Learn more about animals to nurture empathy and a sense of compassion for the world
We have prepared a series of studies and resources about CARing Kids so that teachers, parents and students can understand more about the topics that interest them. These tools will also help students to think further about the issue of animal welfare.
What’s Special about this Programme
Benefits of Human-Animal Interactions
A close and tight relationship between human beings and companion animals can help with stress relief.
Research indicates that a close and affectionate relationship between human beings and companion animals can help de-stress, and reduce depression and loneliness (note 1). For example, a study about elderly women found that interviewees with companion animals are more optimistic, keen to plan for the future, feel less lonely and have fewer agitated behaviours than interviewees who do not keep animals (note 2).
Also, companion animals easily attract attention from children and have obvious positive impacts on the emotions of children with deficient attention or who are hyperactive (note 3). Among companion animals, dogs are the most forthcoming to humans and can encourage more social interaction (note 4), which is the rationale for this programme’s choice of dogs as reading companions.
References:
1. Hart, LA (2006). Community Context and Psychosocial Benefits of Animal Companionship. In Friedman, J., & Fine, A. (Ed.) Handbook on Animal-Assisted Therapy: Theoretical Foundations and Guidelines for Practice (pp. 73 -94). San Diego: Elsevier Science & Technology.
2. Goldmeier, J. (1986). Pets or people: Another research note. Gerontologist 26, 203–206.
3. Katcher, A., and Wilkins, GG (1997). Animal-assisted therapy in the treatment of disruptive behavior disorders in children. In “The Environment and Mental Health: A Guide for Clinicians ” (A. Lundberg, ed.), pp. 193–204. Lawrence Erlbaum Associates, Mahwah, NJ.
4. Miller, M., and Lago, D. (1990). The well-being of older women: The importance of pet and human relations. Anthrozoos 3, 245–251.
Reading Canines
Child participants demonstrate better confidence and reading performance
One of the special features of this programme is the participation of reading canines. Research has shown that the reading performance and confidence of children improved after taking part in the project, and children’s empathy towards dogs increased (notes 1 & 2). The reading canines are of different ages (usually over two years), species and sizes, but they all have one thing in common – they like interacting with people (especially children), and are able to sit quietly and listen to children reading to them.
If you have a dog at home...
The reading canines and volunteers (owners of the dogs) come from our four collaborators and all have to go through assessment and internship in order to take part in the programme. Our programme is in need of a large number of reading canines and volunteers. If you feel that your dog is suitable to become a reading canine and can participate on a weekday, you’re welcome to visit any of our collaborators’ information to find out more.
If you're a teacher/parent...
Living environments in Hong Kong are usually limited in space and many students do not have the opportunity to interact with animals. We provide chances for students to have interactions with reading canines so that they will be encouraged to care for and nurture animals. This cultivates children’s sense of empathy for people and animals. Our reading canines enjoy being with people, so even if students are not able to read fluently, the reading canines will “accept” the storytelling unconditionally without any judgment towards the students. We hope that the process of reading together will improve the interest and confidence of students in reading.
If you're a student...
Our furry friends love listening to stories told by children. You may be shy, bold, naughty or serious, as long as you greet our reading canines in a friendly way and sit gently with them, they will pay full attention to you and your storytelling. If you’re a bit afraid of dogs, no worries! You can sit at a distance and begin reading. We hope that in the six sessions of the programme, you will come to learn more about dogs. If you feel up to it, we can accompany you to touch the reading canines to thank them for listening to your stories.
References:
1. Hart, LA (2006). Community Context and Psychosocial Benefits of Animal Companionship. In Friedman, J., & Fine, A. (Ed.) Handbook on Animal-Assisted Therapy: Theoretical Foundations and Guidelines for Practice (pp. 73 -94). San Diego: Elsevier Science & Technology.
2. Goldmeier, J. (1986). Pets or people: Another research note. Gerontologist 26, 203–206.
3. Katcher, A., and Wilkins, GG (1997). and Mental Health: A Guide for Clinicians” (A. Lundberg, ed.), pp. 193–204. Lawrence Erlbaum Associates, Mahwah, NJ.
4. Miller, M., and Lago, D. (1990). The well-being of older women: The importance of pet and human relations. Anthrozoos 3, 245–251.
Animal Welfare
Encouraging students to respect every life
Our project is supported by many friendly and gentle reading canines and their handlers. One of our goals is to enhance animals welfare. Although our reading canines enjoy interacting with people, it does not mean that they are entirely free from the stress that might arise from being with a large group of people in a confined space. As you can imagine, sometimes students are excited to see the reading canines, and start to shout or jump. This kind of behaviour will scare dogs who are more timid. That is why we will first explain the classroom rules (e.g., no jumping, speak in a light voice etc.), and we also guide students to observe the stress reactions of reading canines (e.g., repeatedly licking, trembling etc). If you would like to know more about the reaction of reading canines under stress, please click here. We encourage all students to respect every life and be gentle to all reading canines.
Schools are unfamiliar environments for some of our reading canines and they may feel a sense of unease initially. Each school session is hence limited to under 70 minutes, and the reading sessions to under 20 minutes, so that our reading canines will not experience stress.
In addition, we follow the thirteen professional guidelines mentioned by Professor Cynthia K. Chandler in her best-seller book Animal Assisted Therapy in Counselling. Some of the guidelines include: offering a safe environment for the reading canines; giving space and time for them to rest; respecting the innate qualities and personality of the therapy dogs (note 1). These guidelines ensure that the reading canines interact with children in a lively and delightful atmosphere.
Through the programme, we also hope to increase the awareness of students about the need to care for animals in general, and the importance of animal welfare. For example, animal caregivers should follow the “Five Freedoms” (note 2) as listed by the Farm Animal Welfare Council of The Great Britain in 1979:
It states that animals should have:
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Freedom from hunger and thirst;
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Freedom from discomfort;
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Freedom from pain, injury or disease;
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Freedom from fear and distress; and
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Freedom to express normal and natural behaviour
References:
1. Chandler, CK (2011). Animal Assisted Therapy in Counseling. NY, USA: Routledge
2. FAWC (Farm Animal Welfare Council). 1993. Second report on priorities for research and development in farm animal welfare. MAFF Tolworth, UK
