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Animal-Assisted Activities/Therapy As An Animal And Human Welfare Project
LINDA NEBBE
The author presents how the dual goals of Animal-Assisted
Activities and Animal Therapy can enhance the quality of life for the humans
being served as well as enhance animal welfare. In the process, most
individuals learn more about the animal with whom they interact and develop
more awareness, understanding, and empathy for animals. Thus, the individuals'
reverence for life will be enhanced. When one has greater respect and reverence
for all life, one has enhanced respect and reverence for his/her own life.
Perhaps then, the quality of all life will be influenced.
Although traditional Animal-Assisted Activities/Therapy involves domestic
animals, wild animals have their place. This article defines wildlife
rehabilitation and Animal-Assisted Activities/Therapy. Several examples and
case histories of wildlife rehabilitation as Animal-Assisted Activities/Therapy
are given, as are resources for both the therapist/counselor/educator/and
wildlife re-habilitator wishing to learn more about either
field.
- KEY WORD INDEX:
- animal welfare, wildlife, education, educational programs, social
interaction, basic needs, teaching
About the Author
The DELTA SOCIETY has defined Animal-Assisted Activities (AAA) as
activities which provide opportunities for motivational, educational, and/or
recreational, benefits. AAA are delivered in a variety of environments by
specially trained professionals, paraprofessionals, or volunteers who work with
animals. According to DELTA, AAA providers include activity directors, animal
health technicians, animal shelter workers, camp counselors, nursing
assistants/aids, occupational therapy assistants, physical therapy assistants,
recreation therapy aids, dog trainers, educators, licensed practical nurses,
licensed vocational nurses, nature counselors, riding instructors, student
nurses, trained volunteers, visiting pet specialists, and 4-H leaders. Wildlife
rehabilitator is not included in this list, but when one examines the
professions included, it is obvious that wildlife rehabilitator could easily be
added.
GIVING CAN BE HEALTHY
Probably the most obvious outcome of AAA/T is the opportunity for
one individual to help another. Giving can be healthy for the human as the
giver, and the animal as receiver. A socially conscientious and able to give
person is a mentally healthy person. One of Alfred Adler's therapeutic tasks is
for the client to give (Corsini, l979). Just the act of giving can make a
person feel better and more worthwhile. Giving can be threatening and
difficult, however, for a person with low self-esteem. It is easier to give to
an animal than to a person.
There are many ways an individual can help a wild animal. Wild animals found
orphaned or injured can be helped by taking them to a wildlife rehabilitator.
It is satisfying to know you did something worthwhile. Many wildlife
rehabilitators allow the individual to follow the animal through the
rehabilitation process, and provide information on the animal's progress and
release.
Wildlife rehabilitation offers many opportunities for individuals to help. In
almost all cases, wildlife rehabilitators are volunteers and when organizations
exist, they are non-profit. Wildlife rehabilitation is expensive and
time-consuming. If one cannot volunteer time, gifts to the rehabilitator or
organization can help greatly. There are many gifts that any individual can
afford such as gathering acorns (natural food for many animals), and old towels
or t-shirts for bedding.
Example
Help Out Wildlife (HOW) was a spring elementary school project. Children were
asked to bring something from a long list of items to donate to the local
rehabilitator. Items included simple and easy-to-find objects like an egg (for
food), plastic ice cream buckets, corn, unused dog houses and cages, and old
t-shirts and towels. If no items were available, the children were encouraged
to give up a 25cents candy bar, and donate the money to help wildlife. Parents
were asked not to do this project for the child.
Case study
John was a 4th grader who had many difficulties at home and school. Because of
his inappropriate behavior, John was not well liked by the other students.
John's frequent, angry outbursts got in the way of his class work. One day on
his way to school, John found a baby squirrel. The squirrel looked dead at
first; she was at the foot of a tree, cold and still. A dog was near by. John
picked up the squirrel and was immediately surrounded by other curious
children. When he discovered she was alive, John thought the squirrel could be
helped by a rehabilitator he had heard speak. He took her to his school
counselor and asked for help calling the rehabilitator. During lunch time, the
counselor took John and the squirrel to the rehabilitator. The counselor kept
John informed of the squirrel's progress. When the squirrel was ready for
release, the counselor planned a special occasion with John and the other
children who were there when he first found the squirrel. They visited the
rehab center and had a party to celebrate the release. This experience was
instrumental in enhancing the positive regard the other children had for John.
John felt very good about the contribution he made, and the squirrel was
rehabilitated.
INSTRUCTION
When lack of knowledge leaves a person feeling afraid or insecure, instruction
can be therapeutic. Teaching an individual about wild animals empowers that
person through enhanced knowledge. The person no longer needs to feel afraid or
insecure in situations involving a wild animal. It can also sensitize the
person to an animal's needs, engender respect for an entire species, and
promote empathy.
When a wildlife rehabilitation presentation is well done, it can
be an
inspiring and empowering personal experience for the
audience. Not all
wildlife rehabilitators personalize their presentations, but teachers and
counselors can build on the rehabilitator's presentation.
Example
An example of such a presentation would be one on bats. Often at the beginning
of such a presentation, people express many negative comments about bats. After
learning about this beneficial and harmless animal, the audience's fear is
reduced and replaced with awe. Further instruction on how simply and humanely
one can cope with a bat intruder in their home gives the audience members
confidence. If the audience has the opportunity to meet a live bat, to see
how small s/he actually is, the presentation can be even more powerful. Simple
information erases fears and misconceptions and can be empowering.
PRESENCE
Simply being in the presence of a wild animal can be renewing and revitalizing.
Studies support the presence of animals in a safe setting or even pictures of
animals that appear safe and serene can be relaxing (Ulrich, l991). The
intensely beautiful owl, the awesomely cute baby raccoon, and amazing bat, can
be inspiring when viewed intimately.
Example
In a presentation to junior high age students who were mentally challenged, the
presenter was accompanied by a live owl. After the presentation, the instructor
asked if the owl could be brought closer to Mike, a legally blind student who
could not see the owl from where he sat. Mike was allowed to come as close as
possible to the owl. He did not touch the owl, but made an outline of the owl s
body with his hands several inches from the owl. The room was silent. As a tear
rolled down his cheek, Mike said, "I've never seen an owl before."
Five years later in a classroom assignment to write about a very special
experience, Mike reported that his special experience was the day he saw the
owl.
Example
A similar presentation was given to a group of physically challenged
individuals. After the presentation the group wrote thank you letters. One girl
wrote, "When I heard a one-winged owl was coming to our school, I thought that
it wouldn't be good for much. Well, I was wrong. Seeing that owl sit up there
so beautiful, I knew he was good for something. He was teaching us."
FEELING AND EXPRESSION
Everyone likes to talk about his or her favorite things, especially when
someone is really listening! Almost everyone has an animal tale to tell. A
wildlife rehabilitation presentation or a bird feeder can be a catalyst for
numerous stories and memories to be recalled and shared.
Traditional therapy is represented by clients talking about their feelings,
experiences, and problems. The accepting and confidential ears of animals, wild
or domestic, can be therapeutic (Ruckert, l987). Therapy through wildlife
rehabilitation provides a variety of ways to illicit intellectual expression of
feelings. The client can identify or empathize with the feelings of the wild
animal, transfer their feelings to the wild animal, or talk about feelings in
respect to the natural stimulus. At the same time, empathy for and
understanding of animals can be reinforced.
YOUTH AND ABUSE
A special group of young people (and sometimes adults) who can benefit greatly
from Animal-Assisted Therapy through wildlife rehabilitation are those we refer
to as "at risk." Often from dysfunctional or even abusive families, many of
these children are abusive to animals. Individuals in abusive families often
abuse animals. Sometimes children raised in abusive families are abusive to
animals because it is what they see modeled; others vent their anger on the
animals. Over 70% of aggressive, incarcerated criminals were reported as being
abusive to animals as children (Advocate, l987; Sussman, l985). These children
have not had other choices modeled for them. A chance to work with
Animal-Assisted Activities/Therapy and to observe the rehabilitator as a strong
role model gives children choices.
Sometimes individuals are abusive because of a lack of nurturing and personal
need fulfillment. Children deprived of nurturing are often unable to nurture
others. According to Aaron Katcher (l992), the measured brain waves of an
individual being nurtured are the same as an individual nurturing. Thus, to
nurture is to be nurtured. Teaching an individual to care for a small, helpless
animal teaches nurturing, and in turn, the opportunity to nurture can be a
nurturing experience for the individual person as well as the animal.
Example
A wildlife rehabilitation presentation was given to a group of 6th graders
where many of the students in the group were notorious for acts of violence and
aggression, often toward animals. Two of the boys were currently on probation
for vandalism. One of the boys often bragged about setting cats on fire.
Although none of the students commented or responded to the presentation, they
did listen.
Later, when the two boys came to the rehabilitator, something was tucked under
one of the boys shirts. Tears were in the other boy's eyes. The first boy
handed her a baby squirrel. They had found him clinging to his mother who had
just been killed by a car. "Here, we don't know if you can help it or not, but
we thought you could try," one boy said as he gently gave the baby to the
rehabilitator.
The wildlife rehabilitation presentation provided a role model for the boys,
one they never knew existed, one that was kind, compassionate, and demonstrated
a reverence for life. Now the boys had a choice.
DEVELOPMENTAL NEEDS AND
ANIMALS AS CHILDREN'S PEERS
According to Erik Erikson, during the developmental stages of industry and
initiative, the exploration of the earth and interaction with other living
things is a very important component. These experiences lead to an
understanding of one's relationship with all life on earth which crystallize
during the period of identity. Interaction with animals and nature is an
essential component of a child's development (Maier, l965).
Paiget's theory of cognition implies that young children see animals as peers.
(Our culture also supports this view in the presentation of animals dressed up
in clothing, talking, etc.) When we teach children to be kind to animals, wild
and domestic, and to treat animals with respect, we teach them also to be kind
and to respect other people (Maier, l965).
EMPATHY FROM CONTACT WITH ANIMALS
Studies report that children who live in homes where there is a pet who is
considered a member of the family are more empathetic than children in homes
where there is not such a pet (Levine, l986; Bryant, l986; Malcarne, l986).
Because children see animals as peers, teaching them to be empathetic with an
animal is easier than with a human. With animals, what you see is what you get.
Humans play games. Feeling with animals is easier than feeling with humans
because of the animal's simplistic behavior. Empathy will transfer from
experi-ences with animals to experiences with humans as the child becomes
older. Although studies have only been conducted with domestic animals, wild
animals may also offer opportunities for empathy development and transfer.
Case Study
Carol had just been removed from her home by the court and placed in a foster
home. She came to the counseling office to talk. The wildlife rehabilitator had
just finished a presentation to Carol's class and had shared with the class a
peek at week old baby raccoons in her care. While the rehabilitator conversed
with the counselor, Carol sat down beside the orphaned baby raccoons. "I know
how you feel," she said. "I bet you are really scared. I am. But you will be
OK. I know she will take care of you." The presence of animals can stir empathy
in a child when an adult is there who is sensitive and caring about the
animals.
CONTROL AND ANIMALS
Control is a nebulous concept which can refer to internal, or self- control,
and external control. Marked control problems and
manipulation tactics are
characteristic of a psychopathic individual. Victims, on the other hand, are
people who perceive they have no control. People with strong self-esteem tend
to have self-control. Animal-Assisted Activities/Therapy offers a realistic
basis for control therapy. With wildlife, one must respect the self-control of
the animal. And yet, there is opportunity for exhibiting control in subtle
ways, like putting food out at a feeder or helping an orphaned baby animal get
the help she needs to survive.
A CLASSROOM CAT
Pets who are gregarious, like to be around children, and are gentled and
esteemed by teacher and class can be important in a classroom. Interaction
between the children and pet can enhance empathy for the animal and provide the
animal with love and caring as well as provide therapy for certain individuals.
One counselor works with several special classrooms. One classroom has a
classroom cat. In each classroom, when the counselor enters, the children
gather around her and tell her about their problems. In the classroom with the
cat, the children gather, but talk about the cat's antics. Similar behavior
exists after the wildlife rehabilitation program in all classrooms. The
children want to talk about the animals.
FULFILLMENT OF PSYCHOLOGICAL NEEDS
Several theories name the basic needs of all living beings. These theories
agree that people have basic needs, and to experience well-being, these needs
must be met. Feeling loved, respected, and useful, being needed, accepted,
trusted, and important to someone are inherent needs of a mentally healthy
person. Caring for a cat or dog can mean the difference between a lonely
existence and a fulfilled life. These basic needs can also be fulfilled by
caring for wild animal friends. The individuals perceive they are contributing
something important to another's life, whether it's food at a bird feeding
station in winter or contributions of service to a wildlife care clinic. In
turn, animals can have some of their basic needs met through the caring and
nurturing of the human.
WILDLIFE REHABILITATION RELEASES
AS THERAPY FOR HUMAN AND ANIMAL
Wildlife Rehabilitation releases can also be a source of Animal-Assisted
Activities/Therapy. Song birds, squirrels, ducks, and other appropriate animals
can be released near nursing homes, schools, and to private individuals. There
are many feelings associated with re-establishing an animal's natural life.
"Keeping an eye" on the released individual provides a sense of nurturing. The
released animal can become a source of focus for individuals who might not
otherwise take note. It can be a marvelous release for human and animal. The
entire event can create an awareness of life and wonder.
These examples of the benefits of Wildlife Rehabilitation as Animal-Assisted
Activities/Therapy are only a few. The individual animal and human relate to
each other in their own way. The interaction is intensely personal. All animals
are important. Even an insect can be a vehicle for Animal-Assisted
Activities/Therapy. When individuals perceive they have done something to help,
to give life, or to make life easier for someone else, their own life and the
life of the animal they've helped is enhanced.
A person need not be a wildlife rehabilitator in order to work with the
Animal-Assisted Activities/Therapy aspects of Wildlife Rehabilitation. A
wildlife rehabilitator may give a presentation at a school, and the counselor
or teacher can follow up. Counselors in private practice can link up with a
rehabilitation project and find ways their client may benefit from interaction
with the project. The counselor can coordinate a project by a group or an
individual like collecting acorns on the play ground or near the counselor's
practice. If a client brings to school an orphaned baby bird he/she found, the
teacher or counselor can contact the wildlife rehabilitator and help transport
the animal to them. Likewise, counselors in private practice can refer their
clients to the rehabilitation center.
Even if a counselor cannot work directly with a rehabilitator or rehabilitation
center, knowledge of the importance of the human/animal/nature connection is
essential. Likewise, a rehabilitator may not be involved in Animal-Assisted
Activities/Therapy, but knowledge of the power of the impact of the
human-animal relationship is essential.
REFERENCES:
- Advocate, (winter, 1987). The Cruel streak: childhood cruelty toward
animals among criminals and noncriminals. American Humane Association.
- Bryant, B.K. (l986). The relevance of family and neighborhood animals to
social emotional development in middle childhood. Davis, CA: University of
California Press.
- Corsini, R.J. & Contributors (l979). Current psychotherapies: second
edition. Itasca, Illinois: F.E. Peacock Publishers.
- Delta Society (l992). Handbook for Animal-Assisted
Activities and
Animal-Assisted Therapy. Renton, WA: Delta Society.
- Katcher, A. (l992, April). Delta Society Pet Partner Instructor
Training. Renton, WA: Delta Society.
- Levine, M.M. & Bohn, S. (l986). Development of Social Skills as a
Function of Being Reared with Pets. Living Together: People, Animals and
the environment. Delta Society International Conference, Boston, MA.
- Maier, H. (l965). Three theories of child development. New York:
Harper & Row Publishers.
- Malcarne, V. (l986). Impact of Childhood Experience with Companion
Animals on Concern for Humans and Other Animals. Living Together: People,
Animals and the environment. Delta Society International Conference, Boston, MA.
- Montagu, Ashley. (l986). Touching: The Human Significance of the Skin,
Third Edition. New York: Harper & Row, Publishers.
- Ruckert, J. (l987). The four-footed therapist. Berkeley, California:
Ten Speed Press.
- Sussman, M.B. (Eds.). (1985). Pets and the family. New York: The
Haworth Press.
- Ulrich, Roger S. (l991, October). The Power of Natural Settings.
People, Animals, and Nature. Delta Society Tenth Annual Conference, Portland,
Oregon.
If you would like information on wildlife rehabilitators in your area, contact
your State Department of Natural Resources or write to:
National wildlife Rehabilitators Association
14 North 7 Ave.
St. Cloud, MN 56303
612/259-4086
International Wildlife Rehabilitation Council
4437 Central Place, suite B-4
Suisun, CA 94585
If you wish more information about Animal-Assisted Activities/Therapy
contact:
The Delta Society
321 Burnett Avenue South
Renton, Washington 998055
206-226-7357
Linda Nebbe
M.S.
Elementary Counselor
Cedar Falls Public Schools
Cedar Falls, Iowa
Linda lives with her husband and three children on 22 acres of
re-established
prairie and hard wood timber near Waterloo, Iowa. She
graduated from Iowa State University with a B.S. in child development and
elementary education. After teaching for a number of years, she earned her M.S.
from Iowa State University in Guidance and Counseling.
Wildlife Rehabilitation and Animal-Assisted Therapy/Activities are
a life-style for Linda and her family. Their home has been a haven for a
multitude of animals and children (foster) through the years. Currently living
with a variety of domestic animals, the Nebbes are licensed wildlife
rehabilitators and take in over 150 orphaned or injured wild animals each year.
Linda was a founding board member of the Iowa Wildlife Rehabilitator's
Association and is currently President. She has also helped organize a group of
local volunteers who help with
rehabilitation; the Black Hawk Wildlife
Rehabilitation Project. In addition, eleven years ago Linda help found P.E.T.
P.A.L.S., the local Animal Assisted Activities/Therapy
program affiliated
with the Black Hawk
Humane Society. She has served as both coordinator and
advisor for that group. Animals, are also incorporated into her job as
elementary counselor. Linda makes frequent educational presentations and
speeches on Animal Assisted Activities/Therapy, wildlife rehabilitation, and
the environment. Nature as a Guide is a book written by Linda about the
application of animals and nature in Counseling, Therapy, and Education.
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