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dc.contributor.advisorHamilton, Michelle
dc.contributor.authorZeman, Chloe J.
dc.date.accessioned2021-03-12T15:05:32Z
dc.date.available2021-03-12T15:05:32Z
dc.date.issued2017
dc.identifier.urihttp://digital.library.wisc.edu/1793/81466
dc.description.abstractA review of existing research literature concerning the use of therapy dogs in schools and the impact they have on students in kindergarten through 12th grade (K-12) was completed. Research suggests that therapy dogs provide psychological and academic benefits for students. Despite the existing evidence, many school districts remain hesitant to allow therapy dogs into schools often due to safety and liability concerns. The literature review concluded that therapy dogs are an effective means to improved academic performance, enhance psychological functioning, and have a positive effect on student behaviors. Teachers, staff, and school districts should consider strong advocacy efforts in support of using therapy dogs within school settings. More empirical studies should be conducted to better understand the practicality of implementing therapy dogs within K-12 schools.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Wisconsin-Stouten_US
dc.subjectAnimals in educationen_US
dc.subjectDogsen_US
dc.subjectPsychiatric service dogsen_US
dc.titleEffects of therapy dog use on K-12 studentsen_US
dc.typeThesisen_US
thesis.degree.levelMSED
thesis.degree.disciplineSchool Psychology


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