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E-BookEPUBePub WasserzeichenE-Book
206 Seiten
Englisch
Hogrefe Publishing GmbHerschienen am01.01.20121., Aufl
The biological and psychological basis of pet therapy / animal-assisted therapy and what this means for practice 'A comprehensive, scientific foundation for human-animal therapy.' (Judith Solomon) In recent years, the ancient symbiosis between humans and their pets has entered a new phase, marked by the burgeoning clinical specialty of human-animal therapy. This approach uses the relationship between humans and their (mainly) mammalian pets to support the growth of emotion regulation, social skills, and mental health in children, adolescents, and adults. But how are humans and animals able to develop close bonds at all? What makes it possible for animals to have a therapeutic effect on humans? And how can we best use this understanding in animal-assisted therapy? In this unique book, a team of expert biologists and psychologists integrate and combine sophisticated biological and psychological knowledge to answer these questions. Together they have created a comprehensive, scientific foundation for human-animal therapy, a foundation that will facilitate the development, implementation, and evaluation of effective new interventions.mehr
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KlappentextThe biological and psychological basis of pet therapy / animal-assisted therapy and what this means for practice 'A comprehensive, scientific foundation for human-animal therapy.' (Judith Solomon) In recent years, the ancient symbiosis between humans and their pets has entered a new phase, marked by the burgeoning clinical specialty of human-animal therapy. This approach uses the relationship between humans and their (mainly) mammalian pets to support the growth of emotion regulation, social skills, and mental health in children, adolescents, and adults. But how are humans and animals able to develop close bonds at all? What makes it possible for animals to have a therapeutic effect on humans? And how can we best use this understanding in animal-assisted therapy? In this unique book, a team of expert biologists and psychologists integrate and combine sophisticated biological and psychological knowledge to answer these questions. Together they have created a comprehensive, scientific foundation for human-animal therapy, a foundation that will facilitate the development, implementation, and evaluation of effective new interventions.
Details
Weitere ISBN/GTIN9781613344422
ProduktartE-Book
EinbandartE-Book
FormatEPUB
Format HinweisePub Wasserzeichen
FormatE101
Erscheinungsjahr2012
Erscheinungsdatum01.01.2012
Auflage1., Aufl
Seiten206 Seiten
SpracheEnglisch
Dateigrösse1644 Kbytes
Artikel-Nr.2817223
Rubriken
Genre9201

Inhalt/Kritik

Inhaltsverzeichnis
From the contents:
. The mysterious relationship between humans and animals
. Why humans are willing and able to relate to animals: The evolutionary biology perspective
. Effects of human-animal interaction on health, social interaction, mood, autonomous nervous system, and hormones
. The physiology of relationships: The integrative function of oxytocin
. Interpersonal human relationships: Attachment and caregiving
. Connecting attachment and caregiving with their physiological basis
. Human-animal relationships: Attachment and caregiving
. Bringing the strands together: Physiology of attachment and caregiving in human-animal relationships
. Practical implications for therapymehr
Leseprobe
1The Mysterious Relationship Between Humans and Animals

We start our book with a set of true stories that demonstrate how intensely humans may relate to animals and how these relationships may, in a mysterious way, be beneficial for these humans.

Pomai, a 2-year-old girl, lived in a big city. Every day when her dad took her out in the stroller she was exposed to many different sights. She rarely reacted to these cues. However, when Pomai saw a pigeon or a dog she became very excited and agitated. She pointed her finger at the animal and called "doggie, doggie, doggie" or "birdie, birdie, birdie" while she smiled at her dad.

Tim, a 7-year-old boy, had lost both of his parents to a heroin overdose 6 months before he entered play therapy. During the first 2 months of treatment, Tim was extremely withdrawn. Although he was able to recall what happened he seemed emotionally numb. This changed dramatically when the therapist's dog, Toto, was present during a session. Toto greeted Tim enthusiastically when he entered the room and Tim reacted positively. First he stroked and then he hugged the dog. Tim, who had never asked about anything during a session, persuaded the therapist to bring Toto again the next time. During the following sessions, Tim stroked and hugged the dog much of the time. Once, Toto licked his cheeks and Tim began to cry. He hugged Toto and continued to cry for almost half an hour while he told the dog about the death of his parents. In the subsequent sessions the therapist was able to establish a trustful relationship with the boy, which allowed him to work through the trauma of loss.

Eva and Olle had been married for 20 years. Olle had held a high position in the textile industry, but he had retired 10 years previously. Eva, who was 10 years younger, worked as a therapist and was still very active. She worked long hours and travelled a lot. Olle was bored and felt lonely and useless. He complained all the time and wanted Eva to stop working and to spend more time with him. This annoyed Eva because she loved her work and had no intention of quitting. Their relationship became tense and they quarreled all the time. In an attempt to solve these problems, they bought a puppy dog. They both loved taking care of the little schnauzer, which brought out the nurturing and loving side in both of them. One year later, Olle found himself enjoying good company during the day and he no longer tried to keep Eva at home. After a while, the loving behavior he shared with their dog started to spread to his partner and the atmosphere between them became more pleasant.

Mrs. Bray's health started to deteriorate when she lost her husband and her two closest friends within 4 years. She had difficulties walking and also became rather forgetful. Her three children and her grandchildren all lived in other towns. On her 76th birthday she decided to move to an assisted-living facility close to her oldest daughter, Pam. However, already rather depressed, her feeling of loneliness worsened after she moved. She missed her home and her old neighbors, and she did not befriend the other residents. One day, a group of researchers from the university met the residents and informed them about an experiment, asking who would be willing to participate in a study and would like to have a parakeet. Since Mrs. Bray had kept pets when her children were little, she volunteered and was selected to receive a bird. Fritzi changed her life. Caring for him and talking to him made her realize how much she had missed being needed. It became easier for her to get up in the morning, and she even went out to get a book on birds. Mrs. Bray got to know the other bird owners, and they talked about the health, the behavior, and the feeding habits of their small companions. Mrs. Bray could not believe how much joy a little bird like Fritzi had brought back into her life.

Learning to read was difficult for Bill, a 7-year-old second-grader. Every time he had to read in front of his teacher or his classmates he expected to fail. His heart beat faster and got tense. He often mixed up the letters, stuttered, his classmates laughed, the teacher shook his head, and Bill experienced a mental block. He could not read anymore, not even a single word. In the meantime, Bill also refused to practice reading at home. Then, Bill attended an animal-assisted reading program for 6 weeks. Instead of reading to a teacher or in front of a class, he read a story to therapy dog Scooter every second day. When Bill read to Scooter, he was very motivated. Every evening before meeting the therapy dog at school, he chose a story from his own books to read to Scooter the next day. When Bill read to Scooter, he sat next to the dog and stroke him. Thereby, Bill calmed down and did not feel tense anymore. After that, he made good progress in reading.

Pauline was a first-grader who liked to attend school. However, when her parents asked her how she was doing in school, Pauline only answered "good." To get more information, Pauline's dad regularly invited his daughter for a horse ride. While Pauline sat on the horse and her dad walked next to her, she started, unprompted, to tell him what had happened at school the previous days.

Connor, 25 years of age, had spent the previous 2 years of his life in prison. Growing up in the suburbs he had got involved in gang activities, sold drugs, and one day got into a fight. He had been sentenced to 10 years in prison for severely injuring his opponent with a knife. This had come as a wake-up call, and Connor managed to observe the rules in prison. Because of this he was allowed to participate in a program where prisoners work with mustangs to make the animals more gentle and suitable for riding therapy for disabled patients. He had had no contact with horses before, but when he was first introduced to Peppermint he immediately felt a connection to this once wild horse that he was supposed to train to be reliable and gentle. Teaching Peppermint not to be afraid of sudden movements, strange noises, and unusual objects was difficult at the beginning because Connor was impatient and became loud and aggressive with Peppermint. However, with the help of the trainer, he learned to understand Peppermint's fear, and to help the horse relax in different surroundings, also by controlling his own impulses. Connor especially liked to take care of Peppermint after the training, brushing him, feeding him a treat, and sometimes just leaning against his strong friend. Even though having a job and working hard had not been a part of his previous life, it became very important for him to take good care of Peppermint within a few weeks. Connor had to stay in prison for many more years, while Peppermint moved on to the task he was trained for, working in hippotherapy with children with disabilities. Connor wept when he had to say goodbye to his friend with whom he had spent a month and to whom he had grown close.

John, a 37-year-old successful and busy stockbroker on Wall Street, lived with his wife and two children in their privately owned house in New Jersey. He had worked hard for 2 years, paying off the mortgage, but having little time for his family. On his way home one day, he collapsed with strong chest pain. It took him several weeks to recover from this heart attack. Even though it did not seem to be the ideal time to acquire a pet, he and his wife decided to fulfill their daughters' wish and they adopted Spot, a dalmatian mix from a shelter. Although John had owned pet dogs as a child, he was surprised at how much he enjoyed spending time with Spot, playing with him and the girls, and going for walks. After a while, John observed that he felt more relaxed, despite having started work again (although in a different position). After 4 months, he had also become more relaxed about Spot's training, allowing him to be on the couch and even at the foot of the bed in the mornings. John's health stabilized and his blood pressure was nearly normal, as the regular doctor visits documented.

Martha, a 9-year-old girl, was referred to special education because she displayed severe behavioral problems. Martha lived at a children's home because her parents had neglected and physically abused her. She was aggressive toward her peers and rejected all adult caregivers, also in this special education setting. Martha became increasingly withdrawn in the presence of the special education teachers. One day a teacher brought her dog, Willy, with her because her mother, who usually cared for the dog in the mornings, had had to go into hospital for a few days and she did not dare leave the dog alone at home or in the car. When Martha first saw Willy, she bent down and called to him. He ran up to the girl and began licking her in greeting. For the rest of the morning Martha stayed close to Willy. The girl - who had never approached her teacher before - asked if she could feed the dog. At the end of the school day she even dared to ask the teacher whether she could bring Willy with her again the next day. Luckily the special education teacher realized that it might be easier for her to reach Martha when the dog was present. In the course of the next few weeks, Martha became a real caregiver for the dog. She fed Willy, brushed him, and also walked him during recess. The teacher could now approach Martha without being rejected, especially when the girl was close to the dog. As the teacher later stated, this was the beginning of a trusting relationship between Martha and herself.

These case stories are very different, but they have something in common. In fact, they illustrate the multitude of effects often associated with human-animal relationships. Most humans seem to have a keen...
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