東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Where the wild things are: The bene...

Frankie, Sara Morse.

Linked to FindBook

Google Book

Amazon

博客來

Where the wild things are: The benefit of an integrated zoo-based program for the social development of young children.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Where the wild things are: The benefit of an integrated zoo-based program for the social development of young children./
Author:	Frankie, Sara Morse.
Description:	96 p.
Notes:	Adviser: Brian D. Ott.
Contained By:	Dissertation Abstracts International69-02B.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3303067
ISBN:	9780549491484

Where the wild things are: The benefit of an integrated zoo-based program for the social development of young children.
Frankie, Sara Morse.

Where the wild things are: The benefit of an integrated zoo-based program for the social development of young children. - 96 p.

Adviser: Brian D. Ott.

Thesis (Psy.D.)--Massachusetts School of Professional Psychology, 2007.

In recent years, the use of animals has been explored as a tool for the facilitation of traditional therapeutic interventions. While much of the data is from observation and case study examples, some literature supports the notion that animals have the potential to facilitate the development of the therapeutic relationship. Animals are also perceived as non-judgmental and unbiased, allowing for increased comfort for those who are in need of support. Additional evidence suggests that those suffering from disabilities which impair social functioning, such as individuals with developmental disabilities, may receive benefit from non-threatening interaction with animals.

ISBN: 9780549491484Subjects--Topical Terms:

1017530
Education, Early Childhood.

Where the wild things are: The benefit of an integrated zoo-based program for the social development of young children.
LDR:03041nam 2200325 a 45 001 943322
005 20110520
008 110520s2007 ||||||||||||||||| ||eng d
020 $a 9780549491484
035 $a (UMI)AAI3303067
035 $a AAI3303067
040 $a UMI $c UMI
100 1 $a Frankie, Sara Morse. $3 1267363
245 1 0 $a Where the wild things are: The benefit of an integrated zoo-based program for the social development of young children.
300 $a 96 p.
500 $a Adviser: Brian D. Ott.
500 $a Source: Dissertation Abstracts International, Volume: 69-02, Section: B, page: 1323.
502 $a Thesis (Psy.D.)--Massachusetts School of Professional Psychology, 2007.
520 $a In recent years, the use of animals has been explored as a tool for the facilitation of traditional therapeutic interventions. While much of the data is from observation and case study examples, some literature supports the notion that animals have the potential to facilitate the development of the therapeutic relationship. Animals are also perceived as non-judgmental and unbiased, allowing for increased comfort for those who are in need of support. Additional evidence suggests that those suffering from disabilities which impair social functioning, such as individuals with developmental disabilities, may receive benefit from non-threatening interaction with animals.
520 $a The following study was designed to observe young children engaged in an integrated playgroup which included children identified with developmental delays, and typically developing children from the community. The program was conducted at the Buttonwood Park Zoo in New Bedford, Massachusetts, and included activities related to the zoo animals, followed by a visit to specific animals within the zoo. Children were observed by unbiased raters for changes in positive social interactions, including participation, attention, and proximity seeking. Parents were given checklists to describe behaviors before the program, after the program had concluded, and several months later, in order to observe any long-term effects of participation.
520 $a The results of this study showed an improvement in the parent ratings of the children identified with developmental delays and overall improvement in observed behavior of all participants. Rater observations also showed that as the program progressed, the developmentally delayed group more closely resembled the control group in terms of the quality of observed behaviors. Overall, while there were many possible confounding variables, a very small n for this study, and no way to precisely determine the direct cause of the improvement, the results suggest that this type of program warrants further study.
590 $a School code: 1005.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Museology. $3 1018504
650 4 $a Psychology, Clinical. $3 524864
650 4 $a Psychology, Developmental. $3 1017557
690 $a 0518
690 $a 0620
690 $a 0622
690 $a 0730
710 2 $a Massachusetts School of Professional Psychology. $3 1019240
773 0 $t Dissertation Abstracts International $g 69-02B.
790 $a 1005
790 1 0 $a Ott, Brian D., $e advisor
791 $a Psy.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3303067