)

Make themselves look bigger

Ears go forward

Eyes are wide and stare at threat

Whiskers extend

Tail is erect

Hair stands on end

Acute Signs of Stress in Dogs may include:

Licking their lips

Yawning

Stretching

Not eating

Pacing

Panting in excess

Freezing (remaining stationary)

Sneezing

Curling their lip

Tension in the face, brow and other areas of the body


Appendix 8

Risk Assessment Example


Participant Risk Assessment

The ELISTA Centre This table is compiled, to give the Animal Assisted Interactions Participant, or suitable responsible guardian adult information about the potential risks involved in participating in the activities of this session. Please make yourself fully aware and take precautions as necessary in line with advice given. Facilitators will do everything possible to maintain the health and safety of participants, but it must be noted that interacting with animals is not without risk and The ELISTA Centre shall not be liable non-negligent accident or injury.

Session Date………………………………………………………….. Facilitator……………………………………….. Planned Activities/ Session Plan Reference.....................…………………………………………………… ………ELISTA Session 3....……………………………………………………………………………………………………..

Type of Risk

General Facility Hazard

Best Practice for minimising Risk

Risk Rating

Car Accident Entering or exiting The ELISTA centre, manoeuvring in car

parking area, walking to and from car.

Enter and exit The ELISTA Centre slowly. Cars may be exiting at the same time as

you enter and vice versa. The road can be busy at times with lorries and agricultural

vehicles, if you are not comfortable exiting due to poor line of vision, ask for

assistance. In parking ensure you do so carefully and slowly, cautious of cars,

children and animals.

LOW

Electrocution Perimeter fence surrounding The

ELISTA Centre and electrical sockets.

As The ELISTA Centre is located on part of a working farm there are many electrical

fences to confine horses and livestock. The perimeter fence at The ELISTA centre is electrical, and should not be touched by

anyone. Should you wish for the fence to be turned off for any reason please ask.

There are several electrical socket located higher in indoor training area and outdoor stable block. These sockets should not be

interfered with by any participants. External sockets are fitted with safety

guards and prevention of water, indoor sockets are higher to minimise interest or

inappropriate use.

Following best

practice LOW

Trips and Falls In all areas of The ELISTA centre; indoor

training area, outdoor stables,

footpaths and carpark and sand

arena.

Every effort has been made by The ELISTA Centre to ensure that the surfaces used in

both the indoor and outdoor training areas are safely minimising the risk of trips

and falls; pathways will be clear of obstacles, the sand arena regularly

harrowed and indoor area and outdoor stables swept clean.

Please report any spills or damage to surfaces to staff members.

LOW-MEDIUM

Animal related injuries

In the stable area, sand arena, training centre or any other

area where

All animals should be with a facilitator or volunteer at all times unless housed in a secure enclosure, pen, stable or field. All

animals used in animal assisted interactions are carefully selected,

assessed and trained in preparation to

LOW- MEDIUM


interactions are taking place.

minimise risk, but participants must be aware that all animals can act defensively if they feel threatened or are mishandled.

Bites and kicks can occur, but minor scratches are more common.

Zoonotic Diseases Through human-animal contact

Zoonotic diseases are rare as all animals have the maximum health care available

and daily health checks. On occasions disease can be transmitted prior to clinical

signs, to avoid potential transmission anyone handling an animal should wash their hands after. It is possible for some contaminants to live in the air or create

spores in other materials. All participants are advised to employ rules of hygiene and

utilise the hand wash facilities available.

Following best

practice LOW

ACTIVITY

ACTIVITY Hazards Detail of hazards and Best Practice for minimising Risk

Risk Rating

Feed and interact with Pigs (Hamish

and Gloria)

Catching hand when opening gate

Turn the handle, lift and re-fit the handle to remain raised. If the handle is not fixed correctly in the raised position there is the potential for the gate latch to full down and catch the hand of the person opening it.

LOW

Knocked over by pigs Pigs have poor vision, they use their nose and hearing to navigate and when

investigating a new person there is the potential for them to unintentionally

knock someone, especially someone with poor balance. To minimise the risk it is

advisable to have the pigs focus upon food on the ground rather than the person or

food that a person may be carrying.

LOW- MEDIUM

Pig bite Pigs explore their environments with their noses and mouths. It is possible, but not highly likely that a pig will sniff and then

bite a participant. If this does happen it is likely to be directed to materials rather

than humans directly and is typically exploratory rather than aggressive. It is most likely to be directed to footwear. Participants should be advised to wear

wellington boots or other protective footwear. As above food can be used to

direct the pigs away from high interest in the participant.

LOW

Zoonotic Disease Pigs kept at the ELISTA centre are vaccinated from zoonotic viral and

bacterial diseases such as Salmonella and Weil’s Disease to minimise risk to their health and that of participants. Pigs are

checked for signs of health daily. Participants should wash their hands after interacting with pigs. Faeces or material in contact with faeces should not be touched. Participants with compromised immunity

should be risk assessed separately.

LOW

Clean out pony stable

Equipment Equipment used to clean out a stable can be heavy and implements sharp.

Participants should be shown/instructed how to use and store equipment safely.


Bedding Dust Fresh bedding can be dusty, participants should be given the option to wear face

mask to minimise any potential irritation. For most participants the maximum

response to dusty bedding will be sneezing, but some with weakened or

vulnerable respiratory systems or immune compromised should not be given this

activity.

Following best

practice LOW

LOW

Pony Faeces and soiled bedding

Ponies at the ELISTA centre are routinely treated for endoparasites, although there

is no need for any participants to come into direct contact with pony faeces with

the correct use of equipment. As a precaution participants should wash their

hands after this activity. Deeply soiled bedding can produce ammonia. The ELISTA centre intends to not allow horse bedding to get to this extreme and will not include cleaning out a stable in that condition as

an activity.

Feed the Goats Injury from goats The ELISTA centre goats are quite shy animals. Participants aiming to hand feed

them must be patient and still, risk of injury of any form from the goats is very

low. The only occasion when risk of injury increases is where a goat is cornered and tries to escape by jumping. This activity

does not promote this.

LOW

Let out the Guinea Pigs including

balance of stepping stones

Injury from falling There are several objects of enrichment within the guinea pig enclosure. Rounds of timber similar to tree stumps can be used

as an activity to balance on. With this activity there is the potential to fall. Stump

timbers are not very high, and with the exception of other stumps and the guinea

pig houses, the substrate to land on is grass. Although the potential to fall is quite

high, the risk of injury is deemed low.

MEDIUM

Scratch from fencing or guinea pig house

The fencing around the guinea pig enclosure is wire meshing. For the guinea

pigs safety there should be no sharp points or edges, but due to wear and tear these

may occur. Fencing will be regularly checked, but and potential hazards noted should be reported to staff members. The

gap between the wall and guinea pig house where one enters the guinea pig

enclosure is small and there is the potential to scratch ones hand or legs (if

wearing shorts or skirt) when entering. To avoid this facilitators will caution

participants.

MEDIUM

Collect Guinea Pig carrier, catch guinea

pigs and handle

Trip There is a small lip between the tack room and the path where the guinea pig carrier

is stored. Without due care there is the potential to trip on this. Caution should be communicated to the participant collecting

the carrier.

Following best

practice LOW

Scratch or bite from Guinea Pig

Guinea Pigs are naturally placid animals, and the ones at the ELISTA centre are

regularly assessed for their docility. Should a guinea pig feel unsafe when being

handled there is the potential for it to try and run off, and in doing so inadvertently scratch with their small claws. To prevent

this it should be ensured that the


participants are handling the guinea pig correctly and securely and are also wearing long sleeved tops and long

trousers. Biting is very rare from guinea pigs, again correct handling will reduce any

such incidences.

Groom Pony Kick from pony There is the potential for any equine to kick. Ponies at the ELISTA centre are regularly assessed for their docility in

handling and grooming. With the appropriate handling and interactions it is very unlikely for them to feel threatened that fight response through kicking would be an option. Other potential triggers in the environment should be monitored, including fly worry which can aggravate

and encourage tail swishing and kicking (at themselves).

LOW

Bite from pony There is the potential for any equine to bite. Ponies at the ELISTA centre are regularly assessed for their docility in

handling and grooming. With the appropriate handling and interactions it is very unlikely for them to feel threatened that fight response through biting would

be an option. Current ponies at the ELISTA centre have never bitten.

LOW

Foot trodden on When grooming one needs to stand in close proximity to the pony. The ponies at the ELISTA centre are trained to stand still for grooming, but on occasions they may

move out of tiredness or if responding to a stimulus in the environment. As they move there is the potential for toes and feet to

get trodden on. Participants are encouraged to wear sensible shoes that

suitably cover the toes, foot and ankle and briefed on how to move around the pony. Should the foot get trodden on by a pony

then the foot should be treated with a cold compress to minimise bruising, breakage

of a bone is unlikely from the weight of the ponies, but should be medically assessed if

this a concern. People with vulnerable skeletal systems should not participate in

this activity.

MEDIUM

Ride Pony Fall from pony The ponies at the ELISTA centre are regularly assessed for suitability of riding and docility so that they do not react to things in the environment when being

ridden. Some ridders may work with the facilitator and a side walking volunteer,

but even when it is just the facilitator, the size and speed of the pony and size and

weight of the ride means that a facilitator can support any balance issues that may

potentially cause a ridder to fall.

LOW


Appendix 9

Animal Care sheet examples for animals resident

in the school


Daily Routine

HAMSTER

Moley

Moley is a Syrian hamster.

am-

Gently wake Moley by rustling his feed bag. Give him a few moments to wake.

Empty the contents his green bucket and fill with warm water and a small

drop of washing up liquid.

Gradually dismantle the tubes, empty any contents into a black bag and place

tubing into water.

When reaching Moley gently encourage him into an empty container.

Supervise Moley whilst continuing to clean out.

Remove the top half of the cage. Remove and replace wet or soiled bedding.

Wipe platforms of any poos.

Wash, rinse and try the tubing and reassemble in any order.

Place approximately a teaspoon full of food into the bowl and empty, rinse

and refill the water bottle.

Carefully cup Moley and replace to house

Wash hands

pm-

Gently wake Moley by rustling his feed bag. Give him a few moments to wake.

Gentle cup Moley in your hands and place into his ball.

Screw the lid in tight and leave in a secure area to run.


CAUTION: Hamsters are nocturnal animals and will bite if not handled correctly.

Always handle over a surface such as a table.

Daily Routine

RABBITS &

GUINEA PIGS

Shadow, Storm, Autumn,

Winter, Breeze & Sky

am-

Open the gate to enter the rabbit and guinea pig area.

To maintain their handle ability carefully lift guinea pigs from inside house.

Hold securely sitting down for a few minutes and then release into the area.

Rabbits can exit freely, prop door open with a rock.

Collect gloves and black tub. Remove droppings from the house and any dirty

bedding.

Refresh bedding with dry hay

Empty, rinse and re-fill water bottles.

pm-

Collect three handfuls of guinea pig food in a pink bucket.

Enter the area and place food in the bowl.

Gently usher all rabbits and guinea pigs into the house and close the door.

A piece of pipe can GENTLY be used to encourage guinea pigs from tunnels.

Check there is still water available.


Weekly Routine

PONIES

Jack and Flapjack

Monday

am-

(March-October only) put on Jack’s rug

(in good weather) put ponies out in field- see supervisor for which field

(wet weather or wet field conditions) feed one large tub of hay in two piles in

the stable, shake out the hay.

Skip out stable

pm-

(in good weather) bring in from the field

(wet weather or field conditions) feed one large tub of hay in two piles in the

stable, shake out the hay.

(March-October only) take off Jack’s rug

Tuesday

am-


(in good weather) put ponies out in the field-see supervisor for which field

(wet weather or wet field conditions) feed one large tub of hay in two piles,

shake out the hay.

Clean out stable


pm-

Put down the bed

(in good weather) get in from the field


shake out the hay.


Groom

Wednesday

am-



(wet weather or wet field conditions) feed one large tub of hay in two piles in


Skip out stable

Carry out any annual routines

pm-


(wet weather or field conditions) feed one large tub of hay in two piles in the

stable, shake out the hay.


Thursday

am-


(in good weather) put ponies out in the field-see supervisor for which field


shake out the hay.

Clean out stable

pm-


Put down the bed



shake out the hay.


Friday

am-



(wet weather or wet field conditions) feed one large tub of hay in two

piles in the stable, shake out the hay.

Skip out stable

pm-


(wet weather or field conditions) feed one large tub of hay in two piles in



Groom

Saturday

am-


(in good weather) put ponies out in the field-see supervisor for which

field


piles, shake out the hay.


Skip out stable

pm-



piles, shake out the hay.


Sunday

am-




piles in the stable, shake out the hay.

Skip out stable

pm-


(wet weather or field conditions) feed one large tub of hay in two piles in




Annual Routine

PONIES

Jack and Flapjack

January – annual vaccination

February- worm

March- feet trimmed by farrier

April- worm

May- bath (weather permitting)

June- worm

July- bath (weather permitting)

August- worm

September- feet trimmed by farrier

October- worm


November-

December-

About

PONIES

Jack and Flapjack

Jack

Jack was born in 2000.

Jack’s mother was a Shetland Pony, Jack’s father was a miniature Shetland Pony.

Jack is the leader of all the horses in most situations, he gets anxious when other horses go

away or he is away from them. Jack can be heard to call out for them.

Jack loves all food that horses can eat; hay, grass, carrots, apples and horse meal.

Jack likes to give hugs, he will often do this if you bend down near his shoulder and give him

a scratch.

Jack particularly likes a scratch under his tummy.

Jack wears a special rug in the winter because he suffers from sweet itch. If he did not wear

this the flies would bite him and he would get very itchy.

Jack likes to be doing stuff, he has lots of energy and gets bored if he stands around too

much.

Flapjack

Flapjack was born in 2002.

Flapjack’s mother was called Cookie. Flapjack is a miniature Shetland Pony.

Flapjack is quite a quiet pony. He loves his big brother Jack.


Flapjack loves all food that horses can eat; hay, grass, carrots, apples and horse meal.

Flapjack does not like to get dirty, but he does love to get the top of his tail scratched.

How to…

PONIES

Jack and Flapjack

Put on Jack’s rug

1. Jack’s rug is made up of two parts, the body part (the biggest part) and the

belly strap. Identify these first.

2. Identify the outside of the body part by finding the nylon fabric that run

along it. This will go along Jack’s back on the outside of rug.

3. Identify the neck piece of the body part, this is at the opposite end to the

straps.

4. From the outside gather up the neck piece so that the opening is at your right

shoulder and the rest of the body part is at your hand.

5. Place you right hand over Jack’s nose, with your left hand slowly put the rug

up his nose. STOP before you reach his eyes. Spread the rest of the rug over

his back.

6. Using both hands stretch the neck piece opening so that the rug comes up

over Jack’s eyes and sits behind his ears and under his chin.

7. Smooth out the back end of the rug so that the word ‘Boett’ is over his tail.

8. Take one of the straps, pass it around one of Jack’s back legs and buckle it.

9. Take the second strap and pass it around Jack’s let, threw the other strap and

then buckle.

10. Take the belly strap, identify the inside and outside.

11. Place the fork buckle ends through the first and third spaces in the nylon

fabric running along his back.


12. Clip the two large buckles of the belly strap.

13. IMPORTANT, check that Jack’s willy is not caught inside the belly strap.

14. Put your hand underneath the rug at Jack’s chest to feel for three small

buckle ends, clip these to the fork buckle ends on the belly strap.

Lead to the field

Put on the head collar


Jack’s head collar has a clip on the throat lash. His crown piece buckle

remains done up, so place the nose piece on his nose (with the crown piece

above his head) and then the crown piece carefully over his ears. Clip the

throatlatch.

Feed Hay

Locate a large tub

Pull hay from the bale and fill the tub

Squash down the hay so that the tub is full to the top

Take the two handles, or get a second person to take the other handle,

and carry to the stable.

Give Jack and Flapjack a small handful each, then enter the stable closing

the door behind you.

In one corner of the stable take the tub and shake a handful of hay

before placing it on the ground.

Continue doing this quickly until half the tub has gone.

Do the same for the rest of the hay in the opposite corner.

NOTE: empty the hay quickly so there is two piles and Jack and Flapjack do not

squabble over one pile. Jack and Flapjack do not kick, but it is good practice not

to walk behind a pony. Do be careful of your feet, they can get trodden on by

accident.

Skip out the stable

Collect the skip and skip stick from the store and a wheelbarrow

and sweeping brush.

Take the skip and wheelbarrow into the stable

If right handed take the stick into your right hand, skip in left

If left handed take the stick into your left hand, skip in right

Place the skip beside a pony dropping, using the stick flick the

dropping into the skip

Carefully lift the skip into the wheelbarrow

Repeat for all droppings


Remove the wheelbarrow from the stable and sweep back the bed

so the shavings are half way down the stable and the bed is level.

Empty the wheelbarrow by carefully pushing up the ramp onto

the much trailer. Ask for HELP if you need it!

Put back all equipment

Clean out the stable

Collect a wheelbarrow, shavings fork and sweeping brush.

Safely take all equipment into the stable

Using the fork pick up the droppings and put them into the

wheelbarrow.

Very lightly fork off some of the dry top shavings, these can be moved to

the edges to be used later.

When wet shavings are exposed (these will be more orange/red colour)

fork these into the wheelbarrow.

Continue this until all wet shavings are in the wheelbarrow and dry

shavings are to the edges of the stables.

Sweep the last of the shavings or any wet from the stable floor into the

skip.

Fill an empty paint bucket with water and pour over the wet stable floor.

Scrub with the sweeping brush and push excess water to the drain near

the stable door.

Leave the stable to dry/air

Carefully empty the wheelbarrow by pushing it up the ramp onto the

muck trailer. Ask if you need HELP!

Tidy all equipment away.

Put down the bed

Collect the shavings fork and sweeping brush

Turning the shaving fork over and pull the shavings away from the

edges of the wall to make an even bed


Pull up the edges of the bed a little with the fork so that the edges

are higher than the rest of the bed.

Re-fresh the bed with ½-1 bag of shavings

Shavings are in the store, carefully carry between two people or use a

wheelbarrow to move a single bag at a time.

Groom

Ponies love to be groomed, and it’s very good for them. Grooming helps get rid

of dead hair and bring air to the skin as well as natural oils. Various pieces of

equipment can be used in grooming, but for Jack and Flapjack we mostly use a

plastic curry comb, dandy brush and body brush. We always brush in the

direction that the hair is growing and using the following equipment in this

order:

Curry comb This comb is used in a slightly circular potion. Clean the hairs

out the comb by tapping it on the ground. Do this throughout grooming

as necessary and when finished.

Always work METHODICALLY. Start behind the ears with this comb, down the

neck, shoulders, chest, tummy and rump. Do NOT do the face or legs with this

comb.

Mane comb This comb is for the pony’s mane, the hair along it’s neck

and at the front of it’s head (called a forelock). Use the comb straight

down, separate the mane as necessary if it is difficult to get the comb

through the mane.


Dandy Brush This brush is used to flick the dust and dirt off the coat, use

it by twisting your wrist quickly.

You can use this all over the pony’s body and brush their legs with this, but

NOT their face

Body Brush This is a nice soft bristled brush and used to smooth the

coat. The more you use this the more shiny the pony will become.

You CAN use this gently on the pony’s face as well as the rest of the

body.

Hoof Pick When the pony is a clean you can clean out their feet

(hooves). Hoof care is an important part of grooming. Follow this

procedure:

1. Stand facing the pony’s tail with his shoulder to your left leg, hold the hoof

pick in your right hand.

2. Run your right hand down the pony’s leg, when you get close to the hoof say

“pick up”.

3. If the pony picks up his foot cup your fingers around the hoof, if he does not

give a little pull on the hair behind the hoof. Try to use just one hand.

4. Which the hoof cupped in your right hand turn the hoof pick in your left so

that you can ‘pick’ at the hoof; pulling any muck out by going from the pony’s

heel to toe. BE VERY CAREFUL of the ‘frog’ which is softer part of the hoof, a

fleshy like triangle in the middle of the hoof.


5. When the hoof is free from dirt and stones brush it with the other end of the

hoof pick and gently place the foot down.

6. Repeat the same for the back leg on the horse’s left side.

7. To do the pony’s right hand side start with the front leg again. This time run

your left hand down the pony’s leg and use your right hand to pick out any

dirt.

IMPORTANT: NEVER sit down or work whilst on your knees, keep your head up and not too

close to the pony’s hooves.

These pony’s will not intentionally hurt you so long as they are treated kindly, but they

could get a fright from something else in the environment and put you in harm’s way or

accidently tread on your toe!

Watch for signs that a pony Is getting uncomfortable.

Worm

To worm a pony means to give it medicine to kill any worm parasite that it

might have in its digestive system. Because worm doses contain chemicals that

can be harmful to both humans and horses when not handled correctly, this

procedure must ALWAYS be done under the direction of a supervisor.

Bath

In Ireland, where the weather is rarely very warm, equines rarely get a full

proper bath. Many horses are hosed down after exercise, but this is slightly

different.

Gather all the necessary bathing equipment; bucket, sponge, shampoo,

lather brush, sweat scraper

Prepare the area where the pony is to be bathed, make sure there is an

ample supply of water, on cooler days this should be warmed. Make

sure there is nothing the pony can injury themselves on.


Fill a bucket with water. Generously wet the sponge and transfer the

water to the pony.

Wet all the pony.

Read the shampoo bottle to see how much should be used, pour the

appropriate amount into a bucket of clean water.

Using the lather brush rub the shampoo water into the coat to make a

smooth lather.

When all the body and mane is lathered, a small amount of soapy water

can be used around the face with care around the eyes, and the whole

tail can be put into the rest of the bucket of soapy water and washed.

If possible gently hose the pony down so that all soapy water has gone, if

not use buckets of clean water and slowly pour over the pony’s body.

Use a clean sponge with clean water to catch areas missed.

Use the sweat scrapper (black rubbery side) to pull as much water off

the coat as possible.

When complete lead the pony into a sunny spot to dry.

ALL pony’s will roll after having a bath!!


Appendix 10

Animal Assisted Interactions Booklet


Appendix 11

Examples of Training Using Positive

Reinforcement


Training a dog to lie on a mat

(next to a child reading)

Positive reinforcement reward based training (ethical

training) starts with selecting a suitable motivator for the

dog that will act to reward the desired behaviour. This

is most likely food.

Start by training the dog a reliable ‘down’ behaviour. This is usually easiest for the dog from a ‘sit’

position.

1. Take a small piece of tasty treat and place it at the end of the dogs nose

2. Slowly raise the treat between the dogs eyes and aiming towards the top of their head

3. The dog will follow the treat and raise their head up

4. For most dogs looking up encourages movement of the hind end downwards. The luring of

the treat usually automatically encourages the sit action.

5. As soon as the dogs bottom hits the floor say ‘good dog’ (or similar to mark the correct

behaviour) and then give the dog the treat.

6. Repeat the sit action several times.

7. Progress the sit into a down action (all legs and chest in contact with the floor) by taking the

treat from the dog’s nose slightly in towards its chest and then slowly slightly forwards to

the ground. For some dogs this will initiate an immediate down action. If the dog stands up

rather than lying down bring it to sit again and repeat. If the dog is slow and hesitant in

progressing to a full down then reward a step in the correct direction of the intended action

i.e shoulders and head down. Each repetition should have a further progression towards the

full down action.

8. If, or when the down is achieved give the marking words “good dog” and reward

abundantly.

9. Repeat luring the dog into down until it is achieved with ease. Take note of the hand signal

that is being created in luring the down. For more agile dogs the down can be rehearsed

from a standing position as well as a sit.

10. Test the dogs understanding of the hand signal that has become established from luring by

removing the treat and placing it into the spare hand. Move the signalling hand from the


dog’s nose to the ground. If the dog responds by lying down then reward with the treat

which is waiting in the other hand.

11. Encourage the dog to remain in the down position for a longer duration by placing treats

between the dogs paws when in down and rubbing them to encourage a relaxing down.

Release the dog from a down position by throwing a treat a short distance.

Progress to associating the mat with lying down

1. With a reliable down achieved from a hand signal introduce the mat.

2. Have the mat very close, take the treat to lure the dog onto the mat and then move the

luring hand to signal a down. Mark the correct behaviour with “good dog” and give the treat.

Encourage the dog to stay in the position and then release them off the mat.

3. Repeat this until the dog is readily stepping onto the mat and going down.

4. Progress to remove the treat from the hand and use the hand to signal ‘onto the mat AND

lie down’.

5. Repeat the behaviour, each time making the signal given to the dog a little bit smaller.

6. When it is felt that the dog has a good understanding of what is required, give a small

indication towards the mat but do not continue the signal to give the down cue. Give the

dog a chance to offer the down, if they do give plenty of rewards, the dog is showing that

they have associated the mat with the action of lying down.

7. Further progression includes creating distance so that the facilitator can stay back a small bit

when asking the dog to “go to the mat”. A verbal cue can also be added when giving the

hand signal (most likely progressed to a pointing action at the mat). Encouraging the dog to

relax on the mat should also be included by lengthening the time the dog remains before

releasing them off.

8. Practise by placing the mat next to people, particularly children. The facilitator should be

able to sit in various locations both near and at a greater distance from the dog and child.

Add in getting the dog to rest its head on the child’s lap

Once the dog is familiar with the down on the mat progress so the dog will rest their head on the lap

of the person sitting next to them. This behaviour can be trained in a process called ‘chaining’ which

will mean that the dog sees “go to the mat” as meaning ‘go to the mat, lie down and put head on

persons lap’. Alternatively the head on lap can be trained as a separate cue so that the dog will do it

as requested by the facilitator only. The following is for training ‘head on lap’ as a separate cue.

1. With the dog lying on the mat sit down next to them in a way that their head would be able

to rest on your lap.

2. With a treat (although a lower value treat i.e less rewarding may be better) gently lure the

dogs head around so that it is making contact with your lap. Reward this.

3. Progress to shape the lap on head that you desire, it may mean the dog shifting it’s body

position a little bit.

4. Replace the luring treat with a signal (hand on lap or a tap of the lap) and then reward with a

treat from the other hand. Some dogs will enjoy a rub as a reward.


5. With this part of the training some kind of new subtle hand signal or vocalisation will be

more important in cueing the dog, it is nice if it can appear that the dog is spontaneously

offering this behaviour.

6. The training facilitator should choose a cue that will work for them. It could be something

like scratching their nose or a small cough, or even work further with the hand on the lap

cue. The new cue needs to be associated to the now existing cue of hand on the lap so needs

to be done just beforehand. If the cue of hand on the lap will remain the trainer needs to

progress with distance. This may confuse the dog who may get up in order to put their head

on the lap of the trainer rather than child.

7. Final step is of course to get the dog to lie next to a stranger (child preferably) and rest their

head (respond to the facilitator) when given the cue.

8. Each step needs repetition and rewarding with treats (or other suitable alternative) until the

dog is confident in the behaviour required of it.

Training the dog to put their paw on the book

As with the above method this will be a separate cue from lie on the mat. It can be rehearsed with

the dog sitting next to the child, lying on the mat or even lying with their head on the child’s lap. As

with the above method this training will take place first with the facilitator and then with volunteers

so that the dog generalises the action.

If the dog does not already know a ‘give the paw’ action this will have to be taught first, it should

also be progressed to ‘touch’ of other items rather than just putting their paw into a person’s hand.

1. To teach the dog to give the paw. Place a treat into a close fist. Put the hand with treat in

towards the dog’s chest (it is usually easier in sit position)

2. The dog will most likely try to get the treat with its nose and mouth, but failing this their

paw. Withhold the treat until there is some movement of the paw, when there is use

marking words “good dog” and give the treat to reward the paw moving action.

3. Repeat so that gradually the dog progresses to putting their paw into the hand.

4. When the dog is confident in the action remove the treat from the closed fist and signal with

the movement of an open hand in towards the chest, reward with a treat from the other

hand.

5. Rehearse the paw giving action in different locations and when standing or sitting.

Progress to putting the paw on the book.

6. Sit next to the dog (whilst they are on the mat is good!). Place a book (open) on your lap and

then give the hand signal cue for the paw over the book. Reward and repeat.

7. On an occasion felt appropriate, as the dogs paw is coming up into the hand quickly remove

the hand, as the dog puts their paw onto the book reward with the marking word “good

dog” and a large ‘jackpot’ reward.

8. As the behaviour is repeated try and change the hand signal so that ‘paw’ can be

differentiated to a ‘touch the book’.


9. A word, verbal cue or other visual cue can be added when the dog is given the signal to

touch the book. If the facilitator does not want the child to know that the dog is being cued

i.e it looks like the dog is initiating the behaviour a subtle signal like a small cough or touch

of facilitator to their own nose or ear might work!

Training a horse/pony to knock an item off a cone

This can be a novel inclusion in a session, particularly a mounted

session where the rider has to reach to knock the items

them self, but then reach further after the horse knocks them.

Training a horse to do this behaviour involves target training-

rewarding the horse for putting its nose in contact with

initially a target and then at the item to which the horse is cued.

1. Prepare some small treats, pony nuts or sliced carrot is often good.

2. Ensure the delivery of treats is done safely, do not allow the horse to ‘mug’ the handler for

treats.

3. Choose a suitable target, referred to as an ’intermediate target’, something like a wooden

spoon is good.

4. Place the target close to the horses nose, remember horses have monocular vision, so

present the target coming from the side not front.

5. The horse will most likely investigate the target, when they touch it with their nose, reward

them. A secondary reinforcer ‘marker’ such as “good” or “yes” can be used in the same way

as with the dog.

6. Repeat a simple target, with it presented close to the horse’s nose several times.

7. When the horse appears confident move the target a little further away, place it a bit higher

or lower.

8. Gradually food reward treats can sometimes be replaced with alternative rewards, things

like a scratch or pat.

9. Introduce a cone with an item on top, something that will easily fall off, put the target right

on top of the item, even slightly in front, when the horse goes to touch the target they

should also accidently touch (and preferably knock off) the item. Reward this behaviour with

a higher value treat or a handful of treats.

10. Repeat the exercise a few times, start to shorten the target and replace with a cuing

(pointing hand). A hand signal is likely to be less important than a verbal cue, so once the

horse is confident in knocking items that it sees on the top of cones a verbal such as “knock”

can be added.


11. Food treats and other rewards can be used variably, given in greater abundance or at higher

value when the horse knocks the item rather than touches it or when given as a cue ONLY.

12. If the facilitator does not want the client to know they are cuing the horse an alternative

more subtle cue can be introduced, like a cough or placing a hand on the hip. An alternative

is to help the horse discriminate the item on the cone i.e they can knock the plastic duck, but

not the ball or other items.

Appendix 12

Examples of measures


Measuring Session Outcomes

As detailed in the text it is important to measure the progression between sessions in an

Animal Integration Programme.

Below are some published examples of existing measures produced through sector based

research for key goals fitting under the category benefits of physical, psychological, social,

emotional and behavioural.

Gross Motor Function Measure (Physical)

Social Responsiveness Scale (Social)

Sensory Profile (Physical)

Children’s Anger Inventory (Emotional and Behavioural)

Ped’s Quality of Life (Psychological)

Self-Perception Profile for Children (Psychological)

Children’s Global Assessment of Functioning (Physical)

Behavioural Assessment System for Children (Behavioural)


Appendix 13

Template of Evaluation Form


Client Evaluation Form Client Name…………………………………………………………… Session Date…………………………………………………………… Session……………..of……………………………………………. Animal(s)………………………………………………………………………. Facilitator…………………………………….................................... Main Aim of Session (Key Goals) 1……………………………………………………………………………………………………………………………….……………2………………………………………………………………………………………………………………………………………… 3…………………………………………………………………………………………………………………………………………

Key activities/tasks of session

Client performance

Measure of improvement/ reduction

1.

2.

3.

4.

5.

Additional Comments ……………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


Main Aim of next Session ……………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………. Facilitator’s Signature…………………………………………………………………….. Date……………………………………………

Appendix 14

Project Partners


Animals in Education Project Partners

Ljudska univerza, Zavod za izobraževanje in kulturo, Rogaška Slatina, Slovenia JVIZ I. OŠ Rogaška Slatina, Slovenia JVIZ III. OŠ Rogaška Slatina, Slovenia Szkoła Podstawowa nr 2 im. Romualda Traugutta, Józefów, Poland 1st Special Nursery school of Patras, Patras, Greece Özel Denizli Ayyıldız Özel Eğitim ve Rehabilitasyon Merkezi, Denizli, Turkey Erdligeti Altalanos Iskola, Erd, Hungary Scoala Gimnaziala Asau, Asau Village, Romania OS Josipa Matosa, Vukovar, Croatia ELISTA Education, Ireland


Appendix 15

Pictures from project partners activities


Images from Project Partners Training at

the ELISTA centre, June 2016


Images of the Partners Activities at Project Meetings

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