Literaturnachweis - Detailanzeige
| Autor/in | Sola-Perkins, Bianca |
|---|---|
| Titel | The Impact of the Use of a Professional Therapy Dog on the Sense of School Belongingness and Class Attendance of Students in a Truant's Alternative and Optional Education Program |
| Quelle | (2018), (93 Seiten)
PDF als Volltext Ed.D. Dissertation, Edgewood College |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4385-6447-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Animals; Therapy; Truancy; Student School Relationship; Attendance; Nontraditional Education; At Risk Students; Program Effectiveness |
| Abstract | Using a quasi-experimental non-equivalent control group design, this quantitative study sought to determine whether or not the presence of a professional therapy dog in a Truant's Alternative and Optional Education Program (TAOEP) helps to increase one's sense of belongingness in school and class attendance rates among TAOEP students. Maslow's theory of human motivation serves as the theoretical framework and suggests that an increased sense of belongingness helps at-risk students overcome social barriers that prevent them from reaching academic goals such as graduating. Recent research shows that animals provide support for many at-risk populations and indicates that the presence of a dog in a TAOEP classroom could help students build the sense of belongingness needed to succeed academically. Twenty-three racially and ethnically diverse TAOEP students, ranging in age from 16-21, were the participants in this four-week study. Sense of belongingness and attendance were the dependent variables, and the level of interaction with the professional therapy dog was the independent variable. Pre- and post-assessments were administered to the treatment and control groups to determine whether there were differences in sense of school belongingness and attendance, pre- and post-intervention. An open-ended question was asked of those in the treatment group to gage their feelings about having a dog in their classroom. ANOVA tests were conducted to analyze results and interactions between the variables. Various limitations contributed to the final results and all data was determined to be insignificant. However, a sense of school belongingness among students in the treatment group did increase based upon the responses to the open-ended question about the benefits of a dog's presence to students. Replication of this study is recommended and several suggestions have been made on the appropriate modifications to make. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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