Web Version of my Presentation for NAMI
 (National Alliance on Mental Illness)
12/11/24
page 3

Part 6
Therapy Dogs

Therapy dogs provide emotional support and comfort to many people.  For example, the motto of Alliance of Therapy Dogs is, “Sharing Smiles And Joy”.

Training and certification requirements vary by organization.  While therapy dogs also receive extensive training, their work is very different to that of service dogs, who are trained to care for ONE person. Both service dogs and therapy dogs need to tolerate a wide variety of experiences, environments and people.

People seldom realize how much socialization and training we put into our therapy dogs. A story about Berakah will give you an idea. One day when we were doing Reading Dog at the Children’s Library, a woman signed up her little girl to read to Berakah.  She had recently adopted the girl and her brother, a toddler, from Europe.  We did the Reading Dog sessions in the theater, which had a stage and a series of very wide steps where the children would sit for productions.  The steps were wide enough for the dog to lie on comfortably, and the kids could choose to sit next to the dog or on the step above or below it, whatever they wanted.  I had a nice rug that defined Berakah’s space and she would stay there until released when the child finished or whatever.  The girl sat next to Berakah and began reading, but the boy started running up and down the steps.  Berakah kept an eye on him as he would come close to stepping on her as he went up or down.  He totally ignored the mother’s trying to make him settle down. Eventually he bounced against an emergency exit so hard that the panic bar compressed and set off the alarm.  Chaos ensued – staff members rushing in and out trying to find out who had the key to shut off the alarm, the boy screaming after his mother caught and paddled his bottom, and the alarm blasting shrilly.  It took 10 minutes before someone found the key to shut off the alarm, but Berakah lay quietly by the girl and continued listening to her read. THAT is what I call a trained therapy dog!

For therapy dog certification, handlers must undergo a background check and have their vet fill out a form testifying to the dog’s health and vaccination status.  The dogs must pass extensive testing to be sure they have good temperament and manners, do not mind being touched by strangers and will be good with fragile people. 

The tests also judge whether the handler pays attention to the dog, correcting when necessary and praising when the dog’s actions when they are appropriate. Once the dog and handler pass the handling/good manners part of the test, they are required to complete three successful visits in a medical facility, school or other public venue where they will interact with strangers in a therapy-like setting.  Two of those visits must be in a medically-related facility.  In these observations, the tester can evaluate, assist and assess how well the team works together, and how safely their handlers can make a resident feel alive and engage them in the world outside the facility.   The team then must send all the paperwork to Alliance of Therapy Dogs, which makes the final decision to accept or reject the prospective team.  Membership must be renewed annually and includes a health exam by a vet.   Liability insurance during therapy dog visits, in the event someone is injured as a result of interacting with the therapy dog, is provided with the membership.

Therapy dogs are highly sociable dogs with stable temperaments who provide emotional and psychological comfort to people other than their handlers. These dogs typically visit nursing homes, hospitals, schools, hospice care centers, mental health facilities, and other such institutions with a volunteer handler.

They are encouraged to interact with as many people as possible, as opposed to a service dog, who must focus solely on the needs of the handler. A therapy dog may provide comfort to patients, or help build the confidence of individuals who are recovering from injuries or trauma. While the work they do is important and valuable, therapy dogs are pets, not service dogs. They are not afforded the same rights and legal protections as service dogs, and are not permitted in places where pets are not allowed. While a service provider is legally obligated to allow access to a service dog, they are not required to do so for a therapy dog.

Animal-assisted therapy vs visits

In animal-assisted therapy, an animal is used in goal-directed treatment sessions.  These goals can be physical, mental, emotional and/or social. AAT offers numerous benefits beyond those available through traditional therapies. AAT allows therapists to use one treatment tool, an animal, to target a variety of goals. In a hospital setting these goals include, but are not limited to, improving patients’ range of motion, strength and endurance, balance and mobility, and sensation. During the same session, using the animal, cognitive and perceptual deficits can be addressed. The patient also receives psychosocial benefits such as building rapport, increasing self-esteem and motivation, and stress reduction.  CHAPS Equine Assisted Services provides AAT.

A visitation program is when animals accompany their owners to a facility and visit with the patients or residents.

Pets excel as therapeutic agents.  A visit from a therapy dog can break the daily routine, increase happiness, calmness and emotional well-being and stimulate the mind in dramatic ways.

Therapy dogs can help people by:

• Bringing joy and laughter, even if for a short time
• Taking a person’s mind off personal problems, aches, pains and worries
• Providing soft, comforting fur to be petted and stroked
• Acting as an ice breaker in getting people to share their emotions and stories
• Giving a chance for people to communicate with others
• Lowering stress levels and blood pressure
• Rekindling warm memories of their pets

What type of dog makes a good Therapy Dog?  The breed doesn’t make nearly as much difference as some would think.  The personality of the individual is the key.  We have certified a great variety of breeds here in Sheridan:  West Highland White, Great Pyrenees, Yorkshire Terrier, Border Collie, Lab, Springer Spaniel, Rottweiler, Miniature Pinscher, Bassett, Bull Terrier, Borzoi, Australian Shepherd, Dalmatian, Weirmaraner, Chihuahua, Doberman, Sheltie, Poodle, Schnauzer, Irish Wolfhound, Pit Bulls, many mixed breeds, and of course my German Shepherds. Some dogs are more outgoing with strangers in the beginning, but all become soon excited about their “work”.

I worked as Religious Education Director for Holy Name Church for 23 years.  When we had a priest come to do a mission, most wanted to visit the nursing homes while they were here.  I was detailed to take the priest to Westview Healthcare Center since I did therapy dog visits there every week and knew all of the parishioners who were there.  Invariably, we’d walk in the door and I’d begin greeting residents by name – but they wouldn’t recognize me.  The priest would finally ask incredulously why he had been told I was familiar with the people.  I would have to tell him that the therapy dogs were who the people knew and looked for; I just brought them.

Covid Shutdown

After the nursing homes went into quarantine, I continued my weekly visits to the Alzheimer’s Unit at one of the nursing homes.  They have a big picture window that we would visit through.  I got a folding table for the dogs to sit on to bring them up high enough for the residents to see and taught them to touch the window with their noses on command.  The residents would try to touch the dogs, which of course the dogs couldn’t really see, but at least that way they responded to the residents’ reaching out and cheered them up. 

The other nursing home doesn’t have an enclosed Alzheimer’s Unit and all the residents were confined to their rooms.  We tried going weekly to see several residents with whom I always spent a lot of time on visits, but the windows were so high they could barely see the dogs and we couldn’t talk much, so after all of us getting very frustrated, we decided just to do monthly visits. 

I also continued to burn CDs of the puppy photos as I got them edited and gave them to each nursing home so they could play them for the residents to enjoy since of course no puppy visits were allowed during covid.  The residents LOVE when I bring the pups and really missed playing with them, so the photos helped a little.

We eventually discontinued the monthly visits, so the activity directors and I brainstormed how to help the people who were most devastated at the confinement and lack of stimulation.  We decided that I would write them letters every week so at least we could stay somewhat connected.  All week long I kept track of anything I usually told the residents when we visited – amusing things the dogs had done, stories of the birds I saw on my place, the flowers that were blooming – anything which might bring a smile to their faces when they read my letter.  The staff members told me that the residents loved the letters and passed them on to others.  I wrote the enclosed Alzheimer’s unit weekly and they took turns reading the letters out loud and talking about them.  Of course, everyone loves it when I have a litter of puppies because I always have lots of stories about them. 

In March 2021, we resumed visiting the Alzheimer’s Unit at Sheridan Manor (now Big Horn Rehab & Care). 

In May, we resumed visiting at Westview.  And in December we resumed visits to the entire Big Horn Rehab facility.  I don’t know who was more excited that we were back inside the nursing homes – residents, staff, the dogs or me.  I think it was actually the dogs, who were obviously glad to see, hear and touch their friends again – and be petted.  They cuddled with all of the residents so contentedly that we humans all had wet eyes.

When the nursing homes opened and we could resume therapy dog visits, the residents begged me to continue the letters, so to this day I do a letter every Friday.  I print 13 copies and either mail or deliver them to the nursing homes.  Another goes to Green House Living and the activity director reads it to residents in all four cottages.  Another letter goes to a former local resident who moved to a facility in Buffalo. 

I also email the letters to 19 people – some residents, some family members of residents whom I got to know when their loved one was in the nursing home, several to previous activity directors who asked to continue receiving them, and a few to people who heard about them and asked to receive them.  It’s a BIG project.  During the week, if something interesting happens that I think people will enjoy, I jot it down.  If I receive any interesting photos from puppy owners, I save them to insert.  (I bought a color printer just to do these letters!) On Thursdays I begin writing the letter as I go about my day, and I try to finish it Thursday evening.  Friday mornings, early I do the final edit – including adapting the letter for a blind resident to whom a staff member reads the letter (so no photos or references to photos).  Then I begin printing letters.  I hand-deliver the ones to Big Horn Rehab when I do my therapy dog visit that afternoon and mail the rest. 

Reading Dog

Dr. Lynch on school:

“We showed that the mere presence of a pet in a room with children had a dramatic effect on lowering their basal blood pressures and an equally powerful reduction in BP surges when these children read a book aloud to a pet. A number of other investigators subsequently confirmed that when children read to their dogs, they had far fewer problems than when reading to adults. We began to see a direct link between a child’s perception of their self-worth (as assessed by perceived intelligence) and the magnitude of pressure increases when they read aloud. Black male children had by far the greatest increases in pressure, even though they were reading a book two grades below level and had no difficulty reading the book aloud. Some of these pressure increases were 2-3 standard deviations above the highest pressures recorded for children of that age and these were also significantly blunted by reading to a pet. Again, the hidden dimension of the links between status incongruity, factors influencing blood pressure surges when speaking, and academic achievement, would be demonstrated in a highly novel manner.

“Aaron Katcher spearheaded all of our research on the role of animals in health and deserves the major credit for our findings. I was reminded of this when I was recently asked to give the keynote address for Intermountain Therapy Animals, a non-profit Utah group that has developed wonderful methods to bring dogs into schools to help children with serious learning problems. Founded in 1993 as The Good Shepherd Association, the name was changed in 1997 to more accurately reflect what it did. Learning-disabled children are taught to read to dogs instead of adults and the results have been so successful that there are now chapters throughout the U.S. and in several foreign countries. The establishment of this organization, as well as all of their approaches, is based to a large extent on our research findings. Along with the increasing practice of bringing pets into nursing homes, this is another highly gratifying development that sprang from our simple observations of the therapeutic benefits of pets on lowering blood pressure and its surges during communication. These findings would later play a crucial role in our ability to help patients lower their blood pressure and reduce its rise when speaking to others.

“As we continued our studies with children, I also began to suspect that what children experienced in school might have a significant effect on their long-term survival. I would later show that school failure was one of the leading causes of premature death in America and throughout the industrialized world. 

“Failure in school destroyed a person’s capacity to talk to others perceived as superior without repetitive and severe physiological stress. I then extended the concept of loneliness by tracing its roots back to childhood and decided to write an updated and expanded version of The Broken Heart. In A Cry Unheard I again linked marital status to health and illness, while broadening my horizons to integrate all of the communicative surges in blood pressure that we had observed in children. Prior to these observations we really had not focused on childhood experiences as a major risk factor for subsequent heart disease. Nor had I considered or speculated about loneliness from a developmental perspective with respect to possibly posing a potential major health problem for children in later life. I subsequently came to the realization that one of the major forces that shapes a child’s capacity to communicate in a relatively stress-free manner is the school system. And just as I had demonstrated in adults, I documented how school failure is perhaps the greatest single cause of premature death in the modern world. I was also able to prove that there is a striking linear relationship between years spent in school and long-term survival. Dropping out of school before the tenth grade was linked to losing 20 years of life! As noted on page 2 of A Cry Unheard, health experts report that if the death rates for white Americans with less than ten years of schooling were the same as for college graduates, there would be at least 250,000 fewer deaths in the U.S. annually. This ratio would be as high or even higher for blacks and Hispanics. The incidence of all types of heart disease increases as education decreases and this stunning relationship is not due to increased poverty or poorer access to medical care.  Peter Jennings may be a good illustration of this. He died at age 57 and had been divorced three times. He obviously developed lung cancer from smoking. All his life Peter Jennings had lamented the fact that he had dropped out of high school. Though he could communicate from the safety of an isolated TV camera, he apparently remained aloof and isolated in his personal life.

“Like a hound dog tracking an escapee, the onus of low education seemed to offer little escape for these working men. No matter how hard they worked, or how much money they earned, or how far up the corporate ladder they climbed, they were apparently unable to outrun the baying of their own shattered self-esteem. In the end, their lonely fugitive life exhausted their hearts, and they too were caught by the same hound that has imprisoned the men of Harlem and Watts for generations.

“Failure in school destroyed a person’s capacity to talk to others perceived as superior without repetitive and severe physiological stress.  School failure frequently compounds a child’s prior experiences of toxic talk at home, forcing many into a lifetime of communicative isolation, social withdrawal, increased depressions, and hopelessness, all of which ultimately break the human heart.

“I subsequently came to the realization that one of the major forces that shapes a child’s capacity to communicate in a relatively stress-free manner is the school system. I documented how school failure is perhaps the greatest single cause of premature death in the modern world. I was also able to prove that there is a striking linear relationship between years spent in school and long-term survival. Dropping out of school before the tenth grade was linked to losing 20 years of life!  Health experts report that if the death rates for white Americans with less than ten years of schooling were the same as for college graduates, there would be at least 250,000 fewer deaths in the U.S. annually. This ratio would be as high or even higher for blacks and Hispanics. The incidence of all types of heart disease increases as education decreases and this stunning relationship is not due to increased poverty or poorer access to medical care.  In commenting on white men working in well-paying jobs, I asserted in A Cry Unheard, “Though they did not have much in common with residents of Harlem or Watts, some in fact, shared one thing in common — low education. And this one marker, in spite of all other advantages, seemed to exact a toll not unlike that seen in the heart of the ghetto itself ….

The destruction of self-esteem inherent in school failure ultimately forces many victims between a “rock and a hard place” with respect to establishing good relationships with others. An attempt to escape through isolation becomes equally unbearable, forcing those so trapped to pick their own poison or to allow nature to take its own course. These lethal consequences result from an inability to communicate effectively and without the distress (that people are unaware of) when they have been made to feel inferior to others because of educational deficiencies. All of our studies support this conclusion. When teachers speak to their students, they reach their hearts as well as their ears. Descartes would have us believe that a child’s body is little more than a lunch box that carries a mind to class. However, in reality, educational failure is a major way to literally as well as figuratively break a child’s heart. Educational failure is obviously one of those major life-experiences that isolates people, makes them feel inferior, and makes every communication by them increasingly costly.

 ” Life in relationship to others can become unbearable. Attempts to escape by isolating oneself, unfortunately, become equally unbearable, forcing those so trapped to pick their own poison or to allow nature to take its own course… One of the major ways that nature uses to take its own course is heart disease. In essence, we hypothesize that if a person’s sense of self-worth is broken, then his or her heart will be broken as well…  The independent effect of education on cardiovascular disease is as strong as the effects of smoking, blood pressure, weight, and cholesterol combined.”

This was a particular problem in minority groups, especially immigrants with language difficulties.”

No pills by themselves – no beta blockers, for instance – can reverse the cumulative, decades’ long heartbreak of loneliness and isolation which stems from shattered self-esteem and communicative disease.  Prevention of these problems decades earlier – attacking the problem at its roots by changing early childhood education and early family rearing practices – clearly would be a substantially more efficacious path for us to follow.”

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Therapy dogs can help children by all the things mentioned under therapy dog benefits in general.  And additionally by

• Just Being There – Just being there for a child can help them tremendously 
• Emotional Support Taking a child’s mind off personal problems, aches, pains and worries.  Animals are great at providing emotional support to children with special needs. A calm dog or a gentle rabbit can help reduce feelings of anxiety, fear, and frustration. This sense of comfort can make kids feel more secure and open to learning.

At one Reading Dog session, I was surprised when one of the best and usually most eager readers didn’t want to read at all to Spirit.  Instead, he just wanted to pet her and cuddle with her.  Spirit responded by moving closer to him and cuddling back.  I just sat quietly and let the two of them commune.  When I was done for the morning, I let the school staff know, as I do when anything unusual happens.  They said that his parents were going through a bitter divorce and he would be living with one parent while his half-brother went with the other.  He needed comfort, and Spirit gladly gave it to him.

• Promoting Social Skills Creating an opportunity for children to develop/enhance socialization skills.  Kids with special needs often find it challenging to interact with others, but animals can help bridge that gap. Pets encourage children to communicate by talking to the animal or explaining something about the pet to a peer. This social interaction can translate into improved relationships with other students and teachers.
• Enhancing Communication Skills – Animals can be a powerful tool for improving verbal and non-verbal communication. Kids may feel more comfortable practicing language skills or gestures when interacting with animals. This can be especially helpful for non-verbal children who struggle with speech delays.
• Improving Focus and Attention – Many children with special needs struggle with staying focused. Animals can help by providing a calming, engaging presence that helps kids concentrate on their tasks. For example, reading to a therapy dog can keep children focused and make reading feel less intimidating.
• Reducing Behavioral Issues – Many children with special needs struggle with behavioral challenges, such as aggression or hyperactivity. The calming presence of an animal can reduce these behaviors. Working with animals helps children regulate their emotions and develop self-control in a peaceful, non-judgmental environment.

When we first began doing Reading Dog at Tongue River Elementary, they scheduled us to go to the Special Education room.  The children there didn’t read, but enjoyed petting the dog or having it perform tricks.  One of them LOVED GloryToo and responded to her when he wouldn’t respond to anything else.  Unfortunately, after 2 years of doing Reading Dog with him, GloryToo died suddenly of cancer in August.  I had to scramble to decide which dog would replace her at the school.  When September came, I took Lovely to the Special Ed room.  He asked where GloryToo was.  When I said she had died, he began crying and flung his arms around me, sobbing for quite a while. My loss was still very recent, so I cried too.  Meanwhile, Lovely cuddled against us and offered what comfort she could.

That summer, the school counselor asked me to certify his dog as a therapy dog.  We did the test and supervised visits, and Ruger passed with flying colors.  Now he goes to school with the counselor every day and nurtures the special education kids.  I now just do Reading Dog with the children (PreK – 5th grade) who need help with reading.

• Providing emotional and mental health benefits.  One national survey of adolescent mental health found that 8-10% of teens ages 13-18 have an anxiety disorder.  A therapy dog can lift moods in the classroom, often provoking laughter.   The therapy dog is also there to offer friendship and a shoulder to lean on for students.
• Stimulating memory and problem-solving skills

• Sensory Integration – Children with sensory processing issues may find traditional learning environments overwhelming. Animals can help with sensory integration by offering different textures, smells, and sounds in a non-threatening way. Petting a soft animal or feeling the gentle breath of a horse can help kids become more comfortable with their surroundings.

• Providing a Safe Space – Providing non-judgmental support and motivation.  Lowering stress levels, thereby optimizing learning capacity.  Animals offer a safe and comforting alternative for kids who struggle with traditional learning environments. They offer an opportunity for children to develop a relationship in which they are simply seen as a friend, not as a child with a disability.  Whether it’s a quiet moment with a therapy dog or simply watching fish swim in a tank, animals provide a refuge from the stress of the school day. This safe space allows children to recharge and approach learning more clearly.

• Building Empathy – Interacting with animals teaches children to understand and care for another living being. This helps develop empathy and compassion, which can be difficult for some kids with special needs to grasp. Learning to meet an animal’s needs can also help them relate better to people.  Caring for an animal can teach kids important lessons about responsibility and empathy. Feeding, cleaning, and caring for pets can give children a sense of routine and duty, boosting organizational skills and independence

• Creating Positive Learning Associations – Learning can be challenging for kids with special needs, but animals make it fun! Positive interactions with animals can create happy memories and associations with learning activities. This can help reduce fear or frustration around schoolwork, making kids more eager to learn.

• Boosting Confidence – Promoting greater self-esteem and focused interaction with other students and teachers. Interacting with animals can boost a child’s self-esteem. Children feel accomplished, whether helping train a therapy dog or caring for a classroom pet. This increased confidence often spills over into other areas of learning, making them more willing to participate in school activities.

• Encouraging Physical Activity – Animals can be the perfect motivators for children who need extra physical activity. Walking a dog, playing fetch, or even gentle grooming can help with motor skills and encourage movement. Physical exercise can also help regulate energy levels and improve focus during learning.

• Fostering Responsibility -. These responsibilities can also help kids feel more capable and confident.

• Assisting in Therapy Sessions – Therapists often use animals to engage children during physical or occupational therapy. Whether brushing a horse or holding a small pet, these interactions can improve motor skills, coordination, and sensory processing. Animals make therapy more enjoyable and rewarding for the child.

• Encouraging Mindfulness – Animals are great at living in the moment and can teach kids to do the same. Whether focusing on a dog’s breathing or watching a turtle move slowly, children can learn mindfulness techniques from animals. This can reduce stress and help them stay present in learning activities.

• Developing Problem-Solving Skills – Caring for animals or engaging in activities with them can enhance problem-solving skills. For example, figuring out how to keep a pet entertained or learning to communicate with a non-verbal animal challenges kids to think creatively. These problem-solving experiences can translate into improved critical thinking in academic settings.

Therapy Dogs Helping Children with Autism

Children with disabilities can present unique challenges, with behaviors sometimes unpredictable.

The classroom can be a stressful and overwhelming environment due to social challenges and peer pressure. 

Therapy dogs can reduce the effect of this by allowing a child with autism to feel more at ease and open to social behavior.  Researchers have found that children with autism are more social when playing with therapy dogs as opposed to toys. 

The kindness and gentleness of therapy dogs can help children with autism simply by being there.  The child may not speak or may want to engage in compulsive behavior and the therapy dog is by his/her side, ready to engage.

Therapy Dogs Used on College Campuses

Therapy dogs offer students a break from the pressures of college with its more rigorous expectations, helping the students adjust to new teaching methods and materials.  They also help students slow down and cope their anxieties in an environment where they are living away from home for the first time and many stay up to finish assignments and prepare for the following day. 

Some colleges invite therapy dogs during finals week to help the students relax.  We helped as part of a group project before covid hit.  Just a couple of weeks ago Hopeful and I were invited to a college classroom where the students were particularly stressed about finals.

Hopeful loves to have her tummy rubbed and she was in heaven when the students sat on the floor and rubbed away.  The professor told me afterward that this was the first time all semester she had seen one of them smile. HIs dad recently died and he was grieving deeply.  She also noted that Hopeful picked up on that and spent more time with him each time she made the rounds.

Therapy Dogs Help in Schools, Especially with Special Education Programs or Kids with Special Needs

Animals have an amazing way of connecting with children, especially those with special needs. Traditional learning environments can feel overwhelming for many kids, but animals can help break down those barriers.

From therapy dogs to classroom pets, animals offer emotional, sensory, and educational benefits, making learning more accessible and enjoyable. Whether boosting confidence, reducing anxiety, or simply providing a calming presence, animals can transform the educational experience for kids with special needs. Their ability to offer non-judgmental support and unconditional love makes them the perfect companions in a learning environment. Teachers, parents, and therapists have seen firsthand how animals can encourage communication, focus, and social interaction in ways humans sometimes can’t. Plus, the joy and excitement kids feel when interacting with animals create positive associations with learning.

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Our Reading Dog Program

My German Shepherds and I helped the Children’s Library create a pilot Reading Dog program in December, 2015.  The library then sponsored a Reading Dog program from January 2016 – May 2018, with therapy dogs available Monday, Wednesday and Friday afternoons.  Parents made appointments for their children to read to the dogs.  The library eventually discontinued the Reading Dog program after parents continually failed to bring their children to Reading Dog at the time they had reserved.

In January 2019, I created packets about the benefits of Reading Dog programs in schools and delivered them to the administrative offices of all the local schools.  I received a call from Annie Griffin, principal of Tongue River Elementary, asking for Reading Dog at her school.  In April, 2019, therapy dogs began going to Ranchester on Mondays and Thursdays, finishing that school year and beginning the next.  We created stationary for each dog and all children in the school were invited to write the therapy dogs, who wrote back. 

When the pandemic hit, the children continued writing to the therapy dogs, who continued to reply.  In September 2020, we once again began going to the school, though the other two therapy dog handlers quit due to health issues.  I began going every Monday morning and continue to this day.  Teachers schedule ten-to-fifteen-minute reading sessions with students whom they feel would benefit.  The children come to the teacher’s workroom where there are a box of books and beanbags for them to sit on if they please, but most prefer to sit on my dog’s rug so they can pet or cuddle with her as they read.  I read books to children in pre-K or Kindergarten who cannot yet read.  They are very excited when they can begin reading to the therapy dog.  Fix

Sometimes teachers have an entire classroom write letters to the therapy dogs as a class project. 

I also went weekly to a special reading class at Tongue River High School until covid hit.  They never asked me back once relative normality resumed.  There was a BIG difference between doing Reading Dog with seniors and with kindergarteners, let me tell you!!

In the fall of 2020, I was invited by one of the teachers at Holy Name School to do a presentation to the children about therapy dogs.  A blind man and his guide dog also participated.  After the presentation, the kindergarten teacher asked if I could do Reading Dog with her students.  We began Reading Dog there every Thursday morning in January 2021.  I take just one dog there, currently my Spirit.  For a few weeks in September, I read to the kids, but by the end of October they are reading well enough to read simple books to Spirit.  By November, they are drawing pictures and writing simple notes to Spirit, to which she replies.  Great fun!

to page 4 (Part 7, Service Dogs)
to page 5 (Part 8, Emotional Assistance Animals)
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