promoting respect for all life through education · behavior patterns with positive ones.” (for...

Single Issue Price: $5.00

VOLUME XXII, NUMBER 3 SUMMER 2001

T H E

Promoting Respect For All Life Through Education

... mused octogenarian Rosamond Reynolds in

anticipation of her visit to Forget Me Not Farms,

reminding us that empathy and the Human

Animal Bond affects us all.

“I wonder how my

outlook on life will change

after I am kissed by a pig.”“I wonder how my

outlook on life will change

after I am kissed by a pig.”

Inside ...The Training Game: More than meets the eye or the ear By Karen Pryor, Lynn Loar, and Barbara Boat ..... page 6

Phil Arkow on Humane Education and the “Link” in South Africa ................................. page 11

More Successful Spay/Neuter Task Force Events in Montana ........................................... page 12

Caution! Protection Dogs and Post Traumatic Stress Disorder ................................................ page 15

HCAB in the City: “Miracle on 47th Street” ........... page 18

© 2001 The Latham Foundation for thePromotion of Humane Education

Printed on recycled paper

The Latham Letter, Summer 2001 3

The Latham Letter is published quarterly by The Latham Foundation,1826 Clement Ave., Alameda, California 94501.

Subscription Rates: $15.00 One Year or $25.00 for Two Years

Paid and/or Requested Mail Subscriptions: 1420

Publisher and Editor Hugh H. Tebault, IIIManaging Editor Judy JohnsContributing Editor Phil ArkowElectronic Service Bureau Composing Arts, Inc.

Scottsdale, AZPrinter Schroeder-Dent

Alameda, CA

The Latham Letter welcomes manuscripts relevant to the Foundation’sinterests, but reserves the right to publish such manuscripts at its discretion.

CONCERNING REPRINT PERMISSION:Permission from the Latham Foundation to reproduce articles or other materials thatappear in The Latham Letter is not required except when such material is attributed toanother publication and/or authors other than the editors of this publication. In thatcase, permission from them is necessary. When republishing, please use this formof credit: “Reprinted with permission from The Latham Letter, (date), quarterlypublication of the Latham Foundation for the Promotion of Humane Education,1826 Clement Ave., Alameda, California 94501, 510-521-0920, www.Latham.org”Latham would appreciate receiving two copies of publications in which materialis reproduced.

ABOUT THE LATHAM FOUNDATION:The Latham Foundation is a 501(c)(3) private operating foundation founded in 1918to promote respect for all life through education. The Foundation makes grants-in-kindrather than monetary grants. Latham welcomes partnerships with other institutionsand individuals who share its commitment to furthering humane education.

TO CONTACT LATHAM:Voice: 510-521-0920Fax: 510-521-9861E-mail: [email protected]: http://www.Latham.org

MEMBERS OF THE BOARD OF DIRECTORS:Mr. Hugh H. Tebault, II (Emeritus)Ms. Denise CahalanMs. Suzanne CrouchMr. Noel DeDoraMrs. Marion HoltMs. Lynn Loar, Ph.D., LCSWMr. Dezsoe “Steve” NagyMr. Hugh H. Tebault, IIIMrs. Mary TebaultMrs. Laura Thompson

Balanced perspectives on humane issues and activities

The Latham LetterVol. XXII, No. 3, Summer 2001

ContentsEDITORIAL:Expectations - Respect is a two way street by Hugh H. Tebault, III 4

Letter from South Africa 5

Clicker Training – The Training Game: More than meets the eye or the ear by Barbara Boat, Lynn Loar, and Karen Pryor 6

Video Awards 2001 – Call for Entries 10

South African Humane Education ProgramCalled “Overwhelmingly Positive” by Phil Arkow 11

Montana Spay/Neuter Task Force: Summer 2001 Update 12 Statistics on Spay/Neuter Events 13

Upcoming Conferences and Workshops 14

October is ReadingAloudTM Month 14

Disaster Is Not What A Trauma Victim Needs: Risks and negative consequences of protection dogs for individuals with post traumatic stress disorder by Natalie Sachs-Ericsson, Ph.D. 15

Miracle on 47th Street by Sue Kolinsky 18

MEDIA REVIEWS 20

Coming Soon from Sue Sternberg and Latham! Great Dog Adoptions - A Guide for Shelters 23

Edith Latham’s Mandate

“To promote, foster, encourage and

further the principles of humaneness,

kindness and benevolence to all

living creatures.”

T his Expectations column is dedicated to the principle that respect is a two way street.

When I was growing up, my expectations of society were simple. Theystill are. We should come together – each with our own beliefs andtalents – and work together in the areas of common interest for thebetterment of the whole community. I was taught that one sign ofshowing respect for other people was by being tolerant ofdifferences, which could be discussed in lively but politeconversations. In short, we could agree to disagree.

We all hold some beliefs in common with society as a whole.However, parts of our beliefs are not viewed as mainstream. A beliefwe have that we view as critical and non-negotiable for the well beingof everyone, to others may be extreme and unsupportable by facts. Theemotional terms often used for these areas of extreme personal beliefs are ‘radical left’ and ‘radical right.’ Howleft or right a view is depends on the vantage point or frame of reference of the viewer. For this discussion, theterms left and right have no meaning.

When focused on our own extreme views, we turn our backs on the commonareas of interest we share with one another and begin to break the bond

that creates the societal fabric. There are too many examples of thismyopia today. The “ME” generation label epitomizes this situation,with everyone concentrating only on their own closely held ideas tothe exclusion of the common societal views. ‘My way or no way’ isthe byword for this behavior. It is my belief that we can regain ourperspective on those things that benefit us all without losing our

own individuality in the process. But the repair begins with each ofus. Our American tapestry which has been woven together over the

decades is a combination of our individual contributions - many colorsand styles creating both strength and beauty in the finished fabric.

Editorial

Hugh H. Tebault, III, President

Expectations:Respect is atwo way street

4 The Latham Letter, Summer 2001

Even the Zambian Education Depart-ment wants the workbooks and theRSPCA (London) has identified ourprogramme as an example of “bestpractice.”

The RSPCA comment follows:

“We were very impressed andfelt (this project) did a great deal toreinforce the positive message ofhumane education. I have passed iton to our international department,as I believe it will have value in theiroverseas training programmes as afirst-class case study and example ofbest practice.”

David Allen, Head of Educationand Training, RSPCA, London

Interestingly, Phil, the Chairmanof the Parole Board at PollsmoorPrison near Cape Town, Mr. WikusGresse, has asked us to employ TaliepLewis who is out on parole now (andwho is featured in our video). Taliepis now a Humane Education Special-ist in training and he is reallydrawing the attention of the mediaetc., like I, with my white face andmiddle class appearance, never could.We hope one day to have you backhere. You really started something!

Louise van der MerweAnimal VoiceSouth Africa

(Note: See related article by Phil Arkow on page 11.)


There is much to be gained from working together, i.e. interacting witheach other to discuss ideas and form partnerships to help out in areaswhere we see needs. One example of an innovative method thatimproves communication, allowing us to better work together andshow respect, is clicker training. Latham has been pleased to presentinformation on this discipline over the past several years via thismagazine. While we all agree that child abuse and domestic violenceare wrong, we may disagree on their cure. Do welfare programsreally work? Are more social services the answer? The cure is ascomplex as the disease. But, as Marcia Mayeda says in her article inthe Fall 2000 Latham Letter, “...marker-based shaping of behaviorshas great promise for helping at-risk families find ways to replace negativebehavior patterns with positive ones.” (For additional information on clicker training also see the Spring 2000Latham Letter, a special issue on using positive reinforcement to shape behavior, guest edited by Lynn Loar, Ph.D.)

We all need to work on our people-to-people communication skills. Being an expert at helping animals but notbeing able to work with our neighbor means there is still room for growth. How are you doing? Start small. Helpyour neighbor. Maybe together you will see a way to help your community. The ripple effect will spread across thesociety. When society is working together, the individuals in it can achieve great things. When society is battlingitself, there is little we can do beyond basic survival and triage. Let’s refocus our energy by respecting each otherand working on common interests.

Letter from South AfricaDear Phil (Arkow),

Thank you for your wonderfularticle. Just to keep you updated: Weare now in the process of producinghumane education workbooks speci-fically for South African children.Three teachers are currently employedby the Humane Education Trust toensure that these workbooks fallinto the “outcome based” educationsystem and we expect them all to beready by October/November. TheEducation Department is doing theprinting of these workbooks and willinclude all of them in its annualcatalogue of educational aids at theend of the year. This catalogue goesto all schools on the sub-continent -i.e. includes Zimbabwe and Namibia.

Lynn Loar:Admittedly, I’mstubborn, but ithas taken me twoyears to stopresisting andembrace some-thing I had learn-

ed – or thought I had – in five ratherenjoyable minutes. Reinforce whatyou’d like more of and you’ll get it.Ignore the rest unless safety is in-volved. For precision and clarity,pinpoint what you like with a markersignal, e.g., a click, and follow theclick with a treat to show the learnerboth what you like and that you’llreward its occurrence. Now my dogalways waits politely until she hears“Okay” before eating her dinner.Nice. Took at most two minutes.

Clear, simple, easy. Involvesprecise timing and coordination, notmy strengths. So, play the traininggame (with people role playing thelearner). Practice clicking during thebehavior so the learner understandswhat you have selected and treatingwith the other hand promptly andwithout dropping the clicker ortaking your eyes off the learner. So,I practiced and my timing and coor-dination improved. My dog nowwaits to hear “Okay” when anythingedible appears.

Timing is the key to communica-tion. Too late and you reinforce thewrong behavior. Too infrequentlyand you frustrate your learner, andappear stingy and unreliable to boot.Precise timing creates a bridge of

understanding between the trainer andthe learner, and this bridge facilitatesboth learning and trust.

For accurate timing, you need tofocus not only on the moves thelearner makes, but on the definitionof the task the learner is developing,to reinforce on-target moves andignore tentative forays that could,with only a click or two, send thelearner off to a dead end. This meansmore than the sculptor’s envisioninga statue in the block of marble – itmeans seeing with the learner’seyes his vision of his statue in theblock of marble.

Breaking things down into smallenough increments to click somebodythrough the steps – when they don’tknow the goal – is no small task.During one round of the traininggame, a group decided I shouldhave the learner stand on one foot.I had asked them to pick somethingeasy, and they thought this fit thebill. But, does it?

The learner waits outside the roomwhile the group decides on the task.Then the trainer opens the door to sig-nal the learner to enter. So, the learner,in this case a dedicated humaneofficer with the Humane Society ofSanta Clara Valley, walked in and

got clicked. Took another step andgot clicked again. Thought she wasmoving in the right direction. She hadseen the training game once or twicebefore and knew that typically thelearner was clicked for walking to-ward a target. If I clicked her for afew more steps, I’d be in trouble. Thatwould be enough reinforcement forher to conclude she was heading inthe right direction. Actually, I wasclicking as her heel left the groundon each step hoping she’d realize howearly the clicks were. Not likely,though. How do you break the taskdown – and slow the walker down?Well, standing on one foot reallymeans lifting the other. So, clickingfor moving the free foot seemed right.Walking involves forward momen-tum; standing does not. Could I shifther balance backward a bit? Insteadof positioning myself so she’d alwaysbe moving toward me, which Iusually do to be able to see facialexpressions and gauge levels offrustration, I let her pass me. Shehad to turn and reach behind her forthe treat, shifting more of her weightonto the back foot. A couple of clicksas she turned and began to lift herother leg for the next step worked. Onthe sixth step, she stood still, liftedone leg several inches off the floorand looked tentatively at me. Theroom burst into applause.

So, it takes six clicks to getsomebody to imitate a flamingo.What’s the big deal? I asked her whatit felt like being the learner. She said

CLICKER TRAINING The Training Game – More than meets the or the

by Barbara Boat, Lynn Loar, and Karen Pryor


“Reinforce what

you’d like more of

and you’ll get it.”

she felt anxious, confused, tentative,vulnerable and exposed, but alsoeager and encouraged. I explainedmy quandary about getting rid ofthe forward momentum to the group.They were astonished – from theirperspective things went quicklyand linearly from entering to focus-ing on feet to standing on one foot.It looked this way to them becausethey knew ahead of time what thegoal was. Everything they saw wasin this goal-oriented context. Notso for the learner who has no ideawhat is expected.

Clicks must come rapidly bothto provide direction and encourage-ment. Too few and your learner notonly loses interest in the task, butbecomes miserable, hurt, evenbetrayed. I’ve had people explodein anger during the training gameor burst into tears. In one session anexperienced and confident learnerbounded in offering all sorts ofbehaviors (and exhausting herselfin the process). For her considerableefforts she received few clicks froman inexperienced and unsympathetictrainer. After a minute or two ofjumping, turning, moving first onelimb then another to see what wouldearn a click, she turned to the trainerand said, “I’m out here workingmyself to death for you and you’renot giving me anything back. Frankly,I don’t like you and I don’t trust you.”

So, there’s more here than meetsthe eye and the ear. Breaking tasksdown to small, manageable steps is a

useful skill for teachers and parentsas well as trainers. Having adultsrole-play the learner to feel theanxiety, frustration and uncertaintyof that position teaches empathy forthe animal/child/student, anothervaluable contribution. But why theemotional impact? And why do theparticipants remember in vivid detailthe trial they participated in months,even years, afterward?

Barbara Boat:About a year agoI met Lynn andshe talked tome about clickertraining and thetraining game.I was intrigued

with the applications to high-riskfamilies (see Latham Letter, spring2000). I really thought I understoodwhat clicker training and the traininggame were all about. I thought thatthe training game would be like play-ing “Warmer-Colder” except the clickwould replace my voice in coachingthe learner to exhibit the designatedbehavior. Wrong! Very, very wrong!

At a subsequent Board meetingof the Pryor Foundation I had anopportunity to be a learner and atrainer. My coach was very skilledand I soon was turning in circles,picking up my rewards (pennies)after each click that my coach usedto inform me that I was doing a

fabulous job and was a very smartlearner. Now it was my turn to bethe coach. The designated behaviorfor my learner-victim was to walkseveral steps to a table and touch themat on the table with her hand. Assoon as my learner started offeringme behaviors I was overwhelmed!Should I click and reward that stepor that turn or – oh no! I accidentallyclicked as she sank down on oneknee. How am I going to get her offthe floor? I was mortified. Mypoor learner-victim was hopelesslyconfused and I was the cause!

My sense of responsibility tocreate a positive outcome for mylearner amazed me then and stilldoes! I can relive this coachingexperience in great detail (yes, wedid successfully complete the task –eventually). Why is the impact solasting and vivid? I think there maybe several reasons, some of which areat least tangentially related to theteaching of empathy and compassion:

1) The training game is not a “game”at all. Clicker training is a powerful,powerful tool. And like any tool, itseffectiveness depends upon the skillof the user.

2) Use of the clicker focuses theattention of the trainer totally on thelearner. We know from many researchstudies that positive attention is apowerful reinforcer of behavior.Witness the success of parent-childinteraction training, based on theprinciples of operant conditioning.


“I’ve had people

explode in anger

during the

training game

or burst

into tears.”

“My poor

learner-victim

was hopelessly

confused and

I was

the cause.”

3) The trainer must have a sense ofthe learner’s abilities, that is, whatthe learner is able to do. My coachdid not demand that I spin 40 timeson one foot. Respect for the learner’sabilities is inherent in the traininggame.

4) The training game demandsclarity of timing and reinforcementon the part of the trainer. If the learner“doesn’t get it,” blame the trainer.The responsibility for outcome isplaced squarely on the trainer’sshoulders. Granted there are manytemperamental differences in learn-ers and so forth, but the trainer isresponsible for recognizing orinventing creative solutions.

5) The training game taps ourability to walk in the learner’s shoes.We see the learner’s confusion, feelthe frustration and the desire toplease, to be a good learner andshare the joy – yes, joy – when thetask is accomplished. High Fivesand laughter!

6) Not everyone can be an effectivetrainer using clicker training. I havereal doubts about my abilities here.I will practice and observe andlearn all I can, but this may notbe the best technique for me to usein teaching empathic and compas-sionate behaviors to children andfamilies because I may not be able tomaster the technique. But, trust me,I am going to try!

Karen Pryor:Clicker trainingis the way ani-mals learn in na-ture. That is, ani-mals will repeatbehaviors thatpromptly produce

desired outcomes and abandon thosethat do not. Successful outcomesreinforce the behaviors that broughtthem about, and animals learn fromexperience. Thus, a wild animal mayforage or hunt and a domesticatedone beg or come running at the soundof the can opener. The outcome inboth cases is food to eat, which rein-forces the behavior. Wild animalsadapt their techniques to changingweather and seasons, domesticatedanimals to strategies that work intheir homes.

Animals, especially younganimals, optimistically explore andexperiment in nature as they discoverwhat works and what doesn’t, how tocatch or find food, how to recognizethe cues that food is near, how to getat new sources, etc. This is very muchlike the optimistic exploration andexperimentation we establish inanimals (and people) by teachingthem the training game. One reasonit is so much fun is that it resemblesthe experience of discovering how towin! By your own efforts! – that is somuch a part of the learning that younganimals do. So, yes, reinforcementis the basis, but the chains of learned

behaviors and cues, and especiallythe reinforcement for varying thebehavior and THEN going after whatworks, combined with discoveringthe environmental cues, “the rustlein the grass,” they’re the globalbehavior.

Lynn Loar:My dog now comes running at

the sound of Velcro. She didn’t untiltwo years ago when my husbandbought three new pairs of shorts, allof which have Velcro on the backpocket. He wears these on weekends,stuffing the back pocket with dog bis-cuits when he takes her on walks.Within two days—before the first ofthe newly purchased shorts had evenbeen laundered—she had figured outthat the sound of Velcro opening hadthe potential to mean good news. Shecame enthusiastically and optimisti-cally, withstanding the occasional dis-appointment caused by my Velcro-sealed purse. The pay-off with thepocket is frequent enough, and bynow an intermittent and powerful re-inforcer, to maintain the behavior.


“The training

game taps our

ability to

walk in

the learner’s

shoes.”

“Clicker training is

the way animals

learn in nature.

That is, animals will

repeat behaviors

that promptly

produce desired

outcomes and

abandon those that

do not. “

Erstwhile neighbors of mine hada basset hound named Sloth whomthey took on camping trips. Theywanted her to enjoy some off-leashfreedom but not stray far away.Understanding how animals learn,they tape recorded the sound ofthe refrigerator door opening andtook the cassette and a portableplayer with them on their trips.Whenever they could not see Sloth,they’d play the tape and she’dcome running, sometimes getting atreat for her appearance, sometimesnot, just like at home.

As Barbara and I talked aboutour ideas for this article, we reviewedthe training game played at thePryor Foundation meeting almost ayear ago. Barbara remembered itvividly, down to every detail. To mysurprise (I have a very poor memoryand was an observer rather than aparticipant when Barbara learnedand trained), I remembered much ofwhat had occurred. Neither of ushad made any effort to remember this,and I was struck by the extraordinaryexcellence of our recall. I askedBarbara if she remembered anythingelse this vividly other than hergranddaughter’s chemotherapy. Hergranddaughter Katie was diagnosedwith a virulent form of cancer almosttwo years ago; Barbara has beenvery involved in the care and emo-tional support of her granddaughterand the rest of the family. Part of thereason I was so surprised at Barbara’svivid recollection was that thePryor Foundation meeting occurredat a particularly tenuous juncture inKatie’s treatment.

To my astonishment, Barbarareplied that she remembered thetraining game more vividly than thedetails of Katie’s chemotherapy.Why does the training game effort-lessly embed itself in memory? And,what exactly is it, since it is obviouslymore than a game? How can a coupleof therapists who work abusive

Barbara Boat, Lynn Loar, and KarenPryor are members of the PryorFoundation’s Board of Directors.

www.pryorfoundation.com


families put the training game togood use?

In a recent talk at the Universityof North Texas in Denton, KarenPryor remarked, “Clicker traininggets your timing right so you cancomfort a sick child.” Timing is away to break down empathy intoteachable skills. Not correcting orgiving advice, sincere but alienat-ing moves, but precisely timed skillsthat truly help both the problem andthe relationship.

Barbara Boat:Empathy is the skill that lets you

feel the feelings of another. Compas-sion takes empathy a step further,feeling the feelings of another com-bined with the urge to help. Kindnessis compassion in action, behavinghelpfully based on one’s awarenessof the feelings of another. Clickertraining focuses the trainer’s attention

on the learner, with respect for thelearner’s abilities, frustration andfatigue. This accurate assessmentthat is essential for clicker trainingis empathy – in a way that can belearned through repetitions of thetraining game. Trainers always wanttheir learners to succeed – the train-ers’ success depends on the learners’achievements – so they are veryhelpful. They streamline things andbreak tasks down into small andmanageable steps. They make learn-ing fast and fun through frequentclicks and generous treats. Theycome across as kind and encourag-ing trainers, and their students asavid and enthusiastic learners.

So, can we teach empathy, com-passion, and kindness to harsh andpunitive parents through the traininggame? Can we break empathy downinto acquirable skills so that com-passion and kindness replace abusein troubled families? That’s someof what we’ll be working on at thePryor Foundation, and we’ll sharewhat we learn with the readers of theLatham Letter.

Keep your s open,

and you s

ready for the click!

“Clicker

training gets

your timing

right so you

can comfort

a sick child.”

“Can we break

empathy down into

acquirable skills

so that compassion

and kindness

replace abuse in

troubled families?”


C A L L F O R E N T R I E S

Win cash prizes, awards, and recognition.The Latham Foundation invites entries in its Search for Excellence Video Awards. The purposeof this program, which is held every two years, is to locate, honor, publicize, and encouragevideos promoting respect for all life.

Entry Deadline: December 31, 2001. Videos must have beencompleted in the two years prior to the deadline.

Entry Fee: $25.00

CATEGORIES INCLUDE BUT ARE NOT LIMITED TO:• Child & animal abuse/domestic violence prevention• Humane education and responsible animal care• The human companion animal bond• Advocacy/public policy• Animal behavior/natural history• Innovative humane education programs and projects worthy of replication• Public Service Announcements

For submission guidelines and an entry form, visit Latham’sweb site at www.latham.org or contact The Latham Foundation:

Latham Plaza Building1826 Clement Ave.Alameda, CA 94501

Phone 510-521-0920Fax 510-521-9861

Search for ExcellenceVideo Awards

Latham Letter readers may recall an earlier article (Spring 2000) in which I reported on aunique humane education “Link” initiative in South Africa, where the growing awareness ofanimal abuse as a precursor to interpersonal violence was the trigger to launch a pilot pro-gram in Cape Town schools. The pilot phase of this program has now been completed, and thenews is extremely encouraging. Following my extensive nationwide tour and media blitz, theWestern Cape Education Department gave the Humane Education Trust permission to bringhumane education to children in eleven primary and secondary schools in Cape Town’s mostdisadvantaged communities.

The Education Department has a “Safe Schools Program” that aims to eliminate crimeand violence in the schools. In a nation blessed with environmental splendor but emergingfrom apartheid, where the homicide rate is five times as bad as in the U.S., animal protectionleaders thought that humane education might be a key to reducing unacceptable levels ofviolence. From the start, the pilot program was subjected to scientific scrutiny. Clinical psy-chologist P.W. Roux, who has extensive experience in the rehabilitation of violent offenders,agreed to assess the impact of the intervention.

A three-month curriculum was introduced to 794 black and colored students whose lan-guages are Afrikaans, Xhosa and Sotho. As a result of humane education, positive feelingstowards animals increased markedly. “Very clear shifts in thinking about animals” occurred,said Roux. For example, in the colored (Afrikaans) group of 329 children, the percentagesanswering the following questions in pre- and post-test surveys increased dramatically:

RESULTS BEFORE AND AFTER THE HUMANE EDUCATION PROGRAM

ATTITUDE BEFORE AND AFTER THE CHANGE IN STATEMENT PROGRAM ATTITUDE

“People can learn from animals” 35% 83% +48%

“Animals have feelings just like humans” 64% 99% +35%

“Animals deserve the same respect as people” 67% 98% +31%

Results for the program were “overwhelmingly positive,” reported Roux, who recommendedthat Humane Education “could form a vital part of the national curriculum for South Africanschools.” He added, “Humane Education has potential as a critical contributor to the reduc-tion of violence toward animals and, by inference, impacts in a similar manner on the rela-tionships between people.”

A 21-minute video documentary of the program, “Caring Classrooms,” was produced andwas presented to accolades at a conference in Brussels, Belgium, sponsored by InterNICHE(International Network of Individuals and Campaigns for Humane Education), Louise vander Merwe of the Humane Education Trust reports that efforts are under way to try and getthe Education Department to develop Humane Education materials specifically for SouthAfrican learners. “We want to develop programs which will reach children from pre-schoolright up to 14- or 15-year-olds,” she said. But perhaps the best testimonials came from thestudents themselves:

“Humane Education gave me a new pair of eyes. Everything I look at now,I see differently. Nowadays I don’t throw stones at stray dogs anymore and I give the

thief-cat that always hangs at our door our left-over food. I don’t swear so muchanymore and I feel really proud about it.” (Brendon, Grade 10)

“Humane Education is probably the best subject in the world. In what other subject do youlearn to love, care and protect? It has almost been like a revelation. I think this subject

must be taught worldwide because it’s worth it.” (Hewston, Grade 10)


Sout

h A

fric

an

Hum

ane

Edu

cati

on P

rogr

am

Ca

lled

“Ove

rwhe

lmin

gly

Pos

itiv

e”

by Phil Arkow

Phil Arkow Chairs Latham’s Child and Animal Abuse Prevention Committee.


There are a total of 770 cats anddogs in Northern Cheyenne and CrowCountry who will have better lives nowthat they have been spayed andneutered during Northern CheyennePet Care Week and Apsaalooka PetCare Week, June 15th through the 21st.Two days at Lame Deer and four daysat Crow Agency found hundreds oflocal and out-of-state volunteers, asmany as six veterinarians each day,veterinary technicians, and stafffrom local governments providingthe centerpiece of the pet care weeks,free spay/neuter clinics.

The clinics demonstrated how acommunity can pool its resourcesto solve problems, which was in thiscase, pet overpopulation and resultingcomplications. The clinics were centralto each pet care week, which focusedon restoring the Crow and the NorthernCheyenne dog to its place of honor asfriend and helper of its people since themost ancient of times. They improvedthe lives of 240 Northern Cheyenne and530 Crow dogs and cats and theirowners and neighbors as well.“Additionally, the communities learnedhow to own the solutions that theyhelped create,” explains Barbara Brownof the Montana Spay/Neuter TaskForce, which helped coordinate theevents. “Dogs and cats live longer,healthier lives, with less risk of cancer,being hit by cars, lost, or injured afterbeing spayed and neutered,” saidvolunteer veterinarian Dr. JeffreyYoung of Denver, Colorado. Sterilizedcats and dogs stay home more and donot run in packs following theirreproductive urge to mate.

Dog bites are the number onecause of injury to all Americanchildren. But according to Deb Haines,Indian Health Services (IHS) Field

S a n i t a r i a nfor the CrowAgency Unit,bite statistics

where the Task Force has visitedhave dropped significantly.

The Humane Society of the UnitedStates’ Billings office played a majorrole in the success of the Pet CareWeeks. Its staff recruited volunteersand went from house to house, talkingabout pet care and the importance ofspaying and neutering and deliveringanimals to and from the clinics. Twoother organizations – Help HomelessPets of Billings and Help Every Petof Hardin – also sent volunteers.

violence, and community violence aretightening every day.”

While figures for these events arenot yet fully tallied, the Task Forceexperience indicates that about onefourth of the animals are brought to theclinics by owners who have never hada spay or neuter done before. Onefourth of the animals receiving carewere taken in by the owners as strays.“I appreciate this clinic coming to myhome town so we don’t have to travelso far for the animals,” said LaraReified as she got ready to go homewith her pets.

As for the professionals’ perspec-tives, volunteer veterinary technicianJoey Shelley from Sheridan, Wyomingsaid, “I learned so much from the othertech and vets. These clinics are not onlygreat for the people and animals theyserve, but equally for those that do theserving. I’m exhausted, but a betterperson for being able to help out.”

“Don’t have to worry about anymore puppies!” celebrated RebekahWhite Clay as she left with her pets.

Hundreds Turn Out for Northern Cheyenne Pet CareWeek and Apsaalooka Pet Care Week at Crow Agency

Montana Spay/Neuter Task

Many of the female dogs and catswere pregnant or nursing and thenumber of litters (as many as ten in alitter) was overwhelming, so theveterinarians, knowing that there wouldbe only one chance for these litters,spayed and neutered much youngeranimals than usual. All survivedthe surgeries.

“The number of reproducingfemales here, the number of littersand pregnancies we saw,” stated Dr.Young, “was far too great for acommunity to absorb humanely. Suchan excess of pets can only lead toneglect, abuse, and cruelty. The nationrecords show that the ties betweenanimal abuse, child abuse, domestic


Statistics collected by the MontanaSpay/Neuter Task Force during thepast several years prove that spay/neuter works in reducing the numbersof homeless cats and dogs and thenumbers that are destroyed. Thesestatistics also demonstrate that the TaskForce’s large, high profile events affectthe attitudes of pet owners, because thenumbers of homeless and/or destroyedpets are more reduced by Task Forcevisits than through low-cost spay/neuter certificate programs. Certifi-cates, in most instances, reduced onlyslightly the numbers of animalsimpounded and/or destroyed. In manycases, they had no effect at all inreducing numbers.

The Mission Valley Animal Shelter,which serves the county, whichincludes the Flathead Nation, alsoreported significant differences. Thenumber of cats and dogs relinquisheddropped from 1,037 to 672 (a 35%decrease) and the number destroyeddropped from 596 to 293 (a 51%decrease).

Similarly, the Fort Belknap IndianCommunity Fish and Game destroyed254 cats and dogs in the seven monthsbefore the clinic. In the five monthsfollowing the Pet Care Clinic, whichconsisted of 316 surgeries during threedays, they destroyed only 43, a decreaseof 83%.

Although not quite as dramatic, thesame effects were found in non-NativeAmerican communities. For example,in Lincoln County (population 18,600),the number of animals impounded inthe Eureka area decreased from 651 inthe year before the Clinic to 432 inthe year after (a 34% decrease). Thiswas a two-day clinic event in which116 surgeries were performed Thenumber of animals destroyed alsodropped by 34% (from 503 to 330).

In the year prior to the clinic, 272low cost spay/neuter certificates weredispensed; however, the number ofcats and dogs impounded increasedfrom 506 to 651 (29%). The numberof animals destroyed increased from426 to 503 (18%).

In Ravalli County (population36,000), the Bitter Root HumaneAssociation Animal Shelter reported noconsistent trend attributable to the useof low cost spay/neuter certificates.Four of five years showed an increasein the number of animals relinquishedto the shelter. Four small task forcepet care events were held in 1998(a total of 110 surgeries performed).

A n i m a l ssurrendereddecreasedfrom 1,228to 1,058(14%). Inthe yearfollowing alarger petcare aware-ness clinic in which 224 surgeries wereperformed, the number of animalssurrendered decreased by 9% and theanimals destroyed decreased by 24%.The growth rate in Ravalli County was4.8% per year. If the figures above tookthe growth rate into account, the figureswould be even more dramatic.

In summary, the above statisticssupport the following conclusions:1. A pet awareness approach spay/neuter

clinic decreases the number of animalsimpounded and/or destroyed.

2. The longer the clinic or the larger thenumber of animals neutered, the greaterthe decrease in animals impounded and/or destroyed.

3. Low-cost spay/neuter certificates, in andof themselves, do not seem to affect thenumber of animals impounded and/ordestroyed.

4. The effect of the clinics seems to begreater upon the number of animalsdestroyed than the number of thoseimpounded.

5. These conclusions suggest some changein attitude within the communities whereTask Force Pet Awareness events/clinicswere sponsored.

Note: These statistics were also reportedin the SPAY USA Newsletter.

For further information contact Jean Atthowe,Montana Spay/Neuter Task Force, P.O. Box 701,

Victor, MT 59875, [email protected]

Force Summer 2001 Update:

by Jean Atthowe

Montana Spay/Neuter Task ForceStatistics Prove that Spay/Neuter Events Work!

After the massive clinic for theConfederated Salish Kootenai of theFlathead Nation (1,236 surgeries insix days), Animal Control OfficerDarcy Maiers reported a stunning96% drop in the number of puppiesdestroyed – from 600 puppies destroyedin the year before the clinic to only23 in the year after.

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September September 9-11 American Humane Association 2001 Conference, Crystal Gateway Marriott Hotel, Arlington, VA.

www.americanhumane.org or 800-227-4645.

September 13-15 The 9th International Conference on Human-Animal Interactions, “People and Animals: A globalperspective for the 21st Century.” Conference Secretary at www.iahaio.org or www.afirac.org.

September 28-29 First Annual College of Nursing Human-Animal Bond Conference “Cuddle a Critter, Call Me in theMorning: The Science Behind our Relationship with Animals” featuring Dr. Alan Beck. Sponsored byMichigan State University’s College of Nursing and the Human Animal Bond Initiative, East Lansing,Michigan. For information, contact Kimberly Kurtz at 517-353-4543.

October October 10-13 Tufts Animal Expo, Boston, MA, 800-642-9429, www.tuftsanimalexpo.com

October 7-9 Society of Animal Welfare Administrators (SAWA) Fall Conference, Schaumburg, Illinois (Chicagosuburb). http://sawa.vview.org

November November 1st Deadline for Nominations for the Delta Society’s 2002 Beyond Limits™ Awards for Service and Therapy

Animals, www.deltasociety.org, 289 Perimeter Road East; Renton, WA 98055, 425-226-7357.

December December 10-11 Scientists Center for Animal Welfare (SCAW) Annual Winter Conference, San Antonio, TX ,

301-345-3500, www.scaw.com or [email protected]

December 31st Deadline for Latham’s “Search for Excellence” Video Awards. See page 10 and www.latham.org.

AnimalsAloud! is a humane education project of the DorisDay Animal Foundation that encourages teachers to spend atleast 20 minutes every school day in October reading aloudanimal-friendly books to students in grades K-3.

Studies show that hearing stories read aloud strengthensa child’s own reading skills, while exposure to positivemessages about animals promotes feelings of empathy andcompassion toward others.

The first 100 teachers to verify their participation inAnimalsAloud! 2001 will receive a copy of an animal-friendlybook for each student in their class. For a free teacher’s kit,please contact Vicki Stevens at 202-546-1761, extension 31,or e-mail [email protected]. The AnimalsAloud! 2000 teacher’sguide can be viewed online at www.ddaf.org/aloud.html.

Upcoming Conferences and Workshops


October isReadingAloud™

Month

ost traumatic stress disorder(PTSD) is a diagnosis given toindividuals who have a collec-tion of distressing symptomsafter experiencing a terrifyingtraumatic event. Disturbingsymptoms can persist for yearsand cause severe dysfunction inmany areas of life. Some haveproposed the use of protectiondogs for such individuals andsuggest that protection dogsshould be granted public accessrights as would any individualwith a disability accompaniedby an assistance dog in accor-dance with the Americans withDisabilities Act (ADA).

The following article de-scribes why public access forprotection dogs for victims oftrauma is a very inappropriatesolution to a real problem.

About PTSDThe occurrence of traumatic life

events is an all too common part ofthe human experience. More than60 percent of men and 51 percentof women experience at least onetraumatic event in their lifetimes(Davidson, 2000). Some individualsthat experience a traumatic life eventconsequently develop PTSD. Diag-nostic criteria for PTSD include a his-tory of exposure to a “traumatic lifeevent” and the subsequent experienceof symptoms from each of the follow-ing clusters: intrusive recollections,avoidance/numbing symptoms, andhyper-arousal. An additional criterionconcerns the duration of symptoms.

Subsequent to the traumatic event,the person with PTSD will experienceintrusive recollections that mayinvolve flashbacks, thoughts, dreamsor dissociative episodes in which theyexperience the trauma as reoccurring.The individual experiences severedistress when encountering stimuliassociated with the trauma. There arealso distressing physiological con-sequences to this disorder includinghyper-arousal which may cause sleep

difficulties, irritability, angry out-bursts, hyper-vigilance and an exag-gerated startle response.

PTSD is relatively common.Prevalence rates are five percent andten percent for American men andwomen, respectively (Kessler et al.,1996). Women’s higher incidence ofPTSD may be due to sexual or physi-cal assault that is more likely to beassociated with the development ofPTSD than other traumatic life events.

There are a variety of treatmentapproaches to lessen the severity ofthe symptoms of PTSD. Janoff-Bullman (1992) cautions clinicians tobe sensitive to the fact that commonreactions to a traumatic event includelack of trust, and a frightening beliefthat the world is a very dangerousand threatening place. Interventionsinclude cognitive-behavioral treat-ments, exposure, relaxation training,and increasing social support.However, it must be understood thatindividuals with PTSD are not easily“cured” and the therapy itself it stress-ful. It is no wonder that individualswould try to find creative alternativesfor the victims of trauma in order forthem to experience their environmentas a safer place.

Some individuals who undoubt-edly have good intentions haveproposed the use of protection dogsfor individuals with PTSD. Intuitivelyit may be appealing for an individualwho experiences the world as a threat-ening place to have a protection-trained dog by their side. However,because of the dog’s very real poten-tial for attacking an innocent humanor another dog, a protection dog mayultimately have a negative impacton the individual who has PTSD.


Risks and negative consequences of protection dogsfor individuals with post traumatic stress disorder

Needs A Trauma Victim

DisasterIs Not What

by Natalie Sachs-Ericsson, Ph.D., Department of Psychology, Florida State University

P

How may a dog impact individu-als with PTSD?

There is a reason why dogs are re-ferred to as man’s best friend. Dogsoffer a constant source of non-judg-mental social support. While there areno empirical studies on the affect ofdogs on adults with PTSD, researchon the affect of dogs on the reductionof stress and anxiety in humans sug-gests that dogs lower arousal (Wilson,1991) and increase feelings of safety(Serpell, 1991). There have beennumerous health benefits found tobe associated with dog ownership. Iencourage anyone with anxietyrelated problems that has the desireand ability to bond and to care for adog to obtain a well-behaved dog witha solid temperament that has no ag-gression. I believe a dog may signifi-cantly enhance a person’s psychologi-cal, social, and health functioning.

Why not use protection dogs forassistance dogs for individualswith PTSD?

All dogs have the potential to biteand cause physical harm or evendeath. Those of us involved in theassistance dog movement carefullyselect assistance dogs for training thathave no aggression. Experienced han-dlers know that any indication of ag-gression on the dog’s part is predic-tive of future aggressive behavior. Themost reputable AD programs will ex-cuse any dog from their program thatdisplays any aggression to humans orto other animals. It takes a programwith a clear set of ethical principlesto dismiss a dog for one aggressiveincident after literally 20 to 30 thou-sand dollars worth of training.

Individuals with disabilitiesaccompanied with an assistance doggo everywhere with their dog andinto all sorts of stimulating environ-ments. A dog with the potential for

aggression will most likely ultimatelyshow it. The consequences can bedisastrous.

In contrast to AD, protection dogsare chosen for their high arousal, highprey drive and aggression potential(Slabbert and Odendaal, 2000). Pro-tection dogs are trained by deliber-ately stimulating their prey drive toelicit aggressive behavior for guardor protection purposes. What happensif an individual with PTSD acquiresa trained protection dog, a dog thathas been selected for its innately higharousal and strong prey drive? Theindividual with PTSD has higharousal levels and has the propensityto perceive threat where none exists.This is part of the troubling andpainful experience of PTSD. A dog isa pack animal and follows his leader.When one member of the packbecomes aroused so do the rest ofthe members of the pack. Thus thedog reads and processes threat in theenvironment, in part, through theexperience of the owner. The fear andhypervigilance of the individual withPTSD will be communicated to thedog. A protection dog is likely torespond to arousal and fear in itsowner by potentiating the likelihoodfor an aggressive response, even whenthere is no real threat.

The individual with PTSD may beplaced in an emotionally devastatingsituation if their dog were to attackand harm an innocent individual oranother dog. Because of the protec-tion dog’s potential for aggressivebehavior, an individual that has aprotection dog must be hyper-vigilantof the dog’s behavior and constantlybe on guard to insure that the dog doesnot react with aggression in a situa-tion where it is not warranted. In thisrespect, an individual with PTSDaccompanied by a protection dogin a public setting may experience

an enhancement of their hyper-vigilance!

Individuals with disabilities havefought a courageous battle to gaintheir civil rights to equal employment,equal access, and be treated with thesame dignity and respect granted toall human beings. The AD movementhas worked hard to produce theimage of an AD as a safe and obedi-ent partner. What will the public’sreaction to individuals with disabili-ties accompanied by an AD becomeif protection dogs are allowed publicaccess? People will come to fearindividuals with ADs. The use ofprotection dogs will undermine thepublic’s confidence in all ADs, andfurther the isolation of individualswith disabilities. Even though a per-son has been a victim of a devastat-ing crime I do not think this justifiesthe endangerment of the generalpopulation by sanctioning the useof trained protection dogs for use inpublic settings.

Many states do not require certifi-cation for the training and selling ofprotection dogs. Therefore anyonecan claim that he or he is an experttrainer of protection dogs. Becausepeople want to make money, theremay be trainers who will claim thattheir protection dogs are 100 percentsafe in a family or public setting.Some will claim that by limiting theagitation phase of protection trainingso that the dog is only lunging, bark-ing and growling and not trained tobite, the public is safe. However, mostreputable trainers will tell you thatdogs trained for any level of aggres-sive response should not be givenpublic access to anyone but highlytrained law enforcement personnel.

Potential aggression must becarefully evaluated in assistance dogsbecause they are constantly exposedto situations that would provoke



n the fall of 1998, I got an offer to co-host aMorning Radio Show in New York on the onceprestigious WNEW. At the time I was an out ofwork television writer, who had just completed astint on the f irst season of the currentlyprestigious, “Sex and the City.”

four-legged creature. As I knelt down beside her, smotheredby kisses from her stubbly puppy tongue, the crowdgrew restless. “Are you going to take her?” “If you don’ttake her, I will.”

I jumped up like a game show contestant with thecorrect answer and said, “Yes!” And then I thought, “Wheream I going to keep her?” I couldn’t move into my apartmentfor another week, and the place I was staying did not allowpets. I’ve always been good at sneaking food into a movietheater, but a thirty-pound puppy was really out of myrange. I didn’t know how I was going pull this off, butone thing I did know: I had to have her.

As I was trying to sort it all out, this woman approachedme and introduced herself. She said that she would letthe dog stay at her house, but she had three dogs as well.I thought, “What? Does everyone in New York have threedogs?” Then I thought maybe all the dogs have jobsand chip in on the rent.

She offered to see if her vet could board her for me;but then she realized that it was President’s Day, and thevet would be closed. So, I convinced the guy who rescuedher to keep her for the night and made arrangementsfor him to bring her to me at my girlfriend’s apartment onthe Upper West Side at 5:00 PM the following evening.

The next morning I went on the air, and talked aboutmy good fortune: A new apartment for less than ten granda month and a new dog, for free. Cathy, my friend, a comic,came on my show. The plan was to shop all day (well,with all the money I’d be saving in rent) and then goback to her place to wait for my puppy’s arrival.

Well, 5:00 rolled around and no sign of him, or thedog. Nothing. No phone call. I waited. 5:05. I called him.No answer. I was convinced that he’d either decided hewanted to keep the dog, or that something terrible musthave happened. Six o’clock, seven o’clock, still nothing.

Then at 7:30 the phone rang. It was the guy, tellingme that he had some bad news. He lost her. What?! Hewas on 47th Street and 5th Avenue, got out of his car tomake a phone call, accidentally left his car door open andshe got out. By the time he realized she was gone, it wastoo late. He drove around the neighborhood for a coupleof hours looking for her and that’s why he called so late.He said he was sorry, which I believe he was, and hungup. How could someone who was a dog owner be that

Iby Sue Kolinsky

Miracle on 47th StreetMiracle on 47th Street

Taking the job would mean that for at least one yearI would have to leave behind my male golden/shepherdmix of four years and my purebred Jewish boyfriend offourteen. The first thought that entered my head was, “Howam I going to live without my dog?”

The station put me up in corporate housing for a coupleof months on the Upper East Side. Not my favorite partof town, but hey, they were footing the bill, andBloomingdales was near by. It was a spacious “L” shapedstudio, complete with a doorman, a kitchen and a gym.But, painfully missing a pooch.

In the middle of February, I started the grueling processof looking for an apartment. After a couple of agonizingweeks of combing through the Sunday Times, I stumbledupon a ridiculously expensive, not so spacious studio, witha doorman, a kitchen and a view of the Hudson River.But it was a block from work, and the best part, it was adog friendly building.

On the way back to my corporate dwelling, I stoppedoff at a supermarket to pick up some groceries, and whenI walked outside there tied to a truck parked in front, sata gorgeous dusty colored shepherd mix puppy.

It turned out that the gentleman who rescued her hadspotted her – collarless, nameless and homeless – earlierthat morning, wandering around the Bronx. He couldn’ttake her since he already had three dogs of his own, so hebrought her into the city in the hopes that someone wouldadopt her.

I immediately walked over and started playing withher. Within a couple of minutes, a crowd had gathered.Everyone just stood there admiring this beautiful

Part One

aggression in the average dog. Inci-dents in which assistance dogs areaccidentally hurt, have a door closedon their foot, or in which a curiouschild runs up and hugs the dog frombehind are events that happen rou-tinely in training AD in public set-tings. The dog can not discriminatebetween a benign and possibly intru-sive child and an actual threat. If thechild continues to rush the dog, atrained protection dog is far morelikely to react with a bite than toretreat from this perceived threat.

In short there are many circum-stances in a public setting that arevery provocative to dogs. Thereforein public settings, which are fullof stressful environmental stimuli,protection-trained dogs are likely toshow aggression when there is noreal threat to their owner. I encour-age all those who provide servicesfor individuals who are the victimsof trauma, individuals who have ex-perienced severe trauma, and friendsand family of victims of trauma, torecognize that the use of protectiondogs for individuals with PTSD is aformulation for disaster. Disaster isnot what a trauma victim needs.

REFERENCES

American Psychiatric Association (1994). Diagnosticand Statistical Manual of Mental Disorders (4th Ed.).Washington, DC: Author.

Americans with Disabilities Act (ADA) of 1990. PublicLaw 101-336 (1990) Washington: Federal Registry.

Breslau, N., Kessler, R.C., & Chilcoat, H.D.(1998). Trauma and Post-Traumatic Stress Disorderin the Community. Archives of General Psychiatry;55, 626-632.

Davidson, J. R. T. (2000). Trauma: The Impact ofPost-Traumatic Stress Disorder. Journal of Psycho-pharmacology. Vol. 14 (2, Suppl. 1), p. S5-S12

Davidson, J.R.T., & Foa, E.B. (Eds.) (1993). Post-Traumatic Stress Disorder: DSM-IV and Beyond.Washington, DC: American Psychiatric Press.

Foa, E.B., Davidson, J.R.T., & Frances, A. (1999).The Expert Consensus Guide Series: Treatment ofPTSD. Journal of Clinical Psychiatry; 60(16).

Foa, E.B., Steketee, G., & Olasov-Rothbaum, B.(1989). Behavioral/Cognitive Conceptualization ofPost-traumatic Stress Disorder. Behavior Therapy;20, 155-176.

Friedman, M.J. (2000). Executive Director, NationalCenter for PTSD Professor of Psychiatry andPharmacology, Dartmouth Medical School.Post-Traumatic Stress Disorder: An Overview.http://www.ncptsd.org/treatment/literature/overview/index.html#top

Gerlock, A. (1996). An Anger ManagementIntervention Model for Veterans with PTSD, NCPClinical Quarterly 6(3).

Halligan, S.L. & Yehuda, R. (2000). Risk Factors forPTSD, PTSD Research Quarterly; 11(3), 1-8.

Hokanson, J. E., & Rubert, M. P. (1991). Interper-sonal Factors in Depression. In D. D. Gilbert, &J. J. Connolly (Eds.), Personality, Social Skills,and Psychopathology: An Individual DifferencesApproach (pp. 157-184). New York: Plenum Press.

Janoff-Bulman, R. (1992). Shattered Assumptions:Toward a New Psychology of Trauma. The FreePress; ISBN 0029160154

Joiner, T. E. Jr., (1997). Shyness and Low SocialSupport asInteractive Diatheses, with Lonelinessas Mediator: Testing an Interpersonal-PersonalityView of Vulnerability to Depressive Symptoms.Journal of Abnormal Psychology; 106, 386-394.

Kessler, R.C., Sonnega, A., Bromet, E., Hughes, M.& Nelson, C.B. (1996). Post-traumatic StressDisorder in the National Comorbidity Survey.Archives of General Psychiatry; 52, 1048-1060.

Kulka, R.A., Schlenger, W.E., Fairbank, J.A.,Hough, R.L., Jordan, B.K., Marmar, C.R., &Weiss, D.S. (1990). Trauma and the Vietnam WarGeneration. New York: Brunner/Mazel.

Novaco, R.W. (1996). Anger Treatment and It’sSpecial Challenges, NCP Clinical Quarterly; 6(3):Summer 1996.

Resick, P.A. (1994). Cognitive Processing Therapy(CPT) for Rape Related PTSD and Depression.NCP Clinical Quarterly; 4(3/4): Summer/Fall 1994.

Serpell, J. (1991). Beneficial Aspects of Pet Owner-ship - Some Aspects of Human Health and Behavior.Journal of the Royal Society of Medicine; 84, 717-720.

Slabbert, J.M. & Odendaal J.S.J. (2000).Early Prediction of Adult Police Dog Efficiency –A Longitudinal Study.

Wilson, C. (1991). The Pet as an AnxiolyticIntervention. The Journal of Nervous and MentalDisease; 179(8), 482-489.


Natalie J. Sachs-Ericsson, Ph.D., is Professor of Clinical Psychology at Florida StateUniversity in Tallahassee, FL. She writes and speaks extensively on the physical,psychological, and social benefits of animals including service and therapy dogs.

You may contact her at Florida State University, Dept. of Psychology,Tallahassee, FL 32306-1051, E-mail:[email protected]

The AssistanceDog Movement

With the passage of theAmericans with Disabilities Act,there has been an increase inthe use of assistance dogstrained and placed for thepurpose of reducing the impactof disabling conditions. We aremost familiar with guide dogsthat assist individuals who areblind. The first assistance dogtraining program in the UnitedStates, founded in 1929, wasSeeing Eye, Inc. However, theuse of specially trained dogs toassist individuals who have adisability other than blindnesshad its beginnings just aroundtwenty-five years ago. Two ofthe most common types ofassistance dogs, other thanguide dogs, are service dogsand hearing dogs. Service dogsare trained to assist individualswith mobility related impair-ments and generally have twomain functions: to enhance theindividual’s mobility and toretrieve objects. Hearing dogsare trained to alert their hearingimpaired or deaf partners tospecific sounds.


careless? I began to consider, maybe heoriginally had four dogs, and that’s why henow only had three.

After I got off the phone, I stood there in atotal state of shock. I didn’t know what to do.

Every corner I turned I prayed that I would see her. I wentinto stores, in the hopes that maybe she wandered in, and,in keeping with my theory, maybe even applied for a job.

An hour later we met back where we had started, feelingless hopeful. After a few moments of silence, we allconfessed that during our search we stopped a few timesto window-shop.

The next morning I went into work, completelydistraught. A lot people who tuned in the day before werecalling in with names for my new puppy. I said, “Howabout ‘Lost?” I was having a really hard time concentratingon anything other than this dog. So much so that my bosscame into the studio and said he would offer concert tickets

to anyone who found my dog; plus, for everyday she was still missing, he would upthe ante. I thought “upping the ante”

meant he might give my job to someoneelse, so I tried to focus on doing the show.

To Be Continued .....

Sue Kolinsky started her comedy career as a waitress in New York City. After making a cynical remark to a customer (that gother fired), she decided to take her humor somewhere it would be better appreciated...The Original Improvisation. And it was.

For the past 20 years comedy audiences across the country have been appreciating Sue. Television appearances include TheTonight Show, Comic Strip Live, Up-Close, two specials for Lifetime and Bob Hope’s Young Comedian’s Special on NBC. Along

with her numerous television appearances, Sue has traveled the world performing for the military with the USO.

Sue’s comedy has been described as witty, inventive, and intelligent – cutting edge social commentary that isn’t condescending.

Over the past few years she was a writer on the Warner Brothers Network show Brotherly Love, HBO’s Sex and the City,and Robotica for TLC. She is currently a writer on the new The Ellen Show.

Instructions for Giving Your Cat a Pill 1. Pick cat up and cradle it in the crook of your left arm as if holding a baby. Position right forefinger and thumb on

either side of cat’s mouth and gently apply pressure to cheeks while holding pill in right hand. As cat opensmouth, pop pill into mouth. Allow cat to close mouth and swallow.

2. Retrieve pill from floor and cat from behind sofa. Cradle cat in left arm and repeat process.

3. Retrieve cat from bedroom, and throw soggy pill away.

4. Take new pill from foil wrap, cradle cat in left arm holding rear paws tightly with left hand. Force jaws open andpush pill to back of mouth with right forefinger. Hold mouth shut for a count of ten and cat indicates that it hasswallowed pill by “licking its lips.”

5. Retrieve pill from goldfish bowl and cat from top of wardrobe. Call spouse from garden to help.

Was I supposed to go look for her? What were the chancesthat we were ever going to find her? I’m really good atfinding soft contact lenses on beige carpeting, but a lostdog in midtown Manhattan during rush hour? Cathy’sroommate, who came home in the middle of all of this,immediately snapped into action. She sat down at thecomputer and made up a flyer: “Lost Shepherd Mix Puppy.New Owner Heartbroken. Reward.” She ran off a bunchof copies and then we hopped in a cab and headeddowntown.

When we got to 47th Street, we split up like a posse inan old western. “You go that way. You go this way. And I’llgo over there.” For an hour, we walked around postingfliers on every pole in the neighborhood. I asked everyoneI came into contact with if they had spotted a little dog.

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(found on the Internet)

Promoting the Human-Animal Bond in theVeterinary PracticeReviewed by Phil Arkow

Veterinarians will be more inter-ested than lay persons in reading thisbook, but you might find it, as I did,a fascinating look behind the scenesof your local vet hospital.

Tom Catanzaro (or Tom Cat ashe likes to be called) describes him-self as a veterinary practice diagnos-tician. He writes that ensuringa good bond between the patient,client and doctor translates intogood medicine and good business.

Saying that vets must be advo-cates for pets’ welfare, he calls onthe profession to become leaders inraising awareness of the human-

animal bond. Though thereare many arenas in whichveterinarians can exert theirinfluence, their major roleis to be as advocates fortheir patients in deliveringclient-centered healthcare. “The bond-centeredpractice may not be well-defined in the veterinaryprofession or the familyhousehold, but when clientsexperience it, they knowthey have discovered some-thing special,” he writes.While he does not answerthe age-old conundrum ofwhether the veterinarian’sprimary responsibility is tothe client or the patient, hedoes emphasize that ensur-ing a good bond translatesinto good medicine andgood business.

Veterinary medicine is more ofa “calling” than other healthcareprofessions, he writes. He encour-ages vets to become the leaders inraising awareness of human-animalbonds. The book contains 26 appen-dices with specific programs thatpractices can introduce such asbereavement counseling, guide-lines for new puppy and kittenowners, making clinics more “felinefriendly,” teaching animal behavior,and pet health insurance.

Promoting the Human-AnimalBond in the Veterinary Practice

ISBN 0-8138-0382-9256 pp, 7/x, illus., $36.95Iowa State University Press800-862-6657www.isupress.com

Domestic Violenceand Child AbuseSourcebook

Edited by Helene Henderson

Domestic violence has beenrecognized as a national epidemic.Approximately four million womenare victims of an assault by anintimate partner on an annual basis.The cost of non-fatal domesticviolence against women was esti-mated at $3.7 billion annually in1991. Treatment specialists andresearchers are still working tounderstand the causes of domesticviolence and to create preventivemeasures against it.


m e d i a r e v i e w sm e d i a r e v i e w s

A new volume in Omnigraphics’Health Reference Series, DomesticViolence and Child Abuse Source-book provides up-to-date informa-tion about our current understand-ing of domestic violence, including

Why The Wild ThingsAre: Animals in the Livesof Children

by Gail F. Melson, Ph.D.

Reviewed by Phil Arkow

Gail Melson’s latest and mostfascinating book won’t teach youwhy elephants weep or why catspaint. But Melson, a professor ofchild development and familystudies at Purdue University, willgive you fascinating insights intohow children perceive and interactwith pets, wildlife, and livestock.

Using the biophilia hypothesis,which says we are innately wired toappreciate animals, Melson sayswe need to develop a “biocentric,”rather than anthropocentric, view ofanimals in our lives. Because humanchildren, like the young of other

species, are less fearful and morecurious, they are instinctively at-tracted to the young of other spe-cies as if they were interesting peers.

It’s no accident, she argues, thatwords for different animals, such ascat, dog, and bird, are among thefirst 50 words that most Americantoddlers learn to say. More childrensay “dog” and “cat” in their initialvocabulary than “juice,” “milk,” or“ball”; in fact, kids say animal wordsmore than any other words except“mama” and “daddy” in all lan-guages – including sign language.

Children’s ties to animals haveslipped below the radar screens ofmost schools of child development.This is ironic, because children to-day are more likely to have pets thansiblings or fathers. And historically,through folktales and parables, simi-les and metaphors, animals havealways been used to instruct childrenin the art of growing up.

Children dream about animals,and are overwhelmed by them infairy tales (which have more animalsin them than fairies), books and car-toons. As children’s primers shiftedfrom didactic moral instruction tostories designed to entertain as wellas instruct, animals moved from theperiphery to center stage. Today,seven of the top ten all-time best-selling children’s books are aboutanimals, as are many of the winnersof the Newbery and CaldecottMedals.

Animals in children’s literaturemay be: totems who convey morallessons; visible manifestations ofinvisible human feelings; powerfulbut reluctant dragons who restraintheir fury; guides who shepherdchildren on perilous adventures;creatures to be saved from an un-feeling adult world; crafty rascalswho use their wiles to outwit those

with superior brawn; and creatureswith whom children can identify.

Shakespeare wrote more then4,000 similes and metaphors in-volving animals. Following a 1902cartoon that showed PresidentTheodore Roosevelt, an avid hunter,sparing a black grizzly, “teddybears” came into being. Stuffedanimals quickly replaced thepopguns, drums, trumpets androcking horses that were archetypesof 19th Century childhood.


partner, child and elder abuse andneglect. It offers warning signs ofabuse and profiles of abusers, dis-cusses links with substance abuse,and suggests steps members of thecommunity can take toward allevi-ating this vast public health problem.It also includes a sample safety plan,a directory of national hotlines andorganizations, and a bibliographyfor further reading.

Domestic Violence and ChildAbuse Sourcebook

1,084 pagesISBN 0-7808-0235-7Omnigraphics, Detroit 2001www.omnigraphics.comPhone 800-234-1340Fax 800-875-1340$78 hardcover

The oldest known toys are Egyp-tian Bronze Age clay rattles with theheads of foxes, birds and dogs, andwooden crocodiles and lions. Petshelp kids learn intimate dialogue,nurturing skills, and how to copewith loss. They provide a realitytouchstone by being in the here-and-now, and offer reassurance.

Melson argues that educationshould follow the lead of humaneeducators and animal-assisted thera-pists by introducing biocentricreforms that build upon children’s

Bears Barge In

Written by Joni SenselIllustrated by Chris Bivins

They’re hairy, they can weighmore than 200 pounds – and theremight be one sniffing around yourbird feeder every night. Black bears,cougars, and other large predatorsincreasingly wander into residentialareas and onto the evening news, butthis new picture book, Bears BargeIn, shows kids how to get alongwith even the wildest neighbors. Thebook blends whimsy and practicaltips about an issue of increasingconcern in communities from coastto coast.

Using bright watercolor andcolored pencil illustrations, BearsBarge In depicts a boy named Zackwho lives in the forest along withbears and other wild things. Zack’shuman neighbors multiply quickly,however, and the traditionalGoldilocks scenario is soon turnedon its ear when bears invade Zack’s

bathroom. When the neighborsdiscover that Zack’s new house-guests have fangs, he has to over-come the whole town’s disapprovaland find a way to make room forboth old friends and new ones.

Bears Barge In appeals toparents who want to keep their chil-dren safe while appreciating localwildlife. As human suburbs pushrelentlessly into wildlife habitat,animals are left with little choicebut to cozy up to their human neigh-bors. Conflicts happen when thehumans provide dinner in the formof garbage, bird food, pet chow andeven the pets themselves.

“The problem is growing, andwe need to educate people on howto avoid conflicts with large pre-dators,” says Donnie Martorello,Bear, Cougar, and Special SpeciesManager for the WashingtonDepartment of Fish and Wildlife.

“Bears Barge In definitely fillsa niche,” agrees Chris Morgan,owner of Insight Wildlife Manage-ment and administrator of theinternational Bear Safe program.A variety of other wildlife expertsalso have endorsed the book, anda portion of the proceeds benefitsThe Nature Conservancy. A freeparents’ and teachers’ guide isavailable from the publisher.

Bears Barge In empowers kidsto protect the earth starting in theirown back yards.

Bears Barge In

by Joni Sensel andChristopher Bivins

Dream Factory Bookswww.DreamFactoryBooks.comISBN 0-9701195-0-X$14.95360-663-0508

awe of nature, emphasize theinterconnectedness with otherspecies, and forge a newcovenant of respect towardanimals. She presents exten-sive examples of effectiveand interactive animal-basedcurricula and therapeutictreatment programs.

Today’s children are gettinga vicarious view of nature.They live in a world that “interms of animals has becomeever more impoverished anddenatured ... Animals moreoften appear cut off fromtheir natural settings, in zoodioramas and re-creations,on television nature shows, oras humanoid characters at thebottom of a McDonald’sFunmeal box.”

Extensively annotated, Melsonhas published, for the first time,statistics that break pet owner-ship down by ethnic group: in onesurvey of families, 75% of whites,47% of Latinos, 43% of AsianAmericans, and 37% of AfricanAmericans, had pets.

The author, who is Professor ofChild Development and FamilyStudies at Purdue University, showshow children’s innate interest inanimals is shaped by their familiesand their social worlds, and mayin turn shape the kind of peoplethey will become.

Why the Wild Things Are:Animals in the Lives of Children

by Gail F. Melson, Ph.D.

Harvard University Press256 pagesISBN 0-674-00481-7$27.95



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