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Research Log #1

 
Name: Corynn Kusaka  
Date: September 11, 2017  
EQ: How do therapy dogs positively impact students psychologically and physiologically?  
 
Three Points to Prove: #1: Having therapy dog programs in schools has a positive emotional impact on students by  
allowing therapy dogs to be present on campuses to help students.  
#2: School work can cause stress and anxiety in students, and dogs can relieve much of it.  
#3: Therapy dogs benefit people physiologically by assisting in their physical therapy.  
________________________________________________________________________________________________  
Point that this Source/Information Proves: #1: Having therapy dog programs in schools has a positive emotional
impact on students by allowing therapy dogs to be present on campuses to help students.  

Excerpts (These should provide insight into the Point to Prove):  


 
Mara Khan explained that “A recent study from the University of California-Davis found that reading aloud for 10
minutes, once a week, for 10 weeks improved the reading fluency of third grade students… by 12 percent”.  
 
While collecting data on a student with severe behavioral problems, Morgan noticed that "just the presence of the therapy
dog changed the student’s behavior – for the better”  
 
“The challenge for students with dis-abilities in that classroom is getting them to speak, and there is no more authentic
way than to bring in an animal—you get that spontaneous language you can’t always simulate in a speech lesson,”
Curioni says.  
 
Analysis (How does this source support the Point to Prove?):
 
This article was written based on the real-life experiences that students at various schools had with therapy dogs.
Therefore, this article talks about actual results that teachers are seeing from having therapy dogs and therapy dog
programs in their schools. The teachers are seeing that the therapy dogs not only help students in an emotional way but
can also help to improve their reading skills, to gain confidence, to improve behavior, and to teach responsibility. Mara
Khan said that, “Young students really believe the dog is listening to them” which in turn improves their reading. A
school in New Jersey said that students, especially those who are nonverbal, responded very well to having the dogs as a
part of their lessons in school.  
The presence of therapy dogs has greatly improved student behavior. Morgan, who is a school counselor, created
her own behavior management program with the dogs in which students received tokens for things such as completing
their homework or having good behavior. The students can then “buy” one on one time with the dog. Upon implementing
this program, Morgan’s hard of hearing students have been bringing the dog to their classes, which have helped to “bridge
the communication gap between hearing and non-hearing students”  
Students are much more confortable and open to the dogs than to other people. Morgan, a school counselor, brings
her dog in to her school every other week and noticed that, “With the dogs, students are more apt to be open and share
information”. She continued on to say that “Dogs promote safety and security”. From bringing in her dog, she saw that
although the students know her, they are even more comfortable when the dog is around and feel safer to share vulnerable
information with her.  
 
Work Cited (correct MLA format):  
 
DeNisco, Alison. “Classroom Canines.” Apr. 2016, pp. 1–7., web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=18&  
sid=d8371005-552f-4531-bc05 5621a903f879@sessionmgr4006.  

I am assuming that this is a reputable and reliable article because the writer references many studies nationwide.
 
Research Log #2

Name: Corynn Kusaka


Date: September 20, 2017
EQ: How do therapy dogs positively impact students psychologically and physiologically?

Three Points to Prove: #1: Having therapy dog programs in schools has a positive emotional impact on students by
allowing therapy dogs to be present on campuses to help students.  
#2: School work can cause stress and anxiety in students, and dogs can relieve much of it.
#3: Therapy dogs benefit people physiologically by assisting in their physical therapy.
________________________________________________________________________________________________
Point that this Source/Information Proves: #1: Having therapy dog programs in schools has a positive emotional
impact on students by allowing therapy dogs to be present on campuses to help students.

Excerpts (These should provide insight into the Point to Prove):

"These findings suggest that the simple presence of and interaction with a dog can positively influence one's
psychological and emotional well-being" Daltry said.

"This common interest of the therapy dogs allows the large, diverse group to talk about their own family pets or the stress
they are experiencing with school" Daltry explained.

Daltry said, "...students stated this experience was the best part of their day, it brightened their day and made them happy,
it reduced their stress, and they loved the dogs and this program"

"...it seems that this program met the goals of providing stress relief and comfort to the students and campus community,
and increasing the visibility and overall acceptability of the counseling center" Daltry said in conclusion.

Analysis (How does this source support the Point to Prove?):

This source shared many studies on how dogs can provide stress relief and comfort to students across campus
(West Chester University) and how they can improve student perception of the counseling department of their school.
Through their studies, they prove the previous two points to be right, and saw a positive impact of dogs on their campus.
This source gives many statistics from their studies, and student and faculty feedback from the therapy dog program
implemented at their school. Daltry found that this program became very popular among the students and impacted them
psychologically in a positive way. It also helped the counseling department in a sense that students are more comfortable
and open to going to the counseling center. The many studies shown in this article proves my Point to Prove to be correct.
This source greatly supports my Point to Prove also because it is based on a program implemented at a University
and shows how therapy dogs affect students psychologically. Not only do the therapy dogs directly help with student
stress, but it was said in the article that by having this program, students were able to share a common interest with and
meet more of their peers that they would otherwise have not interacted with at all. Through the program, the therapy dogs,
Tucker and Darla went from visiting at the end of each semester to much more often at times such as during finals week to
help students deal with stress.

Work Cited (correct MLA format):

Daltry, Rachel M, and Kristin E Mehr. “Therapy Dogs on Campus: Recommendations for Counseling Center Outreach.”  
Therapy Dogs on Campus: Recommendations for Counseling Center Outreach, 1 Jan. 2015, pp. 1–8. EBSCO
Hosty, web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=2&sid=c93e3640-1ff7-4ec4-b86b-
c6dbda943a00%40sessionmgr4009. Accessed 20 Sept. 2017.  

I am assuming that this is a reputable and reliable article because the authors are a part of the Department of Counseling
and Psychological Services at West Chester University. Daltry also has a Doctoral degree in Psychology.

 
Research Log #3

Name: Corynn Kusaka


Date: September 23, 2017
EQ: How do therapy dogs positively impact students psychologically, socially, and educationally?

Three Points to Prove: #1: Having therapy dog programs in schools has a positive psychological impact on students by
allowing therapy dogs to be present on campuses to help students deal with stress  
#2: School work can cause stress and anxiety in students, and dogs can relieve much of it.
#3: Therapy dogs benefit students socially by helping them to interact with others.
________________________________________________________________________________________________
Point that this Source/Information Proves: #2: Therapy dogs can improve students' learning experiences and skills by
providing comfort to them in school.

Excerpts (These should provide insight into the Point to Prove):

Shaw said that, "R.E.A.D. began in in 1999 when Sandi Martin, a registered nurse and ITA board member, contemplated
the effect animals have on humans and the need to promote emotionally safe environments for children to develop their
reading skills".

"Additionally, the students who read to a dog had higher self-confidence and had gained a love for reading", Shaw
explained.

"Although dogs can't speak, they communicate in so many ways", said Shaw.

"My students seem calmer after reading with [dog]. They show more understanding to others in our room. They're talking
with each other and students in other classes in a more friendly tone with more details" a teacher shared about their
experience of the R.E.A.D. program.

Analysis (How does this source support the Point to Prove?):

This source clearly explained how having therapy dogs can really help students educationally as well as
emotionally at the same time. By having the therapy dog listening to the students read, they gain more self-confidence in
their reading as well as themselves. Students now go from unwillingness to read to confident readers who enjoy reading.
Having the dogs listen to them read instills confidence in them because the dogs don't show any signs of judgement. The
students feel safe and comfortable when reading when the dog and its handler are with them. The handler speaks for the
dog to interact with the students and ask them questions about what they are reading or how they feel towards the
readings. The handler is an active participant in the readings but does not too dominant over the dog and the student. The
handlers are always positive with the students and they don't negatively correct them.
The R.E.A.D. program received positive feedback from parents, students, and dog handlers. One particular
teacher especially loved the program because it provides support to students who need extra help but do not qualify for
other programs. The program focuses on providing encouragement rather than praise because encouragement shows
support to students while praise shows a sense of judgement. The students seemed to form a bond with the dog and would
really enjoy their reading sessions. In a small study, one group of children met with a R.E.A.D. team while another group
met with an instructor. Both groups experienced the same amount of intervention, but it was shown that the students with
the R.E.A.D. team had slightly higher assessment post-scores than the other group of students with the instructor.

Work Cited (correct MLA format):

Shaw, Donita Massengill. “Man's Best Friend as A Reading Facilitator.” The Reading Teacher, vol. 66, no. 5, 2013, pp.
365–371. EBSCO Host, doi:10.1002/trtr.01136.

I am assuming that this is a reputable and reliable article because it was written by Donita Shaw who is an associate
professor at the University of Kansas.
Research Log #4

Name: Corynn Kusaka


Date: October 2, 2017
EQ: How do therapy dogs positively impact students psychologically and physiologically?

Three Points to Prove: #1: Having therapy dog programs in schools has a positive emotional impact on students by
allowing therapy dogs to be present on campuses to help students.  
#2: School work can cause stress and anxiety in students, and dogs can relieve much of it.
#3: Therapy dogs benefit students socially by helping them to interact with others.
________________________________________________________________________________________________
Point that this Source/Information Proves: #2: School work can cause stress and anxiety in students, and dogs can
relieve much of it

Excerpts (These should provide insight into the Point to Prove):

Picard stated that, "Marcus et a. (2013) found significant improvements were reported for mood among patients after a
therapy dog visit. A separate study performed by Berry et al. (2013) revealed that children exhibited a more playful mood
when they were in the presence of a therapy dog".

"Marcus et al. (2013) later found improvements were reported for mood, pain, and other measures of distress after
spending 15 minutes with a therapy dog", said Picard.

"The effects of the dog interaction condition may have been stronger if all participants considered themselves at least a
"dog person". Only those who enjoy dogs are likely to experience reductions in stress, anxiety, and bad mood after
interacting with a dog", explained Picard.

Picard wrote that, "Many colleges, including the University of Maine, do have therapy dogs visit campus at specific times
of elevated stress, such as during finals week or following a disaster".

Analysis (How does this source support the Point to Prove?):

The source provides yet another study proving that the presence of dogs can positively impact the mood of
students dealing with stress from school. In this study, they had 2 groups of students, one control group that didn’t interact
with dogs, and one group that did interact with dogs. It was found that the positive mood of those who interacted with
dogs improved more so than those people of the control group. Though, in the study, there was no difference between the
two groups regarding the decrease of negative mood in students. The purpose of the study was to determine whether first-
year college students' positive mood, negative mood, and anxiety would be positively affected after playing with a dog. In
the article, it was said that the hypothesis was only partially upheld, as the negative mood of students was not affected by
the presence of dogs.
This source also pointed out that previous research focused mostly on elementary aged children or the elderly, so
their aim was to fill some of the gap in the limited information done on college students. They did a study at the
University of Maine on actual students. This is important to me because I want to focus my research on students, which
includes college students. With this article, I will have more information on the effect of therapy dogs on college students.
While reading about this study, I gained a greater sense of awareness of all the factors that contribute to the stress
reduction of college students using therapy dogs. The results of therapy dog sessions can vary from person to person, and
some factors that can contribute are whether a person is a "dog person" or likes dogs in general, how stressed they are,
whether they are comfortable with an unfamiliar dog, and so forth.

Work Cited (correct MLA format):

Picard, Mariah J., "Study of the Effect of Dogs on College Students' Mood and Anxiety" (2015). Honors College. Paper
233. http://digitalcommons.library.umaine.edu/honors/233

I am assuming that this is a reputable and reliable article because it has been accepted for inclusion in Honors College by
an authorized administrator of DigitalCommons@UMaine
Research Log #5

Name: Corynn Kusaka


Date: October 11, 2017
EQ: How do therapy dogs positively impact students psychologically and physiologically?

Three Points to Prove: #1: Having therapy dog programs in schools has a positive emotional impact on students by
allowing therapy dogs to be present on campuses to help students.  
#2: School work can cause stress and anxiety in students, and dogs can relieve much of it.
#3: Therapy dogs benefit students socially by helping them to interact with others.
________________________________________________________________________________________________
Point that this Source/Information Proves: #1: Having therapy dog programs in schools has a positive emotional
impact on students by allowing therapy dogs to be present on campuses to help students.

Excerpts (These should provide insight into the Point to Prove):

Schrammel said, "...it really ties right into our initiative here on campus to be America's healthiest campus... because it
provides emotional health to a lot of the people as well as physical health"

"There's been lots of research done, especially in the past 20 years that talks about what pets can do for us...they help
lower blood pressure, they've also been known to improve cardiovascular health, especially in men. It also helps with
feelings of loneliness or homesickness", Schrammel went on to explain.

"It's been proven that people are more comfortable, and will share and open up a lot better when they've just got a dog in
the room", said Schrammel.

Schrammel said, "… and we've had that same reaction from many students because they really get excited to see a dog
and get to pet and love on dogs, and then they don't have to feed them or take them out, it's really great for them"

Analysis (How does this source support the Point to Prove?):

In this video/TEDxTalk, Lorinda Schrammel talks about a therapy dog program that she is helping to run at Ohio
State University. She shares a story about how she adopted her dog Evie and how Evie now is the human resources
departmental dog that visits the campus. Evie and also another dog named Charlie visit campus to help anyone they see.
Schrammel also talks about how the pet therapy program at OSU not only helps the students but also the faculty, children,
and visitors there; Evie brings a smile to everyone's face. Evie also works in the office of student affairs, and especially
helps students dealing with crises.
Linda Schrammel also talks about how dogs have a benefit on people's emotional as well as physiological health.
Their goal at OSU is to be America's healthiest campus. She talks about how pets, not only dogs, can help improve
people's physical health by helping to do things such as lower blood pressure. She also talks about how dogs can provide
emotional support to students. Schrammel explains that people are more open to share and explain their emotions,
especially if they are dealing with a crisis. The dogs can also help students who are feeling lonely or homesick. She goes
on to explain that having the dogs visit their campus brings a smile to everyone's face. Schrammel shared a story about a
student named Alex who really loved the pet therapy program at OSU. She said that Alex was so excited to see a dog and
even teared up because she missed her dog at home.

Work Cited (correct MLA format):

TEDxTalks. “Pet therapy in work and school | Lorinda Schrammel | TEDxOStateU.” YouTube, YouTube, 13 Nov. 2013,  
www.youtube.com/watch?v=7qqcYHTKpas.  

I am assuming that this is a reputable and reliable article because the speaker is Lorinda Schrammel, who is the training
and development manager at Oklahoma State University.
Research Log #6

Name: Corynn Kusaka


Date: January 3, 2018
EQ: How do therapy dogs positively impact students psychologically and physiologically?

Three Points to Prove: #1: Having therapy dog programs in schools has a positive emotional impact on students by
allowing therapy dogs to be present on campuses to help students.  
#2: School work can cause stress and anxiety in students, and dogs can relieve much of it.
#3: Therapy dogs benefit students socially by helping them to interact with others.
________________________________________________________________________________________________
Point that this Source/Information Proves: #2: School work can cause stress and anxiety in students, and dogs can
relieve much of it.

Excerpts (These should provide insight into the Point to Prove):

"Recent literature on social support and quality of life indicates that having a network of relationships, including pets
results in better health, and there is evidence to suggest a therapeutic role of pets for human support", the authors say.

The authors explained, "A majority of participants with pets at home considered them an integral part of their life (92.5%,
n=221) and indicated receiving support and comfort during stressful times when interacting with their pets (90.3%,
n=214)."

After the study, the authors stated that, "an overwhelming majority of freshman (96%, n = 239) expressed positive student
interest in the possibility of introducing a pet therapy program on their campus."

The authors summarized, "majority of participants indicated that they had left family pets at home, missed their pets while
at school, and believed that pet therapy visits would be beneficial as an additional support program for stressful periods."

The authors also suggested that, "Pet therapy may be a catalyst to establish new social relationships among college
freshmen and provide a bridge for the break in attachment from their previous supportive network."

Analysis (How does this source support the Point to Prove?):

This source talks about a preliminary study done to evaluate college freshmen interest in having Pet therapy
programs on their campus. The study was done at a large public northeastern Ohio university, and had 246 college
freshmen participants. Their objective was to obtain information from college freshmen about their relationships with pets
and investigate their interest in a pet therapy program as social support for stressful periods.
In this article, the authors support the point that students are negatively affected by the stress caused by school. In
this case with college freshmen, the stress is caused by difficulty adjusting to their new surroundings, moving away from
homes and leaving their families, and making new friends at the university. The authors explained that the first year of
college causes changes in nearly every aspect of daily living, and stress is inherent with these changes. They continued to
explain that this stress can lead to a poor college experience and dissatisfaction with the life transitions. Of the 246
participants, the authors explained that majority had left pets at home, missed their pets, and thought that a pet therapy
program at their school would be beneficial to them.
With the results from this preliminary study and the feedback from the participants, it shows that having a pet
therapy program will be beneficial to the university students.

Work Cited (correct MLA format):

Adamle, Kathleen N., et al. “Evaluating College Student Interest in Pet Therapy.” Journal of American College Health,  
vol. 57, no. 5, 2009, pp. 545–548., doi:10.3200/jach.57.5.545-548.  

I am assuming that this is a reputable and reliable article because it is from the Journal of American College Health.
Research Log #7

Name: Corynn Kusaka


Date: January 7, 2018
EQ: How do therapy dogs positively impact students psychologically and physiologically?

Three Points to Prove: #1: Having therapy dog programs in schools has a positive emotional impact on students by
allowing therapy dogs to be present on campuses to help students.  
#2: School work can cause stress and anxiety in students, and dogs can relieve much of it.
#3: Therapy dogs benefit students socially by helping them to interact with others.
________________________________________________________________________________________________
Point that this Source/Information Proves: #2: School work can cause stress and anxiety in students, and dogs can
relieve much of it

Excerpts (These should provide insight into the Point to Prove):

Susan Black also said, "… but [Daly] says his 7- and 8-year olds read books from cover to cover while cuddling with their
canine friends in a classroom corner. His once reluctant readers have improved in ability, attitude, and attendance, and
now, he says, they're 'eager to read'."

Susan Black shared, "[James Lynch, director of Baltimore's Life Care Health Clinic] found that children alone in a quiet
room had an instant spike in blood pressure when they began to read aloud. Their blood pressure quickly lowered when a
dog entered and wandered about the room."

Susan Black explained that, "The children improved their overall reading scores, and they increased their reading rate by
an average of 24 words per minute."

Black also said that, "Parents say their children wouldn't dream of missing a day when their dog is scheduled to be at
school. Teachers say students do better on homework and their report card grades improve. Both teachers and parents say
children improve their personal hygiene, inspired by the meticulous grooming that handlers give their dogs."

Analysis (How does this source support the Point to Prove?):

This article talks about the research and findings Susan Black has found on the impact therapy dogs have on
students and their reading. She shares that therapy dogs reduce the anxiety that children face when called on to read aloud
in class. It has been found in classrooms that children who were previously reluctant to read now are eager to read. The
therapy dogs also encourage the students to come to school and do better on their homework. Teachers and parents also
say that the children improve their personal hygiene because they are inspired by the grooming that the handlers give the
dogs. Therapy dogs also bring comfort, form a strong bond, and encourage socialization to those children with autism. For
example, when the child is tense and on the verge of a tantrum, the dog can remind him/her to remain calm by giving
them a small nudge.
Research done by James Lynch also found that children alone in a quiet room had an instant spike in their blood
pressure when they were asked to read aloud. Then when a dog entered the room, their blood pressure lowered quickly. It
was also shown through another study that the reading skills/abilities of the children improved because of therapy dogs. In
a study done using the DIBELS Oral Reading Frequency standardized tests it was found that children who worked with
therapy dogs improved their overall reading scores and increased their reading rate by an average of 24 words per minute.
Meanwhile, students who did not work with therapy dogs improved their reading rates by an average of 9 words per
minute.

Work Cited (correct MLA format):

Black, Susan. "Sit, Stay, and Read." American School Board Journal, vol. 196, no. 12, Dec. 2009, pp. 36-37.  
EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=45083593&site=ehost-live.

I am assuming that this is a reputable and reliable article because it is part of the American School Board Journal.
Research Log #8

Name: Corynn Kusaka


Date: January 8, 2018
EQ: How do therapy dogs positively impact students psychologically and physiologically?

Three Points to Prove: #1: Having therapy dog programs in schools has a positive emotional impact on students by
allowing therapy dogs to be present on campuses to help students.  
#2: School work can cause stress and anxiety in students, and dogs can relieve much of it.
#3: Therapy dogs benefit students socially by helping them to interact with others.
________________________________________________________________________________________________
Point that this Source/Information Proves: #3: Therapy dogs benefit students socially by helping them to interact with
others.

Excerpts (These should provide insight into the Point to Prove):

Lori Friesen explained in her article that, "students tend to be more attentive, more responsive, and more cooperative with
an adult when a dog is present in the classroom. In therapeutic settings, children have experienced increased alertness and
attention span, and an enhanced openness and desire for social contact when involved in therapy sessions with dogs."

Friesen also said that, "research in AAT indicates that interaction with therapy dogs may support and encourage social
risk-taking in these environments, particularly for children who are otherwise either unwilling or reluctant to engage
socially."

Friesen shared that, "it seems to be precisely because children feel less anxiety when interacting with therapy dogs that
they are willing to engage with peers and adults."

Friesen also explained, "Studies exploring the physiological effects of the presence of an animal suggest that interacting
with a dog may significantly reduce verbal, behavioral, and emotional anxiety in children. Specifically, AAT may lower
blood pressure and heart rate when a child reads aloud and when a child participates in a mildly stressful activity."

Lori Friesen also said, "Ironically, these animals may be able to offer children unique and valuable social and emotional
support precisely because they are active and willing participants, but with the qualifier that it is outside the realm of their
communicative abilities to verbally criticize or judge the child's progress."

Analysis (How does this source support the Point to Prove?):

This article supports the claims that therapy dogs, or animal assisted therapy can have beneficial effects on
students by helping them improve their social skills and reduce the stress and anxiety they have in school. Lori Friesen
explained early on that research done over the past 30 years shows that therapy dogs can offer physiological, emotional,
social, and physical support for children. She explains in the article that since dogs provide comfort for students because
children perceive them to have no negative judgement which they may face when interacting with other humans. Children
are more open to social interaction with the dogs because the dogs relieve them of their stress and anxiety.
Physiologically, the dogs also help lower a child's blood pressure and heart rate when they are reading aloud. Friesen also
shared that the children had little interest in the objective (which was for example to practice rhyming words) until the
dogs were introduced into the activity. Children are also more open and cooperative with the child-therapist when a dog is
around. Boris Levinson learned that interaction with a previously unresponsive child was possible thanks to the presence
therapy dogs. The article is concluded by Friesen saying that therapy dogs can greatly help students in many ways.

Work Cited (correct MLA format):

Friesen, Lori. “Exploring Animal-Assisted Programs with Children in School and Therapeutic Contexts.” Early  
Childhood Education Journal, vol. 37, no. 4, June 2009, pp. 261–267., doi:10.1007/s10643-009-0349-5.  

I am assuming that this is a reputable and reliable article because the author works at the University of Alberta.
Research Log #9

Name: Corynn Kusaka


Date: January 8, 2018
EQ: How do therapy dogs positively impact students psychologically and physiologically?

Three Points to Prove: #1: Having therapy dog programs in schools has a positive emotional impact on students by
allowing therapy dogs to be present on campuses to help students.  
#2: School work can cause stress and anxiety in students, and dogs can relieve much of it.
#3: Therapy dogs benefit students socially by helping them to interact with others.
________________________________________________________________________________________________
Point that this Source/Information Proves: #2: School work can cause stress and anxiety in students, and dogs can
relieve much of it.

Excerpts (These should provide insight into the Point to Prove):

Margo Halm said that, "Effects of AAT are primarily attributed to 'contact comfort', a tactile process whereby
unconditional attachment bonds form between animals and humans, inducing relaxation by reducing cardiovascular
reactivity to stress. Social support theory provides additional backing that animal companionship helps humans buffer
stress."

Halm also said that, "In a different investigation, AAT was associated with lowered temperature, slowed respiratory rate,
matched breathing between the child/therapy dog, and reduced pain – all physiological changes that indicate a relaxation
response."

"In a comparison of pediatric and adult responses, children exposed to AAT were more likely to report relaxation and
calmness," said Halm.

Halm also explained that, "Research at the University of Pennsylvania Veterinary Hospital showed that people who own
companion animals report a highly significant reduction in minor health problems and significant improvements in
psychological well-being in the first month after acquiring the animal."

Analysis (How does this source support the Point to Prove?):

In this article, Margo Halm explained how having animal assisted therapy has positive physiological,
psychological, and social effects on both children and adults. This article focuses not only on children/students, but also
adults and also hospitalized patients, focusing mainly on cardiac patients. She explained that in pediatric studies, patients
were evaluated through measures such as vital signs, pain ratings, cortisol levels, and more. Halm shared that in cardiac
patients, pet ownership has been significantly correlated with 1-year survival, and of the 84% survivors, 58% owned 1 or
more pets. She also shared that an emotional benefit from AAT was that patients reported that they were relieved or
distracted from their pain. Though, children were more likely to report relaxation and calmness compared to adults.
Socially, the nurses working reported that the presence of animals made the work environment happier and interesting.
Although the article did not focus on the effects of AAT on students, it did help me to gain a better understanding of how
therapy dogs can help a variety of people in a variety of ways other than just focusing on their effect on students.

Work Cited (correct MLA format):

Halm, Margo A. "The Healing Power of the Human-Animal Connection." American Journal of Critical Care: An  
Official Publication, American Association of Critical-Care Nurses, vol. 17, no. 4, July 2008, pp. 373-376.
EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=18593837&site=ehost-live.  

I am assuming that this is a reputable and reliable article because it is in the American Journal of Critical Care.
 
 

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