Titlebook: Children, Dogs and Education; Caring for, Learning Mary Renck Jalongo Book 2018 Springer International Publishing AG, part of Springer Natu

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Promoting Children’s Well-Being: each issue. Three main types of animal-assisted activities are discussed. The remainder of the chapter examines setting programmatic goals and concludes with a conceptualization of the partnership, participants, protocols, and products that hold the greatest promise for yielding data about initiatives that involve therapy dogs.

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Ameliorating Children’s Stress and Trauma: is work, and the requisite competencies for professionals and volunteers. Throughout the chapter, case studies are used to illustrate key points. Print and nonprint resources are included for further reference and learning.

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Future Directions in Canine-Assisted Activities, Education, and Therapyractices, and policies during interactions with dogs. The chapter concludes with observations about the research/practice gap. We argue that, when it comes to human-canine interaction, it is less the case that people know the research and fail to implement it and more the case that the research has not yet “caught up to” practice.

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An Attachment Perspective on the Child-Dog Bond: Interdisciplinary and International Research Findintachments are not only with human beings; they also form bonds with companion animals, particularly dogs (canis familiaris). Given the number of dogs that are kept by families and the amount of time that children spend with these animals, the child-dog bond merits further study. In this review of th

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Building Behaviorally Healthy Relationships Between Children and Dogschment bond. Statistics gathered by leading organizations and self-report data collected from families suggest three themes related to the expectations for family dogs. The first theme is “for the children,” meaning that dogs frequently are brought into the home to please a child, so we use children

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The Family Dog: uropean Union are home to one or more dogs. The majority of the families who acquire dogs do so, at least in part, because they believe dog ownership will teach children responsibility. Yet it is the role modeling and teaching of responsibility that adults provide to children, rather than mere owner

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Children’s Ideas About Canine Behavioral Issues and Training Practicesraining practices. This study makes a significant contribution to the literature because there is very little published work on this topic, particularly in children’s own words. The children’s descriptions of canine behaviors are shared, along with their interactions with and acceptance of their dog