动物辅助治疗与特殊儿童的身心发展

摘要/Abstract

摘要： 动物辅助治疗是以动物为媒介,通过人与动物的接触,而使病弱或残疾个体身体状况得到改善或维持;或者使个体的心理状况通过有动物参与的活动,加强与外界环境的互动,进而能适应社会的、一种以目标为导向的干预方法。动物辅助治疗有助于缓解儿童的焦虑,促进儿童社会化过程。尤其是可减少情绪问题、注意缺陷和行为障碍、自闭症及脑瘫儿童的问题行为,并促进他们的发展。

关键词: 动物辅助治疗, 动物辅助活动, 儿童, 特殊儿童, 发展

Abstract: Animal-assisted therapy(AAT)is a goal directed int ervention in which an animal that meets specific criteria functions as a medium.Through the human animal interaction,AAT may improve/sustain the sick/disabled individual(sphysical function;strengthen the individual's interactions with others,and then adapt themselves to the society.AAT would help to lessen the anxiety of children,promote their socialization,and especially reduce problem behaviors of children with emotional disorder,ADHD,autism,or CP,meanwhile,facilitate their development.

Key words: Animal assisted therapy(AAT), Animal assisted activity(AAA), Children, Special children, Development

中图分类号:

B844.14

宋玲, 王雁. 动物辅助治疗与特殊儿童的身心发展[J]. 心理发展与教育, 2006, 22(2): 89-93.

SONG Ling, WANG Yan. Animal-Assisted Therapy and Development of Special Children[J]. Psychological Development and Education, 2006, 22(2): 89-93.

参考文献

[1] 叶明理,廖华芳,程秀宜.台湾的动物辅助治疗.台湾医学,2002,6(1):103.
[2] Miller J,Ingram L.Perioperative nursing and animal-assisted therapy.AORN Journal 2000,72(3),477 -483.
[3] Anonymity.Differential behavioral responses in autistic children:animal-assisted therapy versus conventional therapy.2002.From http://planeta.terra.com.br/arte/asfadas/Zootherapy/theratyautistic.htm
[4] Delta Society.Standards of practice for animal-assisted activities and therapy,1996,From http://www.deltasociety.com.
[5] Conner K,Miller J.Help from our animal friends.Nursing management,2000,31(7),44-46.
[6] 叶明理.动物辅助治疗介绍,摘自2001,http://www.ntcn.edu.tw/OFFICE/ACADEMIC/PUBLISH/study2-55.html
[7] Hooker S D,Linda H Freeman,Pamela S.Pet Therapy Research:A Historical Review.Holistic Nursing Practice,2002,16 (5),17-23.
[8] Affeld S.Benefits of Pets.Excerpts from Exploratory Analysis of the Impact and Benefit of Having a Pet in the Classroom on Children's Anxiety.Unpublished Masters' Project,2000.
[9] Burch M R.Volunteering with your pet:how to get involved in animal-assisted therapy with any kind of pet.howell book House,Macmillan.USA,1996:7-8.
[10] Duncan S L.RN APIC State-of-the-Art Report:The implications of service animals in health care settings,AJIC Am J Infect Control,2000,28,170-180.
[11] Kale M.Teens at Risk:Working with Animals to Create a New Self-image.Interactions,1992,10(4).
[12] Heimlich K.Animal-assisted therapy and the severely disabled child:A quantitative study.journal of rehabilitation,2001,67(4),48.
[13] Sarah B.In the presence of animals:Health professionals no longer scoff at the therapeutic effects of pets.U.S.news & world report,1992,112(7),64-65.
[14] In Voelker Rebecca.Puppy love can be therapeutic,too.JAMA,1995,274(24),1897-1899.
[15] Unknown.Differential behavioral responses in autistic children:animal-assisted therapy versus conventional therapy.(2002).
[16] In Howlin,P.Children with autism and asperger syndrome:A guide for practitioners and carers.John Wiley&Sons Ltd,1998:94.
[17] 张玉麟,黄玉芳,王挽华."马术治疗"简介.中国台湾省伤健策骑协会内部资料,(2002),摘自http://disable.yam.com

相关文章 15

[1]	储月, 刘希平, 徐慧, 唐卫海. 儿童社会分享型提取诱发遗忘的发展特点[J]. 心理发展与教育, 2024, 40(2): 153-159.
[2]	刘艳春, 邓玉婷, 张曦. 智力障碍儿童对不同对象的分享行为：心理理论的作用[J]. 心理发展与教育, 2024, 40(2): 160-168.
[3]	梁丹丹, 闫晓民, 葛志林. 4~8岁汉语高功能自闭症儿童基于语言线索的情绪识别能力发展研究[J]. 心理发展与教育, 2024, 40(2): 169-175.
[4]	史梦梦, 任桂琴, 孙军红, 张鑫星. 词汇类型和阅读水平对小学一年级儿童阅读理解监控的影响[J]. 心理发展与教育, 2024, 40(2): 207-214.
[5]	肖嘉林, 梁凯欣, 黄柳玥, 王恩娜, 黄巧敏, 何韵涵, 卢宝琳, 迟新丽. 积极发展资源在减少青少年抑郁水平中的累积效应、关系模式及特定资源的作用[J]. 心理发展与教育, 2024, 40(2): 257-269.
[6]	林崇德. 需要是教育与发展的动力源[J]. 心理发展与教育, 2024, 40(1): 1-7.
[7]	冷欣怡, 苏萌萌, 李文玲, 杨秀杰, 邢爱玲, 张湘琳, 舒华. 家庭环境与农村儿童早期语言发展的关系[J]. 心理发展与教育, 2024, 40(1): 8-18.
[8]	陈书玲, 贾会宾, 靳璨, 张欣, 王恩国. 发展性协调障碍儿童视觉通道前注意加工的特点：来自ERP的证据[J]. 心理发展与教育, 2024, 40(1): 19-28.
[9]	赵京伟, 陈晓旭, 任立文, 耿喆, 徐夫真. 父母心理控制与小学儿童焦虑：一个有调节的中介模型[J]. 心理发展与教育, 2024, 40(1): 93-102.
[10]	朱娜平, 刘雁伶, 熊红梅, 赵攀. “公无远近”有早晚:不同资源分配情境中儿童公平规范执行行为发展特点[J]. 心理发展与教育, 2023, 39(6): 772-780.
[11]	颜志强, 周可, 曾晓, 徐惠, 朱晓倩, 张娟. 学前期儿童执行功能与攻击性行为的关系:认知共情的中介作用[J]. 心理发展与教育, 2023, 39(6): 788-797.
[12]	姚计海, 蒋雨含, 邹弘晖. 教师教学自主权与教学反思的关系:心理授权和职业承诺的中介作用[J]. 心理发展与教育, 2023, 39(6): 842-849.
[13]	任立文, 马原驰, 张清瑶, 张玲玲, 徐夫真. 父母心理控制与儿童学校适应的关系:基于交叉滞后的分析[J]. 心理发展与教育, 2023, 39(5): 635-644.
[14]	李甜甜, 董会芹. 父母冲突知觉与儿童焦虑情绪:正负性信息注意偏向的中介作用及性别的调节作用[J]. 心理发展与教育, 2023, 39(4): 488-496.
[15]	银小兰, 周路军, 朱翠英. 学校环境对农村留守儿童亲社会行为的影响:心理资本与生活满意度的中介作用[J]. 心理发展与教育, 2023, 39(4): 497-504.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed