Browsing by Author "Harenko, Maija"

Purpose. In previous studies it’s been found out that the presence of a dog has a positive effect on human. Previous studies have shown that dog’s presence makes therapy more pleasant experience to the patient and makes it easier for therapist to connect with the patient. There have been similar effects in school environment but there are still quite few studies on that matter. The purpose of my study is to gather previous results together and analyse through them what kind of studies are still needed. I aim to present comprehensive depiction of the effects dogs have on student’s in school. Methods. The study was carried out as a descriptive literature review. Materials were five previous studies about school dogs. Those studies were analysed qualitatively by grouping their results in categories according to the effect they had. Those categories were dogs affect to studying, social behaviour, emotions and behaviour. Results and conclusions. School dog had a positive effect on students. School dog affected the students socially, emotionally and cognitively. When the dog was present working environment got better, student’s motivation increased, group spirit got better and there were less unwanted behaviour. School dog’s presence made the students to act better because they were trying to please the dog. With bringing dog to a classroom it’s possible to create an environment that is favourable to positive effects. With a dog it’s possible to make teaching situations better for both individuals and the whole group. More information is needed on long term effects and if dog assisted pedagogy is more suitable for certain kind of groups.