There is a growing interest in animal-assisted intervention (AAI) all over the world. AAI is an umbrella term describing various forms of human-animal teams in formal human service, such as animal-assisted activity (AAA), animal-assisted therapy (AAT), and animal-assisted education (AAE). Animals commonly used as partners in AAI are dogs, cats, horses, guinea pigs, farm animals, and dolphins. Research on various topics within the field of AAI has experienced rapid growth over the past decade, but AAI approaches are still struggling to establish credibility as a complementary therapy method for a range of medical and psychological conditions. The aim of this review is to scrutinize the research literature related to AAI. Most studies have shown that AAI can have multiple outcomes, including social, psychological, and physical ones, in a wide range of settings. However, studies have not yet examined whether these effects carry over into other contexts. Moreover, study samples have tended to be small, non-representative, heterogeneous, and conducted without control groups. Further research is, thus, necessary to explore the sustainability and long-term benefits of AAI in a variety of settings and for different populations. Also, there is a need for specific guidelines for the welfare of therapy animals, as well as possible directions for standardized professional competencies.

본 연구는 정서적으로 불안한 청소년들에게 동물매개중재가 실행되었던 연구들과 리뷰 논문들을 보며 어떠한 영향을 받는지 살펴봤다. 동물매개중재는 청소년의 정서조절에 긍 정적인 영향을 줄 수 있다. 동물들은 조건을 따지지 않고 사랑을 주며 믿음을 주어서 청소 년들의 정서에 도움이 된다. 그래서 동물매개중재는 청소년의 정서조절에 도움을 준다.

본 연구는 국내 학술지에 게재된 동물매개중재에 활용되는 치료도우미동물 연구의 동향을 종합적으로 살펴보고 그에 관한 기초 연구자료를 제공하는데 목적이 있다. 2017년 부터 2021년 5월까지 총 32편을 선정하여 발표연도, 연구내용, 치료도우미동물을 기준으로 분석한 결과는 다음과 같다. 첫째, 치료도우미동물을 활용한 동물매개중재 프로그램은 2017년 이후로도 꾸준히 발표되고 있다. 둘째, 동물매개중재, 동물매개교육, 동물매개치료, 동물매개활동이 다양하게 연구되고 있는데 그 중 동물매개치료가 제일 활발히 연구가 진행이 되고 있다. 셋째, 동물매개중재에는 다양한 치료도우미동물들이 활용되고 있는데 그 중개가 치료도우미동물로써 많은 활용이 되고 있다. 본 연구는 동물매개중재에 활용되는 치료도우미동물에 대한 연구의 종합적인 시각과 향후 방향성을 제시하였다는 데 의의가 있다.

The activities with animals in the fields of educational practice has been increasingly popular, The aim of this article is to provide a systematic review relating to animal-assisted interventions in the fields of school educational practices. Most studies reported significant benefits of animal-assisted interventions in the school setting. Furthermore, a worrying lack of reference to risk assessment and animal welfare must be highlighted. Taken together, the results of this review show promising findings and emerging evidence suggestive of potential benefits related to animals in school settings. The review also indicates the need for a larger and more robust evidence base driven by thorough and strict protocols. The review further emphasizes the need for safeguarding for all involved—-welfare and safety are paramount. Future research employing more rigorous designs and systematically building upon a clearly defined line of inquiry is needed to advance our knowledge on the potential beneficial effects of the animal-assisted interventions in the fields of school educational practices.

Animal-Assisted Intervention programs and interventions with students are becoming promising field in school and therapeutic settings. Following this trend, Animal-Assisted Intervention (AAI) program was designed to help students adopt more easily to school life and to encourage them to keep healthy relationships with others. Accordingly, the purpose of this study was to identify the effects of animal-assisted intervention (AAI) on the middle school students' sociability and depression. The participants in this study, 8 middle school students residing in Seoul who were interested in animals and agreed to the research attended this program. This study was conducted two times a week for 6 weeks (a total of 12 times) with one main researcher and three research assistants. The major research tool was the test of sociability and depression and the statistical test being used for this study was Wilcoxon's signed ranks. The results were as follows. First, the study showed the significant effects of animal-assisted intervention on sociability for middle school students. There were significant differences in many aspects such as reliability, autonomy, sociability and compliance. Second, significant reductions in anxiety and depression were found after the introduction of animal-assisted intervention for students. Students who participated this program experienced a reduction in depression and stress to some degree. Also, they began to form much more positive friendships and followed school rules as well. Based on the above results, it can be seen that animal-assisted intervention program significantly has the positive effects on the social adaptability and depression of the middle school students. Therefore, this animal-assisted intervention should be considered as a positive program for emotional and psychological support for middle school students.

This study was designed to verify the effects of Animal Assisted Intervention on self regulations and behavioral problems of the elementary school students who had trouble adjusting to school life due to emotional problems, matter of behaviors, hyper activities, peer problems and prosocial behavior(Sociotropy). The experimental unit used in this study consisted of 8 students aged between 8 and 13, both male and female, who satisfied the criterion of Strengths and Difficulties, the preliminary test, reported by each class teacher. The unit was treated by Animal Assisted Intervention program, divided into 2 groups by grade each made up of 4 subjects in the lower grades and the higher grades. The program consisted of 12 sessions and each was run for 45 minutes with 4 therapy dogs throughout 10 weeks. The data was analyzed with Wilcoxon's signed ranks test on SPSS 20.0 and in brief showed the following results. Animal Assisted Intervention on Self Regulation improvement program was verified to have significant effects on the elementary school students' self regulations and Strengths and Difficulties that reflects behavioral problems

본 연구의 목적은 동물매개중재 프로그램이 지역아동센터를 이용하는 아동의 공감 능력과 또래관계에 미치는 효과를 검증하고자 하였다. 연구대상은 인천광역시 소재 A 지역아동센터에서 사회복지사가 프로그램을 추천한 아동들 중 부모와 본인이 동의한 9세부터 10세까지의 남녀 학생 총 7명이 참여하였다. 연구 진행은 주1회 총 12회기를 매 회당 60분씩 실시하였으며 본 연구자와 보조 진행자 2인, 반려견 1두로 함께 진행하였다. 검사도구로 공감능력 검사, 또래관계 검사를 사용하였고, 통계처리는 SPSS(Version 18.0)을 사용하여 윌콕슨 부호순위검증 (Wilcoxon's signed ranks test)을 통해 사전검사와 사후검사간의 점수 차이를 분석하였다. 주요 연구 결과로는 공감능력의 하위영역인 조망취하기를 통해 또래들의 입장 을 좀 더 생각해 보려는 노력을 하게 되었으며 상상하기와 공감적 각성, 공감적 관심으로 자신의 정서, 또래들의 정서에 관심을 갖게 되고, 그 정서에 대한 감정을 이해하고 언어로 소통하는 것이 좋아졌다. 인지적 공감, 정서적 공감, 의사소통적 공감에 모두 긍정적인 변화로 나타났다. 또한, 또래관계의 하위영역인 신뢰에서 또래들의 문제를 들어주고 해결할 방법을 찾아보려는 태도가 보였으며 분노. 소외감에서 모두 평균 값이 증가하였으나, 분노. 소외감은 통계적으로 그 차이가 나지 않았다. 이상의 연구 결과로 살펴볼 때, 동물매개중재 프로그램은 지역아동센터를 이용하는 아동의 공감능력과 또래관계에 유의한 효과가 있음을 알 수 있었다

본 연구의 목적은 동물매개중재프로그램이 초등학생의 생명존중인식에 미치는 영향을 알아보기 위한 예비연구이다. 이 프로그램에 참여한 대상은 I시 소재의 S 초등학교에서 방과후 학교를 신청한 3~6학년 17명의 평범한 학생들로 프로그램연구에 동의를 받아 2016년 3월 14일부터 5월 23일까지 매주 월요일마다 2시간씩 총 11회기를 실시하였다. 프로그램에 활용된 매개동물은 학교에서 2014년에 입양 받아 기르고 있는 학교 견 2두를 기본으로 하며 필요에 따라 치료도우미견 및 고양이를 활용하기도 하였다. 초등학생의 생명존중인식은 첫 회기에 사전검사를 실시하고 11회기에 사후검사 와 서술형 설문지를 실시했으며 수집된 자료는 SPSS 18.0 프로그램을 이용하여 대응 표본 T-test를 통해 프로그램 효과차이를 분석하였고, 설문지 내용을 통계하고 A~E 아동의 행동변화를 관찰하고 질적 분석하였다. 대상자들은 동물매개중재프로그램 실시 후에 생명존중인식의 유의한 차이를 보였다.

This study was designed to verify the effects of Animal Assisted Therapy program on aggressive children’s school life improvements and social skills. The 2 children chosen for the study under agreements were brothers raised by violent. father and uncaring mother. The children were both having trouble adjusting to school rules and regulations with distracted and aggressive attitudes accompanied by inadequate social skills towards classmates and teachers they associated with. The AAT program was proposed as a form of educational donation and conducted as 14 sessions of 40 minutes for each child as an individual therapy session at the elementary school consultation room, Daejeon, once a week after school hours, with 2 therapy dogs, a cat or birds controlled by 1 therapist. KSD : Kinetic School Drawing, KFD : Kinetic Family Drawing, SCT : Sentence Completion Test were used as the scales to measure the effects of Animal Assisted Therapy on this study. KSD analysis showed the differences between the preliminary and the post tests, which changed from the violent expression to the positive and cooperative behaviors with their associates as well as their participations in the class. KFD also showed dramatic changes from isolation of each family member to gathering and sharing a space among family members despite absence of their mother. SCT: Sentence Completion Test showed their emotions more in detail related to the recent changes in family matters. The realistic achievement of this study was that the family was arranged to go under control of the Ward Office by Family Solution Project, which would insure continuous monitoring and further care. The education and consultation for the fosterers were also to be offered on a regular basis.

본 연구는 동물매개중재프로그램이 중학생의 정서지능과 사회성에 미치는 영향을 검증하고자 하였다. 연구대상은 서울특별시 A구 B소재의 중학교에서 방과 후 교육을 이용하는 학생 중에 동물에 관심이 있는 남학생들로 프로그램연구에 동의하는 8명을 선정하였다. 동물매개중재프로그램은 주 2회 45분씩 6주간 총 12회기를 실시하였으며 프로그램계획 및 운영은 동물매개심리상담사 1급자격증을 취득한 본 연구자와 보조 진행자로 한국동물 매개심리치료학회 소속 동물매개심리상담전문가 1인과 펫파트너로 동물매개심리치료학 전공 4학기생과 동물매개심리상담사 2급자격증을 가진 2인이 반려견 2두와 함께 참여하였다. 치료도우미견을 활용한 동물매개중재프로그램의 효과성을 측정하기 위해 사용한 검사도구는 정서지능 척도검사, 사회성 척도검사이며 비모수적 통계분석 (non-parametrictest)방법인 윌콕슨 부호순위검증(Wilcoxon's signed ranks test)을 통 해 사전검사와 사후검사간의 점수 차이를 분석하였다. 본 연구결과 동물매개중재 프로그 램이 중학생의 정서지능과 사회성에 영향을 미치는 것으로 나타났다. 먼저 정서지능에서 정서인식 및 표현, 감정이입, 정서·사고촉진, 정서활용 그리고 정서조절에서 유의한 차이 가 나타났고, 사회성에서는 신뢰성, 자율성, 사교성 그리고 준법성에서 유의한 차이가 나타났다. 특히 정서조절과 사교성에서 다소 높은 효과를 나타내었다. 이는 동물매개중재의 차별화된 장점의 결과로 보인다. 따라서 동물매개중재프로그램은 중학생의 정서지능과 사 회성 향상에 효과가 있다는 연구결과의 의의가 있다.

In this article, we reviewed how the therapy animals for animal assisted intervention (AAI) could be treated ethically in the aspects of animal welfare. Our goal is to reexamine the animal-human partnership from the animal's viewpoint to see what the benefits might be for the animal, or to see if the raising, training, and deployment of assistance and therapy animals is causing significant degradation in animal welfare. Also, we want to make an impression for AAI therapists to examine their ethical responsibility for the welfare of their therapeutic assisting animals. Animal assisted psychotherapist must respect the integrity of the animals and recognize that their rights and safety are safeguarded. In this article, we intend to provide recent advanced knowledge on the animal welfare and ethical reference in the filed of animal-assisted intervention.

Animal Assisted Intervention (AAI) is a goal oriented intervention that intentionally includes or incorporates animals in health, education and human service for the purpose of therapeutic gains in humans. Animal assisted interventions incorporate human-animal teams in formal human service such as Animal Assisted Therapy (AAT) or Animal Assisted Education (AAE). Animal Assisted Activity (AAA) is the informal AAI often conducted on a volunteer basis by the human-animal team for motivational, educational and recreational purposes. AAI could be used for rehabilitation therapy and psychotherapy for patients with various symptoms. AAI uses animals, mostly dogs, to aid in healing patients holistically. Dogs have an overwhelming gratitude and exuberance for life and this effect on people is astounding. Furthermore, AAI has been researched and its effectiveness on patients' outcomes and healing is documented. With a soaring trend of the incorporation of complementary therapies into the mainstream of therapy and health care, animal-facilitated therapy has become a popular interest for the therapy team to integrate into a patient's plan of therapy. The purpose of this manuscript is to raise awareness about AAI and to familiarize readers with the concepts surrounding AAI so that they can be informed aids to clients who might benefit from the technique.

This article provides a review of research published from 1990 to 2014 year on the effect of animal-assisted therapy as an animal-assisted intervention for dementia. Animal-assisted intervention is gaining popularity as part of therapy programs in residential aged care facilities. Humans and pet dogs respond to quiet interaction with a lowering of blood pressure and an increase in neurochemicals associated with relaxation and bonding. These effects may be of benefit in ameliorating behavioral and psychological symptoms of dementia. Current literature suggests that animal-assisted intervention may ameliorate behavioral and psychological symptoms of dementia, but the duration of the beneficial effect has not been explored. Future research employing more rigorous designs and systematically building upon a clearly defined line of inquiry is needed to advance our knowledge on the effect of animal-assisted intervention for dementia..