| Summary: | 碩士 === 國立臺北大學 === 社會工作學系 === 103 === Animal-assisted therapy becomes more popular based on "Human-Animal Relationships”. The social work profession has developed authentication mechanism of animal-assisted therapy in some countries. However, there are many possibilities in developing animal-assisted therapy with professional cooperation of social work in Taiwan. This study leverages animal-assisted therapy in special education for social work practices.
This study adopts a preschool executing in multiple disabilities program by”Ai-chi development center of the first social welfare foundation”. There are two methods in this study. First, the study uses the structure of process evaluation in this program. Second, the study uses qualitative research methods included in-depth interviews, observation and existing data collection. We want to understand three points of:
1). Animal-assisted therapy programs in planning, operating and assessing.
2). The roles and functions of team members of the animal-assisted therapy.
3). Analysis of program strengths and weaknesses and make suggestions for improvement.
The results obtained are as follows:
1).The important issue in the program planning phase of cooperation is inter-professional and teamwork. We can create a joyful learning environment, stimulate motivation, and create positive interactive experience, further to achieve the target by the program.
2).In the implementation phase, it emphasizes complement each other. For example, the main leader and co-leader are complementary roles. Even the Dr. Dog volunteers become a partner and spokesman for Dr. Dog, helping Dr. Dog complete the assigned task, and protect Dr Dog. In addition, it is not only emphasizing at the technical level like accurate directive and the control of environment, but also in the attitude toward building trust, mutual feedback, and respect for the mentality.
3). In the assessment of program included 5 important results:
I. Provide opportunity to observe.
II. Enhance motivation.
III. Reduce the fear of the unknown.
IV. Create a good learning environment of love and so on.
V. It will also further promote the learning of generalization.
Therefore, this shows that the use of animal-assisted therapy for preschool children with disabilities to promote the social dimension.
The study also summarizes the implementation challenges and coping strategies. From this basis, we wish social workers can develop more profession roles in animal-assisted therapy team and make recommendations on practices.
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