Loading...
05/17/2022ANAHEIM CIN COUNCIL REGULAR MEETING OF MAY 17 2022 The regular meeting of May 17, 2022 was called to order at 3:05 P.M. in the Council Chamber of Anaheim City Hall, located at 200 S. Anaheim Boulevard. The meeting notice, agenda, and related materials were duly posted on May 12, 2022. MEMBERS PRESENT: Mayor Pro Tem Trevor O'Neil and Council Members Jose Diaz, Gloria Ma'ae, and Stephen Faessel. Council Member Jose F. Moreno joined the meeting at 3:06 P.M. and Council Member Avelino Valencia joined the meeting at 3:35 P.M. MEMBERS ABSENT: Mayor Harry Sidhu STAFF PRESENT: City Manager Jim Vanderpool, City Attorney Robert Fabela, and City Clerk Theresa Bass PUBLIC COMMENTS ON WORKSHOP: None WORKSHOP: Capital Improvement Program Finance Director Debbie Moreno reported the workshop would be a review of the Capital Improvement Plan (CIP) for the Fiscal Year 2022/23 budget. She advised the CIP is a five-year fiscal and planning tool to help build or improve public infrastructure projects with a minimum cost of $50,000. She explained it is funded by a variety of sources, noting they are often restricted funds. She clarified approving the CIP does not necessarily mean approving each project in the plan or that other projects cannot be added to the CIP at a later date, especially if funded through grants or other restricted funds. Ms. Moreno reported the CIP calls for a total investment of $217,000,000 with the majority of the money going towards transportation improvements and upgrades to the electric and water systems. Community Services Director Sjany Larson -Cash reported on new fitness stations to be installed at Maxwell Park with funding through a Community Development Block Grant (CDBG). She advised plans are underway to replace the aging playgrounds at Citrus Park and Ross Park funded by CDBGs. She reported plans are also underway to help improve the Center Greens, Rio Vista Park, Orange County River Walk near Angel Stadium and the Honda Center, Aloe Promenade, La Palma Park, and Little Pine Park. Public Works Director Rudy Emami reported on the remodeling of Fire Station 4 and the planned construction of Fire Station 12 in the Platinum Triangle. He detailed the process of how the Public Works Department identifies potential projects and searches for funding, including grants and federal or state transportation funding. He advised projects tend to fall into one of four categories — neighborhood improvements, street rehabilitation, traffic signal coordination and upgrades, and sewer construction. He highlighted numerous planned projects in each of the four categories, including the Sabina and Willowbrook Neighborhood Improvements, Broadway Street Rehabilitation, Euclid Street and Glenoaks Intersection Improvements, signal hardware upgrades, sewer projects at Knollwood Circle and on La Palma Avenue between Pauline and East Streets. City Council Minutes of May 17, 2022 Page 2 of 17 Anaheim Public Utilities (APU) General Manager Dukku Lee detailed over $80,500,000 of CIP projects to help strengthen the City's electric grid through new or improved transmission and distribution infrastructure. He advised APU is focused on replacing transformers and substation equipment. He reported close to 80% of all City street lights have been replaced by light -emitting diodes (LED), an increasing amount of electric lines are being undergrounded, sustainable energy projects are proceeding, and plans are moving forward on a clean -energy educational center. Mr. Lee reported APU is steadily increasing its annual water main replacements, improving pumping and regulating stations, and working on a new groundwater treatment program to help make the City's water system more reliable. Ms. Moreno reported the next budget workshop would be in three weeks to discuss the operating budget. DISCUSSION: Council Member Faessel applauded Ms. Larson -Cash's report of receiving a grant to help fund the OC River Walk and noted there may be even more public funds available. He noted he hears nothing but good things from residents after the Public Works Department completes its work. He commended Mr. Emami on his department's ability to stretch a dollar. He commended the contractors working swiftly and with pride for APU and thanked Mr. Lee on their behalf. Council Member Diaz noted it was appropriate to have this discussion today during Public Works Week. He thanked Mr. Emami for his staff's work improving the quality of life for Anaheim's residents and for finding the most cost-effective projects to prioritize. Council Member Moreno commended City staff for how well they search for grant opportunities. He thanked Congressman Lou Correa for earmarking $2,000,000 towards La Palma Park. In response to Council Member Moreno's inquiry, Ms. Larson -Cash clarified no General Fund dollars go towards CIP projects. She explained Community Services CIP projects come through development funds, grants, and other sources like CDBGs. She advised she would have to follow up to provide Council Member Moreno with a listing of funding sources by percentage. In response to Council Member Moreno's inquiry, Mr. Emami advised very little of the funding for Public Works CIP projects comes from the General Fund but advised the goal is to have a ratio of 10:1 for outside funding sources. He advised some grants for Public Works projects come with a 10% or 20% match from the City. In response to Council Member Moreno's inquiries, Ms. Moreno clarified the only thing in the CIP drawing from the General Fund is $3,000,000 for the rehabilitation of Fire Station 4. She confirmed the General Fund is paying just $3,000,000 out of $217,000,000 worth of CIP projects with the rest of the funding coming from external sources. In response to Council Member Moreno's inquiries, Mr. Lee confirmed its funding sources are different because APU customers ultimately pay for the infrastructure improvements. He advised APU does receive some grant funding for some projects and also receives funds from sources like the Orange County Water District. He confirmed most of the funding comes from customer rate payments being reinvested into CIP projects. He confirmed APU customers pay between 15-30% less than they would with private utility companies. City Council Minutes of May 17, 2022 Page 3 of 17 In response to Council Member Moreno's inquiries, Ms. Larson -Cash reported staff would love to be able to build a second community swimming pool in the future. She advised Community Services is aware that it has been highly requested through the community input process, particularly in west Anaheim. She advised staff would have to find additional grant funds for this project or conserve from some other funding sources because development funds for west Anaheim are unavailable at this time. She noted pools are expensive and clarified all development funds allocated for west Anaheim have been spent. In response to Council Member Moreno's inquiries, Mr. Emami advised there is not currently a plan for a CIP on the Willdan Building. He advised that staff is looking on a big -picture level at what the downtown area could look like. He reported staff could start the discussion through community outreach and bring it to City Council in search of direction. Council Member Moreno noted the City's need to have staff to write these grant requests, which is why the City needs to stay fully staffed even in these lean times. He directed Ms. Moreno to report back on what a Federal or State Gas Tax holiday would mean to the City because it relies so heavily on Gas Tax revenues to support infrastructure projects. In response to Council Member Moreno's inquiry, Ms. Moreno confirmed Public Works accounts for about 6% of the General Fund's expenditures and Community Services accounts for about 10% of General Fund expenditures. Council Member Moreno expressed hope that City Council could help staff find more revenues to give back to residents through Public Works and Community Services projects. ADDITIONS/DELETIONS TO CLOSED SESSION: None PUBLIC COMMENTS ON CLOSED SESSION ITEMS: None CLOSED SESSION: At 3:47 P.M., Mayor Pro Tem O'Neil recessed to closed session for consideration of the following: CONFERENCE WITH LABOR NEGOTIATOR (Subdivision (a) of Section 54957.6 of the California Government Code) Agency Designated Representative: Linda Andal, Human Resources Director Name of Employee Organization: Anaheim Fire Association At 5:02 P.M., Mayor Pro Tem O'Neil reconvened the Anaheim City Council. MEMBERS PRESENT: Mayor Pro Tem Trevor O'Neil and Council Members Jose Diaz, Gloria Ma'ae, Jose F. Moreno, Avelino Valencia, and Stephen Faessel. MEMBERS ABSENT: Mayor Harry Sidhu Mayor Pro Tem O'Neil announced Mayor Sidhu was not present this evening so he would chair the meeting. He reported Mayor Sidhu and a member of the Anaheim Chamber of Commerce were involved in a federal inquiry. He advised there was also now a delay with the City's agreement with the State over the sale of Angel Stadium. He explained what has been shared was news to all of them and raised concerning issues. He noted the facts were not yet known and they needed to respect the process for tonight's meeting. He advised these issues were not on the agenda and could not be addressed by Council Members aside from the Council Communications period. City Council Minutes of May 17, 2022 Page 4 of 17 INVOCATION: Pastor Charles Vermuelen, Kindred Community Church FLAG SALUTE: Council Member Avelino Valencia PRESENTATIONS: Recognizing 2022 Mills Acts recipients Mayor Pro Tem O'Neil reported the City has one of the State's largest Mills Act programs and displayed images of the nine (9) new Mills Act properties in the City. Associate Planner Christine Nguyen noted it is National Historic Preservation Month and commended the work of the City and community to preserve its historic resources. She advised the nine (9) new Mills Act properties bring the City's total to 390, making it the largest Mills Act program in Orange County and the third largest in the State. Each recipient was recognized by City Council. Presentation on Anaheim Union Educational Pledge by Anaheim Union High School District (AUHSD) AUHSD Board of Trustees President Al Jabbar reported the Anaheim Union Educational Pledge is an attempt to provide all students with a comprehensive support system and career preparedness system network. He advised the pledge would provide this support in academic planning, college and career readiness, and family engagement from elementary school through high school. AUHSD Chief Academic Officer Manuel Colon thanked the AUHSD Board and the City Council for their support. He reported the first pledge class was now graduating from college. He clarified the pledge is a partnership in collaboration with the Anaheim Elementary School District, local colleges, and other community partners such as the United Way. He thanked Community Services Superintendent Joe Perez for his work in helping to create the program. Mr. Colon reported on how AUHSD's graduation rates have improved among socioeconomically disadvantaged students, disabled students, and many other groups since the pledge was created for the 2016-17 school year. He advised that AUHSD's overall graduation rate of 90.9% exceeds both the State and County averages after improving by 4.7% from 2016 to 2017. He reported on similar improvements in AUHSD's A -G completion rates and Seal of Biliteracy rates. He noted the growing number of dual -enrolled students through community college partners offering courses at AUHSD schools, highlighting a student who recently entered the University of California at Irvine (UCI) with 80 credits already completed due to this program. He cited the high number of Anaheim Innovative Mentoring Experience (AIME) participants who are part of the pledge. He advised students have found a great level of academic success once enrolled in college, showing data on how AUHSD students outperform the general student body at both UCI and California State University at Fullerton. DISCUSSION: In response to Council Member Moreno's inquiry, Mayor Pro Tem O'Neil advised questions of the presenters would be out of order. MOTION: Council Member Moreno moved to appeal the ruling of the chair, seconded by Council Member Faessel. ROLL CALL VOTE: AYES — 5 (Council Members Diaz, Ma'ae, Moreno, Valencia, and Faessel); NOES — 1 (Mayor Pro Tem O'Neil); ABSENT — 1 (Mayor Sidhu). Motion carried; ruling overturned. DISCUSSION: Council Member Moreno reported Mr. Colon is retiring and thanked him for his decades of service to Anaheim students. City Council Minutes of May 17, 2022 Page 5 of 17 In response to Council Member Moreno's inquiries, Mr. Colon reported the opportunity to be in a City - managed internship has been transformational for many students. He advised these are the students who will return to the City and County to make them flourish. He thanked the City for its commitment to City staff and open doors to students. He confirmed the students receive a $600 scholarship for completing the internship. Council Member Moreno thanked Mr. Jabbar and Mr. Colon for all AUHSD did to support the community during the pandemic beyond merely the realm of academia. Mayor Pro Tem O'Neil thanked his City Council colleagues for overruling him, noting Council Member Moreno's congratulatory remarks and questions were worthwhile. Acceptance of Other Recognitions (To be presented at a later date): Recognizing May 15-21, 2022, as National Public Works Week Acting Public Works Financial/Administrative Services Manager Nicole Sanchez accepted a proclamation recognizing May 15-21, 2022 as National Public Works Week and thanked City Council for this annual recognition for Public Works professionals. Recognizing May 21, 2022, as Kids to Parks Day Community Services Recreation Leader II Alex Singelyn accepted a proclamation recognizing May 21, 2022 as Kids to Parks Day. He spoke of the Oak Canyon Nature Center's work connecting children with nature for education, recreation, and inspiration. He reported that there would be a special event to celebrate Kids to Parks Day on Saturday at Pearson Park. Recognizing May 22, 2022, as Harvey Milk Day ADDITIONS/DELETIONS TO THE AGENDAS: None DISCUSSION: Council Member Valencia reported in light of the news of the Federal Bureau of Investigation (FBI) matters concerning Mayor Sidhu it was owed to residents to hear from their Council Members about the situation. He requested Mayor Pro Tem O'Neil amend the agenda to permit them to address the inquiry into Mayor Sidhu first. In response to City Attorney Robert Fabela's inquiry, Council Member Valencia clarified he would like to move Council Communications up to the present time. Mr. Fabela advised this would be an appropriate motion, needing a two-thirds vote, or could be done at the Mayor Pro Tem's request. He noted there was freedom for Council Members to give updates about themselves in this item but advised they would have to be respectful of a non-agendized item. He clarified the motion was only to move Council Communications to this point of the agenda. In response to Mayor Pro Tem O'Neil's inquiry, Council Member Valencia confirmed it was not a motion but rather a request to the Chair. Mayor Pro Tem O'Neil noted he did not wish to make this decision unilaterally and requested feedback from his colleagues. He advised there would be ample time to address these matters after the business of the day was conducted. City Council Minutes of May 17, 2022 Page 6 of 17 Council Member Valencia explained this business was just as pressing, if not more pressing, than any business on the agenda. MOTION: Council Member Valencia moved to set aside the orders of the day to take the agenda out of order and hear Council Communications/Agenda Requests prior to Public Comments, seconded by Council Member Ma'ae. DISCUSSION: In response to Mayor Pro Tem O'Neil's inquiry, Mr. Fabela confirmed this motion would require a two-thirds vote to pass. In response to Council Member Moreno's inquiry, Council Member Valencia clarified the motion is to move Council Communications up before Public Comment so the public could hear what their representatives had to say first. In response to Mayor Pro Tem O'Neil's inquiry, Mr. Fabela clarified Council Communications is an agendized item but is not a window to debate other things on the agenda. He advised Public Comment does have to happen before agendized items but noted Council Communications is not something to be voted on so he was comfortable with it going either before or after Public Comments. In response to Mayor Pro Tem Faessel's inquiry, Council Member Valencia confirmed he would like to move Council Communications before Public Comment. He advised joining the two items in sequence would provide for a good collaborative moment, to which Council Member Ma'ae agreed. MOTION: Council Member Valencia moved to set aside the orders of the day to take the agenda out of order and hear Council Communications/Agenda Requests prior to Public Comments, seconded by Council Member Ma'ae. ROLL CALL VOTE: AYES — 5 (Council Members Diaz, Ma'ae, Moreno, Valencia, and Faessel); NOES — 0; ABSTAIN — 1 (Mayor Pro Tem O'Neil); ABSENT —1 (Mayor Sidhu). Motion carried. Mr. Fabela clarified this was the opportunity for all Council Communications, including items typically raised at the conclusion of the meeting. COUNCIL COMMUNICATIONS/AGENDA REQUESTS: Mayor Pro Tem O'Neil assured the community that the City Council and City operated in good faith in the stadium negotiations and recently received information that was surprising, concerning, and not part of the public process. In light of this and with many stadium issues coming forward soon, he recommended to staff that no stadium related items come before the City Council in order to evaluate the information that has come out and to respect the federal inquiry taking place. He further encouraged the City Attorney to bring any potential litigation concerns to be discussed in Closed Session, as appropriate. He advised that Anaheim would continue with the business of its citizens and residents. Council Member Valencia advised the news that the mayor is under an FBI investigation puts a cloud over the City, and while everyone is entitled to legal defense, the evidence released by the Attorney' General's office makes it clear that Mayor Sidhu broke the law and his oath of office. He expressed disappointment, sadness, and anger at the alleged actions by Mayor Sidhu and believes the City Council must re-establish the public's trust of government and City Hall. Council Member Valencia called on Mayor Sidhu to resign and let the City move forward. He hoped his colleagues could put aside any differences and stand for the residents of Anaheim. He requested an agenda item for the City Council Minutes of May 17, 2022 Page 7 of 17 next City Council meeting of a discussion and briefing on the Angels situation and related dynamics, with possible direction, if warranted, concurred by Council Members Moreno and Ma'ae. Council Member Faessel requested the meeting adjourn in memory of Charles "Chuck" Malley, an accountant and former CPA for the Anaheim Community Foundation. He recognized the 95th birthday of Daisy Vuksanovich, Anaheim High School Class of 1946. Council Member Faessel appreciated Council Member Valencia's comments and expressed that he was devastated and heartbroken by the information. He acknowledged knowing both individuals, thought he knew them well, and recognized that perhaps he did not as the evidence was pretty damning and he usually tries to look at the best side of people, rather than the worst side. He believed the City should try to learn the truth as fast as it could, with the efforts of the Federal and State governments, expressed his pride in serving the community, and advised his sadness at the cloud that now hangs over all the City Council. Council Member Ma'ae reported the last 24 hours were deeply troubling to her as both a Council Member and resident. She noted the allegations were shocking, devastating, and felt like a betrayal. She advised she came onto the City Council as a community advocate wanting to do the work required to help her district, the City, and its people, and she would continue to do that work as well as work toward building trust and faith in the Council again. She reported a collective concern for each resident and moving forward in a direction to renew confidence in their decisions. She believed the standard for every elected official is to represent the people and noted that this situation and information about people she thought had good intentions and that she could trust affected her greatly. She announce she remains committed to working with her colleagues to continue to build trust, move the business of the city forward, and create unity. Council Member Diaz announced the next Rebuild Beach Community Meeting would be on Thursday, May 26 at 6:00 P.M. at Dale Junior High School, the next Rebuild Beach Business Watch Meeting would be on Tuesday, May 31 at 6:00 P.M. at the West Anaheim Youth Center, and the next Districts 1 and 2 Neighborhood Services Community Meeting would be on Wednesday, June 1 at 7:00 P.M. at Dale Junior High School. Regarding the recent news, he expressed disbelief and heartbrokenness when he learned of the news. He advised the same reasons he ran for office are why he still serves — to address the concerns of District 1 including a lack of economic opportunity, lack of housing, Beach Boulevard, and other streets that need to be addressed. He acknowledged that it is still early in the process and he wants the system to work. Council Member Moreno thanked the Community Services Department for supporting neighborhoods with their Mobile Family Resource Centers. He acknowledged the efforts of the Public Utilities, Public Works, and Community Services departments on the new Kobe and Gigi Bryant Dream Court at Pearson Park, also thanking the Mamba and Mambacita Sports Foundation and Nancy Lieberman Charities. He offered condolences to the family of Gildardo Parrales Gracian, 36 -year-old resident, who was shot at the conclusion of the Cinco de Mayo Festival at La Palma Park, sharing that a GoFundMe link was available via his Council website. Addressing the news that became public yesterday, Council Member Moreno reported that California Attorney General Rob Banta requested a 60 -day pause on the sale of Angel Stadium because the FBI is investigating the Mayor for public corruption allegations, in particular evidence that the Mayor conducted the stadium negotiation and sale process for his own re-election benefit through bribery, fraud, false statements, obstruction of justice, and witness tampering. Council Member Moreno viewed these actions as a disheartening violation of the trust of residents who believe elected officials will use their power to advocate for the common good of the public not for their own gain. He expressed disappointment that such a serious matter was not agendized for a discussion at tonight's meeting, referencing the scheduling of a special meeting on April 26 to discuss the Stipulated Judgement as procedural precedent. He hoped the truth and full accountability would come to alight for all implicated. He questioned where the City Council Minutes of May 17, 2022 Page 8 of 17 statements by the Public Information Officer and City Manager came from in the City's written statement and from where they were receiving direction. He urged staff to cease meeting with the Mayor, if occurring, and to meet only with the entire City Council present. Due to concerns raised in the FBI affidavit, Council Member Moreno urged staff to immediately cut contracts with the Chamber of Commerce and Anaheim First, requested a full financial audit for the use of funds in those contracts and any other contracts connected to Mayor Sidhu's political donors, and asked the City Attorney to launch an independent investigation by an outside firm to see to what extent, if any, staff was involved in, participated in, or party to, the illegal and unethical behaviors of the mayor, Chamber staff, and political consultants. He explained to staff that this was not an indictment of them and their integrity but necessary to ensure that their names and reputations were not unnecessarily smeared and to begin to restore trust in City Hall. Council Member Moreno questioned if these allegations and actions prompted the changes to rules for agendizing items, influenced why stadium related items were not agendized, why his proposed campaign finance reform ordinance was tabled in March 2019, and what other quid pro quo arrangements many have been made. He announced that he planned to request at the next meeting to reintroduce the campaign finance ordinance to mitigate undue influence of money on the governance of the City. He reported SOAR had already raised $1,400,000 by January 2022 and formally asked Disney to cease campaign donations to elections in Anaheim. PUBLIC COMMENTS (all agenda items. exceot t)ublic hearin City Clerk Theresa Bass reported that a total of one (1) public comment was received electronically prior to 5:00 P.M. related to City Council agenda items and matters within the jurisdiction of the Anaheim City Council. [A final total of 1 public comment was received electronically, distributed to the City Council, and made part of the official record]. — See Appendix. Prior to receipt of public comments, an outline of rules for public comments and a brief decorum statement was provided by Ms. Bass. Ashleigh Aitken advised she was heartbroken to hear about the FBI probe of Mayor Sidhu. She reported she asked City Council at the last meeting not to agree to the stipulated judgment because the Angel Stadium sale was the severely undervalued result of a no -bid contract. She noted what was perceived as mere incompetence by Mayor Sidhu has now been shown to be acts of conscious fraud, greed, and deception. She advised Mayor Sidhu chose to be the sole negotiator, held secret meetings, and betrayed Anaheim's residents. She noted she stands by the assertion by herself and others that the price was far too low. She called for a restart of negotiations and for the Council to recall the agreement to ensure the deal is done openly and fairly from the start. She called for Mayor Sidhu to resign. Mark Richard Daniels advised there have been no scandals of this magnitude in Anaheim since the 1925 recall of the majority of the Council due to ties to the Ku Klux Klan. He noted the fast pace Mayor Sidhu always moved at in the negotiations and advised there should be no surprise now as to why. He called on Mayor Sidhu to resign. He noted he could sense how much strain the Council puts on City staff. He recalled former City Manager Chris Zapata was fired after he spoke the truth publicly. He noted that City staff would all be deposed in legal proceedings and reminded them they are working for citizens too. He thanked Council Member Valencia for speaking up. He advised there would be a new Mayor coming to restore public trust and endorsed Ms. Aitken for the position. Mike Robbins reported Mayor Pro Tem O'Neil and Council Members Faessel, Diaz, and Valencia received millions of dollars in campaign donations from the same people as Mayor Sidhu. He advised Anaheim Chamber of Commerce Chief Executive Officer Todd Ament, political lobbyist Jeff Flint, and City Council Minutes of May 17, 2022 Page 9 of 17 Council Member Ma'ae are also part of the problem. He noted all of these traitors to democracy degraded the public for calling out the corruption. He advised it is an honor for himself and his wife, Jeanine, to be called bad names by traitors and crooks. He called upon City Council to do the right thing against the perversion of the democracy they supported by voting with Mayor Sidhu on his illegal transactions. He called on Mayor Pro Tem O'Neil and Council Members Faessel, Diaz, Valencia, and Ma'ae to resign immediately. Jeanine Robbins noted three weeks ago during public comment Mayor Sidhu was screaming at her insisting the Council was not guilty. She advised the Council Members are liars, cheats, and thieves who have mocked her and her husband, Mike. She advised the Council Members, except for Council Member Moreno, would follow after the FBI is finished with Mayor Sidhu. She decried the Council Members and former Council Members Jordan Brandman and Lucille Kring, wondering who would crack first under FBI pressure. She noted Council Member Ma'ae often expresses pride in being a founding member of Anaheim First. She cautioned Mayor Sidhu would also take down much of the City's senior staff and send them to jail. She encouraged the Council Members to resign. She commended Council Member Moreno and former Council Member Denise Barnes for having the integrity to stand up to Mayor Sidhu. R. Joshua Collins encouraged the Council to have the ear of God in its hearts and advised Jesus Christ promises an exposure of corruption from evil. He advised that you reap what you sow and they would not get away with their actions. He encouraged the City to work harder for the homeless and those in need of affordable housing, walk-in shelters, or sober living facilities. He encouraged the City to cut its contracts with the Walt Disney Company, the Anaheim Chamber of Commerce, and Anaheim First. He called for the City to look out for people over profit. He called for Mayor Sidhu and all others to give their lives to Jesus Christ. Bob Donelson called on Mayor Sidhu to resign. He advised the Council has been a rubber stamp for its corrupt Mayor, leading residents to lose trust in the Council Members other than Council Member Moreno and former Council Member Denise Barnes. He addressed how political contributions to the Council Members are all coming from sources the Council Members regularly vote to fund such as the Chamber of Commerce and Anaheim First. He advised this is likely just the tip of the iceberg of greed. He advised the Council is just a rubber stamp because many of them held different views before Mayor Sidhu's election. He disagreed with money's involvement in politics and called for a change. He advised it was a great vindicating day for many of them who have been decrying this situation for three years while being mocked by the Council Members. Wes Jones reported it is Bicycle Month and District 3's bicycle lanes are just painted in the middle of the road leading residents to play in traffic when riding bicycles and called on City Council to do better for its residents. He advised Mayor Sidhu's situation would take care of itself. He agreed with Council Member Moreno's take on some of the City's crooked dealings with the last lease renewal process. He reported residents were repeatedly lied to about the value of Angel Stadium and its surrounding land. He addressed the evasive answers by City staff to former Council Member Barnes' inquiries during meetings. He advised they need to find out if this was pressure from Mayor Sidhu or engrained in staff and noted that it needed to change. Manuel Hernandez reported that May is Mental Illness Awareness Month. He advised mental illness is created by government mind control programs to create a profit for large pharmaceutical companies. City Council Minutes of May 17, 2022 Page 10 of 17 Cecil Jordan Corkern reported on subliminal messages about pedophilia in Disney films. He questioned if the Walt Disney Company has a sexual abuse problem. He advised that 17 Disney employees were arrested for child pornography and alleged that costumed characters at Disneyland have molested children. Jorge Gavino, Treasurer of the Anaheim Democrats, noted Mayor Sidhu's helicopter registration states he is a resident of Scottsdale, Arizona. He thanked Council Member Valencia for his call for Mayor Sidhu to resign. He questioned how the Council Members can claim they find the FBI investigation of Mayor Sidhu to be at all shocking, particularly after their weekly dismissal of public commenters saying such. He advised there was likely more involvement than just Mayor Sidhu. He thanked Council Member Moreno and former Council member Denise Barnes for sounding the alarm from the beginning. He encouraged the City to cut funding for the Chamber of Commerce, Anaheim First, and Visit Anaheim. He called for an investigation into each Council Member along with Mayor Pro Tem O'Neil's aide and political strategist Cameron Wessel. He reported he is also on the Budget, Investment, and Technology Commission and reported the City is hemorrhaging qualified staff members because people do not want to work for the City. Rebecca Kovacs -Stein called on Mayor Sidhu to resign to help put an end to Anaheim's corruption. She encouraged residents to stop supporting those who take corrupted political donations from SOAR, Anaheim First, and the Chamber of Commerce. She encouraged residents to stop voting for the majority of the Council Members, stating they are bad actors who make a fool out of the City staff and residents. John Dunton advised there has been corruption in Anaheim for at least a decade. He commended Anaheim Police Department (APD) Chief Jorge Cisneros but advised not every APD officer is good. He advised residents against filing internal service complaints with the City because they would be covered up. He encouraged residents to instead take corruption concerns to the FBI, State Attorney General, or United States Attorney General. He called for a new generation of officers to take over the APD from jaded veterans. He informed Mayor Pro Tem O'Neil that his organization is currently investigating him and the findings would be made public. Vern Nelson encouraged Mayor Sidhu to resign. Donna Acevedo -Nelson reported the City has been under dark clouds since the APD killed her son in July 2012. She expressed surprise anyone could be shocked by the FBI probe. She advised it is a good day when light is shined on corruption. She advised the subject would have been shot down if brought up by Council Member Moreno and Council Member Valencia only brought it up to show transparency in his campaign for a State Assembly seat. She advised Council Member Valencia was endorsed by SOAR and is no different than the rest of them. She shared her impression that Council Member Faessel believes in Anaheim and is not bought out. She expressed hope that the big campaign money disappears and the next Mayor could be someone from the core of Anaheim and not Anaheim Hills. She called for a Mayor who cares about the people. Mazatl Tecpatl thanked Council Member Moreno for taking the Council's punches. He reported dealing with issues of racism in Anaheim. He advised his Native -American heritage leads him to call Mayor Sidhu a wasi'chu, meaning a greedy person regardless of their skin color. He advised the Anaheim High School athletic nickname Colonists is offensive to Native -Americans like himself. He prayed for the Council in the Lakota language. City Council Minutes of May 17, 2022 Page 11 of 17 Dinorah advised there is corruption in Anaheim and its Housing Authority. She accused City staff of stealing a voucher for her housing and called upon fellow Cuban Council Member Diaz to investigate her stolen voucher. She advised nothing has happened since she brought it to the Council's attention in 2019. She advised a federal official told her Anaheim is run like the mafia and needs to change its culture. She advised the City Manager and other employees should be fired. She called for an honest Housing Authority and accused Director of Housing and Community Development Grace Stepter of discriminating against her for being Cuban. Mayor Pro Tem O'Neil advised he would ask Mr. Vanderpool to look into the voucher issue and respond to the resident. Dinorah requested a meeting with Council Member Diaz and requested Mayor Pro Tem O'Neil root out the City's corruption. Thomas Fielder, People's Homeless Task Force member, advised that they told the Council so, relative to the legal issues around the Angel Stadium sale. He noted the revelations from the FBI would allow the court case against the City to move ahead. He reminded the Council Members they supported Mayor Sidhu and that none of them should be shocked that any of this had happened. He encouraged residents to vote out the Council Members. Aida Garcia recalled that in 2019 Rancho La Paz Mobile Home Park renters asked City Council for a rent stabilization ordinance because of the extreme rent gouging there. She reported the rent increases have continued unabated. She noted many of the residents are senior citizens who cannot afford the increases. She noted many of Anaheim's mobile home parks, including Rancho La Paz, are owned by John Saunders who has no intention of protecting the community. She advised a rent control ordinance for mobile home parks should be revisited now that Mayor Sidhu would likely be removed from office. She stated that the Council Members are ethically and morally bound to assist their constituents. Bryan Kaye advised it was good to see the Council Members speaking well with each other tonight, noting Mayor Sidhu prevented such dialogue. He advised if you are going to file a complaint it needs to be with the FBI because the APD would not act. He expressed disappointment with the Council Members for not punishing the APD officer who used racial slurs toward him. He expressed surprise that the Council Members expressed surprise about Mayor Sidhu and questioned if they were paying attention to the meetings and their regular stream of dissenting public commenters. He thanked Council Members Moreno and Valencia for standing up and making this evening possible. Mayor Pro Tem O'Neil requested public speakers refrain from using profanity. He advised their comments would be better received if they showed respect and did not curse. Kenneth Batiste stated that respect earned is respect given. He believed that City Council does not care about the residents and aligns with companies and organizations fighting wage increases, rent stabilization, and discouraging things like raising taxes on Disneyland or campaign finance reform. He decried the Council Members for pretending to be shocked about Mayor Sidhu when they were enabling him to do what he does. He questioned whom the Council Members were trying to fool when they voted for all of Mayor Sidhu's questionable moves around the Angel Stadium deal over objections from Council Member Moreno and the public. He advised this was a good day for the City having its corruption exposed and a light shined on its politicians who do not vote for the residents. He encouraged Hispanic residents to vote right because the current Council does not want them here. City Council Minutes of May 17, 2022 Page 12 of 17 Denise Barnes expressed her disappointment in the City's leaders. She advised it does not take much to be in power and empower other things to allow you to become corrupt. She noted the road turned when Mayor Sidhu came in, citing the new need for three votes to agendize a matter to help block out Districts 1 and 3. She advised this did not just block her but also blocked thousands of residents from having their voices heard. She decried Mayor Pro Tem O'Neil for tabling the Rancho La Paz matter in 2019, showing a lack of conscience. She advised the new Council Members are naive and not finding their way to leadership and believed the City needs to clean the swamp and the days of these Council Members hurting residents are done. She thanked Council Member Moreno for standing tall even if he was alone in his determination to not let the ship go down. Cynthia Ward advised Council Members should not be shocked by recent events because they ignored so many warnings from the residents over years. She advised the only surprise is it took the FBI so long to expose the corruption. She advised the other Council Members need to own their part in the damage to the City. She advised this could be foreseen as soon as Mayor Sidhu was elected and brought Mr. Ament in as his business advisor, combining greed and stupidity. She advised she is not celebrating but rather feeling sad that her beloved hometown looks so bad in the news. She advised the pandemic showed just how badly the City needs to diversify its economy with new businesses from more stable industries than tourism. She advised no reasonable person would consider such an unstable City with a trashed reputation. She questioned the Public Information Office for publishing Mayor Sidhu's personal and political opinions instead of official City policies. She disagreed with Public Information Office for its spinning of the situation and not earning trust through honesty. She advised anyone shocked was not paying close enough attention to hold public office and should follow Mayor Sidhu out the door. CITY MANAGER'S UPDATE: City Manager Jim Vanderpool announced that City Council was provided a booklet from the Anaheim Fire & Rescue Department, Emergency Management and Preparedness Division, which created the Anaheim Disaster Preparedness Guide to assist residents in learning about local hazards and making plans to stay safe. He noted this original concept was created using current State and Federal guidelines and resources with funding from the FEMA Emergency Management Performance Grant. Additional funding will be used to create a Spanish version by September 2022, and copies are available for distribution to the community. Mr. Vanderpool also announced, on behalf of the Community Services Department and Anaheim Public Library, that everyone is invited to the 165th birthday celebration of the Mother Colony House at Founders' Park, 400 North West Street, on Saturday, June 4, 2022, 11:00 A.M. to 2:00 P.M. CONSENT CALENDAR: At 7:16 P.M., the Consent Calendar was considered with Council Member Moreno pulling Item No. 08 for separate discussion and consideration. MOTION: Council Member Faessel moved to waive reading of all ordinances and resolutions and adopt the balance of the consent calendar, in accordance with reports, certifications, and recommendations furnished each City Council Member and as listed on the consent calendar, seconded by Council Member Diaz. ROLL CALL VOTE: AYES — 6 (Mayor Pro Tem O'Neil and Council Members Diaz, Ma'ae, Moreno, Valencia, and Faessel); NOES — 0; ABSENT — 1 (Mayor Sidhu). Motion carried. 8105 1. Receive and file minutes of the Public Utilities Board meeting of March 23, 2022 and the Sister City Commission meeting of March 28, 2022. City Council Minutes of May 17, 2022 Page 13 of 17 AGR- 2. Approve the First Amendment to Agreement with Aramark Sports and Entertainment Services, 4964.D.1 LLC for food and beverage operations at the Anaheim Convention Center to modify the three optional one-year available extension periods to one collective three-year renewal period to extend the agreement through December 31, 2025, add a 12 -month notice of termination without cause provision, and reduce the annual Base Management Fee payable by the City to Aramark by $294,000 annually and establish the new annual minimum Base Management Fee payable during the extension period to be either the lesser of (a) Two Percent (2%) of Gross Receipts per year, or (b) $356,000 per year; and authorize the Executive Director of Convention, Sports & Entertainment to execute the First Amendment. AGR -13536 3. Approve the Cooperation and Contribution Agreement for Energy and Maintenance of Traffic Signal and Safety Lighting with Toll West Coast LLC for energy and maintenance costs for the traffic signal at Anaheim Boulevard and Cerritos Avenue, with the cost of maintenance paid 75% by the City and 25% by the developer. P124 4. Approve an Easement Deed with Pacific Bell Telephone Company, dba AT&T California (AT&T), across a city owned parcel located at 1016 North West Street (La Palma Water Complex) for undergrounding overhead facilities and authorize the City Clerk to deliver the Easement to AT&T for recordation. C330 5. RESOLUTION NO. 2022-044 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM approving Addendum No. 9 to the Revised Platinum Triangle Expansion C340 Project Final Subsequent Environmental Impact Report No. 339 and the Updated and Modified Mitigation Monitoring and Reporting Plan No. 106C for the Orangewood Avenue Improvements from the Santa Ana River to the east of SR -57 Project and determining its adequacy to serve as the required environmental documentation for the proposed project. AGR- 6. RESOLUTION NO. 2022-045 A RESOLUTION OF THE CITY COUNCIL OF THE CITY 1666.P OF ANAHEIM approving a Cooperative Fire Protection Agreement with the California Department of Forestry and Fire Protection, and authorizing the Anaheim Fire Chief to execute the Operating Plan and any other documents required in connection with that agreement (for wildland fire protection, in an amount not to exceed $140,226.26, for the term July 1, 2022 to June 30, 2023). D129 7, RESOLUTION NO. 2022-046 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM adopting the updated City of Anaheim Hazard Mitigation Plan and approving submittal of the Hazard Mitigation Plan to the State of California Governor's Office of Emergency Services and to the Federal Emergency Management Agency and rescinding Resolution No. 2017-073. 9. RESOLUTION NO. 2022-048 A RESOLUTION OF THE CITY COUNCIL OF THE CITY R100 OF ANAHEIM approving the application for grant funds from the Recreational Trails Program for the Nohl Ranch Open Space Trail Project from Scout Trail to Anaheim Hills Road and authorizing the acceptance of such grant on behalf of the City and amending the budget accordingly (grant funds in the amount of $1,900,000; local match requirement of $228,000). City Council Minutes of May 17, 2022 Page 14 of 17 R100 10. RESOLUTION NO. 2022-049 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM ratifying and approving the actions of the Anaheim Director of Community Services, or designee, in submitting a grant application on behalf of the City of Anaheim to the California Department of Transportation (Caltrans) for the Clean California Local Grant Program for the North La Palma Green Promenade, Paseo and Parking Lot Project and, authorizing the acceptance of such grant on behalf of the City; and, determine that these actions are exempt from the California Environmental Quality Act (CEQA) pursuant to Guideline Section 15306 (grant funds in the amount of $2,639,009, local match requirement of $879,690). 11. RESOLUTION NO. 2022-050 A RESOLUTION OF THE CITY COUNCIL OF THE CITY AGR -13537 OF ANAHEIM ratifying and approving the actions of the Anaheim Director of Housing and Community Development, or designee, in submitting a grant application on behalf of the City of Anaheim to California Volunteers for the Youth Jobs Corps Initiative, and accepting such grant funds on behalf of the City of Anaheim and determining that these actions are exempt from the California Environmental Quality Act (CEQA) pursuant to Guideline Sections 15061(b)(3) and 15306 (grant funds in the amount of $4,797,453). Amend the Housing and Community Development Department's Fiscal Year 2021/22 Workforce Development Grants Fund budget by $4,797,453. M142 12. ORDINANCE NO. 6529 (INTRODUCTION) AN ORDINANCE OF THE CITY OF AGR- ANAHEIM adding, repealing, deleting and amending various chapters, sections and 14581.0.7 subsections of Title 8 of the Anaheim Municipal Code and based upon the finding and determination that said ordinance is not subject to the California Environmental Quality Act (CEQA) pursuant to Sections 15060(c)(2) and 15060(c)(3) of the State CEQA Guidelines (adoption of County of Orange Animal Control Ordinances improving the Vicious Dog Program, expanding the Barking Dog Program to include nuisances from animals other than dogs, and clarifying language relating to animal permits, kennel permits, and mobile grooming licenses). Approve an increase of $263,958, for a total amount of $3,798,610, for the provision of animal care and shelter services with the County of Orange for Fiscal Year 2021-22. Approve the Notice of Intent with the County of Orange, in the estimated cost of $3,944,380 plus a 10% contingency, for animal care and shelter services for the period of Fiscal Year 2022-23. D114 13. Approve minutes of the City Council meetings of October 26, 2021, November 2, 2021, November 16, 2021, December 7, 2021, December 21, 2021, and January 11, 2022. END OF CONSENT CALENDAR: 8. RESOLUTION NO. 2022-047 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF D182 ANAHEIM declaring a water supply shortage and ordering the implementation of Water Reduction Plan II in accordance with Chapter 10.18 of the Anaheim Municipal Code. Anaheim Public Utilities (APU) General Manager Dukku Lee reported that 2022 has been an extremely dry year resulting in either severe or extreme drought conditions Statewide. He noted Governor Gavin Newsom has declared a State of Emergency, mandating the State's water retailers, including APU, implement Level 2 Water Shortage Contingency Plans. He advised the latest City Council Minutes of May 17, 2022 Page 15 of 17 Executive Order calls for a ban on outdoor irrigation at commercial, industrial, and institutional establishments with ornamental turf. Mr. Lee reported for APU customers, outdoor watering would be restricted to no more than three (3) days per week and up to eight (8) minutes per day. He reported the one -day -per -week restriction other area cities are facing does not apply to Anaheim at this time but could in the future. He noted APU customers saved over three billion gallons of water during the 2015 drought by reducing irrigation and replacing lawns with drought -tolerant landscaping. He noted the City's water demands have decreased by 30% even though the City's population has increased. Mr. Lee reported outreach and public education were vital during the last drought and APU has created a robust plan for the current drought. He advised APU has already started targeted outreach to high-volume users. He advised APU's philosophy has always been to partner with customers and educate them about the reasons for increased conservation rather than moving quickly on enforcement measures. DISCUSSION: In response to Council Member Moreno's inquiries, Mr. Lee clarified staff is recommending adopting Plan 11 and reviewed a list of what this restriction level constitutes, such as no irrigation runoff, hose shutoff nozzles, no watering of pavement, prohibition of non -circulation fountains, requiring night time irrigation, and 3 -days per week irrigation. He recommending reporting issues via Anaheim Anytime as well as noting that dialing 311 or the number on their utility bill are also options. He advised the only substantial differences between Plan I and Plan II — restaurants serving water upon request and hotels only laundering linens upon request — have already been implemented by many establishments in Anaheim. In response to Council Member Moreno's inquiry, Mr. Lee reported APU would be sharing a significant amount of information on social media to help educate residents. He encouraged Council Members to share the information with their followers. MOTION: Council Member Moreno moved to approve RESOLUTION NO. 2022-047 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM declaring a water supply shortage and ordering the implementation of Water Reduction Plan II in accordance with Chapter 10.18 of the Anaheim Municipal Code, seconded by Council Member Faessel. DISCUSSION: Council Member Faessel reported that the Metropolitan Water District is at the center of many water conservation programs across Southern California. He noted certain areas in Ventura County and San Bernadino County are particularly water challenged. He advised Anaheim is fortunate to have a particularly strong aquifer but every drop counts. Council Member Diaz clarified the Orange County Water District's recycled water is better quality than rainwater for drinking. MOTION: Council Member Moreno moved to approve RESOLUTION NO. 2022-047 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM declaring a water supply shortage and ordering the implementation of Water Reduction Plan II in accordance with Chapter 10.18 of the Anaheim Municipal Code, seconded by Council Member Faessel. ROLL CALL VOTE: AYES — 6 (Mayor Pro Tem O'Neil and Council Members Diaz, Ma'ae, Moreno, Valencia, and Faessel); NOES — 0; ABSENT — 1 (Mayor Sidhu). Motion carried. City Council Minutes of May 17, 2022 Page 16 of 17 8105 14. District 2 appointment of an unscheduled vacancy to the Budget, Investment and Technology Commission to serve a term ending December 31, 2022 and a District 4 appointment of an unscheduled vacancy to the Senior Citizen Commission to serve a term ending December 31, 2024. Budget, Investment and Technology Commission District 2 appointment: David Klawe (term ending December 31, 2022) (unscheduled vacancy, Leonard Lahtinen) NOMINATION: Council Member Ma'ae nominated David Klawe. ROLL CALL VOTE: AYES — 6 (Mayor Pro Tem O'Neil and Council Members Diaz, Ma'ae, Moreno, Valencia, and Faessel); NOES — 0; ABSENT — 1 (Mayor Sidhu). Nomination approved. Senior Citizen Commission District 4 appointment: Frances Noteboom (term ending December 31, 2024) (unscheduled vacancy, Gabriel Zavala) DISCUSSION: In response to Council Member Moreno's inquiry, Council Member Valencia confirmed Ms. Noteboom is a District 4 resident. NOMINATION: Council Member Valencia nominated Frances Noteboom. ROLL CALL VOTE: AYES — 6 (Mayor Pro Tem O'Neil and Council Members Diaz, Ma'ae, Moreno, Valencia, and Faessel); NOES — 0; ABSENT —1 (Mayor Sidhu). Nomination approved. PUBLIC HEARING: 15. This is a public hearing to consider amending the non-exclusive taxicab franchises of F130.2 American Ground Transportation, Inc. and American Ground Transportation, LLC dba 24/7 Taxi Cab (50 taxicab permits) and Cabco Yellow, Inc. dba California Yellow Cab (155 taxicab permits) to extend the terms of the franchises to February 28, 2023. ORDINANCE NO. 6530 (INTRODUCTION) AN UNCODIFIED ORDINANCE OF THE CITY OF ANAHEIM amending the non-exclusive franchise of American Ground Transportation, Inc. and American Ground Transportation, LLC dba 24/7 Taxi Cab to extend the term of the franchise (50 taxicab permits). ORDINANCE NO. 6531 (INTRODUCTION) AN UNCODIFIED ORDINANCE OF THE CITY OF ANAHEIM amending the non-exclusive franchise of Cabco Yellow, Inc. dba California Yellow Cab to extend the term of the franchise (155 taxicab permits). Community Preservation and Licensing Manager Sandra Lozeau reported this public hearing is to discuss extending the term of two (2) current taxicab franchises to February 28, 2023. She reported Anaheim is the only city in Orange County offering taxicab franchises. She advised staff recommends extending the permits. Mayor Pro Tem O'Neil opened the public hearing. City Clerk Theresa Bass announced that no electronically submitted public comments were received related to Public Hearing Item NO. 15. There being no speakers present, Mayor Pro Tem O'Neil closed the public hearing. City Council Minutes of May 17, 2022 Page 17 of 17 MOTION: Council Member Ma'ae moved to introduce ORDINANCE NO. 6530 AN UNCODIFIED ORDINANCE OF THE CITY OF ANAHEIM amending the non-exclusive franchise of American Ground Transportation, Inc. and American Ground Transportation, LLC dba 24/7 Taxi Cab to extend the term of the franchise (50 taxicab permits) and ORDINANCE 6531 AN UNCODIFIED ORDINANCE OF THE CITY OF ANAHEIM amending the non-exclusive franchise of Cabco Yellow, Inc. dba California Yellow Cab to extend the term of the franchise (155 taxicab permits), seconded by Council Member Valencia. ROLL CALL VOTE: AYES — 6 (Mayor Pro Tem O'Neil and Council Members Diaz, Ma'ae, Moreno, Valencia, and Faessel); NOES — 0; ABSENT —1 (Mayor Sidhu). Motion carried; ordinances introduced. REPORT ON CLOSED SESSION ACTIONS: None PUBLIC COMMENTS (non -agenda items): None COUNCIL COMMUNICATIONS/AGENDA REQUESTS: Council Member Moreno requested an agenda item at the next meeting for a proclamation to declare Graduation Day in Anaheim to congratulate and celebrate the graduates in Anaheim, concurred by Council Members Faessel and Valencia. ADJOURNMENT: At 7:38 P.M., with no further business before the Council, Mayor Pro Tem O'Neil adjourned the City Council in memory of Charles "Chuck" Malley. ectfully submitted, 7 Th -ere a Bass, CMC City erk Public Comment From: Theresa Bass Sent: Monday, May 2, 2022 10:40 AM To: Public Comment Subject: FW: [EXTERNAL] Recently the City of Garden Grove Police Dept RSO with Garden Grove Unified School District Grove Unified School District obtain two therapy dogs help provide extra social -emotional support for #GardenGrove students. Attachments: Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety - Purdue University News.pdf, dog predune ptsd ohaire-profilejpg; TELEVISION LITERACY AND PROGRAM ACCOUNTABILITY CALIFORNIA STATE PTA RESOLUTIONS.pdf, 20190SCR73_97 (5).pdf, 20210AB2794_99 (1).pdf; Are the Kids Alright Report 2020 (3).pdf, 20210AB2408_98 (2).pdf, Reading Police Ask Students for Name Suggestions as Department Prepares to Welcome Second Comfort Dog; 20210AB638_94 (4).pdf, The Academic and Social -emotional Effects of Classroom Service Do (1).pdf, PF_IssueBriefs_Defining-the-Role-of- School -Based -Police- Office rs_FI NAL. pdf From: cadurfey Sent: Sunday, May 1, 2022 3:48 PM To: cadurfey SHELLYHOLMAN citymanager@ggcity.org; communityrelations@ggcity.org; 'Pam Haddad' <pamha@ci.garden-grove.ca.us>; joneill@garden-grove.org; 'stevej' <stevej@garden-grove. org>; stephaniek@garden-grove.org; kimn@garden-grove.org; teresap@ggcity.org; 'Maria Stipe' <marias@ci.garden- grove.ca.us>; That Bui' <phatb@ggcity.org>; ': Maureen Blackmun' <maureen.ggna 'Jim Tortolano' <orangecountytribune ; georgeb@ggcity.org; SHELLYHOLMAN Assemblymember.Nguyen@Assembly.ca.gov; 'Walter Muneton' <walter.muneton@ggusd.us>; teri.rocco@ggusd.us; nickdibs pio_department@ggusd.us; info@oclabor.org; info@ggea.org;'Andrew.Do@ocgov.com COB—Response' <response@ocgov.com>; 'cc:' <recreation@ci.garden-grove.ca.us>; "'editor at oc-breeze.com"' <editor@oc-breeze.com>; RANDYBLACK@ocfa.org; TGOODBRAND@CITYOFIRVINE.ORG; Theresa Bass <TBass@anaheim.net>; police@garden-grove.org; Police Chief <policechief@anaheim.net>; mkent@cityofirvine.org; nsmiley@cityofirvine.org; tpetropulos@cityofirvine.org; farrahkhan@cityofirvine.org Cc: anthonykuo@cityofirvine.org; citymanager@ggcity.org; cityclerk@ggcity.org; larryagran@cityofirvine.org; mikecarroll@cityofirvine.org; tammykim@cityofirvine.org; clerk@cityofirvine.org; 'Lan Nguyen' <Ian.nguyen@ggusd.us>; DIANA. LARA@sen.ca.gov; 'Dina Nguyen' <dina. nguyen@ggusd.us>; 'Bob Harden' <bob. harden@ggusd.us>; 'Walter Muneton' <walter.muneton@ggusd.us>; admin@voiceofoc.org; nickdibs Subject: [EXTERNAL] Recently the City of Garden Grove Police Dept RSO with Garden Grove Unified School District Grove Unified School District obtain two therapy dogs help provide extra social -emotional support for #GardenGrove students. Warning: This email originated from outside the City of Anaheim. Do not click links or open attachments unless you recognize the sender and are expecting the message. 05-01-2022 (P.R.D.D.C.) PARENTS FOR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDREN CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. GARDEN GROVE, CA 92842 SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. 404 - I 0111AIG IIIPm')uWl' IIII"EIS FIGHT AGAINST AUTISM ... Ms. L0111ETTA S&IM01HEZ of California. https://www.govinfo.gov/content/pkq/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website socialemotionalpaws.org To whom it may concern In light of children impacted by Covid19 isolation with social media addictions from screen time brain injury with CA State SCR 73 Blue Light 2019 causing eye trauma with sleep deprivation has been like to mental health issues, ..................: :// ci a ti p.............................®..................._/......._L.........,,.....................t.,......../1/..........................._.,................_e........°°........_ ue®i ffect,,, ental health And...................::// ci a ti .c / I..............._t.........../1/..........................._,,,........® ......_ ........_I ............... Want to raise empathetic kids? Get them a dog & help a child read ..................: :// ci a ti p.............................®..................._/......._L.........,,...................._t.........../1/..........................._I°° ..... -iir......._1......._ .® .............. them ......_ ...... , Studies have shown that therapy dogs can assist with de-escalation and having them read to a dog improves wellness and improve reading. Ca State introduce AB -2794 School safety: de-escalation specialists: pilot program.(01-2022) Bill Text - AB -2794 School safety: deescalation specialists: pilot program.. Recently the City of Garden Grove Police Dept RSO with Garden Grove Unified School District Grove Unified School District to help provide extra social - emotional support for #GardenGrove students. Stay tuned for more information on the #PawsStudents Program. #GGPD32 #PAWsome #WeCare #Nelisha #Mishllie #Nellishious Below are a series of news reports supporting RSO dog resources in school setting to assist as well benefit to the police offices wellbeing. In Depth •s California Teens Struggling wit Socialr • and Screen Saturation i responsehappening beneath the surface so they an support and navigate the healthiest possible .' changes of the • i ; Dogs in the Classroom RESEARCH 1111 Ilii „ you lkiiiniiow t1hiiatIlii 1 iiia e Ira IIII 111111 III 11111 111p ' is for your uIP1 e Illlll' al 1114ea l hit '111"eacIlhiers 111hiave lhii ulrediiiiii a ulrm er a stories about 1114 l assn ul 111pets 111hiave 111hiell1ped stiudeiiiiiitsdeal wiii Ihil stress aril „ e ui mem liii iiiiii , aril „ c1hilaiiiii1ces are, you ril 111p r b bly slhilare your owiiiiii story orii 114ow a 111pet ii iiiii1 your life 114as 111hie l 11pe b rliii p lhir e iiiiil your day., . ue also a ril loolk, at ulreea r lhi1 t1hiiat s1114owsus exactly w1hilat aril Ilii uiffl al assisted liii iiiiir e uir iiiiir liii iiiii1 111 are iii iiiii1 iii uim llp r e me iiiiii al 1114ea l I114m° • III lllnculr ase 111p r ` IIp' uil lulu ui luIllf lllf ulr 13,16 • u III, IIID ul 111peollple „ u uirllil 111111 Ilii uImefuirllil IIII 4, 9, 1 • Assist 111professloiiiiiials Ii 111111 111providiiiiiiig firamima recovery 17,19 • 11113ecrease levels f geiiiiiieral a iiiiii x iety 6,14, • AlleviatesymIllptomsllp uir IIII 111111 20 • Assist Ilii 111111 f ulrm al Ilii !::eme iiinii al 111111e al 11111 fireatime111114 3, 5, 11, 12, 15, 23 Studies uie III4i1 us t1hiiat1hiieulra Ilp aiiiiiihimals caiiiiii 111hie l IIIP� u l better, but carii t1114ey also 111hie l III, us l e a u1riiiiii Reading Police Ask Students for Name Suggestions as Department Prepares to Welcome Second Comfort Dog Chief David Clark is pleased to share that the Reading Police Department will soon welcome the second of two comfort dogs that will be paired with its School Resource Officers (SROs). March 2, 2022 Robert Mills , FOR IMMEDIATE RELEASE 3 1V 111111111V VIII 1111 111Chii Iiiii Davi�A QIaiiirk pflIeasshiaireVVl i VV i Rea iiiii uini II VIII iiiii 1 epa Ii r" Illlrn uurnul iii VIII VIII sooiiiiniii w6Itoiiiirne thiesecoiiiiniiiiiiinfoirts thiat W�HhIII be p4ihiired Iii hii Iiiii s SchiiooVIII Resouirce Oftteiiirs 1V 111111111hie Chirspuppiiiiiesaiiiriiiri4ed eIlurlllll iiiii iiir" thiiiiiiis Illlrnllllr i hii, aiiiinid thie secoiiiiniiid puppy V 111 Iiiii hell Iiiii illimillow F4eweeks oVIA --- Iii VIII VIII joIiihiiiniii thie depairtirneiiiinitIiiii uunul about thiiiiireek SchiiooVIII Resouirce Oftteiiir IIII3 Iluriiiii Illlrnlll 111111 iii pairtinieired W�Ihii thieChirst puppy, a bVIIIack VIII ab iiiiniiiaiiiirried Coopeir, aiiiinid thiesecoiiiiniiid puppyVIII VIII be pairtinieirediiI hiilV iiooI VIII Resouirce Oftteiiir IVlatt Vatchieiriiiiii Rea Iiiii uini IPoVIHte hiave seeiiiiniii aiiiiniii uptitk iii uurnul iiiirneiiiiniiitaVIII caVIHIs Iiiii uurnul bothi schiiooVIIIs aiiiinid iii llrnlll thie coiiiiriiiiiirriuiiiiniiiiiiii VI4iirqe siiihiiiniiice thiebeg inii uinii iniq ofthieVIII 1V 19 paiiiiniiideiiiirniiit, aiiiinidl weire r" see iiiii uinii 9 ini stiiirategIiiies foir sur,esp� uunul Iiiii uunul VV ios VIII VIII s Iiiii 1111111 11 a Way thilat s c a�911 at s s illll' ' a ' it o iiiIIrNIII s aiiiinid fosteirs posi lIi4eillll l rNlll' ' Illlr" ' ' illll IIIIrNIII 'will Illlr,es illll IIIIrNIII' 's ftt e iilllr"s Vatchieir aiiiinid 1111 iii s h116Iped coiniductIlir s Ii rchiil thiat VIII VV i iiiii uurnul iiiii iiiii iiiii add coiiiinfoirt shil "' "' ii VIII VIII h11 IIIII W hii Iiiii VIII sur" uurnul Iiiii uurnul lini Iluurnul VIII wul � mew aur"uur�� uur�ul expects �� wul piiirov1�Ae suppoirt foir v1�ttiiiiiirns of ciiiriiiiiirneIlllrnlll Ii r" w w Illlrn hii iiiii VIIIe thie dogs iii VIII VIII speiiiinid llrno of hii iiiii Ilur" tiiiiiirne W�Ihii Oftteiiirs 111111 iii s aiiiinid Vatchieir at Rea iiiii uini VIII sur sur"iiiii VIII IllllWw iiiii VVlmwulSchiiooVIII aiiiinid thieIIIII uurri llllrnlll iiir,y aiiiinidiiiirniiiAdVIIIe schiiooVIIIs, iiirespecti46Iy, hill iii VIII VIII thile seiiiirnlll iiiii Ilur" ceiiiiniteir, assiiiiisted III iii iii llrnlll fa&HIH�tiies aiiiinid ures 1VI W W Ii r" w Illlrnlll s at coiiiiriiiiiirriuiiiiniiiiiiii�t�y eveiiiinitsiiiiii II iiis aiiiinid Vatchieir woiiir,ked 6Ios6Iyiii hii IIII3uur" w whioiiiii bothi a uunuunb aur" of thie 111111 a Illlrnlu Illlrnliii b sur" IPoIIIHte DepWaiiir,iiiirrieiiiiniiiiiiiniduursees thie coiiiinfoirtW sur" iur" w uun foir I�3ooiiiiniiieF6Id111111 w bs iiiii Illrnlu Kihiiiniiidge, IINIII " IIIII wm a coiiiinfoirtW sur" iur" w uunaur" Rea Iiiii iiiini3iiireedeiiirs IIIII iii aiiiinid DavI�A II3 sur" uurnlu hiave doiniated" sur" °18 dogs IIIIIaw eiiiiniiifoiiir,ceiiiirrieiiiiniiiiiiinfoirtW sur" sur" w uuns thiiiiiroughiout NIII aiiiinid VV iiiavegeiiiiniiieiiir,ousIIIIIy uurn uurn iiiii W aur" 111 Rea iiiii uiniPoIIIHteiiiiii "" u sur" Chirst coiiiinfoirt, Coopeir, aiiiinid off ireat stairt, aiiiinid urhul aur"" " iiiii 6Itoiiiirne ouir secoiiiiniiid coiiiinfoirts " IIIII IIIII," say ii Chiiiii OIII uur"I . "We hiave aIIIhiiready iiirec6iVed a III iur" " w iiiiniiiaiiiirrie suggestiioiiiiniiis befoire we settlIed oiiiiniii Coopeirfoir Oftteiiir 111111 Iiis' dogg aiiiinid we airex Iiiii see thiesuqqestiioiiiiniiis firoiiiin studeiinitsl oinice aqaIiihiiiniii foir thie dog thiatIii III III wm iur" uurhul " sur" Iii hii " ftiii " sur" w VVl i aur" " will" ReadIIIIIIIIIrNIIIq IIIII"Depairtirneiiiinit woUd VIII ' 't'o ' wlllwlllinlll seveiiiriiiiriiiiiirriuiiiiniiilllll't'yWIlllr"'IIIIrNIII"'Illlr"s sur" thii6hiir doiiiiniiiatiioiiiiniiis hie W sur" iur" w uurn, 0iiiinie Rea iiiii iiiinig, vetaur" " uurhul " 1VI I�Vfl�ddIIIIIesex AmiiiiiihiiirnaIIIII Ww W iiiii IIIIIof Rea iiiii iiiinig,sur" iiiii uurnul iiiii uurnuldoiniated 1VI I3 uur"I uurhul' RoIIIHIII of NIII aur" hii Rea Iiiii uurnul g pet su W W IIIII Iiiii s firoiiiinIIIIIIVVVV sur" VVlmwul Iiiii uurnul but VV i Dog of Rea Iiiii uurnul g aiiiinid "' °' sur" 4 uurnu wu uurDoiiiiniiiatiioiiiiniiis caiiiiniii be ures hie "I'llowiiiiniii of Read iniq CoiiiinfoirPiiiroqiiiraiiiirn, aiiiinid uurn iiiii VIII " hie Read inigDepWaiiir,iiiirrieiiiinii, IS Uiiiiniiiiiiiioiiiiniii Stiiiiii, Readiiiii uunu g IVIA01867iiiiii 110iiiiniii beh114If of thie" iniqDepairtirneiiiinit aiiiinidhi "°'I'll uunu " iiiii uunu ,VIII caiiiiniiiiiiiniot thiaiiiinik ll3uurniu " iiiii " IIII4 llliiiiiiiabs " uurnu our hii foir thie suppoirt aiiiinid" iiiii w iiiii uurnu hi hiave shiowiiiiniii us," sziiA ChiiiiiiiefOIII uur k. " " u ur p4IHte depairtirneiiiinituunu a ur coiiiiriiiiiirriuiiiiniiiiiiii iii III III beiiiiniiieFit fiiir,oiiiirri Ileo hii dogs iii III III uur s iiiii iii hii th116hiir iiirespecti4e pairtinieirs aiiiinid�wu iiiii uur uur�� iiiii IIIII i I�PoIIIHte aireuurhu iiiii uurniu hiioIIIAihiiiniiiq a iiiiniiiaiiiirniiihiiiniiiq coinitestso thiatstudeiinits whio atteiiiinid schiiooIIIIIs ihiiiniii Read iniq caiiiiniii subiiiirniiiiit possiiiiiWIeiiiiniiiaiiiirries,iiii, Studeiiiinits ofaIIIHIII ageswhio atteiiiinid aiiiiny schii IIIII �hiiiniii Read iniq aireiiiii corn iii subiiiirniiiiit suqqestiioiiiiniiis viiiiia eiiiirnaiiiHIII read in gcomfortdogs@ci.reading.ma.us. hu corni pflIease iii uurniu IIIII a hi sa uurhu ''s iiiiniiiaiiiirrie aiiiinidhi schiiooIIIII thiey atteiiiinid ii�hiiiniii oiiir,deiiir, be coiiiiniiisiiiAeiiirediiiiiiNlaiiiine suqqestiioiiiiniiis shioWW be subiiiirniiiIted by ApiiiriHIII 13111111 5 Police Department is launching a comfort dog program in partnership with the town and Reading Public Schools, A naming contest is open until April 13, with students invited to submit names for the second of the two dogs (pictured above) that will be coming to town, (Courtesy Photo Reading Police Department/Boonefield Labs) Share this: Primary Sidebar Readliiiiuini IIIcVIIIli C omauuriirn iinit DavB�W 0aiiir , Cfiiu iii of of IllllIo lllH 15 a iini liii iinii Still Read liiiiuini , IVIA 01867 �Vledliii Coiinu t w t L curt VIII liHVHI III 4wuuurnu 617-993-0003 llluurwliiiiVlll robert@jgpr.net Top of Form Search this website Bottom of Form Email Updates Top of Form Email nf.qajgprapgt if you wish to be placed on a SPECIFIC email list for your beat, agency or community. Or enter your email address here to subscribe for ALL updates from JGPR and our clients. Join 10,494 other subscribers Email Address Subscribe Recent News Bottom of Form 9 Content. Strategy, Standards. I 11111E�,� Footer Call us: 617-993-0003 We're available 24/7/365. Main Office Northern New Eng/and 8 Prospect St. Georgetown, MA 01833 617-993-0003 Southern New Eng/and 719 Washington St. Canton, MA 02021 781-428-3299 11 Stay up-to-date with breaking JGPR client news. Top of Form Email o Irr1'(10°?i��o o if you wish to be placed on a SPECIFIC email list for your beat, agency or community. Or enter your email address here to subscribe for ALL updates from JGPR and our clients. Join 10,494 other subscribers Email Address Subscribe Bottom of Form Copyright © 2022 John Guilfoil Public Relations, LLC III qg l� i,q • ir, o rg­�,ii III%iTlloq 12 Therapy Dogs Who Consoled Students, Staff After Parkland Shooting Get Their Own Yearbook Page Service dogs attend first day of school ...:..®.L........... =_ Meet Buttercup, Castle View High School Police Therapy Dog Posted on 04/23/2021 As sweet as she sounds! Castle Rock Police Department and the Douglas County School District are proud to introduce the newest team member of the Castle View High School (CVHS) family, Buttercup. Buttercup is a 2 -year-old Golden Retriever -Sheltie mix who joins School Resource Officer (SRO) Scott Gillespie in 13 his duties at the school. Buttercup, a licensed therapy dog, joins CRPD after completing six months of training with the Brevard County Sheriffs Office "Paws and Stripes College" in Florida. That was followed by a 40 hour Law Enforcement Investigative Therapy Dog Course through United K9, a national therapy dog certification agency. Together, Officer Gillespie and Buttercup hold three different national certifications as a therapy dog team. Buttercup's services will aid police in a very crucial time, as students in the Town of Castle Rock and Douglas County School District have faced the negative impacts of the pandemic and its lasting effects on their academic studies, social life and mental health. Because SROs are often tasked in assisting in mental health incidents with students, Officer Gillespie and Buttercup are in the perfect position to serve as an additional resource to students and staff. After her recent introduction to the campus, CVHS Principal Dr. Rex Corr commented he had noticed a tangible change in the attitudes of numerous staff members and students who had interacted with Buttercup. "While we as a school community certainly expected positive results bringing Buttercup into service at Castle View, the reality has surpassed our expectations," Dr. Corr said. "Students are drawn to this dog in a very special way, and one can quickly observe barriers melt away. She is quickly becoming a very important part of the Sabercat family. I am grateful to Officer Gillespie for all of his work making this program possible for CVHS." One of the stated goals of the Douglas County School District SRO program is utilizing school-based officers to create an open dialogue between local law enforcement and students, families and staff members. The addition of Buttercup will assist Officer Gillespie in creating an accessible environment around him as an SRO, and will help in developing positive relationships between him and the various parties in the school setting. "Therapy dogs in law enforcement settings have assisted police officers in processing traumatic events, managing stress and limiting the impact of job related tensions," Officer Gillespie said. "Now that we're combining these benefits and putting them in a school setting, we're looking forward to seeing Buttercup help students who struggle with anxiety and depression, improve the environment around emergency drills, assist in traumatic incidents and generally be a conduit for an increase in positive interactions between students, teachers, 14 staff and law enforcement at CVHS." Buttercup and Officer Gillespie will be the first SRO -therapy dog pair in the state of Colorado. Interventions will take place in designated areas only in order to be sensitive to those with allergies or fears, and to mitigate any accidental exposure. The police therapy dog and SRO team has been insured for liability. Buttercup immediately demonstrated her capabilities soon after she walked through the doors of CVHS. In just one hour of work on her first day, she provided support to three different students who were brought to the SRO while experiencing varying levels of distress. After spending time with her, all three students were able to return to class to finish out their school day, and Officer Gillespie was able to gather the information he needed to deal with the different incidents. Buttercup's presence also aided an additional student in opening up to Officer Gillespie about a difficult situation she had not disclosed for 10 years. This led to some collaborative problem -solving and started the student on the path to healing from the trauma. The Castle Rock Police Department and the Douglas County School District are proud to be the first in the state to pair a school resource officer with a therapy dog. ®// c iir / u / uiir i tiirlet/news/meet u eircu........�.._. _.................. ....... ...... .......1._. dog.....e.).r.........pY Spring ISD Police Department • We are charged with ensuring the safety of the staff, the structures, and most importantly our students. We can not achieve our mission without the help of the community, other administrators, the campuses, and our parents. We honor this noble calling and strive to be a force multiplier in assisting our students in achieving their academic goals. We are prepared to utilize innovative school-based law enforcement practices, so we can help create a positive learning environment for our students. This plan is designed to meet and exceed the standards set by the ... _i.r ......._ .. _ ... _ '."' ...............!ir ..._.......iir..........................._ .............. ......._ !i u cue ici 9. The Department operates 24 hours a day, 365 days a year with the help of 64 licensed police officers, 7 police dispatchers, 3 civilian workers, and 25 crossing guards under the direction of Spring ISD Police Chief Ken Culbreath. Some of the officers are assigned to various schools, patrol 15 duties, or communications, while others work as truancy officers, investigators, or canine officers. • Purpose: The mission of the Spring ISD Police Therapy K9 program is to encourage and cultivate positive relationships with the school district students and staff, as well as the community through various school programs, and community relations events. Spring ISD Police Department wants to proactively engage with students who may be struggling with trauma or mental health concerns or who can benefit from a dog being present. • Meet Benji • Benefit • Daily Duties of a Therapy Dog • Request a Visit from Benji . q .. ,//............ . cs 1. o .......................................................................................®................ cc t c A Day In My Life H High School with a Service Dog Thank You Craig A. Durfey 16 511122, 3:38 PM study finds the most important task for a PTs❑ service dog for veterans is disrupting anxiety - Purdue University News July 22, 2020 Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety Download Image (https://www.purdue.edulunslimages/2018/ohaire-profile.jpg) WEST LAFAYETTE, Ind. — Science has shown that service dogs can benefit some veterans with PTSD. But the exact role service dogs play in the day-to-day lives of veterans - and the helpfulness of the tasks they perform - is less known, https://www.purdue.edu/new&room/releases/20201Q31study-finds-the-most-important-task-for-a-ptsd-service-dog-for-veterans-is-disrupting-anxiety.htmI 119 511122, 3:38 PM study finds the most important task for a PTs❑ service dog for veterans is disrupting anxiety - Purdue University News A recent study led by Purdue University's College of Veterinary Medicine (https://www.purdue.edu/vet/) shows what trained tasks service dogs perform the most often and which ones are the most helpful to veterans with post-traumatic stress disorder. The study found that the task of disrupting episodes of anxiety ranked among the most important and most often used. "There has been some debate on what kind of training PTSD service dogs need to be effective and how their assistance may be different than what a pet dog can provide;" said Kerri Rodriguez, a human -animal interaction graduate student and a lead author on the study. "This study suggests that veterans are, in fact, using and benefiting from the specific trained tasks, which sets these dogs apart from pet dogs or emotional support dogs" https://www. pu rdue. e d u/new &room/rel ea s es1202 01Q 31stu d y-fi nd s -the -most-i m porta n t-ta s k-for-a-ptsd-se ryice -dog-for-vete ran s - i s-disrupting-anx iety. htm l 219 511122, 3:38 PM Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety - Purdue University News . I IF iw- m .r r Kem Rodriguez Download imagg-(btfps://www.purdue.edu/uns/ima W20201rochriguez-dogsjpg) Rodriguez led the work with Maggie O'Haire (https://www.purdue-edu/vet/chab/ohaire/? _ga=2.162448444.1280269236.1595246694-1012250603.1577069796)., associate https:llwww.purciue.edulnewsroomlreleasesl2O2OlQ31study-finds-the-most-important-task-for-a-ptsd-service-dog-for-veterans-is-disrupting-anxiety.htmi 319 511!22, 3:38 PM Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety - Purdue University News professor of human -animal interaction. Their research (https://www.frontiersin.org/articles/10.3389/ psyg.2020.016381full) was published in Frontiers in Psychology_{https://www.frontiersin.org/journals psychology_}. The study was done in conjunction with K9s For Warriors .(https://www.k9sforwarriors.orgL), with support and funding from Merrick Pet Care .(https://www.merrickpetcare.coml), and is in preparation for an ongoing large-scale clinical trial that is studying veterans with and without service dogs over an extended period of time. The study found that, on average, the dog's training to both alert the veteran to any increasing anxiety and providing physical contact during anxiety episodes were reported to be the most important and the most often used in a typical day. Veterans with a service dog also rated all of the service dog's trained tasks as being "moderately" to "quite a bit" important for their PTSD. Some trained tasks include picking up on cues veterans display when experiencing distress or anxiety and consequently nudging, pawing or licking them to encourage the veteran to focus on the dog. The service dogs also are trained to notice when veterans are experiencing anxiety at night and will actively wake up the person from nightmares. The dogs also are trained to perform tasks in public - such as looking the opposite way in a crowded room or store to provide a sense of security for the veteran. The study also found that trained service dog tasks were used on average 3.16 times per day, with individual tasks ranging from an average of 1.36 to 5.05 times per day, Previous research led by Rodriguez showed that the bond between a service dog and the veteran was a significant factor in the importance of untrained behaviors. Although all trained tasks were reported to be important for veterans' PTSD, those with a service dog actually rated the importance of untrained behaviors higher than the importance of trained tasks. This suggests that there are some therapeutic aspects of the service dog's companionship that are helping just as much, if not more, than the dog's trained tasks, https:flwww.purdue.edulnewarcomfreleases/2020/Q31study-finds-the-most-important-task-for-a-ptsd-service-dog-for-veterans-is-disrupting-anxiety.htmi 419 511!22, 3:38 PM Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety - Purdue University News Rodriguez said, "These service dogs offer valuable companionship, provide joy and happiness, and add structure and routine to veterans' lives that are likely very important for veterans' PTSD:' The study surveyed 216 veterans from Kgs For Warriors, including 134 with a service dog and 82 on the waitlist. The study complements a previous publication ,(https://www.frontlersin.org/articles/10.3389/fvets.2019.00023/full) published last year that focused specifically on the service dogs' training, behavior and the human - animal bond. While service dogs were reported to help a number of specific PTSD symptoms such as having nightmares, experiencing flashbacks, or being hyperaware in public, there were some symptoms that service dogs did not help, such as amnesia and risk-taking, "Both this research, as well as other related studies on PTSD service dogs, suggest that service dogs are not a standalone cure for PTSD;" O'Haire said. "Rather, there appear to be specific areas of veterans' lives that a PTSD service dog can help as a complementary intervention to other evidence -based treatments for PTSD" Veterans on the waitlist to receive a service dog expected the service dog's trained tasks to be more important for their PTSD and used more frequently on a daily basis than what was reported by veterans who already had a service dog. "Veterans on the waitlist may have higher expectations for a future PTSD service dog because of feelings of hope and excitement, which may not necessarily be a bad thing;' Rodriguez said. "However, it is important for mental health professionals to encourage realistic expectations to veterans who are considering getting a PTSD service dog of their ow n rr The work was funded by Merrick Pet Care, Newman's Own Foundation and the Purdue University College of Veterinary Medicine. More information about O'Haire's research is featured online (https://www.purdue.edu/newsroom/releases/2019/01/how-do-we- know-service-dogs-help-veterans-with-ptsd.html), About Purdue University https:llwww. pu rd ue. e d u In ewsrcomlrel easesl202 61Q 31stu d y -finds -the -most -i m porta n t-tas k-for-a-ptsd-se rvice-dog-for-vete rans- i s -disrupting -a nx iety. htm I 519 511!22, 3:38 PM Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety - Purdue University News Purdue University is a top public research institution developing practical solutions to today's toughest challenges. Ranked the No. 6 Most Innovative University in the United States by U.S. News & World Report, Purdue delivers world -changing research and out - of -this -world discovery. Committed to hands-on and online, real-world learning, Purdue offers a transformative education to all. Committed to affordability and accessibility, Purdue has frozen tuition and most fees at 2012-13 levels, enabling more students than ever to graduate debt -free. See how Purdue never stops in the persistent pursuit of the next giant leap at purdue.edu {https- 1purdue.edu/}, About K9s For Warriors Kgs For Warriors' mission is to end veteran suicide. Based in Florida, we are the nation's largest provider of Service Dogs to military veterans suffering from Post -Traumatic Stress, Traumatic Brain Injury and/or Military Sexual Trauma. Our program is unique, comprehensive, and proven, thanks to groundbreaking research conducted in partnership with Purdue University's OHAIRE Lab. The majority of our Service Dogs come from high - kill shelters, which means that with each warrior -K9 pairing, two lives are saved. Find more information at www.k9sforwarriors.org (haps://www.k9sforwarriors.org) I Facebook (https://www.facebook.com/k9sforwarriors) I Twitter (https://www.twitter.com/k9sforwarriors) Writer: Abbey Nickel, nickela@purdue.edu {mailto:nickela@purdue.edu) Media contact: Amy Patterson Neubert, 765-412-0864, apatterson@purdue.edu _(ma i Ito: a patte rso n @p u rd u e.ed u), Source: Kerri Rodriguez, rodri403@purdue-edu (mailto:rodri403@purdue.edu) and Maggie O'Haire, mohaire@purdue,edu (mailto:mohaire@purdue.edu) Photos: Kerri Rodriguez, https://www.purdue-edu/uns/images/2020/rodriguez-dogs.jpg (https://www.pu rdue.edu/uns/i mages/2020/rod riguez-dogs. jpg) https:flwww.purdue.edulnewarcomfreleases/2020/Q31study-finds-the-most-important-task-for-a-ptsd-service-dog-for-veterans-is-disrupting-anxiety.htmi 619 511!22, 3:38 PM Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety - Purdue University News Maggie O'Haire, haps://www.purdue-edu/uns/images/2018/ohaire-profile.jpg (https://www.pu rdue.ed u/uns/i mages/2018/oha ire-profiile.j pg ) Journaliists visiting campus: Journalists should follow Protect Purdue protocols _(https.Uprotect.purdue.edu/updates/face-covering-protocols/)and the following guidelines; • Campus is open, but the number of people in spaces may be limited. We will be as accommodating as possible, but you may be asked to step out or report from another location. • To enable access, particularly to campus buildings, we recommend you contact the Purdue News Service media contact listed on the release to let them know the nature of the visit and where you will be visiting. A News Service representative can facilitate safe access and may escort you on campus. • Wear face masks inside any campus building. Wear face masks outdoors when social distancing of at least six feet is not possible. Defining the PTSD Service Dog Intervention; Perceived Importance, Usage, and Symptom Specificity of Psychiatric Service Dogs for Military Veterans Kerri E. Rodriguez, Megan R. LaFollette, Karin Hediger, Niwako Dgata and Marguerite E. C'Haire doi.org/10.3389/fpsyg.2020.01638 (https://doi.org/10.3389/fp5yg.2020.01638) Research suggests that psychiatric service dogs may be an effective complementary treatment option for military veterans with posttraumatic stress disorder (PTSD). Although this practice continues to increase in popularity and research has reached the rigor of clinical trials, the components of the PTSD service dog intervention remain largely undefined. This research aimed to (1) quantify the importance, usage, and PTSD symptom specificity of service dog trained and untrained behaviors, (2) explore how PTSD severity, time since receiving the service dog, and the veteran -dog relationship relate to outcomes, and (3) compare expectations of veterans on the waitlist to experiences of veterans with service dogs. In a cross-sectional design, 217 post -9111 military veterans with PTSD were https:llwww. pu rd ue. e d uln ewsrcomlrel eases/202 OIQ 31stu d y -f i nd s -t h e- mo st-i m porta n t-tas k-for-a-ptsd-se rvice-d og-fo r -vete cans- i s -d i s ru pti n g -a nx iety. htm 1 719 511!22, 3:38 PM Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety - Purdue University News recruited from a national service dog provider, including n = 134 with a service dog and n = 83 on the waitlist. Results showed that the service dog's trained tasks of calming and interrupting anxiety were perceived as the most important for veterans' PTSD, the most frequently used in a typical day, and as helping the most PTSD symptoms. Trained tasks were most helpful to the PTSD symptoms of hypervigilance and intrusion, and least helpful toward the symptoms of amnesia and risk-taking. Although all trained tasks were helpful toward PTSD symptoms, veterans rated the service dog's untrained behaviors on average as more important for their PTSD. After controlling for covariates, there was no relationship between a veteran's PTSD severity and perceived importance or frequency of task use. However, veterans who reported feeling closer to their service dogs reported using trained tasks more often, and veterans who had their service dogs for longer reported using trained tasks less often. Finally, veterans on the waitlist reported higher expectations regarding task use and importance than described by veterans with a service dog. In conclusion, findings describe the core components of the PTSD service dog intervention by quantifying the use and value of trained and untrained dog behaviors. Overall, this study helps explain the PTSD service dog's clinically relevant value while contributing to the scientific understanding of this emerging practice. Facehook Twitter Linkedln More Note to journalists: Photos of the researchers are available for use via a Google Drive folder (https://drive.google.com/drive/folders172RDSCZ44iPdMTdgK4VS- C6amSHax2RkE?usp=sharing). Journalists visiting campus should follow visitor health guidelines (https://dev.www.purdue.edu/newsroom/media/media-visit- protocols.html), Research News • How Purdue biomedical engineers innovate health care (https://www.purdue-edu/newsroom/releases/2022/Q2 how-purdue- biomedical-engineers-innovate-health-care.htmi) • Purdue researchers develop patent -pending IV injection treatment for sepsis (! ttps://www.purdue.edu/newsroom/releases/2022/Qlpurdue-researchers- https:f/www. pu rd ue. e d u In ewsrcomlrel easesl202 OIQ 31stu d y -f i nd s -t h e- mo st-i m porta n t-tas k-for-a-ptsd-se rvice-d og-fo r -vete cans- i s -d i sru pti n g -a nx iety. htm I 81g 511!22, 3:38 PM Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety - Purdue University News develop=patent-pending-iv-injection-treatment-for-sepsis.html). • Undergraduate students conduct hands-on research: Soil -dwelling bacteriophages may hold the future of medicine, honor President Daniels (https://www.purdue-edu/newsroom/releases/2022/Q2 undergraduate- students-conduct-hands-on-research-soil-dwelling-bacteriophages-may-hold- the-future-of-medicine,-honor-president-daniels.htm1) • Epigenetic regulator explains why some lung cancer patients become resistant to common therapeutics (https://www.purdue-edu/newsroom/releases/2022/Qepigenetic-regulator- explains-why-some-lung-cancer-patients-become-resistant-to-common- therapeutics.html), • Planetary scientist helps equip rover Perseverance with 4 of the 5 human senses (littps://www.purdue.edu/newsroom/releases/2022/QZ/planeta Y-scientist- helps-equ ip-raver-perseverance-with-4-of-the-5-human-senses.html} More Research News (!Lttps://www.purdue.edu/newsroom/research ) https:flwww.purdue.edulnewarcomfreleases/2020/Q31study-finds-the-most-important-task-for-a-ptsd-service-dog-for-veterans-is-disrupting-anxiety.htmi 919 m 160 TELEVISION LITERACY AND PROGRAM ACCOUNTABILITY Adopted by Convention Delegates May 5, 1993 Reviewed by Board of Managers May 2014 WHEREAS, The Children's Television Act of 1990 is now Public Law 101-437, which requires television stations to air shows that serve the educational and information needs of children, and puts a limit on the number of minutes of ads per hour in children's programming; and WHEREAS, The California State PTA believes television programming not specifically designed for children's viewing may prove harmful to their health habits, to their concepts of realistic family relationships, to their attitudes and behavior patterns, and to their self-image; and WHEREAS, The California State PTA believes that censorship is not the solution in addressing the problems that may result from unsupervised children's television viewing, but rather believes that parents must take responsibility for developing television viewing skills for themselves and their children, and for using the power of television as a positive rather than a negative teaching tool; now therefore be it RESOLVED, That the California State PTA continue to urge its units, councils and districts to keep parents informed of the existence and the provisions of the Children's Television Act of 1990; and continue to urge them to hold their local network television stations accountable for the amount and the quality of children's programs they broadcast; and be it further RESOLVED, That the California State PTA work closely with allied agencies and organizations in helping to provide current television viewing information and materials to its units, councils and districts; and be it further RESOLVED, That the California State PTA urge its units, councils, and districts to empower parents by promoting television literacy and critical viewing skills among parents, children and teachers wherever possible, to encourage the promotion of critical television viewing skills within the school curriculum. Continued on next page California State PTA, 2327 L Street, Sacramento, CA 95816 • 916.440.1985 161 Television Literacy and Program Accountability — continued BACKGROUND SUMMARY Television viewing has become a major factor in the life style of most families. Statistics reveal that in 1989, for example, the average child in the United States still spent more time watching television than any other activity except sleeping. Television's influence on children is a function of the length of time they spend watching and of the cumulative effect of what they see. For some children, the world shown on television becomes the real world. (American Academy of Pediatric News, April 1990) While much information and documented statistics have been published regarding the effect on children of television programming that places undue emphasis on sexual conduct, violence and unrealistic portrayals of lifestyles, the responsibility for taking action is usually placed on the need to work with television broadcasters, station managers and advertisers to change their methods and to redirect their goals. Over the past number of years, delegates to State PTA and National PTA conventions have adopted resolutions that deal with this issue. Today, however, the Children's Television Act of 1990 (Public Law 101-437) states that TV stations that do not comply with the provisions of the new law risk losing their licenses. For the law to be effective, citizens must make sure that its provisions are carried out. They cannot rely on corporate compliance or the oversight of regulatory agencies. In addition, the campaign for television literacy in the `90's seeks to encourage viewers—adults and children—to develop their own sensitivities to quality television programming. The intent of this resolution is to emphasize the continuing need to work in concert with those responsible for television programming, and to empower the California State PTA to urge its units, councils and districts to assist in promoting television literacy among parents so that parents and their children will be better able (1) to make intelligent choices and decisions regarding television viewing habits, and (2) to use the potential power of television in the most productive ways possible. California State PTA, 2327 L Street, Sacramento, CA 95816 •916.440.1985 A___'� tifAll l3F CillFnRNIA AUTHENTICATED ELECTRONIC LEGAL MAIMAL Senate Concurrent Resolution No. 73 RESOLUTION CHAPTER 158 Senate Concurrent Resolution No. 73—Relative to Blue Light Awareness Day. [Filed with Secretary of State September 19, 20€9.1 LEGISLATIVE COUNSEL'S DIGEST SCR 73, Pan. Blue Light Awareness Day. This measure would designate October 10 of each year as Blue Light Awareness Day in California. WHEREAS, There are over 80 million electronic devices with digital screens in the State of California; and WHEREAS, Screen time viewing with electronic devices exceeds over nine hours per day; and WHEREAS, The increased usage of, and access to, digital devices by young children and adolescents is an acute area of concern, as ophthalmologists, optometrists, and medical researchers continue to learn more about the short-term effects of increasing and cumulative exposure to artificial blue light on the developing human eye and mental health at a young age, along with long-term potential cumulative effects on adult eye health and mental development; and WHEREAS, The scientific community and recent studies have identified growing concerns over potential long-term eye and health impacts for all age groups from digital screen usage and cumulative blue light exposure emitted from digital devices; and WHEREAS, Blue light has been reported to cause visual discomfort in 65 percent of Americans; and WHEREAS, Blue light has been associated with possible harmful effects on retinal cell physiology linked to the high-energy, short wavelength in the narrow range of 415-455 nanometers; and WHEREAS, Cumulative blue light exposure from digital devices has been shown to disrupt sleep cycles by suppressing the natural release of melatonin and has also been Iinked to premature aging of the retina, which could accelerate potential long-term vision problems such as age-related macular degeneration, decreased alertness, and memory and emotional regulation impacts; and WHEREAS, Screen time can take a toll on vision health and comfort, leading to symptoms of digital eye strain and dry, irritated eyes; and WHEREAS, Given the growing body of research around the breadth and scope of potential eye and systemic health impacts related to blue light exposure, the State of California encourages citizens, particularly children, 97 Res. Ch. 158 —2 to consider taking protective safety measures in reducing eye exposure to high-energy visible blue light; now, therefore, be it Resolved by the Senate of the State of California, the Assembly thereof concurring, That the Legislature hereby designates October 10 of each year as Blue Light Awareness Day in California; and be it further Resolver!, That the Secretary of the Senate transmit copies of this resolution to the author for appropriate distribution. X 97 AMENDED 1N ASSEMBLY MARCH 24, 2022 CALIFORNIA LEGISLATURE -2021-22 REGULAR SESSION ASSEMBLY BILL No. 2408 Introduced by Assembly-Meml3erMembers Cunningham and Wicks February 17, 2422 An act to .. rnena Section 1632 o add Section .1714.48 to the Civil Code, relating toffs social media platforms. LEGISLATIVE COUNSEL'S DIGEST AB 2408, as amended, Cunningham. Gont ets., t_anslation .. Child users: addiction. Existing law, the California Consumer Privacy Act of 2018, prohibits a business from selling the personal information of a consumer if the business has actual knowledge that the consumer is less than 16 years of age; unless the consumer, in the case of a consumer at least 13 years of age and less than 16 years of age, or the consumer's parent or guardian, in the case of a consumer who is less than 13 years of age, has affirmatively authorized the sale of the consumer's personal information. This hill, the Social Media Platform Duty to Children Act, would impose on an operator of a social media platform a duty not to addict, as defined, child users and would, among other things, prohibit a social media platform from addicting a child user by any of certain means, including the use or sale of a child user's personal data. The act would authorize a person authorized to assert the legal rights of a child user who suffers injury as a result of a violation of the act to bring an action against a violator to recover or obtain certain relief, including a civil penalty of up to $25,000 per violation per calendar year. 98 AS 2408 —2 rr�r�ws�errerrrr_ _ . ■ - - - - mi - 111111101 . - - - - - - - -....... -- - - . . . . . . . . - -- - - , Or _ . : •iii dim- - --------------- I I mi. "41,11101111 1 1:201 Ll The people of the State o, f'California do enact as follows: 1 SECTION 1. This act shall be known as the Social Media 2 Platform Duty to Children Act. 3 SEC 2. The Legislaturefinds and declares all ofthefollowing: 4 (a) California should take reasonable, proportional, and 5 effective steps to ensure that its children are not harmed by 6 addictions of any kind. 7 (b) A broad diversity of psychologists and psychiatrists in the 8 field of addiction, as well as scientists, doctors, and other 9 researchers, acknowledge the existence of social media addiction. 10 (1) Research using the Bergen Social Media Addiction Scale, 11 a widely used measure of social media platform addiction, has 12 found that social media platform addiction has a prevalence across 13 the general population of about 5 percent. 14 (2) In people who became addicted, the brain's reward system 15 is more active when using social media than it is in the brains of 16 people who are not addicted. The result, according to health 17 experts and researchers, is compulsive and excessive social media 18 use. Gly -3— AB 2408 1 (c) There is growing evidence that social media platform 2 addiction is a particular problem, particularly among adolescent 3 children. 4 (1) The largest social media pla form company in the world's 5 own secret internal research validates both the existence of social 6 media addiction in children and that social media addiction hurts 7 children. As an example, in September 2021, The Wall Street 8 Journal published a series of articles referred to as "The Facebook 9 Files." Those articles, citing a trove of internal documents obtained 14 from Frances Haugen, a whistleblower, demonstrated the extent 11 to which Facebook knew that its platforms cause significant harm 12 to users, especially children. 13 (2) More spec fically, as revealed by Haugen 's sworn testimony 14 before Congress and the accompanying secret research she 15 revealed to The Wall Street Journal, "Facebook has studied a 16 pattern that they call problematic use, what we might more 17 commonly call addiction. It has a very high bar for what it believes 18 [problematic use] is. It [means] you self -identify that you don't 19 have control over your usage and that it is materially harming 20 your health, your schoolwork or your physical health." ... 21 "Facebook's internal research is aware that there are a variety 22 of problems facing children on Instagram, they know that severe 23 harm is happening to children." 24 (3) During whistleblower Haugen's sworn testimony to 25 Congress, she revealed that, when it comes to meeting the 26 platform 's addiction -like definition of 'problematic use": "Five 27 to six percent of 14 year olds have the self-awareness to admit 28 both those questions" that quay a child as having problematic 29 use. 30 (4) Five to six percent of Instagram's child users is millions of 31 children, certainly many thousands of which reside in California. 32 (d) Social media platform addiction is more acute in girls than 33 boys. 34 (1) Girls experience a higher prevalence of social media 35 addiction than boys. 36 (2) Girls who admit to excessive social media platform use are 37 two to three times more likely to report being depressed than girls 38 who use social media platforms lightly. 39 (3) A March 2020 presentation posted by Facebook researchers 40 to Facebook's internal message board reported that -66% of teen PI AS 2408 —4— I 4- 1 girls on IG experience negative social comparison (compared to 2 40% of teen boys) " and that "[a]spects of Instagram exacerbate 3 each other to create a perfect storm." 4 (e) The business models of some social media platform 5 companies financially motivate them to deploy design features that 6 increase the likelihood of addiction among all users, including 7 children. 8 (1) Instead of charging to sign up, social media platforms earn 9 "substantially all" of their revenue through advertising. 14 (2) The more time users engage with the platform, the more ads 11 users see, and the more valuable the advertising becomes. 12 (3) In this regard, addicted consumers are particularly 13 profitable because their consumption behaviorgoes beyond normal 14 engagement levels. 15 (4) User engagement does not distinguish between engagement 16 that increases because it is enjoyable and enhances health and 17 well-being and engagement that increases because of addiction. 18 In fact many users spend even more time on social media when 19 engaging with content that makes them subjectively unhappy or 20 objectively unhealthier. 21 (5) For these profit -driven reasons, social media platform 22 companies intentionally invent, design, and deploy features that 23 are intended to make it hard for users to stop using the platform, 24 including deploying techniques used in gambling and techniques 25 that mask or avoid cues that might prompt a user to stop using. 26 (f) Companies that market high-volume addictive products, 27 including tobacco, have a special incentive to addict young, 28 potentially life-long, consumers. 29 (g) Adolescent children are at far greater risk than adults to 30 becoming addicted to social media platforms. 31 (1) Adolescent children exhibit higher levels of stress and an 32 increased proclivity toward taking risks. 33 (2) During adolescence, children's reward systems develop 34 much faster, while their self=control systems, which are not fully 35 developed until 21 years of age, lag behind. For this reason, rates 36 ofbehavioral addictions are elevated in adolescence as compared 37 to adulthood. 38 (3) Social media pla form companies can use the data they 39 collect on children to determine which children are most likely to 98 2 3 4 5 6 7 8 9 14 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 44 -5— AB 2408 be vulnerable to a given ad, thereby exacerbating the risks of addiction. (4) As compared to adults, children are more susceptible to the pressures and influence of advertisements, less likely to recognize paid for content, and less likely to understand how data is used for these purposes. (h) Because their brains are still developing, children are at far greater risk of being harmed by social media platform addiction than adults. Addiction adversely influences the development of judgment attention, and memory in the brain. (1) Higher daily rates of checking social media platforms have been linked to a reduction in the volume of brain tissue that controls memory, emotions, speech, decisionmaking, and self-control. (2) For this reason, reduction in this kind of brain tissue is in turn correlated with higher impulsivity, something with which children and adolescents are already susceptible by dint of their youth. (3) Several studies have found links between spending time on social media platforms and rates of suicide and depression among teens. (4) Numerous studies show that reducing social media platform use results in mental health benefits. (5) Social media platform addiction can create a vicious cycle for shy and lonely youth. Discomfort with real-life interactions leads to internet interactions, isolation from real-world interaction causes loneliness, loneliness combined with social phobia motivate additional engagement online. (i) When social media platform companies create, design, implement or maintain features far users, including child users, on their social media platforms that the company knows or should know are addictive to children, they should be held liable for the harms that result. (1) Other addictions, including gambling addictions, have had a demonstrable negative effect on state economies. (k) California has a compelling interest in protecting the mental health of its children from social media platform addiction for, at a minimum, all of the following reasons: (1) To prevent needless suffering to California children and their families. 98 AB 2408 —6- 1 6- 1 (2) To ensure the capacity of all its children to fuNll their 2 potential and to reach normal goals for social and educational 3 achievement to the benefit of all Californians. 4 (3) To prevent the costs of treating mental health harms to 5 children from being incurred by and shifted to California families, 6 businesses, insurers, schools, and mental health professionals. 7 SEC 3. Section 1714.48 is added to the Civil Code, to read: 8 1714.48. (a) For purposes of this section: 9 (1) "Addict" means to knowingly or negligently cause or 14 contribute to addiction through any act or omission or any 11 combination of acts or omissions. 12 (2) "Addiction" means use of one or more social media 13 platforms that does both of the following: 14 (A) Indicates preoccupation or obsession with, or withdrawal 15 or difficulty to cease or reduce use of, a social media platform 15 despite the user's desire to cease or reduce that use. 17 (B) Causes or contributes to physical, mental, emotional, 18 developmental, or material harms to the user. 19 (3) "Child user" means a person who uses a social media 20 platform and is not older than 17 years of age. 21 (4) "Personal data " means information that identifies a natural 22 person or is linked or linkable to an identifiable natural person. 23 (5) (A) "Social media platform " means an internet service that 24 meets both of the following criteria: 25 (i) (I) The internet service is a means by which content is 26 generated by a user of the service, or uploaded to or shared on 27 the service by a user of the service, that may be encountered by 28 another user, or other users, of the service. 29 (II) For purposes of this subparagraph: 30 (ia) "Content " means anything communicated by means of an 31 internet service, whether publicly or privately, including written 32 material or messages, oral communications, photographs, videos, 33 or visual images. 34 (ib) "Content that maybe encountered by another user, or other 35 users, of a service" includes content that is capable of being shared 36 with a user by operation of a functionality of the service that allows 37 the sharing of content. 38 (ic) "Encounter" means to read, view, hear, or otherwise 39 experience content. 98 2 3 4 5 6 7 8 9 14 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 -7— AB 2408 (ii) The internet service is controlled by a business entity that generated at least one hundred million dollars ($100,000,000) in gross revenue during the preceding calendar year. (B) "Social media platform " does not include any of the following: (i) An email service, if emails are the only user -generated content enabled by the service. (ii) An SMS and MMS service, if SMS or MMS messages are the only user generated content enabled by the service. (iii) A service offering only one-to-one live aural communications. (iv) An internal business service that is an internal resource or tool for a business or nonprofit organization in which the services is not available to children in the general public. (v) A service, including a comment section on a digital news internet website or a consumer review of a product and service on an online commerce internet website, with functionalities that allow users to communicate only in any of the following ways: (I) Posting comments or reviews relating to content produced and published by the provider of the service or by a person acting on behalf of the provider of the service. (II) Sharing comments or reviews described in subclause (I) on a different internet service. (III) Expressing a view on comments or reviews described in subclause (I), or on content mentioned in subparagraph (A), by means of any of the following: (ia) Applying a "like" or "dislike" button or other button of that nature. (ib) Applying an emoji or symbol of any kind. (ic) Engaging in yes or no voting. (id) .Rating or scoring the content or the comments or reviews, in any way. (vi) An internet-based subscription streaming service offered to consumers for the exclusive purpose of transmitting licensed media, including audio or video files, in a continuous flow from the internet-based service to the end user. (vii) A service that operates for the sole purpose of cloud storage or shared document or file collaboration. (viii) A service that operates for the sole purpose of providing general or tailored internet search services. G3,9 AB 2408 —8— I 8- 1 (b) An operator of a social media platform has a duty not to 2 addict child users. A social media platform's duty not to addict 3 child users includes a duty not to addict child users by any of the 4 following means: 5 (1) The use or sale of a child user's personal data. 6 (2) The child user's engagement in the platform's products or 7 services, including through the use of notifications soliciting child 8 users to access those products or services, or permissions or 9 advertising related to those products or services. 14 (3) The development, design, implementation, or maintenance 11 of a design, feature, or affordance. 12 (c) (1) A person authorized to assert the legal rights of a child 13 user who suffers injury as a result of a violation of this section 14 may bring an action against a violator to recover or obtain any 15 of the following relief.- 16 elief15 (A) (i) Actual damages. 17 (ii) In a class action, the amount of damages awarded pursuant 18 to this subparagraph shall not be less than one thousand dollars 19 ($1,000) per member of the class. 20 (B) A civil penalty of up to twenty-five thousand dollars 21 ($25, 000) per violation per calendar year. 22 (C) Injunctive relief. 23 (D) Punitive damages. 24 (E) An award of litigation costs and no more than twice the 25 amount of reasonable attorney's fees to a prevailing plaintiff. 26 (F) Any other relief that the court deems proper. 27 (2) In an action pursuant to this subdivision in which the plaintiff 28 has shown, by a preponderance of the evidence, that the defendant 29 addicted a child in violation ofsubdivision (b), the defendant shall 30 have the burden of proving, by a preponderance of the evidence, 31 that the extent of the injury or injuries alleged in the action were 32 not, in whole or in part, caused or exacerbated by the defendant's 33 violation. 34 (3) (A) A knowing or willful violation of this section shall 35 subject the violator to an additional civil penalty not to exceed 36 two hundred fifty thousand dollars ($250,000) per violation per 37 calendar year 38 (B) A civil penalty pursuant to this paragraph shall not be 39 treated as an offset against an award of damages caused by the 98 -9— AB 2408 1 same knowing or willful violation in an action pursuant to this 2 subdivision. 3 (4) A social media platform that, before January 1, 2023, 4 developed, designed, implemented, or maintained features that 5 were known, or should have been known, by the platform to be 6 addictive to child users shall be liable far all damages to child 7 users that are, in whole or in part, caused by the platform's 8 features, including, but not limited to, suicide, mental illness, eating 9 disorders, emotional distress, and costs for medical care, including 14 care provided by licensed mental health professionals. 11 (d) An operator of a social media plat, form shall not be subject 12 to a civil penalty pursuant to subdivision (c) if, before engaging 13 in a practice that led to that violation, the operator did both of the 14 following: 15 (1) Instituted and maintained a program of at least quarterly 16 audits of its practices, designs, features, and affordances to detect 17 practices or features that have the potential to cause or contribute 18 to the addiction of child users. 19 (2) Corrected, within 30 days of the completion of an audit 20 described in paragraph (1), any practice, design, feature, or 21 affordance discovered by the audit to present more than a de 22 minimis risk of violating this section. 23 (e) The provisions of this section are cumulative to any other 24 duties or obligations imposed under other law. 25 (f) This section shall not be construed to impose liability for a 26 social media platform for content that is generated by a user of 27 the service, or uploaded to or shared on the service by a user of 28 the service, that may be encountered by another user, or other 29 users, of the service. 30 (g) This section shall not be construed to negate or limit a cause 31 of action that may have existed against an operator of a social 32 media platform under the law as it existed before the effective date 33 of this section. 34 (h) The provisions of this section are severable. If anyprovision 35 ofthis section or its application is held invalid, that invalidity shall 36 not affect other provisions or applications that can be given effect 37 without the invalid provision or application. 38 (i) A waiver of this section is unenforceable as void against 39 public policy. Gly AS 2408 -10 98 11— AB 2408 98 ::: or unseettred, for;. hottsehold pttrposes. ■ or other te'r.ml. 5 of tenancy eontract or agreement, for a period of month, covering6 ..other,• -. as a residenee. 8 (4) Notwithstanding paragraph (2), et loan or extension of eredi 9 for: ttse primarily fi5r: personal, famR)-, ot: hottsehold purposes in 1 whieh the loem or: extension- ; the provision 12 ._ on ntiess .-of�ssions Go .... 14 (eernmeneing with Seetion ... ) of the Finaneial Gode. 15 (5) Notwithstanding paragraph mortgage deseribed in Chapter 8 (commeneing with Seetion 1923) of 17 4 of Part 4 of Division 3-. 18 (6) A eontract or agreement,16 Statement19 charges, entered into for the purpose of obtaining legal se. m--Ol } when the personengaged- : law pttrmstiant to Ghapter:- 22 ... ) of Division 3 4 the Business and Pt:ofessiotts Go4e. 23 (7) A Rweelosttm _ eontfaet subjeet- 1.5 24 (eernmeneitig with Seetion ..of Ghapter 2 of Title._ 25 4 of Divisien 3. 26 (e) Notwithstamnding .:: :), for a loaft sttbjeet Gltaptef - .. :- 29 ihe delivery of a translation of the statement to the borrowe.r 1 required:• Section 10240: :. :. - 31 in any of - languages speeified in subdivision 32 CtMtLU;,t VI UrL%,er:nent was negotiated, is in eornplianee with 33 sttbdivisionjb�-. ■ - time and pittee wheFe a lease, sttblettse, -f rental .:: : : d-, 36 notiee in &" of the languages speeifie4 in sttb4Msiott ; 37 the eontmet or agreement was negotiate4 shall be provide4 to th 38 lessee or tettant. .._ 1 translation of the diselosures required by Regulation 98 AS 2408 12 98 ii iGode irt any i the langttages speeified 4 subdivision (b) in which the eentraet or agreement was negotiated-, prior to the executionof the contraeior '■ i" ■ deemed eompliance with the requirementsof . i ■ i " with regard7 _ ontmet or agreement. •"RegulationRegulation and ■of: tnterpretation pro ulgated by the Board 10 - - i - -i -System-- i 11 of - i i - offieialer employee-t�y awhorized . 12 the boardi isstie iftterprefatiens or approvals dealing - 13 _ i _ i _ _ leasing oreonsttmer lending, _ ■ • ■ 14 the Federal Trdth in Lending Aet, as ameticled (15 U.S.G. 15 1■ ■ As in this "supervised finaneial ■ (2) used seetion, organization" 17 means a bank, savings association as defined in Seetion 5102 of • the Finaneial Code, eredit on, or holding eompany, 2_ ■ *with S ■ - • Part 1 of!iv i sion- 21 ■ • ■ or 1 ■ 22 i • l ■ l • •• ■ i i- ■ --- - - - - i l ■ l • •• 23 4the Fittaneial Gode. 24 (f) At the time and plaee where a eonftet or agfeerneft 25 G - in paragraph e -- (2) i . i e i - (b) is exeettted—,a ■ netiee itt of the- i - - itt sttb4ivisiott- - 27 the eoneontmet i --negotiated T i - ■ i . i . • • displayed 2 person described. i■ i i ■ is required to provide a eontraet or ri the langua" 30 whmeh " contract or i or " 31 of the diselosures required by law in the language in which the 32 contraet or agreementnegotiated, 33 person d- -"G in stibdivision i does business at moire than one ■ 35 - with FeTeet to the ll-mat.-ml ff. brmaneh at whieh the- gtiag 36 in whieh the e-meteommet i - - - ¢ iied is used. 37 The term - - - -- - _ i i "agree -en i 38 meafts the doettmetit ereatitig the rights and obligations of th ■ 40 ehanges in the rights ■ obligations of the parties. 98 13 AB 2408 98 .. :: 4 purehases made pursuant 1 other revolving memoranda: .. on sale, or - • - does not inelude a horne ■ nt eentraet as defined in Seetions 7151.2 L _ and 7 4 5 10 -Busin dProfessions Gode, nor - oes it ineittde plans, 11 speeifieetions,i 1 1 ■ 1 be done and materials: be L witil 15 Seetion l ■ l ■ttsiness and . - f if the ho ■ :ment eontraet or : i 17 otherwise a part of a eontract described in subdivision (b). 18 Matters ordinarily incorporated by referenee in eontraets o i agreementS as deseribed in paragraph (3) of subdivision 11-11 20 inefttdng, but not limited to, rules and regulati ng -H 21 tenaney and inventories of to be provided 'by the person 22 - - - - in -ofinelttded in the term sttbdivision are nof 23 of "ageement.' 24 (h) (1) This seetion does not apply to any person engageti-ift 25 a trade or bttsiness who tiegotiates primarily in a language 26 than English, as deseribed in s4division (b), if the party wit -Ii. 27 whom that person is negotiating is a tmyer ef goods or servi 28 or reeeives a loan or extension of credit, or enters an agreemen ■ obligating that party as a tenant, lessee, or sublessee, or similarly 30 obligates the party by contract or lease, and the party negotiates 31 cryns 114he contraet, lease, oir other obligation through the 32 n interpreter. 33 in this "the s used sttbdivision, party's own inferpreter!! ■ mems a persott who is not a miner and w4to is able to spe—mic 35 fittently and read with fit'! tniderstanding both the English langtmge 36 - any 4the languages4th speeified in r : i i - in whieh the 37 eonfreet, leetse, or other :: : - negotiated, - who - s _ 38 employed by, or whese sefyiee is not made available throttgh, th ■ ■1A w111■lig■ r�� ■itt the tradeor ■ . 98 AS 2408 —14 n 98 :•element English language eq �. withottt tntislatien, names anti titles ef ittdMeIttal 4 other persons, addresses, brand names, tracle names, trade abbreviated designations- 6 make and model of goods or serviecs, alphanumeric e 7 numerals, dollar arnounts expressed 8 individual words or expressions Ilerally aeee 9 non English translation. it is permissible, but k 10 this tfmslation be signe4.- -- d 12 the English langttage shall determineobligatip the However,13 parties. - ; .• sttbdivisieti f was negotiated shall be admissible■ 17 no contraet was entered into beeause of a substfflntia� S (k) Upon a f�ilttre to Comply with the provisions ofthis see 20 the person aggrieved may reseind the contmet or agreement i 21 manner provided19 by this ehapter.;ntraef 4;5r a eonsi 22 eredit sale of eonstimer lease that hetsbeett so!4 and assigned 23 finaneial instittttion- ; this �ubdivisio 25 the person with whom the eonsttmer ma4e the eentretet 26 give netiee of reseission to the assignee. Notwithsta"ding f.h. 27 eoittraet was assigned withottt reeottr-se, the assignment . deemed reseinded, and the assignor shall promptly repurehas29 contract from the assignee. n 98 CALIFORNIA LEGISLATURE -2021-22 REGULAR SESSION ASSEMBLY BILL No. 2794 Introduced by Assembly Member Gipson February 18, 2022 An act to amend Section 38002 of, and to add and repeal Section 49007 of, the Education Code, relating to school safety, and making an appropriation therefor. LEGISLATIVE COUNSEL'S DIGEST AB 2794, as introduced, Gipson. School safety: deescalation specialists: pilot program. (1) Existing law authorizes certain fine and forfeiture moneys transferred into the general fund of any school district to be made available for specified purposes relating to the training of persons employed and compensated as members of a police department of the school district. This bill would authorize these moneys to also be made available for hiring and training of persons employed and compensated by the school district to serve as social workers, schoolsite counselors, emotional coaches, and deescalation specialists, training of community volunteers to serve as mentors and school climate coaches, and professional development of school staff in nonviolent deescalation training and techniques. (2) Existing law prohibits a person employed by, or engaged in, a public school from inflicting, or causing to be inflicted, corporal punishment upon a pupil. Existing law prohibits an educational provider, as defined, from using a behavioral restraint or seclusion in certain circumstances and prohibits the use of certain restraint and seclusion techniques. 99 AS 2794 —2 This bill would establish the School Deescalation Specialist Pilot Program under the administration of the State Department of Education to provide one-time grants to local educational agencies for the creation or expansion of nonpolice school safety programs. The bill would appropriate, for the 2022-23 fiscal year, $150,040,000 from the General Fund for the establishment of the pilot program. The bill would require the department to announce and post criteria for grants on its internet website on or before March 31, 2023, and award grants to selected local educational agencies before the beginning of the 2023-24 school year. The bill would require the department, by January 1, 2025, to submit a report to the appropriate policy and fiscal committees of the Legislature that evaluates the impact of the pilot program. The bill would repeal these provisions on January 1, 2026. The funds appropriated by this bill would be applied toward the minimum funding requirements for school districts and community college districts imposed by Section 8 of Article XVI of the California Constitution. Vote: majority. Appropriation: yes. Fiscal committee: yes. State -mandated local program: no. The people of the State o, f'California do enact as follows: 1 SECTION 1. Section 38002 of the Education Code is amended 2 to read: 3 38002. Moneys transferred into the general fund of any school 4 district pursuant to Section 1463.12 of the Penal Code may be 5 made available for the following purposes: 6 (a) The training of persons employed and compensated as 7 members of a police department of a school district, pursuant to 8 the requirements or approval of the Commission on Peace Officer 9 Standards and Training. 10 (b) The training of persons employed and compensated as 11 members of a police department of a school district in other public 12 safety skills, including, but not limited to, all of the following: 13 (1) First aid. 14 (2) Rescue. 15 (3) Cardiopulmonary resuscitation. 16 (4) Emergency medical technician training. 17 (5) Juvenile procedures. 18 (6) Specialized safety equipment. 99 -3— AB 2794 1 (c) The hiring and training of persons employed and 2 compensated by the school district to serve as social workers, 3 schoolsite counselors, emotional coaches, and deescalation 4 specialists. 5 (d) The training of community volunteers to serve as mentors 6 and school climate coaches. 7 (e) Professional development of school staff in nonviolent 8 deescalation training and techniques. 9 SEC. 2. Section 49407 is added to the Education Code, to read: 14 49047. (a) The School Deescalation Specialist Pilot Program 11 is hereby established, under the administration of the department, 12 to provide one-time grants to local educational agencies for the 13 creation or expansion of nonpolice school safety programs. 14 (b) For the 2022-23 fiscal year, the sum of one hundred fifty 15 million dollars ($150,000,000) is hereby appropriated from the 16 General Fund for the establishment of the pilot program. 17 (c) Grant funds shall be used for costs associated with creating 18 or expanding nonpolice school safety programs, including, but not 19 limited to, costs related to both of the following: 20 (1) Deescalation specialist salaries. 21 (2) Deescalation trainings for classified and certificated 22 employees. 23 (d) In administering the pilot program, the department shall do 24 all of the following: 25 (1) On or before March 31, 2023, announce and post criteria 26 for grants on its internet website. 27 (2) Before the beginning of the 2023-24 school year, award 28 grants to selected local educational agencies. 29 (3) Establish standard metrics to ensure consistency in data 30 collection. 31 (4) On or before January 1, 2025, submit a report to the 32 appropriate policy and fiscal committees of the Legislature on the 33 expenditure of funds and relevant outcome data that evaluates the 34 impact of the pilot program. 35 (5) Spend no more than 5 percent of the funds appropriated for 36 the pilot program on the costs of administering the pilot program. 37 (e) For purposes of this section, the following definitions apply: 38 (1) "Deescalation training" means any recognized program of 39 training or certification that provides instruction in restorative 99 AB 2794 —4- 1 justice, conflict resolution, community-based public safety, or 2 other nonviolent conflict resolution or public safety training. 3 (2) "Local educational agency" means a school district, county 4 office of education, or charter school. 5 (3) "Pilot program" means the School Deescalation Specialist 5 Pilot Program. 7 (f) This section shall remain in effect only until January 1, 2025, 8 and as of that date is repealed. W 99 A___'� tifAll l3F CillFnRNIA AUTHENTICATED ELECTRONIC LEGAL MAIMAL Assembly Sill No. 638 CHAPTER 584 An act to amend Section 5840 of the Welfare and Institutions Code, relating to mental health, and making an appropriation therefor. jApproved by Governor October 6, 2021. Filed with Secretary of State October 6, 2021.1 LEGISLATIVE COUNSEL'S DIGEST AB 638, Quirk -Silva. Mental Health Services Act: early intervention and prevention programs. Existing law, the Mental Health Services Act (MHSA), an initiative measure enacted by the voters as Proposition 63 at the November 2, 2004, statewide general election, establishes the continuously appropriated Mental Health Services Fund to fund various county mental health programs and requires counties to spend those funds on mental health services, as specified. The MHSA requires counties to establish a program designed to prevent mental illnesses from becoming severe and disabling and authorizes counties to use funds designated for prevention and early intervention to broaden the provision of those community-based mental health services by adding prevention and early intervention services or activities. Existing law authorizes the MHSA to be amended by a 1/3 vote of the Legislature if the amendments are consistent with, and further the purposes of, the MHSA. This bill would amend the MHSA by including in the prevention and early intervention services authorized to be provided, prevention and early intervention strategies that address mental health needs, substance misuse or substance use disorders, or needs relating to cooccurring mental health and substance use services. By authorizing a new use for continuously appropriated funds, this bill would make an appropriation. The bill would state the finding and declaration of the Legislature that this change is consistent with, and furthers the intent of, the MHSA. Appropriation: yes. The people of the Mate of California do enact asfollows: SECTION 1. Section 5840 of the Welfare and Institutions Code is amended to read: 5840. (a) The State Department of Health Care Services, in coordination with counties, shall establish a program designed to prevent mental illnesses from becoming severe and disabling. The program shall emphasize improving timely access to services for underserved populations. 94 Ch. 584 —2 (b) The program shall include the following components: (1) Outreach to families, employers, primary care health care providers, and others to recognize the early signs of potentially severe and disabling mental illnesses. (2) Access and linkage to medically necessary care provided by county mental health programs for children with severe mental illness, as defined in Section 5600.3, and for adults and seniors with severe mental illness, as defined in Section 5600.3, as early in the onset of these conditions as practicable. (3) Reduction in stigma associated with either being diagnosed with a mental illness or seeking mental health services. (4) Reduction in discrimination against people with mental illness. (c) The program shall include mental health services similar to those provided under other programs that are effective in preventing mental illnesses from becoming severe, and shall also include components similar to programs that have been successful in reducing the duration of untreated severe mental illnesses and assisting people in quickly regaining productive lives. (d) The program shall emphasize strategies to reduce the following negative outcomes that may result from untreated mental illness: (1) Suicide. (2) Incarcerations. (3) School failure or dropout. (4) Unemployment. (5) Prolonged suffering. (6) Homelessness. (7) Removal of children from their homes. (e) Prevention and early intervention funds may be used to broaden the provision of community-based mental health services by adding prevention and early intervention services or activities to these services, including prevention and early intervention strategies that address mental health needs, substance misuse or substance use disorders, or needs relating to cooccurring mental health and substance use services. (f) In consultation with mental health stakeholders, and consistent with regulations from the Mental Health Services Oversight and Accountability Commission, pursuant to Section 5846, the department shall revise the program elements in Section 5840 applicable to all county mental health programs in future years to reflect what is learned about the most effective prevention and intervention programs for children, adults, and seniors. SEC. 2. The Legislature finds and declares that this act is consistent with, and furthers the intent of, the Mental Health Services Act within the meaning of Section 18 of that act. 161 94 ARE THE KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE CHILD MIND �`- INSTITUTE PROJECT MAT= -SIAL INTRODUCTION ............... . ..........4 JENNIFER SIEBEL NEWSOM AND LISA LING PERSPECTIVE.... ... ...........7 DR. HAROLD KOPLEWICZ, MD, CHILD MIND INSTITUTE CHAPTER 1. THE COVID-19 CONTEXT. .................. 11 THE TEENS IN THE STUDY.............................................15 Ct�l���' ► Ft.�'1�111L11�L J C4;1.129*:4cm61:1111r;114401191►16]1►I-drkl CHAPTER 4. EXPANDING YOUR TOOLKIT ........ 41 A GUIDE FOR TEENS AND PARENTS 1=1»401111 k:l FIT 111= 1011yot:1ZQT�.►TI-MIAtC611 THIS REPORT IS MADE POSSIBLE BY CPP FOUNDING SPONSOR '.r^ -• IF N. 4k, [ ., a.5 _*2 iowlr?11� ,` GENERATION SCREEN Our research draws on in- depth interviews with 46 teens aged 14-17 from across California (including 14 with a diagnosed mental health condition), and week-long diary entries recording activities and mood from the teens and their parents. Social Isolation and Screen Saturation UNDERSTANDING ADOLESCENTS' LOSS AND HOW THEY ARE COPING Jennifer Siebel Newsom Lisa Ling In Alameda County, a teen helps her younger sister with homeschooling as her dad looks for work. In Sonoma County, an athlete wonders if he can still get a college basketball scholarship without a high school season. In Orange County, a girl simply misses her friends. These real-life accounts, shared in the California Partners Project's latest report, Are the Kids Alright? How Teens are Struggling with Loss and the Limits of Living Online, reveal just how much California's teens have lost while sheltering in place. The pandemic has also turned up the heat on a simmering problem: devices fill the space that used to be occupied with laughter and the general excitement of youth. As these adolescents fall asleep with their phones under their pillows, tragically their sadness, anxiety, and despair are mounting -- as is their dependence on the devices themselves. As working moms - First Partner and mother -of -four Jennifer Siebel Newsom and journalist and mother -of -two Lisa Ling - we have our own stories of life in quarantine. While we're grateful for the technology that ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 4 connects our kids to school and friends, we're dealing with the conse- quences. There's the exposure to inappropriate content on TikTok, the near -obsession with video games, the emotional breakdowns when they have to give up their devices, and the physical inertia from sitting in one place for so long. We also understand that kids and families across our state are experiencing this moment in vastly different ways. And for many families, screen overload is a less urgent worry than the economic and health concerns brought on, or exacerbated by, the pandemic. At the same time, our hearts ache for all kids whose lives have suddenly been forced online. As a cultural -change documentarian and an investiga- tive journalist, we're outraged that California's families find themselves in this position when there are still so many unanswered questions about the risks technology may pose to kids' brain health and bodies. The teens in our diaries named social media as a reliable mood booster - but also one of the top culprits for their feeling down. They rely too much on it, and that can be detrimental in ways their ever -plastic brains aren't developed enough to manage. As one boy told us, "My use of social media is to numb my feeling, not feel something else." We simply can't leave the fate of their well-being up to devices, apps, games, and social media. Well before the pandemic, troubling national statistics were climbing at the same pace as teens' use of smartphones - or, more accurately, palm - sized supercomputers. For the past decade, we've seen alarming increases in diagnoses, Problematic Internet Use, gaming addiction, other behav- ioral issues, and evenyouth suicide. Nowwe're learningfrom documentaries like Netflix's The Social Dilemma how much Sig Tech intentionally manip- ulates our attention. If we adults feel powerless against these techniques, our kids are even more vulnerable. Our partners at the Child Mind Institute have helped us to understand sleep and exercise as pillars of teens' well-being. The daily diaries teens and parents logged for our report show that device use is a true sleep dis- rupter, and exercise is unfortunately way down as a result of the pandemic. In order to solve for this, we must first acknowledge that our teens are being assaulted by both social media and devices. ARE THE IUDs ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 5 TEEN DIARY EXAMPLE 0 WHEN ASKED "HOW DID YOU FEEL WHILE SPENDING TIME ON SOCIAL MEDIA TODAY? A TEEN RESPONDED: DAY 1: "Fine because I only used DAY 4: "often, I checked it for no it to communicate with friends/ reason and I would be disappointed family rather than looking at every time nothing had changed peoples' posts." when I clicked on the apps." DAY 2: "Most times I felt okay, DAY 5: "I felt okay but when I was but I wasn't feeling great today away from my phone, or did not and communicating with people have internet or service connection, and watching TikToks did I felt anxious as if I was missing not help." something." As moms, we know that many of us blame ourselves for the daily strug- gles our kids are experiencing, so we want to call attention to practical recommendations for parents, caregivers, teachers, and other adults in kids' lives in our report, Are the Kids Alright? Included are tips to support kids right now, such as helping them recognize the warning signs of too much time online and ways to check in about their feelings and moods. Finally, we see this report as a call to action for tech manufacturers. And we believe California has not just an opportunity, but a moral obligation, to lead the nation on these issues. Given the real world's dependence on the virtual world, the tech industry must take responsibility for its impact. We're inspired by the young voices on these pages of kids who are doing their best to adjust to tough circumstances. And we owe it to them to act now - before it's too late, There is too much at stake, and we can't afford to lose a generation to the mental, emotional, and physical health pitfalls of too much time spent on social media and Video games. Jennifer Siebel Newsom, First Partner, State of California and Co -Founder, California Partners Project Lisa Ling, Journalist and California Partners Project, Board of Directors ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 6 Teen Mental Health AND SOCIAL EXPERIENCE DURING THE PANDEMIC Dr. Harold Koplewicz, MD, Child Mind Institute The coronavirus pandemic comes with a host of stressors that we have all had to learn how to live with: incredible loss of life, impossible compro- mises, isolation, fear, and anxiety. But it has been clear from the beginning that our teens, by virtue of their developmental stage and the specifics of life in the pandemic, are going through something unique. Time passes differently for teenagers. If time feels more precious to them, that's because in many ways, it is. The developing brain in adoles- cence is not geared towards future planning and reflection - it's about the present moment and heightened experience. They are more likely to take drastic actions to address their feelings - whether it's spending all night online, picking up a drink, or even making a suicide attempt. They are more likely to pick up bad habits or develop mental health symptoms because of the plasticity of the brain during development. The hyperresponsiveness of the teen brain extends to their social expe- rience. That's why peer pressure works during regular times - and why they respond so dramatically to social distancing. They are learning about the kind of person they are and developing social skills, values, and talents. Spending time with peers is critical to this development. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 7 All of these factors make up the unique experience of teenagers during the coronavirus pandemic, which is what the study from the California Partners Project set out to understand. The teens who participated in the study give a poignant and perceptive window into their experience. A 16 -year-old girl says she misses seeing classmates in the hallway and notes it's important to have passing acquaintances. Why? "Because you learn how to speak to different people in different ways" From my perspective as a child and adolescent psychiatrist, the biggest takeaways of this study are: • Our teens' feelings of loss for their social lives are real, deep, and significant ■ Adolescents are very aware that they are missing a key phase of identity development • Seeking to meet their social needs, they have turned to social media • The "all -Online, all - In the absence of the friends, sports, and other in-person activities that normally filled their days before the coronavirus, the thing we heard about most frequently was a deep reliance on social media and gaming. the -time" world of the pandemic means that parents and caregivers are more distracted themselves and less likely to accurately assess teen behavior In the absence of the friends, sports, and other in-person activities that normally filled their days before the coronavirus, the thing we heard about most frequently was a deep reliance on social media and gaming. While these can be excellent ways to feel connected to friends, the teens told us their time online wasn't always helpful. They would scroll mindlessly out of boredom - long past the point of enjoyment - and at the expense of sleep and physical activity, two things that we know are essential to staying mentally and physically healthy. They knew the coping mechanism wasn't working for them, but they didn't have a better alternative. As this report notes, several participants used the word "addicted" to talk about their app use. And they rationalize their behavior: "I know it's bad, but everyone's doing it" This should illustrate for parents how critical ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE it is for teens to be able to depend on them as role models, as protectors, and as trusted confidants during this unprecedented time. This report has several valuable suggestions for how parents, teachers, and other con- cerned adults can step up and help teens navigate this present and the uncertain future: • Acknowledge what has been taken away ■ Don't blame teens for their coping mechanisms • Know the signs of depression and anxiety • Be aware of the behavior you are modelling We shouldn't blame kids for their time spent online - who hasn't scrolled longer than what was good for them? - but we can try to help them become The most important recommendation in these pages is this: "We need to help ourselves and our teens recognize the warning signs and consciously choose healthier alternatives." more mindful users of tech- nology. We can model better tech usage for our children. We can help them become more attuned to how they are feeling and how their ac- tivities directly affect their thoughts and emotions. We can recognize that our children are looking for ways to build their identi- ties and shore up their self-esteem, and we can offer support. The most important recommendation in these pages is this: "We need to help ourselves and our teens recognize the warning signs and consciously choose healthier alternatives." Accompanying this report is a toolkit with ideas for parents and teens on how to set healthy boundaries and prioritize wellness. I hope the advice will serve you well during the pandemic and long after it is over. As a final note, I was heartened to learn that several of the teens in the study who had been diagnosed with a mental health disorder were able to fall back on the techniques they learned in therapy and found they were well prepared to cope with the challenges presented by COVID-19. Treatment can truly be transformative in the lives of children. If you think your teen might need extra support during this time, please don't be afraid to reach out for help. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 9 �_ r H A P T E R 0 N ■ THE COVIDW19 CONTEXT In March 2020, schools across California and the nation abruptly closed in response to COVID-19 and shelter -in-place requirements. Since that time, the lives of adolescents have been disrupted and reshaped in rapid and unprecedented ways. the Internet and electronic devices emerged as the platforms where social, educational, professional, and developmental activities take place. ARE THE BIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 12 Even before COVID-19 struck, 95% of teens had access to a smartphone device and typically spent multiple hours a day on a screen'. The fallout from a global pandemic has highlighted the extent to which online exis- tence is embedded and enmeshed with teens' experiences IRL. Parents know that the daily rhythms of life have altered in unimaginable ways for adolescents in California. Our study aims to help caregivers, edu- cators, and adolescents themselves understand what is happening beneath the surface so they can support and navigate the healthiest possible re- sponse and adaptations to the loss and changes of the COVI❑-19 era. While surveys from organizations as varied as the Centers for Disease Control and Prevention (CDC), Common Sense Media, and the 4-H2, among Our study aims to help caregivers, educators, and adolescents themselves understand what is happening beneath the surface, so they can support and navigate the healthiest possible response and adaptations to the loss and changes of the COVID-19 era. others, have demonstrated the general impact of COVID- 19 on adolescents, this study explores more deeply, in con- versation directly with teens, how they are coping with the disruptions, disappointments, and deficits they continue to face seven months into an altered reality. Guided by mental health experts at the Child Mind Institute and researchers at Material, this study explores how teens are coping under COVID-19 restric- tions and the impact of increased technology dependence on their mental health and general well-being. The emerging field of Problematic Internet Use and digital addiction remains under -researched and worthy of increased attention in the United States. The World Health Organization (WHO) has been convening experts since 2014 to examine the global health implications of excessive use of electronic devices. In 2018, the WHO led the way in recognizing gaming disorder, evidenced by addictive behaviors, in its International Class- ification of Diseases. This year, scholars suggest it is important for pediatricians to under - ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 13 stand how to screen their patients for Problematic Internet Use with a screening tool that broadly categorizes concerning behavior in three ways: Social Impairment, Emotional Impairment, and Risky/Impulsive Internet used The screening tool, the Problematic and Risky Internet Use Screening Scale (PRIUSS), may comprise some behaviors that parents are all too fa- miliar with now that teens spend such a large percentage of their waking hours on digital devices. The unprecedented nature of this time, including remote learning and the necessity of technology and virtual connectivity for teens to complete their schoolwork, make it critical that parents, educators, and policymak- ers understand how teens are coping with these uncharted realities. �1 ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 14 THE TEENS 1N THE STUDY Our findings are based on in-depth interviews between researchers and 46 teens, ages 14-17 who currently Iive in California, and complemented by diary responses from these teens documenting daily behaviors such as sleep, exercise, internet use, and corresponding mood. Of the teens we spoke to, 39% self-report as White, 15% as Black, 10% as LatinX, 18% as Asian, and 18% as mixed race. They live in 11 counties throughout California in both suburban and metropolitan areas. Emphasis was placed on recruiting participants who met a wide range of criteria, including varied household size and financial income, race and ethnicity, gender identity, and location. Although we were unable to match every metric to reflect the population of California, we aimed to capture the diversity of experiences of today's teens. Even before the pan- demic, the CDC reported that nearly one -in -five youths suffered from a mental health disorder; these rates have increased There may be a connection between teens with diagnosed mental health challenges and increased risk for unhealthy tech habits. For this reason, we oversampled teens who have a diagnosed condition to understand if these individuals were experiencing the disruptions of COVID-19 differently than their peers. over the past decade. Experts have noted that there may be a connection between teens with diagnosed mental health challenges (e.g. ADHD, de- pression), and increased risk for unhealthy tech habits4. For this reason, we oversampled the teens who have a diagnosed condition to understand if these individuals were experiencing the disruptions of COVID-19 differ- ently than their peers. Of the 46 teens we interviewed, 14 have a diagnosed mental health condition. In an effort to understand how parents and guardians perceive the well- being and behavior of their teens, we also had one caregiver of each teen participant complete a week-long diary, and we compared the adult re- porting with the reported lived experience of the teens. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 15 C H A P T E R T W ❑ ■ KEY FINDINGS KEY FINDINGS Teens are experiencing a tremendous loss due to school closure and social isolation 2 There's limited opportunity to do the "work of adolescence" and form their identities 3 Social media and gaming have become the main way to meet their social needs 4 The extent of tech use and its impacts aren't obvious, even to those closest to teens ARE THE BIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 18 What many teens initially embraced as a short, unexpected school break has become an extended trip to new territory, with no return ticket. It is a trip that requires navigating friendships, family, school, media, social media, and self-identity without a compass to guide them. And it's a trip that is plagued by loss. ARE THE BIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 19 Teens are responding in the best ways they know how. With limited access to friends, sports, and activities that in-person schooling typically facilitates, they are increasingly turning to social media and gaming to avoid feelings of boredom, sadness, and depression, That's not surprising, since studies from such organizations as Common Sense Media have shown the benefits technology can provide: when teens engage with peers on social networks or play multiplayer video games, they often feel socially connected and like part of a community. The teens in our study identified scrolling through social media as a reliable mood booster. But those same diaries also identified social media use as a top contributor - second to online school - of negative moods. Our teens are coping, but we can help them do so even more. This study points out Iessons we can learn, and we follow the findings with sugges- tions for where we can go next. With the right tools, parents and teens can positively impact teens' social and emotional development during this critical time in their lives. 1. TEENS ARE EXPERIENCING A TREMENDOUS LOSS DUE TO SCHOOL CLOSURE AND SOCIAL DISTANCING School acted as a stabilizing force with structure and social aspects that STAGES are no longer available. Teens missed milestones that they'll never get OF GRIEF 1. Denial back. When they talk about these losses, teens describe an evolution of 2. Anger feelings since March, including denial, anger, depression and, for some, 3. Bargaining finally the acceptance that this is the way it's going to be for a long time. 4. Depression 5. Acceptance RECOMMENDATION: WE NEED TO GIVE THEM SUPPORT, AKIN TO SUPPORTING THE STAGES OF GRIEF. "I definitely miss being able to be at school. And seeing not just friends but acquaintances. I think there is a level of importance in having acquaintances because you learn how to speak to different people in different ways." Age 16, Alameda County ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 20 4a Z. THERE'S LIMITED OPPORTUNITY TO DO THE "WORK OF ADOLESCENCE" AND FORM THEIR IDENTITIES Sports, clubs, theater, and arts provide kids the ability to find and indulge TYPICAL WORT( passions, meet different people, and develop new friend groups as a way to OF ADOLESCENCE Asserting and build identity. The cancellation of these activities has left behind a deep exploring their loss of both the day-to-day experience of these activities and the expected independence life -defining moments they often provide. and developing individual identity RECOMMENDATION: WE NEED TO HELP THEM DIFFERENTIATE AND DEVELOP IDENTITIES WHILE IN ISOLATION AND ONLINE. A111111116- I,- ARE THE BIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 21 3. SOCIAL MEDIA AND GAMING HAVE BECOME THE MAIN WAY TO MEET THEIR SOCIAL NEEDS TEENS' MENTAL Each teen has their own way Of dealing with their emotions in the time of HEALTH COVID-19. They have built toolkits for dealing with this crisis and those TOOLKITS INCLUDE- toolkits are mostly filled with tech. Social media, texting, and video chats • Social media with friends were mentioned by everyone we talked to; however, most say • Gaming that it doesn't replace in-person connection. (mostly bays) • (mos Others, especially those who have been diagnosed with a mental health TextFaceTiming condition, are finding non-tech ways to feel better or fight off their with friends boredom, like hikingwalking, creating art, and cooking. And sleeping g •Cooking • Sleeping lots of sleeping (especially for girls and diagnosed teens), In some ways, • Being active teens who have been in therapy may be better equipped to recognize and outside respond to acute emotional challenges. • Painting, sewing, drawing What Contributed to Teens' Positive Mood (mostly girls) CHATTING BEING WITH SCROLLING BEING GAMING WITH FRIENDS FAMILY THROUGH OUTSIDE OR SOCIAL MEDIA EXERCISING What Contributed to Teens' Negative Mood SCHOOL, OTHER SCROLLING BEING WITH GAMING ONLINE OR THROUGH FAMILY IN-PERSON SOCIAL MEDIA SOURCE: Child Mind I n stitute/M i ndLogger. A total of 42 teens and 33 parents completed the survey. The graphics in this report aggregate their responses. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 22 Teens check their apps for any new "news" and then find themselves mind- lessly scrolling, no longer engaged, but unable and unwilling to stop. TikTok is the go -to as it's the online version of what they're missing offline - it's part entertainment, part community/support, and part education/ news... and it has a seemingly endless supply of content. "I've been using TikTok a lot recently because it's mindless lkl� and you can scroll through it for hours without feeling like you've been there for more than 15 minutes." Age 15, San Francisco County Even as they say they suffer headaches, poor sleep, and exhaustion, teens feel the consequences of being "addicted" to their phones and social media as too mild to matter or warrant a change in behavior. However, these times of instability and emotional frailty can be breeding grounds for the development of destructive habits. "Sometimes the phone hits me in my face so I must fall asleep with it in my hand" -Age 15, LA County RECOMMENDATION: WE NEE❑ TO HELP OUR TEENS RECOGNIZE THE WARNING SIGNS OF TECH OVERUSE AND CONSCIOUSLY CHOOSE HEALTHIER ALTERNATIVES. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 23 4. THE EXTENT OF TECH USE AND ITS IMPACTS AREN'T OBVIOUS, EVEN TO THOSE CLOSEST TO TEENS Teens are spending more time online than ever, and parents' restrictions and monitoring hours, during which teens are simultaneously gaming and posting or scrolling on social media, are confounded by the fact that many of these hours are spent in class and doing homework. RECOMMENDATION: WE NEED T❑ PROVIDE PARENTS WITH TOOLS T❑ EASILY AND ACCURATELY UNDERSTAND TEENS' ONLINE BEHAVIOR. ARE THE BIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 24 C H A P T E R T H R ■ DETAILED FINDINGS For many, the idea of no more school was like a dream come true: no more getting up early, no more long commutes to school by public transportation or shared ride, no more homework, no more teachers. But the novelty wore off quickly. ARE THE BIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 26 1. TEENS ARE EXPERIENCING A Uzi I►It 1 i][Iiil711:2 lriijh:1�11] !sImf+r:[�I�]� [441191-1111:1 W.10115:91411=14 i] Ptr;101411L 10 The appearance of the virus meant not only no more school, but no more physical interaction with people outside their households. Teens' visions of hanging out with friends whenever they wanted vanished. Though many are valuing their parents and siblings for the physical contact they offer, they sometimes long for a little less togetherness with them and more contact with friends. Some of the teens we spoke to also mentioned family members and friends of the family who had become sick or lost their jobs. For those whose home life is less stable, the pandemic has strain- ed their sense of security and "At first, it was this cool thing. We areas going to school. I remember the first few days I was still seeing people. I'm not going to get the virus from these people. It was such a far-off thing in my community." Age 97, Sonoma County comfort. However, they were reluctant to discuss economic or health impacts, even when pressed, focusing instead on missed milestones and school. Predictably, teens miss the social interaction they got from actually . "When it first started, when I heard we were not going back, it was pure shock. We were not able to see friends and go certain places and travel. It ruined my summer. With anger comes sadness" Age 16, Sonoma County being in school, but most feel they are staying in contact with their closest friend groups through text, social media, or video chat. What is surprising to teens is how much they miss the serendipitous encounters with classmates, saying hello to people whose names they may not know but who they see at every passing period in the school hallways. And, as appealing as "no more teachers, no more books" is, the reality of a less rigorous curriculum concerns students. Teens worry their educa- ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 27 tional opportunities are being forfeited. Juniors and seniors wonder if their classes will be valid for college credits if they are online, how spring se- mester 2020 pass/fail grades will affect their GPAs, and whether they will miss out on scholarships. Many are concerned that when they do go back to "real" school, their academic muscles may have atrophied during shel- ter -in-place, making learning and a � V "I'm learning a lot less. It doesnt schoolwork much harder. bode well for the future, but I just As the teens talked about their do the best I can." Age 15, Sart Froncisco County emotional journeys since March, it sounded a lot like the stages of grief. denying the virus was "that bad;' feeling angry they were missing events they were counting on, and being depressed about lost experiences and time. Teens with better mental health toolkits seem to reach accep- tance sooner - often they are older, have been to a therapist, or have had to shoulder family burdens at a young age, giving them experience with hardship. (Though bargaining is one of the stages of grief, it wasn't raised I- f th hd d CAPTURING THEIR MOOD Teens were shown a series of emajis and asked to circle which ones hest described how they are feeling. Y any o e researc particlpants an so Is not a - dressed here.) • 'r ` - Denial was observed across the board. It was easy • • _ •rtir < < r , .. for some because they weren't personally affected by the virus; it seemed to be happening to others. Even for kids whose parents or family members lost jobs or were sick, or whose homes were overly cramped with everyone vying for space to work or go to class, the impact wasn't discussed, even when prompted. Given that the teens we talked to had different family situations and responsibilities, could it be that the changes due to COVID-19 were relatively manage- ' T able compared to what they are used to dealing with? Or that their family systems do not allow for complaining about circumstances? But for others, there was no denying the fragility COVID-19 revealed. Some teens who suffered from depression and anxiety before the virus struck found their usual toolkits of coping skills, like getting together with ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 28 family and friends, taken away. Opportunities to clear their heads by ob- serving people being happy, interacting with others, and having activities that allowed them to focus on things other than their own worries were no longer available, While all the teens in the study felt some level of anger, it was most sharply felt by those for whom missed milestones meant missed opportunities: not getting a driver's license, no Homecoming dance, no sports seasons (meaning potentially lost scholarships for college), and no concert or theater performances to show off all their hard work. Even those finding some freedom in "I was angry that sports and my whole life stopped with the pandemic... It's our junior year in high school and that's one of the most important, especially for sports. We haven t been able to go to tournaments. College coaches are not traveling:" Age 96, Sonoma County household duties being lighter were angry because they finally have time to be teenagers and there is no one to hang Out with and no place to go. Depression - expressed as being sad, bored all the time, or feeling really lonely - is common among both teens diagnosed with depression or anxiety and those without a formal diagnosis. Teens cite sleeping more and scrolling endlessly on social media, even while they are attending online classes, essentially being half -absent from school due to multitask- ing. Every day is the same. There's nothing to look forward to. For some teens, moving on to "I started getting into art again acceptance is positive and re - and going back to painting and flects hope. They are finding new drawing was really good:' Age 95, Orange County hobbies, keeping better sleep schedules, and discovering they enjoy having a schedule when it is self -set. Several of these teens were those diagnosed with mental health issues who found they are able to use some of the techniques learned in therapy to make this time one of self - growth and self-discovery. These teens also tend to be older and have a keener sense that short-term milestones won't affect long-term plans. Other teens also got to acceptance, but instead of being a positive step ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 29 forward, it represents resignation. They are waiting out the virus and have created a space at home where they can make their environment comfort- ing until the all -clear is sounded. These teens seem more fearful of the virus, though few expressed any direct personal experience that made them so. They are aware of current events and feel pessimistic about the "But once this started to happen, I kind of accepted that it's kind of direction in which the U.S. is going in terms of getting COVID-19 under control or calming the po- just another year of school and it's going to be litical furor they see on the news. different and more difficult in some ways and Each teen we spoke to was at a easier in others" Age 15, San Francisco County different place on this emotional journey. Those stuck in the earlier stages are usually younger teens whose vision of what high school would be has not been realized. Some are freshmen who feel little difference from being in 8th grade because school is online, and they haven't physi- cally attended class in high school yet; or, they are sophomores who were looking forward to using this year to rebrand themselves from who they were as freshmen, but are unable to do so because school isn't in-person. These short-term goals were dreams for the younger teens, and they are having a difficult time getting to acceptance. New -Found Distractions 0 XT►_IN1214-1111011N0 PAINTING, DRAWING, WRITING SEWING, COOKING FOOTBALL, TENNIS SOURCE: Child Mind Institute/MindLogger Missed Milestones SCHOOL DANCES DRIVER'S LICENSE ARTS PERFORMANCES SPORTS TOURNAMENTS ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 30 2. SOCIAL MEDIA AND GAMING HAVE BECOME THE MAIN WAY TO MEET THEIR SOCIAL NEEDS Many teens were looking forward to a year of defining themselves through the sports they play, academic achievement, current friend groups, and activities they participate in. With these elements of school taken away, they have lost opportunities that would help shape their identity as they grow into themselves. The theater kid who had finally landed the lead role in the school play is no longer performing. The aspiring soccer player, hoping to get a scholarship as a way to go to college, is left in limbo. Students "[I miss] making new friends, because my sister and I went to a new school so I was focused on meeting new people, but we didn't get to do that." Age 15, San Francisco County who had strived to make great grades are now uncertain about the impact of those grades given the lack of standardization and are wondering how they will further distinguish themselves. The teen mourning his daily pos- itivity infusion can no longer start the day at "the coolest lunch table" These are supposed to be the years during which teens are asserting their independence and developing individual identities. Instead, they are swimming in a sea of screens and sameness. Teen Multitasking During Online Learning All respondents said they used other apps and devices while in class. Here's what they did. GAMING FACETIMING ■� ONLINE SHOPPING INSTAGRAM SNAPCHAT TEXTING OTHER TIKTOK OTHERS CLASSWORK SOURCE; Child Mind I nstitute/M in d Logge r. Based on daily diary entries by 42 teens. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 31 211 J aj� I, W44,1216WW0194-111W_WILUN:r1-:0•1►mUTIr"1_r�r1,� TOOLKITS - AND SOME ARE HEALTHIER THAN OTHERS Prior to COVID-19, many teens relied on friends they saw in person to stay on an even mental health keel. With the emergence of COVID-19 in their lives, teens' primary go -to tool for helping them feel better needed to be adjusted. They have built toolkits to help them deal with this crisis, but their tools of choice mostly consist of devices. When we dug into the dif- "My friends were my solvers. I'd go to them and they'd be so sup- portive. When I asked for something one of my friends would have it. If I was sad and wanted ferent devices they were using, phones were reported as widely available. Not all of the teens had access to a private laptop, which created a disadvantage: school - chocolate, they'd have it and know exactly owned laptops tended to have what to do. They make me happyfirewalls, which limited their access to many apps and sites. Age 74, Orange County Teens began using different social media apps to fill the void of being without friends. If they need a quick laugh, they go to TikTok; if they need to feel connected, they Snapchat or text their friends; if they want to get lost in a storyline, they'll binge - watch a favorite TV show or play a video game. What teens have in their toolkits often varies by gender, girls tend to reach out via text to connect with friends, whereas boys' tendencies lean to getting absorbed in activities to keep their thoughts in check. Though teens use technology to "Being out in public and around w other people every day, I think that would positively affect my mood. Since COVID we've been quarantined and not been able to be around strangersAhat's the main thing that's affected me. The social aspect of everything." Age 17, San Mateo County ensure they are rarely ever out of reach of their friends, they still prefer to see them in person. Even the teens who aren't eagerly anticipating physi- cally going back to school want to choose when and how they see their close friends. As with casual school encounters, teens look forward to being able to ARE THE IUDs ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 32 move about with the flow of people in their neighborhoods and Cities, and just enjoy being a part of humanity. They are free to observe people and feel connected to and be inspired by them, even if they don't know them. The randomness of meeting new people with different experiences to share has been taken away and replaced by mostly curated "For You" expe- riences from apps like TikTok, Instagram, and YouTube. Teens miss this type of exposure to diverse people as it served to recharge them in a way being with friends and family "TikTok is a good pass time, but it definitely doesnt make quarantin- doesn't -there is no commitment ing better, I'd rather be with my friends" required. Age 17, Alomeda County On the occasions when their consciences - or their parents - tell them to get off their devices, teens (es- pecially those who have not been diagnosed with a mental health condition) are finding that walks outside, creating music, and making art let them escape from feeling too wrapped up in their anxious or depressed thoughts. Many of the teens in the study diagnosed with mental health issues have been keeping up with their therapy appointments virtually and are using the skills taught there to help keep their anxiety down. Teens are working on keeping themselves stable by grounding themselves through activities "A walk is for my mental health and taking a breath such as touching their own arms and setting and adhering to alerts that remind them to put down their phones. and relaxing:" Age 17, Alameda County Families are also playing a larger role in how teens are feeling and dealing with the pandemic. For teens in financially stable homes, spending more time with their parents for meals, movie nights, games, and discussions about what is happening in the world - from COVID updates to election news - are occurring on a regular basis. These teens often have their own rooms to be in and feel like their homes are safe spaces. For those whose home life is less stable, the pandemic has strained their sense of security and comfort. These teens are attempting to maintain a feeling of normalcy while things around them are off -kilter: parents are ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 33 online trying to find jobs, working from the same table where a child is doing homework; a parent who works at a grocery store tells stories about customers who yell at her because they have to wear a mask; or they're changing homes in the middle of the pandemic. For teens in these circum- stances, trying to find some time away from family is often a goal. TEENS' ENGAGEMENT WITH TECHNOLOGY AND SOCIAL MEDIA IS A CONSTANT SEDATIVE When teens first reach for their phones, they are prompted by a desire to to see what new thing has been posted on TikTok, communicate via text, Instagram, and Snapchat, or to find a half-hour of content to keep them entertained as they wait for some- thing else to happen. But when asked what keeps them scrolling mindlessly "TikTok is the one I spend the most time on because it has stuff' on their phones, their answer is I actuallywant to watch. If I dolt have any - "boredom" They readily admit they thing to do, TikTok's the obvious place to go:' are not paying attention as they scroll Age 14, Son Mateo County through post after post, but many view the only alternatives as either taking a nap or going to sleep earlier at night. (Sleeping is mentioned more by girls and diagnosed teens.) With other options rarely on the table, social media scrolling is the default. Amount of Physical Activity Reported Over One Week 8 2.8% V V 0�..5 a a VIGOROUS MODERATE LITTLE TO NONE SOURCE: Child Mind Institute/M indLogger. Based on 255 responses by 42 teens. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 34 Teens' emotional engagement curve when they open an app starts high and then quickly descends to a long flatline of boredom. Similarly, teens reported they felt connected when actively texting or chatting with someone, but that sense of connection steeply dropped off to become one uwvv ,,,,wm.•gaf rve �ry� s 9 ���""�' .."-' O C1 easy a^�„9""" . min tes - � � �� z ad Icting hea0a�h�� i oto k a days € m ac -now lot„ cp pO3� r,A`■ P �GG � � p+x�ur 014. >cn ,�.twddeletedfeel you � � , �..� I W ­ §scroll � Thor. 4 lal rs ._ r^�e is g t Tin instagramw' a. ate• ,..y u ss rsdle s— 2 1 In se to u 10 of feeling lonely when the exchange ended. The satisfaction achieved by logging in or communicat- ing online is short-lived. The go -to app, especially for girls, is TikTok. It's the one they check in the morning to see what they missed overnight and the one they go to when online class isn't holding their attention. Teens turn to TikTok when they need a quick "hit" of funny, want to see what's trending, or get inspiration from the community. TikTok's "For You" section gets teens caught up in its personalized stream of entertainment. Whereas other apps let users know when they're up to date, TikTok provides them with endless content. Teens are fully aware the content is geared to keep them "on" but they don't care, even when the app tells them they should take a break. If TikTok has the content, they will consume it. OF TECH OVERUSE, BUT DON'T SEE A NEED TO CHANGE HABITS Several teens proactively used the word "addicted" when they talk about their relationship with technology and apps, and they speak like addicts rationalizing their needs: "I could quit, but I don't want td' or "I know it's bad, but everyone's doing it" In fact, everyone in their lives is on a device, so it's hard to change habits when those behaviors are reinforced around them. Some teens have set alerts on their phones to let them know when they've been on long enough. While some abide by their self -regulations, most ignore there and just keep on scrolling. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 35 Some go so far as deleting their social media apps every day to keep their parents' prying eyes away or because they aren't supposed to have them, but most add them right back the next day. So, though they have mechanisms to help monitor their screen usage, they don't want - and are "I get the notification and think I really should stop being on the Internet and give myself screen breaks a lot more. I get a notification telling me how much screen time I've been on for the week and it tells not compelled - to do it. Teens have heard that spending so much time on screens is bad for them. When prompted, they'll tell you about some of those negative effects: they speak of feeling beat me I need to get off." Age 17, Orange County up when they wake after a long day and night of screen time and of headaches after staring at the phones. They mention exploring blue -lens glasses to help with headaches and burning eyes. But in the end, they believe the stakes are low and the consequences are minimal, so they go back to their screens as soon as they get the urge. A Majority of Teens Reported Poor Sleep Patterns SLEEP WITH MY PHONE IN THE ROOM � r+ SOCIAL MEDIA IMPAIRS MY ABILITY TO SLEEP I GO TO SLEEP STAY ON PHON E LATER THAN ONE- HOURS PRE-COVID-19 AFTER BEDTIME SOURCE: Child Mind Institute/MindLogger. Based on daily diary entries by 42 Teens. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 36 EJ 4. THE EXTENT OF TECH USE AND ITS IMPACTS AREN'T OBVIOUS, EVEN TO THOSE CLOSEST TO TEENS For many parents, monitoring and limiting screen time may feel hypocrit- ical. Their teens may even tell them it is. A study by the Pew Research Centers shows that 68% of parents say they sometimes feel distracted by their phone when spending time with their kids - so teens multitasking is something they see as fairly natural. Additionally, in our study, parents reported their teens' screentime, and teens self-reported the same information with significantly different results, reinforcing the notion that parents are out of touch with how much time their kids spend online. This isn't a judgment; far from it. These days, it's nearly impossible to distinguish between when kids are online for good reasons and when screens are being used as a digital pacifier. WIN ARE THE BIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 37 PARENT DIARY RESPONSES "We need help!" "I get worried about how to keep her entertained and not rely on social media for entertainment." "He plays a lot of video games and claims the games make him happy. [He's] just on-line school, game, TV, eat... days after days:' "I worry — he stays in PJs and seems generally unenthused about everything except food and video games. I told him to get half an hour of sun and he jokingly said, `it's scary outside." ARE THE BIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 38 "He is playing games with his friends online — I HATE IT — but he is a social kid and he seems to never tire of it:' "Online school continues to be a high concern, filled with negative comments and slight frustration with the current school. system." "We keep imploring him to get out, get sun and Vitamin D and exercise. I dont get a ton of support from my husband on this, so I'm the `NAGatld but we do try to do this at least once a week together." ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 39 FOOTNOTES 1. Pew Research Center, May 2018, "Teens, Social Media & Technology 2018" https://www. pewresea rch.o rg/i me rnet/2018/05/31 /teen s-soci a 1-m ed ia- tech nology-20181 This captures data for ages 13-17. 2. CDC: https://www.cdc.gov/nchs/covid19/pulse/mental-health.htm Common Sense Media: https://www.commonsensemedia.org/sites/default/ files/u lop ads/pdfs/2020 surveymonkey-key-findings-toplines-teens-and- coronavirus,pdf 4-H: https://4-h.org/wp-content/uploads/2020/0614-H-Mental-Health- Report-6.1.20-FI NAL.pdf. 3. D'Angelo J, Moreno MA, May 2020 "Screening for Problematic Internet Use." Ped iatrics. 1 45(Su p pl 2):5181-5185. 4. Kimball, H. and Cohen,Y., 2019. Children's Mental Health Report: "Social Media, Gaming and Mental Health." New York: Child Mind Institute. •// childmind.org/downloads/2019_Childrens_ Mental Health Report Full.pddf 5. Pew Research Center, March 2020, "Parenting Children in the Age of Screens." https://www.pewresearch.org/internet/2020/07/281 arp enting= children -in -the -age -of -screens/ ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 40 H A P T E R F D U ■ EXPANDING YOUR TOOLI CHILD MINe f[ PROJECT 0 INSTI=E A GUIDE FOR TEENS 110011111:1aIIamoll O►:►:111610W00111aI LVA 1►ECK*]IIIIII a SLEEP, PHYSICAL ACTIVITY, AND MINDFULNESS Daily exercise and achieving a good night's sleep are interconnected. The challenge of disconnecting from tech is real. It requires patience without self judgement. Building up the skill of staying in the moment will help you manage your mental health. You can do this! SLEEP PRIORITIZE SLEEP, You should get at least nine hours of sleep every night, but many teens are sleep --deprived. Getting enough sleep improves your ability to concentrate, maintain a good mood and healthy weight, and even improves the quality of your skin. Sticking to a bedtime routine that is screen -free, and staying away from devices overnight, promotes a sense of peace and calm in your life and lets your brain fully recharge. If you have difficulty falling asleep, try this: ■ Aim for consistent sleep and wake times • Keep your room a comfortable temperature • Keep lights lowered during the evening • Avoid sugary drunks, caffeine and heavy meals near bedtime • Exercise each day; even 10 minutes of physical activity a day boosts deep sleep I: ainV&I[o1.►W.[4aI►►►kWA KEEP MOVING. Try to engage in an hour of moderate physical ac- tivity every day to keep your mind and body feeling good. If going to the school gym, swimming or playing with your sports team are not possible during COVID-19, let's get creative! Find new ways to be active with a friend, or better yet just get off the couch and get moving. ARE THE IUDs ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 42 CHILD MINI f[i l PROJECT 0 INSTITUTE There are a ton of free and fun lessons online to keep you active. Here is a sampling of dance and workout videos to get you started: Hlphop *Bollywood African Dance ar1q& 0 KPop Reggaeton � Home Workout EXERCISE AND SLEEP GO TOGETHER "For athletics, six hours of sleep or less decreases your time to physical exhaus- tion by 10-30%, relative to eight hours of sleep (e.g., if you trained for a 10K run, you're done by 7K, rather than 10K). A lack of sleep decreases aerobic output and decreases peak muscle strength, including jump height and running speed. Additionally, a teenager is 30% more likely to get injured during a sports season when they are not getting the recommended amount of sleep each night." -Dr. Matthew Walker, Professor of Neuroscience and Psychology at the University of California, Berkeley, and Founder and Director of the Center far Human Sleep Science . -.► s 4ft ■ A 41, 01, eta ARE THE BIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 43 CHILD MINe PROJECT 0 I NSTI=E ray I►►►IIIlk 19111141 1W IF SPENDING TIME ONLINE IS CAUSING YOU STRESS, the usual advice is to unplug. While that's good advice, it's not very realistic, especially during a pandemic when we are all doing a huge amount of our socializing on screens. ]ill Emanuele, PhD, a Child Mind Institute psychologist, recommends trying mindfulness to make the time you spend online (and offline) happier. Mindfulness is a technique for living in the moment, without judgment. It helps you become more aware of what is happening around you and how you feel. It also gives you a way to reflect on what you're doing, which can be hard when you're scrolling around online. You can use mindfulness as a tool to manage your emotions and your stress levels. NOTICE YOUR THOUGHTS AND FEELINGS. Take time to consider how you feel and what you think when you're using tech. Dr. Emanuele recommends asking yourself: How am I doing right now? How is this app making me feel? How did that picture make me feel? If something is consistently making you feel bad, prac- ticing mindfulness can help you identify that and figure out if there is something you can do that might help. Maybe you'll want to unfollow an account or spend less time on a certain app. Taking the time to notice — and respect — how you are feeling is an important skill that will make you happier and more confident in all areas ofyour life, not just when you're online. DO A M I N DF U L REALITY CH ECIC. People often try to use social media as a way to cheer up when they're feeling down or bored. For example, if you're feeling bad about yourself, you might post something that's totally opposite, like a cute selfie or a picture of your friends. Sometimes putting out a different image and getting i compliments online can get you out of the funk. But that happiness doesn't always last, and you can find yourself feeling like you're just fooling everyone with posts that don't match your real life. If you notice that you actually feel worse after you post, know that this is L-� common, and look for more reliable ways to improve your mood. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 22 lt�, PROJECT f[ CHILD MIND' I NSTI=E USE TECHNOLOGY, It might sound surprising, but using technology is also a great way to become more mindful. Download one of the apps that are designed to help you track how you use your phone. "Do an experiment to see how much time you actually spend on certain things," says Dr. Emanuele. "When you're on it, what are you actually doing? What are your emotions like?" Likewise, mood -track- ing apps and diaries remind you to take time to check in with yourself. They also create a record of how you've been feeling which you can revisit later and use to make different choices going forward. Ifyou want to learn more about mindfulness, there are also apps that guide you through the basics of how to practice mindfulness. Headspace, Calm, and Smiling Mind are three popular ones. Aj'''� w Rti a "; + ' TAKE B REAKS. The best way to get a little perspective is to take oc- i i casional breaks from tech. Make sure you get enough exercise (one ; w . 6� hour a day) and sleep (nine hours a day) to maintain your health �,.. � ,.. 1. �� and wellbeing. Da yoga, go for a run, or hang out in nature. Whatever F , _ .-; it is, doing things in real life can be a big stress reliever. a j t r Try to practice mindfulness during offline activities too. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 45 CHILD MINI) Pf?OJECT \���C{ INSTITUTE A GUIDE FOR PARENTS HELP TEENS BUILD BETTER HEALTH HABITS WHILE LIVING ONLINE Many of the behaviors teens describe in Are the Kids Alright? are unhealthy, and they know it. They talk about the headaches, eye strain, lack of sleep and, often, lack of enjoyment that comes with heavy tech use - but they are also struggling to set good boundaries. SLEEP SUPPORT SLEEP. Teens are not getting enough sleep and this impacts everything from their grades to their moods to their long-term health. Blue light from devices can alter the body's natural circadian rhythm and disrupt sleep. Even as teens develop more independence they still benefit from a sleep schedule. Helpful tips: • Support regular bedtimes, even on the weekends • Make sure your teen isn't consuming caffeine within four hours of bedtime or eating large meals late in the evening • Commit the family to screen -free time - especially within an hour of bedtime - and device -free zones. It's a family affair? • Keep in mind that achieving a good night's sleep and daily exercise are interconnected "Pulling an all -righter will shut down the memory centers of the brain, leading to a 40% decrease in the ability to learn new facts (i.e., the difference between acing the exam and failing it miserably!) In contrast, a full night of sleep helps hit the save button on new memories so that you don't forget (30-50% benefit in remem- bering, relative to remaining awake.)." --Dr. Matthew Walker, Professor of Neuroscience and Psychology at the University of California, Berkeley, and Founder and Director of the Center for Human Sleep Science ARE THE BIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS of LIVING ONLINE 46 lt�, PROJECT PHYSICAL ACTIVITY CHILD MINI) INSTITUTE ENCOURAGE EXERCISE. Yes, it is a challenge more than ever to `keep it moving'. Still, teens need at least one hour of moderate ex- ercise a day to promote restorative sleep and to aid their overall health. Help teens reach this goal by taking a walk together, or finding a local park or neighborhood to explore each week. Suggest tai chi, yoga or dance videos teens can do with friends - or better yet, join the action with a family dance party. There are free and fun lessons available online to inspire you and your family to keep moving. Here is a sampling of dance and workout videos to get started: �iC vAfrican Dance 0 Irish Dance A ()-Salsa v Cowboy Boogie 0 Hula Dance HERE ARE SOME OTHER WAYS TO HELP TEENS BE A ROLE MODEL. The best way for parents to promote healthy screen use is to model it themselves. Try designating special screen -free times of the day (like during dinner and an hour before bed) or rooms of the house and stick to those rules yourself. Always make a point of putting down the phone when you're having a conversation with your child. Find a designated location in your home for ev- eryone's digital devices during the night. You want to share your values about how tech should (and shouldn't) be used, and you also want to show them that you aren't setting up a double standard _ 44� . something teens are particularly sensitive to. ARE THE BIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 47 CHILD MINI; PROJECT e INSTITUTE BRAINSTORM ALTERNATIVES. Teens (and adults) know it is easy to turn to tech automatically during free time, and it can be hard to pull yourself away once you've started scrolling. Stephanie Lee, PsyD, a psychologist at the Child Mind Institute, recommends encouraging teens to develop an "activity menu" that lists their preferred non -screen activities. That way, when they're feeling bored or overwhelmed, they know they have easy non -tech choices at the ready. KEEP TO A SCHEDULE. Another way of thinking about screen time is to look at how your child is spending their time in general. If teens are spending enough time taking care of themselves, screens are less likely to be a problem. Parents can help by setting expectations for how days at home should be structured. Teens do better when they are getting adequate sleep, eating healthy meals, and exercising regularly. ENCOURAGE TECH MINDFULNESS. Alex Hamlet, PsyD, a psychologist at the Child Mind Institute, recommends that parents encourage teens to become more mindful about why they use their phones - and model doing this, too. "Before you pick up your device, understand why you're picking it up. What emotional state are you in? Are you anxious? Picking up that phone to check to see what's on social media is probably going to heighten that anxiety. The same with sadness. It's just going to make it worse" SUPPORT TEENS' OTHER INTERESTS. Make sure kids are continuing to work on their hobbies or talents during COVID-19. This is important to maintaining their self-esteem and sense of identity, which is especially crucial during adolescence. Even if kids want to do something in theory, it may be easier for them to turn to TikTok out of inertia, so parents can help by trying to eliminate any barriers. Making sure they have the materials they need in an accessible location, helping them set aside time during the day for practice, and letting them know that you take them and their interests seriously can all go a long way. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 48 VPROJECT f[ CHILD MIND' I NSTI=E WHAT TO LOOK OUT FOR Remember that this is a difficult time for many teenagers. Here are some signs that your child might need professional mental health support: • Feeling very sad or withdrawn for two or more weeks • Intense worries or fears that get in the way of daily activities • Severe mood swings that cause problems in relationships • Drastic changes in behavior or personality • Severe, out -of -control behavior • Repeated use of drugs or alcohol If you notice any of these signs in your child, talk to your pediatrician, the school psychologist, or a mental health specialist. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 49 ■ APPENDIX ACKNOWLEDGEMENTS This report literally would not exist without Regina Scully and her vision and commitment to adolescent well-being. The Artemis Rising Foundation is the Founding Sponsor of the California Partners Project's work and is dedicated to supporting media projects that transform culture and chal- lenge the status quo. The foundation champions powerful stories about some of the most challenging social justice issues of our time — including gender -bias, healing, trauma, mental health, addiction, and women's empowerment. We could not have asked for a more dedicated and professional research partner than Material. Andrew Greenberg brought wisdom, optimism, and pragmatism to our determination to understand how California teens are truly coping with this crisis. Kim Lundgren was unflappable and unstoppa- ble and ensured every element of the work met the highest standard. Caryn Harbour and Jen Murray brought their expertise and deep listening to the in-depth interviews conducted with the teens and the analysis of their corresponding diaries. And without Isa Tran's fieldwork management skills, we never would have found such amazing teens. Special thanks to Gareth Walters for creative wisdom and design direction. ❑r. Harold Koplewicz at the Child Mind Institute launched this project by sharing his insight into the likely trauma and coping skills adolescents are experiencing and developing. His team helped to give shape to that vision, Lindsay Alexander, Rachel Ehmke, and Stacey Ascher: thank you for your leadership and partnership. Holly Teliska keeps our CPP work grounded in policy and research, and Orlena Perez Watson makes everything good happen. Leigha Weinberg and Marina Castellanos, thank you for your insight and enthusiasm for collaboration. ARE THE IUDs ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 51 Debra Abbaszadeh, Marjorie Swig, Lisa Stone Pritzker, Cinny Kennard, Abby Porth and the countless other partners in this work - thank you for your ideas, suggestions, and faith that together we can do better by our kids. The California Partners Project is buoyed by an absolutely stellar Board of Directors. Our leader and Chair, Elizabeth Gore, along with Reveta Franklin Bowers, John China, Janet Keller, Lisa Ling, Olivia Morgan, Joyce Newstat, Norah Weinstein, and Tom Willis - thank you for empathizing with California teens and their parents' well --being during these unprecedented times. Most of all, we are grateful that you saw the urgency of capturing teen ex- periences in this moment. We are honored to be in partnership with you all. With gratitude, The California Partners Project Jennifer Siebel Newsom Olivia Morgan Laura Sanders Morris First Partner of California, Co -Founder and Director, Policy and and Co -Founder Executive Director Programs ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 52 ABOUT THE ORGANIZATIONS PROJECT The California Partners Project promotes gender equity, and ensures the state's media and technology industries are a force for good in child development. Our vision is a more equitable California, harnessing the ingenuity of all its people to lead the nation and the world in addressing the challenges of gender equity and the impact of media and technology on child development. We believe that Californians will thrive economi- cally, socially and individually when women have access to the same leadership roles as men. That the technology and media that drive our economy and shape our future can and should be a force for good. And that industries, institutions and individuals have a moral obligation to consider how their actions impact others, especially children. CHILD MIND INSTITUTE The Child Mind Institute is an independent, national nonprofit dedi- cated to transforming the lives of children and families struggling with mental health and learning disorders. Our teams work every day to deliver the highest standards of care, advance the science of the develop- ing brain and empower parents, professionals and policymakers to support children when and where they need it most. MATE-RIAL L Material is a modern marketing services company that seamlessly com- bines insights, consulting and activation into one integrated offering. The company is powered by sophisticated analytics, deep human understand- ing and design thinking to help organizations put insights into action and create work with impact. Material is headquartered in Los Angeles, CA, with offices in 13 cities across the US and the world. ARE THE RIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 53 Public Comment To: cadurfeyi SHELLYHOLMAN Subject: Reading Police Ask Students for Name Suggestions as Department Prepares to Welcome Second Comfort Dog Attachments: The Academic and Social -emotional Effects of Classroom Service Do (1).pdf; 20210AB638_94 (3).pdf; 20210AB638_94 (4).pdf 05-01-2022 (P.R.D.D.C.) PARENTS FOR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDREN CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. GARDEN GROVE, CA 92842 SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. 404 - I 01RAIG Illm'IIWII'IIII"EIS FIGHT AGAINST AUTISM ... Ms. L0110ETTA S&IM01KEZ of Callilfornila. httos://www.aovinfo.aov/content/aka/CREC-2003-03-27/odf/CREC-2003-03-27.odf new website socialemotionalpaws.org To whom it may concern In light of children impacted by Covid19 isolation with social media addictions from screen time brain injury with CA State SCR 73 Blue Light 2019 causing eye trauma with sleep deprivation has been like to mental health issues. Reading Police Ask Students for Name Suggestions as Department Prepares to Welcome Second Comfort Dog Chief David Clark is pleased to share that the Reading Police Department will soon welcome the second of two comfort dogs that will be paired with its School Resource Officers (SROs). March 29, 2022 Robert Mills FOR IMMEDIATE RELEASE 1 1V 111111111V VIII 1111 111Chii Iiiii Davi�A QIaiiirk pflIeasshiaireVVl i VV i Rea iiiii uini II VIII iiiii 1 epa Ii r" Illlrn uurnul iii VIII VIII sooiiiiniii w6Itoiiiirne thiesecoiiiiniiiiiiinfoirts thiat W�HhIII be p4ihiired Iii hii Iiiii s SchiiooVIII Resouirce Oftteiiirs 1V 111111111hie Chirspuppiiiiiesaiiiriiiri4ed eIlurlllll iiiii iiir" thiiiiiiis Illlrnllllr i hii, aiiiinid thie secoiiiiniiid puppy V 111 Iiiii hell Iiiii illimillow F4eweeks oVIA --- Iii VIII VIII joIiihiiiniii thie depairtirneiiiinitIiiii uunul about thiiiiireek SchiiooVIII Resouirce Oftteiiir IIII3 Iluriiiii Illlrnlll 111111 iii pairtinieired W�Ihii thieChirst puppy, a bVIIIack VIII ab iiiiniiiaiiiirried Coopeir, aiiiinid thiesecoiiiiniiid puppyVIII VIII be pairtinieirediiI hiilV iiooI VIII Resouirce Oftteiiir IVlatt Vatchieiriiiiii Rea Iiiii uini IPoVIHte hiave seeiiiiniii aiiiiniii uptitk iii uurnul iiiirneiiiiniiitaVIII caVIHIs Iiiii uurnul bothi schiiooVIIIs aiiiinid iii llrnlll thie coiiiiriiiiiirriuiiiiniiiiiiii VI4iirqe siiihiiiniiice thiebeg inii uinii iniq ofthieVIII 1V 19 paiiiiniiideiiiirniiit, aiiiinidl weire r" see iiiii uinii 9 ini stiiirategIiiies foir sur,esp� uunul Iiiii uunul VV ios VIII VIII s Iiiii 1111111 11 a Way thilat s c a�911 at s s illll' ' a ' it o iiiIIrNIII s aiiiinid fosteirs posi lIi4eillll l rNlll' ' Illlr" ' ' illll IIIIrNIII 'will Illlr,es illll IIIIrNIII' 's ftt e iilllr"s Vatchieir aiiiinid 1111 iii s h116Iped coiniductIlir s Ii rchiil thiat VIII VV i iiiii uurnul iiiii iiiii iiiii add coiiiinfoirt shil "' "' ii VIII VIII h11 IIIII W hii Iiiii VIII sur" uurnul Iiiii uurnul lini Iluurnul VIII wul � mew aur"uur�� uur�ul expects �� wul piiirov1�Ae suppoirt foir v1�ttiiiiiirns of ciiiriiiiiirneIlllrnlll Ii r" w w Illlrn hii iiiii VIIIe thie dogs iii VIII VIII speiiiinid llrno of hii iiiii Ilur" tiiiiiirne W�Ihii Oftteiiirs 111111 iii s aiiiinid Vatchieir at Rea iiiii uini VIII sur sur"iiiii VIII IllllWw iiiii VVlmwulSchiiooVIII aiiiinid thieIIIII uurri llllrnlll iiir,y aiiiinidiiiirniiiAdVIIIe schiiooVIIIs, iiirespecti46Iy, hill iii VIII VIII thile seiiiirnlll iiiii Ilur" ceiiiiniteir, assiiiiisted III iii iii llrnlll fa&HIH�tiies aiiiinid ures 1VI W W Ii r" w Illlrnlll s at coiiiiriiiiiirriuiiiiniiiiiiii�t�y eveiiiinitsiiiiii II iiis aiiiinid Vatchieir woiiir,ked 6Ios6Iyiii hii IIII3uur" w whioiiiii bothi a uunuunb aur" of thie 111111 a Illlrnlu Illlrnliii b sur" IPoIIIHte DepWaiiir,iiiirrieiiiiniiiiiiiniduursees thie coiiiinfoirtW sur" iur" w uun foir I�3ooiiiiniiieF6Id111111 w bs iiiii Illrnlu Kihiiiniiidge, IINIII " IIIII wm a coiiiinfoirtW sur" iur" w uunaur" Rea Iiiii iiiini3iiireedeiiirs IIIII iii aiiiinid DavI�A II3 sur" uurnlu hiave doiniated" sur" °18 dogs IIIIIaw eiiiiniiifoiiir,ceiiiirrieiiiiniiiiiiinfoirtW sur" sur" w uuns thiiiiiroughiout NIII aiiiinid VV iiiavegeiiiiniiieiiir,ousIIIIIy uurn uurn iiiii W aur" 111 Rea iiiii uiniPoIIIHteiiiiii "" u sur" Chirst coiiiinfoirt, Coopeir, aiiiinid off ireat stairt, aiiiinid urhul aur"" " iiiii 6Itoiiiirne ouir secoiiiiniiid coiiiinfoirts " IIIII IIIII," say ii Chiiiii OIII uur"I . "We hiave aIIIhiiready iiirec6iVed a III iur" " w iiiiniiiaiiiirrie suggestiioiiiiniiis befoire we settlIed oiiiiniii Coopeirfoir Oftteiiir 111111 Iiis' dogg aiiiinid we airex Iiiii see thiesuqqestiioiiiiniiis firoiiiin studeiinitsl oinice aqaIiihiiiniii foir thie dog thiatIii III III wm iur" uurhul " sur" Iii hii " ftiii " sur" w VVl i aur" " will" ReadIIIIIIIIIrNIIIq IIIII"Depairtirneiiiinit woUd VIII ' 't'o ' wlllwlllinlll seveiiiriiiiriiiiiirriuiiiiniiilllll't'yWIlllr"'IIIIrNIII"'Illlr"s sur" thii6hiir doiiiiniiiatiioiiiiniiis hie W sur" iur" w uurn, 0iiiinie Rea iiiii iiiinig, vetaur" " uurhul " 1VI I�Vfl�ddIIIIIesex AmiiiiiihiiirnaIIIII Ww W iiiii IIIIIof Rea iiiii iiiinig,sur" iiiii uurnul iiiii uurnuldoiniated 1VI I3 uur"I uurhul' RoIIIHIII of NIII aur" hii Rea Iiiii uurnul g pet su W W IIIII Iiiii s firoiiiinIIIIIIVVVV sur" VVlmwul Iiiii uurnul but VV i Dog of Rea Iiiii uurnul g aiiiinid "' °' sur" N uurnu wu uurDoiiiiniiiatiioiiiiniiis caiiiiniii be ures hie "I'llowiiiiniii of Read iniq CoiiiinfoirPiiiroqiiiraiiiirn, aiiiinid uurn iiiii VIII " hie Read inigDepWaiiir,iiiirrieiiiinii, IS Uiiiiniiiiiiiioiiiiniii Stiiiiii, Readiiiii uunu g IVIA01867iiiiii 110iiiiniii beh114If of thie" iniqDepairtirneiiiinit aiiiinidhi "°'I'll uunu " iiiii uunu ,VIII caiiiiniiiiiiiniot thiaiiiinik ll3uurniu " iiiii " IIII4 llliiiiiiiabs " uurnu our hii foir thie suppoirt aiiiinid" iiiii w iiiii uurnu hi hiave shiowiiiiniii us," sziiA ChiiiiiiiefOIII uur k. " " u ir p4IHte depairtirneiiiinituunu a ir coiiiiriiiiiirriuiiiiniiiiiiii iii III III beiiiiniiieFit fiiir,oiiiirri Ileo hii dogs iii III III uur s iiiii iii hii th116hiir iiirespecti4e pairtinieirs aiiiinid�wu iiiii uur uur�� iiiii IIIII i I�PoIIIHte aireuurhu iiiii uurniu hiioIIIAihiiiniiiq a iiiiniiiaiiiirniiihiiiniiiq coinitestso thiatstudeiinits whio atteiiiinid schiiooIIIIIs ihiiiniii Read iniq caiiiiniii subiiiirniiiiit possiiiiiWIeiiiiniiiaiiiirries,iiii, Studeiiiinits ofaIIIHIII ageswhio atteiiiinid aiiiiny schii IIIII �hiiiniii Read iniq aireiiiii corn iii subiiiirniiiiit suqqestiioiiiiniiis viiiiia eiiiirnaiiiHIII read in gcomfortdogs@ci.reading.ma.us. hu corni pflIease iii uurniu IIIII a hi sa uurhu ''s iiiiniiiaiiiirrie aiiiinidhi schiiooIIIII thiey atteiiiinid ii�hiiiniii oiiir,deiiir, be coiiiiniiisiiiAeiiirediiiiiiNlaiiiine suqqestiioiiiiniiis shioWW be subiiiirniiiIted by ApiiiriHIII 13111111 3 Police Department is launching a comfort dog program in partnership with the town and Reading Public Schools, A naming contest is open until April 13, with students invited to submit names for the second of the two dogs (pictured above) that will be coming to town, (Courtesy Photo Reading Police Department/Boonefield Labs) Share this: Primary Sidebar Readliiiiuunu IPoIIli airtiirneiini Davl�Aalb 0III uirk, Chew iii IlllPolllH 15 a uunu lii uunu Readliiiiuunu , IVIA 01867 �Vledliii CoiinitabeirtVIII liHVHIIII IPhioiinie 617-993-0003 llluurwliiiiVlll robert@jgpr.net Top of Form Search this website Bottom of Form Email Updates Top of Form Email info@jgpr.net if you wish to be placed on a SPECIFIC email list for your beat, agency or community. Or enter your email address here to subscribe for ALL updates from JGPR and our clients. Join 10,494 other subscribers Email Address Subscribe Recent News • *VIDEO* Town of Hopkinton Meeting April 29, 2022 Bottom of Form lains Legislative Process of Annual Town • Tewksbury Police Department Investigating Robbery in Main Street Parking Lot April 29, 2022 • Whitman -Hanson Regional High School and the Wright Building Studio Space to Host "Art In Action" Exhibition April 29, 2022 • Statement of Stoneham Town Administrator Dennis Sheehan and Police Chief James McIntyre April 29, 2022 • Bourne High School Drama Invites Community to Rodgers and Hammerstein's `Cinderella' Starting Tonight April 29, 2022 7 Content. Strategy, Standards. I 11111E�,� Footer Call us: 617-993-0003 We're available 24/7/365. Main Office Northern New Eng/and 8 Prospect St. Georgetown, MA 01833 617-993-0003 Southern New Eng/and 719 Washington St. Canton, MA 02021 781-428-3299 Stay up-to-date with breaking JGPR client news. Top of Form Email o Irr1'(610°?i��o o if you wish to be placed on a SPECIFIC email list for your beat, agency or community. Or enter your email address here to subscribe for ALL updates from JGPR and our clients. Join 10,494 other subscribers Email Address Subscribe Bottom of Form Copyright © 2022 John Guilfoil Public Relations, LLC III qg l� �,q • ir, o r g­�, i Ill ill ori 10 Therapy Dogs Who Consoled Students, Staff After Parkland Shooting Get Their Own Yearbook Page Service dogs attend first day of school ...:..®.L........... =_ Meet Buttercup, Castle View High School Police Therapy Dog Posted on 04/23/2021 As sweet as she sounds! Castle Rock Police Department and the Douglas County School District are proud to introduce the newest team member of the Castle View High School (CVHS) family, Buttercup. Buttercup is a 2 -year-old Golden Retriever -Sheltie mix who joins School Resource Officer (SRO) Scott Gillespie in 11 his duties at the school. Buttercup, a licensed therapy dog, joins CRPD after completing six months of training with the Brevard County Sheriffs Office "Paws and Stripes College" in Florida. That was followed by a 40 hour Law Enforcement Investigative Therapy Dog Course through United K9, a national therapy dog certification agency. Together, Officer Gillespie and Buttercup hold three different national certifications as a therapy dog team. Buttercup's services will aid police in a very crucial time, as students in the Town of Castle Rock and Douglas County School District have faced the negative impacts of the pandemic and its lasting effects on their academic studies, social life and mental health. Because SROs are often tasked in assisting in mental health incidents with students, Officer Gillespie and Buttercup are in the perfect position to serve as an additional resource to students and staff. After her recent introduction to the campus, CVHS Principal Dr. Rex Corr commented he had noticed a tangible change in the attitudes of numerous staff members and students who had interacted with Buttercup. "While we as a school community certainly expected positive results bringing Buttercup into service at Castle View, the reality has surpassed our expectations," Dr. Corr said. "Students are drawn to this dog in a very special way, and one can quickly observe barriers melt away. She is quickly becoming a very important part of the Sabercat family. I am grateful to Officer Gillespie for all of his work making this program possible for CVHS." One of the stated goals of the Douglas County School District SRO program is utilizing school-based officers to create an open dialogue between local law enforcement and students, families and staff members. The addition of Buttercup will assist Officer Gillespie in creating an accessible environment around him as an SRO, and will help in developing positive relationships between him and the various parties in the school setting. "Therapy dogs in law enforcement settings have assisted police officers in processing traumatic events, managing stress and limiting the impact of job related tensions," Officer Gillespie said. "Now that we're combining these benefits and putting them in a school setting, we're looking forward to seeing Buttercup help students who struggle with anxiety and depression, improve the environment around emergency drills, assist in traumatic incidents and generally be a conduit for an increase in positive interactions between students, teachers, 12 staff and law enforcement at CVHS." Buttercup and Officer Gillespie will be the first SRO -therapy dog pair in the state of Colorado. Interventions will take place in designated areas only in order to be sensitive to those with allergies or fears, and to mitigate any accidental exposure. The police therapy dog and SRO team has been insured for liability. Buttercup immediately demonstrated her capabilities soon after she walked through the doors of CVHS. In just one hour of work on her first day, she provided support to three different students who were brought to the SRO while experiencing varying levels of distress. After spending time with her, all three students were able to return to class to finish out their school day, and Officer Gillespie was able to gather the information he needed to deal with the different incidents. Buttercup's presence also aided an additional student in opening up to Officer Gillespie about a difficult situation she had not disclosed for 10 years. This led to some collaborative problem -solving and started the student on the path to healing from the trauma. The Castle Rock Police Department and the Douglas County School District are proud to be the first in the state to pair a school resource officer with a therapy dog. ®// c iir / u / uiir i tiirlet/news/meet u eircu........�.._. _.................. ....... ...... .......1._. dog.....e.).r.........pY Spring ISD Police Department • We are charged with ensuring the safety of the staff, the structures, and most importantly our students. We can not achieve our mission without the help of the community, other administrators, the campuses, and our parents. We honor this noble calling and strive to be a force multiplier in assisting our students in achieving their academic goals. We are prepared to utilize innovative school-based law enforcement practices, so we can help create a positive learning environment for our students. This plan is designed to meet and exceed the standards set by the ... _i.r ......._ .. _ ... _ '."' ...............!ir ..._.......iir..........................._ .............. ......._ !i u cue ici 9. The Department operates 24 hours a day, 365 days a year with the help of 64 licensed police officers, 7 police dispatchers, 3 civilian workers, and 25 crossing guards under the direction of Spring ISD Police Chief Ken Culbreath. Some of the officers are assigned to various schools, patrol 13 duties, or communications, while others work as truancy officers, investigators, or canine officers. • Purpose: The mission of the Spring ISD Police Therapy K9 program is to encourage and cultivate positive relationships with the school district students and staff, as well as the community through various school programs, and community relations events. Spring ISD Police Department wants to proactively engage with students who may be struggling with trauma or mental health concerns or who can benefit from a dog being present. • Meet Benji • Benefit • Daily Duties of a Therapy Dog • Request a Visit from Benji https://www.springisd.org/Page/6852 https://www.dcsdkl2.org/about/our_district/news/meet_buttercup_c_v_h_s_p olice_therapy_dog 14 A Day In My Life H High School with a Service Dog 15 FA -4University of Massa1chusetts �lrloba� affioaateofit Dissertations Spring 5-19-2018 Mass Global UMass Global ScholarWorks The Academic and Social -emotional Effects of Classroom Service Dogs/Specialized Therapy Dogs with Handlers on Student Learning and Behavior in K-1 2 Special Education Students in Emotional/Behavioral Disordered Placements as Perceived by their Teachers Sharon Kalkoske 6randman University, skalkosk@brandman.edu Follow this and additional works at: https:Hdigitalcommons. umassglobal. eduledd_dissertations & Part of the Disability and Equity in Education Commons, Educational Leadership Commons, Educational Psychology Commons, Special Education Administration Commons, and the Special Education and Teaching Commons Recommended Citation Kalkoske, Sharon, "The Academic and Social -emotional Effects of Classroom Service Dogs/Specialized Therapy Dogs with Handlers on Student Learning and Behavior in K-12 Special Education Students in EmotionallBehavioral Disordered Placements as Perceived by their Teachers" (2018). Dissertations. 175. https:lldigitalcommons.umassglobal. edu/edd_dissertations/175 This Dissertation is brought to you for free and open access by UMass Global ScholarWorks. It has been accepted for inclusion in dissertations by an authorized administrator of UMass Global ScholarWorks. For more information, please contact )feel @umassgloba1.edu. The Academic and Social -emotional Effects of Classroom Service Dogs/Specialized Therapy Dogs with Handlers on Student Learning and Behavior in K-12 Special Education Students in Emotional/Behavioral Disordered Placements as Perceived by their Teachers A Dissertation by Sharon T. Kalkoske Brandman University Irvine, California School of Education Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Organizational Leadership April 2018 Committee in charge: Philip O. Pendley, Ed.D. Committee Chair Tamerin Capellino, Ed.D. Jonathan Greenberg, Ed.D. chw� Whn+q Sane Dx at Edoko YOrya, - I.M w TNc Jim�pa a: Shwa i. aa0vie � ¢rmed llbv PoJlpo. V. 4 JD ice- I•mm�„ara ober. �unrh fiul-N'hhe, fJ 0 Apil "1A The Academic and Social -emotional Effects of Classroom Service Dogs/Specialized Therapy Dogs with Handlers on Student Learning and Behavior in K-12 Special Education Students in Emotional/Behavioral Disordered Placements as Perceived by their Teachers Copyright Q 2018 by Sharon T. Kalkoske iii ACKNOWLEDGEMENTS The desire to learn and seek knowledge has been one of the greatest gifts I have been given in life. Books and books and books were my solace through some challenging years in school, but it was my mother who stoked that curiosity by introducing me to the beautiful world of reading stories and who supported my passion to grow intellectually. I am forever and eternally grateful to her for being my most ardent educational advocate and I thank her for always telling me I was "special" and could reach this milestone moment as an Ed.D. Thank you, also, to my dad who told me story after story of his travels and who built the shelves to hold all of the family's beloved books. To my brothers Nathan and David, yes, I really do love school and to my wonderful sister Maria, thank you for those flowers at just the right time. I also want to thank my elementary, middle school, and high school reading and English teachers who pushed me to read and express my voice through writing poetry. I particularly want to thank the University of Minnesota College of Liberal Arts English Department Professor Emeritus, Toni McNaron who gave me a copy of the Poetry Primer the day that changed my life when I visited her during office hours. She gave me the courage and academic tools to explore, to think about, and to deeply understand Feminist literature and its implications on my life as an aspiring educator. I also want to recognize and thank Professor Emeritus Peter Reed, College of Liberal Arts English Department, for introducing me to Modern British Literature and the world of Vonnegut—I'll never forget seeing the story "Harrison Bergeron" in a high school text- book and the buzz of discussion it elicited from my students after we read it aloud iv together and how well prepared I was to share the secrets of Vonnegut—"And so it goes." Similarly, I am thankful to Professor Richard Beach, Professor Emeritus of English Education, College of Education, for encouraging me to continue learning about literacy and preparing me to share my passion of teaching with "the next generation" of students. I spent twenty joyous years in the classroom and I attribute my success to my maturity cultivated from my training at the U of MN and under his tutelage. While I was not able to come back to Minnesota to complete a doctorate with Dr. Beach—when he asked me to do so, I was so incredibly honored—Rick sparked that desire in me and I consider him a motivation to accomplish this academic goal of a doctoral degree. I want to also thank my educational mentor and friend, Dr. Doris Wilson, former superintendent at Desert Sands Unified School District and current Associate Dean, California State University, San Bernardino Palm Desert Campus. Dr. Wilson epitomizes grace, kindness and intellectual achievement. Doris has been there for me from my years as a classroom teacher in Desert Sands to my years as a student in the CSUSB Educational Administration Program and to now, as I teach at CSUSB as an adjunct professor. I am breathless with thanks for all of Dr. Wilson's kindness and support. Mostly, however, I want to acknowledge and thank my wonderful family for their support of "mom" these last three years. How many times they heard me say, "I have to work on my dissertation" and how many times they said "you got this" is invaluable, and I could not have accomplished this distinguished degree without your support, dearest ones. Specifically, Maddi, you were finishing your undergraduate degree at the same time as I was working on my doctorate and this inspired me even more. I'm so proud of r+A your dedication to your studies and I want to thank you for FaceTiming me when I needed a charge of support and the comfort of your beautiful smile. Afton, you inspired me to write as a catharsis to you leaving for your first year of college and I was invigorated to finish by your first summer home, so we could enjoy time together—this was instrumental to me finishing on time. I knew how hard you were working as a D I soccer player/student athlete and this further inspired me to work hard too—thank you! And to Mark, my devoted husband, who truly understood what this doctoral degree meant to me as we lived your PhD together oh, so many years ago, and now we have lived my EdD together, I am so grateful for your love and support. That I will be wearing your doctoral graduation robe is symbolic of this moment and of our full circle life together. You are my friend, my partner, I love you. Great thanks go to Dr. Martinrex Kedziora, Superintendent of Moreno Valley Schools, our Palm Desert Delta cohort leader, and my inspiration as an administrator. You taught me that "everything can be worked out" and to keep kindness at the root of every administrative decision I make—thank you!! Dr. Annica Dawe, you are the greatest neighbor ever and I want to thank for all of your encouragement and support! A huge thanks to my accountability partner, Shaun Hillis, who answered every call I made at the most stressful of moments of this journey. We said "we got this" and we did it! Dr. Philip Pendley, you were like an amazing "Zen Master" who spoke to me at the most crucial moments throughout this journey. You believed in me, Dr. Pendley, and I'm so grateful for your encouragement, immediate responses and eternal support throughout this process. Dr. Jonathan Greenberg, your shared love of dogs (don't we love those labs!!) inspired me in pursuing this topic. I knew you were a kindred spirit vi when I first mentioned the idea and you were so enthusiastic and believing in the merits of the study—thank you! Dr. Tamerin Capellino, you were my cheerleader since I first worked with you in the Tier I Clear Credential Administrative Program, and you saw something in me. I honestly would not have joined the doctoral program if it were not for you, Dr. Capellino, and I can't thank you enough!! Thank you, also, to Dr. Keith Larick for interviewing and accepting me into Brandman's doctoral program. You eased my mind, while also being clear on the expectations, and I want to thank you. Dearest Dr. Patricia White, you were so kind to me and listened to understand when I needed you most. Your wisdom of turning something in every Sunday night, "even a word," was pivotal in me staying on the dissertation writing timeline track. You are an inspiration to so many and I am so lucky, grateful and honored to know you. Thank you, also, to all of the Brandman adjunct professors, support staff and phenomenal organizers, and our marvelous Dean Zeppos—you all are amazing! All those weekend Immersion events were incredible and so very, very stimulating. I feel so prepared to take my Organizational Leadership skills to the next level and I will draw on the strength of all of those amazing speakers you arranged for us—thank you! I cannot forget to say a special thank you to my BFF, Cindy Zacks, and her eternal support all of these years. She kept saying I was amazing, but she is the amazing one, my Minerva Hoyt award winner friend, and the most principled woman I know, who lives every day as an ecological leader and teacher. To my friends, coworkers and all of the teachers, administrators and support staff from Morongo Unified School District, Coachella Valley Unified School District and vii Desert Sands, who shared my love of educating and helping students and their families— you are wonderful human beings and I am a better leader because of your influence on my educational life—thank you! To my editor, Tracey Garner, my new "virtual friend" from Editzonline, I am so grateful for your support and excellent work—thank you! And lastly, this dissertation would not have been possible without the support of all of the participants and passionate people, service and therapy dog organizations, visionary superintendent, school districts and schools that believe in the human -animal bond and use of facility dogs, service dogs and therapy dogs in the classroom with Special Education students diagnosed with Emotional/Behavioral Disorders. I am so honored to have met you and I deeply respect your commitment and dedication to your students and families you serve. I would be remiss in not giving a gentle pet behind the ears to Mulligan, my Labrador love and inspiration for this study and thanking him and his four -legged predecessors Seymour and Sebastian, who made me a more whole human being when in their presence. Guide Dogs of the Desert plays a special part in my life and I am forever grateful for that phone call to "come down and meet Seymour (See -More)," my protector and best friend. Special thanks and shout out to the faithful Westminster wonder dog who brings unconditional love to the children of New Jersey; you knew I needed a cuddle when I arrived after such a long trip—thank you, old and new people and dog friends. All of you have changed my life forever and made it richer with your commitment to your students and devotion to the working dogs that enrich your students' lives. Thank you for believing in this intervention and its positive possibilities. viii ABSTRACT The Academic and Social -emotional Effects of Classroom Service Dogs/Specialized Therapy Dogs with Handlers on Student Learning and Behavior in K-12 Special Education Students in Emotional/Behavioral Disordered Placements as Perceived by their Teachers by Sharon T. Kalkoske Purpose: The purpose of this phenomenological study is to determine and describe the academic and social -emotional effects of classroom service dogs/specialized therapy dogs with handlers on student learning and behavior in K-12 special education students in Emotionally/Behaviorally Disturbed (EBD) placements as perceived by their teachers. Methodology: This study utilized qualitative data from semistructured, open-ended interview questions to analyze the research questions regarding the perceptions of teachers and educators on service dogs/specialized therapy dogs with handlers on student learning and behavior in K-12 special education students in EBD placements. The population for this study included educators working in special education classrooms from three schools in New Jersey and one school in California. Findings: The data collected from the 12 participants established that having therapy dogs with handlers in a classroom with K-12 special education students in EBD placements benefitted their academic engagement and time on task and positively affected the behavior of students. The effect of student success rates on statewide achievement tests was deemed negligible based upon participants' responses as unable to address this question due to little correlation in this area. ix Conclusions: The findings from this phenomenological study led the researcher to conclude that despite the procedural challenges of implementing a service dog/specialized therapy dog with handler program, the overwhelming benefits supersede the difficulties. All participants pointed out the dogs' calming and destressing effect and how the therapy dogs often assisted students in averting an escalation of crisis behaviors. Recommendations: It is recommended that further research be conducted wherein the educators' perceptions be supported by empirical verification. Future studies should isolate core components and compare results in academic and sociallemotionallbehavioral domains between groups that had the therapy dog interventions and control groups with no dog present. Finally, the researcher recommends that a study of the perceptions of parents be conducted to determine student behavior changes at home and across environments. x TABLE OF CONTENTS CHAPTER 1: INTRODUCTION....................................................................................... 1 Background......................................................................................................................... 3 Statement of the Research Problem.................................................................................... 7 PurposeStatement............................................................................................................ 10 Research Questions........................................................................................................... 10 Central Research Question............................................................................................ 10 Research Sub-Questions............................................................................................... 10 Significance of the Problem.............................................................................................. 11 Definitions........................................................................................................................ 14 Delimitations ...................... .......... 17 Organizationof the Study................................................................................................. 17 CHAPTER II: REVIEW OF THE LITERATURE.......................................................... 19 Introduction....................................................................................................................... 19 Scope of the Literature Review..................................................................................... 21 Service Animals as Educational Interventions................................................................. 21 Theoretical Framework................................................................................................. 22 Benefits of Service Dogs for Students with EBD ......................................................... 22 AAT and the Human -Animal Connection.................................................................... 29 History of Service Dogs in Public Facilities and in Education ......................................... 34 College, Stress, and Therapy Dogs............................................................................... 36 A New Paradigm for Service Animals: The Americans with Disabilities Act, 1992....... 39 Efficacy of the Service Dogs with Students with Disabilities ...................................... 40 Students with Autism and Therapy Dogs in the Classroom ......................................... 42 Highly Specialized Therapy Dogs in Schools and Hospitals for Children ................... 46 Sustainability, Flexibility, and Accommodations of Service and Highly Specialized Therapy dogs on School Campuses and in the Lives of Individuals withDisabilities............................................................................................................ 52 Legal Considerations and the ADA.............................................................................. 54 Legal Authorization of Service Dogs in the Schools .................................................... 58 TheGap in Literature........................................................................................................ 61 Summary........................................................................................................................... 64 SynthesisMatrix........................................................................................................... 65 CHAPTER III: METHODOLOGY.... ... ...................................................................... 67 Overview........................................................................................................................... 67 PurposeStatement............................................................................................................ 67 Research Questions........................................................................................................... 67 Central Research Question............................................................................................ 68 Research Sub-Questions............................................................................................... 68 ResearchDesign............................................................................................................... 68 Population......................................................................................................................... 71 TargetPopulation.......................................................................................................... 72 Sample....................................................................................................................... .... 73 xi Sample Selection Process............................................................................................. 75 Instrumentation................................................................................................................. 78 Instrument..................................................................................................................... 78 Reliability...................................................................................................................... 80 Validity......................................................................................................................... 83 DataCollection................................................................................................................. 85 DataAnalysis.................................................................................................................... 88 Limitations........................................................................................................................ 91 Summary........................................................................................................................... 92 CHAPTER TV: RESEARCH, DATA COLLECTION, AND FINDINGS ....................... 94 Overview........................................................................................................................... 94 Purpose............................................................................................................................. 94 Research Questions........................................................................................................... 95 Central Research Question............................................................................................ 95 Research Sub-Questions............................................................................................... 95 Methodology..................................................................................................................... 96 Populationand Sample..................................................................................................... 98 Presentation and Analysis of Data.................................................................................. 102 Data Analysis by Participant....................................................................................... 102 Participant1............................................................................................................ 102 Research sub -question 1..................................................................................... 102 Research sub -question 2..................................................................................... 103 Research sub -question 3..................................................................................... 103 Participant2............................................................................................................ 107 Research sub -question 1..................................................................................... 107 Research sub -question 2..................................................................................... 108 Research sub -question 3..................................................................................... 108 Participant3............................................................................................................ 111 Research sub -question 1..................................................................................... 112 Research sub -question 2..................................................................................... 112 Research sub -question 3..................................................................................... 113 Participant4.......................................................................................... 118 Research sub -question 1..................................................................................... 119 Research sub -question 2..................................................................................... 120 Research sub -question 3..................................................................................... 120 Participant5 ........................................ .................................................................. 122 Research sub -question 1..................................................................................... 122 Research sub -question 2..................................................................................... 123 Research sub -question 3..................................................................................... 123 Participant6............................................................................................. 126 Research sub -question 1..................................................................................... 126 Research sub -question 2..................................................................................... 126 Research sub -question 3..................................................................................... 127 Participant7..................................................................................... 128 Research sub -question 1..................................................................................... 129 xii Research sub -question 2..................................................................................... 130 Research sub -question 3..................................................................................... 130 Participant8............................................................................................................ 134 Research sub -question 1..................................................................................... 134 Research sub -question 2..................................................................................... 135 Research sub -question 3..................................................................................... 135 Participant9............................................................................................................ 138 Research sub -question 1..................................................................................... 139 Research sub -question 2..................................................................................... 140 Research sub -question 3..................................................................................... 140 Participant10.......................................................................................................... 142 Research sub -question 1..................................................................................... 143 Research sub -question 2..................................................................................... 143 Research sub -question 3..................................................................................... 144 Participant11.......................................................................................................... 145 Research sub -question 1..................................................................................... 146 Research sub -question 2..................................................................................... 147 Research sub -question 3..................................................................................... 148 Participant12.......................................................................................................... 150 Research sub -question 1..................................................................................... 150 Research sub -question 2..................................................................................... 151 Research sub -question 3...................................................................................... 152 Data Analysis by Common Themes in Research Questions ....................................... 153 Research sub -question 1......................................................................................... 154 Common theme 1: Incentive to complete work .................................................. 154 Common theme 2: Improve focus and attention ................................................. 155 Common theme 3: Distraction (negative)........................................................... 155 Common theme 4: Ability to manage academic frustration ............................... 155 Common theme 5: Reading to dog.................................................................... 156 Research sub -question 2......................................................................................... 157 Research sub -question 3......................................................................................... 158 Common theme 1: Calming or settling heightened emotional states ................. 159 Common theme 2: Increased expression of empathy ......................................... 161 Common theme 3: Improving students' self and situational awareness ............. 162 Common theme 4: Drawing out the student....................................................... 163 Common theme 5: Providing comfort ................................................................ 164 Common theme 6: Sharing positive emotion when around dog ......................... 164 Common theme 7: Improved social skills.......................................................... 165 Common theme 8: Incentive for good behavior ................................................. 165 Summary......................................................................................................................... 167 CHAPTER V: FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS ........... 170 Summaryof the Study.................................................................................................... 170 PurposeStatement.......................................................................................................... 170 Research Questions......................................................................................................... 171 Central Research Question.......................................................................................... 171 Research Sub-Questions............................................................................................. 171 ResearchMethods........................................................................................................... 172 Target Population and Sample........................................................................................ 172 MajorFindings................................................................................................................ 173 Research Sub -Question 1............................................................................................ 174 Majorfinding I....................................................................................................... 174 Majorfinding 2....................................................................................................... 175 ResearchSub -Question 2............................................................................................ 176 Majorfinding 3....................................................................................................... 176 Research Sub -Question 3............................................................................................ 177 Majorfinding 4....................................................................................................... 177 Majorfinding 5....................................................................................................... 177 Majorfinding 6....................................................................................................... 178 Majorfinding 7....................................................................................................... 179 UnexpectedFindings...................................................................................................... 184 Conclusions..................................................................................................................... 184 Conclusion1............................................................................................................... 181 Conclusion2............................................................................................................... 182 Conclusion3............................................................................................................... 183 Conclusion4............................................................................................................... 185 Implicationsfor Action................................................................................................... 186 Implication for Action 1.............................................................................................. 187 Implication for Action 2.............................................................................................. 188 Implicationfor Action 3.............................................................................................. 189 Recommendations for Further Research........................................................................ 189 Concluding Remarks and Reflections............................................................................ 191 REFERENCES............................................................................................................... 195 APPENDIX..................................................................................................................... 216 xiv LIST OF TABLES Table 1. Programs Included in the Current Study ........................................................ 77 Table 2. Strategies to Enhance Validity in Qualitative Research ................................. 84 Table 3. Programs Included in the Current Study ...................................................... 101 Table 4. Description of Participants........................................................................... 101 Table 5. Participant 1: Themes in Responses to Research Sub -Questions ................. 106 Table 6. Participant 2: Themes in Responses to Research Sub -Questions ................. 111 Table 7. Participant 3: Themes in Responses to Research Sub -Questions ................. 118 Table 8. Participant 4: Themes in Responses to Research Sub -Questions ................. 121 Table 9. Participant 5: Themes in Responses to Research Sub- Questions ................. 125 Table 10 Participant 6: Themes in Responses to Research Sub -Questions .................. 128 Table 11. Participant 7: Themes in Responses to Research Sub -Questions ................. 133 Table 12. Participant 8: Themes in Responses to Research Sub -Questions ................. 137 Table 13. Participant 9: Themes in Responses to Research Sub -Questions ................. 141 Table 14. Participant 10: Themes in Responses to Research Sub -Questions ............... 145 Table 15. Participant 11: Themes in Responses to Research Sub -Questions ............... 150 Table 16. Participant 12: Themes in Responses to Research Sub -Questions ............... 153 Table 17. Common Themes in all Participant Responses Addressing Research Sub -Question 1............................................................................................. 157 Table 18. Common Themes in all Participant Responses Addressing Research Sub - Question2............................................................................ . 158 Table 19. Common Themes in all Participant Responses Addressing. Research Sub - Question3.................................................................................................... 166 KATA LIST OF FIGURES Figure 1. Overview of the testing room for the help conditions ................................... 34 Figure 2. Revised taxonomy for functional categories of assistance animals in society and major differentiating factors................................................................... 36 Figure 3. Initiation of the Social Interaction................................................................. 46 Figure 4. Roles, living situation, and legal status for access of companion animals, therapy animals, ESAs, and assistance dogs .................................................. 48 CHAPTER I: INTRODUCTION The benefits of the human -animal bond began as early as humans domesticated wolves and continues today with guide dogs for the blind, post-traumatic stress disorder (PTSD) specialized therapy dogs for veterans of war, and service dogs that can detect a myriad of conditions from disease to emotional distress signals in people. Results from the peer reviewed studies on whether service dogs/specialized therapy dogs have an impact on students with emotional/behavioral disorder (EBD) concludes that placing service dogs/specialized therapy dogs with a handler in the classroom has a positive effect on students' emotional well-being as well as their academic engagement on task and overall academic success (Huss, 2011). The issue has become one of greater importance over the last 20 years as the increase in identification of students with autism, for example, has increased. Schools, parent stakeholder groups, and districts have had to collaborate on ways in which special education programs must be designed to meet the needs of the child. One of the interventions discovered to be particularly effective in working with not only autistic children, but students with EBDs is that of incorporating a service dog/specialized therapy dog with a handler into the classroom. The Individuals with Disability Act (IDEA) of 1997 (IDEA, 2006) identifies best practices in working with special education students who suffer from emotional and behavioral disorders. Service dogs and therapy dogs are increasingly considered a viable component of a special education classroom. Additionally, the mainstream population can register personal animals for therapeutic reasons (Huss, 2011; Marx, 2014). Thus, evidence supports that service animals in academic settings such as K-12 classrooms and college campus classrooms have positive outcomes such as reducing students' anxiety levels and increasing on task academic engagement (Von Bergen, 2015). The literature, however, shows a lack of empirically designed research to unequivocally support the efficacy of this intervention. Consequently, much of the research is anecdotal in nature and, while emotionally engaging, does not lend itself to hard science. Additionally, the reported findings of Esteves and Stokes (2008) conclude that a body of research supporting the efficacy of service dogs on academic engagement is widespread beginning with the 1997 research work of Limond, Bradshaw, and Cormack (1997) who studied children with Down's syndrome and found that these children interacted more readily with the handler and directed their attention more to a live dog versus an imitation dog. The study was limited in that data was not collected regarding interaction with peers or other adults. A study conducted by Frenette (201 G) suggested dogs that are highly skilled and expertly trained help students during such anxiety producing events as fire drills, crowded hallways, and standardized tests. Albeit while largely anecdotal in nature, the literature can assist the field of study in further examination of the relationships between humans and animals. The topic of this study is the use of service dogs/specialized therapy dogs with handlers for individuals with emotional and behavioral disorders and the implementation of their use in school settings. While the research advances both theory and practice, there is anecdotal evidence of the benefits of these dogs in the classroom. Similarly, the implications of the benefits to students with EBDs in the classroom suggest that people in wider society may also find benefits. In order to combat personal levels of anxiety and stress, many people have their own pet registered as an emotional -support animal (ESA). Research in this field can assist practitioners by identifying emotionally disturbing 2 behaviors effectively responded to by service dogs that occur not only in the classroom, but also within society at large by exploring the effectiveness of service dogs in the classroom. A current area of controversy exists regarding the general public utilizing their pets as "therapy" animals. There is a specific process for this registration and while dogs are most frequently the types of animal registered in this capacity, people have also registered rabbits, snakes, rodents, pigs and even llamas (Marx, 2414). The duties of service dogs and specialized therapy dogs, however, are task specific and designed to pointedly meet the needs of an emotionally and behaviorally disabled individual or groups containing such individuals (Burkes, 2015; Froling, 2009). More information is needed to determine and describe the academic and social -emotional effects of a classroom service dog/specialized therapy dog with a handler on student learning and behavior in K-12 special education students in emotional/behavioral disorder placements. Background Historically, schools have served as a microcosm of the larger world. Within that strata there are all types of personalities, learners, and thinkers. Additionally, individuals with mental or behavioral disabilities have not always been welcomed into public schools in the United States. Prior to the 1970s, it was left to individual states to determine if individuals with disabilities could be enrolled in their schools (Berry & Katsiyannis, 2012). Fortunately, with the advent of the IDEA in 1972, those students were no longer at the mercy of state and local school officials and a Free and Appropriate Public Education (FAPE) was finally considered their right (Individual with Disabilities Education Act [IDEA], 2004). In addition, schools were required by law to see to it that students with disabilities had opportunities to interact with more typical peers to the 3 extent possible. These children were no longer to reside solely in the basement of the school away from the other students, as was a common practice of the 60s and early 70s (Switzer Vaughn, 2003). Working with students with emotional and behavioral needs, however, poses additional challenges. The need for implementation of mental health interventions with students in the classroom has increased significantly over the course of the last decade (Von Bergen, 2015). Hawken, Bundock, Kladis, O'Keeffe, and Barret (2014); Mastropieri and Scruggs (2007); Rutherford, Quinn, and Mathur (2004); and Vejar (2010) note emotional disorders such as autism, anxiety, PTSD, adolescent schizophrenia and a myriad of other mental health challenges resulting in behaviors ranging from school avoidance to physical aggression which warrant classroom modifications designed to increase student learning and emotional stability and reduce maladaptive behaviors (Stuber & Dannells, 1996). One intervention with promising anecdotal and theoretical support involves the use of service dogs in classroom programs serving these children's needs. Results from peer reviewed studies on whether service dogs have an impact on emotionally disturbed and behaviorally disordered students concludes that placing service dogs in the classroom has a positive effect on students' emotional well-being as well as their academic engagement on task and overall academic success (K. L. Anderson & Olson, 2006). Evidence supports that service animals in academic settings such as K-12 classrooms and college campus classrooms have positive outcomes such as reducing students' anxiety levels and increasing on task academic engagement (Von Bergen, 2015). 4 The background is presented in four areas with sub topics in each of the main topic sections. Understanding the nature of utilizing service dogs and specialized therapy dogs guided by handlers as an intervention in the classroom is paramount to the research. There is an explanation of terminology, providing of examples and identification of classroom systems where service dogs/specialized therapy dogs with handlers are placed. While not a prescriptive paper topic, the organizational elements necessary to instituting an intervention program which infuses these dogs and their handlers into the setting, is addressed (Suchetka, 2010). The first section provides an overview of service dogs and specialized therapy dogs as an educational intervention. Within that area, the rationale, key terms, and variables affecting service animals working with emotionally disturbed students will be articulated. Service dogs/specialized therapy dogs provide support and interventions in classrooms seeking to address behaviors that can compromise student learning and lead to disciplinary consequences such as school suspension (Lawrenson & McKinnon, 1982). The key terms specific to this understanding provide clarity for practitioners in the field. Variables such as student behavioral characteristics stemming from troubled home life, mental health disorders, and limited access to quality interventions and supports are pivotal elements of recognizing the many challenges faced by these students. Additionally, as Poucher (2015) highlights in her paper discussing inaccurate mental health assessments on adolescents, a section on assessment and student accountability will be presented. Finally, there will be discussion on the historical base of addressing the purpose of animals as support systems for students and society. 5 The second area of the review will examine literature covering the history of service dogs in public facilities and in education. The sub areas will discuss literature surrounding the use of guide dogs for visual and hearing impairments, the 1992 American with Disabilities Act and litigation that influences the acceptability of a service dog and specialized therapy dog in the classroom. Also within the history section, the sub topic of Individual(s) with Disability Education Improvement Act (IDEIA) of 2004 will be reviewed. A section discussing the range of terminology applied to dogs providing support will be presented for clarity and understanding of the role of service dogs and specialized therapy dogs with handlers for anxiety and acting out disorders versus more general therapy dogs and highly trained psychiatric service dogs placed with specific individuals (Binfet & Passmore, 2016). The third area discusses the efficacy of the service dogs/specialized therapy dogs and their handlers with students with disabilities and addresses anecdotal evidence or case studies, the theoretical benefits to children and schools and the challenges and lack of evidence -based support. An examination of the principles of placing a service dog/specialized therapy dog with a handler in the classroom with emotionally and behaviorally disturbed students is analyzed in this third area of the background. The third area will also present the criticisms and challenges to the program implementation. Slade et al. (2009) will provide an examination of the financial implications of having a service dog/specialized therapy dog with a handler as a classroom intervention. Finally, the literature is reviewed about the sustainability of the program on school campuses with an emphasis on the review of literature discussing rationale(s), 0 policy roadblocks and flexibility and accommodations (Taylor, 2010). The chapter will conclude with a summary of the findings and recommendations for future studies. Statement of the Research Problem Special Education K-12 students who are diagnosed as emotionally disturbed and/or behaviorally disordered face a lifetime of challenges starting with their compulsory education and continuing into adulthood (Stuber & Dannells, 1995; Vejar, 2005). For some, the trajectory includes multiple school referrals, suspensions, school expulsions and can continue into adulthood where prison is sometimes the end of the line (Mallett, 2016a, 2016b; Poucher, 2015). Cuellar and Markowitz (2015), for example, pose that suspensions lead to crimes committed outside of school during the student's period of suspension. Threat assessments of students with emotional disturbance have found these children to have significantly more suspensions than regular education students and special education students with learning disabilities (Kaplan & Cornell, 2005). Consequently, learning time is compromised and the gaps in a student's education can lead to failure in gaining a high school diploma. Additionally, the stress on special education teachers to meet the ever increasingly difficult developmental and mental health needs of an EBD student is significant (Baker, 2013; DeVoe & McMillen, 1994). The relationship between the student and the teacher is impacted with additional environmental stressors placed on the students in the classroom (Merrell, Buchanan, & Tran, 2006). According to Kaplan and Cornell (2045) the "threats of violence" in classrooms are ever present in classrooms for special education students identified as EBD. Researchers have examined various assessments and interventions to accommodate the emotionally and behaviorally disturbed student in 7 the classroom (Stuber & Dannells, 1996; Topping & Flynn, 2004). Similarly, financial impacts and reforms in special education are examined for efficacy of program implementation on school sites (Sigafoos et al., 2010). The challenge thus becomes discovering interventions to provide support for special education students with EBDs in order to facilitate their success in school and life. One such intervention is the "human -animal" therapeutic connection and the physiological benefits animals can provide as a 21 st century mental health treatment (Pop et al., 2014; Tedeschi, Garrity, & Garrity, 2009). Service animals, including horses and dogs, have been shown to decrease stress levels in their owners and increase emotional well-being (Butterly, Percy, & Ward, 2013). Guide dogs for the blind have their earliest roots in working with World War I veterans (Ostermeier, 2010). Today, handlers, including occupational therapists, are well represented in working with veterans of war (Fike, Najera, & Dougherty, 2012). A growing body of research on utilizing psychiatric service dogs with war veterans suffering acute post-traumatic stress disorders continues to unfold examining benefits and costs associated with providing a service animal to veterans (Fike et al., 2012; Ostermeier, 2010; Weinmeyer, 2015) yet, there is a dearth of research on utilizing service dogs and specialized therapy dogs with EBD students in the classroom and on school campuses (Von Bergen, 2015). Consequently, there has been little to no research determining and describing the academic and social -emotional effects of a classroom service dog/specialized therapy dog with a handler on student learning and behavior in K-12 special education classrooms for students with EBDs. Additionally, what research is available is largely anecdotal in nature (Rothberg & Collins, 2015; Stevenson, Jarred, Hinchcliffe, & Roberts, 2015; 0 Suchetka, 2010; Walthall, 2012). However, there is research that has determined that the presence of therapy dogs on college campuses has been shown to reduce acute stress and anxiety in students during final exams (Schlosser, 2013). Moreover, therapy dogs have been found to be assistive in creating "social stories" with autistic students (Chris & Gatehouse News, 2011; Funahashi, Gruebler, Aoki, Kadone, & Suzuki, 2014; Grigore & Rusu, 2414; Hill, King, & Mrachko, 2014; Schoenbaechler, 2010). Trained service dogs working with autistic children have a positive impact on the child's behavior in the classroom. Again, however, the need for a service dog/specialized therapy dog with a handler that is more specifically trained for behavioral intervention also exists as there remains a population of students with special needs, the emotionally and behaviorally disordered student, who unilaterally does not receive these supports. The increased behavioral incidences of students with emotional disturbances and the frequency with which those behaviors result in suspensions, expulsions, and their link to the "prison pipeline" phenomena is examined by the National Council on Disability (as cited in Houchins & Shippen, 2012). A brief examination of the literature on organizational leadership (D. Anderson & Anderson, 2414) logic models (Bamberger, Rugh, & Mabry, 2012) and system(s) development (Senge, 2004) as they relate to a psychiatric program implementation on a school campus are presented. Conclusions discuss the leadership required to inspire people to "action" (Degges-White, 2015, p. 14) and with modeling of positive behavior when, in this case, introducing a service dog/specialized therapy dog on campus. The review of this literature suggests a topic for future study. 0 No uniform legal statutes and protocols exist in supporting the use of a service dog/specialized therapy dog with a handler in the classroom and the intervention must be examined and solidified for proper program placement at school (Hill, King, & Mrachko, 2414; Hunt & Chizkov, 2014). Thus, the need to further define and examine the academic and social -emotional benefits of having a service dog/specialized therapy dog with a handler in the classroom is warranted as a possible intervention for students with special needs in emotional/behavioral disordered placements. Purpose Statement The purpose of this phenomenological study is to determine and describe the academic and social -emotional effects of a classroom service/specialized therapy dog with a handler on student learning and behavior in K-12 special education students in emotionanehavioral disorder placements as perceived by their teachers. Research Questions This phenomenological study will address the following questions: Central Research Question How do classroom teachers of K-12 special education students in placements for EGDs describe the academic and social -emotional effects of a classroom service dog/specialized therapy dog with a handler on student learning and behavior? Research Sub -Questions 1. How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe ways in which the presence of a service dog/specialized therapy dog with a handler affect academic engagement and time on task? 10 2. How do classroom teachers of K-12 special education students in emotionalibehavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? 3. How do classroom teachers of K-12 special education students in emotionalibehavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect behavior of students in measurable ways? Significance of the Problem Like guide dogs for the blind and war veterans suffering from post-traumatic stress disorder, service dogs/specialized therapy dogs may provide cueing and support for an emotionally disturbed student who is accelerating in a negative direction in the classroom (Topping & Flynn, 2004). Investigating this possibility provides an opportunity to reconcile the gap in the literature and can contribute to the existing body of anecdotal research in the human -animal relationship as occurs in mental health capacities. This study will add to the literature that examines service dogs in the classroom and the human -animal bond (Gavriele-Gold, 2011). Specifically, this study sought to fill the gaps in the literature by determining if placing service dogs/specialized therapy dogs in the classroom has a positive effect on students' emotional well-being as well as their academic engagement on task and overall academic success (Esteves & Stokes, 2008; Frenette, 2016; Fry -Johnson, Powell, & Winokur, 2009; Huss, 2411). An overlooked population in this area, however, are the special education students placed in classrooms for EBDs. An investigation into the data of special education students in placements for emotional/behavioral problems will address gaps in research and literature in the field of utilizing service dogs/specialized therapy dogs with handlers as an intervention in a classroom setting. The IDEA of 1997 (IDEA, 2006) supports the use of therapy dogs in the classroom and identifies best practices in working with special education students who have special needs. Evidence supports that service animals in academic settings such as K-12 classrooms and college campus classrooms has positive outcomes such as reducing students' anxiety levels and increasing their on task academic engagement (Von Bergen, 2015). Current popular research in this area is centered on how the mainstream population can register their personal animals for therapeutic reasons (Huss, 2011; Marx, 2014; Muramatsu, Thomas, Leong, & Ragukonis, 2015). Service dogs and specialized therapy dogs are now considered a viable component of a special education classroom; yet, there is a paucity of research in utilizing these dogs in a 21st century classroom as an intervention for students with EBD. Additionally, this study will examine the reported findings of Esteves and Stokes (2008) discerning the efficacy of service dogs on academic engagement is widespread ensuing with the research work of Limond, Bradshaw, and Cormack (1997) who studied individuals with developmental disabilities. Dogs that are highly skilled and expertly trained help students during such anxiety producing events as fire drills, crowded hallways and standardized tests (Fritz, 2011). The urgency for research on service dogs specifically intended to provide support for special education students in EBD placements, however, is great as they suffer extreme anxieties and angry outbursts which impact student safety (their own, peers, and school employees) and academic engagement 12 due to a myriad of mental health disorders (Berry & Katsiyannis, 2012; Lang, Jansen, Wertenauer, Gallinat, & Rapp, 2414; Parenti, Foreman, Jean Meade, & Wirth, 2013; Poucher, 2015; Suchetka, 2010; Von Bergen, 2015). Furthermore, the feeling of futility is felt by not only the student, but by the teachers who work with students with emotional and behavioral disorders, warranting research for supports and classroom interventions necessary to stave off staff burnout (Cavin, 1998; Lawrenson & McKinnon, 1982). Maintaining the safety and satisfaction of highly qualified teachers in this area and providing stability for students and stakeholders is another potential important contribution of research in this area (Beetz, 2013). Moreover, student referrals, suspensions, expulsions, and a declining high school graduate rate in special education students identified with and placed in programs for EBD are a growing trend (Bradley, Doolittle, & Bartolotta, 2008; Lewis, Jones, Horner, & Sugai, 2010; Poucher, 2015; Topping & Flynn, 2004). Academic engagement, including time on task, and success rates on statewide achievement tests are compromised when a student is suffering behavioral issues which interfere with learning (Abel, Gadomski, & Brodhead, 2016). Collecting data on students with EBDs directly from school districts that have utilized service dogs and specialized therapy dogs in the classroom and examining that data to determine the impact of this under researched intervention on student outcomes is the study. The goal is to fill the gap in research through an investigation into the human -animal bond focusing on service dogs and specialized therapy dogs by examining the lack of research pertaining to this relationship with special education students place in classrooms due to ESD. Additionally, a gap 13 exists in the administrative procedures for placing a service dog in a public -school classroom and there is no uniform policy in this area (Bourland, 2009). Definitions Service Dog. Service dogs are generally considered to be dogs trained in supporting individuals with specific disabilities who are unable to manage activities of daily living as a result. The term includes dogs extensively and specifically trained to assist those with blindness or visual impairments and deafness, along with conditions such as diabetes, seizure disorders and autism along with psychiatric service dogs. In a broader sense, and for purposes of this study, however, the term is used to mean dogs with specific training in social, emotional and behavioral interventions for children and that work in classrooms under the supervision of their handlers (Rothberg & Collins, 2015; Sutton, 2015). Therapy Dog. Therapy dogs are certified to accompany therapists in the physical or mental health domains in treating patients with a variety of diagnosed conditions. While these animals are certified, there is typically not a specific training requirement needed to secure this designation (Zilcha-Mano, Mikulincer, & Shaver, 2011). Specialized Therapy Dog. A specialized therapy dog is a dog that is accompanied by a handler in the classroom or in a hospital setting and is more highly trained to provide assistive mental health support such as nuzzling, redirecting and guiding individuals who are suffering from anxiety, depression and other associative disorders that interfere with a person's quality of life (Friesen, 2010; Wieselthier, 2011). Facility Dog. A facility dog is trained to work with a "professional partner" such as speech and language therapists, physical therapists and reading specialists to provide 14 motivation for the individual in the classroom and/or therapy session. The temperament of the facility dog requires that the dog stay calm in various situations, take direction and be able to interact with diverse populations at the direction of the handler (Hall, Gee, & Mills, 2015). Psychiatric Service Animalldog. Psychiatric service dogs are vetted and specifically trained to work with specific individuals identified with "disability -related needs" and those suffering from psychological and mental health disorders (Esnayra, Terry, & Edelson, 2012). Individual dogs with this designation are assigned to a single person and their access to a range of public and private facilities is protected by the ADA (Springer, 2008). Cortisol Detection Dogs. Cortisol detection dogs are service dogs specifically trained to utilize their keen sense of smell to detect cortisol increases in individuals suffering from stress, anxiety, post-traumatic stress disorder or nervousness. These dogs signal the increase of cortisol to their handler who in turn seeks to minimize the response in the individual suffering the episode (Hall et at., 2016; Leitner, 2017). Emotional Support AnimallDog. Emotional Support Animals and Emotional Support Dogs are a type of service animal that provides comfort and emotional support and are considered companions to humans (Sutton, 2015). Emotional Disturbance. Emotional disturbance is a diagnosis given to an individual who suffers from and demonstrates severe emotional, behavioral, and socially maladjusted problems (Bloom, 1983; Gresham, 2005). Placements}or Students with Emotional Disturbances. Intensive behavioral and emotional support for students identified with emotional disturbance and/or severe 15 behavioral disorders with students who typically spend 50% or more of their time outside of general education (mainstream) classroom placements (Kauffman, Cullinan, & Epstein, 1987). Animal Assisted Therapy. Animals working with a therapist in psychotherapeutic sessions with patients dealing with emotional or maladaptive behavioral disorders (Hunt & Chizkov, 2414). Students with Disabilities. Students who have been assessed by their local school districts who meet one of the 10 criteria for meeting eligibility: (a) autistic, (b) emotionally disturbed, (c) mental retardation, (d) other health impaired, (e) deaf/blind, (f) hard of hearing, (g) orthopedically impaired, (h) intellectually disabled, (i) multiple disabilities, and U) speech and language impaired (Smith & Colon, 1998). Special Education. A federally mandated set of services, supports and accommodations required to meet the needs of students identified with educational disabilities who are offered a free and appropriate public education as determined in their IEPs (Cloth, Evans, Becker, & Paternite, 2014). Individuals with Disability Education Improvement Act. The federal law that, in 1975, established the rights, procedures and principles of special education and that has been reauthorized in 2004 (Coots, 2007). Educational Interventions. Specific services, programs, supports and modifications designed to improve students' success and positively impact student learning and behavioral outcomes (Evans, Hallett, Rees, & Roberts, 2016). Service Dog Programs. To qualify for inclusion in this study, a service dog program must include regular (three times per week) presence of a trained psychiatric 16 service dog with a certified handler (Hergovich, Monshi, Semmlert, & Ziegimayer, 2002). Academic Benefits. Students will be observed in percentage of intervals in a 15 - minute period in which student is engaged in appropriate academic behaviors. Teacher reports of progress (percentage of academic IEP goals met). SociallEmotional Benefits. Percentage of social/emotional/behavioral goals met on IEPs observing a frequency count of number of aggressive behaviors that occur within a twenty -minute observation period. Aggressive incidents will be defined in both verbal and physical terms and identified by physical aggression including acts of hitting, kicking, throwing, etc. Delimitations This study was delimited to teachers of K-12 special education students in EBD placements on the east coast and in southern California. Specifically, this study was delimited to four schools, one in California and three in New Jersey, that house special education programs considered primary placements for students with an emotional/behavioral disturbance that are currently utilizing trained service dogs and specialized therapy dogs on a regular basis. Organization of the Study This dissertation is organized in five chapters. Chapter I introduces the study and the examination of the topic of the use of dogs for individuals with EBDs and the implementation of the service dog/specialized therapy dogs use in schools. Furthermore, Chapter I will introduce the background of the issue, the statement of the research problem, the purpose statement, research questions, significance of the problem, 17 definitions and delimitations of the study. Chapter II provides a review of the seminal works and pertinent literature for this research presenting definitions, themes and program design considerations. Chapter III highlights the research methods and procedures that will be utilized as well as articulating the support for the selected methodology. Chapter IV enumerates the findings of the study as they pertain to the research questions. Chapter V provides major findings, conclusions, ramifications, and recommendations for a future study. CHAPTER II: REVIEW OF THE LITERATURE "When paws touch hands in friendship, hearts are touched with joy. " --Michelle Rivera Introduction This literature review provides the research and theoretical background for the study as well as identifying the research gap. The examination of the literature is centered on service dogs and specialized therapy dogs that are accompanied by handlers in special education classrooms where students with ESDs are educated. Within the scope of the literature review, topics included in the review are the various genres and definitions (National Service Animal Registry [NSAR], 1995-2017) of service animals, the history of service animals in private and public educational organizations in the United States and internationally, animal assisted therapy and its applications to the educational realm, and animals in the classroom as a positive behavioral intervention (Hanselman, 2401). This literature review chapter is vital in establishing the purpose and intent of the study on the efficacy of programs where service dogs and specialized therapy dogs with handlers work with students with emotional and behavior disorders in K-12 classrooms and explores the breadth of writing suggesting service dogs become a regular part of the school organization when warranted (Esteves & Stokes, 2008; Geist, 2014). The literature review establishes the rationale for why the study is important and allows for the definition of key terms to be used throughout the study (NSAR, 1995-2017). In this case, the purpose of the literature reviewed was to specifically examine the effectiveness of service animal programs as educational interventions in classrooms and examine 19 programs that "ensure that all children with disabilities have a free appropriate public education (FAPE)" (IDEA, 2004, p. 2). The review will examine literature regarding different age groups and disability groups to identify trends or factors associated with significant outcomes for a service dog intervention (Friedmann & Heesook, 2009). In this proposed research, the specific context will include public school programs for special education students in a non-public school in southern California and one public school and two private schools in New Jersey. The literature is presented in four areas with sub topics in each of the main topic sections. The first section provides an overview of service dogs as an educational intervention (Hall, Gee, & Mills, 2015; Levinson, 1970). Within that area, the rationale, key terms, and variables affecting service animals working with EBD students will be articulated. The second area of the review will examine literature covering the history of service dogs in public facilities and in education. The sub areas will discuss literature surrounding the use of guide dogs for visual and hearing impairments, the 1992 American with Disabilities Act and litigation that influences the acceptability of a service dog in the classroom (Ostermeier, 2010). Also, within the history section, the sub topic of IDEIA of 2004 will be reviewed (Wieselthier, 2011). The third area reviews the efficacy of the service dogs with students with disabilities and addresses anecdotal evidence or case studies, the theoretical benefits to children and schools and the challenges and lack of evidence based support (Trotter, Chandler, Goodwin -Bond, & Casey, 2008). Finally, a review of literature is studied regarding the sustainability of the program on school campuses with an emphasis on the review of literature discussing rationale(s), policy 20 roadblocks, and flexibility and accommodations (Binfet & Passmore, 2016; Guesno, 2412). The chapter will conclude with a summary of the findings. Scope of the Literature Review The purpose of this literature review will be to develop a thorough understanding of the use and efficacy of service and therapy dogs in educational settings. As such, its emphasis will be on the range of interventions implemented in school settings, with particular emphasis on uses involving students with emotional and behavioral challenges (Roberts -Schneider, 2016). The review will not, therefore, catalogue an exhaustive list of additional interventions applicable with this population. In addition, an aspect of the administrative oversight of these programs will be examined. Service Animals as Educational Interventions School sites, for centuries, have served as a microcosm of the larger world. Within that strata there are all types of personalities, learners, and thinkers (Stone & Uretsky, 2016). Additionally, individuals with mental and behavioral disorders have always been part of the school organization (Jones, 1992). Fortunately, with the advent of the IDEA in 1972 (Switzer Vaughn, 2003) those students no longer reside in the basement of the school away from the other students, as was a common practice of the 60s and early 70s or worse, not allowed into school at all (Cloth, Evans, Becker, & Paternite, 2014; Coots, 2007). Working with students with emotional needs, however, poses additional challenges (Hanselman, 2001; Johnson et al., 1981). The need for implementation of mental health interventions with students in the classroom has increased significantly over the course of the last decade (Von Bergen, 2015). Whitlock and Schantz (2008) note emotional disabilities such as autism, anxiety, 21 posttraumatic stress disorders, adolescent schizophrenia, and a myriad of other mental health challenges resulting in behaviors ranging from school avoidance to physical aggression warranting classroom modifications designed to increase student learning and emotional stability (Jones, 1992; Webber, Anderson, & Oteym, 1991). One intervention with promising anecdotal and theoretical support involves the use of highly trained service dogs with handlers in classroom programs serving these students' needs (Walthall, 2012; Wieseithier, 2011). Theoretical Framework This study draws on the reported findings of Esteves and Stokes (2008) which concludes that a body of research supporting the efficacy of service dogs on academic engagement is widespread. The particular focus of their work is on the social effect of emotionally disturbed children in the classroom Esteves and Stokes (2008). Burgoyne et al. (2014), indicates a potential causal relationship between a student's positive verbal, non-verbal and social engagement in a classroom containing a service dog and/or highly specialized therapy dog. Dogs that are highly skilled and expertly trained help students during such anxiety producing events as fire drills, crowded hallways, and standardized tests (Frenette, 2016). Benefits of Service Dogs for Students with EBD Results from peer reviewed studies on whether service dogs have an impact on EBD students concludes that placing service dogs with a handler in the classroom has a positive effect on students' emotional well-being as well as their academic engagement on task and overall academic success (Kogan, Granger, Fitchett, Helmer, & Young, 1999). These researchers report case studies which demonstrated the impact of an 22 Animal Assisted Therapy (AAT) approach on two boys identified with Emotional Disturbance with IEPs. They nate that AAT was delivered as an adjunctive service, meaning that it was not the sole intervention utilized with these students but, instead, was integrated into the overall plan supporting the students that included a small classroom with about 10 students and additional staff support. Each child had a history of school - related behavioral problems and multiple schools of attendance by the time each reached fifth grade prompting placement in a district -wide special education program for students diagnosed with ESD. Each student participated in weekly AAT sessions of 45-60 minutes in length for at least 11 weeks. The sessions were conducted by human -animal teams from the Human -Animal Bond in Colorado (HABIL) of Colorado State University. Specific details of the procedures used in the AAT sessions were reported and included rapport - building and animal training/presentation planning time. During the rapport -building portion animal handlers discussed positive and negative aspects of the child's week while the child petted and brushed the dog. Discussion was enriched by consultation between the handler and the child's parent and teacher, and the child was also allowed to introduce topics of discussion. The second aspect of the session involved having the child learn and practice training and commands with the dog utilizing positive reinforcement and included specific attention paid to specific aspects of trainer behaviors such as tone of voice, eye contact, patience, and positive reinforcement. Data was collected using a rating scale for symptoms associated with Attention Deficit Disorder, direct observations of each child in the ATT sessions, videotapes analysis, and IEP goal review, along with post -intervention interviews. Both boys 23 demonstrated improvements in multiple areas with the first showing improvements in level of distractibility, fewer negative comments made by him, and better relationships with peers. The second student demonstrated improved sense of self control, fewer tantrums and pouting, improved peer relations, use of appropriate tone of voice, and eye contact. Limitations of the study included inability to isolate the specific effects of AAT from other aspects of the special education program and to control for improvements that may have been associated with other interventions. Follow-up was not conducted to determine if the changes were long-term. In addition, more rigorous case study methodology was not utilized to determine whether the impact of the AAT intervention was maintained or lost during a period of intervention removal and then increased when the intervention was reintroduced. Class -wide impact of a dog within a classroom similarly designated for students with severe emotional disorders was examined by (Anderson & Olson, 2015). This study embedded a dog into a class and the research team collected data through observation, interview of students, parents and teachers, and specific trajectory of emotional crises on the part of students. Findings noted prevention and improved de-escalation of emotional crisis, improved student attitudes toward school and positive impact on student understanding of responsibility, respect and empathy. Results from peer reviewed studies (Kogan et at., 1999) on whether service dogs have an impact on EBD students concludes that placing service dogs with a handler in the classroom has a positive effect on students' emotional well-being as well as their academic engagement on task and overall academic success (K. L. Anderson & Olson, 2005). Service dogs, specialized therapy dogs, and facility dogs with handlers are shown 24 to be assistive to teachers with EBD students in the classroom (Harris & Sholtis, 2016; Walther et al., 2017). Evidence supports that service animals in academic settings such as K-12 classrooms and college campus classrooms (Von Bergen, 2015) have positive outcomes such as reducing students' anxiety levels and increasing on task academic engagement. Additionally, the reported findings of Esteves and Stokes (2408) conclude that a body of research supporting the efficacy of service dogs on academic engagement is widespread. The particular focus of their work is on the social effect (Esteves & Stokes, 2008) of emotionally and behaviorally disordered children in the classroom. Burgoyne et al. (2014) indicates a potential causal relationship between a student's positive verbal, non-verbal, and social engagement in a classroom containing a service dog with a handler. Dogs that are highly skilled and expertly trained (Frenette, 2016) help students during such anxiety producing events as fire drills, crowded hallways and standardized tests. By the 1970s, researchers had established the special education category of student who displayed extreme emotional distress and problematic behaviors that impeded academic and developmental progress in the classroom (Merrell, Buchanan, & Tran, 2006). When the original IDEA was passed by Congress in 1975, educators and researchers established the special education category "severe emotional disturbance" (California Reading Association, 2010). EBD students are defined as presenting educators with many significant challenges and whose educational outcomes are among the poorest across all student subgroups (Mastropieri & Scruggs, 2007). The current IDEIA of 2004 defines emotional disturbance as one of 12 educational disabilities under 25 which students may be found eligible for special education services. In definitions unchanged from earlier versions, IDEIA (2004) identifies emotional and behavioral disturbance in the following manner: (i) The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems. (ii) The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. (IDEA, 2006, CFR 300.4 Child with Disability section) Additionally, research has established that EBD students are those that are at the greatest risk of not graduating high school and who have one of the highest rates of matriculation into prisons (Cuellar & Markowitz, 2015; Mallett, 2016a). Special education K-12 students who are diagnosed as emotionally disturbed and/or behaviorally disordered face a lifetime of challenges starting with their compulsory education and continuing into 26 adulthood (Stuber & Dannells, 1996; Vejar, 2005). For some, the trajectory includes multiple school referrals, suspensions, school expulsions and can continue into adulthood where prison is sometimes the end of the line (Mallett, 2016a, 2016b; Poucher, 2015). Cuellar and Markowitz (2015), for example, pose that suspensions lead to crimes committed outside of school during the student's period of suspension. Threat assessments of students with emotional disturbance have found these children to have significantly more suspensions than regular education students and special education students with learning disabilities (Kaplan & Cornell, 2005). Consequently, learning time is compromised and the gaps in a student's education can lead to failure in gaining a high school diploma. Additionally, the stress on special education teachers to meet the ever increasingly difficult developmental and mental health needs of an EBD student is significant (Baker, 2013; DeVoe & McMillen, 1994). The relationship between the student and the teacher is impacted by additional environmental stressors placed on the students in the classroom (Merrell et al., 2006). According to Kaplan and Cornell (2005) the threats of violence in classrooms are ever present in classrooms for special education students identified as EBD. Burnout is a significant risk for teachers in a classroom with emotionally disturbed and behaviorally disturbed students (Johnson et al., 1981). Stress, and threats of violence toward either teachers or peers with a challenging student population and a lack of promising interventions in a classroom with ED/EBD students, can lead to staff burnout in the classroom (Bloom, 1983; Kaplan & Cornell, 2005). Farley, Torres, Wailehua, and Cook (2012) note that "The Individuals with Disabilities Education Act of 2004 promotes the rigorous use of scientifically based 27 research practices in the educational decision-making process for students with disabilities, including students with EBD" (p. 38). These authors identified two specific practices that have been shown to have robust impact on achievement levels for these students, peer tutoring procedures and self-monitoring interventions. Among other promising approaches with empirical support are applied behavior analysis, point and levels systems, and integrated therapeutic environments (Topping & Flynn, 2004). Research analyses have yielded empirical support for many additional intervention approaches, though collectively these results have failed to result in widespread improvement in educational outcomes for students identified with these disorders (Kauffman, Cullinan, & Epstein, 1987). The promise of service and specialized therapy dogs as supports in the classroom, is being examined in current research (Irwin, 2013). Researchers have examined various assessments and interventions to accommodate the emotionally and behaviorally disturbed student in the classroom (Stuber & Dannells, 1996; Topping & Flynn, 2004). The desire to increase interventions in the classroom is increasing as evidence mounts regarding the increased risk for ED/EBD students for failing out of school (Evans et al., 2016). Similarly, financial impacts and reforms in special education are examined for efficacy of program implementation on school sites (Sigafoos et al., 2010). A focus on building inclusive school communities and creating canine interventions in the classroom at the secondary level is a current focus of research in the human -animal bond (Huss, 2011). Program infrastructure is examined at an administrative level to bring about change in schools and organizations (Friesen, 2010; Froling, 2009; Grieve, 2014). Like MM the Walter Reed Army Medical Center (Yeager & Irwin, 2012) which identifies the emotional fragility of the patient and pairs him/her with a suitable canine companion, canines in the classroom are vetted for disposition and suitability for classroom programs (Leitner, 2017). Part of administration of the program includes the types of behavioral assessments given to students in special education (Poucher, 2015). Identifying the students who would benefit from a service dog and/or therapy dog program in the classroom assists in creating the structure of the intervention program (Rivera, 2004). Further, a perceived outcome emerges that humane characteristics develop in a child who has a therapy dog in the classroom and in therapy groups with children (Rothberg & Collins, 2015). AAT and the Human -Animal Connection AAT is regarded as an intervention to assist Cognitive Behavioral therapists (CRTs) in decreasing a patient's level of anxiety due to arousal (Hunt & Chizkov, 2014) of negative stimuli produced by discussion and introduction of distressing information during therapy sessions. The animal provides a distraction, which in and of itself does not assist the CST in their work with the patient; however, Hunt and Chizkov (2014) determined: AAT has been used to enhance the therapeutic alliance in residential drug treatments programs and to enhance self-efficacy and coping abilities in individuals with a range of psychiatric disorders. AAT has been shown to reduce anxiety in patients about to undergo electroconvulsive therapy. 29 AAT typically produces moderate effect sizes in improving outcomes in the areas of autism -spectrum symptoms, medical difficulties, behavioral problems, and emotional well-being. (p. 457) In working with an adult population, therapy dogs provide the necessary comfort to patients in order to allow productive interaction with the cognitive behavioral therapist. Hunt and Chizkov (2014) directly evaluated the impact of a therapy dogs presence on process variables considered important to the success of CBT approaches. Expressive writing was used as an analog of exposure therapy for adults suffering from anxiety and trauma disorders. The 107 adult study participants in the 2X2 experimental design were randomly assigned to one of two conditions where they wrote about either a trauma -based or a neutral/trivial (control) topic; half of each group participated with a therapy dog present in the room and half had no exposure to the dog. Statistical analyses revealed higher rates of post -writing anxiety in general in the group that wrote about traumatic events; however, within the trauma group, the group with the dog present had statistically lower reports of anxiety across time than those with no dog present. In addition, the dog present group demonstrated a drop in reported depression symptoms at follow-up when compared to those who wrote about trauma but had no dog present. The authors summarized that the study did not produce evidence that a dog's presence interferes with emotional processing. Rather, they concluded that the dog's presence appeared to buffer the degree of emotional arousal and distress felt during the processing of the experiences (Hunt & Chizkov, 2014). 30 Further, the authors posited that therapy dogs provide the necessary comfort to patients in order to allow productive interaction with the cognitive behavioral therapist (Hunt & Chizkov, 2014). In the classroom with students suffering severe emotional disorders, Anderson and Olsen (2006) found positive psychosocial benefits include "decreased aggressive behavior, increased self-regulation (the ability to self -correct negative behaviors), and increased prosocial behaviors in their classroom over a four-week period in the presence of a certified therapy dog" (p. 35). Berek (2013) discusses the work of (Friedmann & Heesook, 2009) which shows those who have pets live longer and have more satisfactory mental health and social relationships. A more intentional usage of dogs in a therapeutic role is known as animal - assisted therapy, a practice where the animal is in the presence of the individual in therapeutic circumstances and designed to elicit positive emotional feelings and responses (Calvo et al., 2015). The therapy was originally designed for use with schizophrenic patients, but the model has been embraced in classrooms and other environments, such as hospitals, with students with EBDs (Chandler, 2001). Psychoanalysts and therapists working with children with attachment disorder in a therapeutic setting have reported the benefits of a "trained companion animal" in the course of treatment (Sacks, 2008). Hanselman (2001) found that outcomes of CBT intervention with adolescents could be enhanced by incorporating a form of AAT. Guided by a CBT framework and attachment theory model, seven adolescent boys from 14 to 17 years of age, some of whom had been referred for court mandated anger management, participated in a 31 comprehensive violence prevention group with pet dogs present that had been previously abused. Pre- and post-treatment measures were collected from participants of State -Trait Anger, Companion Animal Bonding, Mood Thermometer, and the Beck Depression Inventory. Observation and therapists' ratings of participants were also collected for validation purposes. Results demonstrated trends toward reductions in state and trait anger, higher scores for strength of animal human bonding, and increases in scores measuring tension, confusions, anger and depression on the mood thermometer ratings, along with a decrease in fatigue. The authors interpreted their findings as a reflection of the success of the intervention; however, findings were only marginally supportive where positive and some aspects of the results were counterintuitive, if not indicative of negative results. This study did not employ a control group and was hampered by a very small sample size. Prosocial behavioral studies examine the interaction between the human and dog to best utilize the animal in therapy (Brauer, Schonefeld, & Call, 2013). Using ostensive cues such as voice inflection and pitch alterations, in addition to eye contact, pointing gestures and the owner versus stranger, researchers developed an experiment to determine whether a dog is motivated to help a human without the sole reward of food. The design of the experiment is illustrated in Figure 1. The research design is for a door to open and a human, the experimenter (E), enters the target room to get a key. The dog could enter the target room by pushing a button and assisting the human in entering the room. The outcome of the experiment concluded that the dogs are intrinsically motivated to help the human if the human's goal is clearly illustrated to the dog using ostensive cues and pointing while communicating to the animal in a natural way (Brauer et al., 2013). 32 The role of dogs in animal -assisted therapy situations involving adolescents in an "anger management group" were demonstrated to calm the adolescents and provide outlets for humor and positive socialization during the therapy session (Lange, Cox, Bernert, & Jenkins, 2006). Levinson (1970) concludes that pets provide children the comfort and companionship, sans anxiety -producing expectations, that are crucial to the healthy emotional development of a child. This seminal author further identifies the human - animal connection of pets helping to form the developmental identities of not only an individual, but of cultures. The author suggests the social atmosphere (Levinson, 1978) is shaped by the presence of an animal or pet in a family. The author argues that animals are a natural part of an individual's and family's pro -social and healthy developmental progression. The symbiotic relationship of the dog with the human is supported throughout history and continues to be explored as an opportunity of positive intervention in therapy and in classrooms to assist individuals suffering physical, emotional and mental illness (Yeager & Irwin, 2012). 33 1.48m I 1.37m I I I I I Target room I I I � I IC I C11 x a El -d 6flcm y oA V C� Figure 1. Overview of the testing room for the help conditions. X = Location of key; E = Position of the E; © = Button. Adapted from "When do dogs help humans?," by Brauer, Sch6nefeld, and Call, 2013. Copyright 2013 by B. V. Elsevier. History of Service Dogs in Public Facilities and in Education The seminal works of Levinson (1970) illustrate the benefits of utilizing a canine in therapeutic settings, coining the term "pet -oriented [child] psychotherapy" (p. xii) to describe his methods. Suchetka (2010) and K. L. Anderson and Olson (2006) discuss the history of service dogs in public facilities and in education. In a more contemporary vein, since the Iraq and Afghanistan wars, therapists, military personnel, and researchers have come to understand that psychiatric service dogs can be considered a valuable asset in the care of veterans dealing with PTSDs (Suchetka, 2010). Service and guide dogs have long been used to support individuals with blindness, and, to a lesser extent, those with deafness, to navigate within their communities (Assistance Dogs International, 2017). Such use appears to have originated in post-war Germany following the end of the First World War (Chumley, 2012). This practice was institutionalized with the growth of schools for the blind, guide dog training facilities, 34 and the Braille Institute after Morris Frank, a young man who, in 1914, was left blind after a childhood illness and later, a boxing accident (Chumley, 2412). The Vanderbilt University student went to Switzerland where the first Seeing Eye Dog was trained and paired with Frank. His dog, Buddy, provided Frank with "the divine gift of freedom" (Kreiser, 2013, p. 1) and, thus, the "Seeing Eye" (Kreiser, 2013, p. 1) program was implemented. This practice was institutionalized with the growth of schools for the blind, guide dog training facilities, and the Braille Institute. Guide dogs for the blind, including those for blind servicemen wounded in war, are presented as a viable intervention by Qstermeier (2010). The author writes of The Seeing Eye guide dog school which was the first guide dog school, opened in 1929, instituted after World War I and designed to provide wounded soldiers access to treatment, including the benefit of service dogs. The disposition of the dogs are carefully culled and a discussion of agency of the animal is found in Pearson (2013) as part of the examination of a dog's intent in working alongside a human. Such support migrated across the Atlantic and took hold in the United States (Pearson, 2013). Training for service animals was typically provided to adults, though some use within schools has been documented dating back to the 1950s (Holey & Melfi, 2014). Today, the new development utilizing service dogs for those with physical disabilities such as PTSD, is flourishing (Marshall, 2012). The various types of service and/or highly specialized therapy dogs with corresponding skills, areas of service, certifications and licensure protections are listed below (Parenti et al., 2013) (see Figure 2). 35 Functional Category l: ry AmMance Related to Disability Major Differentiating Factors Assists Public Service, Typical Level of Military, or Health Certifleatlon or Dog Skills Professional Standards Available Scope of Current Access Protections Service Animal Ycs Advanced Na Yes Broad* Public Service or No Advanced Pablic service or military Yes Limiledt Military Animal Therapy Animal Varies Varies Health ar allied health Yes None Visitation Animal Na Basic No Yes None $parting, Recreational, No Varies No Yes None or Agricultural Animal Support Animal Yes Varies No No Limited$ Figure 2. Revised taxonomy for functional categories of assistance animals in society and major differentiating factors. * = Access to public locations is protected by Americans with Disabilities Act with some exceptions; t = Access for public service or military animals is limited in most states to locations where handler and animal are on duty and otherwise Iegally present; in some states, broad access is protected regardless of duty status; I = Support animals have protection under Federal regulations to reside in both public and private housing (Fair Housing Amendments Act of 1988; Pet Ownership for the Elderly and Persons with Disabilities, 2008). Resident is required to verify that animal is needed to assist with physical, psychiatric, or emotional need. Adapted from "A Revised Taxonomy of Assistance Animals," L. Parenti, A. Foreman, J. Meade, and O. Wirth, 2013, Journal of Rehabilitation Research and Development, p. 748. Though the Individuals with Disability Act of 1997 (IDEA, 2004) did not identify service animals among best practices in working with special education students who suffer from EDs, service dogs with handlers are now considered a viable component of a special education classroom (Schoenbaechler, 2010). The urgency is to build inclusive school communities that create interventions for students with ED/EBD (Evans et al., 2016). Additionally, the mainstream population can register their personal animals for therapeutic reasons (Huss, 2011; Marx, 2014). Within public and private K-12 education, the specific type of training and duties of psychiatric service dogs are designed to meet the needs of ED students (Service Dog Central, 2014). College, Stress, and Therapy Dogs Not only are service and highly specialized therapy dogs utilized in K-12 education, but they also play a role in the college student's life as an intervention for 36 stress relief during exams. Binfet and Passmore (2016) conducted a study of 86 college students who suffered homesickness and were on the brink of dropping out of college due to the "pull" (p. 3) of home. Utilizing animal -assisted therapy with college students over an eight-week period, with sessions lasting 45 minutes, the researchers worked with first year university students to determine the effects of having a therapy dog in sessions with them. The research was found to be most effective with students who have social anxieties and fewer friends than their more well -adjusted college peers. The purpose of the study was to increase the college students' positive "interpersonal connections" (Binfet & Passmore, 2016, p. 443) and, thus, diminish the overt levels of homesickness that the students suffered. With approval from the university oversight committees on human and animal care, a feasibility study was first implemented to warrant that homesickness, in fact, was the issue. The subsequent study delved deeper into the ways in which the homesickness in the college students could be addressed through animal - assisted therapy. The study consisted of 12 volunteer dog handlers and their therapy dogs. After attending an orientation that included ways in which the dogs were to be attended on campus and how open-ended questions should be delivered in discussions, the handlers interacted with the first-year college students. Prior to the study ensuing, the college students completed surveys measuring "homesickness and life satisfaction" (Binfet & Passmore, 2016, p. 444). The measures included questions about homesickness from the questionnaire of McAndrew (199 8) Measure of Rootedness, with questions such as "I frequently feel homesick" (p. 445) using a five -point scale with "1 (Disagree a lot) to 5 (Agree a lot)" (p. 445). Additionally, the survey measured "Satisfaction with life" 37 (McAndrew, 1998, p. 446) and "Connectedness to Campus" (McAndrew, 1998, p. 446). At the end of the eight-week study, the measurement was again administered and determined that the effects of the therapy dog intervention on homesickness revealed a "large" (McAndrew, 1998, p. 444) effect size and a "medium" (McAndrew, 1998, p. 444) effect size was reported on the measurement of life satisfaction. Using both a quantitative and qualitative analyses, McAndrews (199 8) identified major themes such as the sessions being referred to by the students as places where they "felt like home" (p. 44) and that the dogs were "nonjudgmental" (p. 44) which created a "social lubricant" (p. 44) for the students, resulting in their saying they found a sense of "community" (p. 44) through the therapy sessions with the dogs. The students stated that their participation in the study was overwhelmingly positive and that the "premise" (p. 44) that the "dogs facilitated the social interactions" (p. 44) was accurate. Reynolds and Rabschutz (2011) present the findings of the University of Connecticut's Homer Babbidge Library on the Storrs campus as hosting therapy dogs during final exams. The purpose of the dogs is to bring stress -reduction to the students at the school during finals week. Bringing the dogs on campus was warranted after examining a 1998 survey about college stress where 50% reported final exams as the most stressful event and, how, 20 years later the stress is ever increasing for the students. Indeed, the authors note, that over 500,000 websites provide tips for students suffering college exam stress. The students were known to study throughout the night and their lack of sleep, coupled with intense periods cramming for exams, was taking a mental toll on their psychological well-being. The library brought in the Paws To Relax program which provided therapy dogs for students in the spring of 2010. Students were overwhelmingly positive about the program saying things such as, "I can't even express how much it meant to me to have that dog there" (Reynolds & Rabschutz, 2011, p. 360) after a particularly grueling final exam schedule and "please, please continue this program" (Reynolds & Rabschutz, 2011, p. 360) for the students. Additionally, the authors discuss the logistical aspect of the program with such points as where to park when on campus (for easier handler/dog access), the room necessary to accommodate the students, handlers, and their dogs. They discussed how social media played a significant part in the success of the program as students texted each other that the "puppies" were in the library and that they should come over to the library to engage in puppy playtime. Calling the need to have a well-planned event as critical to the success of the program, the authors outline the costs as minimal and the rewards as maximal for the students' emotional well-being during final exams (Reynolds & Rabschutz, 2011). A New Paradigm for Service Animals: The Americans with Disabilities Act, 1992 In March 2011, the Americans with Disabilities Act (ADA) was passed putting into laws the opportunity for service dogs to assist people with psychiatric and other mental disorders (Canines for Disabled Kids, 2017). Litigation, however, challenged school districts about incorporating dogs onto campuses), as in the case of Sullivan v. Vallejo City Unified School District in 1990. Consequently, the Department of Justice changed the definition of a service animal in 2011 (effective 2012) to include work with a physical, sensory, psychiatric, intellectual, or other mental disability in a protected class of persons (Canines for Disabled Kids, 2017). 39 While the IDEIA (2004) is silent on the specifics of service dogs, it does mandate that Local Education Agencies (i.e., school districts) provide to each student with a disability with a free and appropriate public education consisting of educational instruction specially designed to meet the unique needs of the handicapped child, supported by such services as are necessary to permit the child "to benefit" from the instruction. A recent Supreme Court case, Endrew v. Douglas County, 2017, revised the standard applied to required educational benefit to "meaningful" from the more limited "more than de minimus" long held under the 1980 Rowley decision (Wright & Wright, 2017). IEPs and 504 Disability Plans need to list a dog as a related service or educational accommodation in order to include the service animal in the student's classroom. Notably, such practices required that accommodations for students with allergies to animals are also considered (K. R. Taylor, 2010). Therefore, accommodations for students with allergies to animals are also considered when placing a service dog and/or highly specialized therapy dog with a handler in the classroom. Efficacy of the Service Dogs with Students with Disabilities The efficacy of utilizing service dogs with students with disabilities will be addressed, as the topic of this study is the use of dogs for individuals with EBDs and the implementation of their use in schools. In order to combat personal levels of anxiety and stress, many people have their own pet registered as an ESA. There is a specific process for this registration and while dogs are most frequently the types of animal registered in this capacity, people have also registered rabbits, snakes, rodents, pigs, and even llamas (Marx, 2414). The duties of service dogs, however, are task specific and designed to pointedly meet the needs of an ED individual (Service Dog Centeral, 2006-2014). 40 The efficacy of the use of service dogs in school is limited to anecdotal evidence (Friesen, 2010; Walthall, 2012). The Campbell Law Review extrapolates upon the thousand year history of service animals, focusing specifically on the last century when service animals were used in the capacity of "guide dogs, hearing dogs, and service dogs" (Walthall, 2012, p. 153) for post -World War I veterans suffering emotional instability due to "shell shock" (Walthall, 2012, p. 153) in battle. In The Early Childhood Educational Journal, Friesen, (20 10) examines the "therapeutic context in which animal - assisted programs with children in school" (p. 263) transpire and the results of these constructs upon the educational setting. They note that AAT is goal related for the child and meets standards of educational interventions. In addition to AAT, one significant facet of Response to Intervention (RTI) incorporates the service dog into the classroom (Gresham, 2005). Additionally, RTI is examined along with the methods and procedures of existing interventions for children in the classroom. The interventions are examined for efficacy and sustainability as schools are hampered by state funding regulations (Fine, 2017). While support and evidence exists for the benefits of AAT, for example, widespread acceptance of service dogs and/or highly specialized therapy dogs in classrooms continues to be researched (Finn - Stevenson, 2016). Frenette (2016) shows the significant impact of one therapy dog in a program in New York that inspired seven more to be incorporated into the schools because of their positive impact on student emotional well-being, socialization and learning. Friedmann and Heesook (2009) say pets and animals reduce "psychosocial stress" (p. 294) and lessen the anxiousness that can be associated with a social situation for people. Children born with fetal -alcohol syndrome for example, are more able to 41 navigate (Fry -Johnson et al., 2009) the social world of school, and the family reports a more positive relationship among one another at home, with the advent of a service and/or therapy dog for the child. Students with Autism and Therapy Dogs in the Classroom Some research has examined the potential for dogs to be effective classroom partners, regardless of training. K. L. Anderson and Olson (2005) document the positive effects of an untrained pet in a special education classroom of six elementary age children with ED. The dog in question was a toy poodle who was the private pet of one of the paraeducators who worked in the classroom. Data was collected during the eight week period the dog was incorporated into the classroom activities and compared to pre- existing data including antecedent/behavior/consequences analyses, frequency and duration of emotional crises; student, teacher, and parent interview data was also collected and analyzed. All six children demonstrated significant reductions in the frequency and duration of emotional crises during the dog intervention when compared to pre-intervention baselines. Parents, teachers, and students described, in vivid terms, the positive impacts that dogs had on their emotional regulation and ability to empathize, experience happiness, attitudes about school, and self-esteem. Negative effects were not reported, though it is worth noting that the study employed several means to limit potential negative impacts, such as removing the dog from escalated situations until the child had demonstrated improved self-control, training the children on how to understand and act around dogs, checking for possible allergies in the children, and providing a clear dos and don'ts list of behaviors allowed around the dog. The dog was allowed to freely roam about the classroom and no handler was present. 42 Students across the socioeconomic, racial, and ethnic continuum with autism are known to present some of the biggest challenges, along with those with ED, to educations in the classroom (Durkin et al., 2017). Autism is a developmental disability known for deficits in communication, social relatedness, and for excesses in repetitive, ritualistic behavior (Abel et al., 2015). Students with this disability often demonstrate severe limitations in their interactions with adults and peers and can become unpredictably aggressive due to changes in routine or failure to have expectations met (Kanne, Christ, & Reiersen, 2009). The use of therapy and service animals with children with autism is in its infancy, as well, though initial findings are suggestive of significant benefits with the autistic population (Burgoyne et al., 2014; Funahashi, Gruebler, Aoki, Kadone, & Suzuki, 2014). Many, however, suffer from methodological limitations or very small sample sizes. For example, one preliminary work Butterly et al. (2013) used online surveys of dog handlers to evaluate expected and achieved results of placement of trained service dogs with the families of children with developmental disabilities, including autism and Asperger's syndrome, a related disorder. The five survey respondents identified a total of 14 areas of expected positive impact for the children and families they serviced; service dog providers. In fact, while all providers reported collecting outcome information, none of the expected areas were assessed by all five providers and many were assessed with unsatisfactory means and none utilized well validated and reliable clinical or research measures. The authors note a tendency to use highly subjective means of assessing outcomes that relied heavily on the emphasis on pre- intervention challenges for the children and offered providers of the intervention no quality checks on how well the intervention actually worked. Limitations of the study 43 were acknowledged to include the very limited sample size and the relatively low return rate (5 out of 17) of the survey. Implications for collaborative efforts of dog providers and researchers in this field for more research -based inquiries were discussed as well (Butterly et al., 2013). Stevenson et al. (2015) examined the impact of sessions with a teacher and a dog on three elementary age boys with autism. Five therapeutic sessions in which the therapy dog was introduced to the child and the teacher was advised to encourage interaction between the dog and child. Variables included in the study included frequency of positive social interactions along with degree of isolating and self -stimulatory behaviors; these were measured both within the dog -assisted sessions and later, apart from the presence of the dog. This case study research design also examined for potential improvements in basic social interaction and social skills. Findings provided tentative support for the presence of the dog improving levels of student teacher interaction, visual interest and meaningful vocalizations. There was limited generalization to the classroom setting apart from the presence of the dog. Grigore and Rusu (2014) examined the combined impact of AAT using dogs and social stories on social skill development in three seven to eight year-old children with autism. The three children each had mild to moderate autism which included a range of repetitive stereotyped behaviors and isolated social status. Participants engaged in two to three sessions of social story intervention weekly during which the child was presented with a brief, simple picture based story depicting them interacting positively with a peer such as making a greeting or responding to a question. Before and after each social story, the students each spent time with a therapy dog. The study demonstrated an increase in appropriate social interactions around the targeted social skill in one of the three children when the dog was present for the social story intervention. In addition, the AAT was associated with a significant decrease in the level of prompting required by adults for the children to initiate social interaction. Furthermore, improvements in the children's initiation of social interaction were noted in all three cases following the AAT in conjunction with the social story intervention. While social stories have been an evidence -based approach found effective with these types of students by numerous prior studies, the authors interpret their results to demonstrate a magnification of these effects due to the presence of the therapy dog (see Figure 3). 45 M y e+ f' -j: [-- :n Z CN -,'S h N N N _N t.WMv y N rnT�C' Lec-aC E vN N M V N N N N Utalin •- initiation Nicu Initiation Georgia Initiation ca M qt LO [0 n a0 im v it :t j r- 00 Orn DN ;; I ro N Figure 3. Initiation of the Social Interaction. Frequency of the initiations of social interactions (mean values) for Catalin, Nicu, and Georgia during the four phases of the experiment. Each intervention phase included six sessions. The target social skill for Catalin and Nicu was the ability to greet a new social partner, whereas the target social skill for Georgia was the ability to introduce herself to a new social partner. SS = Social Story intervention; SS + AAT = Social Story plus Animal Assisted Therapy intervention. Adapted from "Society and Animals," by A. A. Grigore and A. S. Rusu, 2014, page 252. Copyright of Society and Animals, 2014. Highly Specialized Therapy Dogs in Schools and Hospitals for Children Jalongo et al. (2004) present the influence of therapy dogs on children's learning and emotional well-being in classrooms and hospitals. The authors discuss empirical research that shows a highly selected and trained therapy dog working with children in a classroom and/or a hospital setting, provides stress reduction indicators such as lower heart rate, blood pressure and visible signs of relaxation in the children. Citing the Reading Education Assistance® (R.E.A.D.) program (Intermountain Therapy Animals, 2017) for children to read to canines in the classroom, the authors point to an increase of two Lexile reading levels in the students who read regularly to the therapy dogs with their handlers in the classroom. Moreover, the authors present the benefit of the therapy dog in assisting students with inclusion and general peer acceptance when a dog is a routine part of the child's learning experience. Citing one of the premises of Levinson (1997) that the canines act as a social lubricant in the life of the child, the authors proceed to discuss that children tend to talk and act more relaxed in the presence of a therapy dog. Jalongo, Astorino, and Bomboy (2004) support their theses with anecdotal discussion of the Green Chimneys residential treatment facility located in upstate New York (www.greenchimneys.org) and the highly successful assistive capacity of the canine in animal -assistive group and individual sessions (see Figure 4). 47 Figure 4. Roles, living situation, and legal status for access of companion animals, therapy animals, ESAs, and assistance dogs. ** = For persons with autism or Alzheimer's disease, family members may serve as handlers. *** = Elderly people are allowed to keep their companion animals if they live in government—assisted housing. Adapted from the "Handbook on Animal Assisted Therapy (4th ed.)," by L. Hart, 2014. Copyright by Lynette Hart and Mariko Yamamoto, 2014. Reprinted with permission. Particularly relevant to the literature is what comprises AAT and separates it from regular therapy sessions with children. Animal -assisted activities are group oriented; whereas, AAT is performed with the individual. Having the dog in a classroom setting, in either capacity, requires three important characteristics: Certification and Insurance. Training programs such as Therapy Dogs International, Inc. (http://www.tdi-dog.org) and the Delta Society (http://www.deltasociety.org), provide insurance coverage for the volunteers, handlers and their canine companions. • k ■ to,� a At,-t- tA Companion An lmals Therapy animals EmoUonal Support Asslstanco Dogs' Animals Handlar Mulhple persons in the family Usually one person One person wnb disabtlilies One person wdh disabililres" Main barleliclary CaregWrs of the ani maE Various people retain ng AAI Handler Handier— Training mqulmmanra No No N° Trained in leaks supporting she In U.& laws handler's disabilih" U.B. public accost (U.S. DOJ 2010, 2011) No No No Yes U.S. Vaeapprt al fon access No No Yes Yes pa OOT 2005) U.S. housing access (U.5- HOD No— NoYes Yes 2008) Figure 4. Roles, living situation, and legal status for access of companion animals, therapy animals, ESAs, and assistance dogs. ** = For persons with autism or Alzheimer's disease, family members may serve as handlers. *** = Elderly people are allowed to keep their companion animals if they live in government—assisted housing. Adapted from the "Handbook on Animal Assisted Therapy (4th ed.)," by L. Hart, 2014. Copyright by Lynette Hart and Mariko Yamamoto, 2014. Reprinted with permission. Particularly relevant to the literature is what comprises AAT and separates it from regular therapy sessions with children. Animal -assisted activities are group oriented; whereas, AAT is performed with the individual. Having the dog in a classroom setting, in either capacity, requires three important characteristics: Certification and Insurance. Training programs such as Therapy Dogs International, Inc. (http://www.tdi-dog.org) and the Delta Society (http://www.deltasociety.org), provide insurance coverage for the volunteers, handlers and their canine companions. 2. Programming. The dogs are part of a student's "educational goal" and, as in the R.E.A.D. program, are matched to the developmental level of the student. After goals are attained, the child can receive a "pawtograph" with the dog and after reading ten or more books, the child gets to keep that book that s/he read to the dog in the program. Additionally, "wellness goals" are articulated at the onset of the curriculum development plan and during hospital visits with the children. 3. Collaboration. Several institutions and organizations are involved in the development of animal -assisted programs for children. These include schools, libraries, and hospitals which then collaborate with canine training, health and veterinary programs that provide support for the handler and the canine in the organization. Additionally, community support from agencies such as Barnes and Noble and Home Depot collaborate in canine therapy programs by offering their retail stores as sites where trained animals can be field tested for their ability to adjust to new environment and interact with many different people in a public setting. (Jalongo et al., 2004, p. 11) Additionally, Jalongo et al. (2004) cover the issues of sanitation and safety in their article. To eliminate dander and potential allergens, the dogs are bathed immediately prior to interacting with the students coming to the hospital and/or classroom. Additionally, in a hospital setting for example, the dog can be placed on a removable sanitation mat which eliminates the risk of leaving hair or saliva in the room. At all times, the dog's handler is responsible for the animal and carefully monitors the surroundings for potential allergic effects. Similarly, the temperament of the dog is M thoroughly vetted for a calm demeanor; however, the animal is always under the supervision of the handler and if there is an escalation in student behavior that warrants removal of the dog for the animal's safety, as well as the child's safety, then the handler immediately responds. To assuage children's fears of the animals, the authors point to the need for frontloading and student preparation to receive the dogs on the school grounds and in hospital settings. The procedures for introducing the animals is thorough and guided by the handlers who provide a forum for answering students' questions, as well as a meet and greet with the dog. Specifically, the authors make four key recommendations for schools and/or hospitals who want to introduce a canine assisted therapy program. 1. Recommendation 1: Work exclusively with Registered Therapy Animals. Teachers or nurses are not advised to use their own animals as they are not covered by the same insurance through Therapy Dog International that covers handlers. Within this recommendation, the authors also suggest that permission slips and follow-up parental orientation be a part of the procedure for introducing a therapy dog on a school or hospital site. Finally, a highly trained therapy dog, along with its highly trained and experienced handler, provides positive stability for the fidelity of the program. 2. Recommendation 2: Prepare children for the canine visitors. Making time for an assembly and/or orientation for children before the animals become part of the program, is highly recommended. The handlers prepare a comprehensive program including time for question and answers, time for the children to "pet" the dog and share their own animal stories and, most importantly, to 50 teach the children the responsible behavior boundaries to which they must adhere when in the presence of the dog. 3. Recommendation 3: Assess individual children's suitability for interaction with the dogs. The dog and its handler must follow school and/or hospital protocol such as signing in upon arrival to the site. The staff must be acutely aware of those children who are not candidates to receive the dog in their classroom or hospital room (due to allergies or fear of dogs, for example). On the contrary, however, pairing the dog and handler with a child who would benefit from reading to the dog in the classroom, or having the dog assist in physical therapy (reaching for the dog, for example) in a hospital, is necessary and beneficial to the children. The school and/or hospital must maintain clear communication to areas off limits to the animal and handler to preserve fidelity of the program. 4. Recommendation 4: Consider the dog's safety and well-being. The children must be trained (as discussed in Recommendation 1) to interact appropriately with the dog. "Close supervision" is crucial and allows for social -emotional benefits to the children in the classroom and/or hospital. Part of that supervision includes anticipating the dog's fatigue level and protecting the dogs from physical injury around not only the child who might be having an explosive episode, but also the classroom furniture or hospital wheelchairs, for example. While the animals are highly trained to maneuver around obstacles of this nature, while also interacting with children, all of the adults' present must ensure the safety of the children and the dogs. (7alongo et al., pp. 13-15) 51 Conclusively, the authors agree that the benefits of introducing a therapy dog team on a young child's learning and social -emotional well-being, far outweigh the organizational and procedural time with which the program must be considered for full implementation and fidelity. A comment on the human -animal bond (HAB) is at the center of the interaction between therapy dog with its handler and the children they serve. Jalongo et al. (2004) conclude with the idea that children are fascinated with dogs and capitalizing on this fascination in schools and hospitals provides social -emotional benefits that assist in producing healthy children. Similar to the work dogs and their handlers do in classrooms and schools, compliments the ideological connection that companion animals support healthy family functioning in life (Maharaj, Kazanjian, & Haney, 2016). Sustainability, Flexibility, and Accommodations of Service and Highly Specialized Therapy dogs on School Campuses and in the Lives of Individuals with Disabilities The sustainability of the program on school campuses was examined through the literature on challenges, outcomes, and laws affecting service dogs on campus both in public K-12 education and post -secondary education (Aiken & Cadmus, 2011). The authors discuss the concept of introducing a therapy dog on campus reducing stress from college exams and wards off the contributing physiological anomalies and negative psychological effects produced during exam time on campus. Furthermore, the authors write a program rationale examining policy roadblocks and the need for flexibility and accommodating potential change in the development of the program (Aiken & Cadmus, 2011). Hergovich et al. (2002) studied the emotional effect of the presence of a dog in the classroom. They examined variables such as "field independence, social competence, 52 empathy with animals and social -emotional atmosphere" (Hergovich et al., p. 37). The study was conducted in Vienna and focused on a classroom of 46 first graders in two classrooms and was instituted in conjunction with the Interdisciplinary Research on the Human -Pet Relationship and the Institute of Zoology in Vienna. The authors discovered that the dog had a positive social -emotional effect on the children in the classroom and this led them to conclude that there are productive implications for having a dog in the classroom with children with emotional disturbance. The supposition is that by modifying the program structure, students with a multitude of emotional challenges could be positively affected by the dog in the classroom. The authors point out a limitation, however, in that one of the teachers who provided the dogs might be more motivated to produce positive results and, thus, the data could be skewed somewhat (Hergovich et al., 2002). Similarly, the program study was a brief three month study and the authors conclude more time might be necessary to gain a greater reliability of data to determine the program's sustainability. Authors and psychologists, Ensminger and Thomas (2013) discuss the accommodation of writing letters to help patients with service and support animals. The authors discuss the diverse situations from addressing a letter about specific landlord requirements to theaters and schools. The contention is that each case of an individual with a service animal is unique and must be viewed as such by all parties involved. Ensminger and Thomas discuss the efficacy with which they must analyze the situations as their professional reputations are at stake. The authors comment that the letter written by the mental health professional is potentially one of the most instrumental in the case of supporting an individual with a service dog. 53 Legal Considerations and the ADA More and more people struggle with mental illness and require service dogs in their lives. With that acknowledgement and responsibility, comes the realization that protections must be in place for both the dogs and their handlers (Cossler, 2011). School administrators, districts, and policy makers must navigate the often murky world of accompanying "complex disability laws" (Cossler, 2011, p. 23) and the pressure of sometimes "intense media coverage" (Cossler, 2011, p. 23) of a dog on a school campus. According to Cossler (2011) protections from the ADA were enacted in March 2011 and provide language that supports all persons with mental and/or any "individual with a disability," (p. 23) guidance in bringing a service dog that has been trained to perform a "specific task" onto the school campus. The recommendation is that administrators prepare their schools and districts to meet this ever-increasing request to have a dog accompany an individual with a mental disability on campus. Cossler (2011) discusses the definition of a service animal as one that meets a specific need of an individual with a disability. In addition to a trained service dog, the author also presents the trained miniature horse as a type of service animal, but she is clear to say, other species of animals are not qualified to be considered service animals. The tasks the animal performs must be related to the handler's disability and can include the following: • Assisting individuals who are blind or have low vision with navigation and other tasks. a Alerting individuals who are deaf or hard of hearing to the presence of people or sounds. 0 Pulling a wheelchair. 54 a Assisting an individual during a seizure. • Alerting individuals to the presence of allergens. ■ Retrieving such items as medicine or the telephone. ■ Providing physical support and assistance with balance and stability to individuals with mobility disabilities. 0 Helping individuals with psychiatric and neurological disabilities by preventing or interrupting impulsive or destructive behaviors. (Cossler, 2011, p. 24) The author is clear to point out that ESAs are not considered service dogs and, thus, not protected under the ADA guidelines. Title II of the ADA "governs the use of service animals by individuals with disabilities at public entities" (Cossler, 2011, p. 24) with specific language to support the person who is suffering a mental impairment that limits their life function. New language amended into the ADA and designed to address the needs of the disabled person include: "(a) lessen[ing] the substantially limited threshold, (b) expand[ing] the definition of `major life activity,' (c) bann[ing] consideration of mitigating measures, and (d) mandate[ing] that temporary or episodic impairments must be viewed as if they were active" (Cossler, 2011, p. 24). In other words, the person suffering the physical or mental impairment, need not be in an acute state in order to be understood as needing a service animal at his/her side. The only determination that a service dog is not welcome is if the animal is out of control and the handler is not managing the animal or if the animal is not housebroken. Otherwise, under the Title 11 protections of the ADA, that individual must 55 not be questioned about his/her integrity of the disability and the corresponding service animal's presence with the person. Additionally, according to Cossler (20 11) "miscellaneous provisions" (p. 24) include: • Service animals must be leashed or harnessed when working unless `tethering' prohibits the service dog from performing the assistive task to the handler. 0 The Department of Justice has indicated that a service animal's handler `is not necessarily the individual with a disability' (thus denoting that a service dog can accompany a trainer -handler into a program at a school working with students with emotional disturbance, for example). 0 Attack dogs are excluded from protections, but dog breeds that are stereotypical of aggression cannot be excluded solely because of that perception. 0 A public entity is not responsible for the care or supervision of a service animal. ■ No size and weight limitations have been placed on service animals. • The use of service dogs for psychiatric and neurological disabilities is explicitly protected under the ADA. Finally, school districts must examine each request for a service animal on a case-by-case basis and the suggestion is to engage legal counsel (ahead of time to establish policy) in the procedures and protocols for a school. Like the privacy considerations of an individual in regular society, a school district may not ask for proof of a person's disability or require documentation that the animal has been certified. 56 Inherently, however, a student would likely be on an IEP and the disability would be considered when providing the least restrictive learning environment - which would include the service dog. Under the FAPE and IDEA or Section 504, even if a dog does not meet the specific definition of a service animal, the school district must still consider if the dog is necessary to fulfill the criteria and support the student with the disability. The author states that the IEP and/or 504 team makes that "decision in accordance with the law" (Cossler, 2011, p. 26) and suggest engaging legal counsel in examining "local or state laws" (Cossler, 2011, p. 26) regarding the animal's access on campus. Emotionally and behaviorally disturbed students in school present educators with many significant challenges and educational outcomes are among the poorest across all student subgroups (Mastropieri & Scruggs, 2007). In March 2011, the ADA passed laws for dogs to assist people with psychiatric and other mental disorders (National Alliance on Mental Illness [NAMI], 2016). Thus, the dogs engage in positive corrective behaviors such as nuzzling the individual's hand in order to provide a distraction from self- destructive behavior or other aggressive behaviors. Considerations for implementation of service dog programs on campus requires leaders to be versed in special education laws as well as to understand campus safety parameters. The Fair Housing Act of 1988, determined that "reasonable accommodations" (as cited in Grieve, 2014, p. 8) be made for individuals with disabilities on [college] campuses and in campus housing. Similarly, the school's administrative leadership must follow guidelines while also adhering to campus safety protocols. D. M. Taylor (2016) director of clinical services, made the decision to incorporate service dogs with handlers back into Pineland Learning Center (private) school. After 57 gathering a needs assessment for the program, she interviewed key stakeholders and designed an implementation plan that included: • Therapy team recruitment • Training and certification 0 Campus preparation 0 Team meetings Annual feedback (D. M. Taylor, para. 15). A brief examination of the literature on organizational leadership (D. Anderson & Anderson, 2010), logic models (Bamberger et al., 2012) and systemf s] development (Senge, 2004) as they relate to a service dog program implementation on a school campus are presented. Conclusions discuss the leadership required to inspire people to "action" (Degges-White, 2015, para. 4) and with modeling of positive behavior when, in this case, introducing a service dog on campus. The review of this literature suggests a topic for future study, that is, flexibility and accommodations (Berry & Katsiyannis, 2012). Legal Authorization of Service Dogs in the Schools Legal protections for individuals with disabilities and students in the classroom who require a dog for FAPE (Wieselthier, 2011) are often challenged. School districts sometimes argue that the student's IEP is being met without the consideration of the dog. Consequently, a complex web of considerations must be undertaken when determining if children are entitled to programs using service or therapy dogs in the public schools. Legal protections may be available under either the IDEIA or Section 504 of the ADA, though neither law specifically addresses the concept of service animals. Section 504 of the ADA is focused on discrimination and allows that students with a physical or mental M impairment that substantially limits a major life activity, such as learning. This legislation prevents "the exclusion of a qualified individual from participating in or receiving the benefits of or being discriminated under any program receiving Federal financial assistance" (Wieselthier, 2011, p. 765). Section 504 regulations have outlined the right to service dogs for individuals with some types of disability, including those with hearing impairment, seizure disorders and wheelchair confinement. In contrast, under the IDEIA, school districts are responsible for providing a FAPE for each student with a disability that is "reasonably calculated to enable the child to receive educational benefit" (Wieselthier, 2011, p. 761). Arguments contending that students with disabilities require a dog for FAPE are often challenged; school districts sometimes argue that the student's IEP is providing FAPE without the consideration of the dog (Wieselthier, 2011). However, Wieselthier (2011) argues, a determination of ongoing distress to the student coupled with evidenced success to the individual when accompanied by a service dog can make the issue of bringing a dog into the classroom a key piece of an IEP team's conversation. Indeed, case law and results of administrative hearings on this issue has been marked by several court decisions which have recognized the benefits, educational and otherwise, that a service animal has construed upon individual children (Wieselthier, 2011). While some of these decisions have been reached following lengthy and adversarial legal battles, the author opines that when a service animal is deemed necessary for the educational benefit of the student, and the positives are determined to outweigh the negatives, "changes must be made to both the IDEIA and the statutory definitions of service animals" (Wieselthier, 2011, pp. 782-783). 59 Indeed, cases also exist in which districts have recognized the benefit the animal offered to a given child and supported the involvement of the animal in the educational environment. Many of these cases, thus far, have involved students with autism; however, the potential for considering need and benefit to children with other classes of disability is ripe, particularly when procedures call for careful implementation protecting the safety to others, and addressing possible fears and allergic responses in others. These have not proven to be insurmountable legal or practical barriers. Based upon existing precedents, responsibility is incumbent upon the family or those representing the child to establish that a child is in need of the service dog in order to provide access to their educational program and to receive educational benefit. Wieselthier (2011) specifically notes the criteria for consideration set forth in the Bakersfield, California decision by the Department of Civil Rights in 2408 as a model for determination of whether a child is entitled to a service dog. School districts should take into account: All academic and behavioral functions taking place in the school setting for which [the service dog] is trained to assist the [s]tudent and the degree to which these functions are or are not currently fulfilled in the school setting by other means. The impact of the presence or absence of [the service dog] upon the availability of the student to function successfully and independently in an environment of non - disabled peers. The impact of the presence or absence of [the service dog] upon the social and adaptive behavior of the [s]tudent including his ability to develop and maintain constructive social relationships with his peers. [And] [t]he degree, if any, to which the separation of the [s]tudent from [the service dog] during the M school day would impair a transition to independent living skills in the [s]tudent. (Wieslthier, 2011, p. 785) This set of criteria could stand as a test to determine if the service dog is required under IDEIA as a related service in the student's IEP in order for the child to receive educational benefit. In all cases, the recommendation is that service dogs must be considered with respect to the individual needs of a given child. What remains on the legal horizon is whether school districts can be required not simply to provide access to these animals for students already paired with service dogs by other agencies or private access, but to provide them as a school initiated service and cover needed costs. The Gap in Literature Like guide dogs for the blind and war veterans suffering from post-traumatic stress disorder, service dogs/specialized therapy dogs may provide cueing and support for an emotionally disturbed student who is accelerating in a negative direction in the classroom (Topping & Flynn, 2004). Investigating this possibility provides an opportunity to reconcile the gap in the literature and can contribute to the existing body of anecdotal research in the human -animal relationship as occurs in mental health capacities. This study will add to the small body of literature that examines service dogs in the classroom and the human -animal bond (Gavriele-Gold, 2011). Specifically, this study sought to fill the gaps in the literature by determining if placing service dogs/specialized therapy dogs in the classroom has a positive effect on students' emotional well-being as well as their academic engagement on task and overall academic success (Esteves & Stokes, 2008; Frenette, 2016; Fry -Johnson et al., 2009; Huss, 2011). 61 An overlooked population in this area, however, are the special education students placed in classrooms for EBDs. An investigation into the data of special education students in placements for emotional/behavioral problems will address gaps in research and literature in the field of utilizing service dogs/specialized therapy dogs with handlers as an intervention in a classroom setting. The IDEA of 1997 supports the use of therapy dogs in the classroom and identifies best practices in working with special education students who have special needs; yet, there is a gap in the literature in this area of special education law. Current popular research in this area is centered on how the mainstream population can register their personal animals for therapeutic reasons (Huss, 2011; Marx, 2014; Muramatsu et al., 2015). Service dogs and specialized therapy dogs are now considered a viable component of a special education classroom; yet, there is a paucity of research in utilizing these dogs in a 21 st century classroom as an intervention for students with EBD which is a significant gap in the literature. The gap in the literature exists in the urgency for research on service dogs specifically intended to provide support for special education students in EBD placements, as they suffer extreme anxieties and angry outbursts which impact student safety (their own, peers, and school employees) and academic engagement due to a myriad of mental health disorders (Berry & Katsiyannis, 2012; Lang et al., 2010; Parenti, et al., 2013; Poucher, 2015; Suchetka, 2010; Von Bergen, 2015). There is a gap in literature addressing the safety and satisfaction of highly qualified teachers in this area and providing stability for students and stakeholders. Thus, examining student and staff safety is necessary to address this potential important contribution of research in this area (Beetz, 2013). 62 Moreover, student referrals, suspensions, expulsions, and a declining high school graduation rate in special education students identified with and placed in programs for EBD are a growing trend (Bradley et at., 2008; Lewis et at., 2410; Poucher, 2015; Topping & Flynn, 2004). Academic engagement, including time on task, and success rates on statewide achievement tests are compromised when a student is suffering behavioral issues which interfere with learning (Abel et al., 2016). Collecting data on students with EGDs directly from school districts that have utilized service dogs and specialized therapy dogs in the classroom and examining that data to determine the impact of this under researched intervention on student outcomes is the study. The goal is to fill the gap in research through an investigation into the human -animal bond focusing on service dogs and specialized therapy dogs by examining the lack of research pertaining to this relationship with special education students placed in classrooms due to EBD. Additionally, a gap exists in the administrative procedures for placing a service dog in a public -school classroom and there is no uniform policy in this area (Bourland, 2009). What literature exists in this area, presents a general consensus that service dogs are an underutilized intervention for special education students with EGDs (Bassette & Taber -Doughty, 2013; Beetz, 2013; Berry & Katsiyannis, 2012; Geist, 2014; Irwin, 2013; Stewart et al., 2014). Examining the utilization of service dogs and specialized therapy dogs with handlers specifically trained to address emotional and behavioral needs in the classroom as interventions for working with students with emotional and behavioral special needs, will add to the literature about the human -animal bond and how it impacts 63 student learning, social success and lifetime goals of becoming a positive and contributing member of society (Siperstein et al., 2011). Acknowledging the gaps in the literature regarding therapy dogs as a positive behavioral intervention and the need to address both the implementation and policy of securing a service dog/specialized therapy dog program on a school site, influences leadership decision-making for school district organizations (D. Anderson & Ackerman - Anderson, 2001). No standardized policy exists for school districts; thus, creating opportunities for, at minimum, institutionalized program parameters to be articulated and at maximum, legal guidelines (Taylor, 2010). One thing is clear, however, "public schools cannot discriminate against individuals using service animals" (Taylor, 2010, p. 8). As in the case of Aiken and Cadmus (2011), often a program proposal must be vetted by a human resources committee and persons involved in the "health, safety and courtesy reasons" (p. 15). An investigation into the human -animal bond focusing on service dogs and specialized therapy dogs is necessary to fill this gap in literature. Additionally, an area for future study and development is in the implementation of standardized procedures and policies conducive to service dog and specialized therapy dog program incorporation into schools (Bourland, 2009). Summary The purpose of this literature review was to present the rationale for having service dogs and their handlers work with ESD students in public K-12 schools, and to examine the organizational leadership involved in establishing school wide special education programs utilizing service dogs and their handlers in the classroom. The reviewed literature provided an overview of service dogs as an educational intervention. M Rationale(s), key terms, and variables affecting service animals working with EBD students were addressed. The second area examined literature covering the history of service dogs in public facilities and in education. Sub areas discussing literature surrounding the use of guide dogs for visual and hearing impairments, the 1992 American with Disabilities Act and litigation that influences the acceptability of a service dog in the classroom were reviewed. The history section introduced the sub topic of IDEIA of 2004. The efficacy of the service dogs in working with students with disabilities addressed the anecdotal evidence or case studies, the theoretical benefits to children and schools and the challenges and lack of evidence -based support. The literature was reviewed about the sustainability of the program on school campuses with an emphasis on the review of literature discussing cases, policy roadblocks and flexibility and accommodations. Synthesis Matrix A synthesis matrix was created to help organize the research that was studied (see Appendix A). One purpose of the synthesis matrix is to identify where gaps exist in the literature and where further research is needed. The synthesis matrix revealed that significant gaps exist in the research on the impact of service dogs or specialized therapy dogs with a handler working in a classroom with students with emotionalibehavioral disabilities. The synthesis matrix further revealed gaps in policy and legal statutes for program implementation in schools. The synthesis matrix defines the common themes of: ■ Therapy dogs are beneficial to the students. • Special education laws protect the students. 65 a There are challenges to the Laws. • There is a significant difference between a pet and a service animal. ■ Definitions and parameters of the mentally ill patient and/or student. 0 Organizational vision is a necessary step in the design of a therapy dog Program. 0 Service dogs and/or specialized therapy dogs with handlers in the classroom. M CHAPTER III: METHODOLOGY Overview This chapter outlines the research methodology and processes that were instituted for this phenomenological study where interviews of teachers with service dogs/specialized therapy dogs with handlers in special education classrooms with EBD students are collected and analyzed. Additionally, the rationale and justification for this style of study examining teacher perceptions of the effects, if any, service dogs/specialized therapy dogs with handlers have on the students, will be explained. Chapter III denotes the purpose statement research questions, research design, population, sample, instrumentation, data collection, data analysis, limitations, and concludes the chapter with the summary. Through in-depth interviews of teachers working in programs for students with emotional and/or behavioral disorders, relative data will be collected and analyzed to address the identified research questions. Purpose Statement The purpose of this phenomenological study is to determine and describe the academic and social -emotional effects of classroom service dogs/specialized therapy dogs with handlers on student learning and behavior in K-12 special education students in EBD placements as perceived by their teachers. Research Questions This phenomenological study will address the following questions: 67 Central Research Question How do classroom teachers of K-12 spccial education students in placements for EBDs describe the academic and social -emotional effects of a classroom service dog/specialized therapy dog with a handler on student learning and behavior? Research Sub -Questions 1. How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe ways in which the presence of a service dog/specialized therapy dog with a handler affects academic engagement and time on task? 2. How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? 3. How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handier affect behavior of students in measurable ways? Research Design The purpose of a research design is to outline the strategy for gathering empirical evidence in order to answer research questions. The research design articulates the organization of the study with particular attention to the design structure, type of data collected, and the means of data collected, along with the methods utilized to analyze the data (McMillan & Schumacher, 2010). A phenomenological methodology utilizing W qualitative methods was selected for this study. Patton (2015) defines a phenomenological approach as one that thoroughly gathers and analyzes people's perceptions about a particular phenomenon. This study will employ descriptive interview and evaluative methods to provide understanding of the implementation of, and outcomes associated with, service dogs/specialized therapy dogs with handlers in K-12 special education classrooms for students with EBDs. The definition for the methods of qualitative data gathering is participant gathering and inquiry, utilizing interviews and selecting focus groups. The methods of qualitative data gathering and analysis include observing natural behaviors, questioning people for personal details and experiences and examining select focus groups (Guide, 2016). For example, qualitative means will be necessary to describe implementation of the service dog/specialized therapy dog intervention and the effects of the experience from the point of view of the studied population (Leedy & Qrmrod, 2013). In this study, the phenomenon being studied and the units of analysis are the perceptions of the educators utilizing a service dog/specialized therapy dog with a handler in the classroom. Appropriate uses of phenomenological qualitative methods include illuminating meaning, studying how things work, capturing stories, examining systems and their function/consequences on people's lives, understanding context, identifying unknowns positive and negative, and comparing cases to discover patterns and themes (Patton, 2015). For example, Patton (2015) summarizes a phenomenological approach as looking at organizations such as churches, social groups, political groups, social media networking and the effects on those who participate in the samples. In this study, the group interviewed will be the teachers of K-12 students in special education classrooms M that contain students with the classification of EBDs. Specifically, these are teachers who utilize service dogs/specialized therapy dogs with handlers in the programs serving these students. A qualitative approach is oriented to identify natural occurrences as they happen in real-life. The qualitative inquiry framework of pragmatism emphasizes real-life consequences and their natural applications from what is gleaned from the object of study (Patton, 2015). Such an approach is ideal for description and evaluation of a relatively new approach or intervention when there is a lack of prior research and/or theory in the area. Such is certainly the case with the use of specially trained service dogs/specialized therapy dogs with handlers in educational practice. Qualitative approaches typically involve collection of data that is termed subjective and based upon the experiences of individuals with the approach being studied. In the case of this study, qualitative data will be collected through direct interviews with classroom teachers where service dogs/specialized therapy dogs with handlers are used. Interview questions ask for teachers' reflections on their observations in the classroom and school setting where the child attends and include inquiries such as the number of interactions between child and dog, the nature of those interactions, the effects of those interactions, the student task engagement and assessment results when a service dog/specialized therapy dog with a handler is present during testing. Participants are interviewed regarding their reactions to the service/therapy dog intervention and their interpretations and perceptions of its effectiveness as a classroom intervention. The phenomenological qualitative inquiry, due to its open-ended method of interviewing the teachers, provided a glimpse of both the intended and unintended effects of having service dogs/specialized therapy dogs with 70 handlers in the classroom (McMillan & Schumacher, 2010). Additionally, this study lends itself to several kinds of qualitative data including observation and archival data, which could be used for triangulation of data. Triangulation refers to the use of multiple methods or data sources in qualitative research to develop a comprehensive understanding of phenomena (Patton, 1999). Triangulation also has been viewed as a qualitative research strategy to test validity through the convergence of information from different sources. Denzin (1978) and Patton (1999) identified four types of triangulation: (a) method triangulation, (b) investigator triangulation, (c) theory triangulation, and (d) data source triangulation. Due to confidentiality concerns involving the special education students, observation was ruled out as a triangulation strategy in the current study. Population A population is a group that "conforms to specific criteria" (McMillan & Schumacher, 2010, p. 129) which research results can be generalized. The population for this study consists of teachers in K-12 special education programs using service dogs/specialized therapy dogs with handlers in placements specifically designed for students identified with EBDs. Specifically, the population includes teachers of special education students with an EBD diagnosis who are placed in a program targeting EBD in which a trained service/therapy dog with a handler is regularly present in the classroom. Very few settings were identified nationally where these conditions are met, but it is likely that results obtained here can be generalized to other geographic regions with similar operating procedures including students and dog use. Although no direct interaction between researcher and students is called for, strict adherence to special education privacy rights will be followed (Copenhaver, 2006). The teachers will 71 constitute the interview portion of the phenomenological study. According to (Assistance Dogs International, 2417), there are 65 programs in the United States that train guide, hearing, and service dogs (including service dogs with handlers in classrooms). This researcher began the process of identifying programs for inclusion in the study by contacting individuals associated with service/therapy dog training facilities and using communication networks such as Linkedln to determine the locations of programs currently implementing trained service/therapy dog interventions that included use of a handler. The population for this study was the 24 such programs across the country that use service dogs with special education students. Target Population A target population is a narrowed group of individuals of interest for inclusion in a given study from which the sample is drawn (McMillan & Schumacher, 2010). The research population is considered the target population, those individuals to whom the results could be generalized (McMillan & Schumacher, 2010). The target population for this study is teachers in the group of special education programs considered primary placements for students with an EBD that are currently utilizing trained service dogs with a handler on a regular basis. Recent national or state-wide data is not available that specifically addresses the degree to which service/specialized therapy dogs with handlers are used in school-based special education programs either in general or, more specifically, those that include ESD students. Therefore, there is little data on the prevalence of this practice across states or the country as a whole. This researcher began the process of identifying programs for inclusion in the study by contacting individuals associated with service dog training facilities and using communication networks such as 72 LinkedIn to determine the locations of programs currently implementing service/therapy dog interventions that met the study criteria. This process identified 24 such programs across the country that use service and/or therapy dogs with handlers with special education students with various disabilities. The narrower target population for this study is teachers in those programs that use service dogs/specialized therapy dogs with handlers with special education students who are in placements for the EBD. According to Leitner (2017), there are six such schools in the target population with five of those schools on the East Coast and one in California. Four of these schools were selected for use in this study: Three of the East coast schools, all in New Jersey, and the California school. From these four schools, a group of twelve teachers will be selected to participate in interviews (Guest, 2006). Sample A sample in a qualitative study is naturally small, and, in contrast to quantitative probabilistic sampling, the sampling is purposeful, as stated by Patton (2015), "selecting information -rich cases for in-depth study" (p. 264). In phenomenological designs that include qualitative approaches, purposeful sampling is typically used. Patton (2015) uses the term "nonprobability sampling" (p. 264) to distinguish between in depth and relatively small samples used for a specific purpose and probability sampling where random selection is important. Patton (2015) describes the power of purposeful sampling in identifying information rich cases to show insights and in-depth understanding of a select sample focusing on the research questions, as opposed to purely an empirical result. The criteria for selecting participants for the study were: 73 1. The first criterion for inclusion in the study was that the teacher must have a classroom in which service dogs/specialized therapy dogs trained to provide emotional support and accompanied by a handler are present. Teachers included in this study must instruct in programs that utilize service or therapy dogs that have been trained at a highly specified level to detect emotional distress in an individual and assist in daily task functioning and socioemotional development. To be included in the study, the teacher must work with a dog that has received a minimum of 400 hours of training coupled with an experienced and trained handler within the classroom environment. This type of service/specialized therapy animal is trained to work with people with an emotional or mental illness, considered an emotional/behavioral disability that warrants them incapable of achieving at least one life goal (Service Dog Central, 2046-2014). These dogs are part of a broader class of service and therapy animals that include psychiatric service dogs and cortisol detection dogs, but are not limited to them. 2. A second criterion for inclusion in the sample is that the teacher's program must serve as a primary placement for students identified with EBD. Thus, teachers included are those providing instruction and behavior intervention in highly specialized programs and not more traditional special education teachers. Nor are these teachers providing service exclusively for other specific disabilities, such as autism or intellectual disability. 3. A third criterion for inclusion in the study was that the service/specialized therapy dog and handler are a regular part of the teacher's program. By 74 regular, the study identified a minimum of three exposures of at least 30 minutes to most or all students in the program in a typical week. 4. A fourth criterion for inclusion in the sample was that the school and the teachers involved must be willing to participate in the study. Sample Selection Process In this current study, snowball sampling was initially used to identify a potential sample of cases based upon the criteria specific to the research questions addressing academic engagement and social -emotional behavior effects on students with EBD who have a service dog/specialized therapy dog with a handler in the classroom. Patton (2015) describes snowball sampling as an approach for locating critical cases by asking "well situated people" who can network, recommend, and suggest other people to contact in order to identify a sample. According to Patton (2015) snowball sampling is one of the purposeful sampling strategies used for selecting, "information -rich, illuminative cases for qualitative inquiry" (p. 265), utilizing known experts to identify cases for study in a situation where population may be quite minimal. In this study, purposeful sampling was employed by contacting people from servicedogcentral.org (Service Dog Central, 2005-2014), other training centers, Superintendents, and special education directors in southern California and New Jersey who can provide information on special education programs that utilize trained service dogs/specialized therapy dogs with handlers with their students. A second quality for inclusion in the sample is that the program must serve as a primary placement for students identified with EBD. The purposeful sampling strategy in this study determined cases of interest by interviewing pivotal people who have connections to 75 other colleagues who work in this field and share characteristics desired for inclusion in this research, thus identifying a small study sample (Palinkas et al., 2015). Thus, purposeful sampling was used to identify the 12 teachers in four programs that were eventually selected as the final sample for this study. Teachers and staff were selected from three special education programs in New Jersey and one in California that focused on providing special education services for students with EBDs and that utilized service dogs/specialized therapy dogs with handlers as a regular element of the program. By regular, the study identified a minimum of three exposures of at least 30 minutes to most or all students in the program in a typical week. This criterion was decided upon for two reasons. One was to prevent situations where an individual student was assigned a dog which was not available on a program -wide basis. Second was to exclude cases where a service dog with a handler might be present on an irregular or infrequent basis (e.g., twice monthly "visits" to the classroom by a dog that was not an integral part of the program). In addition, the study excluded cases where a teacher had a student with a service dog that was assigned to that student only within his/her classroom. As noted above, these programs were located in New Jersey and California. One school in New Jersey is a private residential day program consisting of 130, K-12 students with emotional disturbance of varying levels of degree. Two of the four teachers who utilize the full-time service dogs in classrooms along with the dogs' handlers five days a week were included in the study sample. The second school in New Jersey is a private school of 90 students and a residential day program similar to the other private school. One teacher of EBD students at the school who volunteered to participate, was included in the sample. The third New Jersey program is a public school district with 70 76 K-8 students in emotional disturbance placements within the district and 15 teachers and staff who utilize the service dog with the handler in the classroom four days a week. Six staff members working with EBD students were selected from this district. The program from California is a non-public school program located in the San Diego area and housed in a public 9-12 high school with a population of just over 1,000 students. Two teachers from this California program utilize the specialized therapy dogs with their handlers in the classroom (see Table 1). Overall, 12 teachers were identified for participation in interviews. Table 1 ProQ,rams Included in the Current Stud Note. Data sorted in ascending alphabetical order with Location controlling the sort. Following identification of the potential participants, the researcher used the following process to secure participation: 1. Contacted the school principal to secure participation (see Appendix B). 2. Identified 12 teachers and secured their participation (see Appendix C and D). 3. Sent information regarding the study to all participants, secured Informed Consent documents from each participant (see Appendix E), and provided the Participant's Bill of Rights (see Appendix F). 4. Scheduled and executed the interviews. 77 Time Dog was Location Number of Students Number of Teachers Present per Week California 30 3 12 New Jersey 70 b 40 New Jersey 90 1 30 New Jersev 130 2 30 Note. Data sorted in ascending alphabetical order with Location controlling the sort. Following identification of the potential participants, the researcher used the following process to secure participation: 1. Contacted the school principal to secure participation (see Appendix B). 2. Identified 12 teachers and secured their participation (see Appendix C and D). 3. Sent information regarding the study to all participants, secured Informed Consent documents from each participant (see Appendix E), and provided the Participant's Bill of Rights (see Appendix F). 4. Scheduled and executed the interviews. 77 Instrumentation The researcher is considered the primary instrument of data collection in the qualitative research approach because the research defines the processes and parameters of data collection (McMillan & Schumacher, 2010). Patton (2015) states that "Qualitative inquiry is personal, and the researcher bias an instrument of the inquiry. The researcher's background, experience, training, skills, interpersonal competence, and how the research engages in the fieldwork and analysis undergird the credibility of the findings" (p. 3). During this study the primary researcher was employed as an assistant principal in southern California, and due to this the potential for research bias in the interview process was present. In addition, the researcher was a dog owner of two "disqualified" guide dogs. To reduce the potential for researcher bias to impact body language and/or verbal behavior, the researcher engaged in a field test of the interview protocol with a colleague experienced in qualitative research. In this qualitative study, the primary method of data collection was a semi -structured, phenomenological interview of teachers in the four programs making up the study sample. The researcher traveled to New Jersey and San Diego to complete face-to-face interviews with teachers wherever possible. In three of the cases, interviews were conducted via telephone. All interviews were completed using a protocol developed to minimize threats to internal and external reliability and validity in both the collection and analysis of the data. Instrument The interview protocol was developed by directly correlating the interview questions with the purpose of the study and the specific research questions addressed here (see Appendix G). The interview protocol was developed in July of 2017 by the researcher in order to provide specific information relevant to the questions at hand. This resulted in the interview protocol questions, including background and follow-up questions. Patton (2015) recommends that interview questions be sequenced to move from more general experiential and contextual questions to more specific, probing questions pertaining to the study's central questions. The interview protocol was, therefore, structured to follow this format opening with more general demographic and background questions and progressing to open-ended thematic questions. These latter questions were designed to provide a picture of the impact of service dogs/specialized therapy dogs with handlers on the experience of staff and students in the program in terms of both social emotional and academic functioning. Research questions were derived, in part, from general themes and concerns about this form of intervention evident in the reviewed literature. The researcher assured the meaningfulness and relevance of the questions by piloting their use with a group of educators working with students with similar disabilities in a local school district. Each question was carefully reviewed to assure it did not employ biased or leading language and standard language rules were applied. The potential for researcher bias was addressed through a more direct examination of how specific expectations could impact the interview process and sequence of questions. For example, care was taken so that the interviewer spent equal time and effort examining possible concerns with use of service dogs/specialized therapy dogs with handlers as an inquiry about the perceived benefits of this intervention. Questions were formulated to thoroughly address possible positive and negative impacts of the dogs on student experience. 79 The researcher contacted teachers from each of the four programs via email and telephone to set up interview visits. Follow-up reminders were provided prior to travel to each site and to ensure interviewee's continuing willingness to participate in the process and that each had adequate time to participate on the scheduled date. Face-to-face interviews were conducted when possible from November of 2017 to January of 2018. Interviews were typically completed in a classroom or conference room at the interviewee's schools. In the three cases where face-to-face interviews were not possible, the interviews were conducted via telephone. The researcher used two BOOSCA recorders to record the interviews, which were then remotely transcribed by Trueservice@samedaytranscriptions.com and returned to the researcher via electronic text files. To assure accuracy of transcription, the entire transcript of each interview was sent to the interviewee for review and approval. Any corrections were noted on the transcripts, which were resubmitted for correction to Trueservice. Once approved and corrected, each interview protocol was readied for analysis by the researcher. Reliability Reliability is an inherently important aspect of the data collection and analysis method in qualitative research. Multiple means of addressing the credibility and reliability of the data were undertaken, including the above-mentioned analysis of potential areas of researcher bias, field testing prior to actual data collection (Merriam, 1995), and utilization of inter -coder reliability on a subset of the interview protocols (Patton, 2015) and maintaining an audit trail. Efforts were also made to assure some triangulation of data by collecting documentation of other evidence of program successes and "using it to build a coherent justification for themes" (Creswell, 2014, p. 201). 0 An audit trail will provide accuracy documenting the interview and processes involved in tabulating and analyzing data, along with artifact documentation. For example, records will be kept validating the proof of electronic interview recordings and archiving of the verbatim transcriptions. In addition to documentation and artifact collection, "member checking" (Creswell, 2014, p. 201) will be incorporated to check for transcription accuracy, verify the themes, and corroborate the "major findings" (Creswell, 2014, p. 201) with the participants in the interview. The researcher poses the greatest influence in the data collection as the researcher collects and, ultimately, provides the conclusive data analysis (Merriam, 1995). For this study, the researcher determined the topic of this study based upon her work as a volunteer with Guide Dogs of the Desert in Palm Springs, California, and her observation of the benefits of the human -animal bond. Additionally, the researcher was drawn to the topic based upon her professional work in providing interventions for special education students placed in classrooms for those with EBD. The goal to increase internal reliability is supported by the director of one of the schools who wishes to consult with the researcher on her research and literature review as he desires to write a book on his school's program. Keeping in mind that audits are inherently political in nature, a careful delineation of purpose of the study will be expressed and followed with the director (Miles & Huberman, 1994). Thus, an external audit of the study's methodology, data collection, and coding process utilizing themes will be consistently implemented throughout with the conclusive results of the study providing valuable feedback on the study's efficacy as it influences further research on the topic (Creswell, 2014; Leedy & Ormrod, 2013;.Patton, 2015). RE The interview questions were field tested on two teachers of students with disabilities including behavioral disorders in Desert Sands Unified School District in Palm Desert, California. Though service and therapy dogs are not currently used in this district, questions were based upon participants' prior experiences with therapy dogs visiting their classrooms. For example, rather than asking questions about the training and ways the teacher incorporated the dogs into their classes, the field test interview may have inquired how frequently the dog visited, how children responded, and what accomplishments were achieved in the dog's presence according to the teachers' observations. Finally, to improve reliability or dependability of the qualitative data, an interrater reliability process was implemented with a second, trained coder coding of 20% of the transcribed pages of two of the interviews (Leedy & Drmrod, 2013). A criterion of 80% consistency was set for this quality check in order to assure replicable findings. This process assured that 10% of the data will be double coded thereby meeting the suggested criterion by (Lombard, Snyder -Duch, & Bracken, 2404). The following sequence was being followed to establish intercoder reliability in a manner that assured consistency and dependability in the analysis of the data: 1. Primary researcher will code 100% of the collected data from the interview transcripts. 2. Primary researcher will select 20% of the codeable text from two of the transcribed interviews. 3. Primary researcher will define themes identified in the completed coding and train secondary researcher or coder in identifying them. RN 4. Secondary researcher scanned data prior to coding to validate themes identified by the primary researcher. If more or fewer themes were identified by the secondary coder, conferencing was completed to reconsider coding themes. 5. Secondary coder will then code the identified passages in the two identified transcripts using the agreed upon themes. G. Secondary coder, upon completion of coding, will provide coded information to primary researcher who will compare intercoder data frequencies and number of references for each theme. Validity Validity is the process by which the researcher attempts to guaranty that their data provides a meaningful reflection of what is happening in the world. As McMillan and Schumacher (2010) state it, "Validity... refers to the degree of congruence between and explanations of the phenomenon and the realities of the world" (p. 330). In contrast, in quantitative research, the validity of a new test is often determined in part by examining correlation between scores on the new instrument and scores on another widely accepted measure of the same construct. McMillan and Schumacher (2010) identify 10 possible strategies to enhance validity in a qualitative study. These strategies and brief descriptions are presented in Table 2. Though not every strategy could be implemented in the present phenomenological study, a number were used to assure that the data was valid and that the conclusions drawn from it were justifiable. Triangulation refers to the use of multiple methods or data sources in qualitative research to develop a comprehensive understanding of phenomena and a strategy to test RK validity through the convergence of information from different sources (Patton, 1999). Though triangulation of primary data obtained in the teacher interviews in this study was planned, multiple documents that provided class -wide data on the effects of service/specialized therapy dogs in the classroom for students with EBD could not be obtained by the researcher. Efforts to obtain information on number of parent contacts (emailslnotices sent home and parent call logs), office/disciplinary referrals, and academic success as measured on school -wide testing data were not successful. No confidential individual student data, such as IEPs, grades, or behavior plans was accessed. Though observations are an ideal form of triangulation data (Patton, 1999), this approach was not available in the present study due to confidentiality concerns related to the students' special education status. Table 2 Strateeies to Enhance Validity in Qualitative Research Strategy Description Prolonged and persistent Allows interim data analysis and corroboration to ensure a fieldwork match between findings and participants' reality. Multimethod strategies Allows triangulation in data collection and data analysis. Participant language Obtain literal statements of participants and quotations from verbatim accounts documents. Low -inference descriptors Record precise, almost literal, and detailed descriptions of people and situations. Multiple researchers Agreement on descriptive data collected by a research team. Mechanically recorded data Use of tape recorders, photographs, and copies of documents. Participant researcher Use of participant -recorded perceptions in diaries or anecdotal records for corroboration. Member checking Check informally with participants for accuracy during data collection; frequently done in participant observation studies. Participant review Ask participants to review researcher's synthesis of interviews and participant for accuracy of representation (and interpretation). Negative or discrepant data Actively search for, record, analyze, and report negative or discrepant data that are an exception to patterns or that modify nattems found in data. Note. Adapted from "Research in Education: Evidence -Based Inquiry (7th ed.)," by J. H. McMillan and S. Schumacher, 2010. Copyright by Pearson Education. 01 In the present study, the researcher employed multi -method strategies, participant language with verbatim accounts, low -inference descriptors, mechanically recorded data, member checking, participant review and active search for discrepant data. In the latter area, for example, the interview protocol included specific questions challenging the efficacy of the use of service dogs/specialized therapy dogs with handlers in these programs as well as more specific factors that might impinge upon effective implementation. As outlined in the data collection section, all interviews were recorded mechanically and transcribed verbatim. To further assure reliability and validity, inter- coder reliability was determined using the procedures outlined above, and member checking and participant review was used to review both transcriptions and coded interpretations with the interviewees. Data Collection Prior to the collection of any data from the human subjects participating in this study, permission was requested and obtained from the Institutional Review Board of Brandman University (BUIRB) (see Appendix H). This board approves data collection from human subjects for research purposes. No data was collected until BUIRB approval was secured. Additionally, the necessary course work was completed and the certificate from the National Institute of Health Office of Extramural Research (NIH) was secured prior to any data collection (see Appendix I). The interview protocol was field tested prior to collection of data from actual research participants. The Interview protocol was developed directly by the author with the goal of directly reflecting the research questions of the study. The protocol was field tested with two local teachers of students with EBD during the month of September 2017. The field test was conducted to ensure that the questions and responses generated were sufficient and comprehensive enough and to afford the researcher practice administering the interview and limit the potential intrusion of biases in phrasing or non-verbal behaviors. As such, the pilot process was designed to improve the reliability and to limit threats to the internal validity of the study. As Miles and Huberman (1994) point out, the researcher needs to be cognizant of the "multiple sources of analytic bias that can weaken or even invalidate" (p. 263) a study. Because no programs employing service dogs/specialized therapy dogs were locally available for the field test, questions were altered to address alternative interventions employed in these two programs. Pilot interviews were recorded and transcribed according to procedures used in the actual data collection of the study. Feedback from pilot interviewees was sought immediately following each pilot regarding the content, length and interviewing approach. Based upon feedback received, adjustments were considered and made to the original drafts of the questions prior to the interviewing of any participants in this study. Sampling was described fully above and included teachers from the four identified programs in New Jersey and California. Programs were identified through snowball sampling due to the extremely limited use of service dogs/specialized therapy dogs with handlers in school settings. All participants were contacted by telephone in the months prior to data collection where initial interest in and willingness to participate in the study was established. All participants were sent electronically an assurance of confidentiality, formal consent for interview, and a description of the purpose of the study at least three weeks prior to the scheduled interview. At the request of the superintendent in one of the New Jersey school districts, ample time was given to notify M his board of education who provided permissions for the researcher to come to the selected schools and perform the interviews with the teachers. In order to assure confidentiality, participants were assured all 'interviews would be transcribed using pseudonyms rather than factual names. Interviews were scheduled either through electronic communication or telephone contacts at least two weeks prior to the interviews. All consent forms, transcribed interviews, and other research records were stored at the researcher's residence in locked cabinets. All record will be shredded and disposed at the study's conclusion. The data collection process relied on semi -structured in-depth interviews in order to examine the participants' experience and viewpoint in this qualitative, phenomenological study. The researcher met in Face-to-face and telephone interviews arranged with participants during November 2017 and January 2018. Interviews were conducted in rooms selected at the schools at the convenience of the participants and care was taken to inform participants in advance as to the duration of the time commitment. Every effort was made to assure the participants of confidentiality and that no individual evaluation or judgment of their participation was sought to maximize honesty and full disclosure. All interviews were recorded using two BOOSCA recorders. Interview recordings were submitted electronically to Trueservice@samedaytranscirptions.com via their website eservice following each interview for verbatim transcription. Once received by the researcher, copies of all transcripts were sent electronically to participants to review for accuracy and to provide opportunity for further clarification or correction by participants. 87 Based on suggestions made by Patten (2014), the researcher will utilize "open coding" (p. 159) to deduce categories and subcategories of "segments" (p. 1 fig) or ideas that arise during the interview data analysis coding. Upon completion of the accuracy check and correction process, each interview transcript was analyzed using the NVivo coding software to identify themes correlating with the research questions specifically addressing academic engagement, achievement test results, and behavior of students in their programs. Each transcript was read in its entirety twice prior to beginning any formal coding. Once read the second time the researcher began to code identified themes. Further data was collected to corroborate the themes present in the interview transcripts and improve validity in the process known as triangulation. Permission was asked of participants to access non -confidential documents and artifacts such as point sheets, discipline records, office referrals, and parent phone contacts as part of this process. Finally, participants were thanked with a thank you card and small gift of appreciation (including dog biscuits for the canines in the classroom) for their involvement in the study after the conclusion of the interview and data collection visit. Data Analysis Analysis of data in qualitative research is a multistep process that "proceeds hand- in-hand with other parts of developing the qualitative study, namely, the data collection and the write —up of the findings" (Creswell, 2014, p. 195). Patton, 2015 notes that "qualitative analysis transforms data into findings," (p. 52 1) and that, beyond that goal, there is no formula for doing so. General goals, however, include reduction of large amounts of data into smaller categories of information, distinguishing the important from the trivial and identifying patterns in the resultant information. Due to the rich and dense data collected in the interview process, care was taken to preserve data that related directly to the research questions and parse or "winnow" the data that was not directly relevant. The overall goal was to reduce the plethora of information generated to a smaller, manageable number of more specific themes that could be addressed. Creswell (2014) characterizes this as an interactive process that does not always proceed in a linear, hierarchical fashion. Due to the challenges inherent in the above process, consideration of computer- based storage and coding software was undertaken. Patton (2015) notes that such programs do not analyze qualitative data, but, instead, facilitate the tasks involved in the analysis. Qualitative data analysis software is no substitute for the careful, thoughtful and creative review and judgement of the researcher in the qualitative research process. The researcher chose to employ NVivo data coding software to facilitate this process and provide an efficient means of comparing themes across participants and in relation to other themes. Richards (2002) characterizes NVivo as a method enabling storage of coding at the level of characters that permits an ability to edit while the researcher is coding and encourages the writing up of documents inside the project and coding as the process proceeds. With the use of NVivo, data analysis was undertaken in a systemized fashion with the goal of fully representing the meaning within the interview transcripts. In short, data analysis proceeded in the following six step process. 1. Data was readied for coding as described above in the data collection section of this report. Interviews were transcribed and checked for accuracy and/or needed clarifications with interviewees. 2. All interview transcripts were read at least twice prior to the beginning of the coding process. This afforded the researcher an opportunity to reflect on the information and form general impressions of the content, depth, meaning and credibility of the data. Notes were taken during this process to assist in the development of coding themes. 3. Data coding was started using NVivo software allowing the researcher to bracket chunks of text and writing a word to reflect a category in the text margins. Once two transcripts were completed topics were listed and examined for inter -relatedness or similarities, permitting possible combining of topics into broader codes. During this process labels for each code were reconsidered, as well, to permit most descriptive category titles for each. Codes were revised and reconsidered as this process moved forward. For example, codes that were not expected based upon the review of literature were added, whereas others that may have begun with one "title" were broadened and renamed with another title to better reflect themes emerging from the data. 4. The coding process proceeded along these lines to include all themes present in at least 25% of interview transcripts. This frequency was selected based upon recommendations for qualitative methodology (Creswell, 2014). These themes were examined for interconnectedness. a 5. In the fifth step, the emergence of themes was addressed in narrative description. This discussion examined chronology and detailed discussion of the themes along with differentiation of the themes across participants. 5. Finally, interpretation of the qualitative data was undertaken in the sixth step of data analysis. Basically, this step was centered around the question "What were the lessons learned?" (Creswell, 2014, p. 200). The researcher's goal in this step was to examine the data collected in light of previous theoretical and research findings and to determine answers to the specific research questions and research sub -questions. Points of divergence and congruence with past information or theory were identified and elaborated upon (Creswell, 2014). Limitations The present study has a number of limitations: (a) population, (b) literature review and (c) methodological. Regarding methodology, a major limitation is that this study does not utilize truly experimental procedures and instead is phenomenological in scope. More specifically, random assignment of participants to treatment and control groups was not implemented. Instead, programs examined in this study were selected through convenience and snowball sampling due to the relative rarity of programs utilizing service dogs/specialized therapy dogs with handlers. Therefore, variables used to determine academic and social/behavioral outcomes are limited in scope and will not utilize empirically validated measures (e.g. an empirical norm referenced behavior rating scale). Instead, outcome variables identified and coded in the study (e.g. calming, motivation, academic engagement, de-escalation, etc.) were derived from analyses of interview protocols based upon the perceptions of professional educators. 91 In terms of population, this study was limited to teachers of K-12 special education students in placements/classroom for EBDs on the east coast and in southern California. The researcher selected this geographical representation due to the paucity of programs using these animals. In addition, the unit of analysis in the present study was limited to individual educators and not the specific outcomes of individual students. This choice was made due to the lack of random assignment and the consequential difficulty in determining specific impact on individual functioning of students. A related limitation is that the study will not comprehensively review the literature on evidence -based intervention with the EBD population. There is also a methodological limitation in the control that the researcher has over the implementation of the service dogs/specialized therapy dogs with handlers in the classroom intervention. There is not a specified pattern of animal to human interaction. Finally, because of the researcher's experience with a local guide dogs organization and ownership of disqualified guide dogs, the researcher as the instrument of the study is a limitation. Summary Above all else, ensuring the credibility of data and its ensuing analysis is accomplished through triangulation, careful coding, peer-reviewed results and member checking (Creswell, 2414; McMillan & Schumacher, 2010; Patton, 2015). The efficacy of a study depends upon the strong nature of these elements and validates the participants' contributions to the study. Chapter III presented and explained the population, participant selection process, and methods of data collection and analysis which established the theoretical framework of the study. Through social media sites such as LinkedIn, snowball sampling revealed the two states and four schools where the 92 interviews took place. The interview protocol was designed by the researcher and field tested in the researcher's local school district prior to interview administration in New Jersey and California, respectively. The researcher maintained the use of triangulation of data through interviews and audits of related documents and artifacts. Based upon the variables presented in the research questions, data was segmented and coded for emergent themes such as student tasks and behaviors in the presence of the service dogs/specialized therapy dogs with handlers. Data collection and data coding analysis were founded in grounded theory (Creswell, 2014) with explicit transparency and peer reviewed support of analyses and study conclusions. This phenomenological study was supported in its methodology due to the use of various methods designed to emphasize the study's credibility and validity. 93 CHAPTER IV: RESEARCH, DATA COLLECTION, AND FINDINGS Overview This chapter presents an analysis of the data collected from the study, which intended to examine the perceived academic and social -emotional effects of classroom service dogs/specialized therapy dogs with handlers on student learning and behavior in K-12 special education students in EBD placements. Chapter IV reviews the purpose of this study, research questions, methodology, population, sample, and concludes with a presentation of the data, organized by research question and analyzed according to themes. Purpose The purpose of this phenomenological study was to determine and describe the academic and social -emotional effects of classroom service dogs/specialized therapy dogs with handlers on student learning and behavior in K-12 special education students in EBD placements as perceived by their teachers. The purpose of this study resulted from the premise that peer reviewed studies on whether service dogs/specialized therapy dogs have an impact on students with EBD concludes that placing service dogs/specialized therapy dogs with a handler in the classroom has a positive effect on students' emotional well-being as well as their academic engagement on task and overall academic success (Huss, 2011). The issue has become one of greater importance over the last 20 years as the increase in identification of students with autism, for example, has increased. Schools, parent stakeholder groups, and districts have had to collaborate on ways in which special education programs must be designed to meet the needs of the child. One of the interventions discovered to be particularly effective in working with not only 94 autistic children, but students with EBDs is that of incorporating a service dog/specialized therapy dog with a handler into the classroom. Research Questions Central Research Question The following primary qualitative research question that was addressed in this study is: How do classroom teachers of K 12 special education students in placements for EBDs describe the academic and social -emotional effects of a classroom service doglspecialized therapy dog with a handler on student learning and behavior? Research Sub -Questions The central research question was then divided into three research sub -research questions, as follows: 1. How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe ways in which the presence of a service dog/specialized therapy dog with a handler affects academic engagement and time on task? 2. How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? 3. How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect behavior of students in measurable ways? 95 Methodology A phenomenological methodology utilizing qualitative methods was selected for this study. Patton (2015) defines a phenomenological approach as one that thoroughly gathers and analyzes people's perceptions about a phenomenon. This study employed descriptive interview and evaluative methods to provide understanding of the implementation of, and outcomes associated with, service dogs/specialized therapy dogs with handlers in K-12 special education classrooms for students with EBDs. Qualitative means was necessary to describe implementation of the service dog/specialized therapy dog intervention and the effects of the experience from the point of view of the studied population (Leedy & armrod, 2013). The qualitative approach was oriented to identify natural occurrences as they happened in real-life. The qualitative inquiry framework of pragmatism emphasized real-life consequences and their natural applications from what was gleaned from the object of study (Patton, 2015). The researcher conducted face-to- face and telephone interviews with 17 special educators from three schools in New Jersey and one school in California. From those interviews, 12 were analyzed and used for the study as per research expectations. The location, date, and time of the interview was selected by the participants; interviews were held in November 2017 and the month of January 2018 and were conducted either at the school site or via telephone. All participants were provided with an introduction letter, the participant bill of rights, and each participant signed a statement of consent and confidentiality prior to the interview. The in-person participants were provided with the list of interview questions and the phone participants were provided the questions upon request. a The interview protocol included two background questions, 17 content questions and one statement asking for any additional information the participant would like to share that had not been asked during the interview. The two background questions were about who the participant was personally and professionally and designed to allow the participant to express their purpose in utilizing the therapy dog. Interview questions asked for participants' reflections on their observations in the classroom and school setting where the child attends and included inquiries such as the number of interactions between child and dog, the nature of those interactions, the effects of those interactions, the student task engagement, and assessment results when a service dog/specialized therapy dog with a handler was present during testing. Participants were interviewed regarding their reactions to the service/therapy dog intervention and their interpretations and perceptions of its effectiveness as a classroom intervention. The phenomenological qualitative inquiry, due to its open-ended method of interviewing, provided a glimpse of both the intended and unintended effects of having service dogs/specialized therapy dogs with handlers in the classroom (McMillan & Schumacher, 2010). All interviews were recorded using Rev Transcription IOS application on two BODSCA recording devices. Interview recordings were submitted electronically to Trueservice@samedaytranscriptions.com via their website service upload following each interview for verbatim transcription. Once received by the researcher, copies of all transcripts were sent electronically to participants to review for accuracy and to provide opportunity for further clarification or correction by participants. Based on suggestions made by Patten (2014), the researcher utilized "open coding" (p. I G9) to deduce categories and subcategories of "segments" (p. 1 G9) or ideas 97 that arose during the interview data analysis coding. Upon completion of the accuracy check and correction process, each interview transcript was analyzed using the NVivo coding software to identify themes correlating with the research questions specifically addressing academic engagement, achievement test results, and behavior of students in their programs. Each transcript was read in its entirety twice prior to beginning any formal coding. After reading for a second time the researcher began to code identified themes. To ensure interrater reliability, a Doctor of Psychology working in special education and who has qualitative data experience, coded the same transcript to ensure interrater reliability. The researcher and the interrater then compared their coding results. Upon the interrater's agreement with the researcher's interpretation of identified themes, they determined concurrence of interrater reliability. Further data was collected to corroborate the themes present in the interview transcripts and improve validity in the process known as triangulation. Permission was obtained from the superintendent of the K-8 public school in New Jersey to access non - confidential documents and artifacts such as point sheets, behavior charts, discipline records and office referrals—all sans students' names—as part of this process. Those documents are included in the appendices. Population and Sample The population for this study consisted of educators in K-12 special education programs using service dogs/specialized therapy dogs with handlers in placements specifically designed for students identified with EBDs. Specifically, the population included teachers of special education students with an EBD diagnosis who were placed in a program targeting EBD in which a trained service/therapy dog with a handler was regularly present in the classroom. Very few settings were identified nationally where these conditions were met, but the researcher began the process of identifying programs for inclusion in the study by contacting individuals associated with service/therapy dog training facilities and using communication networks such as LinkedIn to determine the locations of schools that implemented trained service/therapy dog interventions that included use of a handler. The researcher narrowed the target population for this study to educators in four schools that use service dogs/specialized therapy dogs with handlers with special education students who are in placements for the EBD. Fourteen total interviews were conducted in three of the east coast schools in New Jersey, and four interviews were conducted in the one school in southern California. From the 18 total interviews from the four schools, 12 interviews were included in the study as per sample size selection noted by Guest (2006). Six interviews were not included in the study as they did not meet selection criteria. The researcher contacted the superintendent of one school district in South New Jersey who established a schedule of participants for the researcher to interview. The researcher traveled to New Jersey to interview the participants from two schools in that district. The researcher conducted telephone interviews with the participants from the other two New Jersey schools. The researcher traveled to the southern California school where she conducted the face-to-face interviews included in the study. To fulfill this qualitative research, purposeful sampling was utilized in two geographical regions that incorporated the use of specialized therapy dogs in their schools. Patton (2015) describes the power of purposeful sampling in identifying information rich cases to show insights and in-depth understanding of a select sample focusing on the research questions as opposed to purely an empirical result. Purposeful sampling was employed by contacting people from servicedogcentral.org (Service Dog Central, 2406-2014), other training centers, superintendents, and special education directors in southern California and New Jersey who provided information on special education programs that utilized trained service dogs/specialized therapy dogs with handlers with their students. The purposeful sampling strategy in this study determined cases of interest by interviewing pivotal people who had connections to other colleagues who worked in these field and shared characteristics desired for inclusion in this research, thus identifying a small study sample (Palinkas et al., 2015). Thus, purposeful sampling was used to identify the 12 special educators in four programs that were eventually selected as the final sample for this study. Teachers were selected from three special education programs in New Jersey and one in California that focused on providing special education services for students with EBDs and that utilized service dogs/specialized therapy dogs with handlers as a regular element of the program. As noted above, these schools were in New Jersey and southern California. Two schools in New Jersey were private residential day programs consisting of K-12 students with emotional disturbance of varying levels of degree. The third New Jersey school setting included two public schools in the district with 70 K-8 students in emotional disturbance placements who utilized the therapy dog with the handler in the classroom on a regular basis. The program from southern California was a secondary level life skills school affiliated with a residential treatment program with 30 students and located on the campus of a public 9-12 high school with a population of just over 1,000 students. Three 100 educators from the southern California school utilized the specialized therapy dogs with their handlers in the classroom (see Table 3). Overall, 12 special educators were identified for participation in interviews. Table 3 Pro -exams Included in the Current Stud Note. Data organized in ascending alphabetical order with Location controlling the sort. Table 4 summarizes a description of the 12 participants from this study and the approximate times per week spent with the dog present. Table 4 Descrivtion ofParticiDants Number of Hours Dog was Location Number of Students Teachers Present per Week California 30 3 12 New Jersey 70 6 40 New Jersey 90 1 30 New Jersey 130 2 40 Note. Data organized in ascending alphabetical order with Location controlling the sort. Table 4 summarizes a description of the 12 participants from this study and the approximate times per week spent with the dog present. Table 4 Descrivtion ofParticiDants Note. Data sorted in ascending numerical order with Participant controlling the sort. After identification of the potential participants, the researcher used the following process to secure participation: 1. Contacted the school principal to secure participation. 101 Hours Dog was Participant Gender Location Present per Week Participant 1 Female New Jersey 30 Participant 2 Female New Jersey 40 Participant 3 Male New Jersey 40 Participant 4 Female New Jersey 40 Participant 5 Female New Jersey 40 Participant 6 Female New Jersey 40 Participant 7 Female New Jersey 40 Participant 8 Female New Jersey 40 Participant 9 Female New Jersey 40 Participant 10 Female Southern. California 12 Participant 11 Female Southern California 12 Particinant 12 Female Southern California 12 Note. Data sorted in ascending numerical order with Participant controlling the sort. After identification of the potential participants, the researcher used the following process to secure participation: 1. Contacted the school principal to secure participation. 101 2. Identified 12 staff and secured their participation. 3. Send information regarding the study to all participants, secured Informed Consent documents from each participant, and provided the Participant's Bill of Rights. 4. Scheduled, traveled and executed the interviews. Presentation and Analysis of Data Data Analysis by Participant Participant 1. Participant 1 is an educator who has been involved in education all of her adult life in both public and private schools. She works with 12 students who are severely emotionally disturbed and learning -disabled. Research sub -question 1. The first research sub -question was "How do classroom teachers ofK-12 12 special education students in emotionallbehavioral disorder placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect academic engagement and time on task?" Participant 1 was effusive in extolling the benefits of the therapy dogs in her classroom. She described the background of the students as coming from drug addicted parents when they were born and from abusive family circumstances. She said how some of the students come to the school malnourished and that the students are "suspicious" of adults. She said how difficult it is to gain students' trust. Participant 1 said one way in which students become engaged in learning is with the therapy dogs. She said the dogs help students to "let down the barriers" (Participant 1) and they then "relax" (Participant 1) enough to academically engage on the task at hand. Additionally, Participant 1 said how the dog becomes an incentive for learning by stating: 102 ...we do use it as a motivator. If we get this done, then we can have more time with the therapy dog. And sometimes when they've done really well, we also use it as a reward. They'll get to go and work with the owner of the therapy dog. And take care of the dog. Groom it, take it for a walk. So that's the extra that we usually use ... It calms them down. You can really see a focus. Lots of times there are students, we have to deal with helping them to maintain focus or redirect. And having the therapy dog, it's amazing that they really will, you can see that they're engaged. Essentially, the therapy dog acts as a motivator and incentive for student learning. An additional benefit of which is paying closer attention to the lesson, greater academic focus and the ability to concentrate at a greater level. Participant 1 said how the students will ask to "sit on the floor" with the dog and she allows this as the students concentrate better on the lesson when in a trusting and relaxed environment, which, she perceived, the therapy dogs provide. Research sub -question 2. The second research sub -question was: "How do classroom teachers of K--12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect student success rates on statewide achievement tests?" Participant 1 had no information to provide about this question except to share that the dogs are not in with the students during achievement testing. Research sub -question 3. The third research sub -question was: "How do classroom teachers of K--12 special education students in emotionallbehavioral disorder 103 placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measurable ways?" Participant 1 said only one time she found the therapy dog hindered a student. She said the student had a phobia of dogs and was just "petrified" of dogs. Thus, they had to restructure how they utilized the dog in the classroom and adjust to accommodate the student who had a fear of the dogs. However, Participant 1 did not elaborate upon what that restructuring design looked like. Participant 1 stated that measurable ways of student behavior were noted as the students gaining a sense of "calming and settling" when the therapy dogs were present. She discussed the level and frequency--often--of crisis events with her student population, and how the therapy dogs help to "de-escalate and decrease the intensity, frequency and duration of emotional crisis" events. Participant 1 said the therapy dogs provide comfort and help establish the value of relationships for students, enhancing trust and love. Participant 1 said the therapy dogs help draw out and "open up" withdrawn or isolated students. Again, she reiterated the traumatic life circumstances of her students and how the therapy dogs have largely opened the students to develop empathy not only toward the dogs, but toward other people. Participant 1 talked about a student who looked at and talked to the dog and then looked at the handler. After this back and forth exchange, Participant 1 said, "He could connect, and we saw him open up and develop human relationships." Participant 1 illustrated that the students share positive emotions with others when interacting with the dog. She said how they have both an "anecdotal record" (Participant 1) of behaviors and 104 when crisis events occur, how they "record it" (Participant 1). Participant I did not share the method of recording. When the therapy dogs are present, however, Participant 1 said the "unacceptable behaviors" are greatly reduced. Participant 1 said of the reactions from the students: They know that if they're feeling that anxiety, there's the dog. And it's amazing what just petting the dog ... they really don't even have to look at the dog. Just the petting of the dog brings down the anxiety and they do stay focused just having the dog roaming the room. The measurable effects are perceived by Participant 1 in terms of student de-escalation of stress and anxiety. She observed that the therapy dogs elicit a calm from the students and that the frequency of emotional crisis events has Diminished. Because we'lI have five therapy dogs at one time and then sometimes they'll face them [the students] throughout the hallways on different days ...There's something very reassuring to [the students] and they get down on the floor. These big high school kids are down on the floor on their knees and they're petting away. (Participant 1) Participant I's perceived effects of behavior of students was observational in nature. She frequently circled back to discussing the negative life circumstances of her students and the various crisis or near -crisis states in which the students enter school. She said how Mondays are the most difficult for the students and the staff as the students have to regroup from an often stressful and even traumatic weekend. Here, Participant 1 said the presence of the "dogs in the morning" and the students' "Pet the dog and it makes them relax." She said the measure is in how quickly the student becomes oriented to the 105 school environment again and she attributes this positive transition to the presence of the therapy dogs greeting the students on those Monday mornings. Table 5 summarizes Participant 1's responses in themes and patterns related to her perceived academic and social -emotional effect of a therapy dog with a handler on student learning and behavior in special education students in emotional/behavioral disorder placements. Table 5 Participant 1: Themes in Responses to Research Sub -Questions Research Question Themes in Responses RSQ 1: How do classroom teachers of K-12 . Therapy Dogs serves as an incentive to special education students in emotional/behavioral complete work. disorder placements describe ways in which the . Therapy Dogs improve students' presence of a service dog/specialized therapy dog concentration, focus, and attention. with a handler affect academic engagement and time on task? RSQ 2.How do classroom teachers of K-12 special . Cannot comment/ no information. education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? RSQ 3: How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect behavior of students in measurable ways? Note. RSQ = Research Sub -Question. 106 Therapy Dogs have a calming or settling effect on student emotions. Therapy Dogs help de-escalate and decrease intensity, frequency, duration of emotional crises. Therapy Dogs provide comfort and help establish the value of relationships for students, enhancing trust and love. Therapy Dogs help draw out and "open up" withdrawn or isolated students. Therapy Dogs help students develop empathy toward the dogs. Therapy Dogs help students develop empathy toward people. Students share positive emotions with others when interacting with the dog. Therapy Dog creates challenges for a student with a doe nhobia. Participant 2. Participant 2 is a teacher of Limited Learning Disabilities (LLD), grades 3-5 in a self-contained classroom of students with "some behaviors." Prior to this position, she worked in a middle school. Her first position in education was as an instructional assistant (IA) for four years, during which she studied to be a classroom teacher. Participant 2 lives an hour away from her school. Research sub -question 1. The first research question was: "How do classroom teachers of 1- 12 special education students in emotionallbehavioral disorder placements describe ways in which the presence of a service doglspecialiaed therapy dog with a handler affect academic engagement and time on task?" Participant 2 said that her students' academic engagement and time on task improved with the presence of the therapy dogs in the classroom. She has some autistic students who are reluctant and struggling readers. She said the students do not often want to engage when she requests that they read, for example, and that one student is "very much in his world as an autistic child is" (Participant 2) during reading time. She said that the child had difficulties reading to her but when the therapy dog is present, his reading engagement improved. Participant 2 said about a student's academic engagement during reading time: Then at the end of the reading, I was like can you please tell [the dog] all the important things about the book. And he laid down next to her, looked right at her in the face and said [the dog's name] and then explained to her the whole entire book—Because of that, his [reading] level went up because he was more relaxed, and he was calm, and he was able to read to me. 107 Participant 2 said that this was not an isolated incident of having the student read to the therapy dog and retell the story to the dog. She said she had the student read to the dog again and then other students wanted to participate in this exercise as well. Participant 2 discussed how the student was focused and engaged in the reading exercise. The student's retelling of the story to the therapy dog provided the teacher with information on the student's reading level and reading comprehension. Research sub -question 2. The second research question was: "How do classroom teachers ofK-12 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect student success rates on statewide achievement tests?" Participant 2 said she was not able to speak to this issue, but that she "wished] the dogs could sit in the room during testing." It was noted that at this point, having the therapy dog in the classroom during statewide achievement testing is not an option. Research sub -question 3. The third research question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measurable ways?" Participant 2 said the therapy dogs have a calming or settling effect on student emotions. She said how the dogs calm the students and that facilitates their redirection to focus on the task at hand and "do their work" (Participant 2) that she assigns the students. Participant 2 also said she that sees the students every day and that she sees a "change in their behavior" when the therapy dogs are in her classroom. She noted the reading level "record" increased. 0 This is the tangible record of measuring the behavior of the student when the therapy dogs are present in the classroom. Additionally, Participant 2 said that the therapy dogs help de-escalate and decrease intensity, frequency and duration of emotional crises events. Participant 2 presented the case of a student who frequently engaged in emotional crisis events: I know last year I had one kid that is an extreme behavior problem and he's a behavior problem over at our middle school still and when [the therapy dog] came in the room, he was like a puddle. He just melted. He's like I'm going to take him for a walk. I want to do it. I want to go do that with him. That was good to be able to see, the other side to that particular kid because he was very trying, had a very hard time. In that moment in time with [the therapy dog], it was good to see the opposite side of that kid. I'm like I know you're in there. Whether he's showing me or not, I know he's in there. Participant 2 understood the history of the student when she worked in the middle school. When the therapy dog was present, she said the student was able to manage his behavior. The therapy dog acted as a redirect and incentive for the student. He said, "I want to do it" and he was motivated to self -monitor in order to get time with the therapy dog. Participant 2 also talked about the measureable way of the therapy dog helping to draw out and "opera up" withdrawn or isolated students. She told a particularly poignant story of a student who was extremely withdrawn due to abuse: [The therapy dog] came in the room when one of my kids was, same kid that shut down, and she just crawled underneath his desk and was just sitting at his feet. 109 Sometimes when he stares, he'll just stare straight down and you can't get anything out of him. Because she [the therapy dog] was there, he was kind of like ... and then he kind of laughed because she was on his feet and she was shifting the desk around. So that was very cool to see that he was able to move a little bit because she was there. That kind of helped him come out of it a little bit and then he was fine the rest of the day after that. (Participant 2) Participant 2 recounted how the therapy dog is a dog, after all, and he accidentally stood on the student's foot. Additionally, because of his large size, when the dog was corning up under the desk it jostled enough to make the student notice. These physical connections made the student focus his attention on the therapy dog and redirected his attention to the present. While not a measurably recorded event, the teacher's perception was that the student's behavior was positively affected by the dog's innocence in lightly stepping on the student's foot and moving the desk. This is deemed as a self-awareness and situational awareness and Participant 2 also noted that similar to this instance, she has "seen more smiles and laughing out of the kids since the dogs have come" [to the school]. The measure in all of these cases, is in the ways in which the students positively react to the presence of the therapy dog in the classroom and share their positive emotions with peers and adults when interacting with the dog. Table G summarizes Participant 2's responses in themes and patterns related to her perceived academic and social -emotional effect of a therapy dog with a handler on student learning and behavior in special education students in emotional/behavioral disorder placements. 110 Table b Participant 2: Themes in Responses to Research Sub-4uestions Research Question Themes in Responses RSQ 1: How do classroom teachers of K-12 ■ Therapy Dogs improve students' focus special education students in and attention. emotional/behavioral disorder placements ■ Student reading improves as students describe ways in which the presence of a read to the therapy dog. service dog/specialized therapy dog with a handler affect academic engagement and time on task? RSQ 2:How do classroom teachers of K-12 ■ Cannot comment/ no information. special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? RSQ 3: How do classroom teachers of K-12 ■ Therapy Dogs have a calming or special education students in settling effect on student emotions. emotionallbehavioral disorder placements ■ Therapy Dogs help de-escalate and describe the ways in which the presence of a decrease intensity, frequency, duration service dog/specialized therapy dog with a of emotional crises. handler affect behavior of students in ■ Therapy Dogs help draw out and "open measurable ways? up" withdrawn or isolated students. • Therapy Dogs help students develop empathy toward the dogs. . Therapy Dogs help develop students' self-awareness and situational awareness. • Students share positive emotions with others when interacting with the therapy Note. RSQ = Research Sub -Question. Participant 3. Participant 3 has been in the field of special education for 14 years. This is his fifth full year as a special education teacher. He taught in LLD and then as a classroom teacher for a Special Services School district. He started in the high school and middle school but feels he has found his niche as an elementary school K-2 special education teacher. 111 Research sub -question 1. The first research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect academic engagement and time on task?" Participant 3 said all of his students have "some sort of behavioral needs" that affect academic engagement and time on task. He said that if there is a student who is demonstrating aggressive behavior, he cannot teach the other students. Participant 3 said that when the therapy dogs are introduced into the classroom under these circumstances, the students become calmer and Participant 3 can get the student back into his seat and "have him start working" while also creating a "safe learning environment" for all of the students in the classroom. Participant 3 said students are academically engaged: And it was always a great thing to see when Ithe therapy dog] would come in, and this child would come down, and be like, "Alright," and pet [the dog] for a little bit, and then [the dog] would sit to the side while he did math or language arts -- whatever we were doing. And it was... it really was a big help. Participant 3, and other participants, have commented that the therapy dog serves a vital role in the academic instruction of the students. The student gains a sense of "calm" and self-regulation in the dog's presence, which, in turn, translates to the student reengaging with the subject, "math or language arts," (Participant 3) for example. Research sub -question 2. The second research question was: "How do classroom teachers ofK 12 special education students in emotionallbehavioral disorder placements 112 describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect student success rates on statewide achievement tests?" Participant 3 said last year his students did not take the statewide achievement tests. This year he does have two students that will take the Partnership for Assessment of Readiness for College and Careers (PARCC), but he does not have any students that take the statewide achievement tests. Research sub -question 3. The third research question was: "How do classroom teachers ofK-12 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measurable ways?" Participant 3 began the answer to this question by describing the hindering effect of the therapy dog from a recent incident with a student in his classroom. Participant 3 described how upset a student became when it was time for the therapy dogs to leave the classroom after an activity. Participant 3 said how the student has difficulty with "transition" and that when the dog left she started "knocking things over" in the classroom. Participant 3 explained to the student that the dogs are a "reward' and how the dogs will come back if she follows directions. Participant 3 further explained that "You have to make sure that they understand that the dogs are therefor when they're being good, or when they actually need the dog to help them calm down. So that was difficult." This particular case illustrates a negative impact of having the therapy dogs in the classroom. Participant 3 was quick to add, however, that the benefit exists and stated: 113 On the positive there, it is nice to use it as a reward for when a student is like, `I've been doing really well, I haven't seen [the therapy dog] in a while, can I go see the dogs?' Absolutely. And especially if you have a kid who is struggling to maintain his behavior, maybe you can say, `Okay, they're not doing... they're not moving well up the chart on behavior,' but they're not really moving down, maybe you could use the dogs as an incentive to say, `If you can get your work done, maybe you can go read to [the therapy dog], or you can sit with [the therapy dog] and the guidance counselor for a couple minutes.' So, in that sense, it's nice to have them [the therapy dogs] there as a positive reward. Furthermore, Participant 3 expanded upon the measurable ways in which having a therapy dog present in the classroom is a benefit to the students. He discussed the frequency and duration of crisis events and said the events "absolutely decreased" due to a sense of "security with myself [Participant 3] and. . the dogs" (Participant 3) Participant 3 said the students 'felt like they were safe like the dogs made them feel comfortable..." and that was assistive in decreasing crisis events. Additionally, Participant 3 said the therapy dogs provide comfort and help establish the value of relationships for students, enhancing trust and love among the students and staff. He expressed that there is a particular warmth the dogs provide, and this reduces the stress in the classroom. The therapy dogs establish a calm and relaxed tone and create a friendly environment for the students. Participant 3 said how the students developed a sense of empathy toward one another and their teachers by stating: We had a student ... He loved the dogs, and again he liked to make the dogs feel safe and comfortable, and I think that really helped him connect with his peer a 114 little more, because he came from a school where his entire classroom of eight other boys was all behavioral, very little dealt with academics. And so he just kind of stayed away from kids; he never really wanted to make too many friends, he didn't want to get involved with anybody, he was afraid to get into a fight -- because that's what happened a lot with him. So, I think it really helped him stay calm when there were new people around, or when... when other students would say, `Hey, do you want to come play with us?' And he ended up making a lot of friends by the end of the year, so... I do attribute some of that to the dogs, at least. Trust, warmth, a friendly environment and eliciting empathy are measurable ways in which the dogs foster desired behavior in the students. Similarly, Participant 3 described a particularly challenging situation turned positive where a student was "terrified of dogs" after he had been bitten by a large dog at home. Participant 3 said the therapy dogs would come into the classroom to "visit" other students and Participant 3 would talk to him about how the dogs were there to help the students. After a period of time where the student observed the positive social interaction between the dogs and the other students, this student said to Participant 3,1 want to see the dogs" and now he "loves ... when they come in, he gets very excited, he gives them big hugs [and] he likes to pose for pictures with them." Part of this positive transition is fostered due to the therapy dogs helping students develop self-awareness and situational awareness. The therapy dogs provided an environment in which students could pause and reflect upon their behaviors both in school and out of school. 115 Participant 3 stated: One little boy in particular, he dealt with animals much better than people; ... He cared so much about animals, he had like three or four dogs at home plus a couple of cats, and so he was... very in -tune with how those animals felt about his behavior. Again, Participant 3 noted the student was "in -tune" with feelings both his own and the feelings of the dog. The student had maintained a sense of self-awareness cultivated with the presence of the therapy dog in the classroom. Student and staff climate was enhanced with the presence of the therapy dog in the classroom. Participant 3 told about the climate and culture benefits of having the dogs present in the classroom and the behavior changes in both children and adults. He said the therapy dog has aided students in deescalating crisis events, being incentivized to complete work and communicating with peers in relationship to the dog, but that now the therapy dogs have taken on another, and very important, role as establishing a positive general climate. Participant 3 noted that students are more interested in school and that attendance is improved: Okay, this is a thing that can happen more now than it did in my previous classroom, there's an incentive to behave, and to want to be at school. I still have a couple of students who say, `I don't want to be at school.' They do enjoy the dogs; I don't think that... seeing the dogs or not seeing the dogs really affects them wanting to be here, but I definitely can say that there have been, at least, two to three students in the nine students that I've had here, that have really decided that 116 school was worthwhile being at not just because of academics and friends, but like they get to see the dogs. And it was nice to have to say, `Hey, you get to see the dogs if you do your work.' We try to make learning fun; if we can involve the dog, it makes it even more fun for them. Similar to the students wanting to be at school to see the dogs, Participant 3 discussed one of his 'favorite parts o, f'the day' is getting to see the dog and how this is a huge positive for the faculty at the school. He said how the days can be "hard" and that just going down the hall to see the therapy dog is a huge emotional boost for him. Participant 3 described the emotional connection to the therapy dog: I think that an overlooked thing is using the dogs to help faculty; because some of us have pretty tough classrooms, and it's nice to sort to have that... emotional support animal to be like, `Hey, it's okay,' because I feel like [the therapy dog] comes up, and he can feel, `Okay, this one's having a tough day,' and he'll come up and he'll just kind of rest his head on you, and... So, I think that's an overlooked positive. Participant 3 reported this sentiment with a big smile and ended the interview by stating his emotional connection with the therapy dogs. Similar to the positive effects the therapy dogs provide for the students, Participant 3 shared the strong positive benefit to staff. Table 7 summarizes Participant 3's responses in themes and patterns related to his perceived academic and social -emotional effect of a therapy dog with a handler on student learning and behavior in special education students in EBD placements. 117 Table 7 Participant 3: Themes in Responses to Research Sub -Questions Research Question Themes in Responses RSQ 1: How do classroom teachers of K-12 • Therapy Dogs improve students' focus special education students in and attention. emotional/behavioral disorder placements describe ways in which the presence of a service dog/specialized therapy dog with a handler affect academic engagement and time on task? RSQ 2:How do classroom teachers of K-12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? RSQ 3: How do classroom teachers of K-12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect behavior of students in measurable ways? • Cannot comment/ no information. • Therapy Dogs have a calming or settling effect on student emotions. • Therapy Dogs help de-escalate and decrease intensity, frequency, duration of emotional crises. • Therapy Dog serves as incentive encouraging good behavior, • Therapy Dogs provide comfort and help establish the value of relationships for students, enhancing trust and love. • Therapy Dogs help students develop empathy toward the dogs. • Therapy Dogs help students develop empathy toward people. • Therapy Dogs help develop students' self-awareness and situational awareness. • Removal of dog started an emotional outburst in a child. • Therapy Dog helped a student get past his hobia/fear of dogs. Note. RSQ = Research Sub -Question. Participant 4. Participant 4 has been a classroom teacher for nearly 25 years and in that time, she has taught mostly in a general education middle school classroom. For 118 the past year, she has taught in a classroom that utilizes a therapy dog with students who suffer anxiety "due to outside factors" (Participant 4). Research sub -question 1. The first research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect academic engagement and time on task?" Participant 4 said the therapy dogs improve cooperation with peers when the students work together. She said that the students like to "share" when the dog is around. She could not state the reason why, but she noted that when the students are in the presence of the dog, they speak to the dog and talk to each other more as well. Participant 4 said that during reading time, the students "retell" the story in a more relaxed fashion when the dog is in the room. Participant 4 stated: I don't know, I guess talking to a dog is different than talking to a person. So, they will share more information. So that could be even retelling a story from what they've told in one of their books, or highlighting important information, or even math -related, geometry stuff could be. Participant 4 indicated that the academic engagement and time on task increases while the student stress decreases. Additionally, Participant 4 said that the therapy dogs serve as an incentive for the students to complete work. One of her lessons is having the students write about the times that the therapy dogs visit the classroom. She has them write the steps of what a person does to take care of a dog and its `feeding requirements." She utilizes the therapy 119 dogs as a component of academic engagement and Participant 4 said "a lot" of students engage willingly in this writing activity. Participant 4 said how the therapy dogs may distract some children, but that it "interrupts a little bit but in a good way" as it allows the students an opportunity to look up from their work and "take a break," but then academically engage again and refocus on their task. Research sub -question 2. The second research sub -question was: "How do classroom teachers of K-12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect student success rates on statewide achievement tests?" Participant 4 said that she's "really not sure" about student success rates on statewide achievement tests. She said she would have to look at what classroom the dogs were in and how those students performed; she said this was not possible, however. Research sub -question 3. The third research sub -question was: "How do classroom teachers of If 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measurable ways?" Participant 4 said student emotional crisis events have "diminished" with the use of the therapy dogs in the classroom. She hypothesized that "It probably would be better if we had more dogs, because we have to share back and forth ... So, if we had more it might work out better" (Participant 4) for the students in terms of behavioral management. 120 Overall, Participant 4 said that the therapy dogs help de-escalate and decrease the intensity, frequency and the duration of emotional crises events. Participant 4 said that a beneficial behavior of the students in measurable ways is that the therapy dogs help students develop empathy toward the dogs. She said that the students will observe if a peer is hugging a dog too hard, for example, and monitor that student by saying, "hey, he doesn't really like that" (Participant 4). She said there is an increase in empathetic behavior for the dog, but also for one another and the adults with the presence of the therapy dogs in the classroom. Table 8 summarizes Participant 4's responses in themes and patterns related to her perceived academic and social -emotional effect of a therapy dog with a handler on student learning and behavior in special education students in emotional/behavioral disorder placements. Table 8 Participant 4: Themes in Responses to Research Sub-Ouestions Research Question Themes in Responses RSQ 1: How do classroom teachers of K-12 ■ Therapy Dogs improve cooperation with special education students in peers when they work together. emotional/behavioral disorder placements ■ Therapy Dogs serves as incentive to describe ways in which the presence of a service complete work. dog/specialized therapy dog with a handler . Therapy Dogs may distract some affect academic engagement and time on task? children. • Therapy Dogs serve as a topic for student writing. RSQ 2:How do classroom teachers of K-12 • Cannot comment/ no information. special education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? (continued) 121 Table 8 Participant 4: Themes in Responses to Research Sub-4uestions Research question Themes in responses RQ 3: How do classroom teachers of K-12 . Therapy Dogs help de-escalate and special education students in decrease intensity, frequency, duration emotional/behavioral disorder placements of emotional crises. describe the ways in which the presence of a . Therapy Dogs help students develop service dog/specialized therapy dog with a empathy toward the dogs. handler affect behavior of students in . Therapy Dogs become a diversion and measurable ways? give students something else to attend to and about which to communicate. Note. RSQ =Research Sub -Question. Participant 5. Participant 5 has been in the education field for eight years. She has been in one school district during this time. She worked as a classroom teacher in the Academic Success Program (ASP) with students who had behaviors which would "escalate" quickly. She has achieved advanced educational degrees and she is in the planning stages of her future in her personal life at this time. Research sub -question 1. The first research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect academic engagement and time on task?" Participant 5 said the dogs serve as an incentive for the students to complete work, which in turn, she says, allows them a more concentrated effort on their work. She said that: We used [the therapy dog] as a reinforcement. So, the kids that wanted to spend time with him, they needed to finish their work first, and that was a huge, positive effect in our classroom because they would work so they could spend time with [the therapy dog]. (Participant 5) 122 The therapy dog served as a motivator for student behavior and the students were cognizant of achieving this reward. Participant 5 would redirect students and remind there of this opportunity to spend time with the dog. Research sub -question 2. The second research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect student success rates on statewide achievement tests?" Participant 5 responded that having the therapy dogs in the classroom provided an indirect and small effect. She didn't find any connection between the students getting their work completed and doing better on a test. Participant 5 said: Test effect - I mean, I can only say the correlation between getting the work done and then doing better on a test. If they did their work and they understood and they learned something, then they're going to do better on their test. She determined that the benefit of having therapy dogs was negligible, but she acknowledged the logical reasoning that there is a possibility of increased success due to the dogs having provided an incentive for students to complete work. Research sub -question 3. The third research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measurable ways?" Participant 5 said the therapy dogs have a calming and settling effect on student emotions. She also said this calming effect result is measurable in its positive academic 123 engagement. The teacher recounted a particularly poignant example of a milestone: I think my favorite was last year when I had the eighth grader — he was upset that he had to read; he was upset with me; he was frustrated. And I was like, `You have to read. I will leave you alone. You can read to [the therapy dog] if you want to.' And he was like, `I don't want to read to [the therapy dog].' He was just frustrated in general. And then I left him alone for a little while, and we had a big classroom, so I just went back, and I was doing things around my desk, and I like look over, and he's on the floor laying right next to [the therapy dog], like right on his stomach, like reading the book to him. And [the dog] was just laying there and watching him. But he was able to calm him down enough, and he was able to — all I wanted him to do was read. I didn't care who he read to. But he was just literally leaning on the dog reading to him. That was like my favorite moment with these dogs because it was one of my toughest kids. (Participant 5) Participant 5 said how the therapy dogs have an overall calming or settling effect on student emotions. In terms of crisis events, Participant 5 said the therapy dogs help to de-escalate and decrease the intensity, frequency, and duration of emotional events. Participant 5 stated that "... if a student was escalated and [the therapy dog] carne in that was recorded, and thea you can see if they stayed deescalated and for how long." Additionally, another measure is how many times and with what level of intensity the students connect with the therapy dogs. Participant 5 noted how the students interacted when the therapy dog carne into the classroom and stated: Now, when [the therapy dogs] come in they treat them so different. They'll like get on the floor with them and talk to them and they're talk really nice to them, so 124 it's funny to watch the way that they talk about their animals at home and then seeing the way that they treat [the therapy dogs] because they are so gentle, and they just let you pet them and love them, and they love on you. The kids do show — they're aware of what they're doing to these dogs. One of the measures is empathetic response and Participant 5 said this was a particularly empathetic connection between the therapy dogs and her students. Table 9 summarizes Participant 5's responses in themes and patterns related to her perceived academic and social -emotional effect of a therapy dog with a handler on student learning and behavior in special education students in emotionalibehavioral disorder placements. Table 9 Participant 5: Themes in Responses to Research Sub -Questions Research Question Themes in Responses RSQ 1: How do classroom teachers of K-12 . Therapy Dogs serves as incentive to special education students in complete work. emotional/behavioral disorder placements . Student reading improves as students describe ways in which the presence of a read to therapy dog. service dog/specialized therapy dog with a handler affect academic engagement and time on task? RSQ 2:How do classroom teachers of K-12 • Possible small, indirect positive effect. special education students in emotional/behavioraI disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? RSQ 3: How do classroom teachers of K-12 ■ Therapy Dogs have a calming or special education students in settling effect on student emotions. emotional/behavioral disorder placements . Therapy Dogs help de-escalate and describe the ways in which the presence of a decrease intensity, frequency, duration service dog/specialized therapy dog with a of emotional crises. handler affect behavior of students in ■ Therapy Dogs help students develop measurable ways? empathv toward the does. Note. RSQ = Research Sub -Question. 125 Participant 6. Participant 6 was a teacher of children in preschool and now she works with grades 6-8 students who are on ISPs. This is her first year working with K 6- 8 special education students. Research sub -question 1. The first research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect academic engagement and time on task?" Participant 6 said that the therapy dogs in her classroom serve as an incentive for the students to complete their work. She discussed how the students can sometimes become very frustrated, but the incentive to interact with the dogs serves to bring them back to "a point where they're still frustrated but they're able to handle the dog... [and] then we'll allow them to pet and go see the dog or go take the dog for a wall' (Participant 6). Participant 6 also acknowledged the intense frustration that the students undergo, but she said the dogs 'just seems to help bring them back to a center and just distract them from whatever it was that was frustrating them." Participant 6 said she allows the students to walk the dogs around the room while they calm down and then the students can reengage on the academic task. She said that the therapy dogs help students manage academic frustration and provide a way for them to complete assignments. Research sub -question 2. The second research sub -question was: "How do classroom teachers of K-12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect student success rates on statewide achievement tests?" 126 Participant 6 said that the success rates on statewide achievement tests is not measureable and she's not sure of any data in this area, so no elaboration was provided. Research sub -question 3. The third research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measurable ways?" Participant 6 noted how students often come to school with some sort of distress. She said the presence of the therapy dog alleviates some of the stress and anxiety. Participant 6 reported that: I had a student that was very upset. He had gotten into a fight with his parents at home. He came to school, was telling me he was upset. He was trying to get his work done. He was having issues with his work. So, then he became frustrated. Now, he's frustrated and upset and didn't know what to do with himself. [The therapy dog] had come ... in at the right moment. He was like, "Ms. S., can I go and see the dog?" I said, "Yes. Go and sit." [The therapy dog] went right over to him. He was petting her. [The therapy dog] actually laid down and knocked him down a little bit. He then immediately started laughing. He was able to get nice and calm. After [the therapy dog] had left, he said, "Okay. I'm ready to talk now. I really want to get this done. Participant 6 talked about the measurable way in which the student deescalated with the therapy dog and how positive the outcome is from the interaction. She noted that with the presence of the therapy dog: de-escalation occurs "when the dogs are there. If the 127 dogs are not there, then they cannot really help. So, it can go either way. I've never seen them get worse. Usually, they've always gotten better" (Participant 6). Table 10 summarizes Participant 6's responses in themes and patterns related to her perceived academic and social -emotional effect of a therapy dog with a handler on student learning and behavior in special education students in emotionalfbehavioral disorder placements. Table 10 Participant 6: Themes in Responses to Research Sub -Questions Research Question Themes in Responses RSQ 1: How do classroom teachers of K-12 • Therapy Dogs serve as incentives to special education students in complete work. emotional/behavioral disorder placements describe ways in which the presence of a service dog/specialized therapy dog with a handler affect academic engagement and time on task? RSQ 2:How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? RSQ 3: How do classroom teachers of K-12 special education students in emotionalfbehavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect behavior of students in measurable ways? Note. RSQ = Research Sub -Question. ■ Therapy Dogs help students manage academic frustration. • Cannot comment/ no information. • Therapy Dogs have a calming or settling effect on student emotions. • Therapy Dogs help de-escalate and decrease intensity, frequency, duration of emotional crises. ■ Therapy Dog serves as incentive encouraging good behavior. • Therapy Dogs help develop students' self-awareness and situational awareness. Participant 7. Participant 7 is in her third year as an educator at an elementary school. She counsels students and also uses the therapy dogs in the classroom with the 128 students. She is a proponent of the use of the therapy dogs as incentives for student engagement on learning. Research sub -question 1. The first research sub -question was: "How do classroom teachers of K 12 special education students in emotionabbehavioral disorder placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect academic engagement and time on task?" Participant 7 said the therapy dogs serve as an incentive for the students to complete work. She talked about reluctant readers and how the dogs not only are there for the children to read to, but there is special time set aside for the students to interact with the dog when reading. Participant 7 discussed the ways in which the dogs are utilized in the classroom: We have used the dog several times with low readers. Just today, we had a student on the autism spectrum --he had to do his guided reading benchmark testing because it's the end of the second marking period, and he asked to read to one of the dogs. He was able to get through because it's kind of a tedious reading, and then lots of questions. It was something for him to look forward to, which is the case with a lot of the kids. It gives them something to work for, be excited about, when it's a school day. The school year gets monotonous. It's something that nobody else has. Participant 7 talked about the day after day routine that students become accustomed to and how that can sometimes negatively impact student engagement due to its monotony. She said the therapy dogs provide something special for the students to embrace and how that sets them apart from other schools. 129 Participant 7 said there was a period of time when the students would become "distracted" by the presence of the therapy dog, but as the process of introducing the dog into the classroom became more routinized, this lessened. Now, she said, the therapy dog will put his "nose in the classroom and the kids just wave and they get right back to their work. I don't think it takes away from. time on task" (Participant 7). The therapy dog has become a regular feature of the academic environment. Research sub -question 2. The second research sub -question was: "How do classroom teachers of K-12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect student success rates on statewide achievement tests?" Participant 7 said the therapy dogs provide an improvement in reading for the students. She said "there is so much reading" and the regular practice of reading to and with the therapy dogs, prepares the students for this necessary testing skill application. Research sub -question 3. The third research sub -question was: "How do classroom teachers of If 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measurable ways?" Participant 7 said that the therapy dogs help de-escalate and decrease intensity, frequency, and duration of emotional crises events. She said a measure is in how many "melt -downs" the students have and the length of the melt -downs. She talked about the difference in length of melt-down and reengagement into academic engagement between the times the therapy dog is present and when the dog is not present in the classroom during these "melt-down" events. 130 Participant 7 said I have some kids who if the dogs aren't here --they're not here on Fridays --if there's a meltdown on Friday, it would take me an hour and a half to get that same kid calmed down. With the dog, it might take 20 minutes because all you have to say is let's take the dog outside. They're out of it. They're out of their fit. You and me can hold the leash together, and we can walk to my office so you can take a break. Participant 7 said the presence of the therapy dog allows the student to more quickly regroup from an escalated behavioral event. She also said how the therapy dog was used to assist in a physical support way. The teacher was not able to get a student to come into the school building. She said: He was really freaking, like slamming against the glass door. He was going nuts. We're all trying to talk to him. It was me and [another teacher], the other counselor, and [another teacher]. And [the superintendent with the therapy dogs] winds up pulling up to school for the day, and the dogs come in. It stopped. Like that quick. (Participant 7) The teacher reiterated that they had tried several strategies to try to get the student out of the car and into school, but it was the physical presence of the dog that gained the greatest effect in getting the student into the school. Participant 7 said it's the "amount of outbursts" that are measurable with the therapy dog. She talked about a student who has "shut dowers" and how once this occurs, 131 the student is "done" and will not reengage with the teacher and the class lesson. She said how the student has her: ... head on the table, refuse[s] to do work. She now knows, she has a break card. She holds up the break card. The teacher knows she's coming to me. She sits with the dog for a few minutes, and she's done. It doesn't even get to the point of a breakdown because we nip it before anything gets to that part. (Participant 7) Participant 7 said through the use of the therapy dogs in the classroom, there is a strategy in place to prevent the full shut down from occurring. Additionally, Participant 7 said the therapy dogs provide comfort and help establish the ,value of relationships for students. She said the students become more social and will walk down the hallway saying, "Hi, [therapy dog]. Hi, [therapy dog]. They want them to be their reward. They want to pet him. They want to be involved with him. They get excited for [the therapy dogs] to be around" (Participant 7). Participant 7 talked about the children gaining a sense of self-awareness and situational awareness in the presence of the therapy dogs. The teacher said the presence of the therapy dogs assists in teaching students learning to "take turns" and not pushing the boundaries with the dog and each other. The lesson is first used with the dog, and then with each other as a benefit to learning the procedure. Participant 7 said if the rules for interacting positively with the dog are violated: I say, "Okay. No turn for [the therapy dog] today. " I say, "You have to wait your turn. " I know that [the therapy dog] would never, ever hurt anybody, so I'm not super crazy with it. But the kids know the routine. 132 The therapy dogs serve as an incentive in supporting students' learning good behavior in school. Table 11 summarizes Participant 7's responses in themes and patterns related to her perceived academic and social -emotional effect of a therapy dog with a handler on student learning and behavior in special education students in emotionalibehavioral disorder placements. Table 11 Participant 7: Themes in Responses to Research Sub -Questions Research Question Themes in Responses RSQ 1: How do classroom teachers of K-12 • Therapy Dogs serves as incentive to special education students in complete work. emotional/behavioral disorder placements describe ways in which the presence of a service dog/specialized therapy dog with a handler affect academic engagement and time on task? RSQ 2:How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? RSQ 3: How do classroom teachers of K-12 special education students in emotionalfbehavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect behavior of students in measurable ways? Note. RSQ = Research Sub -Question. 133 Therapy Dogs help limit academic frustration. Student reading improves as students read to dog. • Improvement in reading. • Therapy Dogs help de-escalate and decrease intensity, frequency, duration of emotional crises. • Therapy Dogs provide comfort and help establish the value of relationships for students, enhancing trust and love. • Therapy Dogs help draw out and "open up" withdrawn or isolated students. • Therapy Dog serves as incentive encouraging good behavior. • Therapy Dog helps children break the ice and participate in group. • Therapy Dogs help develop students' self-awareness and situational awareness. Participant 8. Participant 8 is a certified special education teacher. She is also an animal assisted therapy handler and she works with a support team in collaborating on the needs of special education students at the school. She assists in developing interventions that are specific to student goals. Participant 8 is part of a team that develops student learning through specified measures such as utilization of therapy dogs in the classroom. Research sub -question 1. The first research sub -question was: "How do classroom teachers of I- 12 special education students in emotionallbehavioral disorder placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect academic engagement and time on task?" Participant 8 said many of the negative behaviors she sees in students can result in off task academic engagement. She said that there is the "inability to focus and follow directions [and that] students sometimes have a hard time with verbal directions" (Participant 8) which can result in loss of learning time. Participant 8 said that the "physical stimulus" of having the dog in the classroom serves as a reminder to the students, "a kind of reminder for them and it allows them to not just hear [the instructions] verbally but also see ... I have to be calm and quiet" with the dog present. Participant 8 said she models the behavior for her students and utilizes the therapy dogs as that cue for the modeled behavior. Additionally, Participant 8 said that the students have a prevalence of "anxiety disorders" that can affect their learning. She said the therapy dog: Has such a positive effect on them that the kids are able to be more present in the classroom. Because when you remove that anxiety, the focus is there, the attention is there. And they're able to absorb what is being taught in the 134 classroom. So I feel like that's really important. (Participant 8) Participant 8 said the ability to refocus on academics and tasks at hand are strengthened by the presence of the therapy dog in the classroom. She said the therapy dogs serve as an incentive to the student to complete work as well, and that the therapy dogs allow the students to manage academic frustration. Research sub -question 2. The second research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect student success rates on statewide achievement tests?" Participant 8 said the effects of the therapy dog on student success rates on statewide achievement tests is not something she is able to "speak to" at this time. Research sub -question 3. The third research sub -question was: "How do classroom teachers of K-12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measurable ways?" Participant 8 said that the therapy dogs have a calming or settling effect on student emotions and that the therapy dogs help de-escalate and decrease intensity, frequency, and the duration of emotional crises events. She noted the individualized way in which students demonstrate behavioral events. She addressed that some students do not react positively to the presence of the dog in these circumstances. She said, "Not every student is motivated by the dog or can totally empathize with the dog. But for those students that can, [she] think[s] it's extremely effective" (Participant 8). Similarly, she said how the therapy dogs help students develop more empathy 135 toward the dogs and how this has translated to more positive peer interactions as well. She said how the therapy dogs help reduce conflict with peers. Regarding measuring empathy, Participant 8 said she "sees at all the time" that: Especially for me ... I see in just our class and with students, just empathy versus sympathy. And how to be empathetic towards others. So, when they're able to take the perspective of the dog and say hey, `How do you think she felt when this happened?' Additionally, Participant 8 said that therapy dogs provide comfort and help establish the value of relationships for students because they share positive emotions with one other when interacting with the dog. Additionally, she said rules about how to interact with the dog are communicated and regular practice of the rules ensures student and dog safety. She said her school has a "zero -tolerance policy" when it comes to animal safety. Participant 8 said: Animal welfare, their safety and wellbeing, if we feel at any time that there is a possibility that they could potentially be unsafe, they leave the room. And that would be an instance where if we feel the dog is not welcome, then we are not present. Participant 8 was quick to point out, however, that the therapy dog serves as an incentive in encouraging good student behavior. She said how she feels that: The students are just always thinking of them. Whether it's their birthday or they were out because they weren't feeling well. They're just always, any time they miss school, like where are the dogs? Where is [the therapy dog]? Is she okay? (Participant 8) 136 Similarly, Participant 8 said the therapy dogs help develop students' self-awareness and situational awareness in a measurable manner. She said the therapy dogs "love snacks so some people buy them food and they love toys. They'll go buy toys for them. They're just always on [the students j minds" (Participant 8). Table 12 summarizes Participant 8's responses in themes and patterns related to her perceived academic and social -emotional effect of a therapy dog with a handler on student learning and behavior in special education students in emotional/behavioral disorder placements. Table 12 Participant 8: Themes in Responses to Research Sub-Ouestions Research Question Themes in Responses RSQ 1: How do classroom teachers of K-12 . Therapy Dogs improve cooperation special education students in with peers when they work together. emotionallbehavioraI disorder placements . Therapy Dogs serves as incentive to describe ways in which the presence of a complete work. service dog/specialized therapy dog with a . Students explain work to dogs. handler affect academic engagement and time . Therapy Dogs help students manage on task? academic frustration. • Therapy Dogs may distract some children. • Therapy Dogs help students be more eager to learn. • Therapy Dogs improve students' focus and attention. • Student reading improves as students read to dog. • Therapy Dogs serve as a topic for student writing. (continued) 137 Table 12 Participant 8: Themes in Responses to Research Sub -Questions Research Question Themes in Responses RSQ 2:How do classroom teachers of K-12 • Cannot comment/ no information. special education students in • Improvement in reading. emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? RSQ 3: How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect behavior of students in measurable ways? Note. RSQ = Research Sub -Question. • Therapy Dogs have a calming or settling effect on student emotions. • Therapy Dogs help de-escalate and decrease intensity, frequency, duration of emotional crises. • Therapy Dogs help reduce conflict with peers. • Therapy Dogs provide comfort and help establish the value of relationships for students, enhancing trust and love. • Therapy Dogs help draw out and "open up" withdrawn or isolated students. • Therapy Dogs help students develop empathy toward the dogs. • Therapy Dogs help students develop empathy toward people. • Therapy Dog serves as incentive encouraging good behavior. • Therapy Dogs help develop students' self-awareness and situational awareness. • Students share positive emotions with others when interacting with the dog. Participant 9. Participant 9 is a teacher at a special education school for children with multiple disabilities. She works in a collaborative and therapeutic setting with a team who provides therapeutic interventions to help the students achieve their goals. She said one of her focus areas is on skill development in the areas of. "social skills, building self-esteem, building self-confidence, and building relationships" (Participant 9). She said she is able to teach health. 138 Research sub -question 1. The first research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect academic engagement and time on tasV" Participant 9 addressed the point that the students suffer from a myriad of behaviors that can interfere with student learning. These include: opposition, work avoidance, depression, anxiety, school phobia, impulsiveness, and following directions. She said that the presence of the therapy dog is not a "magic pill," but when she is working with some students who are particularly "agitated" that they respond to the presence of the dog in helping them to calm and reengage and devote time to the task. Participant 9 stated: So, they're more willing to be a little bit more positive, respond in a more appropriate tone, maybe not get as heated with something is — more agitated if something is stressful for them or challenging for them. Because some of our kids have some real challenges with academics. Participant 9 said the presence of the therapy dogs provide a vehicle for student academic engagement and time on task. She said the students will tell her, "I don't really want to do my work but at least the dog is there" (Participant 9). She said: And they may not do their work. They may just say, `I need a break and I need to sit here. I promise I won't make a scene but I can't do work today. I just wanted to come see the dogs.' And they're not allowed to pet the dogs for, you know, the whole time as a reward. But they may [be] able to see the dog and say, `Hey, 139 thanks for being honest. I'm glad you were here to at least hear what we had to say.' You know, you'll get some points for being here and you won't get points for participating but you'll get some points for at least attendance and being appropriate while you were here. (Participant 9) Participant 9 said, in these circumstances, that the therapy dogs become a bridge to academically engaging and student connectedness to school. Research sub -question 2. The second research sub -question was: "How do classroom teachers of K-12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect student success rates on statewide achievement tests?" Participant 9 said she could not speak to that question. Research sub -question 3. The third research sub -question was: "How do classroom teachers of K-12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measurable ways?" Participant 9 said they have various measures for student behavior. She coupled this with student self-awareness and situational awareness. She said the presence of the therapy dogs contributes to both. She said: ...the awareness that they're bringing to the table on how they're feeling when they have been able to do that, if they weren't thinking about the dog's feelings, is actually a huge stride and shows that they're developing skills on self-awareness and self-regulation. Because they're able to control themselves until they leave, 140 not all students, but some. And we've seen that and it's really actually pretty powerful. (Participant 9) Participant 9 talked about measuring student goals by "working with the therapists and the social workers to make sure that they're working on goals that are appropriate to their [the students ] behavior plan." Part of this includes assessing whether the dog is a beneficial component to student learning. Participant 9 said We collaborate with the therapists and the social worker to make sure that (a) students who are working with the dogs, especially closely with the dogs, are appropriate [and] (b) we're not forcing a dog on anybody who's not appropriate or not willing. . . Participant 9 said that collaboration with therapeutic staff is frequent when examining student goals and needs. Table 13 summarizes Participant 9's responses in themes and patterns related to her perceived academic and social -emotional effect of a therapy dog with a handler on student learning and behavior in special education students in emotional/behavioral disorder placements. Table 13 Participant 9: Themes in Responses to Research Sub-Ouestions Research Question Themes in Responses RSQ 1: How do classroom teachers of K-12 . Therapy Dogs improve cooperation special education students in with peers when they work together. emotionaVbehaviorai disorder placements . Therapy Dogs serves as incentive to describe ways in which the presence of a complete work. service dog/specialized therapy dog with a . Students explain work to dogs. handler affect academic engagement and time . Therapy Dogs help students manage on task? academic frustration. Therapy Dogs may distract some children. (continue) 141 Table 13 Participant 9: Themes in Responses to Research Sub -Questions Research Question Themes in Responses RSQ 1: How do classroom teachers of K-12 • Therapy Dogs help students be more special education students in eager to learn. emotional/behavioral disorder placements describe ways in which the presence of a service dog/specialized therapy dog with a handler affect academic engagement and time on task? RSQ 2:How do classroom teachers of K-12 special education students in emotionaUbehavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? RSQ 3: How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect behavior of students in measurable ways? Note. RSQ = Research Sub -Question. • Therapy Dogs improve students' focus and attention. • Student reading improves as students read to dog. • Therapy Dogs serve as a topic for student writing. • Cannot comment/ no information. • Improvement in reading. • Therapy Dogs have a calming or settling effect on student emotions. • Therapy Dogs help de-escalate and decrease intensity, frequency, duration of emotional crises. • Therapy Dogs help reduce conflict with peers. • Therapy Dogs provide comfort and help establish the value of relationships for students, enhancing trust and love. • Therapy Dogs help draw out and `open up" withdrawn or isolated students. • Therapy Dogs help students develop empathy toward the dogs. • Therapy Dogs help students develop empathy toward people. Participant 10. Participant 10 initially worked in research. She switched her field of study and now works as part of a therapy team at a non-public residential day school. She works with students who suffer depression, anxiety, psychosis, oppositional 142 defiance, frustration and other mental-health related behaviors. She has the therapy dogs with her during some of these student sessions. Research sub -question 1. The first research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect academic engagement and time on task?" Participant 10 reported that there can be a negative component in the classroom as the therapy dogs may distract some children. She said that: When the therapy dog is there, you will have a variety of responses from the students. Some students will want to make their focus and attention on the therapy dog, and they get a little bit distracted, but then you have other students that are able to participate in what is going on. (Participant 10) She said for many of the students the presence of the therapy dogs improve students' focus and attention. Participant 10 talked about positive attendance outcomes by the students wanting to be there when the dogs are there at the school. She said "Yes. They want to make sure that they are here when the dogs are going to be here" (Participant 10). Research sub -question 2. The second research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect student success rates on statewide achievement tests?" Participant 10 could not comment and did not provide any information about student success rate on statewide achievement tests. 143 Research sub -question 3. The third research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measurable ways? " Participant 10 said one of the most measurable components was observation of how quickly the students de-escalate when the therapy dogs arrive. She said: One of the things that I really notice is that every time we have the therapy dogs arrive, it is usually a stressful situation. There has been a crisis going on, the anxiety is high, and then I see a shift once the therapy dogs come. Immediately, all the students are attracted to the pets, so they go. They want to pet them. They want to interact with them and touch them. I really notice the anxiety level or whatever the mental health issues that were going on, they really de-escalate once the pets arrive into the classroom. (Participant 10) Participant 10 worked with a therapeutic team who worked with students through crisis events. She said the therapy dogs calmed the students during these times. She also said the students display physical effects of anxiety. She said how the therapy dogs aide in diminishing these effects. Participant 10 said: It really decreases their anxiety level, and I have seen it, because sometimes the students, they present --different students present anxiety differently. Some of them will jitter a lot, and then I notice a difference that once the therapy pets are here, the jittering stops; whether it is jittering with their legs or with their hands, I notice that decreases or completely stops. 144 Participant 10 said the students stopping their physical movements of nervousness was an effect of having the therapy dogs present. Table 14 summarizes Participant 10's responses in themes and patterns related to her perceived academic and social -emotional effect of a therapy dog with a handler on student learning and behavior in special education students in emotionalfbehavioral disorder placements. Table 14 Particivant 10: Themes in Responses to Research Sub-nuestions Research Question Themes in Responses RSQ 1: How do classroom teachers of K-12 . Therapy Dogs may distract some special education students in children. emotional/behavioral disorder placements . Therapy Dogs improve students' focus describe ways in which the presence of a and attention. service dog/specialized therapy dog with a handler affect academic engagement and time on task? RSQ 2:How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? RSQ 3: How do classroom teachers of K-12 • Cannot comment/ no information, Therapy Dogs have a calming or special education students in settling effect on student emotions. emotional/behavioral disorder placements . Therapy Dogs help reduce conflict with describe the ways in which the presence of a peers. service dog/specialized therapy dog with a . Therapy Dogs provide comfort and help handler affect behavior of students in establish the value of relationships for measurable ways? students, enhancing trust and love. Note. RSQ = Research Sub -Question, Participant 11, Participant 11 is a special education program manager at a school-based day treatment program which is housed on a comprehensive high school campus. She has experience with United States veterans from a local air force base. 145 There, she said she had "the pleasure" of working with service dogs and specialized therapy dogs in the recovery of soldiers with Post Traumatic Stress Disorder (PTSD). Research sub -question 1. The first research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect academic engagement and time on task?" Participant 11 said that working with the dogs at first was a "little bit of trial and error." She noted that while the dog can sometimes be a distraction, the primary effect is that the dog facilitates greater student academic engagement. They found that by first starting the lesson and then introducing the therapy dog, the students were more academically engaged than when they brought the dog in and then tried to conduct the lesson. By starting the lesson first and then bringing the dogs in, Participant 11 said the dogs "kind of just become part of the lesson." Her perception was that students became more familiar with this process and the distraction of the dog in the classroom lessened. Participant 11 said that: There have been times when there's been a situation and the dogs are here and I'm thinking to myself, you know what, right now isn't a good time because we've got this going on but we say hey, let's give it a go. And it often helps ease the situation and the pets themselves help deescalate the situation versus us having to go hands on or anything like that. This quote emphasizes that the mere presence of the dog sometimes helped Participant 11's students calm down and deescalate, permitting academic activities to proceed as planned. 146 Similarly, the ways in which academic engagement and time on task occurs are demonstrated through students cooperating more with one another in the classroom due to the dog's presence. The therapy dogs "draw the students out" and they are more collaborative and focused in their academic engagement with their peers. Participant 11 said a particular benefit was how the presence of the therapy dog assisted during social skill building activities with the students. Participant 11 stated about a student who benefitted from the therapy dog that: His ongoing complaint has been him not being able to make friends because they just don't understand him. So he was able to connect really well with ... the lab... And it's really made an impact on his, not only social skills, but on his temperament because at one point he was showing some aggressive like tendencies because he would feel anxious. And this dog was catered to help him with that. Additionally, Participant 11 discussed how the therapy dogs improve students' focus, concentration, and attention in the classroom and during AAT sessions. She indicated the students "stay more focused" (Participant 11) and show a greater "comprehension" (Participant 11) of material when the therapy dog is present. Participant 11 said that student attendance and the "culture" of having "kids be able to work better with one another" further facilitated student academic engagement when the therapy dogs were present. Research sub -question 2. The second research sub -question was: "How do classroom teachers of K-12 special education students in emotionallbehavioral disorder 147 placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect student success rates on statewide achievement tests?" Participant 11 had no information to provide about this question except to say how the dogs helped the students to "stay more on task" and "stay more focused" in general. She could not speak to student achievement on statewide tests. Research sub -question 3. The third research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measurable ways?" Participant 11 said they utilize their own "kind of measure" with the students which is called a "self-report" system. Participant 11 said that: So we've had the student kind of self-report how they felt at the beginning of group, before groups started, and then how they felt afterwards. On a scale of 1 to 10, how upset were you or how anxious were you and then at the end we would see that the symptoms would decrease after having the dogs present... And we even had them kind of write down their feelings of how they felt and so a lot of them would put dawn they felt at peace, they felt calm, they felt respected, they felt valued because that dog was giving them that. Participant 11 discussed the "calming" effect of the therapy dogs on student behavior. She said many students have "anxiety" and "externalized behaviors" such as anger and frustration that results in "throwing stuff' at times. She said how: 148 As soon as the dogs enter the room, and, in their presence, it helps them calm down. The dog often goes to them or the student will go to them. And just by being around their presence it calms them down. It sets a different tone in the environment. (Participant 11) Participant 11 said how they have crises on "a daily basis" and they frequently have to implement "crisis intervention" with the students. The therapy dogs come to the school twice a month, usually on Wednesdays, and Participant 11 discussed how the dogs provide comfort and help establish the value of relationships for students, enhancing trust and love during those times. In addition to comfort and calming, Participant 11 also perceived that the therapy dogs help students develop empathy toward not only the dogs, but toward people. Participant 11 said students develop improved social skills as the dogs "draw students out" of "isolation" and help to foster clear communication skills and provide an opportunity for the students to connect with each other via the presence of the therapy dogs. Table 15 summarizes Participant 11's responses in themes and patterns related to her perceived academic and social -emotional effect of a therapy dog with a handler on student learning and behavior in special education students in emotionallbehavioral disorder placements. 149 Table 15 Participant 11: Themes in Responses to Research Sub -Questions Research Question Themes in Responses RSQ 1: How do classroom teachers of K-12 • Therapy Dogs improve cooperation with special education students in peers when they work together. emotional/behavioral disorder placements . Therapy Dogs improve students' focus, describe ways in which the presence of a concentration, and attention. service dog/specialized therapy dog with a handler affect academic engagement and time on task? RSQ 2:How do classroom teachers of K-12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? RSQ 3: How do classroom teachers of K-12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect behavior of students in measurable ways? Note. RSQ = Research Sub -Question. • Cannot comment/ no information. • Therapy Dogs have a calming or settling effect on student emotions. • Therapy Dogs help de-escalate and decrease intensity, frequency, duration of emotional crises. • Therapy Dogs provide comfort and help establish the value of relationships for students, enhancing trust and love. • Therapy Dogs help draw out and "open up" withdrawn or isolated students. • Therapy Dogs help students develop empathy toward the dogs. • Therapy Dogs help students develop empathy toward people. ■ Students develop improved social skills. Participant 12. Participant 12 has been a special education teacher for nearly 15 years. She has worked in a therapeutic setting with students in day treatment settings. She has worked with therapy dogs previously at a school. Research sub -question 1. The first research sub -question was: "How do classroom teachers of I- 12 special education students in emotionallhehavioral disorder 150 placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect academic engagement and time on task?" Participant 12 said the therapy dogs make the students calmer in the classroom and, thus, they academically engage at a higher level. She perceived the engagement and on task behavior attributable to the presence of the therapy dogs in the classroom. She said: I think that when there is a therapy dog, it actually provides a calm in the classroom. So I think it helps students to just be a little bit more focused and have the classroom be a little bit more calming. (Participant 12) While Participant 12 said she was not certain about the time on task, she attributed a greater attention paid to student learning on the therapy dogs in the classroom by stating: But if it's helping their emotional, then that obviously... because it's all intermeshed together. So, if they're feeling safe, comfortable, and calm emotionally, they're going to be more eager to learn and calm enough to get the distractions out of the way. So that they can feel safe and in a good place to learn. Participant 12 said the calm and emotional safety that the therapy dogs provided, assisted in academic engagement and attitude toward learning. Research sub -question 2. The second research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect student success rates on statewide achievement tests?" Participant 12 said she could not comment on this section and had no feedback to report. 151 Research sub -question 3. The third research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measurable ways?" Participant 12 said that during the "intake process" of students coming to the school, they are often times nervous and anxious about coming to a new school. She said when the therapy dogs are present, however, they assist the students with this transition. Participant 12 said: I think one of the most radical things that I've seen with a therapy dog is during an intake process. When a student comes in, their parent or guardian is nervous in corning to a new place ... I've seen it time and time again during the intake process. When there's a therapy dog there, it just gives the student something comforting... So, it's just a really neat symbiotic thing where the student can have something to do. And the student is being asked these questions and it gives them something to even focus on if they don't feel comfortable answering question or looking at this new stranger in the face. Participant 12 said the therapy dog serves as a positive diversion for the students during the intake process. She says that this is the most "radical" (Participant 12) measurable way that she has observed the therapy dog affecting student behavior. She said, "To be able to have something that's right there, that's a living thing, that's giving them love" (Participant 12). Table 16 summarizes Participant 12's responses in themes and patterns related to her perceived academic and social -emotional effect of a therapy dog with a handler on 152 student learning and behavior in special education students in emotional/behavioral disorder placements. Table 16 Participant 12: Themes in Responses to Research Sub -Questions Research Question Themes in Responses RSQ 1: How do classroom teachers of K-12 • Therapy Dogs improve students' focus special education students in and attention. emotionallbehavioral disorder placements describe ways in which the presence of a service dog/specialized therapy dog with a handler affect academic engagement and time on task? RSQ 2:How do classroom teachers of K-12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? RSQ 3: How do classroom teachers of K-12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect behavior of students in measurable ways? Note. RSQ = Research Sub -Question. ■ Cannot comment/ no information, ■ Therapy Dogs have a calming or settling effect on student emotions. • Therapy Dogs help de-escalate and decrease intensity, frequency, duration of emotional crises. ■ Therapy Dogs provide comfort and help establish the value of relationships for students, enhancing trust and love. • Therapy Dogs help students develop empathy toward the dogs. • Therapy Dogs help develop students' self- awareness elfawareness and situational awareness. Data Analysis by Common Themes in Research Questions The following sections present the most frequently occurring themes that emerged from analysis of all participants' responses to the interview. The researcher analyzed all data generated within the interview from all 12 participants. This analysis produced common themes addressing the three research sub -questions, as well as some information 153 that was not coded for the current study. Most coded nodes were generated in response to specific questions posed to participants regarding the particular research question; however, some were noted in responses of participants in other sections of the interview not specifically designed to elicit that data. Research sub -question 1. The first research sub -question was: "How do classroom teachers of K-12 special education students in emotionallbehavioral disorder placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect academic engagement and time on task?" Following the collection and coding of all data, participants' responses were analyzed for broader themes. Common theme 1: Incentive to complete work. Five of the 12 participants discussed aspects of improving students' incentive to complete academic tasks as a benefit of having therapy dogs in the classroom settings. Responses in this area noted that the dogs were often used to directly motivate academic task completion. Teachers may have presented the opportunity to students to increase their time with the dog by finishing the school work at hand. For example, Participant 5 stated: ... we used [the therapy dog] as a reinforcement. So, the kids that wanted to spend time with him, they needed to finish their work first, and that was a huge, positive effect in our classroom because they would work so they could spend time with [the therapy dog]. Participant 1 also described using the dog as a motivational incentive for either the completion of the task or the quality of the work effort, "we do use it as a motivator. If we get this done, then we can have more time with the therapy dog. And sometimes when they've done really well, we also use it as a reward." 154 Common theme 2: Improve focus and attention. Four of the 12 participants (33%) indicated that the presence of therapy dogs in the classroom helped improve students' focus and attention. Responses in this category ranged from simple direct effects, as in Participant 11's comment that "Ifeel that it helps them concentrate and stay focused," to more complex multi -causal attributions of the impact of the dog's influence on attention through a reduction in student anxiety as in Participant 8's response: "...the kids are able to be more present in the classroom. Because when you remove that anxiety, the focus is there, the attention is there. And they're able to absorb what is being taught in the classroom. " Common theme 3: Distraction (negative). Twenty-five percent (or 4 of 12) of participants noted that there could be some negative impact of a therapy dogs' presence on students' ability to focus. Participant 10 stated, "Sonne students will want to make their focus and attention on the therapy dog, and they get a little bit distracted." In two of these cases, however, the participant noted that this effect was either short-lived or that it was accommodated by staff and, therefore, did not have a particularly problematic impact: Sometimes it kind of interrupts a little bit but in a good way. They might be working on a certain task, because sometimes they come in kind of unannounced, they're walking though. Or if the kids see them walk down the hallway, that kind of thing. But it's usually not very long. It's just a little—couple minute break kind of a thing. And they'll get right back to work. (Participant 4) Common theme 4: Ability to manage academic frustration. Several participants noted that the dogs provided a means to assist students in managing the frustration that 155 came with the academic work. It was commonly referred to in interviews that students in these settings have a low frustration tolerance and are frequently oppositional and resistant to completing work. In discussing a particularly troubled youngster, Participant 7 noted that, with a dog nearby, "He was able to get through because it's kind of a tedious reading, and then lots of questions." Common theme 5: Reading to dog. Finally, although noted by only two of 12 participants (17%), it was felt noteworthy that improvements in student reading skills were noted in four reference points as related to the presence of a therapy dog. Each of these situations was described in some detail and included the student actually reading directly to a dog rather than to a listening staff member. Participants elaborated that the child seemed to feel safer and more able to read fluently without performance anxiety to a dog relative to reading to a teacher. As stated by Participant 2: I need him to read to me and be able to tell me the book that he read. He read to me one time and it was difficult for him and I could see that it was. So, I had asked one of our handlers, I said do you mind if [the therapy dog] comes out and sits with one of my students so he can read to her. It was the most adorable thing I think I've ever seen. I said if you want to sit in the chair you can sit with me or you can sit on the floor with [the therapy dog]. Well, he sat right next to her on the floor. I said to him you're going to read [the therapy dog] the entire book. He said okay. Then he started to read, and he would occasionally pet her, read, pet her. Participant 2 also noted a significant growth in reading levels across time that she attributed to the child reading to the dog. She reported the child "Going from one student 156 reading on a level M without the dog and then ending up at an Q after reading with the WS Table 17 contains the common themes present across participants addressing the first research question. Table 17 Common Themes in all Participant Responses Addressing Research Sub -Question 1 Theme Number of Respondents Frequency of Responses Incentive to complete work 5 8 Improve focus and attention 4 Distraction (negative) Ability to manage academic frustration Reading to dog 2 4 Research sub -question 2. Research sub -question 2 asked: "How do classroom teachers of I- 12 special education students in emotional/behavioral disorder placements describe ways in which the presence of a service doglspecialiaed therapy dog with a handler affect student success rates on statewide achievement tests?" The overall result of this inquiry indicated that the vast majority of respondents did not feel they could comment on this idea or that they had negligible information with which to respond to this question. To quote one participant directly, there was a general opinion that "I cannot speak to that." Two participants noted possible indirect effects, however. Participant 5 noted that I can only say the correlation [is there] between getting the work done and then doing better on a test. If they did their work and they understood and they learned something, then they're going to do better on their test. 157 The second indicated that because some children learned to read better due to the dog's presence that this would carry over to test performance. Table 18 contains the common themes present across participants addressing the second research sub -question. Table 18 Common Themes in all Participant Responses Addressing Research Sub -Question 2 Theme Number of Respondents Frequency of Responses Can't say; little information 10 10 Improved reading Correlation between test performance and work Research sub -question 3. The third research sub -question was: "How do classroom teachers of K 12 special education students in emotionallbehavioral disorder placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measureable ways?" Though one of the questions on the interview protocol addressed this question directly, related responses were noted in many different parts of the inter -view and coding was completed with thorough reference to the entire protocol of all participants. In addition, though participants did not always clearly specify measured aspects of behaviors, they brought up a range of social, emotional, and behavioral benefits that potentially could be measured. These were coded with as much specificity as possible, and were not limited to cases where results were, in actuality, measured. In addition, it was noted that some aspects of functioning that have been measured may not be specifically behavioral, though these were included in this area. For example, multiple 158 participants noted declines in students' ratings of the intensity of their own feeling states (e.g., anger, frustration) following exposure to the dogs. Common theme 1: Calming or settling heightened emotional states. All 12 (100%) of the respondents provided responses coded under the theme of calming or settling heightened emotional states. This theme was far and away the most prevalent find across participants' interview transcripts and was coded, on average, over four times per transcript. Participants noted general calming and reduction of students' anxiety as a common result of the dog's presence in the classroom. Participant 11 noted simply that "it does help them all stay more calm." The presence of the dog was represented as a diversion to issues the child might be struggling with that allowed for the reduction in heightened emotional states according to five of the participants. For example, Participant S stated, I just think these kids are just instant... they just light up when the dogs are walking in. Everybody, the whole room just lights up. The kids smile, the staff smiles. It's just a warm presence that makes you feel good and I think if you are dealing with any kind of emotional issues or distractions, it's a nice reprieve from that. While the most common area noted by participants addressed the impact on anxiety, others emphasized the positive effects of the dog(s) on other emotional states. For example, Participant 11 indicated that in the dog's presence, "The anger level would decrease." Participant 5 described an effect on a student's embarrassment which led to improved reading skills in the following: 159 He didn't want to read to anybody else because he was embarrassed, but he would read to [the therapy dog]. He finally started reading to me when it was just the two of us in the classroom, and he went up three reading levels by the end of the year because he would read every day. All 12 participants noted the dogs had a notable impact on emotional crises, helping to reduce the frequency, duration, or intensity of students' meltdowns. Because they cared about the dog, some children were able to release frustration and anger, "then they would. forget why they were upset and spend some time with him, and then they would go back to what they were supposed to be doing" (Participant 5). Another described the effect on a specific male student with much more detail: I guess you could say it was like a soft side for animals. Like he really cared about what was going on with them and stuff like that, so if you brought the dog in the room while he having this tantrum or his fit, you could see the tension in his body and his face, and just his general demeanor, it's all, sort of, flushed away when [the therapy dog] would come in the room. And you could get him from a 12 back to a 3, just by showing [the therapy dog's] face, because he didn't want to hurt the dog, he didn't want the dog to be scared, he didn't want to upset the dog, he wanted to make sure the dog was safe. (Participant 3) This response noted the multiple ways the dog's presence helped this student release tension and become more receptive to the educational endeavor. The participant notes that his emotional intensity drops from a very high level (12) to one much more manageable (3) with the dog in the room. She attributes this change, at least in part, to the care the student has for [the therapy dog]. Another participant spoke of the frequency 160 of emotional outbursts since the therapy dog came to the program, "I want to say they've kind of decreased. I haven't seen too many outbursts since the dogs have been here with my kids" (Participant 2). Common theme 2: Increased expression of empathy. The theme of empathy was probed directly with a question; however, it was noteworthy that all 12 participants (100%) noted positive impact of the dog on student empathy—either directly for the dog or toward peers or adults as a result of an empathetic response transferring to the interpersonal context from their relationships to the dog. Participant 11 made a particularly warm description of this process: So, by them having that empathy toward the pet and the pet showing that empathy back towards them, it does kind of help them relate this to the empathy they have with their peers and their socialization and whatnot. It's really nice to see that. And oftentimes, you have kids, again, that perhaps that day they were just in a quarrel with one another for whatever reason and then you see them both with the dog, just laying there, being able to connect with one another because of this beautiful creature helping bridge that bond. In discussing the dog's responsiveness, it was sometimes noted that the dog was nonjudgmental and a less risky way to show caring than it would be with peers. Furthermore, expanding a child's capacity to be aware of and take care of other's needs was evident in this response from Participant 12: "it's more calm and maybe they don't want to upset the dog." Students were sometimes characterized as conscious of the animals' well-being: 161 But the kids who are very connected to the dogs really look out for their wellbeing and they do their best to keep their voices down, to keep a little bit of a more positive mindset when the dogs are in the room as to not make the dogs feel anxious. They think about the dogs' wellbeing a little bit more than maybe they think about their own when the dogs are present. (Participant 9) The simple notion of taking care of another living thing was powerful for some of the students. Said one teacher, "It's teaching him that they have feelings, they need to be taken care of' (Participant 9). Common theme 3: Improving students'sef and situational awareness. Of the ways in which the dogs impacted students' social and emotional functioning, Common Theme 3 addressed the impact on the students' awareness of their own emotional states or the demands of the situation in which they found themselves. Eight of the participants indicated that in the presence of the therapy dog, students were able to focus on things other than their own emotional states. One teacher described it this way, Generally, they follow the rules, and they know that if they don't there are consequences in my room with the dogs: you won't be able to see the dogs if you're not going to treat the dogs with respect and care. (Participant 3) Participant 9 stated that, I have had students who are more likely to remove themselves from the classroom if they feel they can't be there because the dog is there. `I can't be here right now because I'm super agitated and I'm going to do something that's going to scare the dog.' Or, `I don't know if I can keep myself in control. Can I please go to the counseling room?' 162 This ability to take a broader perspective than their needs or wants in a situation and perhaps adjust their behavior accordingly represents an area of growth for these special education students. As another participant reflected the potential inner monologue a student might have with him or herself, "So [the therapy dog] is in the room. I have to be calm and quiet. They're asking me to lower my voice. I have to lower my voice" (Participant S). Common theme 4: Drawing out the strident. Half of the participants (6 of 12) noted that therapy dogs help to draw students out who are either withdrawn or prone to isolation or shut down. An example related that "we have a couple kids that completely shut down, but if the dogs are around they open right back up. It takes a couple minutes, but it happens" (Participant S). These participants emphasized that the duration of these periods of disengagement for students were abbreviated by the dog, as evident in the following response: I had a child who when he shuts down, he will shut down for like an hour. He will just sit, stare, won't do any schoolwork. And bringing [the therapy dog] and [the other therapy dog] in the room, he is able to kind of pet her, calm down and he comes out of that shutdown faster than an hour and completes his work. (Participant 2) Other participants noted a more open and engaged participation style in students when around the dog, noting "You're seeing more open behaviors" (Participant 1). At times this idea was extended to encompass a sense that children were more willing to be themselves around the dogs and let down their guard. Participant 1 put it like this, "They come in very rough and tough and when they are with the therapy dog, it's just, you just 163 finally get to see the child." A third described the transformative impact of making a connection with a dog by retelling an incident of a student: "He was talking to the dog and he was making eye contact with the dog and then he was making eye contact with the dog's owner. And that just opened up a whole new world for hire" (Participant 1). Common theme 5: Providing comfort. Thirty-three percent (4 of 12) participants emphasized the therapy dog's ability to comfort and offer support for students. Participant 12 stated, "When there's a therapy dog there, it just gives the student something comforting." In describing her school's intake process, one teacher noted that it could be inherently stressful for students and that the dog could make a big difference in that context: Just again, especially on the intakes where you have a kiddo that is not talking to anybody. Who is visibly scared and I've seen it many times. Where then the dog is there and they just, it helps them to just be more comfortable. I've seen that a lot of times. (Participant 12) In general, this theme seemed to focus on how children's feelings shifted around the dog: "Because you can tell it's a release o. f'tension and they're feeling comfortable and they love when the dogs come to them" (Participant I2). Common theme 6: Sharing positive emotion when around dog. Three of the 12 participants (25%) evidenced themes of students sharing positive emotions with peers or adults in the vicinity of the therapy dogs. Two of these three participants noted that laughter was exchanged by students, "I've definitely seen some more smiles and laughing out of the kids since the dogs have come" (Participant 2). The second noted, "When they're having their time with the therapy dogs, they're laughing more" (Participant 1) 164 Laughter and smiling were noted by participants as reprieves from some of the difficult emotional states faced by these students throughout their school days. A third participant discussed how the sharing of personal information is made possible through the shared positive emotion they have for the dog in the classroom. She noted, "In fact, students that would never normally get along, they have a shared affection for the dog. And it starts the conversation of `well my Pitbull. ' So, they start sharing personal experiences" (Participant 1). Common theme 7: Improved social skills. Noting that "... it's really made an impact on his, not only social skills, but on his temperament because at one point he was showing some aggressive like tendencies because he would feel anxious," (Participant 11). One participant detailed an evolution in the way a student related to peers in the classroom. This theme was evident in three of the 12 participants (25%) responses and was accompanied by some impressively detailed narrative. One teacher described the students learning to request or ask for permission to approach the dogsa skill counter to the impulsive or withdrawn styles with which they may typically approach interactions: They have to, the students, if they're upset or need something, they have to be able to ask for it. They have to show a sense of decorum and be able to ask for saying, "I'm frustrated right now. Do you mind if I go and pet the dog?" If they get up without asking, or if they're being very up, and out, and aggressive, then we're not going to let them go towards the dogs for fear that they could hurt either themselves or the dog. (Participant 6) Common theme 8: Incentive for good behavior. Similar to the ways in which the dog could be used as an incentive for academic performance, multiple participants noted that 165 the dogs could be used to incentivize appropriate behavior in students. One noted a conversation she might have with a student, "If you can keep it together for the rest of the day, you can go and hang out with [the therapy dogJ for the last 15 minutes of the day" (Participant 3). Participant 7 reported that It gives them something to work for, something to look forward to, and so much of social/emotional learning is feeling a sense of belonging and inclusion. And you have kids that in the beginning of the school day they say [teacher], if I get all my stars today, can I come see the dog? Can I come eat lunch with you and [the therapy dog]? Twenty-five percent (3 of 12) participants provided responses that were reflective of this motivational quality of the dogs with respect to behavior. Table 19 contains the common themes present across participants addressing the final research sub -question. Table 19 Common Themes in all Participant Responses Addressing Research Sub -Question 3 Theme Number of Respondents Frequency of Responses Calming or Settling 12 53 Increased expression of 12 17 empathy Improving self and situational 8 15 awareness Drawing out student 6 15 Providing comfort 4 6 Sharing positive emotions 3 5 around dog Improved social skills 3 5 Incentive for good behavior 3 4 166 Summary Chapter 1V presented a brief review of the study's purpose statement, research questions, research methods, and data collection procedures that were used along with the study population, target population and sample. The next section presented the research data analysis which was conducted by the researcher and articulated by study participant and research questions. The summary of responses and interviews were collected, coded and analyzed from 12 study participants. Each participant responded to a protocol of open-ended, semistructured interview questions designed to elicit a response regarding the perceived academic and social -emotional effects of classroom service dogs/specialized therapy dogs with handlers on student learning and behavior in K-12 special education students in EBD placements. The participants were educators from schools on the East Coast and from southern California. Once participants agreed to participate in the study, the researcher scheduled appointments to go to the schools to conduct the interviews. Nine of the interviews were face-to-face and three were interviews conducted via telephone. All interviews were doubly digitally recorded using BOOSCA mp3 recorders which were then loaded to a MacBook computer. Once all interviews were completed, the collected data was transcribed via a transcription service, sent to the interviewees, thoroughly vetted for accuracy, and then analyzed using NVivo coding software. The researcher analyzed all the coded data and presented the themes and accompanying narratives. 167 As a whole, participants provided far more responses indicating social -emotional or behavioral benefits of the therapy dogs than academic effects. While all 12 respondents noted at least some positive academic outcomes of having therapy dogs in the classroom, social -emotional benefits were noted three times more frequently than were those in the academic domain (111 instances versus 37 instances). Overall, participants' responses included five themes related to the research sub - question regarding improved academic engagement. These included incentives to complete work, improved focus and attention, distraction (negative), ability to manage academic frustration and reading to the dog. One of these, distraction, was evident in three participants' responses and indicated that the dogs could distract some students from learning. In each of those three cases, participants qualified the negative effect as either temporary or able to be overcome with planning and changes in routine. Regarding Research Sub -Question 2 about statewide testing, the vast majority of respondents (10/ 12) clearly felt they were unable to provide information about any impact, positive or negative, produced by the therapy dogs. Overwhelmingly, participants said therapy dogs calmed students and contributed to de-escalation of emotionally stressful situations at school. All 12 respondents indicated the calming and de-escalation in a total of 53 responses. Moreover, all respondents indicated the therapy dogs assisted in reducing the impact of emotional crisis events by limiting the frequency, duration or severity of the students' outbursts. In addition, all respondents cited improvements in children's empathy toward either the therapy dog, peers, or both and a majority of participants noted improved awareness of self and situations in the students as a result of the presence of the therapy dog. An additional five themes were evident in six or fewer of the participant's responses. These included: (a) drawing out students, (b) providing comfort, (c) students sharing positive emotions around the dog, (d) improved social skills, and (e) the dog providing an incentive for good behavior. Chapter V will present the study's research findings, conclusions, and recommendations for future studies. 169 CHAPTER V: FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS This chapter includes a concise summary of the study's findings, conclusions, and recommendations for the study. The chapter begins with a brief summation of the study's purpose, research questions, research methodology, population and sample. The researcher then presents the study's major findings of the study, including unexpected findings as well as conclusions derived from the researcher's data analysis. The chapter concludes with the implications for the research as well as recommendations for future research, concluding remarks, and summarily, the researcher's reflections on the research experience with this topic. Summary of the Study This study researched the perceived academic and social -emotional effects of classroom service dogs/specialized therapy dogs with handlers on student learning and behavior in K-12 special education students in EBD placements as perceived by educators. Additionally, the study also revealed the effects on staff of having a therapy dog in a school. The researcher used the research questions to explore how classroom teachers of K-12 special education students in EBD placements describe ways in which the presence of a service dog/specialized therapy dog with a handler affects academic engagement and time on task, affects student success rates on statewide achievement tests and affects behavior of students in measureable ways. Purpose Statement The purpose of this phenomenological study was to determine and describe the academic and social -emotional effects of classroom service dogs/specialized therapy 170 dogs with handlers on student learning and behavior in K-12 special education students in EBD placements as perceived by their teachers. Research Questions Central Research Question The following primary qualitative research question that was addressed in this study is: How do classroom teachers of K 12 special education students in placements for EBDs describe the academic and social -emotional effects of a classroom service doglspecialized therapy dog with a handler on student learning and behavior? Research Sub -Questions This qualitative study centered around three research sub -questions designed to elicit information on the research topic: 1. How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe ways in which the presence of a service dog/specialized therapy dog with a handler affect academic engagement and time on task? 2. How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect student success rates on statewide achievement tests? 3. How do classroom teachers of K-12 special education students in emotional/behavioral disorder placements describe the ways in which the presence of a service dog/specialized therapy dog with a handler affect behavior of students in measurable ways? 171 Research Methods The research methodology selected for this study was a phenomenological methodology utilizing qualitative methods. Patton (2015) defines a phenomenological approach as one that thoroughly gathers and analyzes people's perceptions about a particular phenomenon. This study employed descriptive interview and evaluative methods to provide understanding of the implementation of, and outcomes associated with, service dogs/specialized therapy dogs with handlers in K-12 special education classrooms for students with EBDs. Qualitative means were necessary to describe implementation of the service dog/specialized therapy dog intervention and the effects of the experience from the point of view of the studied population (Leedy & Ormrod, 2013). Target Population and Sample The target population for this study were teachers in the group of special education programs considered primary placements for students with an EBD that are currently utilizing trained service dogs with a handler on a regular basis. The target population of educators was a narrowed group of individuals of interest for inclusion in a given study from which the sample was drawn (McMillan & Schumacher, 2010). The researcher began the process of identifying programs for inclusion in the study by contacting individuals associated with service dog training facilities and using communication networks such as LinkedIn to determine the locations of programs currently implementing service/therapy dog interventions that met the study criteria. Four schools were selected for use in the study: Three East coast schools, all in New Jersey, and a California school. From these four schools, a group of 12 educators were selected to participate in interviews (Guest, 2006). 172 Study participants were identified and invited by the researcher through the use of nonprobability, purposeful sampling. Patton (2015) uses the term "nonprobability sampling" (p. 264) to distinguish between in depth and relatively small samples used for a specific purpose and probability sampling where random selection is important which was the illustrated case for this study. The criteria for selecting participants for the study was that the teacher must have a classroom in which service dogs/specialized therapy dogs trained to provide emotional support and accompanied by a handler are present on a minimum of a weekly basis. Teachers included in this study must instruct in programs that utilize service or therapy dogs that have been trained at a highly specified level to detect emotional distress in an individual and assist in daily task functioning and socioemotional development. The researcher communicated via email and telephone with the director and superintendent of the schools and 12 educators were selected to participate in this study. Once each confirmed his or her willingness and availability to participate in this study, participants were then scheduled for interviews and the twelve interviews were conducted face-to-face and three via telephone calls. Nine of the 12 participants represented New Jersey while the remaining three participants represented southern California. Six of the participants were educators in public school districts and six were in private school settings. Major Findings The three research sub -questions all centered on the perceived academic and social -emotional effects of classroom service dogs/specialized therapy dogs with handlers on student learning and behavior in K-12 special education students in EBD placements. 173 The data collected from the 12 participants established that having therapy dogs with handlers in a classroom with K-12 special education students significantly benefitted their academic engagement and time on task and positively affected the behavior of students in measurable ways. The effect of student success rates on statewide achievement tests was deemed negligible based upon participants' responses as unable to address this question due to little, to no, known correlation in this area. Research Sub -Question 1 Research Sub -Question 1 asked: "How do classroom teachers of K-12 Special Education students in emotionallbehavioral disorder placements describe ways in which the presence o, f'a service doglspecialized therapy dog with a handler affect academic engagement and time on task? " Major finding 1. The first major finding was that 100% of the participants reported a positive academic engagement and time on task effect for students in classrooms with therapy dogs and their handlers. The most common academic benefit cited was dogs serving as a powerful academic motivator for learning. The therapy dog was described as an "incentive" for the students to complete their work and then spend time with the therapy dog by five of 12 (42%) of participants. According to Geist (2014) more frequent and powerful incentives are necessary to maintain the academic engagement for students with emotional and behavioral disorders. Participants in this study identified this characteristic of the therapy dog as part of the classroom. Participants stated throughout the interviews that the dogs served to incentivize learning for the students and how this positively affected academic engagement and time on task. Of their own offering, participants reported that when the therapy dogs were 174 present, the students became more incentivized to engage in their learning in order to be able to spend time with the dogs upon task completion. In some cases, such as when reading to the dog, the students were allowed to interact with the therapy dog with the handler during the classroom activity. Other ways in which the dogs were used as an incentive, was to have the students pet the dog, play with dog using a toy, and walk the dog by holding its leash in the presence of the handler. Universally, participants used the word "incentive" to describe the academic effect and time on task benefit of the therapy dog with the handler in the classroom. Major finding 2. A second major finding is that participants provided a range of additional ways in which therapy dogs resulted in academic benefits for students. These included helping students manage academic frustration, improving their focus and attention to work, and serving as a direct academic stimulus. EBD students are noted to have great challenges with academic work completion. Lewis (2010), proposed there is a strong correlation between a lack of schoolwide positive behavior and supports and emotionally disturbed students' poor academic success in school. Difficulties with, and a dislike for, school work can generate excessive and explosive reactions in students. The presence of the therapy dogs was noted by 25% of participants as helping students handle this stress and remain engaged in academic work and time on task. In addition, four of 12 (33%) of respondents noted that dogs improve student focus and attention. In some cases, they noted explicitly that students' attention was diverted from other distractions, such as peer conflicts or challenging home situations, enabling students to concentrate on academic work. Of the 12 participants, three (25%) reported that the therapy dogs were a distraction at first, but that the students became 175 accustomed to the presence of the therapy dog and that they returned to academic engagement within a few minutes of the dog's arrival with the handler. Participants indicated that students enjoyed reading to the dog and directly interacting with the dog about their learning. According to Bassett (2013), there is an anecdotal correlation between a student's improved time on task in reading when in the presence of a therapy dog. Time spent included petting the dog, reading to the dog and talking to the dog about what the students were doing in the classroom. The students demonstrated higher learner engagement and were motivated to share out their learning, by explaining a storyline for example, to the therapy dog. The students were found to be more able to focus and concentrate on assignments and classwork. Finally, therapy dogs had a direct impact on student academics due to students willingly producing academic responses to the dog in a writing assignment and/or the students providing an explanation of a story to the therapy dog. The teacher, in these instances, noted that they can indirectly assess a students' comprehension and even measure a learning Lexile increase via a student's reiteration of the story to the therapy dog. Research Sub -Question 2 Research Sub -Question 2 asked: "How do classroom teachers of I- 12 special education students in emotionallbehavioral disorder placements describe ways in which the presence of a service doglspecialized therapy dog with a handler affect student success rates on statewide achievement tests?" Major finding 3. The third major finding is that overall participants did not identify consistent effects on outcomes of statewide testing. Of particular note, however, is that two of the 12 participants (17%) stated there might be indirect effects. One 176 participant stated that the amount of reading is heavy on statewide tests and that therapy dogs seem to improve their engagement and reading of material for tests and that two, there is a correlation between doing work and learning in order to perform on the statewide reading tests. Overwhelmingly, people did not feel they had enough information to verify answers to this research sub -question. Research Sub -Question 3 Research Sub -Question 3 asked: "How do classroom teachers of I- 12 special education students in emotionallbehavioral disorder placements describe the ways in which the presence of a service doglspecialized therapy dog with a handler affect behavior of students in measurable ways?" Major finding 4. The fourth major finding is that therapy dogs have a calming or settling effect on students' emotional states and 12 of 12 or 100% of the participants indicated this response. As part of this function, teachers noted that therapy dogs helped to decrease the frequency, duration or severity of the emotional crises events exhibited by students. All 12 described this calming or settling effect. Harris (20 15) described the working dog's role in providing a calming effect when children experience anxiety in the classroom. Similarly, participants noted the impact of the dogs in helping to reduce negative emotional states in students, such as anger, embarrassment, or anxiety. The presence of the therapy dogs with their handlers prevented more extreme outbursts which required intervention from multiple staff and interfered with the learning and academic engagement of other students. Major finding 5. The fifth major finding is in the improvements in the students' ability and opportunity to experience and express empathy. This finding was noted by all 177 12 participants (100%) as a beneficial emotional effect of the therapy dogs' presence. Similarly, participants reported both empathy toward dogs and toward peers or others as identifiable components of the presence of the therapy dog in the classroom. In an article on youth violence Sprinkle (2008), found a relationship between rescued -turned therapy dogs and a prosocial curriculum and empathy development in students. Some participants in the study noted specifically that the dogs helped students gain perspective on others by allowing them to focus less on their own issues and become more self and peer -aware when in the presence of the therapy dog. Major finding 6. In a related way, a sixth major finding is that the majority of respondents noted that students benefitted through improvements in the awareness of their own or situational conditions and how it might impact the dogs. Two-thirds (8 of 12) of participants identified these impacts. This extension of empathy is crucial, because it adds or creates an important element to empathic responding. While empathy itself, can be limited to imagining how another person might feel or experience a situation, a prosocial component is another benefit to be able to identify the conditions of the situation or one's own state that might contribute to those responses. Students with emotional disturbance may have a heightened sense of their own vulnerability or frustration. Indeed, participants talked about how readily a student who was approaching an emotional crisis event, became more self -aware of the noise, for example, that they might make which could "scare" the therapy dog. The students were more "in check" about their level of noise, physical outbursts and their potential disturbance to the dogs in the classroom. Hergovich et al. (2002) discussed the social and cognitive relationship of the 178 therapy dog to children in the classroom and how an awareness of "self' and effect on classroom environment is heightened in the presence of a therapy dog. The irony of the finding is that while the therapy dog was brought into the classroom to calm the students, the students became aware that their "job" was to stay calm for the benefit of the dogs. In a sense, the therapy dog became a reciprocal benefit to the student. Major finding 7. A seventh major finding was that several other areas of possible behavioral/social impact were also identified by SO% or less of participants. First among these is the therapy dogs' support in drawing out reluctant or withdrawn students. A relatively common thread was the notion that some students in these programs would shut down and become unavailable for instruction or interaction for extended periods of time that can reach multiple hours. Teachers noted that, while students were not dangerous or aggressive during these periods, the dogs could help re-engage them in the goings on of the classroom. At times the described effect was rather remarkable and had an almost instantaneous positive impact. Furthermore, the dogs' ability to provide comfort and safety to students who might be threatened or in need of love and closeness was also noted by four participants. The teacher -team (Beetz, 2a 13) model with therapy dogs as part of the classroom has been found to assist students in reaching a positive social/emotional state. Furthermore, the use of the dogs' availability as an incentive for good behavior and conduct in the classroom was also a finding and, coupled with the socio/emotional benefit, produced the result that students are more open to learning when calm. Similarly, the potential for time with the dogs to serve as an incentive for the completion of academic work, teachers sometimes used the possibility of spending time with the dogs as a motivator to 179 demonstrate positive social behavior. Teachers also noted improved social skills in students in three of 12 cases (25%), and these included the ability to appropriately ask for access or the opportunity to pet the dogs and seek out the therapy dogs for comfort. Unexpected Findings Though not directly inquired about, a significant number of respondents (5 of 12 or 42%) mentioned the positive impact that the dogs had on staff working in these programs. This benefit appeared to occur both in and out of the classroom environment. The stressful nature of the job of teaching in programs for students with EBD is widely known. Cavin (1998) reported that teacher retention can be alarmingly problematic and factors that improve job satisfaction and the ability to cope with the challenges may be instrumental in improving the efficacy of these programs. The finding that the teachers also benefited from having the therapy dogs available to them throughout the day, was an unexpected, but certainly understandable and exciting, discovery. The ways in which these teachers positively shared this information was also telling. They smiled and spoke with earnest emotion, almost as if just the memory of having nuzzled the dog during a difficult time, served as a comfort to them. Conclusions Upon analysis of the major findings from the data, the researcher concluded main points applicable to each research question. The conclusions, below, address each of the three research sub -questions, keeping in mind that findings for Research Sub -Question 2 were limited. Conclusion 1 Despite the procedural challenges of implementing a service dog/specialized therapy dog with handler program at a school with students in EBD placements, the overwhelming benefits supersede the difficulties. All participants pointed out the dogs' calming and destressing effect on students and how the therapy dogs often assisted in averting an escalation of student crisis behaviors. In fact, the participants repeatedly said how the therapy dogs were instrumental in creating a relaxed atmosphere conducive to student academic engagement and on task learning. The conclusion that having the therapy dogs present with a handler in the classroom was pivotal to the efficacy of the study. Twelve educators actively utilizing this positive social/emotional and academic engagement/time on task strategy, articulated the positive effect of having a therapy dog in the classroom with EBD students. Students from grossly stressful home environments found relief in the classroom with a therapy dog. Teachers and educators extolled the virtues of the dogs and their relationship with the students. Chandler (2001) also concluded that having therapy dogs in animal -assisted therapy counseling sessions and in the classroom provides supports for children that otherwise are unattainable without an animal involved. The remarkable nature of positive academic engagement and on task behavior results paired with the socio/emotional benefits of the therapy dog in the classroom was marked and delineated practices approaching 21 st century skill acquisition. Specifically, this study supports the increasingly more embraced awareness that animals in the classroom with children with special needs, has proven to be a positive behavioral 181 intervention assisting students in developing clear and appropriate communication with adults and peers. School districts need to work with legal teams to create procedures and protocols that can be implemented at a school. Examining statistical results such as this study, will assist organizations in creating policy that can be adjusted to fit individual student needs. Schools, parent communities, and visionary school boards must support the necessary positive behavioral interventions that work within their community. With proven research such as this study provides, careful planning and a willingness to embrace the human -animal bond (Hosey, 2014), a quality service dog/specialized therapy dog program in a classroom with students in ESD placements will produce meaningful results. Conclusion 2 While this study did not find conclusive perceptions among teachers that therapy dogs with handlers had a positive impact on performance on statewide achievement tests, responses from at least two educators suggested that such an effect could be possible as a secondary effect due to positive influence on attendance or academic behavior (Maxwell, 2016). The first participant's premise was that if a student is reading to the therapy dog, this skill can influence test performance due to the large amount of reading required on state tests and that, perhaps, there is a positive correlation between the two. Similarly, the second participant suggested the presence of the therapy dog in the classroom affected academic engagement and time on task which then might correlate with student success rates on statewide achievement tests. Though conjectures, these connections could be examined in future quantitative research. 182 Stone (201 b) pointed to the correlation between school attendance and increased success rates on school assessment tests. The participants said how the therapy dogs served as a "motivator" for students to attend school as noted in Sorin (2015). Thus, this element of the study suggested another positive effect of the therapy dog with a handler and that the presence of the dog in the classroom can affect student success rates on statewide achievement tests by providing more academic engagement and on task skills practice time because the students are in attendance more frequently. While only two respondents addressed the possible connection between the therapy dogs serving as motivators for student attendance and potential successful ramifications on statewide tests, schools could examine this motivational intervention and capitalize on it at least during test preparation and skill acquisition lessons. Teachers noted that students who are more academically engaged will potentially perform better on standardized tests. Tichnor-Wagner et al. (2016) describe a "culture of learning" and utilizing therapy dogs in the classroom where students want to attend and are excited to be there because of the therapy dogs, can provide these vital learning skills of academic focus and attention to detail which translate to higher levels of student academic performance. Conclusion 3 School districts, administrators and teachers continuously strive to discover the next best intervention for special education students. There are no easy answers, however, when working with students in EBD placements. Lewis (2010) noted that Positive Behavior Interventions and Supports (PSIS) have been shown to improve student connectedness to school and foster positive relationships between teachers and 183 students. Professional development in this area is widespread and training in PSIS is an ongoing trend in education. Schools utilize PSIS to regularly work with students who are disconnecting from school and to intervene in their education before they fall too far behind. For EBD students who come to school from sometimes chaotic home lives, and who are often on the brink of academic failure, PBIS is an encouraging shift in working to engage students in their learning. Similarly, therapy dogs in classrooms with students in EBD placements has shown to be a positive support. Staff and students are afforded the opportunity to interject the organic effectiveness of the human -animal bond. Utilizing specialized therapy dogs with handlers in the classroom provides another layer of support, and one that is as timeless as dogs serving their masters in ancient times (Gavriele-Gold, 2011). The simple reality of having a dog in the classroom (Finn -Stevenson, 2016) provides a means for students to deescalate enough to self -correct behaviors, reengage in their learning and devote themselves to time on task. All of which, becomes a vehicle to greater student success in school. School districts, administrators and community members can explore the regional and local therapy dog agencies that support this endeavor. Legal counsel can provide examples of policy and assist in designing structures appropriate for unique school sites. School Boards are becoming more open to the idea of bringing service animals and therapy dogs onto campus to support student learning (Burkes, 2015). School personnel must have a vision that supports the highest level of intent in providing classroom interventions for students. Exploring the timeless and wholesome antidote of welcoming a therapy dog into the classroom, is another suggested and effective means to student success in school. Maharaj (2016) reported the human -animal bond as "sacred" one that produces a positive emotional effect. Evidence is accruing to support this intervention, despite its emerging quality. Dogs are not dependent upon technology to deliver a message; instead, they are the message to take a calming moment for students (and staff) to live in the present, regroup one's emotions and reengage on the learning task at hand. The conclusion is that school entities that are open to another positive intervention, should strongly consider incorporating the human -animal bond into their classrooms (Friesen, 2410). These school agencies must also have a clear understanding of the challenges inherent in bringing therapy dogs into classrooms and well -articulated visions, ardent enthusiasts, and highly trained dogs with their handlers are key components to successful programmatic functioning. Conclusion 4 Overall, teachers found having the therapy dogs in the classroom with students in EBD placements has positive effect on academic engagement and time on task, impacting literacy improvement in some cases. Largely attributed to the ability for students to modulate their behaviors and emotional states when in the presence of the therapy dogs, the students show academic benefits due to self-regulation, calmer emotional states and better attention to academic tasks. Indirectly, students would improve academic engagement due to reductions in the frequency and severity of crisis level behaviors, and their focus improves when in the presence of the therapy dog with the handler. In related literature, Bassett (2013) reported the benefits of therapy dogs in improving academic focus in an elementary reading program. In this study, staff reported how reticent and reluctant readers are more likely to read to the dog and improve their 185 Lexile levels. Programs designed for students with emotional and behavioral challenges can be constructed to more purposefully include therapy dogs into reading lessons in order to take advantage of these benefits. Hall (201 b) similarly noted that school reading programs that utilize therapy dogs in the classroom can be beneficial to students with learning challenges. Indeed, many libraries and universities that utilize dogs as reading companions have shown to have an increase in visitors. Organizations (Hacker, 2004) focused on transformational leadership and student - centered learning such as the district in New Jersey that incorporates full time therapy dogs into their schools, demonstrating wide -spread and continuous improvement in student academic success. This is in large part due to the bold leadership and fully invested staff who see the benefits of the therapy dogs first hand, and on a daily basis, in their classrooms. Leadership, along with staff and families have embraced the therapy dogs at the school as a normal part of school life and the dogs are often as valuable and intrinsic to students' learning as technology, textbooks, and teaching. Students are more academically engaged in their learning, and staff and community celebrate their successes. Finally, all members of the school are rightfully proud of their academic culture established with the positive presence of their extraordinary therapy dogs. Implications for Action Based on the conclusions, there are several implications for action that will support the efficacy of having service dogs or specialized therapy dogs with handlers in classrooms with students with EBD. The researcher offers several recommendations for action to support policy to implement therapy dogs into schools that have these special education student placement programs. Suggested means by which the implementation of these implications can be attained are listed within each implication for action. Implication for Action 1 The research findings reported here illustrate that staff members of programs for special education students with EGDs perceive positive impacts of therapy dogs with handlers in both academic and socialibehavioral domains. These findings suggest that continued expansion of these types of programs is a worthwhile goal. The current research completed a rather extensive national search for such programs and was able to identify only a small number that were using this type of intervention. The lack of available programs narrowed the scope of the current research and precluded a more experimental, quantitative research design. The fact that few potentially harmful effects were noted here, coupled with the discouraging nature of the outcome research for educational programs serving youth identified with emotional disturbance (Cuellar, 2015) this study lays the groundwork for expansion of these opportunities in other areas. Currently, therapy dogs that serve in the capacity identified in this study appear to be a small minority of the overall service animal population, results suggesting that schools may benefit from expanding definitions of animal support within the educational setting. The current increase in service animals assigned to individual students and permitted in school settings under the ADA (Bourland, 2009), may be supplemented by this relatively new class of animal use and animal -assisted therapy. Therapy dogs with handlers that are dedicated to whole programs or even whole schools, as in the case of two of the therapy dogs owned by the superintendent in New Jersey, may permit much broader targets for intervention and benefit larger numbers of students. As in other cases 187 of expanded and innovative service modalities, however, the mechanism for change may include the legal system and the Fair Hearing process afforded parents in IDIEA (2004). This cumbersome process is a way for parents to protest against school districts' refusals to provide various services and supports to students and request reversals of those decisions legally (Berry, 2012). Implication for Action 2 This study also has implications for action on the part of advocates, teachers, administrators and school boards. Students receiving services of the type noted in this study (programs specifically targeting those with emotional and behavioral difficulties) are only a tiny minority of students within either the student population as a whole or special education programs, across a district. Despite their relative rarity, however, EBD students consume a large number of human and environmental resources and these placements are typically considered among the most restrictive possible placements for students. Ratios of staff to students are very high and specialized staff, such as those with behavioral or counseling skills, are often assigned directly to the programs. Based upon the findings reported here, those advocating for the needs of troubled youth in schools may do well to consider expanding offerings to include therapy dogs as supports for these types of students and programs. Additionally, grant offering and other sources of funding might be explored. Throughout the course of this study and in networking with service dog and therapy dog training programs (Service Dog Central, 2005-2014), it was discovered that philanthropy plays a huge role in paying for the training and placement of therapy dogs. Innovation is needed in both program options 188 and means of convincing administrators and Boards of Education that the potential benefits of therapy dogs with handlers appears to far outstrip associated risks. Implication for Action 3 One major implication of these findings is that the use of trained therapy dogs accompanied by a handler moves closer to being considered an empirically validated treatment approach in programs for students with emotional and behavioral disorders. Additional verification of the effects reported here in a more controlled, empirical research approach would be needed, however, to fully validate these approaches with the EBD population. A randomized, control group experimental research approach would be best suited to make this kind of determination. This next step in research would serve to support the qualitative research design which was necessary and highly effective in gleaning these study results. Having the empirical data, however, would serve to strengthen and compliment the current study. People appreciate facts, data and concrete evidence. Examining the topic of service dogs/specialized therapy dogs serving in this capacity and through the lens of direct and indirect observation would further establish credibility of the human -animal connection and intervention in the classroom. Recommendations for Further Research As an exploratory study, this phenomenological research and its findings have important implications for further research. All findings reported herein were based upon the perceptions of teachers and educators in special education classrooms for students with EBDs. Those perceptions were gathered through extensive interviews conducted by 189 the researcher and a recommendation for further research is that they are supported by empirical verification. Notably, however, empirical research of this sort is difficult in study participant acquisition, is time-consuming and has the added challenge of requiring control group comparisons. Similarly, challenges would lie in the development of appropriately large sample sizes from which to draw statistical inferences. However, provided the appropriate circumstances and incentive for program development, such research would appear conceivable and viable in creating institutions for therapy dog research. The means of development should be garnered from a proactive approach and not because a school district, for example, is being legally forced to implement an intervention. The recommendation of this researcher would be to isolate some core components, such as the most appropriate number of therapy dogs for a school, and other various aspects of therapy dog implementation and compare results in academic and social/emotional/behavioral domains between groups that had the therapy dog interventions and those with similar programs with no dog present. Once determined, additional research could explore the necessary conditions for therapy dog involvement to benefit students in either academic and or social domains. Extending the findings of this study would also require objective measurement of some of the constructs such as number of times a student de-escalation is assisted by the therapy dog with positive physical contact, for example, and assessed in this format via teacher reporting using statistical documentation charts. However, empirical research on intervention efficacy (Webber, 1991) has noted that teachers are not always accurate judges of the benefits of interventions for students and measuring proposed outcomes 190 (i.e., academic engagement, empathy, reduced frequency of emotional crises) though objective means could bolster the significance of the findings obtained here. Finally, this study focused on the perceptions of the teachers with service dogs/specialized therapy dogs with handlers in the classroom. The researcher recommends that a study of the perceptions of parents be conducted in order to determine student behavior changes at home and across environments. Incorporating the parent perception model could provide a more efficacious argument for the sustainability of the program at school. Concluding Remarks and Reflections The findings of this study are significant because they add to the body of literature examining the human -animal bond and the utilization of service dogs/specialized therapy dogs in classrooms with special education students in EBD placements. The study provided a deeper understanding of the positive effects of therapy dogs with handlers in the classroom in terms of academic engagement and time on task, as well as the social - emotional benefits and behavior modulation of students in measureable ways. As a longtime dog lover and volunteer with Guide Dogs of the Desert, a local Coachella Valley organization that raises, trains, and places guide dogs for the blind, the researcher could identify with the passion of the participants for the therapy dogs in this study. Many of the participants eagerly shared the joys of having their own dogs and they brought that same enthusiasm for the therapy dogs with a handler that come into their classrooms. The researcher was a former teacher who had special education students with various levels of emotional and behavioral needs in her general education classroom. While there was wonderful push -in teacher support, the benefit of having a 191 therapy dog with a handler in the classroom would have been significant for increasing student engagement and on task behavior. Now, as an administrator overseeing special education at a comprehensive high school, the researcher sees the need to incorporate the human -animal bond as a positive intervention and support for students suffering emotional crises and behavioral escalations stemming from a plethora of family and societal stressors. The researcher believes school districts, schools and community members need to establish organizational leadership and protocols in the intervention of therapy dogs with their handlers in schools. Nationally, organizations exist that carefully train service dogs that are placed with individuals, and facility and therapy dogs with handlers that are deemed highly qualified to work in classrooms. The researcher discovered many people, from professors at a northern California UC school to a Director of a Life Skills program in southern California and then across the country to a visionary superintendent in New Jersey, who are highly knowledgeable about the procedures necessary to institute a vibrant therapy dog program in schools. The researcher learned a great deal about caring and brave leaders who took an idea about training rescue dogs, pets and in the most exciting case, a Westminster show dog, and turning these extraordinary creatures into facility dogs and specialized therapy dogs who are entrusted with his/her handler to go into a classroom and work with children. Beginning with the study of contemporary literature on the topic and then identifying the gap in literature, the researcher was motivated to meet teachers, educators, directors, and a superintendent who understood the power of the human -animal bond connection. This study showed that the human -animal connection to learning for 192 students is worthy of continued exploration, careful planning and ultimate fruition to assist some of the most at -risk students in receiving a chance at a promising future. The researcher traveled 3000 miles to collect data. This was the single most exciting academic adventure the researcher has ever embarked upon. In the course of this journey, the researcher met devoted teachers, administrators, and educators who have made it their life work to incorporate service dogs, facility dogs and therapy dogs with handlers into daily classroom learning for those students who have often been dealt the most difficult of life's circumstances. While there are skeptics who do not want to address the potential legal challenges of bringing a dog into a classroom, this study generated evidence to support the claim that the positives outweigh the negatives. Therapy dogs with handlers in classrooms must not be arbitrarily introduced, however, and this study presented the many stages of planning which is necessary for a service dog/specialized therapy dog program to maintain fidelity. The researcher wants to publish these findings to assist in development of therapy dog programs that can be utilized as a positive intervention and support for special education students in EBD placements. Furthermore, through the course of this study, the researcher has discovered the many positive possibilities of utilizing service dogs/specialized therapy dogs with handlers in schools, libraries, universities, hospitals, nursing homes, and even in airports—ironically discovered in the researcher's cross- country journey to interview participants and collect data. Indeed, the trend to include therapy dogs with handlers in classrooms is increasing in part because of the rational understanding that dogs provide benefits to humans in many different arenas. Dogs have been there, waiting, when humans first recognized their benefit for hunting and they were 193 allowed to sleep by the fire in the cave, to now, when humans see their motivational worth in the classroom and they are trusted to allow a child to sit next to the dog on the floor and read a book or retell a story to their four -legged friend who is quietly and patiently listening. 194 REFERENCES Abel, E. A., Gadomski, M., & Brodhead, M. T. (2016). A brief report of time -on -task behavior in a child with autism: Comparing material and social reinforcement in the home environment. Psi Chi Journal of Psychological Research, 21(3), 176- 182. Aiken, J., & Cadmus, F. (2411). Who let the dog out? Implementing a successful therapy dog program in an academic law library. Yale Law School Legal Scholarship Repository. Anderson, D., & Ackerman -Anderson, L. S. (2001). Beyond change management: Advanced strategies for today's transformational leaders. San Francisco, CA: Pfeiffer. Anderson, D., & Anderson, L. A. (2010). Beyond change management. San Francisco, CA: Pfeiffer. Anderson, K. L., & Olson, M. R. (2046). The value of a dog in a classroom of children with severe emotional disorders. Anthrozoos: A Multidisciplinary Journal of The Interactions of People & Animals, 19(1), 35-49. doi:10.2752/089279306785593919 Assistance Dogs International. (2017). Retrieved from http://www.assistancedogsintemational. org/location/united-states/ Baker, F. (2013). Advances in learning and behavioral disabilities — edited by Thomas E. Scruggs & Margo A. Mastropieri. Journal of Research in Special Educational Needs, 13(1), 114-117. doi:10.1111/j. 1471-3802.2012.0127 Lx 195 Bamberger, M., Rugh, J., & Mabry, L. (2012). RealWorld evaluation: Working under budget, time, data, and political constraints. Thousand Oaks, CA: SAGE. Bassette, L. A., & Taber -Doughty, T. (2013). The effects of a dog reading visitation program on academic engagement behavior in three elementary students with emotional and behavioral disabilities: A single case design. Child & Youth Care Forum, 42(3), 239-256. Beetz, A. (2013). Socio -emotional correlates of a schooldog-teacher-team in the classroom. Frontiers in Psychology, 4, (7). Berek, D. L. M. A. T. (2013). Animal -assisted therapy (AAT) Salem Press Encyclopedia: Salem Press. Berry, J., & Katsiyannis, A. (2012). Service animals for students with disabilities under IDEA and Section 504 of the Rehabilitation Act of 1973. Intervention in School and Clinic, 47(5), 312-315 Binfet, J. -T., & Passmore, H. -A. (2016). Hounds and homesickness: The effects of an animal -assisted therapeutic intervention for first-year university students. Anthrozoos, 29(3), 441-454. doi:10.1080108927936.2016.1181364 Bloom, R. B. (1983). The effects of disturbed adolescents on their teachers. Behavioral Disorders, 8(3), 209-216. Bourland, K. M. (2009). Advocating change within the ADA: The struggle to recognize emotional -support animals as service animals. University of Louisville Law Review(1), 197. 196 Bradley, R., Doolittle, J., & Bartolotta, R. (2008). Building on the data and adding to the discussion: The experiences and outcomes of students with emotional disturbance. Journal of Behavioral Education, 17(1), 4-23. Brauer, J., Sch6nefeld, K., & Call, J. (2013). When do dogs help humans? Applied Animal Behaviour Science, 148, 138-149. doi: 10.10161j.applanim.2013.07.009 Burgoyne, L., Dowling, L., Fitzgerald, A., Connolly, M., P Browne, J., & Perry, I. J. (2014). Parents' perspectives on the value of assistance dogs for children with autism spectrum disorder: A cross-sectional study. BMJ Open, 4(6). Burkes, P. (2015). Business Q&A: Americans with Disabilities Act cites only dogs as service animals. Retrieved from http:lll i bproxy. chap man . edul l o gi n? url=http :llsearch. eh scohost. coml l o gi n. aspx? d it ect=true&AuthType=ip,uid&db=nfh&AN=2W61015266880&site=eds-live Butterly, F., Percy, C., & Ward, G. (2013). Brief report: Do service dog providers placing dogs with children with developmental disabilities use outcome measures and, if so, what are they? Journal of Autism & Developmental Disorders, 43(11). doi: 10.10071s 14843 -013-1803 -1 California Resading Association. 2010). Response to Intervention (RTI) FAQs. California Reader, 43(4), 4. Calvo, P., Fortuny, J. R., Guzman, S., Macias, C., Bowen, J., Garcia, M. L., ... Fatj6, J. (2016). Animal Assisted Therapy (AAT) program as a useful adjunct to conventional psychosocial rehabilitation for patients with schizophrenia: results of a small-scale randomized controlled trial. Frontiers in Psychology, 13. doi: l 0.33891fpsyg.2016,00631 197 Canines for Disabled Kids. (2017). Dogs for psychiatric disabilities. Retrieved from http://caninesforkids.org/service-dogs/ Cavin, C. (1998). Maintaining sanity in an insane classroom: How a teacher of students with emotional disturbances can keep from becoming an emotionally disturbed teacher. Education and Treatment of Children, 21(3), 370-384. Chandler, C. K. (2001). Animal -assisted therapy in counseling and school settings [electronic resource] I Chandler, Cynthia: Greensboro, NC : ERIC Clearinghouse on Counseling and Student Services, [2001]. Chris, G., & Gatehouse News, S. (2011). Teacher's pet: Therapy dog makes quite an impression on autistic students. Retrieved from http://libproxy.chapman.edu/ login? url=http : //search . eb scohost. com/l ogin. asp x? di rect=true&AuthTyp e=i p, u i d &db=edsnbk&AN=13 B451414C8F4560&site=eds-live Chumley, P. R. (2012). Historical perspectives of the human -animal bond within the department of defense. U.S. Army Medical Department Journal, Apr -Jun, 18-20. Cloth, A. H., Evans, S. W., Becker, S. P., & Paternite, C. E. (2014). Social maladjustment and special education: State regulations and continued controversy. Journal of Emotional and Behavioral Disorders, 22(4), 214-224. Coots, J. J. (2007). Building bridges with families: honoring the mandates of IDEIA. Issues in Teacher Education, 16(2), 33-40. Copenhaver, J. (2006). Maintaining student records and meeting confidentiality requirements under the Family Education Rights and Privacy Act (FERPA), Individuals with Disability Education Act (IDEA), Section 504 of the IM Rehabilitation Act (504). A primer for educators. Logan, UT: Utah State University, Logan Mountain Plains Regional Resource Center (MPRRC). Cossler, C. T. (2011). Dog and pony show: New guidance for service animals in the school setting. School Business Affairs, 77(11), 23-24. Cuellar, A. E., & Markowitz, S. (2015). School suspension and the school -to -prison pipeline. !International Review of Law & Economics, (43), 98-106. doi:10.10161j . irle.2015.06.001 Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousands Oakes, CA: SAGE. Degges-White, S. (2015). Leading from the heart. Psychology Today. DeVoe, D., & McMillen, B. (1994). Teacher/student dyadic interaction with emotionally disturbed youth. Journal ofInstructional uctional Psychology, 21(4), 318. Durkin, M. S. m. d. w. e., Maenner, M. J., Baio, J., Christensen, D., Daniels, J., Fitzgerald, R., ... Yeargin-Allsopp, M. (2017). Autism Spectrum Disorder among US children (2002-2010): Socioeconomic, racial, and ethnic disparities. American Journal of Public Health, 107(11), 1818-1826. doi:10.2105/AJPH.2017.304032 Ensminger, J. J., & Thomas, J. L. (2013). Writing letters to help patients with service and support animals. Journal of Forensic Psychology Practice, 13(2), 92-115. doi:10.1080115228932.2013.765734 Esnayra, J., Terry, S. F., & Edelson, V. (2012). Psychiatric service dog partnership. Exceptional Parent, 42(4), 40-41. Esteves, S. W., & Stokes, T. (2048). Social effects of a dog's presence on children with disabilities. Anthrozoos, 21(1), 5-15. doi: l 0.27521089279308X274029 199 Evans, R., Hallett, S., Rees, A., & Roberts, L. (2016). The acceptability of educational interventions: Qualitative evidence from children and young people in care. Children and Youth Services Review, 77, 68-76. doi:10.10161j .childyouth.2016.10.03 0 Farley, C., Torres, C., Wailehua, C. U. T., & Cook, L. (2012). Evidence -based practices for students with emotional and behavioral disorders: Improving academic achievement. Beyond Behavior (2), 37. Fike, L., Najera, C., & Dougherty, D. (2012). Occupational therapists as dog handlers: The collective experience with animal -assisted therapy in Iraq. U.S. Army Medical Department Journal, Apr Jun, 51-54. Fine, A. H. (2017). Standing the test of time: Reflecting on the relevance today of Levinson's Pet -Oriented Child Psychotherapy. Clinical Child Psychology and Psychiatry, 22(1), 9-15. doi:10.1177/1359104515589638 Finn -Stevenson, M. (2016). The transformative power of the dog: The growing use of canine assistants in therapeutic interventions and school settings. Journal of the American Academy of Child c& Adolescent Psychiatry, 55(6), 437-438. doi: 10. 10 1 6/j . jaac.2016.03.010 Frenette, L. (2016). Therapy dogs bring joy to students of every age. NYSUT United. Retrieved from http:Ilwww.nysut.org/news/nysut-unitedlissues120161february- 20161therapy-dogs-bring joy -to -students -of -every -age Friedmann, E., & Heesook, S. (2009), Veterinary Clinics of North America -Small animal practice; Mar 2009, 39 2, p293 p+, 35p. 200 Friesen, L. (2010). Exploring animal -assisted programs with children in school and therapeutic contexts. Early Childhood Education Journal, 37(4), 261-267. doi:10.10071s 10643-009-0349-5 Fritz, G. K. (2011). Editor's commentary. The special talents of psychiatric service dogs. Brown University Child & Adolescent Behavior Letter, 27(10), 8. Froling, J. (2009). Service dog tasks for psychiatric disabilities. Retrieved from http://www.iaadp.org/psd—tasks.html Fry -Johnson, Y. W., Powell, S., & Winokur, D. K. (2009). Service dogs: Facilitating the abilities of children with intellectual or behavioral disabilities. International Journal of Child & Adolescent Health, 2(3), 417-421. Funahashi, A., Gruebler, A., Aoki, T., Kadone, H., & Suzuki, K. (2014). Brief report: The smiles of a child with autism spectrum disorder during an animal -assisted activity may facilitate social positive behaviors -quantitative analysis with smile - detecting interface. Journal of Autism & Developmental Disorders, 44(3), 685- 693. doi:10.10071s10803-013-1898-4 Gavriele-Gold, J. R. (2011). The human -canine bond: New learnings and a changing rationality from a psychoanalytic perspective. Psychoanalytic Review, 98(1), 91- 105. doi:10.15211prev.2011.98.1.91 Geist, T. S. (2014). An exploratory study of the therapeutic elements that operate between therapy dogs and students with mental health disorders. (Doctoral dissertation), Available from ProQuest Dissertations & Theses database. (UMI No. AA 1357404 l ) 201 Gresham, F. M. (2005). Response to intervention: An alternative means of identifying students as emotionally disturbed. Education & Treatment of Children, 28(4), 328-344. Grieve, K. A. (2014). Reasonable accommodations? The debate over service and emotional support animals on college campuses. NASPA: Student Affairs Administrators in Higher Education. Retrieved from https:llwww.naspa.org/rpi/posts/reasonable-accommodations-the-debate-over- service-and-emotional-support-ani Grigore, A. A., & Rusu, A. S. (2014). Interaction with a therapy dog enhances the effects of Social Story method in autistic children. Society & Animals, 22(3), 241-261. doi:10.1163/ 15685306-12341326 Guesno, E. (2012). How can collaboration assist school leaders in effectively implementing new programs? Journal of Cases in Educational Leadership, 15(4), CI4WO Guide, Q. R. M. A. D. C. s. F. (2016). Qualitative methods in public health: A field guide for applied research. Retrieved from http:llwww.ccs.neu.edu/course/is4800sp l2/resources/qualmethods.pdf Hacker, S., & Roberts, T. (2004). Transformational leadership: Creating organizations of meaning: Milwaukee, WI: ASQ Quality Press, c2004. Hall, S. S., Gee, N. R., & Mills, D. S. (2016). Children reading to dogs: A systematic review of the literature. PLoS ONE(2). doi:10.13711joumal.pone.0149759 202 Hanselman, J. L. (2001). Coping skills interventions with adolescents in anger management using animals in therapy. Journal of Child and Adolescent Group Therapy (4). Harris, K. I., & Sholtis, S. D. (2016). Companion angels on a leash: Welcoming service dogs into classroom communities for children with autism. Childhood Education, 92(4), 263-275. Hart, L. A., & Yamamota, M. (2015). Recruiting psychosocial health effects of animals for families and communities. Transition to Practice. Handbook on Animal - Assisted Therapy (Fourth ed.): Elsevier Inc. Hawken, L. S., Bundock, K., Kladis, K., O'Keeffe, B., & Barret, C. A. (2014). Systematic review of the check-in, check-out intervention for students at risk for emotional and behavioral disorders. Education and Treatment of Children, 37(4), 635-658. Hergovich, A., Monshi, B., Semmlert, G., & Ziegimayer, V. (2002). The effects of the presence of a dog in the classroom. Anthrozoos, 15(1), 37. Hill, D. R., King, S. A., & Mrachko, A. A. (2014). Students with autism, service dogs, and public schools: A review of state laws. Journal of Disability Policy Studies, 25(2), 106-116. doi: 10. 1177/10442073 13477204 Hosey, G., & Melfi, V. (2014). Human -animal interactions, relationships and bonds: A review and analysis of the literature. International Journal of Comparative Psychology, 27(1), 1-26. Houchins, D. E., & Shippen, M. E. (2012). Welcome to a special issue about the school - to -prison pipeline: The pathway to modern institutionalization. Teacher Education and Special Education, 35(4), 265-270. 203 Hunt, M. G., & Chizkov, R. R. (2014). Are therapy dogs like Xanax? Does Animal - Assisted Therapy impact processes relevant to Cognitive Behavioral Psychotherapy? Anthrozoos, 27(3), 457-469. doi:10.2752/175303714X 14023922797959 Huss, R. J. (2011). Canines in the classroom: Service animals in primary and secondary educational institutions. Valpo Scholar. Retrieved from http://scholar.valpo.edu/cgUviewcontent.cgi?article=l 030&context--law_fac_pubs &sei- redir— l &referee—http%3 A%2F%2Fsearch. yahoo. com%2Fsearch%3Fei %3 Dutf- 8%26fr%3 Daaplw%26p%3 DSpecial%2BEducation%2Bstudents%2Band%2Bpsy chiatric%2Bservice%2Bdogs%2Bin%2Bthe%2Bclassroom#search=%22Special% 20Education%20students%20psychiatric%20service%20dogs%20classroom%22 IDEA. (2004). Federal Law and Education. Federal Law and Education. Retrieved from http://www.pattan.net/category/Legal/Federal%20Law%2Oand°/`2ORegulations IDEA. (2006). Rules and regulations, 300.7 a 9 C.F.R. Individual with Disabilities Education Act (IDEA). (2004). Retrieved from https://sites.ed.gov/idea/ Intermountain Therapy Animals. (2017). Retrieved from www.therapyanimals.org/Home.html Irwin, T. (2013). Harman -dog bond can aid health. Retrieved from http:111 i bproxy. ch ap man . edul l o gi n? url=http :llsearch. eb scohost. corn/ l o gi n. aspx? d it ect=true&AuthType=ip,uid&db=nfh&AN=2W69346 l 0096&site=eds-live 204 Jalongo, M. R., Astorino, T., & Bomboy, N. (2004). Canine visitors: The influence of therapy dogs on young children's learning and well-being in classrooms and hospitals. Early Childhood Education Journal, 32(1), 9-16. Johnson, A. B., & et al. (1981). Special Education teacher burnout: A three part investigation. Retrieved from http:lllibproxy.chapman.edu/Iogin?url=http:ll s earch. eb scoho st. c omll ogin. aspx? di rect=true&AuthType=ip,u i d&db=eric & AN=ED209825 &site=eds-live Jones, V. F. (1992). Integrating behavioral and insight -oriented treatment in school based programs for seriously emotionally disturbed students. Behavioral Disorders, 17(3), 225-236. Kanne, S. M., Christ, S. E., & Reiersen, A. M. (2009). Psychiatric symptoms and psychosocial difficulties in young adults with autistic traits. Journal ofAutism and Developmental Disorders, 39(6), 827-833. Kaplan, S. G., & Cornell, D. G. (2005). Threats of violence by students in special education. Behavioral Disorders, 31(1), 107-119. Kauffman, J. M., Cullinan, D., & Epstein, M., H.. (1987). Characteristics of students placed in special programs for the seriously emotionally disturbed. Behavioral Disorders(3), 175. Kogan, L. R., Granger, B. P., Fitchett, J. A., Helmer, K. A., & Young, K. J. (1999). The human -animal team approach for children with emotional disorders: Two case studies. Child & Youth Care Forum, 28(2), 105-121. Kreiser, C. M. (2013). Guide dog. American History(3), 21. 205 Lang, U. E., Jansen, J. B., Wertenauer, F., Gallinat, J., & Rapp, M. A. (2010). Reduced anxiety during dog assisted interviews in acute schizophrenic patients. European Journal oflntegrativeMedicine, 2, 123-127. doi:10.10161j.eujim.2010.07.002 Lange, A. M., Cox, J. A., Bernert, D. J., & Jenkins, C. D. (2046). Is counseling going to the dogs? An exploratory study related to the inclusion of an animal in group counseling with adolescents. Journal of Creativity in Mental Health, 2(2), 17-31. doi:10.1300/J456v02n0203 Lawrenson, G. M., & McKinnon, A. J. (1982). A survey of classroom teachers of the emotionally disturbed: Attrition and burnout factors. Behavioral Disorders, 8(1), E111510 Leedy, P. D., & Ormrod, J. (2013). Practical research: Planning and design (10th ed.). Upper Saddle River, NJ: Pearson Education. Leitner, D. (2017, July 19, 2017) Psychiatric service dogs in the classroomfinterviewer: S. Kalkoske. The Calais School service dog program. Levinson, B. M. (1970). Pets, child development, and mental illness. Journal of the American Veterinary Medical Association, 157(11), 1759-1766. Levinson, B. M. (1978). Pets and personality development. Psychological Reports, 42(2), Levinson, B. M. (1997). Pet -oriented child psychotherapy (G. P. Mallon 2nd ed.). Springfield, Illinois: Charles C. Thomas. Lewis, T. J., Jones, S. E. L., Horner, R. H., & Sugai, G. (2010). School -wide positive behavior support and students with emotional/behavioral disorders: Implications for prevention, identification and intervention. Exceptionality, 18(2), 82-93. 206 Limond, J. A., Bradshaw, J. W. S., & Cormack, K. F. M. (1997). Behavior of children with learning disabilities interacting with a therapy dog. Anthrozoos(213), 84. Lombard, M., Snyder -Duch, J., & Bracken, C. C. (2004). A call for standardization in content analysis reliability. Human Communication Research, 30(3), 434437. doi:10. 111 11j.1468-2958.2004.tb00739.x Maharaj, N., Kazanjian, A., & Haney, C. J. (2016). The human—canine bond: A sacred relationship. Journal of Spirituality in Mental Health, 18(1), 76-89. doi :10.1080/19349637.2015.1047922 Mallett, C. A. (2016a). The school -to -prison pipeline: A critical review of the punitive paradigm shift. Child & Adolescent Social Work Journal, 33(1), 15-24. doi:10.10071s 10560-015-0397-1 Mallett, C. A. (2016b). The school -to -prison pipeline: from school punishment to rehabilitative inclusion. Preventing School Failure, 60(4), 296-304. E MMI, Martin, K. F., Lloyd, J. W., Kauffman, J. M., & Coyne, M. (1995). Teachers' perceptions of educational placement decisions for pupils with emotional or behavioral disorders. Behavioral Disorders, 20(2), 106. Marshall, C. B. (2012). Application of psychiatric service dogs in mental health care. (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global database. Marx, P. (2014, October 20). Pets allowed, Essay. The New Yorker. Retrieved from http:lllibproxy.chapman.eduAogin?url=http:llsearch.ebscohost.con llogin.aspx?dir ect=true&AuthType=ip,uid&db=edsglr&AN=edsgcl.387220371 &site=eds-live 207 Mastropieri, M. A., & Scruggs, T. E. (2007). The inclusive classroom: Strategies for effective instruction. Upper Saddle River, NJ: Merrill. Maxwell, L. E. (2016). School building condition, social climate, student attendance and academic achievement: A mediation model. Journal of Environmental Psychology, 46, 206-216. doi: 10.1016/j. jenvp.2016.04.009 McAndrew, F. T. (1998). The measurement of'rootedness' and the prediction of attachment to home -towns in college students. Journal of Environmental Psychology, 18(4), 409-417. doi:10.1006/jevp.1998.0078 McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence -based inquiry (7th ed.). Upper Saddle River, NJ: Pearson Education. Meadows, N. B. (1994). A Philosophy of teaching, not just managing behaviors. Teaching Education, 6(1), 93-99. Merrell, K. W., Buchanan, R., & Tran, G. K. (2006). Relational aggression in children and adolescents: A review with implications for school settings. Psychology in the Schools, 43(3), 345-360. doi: 10. 1002/pits.20145 Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative Data Analysis (2nd ed.). Thousand Oaks, CA: SAGE. Muramatsu, R. S., Thomas, K. J., Leong, S. L., & Ragukonis, F. (2015). Service dogs, psychiatric hospitalization, and the ADA. Psychiatric Services, 66(1), 87-89. doi: 10. 1 176/appi.ps.201400208 NAMI. (2016). Information on psychiatric service dogs. Retrieved from http://www.namiwc.org/support/resources/information-on-psychiatric-service- dogs/ National Service Animal Register. (1995-2017). Animal service type definitions. Retrieved from https://www.nsarco.com/service-definitions.htmlffpsd National Service Animal Registry. (2017). Animal service type definitions. Retrieved from https://www.nsarco.com/service-defnitions.html#psd Dstermeier, M. (2010). History of guide dog use by veterans. Military Medicine, 175(8), RE-Im%j Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and policy in mental health, 92(5), 533-544. doi:10.1007/s10488-013-0528-y Parenti, L., Foreman, A., Jean Meade, S., & Wirth, 0. (2013). A revised taxonomy of assistance animals. Journal of Rehabilitation Research & Development, 50(6), 745-756. Patten, M. L. (2014). Understanding research methods: An overview of the essentials. (9th ed.). Gleandale, CA: Pyrczak Publishing. Patton, M. Q. (2415). Qualitative research & evaluation methods (4th ed.). Los Angeles, CA: SAGE. Pearson, C. (2013). Dogs, history, and agency. Retrieved from http://libproxy .chapman.edu/ login?url=http://search.ebscohost.com/login.aspx?direct= true&AuthType=ip,uid&db=edsgao&AN=edsgcl.3 52192607&site=eds-live Pop, D., Pop-Vancia, V., Constantinescu, R., Miresan, V., Rusu, A. S., & Papuc, I. (2014). Physiological effects of human -animal positive interaction in dogs - review of the literature. Bulletin of the University of Agricultural Sciences & 209 Veterinary Medicine Cluj-Napoca. Animal Science &Biotechnologies, 71(2), 102- [0] Poucher, S. M. (2015). The road to prison is paved with bad evaluations: The case for functional behavioral assessments and behavior intervention plans. American University Law Review, 65(2), 471-523. Reynolds, J. A., & Rabschutz, L. (2011). Studying for exams just got more relaxing— Animal-assisted activities at the University of Connecticut Library. College & Undergraduate Libraries, 18(4), 359-367. doi: 10.1080/10691316.2011.624934 Richards, T. (2002). An intellectual history of NUD*IST and NVivo. International Journal of Social Research Methodology, 5(3), 199-214. doi: 10.1080113645570210146267 Rivera, M. A. (2004). Canines in the classroom: Raising humane children through interactions with animals: Lantern Books. Roberts -Schneider, M. R. (2016). How educators use dogs to support children's social, emotional, and behavioral development: Scholar Works. Rothberg, B., & Collins, E. (2015). A service dog in group. International Journal of Group Psychotherapy, 65(2), 307-315. doi: 10.15211ijgp.2015.65.2.307 Rutherford, R. B., Quinn, M. M., & Mathur, S. R. (2404). Handbook of research in emotional and behavioral disorders. New York, NY: Guilford Press. Sacks, A. (2008). The therapeutic use of pets in private practice. British Journal of Psychotherapy, 24(4), 501-521. 111dol: l l 1/j.1752 -0118.2008.00103.x 210 Schlosser, E. R. (2013). Can service animals help the disabled obtain an education? (Master's Thesis). ProQuest Dissertations & Theses Global database. (UMI No. EP75986) Schoenbaechler, D. (2010). Autism, schools, and service animals: What must and should be done. Journal of Law & Education, 39(3), 1-455. Senge, P. M. (2004). Presence: Exploring profound change in people, organizations, and society: New York, NY: Doubleday. Service Dog Central. (2006-2014). Retrieved from http://servicedogeentral.org/content/PSD Sigafoos, J., Moore, D., Brown, D., Green, V. A., O'Reilly, M. F., & Lancioni, G. E. (2010). Special education funding reform: A review of impact studies. Australasian Journal of Special Education, 34(1), 17-35. Siperstein, G. N., Wiley, A. L. a. k. e., & Farness, S. R. (2011). School context and the academic and behavioral progress of students with emotional disturbance. Behavioral Disorders, 36(3),172-184. Slade, E., Mills, C., Cunningham, D., Hobbs, N., Andrews, C., & Weist, M. (2009). Non- public special education programs: Evaluating the costs of within school alternatives for students with emotional disturbance. Advances in School Mental Health Promotion, 2(3), 30-37. doi:10.108011754730X.2009.9715708 Smith, J. D., & Colon, R. J. (1998). Legal responsibilities toward students with disabilities: What every administrator should know. NASSP Bulletin, 82(594), 40- 53. 211 Sorin, R., Brooks, T., & Lloyd, J. (2015). The impact of the classroom canines program on children's reading, social and emotional skills, and motivation to attend school. International Journal of Literacies, 22(2), 23. Springer, I. (2008). Dogs helping people: Psychiatric -service dogs are helping people with mental health problems live more normal, fulfilling lives. Here's how. Dog Watch(9), 1-5. Sprinkle, J. E. (2008). Animals, empathy, and violence: Can animals be used to convey principles of prosocial behavior to children? Youth Violence & Juvenile Justice, 6(l),47-58. Stevenson, K., Jarred, S., Hinchcliffe, V., & Roberts, K. (2015). Can a dog be used as a motivator to develop social interaction and engagement with teachers for students with autism? Supportfor Learning, 30(4), 341-363. doi: 10. 111111467- 9604.12105 Stewart, L. A., Dispenza, F., Parker, L., Chang, C. Y., & Cunnien, T. (2014). A pilot study assessing the effectiveness of an animal -assisted outreach program. Journal of Creativity in Mental Health, 9(3), 1-332. Stone, S., & Uretsky, M. (2016). School correlates of academic behaviors and performance among McKinney-Vento Identified Youth. Urban Education, 51(6), . 11 *ra Stuber, D., & Dannells, M. (1996). Responding to behaviorally and emotionally disturbed students: Assessment and intervention. College Student Journal, 30(3), 1-287. Suchetka, D. (2010). Giving comfort, courage to heal: Psychiatric service dogs offer patients new life outlook. The Plain Dealer, pp. 1-3. 212 Sutton, H. (2015). Know the difference between service and support animals. Disability Compliance for Higher Education(2), 9. doi: 10. 1 002/dhe. 3 0099 Switzer Vaughn, J. (2003). Disabled rights: American disability policy and the fight for equality: Washingto, D.C.: Georgetown University Press. Taylor, D. M. (2016). Bark to basics: Using therapy dogs to create positive student outcomes. New Jersey School Boards Association. Retrieved from https://www.nj sba.org/news-publications/school-leader/novemberdecember-2015- volume-46-31bark-to-basics/ Taylor, K. R. (2010). Dog fights. Principal Leadership, 10(8), 8-10. Tedeschi, P., Garrity, C., & Garrity, A. (2009). Three perspectives/one service dog: The human -animal bond. Reflections: Narratives of Professional Helping, 15(1), 1-63. Tichnor-Wagner, A., Harrison, C., & Cohen -Vogel, L. (2416). Cultures of learning in effective high schools. Educational Administration Quarterly, 52(4), 602-642. Topping, K. J., & Flynn, B. (2004). Treating seriously emotionally disturbed adolescents: The views and working practice of school psychologists. Behavior Analyst Today, 5(l),39-90. Trotter, K. S., Chandler, C. K., Goodwin -Bond, D., & Casey, J. (2008). A comparative study of the efficacy of group equine assisted counseling with at -risk children and adolescents. Journal of Creativity in Mental Health, 3(3), 254-284. Vejar, C. (2005). Review of a guide to self-help workbooks for mental health clinicians and researchers. The Family Journal, .73(4), 508-510. doi:10.1177/1066480705278732 Vejar, C. (2010). Students with mental illness. Research Starters: Education. Retrieved from 213 http:lll i bproxy. chapman. edullo gi n?url=http : Hsearch. eb scohost. comllo gi n. aspx? dir ect=true&AuthType=ip,uid&db=ers&AN=95607448&site=eds-live Von Bergen, C. W. (2015). Emotional support animals, service animals, and pets on campus. Administrative Issues Journal: Education, Practice, and Research, 5(1), 15-34. doi:10.592912015.5.1.3 Walthall, J. T. (2412). The dog days in American public schools: Observations and suggestions regarding the laws, challenges and amazing benefits of allowing service animals to accompany children with special needs to school. Campbell Law Review, 35(1), 149-172. Walther, S., Yamamoto, M., Thigpen, A. P., Garcia, A., Willits, N. H., & Hart, L. A. (2017). Assistance dogs: Historic patterns and roles of dogs placed by ADI or IGDF accredited facilities and by non -accredited U.S. facilities. Frontiers in Veterinary Science, 4(1). doi:10.33891fvets.2017.00001 Webber, J., Anderson, T., & Oteym, L. (1991). Teacher mindsets for surviving in BD classrooms. Intervention in School and Clinic, 26(5), 288-292. Weinmeyer, R. (2015). Service dogs for veterans with posttraumatic stress disorder. AMA Journal of Ethics, 17(6), 547-552. Whitlock, J., & Schantz, K. (2008). Mental health in adolescence. Act for youth: Center for Excellence. Retrieved from http://www.actforyouth.net/adoleseence/mental—health.cfm Wieselthier, S. A. L. (2011). Grooming dogs for the educational setting: The'IDEIA' behind service dogs in the public schools. Hofstra Law Review(3), 757. 214 Wright, P., & Wright, P. (2017). Educational benefit: "Merely more than de minimis" or "meaningful"? Supreme Court revisits requirements in Endrew F. v. Douglas Co. Sch. Dist. RE -1. Retrieved from http:llwww. wrightsl aw. com/law/art/endrew. douglas. b enefit. fap e. htm Yeager, A. F., & Irwin, J. (2012). Rehabilitative canine interactions at the Walter Reed National Military Medical Center. U.S. Army Medical Department Journal, 57- Zasloff, R. L., Hart, L. A., & Weiss, J. M. (2003). Dog training as a violence prevention tool for at -risk adolescents. Anthrozoos, 16(4), 1-352. Zilcha-Mano, S., Mikulincer, M., & Shaver, P. R. (2011). Pet in the therapy room: An attachment perspective on Animal -Assisted Therapy. Attachment & Human Development, 13(6),541-561. doi:10.1080114616734.2011.608987 215 Synthesis Matrix SOURCES I A I I by Author and Book, Journal or Article Title: 1) Abel, E. A., Gadomski, M., & Brodhead, M. T. (2016). A brief report of time -on -task behavior in a child with autism: Comparing material and social reinforcement in the home environment. Psi Chi Journal of Psychological Research, 21(3), 176- 182. 2) Aiken, J., & Cadmus, F. (2011). Who let the dog out? Implementing a successful therapy dog program in an academic law library.. Yale Law School Legal Scholarship Repository. . 3) Anderson, D., & Ackerman -Anderson, L. S. (2001). Beyond change management: Advanced strategies for today's transformational leaders. San Francisco, CA: Pfeiffer. 4) Anderson, D., & Anderson, L. A. (2010). Beyond change management. San. Francisco, CA: Pfeiffer. 5) Anderson, K. L., & Olson, M. R. (2006). The value of a dog in a classroom of children with severe emotional disorders. Anthrozoos: A Multidisciplinary Journal of The Interactions of People & Animals, 19(1), 35-49. doi:10.2752/089279306785593919 6) Animal service type definitions. (1995-2017). National Service Animal Register. Retrieved from https://www.nsarco.com/service-definitions.html#psd 7) Assistance Dogs International. (2017). Retrieved from http://www.assistancedogsintemational.org/location/united-states/ 216 8) Baker, F. (2013). Advances in learning and behavioral disabilities — edited by Thomas E. Scruggs & Margo A. Mastropieri. Journal ofResearch in Special Educational Needs, 13(1), 114-117. doi: 10.1111/j. 1471-3802.2012.0127 Lx 9) Bamberger, M., Rugh, J., & Mabry, L. (2012). Real World evaluation: Working under budget, time, data, and political constraints. Thousand Oaks, CA: SAGE. 10) Bassette, L. A., & Taber -Doughty, T. (2013). The effects of a dog reading visitation program on academic engagement behavior in three elementary students with emotional and behavioral disabilities: A single case design. Child & Youth Care Forum, 42(3), 239-256. 11) Beetz, A. (2013). Socio -emotional correlates of a schooldog-teacher-team in the classroom. Frontiers in Psychology, 4, (7). 12) Berek, D. L. M. A. T. (2013). Animal -assisted therapy (AAT) Salem Press Encyclopedia: Salem Press. 13) Berry, J., & Katsiyannis, A. (2012). Service animals for students with disabilities under IDEA and Section 504 of the Rehabilitation Act of 1973. Intervention in School and Clinic, 47(5), 312-315. 14) Binfet, J. -T., & Passmore, H. -A. (2016). Hounds and homesickness: The effects of an animal -assisted therapeutic intervention for first-year university students. Anthrozoos, 29(3), 441-454. doi:10.1080108927936.2016.1181364 15) Bloom, R. B. (1983). The effects of disturbed adolescents on their teachers. Behavioral Disorders, 8(3), 209-216. 217 16) Bourland, K. M. (2009). Advocating change within the ADA: The struggle to recognize emotional -support animals as service animals. University of Louisville Law Review(1), 197. 17) Bradley, R., Doolittle, J., & Bartolotta, R. (2008). Building on the data and adding to the discussion: The experiences and outcomes of students with emotional disturbance. Journal of Behavioral Education, 17(1), 4-23. 18) Brauer, J., Schonefeld, K., & Call, J. (2013). When do dogs help humans? Applied Animal Behaviour Science, 148, 138-149. doi: 10.10161j.applanim.2013.07.009 19) Burgoyne, L., Dowling, L., Fitzgerald, A., Connolly, M., P Browne, J., & Perry, I. J. (2014). Parents' perspectives on the value of assistance dogs for children with autism spectrum disorder: A cross-sectional study. BMJ Open, 4(6). 20) Calvo, P., Fortuny, J. R., Guzman, S., Macias, C., Bowen, J., Garcia, M. L., ... Fatj6, J. (2016). Animal Assisted Therapy (AAT) program as a useful adjunct to conventional psychosocial rehabilitation for patients with schizophrenia: results of a small-scale randomized controlled trial. Frontiers in Psychology, 13. doi: 10.33891fpsyg.2016.00631 21) Chandler, C. K. (2001). Animal -assisted therapy in counseling and school settings [electronic resource] /Chandler, Cynthia: Greensboro, NC : ERIC Clearinghouse on Counseling and Student Services, [20011. 22) Chumley, P. R. (2012). Historical perspectives of the human -animal bond within the department of defense. U.S. Army Medical Department Journal, Apr -Jun, 18-20. 218 23) Cloth, A. H., Evans, S. W., Becker, S. P., & Paternite, C. E. (2014). Social maladjustment and special education: State regulations and continued controversy. Journal of Emotional and Behavioral Disorders, 22(4), 214-224. 24) Coots, J. J. (2007). Building bridges with families: honoring the mandates of 1DElA. Issues in Teacher Education, 16(2), 33-40. 25) Cuellar, A. E., & Markowitz, S. (2415). School suspension and the school -to -prison pipeline. International Review of Law & Economics, (43), 98-106. doi: 10. 1016/j.irle.2015.06.001 26) Degges-White, S. (2015). Leading from the heart. Psychology Today. . 27) DeVoe, D., & McMillen, B. (1994). Teacher/student dyadic interaction with emotionally disturbed youth. Journal of Instructional Psychology, 21(4), 318. 28) Dogs for psychiatric disabilities. (2017). Retrieved from http://caninesforkids.org/service-dogs/ 29) Esteves, S. W., & Stokes, T. (2008). Social effects of a dog's presence on children with disabilities. Anthrozoos, 21(1), 5-15. doi: 10.2752/089279308X274029 30) Evans, R., Hallett, S., Rees, A., & Roberts, L. (2016). The acceptability of educational interventions: Qualitative evidence from children and young people in care. Children and Youth Services Review, 71, 68-76. doi: 10.1016/j .childyouth.2016.10.03 0 31) Farley, C., Torres, C., Wailehua, C. U. T., & Cook, L. (2012). Evidence -based practices for students with emotional and behavioral disorders: Improving academic achievement. Beyond Behavior(2), 37. 219 32) Fine, A. H. (2017). Standing the test of time: Reflecting on the relevance today of Levinson's Pet -Oriented Child Psychotherapy. Clinical Child Psychology and Psychiatry, 22(1), 9-15. doi:10.1177/1359104515589638 33) Finn -Stevenson, M. (2416). The transformative power of the dog: The growing use of canine assistants in therapeutic interventions and school settings. Journal of the American Academy of Child & Adolescent Psychiatry, 55(6), 437-438. doi:10.10161j . jaac.2016.03.010 34) Frenette, L. (2016). Therapy dogs bring joy to students of every age. NYSUT United. Retrieved from http:llwww.ny8ut.org/news/nysut-unitedlissues120161february- 20161therapy-dogs-bring joy -to -students -of -every -age 35) Friedmann, E., & Heesook, S. (2009). Veterinary Clinics of North America -Small animal practice; Mar 2009, 39 2, p293 p+, 35p. . 36) Friesen, L. (2010). Exploring animal -assisted programs with children in school and therapeutic contexts. Early Childhood Education Journal, 37(4), 261-267. doi:10.10071s 10643-009-0349-5 37) Froling, J. (2009). Service dog tasks for psychiatric disabilities. Retrieved from http://www.iaadp.org/psd—tasks.htmt 38) Fry -Johnson, Y. W., Powell, S., & Winokur, D. K. (2009). Service dogs: Facilitating the abilities of children with intellectual or behavioral disabilities. International Journal of Child & Adolescent Health, 2(3), 417-421. 39) Gavriele-Gold, J. R. (2011). The human -canine bond: New learnings and a changing rationality from a psychoanalytic perspective. Psychoanalytic Review, 98(1), 91- 105. doi:10.15211prev.2011.98.1.91 220 40) Geist, T. S. (2014). An exploratory study of the therapeutic elements that operate between therapy dogs and students with mental health disorders. (Doctoral dissertation), Available from ProQuest Dissertations & Theses database. (UMI No. AA13574041) 41) Gresham, F. M. (2005). Response to intervention: An alternative means of identifying students as emotionally disturbed. Education & Treatment of Children, 28(4), 328-344. 42) Grieve, K. A. (2014). Reasonable accommodations? The debate over service and emotional support animals on college campuses. NASPA: Student Affairs Administrators in Higher Education. Retrieved from https:llwww.naspa.org/rpi/posts/reasonable-accommodations-the-debate-over- service-and-emotional-support-ani 43) Guesno, E. (2012). How can collaboration assist school leaders in effectively implementing new programs? Journal of Cases in Educational Leadership, 15(4), 5: 0" 44) Hall, S. S., Gee, N. R., & Mills, D. S. (2016). Children reading to dogs: A systematic review of the literature. PLoS 4NE(2). doi:10.13711journal.pone.0149759 45) Hanselman, I L. (2001). Coping skills interventions with adolescents in anger management using animals in therapy. Journal of Child and Adolescent Group Therapy(4). 45) Harris, K. I., & Sholtis, S. D. (2015). Companion angels on a leash: Welcoming service dogs into classroom communities for children with autism. Childhood Education, 92(4), 253-275. 221 47) Hosey, G., & Melfi, V. (2014). Human -animal interactions, relationships and bonds: A review and analysis of the literature. International Journal of Comparative Psychology, 27(1), 1-26. 48) Hunt, M. G., & Chiakov, R. R. (2014). Are therapy dogs like Xanax? Does Animal - Assisted Therapy impact processes relevant to Cognitive Behavioral Psychotherapy? Anthrozoos, 27(3), 457-469. doi:10.27521175303714X14023922797959 49) Huss, R. J. (2011). Canines in the classroom: Service animals in primary and secondary educational institutions. Valpo Scholar. Retrieved from http:/lscholar.valpo.edu/cgi/viewcontent. cgi?article=1030&context=law_fac_pubs &sei- redir= l &referer=http%3 A%2F%2Fsearch.yahoo. com%2Fsearch%3Fei%3 Dutf- 8%26fr%3 Daaplw%26p%3 DSpecial%2BEducation%2Bstudents%2Band%2Bpsy chiatric%2Bservice%2Bdogs%2Bin%2Bthe%2Bclassroom#search=%22Special% 20Education%2Bstudents%20psychiatric%20service%20dogs%20classroom%22 50) IDEA. (2004). Federal Law and Education. Federal Law and Education. Retrieved from http://www.pattan.net/category/Legal/Federal%20Law%2Oand%2ORegulations 51) IDEA: Rules and regulations, 300.7 a 9 C.F.R. (2006). 52) Irwin, T. (2013). Human -dog bond can aid health. Retrieved from http:111 i bproxy. ch ap man . edull o gi n?url=http :llsearch. eb scohost. coml l o gi n. aspx? d it ect=true&AuthType=ip,uid&db=nfh&AN=2W6934610096&site=eds-live 222 53) Jalongo, M. R., Astorino, T., & Bomboy, N. (2004). Canine visitors: The influence of therapy dogs on young children's learning and well-being in classrooms and hospitals. Early Childhood Education Journal, 32(1), 9-16. 54) Johnson, A. B., & et al. (1981). Special Education teacher burnout: A three part investigation. Retrieved from http:lll ibproxy. chapman. edullogin?url=http :llsearch. eb scohost. comll o gi n. aspx? dir ect=true&AuthType=ip,uid&db=eric&AN=ED209825 &site=eds-live 55) Jones, V. F. (1992). Integrating behavioral and insight -oriented treatment in school based programs for seriously emotionally disturbed students. Behavioral Disorders, 17(3), 225-236. 56) Kaplan, S. G., & Cornell, D. G. (2005). Threats of violence by students in special education. Behavioral Disorders, 31(1), 107-119. 57) Kauffman, J. M., Cullinan, D., & Epstein, M., H.. (1987). Characteristics of students placed in special programs for the seriously emotionally disturbed. Behavioral Disorders(3), 175. 58) Kogan, L. R., Granger, B. P., Fitchett, J. A., Helmer, K. A., & Young, K. J. (1999). The human -animal team approach for children with emotional disorders: Two case studies. Child & Youth Care Forum, 28(2), 105-121. 59) Kreiser, C. M. (2013). Guide dog. American History(3), 21. 60) Lang, U. E., Jansen, J. B., Wertenauer, F., Gallinat, J., & Rapp, M. A. (2010). Reduced anxiety during dog assisted interviews in acute schizophrenic patients. European Journal of Integrative Medicine, 2, 123-127. doi: 10. l 0161j . euj im.2010.07.002 223 61) Lange, A. M., Cox, J. A., Bernert, D. J., & Jenkins, C. D. (2006). Is counseling going to the dogs? An exploratory study related to the inclusion of an animal in group counseling with adolescents. Journal of Creativity in Mental Health, 2(2), 17-31. doi:10.130011456020203 62) Leitner, D. (2017). Psychiatric service dogs in the classroom. In S. Kalkoske (Ed.), The Calais School service dog program. 63) Levinson, B. M. (1970). Pets, child development, and mental illness. Journal of the American Veterinary Medical Association, 157(11), 1759-1766. 64) Levinson, B. M. (1978). Pets and personality development. Psychological Reports, 42(2), 1031-1038. 65) Levinson, B. M. (1.997). Pet -oriented child psychotherapy (G. P. Mallon Ed. second ed.). Springfield, Illinois: Charles C. Thomas. 66) Lewis, T. J., Jones, S. E. L., Horner, R. H., & Sugai, G. (2010). School -wide positive behavior support and students with emotionalfbehavioral disorders: Implications for prevention, identification and intervention. Exceptionality, 18(2), 82-93. 67) Maharaj, N., Kazanjian, A., & Haney, C. J. (2016). The human—canine bond: A sacred relationship. Journal of Spirituality in Mental Health, 18(1), 76-89. roromilKIN1171VOKESTI OU -Ii1MilWLyA 68) Mallett, C. A. (2016a). The school -to -prison pipeline: A critical review of the punitive paradigm shift. Child & Adolescent Social Work Journal, 33(1), 15-24. doi:10.10071s 10560-015-0397-1 224 69) Mallett, C. A. (2016b). The school -to -prison pipeline: from school punishment to rehabilitative inclusion. Preventing School Failure, 60(4), 296-304. doi: 10.108011045988X.2016.1144554 70) Marshall, C. B. (2012). Application of psychiatric service dogs in mental health care. (Doctoral Dissertation). Retrieved from ProQuest Dissertations & Theses Global database. 71) Marx, P. (2014, October 20). Pets allowed, Essay. The New Yorker. Retrieved from http: //l ibproxy. ch apman . edull ogin?url=http :llsearch. eb scohost. com/l o gi n. aspx? dir ect=true&AuthType=ip,uid&db=edsglr&AN=edsgcl.387220371 &site=eds-live 72) Mastropieri, M. A., & Scruggs, T. E. (2007). The inclusive classroom: Strategies for effective instruction. Upper Saddle River, NJ: Merrill. 73) McAndrew, F. T. (1998). The measurement of'rootedness' and the prediction of attachment to home -towns in college students. Journal of Environmental Psychology, 18(4), 409-417. doi:10.10061jevp.1998.0078 74) Merrell, K. W., Buchanan, R., & Tran, O. K. (2006). Relational aggression in children and adolescents: A review with implications for school settings. Psychology in the Schools, 43(3), 345-360. doi: 10.1002/pits.20145 75) Muramatsu, R. S., Thomas, K. J., Leong, S. L., & Ragukonis, F. (2015). Service dogs, psychiatric hospitalization, and the ADA. Psychiatric Services, 66(1), 87- 89. doi: 10. 1 176/appi.ps.201400208 76) NAMI. (2016). Information on psychiatric service dogs. Retrieved from http://www.namiwc.org/support/resources/information-on-psychiatric-service- dogs/ 225 77) NSAR - National Service Animal Registry. (2017). Animal service type definitions. Retrieved from https://www.nsarco.com/service-definitions.htmlffpsd 78) Ostermeier, M. (2010). History of guide dog use by veterans. Military Medicine, 175(8), 587-593. 79) Parenti, L., Foreman, A., Jean Meade, B., & Wirth, 0. (2013). A revised taxonomy of assistance animals. Journal of Rehabilitation Research & Development, 50(6), 745-756. 80) Pearson, C. (2013). Dogs, history, and agency. Retrieved from http: //l i bproxy. chapman . edul l o gi n? url=http :llsearch. eb scohost. comll o gi n. aspx? d i r ect=true&AuthType=ip,uid&db=edsgao&AN=edsgcl.3 52192607&site=eds-live 81) Poucher, S. M. (2015). The road to prison is paved with bad evaluations: The case for functional behavioral assessments and behavior intervention plans. American University Law Review, 65(2), 471-523. 82) Response to Intervention (RTI) FAQs California Reading Association. (2014). California Reader, 43(4), 4. 83) Reynolds, J. A., & Rabschuta, L. (2011). Studying for exams just got more relaxing—Animal-assisted activities at the University of Connecticut Library. College & Undergraduate Libraries, 18(4), 359-367. doi:10.1080/ l 0691316.2011.624934 84) Rivera, M. A. (2004). Canines in the classroom : raising humane children through interactions with animals: Lantern Books. 85) Roberts -Schneider, M. R. (2016). How educators use dogs to support children's social, emotional, and behavioral development: Scholar Works. 226 86) Rothberg, B., & Collins, E. (2015). A service dog in group. International Journal of Group Psychotherapy, 65(2), 307-315. doi:10.15211ijgp.2015.65.2.307 87) Sacks, A. (2008). The therapeutic use of pets in private practice. British Journal of Psychotherapy, 24(4), 501-521. doi:10.11l 1/j.1752 -0118.2008.00103.x 88) Schoenbaechler, D. (2010). Autism, schools, and service animals: What must and should be done. Journal of Law & Education, 39(3), 1-455. 89) Senge, P. M. (2004). Presence: Exploring profound change in people, organizations, and society: New York, NY: Doubleday. 90) Sigafoos, J., Moore, D., Brown, D., Green, V. A., O'Reilly, M. F., & Lancioni, G. E. (2010). Special education funding reform: A review of impact studies. Australasian Journal of Special Education, 34(1), 17-35. 91) Siperstein, G. N., Wiley, A. L. a. k. e., & Forness, S. R. (2011). School context and the academic and behavioral progress of students with emotional disturbance. Behavioral Disorders, 36(3), 172-184. 92) Stewart, L. A., Dispenza, F., Parker, L., Chang, C. Y., & Cunnien, T. (2014). A pilot study assessing the effectiveness of an animal -assisted outreach program. Journal of Creativity in Mental Health, 9(3), 1-332. 93) Stone, S., & Uretsky, M. (2016). School correlates of academic behaviors and performance among McKinney-Vento Identified Youth. Urban Education, 51(6), X11 � 94) Stuber, D., & Dannells, M. (1996). Responding to behaviorally and emotionally disturbed students: Assessment and intervention. College Student Journal, 30(3), 1W3FA 227 95) Suchetka, D. (2010). Giving comfort, courage to heal: Psychiatric service dogs offer patients new life outlook. The Plain Dealer, pp. 1-3. 96) Switzer Vaughn, J. (2003). Disabled rights: American disability policy and thefight for equality: Washington, D.C.: Georgetown University Press. 97) Taylor, D. M. (2016). Bark to basics: Using therapy dogs to create positive student outcomes. New Jersey School Boards Association. Retrieved from https://www.nj sba.org/news-publications/school-leader/novemberdecember-2015- volume-46-3/bark-to-basics/ 98) Taylor, K. R. (2010). Dog fights. Principal Leadership, 10(8), 8-10. 99) Topping, K. J., & Flynn, B. (2004). Treating seriously emotionally disturbed adolescents: The views and working practice of school psychologists. Behavior Analyst Today, 5(l),39-90. 100) Trotter, K. S., Chandler, C. K., Goodwin -Bond, D., & Casey, J. (2008). A comparative study of the efficacy of group equine assisted counseling with at -risk children and adolescents. Journal of Creativity in Mental Health, 3(3), 254-284. 101) Vejar, C. (2005). Review of a guide to self-help workbooks for mental health clinicians and researchers. The Family Journal, 13(4), 508-510. doi: 10. 1177/1066480705278732 102) Von Bergen, C. W. (2015). Emotional support animals, service animals, and pets on campus. Administrative Issues Journal: Education, Practice, and Research, 5(1), 15-34. doi:10.5929/2015.5.1.3 103) Walthall, J. T. (2012). The dog days in American public schools: Observations and suggestions regarding the laws, challenges and amazing benefits of allowing 228 service animals to accompany children with special needs to school. Campbell Law Review, 35(1), 149-172. 104) Walther, S., Yamamoto, M., Thigpen, A. P., Garcia, A., Willits, N. H., & Hart, L. A. (2017). Assistance dogs: Historic patterns and roles of dogs placed by ADT or IGDF accredited facilities and by non -accredited U.S. facilities. Frontiers in Veterinary Science, 4(1). doi:10.33891fvets.2017.00001 105) Webber, J., & et al. (1991). Teacher mindsets for surviving in BD classrooms. Intervention in School and Clinic, 26(5), 288-292. 106) What tasks do psychiatric service dogs perform? (2006-2014). Retrieved from http://www.servicedogcentral.org/content/node/77 107) Whitlock, J., & Schantz, K. (2008). Mental health in adolescence. Act for youth: Center, for Excellence. Retrieved from http: //www. actforyouth. net/ado l escen c e/mental_h ealth. c fm 108) Wieseithier, S. A. L. (2011). Grooming dogs for the educational setting: The "IDEIA" behind service dogs in the public schools. Hofstra Law Review, 39(3), 757. 109) Wieselthier, S. A. L. (2011). Grooming dogs for the educational setting: The 'IDEIA' behind service dogs in the public schools. Hofstra Law Review(3), 757. 110) Wright, P., & Wright, P. (2017). Educational benefit: "Merely more than de minimis" or "Meaningful"? Supreme Court revisits requirements in Endrew F. v. Douglas Co. Sch. Dist. RE -1. Retrieved from http:llwww. wrightsl aw. com/law/art/endrew. dougl a s. benefit. fape. htm 229 I 11) Yeager, A. F., & Irwin, J. (2012). Rehabilitative canine interactions at the Walter Reed National Military Medical Center. US. Army Medical Department Journal, 57-60. 230 0) L tlJ i6i d Ud tlJ L d L d L 0 0 0 0 0 0 Common Themes' Therapy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. Commas Themes ci rn r!1 rn ci ci TheEEy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet * ,� and a Service Animal. Definitions and Parameters of the Mentally Ill * ,� Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. 230 231 n 00 u L u Ld u Common Themes Therapy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. * Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. L L L L L iyi 0 0 o v v o Common Themes W `n �' `�' `n rn Therapy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. 231 232 kn N N ent 00 N N M 6J tlJ yl 4] tlJ d v o v a o 0 Common Themes &n (n W Therapy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs * ,� with Handlers in the Classroom. r• ew r►� � �n m GJ L GJ L d L 0J L 6J L C� L v v v o v o Common Themes W Therapy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet * ,� and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. Common Themes Z (n Z C/] Therapy Dogs are Beneficial to the Students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. 232 233 It � It � Common G G u U u Themes a o 0 o a o Therapy Dogs are Beneficial to the Students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. Common Themes ci rig v1 [� ci +n Therapy Dos are Beneficial to the students. * �` Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally 111 Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. 233 234 kn 00 CN v o v a o 0 Common Themes Therapy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational. Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. Common Themes Z Z Z cn rig cn Therapy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. 234 235 Go O Q � V V V V V v Common Themes Z CA CIS Z Cn Therapy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in * ,� the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom, n n n n n °n° Common Themes ri, Gn r� En cn v4 Therapy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. 235 236 [� C Op �4 CO N 04 lr7 Op 1* OQ V v V V v Common Themes Therapy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. ov'o a`Oo ano o°Da o°,o � v v v o v v Common Themes Therapy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. 236 237 Common Themes Z Z cn cn Therapy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. Common Themes rig ri1 ri rn ci ci Therapy Dois are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally III Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. C C C G C ae C O O O O Q Q Common Themes Therapy Das are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally Ill Patient and/or Student. Organizational Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. * ,� 237 238 c V U V Common Themes 0 0 0 `n Therapy Dogs are Beneficial to the students. Special Education Laws Protect the Students. There are Challenges to the Laws. There is a Significant Difference between a Pet and a Service Animal. Definitions and Parameters of the Mentally 111 Patient and/or Student. Organizational. Vision is a Necessary Step in the Design of a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. 238 MIMMI-11W.O., Letter of Introduction December 10, 2017 Dear Superintendent/Director/Teacher, Hello, my name is Sharon Kalkoske. I am a doctoral student with Brandman University, working in the field of organizational leadership. For my dissertation, I am researching how classroom teachers of K-12 Special Education students in placements for emotional/behavioral disorders (EBD) describe the academic and social -emotional effects of a classroom service dog/specialized therapy dog with a handler on student learning and behavior. You have been identified to participate in my study as an interview participant. Participation is completely voluntary and would require you to provide informed consent at the time of the interview. No students will be interviewed and/or communicated with in any capacity. I know your time is valuable. Researching this topic has allowed me to develop an appreciation for the benefits you bring to children and the time you devote to your community. I realize that participating in this study is in addition to the myriad other responsibilities you have to your school and community constituents and I am grateful for your consideration of participation in this endeavor. Your responses will be kept confidential, along with others from the sample population, and will contribute valuable data to the growing field of service dogs/therapy dogs and their handlers who work in classrooms with students with special needs. I appreciate your time, energy, and attention to this correspondence. If you are willing to participate in the study, please respond to this email at your earliest convenience. Should you have any questions or wish to discuss the study and its purpose further, please feel free to contact me via email or by telephone. Thank you for your time, energy and devotion to supporting children and their learning. With appreciation, Sharon Kalkoske (xxx) xxx-xxxx skalkosk@brandman.edu 239 APPENDIX C Letter of Invitation to Prospective Participants RESEARCH STUDY INVITATION LETTER FOR TEACHERS OF STUDENTS WITH EMOTIONAL/BEHAVIORAL DISTURBANCE IN CLASSROOMS WITH SERVICE DOGS AND/OR HIGHLY SPECIALIZED THERAPY DUGS AND THEIR HANDLERS November 2017 Dear Prospective Study Participant: You are invited to participate in a research study conducted in New Jersey and California. The principal investigator of this study is Sharon Kalkoske, Doctoral Candidate in Brandman University's Doctor of Education in Organizational Leadership program. You were selected to participate in this study based on your role in having service dogs and/or highly specialized therapy dogs and their handlers in your classroom. Approximately 15 Special Education teachers will be enrolled in this study and your voluntary participation will take no longer than an hour. You may withdraw from the study at any time or opt not to answer specific study questions. PURPOSE: The purpose of this phenomenological study is to determine and describe the perceived academic and social -emotional effects of a classroom service/specialized therapy dog with a handler on student learning and behavior in K-12 Special Education students in emotionallbehavioral disorder placements as perceived by the teachers of those students. PROCEDURES: In participating in this research study, you agree to partake in an interview. The interview will take approximately one hour and will be audio -recorded. The interview will take place at a location of your choosing. During the interview, you will be asked a series of questions designed to allow you to share your experiences as a teacher of students with emotionalibehavioral disorders working in a classroom with service and/or highly specialized therapy dogs and their handlers. Additionally, you will be asked for demographic information in an effort to capture your background, training and experience. RISKS, INCONVENIENCES, AND DISCOMFORTS: There are no known major risks or discomforts associated with this research and the information being elicited is not 240 about specific teachers, programs or students. The session will be held at a location of your choosing to minimize inconvenience. Some interview questions will require you to reflect on your unique lived experience and/or observations which may cause minor discomfort. POTENTIAL BENEFITS: There are no personal benefits associated to being a study participant; however, sharing your experiences as a teacher of emotional/behavioral disordered students who have service dogs and/or highly specialized therapy dogs in the classroom can contribute to this study and better inform researchers, school districts/boards, and school administrators about the perceived effects, benefits and considerations of having dogs with their handlers in the classroom with students in emotional/behavioral disorder placements. ANONYMITY: Records of information you provide for this study and your personal information will not be linked in any way. It will not be possible to identify you as the person who provided any specific information for the study and any potentially identifiable information you provide will not be used. You are encouraged to ask questions in order to help you understand how this study will be performed and/or how it will affect you. You may contact the research investigator, Ms. Sharon Kalkoske, by phone at (xxx) xxx-xxx or via email skalkosk@brandman.edu. If you have any further questions or concerns about this study or your rights as a study participant, you may write or call the Office of the Executive Vice Chancellor of Academic Affairs, Brandman University, 16355 Laguna Canyon Road, Irvine, CA 92618, (949) 341-7641. Very Respectfully, Ms. Sharon Kalkoske Doctoral Candidate, Research Investigator 241 APPENDIX D Participant Communication Thu 7113, 8:44 PMKalkoske, We would be very happy to cooperate with study. Please contact the secretary to the superintendent, at your convenience to schedule a time for us to discuss and prepare the details. Best, From: XXXXX Sent: Wednesday, August 23, 2017 5:05:21 AM To: Kalkoske, Sharon Subject: Re: connect Hi Sharon, Yes, we would love to have you visit? Ironically I'm working on our therapy dog program description right now. Our school has facility dogs that are in the classroom full time so that could help you. I'm so glad the other schools are participating as well! Let me know when you're going to be in the area so we can coordinate. Oh and please call me D.:-) From: XXXXX Sent: Monday, October 2, 2017 11:10:44 AM To: Kalkoske, Sharon Subject: RE: touch base Hi Sharon, Thank you for touching base with me about the service dog programs. Keep me posted on your anticipated trip out east and we will try to coordinate a visit. 242 F.i�iii. Mon 10130, 9:44 AMSharon Kalkoske Hi Sharon, Thank you for your interest in the therapy dogs at our program. XXXX and XXXX are a great asset to our program as they help our clients tremendously. Myself and my therapy staff would be happy to answer any questions that you may have regarding how they play a role in our group therapy. Feel free to contact me when you would like to conduct the interview. 243 APPENDIX E Informed Consent Form 1► BRAN DMAN ML University :�.. Qualitative Research Informed Consent INFORNMION ABOUT: The perceived academic and social -emotional effects of classroom service dogs. specialized therapy dogs with handlers on student learning and behavior in K-12 Special Education students in emotional behavioral disorder placements as perceived by the teachers of those students. RESPONSIBLE EWESTIGATOR: Sharon Kslkoske, Rin; ?v1Ed PURPOSE OF THE STUDY: I am being asked to participate in a research study conducted by Sharon Kalkoske, RLN; Med, a doctoral student from the Brandma lUniversit , School of Education- The purpose ofthis phenomenological study is to determine and describe the perceived academic and social -emotional effects of classroom service dogs specialized therapvp- dogs -Rith handlers on student learning and behavior in K-12 Special Education students in emotional beha%ioral disorder placements as perceived by the teachers of those students - Tris study will add to the small body of literature that examines semce dogs in the classroom and the human annual bond. Specifically.. this study will in gaps in the academic and educational literature by determining if placing service dogs., specialized therapy dogs in the classroom has a positive effect on students' emotional well-being as well as their academic engagement on task and overall academic success The literature shows that an overlooked population in this area, however, are the special education students placed in classrooms far Emotional Behavioral Disorders. An investigation into the data of special education students in placements for emotionailbehati7oral problems will address gaps m research and literature in the field of utilizing service dogs+specialized therapy dogs kith handlers as an intervention in a classroom setting. This stud}• will address the gaps in the literature and the need to address both 6355 Laguna Canyon Road, Irvine, Calftrrna 92618 Phone: 949-341-9512 Fax: 949-754-1331 www.brandman.edu 244 L BRANLMl V MIL University the implementation and policy of securing a sere ice dog, specialized therapy dog p€ogram on a school site, influences leadership decision-making for school district organizati ma_ By participating in this research study, I agree to partake in an inter-iew- the interview Trill take approximately 1 hour and Mll be audio -recorded- The inter iew will take place at a location of my choosing. During the interview. I understand I %irili be asked a series of questions designed to allow me to share my experiences as a teacher of students uYth emotional -behavioral disorders working in a classroom «ith ser -,-ice and, or highly specialized therap, dogs and their handlers. Additionally, I agree to :hare demographic information describing my background, tramina and experience_ I understand that: a_ There are mi -w -mal risks or discomforts associated with this research- The session frill be held at a location ofmy choosing to mini-MiTe inconvenience- Some interview questions may cause me to reflect on my perceptions of the academic and social -emotional effects of classroom ser. -ice dogs'specialized therapy dogs xnth handlers on student learning and beha-6or in K-12 Special Education students in emotional'behaviorai disorder placements. b_ There are no major benefits to me for participation: however, sharing my experiences as a teacher of emotional,behavioral disordered students who have service dogs and. -or highly: specialized therapy dogs in the classroom can contribute to this stud}- and better inform researchers, school districts -boards, and school administrators about the perceived effects, benefits and considerations of hating dogs with their handlers in the classroom urith students in EmotionalBehavioral Disorder placements. c_ l understand I .%rill not receive money for my involvement in this study_ 5355 Laguna Canyon Road, Irvine, California 92619 Phone- 949-341-9812 Fax_ 449-754-1331 www_brandman-edu 245 BRANDMAN University d- :any. questions I have concerning my participation in this study' will addressed to Ms- Sharon Kalkoske, Doctoral Candidate at Brandman University-. I understand NIs. Kalkosk-e can be reached at skalkoslt,'brandman. edu or by phone at (764) 217 3643; or Dr. Philip Pendley j (Adl. icor) at pendley g brandman -edu. e_ Ay participation in this research study is voluntary-- I understand that I may refuse to participate or that I may withdraw from this study at any time without any negatit e consequences. I can also decide not to aum-er particular questions during the interview if i so choose_ Also, the investigator may stop the study at any time- f_ I understand that my interview will be audio-recorded, and the recording % gill not be used beyond the scope of this studl. I understand the audio recordings will be used to transcribe the inters iew.. The recordings will be available only to the researcher and the professional transcriptionist_ The audio recordings will be used to capture the interview dialogue and to ensure the accuracy of the ink-Tmation collected during the interview. -All infbrmation will be identifier -redacted and min confidentiality «nll be maintained. Once the inten-lew is transcribed, the audio, interview transcripts, and demographic questionnaire will. 1~e securely maintained by the principal investigator for a minimum of five years and f&711 Cher, be destroyed. g_ I also understand that none of my personal identifiable information will be releaaed Mthout my separate consent and that all identifiable information will be protected to the limits allowed by la-ky. If the study design or the use of the data is to be changed. I will be so informed and my consent re -obtained. I understand that if I have any questions, comments, or concerns about the study or the informed consent process, I may tivrite or call of the office of the Executive Vice Chancellor of Academic A Lirs, Brandrnan University, and 1.6355 15355 Laguna Can Von Road, imine, Califiamia 9261S Phone: 449-341-9812 Fax: 449-754-1331 www."nd►nan.edu 246 BRANDMAN University : "` Laguna Canyon Road, En-ine, CA 92618= (9-9) 341-7641 I aclmawledge that I have received a copy ofthis form and the "Research Participant's Bill of Rights.'- I have read the above and understand it and hereby voluntarily consent to the procedures(s) set forth - Signature of Participant or Responsible Part- Date Signature of Witness (if appropriate) Date Signature of Principal Investigator Date 16355 Laguna Canyon Rnad, Inane, California 92518 Phan-: 949-341-9517 Fax 949-754-1331 www_bmndman_edu 247 APPENDIX F Participant Bill of Rights L, BRANDMAN ML, ulllVeislty �RANDMAN UNIVERSITY INSTITUTIONAL REVIEW BOARD Research Participant's Bill of Rights Any person who is requested to consent to participate as a subject in an experiment. or who is requested to consent on behalf of another, has the follauing rights= 1. To be told what the study. is attempting to discover. '. To be told what will happen in the study and whether ar v of the procedures, doves or devices are different from what would be used in standard practice. 3. To be told about the risks, side effects or discomforts of the things that may happen to him.her_ 4. To be told if she can expect any benefit from participating and, if so, what the benefits might be to the participant. 5. To be told what other choices srhe has and how they may be better or worse than being in the study. 6. To be allowed to ask any questions concerning the study both before agreeing to be involved and during the course of the study- 7 tudt _ 7. To be told what sort of medical treatment is available if any complications arise_ S. To refuse to participate at all before or after the study is started without any adverse effects 9. To receive a copy of the signed and dated consent form. 1 D. To be free of pressures when considering whether she wishes to agree to be in the study. If, at any time, you have questions regarding the research stud} you should ask the researcher to answer them. You also mai; contact the Brandman University Institutional Review Board, which is concerned with the protections of volunteers in research projects. The Brandman University Institutional Review Board mai- be contacted either by telephoning the Office of Academic Affairs at (949) 341-993; or by writing to the Vice Chancellor of Academic Affairs, Brandman University, 16355 Lagmma Can -von Road in ine, CA 92.518_ 16355 Laguna canyon Road, Irvine, CaWurnia 92818 Phone: 949-3.41-9812 Fax- 949-754-1331 wavur.brandman.edu 248 APPENDIX G Interview Protocol Interview Script: [Interviewer states.] I truly appreciate you taking the time to share your story with me. To review, the purpose of this study is to examine the effects, either positive or negative, of having the service or therapy dog with the handler present in your classroom in terms of student performance, both academic and behavioral. The questions are written to elicit this information, but please feel free to share stories or experiences as appropriate throughout the interview. Additionally, I encourage you to be as honest and open as possible far purposes of research and please know that your identity will remain anonymous. As a review of our process leading up to this interview, you were invited to participate via letter and signed an informed consent form that outlined the interview process and the condition of complete anonymity for the purpose of this study. Please remember, this interview will be recorded and transcribed, and you will be provided with a copy of the complete transcripts to check far accuracy in content and meaning prior to me analyzing the data. Do you have any questions before we begin? Begin to ask interview questions] Background Questions: 1. Please share a little about yourself both personally and professionally. 2. What positions did you hold prior to serving as a teacher here at (School Name)? Content Questions: 3. What types of behaviors that require interventions do you see in the students in the classroom? 4. How would you describe the academic effects of the classroom therapy dog on student learning and behavior? 5. How would you describe the social -emotional effects of the classroom therapy dog on student learning and behavior? 6. Describe how the presence of the therapy dog with a handler affects academic engagement and time on task? 7. Describe how the presence of the therapy dog affects success rates on statewide achievement tests? 8. What are some measureable ways you have observed the therapy dog affecting student behavior? Why do you think the dog helps or hinders the students in each of these areas? 249 9. What has been the dog's effect on the frequency of emotional crises events? Have they diminished or increased? 10. Please describe any specific procedures you have used to prepare a new student in the program for the therapy dog's presence? 11. Were there any procedures that involved parents? 12. Are there rules in the classroom that apply specifically to the dog? How do you handle the situation when the rules are violated? 13. Have you observed an impact of the dog on the children's empathy—toward the dog and toward others (or peers)? 14. Have you ever observed a negative interaction between the child and the dog that concerned you? if so, please describe it. 15. Have you ever observed a particularly positive interaction between the child and the dog that you would like to share? 16. How would you describe changes in the children's attitudes toward school changed since the dog has been present in the classroom? 17. Has there been any impact on school attendance and culture? 18. Describe the administrative and logistical support needed for this program? 19. What barriers would you advise others to consider when attempting to implement this type of intervention? 20. Please share any other positive or negative impacts of having therapy dogs in the classroom that you may not have addressed in the course of my questioning. 250 APPENDIX H BLURB Approval Letter e: Thu, Jan 18, 2018 at 12 5 PM ijed: BUIRB Application Approved: Shaman KWk rAD ska IkoskC mad. brand man edu 6devar8@hran6man.edu, pendley @hra[ndrnamedu, bulrbftandman.edu Iron Ralkoske. tlationsI Your IRO application to conduct research has been approved by the Orandman Unrrersity Institutional Aeriew Ooard. P3ease keep this email for your as it will need to be included in your research append[. need to modify }Dur BUIR9 application forarry reason, please All out the "Application Modification Form' before proceeding with your research. The Modification an be found at iRe.$randmen.edu wishes far a successful completion of your study. kYou, nk Affairs ran Lkdrersity Laguna Canyon Road of the Cha prnan U nhrersity System Is an automated notiAcalion. If you have questions please email us at iuir�hrandmart.tdu. 251 APPENDIX I NIH Certificate Certificate of Completion j V� I D A The National Institutes of Health (NIH) Office of Extramural Research certifies that Sharon Kalkoske successfully completed the N!H Web -based training course "Protecting Human Research Participants". Date of completion: 0512112016. Certification Number. 2078091. 252 POLICE FOUNDATION I A DEFINI SCHOC AToolkit for California lava Enforcement: POLICING TODAY'S YOUTH lifiF�yI1I91 I With recent attention in the news, schools, administrators, and teachers have been looking to share how they evaluate school climate and student disciplinary issues. To create classrooms that foster success for students, the focus is shifting from a reliance on suspensions and expulsions to one that keeps students out of the juvenile justice system. As schools examine their policies and practices surrounding suspensions and expulsions, law enforcement executives are also examining the role of police in schools. Chiefs and Sheriffs are turning to innovative partnerships with schools, youth service providers, families, and students to redefine the roles and responsibilities of school officers and facilitate positive interactions with their agencies. This brief aims to advance discussions about the roles for police on school campuses, and haw a balanced approach regarding selection, training, and collaboration could strengthen campus safety, respectful relationships, and student success. History of School -Police Partnerships School -Police partnerships have a long history in the United States, of working together to enhance youth safety and reduce violence in schools. Programs like "Officer Friendly" date back to the 1960s. The first school-based officer program began in Flint, Michigan in 1958. The overall goal for this first program was to improve relationships between local police and youth. Officer responsibilities included teaching, counseling, and mentoring students on a full-time basis. The program in Flint was seen as successful and became a framework for other school-based officer programs. The early school -police partnerships were often very informal, having no written guidelines (Wolff & McDevitt, 2008). This is still true today; however, there has been a significant push from schools and advocacy groups to better document and define these partnerships, using memoranda of understanding (MOUS) to ensure that the roles and responsibilities of schools and police are clearly delineated. Early Programs to Bring officers Inside Schools The late 1970s and the mid 1990s brought strong growth in the number of School Resource Officers (SROs), and in programs like Drug Abuse Resistance Education (D.A.R.E.) and Gang Resistance Education and Training (G.R.E.A.T) in schools. G.R.E.A.T is an evidence -based, police -led classroom -lecture program designed to prevent delinquency, violence, and gang membership among juveniles. More information can be found at http://www.great-online.org_/. In 2007, the Bureau of Justice Statistics Law Enforcement Management and Administrative Statistics (LEMAS) reported thirty-eight percent (38%) of police departments used full-time SRO's (James & McCallion, 2013). fr i A Toolkit for CaIifomia Law Enforcement: POLICING TO DAY'S YO LITH Refining the Rale of School -Based Police Officers The original intent of using school-based officers was to have the officers serve as trainers and mentors who would teach youth about safety. However, their role gradually became more focused on crime prevention and law enforcement. In recent years, as discussions about the role of police in schools has grown more prominent, police chiefs and school administrators are looking to revisit the role of police in schools with several goals in mind: (1 ) to clearly define the role of an officer on campus, and (2) to shift the police role in schools away from enforcing school rules, and more toward being a resource for students, teachers, and parents. Police in Schools Today Sacramento Police SRO Program The Sacramento police and Sacramento unified School have partnered since 2001 to place school resource officers in middle and high schools. The department strives to improve student safety by employing best practices and creative problem solving, and bydevelopin g lasting relationships within the school district_ The main goal of the program is to provide the safest possible learning anvirun ment, relying on strong school -police partnerships.Tha Sacramento Police Department has nine SRO's in Sacramento schools, and officers are assigned based on which school needs an officer the most and whose personality would best fit each school. Las Angeles School Police Department School safety officers (SSO's) are non -armed civilian employees of the Los Angeles School Police Depart- ment (IL ASP0) that receive training and equipment to ensure a safe and effective educational environment in schools. Some SSO's may work closely with School Police Officers. ■ School Resource Officers (SROs) are sworn law enforcement officers assigned to a school on a long-term basis. The SRO is specially trained and performs three main roles! law enforcer, mentor/counsehar, and educator. ■ School Safety Officers (SSOs) are non -sworn civilians, typically with no arrest powers, employed bythe local schoalto ensure the safety, securiry, and welfare of all students, faculty, staff, and visitors. They are also responsible for preventing crime and investigating violations of school policies. ■ School Police OfficersfSPOs) are school district police officers with sworn authoniv thatwork for a specific school police [l�p:ir iins'ni San Diego Unified Police Department School police are hill -time sworn officurs with law enforcement capabilities. Their primary role is t6 maintain order and sscufity on school grounds and provide a positive learning envrronment. School police are encouraged to engage with students, teachers, staff, and the community to foster school•pofica partnerships. School police officers, as part of a school police departmenL are hired directly by the school d istricts wh are state laws determine power for arrest. Whether they are sworn officers or security officers, they are intended to serve various roles such as editcators, ori art Lo; s, community liaisons, and problain solvers. School-based officers play a vital role in the school system and can have many positive impacts on the students with wham they aria involved JlVlorgan, Salomon, Plotkin & Cohen, 2014). A Toolkit for CaIifomia Law Enforcement: POLICING TO DAY'S YO LITH As the national conversation on the role of police in schools has come into focus, the National Association of School Resource Officers (NASRO) has been advocating that school-based policing should utilize what NASRO has identified asthe 'triad' model of school resource officer responsibilities. educator, informal counselor, and law enforcement officer (NASRO, 2012). The Los Angeles Unified School District has decreased the total number of truancy tickets issued by 93.7%, reflecting the shifting law enforcement role of officers (Wantanabe, 2013). There are many different titles and definitions associated with police and security personnel assigned to schools. Depending on the city or county construct, school -police partnerships and, specifically, the role of officers in schools can have many different models. Depending on the jurisdiction, officers are assigned to schools in a variety of ways, and with different titles and roles. Given this, for the purposes ofthis issue briefwe will referto officers (regardless oftitle) as school-based officers. What is the Role of the Officer in a School? Officers in school systems have diverse roles. School-based officers' assignments in schools may vary depending on the school district, but there are common responsibilities such as mentoring, teaching, creating partnerships, building relationships, and ensuring school safety. Time spent at the school also varies — hours assigned can be full-time, part-time, or on an on-call basis only. Officers often play a blended role in schools, depending on the unique characteristics of the school. The most importantthings for school-based officers to know are what their role is and how to best engage with students, parents, administrators, teachers, and staff while on campus. TEACHER COUNSELOR ENFORCER The most common representation of qualities and functions of school-based officer are: Edurator and Mentor In many jurisdictions, officers not only patrol the halls and the campus complex, but also work in classrooms as instructors on topics that relate to policing. Topics can include: Vii Policing as a career, Criminal investigation, Alcohol and drug awareness, Gangs (G.R.E.A.T), Crime prevention, Conflict resolution /Restorative Justice and, Motor vehicle safety. r _ Many officers also become mentors to youth in schools and develop positive relationships with students and their families. Many officers notice youth who seem at risk or vulnerable, and recognize that taking on a mentoring role can be invaluable — particularly if a youth needs assistance or does not have structure or stability in his/her home life. Being a mentor allows officers on campus to build relationships with these individuals and to help guide them through the personal, educational, and social pressures and stresses that are part of being an adolescent (California Commission on Peace Officer Standards and Training, 2001). 3 A Toolkit for CaIifomia Law Enforcement: POLICING TO DAY'S YOUTH Refining the Role of School -Based Police Officers Community Liaison and Problem Solver One of the first things an officer may do when new to the school environment is become familiar with the key community resources available to them. These could include: Mental health services, Substance abuse assessment and treatment providers, Child protective services, Shelters, Domestic violence services, and Family counseling agencies. When issues from the community follow students to the classroom and the school campus, officers on site can be a resource for school administrators and teachers by problem -solving and helping to figure out how to address issues. Protector and Enforcer While on campus, officers are responsible for public safety within the established school boundaries, which they perform by: Serving as liaisons between the school, police, and the surrounding community; Ensuring the campus is safe from intruders; Providing information to students and school personnel about law enforcement matters; Assuming primary responsibility for handling calls for service from the school and in coordinating the response of other police resources; Addressing crime, monitoring/subduing gangs and drug-related activities occurring in or around school property; Serving as hail monitors, truancy enforcers, crossing guards; and, Responding to off -campus criminal activity involving students. Ideally, each officer in a school setting would have the expertise and experience to respond to a range of issues while on campus, and to be a positive resource to school administrators, teachers, students, and parents. Clearly Defining Roles of School -Based Officers, Schaal Administrators and Teachers: Written Agreements. An agreement clearly delineating roles and responsibilities serves the dual goals of maintaining safe campuses while treating students with respect and prioritizing their individual educational needs. A helpful guide to school discipline Issues and approaches to school -police partnerships is The School Discipline Consensus Report published in 2013 by The Justice Center of The Council of State Governments. (Morgan, E., Salomon, N., Plotkin, M., and Cohen, R., The School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School and Out of the Juvenile Justice System, New York: The Council of State Governments Justice Center, 2014). This in-depth report provides examples of key elements of school -police agreements. Defining the partnership includes determining when and how to involve officers in incidents occurring at school; deciding who will hire, train, supervise, and evaluate officers; and addressing information sharing and A Toolkit for CaIifomia Law Enforcement: POLICING TO DAY'S YO LITH Defining the Role of School -Based Police Officers legal issues including searches of students. One way to define partnerships is through Memoranda of Understanding (MOUs). MOUs are legal documents that outline the terms and conditions of an agreement between two parties, including the requirements and responsibilities for each parry. To view an example of a police - school MOU see Appendix: 1. For general background on MOUs between police departments and schools, see: Office of Community Oriented Policing Services, September 2013, Memorandum of Understanding for FY2013 School -Based Partnerships at cops.usdoo.gov/pdf/2013 MDU-FactSheet v2 091513.pdf. Recruitment and Selection for School -Based Officers Officer recruitment and selection is amongthe first considerations of law enforcement executives when entering into a school -police partnership or when re-evaluating their current officer assignments and/or school-based officer programs. Like other specialized units within police departments, officers being recruited to work with youth should be part of a formal application process, which includes an interview with both police and school personnel, a review of previous assignments, and subsequent assignment processing. Law enforcement executives, school leaders, and other stakeholders should worktogetherto establish the criteria for finding the best school-based officer. Through an examination of the current literature, and existing successful school -police partnerships the Police Foundation believes the core qualities that every Schaal -based officer should have include: Demonstrated ability to teach and engage with youth, such as past coaching or mentoring experience; Excellent communication and interpersonal skills and interpersonal skills coupled with an understanding of teen use of social media; A positive attitude; Previous experience as a patrol officer; Ability to work independently; Ability to work effectively as part of a team of youth -serving professionals; Willingness to develop partnerships with students, parents, families, community organizations, and school administrators; Recognition that student success is the primary outcome sought; Knowledge of school-based legal issues; Knowledge of school and social service resources; Understanding of child development and psychology; Understanding of crime prevention through environmental design (CPTED); and Knowledge of school safety technology and implementation s (Raymond, 2010; Finn et al., 2013) A Toolkit for CaIifomia Law Enforcement: POLICING TO DAY'S YOUTH Defining the Role of School -Based Police Officers Furthermore, officers should not be involuntarily assigned to schools or to a school-based officer unit; rather, volunteers should be solicited for the position. By soliciting volunteers, there will be a higher likelihood of engaging officers who want to work with youth and in a school setting. Departments should post the assignment using more than one method (e-mail, mail, bulletin boards, etc.) to ensure that the entire department has access, so that those who are interested and eligible can compete for this assignment. Because finding the right person to work in schools is so critical, the recruitment and selection of school-based officers should be a joint effort between police executives, the school leadership, and community partners. Given the importance of police in schools, having a community process for selecting the officers increases transparency and builds trust, fostering communities and families who are more likely to stand behind their school-based officer.' Once officers apply and are selected for interviews, engaging school administrators in selecting school officers is important because they are most familiar with the youth, families, and schools' inner workings and can bring important context to the selection process.' Training the School -Based Officer Given the complex issues that teachers and school administrators face with their student populations, ranging from special education needs, physical and mental health issues, and child welfare, to name a few, it is important that law enforcement officers who are assigned to schools also receive specialized training. Law enforcement agencies should, as part of their school -police partnership, identify and make specialized training available to those officers assigned to schools. This training can be done through the state Peace Officers Standards and Training (POST), or at the local academy level. The National Association of School Resource Officers (NASRO) offers many courses for school-based officers. Two classes to consider are: (1) Basic SRO Course, for officers with two years or less of experience who are working in an educational environment. This forty -hour course teaches officers how to effectively work as a school resource officer by teaching three main things: how to function as a police officer in the school setting; how to be a resource and problem solver; and how to develop teaching skills. Information on the course can be found at https:Hnasro.org/basic-sro-course!. (2) Advanced SRO Course, for officers already working in an educational environment. It is a twenty -four-hour block of instruction, and builds an officer's knowledge and skills as a law enforcement officer, informal counselor, and educator. Information ontha course can befound athttps-//nasro.orgladvanced-sro-course!. Trainign should focus on key issues like: Child and adolescent development, with an emphasis on the impact of trauma on student behavior, health, and learning; Subconscious (or implicit) bias (that all people experience) that can disproportionately impact youth of color and youth with disabilities or mental health issues; Crisis intervention for youth; Alternatives to detention and incarceration, such as peer courts, restorative justice, etc.; and Legal issues like spacial protections far learning -disabled students. By providing specialized training, officers will be better equipped to engage with youth. As part of the school - police partnership, chief executives from law enforcement and schools should consider providing cross - training for officers and teachers on subjects like the roles of teachers and officers, enforcement of school rules, child development (including identifying and addressing trauma I mental health issues), and classroom management and conflict resolution strategies. A Toolkit for CaIifomia Law Enforcement: POLICING TODAY'S YOUTH The National Center for Mental Health and Juvenile Justice provides many specific trainings. Two examples relevant to school-based officers are: Mental Health Training Curriculum for Juvenile Justice Professionals: The Mental Health Training Curriculum for Juvenile Justice (MHTC-JJ) provides juvenile justice staff with basic information about adolescent development, mental health disorders commonly seen within the juvenile justice system, effective treatment services for youth, and the important role of family. Specialized Youth Training for CIT Officers: Crisis Intervention specialized training can provide invaluable cross -training experience for officers. The Crisis Intervention Teams for Youth (CIT-Y)training instructs officers certified in the 40 -hour CIT program on how to expand their skills to address the unique needs of adolescents with mental health issues. It covers important topics such as adolescent development, common psychiatric disorders among youth, crisis response techniques, and community options for youth. More specialized training options can be explored at: http://www.ncmhjj.com/services/trainings/ The National Alliance on Mental Illness (NAMI) offers a manual to aid in the development of better police - youth interactions. Their CIT for Youth manual provides specialized step-by-step instructions for implementing a Crisis Intervention program in your community. The manual covers ways to build community partnerships, asset mapping, planning and coordination, youth training, and addresses measuring effectiveness and maintaining sustainability. View the manual at http:/Iwww.nami.org/getattachmentlLaw- Enforcement-a nd-Mental-H ea Ith/What-Is-C IT/C IT-for-Youth/Responding-to-Youth-with-Mental-Health- Needs�NAMl.pdf. Policing the Teen Brain in School, and training by Strategies for Youth, address issues including child and youth development, legal issues about information sharing, and issues related to special protections for children with emotional behavioral disabilities. For more information on Strategies for Youth, see www.strategiesforyouth.org. Oversight and Transparency Itis importantto growtrustthrough proper oversight and transparency of school-based officers' performance. For example, a community board that includes parents, youth advocates, and social service providers can regularly review all school-based incidents leading to law enforcement intervention (while maintaining confidentiality of individual students) to ensure that student treatment is fair and equal. School-based arrest and related data, broken down by gender, age, race, and other factors, could be analyzed by such a community board on a regular basis to ensure that school-based officers' actions are in line with school community values, and that students are only being referred to law enforcement for serious acts posing safety threats to the school community. In this way, school-based officers will build greater trust and become more effective mentors, educators, and protectors of public safety. Conclusion As explored in the Teen Brain Youth Brief, officers should understand that juveniles and adults interpret and react to situations, social clues, and interpersonal communications differently (Thurau & Bostic, 2012). School-based officers can provide youth with caring, skilled adults that they can trust, and make effective referrals to youth serving organizations or specialists to address students' individual needs. School-based officers will be mast effective if the individuals selected for this important position have a commitment to understanding individual student needs, and are trained on relevant youth development, legal, and educational Issues. For more information about advancing the partnership between police, youth, and communities, please see the other Issue briefs in this series. 7 A Toolkit for CaIifomia Law Enforcement: POLICING TO DAY'S YOUTH References Bahney, A., Daugirda, R., Firman, J., Kurash, A., & Rhudy, K. (2014, July). Law Enforcement's leadership role in juvenile justice reform: Actionable recommendations for practice and policy. International Association of Chiefs of Police. California Commission on Peace Officer Standards and Training (2001). School resource officer standardized core course curricula. Retrieved from http://lib.post.ca.gov/Publications/60700295.pdf. Ferriss, S. (2012,.June). L.A. school police, district agrees to rethink court citation of students. The Center for Public Integrity. Retrieved from http://www.publicintegritV.orq . Finn, P., Shively, M., McDevitt, J., Lassiter, W., & Rich, T. (2005). Comparison of program activities and lessons learned among 19 School Resource Officer (SRO) programs. (NCJ-209272). Washington, DC: U.S. Department of Justice. Finn, P., Townsend, M., Shively, M., & Rich, T. (2013). A Guide to Developing, Maintaining, and Succeeding With Your School Resource Officer Program. U.S. Department of Justice, Office of Community Oriented Policing Services. James, N., & McCallion, G. (2013). School resource officers: Law enforcement officers in schools. (CRS Report No. R43126). Retrieved from Congressional Research Service https://www.fas.org/sgp/crs/misc/R43126.pdf. Kyritsis, Greg (2015, January). Senior Law Enforcement Consultant, CA Commission on Peace Officer Standards and Training (POST), Sacramento, CA. POST Career Pipeline Concept. https://www.post.ca.gov/ addressing-recruitment-challenges.aspx. Myers, P. (1972). Police in the schools: two troubled institutions meet. City, January -February: 27-31. Morgan, E., Salomon, N., Plotkin, M. & Cohen, R. (2014). The school discipline consensus report: Strategies from the field to keep students engaged in school and out of the juvenile justice system. U.S. Department of Education and Justice, The Council of State Governments. National Association of School Resource Officers. (2012). To protect & educate: The school resource officer and the prevention of violence in schools. Retrieved from https:llnasro.orgl• Raymond, B. (2010). Assigning Police Officers to Schools. Washington, DC: U.S. Department of Justice Office of Community Oriented Policing Services. Thurau, L., & Bostic, J. (2012). The need for development competence for adults working with youth. Retrieved from htt : outhtoda .or 201 01 the-need-for-devela mental-com etence-for-adults-workin -with- outh . Watanabe, T (2013, November). LAUSD issuing far fewer truancy tickets, report says. Los Angeles Times. Retrieved from http://www.latimes.coml. Wolff, R., & McDevitt, J. (2008). School/Police Partnerships: Best practices and lessons learned. Washington, D.C.: Bureau of Justice Assistance, Office of Justice Programs. A Toolkit for CaIifomia Law Enforcement: POLICING TODAY'S YOUTH About the Project The Police Foundation, with funding from the California Endowment and with the supportof the California State Sheriffs' Association and the California Police Chiefs Association, has developed this series of issue briefs to address various components of a successful Police -Youth -Family -Community Partnership. These briefs are designed for California law enforcement leaders with a tool -kit that helps advance strategies around youth engagement. Other briefs in this series cover topics including the teen brain and establishig a career pipeline. About the Police Foundation The Police Foundation is a national, non-profit, bipartisan organization that, consistent with its commitment to improve policing, has been on the cutting edge of police innovation for over 40 years. The Police Foundation's work is informed by available evidence and aims to increase public safety and strengthen communities. The professional staff at the Police Foundation works closely with law enforcement, judges, prosecutors, defense attorneys, victim advocates, and community-based organizations in order to develop research, comprehensive reports, policy briefs, model policies, and innovative programs that will continue to support the work of law enforcement personnel as it relates to increasing strong community -police partnerships. http://vvww.p o l i o efo u n d ati on.o rg About the California Endowment The California Endowmentis a private, statewide health foundation with a mission to expand access to affordable, quality health care for underserved individuals and communities, and to promote fundamental improvements in the health status of all Californians. Health Happens Here is the core of our work. It challenges us to think about people's health beyond the doctor's office and beyond the good vs. bad choices people make. In reality, our health happens where we live, learn, work and play—in neighborhoods, schools, and with prevention. http://www.calendow.org/our-sLond About the California Police Chiefs Association Established in 1966, the California Police Chiefs Association is an organization that represents municipal law enforcement agencies in California. The State has been divided into 16 regions and the police chief representative from those areas is also a member of the Board. Each regional representative acts as the official liaison between the Association and Police Chiefs in the local area regarding issues related to the law enforcement community and the administration of municipal police agencies. The California Police Chiefs Association is an influential participant in the State of California's legislative process. The Association stretches throughout the state and its membership is comprised of many well respected and nationally recognized Police Chiefs. The objectives of the association are to promote and advance the science and art of police administration and crime prevention; and to develop and disseminate professional administrative practices, and to promote their use in the police profession; to foster police cooperation and the exchange of information and experience throughout the State; to bring about recruitment and training of qualified persons in the police profession; to encourage the adherence of all police officers to high professional standards of conduct in strict compliance with the Law Enforcement Officer's Code of Ethics. 9 A Toolkit for CaIifomia Law Enforcement: POLICING TODAY'S YOUTH The California Police Chiefs Association committees offer involvement in working with peers to assess current issues in law enforcement and develop solutions, ideas and projects in response to those issues. The California Police Chiefs Association committees are active in developing publications, sample policies and guidelines which serve to assist members in their jobs. Standing committees of the Association include: Training, Standards & Ethics, Law & Legislation, Nominations & Past Presidents, Associate Member, Small Agency, Large Agency, Technology, Communication/Membership, and Retired Members. As contemporary issues are identified, ad hoc committees are established to provide guidance to the Association and its membership. The political environment mandates that The California Police Chiefs Association speak on behalf of police leadership and for the law enforcement community in California. The California Police Chiefs Association provides the opportunity for a voice in the legislature by influencing public safety legislation through The California Police Chiefs Association Government Relations Program. The California Police Chiefs Association Annual Conference provides the opportunity to participate in educational session, listen to keynote speakers on issues related to the administration of law enforcement agencies and the industry, and interact and network with other municipal chiefs of police. http:llwww. c a I if rnia poli c e c h i efs.o rgli ntrod u ctio n About the California State Sheriff's Association California State Sheriffs' Association (CSSA) is a nonprofit professional organization comprised of the 58 sheriffs along with thousands of law-abiding citizens throughout the state. The association was formed in 1894 for the purpose of giving California sheriffs a single effective voice. It was also formed for the purpose of sharing information and providing assistance to sheriffs and departmental personnel, thus enabling them to improve the delivery of law enforcement services to the citizens of this State. Every sheriff works diligently with fellow sheriffs through CSSA to improve the profession and to elevate the law enforcement system through cooperation with other law enforcement agencies. As the sheriffs are constitutionally elected officials, the California legislature regulates their duties and responsibilities. The sheriffs serve as upholders for your public safety needs. CSSA functions as a legislative watchdog for the county sheriff and sheriff's personnel as well as for citizens on professional and law enforcement issues. The California State Sheriff's Association's mission is to supportthe role of sheriff as the chief law enforcement officer in each California County and to speak as a collective voice on matters of public safety. http s://www. c a l she riff s. org/a b out- us. h tm l 10 A Toolkit for CaIifomia Law Enforcement: POLICING TO DAY'S YO LITH Refining the Rale of School -Based Police Officers Acknowledgements The development of these issue briefs was led by Police Foundation Senior Policy Analyst Mora L. Fielder and Project Associate Mary Sigler. Also contributing were Police Foundation Vice President Blake Norton and Director of Programs Jennifer Zeunik. We appreciate the support and guidance from the following people: Barbara Raymond, Program Director, The California Endowment Barrie Becker, J.D., State Director and Special Projects Director for Fight Crime: Invest in Kids California, California Council for a Strong America Chief Sam Somers, Sacramento Police Department Mo Canady, Executive Director, National Association of School Resource Officers (NASRO) Nina Salomon, Senior Policy Analyst, CSG Justice Center Lisa Thurau, Executive Director, Strategies for Youth Leslie McGill, Executive Director, California Police Chiefs Association Carmen Green, Executive Director, California State Sheriffs" Association We also appreciate the the City of Oakland and the City of Pasadena for providing sample Memoranda of Understanding for inclusion in this brief. health Q happens here Calendow.org r r• C POLICE FOUNDATION m inA Toolkit for California Law Enforcement: PDLICING TODAY'S YOUTH Willing die hole of -86001 -based Police Officers Appendix 1: Example Memoranda of Understanding (MOUs) Example 3: City of Oakland, California, Page 1 Board Office llse: Legislative File Info. File ID Number 141489 8/1312014 OAKLAND UNIFIED introduction Date_ Enactment Number SCHOOL DISTRICT Enactment Date Community schools, Thriving Students Memo To Board of Education From Su peri ntendent Chief of Police, OSPD Board Meeting Date August 13, 2014 Subject Memorandum of Understanding — City of Oakland — School safety Officers ("COPS Grant") Program Action Requested Approval by the Board of Education of a Memorandum of Understanding ("MOU'l between the District and the Qty of Oakland regarding Oakland Police Department ("DAD"} officers assigned to certain District schools pursuant to OPD's federally funded School Safety Officer program, Background In September 2011, OPD was awarded money under the COPS grant to fund 25 OPD officers over a three year period. OPD established its School Safety Officer Program pursuant to the COPS grant, which began operations in August 2012. Since that time OPD officers in that program have been assigned to and working in and around certain District middle and high schools without any formal agreement between the District and the Crty. The D'istrict's Legal and Police department worked collaboratively with ACLU, Black Organizing Project and Public Counsel, as well as the City Attorneys Office, to arrive at the MOU. Discussion Approval by the Board of Education of an MOU between the District and the City of Oakland regarding OPD officers assigned to certain District schools pursuant to OPD's federally -funded School Safety Officer Program for a three (3) year period from the date of full execution of the MOU. Recommendation Approval by the Board of Education of the MOU between the District and the City of Oakland regarding DPD officers assigned to certain District schools pursuant to OPD's federally -funded School Safety Officer Program. Fiscal Impact done. www.0usd-k12-C8.u5 12 inA Toolkit for California Law Enforcement: PDLICING TODAY'S YOUTH Uefilring die hole of -86001 -based Police Officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 3: City of Oakland, California, Page 2 OAKLAND UNIFIED SCHOOL DISTRICT Community Schnn)s, Thnvincq Students Aftchments . Memorandum of Understanding between the District and the City of Oakland regarding Oakland Police Department officers assigned to Certain District schools pursuant to OPD's federally -funded School Safety Officer Program. www.ousdAl2.ca.us 13 MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH llefining the Bole of Schaal -based Police Officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 3: City of Oakland, California, Page 3 MEMORANDUM OF UNDERSTANDING BETWEEN THE OAKLAND UNIFIED SCHOOL DISTRICT AND THE CITY OF OAKLAND IN REGARDS TO THE SCHOOL SAFETY OFFICER PROGRAM This Memorandum of Understanding ("MOO") is entered by and between the City of Oakland ("City') and the Oakland Unified School District ("OUSD"). RECITALS In September 2011, the Oakland Police Department ("OPD") was awarded U.S. Department of Justice. Office of Community -Oriented Policing Services grant money, specifically a COPS Hiring Program grant ("COPS grant money') in the amount of $10,739,575 to fund 25 OPD officers over a Ihme year period. Due to the time required to hire officers. OPD was not able to commence the program until August of 2012. As a result, OPD will be applying for an extension of the C=OPS grant money award period until September 2014 and anticipates that such an extension will be awarded. This MOU shall establish and define the relationship between the City and OUSD with respect to the implernentatimi of OPD's School Safety Officer Program, created pursuant to the LOPS grant money. Specifically, this MOU sets fonh the agreed-upon working relationship between the City and OUSD seeking to achieve four specific goals in furtherance of OPD*s School Safety Officer Program in respect to six specific OUSD schools. These goals are: (1) to reduce andlor eliminate child irfficking, (2) to reduce and/or eliminate student truancy: (3) to provide students safe passage to and from school; and (4) to provide mentoring services to students. OUSD has entered into an Agreement to Resolve with the U.S. Department of Education, Office for Civil Rights (see OCR Lase No. 09I25001 and OUSD-OCR Agreement to Resolve related thereto), which requires OUSD to, among other things, reduce disproportionate minority suspensiotts and expulsions for school -related offenses. OUST] is committed to reducing student contact with the criminal justice system and aciively supports restorative justice and community policing models. DEFIMTIONS I . "Calls for service" refers to calls made to OPD dispatch concerning criminal incidents or other public safety matters. 2. "Designated school" refers to any of the six enumerated OUSD schools where OPD has implemented its School Safety Officer Program. These schools are: (1) Roosevelt Middle School, (2) Coliseum College Prep Academy and Roots lntemational Academy (located on the former Haveuscourt Middle School campus), (3) Flinhurst Community Preparatory School, (4) Frick Middle School, (5) Parker Elemenlary and (b) Bunche Academy. 1053444 14 MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH llefining the Bole of Schaal -based Police Officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 3: City of Oakland, California, Page 4 CITY OF OAKLAND -OAKLAND UNIFIED SCIrOOI_ DISTRICT MOU RT OPD COPS GRANT OFFICERS PROGRAM 3. The phrases "designated school site" or "school site" are deftned as the property upon which the school is located. 4. The phrase "school -related offenses" is defined as an offense occurring or originating on an OUSD school site during school hours. S. "School hours" refers to the hours of R a.m. through 4 p.m. during the school year and, where applicable. the summer school se.Rsion. C+. "Directory information" is defined as information contained in an education record of a student that would not generuliy be considered harniful or an invasion of privacy if disclosed (e.g., name, address, telephone number, electronic mail address, photograph, date and place of birth, dales of attcndance, most recent previous school auendcd, and the other information defined as directory information in OUST) Administrative Rcegulation 5125.1). 7. Unlcss specifically provided otherwise, "students" rcfcrs to students enrolled in OUSD who are allcnding the six designated schools where OPD has implemented its School Safety Officer Program. 8. "Mentor OfiSccr" means a City of Oakland peace officer ("COPS Grant Officer") who has entered into a forinal mentor-mentee relationship with a student atter receiving written permission from the student's parent(s) or guardian(s), as more fully described below in Section 5. AGUI;MENT 1. EFFECTIVE DATE OF THE AGREEMENT This MOU shall become effective when it is approved and executed by the Oakland City Administrator, Oakland Chief of Police and the OUSD's Board of Education. 2. TERN OF THE AGREEMENT This MOU shall remain in effect for 3 years from the date of full execution. However, the MOU shall terminate if and when the COPS grant money funding source for OPD's School Safety Officer Program ceases. The terms of MOU may be modified or amended at any time by written agreement of all signatories to the MOU. The City or OUSD may tetrninate this agreement, with or without cause, upon 45 days written notice to the other. If the MOU is terminated, OPD shall no longer assign police officers to the "designated schools" as provided under this MOU. The termination of this MOU does not aflect OPD's statutory law enforcement authority, nor OPD's ability to police everywhere within the City, 3. PROGRAM AND PROGRAM COORDINATION OPD will coordinate the School Safety Officer Program with the OUSD (hereinafter ,COPS Grant Officers Program). This program currently consists of 25 COPS Grant Officers who arc assigned to the designated schools to provide mentoring to students; to establish "safety zones" around each of the designated schools where COPS Grant Officers will focus on crimes 15 MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH llefining the Bole of Schaal -based Police Officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 3: City of Oakland, California, Page 5 CITY OF OAKLANDOAKLAND UNIFIED SCHOOL DISTRICT MOO RF OPD COPS GRAM' OFFICERS PROGRAM involving human trafficking and violence associated with gangs, narcotics, and guns: and to address student truancy ("COPS Grant Officers Program Goals"). OPD will maintain a dedicated position for a Coordinator of the COPS Grant Officers who shall hold a rank of Lieutenant or higher. The FOPS Grant Officers Coordinator shall be responsible for the planning. budgeting, management and agency leadership for the COPS Grant Officers Program; provide program monitoring and assistance with problem solving; and will handle coordination hetween the OPD, Oakland Schools Police Department ("OSPD"), OUSD, designated school site administrators and COPS Grant Officers. The COPS Grant Ofiicets Coordinator will act as the liaison with OSPD and OUSD to meet the COPS Grattl Officers Program Goals and to help maintain a line of communication between the designated schools and OPD. The COPS Grant Officers Coordinator will maintain a list of die COPS Granit Officers, including their telephone numbers, badge numbers, their assignments by school, and their work schedule. and provide that list, as well as any updates, to OPD's Chief of Police on a quarterly basis, or more frequently if assignments of COPS Grant Officers change. OUSD will designate a space at each of the designated schools where COPS Granit Officers may use their laptops and mobile phones and may meet with students, staff, and parents of a designated school. Each COPS Grant Officer shall maintain a log of hislter meetings with any student andtor parent, which log shall set forth tic COPS Grant Officer's name; designated school's name; date and time of the meeting: the namc(s) of the students) andtor parentis) with whom helshc met; and the purpose and outcome of the meeting (unless this specific disclosure is otherwise prohibited by law) ("COPS Grant Officers log"). 4. COPS GRANT MENTOR OFFICERS — LIMITER ARRESTS OR CITATIONS OF STUDENTS The primary role of COPS grant officers is to maintain safe passages for students going to and coming from school. To the greatest extent possible and absent exigent circumstances, COPS grant Mentor Officers will refer the arrest or citation of students to other COPS Grant Officers, OPD officers or OSPD officers. Primary responsibility for addressing student discipline remains with the school as further discussed in paragraphs 14 and l5 licreim 5. PARTICIPATION BY STUDENTS IN COPS GRANT -RELATED MENTORING For any formal on -campus or off -campus mentor-mentee relationships between students and Mentor Officers. no student shall be selected to participate as a mentee in Ila COPS program without the express written permission of the student's parent/guardian. The parentiguardian shall he provided written notice of the request to participate in the program. which nooce shall note that the COPS Grant Mentor Officer is a sworn OPD police officer with a duty to uphold the law. 16 MEA Tanikil for California Law Enforcement: POLICING TODAY'S YOUTH llefining the Bole of Schaal -based Police Officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 3: City of Oakland, California, Page h CITY OF OAKLAND-OAKI.ANT) UNIFIED SCHOOL DISTRICT MAL' RE OPD COPS GRANT OFFICERS PROGRAM 6. CONFIDENTIALITY AND 111iFORMA"ON EXCHANGE The principal of each designated school site shall make a determination as to if and when to seek a COPS Grunt officers assistance in addressing a truant student situation. If the designated school does seek a COPS Grant Officer's assistance, the COPS Grant Officer shall only be provided the student's home contact information and that the student is truant, as consistent with state law, under OUSD policy, The COPS Grant Officer shall retain in written form in the COPS Grant Officers I-Atg a record of the name and contact information of the referred student, as well as the name and position of the OUSD employees) that referred a particular student to the COPS Grana Officer because of truancy issues. The OPD and OPD's COPS Grant Officers, agents, personnel, employ"(s). andlor subcontractor(s) shall maintain the confidentiality of the information received in the course of performing the services pursuant to this MOU, which information is limited to a student's directory infimmation (including a student's home contact infonnaiion) and that the student is truant if necessary to support matey abatement (as provided in the preceding paragraph). OPD and OPD's COPS Grant Officers, agents, personnel, cntployee(s), and/or subconiracior(s) shall maintain such information and records in accordance with all applicable federal and state laws and regulations and agree that information and records relating to individual pupils provided by the OUSD are subject to the Family Educational Rights and Privacy Act ("Ft RPA"). Such information and records shall be confidential to the extent required by r'ERPA, 241 U.S.C. § 1232g, 34 C.F.R. Part 99; and California Education Code §§ 49064, ct seq.; and other stale and federal law. Each party hereby provides satisfactory assurances to the other party that confidential education information will be appropriately safeguarded through the execution of this MOU. This requircrttcnt Io maintain confidentiality shall extend beyond the termination of this Agrccmem. OPD and COPS Grant Officers will be permitted access to student data only where permissible understate and federal law and as set forth in this MOU. 7. REPORTS OPD will provide the OSPD Chief of Police and the OUSD Board of Educal ion (or its designee) with a written report twice a year (on July I and December 3 i of each year) regarding the: (A) Designated school site crime incidents reported ro, or tsbscrvcd by, {APS Grant Officers /OPD, disaggregated by school site, ofTcnse, age, race, ethnicity, gender, and whether the encounter was the result of a call -for service, a consensual contact, an on -viewed crime or other. (B) Number of arrests of students made by COPS Grant Officers /OPD at a designated school site: i. By COPS Grant Officers /OPD on OVSD designated school sites for school related offenses. it. By COPS Grant Officers /OPD on OUSD designated school sites for non -school related offenses. Such data shall be disaggregated by designated sclwol site, offense, age. race, ethnicity, and gender, with information about the disposition of the matter. Norc_ 4 17 MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH llefining the Bole of Schaal -based Police Officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 3: City of Oakland, California, Page T CITY OF OAKLAND -OAKLAND UNIFIED SCHOOL DISTRICT MOU RE OPD COPS GRANT OFFICERS PROGRAM When making arrests of students on OUSD school sines, COPS Grant Officers shall consider those factors set forth in Section 14 of this MOU. (C) Truancy: (I) The number of home visits conducted by COPS Grant Officers, (2) a gcnernl description of the police action taken regarding the home visits; and (3) other relevant information concerning COPS Grant Officer's action in "truancy abatement" efforts, including the number of students cited or referred to the Truancy Court, or other Juvenile Court that adjudicates truancy cases, if the Truancy Court is abolished, rather than being returned to school or referred to another diversion or support program. (D) ComplainWGrievances: The number of complaint0gricvances against COPS Grant Officers_ All complaint_e against POPS Grant Officers shall be handled according to OPD policy and procedure, and as dictated by the Court's orders in Delphi►te Allem r. Clrtp aj Oakland. USDC Action No. COO -4599 TEH. A€I said complaints received by OUSD shall be forwarded to the individual COPS Gram Officers supervisor and(or directly to OPD Internal Affairs. (E) Referrals. Number of referrals of students front school sites to wellness centers, medical facilities, tutors, mentors or other resources in lieu of arrest or citation. (F) Child Prolective Services: Numbcr of referrals of students on school sites made to Child Protective Services. (G) Full and cornplcte copies of the COPS Grant Officers Logs. The OSPD Chief of Police or designee, will in turn provide the OUSD Board of Education with a written report twice a year (in January and July. or as soon as reasonably possible thereafter) regarding (1) the disabilities, if any, of each student referred to in OPD's written report as contemplated above once OPD's report is received by the OSPD Chief of Police and (2) the impact of the COPS Grant program, whether adverse or positive, according to the statistical information received, on OUSD's efforts to reduce disproportionate minority contact with police and the juvenile justice system, as well as to reduce the rate of school-bascd arrests and citations while maintaining a safe school climate. To the extent that the OSPD report relics upon OPD's written report, the OSPD report shall take into consideration whether the police contact was initiated as a call -for -service, a consensual encounter or an on -viewed crime. 8. HIRING AND ASSIGNMENT The authority for selection, training, equipping, assignment, supervision, duties and permanent or temporary reassignment of COPS Grant Officers will remain solely with the City of Oakland's Chief of Police. L7:dt7 Y:7►:ir11111life] IIlT+1] OPD will continue to use its transfer list practice for the COPS Grant Officers testing process. OPD is open to having OUSD participate in this process however the ultimate selection and assignment of COPS Grant Officer remains within the sole discretion of OPD's Chief of Police or his designee. 18 MEA Toolkil for California Law Enforcement: POLICING TODAY'S YOUTH llefining the Bole of Schaal -based Police Officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 3: City of Oakland, California, Page 8 CRY OF OAKLAND -OAKLAND UNIFIED SCHOOL DISTRICT MOU RE OPD COPS GRANT OFFICERS PROGRAM In the event OVSD's Superintendent determines that a specific COPS Grant Oflicer assigned to a designated school is not able to fulfill the requirements of this MOI. the Parties agree to meet to discuss the reassignment of such officer, however ultimate selection and assignment or reassignment remains within the sole discretion of OPD's Chief of Policc or his designee. 10. COORDINATION BETWEEN COPS GRANT OFFICERS COORDINATOR, COPS GRANT OFFICERS AND SCHOOLS (A) WEGrant Officers Cuordittator OUSD will coordinate a meeting with OUSD staff where OPD will provide a briefing on the prognun goals and expectations. OUSD will be responsible for designating which OUSD staff' must attend these briefings. The COPS Grant Officers Coordinator will meet with each designated school site principal on em as -needed basis when any issue arises that needs to be addressed. The COPS Gran(Officers Coordinator and designated school site principals) should schedule a meeting, if possible. prior to the start of each school year to review school and OVSD expectations, requirements and operational procedures. !luring the second semester of each school year. a meeting should be held between the COPS Grant Officers Coordinator and each of the designated school site principals to address the COPS Grant Officers Program, including (1) an evaluation of COPS Grant Officers' performance at the site and (2) identification and possible resolution of any developing COPS Grant Officers.rclated concerns. (B) COPS Grant OffirerE With a goal of improving school security and student safety. COPS Grant Officers shall men at least one time per month with their designated school site principal to exchange information about current crime trends, problem areas, emerging youth gangs or other issues of concern which have potential for disruption in the school or within the community, and to stnitegiae on how to improve school safety_ At such lime, if COPS Grant Officers have engaged in proactive and preventative stra(egies with youth. such as providing andlor connecting them with community-based resources, mentors, or tutors, this should also be discussed. 1111. COOPMTION WITH OUSD STAFF A COPS Grant Officer, like all other OPD police officers, is a sworn member of the OPD assigned to provide time law enforcement expertise and resources to assist designated school site staff in maintaining safety within and around their designated school(s). Although the COPS Grant Ofricer and other police officers are supervised by OPD, and not the OUM the COPS Grant Officers and any outer police officers working with or interacting with a school in OUSD shall take reasonahk steps to work cooperatively with OSPD and designated school site administration and staff consistent with his/her responsibilities and performance of the duties MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH llefining the Bole of Schaal -based Police Officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 3: City of Oakland, California, Page 9 CITY OF OAKLAND -OAKLAND UNIFIED SCHOOL DISTRICT Aft;?U RE OPD COPS GRANT OFFICERS PROGRAM outlined in this MOU in accordance with the policies, rules and regulations of and applicable to OI JSD. In performing these duties, the COPS Grant Officers and any other police officers working with or interacting with a school in OUSD shall comply with all applicable local, state and Federal laws, The COPS Grant Officers and any other police officers working with or interacting with any school in OUSD will maintain familiarity with the OUSD Parent Guide of rules and regulations. 12. COMMUMTY OUTREACH To the extent feasible, COPS Grant Officers will participate in positive student activities in the school community in order to build trusting and respectful relationships with students, families and staff. The COPS brant Officers will collaborate with school-based community organizations, parent -teacher organisations, student govcmmcnt and OUSD staff to develop opportunities for positive activities, such as panel discussions, mentoring programs, conultunity coalitions or task forces. Based on the availability of resources, members of the COPS Grant Officers Program may coordinate Irainings depending upon the individual qualifications and experience of the COPS Grant OfCcers. 13. CAMPUS SECURITY COPS Grant Officers will augment designated school site administrators. faculty, and security staff to keep schools Rafe from intruders. As reasonably practicable, the COPS Grant Officers will work with school security staff to identify security issues and to take reasonable steps to create a safer environment for students. However. the COPS Grant Officer is neither a member of the security staff. a supervisor of OUSD security officers; nor a supervisor or subordinate of any OSPD officer. 14. REQUESTING POLICE ASSISTANCE FOR LAW ENFORCEMENT PURPOSES Designated school site administralors and staff shall only request COPS Grant Officers' assistance regarding the provision of actual law enforcemcol when (1) necessary Io protect the safety of students autdlor stall; (2) required by lax; or (3) appropriate to address or prevent actual criminal conduct. COPS Grant Officers' (as well as OSPD) involvement should trot be requested in a situation (hat can be safely and appropriately handled by OUSD's internal disciplinary procedures. {See, e.g., OUSD Nard Policy 5144, 5144.1; Administrative Regulation 5144, 5144.1.) COPS Grant Officers should not be requested to interview students or collect evidence for OUSD disciplinary purposes. including for expulsion matters. 20 MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH llefining the Bole of Schaal -based Police Officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 1: City of Oakland, California, Page 10 CITY OF OAKLAND43AKLAND UNIFIED SCHOOL DISTRICT MOLD PF: OPD COPS GRANT OrFIC IER S PROGRAM 15. STUDENT DISCIPLINE OUSD administrators have primary responsibility to ensure consistent enforcement of school rules and policies_ Neither the COPS Grant Officers not any other OPD police officer shall act as a school disciplinarian. disciplining students is an OUSD school responsibility. As such, disciplinary issues relating to students to be handled by school administrators in partnership with ilii community and parents (and thus for which OUSD school administrators and staff shall no notify or request COPS Grant Officers or OPD assis(ance) include but are nos limited to: (A) trespassing; (B) loitering; (C) profanity, (D) insubordinatioWdefixnce. (E) verbal abuse and or harassment; (F) failure to wear or correctly wear school uniform or follow policies regarding clothing; (G) possession of a prohibited item that does not violate the penal law (i.e. cell phones); (]i) lateness, cutting class, absenteeism or truancy; and (1) Alleged or witnessed promoting or claiming of a neighborhood or crew (including verbally, through graffiti, through clothing or hand signs). OUST] administrators shall prioritim alternatives (a police involvement, such w the use of restorative justice practices. (See, e.g.. OUSD's Restorative Justice Webpages located at the following interne[ address: hag:Ylwww,ousd.k ] 2.ca.uslPageJ I U4$.) 16. ARRESTS OF STUDENTS ON DESIGNATED SCHOOL SITES DURING SCHOOL HOURS COPS Gran( Officers, to the extent practica), should coordinate any arrests with the designated school on site principal. A private location out of sight and hearing of other students should be arranged for the arrest, where practicable, that will help avoid invasion of the student's privacy, jeopardising the safety and welfare of other students, and funhcr disruption of the school campus. 17. NOTIFICATION OF PARENTIGUARDIAN OF STUDENT'S ARREST COPS Grant Officers and OUSD shall abide by Education Code Section 45905, which requires that a school official must make immediate parental/guardian notification upon police arrest of a student, excepting when a student is taken into custody as a suspected victim of child abuse or pursuant to Section 305 of the Welfare & Institutions Code. OUSD policy requires that a school official must immediately attempt to inform a parent/guardian of that student's arrest. (See OUSD hoard Policy 5145.5, 5145.11, Administrative Regulation 5145.I I.) 21 MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH llefining the Hole of Schaal -based Police Officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 3: City of Oakland, California, Page 1 i CITY OF OAKLAND -OAKLAND UNIFIED SCHOOL I]1MICT MOU kF OPD COPS GRANT OFFICERS PICOGRAM OUSD shall invite and encourage COPS Grant Officers' participation in professional development and training opportunities in the areas of restorative justice, teaching methodology and practice, child development, implicit bias, and other educational reform initiatives to faciiitalc their understanding of the school culture. OUSD will involve community-based organizations to provide training for COPS Grant Officers. 19. COPS GRANT OFFICERS UNIFORM COPS Grant Officers shall wear clothing and/or accessories that readily identifies them as police officers. Although COPS Grant Officers may at times wear plain clothes, they shall have displayed prominently on their clothing (at the very least) their OPD badge. 20. COMPLAINTS RELATER TO COPS GRANT OFFICERS PROGRAM OUSD's Uniform Complaint Procedures shall apply to all complaints against any and all non - OPD personnel regarding compliance with this MOU. (See, e.g.. OUSD Board Policy 1312.3: Administrative Regulation 1312.3.) Complaints related to any COPS Greta Officers shall be processed according to OPD's complaint procedures as outlined in OPD's Departmental General Orders. Manual of Rules and the applicable Allen provisions, as noted in Section 7 above. 2I. MUTUAL DEF IENS)E AND INDEMNIFICATION The City of Oakland and OPD shall indemnify, hold harmless and defend OUSD. OSPD and each of its officers, officials, employees, volunteers and agents from any loss, liability, fines, penalties, forfeitures, costs, reasonable attorneys' fees and costs, and damages (whether in contract. tort or strict liability, including but not limited to personal injury, death at any time and property damage) incurred by OUSD. OSPD, the City of Oakland, OPD, or any other person and from any claims, demands and actions in law or equity (including attorney's fres and litigation expenses), arising or alleged to have arisen directly or indirectly out of any negligent or willful act of COPS Grant Officers, except where caused by the active negligence, sole negligence or willful misconduct of OUSD. OUSD and OSPD shall indemnify, hold harmless and defend OPD, the City of Oakland and each of its officers, officials, employers, volunteers and agents from any loss, liability, fines, penalties, forfeitutes, costs, reasonable anorneys' fees and costs, and damages (whether in conlracl, ton or strict liability, including but not limited to personal injury, death at any time and property damage) incurred by OUSD, OSPD, the City of Oakland, OPD, or any other person and from any claims, demands and action.% in law or equity (including attorney's fees and litigation expenses), arising or alleged to have arisen directly or indirectly out of the willful misconduct or any negligent -act or omission of OUSD, except where caused by the active negligence, sole negligence or willful misconduct of OPD. W IU a MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH llefining the Bole of Schaal -based Police Officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 3: City of Oakland, California, Page 12 CITY OF OAKI.AND-OAKLAND UMPIED SC1400L DISTRICT MOU RE OPD COPS GRANT OFFICERS PROGRAM OUSD shall invite and encourage COPS Grant Officers' participation in professional development and training opportunities in the areas. of restorative justice, teaching methodology and practice, child developnu;nt, implicit bias, and other educational reform initiatives to facilitate their understanding of the school culture. OUSD will involve community-based organixarions to provide training for COPS Grant Officers. 19. COPS GRANT OFFICERS UNIFORM COPS Grant Officers shall wear clothing andfor accessories that readily identifies them as police officers. Although COPS Grant Officers may at times wear plain clothe+, they shall have displayed prominently on their clothing Tat the vent least) their OPD badge. 20. COMPLAINTS RELATED TO COPS GRANT OFFICERS PROGRAM OUSD's Uniform Complaint Procedures shall apply to all complaints against any and all non - OPD personnel regarding compliance with this MDU. (See, e.g., OUSD Board Policy 1312.3; Administrative Regulation 1312.3.) Complaints related to any COPS Grant Officers shall be processed according to OPD's complaint procedures as outlined in OPD's Departmental General Orders, Manual of Rtdcs and the applicable Allen provisions, as noted in Section 7 above. 21. MUTUAL DEFENSE AND INDEMHNIFICATION The City of Oakland and OPD shall indemnify, hold harniless and defend OUSE), OSPD and each of its officers, officials, employccs, volunteers and agents from any loss, liability, fines, penalties, forfeitures. costs. reasonable attorneys' fees and costs, and damages (whether in contract, tori or strict liability, including but not limited to personal injury, death at any time and property damage) incurred by OUSD, OSPD, the City of Oakland. OPD, or any other person and from any claims, demands and actions in law or equity (including anotncy's tees and litigation expcuscs). arising or alleged to have arisen directly or indirectly out of any negligent or willful act of COPS [want Officers, except where caused by the active negligence, sole negligence or willful misconduct of OUSD. OUSD and OSPD shall indemnify, hold harmless and defend OPD, the City of Oakland and each of its officers. officials, employees, volunteers and agents from any loss, liability, fines, penalties, forfeitures, costs, reasonable anomeys' fees and costs, and damages (whether in contract, tort or strict liability, including but not limited to personal injury, death at any time and property damage} incurred by OUSD, OSPD, the City of Oakland, OPD, or any other person and from any claims, demands and actions. in law or equity (including attorney's fees and litigation expenses), arising or alleged to have arisen directly or indirectly out of the willful misconduct or any negligent act or omission of OUSD, except where caused by the active negligence, sok negligence or willful misconduct of OPD. dl 14 23 MEA Toolkil for California Law Enforcement: POLICING TODAY'S YOUTH llefining the Bole of Schaal -based Police Officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 1: City of Oakland, California, Page 13 CITY OF OAKLAND -OAKLAND UNIFIED SCHOOL DISTRICT MOIL RE OPD COPS GRANT OFFICERS PICOGRAM 22• AGREEMENT MAYBE EXECUTED IN COUNTERPARTS This MOU may be executed in any number of counterparts, each of which when so executed and delivered shall be an original hereof, and it shall not be necessary in making proof of this MOU to produce or account for more than one counterpart hereof. CITY OF OAKLAND By- Dated: Acting City Administrator OAKLAND PoT.ICF. nFPARTMENT $Y Dated: Chief of Police OAKLAND UNIFIED SCHOOL. DISTRICT By: Dated: By: President, Hoard of liducal ion Superintendent and Board Secretary OAKLAND amnutlt.S POLICE DEPARTMENT By: Pief of Police 0AKtr,Ha UNIfiEt? SC4C°'..L METMCT s,ysvrx�r,� @R'F..sPa. H . -:'JAS' �•.[ti.".z Dated: Dated: 24 MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH Uefilliog the Bole of Schaal -based Police officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 2: City of Pasadena, California, Page i CORRECTED AND REVISED MOU as of 917 312013 MEMORANDUM OF UNDERSTANDING BETWEEN THE CITY OF PASADENA AND THF PASADENA UNIFIED SCHOOL DISTRICT FOR POLICE SERVICES ON SCHOOL CAMPUSES WITHIN THE CITY OF PASADENA L PREAM$LE A. The City of Pasa&ma (City) and the Pasadena Unified School District (School District) entered into a !Memorandum of Understanding (MOU-) September 13, 2006 (City Agreement #19,207). The MOU provided operational guidelines for police services provided to the High School campuses within the City. The existing MOU has proven to be beooficial to the City and the School District. S. The City ad School District subsequently included an addendum to the original MOU July 31, 2008 (City Agseemcnt x;19,704) which cxtmded police services to the Middle School campuses within the City. C. The mission of the Police Department Safe Schools Team will be to help PUSD maintain a safe and secure cnvisonmcnt for children attending high schools and middle scbwils within the City of Pasadena. D. The Safe Schools Team will combine outreach and enforcement to build relationships with students io create partnerships with campus administrators, and to provide an enhanced educational atmosphere for Pasadena youth attending Pasadena public schools, IL TERMS AND CONDITIONS A. PURPOSE QF K0 The purpose of this Memorandum of Undcm=ding (MOU) is to reaffirm and establish the current relationship between the Pasadena Police department and the School District regarding police services and the evaluation of same on High School and Middle School campuses within the City of Pwdena. This MOLT shall supersede the provisions of City Agreements 19,207 and 19.704 referenced above. This MOU shall in all respects be subject and subordinate to the provisions of tate Pasadena City Charter, the Pasadena Municipal Code and statutory provisions of the Federal Government and the State of California in effect. Police Services provided by the City to the School Districl through this MOU will continue and remain effective upon approval of this MOL`, and will be provided to those campuses Monday through Friday, whenever school is in session. Hours of service each day will vary and will be established by the Pasadena Police department 25 MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH befitting the Bole of Schaal -based Police officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 2: City of Pasadena, California, Page 2 based on staffing levels, calls far service and other related criteria affecting the balanced app Ikation of police services. B. DUR .'HON OF MOU This MDT; is effective on July 30, 2013, and remain in effect, terminable at will, with or without cause, upon written notice by either party and shall remain in effcct for five (5) years from the effective date, with an armual review. III. CITY OE PASADENA RESOURCES A. At the direction of the Pasadena Police Department Chief' of Police, personnel from the Police Department, at the sole cost of the City of Pasadena, will be assigned to provide policing services to School District high school and middle school campuses located within the city limits of Pasadena_ B. Police Department personnel providing these services will report through the Police Department chain of commwW and report directly to Police Department supervisors. C. Police Department Employees will not supervise School District employees. 1V. SAFE SCHOOLS TEAM A. Officers assigned to the School District campuses will herein be referred to as the Safe Schools Team (SST). This team will comsist of the following members, but is not a guarantee of minimum staffing for the SST at any specific time. The composition of the team may be altered by the Chief of Police at his/her sole discretion at any time, and for any reason. The Police Commander of the Field Operations Division (POD) will oversee the Safe Schools' program. The FOD co=mmander will be responsible for all aspects of the services rendered to the School District and will report directly to the Chief of Potice, 2. A Police Lieutenant will be assigned to manage and overset the day-to-day operations of police services to the school campuses. The lieutenant will liaison between the City and the School District. 3. A Police Sergeant will supervise the field activity, investigations, and other related functians of SST pemonnel assigned to the School District campuses. 4. Investigations occurring on high school and middle school campuses within the City of Pasadena or those initiated by the Safe Schools Team that rerlume follow up will be assigned to the Pasadena Police Department's Criminal Investigations Division, Detectives Section. 26 inA Toolkil for California Law Enforcement: POLICING TODAY'S YOUTH Uefiniog die hole of -86001 -based Police Ufflcom Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 2: City of Pasadena, California, Page 3 5- Six Police Officers will he assigned to Safe Schools Team [SST] to provide basic services to the High School and Middle School carnpuscs within the City of Pasadena. B. The Chief of Police will have the sole and absolute discretion to approve the selection of personnel assigned to the Safe Schools Team. C. SST wit) work directly with the School District campus administration, but report through the Pasadena Police Department's chain of command to the Chielf of Police, D. SST Supervision will coordinate training for PUSD security personae] andlor their agents. Safe Schools Team personnel will conduct two training sessions during the regular school year during which personnel assigned as PUSD security are mandated to aticiMf_ E. SST Supemsion will coordinate with PUSD administrators and staff to conduct training designed to enhance understanding of procedural processcs relative to investigations and arrests that may occur on school campuses. F. SST officers will wi respond to calls of discipline problems involving students. School administration will be responsible for handling these issues except those issues where administrators will call Iaw enforcemonr as required by Ed Code 48402. IiOwevcr. police officers assigned to the school campuses may participate in dispute resolution on a case-by-case basis. V. CITY OF PASADENA RESPONSIBILITIES A. Incidents involving allegations of criminal behavior that occur on the grounds of the School District high schools and middle schools that are located in the City of Pasadena will be the responsibility of the Pasadena Policx Department when called by campus administrators. B. Pasadena police sl=all use best efforts to handle law enforcement -related issues that arc not school -related outside of school. Mandatory Law Enforcement Notification by school administration, per Education Code 45402. C. Accordingly, the focus on school campuses will be the fostering of police -student relationships, conflict resolution between students and the building of a safe atmosphere on each campus. A. SST will attempt to give priority to calls for service to incidents occurring on the high school and middle school campuses within the City of Pasadena. SST Officers will attempt to prevent and mitigate issuers before they occur. SSI officers will provide conflict resolution between students and defer to school administration. The apptnach to dealing with criminal conduct is intended to facilitate the creation of on atmosphere that promotes safety and education. 27 MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH llefilliog the Hole of Schaal -based Police officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 2: City of Pasadena, California, Page 4 E. Through mutual agreement, the Police Chief will communicate activity reports summarizing Safe Schools Team officers' activity directly to the School District Superintendent. F. The Police Commander of the Field Operations Division (FDD) will attend the School District Safety Cornmince meeting twice annually to provide a summary of Safe Schools Team activity. G. This MOU does not apply to policing of School District events that occur outside of normal school hours. School District will follow the established process for hiring Police Department personnel to staff special events (a -g,, dances, sporting events. etc.) by contacting the Pasadena Police Depament Event Planning Section. H. Safe Schools Team supervision will meet with each high school and middle school principal at least once a month while school is in session to identify issues and evaluate progress, Monthly PAD activity reports, including the number of calls for service, arrests, citations, etc., will be shared with the Superintendent atxllor designee. L SST officers will generally be assigned as the fust responder to the following call types: 1 _ Priority 1 — A crime is in progress and there is an immediate threat to life or property, and/or the posxibility of apprehending a suspect ix high (e.g., shootings, rapes, robberies, burglaries, or fights). 2. Priority 2 — An active event in which there is not an immediate threat to life or property, and the possibility of apprehending a suspect is not imminent Generally, some time has elapsed between the crime occurring and its repotting (e.g., child abuse, pubfic intoxication, group disturbance, indecent exposure). Priority 3 — An event in which there is not a threat to life or property and there is not a likelihood of apprehending a suspect (e.g., auto burglary. grand theft, felony malicious mischief). At 61114 ON a "456-518INI 1.3 FRIIIII A. The School District Security Personnel will coordinate their activities in response to the recommendatioru from the SST sergeant. B. The Principal of the school campus will be respcmible for ensuring the performance of the security personnel assigned to their school and adherence to the expectations established by the School District in collaboration with the City. This will allow cffvvtive cornnu kation and consistent application of an overall security philosophy, 28 MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH Willing the Bole of Schaal -based Police officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 2: City of Pasadena, California, Page 5 C. Calls for polies service will be made to the Pasadena Police Departmcnt's Communications Section using 9-1-1 for emergencies and (626) 744-4241 for other service requests.. Incidents that would Nicely require a police response or police involvement, which occur on a School District campus within the City, should be brought to the attention of the Police Department immediately. D. A delayed police report form will be completed by the School Administration for petty thefts (value of $950.00 and under) and malicious mischief or vandalism (less than 5950.00 in damage). School District ad ministration will be responsible for obtaining. completing and naming in the delayed police report form. E. School District personnel will nat supervise or direct the actions of Pollee Department personnel providing policing services on the campuses within the City of Pasadena. F. School District personnel are responsible for amtually training all personnel with Administrative Regulation (AR) 5145.11, Protocol for Administrators when Law Enforcement Personnel Questions Students. G. School District personnel will evaluate the appropriateness of handling on<ampus incidents administratively andlor by reporting to Police Department persomel for criminal investigation, when required by Education Code 4$902. VA. PO1,WE DFP-ARTMF LC0NIPl,AIN7 INVESTIGATIONS A. The Pasadena Police Department has a review process for citizen comments, positive or negative, involving Police Department personnel. 1. The process is designed to be transparent and provide feedback to the involved patties while auuring that individual rights of the complainant and involved personnel are respected. 2. The process is initiated by contacting Police Department supervision, in person, telephonically or in writing. Pasadena Police wulact foruts will be provided to the School District and made available at the School District Office, as well as in the administrative offices at PUSD high school and middle school campuses within the ditty. 3. Completed contact fonrns received at School District locations should be delivered by the School District without delay to the SST Sergeant or Lieutenant to begin the review process. 4. Complaints received by either party will be shared with the other, unless otherwise prohibited by law. 29 MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH llefilliog the Hole of Schaal -based Police officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 2: City of Pasadena, California, Page 6 Vnr. DISFUUS A. Disputes involving the conduct of School District employees will be handled in accordance with School District's personnel rules and practices. B. Disputes involving Pasadena Poiicc Dtpartment employees will be handled in accordance with Pasadena Police Department personnel rules and practices. C. Disputes bttween Schoetl Digrict employees and Pasadena Police Department employees may be referred to the Chief of Police and the Superintendent of the School District, or their designees, for resolution. IX. LUBILITY/INSLIUNCFANDFMNI'fX A. This MOU shall be covered by liability, insurance and indemnity provisions. 1. Each party to this agreement agrees to defend itself, its Council Members, Board Members, Commissioners, off=icers, employees and agents. 2. Notwithstanding the foregoing, a pony shall reimburse the other for reasonable coat, including cost of attorneys, in the evctn of sole negligence or will fW misconduct by that piny, its employees, or agents. 3. The School District agrees to defend, hold harmless and indemnify the City and/or its Council Members, Commissioners, officers, employees and agents from all claims, loss. damage, lawsuits and liability resulting from or occurring during the exercise of any function or activity pursuant to this MDU, except in the event of sole ncghgence or wiHN misconduct by the City, its employees, or agents. Z1831 tl 1111 Any notice given by one party to the other shall be given in writing and delivered to: TO CITY: PASADENA POLICE DEPARTMENT Attention: Chief of Police 207 N. Garfield Avenue Pasadena, CA 91141 TO SCHOOL DISTRICT: PASADENA UNIFIED SCHOOL DISTRICT Attention: School District Superintendent 351 S. Hudson Avenue Pasadena, CA 91109 IN WITNESS WHEREOF, the parties have caused their duly authorized representatives to execute 30 MEA Toolkit for California Law Enforcement: POLICING TODAY'S YOUTH Uefiiliog the Bole of Schaal -based Police officers Appendix 1: Examples of Memoranda of Understanding (MOUs) Example 2: City of Pasadena, California, Page 1 This Memorandum of Understanding effective the date shown below. CIT'Y OF PASADENA Dated: PASADENA UNIFIED SCHOOL DISTRICT Dated: ATTEST superintend* ..._ City Cleat APPROVED AS TO FORM Acting CWerAssistaw City Attorney 31 A Toolkit for CaIifomia Law Enforcement: POLICING TO DAY'S YO LITH Defining the Role of School -Based Police Officers 32 il o "I Boonetieldlabradors.com ` - �# t0 Lo- wmow i �� byS '!