The demand for support for families impacted by Autism Spectrum Disorder (ASD) continues to grow, and one increasingly popular avenue of support is the use of companion canines. Parents searching for service canines trained to work with children with ASD, however, face formidable obstacles surrounding the availability and cost of canines. Due to these challenges, parents may seek less formal routes to support their children with ASD, often adding companion canines to their family. Despite enthusiasm, little is known about human-animal bonding in children with ASD and research identifying factors that influence children on the spectrum’s ability to bond with a companion canine is meagre. Using a Family Systems approach and Bowlby’s Attachment theory, this exploratory case study sought to identify the pathways through which child-canine bonding occurs and the factors contributing to this bonding process. Families (N=6), with a child aged 5-14 years with a confirmed diagnosis of ASD and their family canine, participated in the study. Findings revealed that the child-canine bond in children with ASD can be conceptualized as an attachment relationship. Furthermore, seven themes characterizing child-canine bonding emerged. Findings highlight theoretical and applied implications within the fields of human-animal interaction (HAI) and ASD.
Animal-assisted interventions (AAI) on learning and mental health is an evolving matter within psychology. In past history, such mediations have been held to ridicule by scholars who deemed animals to be insignificant within the field. Today, the American Humane Association postulates that the objective of AAI is a goal-directed movement, used to improve one’s “social, cognitive or emotional functioning” (Ganzert, 2013). “Animal- assisted Intervention” is an umbrella term for what is traditionally known as animal-assisted therapy (AAT), animal-assisted activities (AAA), and animal-assisted education (AAE). This paper seeks to provide a comprehensive review of extant empirical research on AAI as a tool to enhance children’s learning outcomes.
By Robyn Lawes
This article reviews the published literature narrative about equine-assisted or equine-facilitated social work or therapy, a growing area of interventions. The purpose is to shed light on gaps and contradictory results in previous studies between 2000-2014. The goal is to assist practitioners and researchers, identifying and providing perspectives on complicated issues when results of interventions are pointing in different directions. In total, 55 published articles and 15 dissertations were analyzed thematically. Excluded are studies focused on therapeutic riding for the physically disabled or hippotherapy benefiting from equine movement, as well as studies focused on individuals’ riding goals or horsemanship skills. The implications for further research address gaps in the literature on the process in equine assisted or facilitated work. The process need to be described from professional affiliation, the purpose of the intervention, theoretical perspective, the intended role of the horse, ethical approach both concerning the client and the horse, plan to prevent risks as well as describe risks in relation to possible outcomes both for the client and the horse and finally a description about how the intervention are evaluated. Standardization of terminology and language used to communicate interventions, methods, and theories is recommended. The analysis suggests a need to use a variety of research methods in interdisciplinary research groups. This allows different paradigms of participatory, as well as constructivism or post-positivism, to capture the complexity of social work or therapy facilitated or assisted by horses. This article does not critically review each specific investigation, but focuses on how the process has been presented in previous research.
Photo by G. Hjortryd