Exploring Animal-Assisted Therapy in K-12 Schools: A Mixed Methods Approach

This study aims to build upon the prior findings of a study, "Paws for Intervention: Perceptions about the Use of Dogs in Schools" conducted by Zents et al. (2017). Zents et al., (2017) examined faculty and student perceptions regarding the effectiveness of an established school therapeutic dog has in terms of aiding their student's psychological well-being and the impact they have within the school climate. Participants were surveyed and interviewed using questions taken from the Zents et al. (2017) study the obstacles and opportunities of AAT within a school. In addition, items were added to the survey and interview to address additional information on the obstacles and opportunities on AAT within schools. Results of the study indicated school administration, teachers, and therapeutic staff believe that AAT in a school setting will have a positive effect on helping students succeed and they feel AAT is not utilized enough in their schools. Interestingly, results also indicated that there is no sufficient evidence to determine if schools that offer AAT and those that do not, believe AAT helps students succeed. Additionally, these results indicate that there is no sufficient evidence that non-teaching faulty believe AAT is more effective in helping students succeed than teaching faculty. The study exposed the obstacles of implementing AAT in schools that consisted of support, approval, fear, and animals' well-being and the opportunities consisting of academic, social-emotional support. Finally, the study suggests steps to implement an AAT program in a school setting which included training of an animal and presenting the AAT program to the school. While the study examined faculty perceptions of obstacles and opportunities of implementing an AAT program in a school setting and the steps of doing such, the differences in perceptions reveal the need for a clearer understanding how AAT can help students succeed in school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]