|
| |
More Research and Resources on Preventing
Youth Violence
and the Benefits of Animal Assisted Therapy
 |
Pets decrease feeling of loneliness and
isolation (Kidd, 1994). |
|
Children exposed to humane education
programs display enhanced empathy for humans compared with children not
exposed to such programs. (Ascione, 1992). |
|
Positive self-esteem of children is
enhanced by owning a pet. (Bergensen, 1989). |
|
Children's cognitive development can be
enhanced by owning a pet. (Poresky, 1988). |
|
70% of families surveyed reported an
increase in family happiness and fun subsequent to pet acquisition. (Cain,
1985). |
|
The presence of a dog during a child's
physical examination decreases their stress. (Nadgengast, 1997, Baun,
1998). |
|
Children owning pets are more involved in
activities such as sports, hobbies, clubs or chores. (Melson, 1990).
|
|
Children exposed to pets during the first
year of life have a lower frequency of allergic rhintis and asthma. (Hesselmar,
1999). |
|
Children with autism have more prosocial
behaviors less autistic behaviors such as self-absorption. (Redefer,
1989). |
|
Children who own pets score significantly
higher on empathy and prosocial orientation scales than non-owners. (Vidovic,
1999). |
The
Healthy Pleasure of Their Company: Companion Animals and Human Health
Karen Allen, School of Medicine, State University of New York at Buffalo
Companion Animals as
Social Facilitators
Although some pet owners are
happy and fulfilled alone with their pets, other pet owners find their
companion animals are important in helping them meet and interact with other
people. Certainly meeting other people is a precursor to developing
relationships that can grow into meaningful, health-enhancing, social
support, and several studies have focused on the role of pets as social
facilitators. For example, Hunt, Hart, & Gomulkiewicz (1992) explored the
role of small animals (rabbit and turtle) in social interactions between
strangers in a park. This study found that in a community setting, without
special effort or obvious need on the part of the experimenter, the presence
of small animals initiated approaches to their owners by unfamiliar children
and adults and conversations between them.
In a related ethnographic
study Robins, Sanders, & Cahill (1991) looked at the dynamics of inclusion
among dog owners in a public park. The authors conclude that dogs expose
their owners to encounters with strangers, facilitate interaction among
individuals previously unacquainted, and help establish trust among the
newly acquainted. Dogs, then, can be an antidote for the human anonymity
often found in contemporary society, and can help build friendships. One
explanation for such behavior is that civil inattention is breached when
there is some obvious similarity between individuals. A logical extension of
this is that even people who are dissimilar in race, education, or
socioeconomic status can find common ground for understanding and relying on
each other.
Conclusions
In recent decades a wealth of
information has been gathered in support of the value of companion animals
to human health. Although much of the evidence is correlational, some
studies have begun to use more rigorous experimental design and theory
testing, and have increased understanding of the meaning and value of pets
in our lives. In the current environment for research funding, the
interdisciplinary nature of research about health effects of the
human-animal bond is one of its strongest points and should be encouraged.
Clearly what is needed is a synthesis of the best theoretical approaches
from nursing, medicine, psychology, anthropology, physiology, and other
health-related professions. Together we can achieve far more than the sum of
our individual efforts, and dramatically increase our understanding and
appreciation of our relationships with animals.
The
Healthy Pleasure of Their Company: Companion Animals and Human Health
Karen Allen, School of Medicine, State University of New York at Buffalo
-
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-
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Baun, M.M., Oetting, K., & Bergstrom, N.
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-
Cain, A.O. (1985). Pets as family
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-
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Ferguson, C. (personal communucation,
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-
Fick, K. (1993). The influence of an
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setting. American Journal of Occupational Therapy, 47, 529-534.
-
Fritz, C.L., Farver, T.B., Hart, L.A., &
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Hendy, H.M. (1987). Effects of pet and/or
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-
Hunt, S.J., Hart, L.A., & Gomulkiewicz ,
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-
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-
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Kidd, A.H. & Kidd, R.M. (1994). Benefits
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-
Lago, D., Delaney, M., Miller, M., &
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-
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-
Manuck, S.B. & Krantz, D.S. (1986).
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-
Nathanson, D.E. & de Faria, S. (1993).
Cognitive improvement of children in water with and without dolphins.
Anthrozoös, 6, 17-29.
-
Peretti, P.O. (1990). Elderly-animal
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-
Redefer, L.A. & Goodman, J.F. (1989).
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of Autism and Developmental Disorders, 19, 461-467.
-
Robins, D.M., Sanders, C.R., & Cahill,
S.E. (1991). Dogs and their people. Journal of Contemporary Ethnography,
20, 3-25.
-
Serpell, J. (1991). Beneficial effects of
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-
Singer, R.S., Hart, L.A., & Zasloff, R.L.
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-
Siegel, J.M. (1990). Stressful life
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58, 1081-1086.
-
Siegel, J.M., Angulo, F.J., Detels, R.,
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Multicenter AIDS Cohort Study: The ameliorating impact of pet ownership.
AIDS Care, 11 (2), 157-169.
-
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-
Spencer, L. (1992). Pets prove
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Medical Association, 201(11), 1665-1669.
-
Thomas, W.H. (1994). The Eden
Alternative: Nature, Hope, and Nursing Homes. Sherburne, New York:
Eden Alternative Foundation.
-
Valentine, D.P., Kiddoo, M., & LaFleur,
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who have mobility or hearing impairments. Social Work in Health Care,
19, 109-125.
-
Voith, V. L. (1985). Attachment of people
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-
Wille, R. (1984). Therapeutic use of
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-
Winkler, A., Fairnie, H., Gericevich,
F., & Long, M. (1989). The impact of a resident dog on an institution
for the elderly: Effects on perceptions and social interactions. The
Gerontologist, 29, 216-223.
Health Benefits of Animals
Bibliography
Abstracts or copies of
several of the articles listed below are available within the
Health Benefits of Animals section of this web site.
|
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|
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Compassion: Our Last Great Hope to your shopping cart
[$12.00].) |
|
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|
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|
|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
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|
|
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|
Siegel, J.M., Angulo, F.J., Detels, R.,.
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|
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|
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|
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|
|
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|
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|
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|
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|
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|
Compassion: Our Last Great
Hope
Selected
Speeches of Leo K. Bustad, DVM, PhD
by Leo K. Bustad, Cynthia (Sunny) J. Freyer (Editor)
Leo K. Bustad, DVM, PhD,
co-founder of Delta Society and past Dean of the School of Veterinary
Medicine at Washington State University, gave numerous speeches related to
the human-animal bond. In response to requests, some of these and other
speeches have been published in this book.
Animals in the Classroom
A compilation of articles,
conference abstracts, and resource information about animals in education.
·
Price:
$25.00.
·
Type:
Book.
·
Physical Description:
8.5" x 10.75"; Softcover; 234 pages; 1999.
Detailed Description
List of Contents
Curricula
|
A Classroom Canine Companion Opens Doors
to Learning, A Resource Manual.
|
|
AH-HA! The Animal Human Happy Adventure:
A Winning Education Team.
|
|
Learning and Living Together, Building
the Human-Animal Bond Handbook
Brochure. |
|
Pet Partners in the Classroom.
|
|
Tips to Help You Teach Humaneness.
|
Articles
|
Animal Assisted Activities/Therapy in the
School & Working with Children.
|
|
The Human Companion Animal Bond and the
Elementary School Counselor.
|
|
Animals Are Helping Children Overcome
Physical and Emotional Challenges.
|
|
Pets at School, Child-Animal Bond Sparks
Learning and Caring.
|
|
Therapy Dog in the Classroom.
|
|
Therapy Dogs A Boon to Special Ed Class.
|
|
How Some Kids Gain Success, Self-esteem
with Animals. |
|
Animals Bridge the Generation Gap.
|
|
Enhancing Children's Attitudes About the
Humane Treatment of Animals: Generalization to Human-Directed Empathy.
|
|
Children's Attitudes About the Humane
Treatment of Animals and Empathy: One Year Follow Up of a School-Based
Intervention. |
|
Companion Animals and Other Factors
Affecting Young Children's Development.
|
|
Environmental Education, Children and
Animals. |
|
Fostering Inter-Connectedness with
Animals and Nature: The Developmental Benefits for Children.
|
|
The Behavior of Children with Severe
Learning Difficulties During Animal-Assisted Therapy.
Abstract from the 7th International conference on Human-Animal
Interactions, Animals, Health and Quality of Life, Geneva, Switzerland,
September 6-9, 1995. |
|
Building Resiliency Skills in Children.
1997 Delta Society Conference Presentation, Atlanta, GA, October 17-19,
1998. |
|
Using AAT to Meet the Educational Goals
of Special Education Students in the Public School System.
1997 Delta Society Conference Presentation, Atlanta, GA, October 17-19,
1998. |
|
The ABC's of Animal-Assisted Education.
1997 Delta Society Conference Presentation, Atlanta, GA, October 17-19,
1998. |
|
We All Speak the Same Language When It
comes to Animal-Assisted Therapy.
1997 Delta Society Conference Presentation, Atlanta, GA, October 17-19,
1998. |
Guidelines for Classroom
Animals
|
Guidelines for the Care and Handling of
Classroom Pets.
|
Critters in the Classroom? Guidelines for the Selection, Care, and
Handling of Classroom Pets. Marin Humane Society, Novato, CA, 1989.
|
|
******************************************* |
|
The Link Between Violence Against
Animals and Violence Against Humans
Beyond Violence is a project of PSYETA
working in partnership with the
Doris Day Animal Foundation
"Beyond Violence" is a PSYETA project offering products addressing
a serious societal problem.
In 1999, we all witnessed the most
horrific case of school violence in U.S. history when Eric Harris and
Dylan Klebold of Littleton, Colorado killed fourteen of their
classmates and one teacher at Columbine High School. Scores more were
wounded. Both young men had spoken of mutilating animals and
expressed interest in occult rituals.1998 had also been a year for
notorious crimes committed by young people with prior histories of
animal abuse, and 2001 has started with its own atrocities of
violence.
The body counts for the seven months
from October of 1997 to May of 1998 were twelve dead and forty-four
wounded in four schools in  Springfield,
Oregon; Jonesboro, Arkansas; Pearl, Mississippi, and West Paducah,
Kentucky. Prior to the school shootings, Kip Kinkel decapitated cats,
dissected live squirrels and blew up cows; Andrew Golden shot dogs
before he turned his guns on his classmates; Luke Woodham beat and
burned his own dog, Sparkle, describing his dog's painful and tortured
death as a "thing of true beauty;" and Michael Carneal threw a cat
into a bonfire.
It isn't just youthful offenders who
move from animal abuse to violence toward humans. Russell Weston Jr.,
the man who is awaiting trial for shooting two Capitol Hill police
officers, shot his father's cats before his assault on the Capitol.
Animal abuse doesn't occur in
isolation; rather, it takes place in a complex net of disturbed family
relations. For example, animal abuse is frequently found in families
where there also is child abuse and domestic violence. Children in
these disturbed families who witness the abuse of family companion
animals are more likely to abuse animals; in addition, children who
commit animal cruelty are more likely to engage in criminal behavior
as adults.
We also see a close link between
domestic violence and animal abuse. In one national survey of women
seeking shelter from domestic violence in safe houses, 83% of women
with companion animals reported that their batterers had also hurt or
threatened the family pet.
PSYETA's "Beyond Violence" Project
is more than a video.
Partnered with the Doris Day Animal
Foundation, PSYETA has produced several products that are now
available:
|
"Beyond Violence: The Human-Animal
Connection" Video and Discussion Guide
(in both English and Spanish language versions.) |
|
AniCare Child: an Assessment and Treatment Approach for
Childhood Animal Abuse -
the first published treatment
approach to focus exclusively on juvenile cruelty to animals.
|
|
"The Violence Connection: An
Examination of the Link Between Animal Abuse and other Violent
Crimes," a free booklet for judges, prosecutors, and other legal
and human service professionals. |
The Video and Discussion Guide
With "Beyond Violence" we hope to stimulate discussions among mental
health professionals, parents, teachers, law enforcement officials,
and religious leaders about the human-animal relationship, and the
importance of that relationship in advancing beyond violence. The
video does more than examine the link between animal abuse and human
violence. It also depicts the many ways in which animals foster and
support human development--a relationship with an animal can help an
individual heal from emotional injury, promote emotional development,
teach us about compassion and caring, and engender a sense of ethics
and responsibility.
The Spanish language version of the
video is now available!
The AniCare Model of Treatment
for Animal Abuse
The AniCare Model of Treatment for Animal Abuse is a
first-of-its-kind counseling intervention program, designed as a
training manual for mental health professionals. AniCare is
based on a successful approach to treating spouse batterers that has
been found to be the most effective for this related population.
Click for more about The AniCare Model!
NEW -
AniCare Child: an Assessment and
Treatment Approach for Childhood Animal Abuse
AniCare Child is the first published treatment approach to
focus exclusively on juvenile cruelty to animals. The 90 page
practitioner's handbook provides comprehensive strategies and
practical suggestions for assessing and treating childhood animal
abuse. AniCare Child can be used as the primary treatment focus
or as an ancillary treatment.
Click for more information about AniCare Child, or to place an order.
The Violence Connection: An
Examination of the Link Between Animal Abuse and Other Violent Crimes
This is the Doris Day Animal League publication which provides
detailed information to judges, prosecutors, and other law enforcement
officials about the link between animal abuse and human violence.
It lists the various resources that are available to law enforcement
on this topic, and stresses the importance of treating animal abuse as
a serious crime. It is available free of charge from PSYETA.
PSYETA can help you help animals.
·
PSYETA maintains a speaker's bureau of professionals who can
address your particular audience on the violence connection and
related topics.
·
PSYETA offers training workshops for mental health
professionals on the AniCare Model of Treatment for Animal Abuse.
If you would like assistance in setting up a workshop where you live,
contact us at PSYETA for professional resources and guidance.
·
PSYETA also has an inventory of references on the subject of
the human-animal relationship. At your request, we can either send,
or suggest, publications or bibliographies on a variety of topic
areas-for example, the relationship of animal abuse to human violence;
the effectiveness of animal models for understanding human psychology;
and the spiritual aspects of the human-animal relationship.
PSYETA sends its project directors around the nation conducting
training sessions
with mental health professionals, parents, teachers, and law
enforcement groups and
giving presentations to raise awareness about the "violence
connection." |
A project of the Doris Day Animal Foundation
(DDAF)
and Psychologists for the Ethical Treatment
of Animals (PSYETA)
 What
is AniCare Child?
AniCare Child is the first published treatment approach to focus
exclusively on juvenile cruelty to animals. The 90 page practitioner's
handbook provides comprehensive strategies and practical suggestions for
assessing and treating childhood animal abuse. AniCare Child can be
used as the primary treatment focus or as an ancillary treatment. (Note that
PSYETA also has available The AniCare Model aimed at treating
animal abusers over the age of 17.
Please click here for more information).
What
does the AniCare Child model involve?
Encompassing a number of theoretical perspectives - cognitive-behavioral,
attachment theory, and psychodynamic, AniCare Child provides detailed
and practical suggestions for assessment and treatment. It describes four
basic steps in making as assessment and enumerates the factors to consider
The three therapeutic tasks of treatment -
connection, expression, and corrective intervention - organize the approach
to treatment. Clinical case examples, a variety of exercises, and other
tools, such as use of projective material and puppet role play, are
presented. AniCare Child also addresses assessing and treating
children who witness animal abuse and includes a section on "Working with
Parents."
How
was AniCare Child developed?
The development of AniCare Child is based on documented clinical
experience, an examination of effective and reliable treatments for children
that are relevant to this topic, and consultation with and review by
experts.
 Who
can use AniCare Child?
AniCare Child is designed for two audiences: (1) child mental health
professionals working in agencies, domestic violence organizations,
hospitals, schools, and private practice; and (2) other professionals who
work with children and their families - day care providers, social service
workers, probation department and law enforcement officials, teachers,
clergy, animal control and humane society personnel, and veterinarians.
Who
created AniCare Child?
AniCare Child is a joint project of the Doris Day Animal Foundation
(DDAF) and Psychologists for the Ethical Treatment of Animals (PSYETA).
In addition to AniCare Child, PSYETA and DDAF developed The
AniCare Model of Treatment for Animal Abuse - designed to be used with
adults.
How
can I learn to use AniCare Child?
AniCare Child may be used independently by individuals experienced in
working with children. Many people, however, feel better prepared if they
receive training in the use of the AniCare Child approach. Throughout
the year at various locations in the United States, DDAF and PSYETA
will consider requests from interested groups who seek AniCare Child
training. To inquire about or request an AniCare Child training workshop in
your area, please contact
Kenneth J. Shapiro.
 Where
can I order AniCare Child?
AniCare Child can be purchased from PSYETA for $24.95 (in
print or CD-ROM format). The manual can be purchased via
our secure online orders page, by calling PSYETA at 301.963.4751,
or by sending your payment and order to PSYETA at PO Box 1297,
Washington Grove, MD 20880 USA.
For a referral list of mental health
professionals trained in AniCare Child, please contact:
|
Kenneth J. Shapiro,
PhD, ABPP
PSYETA
PO Box 1297
Washington Grove, MD 20880-1297
301.963.4751
kshapiro@psyeta.org |
The AniCare Model
The
First-Ever Psychological Intervention Program
for
Treatment of Animal Abuse
 The
link between animal abuse and violence against humans is increasingly
recognized by mental health professionals, social service workers, parents,
teachers, law enforcement, and the criminal justice system. In our
violence-prevalent society the treatment of animal abusers has therefore
become an increasingly acknowledged necessity, and a growing number of
states are mandating court-enforced psychological counseling for convicted
animal abusers.
"Beyond Violence" is a PSYETA project offering products addressing a
serious societal problem.
In 1999, we
all witnessed the most horrific case of school violence in U.S. history when
Eric Harris and Dylan Klebold of Littleton, Colorado killed fourteen of
their classmates and one teacher at Columbine High School. Scores more were
wounded. Both young men had spoken of mutilating animals and expressed
interest in occult rituals.1998 had also been a year for notorious crimes
committed by young people with prior histories of animal abuse, and 2001 has
started with its own atrocities of violence.
The body
counts for the seven months from October of 1997 to May of 1998 were twelve
dead and forty-four wounded in four schools in  Springfield,
Oregon; Jonesboro, Arkansas; Pearl, Mississippi, and West Paducah, Kentucky.
Prior to the school shootings, Kip Kinkel decapitated cats, dissected live
squirrels and blew up cows; Andrew Golden shot dogs before he turned his
guns on his classmates; Luke Woodham beat and burned his own dog, Sparkle,
describing his dog's painful and tortured death as a "thing of true beauty;"
and Michael Carneal threw a cat into a bonfire.
It isn't just
youthful offenders who move from animal abuse to violence toward humans.
Russell Weston Jr., the man who is awaiting trial for shooting two Capitol
Hill police officers, shot his father's cats before his assault on the
Capitol.
Animal abuse
doesn't occur in isolation; rather, it takes place in a complex net of
disturbed family relations. For example, animal abuse is frequently found
in families where there also is child abuse and domestic violence. Children
in these disturbed families who witness the abuse of family companion
animals are more likely to abuse animals; in addition, children who commit
animal cruelty are more likely to engage in criminal behavior as adults.
We also see a
close link between domestic violence and animal abuse. In one national
survey of women seeking shelter from domestic violence in safe houses, 83%
of women with companion animals reported that their batterers had also hurt
or threatened the family pet.
PSYETA's
"Beyond Violence" Project is more than a video.
|
 |
Vol. 5 No. 3, 1997 |
|
Perceptions of Family Violence:
Are Companion Animals in the Picture?
Carol D. Raupp, Mary Barlow and Judith
A. Oliver1
California State University, Bakersfield
Service and education organizations such as the ASPCA claim a connection
between family violence against children and companion animals, but to
what extent does the general public share this perception? Sixty-three
undergraduates rated their certainty about perceiving family violence
using 60 pictures with differing potential targets of family violence.
Participants showed stronger certainty when the target was a child than
when the target was a companion animal, but ratings for companion
animals averaged above the midpoint of the scale used. Interview
questions were used to obtain information about childhood recollections
of joint discipline situations in which children received punishment for
what companion animals did, or vice versa. Thirty-four participants
recalled such situations, some of which resulted in the death or
discarding of a family's companion animal. The majority of participants
affirmed a connection between violence against children and companion
animals in the family, with some giving credit for that insight to their
taking part in the study.
References
American Society for the Prevention of
Cruelty to Animals. (1992). America's abuse problem. Animal Watch,
Fall/Winter, 9-16.
Ascione, F. R. (1993). Children who are
cruel to animals: A review of research and implications for
developmental psychopathology. Anthrozoös, 6, 4, 226-247.
Boat, B. W. (1995). The relationship
between violence to children and violence to animals: An ignored link?
Journal of Interpersonal Violence, 10, 2, 229-235.
Cain, A. O. (1985). Pets as family
members. Marriage and Family Review, 8, 3/4, 5-10.
Carmack, B. J. (1985). The effects on
family members and functioning after the death of a pet. Marriage and
Family Review, 8, 3/4, 149-161.
Davis, J. H. & Juhasz, A. M. (1985). The
preadolescent/pet bond and psychosocial development. Marriage and
Family Review, 8, 3/4, 79-94.
DeViney, E., Dickert, J., & Lockwood, R.
(1983). The care of pets within child abusing families. International
Journal for the Study of Animal Problems, 4, 4, 321-329.
Dickinson, G. E. (1992). First childhood
death experiences. Omega, 25, 3, 169-182.
Felthous, A. R. (1980). Aggression
against cats, dogs and people. Child Psychiatry and Human Development,
10, 3, 169-177.
Felthous, A. R. & Kellert, S. R. (1987).
Childhood cruelty to animals and later aggression against people: A
review. American Journal of Psychiatry, 144, 6, 710-717.
Gelles, R. J. & Straus, M. A. (1988).
Intimate violence. New York: Simon & Schuster.
Graziano, A. M. (1994). Why we should
study subabusive violence against children. Journal of Interpersonal
Violence, 9, 3, 412-419.
Hendrickson, K. M., McCarty, T., &
Goodwin, J. M. (1990). Animal alters: {WHAT?} Case reports.
Dissociation, 3, 4, 218-221.
Kidd, A. H. & Kidd, R. M. (1985).
Children's attitudes toward their pets. Psychological Reports,
57, 15-31.
Kidd, A. H., Kidd, R. M., & George, C. C.
(1992). Successful pet adoptions. The Latham Letter, 13,
2, 4-5.
Loar, L. & White, K. (1992). Connections
drawn between child and animal victims of violence. The Latham Letter,
13, 3, 1-3.
Melson, G. F. (1988). Availability of and
involvement with pets by children: Determinants and correlates.
Anthrozoös, 2, 1, 45-52.
Milner, J. S. (1994). Assessing physical
child abuse risk: The Child Abuse Potential Inventory. Clinical
Psychology Review, 14, 6, 547-583.
Patterson, G. R., Reid, J. B., & Dishion,
T. J. (1992). Antisocial boys. Eugene, OR: Castalia Publishing
Co.
Plous, S. (1993a). The role of animals in
human society. Journal of Social Issues, 49, 1, 1-9.
Plous, S. (1993b). Psychological
mechanisms in the human use of animals. Journal of Social Issues,
49, 1, 11-52.
Poresky, R. H., Hendrix, C., Mosier, J.
E., & Samuelson, M. L. (1988). Young children's companion animal bonding
and adults' pet attitudes: A retrospective study. Psychological
Reports, 62, 419-425.
Robin, M. & ten Bensel, R. (1985). Pets
and the socialization of children. Marriage and Family Review,
8, 3/4, 63-78.
Roscoe, B., Haney, S., & Peterson, K. L.
(1986). Child/pet maltreatment: Adolescents' ratings of parent and owner
behaviors. Adolescence, 21, 84, 807-814.
Schenk, S. A., Templer, D. I., Peters, N.
B., & Schmidt, M. (1994). The genesis and correlates of attitudes toward
pets. Anthrozoös, 7, 1, 60-68.
Soares, C. J. (1985). The companion
animal in the context of the family system. Marriage and Family
Review, 8, 3/4, 49-62.
Straus, M. A. (1991). Discipline and
deviance: Physical punishment of children and violence and other crime
in adulthood. Social Problems, 38, 2, 133-154.
Tapia, F. (1971). Children who are cruel
to animals. Child Psychiatry and Human Development, 2, 2,
70-77.
Tebault, H. H. (1994). Latham confronts
child and animal abuse. The Latham Letter, 15, 2, 1 & 5.
Widom, C. S. (1989). Does violence beget
violence? A critical examination of the literature. Psychological
Bulletin, 106, 1, 3-28.
|
|
Vol. 5 No. 3, 1997
|
|
Untangling the Animal Abuse
Web
Dorian Solot1
Providence, Rhode Island
Academics like to erect walls. The
walls do an excellent job of dividing things into neat categories:
child abuse on this side of the wall, domestic violence on that
side, another wall for the cruelty to animals section over there.
The problem with all the walls is that they start to block our view,
preventing access to each other's tools and methods.
In my experience as a domestic
violence hotline counselor, animal shelter staff member, community
mediator, advocate for abused children, and organizer and
facilitator of several alternatives to violence programs for prison
inmates, drug users, and inner-city youth, the landscape of violence
begins to look familiar. Yet the literature, language, and research
methodology of each "type" of violence look surprisingly different,
despite the gradual realization over the last two decades that the
strands in the "tangled web of violence" are worth more attention
than they've previously received.
In the sphere of cruelty to animals,
those on the front lines of investigation and direct service seem to
be several big leaps ahead of the academics.While cities around the
country organize conferences to discuss cross-training for the staff
of child protective services agencies, law enforcement agencies,
women's shelters, and animal welfare organizations, researchers
continue to debate whether childhood acts of cruelty have any
association with future violence toward humans (Felthous, 1980;
Felthous & Kellert, 1987a, 1987b; Kellert & Felthous, 1985;
Langevin, Paitich, Orchard, Hardy, & Russon, 1983; Ascione, 1993;
Miller & Knutson, 1997).
Comparing what has been written about
cruelty to animals with what has been written about domestic
violence and child abuse, the first major difference is the sheer
quantity of research. Sociofile, an electronic social science
abstract index, lists 1,674 articles related to the keywords "child
abuse," but only six under "animal abuse" and five under "cruelty to
animals." Other library searches confirm how little attention has
been paid to violence toward animals. Given the nascent stage of
research, those researching animal abuse have a rich source of tools
and insights to borrow: centuries of research and writing about
violence toward humans. I will explore a few major themes,
considering where we are and directions that future research might
take.
Exploring the Complexity
The Domestic Abuse Intervention
Project (DAIP) created a graphic "Power and Control" wheel that is
widely used in the educational efforts of domestic violence
prevention advocates around the country. The wheel divides abuse
into nine categories, each with several examples: physical abuse,
emotional abuse, sexual abuse, using children, threats, using male
privilege, intimidation, and isolation. While this typology's
categories, like most, may be simplistic (Vermeulen & Odendaal,
1993), the wheel is a effective way to demonstrate the connections
between different behaviors that some abusers use, all related to
the words "Power and Control" at the wheel's hub (DAIP, 1991). A
woman who has been the victim of domestic violence is often able to
categorize the beatings she received as abuse, but surprised and
empowered to rethink her partner's other behaviors as possibly also
abusive: taking her money and making her ask for an allowance,
threatening to take her children away, or making all the "big"
decisions himself. The wheel is, effectively, a handle, a way to
grapple cognitively with a complex social issue.
Similarly, child abuse theorists have
created intricate "maps" of the interacting influences that affect
the quality of parenting. One includes such considerations as parent
psychiatric factors (substance abuse, self-concept, etc.), child
characteristics (temperament, age, gender, etc.), social factors
(income, support networks, church, etc.), sociocultural values,
parental developmental history, and other short- and long-term
factors to demonstrate the complex intersections of the issues
involved (Biller & Solomon, 1986).
Despite the groundwork laid by
researchers of other kinds of violence, those theorizing cruelty to
animals -- at least from an academic standpoint -- seem to thus far
lack a similar typology of the issue. Vermeulen and Odendaal propose
a broad typology of companion animal abuse that offers a starting
point for continued work and addresses the need for increased
complexity that they recognize (1993). Previous attempts to break
down animal abuse into approachable segments include abuser
type: ritualistic abuse, neglect, torturers, adolescents, and animal
collectors (Lockwood, 1995); abuse type: a list of 17 acts including
"throwing an animal off a high place," "tying two animals' tails
together," and "pouring chemical irritants on an animal" (Kellert &
Felthous, 1985); direct motivation for abuse: a list of nine
including "to control an animal," "to retaliate against an animal,"
and "to satisfy a prejudice against a species or breed" (Kellert &
Felthous, 1985); and indirect reasons adolescents abuse: a list of
four, including feelings of helplessness, imitating family violence,
and never having learned to value the lives of others (Lockwood and
Hodge, 1986).
These lists, while a start,
simultaneously need broadening and narrowing. Attempting to list
every possible act of violence against an animal (or a person) is a
never-ending task, constrained only by the creativity of the
abusers. Such a list, while helpful to understand what sorts of acts
specific researchers defined as "cruelty toward animals,"
accomplishes little in terms of furthering an understanding of the
violence. On the other hand, dividing all abuse into a few
categories (abuse vs. neglect, or torturers vs. ritualistic abusers)
also leaves a great deal unexplained. There are still major
questions about animal abusers left unanswered: What is the ratio of
child/adolescent abusers to adult abusers (most research has focused
on childhood cruelty to animals, yet according to the American
Humane Association (AHA), animals are probably more likely to be
abused by adults (Trowbridge, 1997). How does abuse break down along
lines of class, race, gender, and other variables? Are people more
likely to abuse animals they know (akin to violence towards family
or acquaintances) or unknown animals (stranger violence)?2
Are different "types" of abusers (by class, race, gender, family
background, etc.) more likely to engage in certain types of abuse?
Although there have been a fair number of experimental sketches
about violence toward animals, the illustration still lacks both the
broad strokes and the fine details -- the overall picture is still
unclear. A more vivid understanding of the dynamics at work when
humans abuse animals will bring us closer to the goal of reducing or
eliminating all violence.
Grappling with Definitions
Defining what constitutes cruelty or
abuse is difficult regardless of the victim's species. Some domestic
violence texts call this form of abuse "any behavior a person uses
to control a partner," including physical, emotional, psychological,
and sexual acts in the definition (Paymar, 1993, p. ix). This
definition cannot be directly applied to violence toward animals,
since humans' control over animals is often a given, not a sign of
abuse. How people can emotionally or psychologically abuse animals
is also a matter of debate, since animals' emotional and
psychological needs are difficult to establish.
The focus of cruelty toward animals
has traditionally been on physical harm, since it is the easiest
form of violence to recognize. In their research, Stephen Kellert
and Alan Felthous defined animal cruelty as "the willful infliction
of harm, injury, and intended pain on a nonhuman animal" (Kellert &
Felthous, 1985, p. 1114). This definition leaves two issues
unaddressed. First, according to Doug Trowbridge, Program
Coordinator for Field Studies of the AHA, neglect accounts for about
90% of all animal abuse (1997). In the definition above, neglect
might conceivably fall under "the willful infliction of harm," and
indeed Kellert and Felthous include "deliberately starving" an
animal as an example of a cruel act that would be included in the
above definition. But what about the kind of neglect that Trowbridge
attributes to "ignorance," such as animal guardians who leave a dog
outside overnight in freezing weather, or those who tie an animal
outside and forget to refill his or her water bowl? If these types
of acts constitute the vast majority of what the AHA considers
animal abuse, should they be included more explicitly in research
definitions? Perhaps we want research to focus on more "active"
forms of violence, but since such a focus would include only about 1
in 10 cases of abuse, the decision to limit the subject should be a
reasoned choice. Other suggested definitions have been broader
(Ascione, 1993, p. 228; Vermeulen & Odendaal, 1993, p. 249) and
include neglect, though Ascione's definition only includes neglect
(as "omission") when it is intentional.
The second problem with the commonly
accepted definition of abuse arises when one considers the
contradictions in our culture's use of animals: the very acts that
would be considered perfect examples of cruelty when performed by
certain individuals in certain contexts on certain species are
culturally acceptable in other situations. Raising and killing
animals for meat or fur, fishing, experimentation, sport hunting,
dissection, and killing insects and rodent "pests" might all be
considered clear examples of "the willful infliction of harm,
injury, and intended pain on a nonhuman animal," yet these acts are
practiced by millions of people annually and are not considered
morally objectionable by most Americans. This problem is illustrated
in Vermeulen and Odendaal's examination of animal abuse reported to
SPCAs. Many of their categories of abuse, including inbreeding,
sport, experimentation, installation of fear, and deprivation of
affection, had no reported instances (1993). This is not to say that
these acts never took place, but rather that society's view of such
acts as acceptable or even commonplace gives them no reason to
report them to the SPCA. In this case, reported acts of abuse tell
more about what society perceives to be a problem than what is
actually taking place.
When relying on people's own
recollections of their cruelty toward animals, one must wonder how
people learn to differentiate between hunting rabbits for fun as a
boy (not considered cruelty), killing a chicken for dinner (also not
cruel), and breaking rabbits' legs (cruel). What if one cuts the
chicken's head off for the amusement of watching its body walk
around before it dies -- does society still consider the killing
uncruel? When exploring possible connections between violence toward
humans and violence toward animals, what do we do with the man who
hunted rabbits as a boy yet would never think to classify the sport
as inflicting harm on an animal?
Subcultures of acceptable behaviors
complicate the picture still further. Kellert and Felthous separate
out "possible indicators of animal cruelty" that they say are linked
to social acceptability or value standards, such as participation in
cockfights, harsh physical punishment during the training of an
animal, and sexual play with animals (Kellert & Felthous, 1985).
However, many more of the acts they imply to be unquestionably cruel
might fall in a similarly gray area, perhaps considered cruel by
"mainstream" culture but acceptable by a given subculture. One
subject Kellert and Felthous interviewed said he killed "animals in
an outrageous fashion to impress his motorcycle gang members," and
another said he was cruel to animals as a way of demonstrating his
violence to others (p. 1122). If one's peers, gang members, or other
subculture expect one to demonstrate one's worth by being violent
toward animals, this seems a perfect example of "cultural
relativity": whose definition of acceptable cruelty do we employ?
This definitional problem is
illustrated again in an anecdote related by Barbara Boat about
teenage boys who caught a six-month-old kitten in a leg hold trap,
shot arrows into the kitten, and stomped it to death, laughing and
joking as they videotaped the event. When questioned about the
incident, one boy said, "But it was only a cat." His mother
was also puzzled by the fuss being made about the case, explaining
that he wasn't a cruel child because he had never mistreated his dog
(Boat, 1997). In this situation, values regarding cats were clearly
transmitted from mother to son, resulting in the son's participation
in an act he believed to be acceptable. From their comments, both
mother and son appeared to distinguish clearly between acceptable
and unacceptable violence: if the son had killed a dog -- or a human
-- we might predict the mother would find his behavior cause for
concern. But if researchers find killing a kitten unacceptable,
drawing their line somewhere between rodent and cat instead of
between cat and dog, the base assumptions about violent acts rest on
ground that appears more stable than it actually is.
Since societal definitions of
acceptable and non-acceptable behaviors change slowly -- witness the
gradual shift in attitudes toward wearing fur over the last decade
-- the contradictions in cultural attitudes toward animals are not
going to disappear tomorrow. Yet researchers need to be cognizant of
and willing to grapple with these contradictions, particularly if
research subjects are asked to generate their own memories of "harm"
toward animals.
Don't Forget the Animals in Animal Cruelty
Quotes like the following one have
become quite common in texts about the connections among various
types of violence: "Over the last decade, social scientists and
human-service agencies have finally begun to examine cruelty to
animals as a serious human problem" (Lockwood & Hodge, 1986,
p. 2). National projects like the Humane Society of the United
States' (HSUS) First Strike! campaign are being launched to draw
public attention to facts like, "Animal cruelty, in particular, is
often an early-warning sign of violent tendencies that will be acted
out eventually against people" (HSUS, 1997, p. 1).
Of course, the connections between
animal and human violence are important ones to be making; as I
argued above, there are certainly insights to be gained from
leveling some of the dividing walls to make the landscape of
violence more visible. Yet the published research on animal abuse --
unlike the published research on any other form of violence -- is
motivated almost without exception by the connection to human
violence. Most subjects who have been interviewed in studies about
cruelty toward animals are criminals (and noncriminal control
groups) who have committed violent crimes against humans. When even
animal welfare organizations like HSUS launch major campaigns
calling attention to animal abuse as a "human problem," those who
always studied animals appear thrilled to leap into an arena that
finally validates their interest. Since any focus on animals is
frequently perceived as silly or less serious than a focus on
humans, it appears that the new interest in "the web of violence"
has provided the perfect opportunity for those who previously
focused on animal abuse to reap praise for performing the role of
"early warning sign" for more "important" kinds of violence.
It is crucial that those in the field
of violence toward animals not accept being characterized as
chroniclers of a symptom of larger problems, but that they insist
that their studies be seen as having intrinsic worth. It would be
ludicrous for us to belittle other forms of violence by pointing out
that "a woman who beats her children needs to be tracked, because
someday she may hurt an adult" or "dating violence is a real problem
because the teen who rapes his girlfriend is more likely to kill his
wife." Even as we validate the connections among all forms of
violence, we must take care not to invalidate each separate form.
The woman who beats her children, the teen who rapes his girlfriend,
and the adolescent who sets a cat on fire all need attention because
they have committed horrific acts of violence against other living
beings -- not because someday they might do something worse.
Stop Competing
Throughout the literature on violence,
both popular and academic, are assertions that society cares more
about one kind of victim than another. The most common claim is the
counter-intuitive one made by Barbara Boat and others that society
is more willing to tolerate violence toward children than toward
animals. She cites as proof the example of a woman killed by a
mountain lion, both leaving orphaned young, where the amount of
money the public donated toward the mountain lion's cub exceeded the
money donated toward the woman's children (Boat, 1995). An article
about domestic violence cited as cause for alarm the fact that there
are more animal shelters in the United States than shelters for
battered women (The Spread, 1996).
Besides the fact that the situation
is not even clearly a fair comparison -- did the children have a
father? How did the media portray the situation, and which orphan's
photograph was featured more prominently? Is money donated the best
way to ascertain the public's sympathies? -- the competition is
profoundly unproductive. It is well established that the American
public responds in irrational ways to identified victims ("victims
with a face") of any species, such as the cases of the outpouring of
attention to two whales trapped in the ice while the endangered
species is neglected, or the gifts sent to the girl who fell into a
well while poor children across the country live in unsafe,
unhealthy conditions.
It may be true that the number of
animal shelters exceeds that of battered women's shelters. It is
also true that humans currently have an assortment of rights not
available to animals, and that every state has a major agency,
funded by taxes, devoted to child welfare, without an equivalent for
animal welfare. The competition for Most Favored Victim Status is a
clear example of bickering among potential allies, while the real
enemies -- poverty, a violent culture, a government that spends many
times one and a half times as much on the military than on
all services for humans or animals combined (War Resisters League,
1997), the forces that oppress children, women, animals, the
elderly, and other common victims of violence -- are ignored.
Securing attention and funding for one's cause, be it animal or
human victims of violence, need not be dependent on attacking the
others. As many try to teach their children, cooperation will
benefit us much more than competition.
Conclusion
The concept of a tangled web of
violence, each strand connected to others, offers exciting
possibilities for insights not available to any of us standing alone
on one side of a wall or another. The subject of violence toward
animals has thus far received far less formal study than violence
against humans. Yet this later chronological development gives those
researching animals a certain advantage: the realization that
violence is a well-theorized and much-researched (though always
complex) subject. If we accept the premise that similar issues of
violence, power, and control exist in all violent situations
(Pagelow, 1984; Paymar, 1993; Schmidt, 1995), it stands to reason
that concepts borrowed from research on violence toward humans would
apply to situations involving violence toward animals.3
Research on animal abuse needs to
continue to explore the complexity, both expanding and refining its
focus, in order to provide a framework for understanding the whos,
hows, and whys of violence toward animals. This understanding is
complicated by our society's contradictory attitudes toward animals.
Further understanding is also endangered both by the temptation to
value (or choose to conduct) research on animal abuse based solely
on its applicability to humans and by the competition for most
victimized status. If we are to be successful in our quest for a
society without violence, in which all living beings are treated
with dignity and respect, we must have a better understanding of all
types of violence. There is much work to be done.
Notes
1. Correspondence should be
sent to Dorian Solot, 19 Phillips Street, Providence, RI 02906.
2. In an article on family
violence, Elizabeth Kandel-Englander found that 90% of violent men
were either violent towards their families or violent towards
non-family members, but not both; their violence was not
indiscriminate. Such an insight into violence toward humans has
fascinating implications for violence toward animals in terms of our
understanding of how abusers choose their victims and why they abuse
(Kandel-Englander, 1992).
3. An example of
extrapolation from theories of violence to situations of animal
abuse involves choice of animal victim. If all violence relates to
power and control, are abusers more likely to make cats their
victims rather than dogs (Felthous, 1980; Felthous & Kellert, 1985)
because cats are behaviorally less willing to be controlled by their
owners?
References
Ascione, F. (1993) Children who are
cruel to animals: A review of research and implications for
developmental psychopathology. Anthrozoös, 5, 226-247.
Biller, H. & Solomon, R. (1986).
Child maltreatment and paternal deprivation: A manifesto for
research, prevention, and treatment. Lexington, MA: Lexington
Books.
Boat, B. (1995). The relationship
between violence to children and violence to animals: An ignored
link? Journal of Interpersonal Violence, 10, 228-35.
Domestic Abuse Intervention Project.
(1991, December 24). Graphic. In A. Grant, Breaking the cycle of
violence. The Providence Journal-Bulletin, E1+.
Felthous, A. (1980). Aggression
against cats, dogs, and people. Child Psychiatry and Human
Development, 10, 169-177.
Felthous, A. & Kellert, S. (1987).
Childhood cruelty to animals and later aggression against people: A
review. American Journal of Psychiatry, 144, 710-17.
Felthous, A. & Kellert, S. (1987).
Psychosocial aspects of selecting animal species for physical abuse.
Journal of Forensic Sciences, 32, 1713-23.
Humane Society of the United States.
(1997). First strike! Animal cruelty/human violence: The role of
the community in reducing violence. Washington, D.C.
Kandel-Englander, E. (1992). Wife
battering and violence outside the family. Journal of
Interpersonal Violence, 7, 462-70.
Kellert, S. & Felthous, A. (1985).
Childhood cruelty toward animals among criminals and noncriminals.
Human Relations, 38, 1113-29.
Langevin, P., Paitich, D., Orchard,
B., Hardy, L. & Russon, A. (1983). Childhood and family background
of killers seen for psychiatric assessment: A controlled study.
Bulletin of American Psychiatric Law, 11, 331-341.
Lockwood, R. (1995, May). Who abuses
animals and why? Paper presented at the conference, From the tangled
threads of violence weave a silver web of hope, Providence, RI.
Lockwood, R. & Hodge, G. (1986). The
tangled web of animal abuse: The links between cruelty to animals
and human violence. Humane Society News, Summer, 1-6.
Miller, K. & Knutson, J. (1997).
Reports of severe physical punishment and exposure to animal cruelty
by inmates convicted of felonies and university students. Child
Abuse and Neglect, 21, 59-82.
Pagelow, M. D. (1984). Family
violence. New York: Praeger.
Paymar, M. (1993). Violent no
more: Helping men end domestic violence. Alameda, CA: Hunter
House.
Schmidt, K. L. (1995).
Transforming abuse: Nonviolent resistance and recovery.
Philadelphia: New Society Publishers.
The Spread. (1996). Brown
University. Winter.
Trowbridge, D. (1997, April 16).
Telephone interview.
Vermeulen, H. & Odendaal, J. (1993).
Proposed typology of companion animal abuse. Anthrozoös, 6,
248-257.
War Resisters League. (1997).
Where your income tax money really goes: The United States federal
budget for fiscal year 1998. New York. |
|
Physical Cruelty Toward Animals in
Massachusetts, 1975-1996
Arnold Arluke1
Northeastern University
Carter Luke
Massachusetts Society for the Prevention of Cruelty to Animals
This
article describes the nature of animal abuse and the response of the
criminal justice system to all cruelty cases prosecuted by the Massachusetts
Society for Prevention of Cruelty to Animals between 1975 and 1996. Dogs
were the most common target; when combined with cats, these domestic
animals composed the vast majority of incidents. Almost all of these animals
were owned, and females were the majority of complainants. Suspects were
almost always young males, and most of the time they allegedly shot, beat,
stabbed, or threw their victims. Reportedly, adults were more likely than
minors to abuse dogs, shoot them, and commit such acts alone rather than in
a group, while minors were more likely to abuse cats, beat them, and
commit such acts with peers present. Less than half of the alleged
abusers were found guilty in court, one- third were fined, less than one-
quarter had to pay restitution, one- fifth were put on probation, one- tenth
were sent to jail, and an even smaller percent were required to undergo
counseling or perform community service.
Between 1975 and 1996, there were
approximately 80,000 complaints of abuse and neglect investigated by the
MSPCA. In recent years, there has been an increase in the number of such
complaints. From 1980 to 1984, the MSPCA investigated 17,480 complaints of
abuse and neglect. From 1985 to 1989, the number of these cases jumped to
20,698, or a 12.7% increase over the prior five- year period. And from 1990
to 1994, the number reached 27,587, or a 33.2% increase over the prior five-
year period.
The prosecuted abusers were typically young
males. There were 259 males (96.6%) and 9 females (3.4%). Moreover, two of
the females were accomplices who did not directly touch or harm animals.
Although their ages ranged from 9 to 83, most of the suspected abusers were
young (mean = 30). Approximately 27% of them were adolescents (i.e., under
18 years), and 56% were under the age of 30.
Closer inspection of the two most common
methods of abuse revealed some interesting differences. When only beating
and shooting incidents were compared, adolescents (71.4%) were significantly
more likely than adults (46.2%) to beat animals, and adults (53.8%) were
significantly more likely than adolescents (28.6%) to shoot animals (Chi
square = 14.67, df = 2, p < .0006).
There are two possible explanations for this
difference. First, adults have greater access to firearms than do
adolescents. Second, younger people are more likely than older people to
commit an expressive form of cruelty where the process of abuse is itself
the sought after goal (Arluke, 1996). In such instances, mistreatment of
animals is more important to abusers than achieving other goals such as
retaliating against disliked owners. Compared to methods such as beating or
strangling, remote methods of abuse such as shooting will be less appealing
to the expressive abusers because they do not provide direct contact with
victims.
As indicated in Table 3, most of the court
cases did not result in punishment.11
When they did, fines were the most common punishment; they were ordered in
91 cases (33%) with a mean of $132 per fine. Restitution was the next most
common punishment, ordered in 56 of the cases (20%) with a mean of $99.
Usually, this restitution was to reimburse owners for veterinary costs and
did not serve financially to punish abusers or award punitive damages to
owners. Probation was ordered in 59 cases (21%), with a mean of 5.5 months
of probation. Jail time was rarely served (10%), and the amount of time
served was brief (mean = 4.5 months). When jail time was served, the abuse
always involved domestic animals that were killed. Counseling was also
rarely ordered (10%), as was community service (7%), the latter consisting
of volunteer work in an animal shelter.
Table 3. Sentences
|
Sentence |
Number |
Mean |
Percent |
|
fine |
91 |
$132 |
33 |
|
restitution |
56 |
$99 |
20 |
|
probation |
59 |
5.5 mon |
21 |
|
jail |
28 |
4.5 mon |
10 |
|
counseling |
27 |
......* |
7 |
|
com. service |
19 |
50 hours |
7 |
* Court ordered counseling was always an
indeterminate length.
Overall, dogs were the most common target in
prosecuted cases of physical cruelty; when combined with cats, these
domestic animals composed the vast majority of incidents during the period
studied. Almost all of these animals were owned, and females were the
majority of complainants. Suspects were almost always young males, and most
of the time they allegedly shot, beat, stabbed, or threw their victims.
Reportedly, adults were more likely than minors to abuse dogs, shoot them,
and do it alone rather than in a group, while minors were more likely to
abuse cats, beat them, and do so with peers present. Less than half of the
alleged abusers were found guilty in court, one- third were fined, less than
one- quarter had to pay restitution, one- fifth were put on probation, one-
tenth were sent to jail, and an even smaller percent were required to
undergo counseling or perform community service.
References
Arluke, A. (1996). A comparison of adolescent
and adult animal abusers. Unpublished manuscript.
Ascione, F. (1995). Battered women's reports
of their partners' cruelty to animals. Paper presented at the 7th
International Conference on Human- animal Interactions, Geneva, Switzerland.
Beirnes, P. (in press). The causes of animal
abuse: A social- psychological analysis. Theoretical Criminology.
Cullen, K. (1992, April 9). Dog's killing
stirs outrage. Boston Globe, pp. 1, 24.
Department of Justice (1996). Crime in
America. Washington, D.C.
Goetting, A. (1995). Homicide in families.
New York: Springer.
Gurr, T. (1989). Historical trends in violent
crime: Europe and America. In T. Gurr (Ed.), Violence in America,
1, (pp. 21- 54). Beverly Hills: Sage.
Hayward, E. (1996, November 29). Man charged
with terrorizing girlfriend, setting her on fire. Boston Herald, p.
26.
Hutchinson, B. (1994, June 3). Boy, 13,
laughs at law after dog kill. Boston Herald, pp. 1, 4.
Kellert, S. & Felthous, A. (1985). Childhood
cruelty toward animals among criminals and noncriminals. Human Relations,
18, 1113- 1129.
Levin, J. & McDermitt, J. (1994). Hate
crimes. New York: Plenum Press.
Perrin, C. (1988). Belonging in America.
Madison: University of Wisconsin.
Rowan, A. (1992). The dark side of the
'Force.' Anthrozoös, 5, 4- 5.
Reuters (1996, December 8). "Vampire" cult
began with game, youth's mother says. Boston Globe, p. A4.
Rhoades, J. (1981). Attitudes of the public
towards dogs and cats as companion animals. Journal of Small Animal
Practice, 22, 129- 137.
Vermeulen, H. & Odendaal, J. (1993). Proposed
typology of companion animal abuse. Anthrozoös, 6, 248- 257.
Wilensky, L. (1995, Summer). Abuse an animal
-- go to jail! The Latham Letter, 15- 16.
Guest Editors' Introduction:
Understanding Cruelty to Animals
Arnold Arluke1
Northeastern University
Randall Lockwood
The Humane Society of the United States
During the last 40 years, many of society's
concerns were focused on the quality of our physical environment and the
threats to the integrity and health of that environment. As we enter the
next millennium it is becoming clear that societal concerns about the
proliferation of violence will be the basis of the next "environmental
movement," a movement driven by concern for our psychological environment.
Research, debate and discussion about the causes and cures of violence in
American society are already part of the discourse of nearly every
discipline, from philosophy to criminology to evolutionary biology.
Society is looking for new tools and
resources to employ in efforts to combat violence, including identifying
real or potential perpetrators at an early age and defining actions that
might prevent violent behavior. One idea that is attracting greater
attention as a source of insight into the dynamics of violence is the long-
standing belief that the treatment of animals is closely associated with the
treatment of fellow human beings.
Law
Enforcement Response to Animal Cruelty
Society's response to animal cruelty is
reflected in the laws that are enacted and the level of enforcement of those
laws. With the recent addition of Texas, 18 states have felony- level
provisions within their animal cruelty codes, a dramatic rise from just a
decade ago. This reflects both societal pressure to respond to animal
cruelty and legislative willingness to accommodate this demand. It is
difficult, however, to document law enforcement response since such cases
are generally not tracked in any systematic way other than through local
humane groups with enforcement authority. Indeed, we cannot even say how
many animal abuse and neglect cases are handled on a regional and national
basis. More information is needed.
Although local and state police officers are
authorized to enforce anticruelty laws, few police officers have the
training or expertise to do so. We do not even know whether police officers
are aware of the possible connections between animal cruelty and violence
against people, or whether this knowledge is integrated into law
enforcement's response to domestic violence and community policing.
Information about these issues is vital to obtain.
The great majority of such enforcement work
is performed by humane society law enforcement officers who investigate
cruelty complaints, issue warnings, make court appearances, and pursue
prosecutions. While we know basic background and performance statistics
about humane officers - - such as their ages, gender, length of career,
number and types of complaints investigated, etc. - - we know nothing about
the sociology of their work. For example, what is the socialization process
as they move from novice to experienced officer? What kinds of stresses do
officers face and how do they manage them? What kinds of practical knowledge
and informal techniques do they acquire on the job that guide the way they
conduct investigations?
Social
Service Response to Animal Cruelty
Humane organizations have made significant
inroads in alerting social service agencies to regard animal cruelty as a
form of family violence that can be both indicative and predictive of other
violence. Although only California formally includes animal control officers
and state humane officers among mandated reporters of child abuse, many
other communities are providing for the cross-training of animal abuse and
child abuse investigators or are including humane society representatives in
local coalitions against violence. Similarly, Ascione et al. (this volume)
have documented growing sensitivity to animal cruelty issues among those
responding to the needs of women seeking shelter from domestic violence. To
maximize the effectiveness of these bridges between animal and human welfare
advocates, we need more information about these cooperative efforts.
Prevention
and Intervention
The core assumption of many of the efforts
against violence is that earlier detection of predispositions for violence
will give the best opportunity for meaningful intervention. However, the
lack of standardized programs for detection and intervention has left this
concept essentially untested. Many questions remain unasked and unanswered.
Interventions need to be correctly timed and
targeted. Does response to severe or repeated animal abuse identify
offenders at an early enough stage for successful intervention? Is this more
reliable than other measures of antisocial behavior? What qualities of
animal cruelty offenses are the most significant warning flags that
intervention is needed? Is it more productive to target "at- risk" groups
rather than active offenders?
The design of different interventions need
comparison and testing to ensure their effectiveness. What are the most
significant objectives for individuals who are recipients of intervention
(e.g., self- esteem, communication skills, empathy, anger management)?
What are the best short- and long- term measures of successful intervention
in dealing with animal-abusing populations? Does pairing offenders or high-
risk individuals with non- violent or humane mentors provide greater impact
than formal instruction in non- violent skills or humane attitudes? How
significant are opportunities for "undoing" harm or being confronted by
victims in structuring effective interventions? Do community service or
other diversions that involve opportunities for providing restoration to
victims have better long- term results than interventions which are only
punitive?
How important is it for animals to be
involved in prevention and intervention programs? Can nurturing and other
prosocial skills be taught in other ways (e.g., gardening projects)?
When is use of animals contraindicated? Are there patterns of violent
history that should not be addressed through animal- assisted therapy or
animal- assisted activities?
Answers to many of these questions will
require the cooperation of individuals and agencies from many different
disciplines. They will also require a true prospective approach, identifying
individuals involved in animal cruelty at the earliest possible stage and
tracking the influences that prevent or promote the escalation to other
forms of violent behavior. Violence makes victims of us all, and all
segments of the community that deal with health and safety, kindness and
cruelty, people and animals, must constantly find ways to build the
connections that will make it possible to end this victimization.
References
Anonymous. (1997). Domestic violence and
substance abuse as factors explaining why violent crime is rising fastest
among middle- agers. Domestic Violence Report, 2(4), 56.
Arluke, A. & Sanders, C. (1996). Regarding
animals. Philadelphia: Temple University.
Ascione, F. R. (1993). Children who are cruel
to animals: A review of research and implications for developmental
psychopathology. Anthrozoös, 5(4), 226- 247.
Boat, B. (1995). The relationship between
violence to children and violence to animals: An ignored link? Journal of
Interpersonal Violence, 10(4), 229- 235.
Bride, I. (in press). Herpetofauna
pet-keeping by secondary school students: Causes for concern. Society and
Animals.
Burrell, C. (1997, April 13). Violent crime
down sharply. Associated Press.
DeViney, E., Dickert, J. & Lockwood, R.
(1983). The care of pets within child abusing families. International
Journal for the Study of Animal Problems, 4, 321- 329.
Dobrin, A., Wiersema, B., Loftin, C. &
McDowal, D. (1996). Statistical handbook on violence in America.
Phoenix: Oryx Press.
Downes, D. (1982). The language of violence:
Sociological perspectives on adolescent aggression. In P. March & A.
Campbell (Eds.), Aggression and violence (pp. 27- 45). New York: St.
Martin's.
Felthous, A. R. & Kellert, S. R. (1987).
Childhood cruelty to animals and later aggression against people: A review.
American Journal of Psychiatry, 144, 710- 717.
Katz, J. (1988). Seduction of crime.
New York: Basic Books.
Lockwood, R. & Ascione, F. R. (Eds). (1997).
Cruelty to animals and interpersonal violence: Readings in research and
application. West Lafayette, IN: Purdue University. (In press).
Nash, J. (1996). The meaning of social
interaction. Dix Hills, NY: General Hall.
ten Bensel, R., Ward, D., Kruttscnitt, C.,
Quigley, J., & Anderson, R. (1984). Attitudes of violent criminals toward
animals. In R. Anderson, B. Hart, & L. Hart (Eds.). The pet
connection. Minneapolis: University of Minnesota.
Vermeulen, H. & Odendaal, J. (1993). Proposed
typology of companion animal abuse. Anthrozoös, 6, 248- 257.
Veterinarians need to report animal abuse
The AVMA
recognizes that veterinarians may have occasion to observe cases of
cruelty to animals, animal abuse, or animal neglect as defined by state
law or local ordinances. When these observations occur, the AVMA considers
it the responsibility of the veterinarian to report such cases to the
appropriate authorities. Such disclosures may be necessary to protect the
health and welfare of animals and people. (AVMA, 1997a, p. 58; Anonymous,
1996a)
Program for
Companion Animal Behavior
School of Veterinary Medicine
University of California, Davis
Related
Publication
Animals Teaching Adolescents
compiled by Deborah A. Mathis
This list is an attempt to identify programs across the country in which
animals are helping high school age children to develop empathy. Some of
these programs were included as examples that might be adapted to a high
school setting. Many of them have developed autonomously across the United
States and many more have surely been missed. The list is meant to be a
means of establishing contact between these programs and others like them.
New programs are invited to send information to the Center for Animals in
Society, University of California School of Veterinary Medicine, Davis, CA,
95616. Printed copies of this material are available at this address also.
AUTHOR Deborah Anne Mathis
Class of '99, School of Veterinary Medicine
UC Davis
FUNDING Roy Grant
Fellowship
General References:
The Latham Letter
Clement & Schiller Streets
Alameda, CA 94501
(510)521-0920
fax: (510)521-9861
email: Lathm@aol.com
www.latham.org
This publication is an exceptional source of humane issues and activities.
Delta Society
289 Perimeter Rd East
Renton, WA 98055-1329
Action line: (800)869-6898
Business line: (425)226-7357
Fax: (425)-235-1076
email: deltasociety@cis.compuserve.com
www.deltasociety.org
Delta Society is dedicated to providing training and advocacy as they
promote animals helping people improve their health, independence, and
quality of life.
Mother Hildegard George
PO Box 425
Shaw Island, WA 98286
(360)468-2321
An excellent resource for programs using animals to assist children.
Index by State
California
· 4-H After School Program
· Elkus Ranch
· Farm Sanctuary
· Helen Woodward Animal Center
· Human Animal Rescue Team
(H.A.R.T.)
· Humane Society Of Sonoma Co.
· Lindsey Wildlife Museum -
Interpretive Guide Program
· Mendocino County 4-H
· Peninsula Humane Society -
Education Program For Youth
· Teaching Love And Compassion
Colorado
· Argus Center For Human Animal
Bond
· Colorado Boys Ranch - Bovine
Program
· Colorado Boys Ranch -
Horsemanship Program
· Colorado Boys Ranch - New Leash
On Life
· Emily Griffith Center
· Humane Society of Boulder
Valley- Animal Assisted Activities/Therapy
· El Pueblo Boys & Girls Ranch -
Miniature Horse Program
Florida
· Animal Companion Science Program
· G.L.O.W.S.- Getting To Love Our
World And Self
Hawaii
· Hawaiian Humane Society
Illinois
· Chenny Troupe Inc.
· Rainbow Animal Assisted Therapy
Kentucky
· Mustang Troop
Maine
· Follow Your Heart
Missouri
· Humane Society Of Missouri
Volunteer Program
· TOUCH - Therapy of Unique Canine
Helpers
New York
· Green Chimneys Farm And Wildlife
Center
Ohio
· Humane Society of Greater Dayton
· Occupational Work Adjustment
(OWA)
· Project Pooch
· Raise With Praise
Rhode Island
· Dog Of Joy
South Carolina
· Magik Treks
Tennessee
· Asian Elephant; An Endangered
Species
· HALT
Texas
· Cal Farley Boys Ranch
· Dolphin Research Team
· Girls Town USA
· Hope Therapy
Utah
· Turnabout Ranch -
Horsemanship/Cow-calf
Vermont
· The Shiloh Project
Washington
· People-Pet Partnership
· Prison Pet Partnership
· The Humane Society for Tacoma
and Pierce Co.
· Viewpoint Farm
Wisconson
· Future Farmers Of America
· People, Animals, Learning (PAL)
Wyoming
· Therapy Dogs Inc.
Canada
· PAWS In The Classroom, Alberta
· Vancouver Aquarium - Educational
Department, British Columbia
Index by animal type
Birds (also see wildlife)
· G.L.O.W.S. - Getting to Love Our
World and Ourselves
Dogs / Cats
· Argus Center for Human Animal
Bond
· Chenny Troupe, Inc.
· Colorado Boys Ranch - New Leash
on Life
· Dog of Joy
· Emily Griffith Center
· Follow Your Heart
· Girls Town USA
· HALT - Humans and Animals
Learning Together
· Hawaiian Humane Society
· Helen Woodward Animal Center
· Hope Therapy
· Human Animal Rescue Team (HART)
· Humane Society Of Boulder Valley
- Animal Assisted Activities/Therapy
· Humane Society of Greater Dayton
 | Humane Society of
Missourihumane Society of Sonoma Co. |
| Mendocino County 4-H
|
| Occupational Work
Adjustment (OWA) |
| PAWS in the Classroom
|
| Peninsula Humane
Society - Education Program For Youth |
| People Animals and
Learning |
| People - Pet
Partnership |
| Prison Pet Partnership
|
| Project PoochRainbow
Animal Assisted Therapy |
| Raise With Praise
|
| Teaching Love and
Compassion (T.L.C.) |
| The Humane Society for
Tacoma and Pierce Co. |
| The Shiloh Project
|
| Therapy Dogs, Inc.
|
| TOUCH - therapy of
Unique Canine Helpers / Support dogs Inc. |
Exotic Animals
| Animal Companion
Science Program |
| Asian Elephant; An
Endangered Species |
Farm Animals
| 4-H After School
Program |
| Animal Companion
Science Program |
| Cal Farley Boys Ranch
|
| Colorado Boys Ranch -
Bovine Program |
| Elkus Ranch - 4-H
|
| Farm Sanctuary |
| Future Farmers of
America |
| Girls Town USA |
| Green Chimneys Farm
and Wildlife Center |
| Mendocino County 4-H
|
| Turnabout Ranch -
Horsemanship /Cow calf |
| Viewpoint Farm |
Fish
| Girls Town USA |
| G.L.O.W.S. - Getting
to Love Our World and Ourselves |
| Vancouver Aquarium -
Education Department |
Horses
| Colorado Boys Ranch -
Horsemanship Program |
| El Pueblo Boys and
Girls Ranch - Miniature Horse Program |
| Emily Griffith Center
|
| Girls Town USA |
| Green Chimneys Farm
and Wildlife Center |
| Helen Woodward Animal
Center |
| Hope Therapy |
| Mustang Troop |
| People-Pet Partnership
|
| Turnabout Ranch -
Horsemanship /Cow calf |
| Viewpoint Farm |
Llamas
| Emily Griffith Center
|
| Magik Treks |
Marine Mammals
| Dolphin Research Team
|
| Vancouver Aquarium -
Education Department |
Rabbits / Rodents
| Animal Companion
Science Program |
| G.L.O.W.S. - Getting
to Love Our World and Ourselves |
Wildlife
| G.L.O.W.S. - Getting
to Love Our World and Ourselves |
| Green Chimneys Farm
and Wildlife Center |
| Lindsay Wildlife
Museum - Interperative Guide Program |
| Peninsula Humane
Society - Education Program For Youth |
Program Listing
4-H After School Program
4-H/UC Cooperative Extension
Contact: Sharon Junge
11477 E Ave.
Auburn, CA 95603
(916)889-7386
Sliding scale after school daycare is provided by paid staff, volunteer
teens and senior citizens. 4-H activities vary.
Animal Companion Science Program
Palm Springs Elementary School
Contact: Jim Griffin
6304 East 1st Av.
Hialeah, FL 33013
(305)685-8767
email: jgriffin@gate.net
mdcps.dade.k12.fl.us
The Animal Companion Science Program is a Dade Co. Public School Dropout
Prevention Program that provides instruction to students in 4th - 6th grade.
Classes are conducted on a farm in Amelia Earhart Park (a public Park in
urban Miami). The natural setting is filled with a menagerie of domesticated
farm animals and tame and exotic classroom pets. Animals are incorporated
into the unique curriculum and help enliven lessons and activities. Ecology,
botany, biology, zoology and animal husbandry are topics of classroom
lessons. Science is the motivator, but the program uses many disciplines to
stimulate active participation. Goals are to motivate students and create an
enjoyable learning atmosphere and improve self-discipline and self-esteem.
Program has its own bus and provides transportation for students. Program
currently serves 324 boys and girls from 12 local public elementary schools.
The staff believes that experience is the best teacher! Ages: 10-12
Argus Center For Human Animal Bond
Colorado State University
Contact: Jennifer Freeman
300 W. Drake
Fort Collins, CO 80523-1620
(970)226-3539 / (970)491-2993
Three separate programs in education. SHARE program matches veterinary
students with grade school and high school classes. Vet students teach
classes based on DELTA Society curriculums - Getting with Pets, Cats as
Pets, Dogs as Pets. One to three veterinary students and one of their pets
put on the class. Pets include dogs, cats and ferrets. Ages 5-11
Asian Elephant; An Endangered Species
The Elephant Sanctuary In Hohenwald
Contact: Carol Buckley
PO Box 393
Hohenwald, TN 38462
(931)796-6500
fax:(931)796-4810
email: elephant@elephants.com
www.elephants.com
The Sanctuary is the nation's only natural-habitat refuge for old, sick and
needy Asian elephants. Elephants come from zoos and circuses. Education
programs include outreach and teleconferencing which cover history, biology,
alternative management and medicine, and the crisis facing performing
elephants. Ages: all
Cal Farley Boys Ranch
PO Box 1
Boys Ranch, TX 79010
(806)534-2340
Fax: (806)534-2277
www.calfarleysboysranch.org
Very large residential school (300 students) accepts girls and boys on a
basis of need. Children stay until they graduate from high school. Working
dairy, egg production facility, hog farm, slaughter facility and cow/calf
operation are operated by the children with only adult supervision.
Vocational training is provided by the school. FFA projects to raise and
show livestock are also available to the students. Recreational riding is
taught in a horsemanship program.. Ages: 5-16
Last year, the Cal
Farley organization served more than 2,000 children and families either in
residence or through other outreach services. Today, more than 400 at-risk
boys and girls from Texas and 20 other states are finding hope for a
brighter future.
Chenny Troupe Inc.
Contact: Janet Rosen
1700 W. Irving Park Road, Suite 311
Chicago, IL 60613
(773)404-6467
email: info@chennytroupe.org
www.chennytroupe.org
This program trains and certifies therapy dogs teams; establishes and
implements therapy programs in the greater Chicago area. Programs are
established through a team effort of the facility, doctors, therapists and
CTI program coordinators. Certified teams volunteer for a minimum of 8
weekly sessions in the program of their choice. Program coordinators
organize teams and facilitate visits. Programs include hospitals,
rehabilitation centers, residential schools, a teen women's substance abuse
center and an orphanage. Chenny Troupe volunteers and their certified
therapy dogs work at each or these facilities weekly to help each client
reach his or her therapy goals. Ages:all
Colorado Boys Ranch - Bovine Program
Contact: Jim Kerr
PO Box 681/28071 Hwy 109
La Junta, CO 81050
(719)384-5981
Children appointed to this psychiatric residential treatment facility are
all showing severe emotional behavioral problems and have failed in many
prior placements. Several animal assisted programs are offered and all are
optional. The Bovine Program involves a working cow/calf operation designed
for the boys. Boys work in every phase including moving the herd between
winter and summer pastures, breeding management, calving, branding,
vaccinations, weaning and selling the calves. All phases of the program
attempt to integrate the children into society as well as teach usable
skills. Staff compete in rodeos with the boys assisting, providing role
models. Ages: 12-18
Colorado Boys Ranch - Horsemanship Program
Contact : Jim Kerr
PO Box 681/ 28071 Hwy 109
La Junta, CO 81050
(719) 384-5981
The Horsemanship Program is very extensive and the boys assist in all
phases. The ranch has a breeding and foaling program, riding and showing
programs. Boys can participate and compete in 4H, FFA and fairs in English
and Western riding, Gymkhana and halter classes. They assist staff who,
acting as role models, compete in rodeo events. In the breeding and foaling
program caring, love responsibility and nurturing are emphasized. A racing
program is doing quite well, and though the boys can't jockey they are
involved in every other stage of training and racing. Children appointed to
this psychiatric residential treatment facility are all showing severe
emotional behavioral problems and have failed in many prior placements.
Several animal assisted programs are offered and all are optional. Ages:
12-18
Colorado Boys Ranch - New Leash On Life
Contacts: Chris Harrington & Charlene Cordo
PO Box 681/28071 Hwy 109
La Junta, CO 81050
(719)384-5981
Children appointed to this psychiatric residential treatment facility are
all showing severe emotional behavioral problems and have failed in many
prior placements. Several animal assisted programs are offered and all are
optional. In the New Leash on Life program dogs from a local shelter are
chosen by instructor and paired with a boy for 10 week training program.
Graduation involves completing the Canine Good Citizenship test and dog is
then placed with new adoptive owners. Charlene Cordin is the instructor in
charge of this program. The ranch also offers a horsemanship program which
is NARHA certified where boys learn to ride, groom, feed and care for
horses. A small animal assisted therapy program is also housed at the ranch
providing classes involving a variety of small animals including a resident
dog, cats, chinchillas, gerbils, hamsters and fish. Chris Harrington is in
charge of this program.. Ages: 12-18
|
 By
Teri Erickson |
|
|
 |
|
Backed by a
$68,400 grant from the Iams Company, the Colorado Boys Ranch will set
out this spring to scientifically evaluate its innovative pet therapy
program, New Leash on Life.
The research seeks to determine whether
working with dogs in the New Leash on Life program effectively changes
how CBR's youth relate to themselves and others. CBR staff members are
working with the Colorado State University School of Social Work and
College of Veterinary Medicine and Biomedical Sciences to evaluate the
benefits of the program, which matches unwanted dogs from area animal
shelters with CBR residents who care for and train the dogs for
placement in adoptive homes.
"We have always suspected that
participation in New Leash on Life and in other animal-assisted therapy
programs has a profoundly positive effect on our youth," said CBR
President Charles Thompson. "This research enables us to scientifically
document this observation."
A major goal of each 10-week-long New
Leash on Life session is to teach boys important life skills such as
responsibility, patience and communication, while also saving the lives
of unwanted dogs. Since the program's inception in 1995, some 120 dogs
have been placed with new owners throughout Colorado and neighboring
states.
Chris is among CBR program participants
who are convinced that New Leash on Life can help change behavior. Prior
to working with his dog, Lucky, a "head-strong" Dalmatian, Chris
admitted to being angry and often stubborn himself. While gently
teaching Lucky discipline, Chris developed patience and learned how to
curb his own anger.
"If I got angry, I'd spend some time
alone," said Chris. "Then I'd come back and teach Lucky things."
Following "graduation" from New Leash on Life, Lucky was placed in a
local nursing home.
"The dog and cat lovers at the Iams
Company know firsthand the benefits of the human-animal bond on both
people and pets. We are thrilled to help make research like this New
Leash on Life study possible," said Lara Strazdin, Manager of External
Relations at Iams.
Among other things, the research will
explore whether a boy's involvement in New Leash on Life results in
higher levels of empathy and positive social interactions as compared to
boys who did not participate in the program. The boys will be videotaped
during the sessions and asked to complete questionnaires that document
their feelings about the program and their role in their dogs' training
process. The research is expected to begin with the next New Leash on
Life training session in early June.
This article appears courtesy of the
La Junta Tribune-Democrat. It was printed in the April 30, 2002
edition.
Article in follow-up
to "New Leash on Life" in the August 1999
Dog & Kennel
Magazine.
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 |
TO TREATMENT
TO PROGRAMS AND THERAPY
TO COVER PAGE
 |
|
Upon admission to Colorado Boys Ranch,
a treatment team completes a thorough testing and assessment process
specifically addressing the boy's fundamental needs. The process
includes psychological, physical, family, developmental, social,
environmental, legal and educational tests, as well as assessments
of diet and nutrition.
This assessment process results in an
integrative evaluation, developed in partnership with the youth, his
family and referral sources, and is the foundation of the boys
Master Treatment Plan, a guideline for case management.
The Master Treatment Plan encompasses
clear and measurable social, emotional, behavioral, recreational and
occupational goals, designed to increase the effectiveness of
treatment and resolve the problems that most trouble the youth. It
also addresses transitional services and discharge planning,
developed in partnership with the referral source.
The multi-disciplinary team reviews
the Treatment Plan monthly and makes revisions when necessary. These
reviews are reported to the referring agency. |
|
|
|
A positive self-image and positive relationships. |
| Goal-directed behaviors.
|
Self-responsibility for feelings, behaviors and thinking. |
|
Dog Of Joy
Founder: Pearl Salotto
173 Easton Av.
Warwick, RI 02888
(401)463-5809
Fax: (401)463-3639
Pearl Salotto is a professional Pet Assisted Therapist who runs several
programs. The D. J. Respect for Living Things Program is adapted for age
from preschool to middle school. Talks revolve around dogs as living beings
and whether they have feelings. This is broadened to people, other
religions, handicaps, etc., working with family therapy pets "DJ" (Dog of
Joy) and "Maj-En" (Majestic and Enthusiastic) as living examples of
unconditional regard. Finally this is tied to having respect for one's self
- in drug prevention, dropout, pregnancy, etc. In 1990, Pearl began a
state-of-the-art cirriculum, offering certification in Pet Assisted Therapy
at several colleges. Classes include history, ethics, safety, training
therapy animals, and a 100 hour field internship. Classes are also offered
in how to set up professionally and ethically based pet assisted therapy
programs. A college text, "Loving Intervention" is currently in publication.
In the high school program a 7 week course on Pet Therapy is offered through
Feinstein High School for Community Service followed by ongoing community
service. Students are introduced to the profession of pet therapy in nursing
homes, prisons, rehabilitation centers, etc., and are taught respect for all
living things. Pearl founded Windwalker Humane Colition in 1995 to educate
professionals and public about the link of abuse between people and pets and
to advocate the profession of pet assisted therapy.
Dolphin Research Team
Univ Of Houston, Clearlake
Contact: Michael Hunt
2700 Bay Area Blvd./Box 21 Hum Sci
Houston, TX 77058-1098
(713)283-3375
email:hunt@uhcl4.cl.uh.edu
http://members.aol.com/rpweeks/uhcl-drt.htm
Very limited in terms of funding. Students are at-risk teens from Houston
inner city high schools. Kids are taught to spot and count dolphins and
record observational data for the research project. Whenever possible whole
classes are taken over several trips. On the boat students also learn to
recognize adult and juvenile dolphins, and some dolphin behavior. Charters
are also available. Ages:13-18
Elkus Ranch - 4-H
Contact: Richard & Ruth Elkus
625 Miramontes St. #200
Half Moon Bay, CA 94019
(415)726-9059
High school volunteers assist physically, mentally and financially
handicapped children as the explore and work on this 630 acre ranch. Teams
work together to hike, camp garden and help with various farm animals. There
is hope to eventually have a handicap riding arena at the ranch.
El Pueblo Boys & Girls Ranch - Miniature
Horse Program
Contact: Jake Shue
1591 Taos Rd.
Pueblo, CO 81060
(719)544-7496
fax: (719)544-7705
email: elpuebelo@rmi.net
Average stay at this residential treatment center is 12 - 18 months. The
Miniature Horse program is primarily a show program, where children compete
in local through national shows. There is a small breeding program and a
class for the animals programs. Students are active in all phases of
raising, care, training, grooming and showing. Residents also take the
horses into nursing homes for the patients to enjoy. A 4H program for
raising livestock is available. Proceeds from the sale of the animals goes
first toward expenses, then any leftover to the student. Emphasis on
responsibility, nurturing and building self-esteem. Ages: 10-18
Emily Griffith Center
Contact: Sue Kemp
Box 95/12163 S. Perry Park Rd.
Larkspur, CO 80118
(303)681-2400
Fax: (303)681-2400
www.emilygriffith.com
This residential treatment center houses 65 emotionally disturbed boys for
approximately 18 month intervals. Horses and llamas are used for both
biology and science curriculum and group and individual therapy sessions.
Therapeutic riding is also used. Children feed, groom and care for resident
animals. 4H projects allow the children to participate in local shows with
horses, llamas and occasionally other animals. Staff may also bring in dogs.
Ages:10-21
Farm Sanctuary
Contact: Lori Ehudin
PO Box 1065
Orland, CA 95963
(530)865-4617
Fax:(530)865-4622
email: FarmSanc@Farmsanctuary.org
www.Farmsanctuary.org
Live in program to assist in care of farm animals rescued from abusive
situations. Ages:16 & up
Follow Your Heart
Angel Care Farm Inc.
Contact: Denise DeSanty
105 Chapel Rd.
Savoy, MA 01256
(413)743-5154
John and Denise DeSanty are certified pet therapists who have developed a 45
minute program for 3rd - 6th graders using her Springer Spaniel, Jessie.
Topics include morals, trust, self-esteem, honesty, how to control your
tongue and replacing bad habits with good. Use a pretzel reward system.
Teachers reinforce "Jessie would like you ... To be nice, smile, etc." and
"Jessie would not like it if you ... Are mean, say mean things, etc." Denise
and her husband are also starting a violence prevention farm program for 5th
- 8th grade high risk kids. The program will run during school hours and the
summer. Ages:4-14
Future Farmers Of America
National FFA Foundation
PO Box 45205
Madison, WI 53744
(608)829-3105
Fax:(608)829-3195
Programs throughout the United States involving young people with all
aspects of agriculture including livestock.
Girls Town USA
Cal Farley Boys Ranch
PO Box 135
Whiteface,TX 79379
(806)229-6361
Fax:(806)534-2277
www.calfarleysboysranch.org
Girls only residential facility for children that need supervision but not
treatment facility. Animal programs involve 4H projects raising steers,
goats, pigs and rabbits for show and sale. Recreational horsemanship program
requires some class time before riding lessons. Girls may compete in local
rodeos. House parents may keep dogs and cats, girls may keep fish in their
rooms. Ages: 5-16
G.L.O.W.S.- Getting To Love Our World And
Self
Dick Dillman, DVM
4000 SW 128th Ave
Miramar, FL 33027
(954)435-2385
Fax:(954)435-1591
email: DillmanDVM@aol.com
The Glows program teaches elementary school children empathy and moral
values through the interaction of children, animals, and nature. Classroom
animals, such as rabbits, fish, hamsters and cockatiels, are established and
cared for by the students. Weekly classroom visits by Dr. Dillman include
hands-on experiences with many different animals. Twice a month the children
go on field trips to local parks, Metro Zoo, Butterfly World, Seaquaruim,
and several trips to the Everglades National Park. Emphasis is on teaching a
respect for all living things. Ages: 9-10
Green Chimneys Farm And Wildlife Center
Green Chimneys Children's Services, Inc.
Caller Box 719, Putnam Lake Rd.
Brewster, NY 10509
(914)279-2995
Fax: (914)279-2714
email: gchimney@gchimney.org
www.pcnet.com/~gchimney/index.html
A multi-program social sercice agency founded in 1948 and based in Brewster,
NY. Operations include a 150 acre Residential Treatment Center for 102
children, ages 6-21, which is regarded as the country's most extensive
residential animal assisted therapy program for at-risk children and
adolescents. Nearly 400 animals reside at the farm and wildlife center,
residents live, attend school, receive counseling and mental health
services, annd are immersed in programs serving abused, neglected and/or
injured animals. Activities include daily feeding, barn care, grooming,
medical care, breeding and birthing processes, riding and driving, as well
as therapeutic horticulture, organic gardening, hiking, swimming, outdoor
education, Native American studies, 4-H and Farm-on-the-Moove, a mobile
educational farm program that enables the residents to travel to the
inner-city and teach others about farm animals. Extensive vocational
programs are in place. Operations include public programs, group homes,
runaway prevention and mentoring services, day care, programs for
developmentally disabled adults and a Country Store featuring gifts and
items produced by students. Visitors welcome year round. Internships
available. Animal-Assisted Activities Therapy Handbook is available for
purchase.
HALT - Humans and Animals Learning Together
PO Box 23424
Knoxville, TN 37933
(423)693-5540
The HALT project provides therapeutic intervention for at-risk adolescents
through obedience training of dogs rescued from a local animal shelter. Dogs
are quarantined for a month and veterinary screening, worming and shots are
provided by the University Of Tennessee School Of Veterinary Medicine prior
to the beginning of the program. Each group meets twice weekly for three
hours at a local kennel where the dogs are housed. After the four week
session students present the dogs to their new owners at a graduation
ceremony.
Hawaiian Humane Society
Contact: Eve Holt
2700 Waialae Ave.
Honolulu, HI 96826
(808)946-2187
Volunteers must complete a 2 hour orientation to the shelter as well as
quarterly enrichment training with trainers, behaviorists, etc. Duties
include walking, grooming and training dogs as well as working in one
special event per year. Specialized programs include a PAL program caring
for pets belonging to people that are hospitalized or ill (walking and
grooming); Foster care program providing foster homes for pets until
permanent owners can be found; Teacher workshops for preschool and lower
elementary teachers including activity books for their pupils; Animal
Assisted Therapy visiting nursing homes, daycare facilities and facilities
for the emotionally disturbed. All special programs require specialized
training. The Animal Assisted Therapy program uses the volunteers' personal
pets which must meet certain behavior criteria. Ages:14 & up
Helen Woodward Animal Center
Contact: Amy Hoyt Bennett
PO Box 64/6461 El Apajo Rd.
Rancho Santa Fe, CA 92067
(619)756-4117
Fax:(619)756-1466
www.animalcenter.org
Several programs allow juvenile volunteers to assist with animal programs.
All programs require training and positions are limited. Most require
minimum commitments. At the Adoption Department students 14 and over assist
with training, walking, grooming and cleaning for both dogs and cats. In
Therapeutic Riding volunteers (14 - 17) assist in lessons and horse care.
The Education Department allows volunteers 11 and up to assist in education
programs about animal care and welfare. Junior volunteers may also assist in
some special events. Ages: 11-17
Hope Therapy
Moody Gardens
Contact: Sherry Kirwin
One Hope Blvd
Galveston, TX 77554
(409)744-1745
Fax: (409)740-3045
email: TheKirwins@compuserve.com
www.MoodyGardens.com
Providing animal assisted therapy, therapeutic riding, horticulture therapy,
adaptive day camp and vocational training programs. Specifically tailored
programs for various institutions. Volunteer programs available for all
areas. Ages:16 & up
Human Animal Rescue Team (HART)
President: Suzanne Kane
PO Box 546
Filmore, CA 93016
(805)524-4542
A non-profit animal welfare and social service agency serving the Southern
California area. Founded in 1982, H.A.R.T. was chartered to protect the
beloved dogs of the indigent elderly, terminally ill and AIDs patients who
can no longer care for them due to circumstances beyond their control.
Maintaining a No-Kill Sanctuary for approximately 50 homeless dogs in
Fillmore, CA, H.A.R.T. provides temporary food, shelter and veterinary
medical care until new guardians are identified and screened and the dogs
are adopted out. H.A.R.T. specializes in the rescue and placement of
elderly, abused and disabled dogs. H.A.R.T. also publishes
Muttmatchers/Messengers, a free photo ad newspaper advertising hundreds of
homeless conpanion animals for adoptions being cared for by a wide variety
of No-Kill Southern California Rescue organizations. Adaptable humane
education material provided when available. Individual programs for
students.
Humane Society Of Boulder Valley - Animal
Assisted Activities/Therapy
Contact: Jackson Galaxy
2323 55th St.
Boulder, CO 80301
(303)442-4030x655
Fax: (303)440-8242
email: Humane@Boulder Humane.org
www.boulderhumane.org
Animal Assisted Activity/Therapy program involving volunteers with therapy
dogs that are temperament tested and certified by the Humane Society of
Boulder Valley. Visitation sites include a juvenile detention center, safe
house, assisted living homes, long-term care facilities and nursing homes.
Animals help the kids and adults to open up and talk and provide
companionship. Ages: 13-17 with an adult
Humane Society Of Greater Dayton
Contact: Sara Hoschouer
1611 Nicholas Rd.
Dayton , OH 45418
(937)267-5226
This Humane society accepts only animals from cruelty cases. Volunteers help
to socialize both cats and dogs, walk dogs and teach obedience to the dogs
to help with placement of these animals. Also provide jobs for the
Occupational Work Adjustment program of Ohio. Students in OWA undergo
regular employee training and help with animal care. Ages: 12 and up
Humane Society Of Missouri
Contact: Julie Cohen / Maureen Kobbe
1201 Macklind Av.
St. Louis, MO 63110
(314)647-8800 x311
Fax: (314)951-1511
www.hsmo.org
Volunteers work in adoption center after orientation. Parental guardian must
approve and sign paperwork. Kids clean cages in puppy parlor, transport
animals and help with adoptions. Transport and assist with medical exams and
keep supplies stocked. Ages: 16 and up
Humane Society Of Sonoma Co.
Contact: Carol Rathmann
PO Box 1296
Santa Rosa, CA 95402
(707)542-0882 x213
Fax: (707)542-1317
email: Carolsark@aol.com
www.humanesocietysonomaco.org
Two projects - outreach and in-house. Children served are at risk of abuse
and neglect. Outreach project uses high school seniors working for credit on
senior project to take animals to local preschool through third grade
classrooms. Seniors were highly screened and completed same orientation and
training given adult volunteers at the center, plus extra time to learn
about resident farm animals used in project. In-house program offers
projects for 3 to 18 year olds including animal needs education, gardening
and craft projects individually designed to the group, with special projects
available at certain times of the year. Also work with deaf children. Ages:
3-18
Lindsay Wildlife Museum - Interpretive Guide
Program
Contact: Cassandra Smith
1931 First Av.
Walnut Creek, CA 94596
(925)935-1978
fax:(925)935-8015
www.wildlife.org
This program strives to nurture a sense of volunteerism and social
responsibility. All cultural and economic backgrounds welcome to apply.
Volunteers are responsible for Pet Library and Petting Circle, butterfly and
garden projects, habitat enhancement, journaling and traveling exhibition
development, leading exhibit hall tours and discussions, and assisting with
special events. Training is required and ongoing. Animals include
non-releasable wild animals and exhibits that encourage a commitment to care
of the natural world. The program is designed to affirm respect for life
through activities and training that promote environmental literacy by
connecting students with their surroundings. Ages: 12-16
Magik Treks
Contact: George Appenzeller
PO Box 6876
Columbia, SC 29260
(803)771-6663
Provide structured outing for at risk youths. Maximum of 8 kids with 2-3
adults (including the teacher booking the trip). Each child chooses a llama
which will pack for them. The child is responsible for feeding, watering,
grooming and packing under the supervision of adults. Occasionally younger
children may be matched with older kids or handicapped with not handicapped.
Llamas have organized social structure and set examples of cooperation and
good behavior for the children. The group is out 3 to 5 days, then in for a
couple of weeks, then out again in the mountains of North Carolina over the
summer and on a wilderness island over the winter. Curriculum is centered
around animals and environmental education. In the process of developing a
permanent camp with the McCloud Center near Charlette, NC. May do some day
camps. Ages: 13-17
Mendocino County 4-H
Contact: Evelyn Conklin-Ginop
County Ag Center/ Courthouse
Ukiah, CA 95482
(707)463-4495
First time convicted drug and alcohol abuse offenders are offered 4-H as an
alternative to rehabilitation centers or counseling programs. Prior to
joining youngsters must test drug free and they and their parents must agree
to attend at least 70% of the 4-H meeting per year. Once admitted to the
program, youngsters are not identified as participants, but treated as any
other member. Many continued as members after their required one year
attendance. 4-H programs include home economics, fine arts, agricultural and
farming projects, livestock projects and puppy training. This program has
the final word on applicants. Ages: 10-15
Mustang Troop
Kentucky Horse Park
Contact: Jean Hampell
4089 Iron Works Pike
Lexington, KY 40511
(800)678-8813/(606)259-4206
fax:(606)254-0253
Youngsters are chosen by the Lexington-Fayette Urban County Division of
Police, Police Activities League. They are teamed with horses donated by the
Bureau of Land Management's "Adopt a Horse Program". Horses are green broke
by the Wyoming Riverton Penitentiary Honor Farm inmates under the direction
of the BLM. One horses arrive at the Kentucky Horse Park they are worked and
trained by the Park's Equine Staff. Troopers are responsible for the
cleaning and setting up stalls and grooming their horses. They observe and
participate in round pen training, lunging and learning to ride the horses.
Due to safety issues rules are very strict and must be followed to continue
participation in the program. Troopers eventually learn to work together as
a drill team and preformed at Equitana (an international horse event) in
1996. Troopers work their horses Monday through Friday during the summer and
weekends during the school year. The Horse Park also offers classes in
horsemanship and handling during the summer. Ages: 9-14
Occupational Work Adjustment (OWA)
Contact: Ron Sumlin
Dayton OH
(937)277-8195
This is a work study program for freshman high school students. It is aimed
at dropout prone kids with poor attendance records and is designed to help
ease the kids back into the school system. Students are chosen from incoming
attendance records and a program coordinator does a home visit to see if the
student and parents are interested in the program. OWA students attend 4
hours of regular classes, 2 hours of special OWA classes including holding a
job and any special tutoring that may be needed. Jobs for the students are
from the schools (food service, maintenance) and the community (food
service, animal shelters, service stations, etc.). Wages may be supplemented
by the program. Program coordinators are teachers paid by the state (via a
federal program), which work in local areas.
PAWS In The Classroom
Pet Therapy Society Of N. Alberta
330,976817 0 St.
Edmonton, AB T5T 3Z4
(403)413-4682
fax: (403)413-8805
email: paws@connect.ab.ca
www.shopalberta.com/paws/
This program was developed especially for at-risk children who have not yet
had trouble with the law. Selected students are invited to participate in
the class as an elective. For one hour on Mondays for 14 weeks, 4 therapy
dogs and their handlers met with the students and their teacher. If students
maintained attention dogs were allowed off leash to interact with the kids.
Classes focused on safety around dogs, pack behavior as it relates to human
behavior, responsible pet ownership and non-ownership and careers and
volunteer work involving animals, especially emphasizing realities. A field
trip to the local SPCA was also provided. Ages: 12-16
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In a landmark book published in 1984, a biologist named E.O.
Wilson wrote about biophilia - simply defined as "the innate
tendency to focus on life." In his book, Wilson suggests that
the evolutionary history of human thought, language and
socialization has been profoundly influenced by our species’
relationships with other animals. The next step in this
progression is the question "Can this influence have
implications for learning?"
Even more recently, author/researchers Katcher and Wilkins
concluded several studies involving children and animals in
the Biophilia Hypothesis (Keller, Wilson, eds; Washington,
D.C. Island Press, 1993) with these three conclusions:
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Animals
brought into a human context are powerful reinforcers of
human attention and behaviour. |
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When the
child is given the opportunity to interact with the animal
as well as watch it, there are more positive changes in
behaviour and they are more persistent. |
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Human
speech and the nonverbal expression of emotion are
facilitated by the presence of animals. |
Another documented study conducted at Cajon Park School in
Sanee, California concluded that animal affection resulted in
a change of pupil behaviour in the classroom and there was an
improvement in attitude and behaviour toward teacher and
peers. This was reported in Animal Affection and Student
Behaviour by D.M. Kaye.
Interest and support for animal-assisted learning has moved
from researchers to educators themselves. In a statement
issued by the National P.T.A. Congress in 1993, the long-term
societal benefit of positive human-animal interaction was
noted: "Children trained to extend justice, kindness and
mercy to animals become more just, kind and considerate in
their relation with each other. Character training along these
lines in youth will result in men and women of broader
sympathies, more humane, more law-abiding - in every respect
more valuable citizens." |
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Peninsula Humane Society - Education Program
For Youth
Contact: Pam Patek
12 Airport Blvd
San Mateo, CA 94401-1098
(650)340-7022x369
fax: (650)348-7891
Many humane education classes are offered by subject area with considerable
choice in study area and instructor. Classes provided both at the shelter
and in the classroom. Shelter also provides an outlet for community service
credit requirement for local junior high and high schools. Volunteers
accepted if 16 or older. Younger less reliable. Junior volunteers start in 6
month program working in clerical, pet supply store or restocking and
eventually earn right to work with the animals, starting in puppy
socialization, then dog walking and working with cats. Camp 101 is offered
in the summer and during school breaks for 9 to 12 year olds (16 kids per
session). This is a day program (9 am to 3 pm) held at the Humane Society.
Two to three volunteers and one staff person attend the kids each day.
Projects include pet care, wildlife rehabilitation, pet adoption, shelter
work with and for the shelter animals, teaching positive reinforcement
obedience training with staff or volunteer dogs, observe a spay or neuter
operation, art projects (leash, cat collar,pet dinner mat, etc.), and animal
laws. Ages: Camp 9-12; volunteers >16; service learning 13-18; classroom
programs K-8.
People, Animals, Learning (PAL)
Wisconsin
Humane Society
Contact: Lynn Derr
4151 N. Humbolt Av.
Milwaukee, WI 53212
(414)961-0310x112
fax: (414)961-1070
email: Iderr@humane.mil.wi.us
www.wihumane.org
PAL program is designed for at-risk kids between the ages of 10-13 who
have a definite interest in animals. During the program kids obedience
train shelter dogs and help feed and monitor orphaned baby birds prior to
their release back into their natural habitat. PAL kids become teacher by
presenting the knowledge they have acquired to other kids and adults in the
community. Two sessions are held each summer. Each three-week session is
held Monday-Friday from 9 am - noon. The program is offered free and
transportation is provided to and from the shelter. Ages:10-13
People-Pet Partnership
Washington State University College Of Vet
Med
Contacts: Francois Martin, PhD or Leo Bustad,
DVM, PhD
Box 647010
Pullman, WA 99164-7010
(509)335-6094
email:PPP@vetmed.wsu.edu
www.vetmed.wsu.edu/depts-pppp
People-Pet Partnership (PPP) is a public service activity of the College of
Veterinary Medicine. Their mission statement is to study the human-animal
bond and its applications. At this time, PPP has four partnerships. Pet
Education Partnerships (PET) vounteers take temperament tested and
obedience-trained companion animals into local schools to provide K-6
lessons from its curriculum guide "Learning and Living Together: Building
the Human-Animal Bond". Lessons include: responsible pet ownership, the web
of life, stewardship of the environment, people with disabilities and their
service animals, prevent-a-bite and dealing with the grief associated with
the loss of a pet. The Companion Animal Partnership (CAP) volunteers take
temperament tested and obedience-trained companion animals into local care
facilities. In addition, research is being conducted on the effects of
animal-assisted therapy on special populations. The Palpouse Area
therapeutic Riding Center (PATH) offers recreational therapeutic horseback
riding lessons for area rides with physical, emotional and/or mental
diabilities. Funding is being sought that will allow the expansion of the
program to offer hippotherapy and therapeutic horse-driving and to research
the effects of this intervention for people with disabilities. The Pet Loss
Partnership provides face to face and telephone counseling for people who
have lost or are facing the loss of a companion animal. In the fall PPP
offers an ethics seminar, Reverence for Life. This course is taught
conjointly with the philosophy department. Materials can be ordered by
calling (509)335-1303 or emailing Fmartin@vetmed.wsu.med.
Prison Pet Partnership
Contact: Jean Hampl
PO Box 17/9601 Bujacich Rd. NW
Gig Harbor, WA 98335-0017
(253)858-4240
This non-profit organization contracts with the Washington State Department
of Correction to provide Vocational Education. The Pet Technician Level I &
II curriculum from the American Boarding Kennel Assoc. is used as a
screening tool for female offenders. Classes include Breeds and Handling,
Nutrition, Immunology, Cleanliness and Parasitology. Inmates run a full
service Boarding and Grooming Kennel as well as train dogs rescued from
local humane societies to be Service Dogs for the physically disabled. The
scope also includes Seizure Alert & Social Therapy Dogs. Dogs are placed in
WA, OR and S. British Columbia. Ages: >18
Project Pooch
Oregon Youth Authority
Contact: Joan Dalton
2630 N. Pacific Hwy
Woodburn, OR 97071
(503)378-3598 x654
fax: (503)373-7968
email: joan.dalton@state.or.us
Positive Opportunity Obvious Change with Hounds (POOCH) is an on going
project at an all male juvenile correction facility. Dogs from local
humane societies in need of training to make them more adoptable are
assigned to inmates. Youth are responsible for all care, feeding and
training of dogs. Approved as federal vocational program. Youth learn
anatomy in science classes. Write about dogs in English. Animals assist in
anger management. Dogs are kenneled at night. When animals are ready,
adoptions follow guidelines of humane society. Youth do have some feedback
in adoption process, though breaking the bond can often be hard. Ages: 14-25
Rainbow Animal Assisted Therapy
PO Box 531
Northbrook, IL 60065-0531
(773)283-1129
fax: (773)283-1129
A non-profit all volunteer organization dedicated to providing physically or
emotionally challenged children the opportunity to participate in
aminal-assisted activity and therapy. Programs at schools, hospitals,
residential centers and park districts are designed to meet goals set by the
child's therapist, teacher or parent. The special activities are provided
free of charge to the children. Each specially trained and registered
therapy dog belongs to a club member. Serving the greater Chicago area.
Ages: All
Raise With Praise
Founder: Paul Ownis
2027 W. 65th St.
Cleveland, OH 44102
(800)269-3591
fax: (216)651-1663
email: raisewithpraise@webtv.net
Paul Ownis has developed a program for teaching nonviolence using animals.
He uses dogs to teach nonviolence using food, toys, freedom and praise for
teaching and training. The programs are age based and designed around
specific groups of kids. Video and books are also available on Non-violence
in Dog Training and Stress Management for Dogs and Their Humans.
Teaching Love And Compassion (TLC)
SPCA Los Angeles
Contact: Joan Melrod Weiss
5026 W. Jefferson Blvd.
Los Angeles, CA 90016
(213)730-5300x255
fax: (213)730-5333
email: spcaLAHE@aol.com
http://www.spcaLA.org
Twelve children, six male and six female, ages 11 to 13 are paired with six
dogs for a three week period during intersession from school or for 4 weeks
as an after school program.. A dog trainer teaches the children how to train
basic obedience and the children also attend violence prevention
lectures/workshops daily. Dogs within the program have had a very high
adoption rate. Post graduation children have the option of continuing on as
trainer/volunteers for the shelter, which includes leading tours,
socializing and grooming shelter animals and giving presentations for
younger children. TLC now has a 4 page color bulletin called Side by Side -
Youth & Animals United, featuring humane education articled and
activities focusing on violence prevention and compassionate treatment of
animals. Ages:11-13 (Get a copy!)
The Humane Society for Tacoma and Pierce Co.
Contact: Bob Walter
2608 Center St.
Tacoma , WA 98409
(253)383-2733x814
fax: (253)572-3678
Volunteer program requires parental involvement. Kids work in bathing and
grooming animals, nursing home therapy visitations, and shelter events
(manning booths at fairs, etc.) Shelter also has available a brochure on
Breaking the Cycle of Abuse available to teachers and counselors. Ages:
14-17
The Shiloh Project
Contact: Nancy Katz
12210 Fairfax Towne Center
Fairfax, VA 22033
(703)591-3600
email: ShilohProj@aol.com
http://www.shilohproject.org
The Project pairs homeless
dogs with juvenile offenders. One licensed teacher, one humane education
instructor and one experienced trainer works with groups of six youth to
train three dogs. Worked with four separate schools in 1996-97 school year.
Case workers or counselors choose the youth participating. The dogs are
brought to the school for each training session. Program lasts one month,
three times per week, 1.2 hours per session of dog training and one half
hour of anger/personal attitude management and humane education. Dog trainer
comes once a week. “Our
Mission:
Teaching
juvenile offenders and youth at-risk Compassion, Respect and Responsibility
toward animals and others through the experience of socializing and
interacting with rescued homeless dogs,
Promoting
the adoption of homeless companion animals and
Encouraging
healthy and positive human/animal bonds.
“ The
goals of The Shiloh Project are to provide an opportunity for juvenile
offenders and youth at-risk to:
-Learn about
animal abuse and prevention, its links to human violence and how interaction
with animals relates to human relationships.
-Experience exposure
to a healthy and non-violent interaction with a companion animal.
-Learn proper
care and responsibility toward companion animals.
-Discover
how to make a difference n the lives of homeless companion animals.
(prosecuting animal abuse:
DEADLY SERIOUS:
AN FBI PERSPECTIVE ON
ANIMAL CRUELTY
Part 1
By Randall Lockwood,
Ph.D., and Ann Church
The HSUS has a long
history of working closely with local, state, and federal law enforcement
agencies to combat cruelty to animals. Many of these agencies have become
acutely interested in the connection between animal cruelty and other forms
of violent, antisocial behavior. They have found that the investigation and
prosecution of crimes against animals is an important tool for identifying
people who are, or may become, perpetrators of violent crimes against
people.
Earlier this year
[1996], Senator William Cohen of Maine formally asked U.S. attorney general
Janet Reno to accelerate the U.S. Department of Justice’s research in this
area. On June 6, The HSUS met with the staffs of Senator Cohen and Senator
Robert Smith of New Hampshire and with representatives of the FBI and the
Justice Department. One participant was Supervisory Special Agent Alan
Brantley of the FBI’s Investigative Support Unit (ISU), also known as the
Behavioral Science Unit. The ISU is responsible for providing information on
the behavior of violent criminals to FBI field offices and law enforcement
agencies worldwide. Special Agent Brantley served as a psychologist at a
maximum-security prison in North Carolina before joining the FBI. He has
interviewed and profiled numerous violent criminals and has direct knowledge
of their animal-abuse histories. In his role as an ISU special agent, he
shares that information with agents at the FBI Academy and law enforcement
officers selected to attend the FBI’s National Academy Program. When we
asked Special Agent Brantley how many serial killers had a history of
abusing animals, his response was, "The real question should be, how many
have not?")
Therapy Dogs Inc.
Contact: Ann Butrick
PO Box 2786
Cheyenne, WY 82003
(307)-638-3223
email: therapydoginc@juno.com
Non-profit corporation that provides testing, registration and liability
insurance for therapy dog teams. Teams are tested and observed working in
therapy situations before being registered. Call for local tester
information. Dogs must be at least one year. Minimum age for 4H dog handlers
is 12 yrs, all others 16 yrs of age. Children under 16 required to be
accompanied by parent or guardian. Ages: 12-adult
TOUCH - Therapy of Unique Canine Helpers /
Support Dogs Inc.
Contact: Christine Curtis
3958 Union Rd.
St. Louis, MO 63125
(314)892-8113
email: supportdogs@MSN.com
http://members.aol.com/maxidog1/therapy.htm
Support Dogs Inc. (SDI) certifies and monitors therapy dogs in the Midwest
from their base in St. Louis. Canine teams work on a regularly scheduled
basis with several hospital's psychiatric and behavioral units, including
adolescent units, in the TOUCH (Therapy Of Unique Canine Helpers) Program.
Therapy sessions are conducted under the direction of facility counselors,
therapists or other medical personnel. Monthly documentation of the results
and success of this program has been submitted by the facilities and the
canine handlers since 1989. TOUCH dogs are especially good at getting
through to children who have severe withdrawal, with progress often seen in
the day following visitations. Handlers must be at least 18 to be certified
and dogs must be over 18 months to begin training. Ages: all
Benefits of TOUCH Therapy
TOUCH Therapy helps rehabilitate children or adults by providing Therapy
Teams trained to:
·
Stimulate voluntary physical activity
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Decrease preoccupation with problems
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Stimulate memory
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Increase social cooperation
·
Stimulate communication and verbal skills
Turnabout Ranch -Horsemanship/Cow calf
Please visit our revised and up-to-date site at:
http://www.turnaboutranch.com.
PO Box 345
Escalante, UT 84726
(800)842-1165/(801)826-4240
email: turnabout@color-country.net
www.vpp.com/turnabout
Several large animal programs. Horsemanship program emphasizes
responsibility and accountability. Children are required to spend class time
learning about horses before interacting with them. They learn how their
behavior can effect the behavior and reactions of the horses. Western riding
is taught. A 200 head cow-calf operation provides a working experience for
the boys and girls who participate in all phases including feeding,
maintenance, vet work, calving, hand-raising abandoned calves, branding,
docking and weaning. Pigs, goats, sheep and chickens are kept and
maintained. Ages: 12-18
Vancouver Aquarium -Education Department
Contact: Margaret Butschler
POB 3232
Vancouver, BC V3B 3X8
(604)631-2537
fax: (604) 631-2529
email: butschm@vanaqua..org
www.vanaqua.org
Several programs are available to students through the Aquarium. Nightlights
is a 12 hour program based on the nocturnal habits of marine mammals.
Students are allowed to sleep beside the killer whales. Other programs
include youth volunteer programs, family camps and many school programs,
both on site and through Aquavan (a mobile classroom). Topics include
ecosystems, ethics and biology. Aquakits are available for local teachers to
assist in teaching the subjects.
Viewpoint Farm
Contact: Barbara Downing
6808 112 St. East
Puyallup, WA 98373
(253)848-3820
fax: (253)848-0959
email: vpointfarm@msn.com
Working farm acts as a 90 day stabilization placement for runaway girls
housing 4 to 5 kids at a time. Girls attend school, assist with farm chores
including hand raising replacement dairy heifer calves and a horse raising
operation. Girls are integrated into community riding lessons given at the
ranch and participate in 4H special projects. One such project, City Kids
and Calves, a joint effort of Viewpoint farm and the Pierce Co. 4H, brought
at-risk kids from local metropolitan areas to assist in raising calves. Use
of large animals is humbling, yet empowering, helping to build confidence in
the teens. Future hopes include a working girls ranch in Washington state.
Ages: 12-18
UC Center for Animal Alternatives
Companion Animal Behavior Program
School of Veterinary Medicine
University of California, Davis
UC Davis Center for
Companion Animal Health CCAH Update, Spring 1999
Animal Companions Enhance People's Lives
“Scientific studies have shown that people with companion animals are likely
to be happier and healthier (and more socially attractive!) than people
without pets.
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12/9/2002 |
Center for Children's
Environmental Health begins autism survey
July 2001 |
Animal
Abuse and Youth Violence Juvenile Justice Bulletin September 2001
Motivations That May
Underlie Animal Abuse by Children and Adolescents
Animal abuse in the context of firesetting may
also have predictive value. Rice and Harris (1996) reported on a sample of
243 firesetters who had resided in a maximum-security psychiatric facility
and were later released. In a followup of 208 of these men, Rice and Harris
found that a childhood history of cruelty to animals (coded from patient
records) predicted violent offense recidivism (p<0.001) and
nonviolent offense recidivism (p<0.05) but not firesetting
recidivism.5
The Salt Lake City Area Juvenile Firesetter/Arson
Control and Prevention Program (1992), funded by the Office of Juvenile
Justice and Delinquency Prevention, is based on a typology of juvenile
firesetters that may be relevant for developing a typology for children who
abuse animals (Marcel Chappuis, personal communication, March 23, 1998). The
typology of juvenile firesetters categorizes children into the following
groups:
| Normal curiosity
firesetters. The mean age of this group is 5 years (range, 3–7 years).
Children in this group often share the characteristics of poor parental
supervision, a lack of fire education, and no fear of fire. |
| "Plea-for-help"
firesetters. The mean age of this group is 9 years (range, 7–13
years). The group's firesetting is often symptomatic of more deep-seated
psychological disturbance. The individuals usually have had adequate fire
education. |
| Delinquent firesetters.
The mean age of this group is 14 years (range, 13 years to adulthood).
Firesetting may be one of a host of adolescent-onset antisocial behaviors,
including gang-related activities, exhibited by this group. |
The Salt Lake City program has developed a series of assessment scales
geared to each age group of firesetters that can be administered to the
child and the child's parent/guardian. In addition to questions about fire
education and the firesetting incident(s), this series has questions about
general behavior problems (similar to items on the CBC), including one item
about cruelty to animals. (There is also a direct question about whether the
firesetting incident involved the burning of an animal.) Responses to these
assessments are used to select an intervention strategy. Children who fall
into the normal curiosity group are often enrolled in a fire education
program, and attempts may be made to educate parents about fire safety and
the need for supervising young children. Children who fall into the other
two groups are referred to mental health services because fire departments
are not prepared to deal with the psychological problems these young people
may present.
It might be possible to develop a similar typology for children who abuse
animals. Although there is not a great deal of empirical information on
which to rely, the study by Ascione, Thompson, and Black (1997) suggests the
varied motivations that may underlie child and adolescent animal abuse.
Using the extensive experience of animal control and animal welfare
professionals, one could develop a typology mirroring that for juvenile
firesetters. A sketch of such a typology might approximate the following:
| Exploratory/curious
animal abuse. Children in this category are likely to be of preschool
or early elementary school age, poorly supervised, and lacking training on
the physical care and humane treatment of a variety of animals, especially
family pets and/or stray animals and neighborhood wildlife. Humane
education interventions (teaching children to be kind, caring, and
nurturing toward animals) by parents, childcare providers, and teachers
are likely to be sufficient to encourage desistence of animal abuse in
these children. Age alone should not be the determining factor in
including children in this category. For example, CD symptoms may have an
early developmental onset, and as noted earlier, cruelty to animals is one
of the earliest CD symptoms to be noted by caretakers. Older children who
are developmentally delayed may also fall into this group. |
| Pathological animal
abuse. Children in this category are more likely to be (though not
necessarily) older than children in the exploratory/curious group. Rather
than indicating a lack of education about the humane treatment of animals,
animal abuse by these children may be symptomatic of psychological
disturbances of varying severity. For example, a number of studies have
tied childhood animal abuse to childhood histories of
physical abuse,
sexual abuse, and
exposure to domestic violence. In these cases, professional, clinical
intervention is warranted. |
| Delinquent animal
abuse. Youth in this category are most likely to be adolescents whose
animal abuse may be one of a number of antisocial activities. In some
cases, the animal abuse may be a component of gang/cult-related activities
(e.g., initiation rites) or less formal group violence and
destructiveness. The use of alcohol and other substances may be associated
with animal abuse for these youth, and they may require both judicial and
clinical interventions. |
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California Children
and Family Services
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Youth Violence Prevention Article March 23, 2004 |
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by, Melanie Barker, MPH/MSW, Education Coordinator, Center for
Child Protection
This is the
first in a three-part series including defining the youth
violence problem; aggressive behavior in adolescents, including
prevention programs; and politics and policy for youths in the
juvenile justice system. |
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According to Reddy, et al (2001), those
youth at risk for targeted violence may not have many of the risk factors
generally associated with juvenile delinquency. The etiology and
intervention may differ significantly. Cornell, et al (as cited in Reddy,
2001) found that juveniles referred for evaluation after having committed
homicide were less likely to have prior mental histories, arrests, poor
school adjustment, or placements in juvenile facilities, vis-à-vis those
juveniles referred for evaluation after having committed larceny. Findings
revealed a substantial heterogeneity among juvenile homicide offenders.
Reddy, et al (2001) posit that juvenile offenders of targeted school
violence may differ considerably not only from non-violent crime youth
offenders, but also from those who commit other acts of homicide. Hence,
they argue that for purposes of preventing school violence, assessment
requires identifying whether a particular student poses a threat to another
identified individual(s) at school, as opposed to assessing whether an
individual poses an increased risk for committing some act of aggression.
Further, any inquiry should also include an investigation into a student’s
grievances about school or potential targets.
In collaboration with the U.S.
Department of Education, the U.S. Secret Service developed and implemented
the Safe School Initiative project in an effort to bring their expertise in
research and prevention of targeted violence to address the problem of
school violence, providing accurate information to those multidisciplinary
stakeholders challenged with school safety. To that end, The Secret Service
National Threat Assessment Center studied 37 school shootings, involving 41
assailants who were current or recent students at the school, and where the
assailant(s) chose the school for a particular purpose, rather than as an
opportunistic site.
Most
attackers had demonstrated some behavior that warranted alarm or a need for
intervention. Almost 50% of the attackers had histories of depression, and
nearly 75% had demonstrated suicidal ideation, gestures, or attempts.
Far too often children
experience victimization, as illustrated in the following statistics:
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In 1994, approximately 2.6 million youth
ages 12-17 were victims of crime–simple and aggravated assaults, rape, and
robbery (Bureau of Justice Statistics, National Crime Victimization
Survey, as cited in Marans and Berkman, 1997). |
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In a study conducted at Boston City
Hospital, 1 out of 10 children seen by their primary care clinic had
witnessed a shooting or stabbing prior to age 6–50% of these incidents
occurred in home and 50% in the street. These children averaged 2.7 years
in age (Taylor, et al as cited in Marans and Berkman, 1997).
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In a survey of 5th and 6th graders in
Washington, D.C., 31% reported having witnessed a shooting; 17% reported
witnessing a homicide; and 23% reported having seen a dead body (Richters
and Martinez, as cited in Marans and Berkman, 1997). |
Children’s exposure to violence and child maltreatment is highly
correlated with depression, anxiety, posttraumatic stress, anger, substance
abuse, and poor school performance (Garbarino et al; Martinez and Richters;
Singer et al; and Ciccetti and Carlson, as cited in Marans and Berkman,
1997). These symptoms are clear indicators, however, the Surgeon
Generals’ report states that abuse and neglect are "relatively weak
predictors of violence," and "most children who are abused and neglected
will not become violent offenders during adolescence." Conversly, the
role of family and parental factors, influenced by social learning,
modeling, and identification with the aggressor, with respect to aggressive,
physically abusing, and criminal parents is well cited in the literature as
predictive of aggressive/antisocial behavior (Fry 1988; Hall and Cairns
1984; West and Farrington 1977; as cited in Shaw & Campo-Bowen, 1995).
Next quarter, look for part two in the
series on aggressive behavior in adolescents.
References
Bureau of Justice Statistics
(2001). Homicide trends in the U.S. U. S. Department of Justice Bureau of
Justice Statistics.
Available:
http://www.ojp.usdoj.gov/bjs/homicide/teens.htm
Cooper, W.O., Lutenbacher, M.,
Faccia, K. (2000). Components of effective youth violence prevention
programs for 7- to 14-year-olds. Archives Pediatric Adolescent Medicine,
154, 1134-1139.
Fanning, K. (2001) Kids in the
legal system. School violence: Staying safe [On-Line].
Available:
http://teacher.scholastic.com/newszone/specialreports/safety/kids.htm
Hanson-Harding, A. (1999).
Ending School Violence. Junior Scholastic [On-Line].
Available: http://teacher.scholastic.com/researchtools/articlearchives/newsreports/end_violence.htm
Marans, S. & Berkman, M.
(1997). Child development–community policing: partnership in a climate of
violence. Office of Juvenile Justice and Delinquency Prevention Bulletin,
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