Animal Assisted Therapy has received a great deal of interest in recent years, and there is growing evidence showing that pets can significantly alter physical and emotional health. Social well-being is also affected with the use of animals as Levinson realized. “Levinson was the first child psychologist to build the use of companion animals into a self-conscious diagnostic and therapeutic technique” (Beck & Katcher, 1996, p. 133) His use of animals as co-therapists began when he discovered the impact when working with a severely withdrawn child. Levinson noted that the dog served as an icebreaker with this child he was unable to reach. The dog softened the child’s defenses and provided a focus for communication. With the animal present, Levinson could join in, establish rapport, and begin therapy (Becker, 2002; Levinson 1964; Ruckert, 1987)
Through documentation, Levinson demonstrated that pets could be used in the treatment of emotionally disturbed children (1964). He believed a companion animal that displayed unconditional acceptance made the treatment setting a more secure environment for young patients, enabling them to express themselves. Beck, Hunter, and Seraydarian (1986) believe the use of a pet in the therapy room may make the therapist appear less threatening and therefore the client more willing to speak honestly and openly.
When my dogs work with children who are wards of the court, living in various foster and group homes, I practice an externalizing technique. There is no such thing as perfection, the dogs make mistakes and do not always mind their manners. Some stories are comical and others become familiar. One particular story is of when Sam first joined our family and cried for his mama most of the night. Leaving his original pack was very difficult and we needed to get a second dog to keep him company. Sam has great anxiety and becomes very stressed when alone, and I point out the importance of his relationship with Neuman. Neuman too has issues like being insecure around large dogs, and for a small dog he becomes very protective of Sam. Neuman came from a farm where a big dog attacked the smaller dogs and he grew up a bit defensive. Talking about life stressors of the dogs can trigger a child to relate and share their story.
It can be easier to first talk about the dog’s situation before their own personal experience. “The therapist might talk about a personal experience the animal had, such as being taken away from its mother and put in a new home. That could be very powerful for kids who are in adopted homes or foster homes and they realize right away they have something in common with the animal.” (as cited in Ogle, 2003, p. A14)
Children who are depressed and withdrawn, who may have been emotionally and verbally abused respond well to the consistent, readily available unconditional love of a dog. “Animals do not use words, and patients can safely approach them when they cannot approach people” (Beck & Katcher, 1996, p. 127). Other studies have proven that when we pat a dog it lowers our cholesterol level and blood pressure.
Animals can enhance the therapeutic environment by making the milieu more emotionally safe. An animal will not betray confidence nor break trust of an already mistrusting child. Pets change an office from a threatening environment to a fascinating and welcoming one, while also offering various roles of support for children as the pass through various stages of development. Animals and children have a special bond that makes for a natural pairing (Kellert & Wilson, 1995).
Although not always predictable, I am a huge fan of Animal Assisted Therapy. In my own practice I have seen amazing reactions to my furry, four legged, co-therapists. Some severely impaired clients have formed a strong bond with the dogs and participate regularly in therapy. I have observed Sam and Neuman enhance the therapeutic relationship, serve as models, social facilitators, and amplifiers of emotional reactivity.
