Sunday, March 22, 2020
The Effects of Animal Assisted Children on Disabled Ch an Example of the Topic All Posts by
The Effects of Animal Assisted Children on Disabled Children Introduction Animal assisted therapy has been used to treat a variety of psychological problems in children with special needs. Animal assisted therapy is defined as the use of animals such as, cats, dogs, and birds to treat children who have not had success with traditional therapy methods. Animal assisted therapies are used with children who have been severely traumatized by severe abuse and neglect. Another area in which animal assisted therapy is commonly used is in the treatment of children with physical and mental disabilities. These difficulties range from quadriplegia and blindness to autism and learning disabilities such as dyslexia. Animal assisted therapy allows children who have physical and mental disabilities can improve social skills in a safe and secure environment. Need essay sample on "The Effects of Animal Assisted Children on Disabled Children" topic? We will write a custom essay sample specifically for you Proceed The use of animal assisted therapy is a crucial tool for a therapist to help children who have psychological problems, or physical and mental disabilities. Animal assisted therapy has been useful in the treatment of non-verbal children such as children who are deaf, or who experience low- functioning autism. Animal assisted therapy has allowed therapist to help children who otherwise may not have the opportunity to deal with their problems in a therapeutic situation. Literature Review One of the main uses for animal-assisted therapy has been in the treatment of children with autism. According to McNicolas and Collis (1995), animal assisted therapies have been used to treat non-verbal children with autism. Autistic children frequently exhibit difficulty in forming social attachments with family and peers however; evidence has shown that autistic children can form meaningful relationships with animals. McNicolas and Collis (1995) state that it is difficult to obtain quantitative data regarding the success of animal assisted therapy. However, it is possible to obtain some qualitative data with observation techniques, and parental interviews. According to McNicolas and Collis (1995), parental interviews are the most effective research tool because parents of autistic children know what is seen as normal behavior for their child. McNicolas and Collis (1995) performed in-depth interviews and the Childhood Autism Rating Scale in order to determine what level of autism was demonstrated by the participants in their stud. The participants ranged from severely to moderately autistic and many participants had exhibited aggressive behaviors in social situations involving family members and peers. McNicolas and Collis (1995) interviewed the mothers of the participants in order to assess how children responded to an introductory therapy session with animals being used in an animal assisted therapy session. When interviewed the parents of the participants indicated that the children had demonstrated several behavior changes in their interactions with the therapy animals, and with the people that were present in the room as well. The behaviors that McNicolas and Collis (1995)were looking for included greeting seeking of closeness or proximity seeking and giving of comfort, conflicts, companionship and play. The results of the interviews demonstrated that participants in the study exhibited behaviors significantly different from the behaviors that parents had indicated as being normal. Accordng to McNicolas and Collis (1995) the participants sought the therapy animals out as companions because they allowed the child to exhibit behaviors such as touching and hugging that they rarely show to family members or peers. The participants showed greater sensitivity for the needs of the therapy animals. They demonstrated neither anger, nor aggression towards the therapy animals. Finally, the participants initiated physical contact with the therapy animals a behavior that autistic children rarely demonstrate towards people. The implication of this research is that autistic children have the capability to express emotions in the same way that non-autistic children do. However, they are rarely comfortable enough to demonstrate affection with other people and are only able to demonstrate their feelings around animals. Animal assisted therapy allows them to become de-sensitized to physical contact and the demonstration of emotion and affection so that they can begin to interact normally with their fellow human beings. Another way in which animal assisted therapy is used is in the treatment of physically disabled children. According to Duncan (1995), the primary way in which animal assisted therapy is used with physically disabled children is to help children in dealing with loneliness. Duncan (1995) states that physically disabled children often experience loneliness because their disability restricts them from interacting and forming relationships with their peers. This leads physically disabled children to feel socially isolated. Social isolation in physically disabled children can greatly affect their feelings and emotions. Duncan (1995) states that there are several variables that can create feelings of loneliness including disability. Animals act as companions to people who are lonely, including physically disabled children. This is because a pet is always there for a disabled child, and provides company to improve the childs mood, and prevent depression. Therapy animals have also been shown to be useful in the treatment of abused and neglected children. According to the Crossroads Group (1998), children who have been abused and neglected often develop problems with depression. They also blame themselves for the abuse, which leads to feelings of social isolation. Finally, animal assisted therapy is useful for abused and neglected children because abused and neglected children are frequently incapable of forming healthy relationships with family, and peers. Therapy animals play a role in teaching abused and neglected children to care for another living being, and be cared for by another living being. Animal assisted therapy helps abused and neglected children learn to define normal and appropriate affection, and appropriate social limits and boundaries. These behaviors are not taught in abusive or neglectful homes therefore, abused and neglected children often demonstrate a very -skewed perception of normalcy. Animal assisted therapy has also been used to treat children who have been sexually abused. According to Barker et al (1995), animals can provide support to children who are at high risk for psychological problems due to sexual abuse. Barker et al (1995) states that this is because therapy animals are perceived as being less threatening then people. Animal assisted therapy has been demonstrated to help sexually abused children heal from the trauma created by the abuse because the animals help the child to lessen the pain created by the abuse. Although some experts have stated that therapy, animals have the ability to empathize with physically or psychologically disabled children Blackman (2003) states that there is no empirical evidence to support this theory. Conclusion Animal assisted therapy has been demonstrated to be effective in the treatment of children with physical disabilities, psychological disabilities, and children who have been abused or neglected. In many cases traditional methods of psychotherapy do not work with these children either because they are unwilling to trust an adult with their problems, or that the problem is to deep seated for traditional therapy to be adequate. Children often find interacting with animals to be easier than interacting with people. The reason behind this is that animals have no expectations other than to be fed, and petted. Children often express things to their pets that they would never express to friends, family, or teachers. In conclusion, animal assisted therapy has been used to treat children with problems ranging from autism to sexual abuse. The jury is still out about the long-term effectiveness of animal assisted therapy however; in the short-term treatment of children, it has proven to be very effective. References Barker, S. B., Barker, R. T., Dawson, K. S., Kinsley, J. S. (1995). "The Supportive Role of Pets in the Childhood of Sexual Abuse Survivors. " Retrieved September 20, 2007; Blackman, D. (2003)."Visiting Pets and Animal Assisted Therapy." Retrieved September 20, 2007, from http://dogplay.com/Activities/Therapy/therapy.html Crossroads Group. (1998)."What is Animal Assisted Therapy?" Retrieved September 20, 2007; Duncan, S. L. (1995). "Loneliness: A Health Hazard of Modern Times." Interactions, Volume 13(Issue 1); McNicolas, J., Collis, G. M. (1995). "Relationships between Young People with Autism and Their Pets." Retrieved September 20, 2007.
Thursday, March 5, 2020
How to Use Faire and Rendir in French
How to Use Faire and Rendir in French If youre making something and want to say so in French, which verb do you use, faire or rendir? This is more complicated than it may seem, because to make can be translated into French in a number of ways. These two verbs are the most common and each has rules governing when and how to use them. General Usage If youre speaking about making something in a very general sense, then you should use faire. For example:    Je fais un gà ¢teau   Im making a cake   Fais ton lit   Make your bed   Il a fait une erreur   He made a mistake The same rule applies when implying causality:    Cela ma fait penser   That made me think   Il me fait faire la vaisselle   Hes making me do the dishesTo make in the sense of producing something is fabriquer, while in the sense of building its construire. To talk about forcing someone to do something (e.g., Make me!), use obliger or forcer. Special Cases Things get a little more complicated if you are describing how something makes you feel. In these cases, you should use faire when its followed by a noun in French, and rendre when its followed by an adjective. For example:    Cela me fait mal   That makes me feel pain. That hurts (me).   Tu me fais honte !   You make me feel so ashamed!   Cette pensà ©e fait peur   That thought makes me scared. Its a frightening thought.   Cela me rend heureux   That makes me happy.   Le poisson ma rendu malade   The fish made me sick.   Cest te rendre fou   Its enough to make/drive you crazy. There are some exceptions, of course. For the following nouns, you need to use the verb donner:   donner soif quelquun   to make someone thirsty   donner faim quelquun   to make someone hungry   donner froid quelquun   to make someone (feel) cold   donner chaud quelquun   to make someone (feel) hotBecause all of the above are adjectives in English, you might have a little trouble deciding if the French word is a noun or an adjective. The solution is to think about which French verb it needs to mean to be. Nouns need avoir (avoir mal, avoir soif) while adjectives need à ªtre (à ªtre heureux, à ªtre malade). Other Verbs Many expressions that include to make in English are translated by completely different verbs in French: to make angry fcher to make an appointment donner/prendre rendez-vous to make believe (pretend) faire semblant to make a decision prendre une dcision to make do se dbrouiller to make friends/enemies se faire des amis/ennemis to make the grade y arriver to make (someone) late mettre quelquun en retard to make a meal prparer un rpas to make money gagner de largent to make sure sassurer, vrifier to make tired fatiguer to make up (invent) inventer, fabriquer(after a fight) se rconcilier(with cosmetics) se maquiller
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