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12/20/2022ANAHEIM CITY COUNCIL REGULAR AND REGULAR ADJOURNED MEETING OF DECEMBER 20, 2022 The regular meeting of December 20, 2022 was called to order at 3:00 P.M. and adjourned to 4:30 P.M. for lack of a quorum. The regular adjourned meeting was called to order at 4:32 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 December 15, 2022. MEMBERS PRESENT: Mayor Ashleigh E. Aitken and Council Members Jose Diaz, Carlos A. Leon, Natalie Rubalcava, Stephen Faessel, and Natalie Meeks [One Council Member vacancy] STAFF PRESENT: City Manager Jim Vanderpool, City Attorney Robert Fabela, and City Clerk Theresa Bass ADDITIONS/DELETIONS TO CLOSED SESSION: None City Attorney Robert Fabela announced that Closed Session Item No. 03 pertained to potential litigation related to the California Department of Housing and Community Development's claims related to Grandma's House of Hope and the City's Housing Element. PUBLIC COMMENTS ON CLOSED SESSION ITEMS: None CLOSED SESSION: At 4:32 P.M., Mayor Aitken recessed to closed session for consideration of the following: 1. CONFERENCE WITH LEGAL COUNSEL — EXISTING LITIGATION (Subdivision (d)(1) of Section 54956.9 of the California Government Code) Name of Case: American Ground Transportation, Inc. v. City of Anaheim, et al., USDC Case No. 8:21-cv-01629-SS (KESx) At 5:06 P.M., Mayor Aitken reconvened the Anaheim City Council. MEMBERS PRESENT: Mayor Ashleigh E. Aitken and Council Members Jose Diaz, Carlos A. Leon, Natalie Rubalcava, Stephen Faessel, and Natalie Meeks [One Council Member vacancy] INVOCATION: Chaplain Nathan Zug, Anaheim Police and Fire FLAG SALUTE: Council Member Natalie Meeks At 5:09 P.M., Mayor Aitken called to order the Anaheim Housing Authority (in joint session with the City Council). ADDITIONS/DELETIONS TO THE AGENDAS: None PUBLIC COMMENTS (all agenda items, except public hearings): City Council Minutes of December 20, 2022 Page 2 of 19 City Clerk Bass reported that a total of 36 public comments were received electronically prior to 2:30 P.M. related to City Council agenda items and matters within the jurisdiction of the Anaheim City Council. [A final total of 37 public comments were received electronically, distributed to the City Council, and made part of the official record]. — See Appendix. Mark Richard Daniels welcomed the new City Council and noted for the first time in Anaheim's history, the City has a Mayor named Ashleigh. He expressed concerns with the unnecessary security measures implemented for entering City Hall and suggested the City Council focus on homelessness, also encouraging the County of Orange to declare a related emergency. He wished the Council a Happy Christmas and New Year. Vern Nelson expressed his desire for the new Council to work together, regardless of special interests. He expressed his concern with the tactics deployed by former Mayor Sidhu including devaluing the stadium property, channeling funds to the Chamber of Commerce, unnecessary security measures at public meetings, and inferior technology for virtual meetings. He inquired as to the City's ability to conduct hybrid virtual meetings, as surrounding cities are doing so. He noted the "City of Kindness" motto has been removed from various City media outlets. He requested the Council agendize a discussion of hybrid virtual meetings and the "City of Kindness" motto. Donna Acevedo Nelson, lifetime resident of Anaheim, noted her son was executed by the Anaheim Police. She expressed opposition to the wastefulness of political mailers sent at taxpayer cost. She expressed support for City funds going toward the community rather than toward the Council. She is skeptical of the effectiveness of the Police Oversight efforts, citing the lack of a written report on her son's killing. She requested a City Council meeting overflow room. Cecil Jordan Corkern expressed ongoing security concerns with Disneyland and is working on related negative impacts to youth. He spoke regarding gun laws, the impacts of school shootings, and security at Disneyland and other Disney resorts. He expressed concern regarding the impacts of homelessness in the community and requested additional security of the community and parks. Paul Hyek offered his congratulations to the new Council and expressed extreme concern with the various policies, including no walk-ins, at Mercy House. He expressed concern with their drivers, requested a northbound cut-out for drop-offs in addition to the southbound cut-out and suggested Mercy House hire or utilize homeless individuals with specific skills to assist in operating the facility. He encouraged the community to participate in the Community Emergency Response Team (CERT) program. Bobby Olea, District 3 resident, requested the City address the ongoing negative impacts of street racing particularly the areas surrounding Lemon and North Streets. He expressed extreme concern for children's safety and requested the ongoing participation of Neighborhood Watch groups in curbing the racing activity. Mike Robbins, President of the People's Homeless Task Force, commented Anaheim prides itself on homeless services, yet 96 homeless individuals have died in Anaheim in 2022. He read a number of the names of homeless individuals who have died in Anaheim. Jeanine Robbins read the names of a number of homeless individuals who have died in Anaheim in 2022. She noted there were homeless individuals who died in shelters and in hospitals and requested the Council address homeless services, especially during the cold weather. City Council Minutes of December 20, 2022 Page 3 of 19 Wes Jones requested a moment of silence for homeless individuals who have died on the streets of Anaheim. Mazatl Tepehyolotzin thanked Council Member Rubalcava for her recent comments. He expressed support for the acknowledgment of indigenous peoples and recognition of Indigenous Peoples Day. He mentioned his experience with the lack of services for local indigenous peoples, racist activities toward them, and discriminatory naming of schools. He offered comments in his indigenous language. Bob Donelson requested the City Council consider the re-establishment of the meeting overflow room and reorientation of the public speaker's area in the Chamber. He lives in Sherwood Village and noted Short -Term Rentals (STR's) were extended for a year, but he understood there were supposed to be gone. United States House of Representatives bill H.R. 82 is proposed legislation that may provide a windfall benefit and noted many workers in California do not pay into Social Security and will not receive the benefit. Bryan Kaye welcomed the new City Council and presented commemorative items to them. He thanked the Council for their respect during his previous comments. He expressed continued concern and requested the Council address the problem of abusive tactics by the Anaheim Police Department. Kenneth Batiste expressed concern with the increase in City spending, noting the City was $3 billion in debt after four years, with City facilities put up for collateral. He inquired as to why this is the case since Anaheim features so many financial resources and expressed concern the Council has been taken advantage of by outside influences. He requested increased efforts in solving homelessness, campaign reform, additional youth and senior services, and increased resources to keep people in their homes and off the streets. He would like the new Council to additional address the impacts of STR's. Rosalinda Viveros welcomed Mayor Aitken and expressed her desire for the Council to focus on transparency. She is a 22-year resident and was a victim of the lack of transparency in Anaheim. She has not abandoned her desire to own a prosperous business in the City and reminded the Council that loyalty works both ways. She restated her comments in Spanish. X61111 I, NIWolf] ►JI►1VI►II 1 [0 F Council Member Diaz highlighted Teddy's Red Tacos, an immigrant -owned District 1 small business. He noted that the family originally started with a taco truck, now has 11 restaurants in Los Angeles County, and chose Anaheim for their first Orange County location. He shared that they serve tacos, birria, and tostadas at their location at 2937 West Ball Road. He appreciated that as this and other businesses open on and near to Beach Blvd., the needed recovery and change for the area gets closer. He encouraged everyone to support local businesses and enjoy excellent food, prices, and being welcomed as family. Council Member Leon provided opening remarks in Spanish. He thanked the community and City staff for the many events and meetings during the last two weeks since the swearing in ceremony. He reported that he met with the Housing and Community Development Department to discuss homelessness, a priority in District 2, and looked forward to a future tour of housing facilities and how to address the situation and provide resources to those in need. He congratulated various car clubs on their participation in the Impala Car Club toy drive and car show, their support of the community, and their efforts to get toys to kids. He reported his attendance at the Savanna High School band's City Council Minutes of December 20, 2022 Page 4 of 19 breakfast fundraiser and thanked the teacher, students, and boosters for their efforts. He shared that he attended the Families Together Christmas Together annual event at the Anaheim Convention Center where thousands of kids and families received gifts, food, and services and congratulated the Families Together team for a great event and for already working on next year's event. He gave a shout -out to Ms. Fukumoto and Dale Jr. High School for the renaming of the science building in her honor, noting it was a well -deserved honor and that he stopped by to present a certificate to her and her family. He noted that he was working with staff on future items to further discuss early next year, including a review of the City's Charter and reviving the Tech Scholar Program to provide technology and internet access to Anaheim students. He thanked City staff for the last two weeks, looked forward to collaborating with Departments Heads, and moving the City forward. He wished everyone Happy Holidays and a Happy New Year. Council Member Rubalcava highlighted and displayed photographs of the events she had participated in over the last two weeks including the Families Together Orange County winter wonderland event at the Anaheim Convention Center where they gave out approximately 30,000 toys to families in need, fed families, and provided entertainment and resources for families, noting that Congressman Lou Correa was also present. She also reported her attendance at a community posada in District 3 to benefit underrepresented individuals in the Bush/Rose/Balsam areas underrepresented individuals. She acknowledged Sofia Romero for championing the event, Anaheim High School graduate Sylvia Albayati and her daughter, a trailblazing female baseball player, and David from the local Vons who played Santa Clause. She noted that she and Council Member Leon partnered with local businesswoman, Paulette Martinez, on a toy drive benefiting the Anaheim YMCA and expressed disappointment that Ms. Martinez's business, Azules Coffee, went out of business due to inflation. Council Member Rubalcava stated it would be a priority to help local small businesses as closures affect workers and the community. She further shared her participation at a Northgate Gonzalez event, where the system of stores provided approximately 40,000 toys to those in need, and thanked the company for the annual event, as well as an event at the VFW with Black Chamber of Commerce CEO Bobby McDonald, Congresswoman Young Kim, and Frank Garcia, owner of Casa Garcia, in conjunction with the Disabled Veterans of America. She reported that she provided her first recognition to Vibrant Minds, a local charter school, for their participation in democracy by hosting a non -partisan candidate forum during the election season. She thanked Lauren Torres for assisting her with the certificate and Mike Lyster and his team for assisting with her presentation. Council Member Faessel requested the meeting adjourn in memory of two former Anaheim employees who had recently passed away: 1) Patricia "Patti" Faroane, a 23-year Public Utilities Customer Service Representative, Katella High School graduate, and District 5 resident for many years, and 2) Catherine St. Clair, a 33-year librarian who worked at each of the City's branch libraries and passed away quickly following her recent retirement. He reported his attendance at the Sycamore Junior High School Public Safety Academy's first annual pancake breakfast, Mayor Aitken's celebration at Casa Garcia, and the Orange County Family Justice Center's (OCFJC) adopt - a -family event where 128 families were provided with gifts. He noted his wife, Susan, serves on the OCFJC board and thanked Lt. Rod Duckwitz for his two years of leadership on the board and wished him good luck with his promotion. He thanked Mayor Aitken for the opportunity to speak in her absence at the annual Visit Anaheim event, noted his attendance at the Centennial Park Christmas Holiday event organized by Erica Robles with the United Across Borders Foundation where over 1,000 residents were served food, services, and toys, he was honored to be invited to the District 3 event of Sofia Romero's Bush Street posada, and noted his attendance at the Families Together Christmas Together event at the Anaheim Convention Center. Council Member Meeks thanked City staff and departments for their involvement with various toy drives and Christmas events for those in need. She stated her support for Council Member Leon's City Council Minutes of December 20, 2022 Page 5of19 focus on homelessness and believed Council needs to understand the picture of Anaheim better to move forward and direct efforts. Mayor Aitken encouraged local non-profit organizations to let the City know of upcoming events so that Council Members could support and participate. She noted that the application process for boards and commissions is open and encouraged residents to apply to serve on these advisory bodies to the Council, leadership pipeline, hear from community about pressing issues. She shared that she was working with staff to develop a workshop/retreat for the City Council to discuss common priorities to help guide staff. She announced that she would be convening a Mayor's Advisory Council with the assistance of Council Member Faessel. She reported her participation at an event at Cambridge Virtual Academy with Council Member Leon for a tour of the amazing work they are doing with varied learners as well as the Agricultural Farm at Magnolia High School; thanked the Anaheim Fire & Rescue Department for their Sparks of Love campaign, their event at Station 10, and her shopping with Chief Russell at Target, and encouraged residents to donate toys at any fire station through December 24; and reported she visited Washington, DC with City Manager Jim Vanderpool where they were able to meet with the White House and the Secretaries of Transportation, Labor, and Housing and Urban Development to leverage State and Federal grants and programs through partnerships to address the City's issues. CITY MANAGER'S UPDATE: City Manager Jim Vanderpool highlighted the website [www.anaheim.net/boardsandcommissionsl where residents can obtain information and submit an application to serve on a board or commission and referred residents to the City Clerk's office at 714-765-5166 for additional information or if they had any questions. He noted that Anaheim Public Utilities completed its 8th year of participating in a mentoring program offered in partnership with the Anaheim Union High School District. About 30 students from Anaheim, Katella, and Western High Schools attended sessions that provided guidance with resume building, mock interviews, tours of utility facilities, and soft skills development. As their final project, students gave presentations about their career goals and what they learned through the program. He reported that the Economic Development Department has launched a Storefront Improvement Program that offers property owners and business owners of commercial properties grants for the beautification and improvement of retail storefronts, with grants from $10,000 to up to $100,000 available. For more information and details, please visit the Economic Development Department webpage, www.anaheim.net/economicdevelopment, or contact the City's Business Development team at (714) 765-4285. Mr. Vanderpool congratulated the Anaheim Convention Center for being recently recognized as the best convention center in the country for customer service and on -site support, presented by Exhibitor Magazine. On behalf of the City's 3,000 employees, he wished everyone a safe and happy holiday season and a Happy New Year. At 6:16 P.M., Mayor Aitken recessed the Anaheim City Council to address the Anaheim Housing Authority agenda, reconvening the City Council at 6:17 P.M. City Council Minutes of December 20, 2022 Page 6 of 19 CONSENT CALENDAR: At 6:17 P.M., the Consent Calendar was considered with Council Member Rubalcava pulling Item No. 04 and Council Member Leon pulling Item Nos. 16 and 23 for separate discussion and consideration. Prior to the vote, Council Member Rubalcava disclosed that, related to Item No. 23, her husband is a member of the International Brotherhood of Electrical Workers (IBEW) but that in consultation with the City Attorney, she was able to vote on the item and was not required to abstain. City Attorney Fabela confirmed the information stated was accurate. MOTION: Council Member Faessel moved to waive reading of all ordinances and resolutions and adopt 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 Meeks. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0. Motion carried. B105 3. Receive and file minutes of the Public Utilities Board meeting of October 26, 2022 and the Sister City Commission meeting of October 24, 2022. AGR-1516 5. Determine, on the basis of the evidence submitted by Walt Disney Parks and Resorts U.S., Inc., that the property owner has complied in good faith with the terms and conditions of Development Agreement No. 96-01 for the 2021-2022 review period for the Disneyland Resort Project located in the Anaheim Resort. AGR-1463 6. Determine on the basis of the evidence submitted by STC GardenWalk LLC; GardenWalk Hotel I, LLC; and, Westgate Resorts Anaheim, LLC, that the property owners have complied in good faith with the terms and conditions of each of their respective portions of Development Agreement No. 99-01 for the 2022 review period for the Anaheim GardenWalk Project, located in the Anaheim Resort between Katella Avenue and Disney Way; that the COVID-19 pandemic warrants an extension of time to comply with the obligations of Development Agreement No. 99-01; and that the deadline identified for Westgate Resorts Anaheim, LLC in said development agreement shall toll for one year. AGR-12085 7. Determine, on the basis of the evidence submitted by MBK Rental Living, LLC, that the property owner has complied in good faith with the terms and conditions of Development Agreement No. 2019-00001 for the 2022 review period for the 1600 West Lincoln Avenue mixed -use project (former Mills Ford Site). D106 8. Increase the Community Services Department's Fiscal Year 22/23 Library Donations Fund budget by $450,000 for the creation of a Makerspace and Media Lab for the Haskett Branch Library. 9. Authorize payment, in the amount of $299,310.27, for site improvements, including a D129 TRUEGRID paving system, steel privacy screening, a gate, and an update to the water clarifier, at the North Net Fire Training Center located at 2400 E. Orangewood Avenue, and increase the Fire & Rescue Department's General Fund budget in the amount of $299,310. D180 10. Accept the bid of Bound Tree Medical, LLC, in the amount of $174,684.10 plus applicable tax and a 35% contingency, for the purchase of medical supplies for the Anaheim Fire and City Council Minutes of December 20, 2022 Page 7 of 19 Rescue Department for a one year period with four one-year optional renewals; and authorize the Purchasing Agent to exercise the renewal options in accordance with Bid #9628. D180 11. Accept the bid of Digital Scepter Corp., in the amount of $257,206 plus applicable tax, for the purchase of Palo Alto Networks firewall hardware, related software, and support services, used for the City's Disaster Recovery program in accordance with Bid #9629. 12. Accept the bids from Safeway Sign Company and Safety Network Traffic Signs, Inc., in a D180 combined amount of $354,400.76 plus applicable tax, to provide as needed street and traffic signs and related hardware for the Public Works Department, Street/Concrete/Sign Programs Division, for a one year period with up to four one-year optional renewals; and authorize the Purchasing Agent to execute the renewal options in accordance with Bid #9625. 13. Accept the bids from Real Green, Inc. in the amount of $123,660.00 plus a 20% contingency, D180 to provide landscape maintenance services for Public Utilities Water facilities, and from Brightview Landscape Services, in the amount of $101,213.04 plus a 20% contingency, to provide landscape maintenance services for various sites throughout the City including libraries and multiple administrative facilities, each for a one year period with up to four one- year optional renewals; and authorize the Purchasing Agent to exercise the renewal options in accordance with Bid #9634. 14. Accept the bid from American Heritage Landscape, in the amount of $50,400 plus a 20% D180 contingency, to provide landscape maintenance services for the Stadium Gateway Office Complex for a one year period with up to four one-year optional renewals; and authorize the Purchasing Agent to exercise the renewal options in accordance with Bid #9622. 15. Accept the bid from Trillium USA Company, LLC, in the amount of $55,298 plus applicable D180 taxes, for the purchase of Compressed Natural Gas fuel from service stations for a one year period with up to four one-year optional renewals; and authorize the Purchasing Agent to execute the renewal options in accordance with Bid #9624. 17. Accept the proposal of A & H Security Enterprises, LLC, in the amount of $466,400 plus D180 applicable tax, for the purchase of a small unmanned aircraft detection system including four years of hardware warranty and software licenses for use by Orange County First Responders in accordance with Request For Proposal #9601A. 18. Approve four Towing Service Agreements for vehicle towing and associated services for the AGR-13898 Police Department each for a one year period commencing on January 1, 2023 with up to four AGR-13899 one-year optional renewals; and authorize the Chief of Police to execute the agreements and AGR-13900 take the necessary actions to implement and administer the agreements, including exercising AGR-13901 the renewal options (Standard Enterprises, Inc. dba To' and Mo' Towing; P & H Enterprises, Inc. dba Anaheim Fullerton Towing; Pacific Towing, Inc.; and Country City Towing, Inc.). AGR-13902 19. Waive Council Policy 4.1 and approve an agreement with Inglis Police Dog Academy, in an amount not to exceed $400,000, for services related to purchasing, training, and boarding working police service dogs; and authorize the Chief of Police to execute any amendments. AGR-13903 20. Approve Professional Services Agreements (Agreements), in substantial form, with seven AGR-13904 consultants, each in the not -to -exceed amount of $200,000, for on -call design services to AGR-13905 support current and future activities by the Economic Development Department each for a term of two years commencing January 1, 2023 with two additional two year extensions; AGR-13906 AGR-13907 AGR-13908 AGR-13909 City Council Minutes of December 20, 2022 Page 8 of 19 authorize the Director of Economic Development, or designee, to execute, implement, and administer the Agreements; and authorize de minimis changes that do not substantially change the terms and conditions of the Agreements, so long as such changes are determined to be de minimis by the City Attorney (KTGY Group, Inc.; M. Arthur Gensler Jr. & Associates, Inc.; NUVIS; RDC-S111, Inc.; RRM Design Group, a California Corporation; Selbert Perkins Design; and Urban Arena, Inc.). AGR- 21. Approve the Grocery Store Component Ground Lease (Ground Lease), in substantial form, for 11655.A.0.11 the development of the 39 Commons Mixed Use Project as proposed by the Amended and AGR- Restated Disposition and Development Agreement dated September 29, 2020 with 39 11655.A.0.11 Commons Partners, LLC; authorize the Director of Economic Development to execute, .0.1 implement, and administer the Grocery Store Component Ground Lease; waive certain AGR- conditions to closing; and authorize changes to the Ground Lease that do no substantially 11655.A.0.18 changes the terms and conditions of the Ground Lease, so long as such changes are AGR- determined to be de minimis by the City Attorney's Office. 11655.A.O.0 22. Approve the Joint Participation Agreement with the City of Buena Park for the design, AGR-13910 construction, and administration of the Knott Avenue Rehabilitation from Ball Road to Orange Avenue Project; authorize the Director of Public Works, or designee, to execute the agreement and related documents and to take the necessary actions to implement and administer the agreement; and determine that the Project is categorically exempt under the California Environmental Quality Act pursuant to Class 1, Section 15301 (Existing Facilities) of Title 14 of the California Code of Regulations (in the approximate pro-rata share of $1,753,559, 96.5% of total project cost of $1,816,286). D154.6 24. RESOLUTION NO. 2022-143 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM adopting a Memorandum of Understanding establishing terms and conditions of employment for employees in classifications represented by the Service Employees' International Union, United Service Workers West; and superseding Resolution No. 2021-058 (effective January 7, 2022 through December 21, 2023). D154.5 25. RESOLUTION NO. 2022-144 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM approving a Letter of Understanding between the International Brotherhood of Electrical Workers, Local 47 and the City of Anaheim (related to Holiday Pay, dated December 12, 2022). D155 26. RESOLUTION NO. 2022-145 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM authorizing the application and adopting the PLHA Plan for the Permanent Local Housing Allocation Program and authorizing the Housing and Community Development Director or her designee to obtain such additional grant funds. Amend the Housing and Community Development's Fiscal Year 2022/23 budget up to $5,841,835 to incorporate the grant funds. D150 27. RESOLUTION NO. 2022-146 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM ratifying and approving the actions of the Director of Community Services, or designee, in submitting an application for grant funds from the State of California Budget Act of 2021 (SB 129) for the Building Forward Grant Program and authorizing the acceptance of such funding on behalf of the City and amending the budget accordingly, and determining that these actions are exempt from the California Environmental Quality Act (CEQA) pursuant to Guideline Section 15306 (grant funds in the amount of $517,379; for fire alarm coverage at City Council Minutes of December 20, 2022 Page 9 of 19 Central Library and air conditioning systems at the Haskett, Euclid, and Sunkist Branch Libraries). Increase the Community Services Department's Fiscal Year 2022/2023 Library Grants Fund by $517,379 for Fiscal Year 2022/2023. D160 28. RESOLUTION NO. 2022-147 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM ratifying the submission of a grant application and the acceptance of a grant on behalf of the City of Anaheim for the Fiscal Year 2022 Community Policing Development (CPD) Law Enforcement Mental Health and Wellness Act (LEMHWA) Implementation Projects Grant, authorizing the City Manager and Chief of Police, or his designee, to execute all required grant documents, and increasing the budget for the Fiscal Year 2022-23 accordingly (grant funds in the amount of $175,000). D160 29• RESOLUTION NO. 2022-148 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM ratifying the submission of a grant application and the acceptance of a grant on behalf of the City of Anaheim for the Fiscal Year 2022 Community Policing Development (CPD) De-escalation Grant Program, authorizing the City Manager and Police Chief, or their designees, to execute all required grant documents, and increasing the budget for the Fiscal Year 2022-23 accordingly (grant funds in the amount of $226,270). M142 30. ORDINANCE NO. 6550 (INTRODUCTION) AN ORDINANCE OF THE CITY OF ANAHEIM amending Sections 2.12.020, 2.12.025 and 2.12.030 of Chapter 2.12 (Transient Occupancy Tax) of Title 2 (Taxes) of the Anaheim Municipal Code to modify the special package provisions, clarify remittance requirements for bookings facilitated by online travel companies, and specify that future tax increases must be approved by the voters. Determine that the ordinance revisions relate to organizational or administrative activities of government that will not result in direct or indirect physical changes in the environment, and therefore is not a project within the meaning of the California Environmental Quality Act ("CEQA") and the State CEQA Guidelines, Section 15378(b). END OF CONSENT CALENDAR: D116 4. Approve the list of recurring annual recognitions for calendar year 2023. DISCUSSION: Council Member Rubalcava stated she pulled the item from the Consent Calendar to request the addition of recognizing August as Chicano Heritage Month to the list of recurring annual recognitions. MOTION: Mayor Aitken moved to approve the list of recurring annual recognitions for calendar year 2023, as amended, adding a recognition recognizing August as Chicano Heritage Month, seconded by Council Member Rubalcava. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0. Motion carried. D180 16. Accept the proposal from Safran Helicopter Engines USA, Inc., in the amount of $606,349.53 plus applicable tax, for the 3,600 hour helicopter engine overhaul/mid-life inspection and engine rental for the Police Air Support Division; and authorize the Purchasing Agent to issue a Purchase Order and exercise any necessary change order required to complete the engine City Council Minutes of December 20, 2022 Page 10 of 19 overhaul, subject to available budget appropriations in accordance with Request For Proposal #9639. DISCUSSION: Council Member Leon commented he has received feedback from constituents in District 2 about helicopter usage and the potential disturbance to the neighborhoods. He requested historical information from staff and potentially scheduling a community meeting for residents in District 2. MOTION: Council Member Leon moved to accept the proposal from Safran Helicopter Engines USA, Inc., in the amount of $606,349.53 plus applicable tax, for the 3,600 hour helicopter engine overhaul/mid-life inspection and engine rental for the Police Air Support Division; and authorize the Purchasing Agent to issue a Purchase Order and exercise any necessary change order required to complete the engine overhaul, subject to available budget appropriations in accordance with Request For Proposal #9639, seconded by Council Member Meeks. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0. Motion carried. 23. Approve Amendment No. 2 to Cooperative Agreement No. MA-080-19010444 with the County 4GR-11151.2 of Orange for the Brookhurst Street Widening, Phase 2 Project for funding, design, and construction, increasing the County's contribution by $1,970,000 for a total of $5,180,000 with Anaheim's pro-rata share of the Project now estimated at $1,580,000; and authorize the Director of Public Works, or designee, to execute Amendment No. 2 and related documents and to take the necessary actions to implement and administer the amendment. DISCUSSION: Council Member Leon inquired as to the number of property owners the City was entering into negotiations with as related to this project. Public Works Director Emami responded the City is negotiating with 14 property owners and pending the results, there is potential the County of Orange may need to move forward with resolutions of necessity. The project is projected to continue to move forward in 2024. In response to Council Member Leon, Public Works Director Emami confirmed the County of Orange would be the lead agency on the resolutions of necessity process. MOTION: Council Member Leon moved to approve Amendment No. 2 to Cooperative Agreement No. MA-080-19010444 with the County of Orange for the Brookhurst Street Widening, Phase 2 Project for funding, design, and construction, increasing the County's contribution by $1,970,000 for a total of $5,180,000 with Anaheim's pro-rata share of the Project now estimated at $1,580,000; and authorize the Director of Public Works, or designee, to execute Amendment No. 2 and related documents and to take the necessary actions to implement and administer the amendment, seconded by Council Member Rubalcava. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0. Motion carried. D114 31. Nominate and appoint one Council Member to serve as Mayor Pro Tem for the 2023 calendar year, effective January 1, 2023. Appointment: Council Member Natalie Rubalcava DISCUSSION: Mayor Aitken stated the position is important for City business continuity purposes and also to work with the Mayor in ensuring City business is properly addressed. Mayor Aitken nominated Council Member Rubalcava to serve as Mayor Pro Tem. Council Member Diaz nominated Council Member Faessel to serve as Mayor Pro Tem, citing his seniority on the Council and his experience previously serving as the Mayor Pro Tem. City Council Minutes of December 20, 2022 Page 11 of 19 NOMINATION: Mayor Aitken nominated Council Member Rubalcava to serve as Mayor Pro Tern for the 2023 calendar year, effective January 1, 2023. ROLL CALL VOTE: AYES — 4 (Mayor Aitken and Council Members Leon, Rubalcava, and Meeks); NOES — 0; ABSTAIN — 2 (Council Members Diaz and Faessel). Nomination approved. NOMINATION: Council Member Diaz nominated Council Member Faessel to serve as Mayor Pro Tem for the 2023 calendar year, effective January 1, 2023. ROLL CALL VOTE: AYES — 3 (Council Members Diaz, Faessel, and Meeks); NOES — 0; ABSTAIN: Mayor Aitken and Council Members Leon and Rubalcava. Nomination failed. B105 32. Review the list of regional agency appointments and appoint or reappoint representatives to serve on the following regional agencies. Mayor Aitken stated the appointments will be considered in the order listed on the agenda. She thanked Council Members Diaz and Faessel for their service on so many committees. Anaheim Union High School District Foundation: APPOINTMENT: Council Member Carlos A. Leon (1-year term) (vacant, formerly held by Avelino Valencia) ALTERNATE: Council Member Natalie Rubalcava (1-year term) (currently held by Council Member Stephen Faessel) NOMINATION: Council Member Rubalcava nominated Council Member Leon and Council Member Leon nominated Council Member Rubalcava. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0; Nominations approved. Metropolitan Water District of Southern California: (RE) APPOINTMENT: Council Member Stephen Faessel (currently held by Council Member Stephen Faessel) NOMINATION: Mayor Aitken nominated Council Member Faessel for reappointment. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0; Nomination approved. North Net Fire Training Joint Powers Authority: (RE) APPOINTMENT: Council Member Stephen Faessel (currently held by Council Member Stephen Faessel) ALTERNATE: Council Member Jose Diaz (vacant, formerly held by Gloria Ma'ae) NOMINATION: Council Member Leon nominated Council Member Faessel for reappointment and Council Member Diaz nominated himself as the alternate. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0; Nominations approved. City Council Minutes of December 20, 2022 Page 12 of 19 Orange County -City Hazardous Materials Emergency Response Authority: APPOINTMENT: Council Member Natalie Rubalcava (vacant, formerly held by Avelino Valencia) NOMINATION: Council Member Rubalcava nominated herself for the appointment. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0; Nomination approved. Orange County Housing Finance Trust: (RE) APPOINTMENT: Council Member Stephen Faessel (2-year term) (currently held by Council Member Stephen Faessel) NOMINATION: Mayor Aitken nominated Council Member Faessel for reappointment to a two-year term. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0; Nomination approved. Orange County Sanitation District: (RE) APPOINTMENT: Council Member Stephen Faessel (currently held by Council Member Stephen Faessel) ALTERNATE: Council Member Natalie Meeks (vacant, formerly held by Gloria Ma'ae) NOMINATION: Council Member Faessel nominated himself for reappointment and Council Member Meeks nominated herself for the alternate. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0; Nominations approved. Orange County Water District, District 9: APPOINTMENT: Council Member Natalie Meeks (4-year term) (vacant, formerly held by Gloria Ma'ae) Council Member Diaz disclosed that he has a conflict of interest and cannot serve on this agency. NOMINATION: Council Member Faessel nominated Council Member Meeks for the appointment to a four-year term. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0; Nomination approved. Santa Ana River Flood Protection Agency: APPOINTMENT: Council Member Natalie Meeks (vacant, formerly held by Gloria Ma'ae) ALTERNATE: Public Works Director Rudy Emami (currently held by Public Works Director Rudy Emami) City Council Minutes of December 20, 2022 Page 13 of 19 NOMINATION: Mayor Aitken nominated Council Member Meeks for the appointment and Public Works Director Rudy Emami for the alternate. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0; Nominations approved. Southern California Association of Governments (and Orange County Council of Governments): APPOINTMENT: Mayor Ashleigh E. Aitken (2-year term) (vacant, formerly held by Trevor O'Neil) ALTERNATE: Council Member Carlos A. Leon (2-year term) (vacant, formerly held by Avelino Valencia) NOMINATION: Mayor Aitken nominated herself for the appointment to a two-year term and Council Member Leon nominated himself for the alternate. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0; Nominations approved. Transportation Corridor Agency, Foothill/Eastern: APPOINTMENT: Mayor Ashleigh E. Aitken (vacant, formerly held by Trevor O'Neil) ALTERNATE: Council Member Natalie Meeks (vacant, formerly held by Avelino Valencia) NOMINATION: Mayor Aitken nominated herself for the appointment and Council Member Meeks for the alternate. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0; Nominations approved. D114 33. Determine the appointment process to fill the District 4 City Council vacancy and direct staff accordingly. City Clerk Bass provided a report summarizing the current District 4 vacancy on the City Council which was created due to former Council Member Avelino Valencia's election to the California State Assembly, District 28 seat. City Clerk Bass stated pursuant to Section 503 of the Charter of the City of Anaheim, a vacancy on the City Council, from whatever cause arising, shall be filled by appointment by the City Council and such appointee shall hold the office until the first Tuesday following the next General Municipal Election, scheduled for November 5, 2024, and until his/her successor qualifies. In the event the City Council fails to fill the vacancy by appointment within sixty (60) days, the City Council shall cause an election to be held to fill the unexpired term. The sixty (60) day period ends on February 2, 2023. As detailed in the agenda report, City Clerk Bass presented several options for City Council to consider in filling the vacancy, including a direct appointment process or the acceptance of applications for review prior to direct appointment as was done during the recent District 2 vacancy. She reviewed the process and timeline regarding the proposed application process. She reviewed the City Charter requires that applicants must be residents and qualified electors of District 4. Applicant must also be residents and qualified electors of District 4 for at least 30 days prior to the appointment itself. If the appointment is not made by the deadline, the City Charter requires a special election to be held on November 7, 2023 at an approximate cost between $205,930 and $227,239. City Council Minutes of December 20, 2022 Page 14 of 19 DISCUSSION: Council Member Diaz commented on the recent District 2 process and proposed the City Clerk's office commence the application process with consideration of City Council appointment at the January 10, 2023 meeting. He acknowledged if a decision is not made on January 10th there would be another opportunity at the second January meeting prior to the sixty-day period expiring. Council Member Meeks concurred with Council Member Diaz's suggestion to move forward with the application process. Council Member Leon noted he went through the District 2 application process and had suggestions to improve the process. He inquired whether the process could include separate outreach to District 4 residents for feedback on their issues of concern and what they are looking for in their elected representative. City Clerk Bass responded that upon the City Council's direction, opportunities to gather feedback from District 4 residents could be included in the outreach efforts. The feedback could be provided to the City Council and any interested candidates as a public record. Council Member Leon inquired whether a postcard or mailers could be sent to District 4 residents informing them with the process. City Clerk Bass noted given the short turnaround time, she will work with the City Manager's Office and utilize all available media outlets to provide District 4 residents with as much information as possible. Council Member Leon suggested scheduling City Council consideration of candidates for appointment at the January 24, 2023 meeting rather than January 10, 2023 given the upcoming holidays and time necessary to conduct outreach to the community. He also requested whether a City -sponsored candidate forum could be conducted where residents could make inquiries of candidates. City Clerk Bass stated both of the requests are at the City Council's discretion. Council Member Diaz reaffirmed his support for as much outreach to District 4 residents as possible be conducted prior to City Council consideration of an appointment to fill the vacancy. He requested the deadline for the submission of application be set for January 18, 2023 with the City Council review of the appointment scheduled for January 24, 2023. Council Member Faessel supported educational outreach to the community regarding the appointment process. He expressed his enjoyment of the recent candidate interview process conducted by the City Council and wanted to ensure there is enough time for the interview process, given the complexity of the scheduling process. Council Member Rubalcava concurred that she would like as much time as possible for the recruitment and interview process and suggested scheduling the City Council review of the appointment for January 24, 2023 or at a special meeting as an alternative. She does plan on interviewing the candidates and would prefer a longer timeline. Mayor Aitken agreed with the application process and concurred with Council Member Leon to schedule the City Council consideration of the appointment at the January 24, 2023 meeting to provide a longer timeline given the upcoming holidays. City Clerk Bass confirmed in response to Mayor Aitken's inquiry that if more time was needed a special meeting could be scheduled after January 24, 2023 but prior to the expiration of the sixty-day deadline on February 2, 2023. Mayor Aitken concurred with the additional outreach to District 4 residents as to their issues and concerns and inquired whether Community Services could coordinate such meetings as part of their regular District community meetings program. City Clerk Bass confirmed the City Clerk's Office could City Council Minutes of December 20, 2022 Page 15 of 19 work with the Community Services Department regarding their current community meeting schedule and what can be coordinated in the upcoming timeframe. Mayor Aitken inquired whether the application could be amended and stated the application should be the same for all potential candidates. City Clerk Bass requested any changes to the application to be approved by the City Council at this meeting so the final document could be posted tomorrow. Council Member Meeks requested the application be amended to include a section more in line with a candidate statement and what the candidates vision and priorities are. She suggested adding a section that requests the applicant to list their top priorities or items they would be seeking to accomplish as the District 4 representative on the City Council. City Clerk Bass referenced the current applicable items on the application. Mayor Aitken acknowledged it was helpful that each Council Member could interview the candidates individually if they so choose, keeping in mind the restrictions required by the Brown Act. She inquired of her colleagues whether a section could be added to the application inquiring whether the applicant would agree to serve only for the appointment period and not seek election to the seat. City Attorney Fabela preliminarily advised against inclusion of this question in the application and stated he would research the issue further, if requested by the Council, as to potential for risk exposure related to an individual's right to run for office. Mayor Aitken requested her colleagues provide their feedback on including a question on the application of whether the appointee has an intention to run for election after conclusion of the appointment period. Council Member Rubalcava suggested including the item as an open-ended question regarding their intention to run for election to the seat after the appointment period. City Attorney Fabela confirmed this question format was more appropriate. Council Member Leon reported that he did meet with two of the Council Members during the recent District 2 appointment process and inquired if the Council could enforce a requirement for each Council Member to meet in advance with each applicant. He also inquired regarding solidifying the format for the agenda item when the City Council will consider making an appointment to fill the vacancy. He offered a number of variations the City Council could consider as to the agenda item format. Council Member Leon commented that as an applicant, it appeared there was confusion as to what the applicants should be expecting at the meeting. He would prefer a more structured process. Council Member Diaz did not agree with including a question, and also inquired as to the constitutionality thereof, related to ascertaining whether an appointee would be disclosing whether they would run for election after the conclusion of the appointment period. He did agree that the prior appointment meeting for District 2 was somewhat disorganized and provided an advantage to those later in the interview process due to hearing the questions earlier. He preferred a structured process with information set to all applicants in advance. Council Member Meeks inquired whether it makes sense to have a special meeting for the interviews or candidate forum prior to the January 24, 2023 meeting in order to avoid having to make a decision on the spot. This would allow for appropriate time for input from the community and involve the City Manager in drafting potential questions. Upon a clarification request from Mayor Aitken, Council Member Meeks suggested either a special meeting between January 10th and 24th or between January 24m and February 2"d. She stated a preference to have time between the interviews and the final decision by the City Council. City Council Minutes of December 20, 2022 Page 16 of 19 Mayor Aitken inquired whether the Council could schedule a placeholder meeting between January 241n and February 211 in the event it was necessary. City Clerk Bass suggested January 31st as a preliminary placeholder and noted she would follow up with the Council if another date needed to be scheduled due to date conflicts with Council Members. City Clerk Bass requested clarification of the scheduling. Mayor Aitken clarified the City Council would consider the appointment on January 24, 2023 and if more time was needed then hold a special meeting on January 31 It. Council Member Leon inquired whether a special meeting could be scheduled between after January 18tn and prior to January 24tn Mayor Aitken stated each Council Member likely has preferences as to how the process should be conducted, however she would like to have a clean motion in order to move the item forward uniformly. Mayor Aitken stated her understanding of Council's general preference for this item is to move forward with an application process with the following timeline: January 18tn — application deadline, January 24tn — Council consideration of appointment at regular meeting. Mayor Aitken inquired if this would be enough information to clarify a motion. City Clerk Bass requested the Council provide specificity in the motion language as related to any proposed amendments to the application. Mayor Aitken withdrew her request to include a question regarding whether an appointee had the intention to run for office after the appointment period in concurrence with Council Member Diaz's sentiments. MOTION: Council Member Meeks moved to approve the application process presented by staff with applications due by January 18, 2023 for Council's consideration on January 24, 2023, to schedule a placeholder possible special meeting on January 31, 2023, if needed, for Council's consideration, and outreach to be conducted by the City Clerk's office in conjunction with the City Manager's Office and Community Services Department, seconded by Council Member Rubalcava. DISCUSSION: Council Member Leon inquired as to the ability for the City to conduct the informational postcard mailing to District 4 residents. City Manager Vanderpool stated City staff could complete a mailing at an approximate cost of $20,000. The City Attorney and City Manager requested the City Council include this item in the motion if the mailing were desired and direct the City Clerk to work with Communications to that effect. Council Member Rubalcava suggested a targeted text messaging campaign could be more cost effective and suggested the resource "Scale to Win," which she utilized during her campaign with an approximate cost of under $5,000 and could include a link to the application. She clarified the text message could go out to all qualified voters in District 4. Council Member Leon concurred with the suggestion as a potential alternative and then send postcards to non -registered voters to ensure the City is reaching everyone. City Manager Vanderpool confirmed he understood the direction to ensure the City is reaching out to all affected residents. MOTION: Council Member Meeks moved to approve the application process presented by staff with applications due by January 18, 2023 for Council's consideration on January 24, 2023, to schedule a placeholder possible special meeting on January 31, 2023, if needed, for Council's consideration, and outreach to be conducted by the City Clerk's office in conjunction with the City Manager's Office and Community Services Department, seconded by Council Member Rubalcava. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0; Motion carried. City Council Minutes of December 20, 2022 Page 17 of 19 PUBLIC HEARINGS: 13137.1 34. Public Hearing under the requirements of the Tax Equity and Fiscal Responsibility Act (TEFRA) and the Internal Revenue Code of 1986, as amended, to consider the issuance of revenue bonds by the California Municipal Finance Authority in an aggregate principal amount not to exceed $850,000,000 for the financing of certain costs by QCF/I, Inc., in conjunction with the acquisition, construction, expansion, rehabilitation, remodeling, renovation and equipping of hospital facilities known as the Anaheim Community Hospital, an acute psychiatric hospital, located in the City at 3340 West Ball Road and 3350 West Ball Road, Anaheim, CA 92804, in an amount not to exceed $185,000,000. RESOLUTION NO. 2022-149 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM approving the issuance by the California Municipal Finance Authority of revenue bonds in the aggregate principal amount not to exceed $850,000,00 to be loaned to QCF Behavioral Hospitals I, LLC for the benefit of QCF/I, Inc., a 501(c)(3) nonprofit healthcare organization, for the purpose of financing the acquisition, construction, renovation or equipping of Anaheim Community Hospital in connection with which not more than $185,000,000 of the proceeds of the bonds are allocable to the Anaheim Community Hospital; and approving certain other matters relating thereto. Finance Director/City Treasurer Debbie Moreno summarized the agenda report noting the hearing provides an opportunity for members of the community to speak in support or opposition to the use of tax-exempt revenue bonds in an amount not to exceed $185 million for financing of improvements at Anaheim Community Hospital facilities. This is a conduit financing where revenue bonds are issued as limited obligations of the California Municipal Financing Authority, not the City, and handled solely from certain revenues duly pledged by QCF. This item came before the Council in November 2021 and was approved but appears before the Council due to COVID-related licensing delays for two of the hospitals associated with the project. Marketing and sale of the bonds must occur within one year of Council approval. The City will have no liability for this financing. Mayor Aitken opened the public hearing. There being no speakers, Mayor Aitken closed the public hearing. MOTION: Council Member Meeks moved to approve RESOLUTION NO. 2022-149 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM approving the issuance by the California Municipal Finance Authority of revenue bonds in the aggregate principal amount not to exceed $850,000,00 to be loaned to QCF Behavioral Hospitals I, LLC for the benefit of QCF/I, Inc., a 501(c)(3) nonprofit healthcare organization, for the purpose of financing the acquisition, construction, renovation or equipping of Anaheim Community Hospital in connection with which not more than $185,000,000 of the proceeds of the bonds are allocable to the Anaheim Community Hospital; and approving certain other matters relating thereto, seconded by Council Member Faessel. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0. Motion carried. Pilo 35. Public Hearing to consider the vacation/abandonment of a portion of Douglass Road between Katella Avenue and Cerritos Avenue in conjunction with Development Agreement No. 2020-00004 (ABA2021-00412; OCVibe Development). RESOLUTION NO. 2022-150 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM vacating a portion of Douglass Road between Katella Avenue and City Council Minutes of December 20, 2022 Page 18 of 19 Cerritos Avenue in conjunction with Development Agreement No. 2020-00004 (Abandonment No. ABA 2021-00412). Authorize the Public Works Director to execute Quitclaim Deeds, if necessary, relinquishing property interest in existing public facilities lying within the portion of Douglass Road proposed for abandonment. Authorize the City Clerk to cause a certified copy of the Resolution to be recorded in the Office of the Recorder of the County of Orange upon satisfaction of those conditions required by DEV2020-00004 and as directed by the Public Works Director or his designee. Public Works Director Rudy Emami summarized the agenda report. The developers of the project requested the abandonment order to assembly properties and right-of-ways for the "OC Vibe" mixed used project. City Council previously approved the development agreement for the project which included a proposal for the abandonment of Douglas Road between Katella Road and Cerritos Avenue and dedication of a new public street called River Road. The roadway modifications will increase traffic circulation. This action requires amendment to the City's Development Code. The developer will construct and maintain the private roadways and will serve the public through an easement dedicated to the City and ensure that all roads have access to public streets. Any remaining public utilities will be secured by an easement deed and recorded concurrently with the vacation abandonment resolution. DISCUSSION: Council Member Faessel inquired whether the naming of "River Road" could be kept open. Public Works Director Emami confirmed it is just a working naming convention with the final name yet to be determined. Mayor Aitken opened the public hearing. There being no speakers, Mayor Aitken closed the public hearing. MOTION: Council Member Meeks moved to approve RESOLUTION NO. 2022-150 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF ANAHEIM vacating a portion of Douglass Road between Katella Avenue and Cerritos Avenue in conjunction with Development Agreement No. 2020-00004 (Abandonment No. ABA 2021-00412); authorize the Public Works Director to execute Quitclaim Deeds, if necessary, relinquishing property interest in existing public facilities lying within the portion of Douglass Road proposed for abandonment; and authorize the City Clerk to cause a certified copy of the Resolution to be recorded in the Office of the Recorder of the County of Orange upon satisfaction of those conditions required by DEV2020-00004 and as directed by the Public Works Director or his designee, seconded by Council Member Rubalcava. ROLL CALL VOTE: AYES — 6 (Mayor Aitken and Council Members Diaz, Leon, Rubalcava, Faessel, and Meeks); NOES — 0. Motion carried. REPORT ON CLOSED SESSION ACTIONS: None PUBLIC COMMENTS (non -agenda items): None COUNCIL COMMUNICATIONS: Council Member Leon requested the meeting also adjourn in memory of Andrea Maciel Gonzalez, who lived to be 100 years and 10 months old and was raised and lived in Anaheim. City Council Minutes of December 20, 2022 Page 19 of 19 Council Member Diaz thanked his colleagues for approving Item No. 08, related to Haskett Library, and noted how it can help with current youth and their goals to be YouTubers, increase the social network, and learn from multiple medics. He also thanked them for approving Item No. 21 related to 39 Commons and noted an agreement had been made with Sprouts supermarket to benefit west Anaheim. Council Member Rubalcava thanked her colleagues for the nomination as Mayor Pro Tern and appreciated the positivity of the Council. COUNCIL AGENDA SETTING: Council Member Faessel requested consideration on January 10 of a certificate/proclamation honoring Jim Herberg as he retires from his position as the Orange County Sanitation District General Manager after 30 years of service. He requested a new ad hoc housing affordability working group consisting of himself, Mayor Aitken, and Council Member Rubalcava to meet with staff, review the draft study that was prepared regarding an affordable housing development fee, explore other available tools, and report back to the entire Council. Council Member Meeks requested an agenda item to consider rescheduling the City Council meeting of March 21, 2023 to March 28, 2023. Council Member Rubalcava suggested that the Housing and Community Development Commission work with the ad hoc housing affordability working group, barring any Brown Act concerns. Council Member Leon requested a future agenda item in January or February 2023 regarding the process for reviewing the City's Charter. ADJOURNMENT: At 7:36 P.M., Mayor Aitken adjourned the City Council meeting in memory of the names read during public comments, Patricia "Patti" Faraone, Catherine St. Clair, and Andrea Maciel Gonzalez. Respectfully submitted, Theresa Bass, CIVIC City Clerk Jennifer L. Hall From: jodiemosley Sent: Thursday, December 15, 2022 10:05 PM To: Public Comment Subject: [EXTERNAL] Item #21 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. In reference to 39 Commons, since we do not know what store is going to be leased, can we still be guaranteed there will be the large fee for the developer if the store is not equal to a whole foods? This is what was in the agreement. Thank you. Scant: from my T-Mobile 5G Device Public Comment From: Theresa Bass Sent: Wednesday, November 16, 2022 9:55 AM To: Public Comment Subject: FW: [EXTERNAL] Fwd: FROM WEBMD What to Know About Child Emotional Abuse/What are the negative side effects of too much screen time? From: Craig A Durfey Sent: Wednesday, November 16, 2022 2:29 AM To: Craig A Durfey durfeycrai€ ABC7 General Release <pr@abc7.com>; KTLA 5 News <ktla@ktla.com>; TIPS@NBCUNI.COM; CBS 2 <Kcalkcbsdesk@cbs.com>; FOXIINEWS@FOXTV.COM; Theresa Bass <TBass@anaheim.net> Subject: [EXTERNAL] Fwd: FROM WEBMD What to Know About Child Emotional Abuse/What are the negative side effects of too much screen time? 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. PRESS RELEASE THE EFFECTS FROM SCREEN TIME ADDICTIONS CREATES EMOTIONAL HARM WHAT IS THE DEFINITION OF OF CHILD ABUSE! ---------- Forwarded message --------- From: <durfeycrai _ Date: Wed, Nov 16, 2022 at 2:20 AM Subject: FROM WEBMD What to Know About Child Emotional Abuse/What are the negative side effects of too much screen time? To: <durfeycrai <cadurfey PRESS RELEASE THE EFFECTS FROM SCREEN TIME AND MYOPIA CREATES EMOTIONAL HARM 11-16-2022 (P.R.D.D.C.) PARENTS FOR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDREN 1 CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. GARDEN GROVE, CA 92842 CELL SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. F 404 - HONORING 0111AIG llfm'I WIZIPEY F IS FIGHT AGAINST AUTISM ... Ms. L011ZETTA S&IM01HEZ of California. https://www.govinfo.gov/content/pkq/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website sqq1a1emqt1qqg!ppws.qrg What to Know About Child Emotional Abuse Written by bl IEditorial oi-t ribUtors I c�i;t"�'•; l�'1 I �7 �"',�� ■ n7111' III' r ,�iiu,, rig rig , _� rig II��'�IIII'� ;��:�+��'�i IN THIS ARTICLE • ) pl ilr - ;, pl ili pl build I� iirricyt ii oii a l buse Mild I� iirmr otioii al bu e Siii ii • Treatlirta Child IEiirnotiioii al AbUse Child emotional abuse is a pattern of parental behavior that impacts your child's emotional development and feelings of self-worth. Emotional abuse includes the impact of negative talk as well as a lack of love and support. Learn more about the signs, symptoms, and lasting effects of emotional abuse on a child. Understanding Child Emotional Abuse Emotional abuse isn't always as obvious as physical abuse. While injuries leave visible marks on a child, signs of emotional abuse may be more difficult to identify. Emotional abuse may impact a child for the rest of their life. Emotional abuse negatively impacts a child by: • Limiting their emotional abilities • Changing their patterns of behavior • Impacting their ability to concentrate and learn at school • Damaging their self-esteem • Providing a distorted view of what parents should be Child emotional abuse includes yelling, criticizing, and negative attitudes. It's also characterized by withholding love, attention, and nurturing. Emotional abuse often goes with physical or sexual abuse as a means of controlling a person. While it is damaging at all ages, emotional abuse is critically harmful at younger ages. Newborns, infants, and toddlers especially suffer from a lack of positive interactions. Children who don't receive the love and care they need may be withdrawn and anxious. They might fail to develop basic social and language skills early on in life. Child Emotional Abuse Signs Once you know the signs of emotional abuse among all ages, it's easier to identify it among children in your life. Children who have experienced child emotional abuse may: • Be withdrawn, depressed, and lacking empathy • Be clingy to anyone who gives attention to them • Act out and seem like they have behavior problems • Have less fear than other kids of the same age • Stick very strictly to rules of any adult in a supervisory role like teachers, doctors, and babysitters • Suffer from disorders related to sleeping, eating, and communicating 3 Develop self -soothing mechanisms like repetitive motions or rhythmic rocking • Wet the bed or struggle to potty train without persistent accidents • Show a lack of interest in interacting or communicating with other people and lack attention to detail Make comments frequently like, I'Mommy/Daddy say that I'm always bad." RELATED These signs may be symptoms of other cognitive disorders and conditions, and should never be dismissed. If you think a child you know might be affected by emotional abuse, reach out and ask for help on their behalf. Signs a parent might be an abuser. Be aware of the signs a parent is acting as an emotional abuser in their home. Pay attention to things like: • Placing unreasonable demands on a child that are above the child's capacity or ability • Including the child in arguments and conflicts or treating them as a "battleground" in the marriage • Satisfying the parent's ego through the child when the child is too young to understand • Referring to a child as "it" instead of as he/she in conversations with others • Allowing the child to witness domestic violence in the home Emotional abuse often breaks a child down. Eventually, children may: • Start to live up to the negative words being spoken to them • Stop believing good things about themselves • Give up and allow themselves to become the negative image being projected onto them It's often difficult to prove emotional abuse because there are no physical marks. In cases of child emotional abuse, witnesses to the abuse need to make sure parents or caregivers are held accountable, and children get the help they need. Treating Child Emotional Abuse Parents who act out emotional abuse may have experienced abuse as children. It's a vicious cycle that needs a lot of strength to break. Child emotional abuse 4 treatment is important for both children and parents in abuse situations, so everyone can heal and move forward in a healthy way. If physical or sexual abuse is suspected, or the emotional abuse is severe, the safety of the children is the first priority. Treatment can begin after the child's safety is secured. Treatment isn't a short-term solution and needs a long-term commitment from everyone involved. In some cases, medical care is necessary. Most of the time, children receive therapy from a ;iir lined...who specializes in child psychology. A professional helps by: • Helping a victim of abuse learn how to trust again • Showing a child what healthy behavior and relationships look like • Teaching a child how to manage conflict • Boosting self-esteem and establishing a sense of self-worth Emotional Abuse: How Does it Impact Children? (webmd.com) ', • •I MMMM21• • • SingaporeansFrom young children to working adults to even the elderly, most of us digital devices that we own. We consume so much content from our digital screens that it's easy to forget the negative side effects of .. much screen time. However, impairwith research showing that excess screen time can development , overdosingeven lead to long-term medical conditions such as diabetes, it's time to stop ignoring the risks of .. 5 oto: Active Health The consequences of too much screen time • Physical strain to your eyes and body screenSpending long hours staring at a definitely takes a toll on your body, especially your eyes. Excessive screen time not only strains your eyes and leaves them feeling dry, but can also lead to - - and blualready a big rred Singaporeans face and staring incessantly at screenbeing constantly hunched over (like how so many people tend to do with their - affects your ,. pp ..IIL...................!.!!...............:..!!i..........li. body.The amount of screen time you clock has a direct impact on how much sleep you are getting, given that the blue light emitted from digital screens interferes with the production of the sleep hormone melatonin in your bedtimedigital devices right before - 6 • Weakened emotional judgment Too much screen time also affects your ability . register and process emotions. Desensitisation to v. . one particularly worrying side effect of youngerweakened emotional judgment. According to scleiiitific irespailircli, exposure to violent media content can also increase aggression levels, especially in - Delayed learning in young children When it comes to young children, the alteration of - - to due excessive .. time can impact their learning abilities. In particular, children who watch more TV - more difficulty picking up languages learning can be as much as 50% higher for every 30 minutes spent watching the TV. Letting kids watch educational programsbest way to educate betterthem either - young children learn exploring, watch shows passively hinders their brains from being active and engaged. • Lower self-esteem negativeFinally, spending too much time in the virtual world of screens can also have a yourself.,- people,- , and honing leadsyour passions, and creating new experiences , self- identity- -. When the bulk of your time is spent on social media sites, this problem is exacerbated because you may end up worrying more about your virtual self-image instead of your real one. .; children and youth, the dangers of ,- are particularly worrying. Perhaps one of the mostconsequences . . addictivehow it sends your brain into an -rush., ,, 3!opamine we ,-reward centre and insidiously makes us crave more. This is why many of us find Photo: Active Health What leads to screen addiction? Addiction,be it in any format or to any substance,,. viewed as a consequencebiochemical where the body craves having the reward centre of its "feelbrain constantly stimulated. Pursuit of pleasurable activities results in the release of dopamine, one of the three major other being endorphins and serotonin). Just as how the body responds with a burst of energy upon the consumption of a caffeinated beverage, , experiences problem:sense of euphoria that's the result of a dopamine rush. The ., ,_forms of stimuli). As a result, it seeks similar experiences of a higher intensity to make Photo: Active Health Seeking help approachThere is no uniform , . , addiction. Much of it depends individual, the kind of lifestyle they lead, the resources they - accessthe severity of the issue. While .. - opinion of qualified health and wellness practitioners like the ones at the Active 1,Iealtlj 1.4113 - be helpful when it comes to defining a workable just as well. Informing them of your situation and your commitment towards remedying it gives them the opportunity to get on the same page becomes much easier to include them in your plans. You can also make arrangement accountable,., curfews for 11 ThingsOptimising your environment to suit your goals is another step you can take. • + your smartphoneout of bedroom, designating dining tablezone,i seeking alternative activites to de -stress teachingextrinsic measures that can keep you on track by eliminating temptation and yourselfto experience life. RichardDr Swinbourne,•sport dietitian and sleep scientist at Singapore • • • also a good practice to switch on Digital Topics: Screen Time, Rest Better POPULAR POSTS 12 13 °^ a yl1� h°uhi7ah)`P o; %.. ,- s _ - _ r . . 14 15 16 Physical Activity (67) Nutrition (27) Sleep (26) Inspirational Stories (17) see aLL 17 SHARE Active Health Your journey to BETTER HEALTH begins here. Level up with guided expert knowledge backed by science. Contact Us SPORT SINGAPORE 3 Stadium Drive, Singapore 397630 Main Tel.: 6345 7111 Main Fax: 6440 9205 More ABOUT APP DOWNLOAD FIND US WORKSHOPS PROGRAMMES FAQ ARTICLES CORPORATE CONTACT US CONNECT WITH US: 18 Public Comment From: Theresa Bass Sent: Wednesday, November 16, 2022 2:12 PM To: Public Comment Subject: FW: [EXTERNAL] FW: PRESS RELEASE Hope Squad ( Woodbridge High School Irvine School District CA To reduce youth suicide through education, training, and peer intervention Goals Hope Squads seek to reduce self-destructive . From: durfeycraig Sent: Wednesday, November 16, 2022 11:45 AM To: SE NATO R.GONZALEZ@senate. ca.gov; senator. umberg@senate.ca.gov; David. Ochoa@sen.ca.gov; Theresa Bass <TBass@anaheim.net>; assemblymember.quirk-silva@assembly.ca.gov; Assemblymember.Davies@assembly.ca.gov; admin@voiceofoc.org; assemblymember.rendon@assembly.ca.gov; Christopher.Aguilera@asm.ca.gov Cc: durfeycraig cadurfeyl Subject: [EXTERNAL] FW: PRESS RELEASE Hope Squad I Woodbridge High School Irvine School District CA To reduce youth suicide through education, training, and peer intervention Goals Hope Squads seek to reduce self-destructive . 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. From: dUrfnycr i Sent: Wednesday, November 16, 2022 11:37 AM To: pr(c7cgrn; "'TIIS(N[3CV_N_II_:_C_."' <TIIS(nbc�ani.caarn>;'KTLA Desk' <ktl(ktl:caarn>; IKCAILIKCBS_D_ES.I. _C S.:_CC)IM <IKCAILIKCBSDESIK(c s.!agM.>; IFOX11NEWS( IF_0XTV,COM <foxllnews( f:aaxtv.cp.m>; . ....................................._............_.... ¢ac(¢acde�as;'Pam Haddad'__..:>;dv communityreIations'<cQMML.an.%tyrelations@ggcity.or >;'Maria Stipe' <rn ri s_@ciegarden- rcv ec etas>;'Teresa Pomeroy' <t rns ( cit .or >;'Public Records Request' <citycl rk(g city.or >; infra( gg :nrg; infra( ea.or Cc: darf nycrig ; c�d_�a_rf:ny ; tryn I�an(Itins:ccrn; 'Public Records Request' Subject: PRESS RELEASE Hope Squad I Woodbridge High School Irvine School District CA To reduce youth suicide through education, training, and peer intervention Goals Hope Squads seek to reduce self-destructive . RELEASE 11-16-2022 (P.R.D.D.C.) PRESS PARENTS FOR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDREN CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. GARDEN GROVE, CA 92842 CELL SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. F 404 - HONORING 0111AIG llfm'I WIZII-EY F IS FIGHT AGAINST AUTISM ... Ms. L011ZETTA S&IM011EZ of California. https://www.govinfo.gov/content/pkq/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website soc1aIemot1oqg!ppws.org To whom it may concern. The first Hope Squad was brought to Irvine CA through a collaborative effort of Irvine Police Dept with P.R.D.D.C. that Orange County Department of Health to fund Hope Squad now have eight going strong below are the links t t prograirn allimedat spireadiling't11incireasiling11hellp-seellkiling be coirnirnuinlity Hope Squad I Woodbridge High School https://woodbridgehigh.iusd.org ) I1 ope-squad de through education, bralliniling, aind peeir 11interveintiloin, , iireduce destructive CA we iineed irnore Public Comment From: d u rfeycra ig Sent: Thursday, November 17, 2022 9:55 PM To: Taylor.Gonsalves@asm.ca.gov; sbe@cde.ca.gov; jdeutsch@ocsheriff.gov; Don Barnes; 'stevej'; assemblymember.quirk-silva@assembly.ca.gov; Assemblymember.Davies@assembly.ca.gov; assemblymember.rendon@assembly.ca.gov; DIANA.LARA@sen.ca.gov; ocbe@ocde.us; 'Public Records Request'; 'Teresa Pomeroy'; MHSOAC@mhsoac.ca.gov; Theresa Bass Cc: durfeycraic _ cadurfey Public Comment; admin@voiceofoc.org; Christopher.Aguilera@asm.ca.gov; Assemblymember.Davies@assembly.ca.gov; Assemblymember.Nguyen@assembly.ca.gov; sbe@cde.ca.gov Subject: [EXTERNAL] Press Release The Academic and Social -emotional Effects of Classroom Service Dogs/Specialized Therapy Dogs with Handlers on Student Learning and Behavior Attachments: BRADMAN UNVERISTY SEL DOG THERAPY SCHOOLS.pdf, Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety.pdf; TAKING A SERVICE ANIMAL TO SCHOOL.pdf, AB-662 State Fire Marshal and Emergency Medical Services Authority peer -to -peer suicide prevention 2022.pdf; 202120220AB662 _Assembly Floor Analysis.pdf, 202120220AB662_Senate Floor Analyses.pdf; 202120220AB662_Assembly Health.pdf 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. 11-17- 2022 Press Release (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 CELL SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. F 4 4- HONORING 0IIR IIII Illlm'III IIII' IIIF III Y IF IS FIGHT I I T AUTISM ... Ms. L0110ETTA S&IM01HEZ of California. https://www.govinfo.gov/content/pkq/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website s ci le i I s® r_ Governor Gavin Newsom 1303 10th Street, Suite 1173 Sacramento, CA 95814 Phone: (916) 445-2841 Fax: (916) 558-3160 cc. 'rodd Spitzer Orange Count IIDIstoriict IIDA Main Office 300 IMorth IIRllower St Santa Ana, CA 92703 '714-834-3600 cc 1WHSGAC Commissioners PulbIlic Comment 1325 J Street, Sulte 1700 Sacramento, CA 95814 Phone: (916) 445-8696 IF°ax: (916) 445-4927 Email: MHSOACC mhsoac.ca.aov cc Sheriff -Coroner IIDon Barns 550 I114 Irlower Street Santa Ana, CA 92703 United States cc Behavioral IlHealllth Advisory Board Members ( PulbIlic comment Address: 405 W 5th St Santa Ana, CA 92701 cc Orange County Board of Supervisor 333 W Santa Ana IIBIlvd., Santa Ana, CA 92701 ('714) 834-3100 cc IMayor Steve Jones ( PulbIlic comment City of Garden Grove 11222 Acada Parkway Garden Grove CA cc nthon IRen4on Assembly Speaker, IDIstrict 63 State Capitol lRoorn 219 Sacramento, CA 95814 'rell: (916) 319-2063 IF°ax: (916) 319-2163 Senator'ronl G Atkins Senate IPresident IPro,rempore Capitol Office State Capitoll, IlR000rn 205 Sacramento, CA 95814 F� Ca U S Congressrepresentatives Illiit U„S Senators ,ro wiilmom It may Concern ,ro alli Cities ,rony ril a roan ond, State Superintendent CaliforniaIIDepa rtment of Education tiion 1430 III4 Street Sacramento, CA 95814-5901 Orange County Board of Education tiion Board IK 111 orm a IIG) H e Costa IMesa, CA 92626 Phone: 714-966-4012 f�flfl�(f(i�� E-miilll ocbe@ocde.us III 1Miija re y IPh IID County upeoriioimtendent of Schoollsl IMayo r Harry iidll u 'rheresa Bass, CIMC Office of the Oty Clerk Anaheim Boullevard 2nd Floor, Room 217 Anaheim, CA 92805 tbass@anaheim.net <tlb ss@an hem m.net y Phone: (714)765-5166 Fax: (714)765-4105 State Senator,rom Umlbeor IDI torii t Office 1000 IIE Santan IIC III d., Ste 22GIB Santa moray CA 92701 Phone: ('71 )558-3785 eiin ouir vU uirmiIlU euir Lca�ouumtuirm lulu uim t Gov Assemblywoman Janet INqu en IDI torii t Office 17011 Beach h IIC III d ulte 1120 Hun iin temm Beach, h, " 714-843-4966 - m�pirIlU�llll uir��m�uir��IlU�m�iii��IIII�M, mmmuicc uiIlUllll Gov Dear Governor Newsom A Feature Documentary Exploring Anxiety and Kids Are Kids Crisis Anxious Nation takes a deep look into the crisis of anxiety and mental health in America, especially its crippling impact on kids and families. The film gently sets out to lift the veil of shame off talking about mental health, giving insights into how and where anxiety shows up in our children's lives, how it impacts families and what we can do to manage anxiety, so it doesn't define us. Anxious Nation Trailer Picture Motion. - YouTube Anxious Nation: A Feature Documentary Exploring Anxiety, Kids and Families It started in 2019 with a single post on Facebook: "Kids and Anxiety, who is dealing with it? "As the parent of a child who suffers from anxiety, I knew that if I was struggling, then most families dealing with anxiety are too. s:// . ... be.com/watch?v=f.b.2.0.1 .. ....... .........II .......Vlj . As are Governor I fully support your goal with AB 2273 2022 requires online platforms to consider the best interest of child users and to protect their mental health and wellbeing s.//sociiiallle otiiionalll0a s.co / Illo Mg r® ...........® iiig .® iii_ -iii -n ili......................_..IIIIIII- on® .i rotectiiin ®chiiilll ren�J� 2�J� 0�J� s®1 .You also announces that you will provide /n -;ignfflcant overhaul of stateental health system, Governorls plan i o o m-5 access to mental health servicm5 for all Californians ages -25 Master Planlow ids" Mental Health invests $4.7 billion to reimqgine mental health and substance use servicos, adds 40, 000 now mental health workers III`III IIIESIII' G With lipids aciiross California headed Ill aclllc to school, Governor Gavin III' a som today unveiled ....alllli oiuri ia's..l Master 11llllaui air Kids' I....euin allll IIIV-ieaIIII Jlli to ensuiire all California lipids, paiirents and communities Illhave inciireased access to mental Illhealllth and substance use services Governor Newsom their clear supportive documentation therapy dogs aid has been proven with assisting mental wellbeing as in the movie Anxiety and Kids Are Kids Crisis Anxious Nation takes a deep look into the crisis of anxiety and mental health in America. Ca State HR 28 year was CALIFORNIA LEGISLATURE— 2015-2016 REGULAR SESSION. WHEREAS, Sections 233.5 (part of the Hate Violence Prevention Act) + 60042 the Education Code require instruction in kindergarten and grades I to 12, inclusive, to promote + encourage kindness WHEREAS, Numerous academic studies have established a correlation between animal cruelty during childhood .' interpersonal violence.' r•. and acknowledgedWHEREAS, Law enforcement agencies in major cities such as Houston, Chicago, and Los Angele have • .formed negativecruelty; and WHEREAS, Humane education, such as that involving wildlife, the animals' place in the overall environment, and the can disrupt the cycle of animal .' human abuse by decreasing a child's potential to be abusive or neglectful toward animals and, consequently, to promote prosocial behavior toward humans; .' respectWHEREAS, Humane education programs seek to prevent violence by teaching empathy, compassion, and • . beings and help children develop citizens; and Resolved by the Assembly of the State of California, That compliance with Education Code provisions sh. . include educating 7nimals and observance of laws, regulations,policies pertaining to the humane treatmentI Resolved, ..actions •;involvingnonprofit organizations education local 7dministratorsbe f' • • for fcompliancef incorporation of humane education in the core curriculum; and be it further Resolved, That the Chief Clerk of the Assembly transmit copies of this resolution to the State Senate, the Superintendent of Public Instruction, the State Board of Education, the State Department f'Education,: •the authorforappropriate distribution. f Spring 5-19-2018 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. That is very important recognize the significance benefits to invest a portion of the 4.7 l ill eir 1�Illl ui it III id' sill eui llll to ensui IIIV 1111 1114 ire Ill California Ill�ii s, p iirents n billion IIII�uiruir�. .... .... .... .... .... ... ... cernmunitiies Illh ve increased access to rnent 111 Illhe llltlllh and substance nce use services As well as creating notheiir theiir py wellness for AB 662 Asserniblyrnernibeir Ill a iiriguez's Illl,,,,e iislll tiion to Enihance Suicide I13iireventiion I11l3iir iir or or ihn rnon st III`iiiirst Ill espon eiirs Clears the State Illl,,,,e iislll tuiire that introducing Ibill to piirevii e funding firorn II IIIH5CAC 11VIental IFie llltlllh Services Oversight and Accountability Commission to addiress a girowingneed recognized theirp .hit ............................................. iii iiirave fl The U 5 Congiress passed Congress Passes Bill to Help Vets with Mental Health Conditions Get Service Dogs Ilfm .//www ..............................._,ii........:.116 ......!i......,, ii........:/..............!!_'.y. ii .........._/.......................'1../.............._/'1........./ p iiress- asses-brill-hil -vets-ii eint I- Ilhm_ .___Itllhm_- ii�____iiti ii -het-sail lice- o s,llfmtii 1 H.R.1448 - 117th Congress (2021-2022): PAWS for Veterans ...https://www.congress.gov > 117th-congress > house -bill . heallth-ii.n-gqEftn- rove -unified Service Dogs Reduce PTSD Symptoms, Study Results From Purdue Show jjps:I/www coiinteii oiir ii cliiinic,coii /vile /seii ice- o s-lire uce-Illts -sii toil s-stu P......................................................................................................III................................................................................................................................................................................................... P..................... ...y- Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety e urduesedu/ine Broom/releases/2020/Q3/stu d ®funds®the®most®im ortaint®tasll -for®a® tsd® P................................................ P................................................................................................................................................................................................................................................ y..................................................................................................... p............................................................................................. P..................... i ru ilng.ini ye ........... g„ ,,r,l The PAWS Act, signed into law Aug. 25, 2021, requires VA to conduct a five-year pilot program to provide canine training to eligible Veterans diagnosed with posttraumatic stress disorder as an element of a complementary and integrative health program.lNlaiir 30, 222 VA shares implementation plan and locations of PAWS Act ... htt s:// .va. ov/ova/ ressrelll/ ressrelllease.cf iii 5"T"T : :te The�%20 %20 ct%2C%20 ............. .......... Ille enta %20an %20iiinte ratiiive%20healllth%20 ro ram. H.R.1448 - 117th Congress (2021-2022): PAWS for Veterans ... https://www.congress.gov) 117tlhcoingiress ) Ihouse 111- llllll Nip "MM'1111,111 S.613 - 117th Congress (2021-2022): PAWS for Veterans ... https://www.congress.gov) 117tlhcoingiress ) senate 111- llllll This 111-AIII Implements a program and a pollicy rell�ated to service dog therapy for veteiri-Iins. Specifically, the 111-AU11 requires the Department of Veterans Affairs ... Tillis, Sinema, Cramer, and Feinstein's Bipartisan PAWS for ... https://www.tillis.senate.gov ) tiolllllliis sionemmrma cim°ammneim° aind AUq 6, 2021 This biIIIII authorizes the Secretary of Veterans Affairs to cireate a pilot I rogiraial on dog training t1heirapy based on the promising 11train the ... Now Law, Sinema Bipartisan Bill Authorizes Service Dog ... https://www.sinema.senate.gov....)......imm ...........:...111 .............:,,,sip igmvq IlG lo..11r..K,,.,.,,,. bipartisan Ilegislation championed by; Arizona's senior UI S Senator �lKyrsten Sinerna anfi Congress unleashes service dogs for veterans with PTSD https://www.rolicall.com ) 2021108109 ) coingim°ess unlllea AUq 9, 2021 The II-Iouse passed the II:IAWS Act last Congress, but it never gained momentum ii�n the Senate. Among the opponents was the VA, which cited the lack of ... Bipartisan PAWS for Veterans Therapy Act Signed into Law http://sherrill.house.gov....)......imio......).....l�i��,,,ireleases)............IlGio..11r..i� ug 25, 2021 iiith this new law, we are addressiong tllhme high cost Ilbarder tllhmat prevents many fm°onm accessing tllhmese ioncirediilllallle dogs. 1 want to thank every member ... PAWS For Veterans Therapy Act Passes the House https://kathleenrice.house.gov ) ine s ) docummnentsingllle May12,2021 "The VFW supports this Ilegislation to autlhoirize VA to pirovide service dogs to veterans seeking mental health care through grants to elligible ... Public Law 117 - 37 - Puppies Assisting Wounded ... - Govinfo https://www.govinfo.gov ) details ) IIII3IIII,,,,AW 11 71pulllalll37 An act to direct the Secretary of Veterans Affairs to carry out a pillot program on dog training therapy, and to amend title 38, United States Code, .. Ads California Service Dog Law - ADA Dog Discrimination Ad-https://www.adalawyer.net/service-animal/attorney Service animal discrimination is iiillllllegalll in Callliiiforniiia. 1Know your rights. Call us today. IlProven results fighting service animal discrimination in Callliiiforniiia. 1Know your rights. ADA Law California - Service Animal 101 - Service Animals & Housing - Get Legal Help Today Congress Passes Bill to Help Vets with Mental Health Conditions Ge'j Service D.. hfti /' i /' i y August 31, 2022 (916) 319-2710 Assemblymember Rodriguez's Legislation to Enhance Suicide Prevention Programming Amongst First Responders Clears the State Legislature (Sacramento, CA) - Today, Assembly Bill (AB) 662 passed the State Assembly and is now heading to the Governor's desk, awaiting his final signature. If enacted, this legislation would provide for suicide prevention programming that would establish an evidence -based, comprehensive, and tiered approach to suicide safety amongst first responders statewide. Additional training standards, including criteria for curriculum developed by the Statewide Training and Education Advisory Committee, will be established by the California State Fire Marshall. "As a career first responder, I know that combatting the suicide crisis within our industry is vital to the overall wellbeing of the profession. Having lived it, I understand the demands and stress that can become unbearable for too many. This bill is the first step in prioritizing the mental health of all first responders," stated Assemblymember Rodriguez. The Centers for Disease Control and Prevention (CDC) report that first responders are at elevated risk of suicide due to their work environments, work culture, and stress. This stress can either stem from one specific incident or an accumulation of daily stress. The pandemic only heightened this epidemic, as at least 18 California firefighters have taken their lives since the start in 2020. The CDC has found a successful approach to combatting suicide among first responders through peer-topeer counseling and peer teams. In addition to peer -to -peer assistance, other successful strategies have included mental health checkups and time -off to decompress following an especially traumatic call, among other things. Peer -to -peer assistance is a vital tool that needs to be implemented as general practitioners may not understand the actual experiences of first responders and relate to them in the way they need. Initiating these programs will help participants recognize the suicidal thoughts of their colleagues and connect them with the resources that may save their life. "When you are in the field, you can spend as much, if not more, time with your partner and colleagues than your family. Training first responders to recognize signs of mental distress in their peers will help to alleviate daily stressors and combat this ongoing crisis. These programs are intended to save the lives of those who have dedicated themselves to saving others," added Assemblymember Rodriguez. Ilfm:1/..............................._ ii........:......_ .pr / iiress-iirele ses/ 31- sseii llI l .ii... !q!i........:ll iir gr .......iiriiquers-legiisl tiioiin- inllhm........in - _ ii ii..... - it intloii curriculum content criteria for peer -to -peer suicide prevention programming and would require each local EMS agency emergency medical services employer in the local EMS .. imposewould authorize every paid emergency medical services responder to receive appropriate training consistent with the curriculum content criteria. To the extent that this bill would impose a new duty on the local EMS agencies, the bill would state -mandated local program. According to the Ruderman Foundation, first responders (police and firefighters) are more likely to die by suicide than in the line of duty. In 2017, there were at least 103 firefighter suicides and 140 police officer suicides. In contrast, 93 firefighters and 129 police officers died in the line of duty. Suicide is a result of mental illness, including depression and post traumatic stress disorder (PTSD), which stems from constant exposure to death and destruction. The Ruderman White Paper on Mental Health and Suicide of First Responders, examines a number of factors contributing to mental health issues among first responders and what leads to their elevated rate of suicide. One study included in the white paper found that on average, police officers witness 188 'critical incidents' during their careers. This exposure to trauma can lead to several forms of mental illness. For example, PTSD and depression rates among firefighters and police officers have been found to be as much as five times higher than the rates within the civilian population, which causes these first responders to commit suicide at a considerably higher rate (firefighters: 18/100,000; police officers: 17/100,000; general population 13/100,000). Even when suicide does not occur, untreated mental illness can lead to poor physical health and impaired decision -making SUBJECT: Mental health: dispatch and response protocols: working group. SUMMARY: Requires the Health and Human Services Agency (HHSA) to convene a working group no later than July 1, 2022, to examine existing dispatch and response protocols when providing emergency medical services (EMS) to an individual who may require evaluation 10 and treatment for a mental health disorder. Specifically, this bill: 1) Requires HHSA to convene a working group no later than July 1, 2022, to examine the existing dispatch and response protocols when providing EMS to an individual who may require evaluation and treatment for a mental health disorder. Requires the working group to include, at a minimum, all of the following: a) Representatives of law enforcement agencies; b) Representatives of county behavioral health agencies; c) Public first responder personnel and providers; d) Private first responder personnel and providers; and, e) Groups and stakeholders that provide benefits, services, and advocacy to individua Is experiencing severe mental illness. 2) Requires the working group to develop recommendations for improvements to dispatch and response protocols related to providing services to individuals who may require evaluation and treatment for a mental health disorder, and recommend amendments to current law authorizing an individual who may be a danger to them self or others to be taken to a designated facility as described in 3) in existing law below. 3) Requires the working group, when developing the recommendations, to take into account the safety of first responder personnel and providers. 4) Authorizes the working group, in developing recommendations pursuant to 2) above, to consult with other individuals, groups, or organizations for additional insight or expertise on issues under consideration by the working group w �Np� ��I �I In w �I,mu shwr ',, IIIIIIIIIu CIE @U iwu iwu.... mq iwl iwu..... iwl in irco�r, a Ifl uI ,n � � iwl a In iwu�',. iwl a Ifl iwl un p1111Vp6 iwl iwu�', )Ao pr un iwl ,nINn'm iwl )Ao V i I ��u �� lull " II�III„ �� iiuii II�II II�II iiuii � n �t iiuii �ui� iiuii iiuiil Dui �� r4N�i e , N iuiii � , NCI iiuiil Dui iiuii iiuii �ui� II�II Dui r N� � 11�14 �ui� iiuii II�II , iuiii , NCI iiuiil Dui e�;� hail# Dui �, 9� ��n��t t I� 11 il 11 IPuII6Ii llh ^Aug,1 , 2022 /n ,;iqnfflcant overhaul of state�senter/ health system, Gov� plan increases acc to manta/ health services tor all Californian.,; ages 0-25 12 Ma.ster Plantom ids" Mental Health i vo f billion to reimqgine mental health and suftfance pro servico , adder 40, 000 now mental health wo ke III`III IIIESIII' G With lipids across California headed Ill aclllc to school, Governor Gavin III' a som today unveiled alllli ournia's IVIasteir 11llllau dour Kids' I....entallll IIIV-ieaIllltli to ensure all California lipids, parents and communities Illhave increased access to mental Illheallltlllh and substance use services III' ationalllllly, lipids are iirepoiirfiing symptoms of depression and anxiety at iirecoiird prates and are considering or attempting suicide at historic levels I14eiire in California, about one tlllhird of 7tlllh and gtlllh graders and Illhalllf of ,f ftlllh graders experienced clllhiironilc sadness in the 2020 202-1 school year and it's estimated that ,f in ,f 0 lipids between een the ages of ,f 2 and ,f 7 suffered from at lleast one major depressive episode in the last year... Suicide prates for California youth ages -10 to ,f increased Illy 20% from 20-1g to 2020 California is talllcing urgent action to address this crisis... III`oiir lipids and families needling Illhelllp now, some elements of the Governor's plan are already available to all California lipids, including the Oliflldiireiirils I.... euntallll IIIV-ieaIIIllmllli 1114 e ouurces IIIV°iullb, which of eiirs lipids and parents a cenfiiralll 1hu116 for a vairiety of iiresouiirces, including several support IIIhoflllilnes, Callllll°fGllll31E and informational guides on suicide and depression wainning signs... The Governor unveiled the plan at 11VIdil,,,,ane III°figh School in III`iiresno, which provides social emotional support services for students with a dedicated social emotional support staff made up of psychologists, social worilceirs, and welfaire specialists Over the past decade, the III`iiresno Unified School Ill ilstirict Illhas increased mental Illheallltlllh staffing from around 50 to moire than 20 professionals The 11VIasteir I11l31an for Ill idsl 11VIental Iiieallltllh provides funding to schools across the state to offer the same Illcind of iiresouiirces 11VIdil,,,,ane and III`iiresno Unified does... "]Ylental and Ill elllhavioralll Illheallltlllh is one of the greatest clllhallllllenges of our Orne As otheiir states talllce away iiresouiirces to support lipids' mental Illheallltlllh, California is doubling down with the most significant overlllhaulll of our mental Illheallltlllh system in state IIlhilstory," Governor III' a som said... " elre investing Illillllllions of dollars to ensure ever California clllhillld Illhas Illetter access to comprelllhensilve mental Illheallltlllh and substance use services The Ill aster I11l31an for Ill idsl 11VIental Iiieallltlllh is premised on a very simple Ill elllief: ever single Illcid deserves to Illhave their mental Illheallltlllh supported... That's the California Way putting our lipids first 11.h s://so61allle otiiionalll _ .. _ .gi p........._........III. ®host®�iiilllllliiion® I.P.Yest ent®iiin®the®chiiilll rep®an ®youth® ehaviiioralll®healll Review of the Research: Are Therapy Dogs in Classrooms Beneficial? Jerri J. Kropp, Ph.D, CCLS, Georgia Southern University, Statesboro, Georgia, Associate Professor, School of Human Ecology and Mikaela M. Shupp, BBA, Georgia Southern University, Statesboro, Georgia (alumna), Academic Advisor, College of Business Abstract Research findings on the presence of a therapy dog in the classroom are summarized. The authors reviewed 30 articles, book chapters, and other sources on the topic of the various uses of dogs in classrooms, published between 2001 and 2017. Ages studied ranged from 3 years to adolescence (high school). In our analysis, three categories of therapeutic benefit emerged: a) increased reading and language skills, b) social, emotional, and humane gains, and c) improved gross motor skills. Numerous studies have found that literacy skills can be improved from reading to dogs and that children gain confidence in reading and report an increased love of reading (Fine 2015). Therapy dogs can also provide stability and comfort to children who are living in poverty or abusive homes. Caring for a classroom animal teaches responsibility, builds confidence, and gives children a sense of pride and accomplishment. Common concerns and objections to having a therapy dog in the classroom are discussed, as well as recommended policies and procedures for having a therapy dog program in a school setting. 13 Introduction: Research over the past 30 years indicates that therapy dogs may offer physiological, emotional, social, and physical support for children (Friesen, 2010). The use of therapy dogs with children is successful due to children's natural tendency to open up to animals and the stress moderating effect of the calm and nonjudgmental presence of a therapy dog (Jalongo, Astorino & Bomboy, 2004). There has not only been an increase in the use of therapy dogs in classrooms in recent years, but the number of articles citing empirical research has greatly increased in the last ten years. F s://fiiillles.eriiic.e .�IIIIII/__._T___, df p— Review oft the rch: Are Therapyin Classroomsfill? ropp, Jerrie J ; Shupp, IIIWliilkaellla IIM Forum on Public Policy Online, v2017 n2 2017 Research findings on the presence of a therapy dog in the classroom are summarized. The authors reviewed 30 articles, book chapters, and other sources on the topic of the various uses of dogs in classrooms, published between 2001 and 2017. Ages studied ranged from 3 years to adolescence (high school). In our analysis, three categories of therapeutic benefit emerged: (a) increased reading and language skills, (b) social, emotional, and humane gains, and (c) improved gross motor skills. Numerous studies have found that literacy skills can be improved from reading to dogs and that children gain confidence in reading and report an increased love of reading (Fine 2015). Therapy dogs can also provide stability and comfort to children who are living in poverty or abusive homes. Caring for a classroom animal teaches responsibility, builds confidence, and gives children a sense of pride and accomplishment. Common concerns and objections to having a therapy dog in the classroom are discussed, as well as recommended policies and procedures for having a therapy dog program in a school setting. DesciiIiptoiim&!Animals, Therapy, Teaching Methods, Reading Programs, Reading Instruction, Reading Skills, Literacy, Reading Aloud to Others, Oral Reading, Elementary School Students, Middle School Students, High School Students, Stress Management, Student Attitudes, Reading Motivation, Literature Reviews Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax. 217-344- 6963; email: editor@forumonpubimpolicy com; Web site: http://forumonpublicpolicy com/journals- 2/online journals/ Publication : Journal Articles; Reports - Research; Information Analyses Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools Audience: N/A Language:English Sponsor: N/A Authoring s ii ii : N/A Grantr Contract Numbers: N/A 14 Governor Newsom request upmost consideration for therapy dogs in all schools with the research that I have provided which has tangible such as assist with wellbeing with other benefits to education such as Paws for Reading In addition to providing therapy teams to health care settings, Paws for Healing also provides a Paws For Reading literacy program for Solano, Napa, and Sonoma that we call Paws for Reading. Reading teams go to libraries, school classrooms and after -school programs where children read to a canine "Reading Buddy." The goal is to provide a non -judgmental atmosphere in which kids can read without correction or interruption and learn not just to read, but to love reading as well. Additionally, the Read program creates a supportive environment for children so that they may read without correction or interruption. The purpose of Paws for Reading is to make reading an enjoyable experience and to enhance children's literacy skills through reading buddies, one-on-one attention, opportunity and bonus programs. The Paws for Reading program embrace children with a canine spirit: kids will do better with a little extra love, patience and some quality time with an adult. Ilfrn m �.,//..............................._,I.................._ iirllfm ...... .......... ,or /p sure iiin 16mtii The addition benefits students can for a dog training under CA State AB 24 Civic engagement 2017 to assist training dogs for senior citizens who could alone need some comfort with baby boom generation retired that may need therapy dog to comfort them. Thank You Craig A Durfey 15 J 0 �i 4 AB 662 Page 1 CONCURRENCE IN SENATE AMENDMENTS AB 662 (Rodriguez) As Amended August 11, 2022 Majority vote SUMMARY Original Committee of Reference: HEALTH Requires the State Fire Marshal to establish additional training standards that include the criteria for curriculum content recommended by the Statewide Training and Education Advisory Committee involving peer -to -peer suicide prevention programming. Requires the State Fire Marshal to coordinate with the California Firefighter Joint Apprenticeship Program to develop and deliver the curriculum content criteria. Authorizes all paid personnel assigned to field duties in a state or local fire department or fire protection or firefighting agency to receive the peer -to - peer suicide prevention training. Requires The Emergency Medical Services Authority (EMSA) to distribute the curriculum to each local Emergency Medical Services Authority (LEMSA). Senate Amendments Current Committee Recommendation: Concur Delete the prior version of this bill and instead require the State Fire Marshal to establish training standards involving peer -to -peer suicide prevention programming. COMMENTS According to the Ruderman Foundation, first responders (police and firefighters) are more likely to die by suicide than in the line of duty. In 2017, there were at least 103 firefighter suicides and 140 police officer suicides. In contrast, 93 firefighters and 129 police officers died in the line of duty. Suicide is a result of mental illness, including depression and post traumatic stress disorder (PTSD), which stems from constant exposure to death and destruction. The Ruderman White Paper on Mental Health and Suicide of First Responders, examines a number of factors contributing to mental health issues among first responders and what leads to their elevated rate of suicide. One study included in the white paper found that on average, police officers witness 188 'critical incidents' during their careers. This exposure to trauma can lead to several forms of mental illness. For example, PTSD and depression rates among firefighters and police officers have been found to be as much as five times higher than the rates within the civilian population, which causes these first responders to commit suicide at a considerably higher rate (firefighters: 18/100,000; police officers: 17/100,000; general population 13/100,000). Even when suicide does not occur, untreated mental illness can lead to poor physical health and impaired decision -making. Prior Legislation: 1) AB 1116 (Grayson) of 2017 would have enacted the Firefighter Peer Support and Crisis Referral Services Pilot Program. AB 1116 was vetoed by the Governor, who stated, in part, "...peer support programs are already in place for many public safety personnel, making this narrow pilot program largely duplicative and potentially in conflict with existing programs. I AB 662 Page 2 would recommend that instead of new statutory provisions, the sponsors and author work with the affected agencies to improve existing programs." 2) AB 1116 (Grayson), Chapter 388, Statutes of 2019, was substantially similar to 1116 (Grayson) of 2017. AB 960 (La Suer) of 2003 would have establishes a public safety officer -peer supporter privilege that applied to information transmitted between a public safety officer and his or her peer supporter. AB 960 was referred to the Senate Judiciary Committee, but never heard in Committee. According to the Author Programs geared toward peer -to -peer suicide prevention training emphasize the notion that most people with thoughts of suicide don't want to die, instead, they are looking for a way to work through the pain in their lives. Through their words and actions, they usually invite others to help them in making a choice for life. The curriculum developed through this bill is intended to teach participants to recognize these invitations, engage with the person with thoughts of suicide, and connect them with resources to help them be safer from suicide. These resources could include health care professionals, first responders, or crisis line workers, among many others who have suicide intervention training. Now, more than ever, it is imperative to prioritize behavioral health prevention and intervention for California's firefighters and emergency medical personnel. The author concludes, the objective of this bill is to save lives. Arguments in Support The League of California Cities, California Fire Chiefs Association and the Fire Districts Association of California are the cosponsors of this bill and state that this bill would provide resources for suicide prevention programming that would establish an evidence -based, comprehensive, and tiered approach to suicide safety for first responders across the state. According to the Firefighter Behavioral Health Alliance (FBHA), there have been at least 18 firefighter suicides in California since the beginning of the pandemic. The FBHA further estimates that it is likely only capturing about 40% of the suicide rate. Despite being five times more likely than civilians to suffer from symptoms, little has been done to address PTSD and depression among first responders. According to the Centers for Disease Control and Prevention (CDC), first responders may be at elevated risk for suicide because of their work environments, work culture, and stress, both occupational and personal. This stress can be acute (associated with a specific incident) or chronic (an accumulation of day-to-day stress). Additionally, the CDC asserts that there are challenges relating to the "limited culturally competent mental health resources for first responder's mental health needs." Often, first responders are sent to general mental health practitioners who may not understand the unique demands faced by first responders or the cultures in which they operate. While they may meet the needs of many clients, general practitioners may not understand what first responders experience on the job or be able to relate to them in a culturally competent manner. Arguments in Opposition The Department of Finance is opposed to this bill because it would likely result in one-time costs not included in the 2022 Budget Act and creates additional cost pressures on state and local fire departments to provide additional training. AB 662 Page 3 FISCAL COMMENTS According to the Senate Appropriations Committee, The California Department of Forestry and Fire Protection anticipates costs o£ 1) Approximately $60,000 in the first year to develop the course curriculum; 2) Approximately $10,000 in the first year for travel costs to attend national training and meetings related to peer -to -peer suicide prevention (California Fire and Arson Training Fund); 3) Unknown fiscal impact to EMSA to distribute the curriculum content criteria to each LEMSA; and, 4) Unknown, potentially significant reimbursable mandated costs for each LEMSA to make the curriculum content criteria available to each emergency services employer in the LEMSA's jurisdiction. VOTES ASM HEALTH: 14-0-1 YES: Wood, Aguiar-Curry, Bigelow, Bonta, Burke, Carrillo, Flora, Maienschein, McCarty, Nazarian, Luz Rivas, Rodriguez, Santiago, Waldron ABS, ABST OR NV: Mayes ASM JUDICIARY: 11-0-0 YES: Stone, Gallagher, Chau, Chiu, Davies, Lorena Gonzalez, Holden, Kalra, Kiley, Maienschein, Reyes ASM APPROPRIATIONS: 16-0-0 YES: Lorena Gonzalez, Bigelow, Calderon, Carrillo, Chan, Megan Dahle, Davies, Fong, Gabriel, Eduardo Garcia, Levine, Quirk, Robert Rivas, Akilah Weber, Holden, Luz Rivas ASSEMBLY FLOOR: 65-0-11 YES: Aguiar-Curry, Bauer -Kahan, Bennett, Berman, Bigelow, Bloom, Boerner Horvath, Bryan, Burke, Calderon, Cervantes, Choi, Cooley, Cunningham, Daly, Davies, Flora, Fong, Friedman, Gabriel, Gallagher, Cristina Garcia, Gipson, Grayson, Holden, Irwin, Jones -Sawyer, Kalra, Kiley, Lackey, Lee, Levine, Low, Maienschein, Mathis, McCarty, Medina, Mullin, Muratsuchi, Nazarian, Nguyen, O'Donnell, Patterson, Petrie -Norris, Quirk, Quirk -Silva, Ramos, Reyes, Luz Rivas, Robert Rivas, Rodriguez, Blanca Rubio, Salas, Santiago, Seyarto, Smith, Stone, Ting, Valladares, Villapudua, Ward, Akilah Weber, Wicks, Wood, Rendon ABS, ABST OR NV: Arambula, Mia Bonta, Carrillo, Chen, Cooper, Megan Dahle, Eduardo Garcia, Gray, Mayes, Voepel, Waldron SENATE FLOOR: 40-0-0 YES: Allen, Archuleta, Atkins, Bates, Becker, Borgeas, Bradford, Caballero, Cortese, Dahle, Dodd, Durazo, Eggman, Glazer, Gonzalez, Grove, Hertzberg, Hueso, Hurtado, Jones, Kamlager, Laird, Leyva, Lim6n, McGuire, Melendez, Min, Newman, Nielsen, Ochoa Bogh, Pan, Portantino, Roth, Rubio, Skinner, Stern, Umberg, Wieckowski, Wiener, Wilk AB 662 Page 4 ASM HEALTH: 12-0-2 YES: Wood, Waldron, Aguiar-Curry, Arambula, Bigelow, Carrillo, Maienschein, Mayes, Nazarian, Luz Rivas, Rodriguez, Santiago ABS, ABST OR NV: Flora, McCarty UPDATED VERSION: August 11, 2022 CONSULTANT: Lara Flynn / HEALTH / (916) 319-2097 FN: 0004442 AB 662 Page 1 Date of Hearing: April 20, 2021 ASSEMBLY COMMITTEE ON HEALTH Jim Wood, Chair AB 662 (Rodriguez) — As Amended April 8, 2021 SUBJECT: Mental health: dispatch and response protocols: working group. SUMMARY. Requires the Health and Human Services Agency (HHSA) to convene a working group no later than July 1, 2022, to examine existing dispatch and response protocols when providing emergency medical services (EMS) to an individual who may require evaluation and treatment for a mental health disorder. Specifically, this bill: 1) Requires HHSA to convene a working group no later than July 1, 2022, to examine the existing dispatch and response protocols when providing EMS to an individual who may require evaluation and treatment for a mental health disorder. Requires the working group to include, at a minimum, all of the following: a) Representatives of law enforcement agencies; b) Representatives of county behavioral health agencies; c) Public first responder personnel and providers; d) Private first responder personnel and providers; and, e) Groups and stakeholders that provide benefits, services, and advocacy to individuals experiencing severe mental illness. 2) Requires the working group to develop recommendations for improvements to dispatch and response protocols related to providing services to individuals who may require evaluation and treatment for a mental health disorder, and recommend amendments to current law authorizing an individual who may be a danger to them self or others to be taken to a designated facility as described in 3) in existing law below. 3) Requires the working group, when developing the recommendatio ns, to take into account the safety of first responder personnel and providers. 4) Authorizes the working group, in developing recommendations pursuant to 2) above, to consult with other individuals, groups, or organizations for additional insight or expertise on issues under consideration by the working group. 5) Requires the recommendations to reflect the consensus of the working group and requires the working group, at its initial meeting, to establish how consensus will be determined and create a guiding framework for determining if there is consensus. 6) Requires the working group to submit a periodic report to update the Legislature on its progress every six months, beginning six months after the working group is first convened, until it submits the report pursuant to 7), below. 7) Requires the working group to submit a final report to the Legislature with the recommendations developed pursuant to 2), above, on or before January 1, 2024. AB 662 Page 2 EXISTING LAW: 1) Establishes HHSA to oversee departments and offices that provide services in specified areas including health care, mental health, public health, and alcohol and drug treatment. 2) Establishes the Lanterman-Petris-Short (LPS) Act and declares the intent of the Legislature to end the inappropriate, indefinite, and involuntary commitment of persons with mental health disorders, developmental disabilities, and chronic alcoholism, as well as to safeguard a person's rights, provide prompt evaluation and treatment, and provide services in the least restrictive setting appropriate to the needs of each person. 3) Authorizes, under Section 5150 of the Welfare and Institutions Code, a peace officer, member of the attending staff of a designated facility or crisis tem, or other professional person designated by the county, upon probable cause, to take a person with a mental disorder who is a danger to self or others, or is gravely disabled, into custody (a "5150" hold) and place him or her in a designated facility. 4) Defines "gravely disabled" as a condition in which a person, as a result of a mental disorder or impairment by chronic alcoholism, is unable to provide for their basic personal needs for food, clothing, or shelter, or a condition in which a person has been found mentally incompetent, as specified. 5) Defines "a danger to himself or herself or others, or gravely disabled" to also refer to the condition of being a danger to self or others, or gravely disabled, as a result of the use of controlled substances rather than by mental disorder. 6) Defines "designated facility" or "facility designated by the county for evaluation and treatment" as a facility that is licensed or certified as a mental health treatment facility or a hospital, as defined, and includes, but is not limited to, Acute Psychiatric Hospitals, Psychiatric Health Facilities, and a certified crisis stabilization unit 7) Establishes the Emergency Medical Services Authority (EMSA) and grants EMSA the authority, utilizing regional and local information, to assess each EMS area for the purpose of determining the need for additional services, coordination of EMS, and the effectiveness of EMS. Requires EMSA to develop planning and implementation guidelines for EMS systems which address the following components: a) Manpower and training; b) Communications; c) Transportation; d) Assessment of hospitals and critical care centers; e) System organization and management; f) Data collection and evaluation; g) Public information and education; and, h) Disaster response. 7) Requires EMSA to provide technical assistance to existing agencies, counties, and cities for the purpose of developing the components of EMS systems, and requires EMSA to adopt rules and regulations as may be reasonable and proper, and to enable EMSA to perform its duties. AB 662 Page 3 9) Exempts firefighters, police officers or other law enforcement officers, emergency medical technician-1 (EMT -I), EMT -II, EMT -paramedic, or registered nurses who render EMS at the scene of an emergency or during an emergency air or ground ambulance transport, and a public agency employing such a person, from civil liability, except for acts or omissions performed in a grossly negligent manner or acts or omissions not performed in good faith. FISCAL EFFECT: Unknown. This bill has not been analyzed by a fiscal cornnittee. COMMENTS: 1) PURPOSE OF THIS BILL. According to the author, law enforcement and certain county designated individuals may detain individuals who are a danger to themselves or gravely disabled under a 5150 hold. These individuals often require ambulance transportation to a hospital or mental health care facility for definitive care. Law enforcement often hands off these patients to both public and private ambulance agencies with little firther involvement during the care and transport of these patients. Those law enforcement personnel and others designated by a county who place individuals in 5150 custody are protected from liability, which is not afforded to the ambulance personnel making the transport. Additionally, ambulance personnel have no authority to detain or restrain a 5150 patient during a transport if the patient requests to leave the vehicle. The author states that this bill seeks to address the issues of authority and liability for ambulance services to transport patients placed on a mental health hold. 2) BACKGROUND. a) LPS Act. The LPS Act was signed into law in 1967 and provides for involuntary commitment for varying lengths of time for the purpose of treatment and evaluation, provided certain requirements are met. Additionally, the LPS Act provides for LPS conservatorships, resulting in involuntary commitment for the purposes of treatment if an individual is found to meet the criteria of being a danger to themselves or others or is gravely disabled as defined. The LPS Act provides for a conservator of the person, of the estate, or of both the person and the estate for a person who is gravely disabled as a result of a mental health disorder or impairment by chronic alcoholism or use of controlled substances. The person for whom such a conservatorship is sought has the right to demand a court or jury trial on the issue of whether they meet the gravely disabled requirement. The purpose of an LPS conservatorship is to provide individualized treatment, supervision, and placement for the gravely disabled person. Current law also deems a person as not being gravely disabled for purposes of a conservatorship if they can survive safely without involuntary detention with the help of responsible family, friends, or others who indicate they are both willing and able to help. The LPS Act, along with the court ordered outpatient services available through Laura's Law provides a robust system for mandating intensive inpatient and outpatient care, along with general oversight, for those who may not be able to care for themselves. b) 5150's. Typically one first interacts with the LPS Act through what is known as a 5150 hold, which allows a peace officer or other authorized individual as specified to commit a person for an involuntary detention of up to 72 hours for evaluation and treatment if they are determined to be, as a result of a mental health disorder, a threat to self or others, or gravely disabled. The peace officer or other authorized individual who initially detains AB 662 Page 4 the individual must determine and document that the individual meets this standard. When making the determination, the peace officer or other authorized person may consider the individual's historical course, which includes evidence presented by a person who has provided or is providing mental health or related support services to the person on the 5150 hold; evidence presented by one or more members of the family of the person on the 5150 hold; and, evidence presented by the person on the 5150 hold, or anyone designated by that person, if the historical course of the person's mental disorder has a reasonable bearing on making a determination that the person requires a 5150 hold. c) Police -Mental Health Collaboration. Across the nation, there is a growing movement to realign the services provided to individuals with behavioral health issues who are in crisis away from a law enforcement centric model to more mental health crisis support models. A July 2020, article published in the National Conferences of State Legislatures newsletter, stated that nationally, people experiencing a mental health crisis are more likely to encounter law enforcement than medical assistance. What is less common is that law enforcement officers, particularly in small or rural jurisdictions, have access to partnerships and resources that are better equipped to handle such crises and can offer alternatives to arrest. Despite conventional thinking, people with mental illness are not more likely than anyone else to committee violent acts. In fact, it is 10 times more likely that those with severe mental illness will be victims of a violent crime than the general population. However, bystanders frequently call 911 when a person near them experiences a mental health crisis, making it much more likely that a person in crisis will encounter law enforcement officers than mental health professionals. Because of this, law enforcement agencies and state lawmakers have been working to create alternatives. Local innovation based on the needs of individual conurnnities has also resulted in a variety of police -mental health collaboration programs, including some of the following: Crisis intervention Teams; Co -Response Teams; Mobile Crisis Teams; Case Management Teams; and, Crisis Stabilization Centers. These new models of addressing individuals in mental health crisis are reshaping how communities treat and respond to the mental health needs of their communities. 3) SUPPORT. The California Professional Firefighters (CPF) support this bill and note that recent events throughout the United States have shown and continue to show that there are fundamental issues with how emergency services respond to a call regarding an individual who may be experiencing a mental health crisis. Law enforcement officers may be dispatched to a scene if an individual appears to be a danger to themselves or others, but in other instances they may be dispatched to scenes that do not require their presence. Conversely, incidents where only EMS or fire personnel are present may escalate quickly, putting those responders into danger while they are trying to render medical assistance. This is a complex problem that does not have easy solutions; as such it is critical that the process of searching for a more equitable and safe method response to these incidents is done so thoughtfully and with all affected stakeholders at the table. CPF states that this bill will convene a working group to examine the issues within the existing system, develop recommendations on solutions, and submit periodic reports on its findings. In doing so, this working group can establish a strong foundation from which to make the necessary changes to ensure the safety of all responding personnel as well as safety and the best possible care for those who are suffering from a mental health crisis. CPF concludes that while there is not a quick fix to this issue, the Community Paramedicine or Triage to Alternate Destination Act adopted last year is one of those promising models of care to be considered. AB 662 Page 5 4) RELATED LEGISLATION. AB 1229 (Rodriguez) requires the Director of EMSA to establish a task force to address ambulance patient offload delays. AB 1229 passed the Emergency Management Committee on a vote of 7 to 0 and is pending a hearing in Assembly Health Committee. 5) PREVIOUS LEGISLATION. AB 1544 (Gipson), Chapter 138, Statutes of 2020, establishes the Commmity Paramedicine or Triage to Alternate Destination Act of 2020, which permits local EMS agencies, with approval by EMSA, to develop programs to provide corrnnunity paramedic or triage to alternate destination services in one of the following specialties: a) providing directly observed tuberculosis therapy; b) providing case management services to frequent EMS users; c) providing hospice services to treat patients in their homes; and, d) providing patients with transport to an alternate destination, which can either be an authorized mental health facility, or an authorized sobering center. Sunsets the provisions of the bill on January 1, 2024. 6) SUGGESTED AMENDMENTS. a) In order to include all relevant state agency stakeholders in the working group and still have a manageable sized group, the Committee may wish to amend this bill to require HHSA to convene the working group in conjunction with the Department of Health Care Services and EMSA, and limit the size of the workinggroup to no more than 14 members. b) In order to ensure that the civil liberties of individuals are clearly represented in the working group, the Committee may wish to amend this bill to specifically include organizations or individuals who advocate for the civil and legal rights of those individuals, and to require that the number of those representatives is equal to, or greater than, the number of representatives described in 1) a) through d), in the bill summary, above. c) In order to ensure the safety of all individuals involved in the transport of an individual experiencing severe mental illness, the Committee may wish to amend the required recommendations to be developed by the working group as follows: i) To determine what, if any, additional training and education of first responder personnel and providers is necessary; ii) To determine what, if any amendments to Section 5150 are necessary while also protecting the civil liberties of those individuals. iii) To clarify that the work group, when taking into account the safety of first responder personnel and providers, shall also consider the safety of individuals who are experiencing severe mental illness. 7) DOUBLE REFERRAL. This bill is double referred; upon passage in the Committee, this bill will be referred to the Assembly Judiciary Committee. AB 662 Page 6 REGISTERED SUPPORT / OPPOSITION: Support California Professional Firefighters Opposition None on file. Analysis Prepared by: Lara Flynn / HEALTH / (916) 319-2097 SENATE RULES COMMITTEE Office of Senate Floor Analyses (916) 651-1520 Fax: (916) 327-4478 THIRD READING Bill No: AB 662 Author: Rodriguez (D) Amended: 8/ 11 /22 in Senate Vote: 21 SENATE GOVERNMENTAL ORG. COMMITTEE: 13-0, 6/28/22 AYES: Dodd, Nielsen, Allen, Archuleta, Becker, Bradford, Hueso, Jones, Kamlager, Melendez, Portantino, Rubio, Wilk NO VOTE RECORDED: Borgeas, Glazer SENATE APPROPRIATIONS COMMITTEE: 7-0, 8/11/22 AYES: Portantino, Bates, Bradford, Jones, Laird, McGuire, Wieckowski ASSEMBLY FLOOR: 65-0, 1/24/22 - See last page for vote SUBJECT: State Fire Marshal and Emergency Medical Services Authority: peer -to -peer suicide prevention SOURCE: California Fire Chiefs Association Fire Districts Association of California League of California Cities EIN DIGEST: This bill requires the State Fire Marshal (SFM) to establish additional training standards that include criteria for curriculum development involving peer - to -peer suicide prevention programming, as specified. ANALYSIS: Existing law: 1) Requires, under the California Fire Service Training and Education Program Act, the SFM to establish courses of study and curriculum relating to fire service training. AB 662 Page 2 2) Directs the SFM to establish additional training standards that include criteria for curriculum content recommended by the Emergency Response Training Advisory Committee, as specified. 3) Requires the SFM to contract with the California Firefighter Joint Apprenticeship Program for the development of curriculum criteria. 4) Governs local emergency medical services (EMS) systems, and establishes the EMS Authority (EMSA), which is responsible for the coordination and integration of EMS systems, as specified. 5) Authorizes each county to develop an EMS program and requires each county developing a program to designate a local EMS agency consisting of the county health department, an agency established and operated by the county, an entity with which the county contracts for the purposes of local EMS administration, or a joint powers agency (JPA), as specified. This bill: 1) Requires the SFM to establish additional training standards that include the criteria for curriculum content recommended by the Statewide Training and Education Advisory Committee involving peer -to -peer suicide prevention programming. 2) Requires the SFM to coordinate with the California Firefighter Joint Apprenticeship Program for the development of the above content criteria. 3) Provides that all paid personnel assigned to field duties in a state or local fire department or fire protection or firefighting agency may receive the appropriate training described in this bill. 4) Requires the SFM to make the curriculum content criteria developed pursuant to this bill available to the EMSA. 5) Requires the EMSA to distribute to each local EMS agency the curriculum content criteria for peer -to -peer suicide prevention programming, as specified. 6) Requires each local EMS agency to make the curriculum content criteria available to each EMS employer in the local EMS agency's jurisdiction. 7) Authorizes every paid EMS responder to receive appropriate training consistent with the curriculum content criteria. AB 662 Page 3 8) Provides that the implementation of this section is contingent upon an appropriation of funds in the annual Budget Act or another statute, as specified. Background Purpose of the Bill. According to the author's office, "suicide is a crisis among our First Responders, with more personnel likely to die by suicide than in the line of duty. They are at elevated risk due to their work environment, which has become increasingly stressful and traumatic. Further, the Center for Disease Control (CDC) states there are unique challenges relative to culturally competent mental health resources for first responders. Now, more than ever, it is imperative to prioritize behavioral health prevention and intervention for California's firefighters and emergency medical personnel." Suicide and Self -Harm Trends. According to the California Department of Public Health (DPH), the number of suicide deaths that have occurred in California has been steadily increasing over the previous decade. In January of 2021, the United States Surgeon General, in coordination and cooperation with the National Action Alliance for Suicide Prevention released The Surgeon General's Call to Action: To Implement The National Strategy For Suicide Prevention (Call to Action). This Call to Action recognizes suicide as a complex issue that needs far-reaching solutions including: promoting resilience and wellness, identifying and supporting at -risk individuals and groups, responding helpfully to crisis situations, caring for those at risk of suicide, and supporting people affected by suicide. Specifically, the Call to Action states that people with lived experience must guide this work, and it should be tailored for groups who are disproportionately affected by suicide. First responders are crucial to ensuring public safety and health and are at an elevated risk for suicide due to the environments in which they work, their culture, and stress — both occupational and personal. This stress can be acute (associated with a specific incident) or chronic (an accumulation of day-to-day stress). Occupational stress in first responders is associated with increased risk of mental health issues, including hopelessness, anxiety, depression, post -traumatic stress, as well as suicidal behaviors such as suicidal ideation (thinking about or planning suicide) and attempts. Even during routine shifts, first responders can experience stress due to the uncertainty in each situation. During emergencies, disasters, pandemics, and other crises, stress among first responders can be magnified. Relationship problems have also been linked to a large proportion of suicides among the general population. Because first responders can have challenging work schedules and extreme family -work demands, stress caused by relationship problems may also be magnified in this worker group. AB 662 Page 4 Office of the State Fire Marshal. The mission of the SFM is to protect life and property through the development and application of fire prevention engineering, education, and enforcement. The SFM supports the mission of the Department of Forestry and Fire Protection (Ca1FIRE) by focusing on fire prevention. The SFM provides support through a wide variety of fire safety responsibilities including: regulating buildings in which people live, congregate, or are confined; by controlling substances and products which may, in and of themselves, or by their misuse, cause injuries, death and destruction by fire; by providing statewide direction for fire prevention within wildland areas; by regulating hazardous liquid pipelines; by developing and reviewing regulations and building standards; and, by providing training and education in fire protection methods and responsibilities. These achievements are accomplished through several major program elements including engineering, education, enforcement and support from the State Board of Fire Services. Statewide Training and Education Advisory Committee. The Statewide Training and Education Advisory Committee serves as an advisory committee to the SFM on matters pertaining to training and education in the California fire services. The committee reviews and recommends action regarding standards and curriculum, instructor requirements, and training site requirements. California Joint Apprenticeship Committee. The California Firefighter Joint Apprenticeship Committee is a collaboration between the SFM, representing management, and the AFL-CIO, representing labor. The concept of building skill through apprenticeship has been around since the Middle -Ages. The intent is to use the experience of one generation to train the next. Apprenticeship training consists of an academy, followed by instruction that relates to or supplements what was taught in the academy. This bill requires the SFM to establish additional training standards that include criteria for curriculum content recommend by the Statewide Training and Education Advisory Committee involving peer -to -peer suicide prevention programming. Additionally, this bill requires the SFM to coordinate with the Firefighter Joint Apprenticeship Program for the development of that curriculum. All paid personnel assigned to field duties in a state or local fire department or fire protection or firefighting agency as well as every paid EMS responder is eligible for the training offered by this bill. Finally, this bill requires the EMSA to distribute to each local EMS agency the curriculum content criteria for peer -to -peer suicide prevention programming developed by this bill. AB 662 Page 5 Related/Prior Legislation AB 988 (Bauer -Kahan, 2021) establishes the Miles Hall Lifeline Act to create a 988 Crisis Hotline Center for the purpose of connecting individuals experiencing a mental health crisis with suicide prevention and mental health services, as specified. (Pending on the Senate Floor) AB 2112 (Ramos, Chapter 142, Statutes of 2020) authorized DPH to establish the Office of Suicide Prevention to among other functions, provide information and technical assistance to statewide and regional partners regarding best practices on suicide prevention policies and programs and conduct and convene experts and stakeholders to encourage collaboration and coordination of resources for suicide prevention, as specified. FISCAL EFFECT: Appropriation: No Fiscal Com.: Yes Local: Yes According to the Senate Appropriations Committee, Ca1FIRE anticipates costs of: • Approximately $60,000 in the first year to develop the course curriculum. • Approximately $10,000 in the first year for travel costs to attend national training and meetings related to peer -to -peer suicide prevention (California Fire and Arson Training (CFAT) Fund). Unknown fiscal impact to EMSA to distribute the curriculum content criteria to each local agency. Unknown, potentially significant reimbursable mandated costs for each EMS agency to make the curriculum content criteria available to each emergency services employer in the local EMS agency's jurisdiction. SUPPORT: (Verified 8/12/22) California Fire Chiefs Association (co -source) Fire Districts Association of California (co -source) League of California Cities (co -source) Cal Voices California Ambulance Association California Professional Firefighters City of Pleasanton County of Los Angeles Depression and Bipolar Support Alliance International Association of EMTs and Paramedics AB 662 Page 6 National Alliance on Mental Illness OPPOSITION: (Verified 8/12/22) None received ARGUMENTS IN SUPPORT: The sponsors of this bill state that, "[n]ow, more than ever, it is imperative to prioritize behavioral health prevention and intervention for California's firefighters and emergency medical personnel. Suicide is a crisis amongst our First Responders, with more personnel dying by suicide than in the line of duty. According to the Firefighter Behavioral Health Alliance (FBHA) there have been at least 18 firefighter suicides in California since the beginning of the pandemic. The FBHA further estimates that they are likely only capturing about 40 percent of the suicide rate. Despite being five times more likely than civilians to suffer from symptoms, little has been done to address post - traumatic stress disorder and depression among first responders." ASSEMBLY FLOOR: 65-011/24/22 AYES: Aguiar-Curry, Bauer -Kahan, Bennett, Berman, Bigelow, Bloom, Boerner Horvath, Bryan, Burke, Calderon, Cervantes, Choi, Cooley, Cunningham, Daly, Davies, Flora, Fong, Friedman, Gabriel, Gallagher, Cristina Garcia, Gipson, Grayson, Holden, Irwin, Jones -Sawyer, Kalra, Kiley, Lackey, Lee, Levine, Low, Maienschein, Mathis, McCarty, Medina, Mullin, Muratsuchi, Nazarian, Nguyen, O'Donnell, Patterson, Petrie -Norris, Quirk, Quirk -Silva, Ramos, Reyes, Luz Rivas, Robert Rivas, Rodriguez, Blanca Rubio, Salas, Santiago, Seyarto, Smith, Stone, Ting, Valladares, Villapudua, Ward, Akilah Weber, Wicks, Wood, Rendon NO VOTE RECORDED: Arambula, Mia Bonta, Carrillo, Chen, Cooper, Megan Dahle, Eduardo Garcia, Gray, Mayes, Voepel, Waldron Prepared by: Brian Duke / G.O. / (916) 651-1530 8/15/22 12:54:29 **** END **** 11 /17/22, 6:08 PM Bill Text - AB-662 State Fire Marshal and Emergency Medical Services Authority: peer -to -peer suicide prevention. �(��y 11 LEGISLATIVE INFORMATION Home Bill Information California Law Publications Other Resources My Subscriptions My Favorites AB-662 State Fire Marshal and Emergency Medical Services Authority: peer -to -peer suicide prevention. SHARE THIS: In Date Published: 09/28/2022 02:00 PM Assembly Bill No. 662 CHAPTER 575 An act to add Sections 1797.119 and 13159.6 to the Health and Safety Code, relating to mental health. [ Approved by Governor September 27, 2022. Filed with Secretary of State September 27, 2022. LEGISLATIVE COUNSEL'S DIGEST AB 662, Rodriguez. State Fire Marshal and Emergency Medical Services Authority: peer -to -peer suicide prevention. Under the California Fire Service Training and Education Program Act, the State Fire Marshal is authorized to, among other things, establish courses of study and curriculum relating to fire service training, as provided. Existing law directs the State Fire Marshal to establish additional training standards that include criteria for curriculum content recommended by the Emergency Response Training Advisory Committee involving first responders to terrorism incidents, as provided. Existing law requires the State Fire Marshal to contract with the California Firefighter Joint Apprenticeship Program for the development of that curriculum content criteria. Existing law authorizes every paid and volunteer firefighter assigned to field duties in a state or local fire department or fire protection or firefighting agency to receive the training. Existing law makes these requirements contingent upon the receipt of federal funds, as provided. Existing law, the Emergency Medical Services System and the Prehospital Emergency Medical Care Personnel Act, governs local emergency medical services (EMS) systems. The act establishes the Emergency Medical Services Authority, which is responsible for the coordination and integration of EMS systems. The act authorizes each county to develop an emergency medical services program and requires each county developing a program to designate a local EMS agency consisting of the county health department, an agency established and operated by the county, an entity with which the county contracts for the purposes of local emergency medical services administration, or a joint powers agency, as specified. This bill would require the State Fire Marshal to establish additional training standards that include the criteria for curriculum content recommended by the Statewide Training and Education Advisory Committee involving peer -to -peer suicide prevention programming. The bill would require the State Fire Marshal to coordinate with the California Firefighter Joint Apprenticeship Program to develop and deliver the curriculum content criteria. The bill would authorize all paid personnel assigned to field duties in a state or local fire department or fire protection or firefighting agency to receive the peer -to -peer suicide prevention training, as provided. This bill would require the State Fire Marshal to make the curriculum content criteria available to the authority. The bill would make the implementation of these provisions contingent upon an appropriation by the Legislature in the annual Budget Act or another statute. This bill would require the authority to distribute to each local EMS agency the curriculum content criteria for peer -to -peer suicide prevention programming and would require each local EMS agency to make the curriculum content criteria available to each emergency medical services employer in the local EMS agency's jurisdiction. The bill would authorize every paid emergency medical services responder to receive appropriate training consistent with the curriculum content criteria. To the extent that this bill would impose a new duty on the local EMS agencies, the bill would impose a state -mandated local program. The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement. This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above. Vote: majority Appropriation: no Fiscal Committee: yes Local Program: yes https://Ieginfo.legislature.ca.gov/faces/biIINavClient.xhtml?bill_id=202120220AB662 1/2 11 /17/22, 6:08 PM Bill Text - AB-662 State Fire Marshal and Emergency Medical Services Authority: peer -to -peer suicide prevention. THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS: SECTION 1. Section 1797.119 is added to the Health and Safety Code, immediately following Section 1797.118, to read: 1797.119. (a) The authority shall distribute to each local EMS agency the curriculum content criteria for peer -to -peer suicide prevention programming developed pursuant to Section 13159.6. (b) Each local EMS agency shall make the curriculum content criteria available to each emergency medical services employer in the local EMS agency's jurisdiction. (c) Every paid emergency medical services responder may receive appropriate training consistent with the curriculum content criteria. SEC. 2. Section 13159.6 is added to the Health and Safety Code, immediately following Section 13159.5, to read: 13159.6. (a) The State Fire Marshal shall establish additional training standards that include the criteria for curriculum content recommended by the Statewide Training and Education Advisory Committee involving peer -to -peer suicide prevention programming. (b) The State Fire Marshal shall coordinate with the California Firefighter Joint Apprenticeship Program for the development and delivery of curriculum content criteria specified in subdivision (a). (c) All paid personnel assigned to field duties in a state or local fire department or fire protection or firefighting agency may receive the appropriate training described in this section. (d) The State Fire Marshal shall make the curriculum content criteria developed pursuant to this section available to the Emergency Medical Services Authority. (e) The implementation of this section is contingent upon an appropriation of funds in the annual Budget Act or another statute for purposes of this section. SEC. 3. If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code. https://Ieginfo.legislature.ca.gov/faces/biIINavClient.xhtml?bill_id=202120220AB662 2/2 BRANDN AN ML University CHAPMAN UNIVERSITY SYSTEM Dissertations Spring 5-19-2018 Brandman University Brandman Digital Repository 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 Sharon Kalkoske Brandman University, skalkosk(&brandman.edu Follow this and additional works at: https://digitalcommons.brandman.edu/edd_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 Emotional/Behavioral Disordered Placements as Perceived by their Teachers" (2018). Dissertations. 175. https://digitalcommons.brandman.edu/edd—dissertations/17S This Dissertation is brought to you for free and open access by Brandman Digital Repository. It has been accepted for inclusion in Dissertations by an authorized administrator of Brandman Digital Repository. For more information, please contact jlee 1 (a brandman.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. BRANUMANUNWERMY *mot sue„ rtw dirmnowm g I%nmm I KWkmiw im ropmmm,a 4? - I 4:4rrErr,.itW %kmkv Twmm PAD Ea.n rt= rlwww Claeks-Whi3r, tj 11 AfAU 2019 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 © 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 v 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 1 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 social/emotional/behavioral 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 I: INTRODUCTION....................................................................................... 1 Background......................................................................................................................... 3 Statement of the Research Problem.................................................................................... 7 PurposeStatement............................................................................................................ 10 ResearchQuestions........................................................................................................... 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 IV: 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 Xll Research sub -question 2..................................................................................... 130 Researchsub -question 3..................................................................................... 130 Participant8............................................................................................................ 134 Research sub -question I..................................................................................... 134 Research sub -question 2..................................................................................... 135 Research sub -question 3..................................................................................... 135 Participant9............................................................................................................ 138 Research sub -question I..................................................................................... 139 Research sub -question 2..................................................................................... 140 Research sub -question 3..................................................................................... 140 Participant10.......................................................................................................... 142 Research sub -question I..................................................................................... 143 Research sub -question 2..................................................................................... 143 Research sub -question 3..................................................................................... 144 ParticipantI I.......................................................................................................... 145 Research sub -question I..................................................................................... 146 Research sub -question 2..................................................................................... 147 Research sub -question 3..................................................................................... 148 Participant12.......................................................................................................... 150 Research sub -question I..................................................................................... 150 Research sub -question 2..................................................................................... 151 Research sub -question 3...................................................................................... 152 Data Analysis by Common Themes in Research Questions ....................................... 153 Research sub -question I......................................................................................... 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 ResearchQuestions......................................................................................................... 171 Central Research Question.......................................................................................... 171 Research Sub-Questions............................................................................................. 171 ResearchMethods........................................................................................................... 172 Target Population and Sample........................................................................................ 172 MajorFindings................................................................................................................ 173 ResearchSub -Question 1............................................................................................ 174 Majorfinding 1....................................................................................................... 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...................................................................................................... 180 Conclusions..................................................................................................................... 180 Conclusion1............................................................................................................... 181 Conclusion2............................................................................................................... 182 Conclusion3............................................................................................................... 183 Conclusion4............................................................................................................... 185 Implicationsfor Action................................................................................................... 186 Implication for Action 1.............................................................................................. 187 Implication for Action 2.............................................................................................. 188 Implication for 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 xv 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 xvi CHAPTER 1• 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 (2016) 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, 2014). 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 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). 11 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. 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), 3 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, 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 with additional environmental stressors placed on the students in the classroom (Merrell, Buchanan, & Tran, 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. 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; 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, 2014; 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, 2010) 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. 6 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, 2014; 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 emotional/behavioral 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 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 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 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? 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, 2011). An overlooked population in this area, however, are the special education students placed in classrooms 11 for EBDs. An investigation into the data of special education students in placements for emotionalibehavioral 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 21 st 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, 2010; 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 EBD. 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, 2016). Psychiatric Service Animal/dog. 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 al., 2016; Leitner, 2017). Emotional Support Animal/Dog. 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 for 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, 2014). 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 0) 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). Social/Emotional 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. IN 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 EBDs 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, 2001). 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, 2016; 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, 2012). 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 note 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 EBD. 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 (RABIC) 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 al., 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, 2006). 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 (2008) 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 300.0 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 (CBTs) 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 CBT 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). 9M 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., 2016). 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 I I I I Target room tl tl I I I 0 X c � r60cm a� on Figure 1. Overview of the testing room for the help conditions. X = Location of key; E _ Position of the E; Ej = 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, 2012). 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 Ostermeier (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 (Hosey & 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 g rY Assistance Related to Disability Major Differentiating Factors Assists Public Service, Typical Level of Military, or Health Certification or Dog Skills Professional Standards Available Scope of Current Access Protections Service Animal Yes Advanced No Yes Broad* Public Service or No Advanced Public service or military Yes Limitedt Military Animal Therapy Animal Varies Varies Health or allied health Yes None Visitation Animal No Basic No Yes None Sporting, Recreational, No Varies No Yes None or Agricultural Animal Support Animal Yes Varies No No Limitedl 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 legally present; in some states, broad access is protected regardless of duty status; $ = 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/E13D (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 9M 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 (1998) Measure ofRootedness, with questions such as "I frequently feel homesick" (p. 445) using a five -point scale with "l (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 (1998) 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 campus(es), 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). 9M 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, 2014). 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). M 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, (2010) 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 (2006) 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., 2016). 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 4 3 z i NM�U)C] [--cc Ma N 2y11Z!�,:D ROG O1N0 N NN MN� ^-� N CC R-1— QC_ AAT :i ip 1 0 N N M e N `y N N N n. ---]:__ cc 17--- I:-- CC . A AT 3 z a Catalin + Initiation Nicu + Initiation Georgia + Initiation a ^' NM-t1A CO Cfl RGID �NN N N 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 46 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 Companion animals Therapy animals Emotional Support Assistance Dogs' Animals Handier Multiple persons in the family Usually one person One person with disabilities One person with disabilities" Main beneficiary Caregivers of the animal Various people receiving AAI Handler Handler" Training requirements No No No Trained in tasks supposing the In U.S- laws handler's disabilities U.S. public accoss (U.S. DOJ No No No Yes 2010, 20ti) U.S. transportation access (U.S. DOT 2004) No No Yes Yes U.S. housing access (U.S. HUD No No Yes 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 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. 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. (Jalongo 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. • Alerting individuals who are deaf or hard of hearing to the presence of people or sounds. • Pulling a wheelchair. 54 • 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. • 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 II 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 (2011) "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. • 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). • Attack dogs are excluded from protections, but dog breeds that are stereotypical of aggression cannot be excluded solely because of that perception. • 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 • Campus preparation • 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 system[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 58 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 2008 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 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 al., 2008; Lewis et al., 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 et al., 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 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 EBDs (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 EBD 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. 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 emotional/behavioral 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 • 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. 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 special 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 handler 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 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 & Ormrod, 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 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, 2017), 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 EBD 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, 2006-2014). 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. 266), 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, 2006-2014), 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 Included in the Current Time Dog was Location Number of Students Number of Teachers Present per Week California 30 3 12 New Jersey 70 6 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). 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). 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 & Ormrod, 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, 2004). 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. 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. 6. 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 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 (emails/notices 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 Strategies to Enhance Validity in Oualitative 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 patterns 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. 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 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. Based on suggestions made by Patten (2014), the researcher will utilize "open coding" (p. 169) to deduce categories and subcategories of "segments" (p. 169) 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. 521) 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. 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. 6. 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. 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, 2014; 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 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. M 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 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 dog/specialized 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: 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? 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 & Ormrod, 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. E 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 BOOSCA 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. 169) to deduce categories and subcategories of "segments" (p. 169) or ideas 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, 2006-2014), 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 Programs Included in the Current Stud 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 Jersev 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 Descrintion ofParticinants 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 Participant 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 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?" 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 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?" 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 emotional/behavioral disorder 103 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?" 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 1 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'll 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 1'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 emotionalibehavioral 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 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 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? 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 share positive emotions with others when interacting with the dog. • Therapy Dog creates challenges for a student with a dog nhobia. 106 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 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?" 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 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?" Participant 2 said she was not able to speak to this issue, but that she "wish[ed/ 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 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?" 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 world' (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. 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 "open 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 coming 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 6 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 emotionalibehavioral disorder placements. 110 Table 6 Participant 2: Themes in Responses to Research Sub-Ouestions 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 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 draw out and "open 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 Participant 3. Participant 3 has been in the field of special education for 10 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 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?" 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 [the 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 of K-12 special education students in emotional/behavioral disorder placements 112 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?" 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 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?" 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, "I 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 of 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 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. • 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 phobia/fear of dofzs. 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 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?" 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 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?" 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 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?" 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. 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-Ouestions 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 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?" 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 them 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 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?" 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 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?" 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] came in that was recorded, and then 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 came 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 emotional/behavioral disorder placements. Table 9 Participant 5: Themes in Responses to Research Sub-Ouestions 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/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 . 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? emnathv toward the doas. 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 IEPs. 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 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?" 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 walk" (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 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?" 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 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?" 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 emotional/behavioral disorder placements. Table 10 Participant 6: Themes in Responses to Research Sub-Ouestions 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 . Therapy Dogs help students manage describe ways in which the presence of a academic frustration. 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 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 . 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 Dog serves as incentive measurable ways? encouraging good behavior. • Therapy Dogs help develop students' self-awareness and situational awareness. Note. RSQ = Research Sub -Question. 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 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?" 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 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?" 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 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?" 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 downs" 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 emotional/behavioral disorder placements. Table 11 Participant 7: Themes in Responses to Research Sub-Ouestions 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 • Therapy Dogs help limit academic describe ways in which the presence of a frustration. service dog/specialized therapy dog with a • Student reading improves as students handler affect academic engagement and time read to dog. 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 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. • 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. 133 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 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?" 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 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?" 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 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?" 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 it 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. emotional/behavioral 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 writino. (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 interactinc with the doe. 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 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?" 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 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?" 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 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?" 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 J 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 emotionalibehavioral 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. emotional/behavioral 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 • Therapy Dogs improve students' focus describe ways in which the presence of a and attention. service dog/specialized therapy dog with a . Student reading improves as students handler affect academic engagement and time read to dog. on task? • Therapy Dogs serve as a topic for student writing. RSQ 2:14ow 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 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. • 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 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?" 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 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?" 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 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? " 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 emotional/behavioral disorder placements. Table 14 Participant 10: Themes in Responses to Research Sub-Ouestions 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 special education students in emotional/behavioral disorder placements • Cannot comment/ no information. Therapy Dogs have a calming or settling effect on student emotions. 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 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?" 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 emotional/behavioral disorder 147 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?" 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 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?" 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 down 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: 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 I I'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. 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 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. • 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 K-12 special education students in emotional/behavioral disorder 150 placements describe ways in which the presence of a service dog/specialized 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 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?" 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 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?" 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 coming 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. emotionalibehavioral 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 . 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? RSQ 3: How do classroom teachers of K-12 • Therapy Dogs have a calming or settling special education students in 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 of service dog/specialized therapy dog with a emotional crises. handler affect behavior of students in • Therapy Dogs provide comfort and help measurable ways? 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 and situational awareness. Note. RSQ = Research Sub -Question. 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 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?" 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 I I's comment that "I feel 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, "Some 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 O after reading with the M 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 I 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 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 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 1 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 completion Research sub -question 3. The third research sub -question was: "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 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 interview 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 8 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'self 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 dogl 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 8). Common theme 4: Drawing out the student. 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 5). 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 him" (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 of tension and they're feeling comfortable and they love when the dogs come to them" (Participant 12). 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 dogl 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 IV 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 (I I I 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 dog/specialized 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 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? " 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 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 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 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?" 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 (2016) 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 50% 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, 2013) 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 EBD 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 (2016) 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 (PBIS) 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 PBIS is an ongoing trend in education. Schools utilize PBIS 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, 2010). 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 (2016) 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 10 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 EBDs perceive positive impacts of therapy dogs with handlers in both academic and social/behavioral 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, 2006-2014), 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 UM 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 Endings 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 Endings 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. 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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(1), 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 ADI or IGDF accredited facilities and by non -accredited U.S. facilities. Frontiers in Veterinary Science, 4(1). doi:10.3389/fvets.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/adolescence/mental—health.cfm 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://www.wrightslaw.com/law/art/endrew. douglas.benefit.fape.htm 229 111) Yeager, A. F., & Irwin, J. (2012). Rehabilitative canine interactions at the Walter Reed National Military Medical Center. U.S. Army Medical Department Journal, 57-60. rl N M �O U 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. v U v tj ej 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. 230 en � k r— 00 V U U U U U Common Themes cn �n V� V) �n �A 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. U U U U U U Common Themes Cn Cn Cn Cn CA 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. 231 N N N N N M U 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. M M M M M M U U U U U 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. O O O O O O 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. 232 Common QO Themes c o 0 0 0 0 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. U U U U U 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 Designof a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. 233 v� kn �o kn r- M ao kA o� k o U V U V Chi 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. -- N M � kn \O QO QO v u Q 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. 234 U V U od U C. 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 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 O� l� O 00 r- 00 N 00 en Oi0 � 00 V V U 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. o`r'o 0 0 o°Oo ono � 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 U V U V V 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. U U U U U U Common Themes 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 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. 0 0 0 0 0 0 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 Designof a Therapy Dog Program. Service Dogs and/or Specialized Therapy Dogs with Handlers in the Classroom. 237 o � � o � � Common Themes 0 0 0 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. 238 APPENDIX B 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-RXRX 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 DOGS 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 emotional/behavioral 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 emotional/behavioral 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 7/13, 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 6:05:21 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 Mon 10/30, 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 BRANM TAT\ ML University QuaUtative Research Informed Consent: INFOR-NUTION' ABOUT: The perceiti-ed academic and social -emotional effects of classroom sen—ice 3-q2s specialized therapy dogs with handlers on student learning and behavior in K-12 Special Education students in ernoticnal-1 avioral disorder placements as pemeived by the teachers of those students. RESPONSIBL•En- E.STIOATOR: Sharon Ka1koske;N1A;A-Ed PURPOSE OF THE STUDY: I am being askzed tc participate in a research study conducted by Sharon K,alkc_ke, MAL; Med, a doctoral student from the Bfand=4Unn ersity School of Education. The purpose ofthis phenomenological stud} is to determine and describe the perceived academic and social -emotional effects of classroom sen-ice dogs;'specializerl therapy dogs urithhand.lers on student learning and behavior in -12. Special Education students in em,otional,-behau7oral disorder placements as perceived by the teachers of those students. This study will add to the small body of literature that examines sen-ice dog in the classroom and the human -animal bond. Specifically- this stud• will in gaps in the academic and educational literature by determining if placing sen-ice doss.- specialized therapy dogs in the classroom has a positi ce effect on students' emotional well-being, as well as their academic engagement on task and cnwall academic success The literature shows that an overlooked population in thi-_ area_ however, are the special education students placed in classrooms for Emotional Behayioral Disorders_ An investigation into the data of special education students in placements for emotioualtbel.-A7oral problems mill address gaps in research and literature in the field of utilizing service dogsfspeciabzed therapy dogs uEith handlers as an intervention in a classfoom setting_ This stud), mill address the gaps in the literature and the rid to address both 163S5 Laguna Canyon Road, Irvine, Q31ifarnia 92618 Phone: 949-341-9212 Fax: 949-754-1331 www_brandman.edu 244 M B ` LkN ME University''. the implementation and policy of seciwmg a ser.-ice dogfspecialLzed therapy dog program on a school site, influences Ieadersbip decision -making for school district organizations - By participating in this research study, I agree to partake in an interview. The inban iew will take approximately 1 hour and All be audio -recorded- The intervie-w nill take place at a location of my shoo-rng_ During the iew- I understand I will be asked a series of questions designed to allm)- me to :-.:hare my experiences as a teacher of students witlx emotional beha,-icral di�crder� -,vork.ing in a classroom xth sera ice and°or highly specialized therapy dogs and their handlers- Additi nzlly. I agree to -hare demographic information describing my background, training and enpeTience- I understand that: a. There are minimal risks or discomforts associated nith this research. The session 1xill be held at £ location of my choosing to m init„i a inconvenience_ Some inten7ew questions may cau=e me to reflect on my perceptions of the academic and social -emotional effects of classroom sen-ice dogs specialized therapy dogs with handlers on student learning and behavior in K-12. Special Education students in emotional beha4 ioral die -order placeme . b_ There are no major benefits to me for participatioii howea,w, sharing my experiences as a teacher of emotionAbehwioral disordered Ftudents who have s+en ice dogs and,or highly specialized therapy dogs in the classroom can contribute to this study and better mfoms researcher,,, school distrim.-boards, and school adminhtrators about the perceived effects; benefits and considerations of having dogs with their handlers in the classro=-with students in Emoticnal-Behavioral Disorder placements. c. I urdentand I will not receive money for my involvement in this study_ 16395 Laguna Canyon R€aad, IrAne, California 92618 Phone: 949-341-9812 Fax_ 9.49-754-1331 w iw-brandman-edu 245 BRANDMAN d- Any questions I have concerning my participation in this study Fill addressed to Nfs- Sharon Kalkoske: Doctoral Candidate at Brandman University. I understand h&. Kalkcdm can be reached at skalkosb braadm&n. edu cr b r phone at (760) 217-3643; or Dr_ Philip Pendkej (A.d :inior;) at pei-dley@b:rand2ria:ri.edu. e My participation in :1-ii�, researcli study is voluntan,_ I understand that I may refuse to participate or that I may w_thdraw frcdau this study at any time witlxaut any negati,-e c(msequences. I can also decide not to answer particular questions during the inter-iew if I so choose. Also, the in4-e�,tigator may stop the stud- at any titre_ f I understand that my inter iew will be audio -recorded, and the recording ix -ill not be used beyond the mope efthh stud,-. I understand the audio recordings will be used to transcribe the inter 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 information collected during the intervielAr. All inforniativn will be identifier -redacted and my confidendkialAy will be maintained_ Once the mten7ew is transcribed, the audio, interview transcripts, and demographic questionnaire mill be securely maintained by the principal inl-estigator far a minimum ofEve rears and will then be destroyed. g- I also understand that none of it-^= pe icna_ identifiable irfcmnation kvill be released v6ithout my seperate consent and that £l' identifiable information -kvill be protected to the limits allo-aced by lamr. If the study de _ gn or `he use of the data is to be changed: I' will be so informed and my consent re -obtained. I understand that if I ha-t-e an - question& comments,. or concerii_ about the study or the informed consent process, I may write or call of the office of the Executive Vice Chancellor of Academic Affairs, Brandman Univmity, and 1635-7 16355 Duna Canyon Road, Irvine, Qalifarnia 92618 Phone: 949-341-94312 Fax: 945-754- 331 miw.brandma°n.adu 246 BRANDMAN &. UWversity L a,,,a Cauycia Road, Ire-ine, C A 92618, f 9491 ? 4-1- 641 _ I acknowledge that I have feceived a copy oftliis fcmi and the "Re search Participant's Bill of I have read the atove and understand it and he eb-., --etuntaril,; consent to the 17 cceclUrefs) yet ferth- Siguature -f Participant or Responsible Part- Date Signature of Witness (if appropriate) Date Siguature of Principal Investigator Date -6-;SS Laguna Carryon Road, Irvine, California 92618 Phone: 949-341-9C12 Fax: 949-754-1331 wrrtiu_branaman_edu 247 APPENDIX F Participant Bill of Rights k I 06, u I l si b't_` r- 0RANDMAN UNIVERSITY INSTITUTIONAL REVIEW BOARD Research Participant's Bill of Rights Any person who is requested to consent to participate as a subject in an experment, or who is requested to consent on behalf of anccther, has the following rights: 1- To be told what the study is attempting to discover. 2. To be told what wi11 happen in the study and whether any of the procedures, drugs or de;Roes are different frorn what would be used in standard practice- s- To be told about the risks, side erects or discomforts of the things that may happen to hibn her. 4- To be told if srlbe can expect any benefit from participating and, if so, what the benefits might be to the participant. 5- To be told -Li-hat other choices srhe has and honk they maybe better or worse than being in the stud-. 6. To be allowed to ask an; questions concerning the study both before agreeing to be involved and during the course of the study - To be told what sort of medical treatment is available if any complications arise.. S. To refuse to participate at all before or afwx the study is startled iAithout any adverse effects 9- To receive a cope- of the signed and dated consent form. 10- To be free ofpremures when considering whether s:he wishes to agree to be in the study. If, at any time, you have questions regarding the research study, you should the researcher to ansu er them- You also may contact the Brandman University Institutional Review Board, which is concerned with the protections of volunteers in research projects. The Brandman University Iustitutiond Rc%aew Board may be contacted either by telephoning the Office of Academic Affairs. at (949) 341-993? crby writing to the Vice Chancellor of Academic Affairs, Brandman Uniiersity,16355 Lagmma Canyon Road, Irvine, CA 92618- 16355 Laguna Carryon Raad, Irvine, cal`afornia 92618 Phone: 949-341-9912 Fax: 949-754-1331 www-trrandman-edu 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 for 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 for 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 BUIRB Approval Letter Thu, Jan 18, 2018 at 12:05 PM ct: BUIRB Application Approved: Sharon Kalkoske ddevore@brandman.edu, pendlev@brandman.edu, buirb@brandman.edu iron Kalkoske, ilationsl Your IRO application to conduct research has been approved by the Brandman University Institutional Review Board. Please keep this email for your as it will need to be included in your research appendix. need to modify your BUIRB application far airy reason, please fill out the "Application Modification Form" before proceeding with your research. The Modification an be found at' IRB.Brandman.edu wishes for a successful completion of your study. nic Affairs nan University Laguna Canyon Road Member of the Chapman University System email is an automated notification. If you have questions please email us at buirb@brandman.edu. 251 APPENDIX I NIH Certificate Certificate of Completion The National Institutes of Health (NIH) Office of Extramural Research certifies that Sharon Kalkoake successfully completed the NIH Web -based training course "Protecting Human Research Participants". Date of completion: 05/21 /2016. Certification Number. 2078091. — _. r . ..- � . � E: a '._+_...- ._a � ■ _. �....� . -a x - _..� .. a. _� _ �>.> _ _..�.'�.�_`. 252 11/17/22, 5:47 PM Study finds the most important task for a PTSD 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 .(hops://www.purdue.edu/uns/images/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/newsroom/releases/202O/Q3/study-finds-the-most-important-task-for-a-ptsd-service-dog-for-veterans-is-disrupting-anxiety.html 1 /9 11/17/22, 5:47 PM Study finds the most important task for a PTSD 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 rd u e.edu/newsroom/releases/2020/Q3/study-fi nds-the-most-i m porta nt-task-for-a-ptsd-service-dog-for-veterans-is-disrupting-anxiety. htm I 2/9 11/17/22, 5:47 PM Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety - Purdue University News i 5 IL Kerri Rodriguez Download imaggfht s://www.purdue.edu/Uns/ima es1202O1ro!gLrigjLez-dogj.jpg). Rodriguez led the work with Maggie O'Haire (hops://www.purdue.edu/vet/chab/ohaire/? _ga=2.162448444A280269236A595246694-1012250603.1577069796), associate https://www. purd ue.edu/newsroom/releases/2020/Q3/study-fi nds-the-most-i mportant-task-for-a-ptsd-service-dog-for-veterans-is-d isrupting-anxiety. html 3/9 11/17/22, 5:47 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/fpsyg.2020.01638/full) 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.org/)., with support and funding from Merrick Pet Care .(https://www.merrickpetcare.com/), 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://www. pu rd u e.edu/newsroom/releases/202O/Q3/study-fi nds-the-most-i m porta nt-task-for-a-ptsd-service-dog-for-vetera ns-is-d isrupting-anxiety. htm I 4/9 11/17/22, 5:47 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 K9s For Warriors, including 134 with a service dog and 82 on the waitlist. The study complements a previous publication .(https://www.frontiersin.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 own" 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/Ql/how-do-we- know-service-dogs-help-veterans-with-ptsd.html).. About Purdue University https://www. pu rd u e.edu/newsroom/releases/2020/Q3/study-fi nds-the-most-i m porta nt-task-for-a-ptsd-service-dog-for-veterans-is-disrupting-anxiety. htm I 5/9 11/17/22, 5:47 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://purdue.edu/j. About K9s For Warriors K9s 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 (https://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 .(mailto:apatterson@purdue.edu). Source: Kerri Rodriguez, rodri403@purdue.edu (maiIto: rodri403@purdue.edu). and Maggie O'Haire, mohaire@purdue.edu (maiIto: mohaire@purdue-edu). Photos: Kerri Rodriguez, https://www.purdue.edu/uns/images/2020/rodriguez-dog%Jpg .(https://www.purdue.edu/uns/images/2020/rodriguez-dogs.jpg). https://www. pu rd u e.edu/newsroom/releases/2020/Q3/study-fi nds-the-most-i m porta nt-task-for-a-ptsd-service-dog-for-veterans-is-disrupting-anxiety. htm I 6/9 11/17/22, 5:47 PM Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety - Purdue University News Maggie O'Haire, hops://www.purdue.edu/uns/images/2018/ohaire-profile.jpg .(https://www.purdue.edu/uns/images/2018/ohaire-profile.jpg). Journalists visiting campus: Journalists should follow Protect Purdue protocols (https://protect. 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. La Follette, Karin Hediger, Niwako Ogata and Marguerite E. O'Haire doi.org/10.3389/fp5yg.2020.01638 (https://doi.org/10.3389/fpsyg.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-9/11 military veterans with PTSD were https://www. pu rd u e.edu/newsroom/releases/2020/Q3/study-fi nds-the-most-i m porta nt-task-for-a-ptsd-service-dog-for-veterans-is-disrupting-anxiety. htm I 7/9 11/17/22, 5:47 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. Facebook Twitter Linkedln More Note to journalists: Photos of the researchers are available for use via a Google Drive folder (https://drive.gQogle.com/drive/folders/12RDSCZ44iPdMTdgK4VS- 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 to make future autonomous transportation accessible to everyone .(https://www.purdue.edu/newsroom/releases/2022/Q4/how-to-make-future- autonomous-transportation-accessible-to-everyone.html) • Ag faculty member devising new drug -delivery tactic for citrus greening disease .(https:llwww.purdue.edu/newsroom/releases/2022/Q4/ag-facuI Y-member- https://www.pu rd u e.edu/newsroom/releases/2020/Q3/study-fi nds-the-most-i m porta nt-task-for-a-ptsd-service-dog-for-veterans-is-disrupting-anxiety. htm I 8/9 11/17/22, 5:47 PM Study finds the most important task for a PTSD service dog for veterans is disrupting anxiety - Purdue University News devising-new-drug-delivery-tactic-for-citrus-greening-disease.html) • New study to examine how plants transport water from soil to atmosphere .(https://www.purdue.edu/newsroom/releases/2022/Q4/new-study-to-examine- how-plants-transport-water-from-soil-to-atmosphere.htm1). • Borrowing a shape from a to -go cup lid, a drone wing could learn how to sense danger faster .(https://www.purdue.edu/newsroom/releases/2022/Q4/borrowing-a-shape- from-a-to-go-cup-lid,-a-drone-wing-could-learn-how-to-sense-danger- faster.html). • Research into ancient lineage of microscopic fungi upends assumptions about its genetic relationships .(https://www.purdue.edu/newsroom/releases/2022/Q4/research-into-ancient- lineage-of-microscopic-fungi—upends-assumptions-about-its-genetic- relationships.html). More Research News (https://www.purdue.edu/newsroom/research/). https://www. pu rd u e.edu/newsroom/releases/202O/Q3/study-fi nds-the-most-i m porta nt-task-for-a-ptsd-service-dog-for-vetera ns-is-d isrupting-anxiety. htm I 9/9 11/14/22, 12:57 AM Taking a Service Animal to School I ADA National Network National Network I Information, Guidance, and Training on Americans with Disabilities Act th I t Search adata.org Q (http://www.facebook.com/adanetwork). 13 Main Menu Home » The ADA » National Network Projects Taking a Service Animal to School What laws cover primary and secondary (K-12) education? There are three main federal laws that address the rights of students with disabilities in public schools. Section 504 of the Rehabilitation Act: Section 504 prohibits discrimination against individuals with a disability in programs that receive federal funding, which includes public schools. Title II of the Americans with Disabilities Act (ADA): The ADA is a broad law that provides civil rights protections to all individuals with disabilities. Title II of the ADA prohibits discrimination by state and local governments, which includes public schools. The Individuals with Disabilities Education Act (IDEA): IDEA requires states to provide all eligible children with disabilities a free and appropriate public education in the least restrictive environment appropriate to the child's individual needs. IDEA applies only to public primary and secondary schools and does not apply to public colleges and universities. IDEA requires schools to develop an Individualized Education Program (IEP) for each eligible student. The IEP will include specialized instruction, annual goals, and any necessary related services. Related services are services that students may need in order to benefit and receive a free and appropriate public education from the school. These three laws were written and passed at different times in US history. Section 504 was passed in 1973, IDEA in 1975, and the ADA in 1990. Because they are not part of some grand, overarching plan, it can be confusing to differentiate when and how they apply to students with disabilities. Want to know more about the differences in the three laws and how the intersect? https://adata.org/service-animal-resource-hub/school 1 /4 11 /14/22, 12:57 AM Taking a Service Animal to School I ADA National Network The ADA National Network has developed a factsheet called "Disability Rights Laws in Public Primary and Secondary Education: How Do They Relate?" It is a starting point for families and students to understand the various laws affecting them. What do these laws say about service animals in a K-12 setting? Section 504 and ADA Title II Although there are some differences between the two federal laws, the protections are generally the same.. Both laws permit a student with a disability who uses a service animal that meets the ADA definition to have the animal at school. Students with service animals cannot be isolated from others, treated less favorably than others or charged fees not charged to others without animals. Allergies and fears of dogs are not valid reasons for denying access or refusing services to persons with service animals; in this case, students should be accommodated by assigning them, when possible, to different locations within the room or different rooms in the same school. IDEA Many, although not all, children with disabilities covered by ADA Title 11 and Section 504 also receive educational services under IDEA. Students who receive IDEA services are automatically covered as individuals with disabilities under ADA Title II and Section 504. It has been commonly understood that the rights stated in the ADA or Section 504 are similar but different in some ways from those in IDEA and an individual student may have rights unique to one or both of the other federal statutes. The right of a student to have a service animal in school has been considered an ADA right that, although not excluded from coverage under IDEA, is not specifically guaranteed in that statute. I'm a student. Does this mean I can take my service animal to school? The expectation that a service animal can accompany a student has become complicated and somewhat unsettled due to recent court cases. But, in general, if the student is an individual with a disability, they have the right to be accompanied by the service animal and is allowed to have the service animal at school and in the classroom. Want to learn more about court cases impacting the ADA and IDEA? The ADA National Network recently developed a service animal case law brief, detailing recent court cases and how they impact the ADA. In it there is a section specifically about court cases impacting an individual's right to have a service animal in public K-12 schools. Take a look at Service Animals and Individuals with Disabilities under the Americans with Disabilities Act. What federal laws cover post -secondary institutions? https://adata.org/service-animal-resource-hub/school 2/4 11 /14/22, 12:57 AM Taking a Service Animal to School I ADA National Network Through Titles II and III, the ADA covers both public and private universities. Section 504 covers federally funded programs and services; most post -secondary institutions receive financial assistance which means they are covered by Section 504. The Fair Housing Act covers student housing and dormitories; the ADA and Section 504 may also apply to student housing. The general obligation for post -secondary education institutions is the same as for K-12 institutions under Title II. That is to ensure that an otherwise qualified individual with a disability is not excluded from participation in any program or service offered by the school. Institutions are required to make reasonable modifications to policies, practices, or procedures as long as they do not fundamentally alter the nature of the program. These general obligations are applied in any situation in which a student with a disability requests a service animal on campus. What does the ADA say about service animals on college campuses? An individual with a disability who uses a service animal may bring the animal to the same areas on campus where the individual may go. Titles II and III of the ADA define a service animal as any dog individually trained to do work or perform tasks for an individual with a disability. (Learn more about service animals and a special provision for miniature horses by taking a look at our Service Animal Basics page.) What does the Fair Housing Act (FHA) say about service animals in college dorms or other housing? The FHA covers dormitories and other student housing facilities. Under the FHA, an assistance animal (which includes both service animals and emotional support animals) does not have to be trained to perform a task for the individual but can provide emotional support that alleviates one or more identified symptoms or effects of a person's disability. If an animal meets the FHA definition of an assistance animal but not the ADA definition of a service animal, the animal cannot accompany the student to areas other than the dormitory or student housing facility. Learn more about the FHA and service animals on our Living with a Service Animal page. Get more information about post -secondary institutions and their obligations towards students with disabilities The ADA National Network has developed a factsheet called "Postsecondary_ Institutions and Students with Disabilities." The document explains legal obligations that post -secondary institutions have toward students with disabilities under the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and the Fair Housing Act. Service Animal Resource Hub Main Page Subscribe to Our 13 Newsletter (http://www.facebook.com/adanetwork). https://adata.org/service-animal-resource-hub/school 3/4 11 /14/22, 12:57 AM --�'ACL N DILRR Taking a Service Animal to School I ADA National Network 1-800-949-4232 Email Us Grant Disclaimer Accessibility_ Was this page helpful? O O Yes No The website was last updated November, 2022 How can we improve this page? (Website feedback only) /I **Note: If you need answers to your ADA questions, email us. https://adata.org/service-animal-resource-hub/school 4/4 11/28/22, 8:48 AM Mail - Public Comment - Outlook Theresa Bass <TBass@anaheim.net> Mon 11/21/2022 10:59 AM To: Public Comment <publiccomment@anaheim.net> From: Craig A Durfey Sent: Sunday, November 20, 2022 12:53 AM To: clerk@cityofirvine.org; cm@cityofirvine.org; farrahkhan@cityofirvine.org; irvinecitycouncil@cityofirvine.org; outreach@cityofirvine.org; Whill@Cityofirvine.org; Theresa Bass <TBass@anaheim.net>; Jim Tortolano <orangecountytribune ocbe@ocde.us; editor at oc-breeze.com <editor@oc-breeze.com>; COB_Response <response@ocgov.com>; Craig A Durfey - ; durfeycraig senator. umberg@senate.ca.gov; SENATO R.G0NZALEZ@senate. ca.gov; SEDN.committee@senate.ca.gov; SHEA.Committee@senate.ca.gov; DIANA.LARA@sen.ca.gov; Supervisor Doug Chaffee <Fourth.District@ocgov.info>; Foley, Katrina <Katrina.Foley@ocgov.com>; assemblymember.rendon@assembly.ca.gov; assemblymember.friedman@assembly.ca.gov; assemblymember.quirk-silva@assembly.ca.gov; Assemblymember.Davies@assembly.ca.gov Subject: [EXTERNAL] Fwd: FW: PRESS RELEASE FROM P.R.D.D.C. FWD: POSTED Garden Grove PD Paws4Students team hosted the first (ever) West Coast Support K9 Conference 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. ---------- Forwarded message --------- From: Craig A Durfey Date: Sun, Nov 20, 2022 at 12:44 AM Subject: Fwd: FW: PRESS RELEASE FROM P.R.D.D.C. FWD: POSTED Garden Grove PD Paws4Students team hosted the first (ever) West Coast Support K9 Conference To: <SHELLYHOLMAN Craig A Durfey Ryan Durfey Malibu Blue _ Teresa Pomeroy <teresap@ggcity.org>, Public Records Request <cityclerk(-o ity.org>, Maria Stipe <marias@i.garden -grove.ca.us>, Pam Haddad <pamha@ci.garden-grove.ca.us>, communityrelations<cominunityrelations@ggcity.org>, Nick Dibs _ <David.Ochoa@sen.ca.gov>,<alejandro.cardenas@mail.house.gov>, <salome@mail. house.gov>, COB_Response <response@ocgov.com>, <ocbe@cde.us>, Jim Tortolano <orangecountytribune Theresa Bass <tbass@anaheim.net>, TGOODBRAND@CITYOFIRVINE.ORG <communications@cde.ca.gov>, MKent@cityofirvine.org <MKent@cityofirvine.org>, NSmiley-@cityofirvine.org <NSmiley-@cityofirvine.org>, cscherer@cityofirvine.org <cscherer@cityofirvine.org>, tpetropulos@cityofirvine.org <tpetropulos@eityofirvine. org> ---------- Forwarded message --------- From: <durfeycrai https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/4 11/28/22, 8:48 AM Mail - Public Comment - Outlook Date: Sat, Nov 19, 2022 at 9:58 PM Subject: FW: PRESS RELEASE FROM P.R.D.D.C. FWD: POSTED Garden Grove PD Paws4Students team hosted the first (ever) West Coast Support K9 Conference To: <jonathan.peterson@sen.ca.gov>, <sbe@cde.ca.gov>, <salome@mail. house. gov>, <alejandro.cardenas@mail.house.gov>, <rosielyn.pulmano@asm.ca.gov> Cc: <judy.babcock@asm.ca.gov>, <scott.bain@sm.ca.gov>, <lara.flynn@asm.ca.gov>, <kristene.mapile@asm.ca.gov>, <patty.rodgers@asm.ca.gov>, <marshall.kirkland@asm.ca.gov>, <durfeycraig <cadurfey From: durfeycraig Sent: Saturday, November 19, 2022 9:18 PM To: 'Malibu Blue' 'Ryan Durfey' ; pr@abc7.com; "'TIPS@NBCUNI.COM"' <TIPS@nbcuni.com>; 'KTLA Desk' <ktla@ktla.com>; "'KCALKCBSDESK@CBS.COM"' <KCALKCBSDESK@cbs.com>; "'FOX11NEWS@FOXTV.COM"' <foxllnews@foxtv.com>;'Theresa Bass' <tbass@anaheim.net>; David. Ochoa@sen.ca.gov; senator.umberg@senate.ca.gov; SENATOR. GONZALEZ@senate.ca. gov; SEDN.committee@senate.ca.gov; ,publiccomment@anaheim.net; 'Teresa Pomeroy' <teresap@ggcity.org>; 'coimnunityrelations' <communityrelations@ggcity.org>; Christopher.AguiLlera@Lsm.ca.gov Cc: durfeycraig _ cadurfey_ Subject: PRESS RELEASE FROM P.R.D.D.C. FWD: POSTED Garden Grove PD Paws4Students team hosted the first (ever) West Coast Support K9 Conference 11-19-2022 PRESS RELEASE (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 CELL' SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U,.& IHOUSIE OF C INGI IESS IN2404 -- HONORING CIIAIG DURI:MY FOR HIS FIGHT AGAINST UTI11SW-1. IMs. III O JIET'T 3 I I0I°IIIIE2" of California. https:i/www.govinfo.gov/content pkg/CREC-2003-03-27/pdf/CREC-2003-03-27. pdf new website sociele otionalpas®org To whom it may concern P.R.D.D.C. has been in its mission statement to promote dog therapy to address children's emotional challenge with screen time https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 2/4 11/28/22, 8:48 AM Mail - Public Comment - Outlook That reports to cause depression see my website social emotional paws.com blog overwhelming evidence less than one hour bring wellness https://socialemotionalpaws.com/blog-post-1/f/associations-between-screen- time-and-lower-psychological-well-bei And https://socialemotionalpaws.com/blog-post-1/f/reduced-screen-time-for- young-highly-recommended-for-well-being More reports with books clearly demonstrate the root cause due the lack of awareness has hindered professional from providing the necessary guiding principles to wellness addictions, depressions to many hours spent with devises that the brains has been impacted to rewire has been injured see this link and other from my website. https://socialemotionalpaws.com/blog- post- 1 /f/the-harmfu I-effects-of-too-m uch-screen-ti me -for -kids Recently, our #GardenGrovePD Paws4Students team hosted the first (ever) West Coast Support K9 Conference. The attendees were from all Watch Facebook AND wm110322.pdf (ggcity.org). A letter sent to CA State Govenor Newsom please read seeking funding from 4.7 billion children mental health. Paws4Students team hosted the first (ever) West Coast Support K9 (socialemotionalpaws.com), Thank You Craig A Durfey https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 3/4 11/28/22, 8:49 AM Mail - Public Comment - Outlook Theresa Bass <TBass@anaheim.net> Mon 11/21/2022 11:01 AM To: Public Comment <publiccomment@anaheim.net> From: Craig A Durfey Sent: Sunday, November 20, 2022 12:45 AM To: SHELLYHOLMAN Craig A Durfey ; Ryan Durfey Malibu Blue Teresa Pomeroy <teresap@ggcity.org>; Public Records Request <cityclerk@ggcity.org>; Maria Stipe <marias@ci.garden-grove.ca.us>; Pam Haddad <pamha@ci.garden- grove.ca.us>; communityrelations <communityrelations@ggcity.org>; Nick Dibs David.Ochoa@sen.ca.gov; alejandro.cardenas@mail.house.gov; salome@mail.house.gov; COB_Response <response@ocgov.com>; ocbe@ocde.us; Jim Tortolano <orangecountytribune _ ; Theresa Bass <TBass@anaheim.net>; TGOODBRAND@CITYOFIRVINE.ORG <communications@cde.ca.gov>; MKent@cityofirvine.org; NSmiley@cityofirvine.org; cscherer@cityofirvine.org; tpetropulos@cityofirvine.org Subject: [EXTERNAL] Fwd: FW: PRESS RELEASE FROM P.R.D.D.C. FWD: POSTED Garden Grove PD Paws4Students team hosted the first (ever) West Coast Support K9 Conference 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. ---------- Forwarded message --------- From: <durfeycraig Date: Sat, Nov 19, 2022 at 9:58 PM Subject: FW: PRESS RELEASE FROM P.R.D.D.C. FWD: POSTED Garden Grove PD Paws4Students team hosted the first (ever) West Coast Support K9 Conference To: <jonathan.peterson@sen.ca.gov>, <sbe@cde.ca.gov>, <salome@mail,house.gov>, <ulejandro.cardenas@mail.house.gov>, <rosielyn.pulmano@asm.ca.gov> Cc: <judy.babcock@asm.ca.gov>, <scott.bain@asm.ca.gov>, <lara.flynn@asm.ca.gov>, <kristene.mapile@asm.ca.gov>, <patty.rodgers@asm.ca.gov>, <marshall.kirkland@asm.ca.gov>, <durfeycraig ` _ <cadurfey, _ From: durfeycrai€ Sent: Saturday, November 19, 2022 9:18 PM To: 'Malibu Blue' _ ; 'Ryan Durfey' pr@a TIPSbc7.com; @NBCUNI.COM"' <TIPS@nbcuni.com>; 'KTLA Desk' <ktla@ ctla.com>; "'KCALKCBSDESK@CBS.COM"' <KCALKCBSDESK@cbs.com>; "'FOXllNEWS@FOXTV.COM"' <foxllnew@foxtv.com>;'Theresa Bass' <tbassganaheim.net>; David. Ochoa@sen.ca.gov; senator.umberg@senate.ca.gov; SENATOR. GONZALEZ@senate.ca. gov; SEDN.committee@senate.ca.gov; publiccomment@anaheim.net; 'Teresa Pomeroy' <teresap@ggcity.org>; 'communityrelations'<communityrelations@ggcity.org>; https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/3 11/28/22, 8:49 AM Mail - Public Comment - Outlook Christopher.Aguilera@asm.ca.gov Cc: durfeycraig cadurfey_ Subject: PRESS RELEASE FROM P.R.D.D.C. FWD: POSTED Garden Grove PD Paws4Students team hosted the first (ever) West Coast Support K9 Conference 11-19-2022 PRESS RELEASE (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 CELL SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U,.& IHOUSIE OF C INGI IESS IH2404 -- HONORING III G III''t IIG DURI!MY FOR IHIS IFIGHT AGAINST AUTI11SW-1. IMs. LORJETTA S III II°IIIE ' of C llilfoirirnlia. https:i/www.govinfo.gov/content pkg/CREC-2003-03-27/pdf/CREC-2003-03-27. pdf new website sociallernotionalpgws.org To whom it may concern P.R.D.D.C. has been in its mission statement to promote dog therapy to address children's emotional challenge with screen time That reports to cause depression see my website social emotional paws.com blog overwhelming evidence less than one hour bring wellness https://socialemotionalpaws.com/blog-post-1/f/associations-between-screen- time-and-lower-psychological-well-bei And https://socialemotionalpaws.com/blog-post-1/f/reduced-screen-time-for- young-highly-recommended-for-well-being More reports with books clearly demonstrate the root cause due the lack of awareness has hindered professional from providing the necessary guiding principles to wellness addictions, depressions to many hours spent with devises that the brains has been impacted to rewire has been injured see this link and other from my website. https://socialemotionalpaws.com/blog- post- I /f/the-harmful-effects-of-too-much-screen-time-for-kids Recently, our #GardenGrovePD Paws4Students team hosted the first (ever) West Coast Support K9 Conference. The attendees were from all Watch Facebook AND wm110322.pdf (ggc ty.org). https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 2/3 11/28/22, 8:49 AM Mail - Public Comment - Outlook A letter sent to CA State Govenor Newsom please read seeking funding from 4.7 billion children mental health. Paws4Students team hosted the first (ever) West Coast Support K9 (socialemotionalpaws.com), Thank You Craig A Durfey https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 3/3 11/28/22, 8:50 AM Mail - Public Comment - Outlook ■ • i R IM& h g (� • r '� 1-0 . * -0 4, ,. . Theresa Bass <TBass@anaheim.net> Mon 11/21/2022 11:02 AM To: Public Comment <publiccomment@anaheim.net> From: durfeycraig Sent: Saturday, November 19, 2022 9:18 PM To: 'Malibu Blue' 'Ryan Durfey' ABC7 General Release <pr@abc7.com>; "'TIPS@NBCUNI.COM'" <TIPS@nbcuni.com>; KTLA 5 News <ktla@ktla.com>; CBS 2 <Kcalkcbsdesk@cbs.com>; "'FOX11NEWS@FOXTV.COM- <foxl 1 news @foxtv. com >; Theresa Bass <TBass@anaheim.net>; David.Ochoa@sen.ca.gov; senator.umberg@senate.ca.gov; SENATOR.GONZALEZ@senate.ca.gov; SEDN.committee@senate.ca.gov; Public Comment <publiccomment@anaheim.net>; 'Teresa Pomeroy' <teresap@ggcity.org>; 'communityrelations' <communityrelations@ggcity.org>; Christopher.Aguilera@asm.ca.gov Cc: durfeycraig ; cadurfeyl Subject: [EXTERNAL] PRESS RELEASE FROM P.R.D.D.C. FWD: POSTED Garden Grove PD Paws4Students team hosted the first (ever) West Coast Support K9 Conference 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. 11-19-2022 PRESS RELEASE (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 CELL' SOCIALEMOTION .LPAWS.COM. FACEBOOK: CRAIG DURFEY U,.& IPA USIE OF COINGI IESS IH24 4 -- H0114011111ING CI1t I1(!.WL III1wi,3lll'�tlll'!'MY IFOR IHIIS IFIGHT AG III ST AU'TIISI I IMs. IL(' II'1'IIE°T"T SANCI-IIIEZ of Call iffirrniia. httpg:i/vvww.g ov,,,,i nfo,.gov/content/pkg/CREC-2003:03,-27lpdCCREC-2003,-03-27,.,pdf new website ,oc; ,l..@..,,,,,o ion ,Ip ,,,,,,,_ ,®org To whom it may concern https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/2 11/28/22, 8:50 AM Mail - Public Comment - Outlook P.R.D.D.C. has been in its mission statement to promote dog therapy to address children's emotional challenge with screen time That reports to cause depression see my website socialemotionalpaws.com blog overwhelming evidence less than one hour bring wellness IlbIIt.s/sociiiallelrnotii!!.; �.�f/associiiatiiioins �I et eeim �scilreeilm -iiiirne ........................................................................................................... ...!............................................................................................................................................................................................................................ ailrmd;;Ill,c,,,,,,,,,,,epr; llaycllbo,lllo iii,call);;,,,,,,,,_ellllll;dlbeiii. And Ilbtt a::://sociiiallleilrnotiiioillmalll a s„coilrmm/Ilblllo ost,,,�Nf/ilreduced �scilreeilm 4tiiiilrne for ouin - ................. II...................................................................................................................... II.............................................................................. HIP o ing- ................. .... Ilb, Ilblll ,.,,,ilrec..... irnirne11rm........e.......:° for :..............ellllll;,,al eiiillrm More reports with books clearly demonstrate the root cause due the lack of awareness has hindered professional from providing the necessary guiding principles to wellness addictions, depressions to many hours spent with devises that the brains has been impacted to rewire has been injured see this link and other from m website. Ilbtt s, /sociiiallleilrnotiiioilrmalll s„coilrn�llblllo ost ��f/tllbe-hailrm-full) effects Y.................Ilp......................................................................................................................II..................................................................................II...................................................................................................................................................................... of -too �ilrnuch �scilreeilr% d iiiime 4or �Ilkiiids ............................................................................................................................................................................................................ Recently, our #GardenGrovePD Paws4Students team hosted the first (ever) West Coast Support K9 Conference. The attendees were from all Watch,,,.IFacebook AND wm.1.1..0322..pdf...,(ggc.i#y,.:.org). Thank You Craig A Durfey https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 2/2 11/28/22, 8:50 AM Mail - Public Comment - Outlook FW: [EXTERNAL] Fwd: Press Release Teens who spend less time in front of screens are happier - p to .3 point, new research shows Theresa Bass <TBass@anaheim.net> Mon 11/21/2022 12:03 PM To: Public Comment <publiccomment@anaheim.net> From: Craig A Durfey Sent: Friday, November 18, 2022 9:27 PM To: Craig A Durfey ; durfeycraig Theresa Bass <TBass@anaheim.net>; assemblymember.friedman@assembly.ca.gov; assemblymember.rendon@assembly.ca.gov; assemblymember.fong@assembly.ca.gov; assemblymember.odonnell@assembly.ca.gov; assemblymember.daly@assembly.ca.gov; assemblymember.quirk-silva@assembly.ca.gov; Assemblymember.Nguyen@assembly.ca.gov; Assemblymember.Davies@assembly.ca.gov; Aguilera, Christopher <Christopher.Aguilera@asm.ca.gov>; PIO Department <pio_department@ggusd.us>; Nick Gerda publicworks@ggcity.org; Teresa Pomeroy <teresap@ggcity.org>; communityrelations <communityrelations@ggcity.org> Subject: [EXTERNAL] Fwd: Press Release Teens who spend less time in front of screens are happier - up to a point, new research shows 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. ---------- Forwarded message --------- From: <durfeycraig Date: Fri, Nov 18, 2022 at 9:23 PM Subject: Press Release Teens who spend less time in front of screens are happier - up to a point, new research shows To: <pr4jbc7.com>, "TIPS@NBCUNI.COM" <TIPS@nbcuni.com>, KTLA Desk <kta@ktla.com>, "KCALKCBSDESK@CBS.COM" <KCALKCBSDESK@cbs.com>, 1'F0X1lNEWS@F0XTV.00M" <fox 11 news @foxty. com> Cc: <durfeycraig <cadurfey 11-18-2022 PRESS RELEASE (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 CELL SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. III USIE OF C I GI IESS IH2404 .- HONORING IR IIG DURFEY IFOR II°IIIS IFIGHT AGAIIINST AUTIISM ... IMs. LOWE'l rA S IN01-CEZ of Celiifoirirnila. https://www.govinfo.gov/content/pkg/CREC-2003-03-27/pdf/C REC-2003-03-27.pdf new website socialemotionalpaws.org https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/6 11/28/22, 8:50 AM Mail - Public Comment - Outlook To whom it may concern. Teens who spend less time in front of screens are happier up to a point, new research shows IlYlaiiirlliiiria auirid IlVlatt I113o slllieuiiµ wailrit tIheliiir cIII*iiillllduireuiri IIIV euirmt, 14, auirmd 2°°aliiida, 1221 to get used to uir(.,�gLiidlllatliiiuiri tlll eiiiuir owilri use of tecl*liollogy 1113et'ouire they llleave foir collllllllegu-w!, In recent months, Silicon Valley executives have been speaking out about the purposefully addictive designs of smartphones and social media, which make them hard to put down for anyone, but particularly teenagers. Now, a new report puts numbers to the warnings by tying a sudden and large drop in adolescents' happiness with the proliferation of smartphones and finding that the more hours a day teens spend in front of screens, the less satisfied they are. The repart, "Decreases in Psychological Well -Being Among American Adolescents After 2012 and Links to Screen Time During the Rise of Smartphone Technology," was published Monday in the journal Emotion using a large national survey of https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 2/6 11/28/22, 8:50 AM Mail - Public Comment - Outlook eighth, 10th and 12th graders conducted annually by the University of Michigan. After rising since the early 1990s, adolescent self-esteem, life satisfaction and happiness plunged after 2012, the year smartphone ownership reached the 50 percent mark in the United States, the report said. It also found that adolescents' psychological well-being decreased the more hours a week they spent on screens, including with the Internet, social media, texting, gaming and video chats. The findings jibe with earlier studies linking frequent screen use to teenage depression and anxiety. K YOU The ubiquity of the devices has mushroomed in the past six years. The percentage of teens who had smartphones jumped from 37 percent in 2012 to 73 percent in 2015 to 89 percent at the end of 2016, according to data from the Pew Research Center and the Associated Press-NORC Center for Public Affairs Research. The Emotion study graphed correlations between happiness and screen activities and non -screen activities such as sports, in -person interactions, religious services, print media and homework. For all the non -screen activities, the correlation was positive; for the screen activities, it was uniformly negative. A stud„ mrelllleased ouiro Jain, 22slllhio s tlll emre, liiis a coilrrellllatiiiion I11li t eemi, 11iow mimrniuclllli llhiallll 111 iiiii!raess teei!ris feelll aind tliiii!nie, sill eiilwirt° omillllliiii!nie,, liiiinclllludliiim!rig te:t,iiiin!nmg amrnnd sociiiiallll mrnediiiia use, iiiideo!!, 111amr1it2!!,a 1imrnene2!!,l°"I11"'l11Ne a��IIINYmiiiiiuiugton I11P11ost 00When 1 made that graph, 1 got up and took my kids' Kindle Fires and shoved them in the back of a drawer," said Jean Twenge, a psychology professor at San Diego State University and the study's lead author. Twenge, who is also the author of 11i n® Why Moday's Su er-ConnectedKids are Growin _ Less Rebellious, More Tolerant, Less Happ — and CompLetely re -ared for ," called the relationship of screen and non -screen activities "zero sum" — if you are doing one, it takes time away from the others. Diane Tanman of Chevy Chase, Md., worries that is the case for her sons, 11 and 15. "Like playing games in the field like they used to when they were little — they used to do that, and 1 think it made them happier," she said. These days her sons are more into online games, many of which have rewards built in to keep players coming back. "I think it's addictive," Tanman said. "It's just junk food for the brain.... I don't know one parent who doesn't worry about it." As with any addiction, breaking away can be unpleasant. Ed Lazzara of Salem, Ore., says his 12-year-old son, Leo, a fan of the https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 3/6 11/28/22, 8:50 AM Mail - Public Comment - Outlook game Minecraft, is more irritable after he has been playing a lot. "It's like interacting in the real world doesn't have that zing, you know?" Lazzara said. The report's findings were not all dire: Teenagers who get a small amount of exposure to screen time, between one and five hours a week, are happier than those who get none at all. The least happy ones were those who used screens for 20 or more hours a week. The greater unhappiness among those with no screen exposure could be due to several factors, Twenge said. "It could be that they are left out of the social scene of high school, that it's very difficult to carry on friendships in high school these days without texting at all or being on social media." It is also possible that those kids are outliers, she said — teens with special needs or in special education, or those whose screens have been taken away from them by parents. The happiest teens, according to the study, are those who are above average in face-to-face social interaction time and below average in social media use. Amanda Lenhart, deputy director of the Better Life Lab at New America who has conducted studies on teenagers and screen use, called the study interesting but said it is hard to separate screen time from other stressors that may affect teenagers' happiness, such as the political or economic landscape. "The culturally easy scapegoat right now is the technology — it's new, it's scary, it's changed our lives, it's changed our kids' lives," she said. While she generally advises moderation, Lenhart said that rather than making one set of rules about when and how much screen time teens should have, she prefers a case -by -case approach. "Some of it is about your particular kid and your particular life and you as a parent," she said. "Some of it is you looking at your child and saying, 'Something is not right here."' Technology -free schools do exist — including some in Silicon Valley that tech titans have sent their own children to. And movements such as Wait Until 8thhave urged parents to delay giving smartphones to kids until high school or just before. But even Bill Gates, who is known for limiting his children's access to technology, allowed them to get phones by age 14. https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 4/6 11/28/22, 8:50 AM Mail - Public Comment - Outlook Melindas has s ent her career in tech wishes she'd t her kids ajgLay from it IoLygar Marina Bowsher, the mother of a 14year-old boy and a 12-year-old girl in Chevy Chase, views screen time "like dessert — sure you can have some once in a while, but it shouldn't be part of your every day." However, she and her husband decided to relax her rules against gaming after helping their niece move into college at George Washington University and noticing that "every boy was carrying around an Xbox ... and suddenly there was no monitor. It's like drinking; nobody's telling you no." They decided it was better for their son to learn to regulate his gaming in high school, when he still had parents to help, than to have to learn how in college when no one was watching. Their son also has a smartphone and a laptop; their daughter has a phone with no social media accounts. "It's all around them, and they are going to have to learn to live with it in their society," Bowsher said. But the finer points of screen use in today's society are still evolving. Earlier this month, investors in Apple, the maker of the Whone, signed an open letter demanding more options for parental regulation of phones, such as the ability to limit their use to certain hours or shut off social media access at a certain time each day. The letter, which Twenge helped draft, cited research showing negative psychological effects of phone use on teens and noted parents' "constant battle" over screen time, calling it "unrealistic and a poor long-term business strategy to ask parents to fight this battle alone." Apple responded by saying it is planning new enhancements to increase parental control. https://www.washingtonpost.com/news/inspired-life/wp/2018/01 /22/teens-who-spend- less-ti me-i n-front-of-screens-are-happier-u p-to-a-point-new-research-shows/ lira liiig A II101u uir llr'e https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 5/6 11/28/22, 8:51 AM Mail - Public Comment - Outlook Theresa Bass <TBass@anaheim.net> Wed 11/23/2022 5:38 AM To: Public Comment <publiccomment@anaheim.net> From: Craig A Durfey Sent: Tuesday, November 22, 2022 10:39 AM To: Craig A Durfey ; durfeycrai€ ; senator. umberg@senate.ca.gov; DIANA.LARA@sen.ca.gov; COB_Response <response@ocgov.com>; David.Ochoa@sen.ca.gov; assemblymember.rendon@assembly.ca.gov; assemblymember.odonnell@assembly.ca.gov; assemblymember.daly@assembly.ca.gov; assemblymember.friedman@assembly.ca.gov; assemblymember.fong@assembly.ca.gov; assemblymember.quirk-silva@assembly.ca.gov; Assemblymember.Nguyen@assembly.ca.gov; Assemblymember.Davies@assembly.ca.gov; Theresa Bass <TBass@anaheim.net>; editor at oc-breeze.com <editor@oc-breeze.com>; ocbe@ocde.us Subject: [EXTERNAL] Fwd: Support PAWS' 2022 Annual Appeal 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. Staff Contact: Angela Hill Phone: (916) 651-4011 Email TO WHOM IT MAY CONCERN THIS INFORMATION REPRESENTS THE IMPORTANCE SERVICES THERAPY DOGS FOR LEGISLATION TO REQUIRE SCHOOLS TO PERMIT THIS AS A TOOL TO AID PREVENTION SUICIDES FOR CHILDREN AND FIRST RESPONDERS CA AB 662 YEAR 2022. THANK YOU CRAIG A DURFEY ---------- Forwarded message --------- From: PAWS for People <info@pawsforpeople.org> Date: Tue, Nov 22, 2022 at 7:09 AM Subject: Support PAWS' 2022 Annual Appeal To: <cadurfey_ https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/4 11/28/22, 8:51 AM Mail - Public Comment - Outlook It is wonderful for people and pets to again share PAWS pet therapy visits in person! We're able to do this because of the unwavering faith that you and others have in PAWS for People and the many ways you have supported us. Thanks to you... we continue to be ready to help! I wa rl:1'?✓ Ifia �< e a [if e - c ,ia ;Ini, ,1 ,n t, (,o1""rY Your gift will create a brighter 2o2 efor many! Our world has become a more complex and often difficult place to be. As people are struggling, they are understanding the value and benefits of PAWS pet therapy. Continuing to bring comfort and joy with our traditional visits, we are also responding in new ways to growing requests to bring hope and healing to people as they manage their daily challenges and increasing mental wellness concerns. We are learning so much more about the impact of the past few years and the extent to which people have been affected. PAWS is now responding even more effectively to people's deeper needs. We continue to need your financial support. Your commitment and generosity are impactful, vital for our success, and greatly appreciated. Your help keeps PAWS strong and enables us to provide crucially -needed pet therapy benefits... together we will change more lives. https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 2/4 11/28/22, 8:51 AM Mail - Public Comment - Outlook We are grateful for your trust and support. Thank You! PAWS Pet'Therapy Programs Help Everyone! 11111 1 1 f Donations can be made oinhine via PAWS" secure webslte, by mailing a check to the PAWS office (PO Box 9955, Newark, DE 19714) or by calling PAWS (302-351-5622). Looking for a meaningful gift? PAWS will send a special note for donations made as a gift or made In Honor/In Memory of a person or pet. Please remember that Employer Matching Gift Programs can double the impact of your gift® �P I e,�,.,�is,' e S L "J), I(t o u ir, A in in L)j, a I A PAWS is truly grateful for the many ways that our members and friends so generously support us year-round® We value the countless hours of volunteer time given as a pet therapy team and/or community volunteer, the incredible varied talents shared, and the heartfelt financial gifts — all ensuring that PAWS Pet Therapy continues® a :d M " "" mo 1717173 1 https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 3/4 11/28/22, 8:51 AM Mail - Public Comment - Outlook DAWS for Peqp�le I P:I,0,, I13ox 9955, INewairk, I lE 19 7.11.4 Unsubscirflhe caduirfey Update Pirofije I Constaint Contact I.Data IlNotice Seirit Iby liir'nfoLa)�Pa-ws—fc)rlP(,--011��ll , g IPOWred IIIy Constant Contact Ly eirnaHl rwiairkebinrLLor -tiro: https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 4/4 11/28/22, 8:51 AM Mail - Public Comment - Outlook FW: [EXTERNAL] [The Washington Post] Teens who spend less time in front of screens are a 4- r; point, new research Theresa Bass <TBass@anaheim.net> Wed 11/23/2022 5:39 AM To: Public Comment <publiccomment@anaheim.net> From: DURFEY DURFEY Sent: Friday, November 18, 2022 8:55 PM To: durfeycraig Garden Grove Unified School District <pio_department@ggusd.us>; Public Records Request <cityclerk@ggcity.org>; Teresa Pomeroy <teresap@ggcity.org>; ocbe@ocde.us; Theresa Bass <TBass@anaheim.net>; COB_Response <response@ocgov.com>; senator.umberg@senate.ca.gov; SENATO R.GONZALEZ@senate.ca.gov; David.Ochoa@sen.ca.gov; DIANA.LARA@sen.ca.gov Subject: [EXTERNAL] [The Washington Post] Teens who spend less time in front of screens are happier — up to a point, new research shows 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. https://www.washingtonpost.com/news/inspired-life/wp/2018/01/22/teens-who-spend-less-time-in-front-of- screens-are-happier-up-to-a-point-new-research-shows/ Sent from Mail for Windows https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/1 11/28/22, 8:52 AM Mail - Public Comment - Outlook Craig A Durfey Thu 11/24/2022 5:38 AM To: COB —Response <response@ocgov.com>;Craig A Durfey ;David.Ochoa@sen.ca.gov <David.Ochoa@sen.ca.gov>;Nick Dibs _ .;Ryan Durfey ;SENATOR.GONZALEZ@senate.ca.gov <SENATOR.GONZALEZ@senate.ca.gov>;SHELLYHOLMAN� ;Theresa Bass <TBass@anaheim.net>;alejandro.cardenas@mail.house.gov <alejandro.cardenas@mail.house.gov>;assemblymember.quirk-silva@assembly.ca.gov <assemblymember.quirk-Silva@assembly.ca.gov>;communityrelations <communityrelations@ggcity.org>;Public Comment <publiccomment@anaheim.net> 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. ---------- Forwarded message --------- From: Craig Durfey Date: Thu, Nov 24, 2022 at 5:35 AM Subject: #SavetheKids Movement To: <cadurfey _ <DIANA.LARAPsen.ca.gov>, Teresa Pomeroy <teresap ggcity.org>, Ryan Durfey Gabriela Mafi <gmafi ggusd.us>, <steveiga garden-grove.org> htts:/Zyoutube.com/watch?v=1 KeOHRvalAO&feature=share Sent from my Phone https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/1 11/28/22, 8:53 AM Mail - Public Comment - Outlook [EXTERNAL] A OPEN LETTER REQUEST , 1 STATE E R, O r, NEWSOM REQUEST SUPPORT A going momentumawaking with social "`A„a addiction that are �}ch, d � have been impacted �,.. a d ,,��, usage ' without standard � � ,, d, '. wellness � � d u rfeycra ig Sun 11/27/2022 8:02 PM To: DIANA.LARA@sen.ca.gov<DIANA.LARA@sen.ca.gov>;Assemblymember.Davies@assembly.ca.gov <Assemblymember.Davies@assembly.ca.gov>;Christopher.Aguilera@asm.ca.gov <Christopher.Aguilera@asm.ca.gov>;assemblymember.quirk-siIva@assembly.ca.gov <assemblymember.quirk-siIva@assembly.ca.gov>;'Teresa Pomeroy' <teresap@ggcity.org>;assemblymember.rendon@assembly.ca.gov <assemblymember.rendon@assembly.ca.gov>;'Maria Stipe' <marias@ci.garden- grove.ca.us>;senator.umberg@senate.ca.gov <senator.umberg@senate.ca.gov>;SENATOR.GONZALEZ@senate.ca.gov <SENATOR.GONZALEZ@senate.ca.gov>;David.Ochoa@sen.ca.gov <David.Ochoa@sen.ca.gov>;'Pam Haddad' <pamha@ci.garden-grove.ca.us>;sbe@cde.ca.gov<sbe@cde.ca.gov>;SEDN.committee@senate.ca.gov <SEDN.committee@senate.ca.gov>;'Gabriela Mafi' <gmafi@ggusd.us>;'communityrelations' <communityrelations@ggcity.org>;'PIO Department' <pio_department@ggusd.us>;ocbe@ocde.us <ocbe@ocde.us>;Theresa Bass<TBass@anaheim.net>;'COB_Response' < response@ocgov.com >;Public Comment <publiccomment@anaheim.net> Cc: durfeycraic cadurfey( 'Public Records Request' <cityclerk@ggcity.org> 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. 11-27-2022 (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 CELL SOCIALEM0T1 ONALPAWS...CO.M. FACEBOOK: CRAIG DURFEY U.S. IHOUSIE OF COINGIRIESS IH2404 .- IHOINOIRIIING ORAWIIDUIIRIFIEY FOR IHIIS IFIGHT AGAIIINST TIISI ...Ms. IL0I1WE S INCHMIEZ of Callil-f rnila. https,://vvww.aov,,,,info,.cio,v,,,/content/pkg/CREC,-2003,-03,-27/pdf/CREC,-2003,-03,-27,.pdf newwebsite 5.........................................................................................................®......... https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/3 11/28/22, 8:53 AM To Whom it may concern. Mail - Public Comment - Outlook Open letter 11-27-2022 Dear Governor Newsom A going momentum is awaking with social media addiction that are children have been impacted from usage without a standard with time to wellness as with CA SCR 73 Blue Light 2019 causing eye myopia damage and sleep deprivation, Esports gaming in your school districts https://socialemotionalpaws.com/blog-post-1/f/%E2%80%98reuben-never- misses%E2%80%99-prep-esports-teams-like-quartz-hill-are-prwhich has been medically marked an activity mark five mental illness https:/Isocialemotionalpaws.com/blog-post-1/f/how-gambling-disorder-is- defined-in-the-dsm-5under . The U.S. codes. Request a meeting with you staff by phone, only 1 can't fly as 1 had before Governor Gray Davis staff in his office with Autism CA State AB 2018 1999-2000 https://Ieginfo.legislature.ca.gov/faces/biIIHistoryClient.xhtmi? bill id=199920000AB1718. Definitions of Child Abuse & Neglect Learn how child abuse and neglect are defined in Federal law and State laws and find resources that distinguish between discipline and abuse. Discipline versus abuse Federal law definitions of child abuse and neglect Federal legislation provides guidance to States by identifying a minimum set of acts or behaviors that define child abuse and neglect. The Federal Child Abuse Prevention and Treatment Act (CAPTA) (42 U.S.C.A. § 51069), as amended by the CAPTA Reauthorization Act of 2010, defines child abuse and neglect as, at minimum: "Any recent act or failure to act on the part of a parent or caretaker, which results in death, serious physical or emotional harm, sexual abuse or exploitation"; or "An act or failure to act which presents an imminent risk of serious harm." This definition of child abuse and neglect refers specifically to parents and other caregivers. A "child" under this definition generally means a person who is younger than age 18 or who is not an emancipated minor. Iltt s„//s ciii III ilrnotiiioil alll a s„coilrmm/Il lllo ost,,,1/f/ usd �scilr �73 1 JbIllue �llliii Iht,,, II............................................................................................................................... II...................................................................................... .... III............................................................................................................................................................................... .................. aiil Ip.r.......:....tiil........airm.,,,causes °°II ........ �, ..lii ............:,,,...............airily https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 2/3 11/28/22, 8:53 AM Mail - Public Comment - Outlook See California Penal Code 11165 child abuse or neglect: includes physical injury or death inflicted by other than accidental means upon a child by another person, sexual abuse as defined in Section 11165. California Penal Code 11165.7 - (a) As used in this ... www lawserver.com/law/state/california/codes/california_penal_code_11165- 7 and ARTICLE 2.5. Child Abuse and Neglect Reporting Act [11164 - 11174.3] ( Heading of Article 2.5 amended by Stats. 1987, Ch. 1444, Sec. 1. ) Law section (ca.gov). Open letter E-Sports Harms Childs Brain Gray Matter to Addiction. https://socialemotionalpaws.com/blog-post-1/f/open-letter-e-sports-harms- childs-brain-g ray -matter -to -addiction American children have quietly become hooked on video game supple American children have quietly become hooked on video game supple (socialemotionalpaws. com) Il�mtt s„//sociii III ilrnotiii ilrm III s„c ilrn/Ill lllo ost,,Vf/ ilrn ilriiic in�chiiilll ilrein Jlh v II............................................................................................................................... II...................................................................................... .... II................................................................................................................................................................................................................... ... glii .:�.ly. III ........ ........iirm�.........°„II ..... ollk...... .,,, .iirm...,,, iii......... .........- ........ii .........°°s.u.11i 11 ............. https://socialemotionalpaws.com/blog-post-1/f/youth-suicide-prevention-local- educational-agencies-youth-suicide Request your consideration full support to hold a special capital legislation session to take intermediate action Request your support with having the CA State Dept of health with CA State Board of education with the CA State Superintendent Tony Thurmond with CA State dept Social Service to revise Child Abuse with screentime, blue light, Esports. Request a phone conference related fall legislation to address issues affecting children and funding for completion for unfished Mental of Honor Bike Pedestrian Trail Park with a dog park and a memorial for War Dog Park. Thank You Craig A Durfey https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 3/3 11/28/22, 8:54 AM Mail - Public Comment - Outlook [EXTERNAL] Levine Legislation Legislature d u rfeycra is Sun 11/27/2022 8:49 PM To: Theresa Bass <TBass@anaheim.net>;'Gabriela Mafi' <gmafi@ggusd.us>;'Bob Harden' <bob.harden@ggusd.us>;'PIO Department' <pio_department@ggusd.us>;Public Comment <publiccomment@anaheim.net>Jeresa Pomeroy' <teresap@ggcity.org> Cc: durfeycraic >;cadurfey 'Maria Stipe' <marias@ci.garden-grove.ca.us>;'Pam Haddad' <pamha@ci.garden- grove.ca.us>;'communityrelations'<communityrelations@ggcity.org>;'Public Records Request' <cityclerk@ggcity.org>;ocbe@ocde.us <ocbe@ocde.us>;'COB_Response' <response@ocgov.com> 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. (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 CELL SOCIALEMOTI ONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. IHOUSIE OF COINGIRIESS 124 4 ,d HONORING 'I III "°" DUMPEY F I I HIS FIGHT I T III T UTIISI ... s. LORETTA SANCHEZ of Calliiforniia. https://www.govi nfo.gov/content/pkg/C REC-2003-03-27/pdf/C REC-2003-03-27. pdf new website socialemotionalpaws.org To whom it may concern 1 riiirapaiiireiincy Passesthe State 111 eglisillatuire https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/3 11/28/22, 8:54 AM Mail - Public Comment - Outlook AIIB 2647 would allow for the iiiinninnediate oinIIIIiiine 11post1iiing of sullpllpllleilrmmeintailr cuinn ants, as Illoing astheyilre Ilpilroviii iiiin �Ipeilrsoin at a Illoc III ageincyws office the next Ilk u iiiine s day.. 'rihe Il iiillllll would iirnaiiiiiri,taiiiiiri,tllhe,fouiirida,tliioiins ofthe Brown Ilan Act, Il ut 11pirovides III III ince -to einsuire that the Ilpullbiliic !is Il ellpt lin-foirimed aind eingaged oin decisliloins iimade 11by local goveirinirneint, whille also lrn iii it iiiziii in tilrainsllpailr inc . iOAB 2647 is an important measure to maximize transparency for local governments", said Assemblymember Marc Levine. "As someone who started their career in local government, 1 remember the voluminous amounts of information presented to us prior to meetings. This bill would help ensure that members of local government agencies and the public have immediate access to newly released information, while ensuring that those who don't have internet access have adequate in person access. This measure will maximize transparency." "Public access and transparency are core values of local democracy," said League of California Cities Executive Director and CEO Carolyn Coleman. IIAB 2647 ensures local legislative bodies have the flexibility they need to immediately share documents online and without delay, expanding the ability of the public and local governments alike to be informed and engaged." AB 2647 is supported by the League of California Cities, and a large coalition of local government groups, such as the Rural County Representatives of California, Association of California School Administrators, Association of California Healthcare Districts, Association of California Water Agencies, California Association of Joint Powers Authorities for IHHS, California Special District Association, California State Association of Counties, City Clerk's Association of California, Los Angeles Unified School District, Marin County Council of Mayors and Councilmembers, Urban Counties of California, the Cities of Goleta, Oceanside, and Palo Alto, and many others. https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 2/3 11/28/22, 8:54 AM Mail - Public Comment - Outlook https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 3/3 11 /29/22, 8:11 AM Mail - Public Comment - Outlook ®[ ] Levine LegislationGovernment Legislature Theresa Bass <TBass@anaheim.net> Tue 11/29/2022 12:12 AM To: Public Comment <publiccomment@anaheim.net> From: durfeycraig Sent: Sunday, November 27, 2022 8:48 PM To: Theresa Bass <TBass@anaheim.net>; 'Gabriela Mafi' <gmafi@ggusd.us>; 'Bob Harden' <bob.harden @ggusd.us>; T10 Department' <pio_department@ggusd.us>; Public Comment <publiccomment@anaheim.net>; 'Teresa Pomeroy' <teresap@ggcity.org> Cc: durfeycraig cadurfey 'Maria Stipe' <marias@ci.garden-grove.ca.us>; 'Pam Haddad' <pamha@ci.garden-grove.ca.us>;'communityrelations'<communityrelations@ggcity.org>;'Public Records Request' <cityclerk@ggcity.org>; ocbe@ocde.us; 'COB_Response' <response@ocgov.com> Subject: [EXTERNAL] Levine Legislation on Local Government Transparency Passes the State Legislature 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. (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 CELL SOCIALEMOTI ONALPAWS...CO.M. FACEBOOK: CRAIG DURFEY U.S. IH USIE OF COINGIRIESS IH2404 .- HONORING CRAIG IIDUIIUtPEY FOR HIS IFIGHT AGAINST TIISI ...Ms. LOFtE'l TA S III CIIB'IIEZ of Call il-Firirnii . https.://www.gov,,,,info..go.v.../content/pkg/CREC.-2003.-03 27/adf/CREC.-2003-03.-27,.pdf new webs ite ................................................................................1.pgMM1gr9 To whom it may concern https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/3 11 /29/22, 8:11 AM Mail - Public Comment - Outlook MIZ AIIB 2647 would allowfor the iiiimilrne iii to oinIIIIiiine 11postiling of sullpllpllleilrneint it d cuilrneints, as Illoing as they ilre Ilpilroviii a iiiin �llpeilrs in at a Illoc III ageincyws offlice the next Il usiiiin s day.. 'rire Il iiillllll would ilrnaiiiintaiiiin the fouindatiii ins of the Brown n Act, Il ut 11pirovides Ilballlaince -to einsuire that the Ilpull iliic !is IIkellpt lin-foirmed and eingaged oin decisliloins ii ma a 11by local goveirimirneint,, while also Irna iiiilrm iliiziiiin tier in Ipailr inc . i°AB 2647 is an important measure to maximize transparency for local governments", said Assemblymember Marc Levine. "As someone who started their career in local government, 1 remember the voluminous amounts of information presented to us prior to meetings. This bill would help ensure that members of local government agencies and the public have immediate access to newly released information, while ensuring that those who don't have internet access have adequate in person access. This measure will maximize transparency." "Public access and transparency are core values of local democracy," said League of California Cities Executive Director and CEO Carolyn Coleman. IIAB 2647 ensures local legislative bodies have the flexibility they need to immediately share documents online and without delay, expanding the ability of the public and local governments alike to be informed and engaged." AB 2647 is supported by the League of California Cities, and a large coalition of local government groups, such as the Rural County Representatives of California, Association of California School Administrators, Association of California Healthcare Districts, Association of California Water Agencies, California Association of Joint Powers Authorities for IHHS, California https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 2/3 11 /29/22, 8:11 AM Mail - Public Comment - Outlook Special District Association, California State Association of Counties, City Clerk's Association of California, Los Angeles Unified School District, Marin County Council of Mayors and Councilmembers, Urban Counties of California, the Cities of Goleta, Oceanside, and Palo Alto, and many others. https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 3/3 11/29/22, 8:12 AM Mail - Public Comment - Outlook [EXTERNAL] OPEN LETTER REQUEST A STATE GOVENERNOR NEWSOM REQUES SUPPORT A going momentum is awaking ocis "`A„a addiction that are �}ith impacted ch, d � have been �, e, �,.. a d ,,��, usage ' '� 4; ,� .,, ,� ,, d, '. wellness � � Theresa Bass <TBass@anaheim.net> Tue 11/29/2022 12:13 AM To: Public Comment <publiccomment@anaheim.net> From: durfeycraig Sent: Sunday, November 27, 2022 8:00 PM To: DIANA.LARA@sen.ca.gov; Assemblymember.Davies@assembly.ca.gov; Christopher.Aguilera@asm.ca.gov; assemblymember.quirk-silva@assembly.ca.gov; 'Teresa Pomeroy' <teresap@ggcity.org>; assemblymember.rendon@assembly.ca.gov;'Maria Stipe' <marias@ci.garden-grove.ca.us>; senator. umberg@senate.ca.gov; SENATO R.G0NZALEZ@ senate. ca.gov; David.Ochoa@sen.ca.gov; 'Pam Haddad' <pamha@ci.garden-grove.ca.us>; sbe@cde.ca.gov; SEDN.committee@senate.ca.gov; 'Gabriela Mafi' <gmafi@ggusd.us>; 'communityrelations' <communityrelations@ggcity.org>; TIO Department' <pio_department@ggusd.us>; ocbe@ocde.us; Theresa Bass <TBass@anaheim.net>; 'COB_Response' <response@ocgov.com>; Public Comment <publiccomment@anaheim.net> Cc: durfeycraig cadurfeyi_ _ . 'Public Records Request' <cityclerk@ggcity.org> Subject: [EXTERNAL] OPEN LETTER REQUEST CA STATE GOVENERNOR NEWSOM REQUEST SUPPORT A going momentum is awaking with social media addiction that are children have been impacted from usage without a standard with time to wellness as 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. 11-27-2022 (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 CELL SOCIALEMOTI ONALPAWS,.,CO,M. FACEBOOK: CRAIG DURFEY U.S. IHOUSIE OF COINGIRIESS IH2404.- IHOINOIRIIING ORAiG DURFEY IF IIS IFIGHT AGAIINST UTIISI ...Ms. L01RETTA S INCH EZ of Call iffrirnii . https,://vvww.gov,,,,info,.go,v,,,/content/pkg/CREC,-2003,-03,-27/pdf/CREC,-2003,-03,-27,.pdf new webs ite .................................................................................................................®......... lrg https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/3 11/29/22, 8:12 AM Mail - Public Comment - Outlook To Whom it may concern. Open letter 11-27-2022 Dear Governor Newsom A going momentum is awaking with social media addiction that are children have been impacted from usage without a standard with time to wellness as with CA SCR 73 Blue Light 2019 causing eye myopia damage and sleep deprivation, Esports gaming in your school districts Ill�tt s„//s ciii III ill otiiioil�malll a s„c ilrn�ll lllo gat �1/f/ III ; % %/� ilreuIIbeil� irieveilr� II............................................................................................................................... II...................................................................................... .... 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III............................................... medically marked an activity mark five mental illness Ill�tt s„/�s ciii Illeilrn ciii il� III s„c it rm/II III st l�f/ll�m ilr mllblllfife ilr eilrjis II...............................................................................................................................III.............................................. III..... efiii il�e iii ilrm tll�m silrn 5u n eir. . ................................................................................................................................................................................... The U.S. codes. Request a meeting with you staff by phone, only 1 can't fly as 1 had before Governor Gray Davis staff in his office with Autism CA State AB 2018 1999-2000 Il�tt s„��III iiiill�f ...III iiislll tuilre„c ov/f es�ll iiillllllll liiistoilr Illiiiein,t.. IIh,brnlll III ............................................................................................................................................................................................................................................................................................................................................................................... IIl iii III III iii :,,,,,,1 II 171 . ................................................................................................................................................................................ Definitions of Child Abuse & Neglect Learn how child abuse and neglect are defined in Federal law and State laws and find resources that distinguish between discipline and abuse. Discipline versus abuse Federal law definitions of child abuse and neglect Federal legislation provides guidance to States by identifying a minimum set of acts or behaviors that define child abuse and neglect. The Federal Child Abuse Prevention and Treatment Act (CAPTA) (42 U.S.C.A. § 5106g), as amended by the CAPTA Reauthorization Act of 2010, defines child abuse and neglect as, at minimum: "Any recent act or failure to act on the part of a parent or caretaker, which results in death, serious physical or emotional harm, sexual abuse or exploitation"; or "An act or failure to act which presents an imminent risk of serious harm." This definition of child abuse and neglect refers specifically to parents and other caregivers. A "child" under this definition generally means a person who is younger than age 18 or who is not an emancipated minor. Il tt s„�/s ciii III it otiii it III a s„c it ill lllo s I f/ us �scilr�73 1 JbIllue llliii Il t,,, II............................................................................................................................... II...................................................................................... .... III............................................................................................................................................................................... .................. alll 11 1i ........:.... ;;dill.........!! °° ........ °°II ........ ,, ..lii ............:,,,......_ Ilrlir https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 2/3 11/29/22, 8:12 AM Mail - Public Comment - Outlook See California Penal Code 11165 child abuse or neglect: includes physical injury or death inflicted by other than accidental means upon a child by another person, sexual abuse as defined in Section 11165. California Penal Code 11165.7 - (a) As used in this ... ..III s ilry ilr„coiin/Ills /state/c lllliifoiiriiniii /c es/calllllf iiriiii� e�ln III co 11165 ....................................................................II......................................................................................................................... and ARTICLE 2.5. Child Abuse and Neglect Reporting Act [11164 - 11174.3] ( Heading of Article 2.5 amended by Stats. 1987, Ch. 1444, Sec. 1. ) Law section (ca.gov). Open letter E-Sports Harms Childs Brain Gray Matter to Addiction. Iltt s„//s ciiialll ilmotiiioilalll a s„c �Irn/IIIII s,,,1/f/o illy llletteilr e s ilrts 111 ilrilrs II............................................................................................................................... III............................................... III...................................................... II....................................................................................III............................................... ........iil............. :...........iir........iil.ii ;,,, ilr.........°°ii�:m........tt iiw.,,,:.._o°,,........................lii .:tig........in American children have quietly become hooked on video game supple American children have quietly become hooked on video game supple (socialemotionalpaws. com) Il�mtt s„//sociii III ilrnotiii ilrm III s„c ilrn/Ill lllo ost,,,1/f/ ilrn ilriiic in�clll�iiilll ilrein �lN v II............................................................................................................................... IIC...................................................................................... .... 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Request your consideration full support to hold a special capital legislation session to take intermediate action Request your support with having the CA State Dept of health with CA State Board of education with the CA State Superintendent Tony Thurmond with CA State dept Social Service to revise Child Abuse with screentime, blue light, Esports. Request a phone conference related fall legislation to address issues affecting children and funding for completion for unfished Mental of Honor Bike Pedestrian Trail Park with a dog park and a memorial for War Dog Park. Thank You Craig A Durfey https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 3/3 11/29/22, 8:12 AM Mail - Public Comment - Outlook 4FIN 'INS's Theresa Bass <TBass@anaheim.net> Tue 11/29/2022 12:18 AM To: Public Comment <publiccomment@anaheim.net> From: durfeycraig Sent: Saturday, November 26, 2022 10:10 AM To: robert.sumner@asm.ca.gov; vincent.chee@asm.ca.gov; kaitlin.curry@asm.ca.gov; annabel.smith@asm.ca.gov; christina.rocha@asm.ca.gov Cc: durfeycrai€ ; cadurfey 'CO B_Response' <response@ocgov.com>; Theresa Bass <TBass@anaheim.net> Subject: [EXTERNAL] FW: PRESS RELEASE: Dangers of early Screen Time Research has shown that exposing your child to too much screen time can contribute to learning disabilities 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. From: duir �.yclraii,g Sent: Saturday, November 26, 2022 9:57 AM To: ,QIIANA.IL,A;RA@,s m,;,,�p,,,g or; sss i0, 1„yiml m0,lb r;,l u%es,@,ass rri,ll�,ll„y,,;c�,,,ggy;'Public Records Request' «itycl�lrlk.�ggcity2irg>;'Teresa Pomeroy' <teresalPeftgciy.21g>; tly.in!Int...qcr�ily@yg�ns, ,.gy; assembl member.reindon asseinnbl .ca.. ov Clhirii.sto Iher.A uilleira asirn.ca. ov• .seinator.umber seinate,ca. ov y............................................................................�........................................y................g...........,.................................Ip........................g...............................................................g...........,....................................................................g.e�................................................g........ ; SIf::NATOR„CONZAI..Jf::Z.senate.ca. ov 'Pam Haddad' < amha cu„ arden rove.ca.u.s> sbe cde.ca„ ov 'Maria ...l.::.....................................................................I...I..:......C.................................................g........ ; K�............................@...........g..............................g............................................... ,..................@.................................g..........., Stipe' <mma.ria,s..@.cp.::ga,rd, ,in.:::gr y .:;ca.;. s>; [)ay �'.:;3� n a, ,@s m.:.ca....ggy; 'communityrelations' <colmlrn,ia',ni,1,y„Ir la;tio1ns.@ggcfty..:!2irg>; ss ,rri,lolly„Imp,lmlb lr:.Agay in.. .a s im .!.Yca..:gQy; a.[9i9.r2,d,r!.&a.rd,din, s.«.rm,aii,ll.:.I us�.:g�y; sai,�l��.��.i�,�.iri„,I�0.�yse:ggy Cc: dua.!r:�.�.y,.g.LaJg c cl,a,rF .y, Subject: PRESS RELEASE: Dangers of early Screen Time Research has shown that exposing your child to too much screen time can contribute to learning disabilities PRESS RELEASE 11-26-2022 (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 CELL SOCIALEMOTI ONALPAWS,.,CO,M, https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/3 11/29/22, 8:12 AM Mail - Public Comment - Outlook FACEBOOK: CRAIG DURFEY U.S. IHOUSIE OF COINGIRIESS I .- HONORING CIS III@ IDURFEY F I I HIS FIGHT I III T UTII I ...Ms. LORETTA SANCHEZ of Call iffrirnii . https ://www.ciovinfo.ciov/content/Pkg�/�� website5................1.............................f.........................1........................s:.®.........r To whom it may concern From my two website from HEADLI,N,ES,,,N,EWS,,,STORIES,,,,,(socialemotional.paws,.com), and Post where has this video and much more over the years from researching 1 have been posting to raise an awareness to hope learn to reduce screen time to avoid brain injury causing cognitive delay learning. World health officials take a hard line on screen time for kids. Will b..U..SV DAKV.n.ts. comply„? ..... .,,,The... Wash ngton.....Post 32,091 views Dec 12, 2017 Educational Psychologist Jane Healy and Family Counselor Michael Gurian discuss the dangers of too much screen time. Research has shown that exposing your child to too much screen time can contribute to learning disabilities. The American Academy of Pediatrics recommends no screen time at all for children under two years old. During these first two years of life, a child's brain develops by touching things and feeling them sensorily which helps their brain grow and be healthy. Too much screen time can inhibit this..(83)...Dangers....ofearly,,Screen,,,, Time.....-...YouTu.be Thank You Craig A Durfey https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 2/3 11/29/22, 8:13 AM Mail - Public Comment - Outlook Theresa Bass <TBass@anaheim.net> Tue 11/29/2022 12:19 AM To: Public Comment <publiccomment@anaheim.net> 0 1 attachments (212 KB) ORANGE COUNTY SUPERINTENDENT OF SCHOOLS Cal ifornia-Public-Records-Act-January-2018.pdf; From: durfeycraig Sent: Saturday, November 26, 2022 1:34 AM To: 'Public Records Request' <cityclerk@ggcity.org>; 'Teresa Pomeroy' <teresap@ggcity.org>; jonathan.peterson@sen.ca.gov; senator. umberg@senate.ca.gov; David.Ochoa@sen.ca.gov; SENATOR.GONZALEZ@senate.ca.gov; Assemblymember.Davies@assembly.ca.gov; assemblymember.quirk- silva@assembly.ca.gov; assemblymember.rendon@assembly.ca.gov; Assemblymember.Nguyen@assembly.ca.gov; assemblymember.fong@assembly.ca.gov; Theresa Bass <TBass@anaheim.net> Cc: durfeycraig DIANA.LARA@sen.ca.gov; cadurfey _ Subject: [EXTERNAL] ORANGE COUNTY BOARD OF EDUCATION DOCUMENT ABOUT THE CA STATE PUBLIC RECORD ACT 38 PAGE GUDELINES. 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. 11-26-2022 (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 CELL SOCIALEMOTI ONALPAWS...CO.M. FACEBOOK: CRAIG DURFEY U.S. IHOUSIE OF COINGIRIESS IH2404 .- HONORING ORAIG DURFEY FOR HISFIGHT AGAINST TIISI ...Ms. L01WETTA S INCHE " of Call ii-fornila. https,://vvww.ciov,,,,info,.cio,v,,,/content/pkg/CREC,-2003,-03,-27/pdf/CREC,-2003,-03,-27,.pdf newwebs ite 5.........................................................................................................®......... https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/2 11/29/22, 8:13 AM Mail - Public Comment - Outlook To whom it may concern. ORANGE COUNTY BOARD OF EDUCATION DOCUMENT ABOUT THE CA STATE PUBLIC RECORD ACT 38 PAGE GUDELINES. IIhtt „//cc „u /III,,,, III eilr iiice /III c ilrn ints/ III11-filrin11a dII� II Il lic dIG ec ilr Act: ....................II...................................................................................................................................................................................................................................................................................................................................................................................................................................................................... Thank You Craig A Durfey https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 2/2 CALIFORNIA'S PUBLIC RECORDS ACT Copyright © 2018 by ORANGE COUNTY SUPERINTENDENT OF SCHOOLS ALL RIGHTS RESERVED Printed in the United States of America Inquiries regarding permission for use of material contained in this publication should be addressed to: Ronald D. Wenkart General Counsel c/o Norma Garcia Orange County Department of Education 200 Kalmus Drive, P.O. Box 9050 Costa Mesa, CA 92628-9050 (714)966-4220 Schools Legal Services Staff Ronald D. Wenkart, General Counsel Claire Y. Morey, Counsel Lysa M. Saltzman, Counsel Ruth D. Brewda, Counsel Norma Garcia, Paralegal TABLE OF CONTENTS INTRODUCTION..........................................................................................................................1 PURPOSE AND SCOPE OF THE PUBLIC RECORDS ACT.................................................1 DEFINITIONS UNDER THE PUBLIC RECORDS ACT........................................................1 A. Statutory Definition of Public Records................................................................1 B. Inclusion of Electronic Records in Definition of Public Records ......................2 C. Private Electronic Devices.....................................................................................3 D. Definition of Party Under Public Records Act....................................................8 INSPECTION AND PHOTOCOPYING OF PUBLIC RECORDS.........................................8 A. Inspection and Copying of Records......................................................................8 B. Fees for Copying....................................................................................................9 C. Timelines...............................................................................................................10 D. Assistance to Members of the Public..................................................................10 E. Attorneys' Fees.....................................................................................................11 EXEMPT RECORDS..................................................................................................................14 A. Enumerated Exemptions.....................................................................................14 B. General Exemptions — Public Interest...............................................................15 C. Specific Exemptions — Drafts and Notes............................................................15 EMPLOYMENT CONTRACTS AND SALARY INFORMATION......................................19 PERSONNEL FILES AND DISCIPLINARY RECORDS......................................................20 A. Disclosure of Employee Disciplinary Records...................................................20 B. Disclosure of Investigative Reports....................................................................22 C. Nondisclosure of Personal Performance Goals.................................................23 Do0xON019301ratiorW)ti7: •L� ATTORNEY -CLIENT PRIVILEGE.........................................................................................26 A. Billing Statements and Invoices..........................................................................26 B. The Evidence Code..............................................................................................27 C. The Brown Act.....................................................................................................27 D. Memos Drafted by Attorney...............................................................................28 RETENTION OF PUBLIC RECORDS....................................................................................29 A. Destruction of Records........................................................................................29 B. Classification of Records.....................................................................................30 C. Permanent Public Records..................................................................................30 D. Mandatory Permanent Pupil Records...............................................................32 E. Mandatory Interim Pupil Records.....................................................................33 F. Destruction of Pupil Records..............................................................................34 SUMMARY................................................................................................................................34 ii INTRODUCTION Recently, we have received a number of requests under the California Public Records Act. These requests have been for both paper records and electronic records. The purpose of this memorandum is to summarize the requirements of the California Public Records Act. In general, the scope of the Public Records Act is very broad. Almost all records maintained by public agencies are public records with certain specified exceptions (e.g., student records, personnel, medical and litigation records or drafts) as discussed below. Public agencies may only charge the direct cost of duplication for photocopying records, but if electronic records are involved and data compilation, extraction or computer programming to produce the record would be required, then the hourly rate of the employees involved to produce the record may be charged.' PURPOSE AND SCOPE OF THE PUBLIC RECORDS ACT The purpose and scope of the Public Records Act2 is to provide the public access to information concerning the conduct of the people's business. Public access to public records is a fundamental and necessary right of every person in California, but the right to access to information must be weighed against the right of individuals to privacy. In the November 2, 2004, election, the voters approved Proposition 59, which added to the California Constitution a provision guaranteeing the people of California the right of access to public records.3 DEFINITIONS UNDER THE PUBLIC RECORDS ACT A. Statutory Definition of Public Records Under the California Public Records Act, a local agency is defined as a county, city, school district, district, political subdivision, or any board, commission or agency. Public records do not include student records which are governed by other statutory provisions .4 Student records are generally confidential and not accessible to the general public except with respect to certain specified education officials and others. Public records are defined as: "(e) "Public records" includes any writing containing information relating to the conduct of the public's business prepared, owned, 1 On June 3, 2014, California voters approved a ballot measure amending Article I, Section 3 and Article XIII 13, Section 6 of the California Constitution. As a result, the state will no longer be obligated to reimburse local agencies for unfunded state mandates for any changes in the California Public Records Act. 2 Government Code section 6250 et seq. a California Constitution, Article I, Section 3(b)(1). 4 See, Education Code sections 49061 et seq.; 20 U.S.C. Section 1232g. 1 Schools Legal Service Orange County Department of Education January 2018 used, or retained by any state or local agency regardless of physical form or characteristics."5 A writing is defined as: "(g) "Writing" means any handwriting, typewriting, printing, photostating, photographing, photocopying, transmitting by electronic mail or facsimile, and every other means of recording upon any tangible thing any form of communication or representation, including letters, words, pictures, sounds, or symbols, or combinations thereof, and any record thereby created, regardless of the manner in which the record has been stored."6 The California Public Records Act broadly requires public agencies to provide public access to public records: "(a) Public records are open to inspection at all times during the office hours of the state or local agency and every person has a right to inspect any public record, except as hereafter provided. Any reasonably segregable portion of a record shall be available for inspection by any person requesting the record after deletion of the portions that are exempted by law. "(b) Except with respect to public records exempt from disclosure by express provisions of law, each state or local agency, upon a request for a copy of records that reasonably describes an identifiable record or records, shall make the records promptly available to any person upon payment of fees covering direct costs of duplication, or a statutory fee if applicable. Upon request, an exact copy shall be provided unless impracticable to do so."7 B. Inclusion of Electronic Records in Definition of Public Records In Sierra Club v. Superior Court of Orange County,' the California Supreme Court held that the O.C. Land Base is subject to disclosure in a GIS file format at the actual cost of duplication under the California Public Records Act. The court held that the GIS mapping software falls within the ambit of Government Code section 6254.9(a) which excludes computer software. However, the California Supreme Court held that a GIS formatted database like the O.C. Land Base is not excluded from the Public Records Act and is a public record unless otherwise exempt and must be produced upon request at the actual cost of duplication.9 5 Government Code section 6252(e). 6 Government Code section 6252(g). Government Code section 6253. s 57 Ca1.4" 157, 158 Ca1.Rptr.3d 639 (2013). 9Id. at 161. 2 Schools Legal Service Orange County Department of Education January 2018 The California Supreme Court noted that Government Code section 6254.9(a) excludes computer software from the definition of the public record. Section 6254.9(b) states that computer software includes computer mapping systems, computer programs and computer graphic systems. However, the court held that the GIS formatted O.C. Land Base is a public record subject to disclosure. The court held that the GIS mapping software is exempt from the Public Records Act, but not the GIS formatted data. The court held that computer mapping systems as set forth in Government Code section 6254.9 does not refer to or include basic maps and boundary information per se, but rather denotes unique computer programs to process such data using mapping functions. Therefore, the court held that parcel map data maintains an electronic format by a county assessor does not qualify as a computer mapping system, under the exemption provisions of Government Code section 6254.9.10 The court held that since O.C. Land Base is not excluded from the definition of a public record under Section 6254.9(b), and because the county does not argue that the database is otherwise exempt from disclosure, the County of Orange was ordered to produce the O.C. Land Base in response to the Sierra Club's request in any electronic format in which it holds the information at a cost not to exceed the direct cost of duplication. I I C. Private Electronic Devices In City of San Jose v. Superior Court,12 the California Supreme Court unanimously held that when public employees use a personal account to communicate about the conduct of public business, the writings so created will, in many cases, be subject to disclosure under the California Public Records Act (CPRA).13 The court stated, "...we hold that a city employee's writings about public business are not excluded from CPRA simply because they have been sent, received, or stored in a personal account."14 The court's decision may have a significant impact on the way districts conduct business. Districts should review their current practices and consult with legal counsel to discuss the impact of this decision. In City of San Jose, a member of the public sought disclosure of 32 categories of public records from the City of San Jose, its redevelopment agency, and the agency's executive director, along with other elected officials and their staffs. The documents requested concerned redevelopment efforts in downtown San Jose, including e-mails and text messages sent or received on private electronic devices used by the Mayor, two city council members, and their staffs. The City disclosed communications made using City telephone numbers and e-mail accounts, but did not disclose communications made using the individuals' personal accounts. The member of the public sought declaratory relief from the courts declaring that the California Public Records Act definition of "public records" encompasses all communications 10 Id. at 167-68. 1 Id. at 176-77. iz _ Ca1.4th _ (2017). is Government Code section 6250 et seq. 14 Id. at 3 Schools Legal Service Orange County Department of Education January 2018 about official business, regardless of how they are created, communicated, or stored. The trial court ordered disclosure but the Court of Appeal reversed the trial court and blocked disclosure. The California Supreme Court noted that access to information concerning the conduct of the people's business is a fundamental and necessary right of every person in the state.15 In 2004, voters added a provision to the California Constitution that stated, "The people have the right of access to information concerning the conduct of the people's business, and, therefore... the writings of public officials and agencies shall be open to public scrutiny."16 The California Supreme Court further stated that although public access to information must sometimes yield to personal privacy interests, openness in government is essential to the functioning of a democracy, and implicit in the democratic process is the notion that government should be accountable for its actions. In order to verify accountability, individuals must have access to government files so that there is a check against the arbitrary exercise of official power and secrecy in the public process.17 The California Supreme Court cited Government Code section 6253 and held that it creates a presumptive right of access to any record created or maintained by a public agency that relates in any way to the business of the public agency." Every such record must be disclosed unless a statutory exception applies.19 The California Supreme Court observed that the California Public Records Act defines a public record as any writing containing information related to the conduct of the public's business, prepared, owned, used, or retained by a local agency, regardless of physical form or characteristics.20 Under this definition, the California Supreme Court noted that a public record has four aspects: 1. A writing. 2. Content relating to the conduct of the public's business, which is 3. Prepared by, or 4. Owned, used, or retained by any state or local agency2l The California Public Records Act defines a writing as any handwriting, typewriting, printing, photostating, photographing, photocopying, transmitting by electronic mail or facsimile, and every other means of recording upon any tangible thing any form of communication or representation, including letters, words, pictures, sounds, or symbols, or combinations thereof, in any record thereby created, regardless of the manner in which the record has been stored.22 The 15 See, Government Code section 6250. 16 California Constitution, Article I, Section 3(b)(1). 17 International Federation of Professional and Technical Enizineers, Local 21, AFL-CIO v. Superior Court, 42 CalAth 319, 328- 29 (2007); Commission on Peace Officer Standards and Training v. Superior Court, 42 CalAth 277, 288 (2007). 18 Sander v. State Bar of California, 58 CalAth 300, 323 (2013). 19 Ibid. 20 Government Code section 6252(e). 21 City of San Jose v. Superior Court, _Cal.4th (2017). 22 Government Code section 6252(g). Schools Legal Service Orange County Department of Education January 2018 Supreme Court then went on to state that e-mail, text messaging, and other electronic platforms fall within the definition of a writing.23 The California Supreme Court then analyzed the meaning of the term related to the conduct of the public's business. The court stated that generally, any record kept by an officer because it is necessary or convenient to the discharge of his official duty is a public record.24 The California Supreme Court recognized that not all writings will be sufficiently related to public business and that sometimes it will be unclear whether a particular writing relates to the conduct of public business. The court suggested that the following factors could help resolve the question of writings kept in personal accounts: 1. The content of the writing itself. 2. The context in, or purpose for which, the document was written. 3. The audience to whom the document was directed. 4. Whether the writing was prepared by an employee acting or purporting to act within the scope of his or her employment.21 The California Supreme Court then focused on whether a writing communicated from a personal account is prepared by a local agency within the meaning of the California Public Records Act.26 The court stated that if an agency employee prepares a writing that substantively relates to the conduct of public business, that writing satisfies the CPRA's definition of a public record. The court noted that public agencies can only act through their individual officers and employees and when employees are conducting agency business, they are working for the agency and on its behalf.27 The California Supreme Court concluded: "A writing prepared by a public employee conducting public agency business has been `prepared by' the agency within the meaning of Section 6252(e), even if the writing is prepared using the employee's personal account. ,28 The California Supreme Court then analyzed the meaning of the term in the California Public Records Act, "owned, used, or retained by any local agency." The court held that documents otherwise meeting the California Public Records Act definition of public records do not lose their status as public records because they are located in an employee's personal account. A writing retained by a public employee conducting agency business has been retained 21 Id. at _. For example, the court stated that an employee's electronic musings about a colleague's personal shortcomings will not be related to the conduct of the public's business. However, an e-mail to a superior reporting a co -worker's mismanagement of an agency project might well be a public record. Id. at 2a Braun v. City of Taft, 154 Cal.App.3d 332, 340 (1984). 25 Id. at 26 See, Government Code section 6252(e). 21 See, Suesuki v. Superior Court, 58 Cal.2d 166 (1962); Alvarez v. Felker Manufacturing Company, 230 Cal.App.2d 987, 998 (1964); Reno v. Baird, 18 CalAth 640, 656 (1998); California Association of Health Facilities v. Department of Health Services, 16 CalAth 284, 296-97 (1997). 28 City of San Jose v. Superior Court, Cal.4th (2017). 5 Schools Legal Service Orange County Department of Education January 2018 by the agency within the meaning of Government Code section 6252(e), even if the writing is retained in the employee's personal account.29 The California Supreme Court rejected the City's interpretation of the California Public Records Act as requiring the documents to be in the City's e-mail accounts. The court expressed concern that the City's interpretation would allow evasion of the California Public Records Act simply by the use of a personal account. The court stated: "If communications sent through personal accounts were categorically excluded from CPRA, government officials could hide their most sensitive, and potentially damning, discussions in such accounts. The City's interpretation `would not only put an increasing amount of information beyond the public's grasp, but also encourage government officials to conduct the public's business in private. ,,30 The California Supreme Court said that open access to government records is essential to verify that government officials are acting responsibly and held accountable to the public they serve. Such access permits checks against the arbitrary exercise of official power and secrecy in the political process. The whole purpose of the California Public Records Act is to ensure transparency in government activities. The court then stated, "If public officials could evade the law simply by clicking into a different e-mail account, or communicating through a personal device, sensitive information could routinely evade public scrutiny. ,31 The California Supreme Court noted that any personal information not related to the conduct of public business or material falling under a statutory exemption can be redacted from public records that are produced or presented for review.32 The court also rejected the City's concerns that the search of public records in employees' accounts would itself raise privacy concerns because the public agency would have to demand the surrender of employees' electronic devices and passwords to their personal accounts. The court stated that searches can be conducted in a manner that respects individual privacy.33 The court went on to state that public agencies may develop their own internal policies for conducting searches and made the following observations: 1. Once an agency receives a California Public Records Act request, it must communicate the scope of the information requested to the custodians of its records. 2. If the Public Records Act request seeks public records held in employees' non -governmental accounts, the public agency should communicate the request to the employee in question. 29 Id. at _ 30 Id. at _ 31 Id. at—; citing CBS, Inc. v. Block, 42 Ca1.3d 646, 651 (1986). 32 Id. at _; see, Government Code section 6253(a). 33 Id. at 0 Schools Legal Service Orange County Department of Education January 2018 3. The public agency may reasonably rely on the employee in question to search their own personal files, accounts, and devices for responsive material.34 The California Supreme Court further stated that agencies can adopt policies that will reduce the likelihood of public records being held in employee's private accounts. Public agencies may require that employees transmit a copy to their government accounts of all communications touching on public business. Public agencies may also require that officers and employees use their government accounts for all communications touching on public business.35 The court noted that federal agency employees must follow such procedures to ensure compliance with the Freedom of Information Act.36 The California Supreme Court concluded by stating: "Consistent with the legislature's purpose in enacting CPRA, and our Constitution mandate to interpret the Act broadly in favor of public access ... we hold that a City employee's writings about public business are not excluded from the CPRA simply because they have been sent, received, or stored in a personal account."37 In summary, the California Supreme Court has held that writings related to the conduct of public business prepared, sent, received, or stored in the personal account of a public official or employee are public records subject to disclosure. Therefore, we would recommend that districts review their current practices and policies to identify whether the district needs to modify or change its current practices or policies to ensure disclosure of all public records and to protect the privacy of its board members and employees. In reviewing district policies, districts may wish to consider requiring board members and employees use district e-mail accounts when conducting public business. Requiring the use of district e-mail accounts will reduce the need to search personal e-mail accounts. After conducting this internal review, we would recommend that districts contact legal counsel to discuss the adoption of policies or procedures or the modification of current policies or procedures that will meet the requirements of the California Supreme Court's decision in City of San Jose v. Superior Court. 3' Federal courts applying the Freedom of Information Act have approved of individual employees conducting their own searches and segregating public records from personal records, so long as the employees have been properly trained in how to distinguish between the two. See, Ethyl CoKp. v. U.S. Environmental Protection Agency, 25 F.3d 1241, 1247 (4th Cir. 1994). A federal employee who withholds a document identified as potentially responsive may submit an affidavit providing the agency and reviewing court with sufficient factual basis upon which to determine whether the contested items were agency records or personal materials. Grand Central Partnership, Inc. v. Cuomo, 166 F.3d 473, 481 (2nd Cir. 1999). The Washington Supreme Court adopted a procedure under its state public records law holding that employees who withhold personal records from their employer must submit an affidavit with facts sufficient to show the information is not a public record and that so long as the affidavits give the requestor and the trial court a sufficient factual basis to determine that the withheld material is indeed nonresponsive, the public agency has performed adequate search under state law. Nissen v. Pierce County, 357 P.3d 45, 57 (Wash. 2015). 35 Id. at _ 36 See, 44 U.S.C. Section 2911(a), which prohibits use of personal electronic accounts for official business, unless messages are copied or forwarded to an official account; 36 C.F.R. 1236.22(b), requiring that federal agencies ensure official e-mail messages in federal employees' personal accounts are preserved in the federal agency's recordkeeping system. 37 City of San Jose v. Superior Court, CalAth (2017). 7 Schools Legal Service Orange County Department of Education January 2018 D. Definition of Party Under Public Records Act In League of California Cities v. Superior Court,38 the Court of Appeal held that a party may file a petition for the issuance of an extraordinary writ to challenge an order of the trial court either directing or refusing disclosure under the Public Records Act39 In League of California Cities, a nonparty to the action, League of California Cities, filed a petition for an extraordinary writ in the Court of Appeal arguing it was a real party in interest that would be irreparably damaged by the trial court's order to disclose records allegedly protected from disclosure by the attorney -client privilege and attorney work product doctrine. The Court of Appeal concluded that the term "party," as used in the California Public Records Act, is not limited to an actual party to the action. Accordingly, the Court of Appeal held that the League of California Cities, even though it was a nonparty in the trial court, had standing to file a petition challenging the trial court's order.40 The Court of Appeal further concluded that the trial court erred by not conducting an in camera review of the documents as requested by the party asserting that the documents were exempt from disclosure. Accordingly, the Court of Appeal granted the petition and remanded the matter back to the trial court for further proceedings.41 INSPECTION AND PHOTOCOPYING OF PUBLIC RECORDS A. Inspection and Copying of Records Public records are open to inspection at all times during the office hours of the local agency, and every person has the right to inspect any public record, with limited exceptions. The district may request but not require an individual to identify themselves and make a written request. Any reasonable portion of a record must be available for inspection by any person requesting the record after deletion of the portions that are exempted by law.42 Except for public records exempt from disclosure, each local agency, upon a request for a copy of records that reasonably describes an identifiable record or records, must make the records promptly available to any person upon payment of fees covering the district's costs of duplication. Upon request, an exact copy must be provided unless the agency is unable to make an exact copy.43 38 241 Cal. AppAt" 976 (2015). 39 Gov. Code section § 6259(c). 40 Id. at 981-982. 41 Id. at 982. 42 Government Code section 6253. 43 In Los Angeles Unified School District v.. Superior Court, 151 Cal.App.4t' 759, 60 Cal.Rptr.3d 445 (2007), the Court of Appeal held that a public agency such as the City of Long Beach could make a public records request of the Los Angeles Unified School District. The court held that the Los Angeles Unified School District was required to produce records relating to a school construction project requested by the City of Long Beach. Schools Legal Service Orange County Department of Education January 2018 Government Code section 6253(f) states that in addition to maintaining public records for public inspection during the office hours of the public agency, a public agency may comply with the requirements of Section 6253 to ensure that public records are open to inspection at all times by posting any public record on its Internet Web site and, in response to a request for a public record posted on the Internet Web site, directing a member of the public to the location on the Internet Web site where the public record is posted. However, if after the public agency directs a member of the public to the Internet Web site, the member of the public requesting the public record requests a copy of the public record due to an inability to access or reproduce the public record from the Internet Web site, the public agency shall promptly provide a copy of the public record. B. Fees for Copying The amount of fees that may be charged by a public agency to make a copy of a record is limited to the direct cost of producing the record." Direct cost does not include the ancillary tasks associated with retrieval, inspection and handling of the file from which the copy is extracted.as The same rule would apply to copies made from electronic records.46 An additional fee may be charged if there is a cost to construct the record including the cost of programming and computer services to produce a copy of the record. The fee may include data compilation, extraction or programming to produce the record.47 An hourly rate covering the salary of employees required to construct a record, including the cost of programming and computer services necessary to compile data, extract data, or computer programming to produce a record, may be charged.48 In California Public Records Research, Inc., v. County of Stanislaus,49 the Court of Appeal held that the County of Stanislaus must reduce the fees it charges for copies of official records. The County of Stanislaus charged the fee of $3.00 for the first page and $2.00 for each subsequent page. The plaintiffs alleged that the County violated Government Code section 27366, which states that copy fees shall be set by the board of supervisors in an amount necessary to recover the direct and indirect costs of providing the product or service. The trial court ruled in the County's favor and allowed the County to factor in the cost of estimated staff time for processing a copy request. The Court of Appeal reversed, holding that there was a complete lack of evidence to support the County's fees. The Court of Appeal held that the County's board of supervisors abused its discretion when it set the copying fees. 44 Government Code section 6253; North County Parents Organization v. Department of Education, 23 Cal.App.411' 144, 148 (1994). as 85 Ops.Cal.Atty.Gen. 225, 227-229 (2002). 46 Government Code section 6253.9(a). 47 88 Ops.Cal.Atty.Gen. 153 (2005); County of Santa Clara v. Superior Court, 170 Cal.App.4" 1301 (2009). 48 Id. at 160. 49 246 Cal.App.4tt' 1432 (2016). 0 Schools Legal Service Orange County Department of Education January 2018 C. Timelines Each local agency, upon a request for a copy of records, shall, within 10 days of receipt of the request, determine whether the request, in whole or in part, seeks copies of disclosable public records in the possession of the agency and must promptly notify the person making the request of the determination and the reasons therefor. In unusual circumstances, the time limit prescribed may be extended by written notice by the head of the agency or his or her designee to the person making the request, setting forth the reasons for the extension and the date on which a determination is expected to be dispatched. No notice shall specify a date that would result in an extension of more than 14 days. When the agency dispatches the determination the agency shall state the estimated date and time when the records will be made available.50 The Public Records Act defines "unusual circumstances" as: 1. The need to search for and collect the requested records from field facilities or other establishments that are separate from the office processing the request. 2. The need to search for, collect, and appropriately examine a voluminous amount of separate and distinct records that are demanded in a single request. 3. The need for consultation, which shall be conducted with all practicable speed, with another agency having substantial interest in the determination of the request or among two or more components of the agency having substantial subject matter interest therein. 4. The need to compile data, to write programming language, or a computer program, or to construct a computer report to extract data.5 i D. Assistance to Members of the Public When a member of the public requests to inspect a public record or obtain a copy of a public record, the public agency, in order to assist a member of the public to make a focused and effective request that reasonably describes an identifiable record or records, must do all of the following to the extent reasonable under the circumstances: 1. Assist the member of the public to identify records and information that are responsive to the request or to the purpose of the request. so Government Code section 6253. 51 Government Code section 6253(c). 10 Schools Legal Service Orange County Department of Education January 2018 2. Describe the information technology and physical location in which the records exist. 3. Provide suggestions for overcoming any practical basis for denying access to the records sought.12 The requirements to assist the public are deemed to be satisfied if the public agency is unable to identify the requested information after making a reasonable effort to elicit additional clarifying information from the requestor that will help identify the record or records. The requirement to assist the public in identifying the record does not apply if the public agency makes the record available, or if the agency determines that the request should be denied, and bases that determination on an exemption to the Public Records Act, or the public agency makes available an index of its records.53 E. Attorneys' Fees In Crews v. Willows Unified School District,54 the Court of Appeal reversed the trial court's decision awarding attorneys' fees to the Willows Unified School District pursuant to Government Code section 6259(d) which provides for an award of attorney fees and costs to the public agency in the event of a clearly frivolous Public Records Act case. The trial court awarded attorney fees in the amount of $53,926.00 and $2,669.50 in costs. The Court of Appeal noted that Government Code section 6259 does not define the term "clearly frivolous." The court stated that the California Supreme Court in In re Marriage of Flaherty, 55 held that an appeal that is simply without merit is not by definition frivolous and should not incur sanctions. The Supreme Court held that an appeal may be deemed frivolous only when prosecuted for an improper motive such as to harass the respondent or for purposes of delay or when so lacking in merit that any reasonable attorney would agree the appeal is totally without merit.56 The Court of Appeal concluded that the Public Records Act request by Crews was not completely lacking in merit or brought for an improper purpose. The court stated: "In sum, Crews's PRA petition is not utterly devoid of merit or taken for an improper purpose. Consequently, his action was not frivolous and he should not have been ordered to pay attorney fees and costs to the District under Section 6259, subdivision (d)." 57 In Bertoli v. City of Sebastopol, 58 the Court of Appeal held that the plaintiff's lawsuit was not clearly frivolous. Therefore, the Court of Appeal reversed the lower court's decision and denied attorneys' fees and costs to the City of Sebastopol. 52 Government Code section 6253.1. 53 Government Code section 6253.1. 54 217 Ca1.App.4" 1368, 159 Ca1.Rptr.3d 484 (2013). ss 31 CAM 637, 183 Ca1.Rptr. 508 (1982). s6 Id. at 650-651. 17 217 Ca1.App.4" 1368, 1385 (2013). 58 233 Ca1.App.4' 353 (2015). 11 Schools Legal Service Orange County Department of Education January 2018 The Court of Appeal characterized the Plaintiff's actions as overly aggressive, unfocused and poorly drafted to achieve their desired outcomes but not clearly frivolous. The Court of Appeal noted that under the California Public Records Act, a request that requires an agency to search an enormous volume of data for a needle in a haystack or which compels the production of a huge volume of material may be objectionable, as unduly burdensome.59 The court stated: "Indeed, under the PRA, a governmental agency is only obliged to disclose public records that can be located with reasonable effort and cannot be subjected to a `limitless' disclosure obligation."60 In San Diegans for Open Government v. City of San Diego61, the Court of Appeal upheld the trial court's finding that the plaintiff was the prevailing party entitled to attorney's fees and costs. The Court of Appeal found that the plaintiff submitted a Public Records Act request to the City for all email communications pertaining to the City's official business sent to or from City Attorney Goldsmith's personal email account during certain periods of time. The City refused to produce any email communications, stating that the emails in City Attorney Goldsmith's personal account were not owned, used, prepared or retained by the City and did not qualify as public records. The trial court entered a judgment in favor of the plaintiff on its claim under the California Public Records Act and granted the plaintiff declaratory relief against the City. The trial court found that the City did not produce documents stored in its email systems because it improperly narrowed the request to email messages maintained on a private server and should have sought clarification or attempt to provide a partial response. The trial court granted plaintiff's request for attorney's fees as the prevailing party under the California Public Records Act, finding that the City disclosed public records as a result of the action and could have avoided litigation had it not improperly narrowed the request but instead sought clarification. The Court of Appeal held that a plaintiff prevails under the California Public Records Act when it files an action which results in the defendant releasing a copy of a previously withheld document.62 The Court of Appeal rejected the City's claim that it did not understand the plaintiff's request for emails included emails stored in the City computer system, and noted that the City conceded that private emails stored on City servers would be considered public records. The City declined to produce any documents claiming it did not retain them, and the Court held that 59 Id. at 370-372. 60 Id. at 372. 61 247 Cal.App.4th 1306 (2016). 62 Los Angeles Times v. Alameda Corridor Transportation Agency, 88 Cal.App.4tt' 1381, 1391 (2001). 12 Schools Legal Service Orange County Department of Education January 2018 the City should actually have looked for emails on the City's server. Based on the trial court's findings, the Court of Appeal upheld the award of attorney's fees. In Sukumar v. City of San Diego,63 the Court of Appeal held that plaintiff Sukumar should be deemed to be a prevailing party entitled to an attorney fee award. The Court of Appeal held that the plaintiff prevailed within the meaning of the California Public Records Act (CPA)64 when he filed an action that results in defendant releasing a copy of a previously withheld document.61 The Court of Appeal held that even though plaintiff did not achieve a favorable final judgment in the Public Records Act litigation, a defendant's voluntary action in providing public records that is induced by plaintiff's lawsuit will still support an attorney fee award on the rationale that the lawsuit spurred defendant to act or was a catalyst speeding defendant's response. 66 The superior court denied the plaintiff's Motion for Attorney's Fees. The Court of Appeal reversed because the undisputed evidence established that the City produced, among other things, five photographs of Sukumar's property and 146 pages of e-mails directly as a result of court -ordered depositions in the litigation. The Court of Appeal remanded the matter back to the superior court to determine the amount of attorney's fees to which the plaintiff is entitled. The City of San Diego represented to the court in original litigation that it had produced all records requested. However, when an aide to a city councilmember was served with a deposition notice, the City Attorney asked the employee to check again to see if there were any records. The City employee then found the additional records. The Court of Appeal held that there was no intentional delay on the part of the City, but held that under the Public Records Act, the plaintiff is considered a prevailing party entitled to attorney's fees. If litigation was the motivating factor for the production of documents, the court stated, "The key is whether there is a substantial causal relationship between the lawsuit and the delivery of the information." Based on these facts, the Court of Appeal ruled that the plaintiff was a prevailing party entitled to attorney's fees and remanded the matter back to the superior court to determine the amount of reasonable attorney's fees and costs the plaintiff will be entitled to under Government Code section 6259(d). 63 14 Cal.App. 51b 451 (2017). 64 Government Code section 6250, et seq. 65 See, Belth v. Garamendi, 232 Cal.App.3d 896, 898 (1991). 66 Id. at 901. 13 Schools Legal Service Orange County Department of Education January 2018 EXEMPT RECORDS A. Enumerated Exemptions The California Public Records Act includes two categories of exemptions. The first category of exemptions is the enumerated exemptions in Government Code section 6254, and the second category is the general exemption section in Government Code section 6255.61 In Section 6254, the Legislature listed a number of express exemptions. Exempt records include: 1. Preliminary drafts, notes, or interagency or intraagency memoranda that are not retained by the public agency in the ordinary course of business, provided that the public interest in withholding those records clearly outweighs the public interest in disclosure. 2. Records pertaining to pending litigation to which the public agency is a party, or to claims made pursuant to the Tort Claims Act, until the pending litigation or claim has been finally adjudicated or otherwise settled. 3. Personnel, medical, or similar files, the disclosure of which would constitute an unwarranted invasion of personal privacy.68 The home addresses, home telephone numbers, personal cellular telephone numbers, and birth dates of public agency employees are not to be deemed to be public records and are not open to public inspection, except as follows: 1. To an agent or family member of the individual to whom the information pertains. 2. To an officer or employee of another public agency, when necessary for the performance of its official duties. 3. To an employee organization pursuant to regulations and decisions of PERB, except that the home addresses and any phone numbers of employees performing law enforcement related functions and the birth date on file with the employer shall not be disclosed. 4. To an agent or employee of a health benefit plan providing health services or administering claims for health services to employees and their enrolled dependents for the purpose of providing the 67 City of San Jose v. Superior Court, 74 Ca1.App.4th 1018, 1019 (1999). 68 Government Code section 6254. 14 Schools Legal Service Orange County Department of Education January 2018 health services or administering claims for employees and their enrolled dependents. 5. Upon written request of any employee, the public agency shall not disclose the employee's home address, home telephone number, personal cellular telephone number, or birth date to an employee organization, and the agency shall remove the employee's home address and home telephone number from any mailing list maintained by the agency, except if the list is used exclusively by the agency to contact the employee.69 B. General Exemption — Public Interest Government Code section 6255 allows a government agency to withhold records if it can demonstrate that, on the facts of the particular case, the public interest served by withholding the records clearly outweighs the public interest served by disclosure. This exemption contemplates a case -by -case balancing process, with the burden of proof on the proponent of non -disclosure to demonstrate a clear need for confidentiality.70 When the public interest in non -disclosure of records is outweighed by disclosure of the records, the courts will direct the government to disclose the requested information.71 In County of Santa Clara v. Superior Court,72 the Court of Appeal held that the County of Santa Clara must produce its geographic information system (GIS) base map to the party requesting the documents. The Court of Appeal broadly interpreted the Public Records Act and held that the public's interest in disclosure outweighed the public's interest in non -disclosure. C. Specific Exemptions — Drafts and Notes Government Code section 6254(a) states that nothing in the California Public Records Act shall be construed to require disclosure of records that are, "Preliminary drafts, notes, or interagency or intra-agency memoranda that are not retained by the public agency in the ordinary course of business, if the public interest in withholding those records clearly outweighs the public interest in disclosure." In Citizens for a Better Environment v. Department of Food and Agriculture,73 the Court of Appeal interpreted the meaning of Government Code section 6254(a). The Court of Appeal concluded: "The Department failed to show that certain records were `not retained ... in the ordinary course of business'; these records must be disclosed in their entirety. Regarding the remaining records, we 69 Government Code section 6254.3. 71 Michaelis, Montanari & Johnson v. Superior Court, 38 Ca1.4t' 1065, 1071 (2006). 71 City of San Jose v. Superior Court, 74 Cal.App.4t' 1018, 1019 (1999). 72 170 Cal.App.4" 1301 (2009). 73 171 Cal.App.3d 704, 217 Cal.Rptr.504 (1985). 15 Schools Legal Service Orange County Department of Education January 2018 hold that only the recommendations to the Department concerning the action to be taken are exempt but that the factual report of the investigations and what was found must be disclosed. ,74 The Department of Food and Agriculture has the primary responsibility for enforcement of the federal pesticide use law. It shares this responsibility with the agriculture commissioner of each county acting under its direction and supervision.75 In November 1980, Citizens for a Better Environment requested that the Department supply copies of all documents from 1977 regarding its evaluations of pesticide surveillance and enforcement activities in several California counties. The request included final and draft reports, staff drafts and reports, notes of conversations and meetings, and any county or federal documents in the department's possession which concern matters of pesticide surveillance and enforcement. The Department responded that evaluations were conducted only in Contra Costa and San Francisco and that the reports were in process and would not be completed before the end of January 1981. The Department claimed the documents were exempt under Government Code section 6254(a).76 The Department stated in a declaration to the trial court that the writings presently maintained by the Department were the basis for the reports to be published later and that they consist of individual team member's impressions and opinions of the operations of the county agriculture departments which were visited, inspected and evaluated. The Department declared that the use of the writings is limited to the preparation of the draft or drafts which ultimately result in the reports of the Department and that they are not normally retained after the report is completed.77 The trial court reviewed the documents in camera pursuant to Evidence Code section 915 and Government Code section 6259. The trial court ruled that the documents were exempt from disclosure.78 Following the trial court's ruling, the final reports were completed. The final reports contained few comments or recommendations and do not reveal what evidence, if any, was gathered by the monitors. The final reports do not say how the investigation was conducted, who or what was investigated, or when the investigations took place.79 The Court of Appeal reviewed the writings. The documents contain a checklist form identical to the form used for the final reports. The documents are annotated with handwritten notes and appear to have been prepared during on -site visits to the counties. Each file contains other handwritten documents also apparently prepared on -site. The San Francisco file contains a 74 Id. at 707. 75 Id. at 707-08. 76 Id. at 708. 77 Id. at 709. 78 Ibid. 79 Id. at 710. 16 Schools Legal Service Orange County Department of Education January 2018 type written document stamped "draft" which tracks the categorical format of the final reports but does so in a narrative style stating county practices found by the investigator. The court noted that these documents consist of recommendations for improvement of county operations and proposals for the disposition of the items on the checklist forms of the final reports. The Court of Appeal ruled that these matters are not subject to disclosure.80 However, the Court of Appeal also ruled that these documents also provide a wealth of detail concerning the methodology of the Department inspection in monitoring visits and the facts concerning the county operations as perceived by the monitors. The Court of Appeal ruled that these documents were subject to disclosure.81 The Court of Appeal noted that the California Public Records Act expresses a policy favoring disclosure of public records.82 The Court of Appeal also noted that the policy of disclosure can only be accomplished by narrow construction of the statutory exemptions.83 The Court of Appeal reviewed the provisions of Government Code sections 6254(a) and noted that there were three statutory conditions for exemption: 1. The records must be a preliminary draft, note, or memorandum. 2. The record is not retained by the public agency in the ordinary course of business. 3. The public interest in withholding must clearly outweigh the public interest in disclosure.84 The burden of proof and of persuasion of the existence of each of these conditions is on the Department of Food and Agriculture. The purpose of the exemption is to provide a measure of agency privacy through written discourse concerning matters pending administrative action. The Court of Appeal discerned this purpose from reading the statute and reviewing its antecedents. 85 The Court of Appeal noted that the California Public Records Act is modeled after the federal Freedom of Information Act (FOIA). Although the wording in the California Public Records Act is different than the Freedom of Information Act, the Court of Appeal noted that the key to all the cases is that the exemption protects the deliberative materials produced in the process of making agency decisions but not factual materials and not agency law. The purpose of the exception is to foster robust discussion within the agency of policy questions pending administrative decisions. The means to achieve this is an exemption from disclosure of those 80 Ibid. 81 Ibid. 82 Id. at711. 83 Id. at 711. See also, San Gabriel Tribune v. Superior Court, 143 Cal.App. 3d 762, 773, 192 Cal.Rptr. 415 (1983). 14 Id. at 711-12. 85 Id. at 712. 17 Schools Legal Service Orange County Department of Education January 2018 portions of predecisional writings containing advisory opinions, recommendations and policy deliberations. However, the Court of Appeal held that memoranda consisting only of compiled factual material or purely factual material contained in deliberative memoranda and severable from its context are not exempt from disclosure.86 The Citizens for Better Environment conceded in the lower court that the records that they were seeking were preliminary drafts, notes or interagency or intra-agency memoranda and that the records are documents produced in the course of a deliberative process of evaluating compliance of a county with state criteria of an effective pesticide law enforcement program. However, the Citizens for Better Environment argued that the second condition of Government Code section 6254(a) has not been met. This condition requires that the records are documents which are not retained by the Department in the ordinary course of business. If preliminary materials are not customarily discarded or have not in fact been discarded as is customary they must be disclosed. Thus, the agency controls availability of a forum for expression of controversial views on policy matters by its policy and custom concerning retention of preliminary materials.87 The Court of Appeal also considered the third condition in Government Code section 6254(a) — whether the public interest in withholding the records clearly outweighs the public interest in disclosure. The court noted that in determining whether there is a public interest in disclosure the nature of the information in the documents must be considered. In Citizens for Better Environment, the factual matters in the preliminary documents concerned the conduct of county officials in enforcing the pesticide use laws and the conduct of state officials in the investigation and supervision of that task. The court ruled that these are grave public matters in which the public has a substantial interest in disclosure.88 The Court of Appeal went on to discuss the public interest in withholding such records. The court ruled that the phrase "public interest in withholding such records," must be narrowly construed. If it were to be broadly construed it would render the California Public Records Act superfluous.89 The Court of Appeal held that memoranda consisting of factual material or severable factual material along with deliberative material may be disclosed without doing violence to the public interest in withholding such records. The Court of Appeal ruled that it is a simple matter to separate the actual descriptions of what went on, such as the times and places of the inspections and the observations made at those places, from the recommendations made on the basis of those facts. The court ruled that to the extent that the notes and memoranda refer to things that were seen and heard by the team members, they contain what may be considered factual material.90 86 Id. at 712-13. See also, NLRP v. Sears. Roebuck & Co., 421 U.S., 132, 149, 155, 95 S.Ct. 1504 (1975); EPA v. Mink, 410 U.S. 73, 87-89, 93 S.Ct 82 (1973). 87 Id. at 714. ss Id. at 715. 89 Id. at 715-16. 90 Id. at 716-17. 18 Schools Legal Service Orange County Department of Education January 2018 The Court of Appeal ruled that only opinions which are recommendations may be withheld. The court stated, "A statement of opinion concerning whether county conduct, policy or practice conforms to the law or whether the Department should endorse, rebuke, or take some other action in view of the conduct, policy or practice is `recommendatory' and meets the definition for withholding."91 The Court of Appeal reviewed the documents in question and observed that the documents include the times and places of the investigations and the observations made. The court ruled that this was factual matter that must be disclosed.92 EMPLOYMENT CONTRACTS AND SALARY INFORMATION In International Federation of Professional and Technical Engineers v. Superior Court,93 the California Supreme Court held that the Public Records Act requires the City of Oakland to disclose the name, job title and gross salary of all city employees who earned $100,000 in a fiscal year. The California Supreme Court overruled an earlier Court of Appeal decision and held that public employees do not have a reasonable expectation of privacy in their gross salary. 94 The California Supreme Court held that openness in government is essential to the functioning of a democracy and that implicit in the democratic process is the notion that government should be accountable for its actions. In order to verify accountability, the court held that individuals must have access to government files. The court noted that the Public Records Act declares that access to information concerning the conduct of the people's business is a fundamental and necessary right of every person in this state.95 In addition, the voters in 2004 added a provision to the California Constitution that states that the people have the right of access to information concerning the conduct of the people's business and therefore, the writings of public officials and agencies must be open to public scrutiny.96 The court noted that courts must balance the disclosure of public records against the privacy rights of individuals. The court stated: "This exemption requires us to balance two competing interests, both of which the Act seeks to protect — the public's interest in disclosure and the individual's interest in personal privacy. Balancing these interests, we conclude that disclosure of the salary 91 Id. at 717. 92 Id. at 714. 93 42 Cal.4th 319, 64 Cal.Rptr.3d 693 (2007). 94 See, Teamsters Local 856 v. Priceless, LLC, 112 Cal.App.4th 1500, 5 Cal.Rptr. 3d 847 (2003). We summarized this case in a memo dated December 23, 2003 (OPAD 03-91). That memo should now be disregarded and is superseded by this memo as International Federation overrules the Priceless decision. 95 See, Government Code section 6250. 96 See, California Constitution, Article I, Section 3(b)(1). 19 Schools Legal Service Orange County Department of Education January 2018 information at issue in the present case would not constitute an unwarranted invasion of personal privacy."97 The court held that counterbalancing any interest that public employees may have in avoiding the disclosure of their salaries is the strong public interest in knowing how the government spends its money. The court drew an analogy to the Brown Act and noted that under the Brown Act employees' salaries must be discussed in open session.98 Thus, the California Supreme Court concluded that the City of Oakland must provide the names, job titles and gross salaries of all City employees who earned $100,000 or more in fiscal year 2003-2004 to the Contra Costa newspapers. PERSONNEL FILES AND DISCIPLINARY RECORDS A. Disclosure of Employee Disciplinary Records The Court of Appeal in Bakersfield City School District v. Superior Court99 held that a local newspaper may have access to the disciplinary records of a school district employee. The school employee was under investigation by local enforcement in a highly publicized investigation of a violent crime. On July 24, 2003, the Bakersfield Californian, the local newspaper, filed a court action under the California Public Records Act, l00 seeking disclosure of disciplinary records that the Bakersfield City School District currently maintained regarding the district employee. On September 5, 2003, a Superior Court judge reviewed the personnel records of the employee in court. As to some of the records, the Superior Court denied disclosure after concluding that the records were not substantial in nature and that there was no reasonable cause to believe the complaints were well founded. However, as to complaints regarding an incident that allegedly occurred on February 20, 1996, which the court described on the record as "sexual type conduct, threats of violence and violence" the court found that the complaint was substantial in nature and that there was reasonable cause to believe the complaint was well founded. The Superior Court did not make any findings with regard to the truth of the allegations or truth of complaints that were in the document but ruled that the documents must be produced after being redacted to exclude names, addresses and telephone numbers of all persons mentioned except for the employee.101 91 Id. at 329-330. 98 Id. at 331-334; see, San Diego Union v. City Council, 146 Cal.App.3d 947 (1983). 99 118 Cal.App.4' 1041, 13 Cal.Rptr.3d 517 (2004). See also, Caldecott v. Superior Court, 243 Cal.App.4t" 212 (2015), in which the Court of Appeal remanded the matter back to the Superior Court to review in camera the records in dispute to determine if they are protected by the attorney -client privilege. The Court of Appeal held that case was not moot even though plaintiff possessed some of the records because plaintiff wanted to make the records public. 100 Government Code sections 6250 et seq. 101 Id. at 1043-1044. 20 Schools Legal Service Orange County Department of Education January 2018 After reviewing the redacted documents, the court ordered seven pages of the document to be disclosed but ordered the documents to remain sealed to permit the Bakersfield City School District the opportunity to appeal to the Court of Appeal.102 The Court of Appeal reviewed the provisions of the California Public Records Act, Government Code sections 6250, et seq. and noted that there is a strong policy in favor of disclosure of public records in California. Any refusal to disclose public information must be based on a specific exception to that policy. The burden of proof is on the proponent of nondisclosure to demonstrate a clear reason not to disclose the documents. The Court of Appeal noted that Government Code section 6254(c) provides for an exemption for personnel, medical or similar files, the disclosure of which would constitute an unwarranted invasion of personal privacy. The Court of Appeal held that the "personnel exemption" was developed to protect intimate details of personal and family life, not business judgments and relationships.103 The Court of Appeal noted that in American Federation of State Employees v. Regents of the University of California,104 the Court of Appeal ruled that where complaints of public employees' wrongdoing and a resulting disciplinary investigation reveal allegations of a substantial nature and there is reasonable cause to believe the complaint is well founded, public employee privacy must give way to the public's right to know. The Court of Appeal ruled that in determining whether a particular document supports a reasonable conclusion that the complaint was well founded, the trial court or Superior Court is required to examine the documents presented to determine whether they reveal sufficient indications of reliability to support a reasonable conclusion that the complaint was well founded. The Court of Appeal held that the Superior Court must balance the competing concerns of a public employee's right to privacy and the public's interest in disclosure.105 In Bakersfield City School District, the Court of Appeal held that the trial court properly concluded that the documents reviewed provided a sufficient basis upon which to reasonably conclude that the complaint in question was well founded. The Court of Appeal held that exemption from disclosure is evaluated on a case by case basis and where the public interest in disclosure of the records is not outweighed by the public interest in nondisclosure, courts will direct the government agency to disclose the requested information.106 The Court of Appeal noted that the trial court redacted the records to eliminate all identifying information about the alleged victim and the witnesses. Therefore, the Court of 101 Id. at 1044. 10' See, Braun v. City of Taft, 154 Ca1.App.3d 332, 343-344 (1988). 104 80 Ca1.App.3d 913, 918 (1978). 105 Id. at 1046. 106 Ibid. 21 Schools Legal Service Orange County Department of Education January 2018 Appeal ruled that the confidentiality expectations of the victims or the witnesses were not compromised and the disclosure will not have a chilling effect on future complaints.107 B. Disclosure of Investigative Reports In BRV, Inc. v. Superior Court,108 the Court of Appeal upheld the release of an investigative report that reviewed allegations of misconduct by the school district superintendent. Even though the report tended to exonerate the superintendent, the court held that the release of the report was warranted. The court in BRV also ordered that the documents be redacted to exclude names, addresses and telephone numbers of individuals other than the employee who was the subject of the complaint.109 In Marken v. Santa Monica — Malibu Unified School District,"0 the Court of Appeal held that the school district was required to disclose an investigatory report that concluded that a teacher had more likely than not engaged in sexual harassment in violation of the school district's policy and the school district's written reprimand of the teacher. In Marken, the school district hired an attorney to conduct an investigation after a parent complained that the teacher had sexually harassed her daughter. The attorney was unable to interview students but based on several other interviews, the investigator made partial findings and determined that sexual harassment had probably occurred. Two years later, another parent requested copies of all public records concerning the investigation. The district informed Marken that it intended to comply with the request. Marken then sued the school district seeking an order to prevent the disclosure. The Court of Appeal ruled that a school district employee has standing to sue the school district to prevent disclosure under the California Public Records Act.111 The Court of Appeal noted that not every claim of misconduct is substantial or well- founded, and thus not every complaint must be disclosed because of the potential impact of an unjustified accusation on the reputation of an innocent public employee. However, if the information in the school district's files is reliable and, based on the information, the court can determine that the complaint is well-founded and substantial, the information must be disclosed.112 The court went on to state that the school district concluded that Marken's misconduct violated the school district's policy prohibiting the sexual harassment of students and the district issued a written reprimand of the teacher. Therefore, the court concluded as follows: "In light of the investigator's factual findings, the District's conclusion based on those findings that Marken had violated its board policy prohibiting the sexual harassment of students and 10I Id. at 1046-1047. 10s 143 Cal.App.4` 742 (2006). 109Id. at 759. 110 202 Ca1.App.41h 1250, 136 Ca1.Rptr.3d 395 (2012). 111 Id. at 1255-57, 1262-71. 112 Id. at 1275. 22 Schools Legal Service Orange County Department of Education January 2018 imposition of discipline, the exemption for mandatory disclosure in Section 6254, subdivision (c), is inapplicable; and release of the investigation report and disciplinary record (redacted as directed by the Superior Court) is required under the CPRA. Under governing case law, summarized above, the public's interest in disclosure of this information — the public's right to know — outweighs Marken's privacy interest in shielding the information from disclosure." 113 C. Nondisclosure of Personal Performance Goals In contrast, in Versaci v. Superior Court,114 the Court of Appeal ruled that the Palomar Community College District was not required to disclose the personal performance goals of its former superintendent under the California Public Records Act.115 The Court of Appeal held that the personal performance goals of the former superintendent were exempt from disclosure in that the former superintendent's privacy interest in her evaluation process, including her personal performance goals, outweighed the public's interest in disclosure. In May 2001, the Palomar Community College District hired Sherrill Amador, Ed.D., as its superintendent and president under a four-year contract beginning July 1, 2001. Paragraph 4 of the employment contract provided that the former superintendent would receive an annual written evaluation by the governing board of the community college district no later than May 1, of each year. The evaluation was based on overall performance and mutually agreed upon goals and objectives established each year prior to July 1 and would also include a mid-term progress meeting. The contract provided that all evaluations would be held in closed session.116 In June 2002, in a closed session, Dr. Amador and the Board mutually established Dr. Amador's personal performance goals for the 2002-2003 academic year. The District included the goals in her personnel file and maintained their confidentiality. Between January and May, 2003, the Board held closed sessions to evaluate Dr. Amador's performance. At a May 13 open session the Board reported that Dr. Amador's overall evaluation was satisfactory and that in light of budgetary constraints, she agreed to forego one-half of the raise to which she was entitled. The Board minutes of the meeting indicated that the Board directed Dr. Amador to focus on building relationships and improving morale, with progress to be monitored on an ongoing basis.117 At a May 27, 2003 open session, the Board voted three to two to extend Dr. Amador's contract through June 2007, and to increase her compensation by 2.5 percent. In June 2003, Versaci asked the District, under the Public Records Act, for a copy of the eleven annual job goals of Dr. Amador for the 2002-2003 academic year. The District denied the request based on 113 Id. at 1276. na 127 Ca1.App.41h 805, 26 Ca1.Rptr.3d 92, 196 Ed.Law Rep. 629 (2005). 115 Government Code sections 6250, et seq. 116 Id. at 811. 117 Ibid. 23 Schools Legal Service Orange County Department of Education January 2018 provisions of the Act and Dr. Amador's right of privacy under Article I, Section 1 of the California Constitution.118 In November 2003, Versaci petitioned the Superior Court to compel disclosure of the information under the Act. Versaci argued that Section 6254.8 mandates disclosure of Dr. Amador's performance goals because they were terms of her employment contract and that there was no exemption under the Public Records Act allowing the District to withhold the information.119 The Superior Court denied the petition and Versaci appealed. On November 13, 2003, Dr. Amador announced her retirement from the District effective July 1, 2004.120 The Court of Appeal noted that the disclosure of public records involves two fundamental but competing interests: prevention of secrecy in government and protection of individual privacy. The Court of Appeal noted that under Government Code section 6254, a public agency may invoke an exemption for several types of public records from disclosure including personnel, medical or similar files, the disclosure of which would constitute an unwarranted invasion of personal privacy. If an employment contract between a state or local agency and any public official or public employee is involved, it is considered a public record.121 The Court of Appeal rejected the argument that because paragraph four of the employment contract refers to goal setting in conjunction with Dr. Amador's yearly performance evaluations, the written goals are "key terms" of the contract that must be disclosed under Section 6254.8. The Court of Appeal noted that there is no secrecy regarding Dr. Amador's compensation and that the Board announced in open session the result of its evaluations (i.e., whether it found her performance satisfactory or granted a pay raise or contract extension).122 The Court of Appeal concluded that Dr. Amador's personal performance goals were not part of the contract and that a mere reference in paragraph four of the employment contract to future goal setting in conjunction with Dr. Amador's evaluation process does not clearly and unequivocally evidence the parties' intent to incorporate the yet to be determined goals into the contract.123 The Court of Appeal rejected Versaci's position that essentially any topic the employment contract mentions is incorporated into the contract. The Court of Appeal concluded that Dr. Amador's personal performance goals constituted a personnel file or other similar file and the disclosure of her personal performance goals would be an invasion of her personal privacy. The Court of Appeal noted that there was a substantial amount of information available 118 Id. at 811-12. 119 Id. at 812. 120 Ibid. 121 Id. at 813-14; see, also, Government Code section 6254.8. 122Id. at 814-15. 123 Id. at 815-17. 24 Schools Legal Service Orange County Department of Education January 2018 to assist the public in assessing the trustee's conduct with respect to Dr. Amador as well as determining whether Dr. Amador achieved her goals.124 The Court of Appeal concluded Dr. Amador had a reasonable expectation of privacy in her performance goals and that it was common practice to keep personal performance goals confidential. The Court of Appeal also noted that the Brown Act authorizes a public agency to meet in closed session regarding the evaluation of performance of a public employee.125 The underlying purpose of the personnel exception is to protect the employee from public embarrassment and to permit free and candid discussion of personnel matters by a local governmental body.126 The Court of Appeal held that under the employment contract, Dr. Amador's personal performance goals were an integral part of the confidential evaluation process. The Court of Appeal stated: "There is an inherent tension between the public's right to know and the public interest in protecting public servants, as well as protecting private citizens, from unwarranted invasion of privacy . .. On certain occasions, the public's right to disclosure must yield to the privacy rights of governmental agencies ... We conclude that this is such a case, as Dr. Amador's privacy interest in her entire evaluation process — including her personal performance goals — outweighs the public minimal interest in the matter."127 ELECTRONIC RECORDS Under Government Code section 6253.9, a public agency that has information that constitutes an identifiable public record not exempt from disclosure that is in an electronic format must make that information available in electronic format when requested by any person. The public agency must make the information available in any electronic format in which it holds the information or in the format requested if the requested format is one that has been used by the public agency to create copies for its own use or for provision to other agencies. The cost of duplication is limited to the direct cost of producing a copy of the record in an electronic format.128 The public agency may charge an individual requesting public records the cost of producing a copy of the record, including the cost to construct a record, and the cost of programming and computer services necessary to produce a copy of the record when either of the following applies: 1. In order to comply with the request, the public agency would be required to produce a copy of an electronic record and the record is 124 Id. at 817-21. 125 Id. at 821; see, also, Government Code section 54957(b)(1). 126 San Diego Union v. City Council, 146 Cal.App.3d 947, 955 (1983). 127 Id. at 822. 121 Government Code section 6253.9(a). 25 Schools Legal Service Orange County Department of Education January 2018 one that is produced only at otherwise regularly scheduled intervals. 2. The request would require data compilation, extraction or programming to produce the record.129 The Public Records Act does not require a public agency to reconstruct a record in an electronic format if the public agency no longer has the record available in an electronic format.130 If the request is for information in other than electronic format, and the information also is in electronic format, the public agency may inform the individual requesting the information that the information is available in an electronic format. 131 However, a public agency is not allowed to make information available only in an electronic fort-nat. 132 A public agency is not required to release an electronic record in the electronic form in which it is held by the agency if its release would jeopardize or compromise the security or integrity of the original record or of any proprietary software in which it is maintained.133 The scope of public access to records held by any agency is the same for electronic records as for all other records.134 ATTORNEY -CLIENT PRIVILEGE A. Billing Statements and Invoices In Los Angeles County Board of Supervisors v. Superior Court,"' the California Supreme Court held that legal invoices are protected by the attorney -client privilege and are therefore exempt from disclosure under the California Public Records Act in most circumstances. The California Supreme Court held that invoices for work in pending and active legal matters are so closely related to attorney -client communications that the invoices are exempt from disclosure in their entirety. However, in matters that are no longer pending, fee totals may not be privileged if the fee totals on the invoice do not communicate substantive information related to the legal consultation, or risk exposing information that was communicated for the substantive purpose of legal consultation. The California Supreme Court had to balance the confidentiality of the attorney -client privilege136 against the need for public disclosure under the California Public Records Act. 131 In a prior case, the California Supreme Court recognized that the attorney -client privilege applies to public entities and the provisions of the California Public Records Act makes the attorney -client privilege applicable to public records.138 "' Government Code section 6253.9(b). 131 Government Code section 6253.9(c). 131 Government Code section 6253.9(d). 132 Government Code section 6253.9(e). 133 Government Code section 6253.9(f). 134 Government Code section 6253.9(g). 135 _ CalAth _ (2016). 136 See, Evidence Code section 952. 137 Government Code section 6250 et seq. 138 See, Roberts v. City of Palmdale, 5 CalAth 363, 370 (1993). 26 Schools Legal Service Orange County Department of Education January 2018 B. The Evidence Code The Evidence Code defines the attorney -client privilege.139 The Evidence Code defines a client for the purpose of the privilege as a "person" which includes a public entity.140 The courts have interpreted the Evidence Code to grant public agencies the right to assert the attorney -client privilege. 141 The attorney -client privilege applies to communications in the course of professional employment that are intended to be confidential. Under the Evidence Code, a client holds a privilege to prevent the disclosure of confidential communications between client and lawyer .142 Confidential communication is defined as including a legal opinion formed and the advice given by the lawyer in the course of the attorney -client privilege. The attorney -client privilege applies to confidential communications within the scope of the attorney -client relationship, even if the communication does not relate to pending litigation. The privilege applies not only to communications made in anticipation of litigation, but also the legal advice when no litigation is threatened.143 Thus, the communication from an attorney advising a public entity may be exempt from disclosure under both the California Public Records Act and the Evidence Code.144 C. The Brown Act The Brown Act145 authorizes the legislative body of a local agency, based on advice of its legal counsel, to hold a closed session to confer with, or receive advice from, its legal counsel regarding pending litigation when discussion in open session concerning those matters would prejudice the position of the local agency in the litigation.'46 The Brown Act goes on to state that for purposes of the Brown Act, all expressions of the lawyer -client privilege, other than those provided in the Brown Act, are hereby abrogated and the Brown Act is the exclusive expression of the lawyer -client privilege for purposes of conducting closed session meetings pursuant to the Brown Act.147 However, the abrogation does not apply to the California Public Records Act.148 In addition, the Brown Act prohibits a person from disclosing confidential information that has been acquired by being present in a closed session to a person not entitled to receive the confidential information, unless the legislative body authorizes the disclosure of that confidential information.149 The Brown Act defines "confidential information" as a communication made in "' Evidence Code section 950 et seq. 141 See, Evidence Code sections 951 and 175. 141 Roberts v. City of Palmdale, 5 Cal.4t" 363, 370, 20 Cal.Rptr.2d 330 (1993). 142 Id. at 371; see, also, Evidence Code section 954. 143 Id. at 371; see, also, Evidence Code section 952. 144 Id. at 372. 145 Government Code section 54950 et seq. 146 Government Code section 54956.9. 147 Government Code section 54956.9. 141 See Roberts v. City of Palmdale, 5 Cal.4t' 363, 377, 20 Cal.Rptr.2d 330, 338 (1993). 149 Government Code section 54963(a). 27 Schools Legal Service Orange County Department of Education January 2018 a closed session that is specifically related to the basis for the legislative body of a local agency to meet lawfully in closed session under the Brown Act.150 D. Memos Drafted by Attorney In Roberts v. City of Palmdale, the California Supreme Court reviewed the provisions of the California Public Records Act, the Evidence Code, and the Brown Act and concluded that the language in the Brown Act stating that all expressions of the lawyer -client privilege, other than those provided in the Brown Act, are hereby abrogated, and that the Brown Act is the exclusive expression of the lawyer -client privilege for purposes of conducting closed session meetings under the Brown Act was limited to closed session meetings and did not apply to the attorney - client privilege under the California Public Records Act or the Evidence Code. 151 The California Supreme Court concluded: "We see nothing in the legislative history of the amendment [to the Brown Act] suggesting the Legislature intended to abrogate the attorney -client privilege that applies under the Public Records Act, or that it is intended to bring written communications from counsel to governing body within the scope of the Brown Act's open meeting requirements."152 The California Supreme Court observed that the public's interest in open government must be balanced against the attorney -client privilege and the need for the efficient administration of justice. The purpose of the attorney -client privilege is to allow the client the ability to confer and confide in an attorney having knowledge of the law. The court held that the attorney -client privilege is vital to the effective administration of justice, and that the privilege promotes forthright legal advice, eliminates meritless litigation, and encourages full and frank communication between attorneys and their clients, thereby promoting a broader public interest in the observance of law and the administration of justice.'53 The California Supreme Court stated: "A city council needs freedom to confer with its lawyers confidentially in order to obtain adequate advice, just as does a private citizen who also seeks legal counsel, even though the scope of confidential meetings is limited by this state's public meeting requirements ... The public interest is served by the privilege because it permits local government agencies to seek advice that may prevent the agency from becoming embroiled in litigation, and it may permit the agency to avoid unnecessary controversy with various members of the public. "I Government Code section 54963(b). 151 Id. at 374-377. 151 Id. at 377. 153 Id. at 380. Schools Legal Service Orange County Department of Education January 2018 "The balance between the competing interest in open government and effective administration of justice has been struck for local governing bodies in the Public Records Act and the Brown Act. We see no reason to disturb the equilibrium achieved by that legislation. We conclude that although the Brown Act limits the attorney -client privilege in the context of local governing body meetings, it does not purport to abrogate the privilege as to written legal advice transmitted from counsel to members of the local governing body."154 In Ardon v. City of Los Angeles, 155 the California Supreme Court held that an inadvertent release of exempt privileged documents and memos to opposing counsel did not waive the exemption under the Public Records Act. The Supreme Court held that Government Code section 6254.5 applies to an intentional, not an inadvertent, disclosure. The Court held that a government entity's inadvertent release of privileged documents under the Public Records Act does not waive the attorney -client privilege.116 The California Supreme Court directed the Reporter of Decisions to publish the Court of Appeal opinion in Newark Unified School District v. Superior Court of Alameda CountX.15' In Newark Unified School District v. Superior Court, the Court of Appeal held that in order to harmonize the provisions of Government Code section 6254.5 with Evidence Code section 912, an inadvertent waiver did not effect a waiver of the attorney -client and work -product privileges. The Court of Appeal held that Government Code section 6254.5 does not apply to an inadvertent release of privileged documents.158 RETENTION OF PUBLIC RECORDS We have been asked what the legal requirements are for retaining records in California. Under California law, there are public records and pupil or student records. Below we have summarized the requirements for both public records and student records. A. Destruction of Records In general, it is not permissible to destroy public records.159 School districts and county offices of education are authorized to destroy records in accordance with Title 5 regulations. `0 154 Id. at 380-381. 155 62 Ca1.4th 1176 (2016). 156 Id. at 1186. 157 386 P.2d 1005 (March 17, 2016). "' 245 Ca1.App.4rn 887 (2015). 159 Government Code section 6200. 160 Education Code section 35253. 29 Schools Legal Service Orange County Department of Education January 2018 In addition, school districts and county offices of education may photograph, microfilm, or make electronic copies of records.161 B. Classification of Records The Title 5 regulations, with respect to district records, require the district superintendent to review and classify all district records as either permanent, optional, or disposable. Following classification, the records must be retained or destroyed in accordance with the applicable regulations. The Title 5 regulations state the district superintendent or a person designated by the district superintendent shall classify documents as Class 1—Permanent, Class 2-Optional, or Class 3—Disposable. Records of a continuing nature (useful for administrative, legal, fiscal, or other purposes over a period of years) are not to be classified until such usefulness has ceased. A pupil's cumulative record, if not transferred, is a continuing record until the pupil ceases to be enrolled in the district.162 An original record may be photographed, microphotographed, or otherwise reproduced on film and the copy then must be classified as a Class 1, Class 2, or Class 3 document. C. Permanent Public Records With respect to permanent records, the original of each record or one exact copy thereof must be retained indefinitely.163 Permanent records include the following: 1. Annual reports; 2. Official budget; 3. Financial report of all funds, including cafeteria and student body funds; 4. Audit of all funds; 5. Average daily attendance, including period 1 and period 2 reports; 6. Other major annual reports including information relating to property, activities, financial condition or transactions and those declared by board minutes to be permanent; 161 Education Code section 35254. Education Code section 35254 states: "The governing board of any school district may make photo agr nhic, microfilm, or electronic copies of any records of the district. The original of any records of which a photoanhic, microfilm, or electronic copy has been made may be destroyed when provision is made for permanently maintaining the photographic, aphic, microfilm, or electronic copies in the files of the district, except that no original record that is basic to any required audit shall be destroyed prior to the second July 1st succeeding the completion of the audit." [Emphasis added.] 162 Cal. Code. Regs., Title 5, section 16022. 163 Cal. Code. Regs., Title 5, section 16023. 30 Schools Legal Service Orange County Department of Education January 2018 7. Official actions, such as minutes of board meetings, rules, regulations, policies or resolutions not set forth verbatim in the minutes but included by reference; 8. Elections, including the call for the election, recall elections, issuance of bonds, changes in maximum tax rates, reorganization or any other purpose; 9. Records transmitted by another agency but pertaining to the agency's action with respect to district organization; 10. Personnel records, all detailed records relating to employment, assignment, amounts and dates of services rendered, termination or dismissal of an employee in any position, sick leave record, rate of compensation, salaries or wages paid, deductions or withholdings made and the person or agency to whom such amounts were paid. In lieu of the detail records, a complete proven summary payroll record for every employee of the school district containing the same data may be classified as Class 1—Permanent, and the detail records may then be classified as Class 3—Disposable; 11. Information of a derogatory nature, only if it becomes final after the time for filing a grievance has lapsed or the document has been sustained by the grievance process; 12. The pupil records of enrollment and scholarship for each pupil; 13. All records pertaining to any accident or injury involving a minor for which a claim of damages has been filed, including any policy of liability insurance relating to the claim, except that these records cease to be Class 1-Permanent records one year after the claim has been settled or the statute of limitations has run; and 14. All detailed records relating to land, buildings and equipment. In lieu of such detailed records, a complete property ledger may be classified as Class 1-Permanent, and the detailed records may then be classified as Class 3—Disposable, if the property ledger includes all fixed assets and equipment inventory and for each unit of property the date of acquisition or augmentation, the person from whom acquired, an adequate description or identification, and the amount paid, and comparable data if the unit is disposed of by sale, loss, or otherwise.164 164 Cal. Code. Regs., Title 5, section 16023. 31 Schools Legal Service Orange County Department of Education January 2018 Any record worthy of temporary preservation but not classified as Class 1—Permanent may be classified as Class 2—Optional and shall then be retained until reclassified as Class 3— Disposable.165 All records not classified as Class 1—Permanent or Class 2—Optional shall be classified as Class 3—Disposable, including but not limited to detail records relating to records basic to audit and periodic reports.166 A Class 3—Disposable record shall not be destroyed until after the third July 1 succeeding the completion of the annual audit required by Education Code section 41020 or of any other legally required audit, or after the ending date of any retention period required by any agency other than the state of California, whichever date is later. A continuing record shall not be destroyed until the fourth year after it has been classified as Class 3—Disposable. 1 61 Unless otherwise specified, all Class 3—Disposable records shall be destroyed during the third school year after the school year in which they originated (e.g. 2006-07 records may be destroyed after July 1, 2010).161 D. Mandatory Permanent Pupil Records Section 432 defines Mandatory Permanent Pupil Records as those records which schools have been directed to compile by California statute or regulation. The Mandatory Permanent Pupil Record includes the following: 1. Legal name of pupil; 2. Date of birth; 3. Method of verification of birth date; 4. Sex of pupil; 5. Place of birth; 6. Name and address of parent of minor pupil; 7. Address of minor pupil if different than the above; 8. An annual verification of the name and address of the parent and the residence of the pupil; 9. Entering and leaving date of each school year and for any summer session or other extra session; 10. Subjects taken during each year, half year, summer session or quarter; 161 Cal. Code. Regs., Title 5, section 16024. 166 Cal. Code. Regs., Title 5, section 16025. 161 Cal. Code. Regs., Title 5, section 16025. 168 Cal. Code. Regs., Title 5, section 16027. 32 Schools Legal Service Orange County Department of Education January 2018 11. If marks or credits are given, the mark or number of credits toward graduation allowed for work taken; 12. Verification of or exemption from required immunization; 13. Date of high school graduation or equivalent.16' E. Mandatory Interim Pupil Records The Mandatory Interim Pupil Records include the following: 1. A log or record identifying those persons (except authorized school personnel) or organizations requesting or receiving information from the record. The log or record shall be accessible only to the legal parent or guardian or the eligible pupil, or a dependent adult pupil, or an adult pupil, or the custodian of records; 2. Health information, including Child Health Developmental Disabilities Prevention Program verification or waiver; 3. Participation in special education programs including required tests, case studies, authorizations, and actions necessary to establish eligibility for admission or discharge; 4. Language training records; 5. Progress slips and/or notices as required by Education Code sections 49066 and 49067; 6. Parental restrictions regarding access to directory information or related stipulations; 7. Parent or adult pupil rejoinders to challenged records and to disciplinary action; 8. Parental authorizations or prohibitions of pupil participation in specific programs; 9. Results of standardized tests administered within the preceding three years.170 All other pupil records are defined as Permitted Pupil Records. 169 Cal. Code. Regs., Title 5, section 432. 170 Cal. Code. Regs., Title 5, section 432. 33 Schools Legal Service Orange County Department of Education January 2018 In addition, Education Code section 48918(k) states that records of expulsions shall be a non -privileged disclosable public record and, "... the expulsion order and the causes therefore shall be recorded in the mandatory interim record and shall be forwarded to any school in which the pupil subsequently enrolls upon receipt of a request from the admitting school for the pupil's school records." F. Destruction of Pupil Records Mandatory Permanent Pupil Records must be preserved in perpetuity by all California schools. Mandatory Interim Pupil Records may be determined to be disposable when the student leaves the district or when their usefulness ceases. Destruction of Mandatory Interim Pupil Records may be destroyed during the third school year after the school year in which they originated. Permitted Pupil Records may be destroyed when their usefulness ceases, which is defined as six months following the pupil's completion of or withdrawal from the educational program.171 SUMMARY As discussed above, almost all records maintained by public agencies are public records except for student records, personnel records, medical records, litigation records and drafts of documents. Public agencies may only charge the direct cost of duplication for photocopying records, but if electronic records are involved and data compilation, extraction or computer programming to produce the record would be required, then the hourly rate of the employees involved to produce the record may be charged. Invoices or billings from the school district's law firm may contain confidential information. Therefore, in our opinion, to the extent that invoices or billings from the school district's law firm contains confidential information regarding legal advice and litigation strategy, that information may be redacted from the billing statements that are produced to a member of the public under the California Public Records Act. Information such as the names of students, parents, employees, and information and descriptions on the billings that would reveal the attorney's legal advice to the school district may be redacted. In summary, with respect to public records, permanent records (Class 1) must be retained indefinitely. A Class 2 record is worthy of temporary preservation and shall be retained until reclassified as Class 3 — Disposable.172 A Class 3-Disposable record may be destroyed during the third school year after the school year in which the document originated (e.g., 2006-07 records may be destroyed after July 1, 2010). With respect to pupil records, Mandatory Permanent Pupil Records must be kept indefinitely. Mandatory Interim Pupil Records may be determined to be disposable when the 171 Cal. Code. Regs., Title 5, sections 437 and 16027. 172 Cal. Code. Regs., Title 5, section 16024. 34 Schools Legal Service Orange County Department of Education January 2018 student leaves the district or when their usefulness ceases and may be destroyed during the third school year after the school year in which they originated (e.g., 2006-07 records may be destroyed after July 1, 2010). Permitted Pupil Records may be destroyed when their usefulness ceases, which is defined as six months following the pupil's completion of or withdrawal from the educational program. 35 Schools Legal Service Orange County Department of Education January 2018 11/29/22, 8:14 AM Mail - Public Comment - Outlook Theresa Bass <TBass@anaheim.net> Tue 11/29/2022 12:20 AM To: Public Comment <publiccomment@anaheim.net> From: Craig A Durfey Sent: Thursday, November 24, 2022 5:39 AM To: COB_Response <response@ocgov.com>; Craig A Durfey David.Ochoa@sen.ca.gov; Nick Dibs Ryan Durfey SENATOR.GONZALEZ@senate.ca.gov; SHELLYHOLMAN Fheresa Bass <TBass@anaheim.net>; alejandro.cardenas@mail.house.gov; assemblymember.quirk-silva@assembly.ca.gov; communityrelations <communityrelations@ggcity.org>; Public Comment <publiccomment@anaheim.net> Subject: [EXTERNAL] Fwd: #SavetheKids Movement 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. ---------- Forwarded message --------- From: Craig Durfey Date: Thu, Nov 24, 2022 at 5:35 AM Subject: #SavetheKids Movement To: <cadurfey_ <DIANA. LARA@en. ca. gov>, Teresa Pomeroy <teresap@ggcity.org>, Ryan Durfey Gabriela Mafi <gmafi@ggusd.us>, <stevej.@garden-grove.org> https:L/youtube.com/watch?v=lKeOHRvalAO&feature=share Sent from my iPhone https:Houtlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=1&version=20221111004.15&view=print 1/1 12/5/22, 8:39 AM Mail - Public Comment - Outlook rt N0 1171MIN International Educators' Hall of Fame Thu 121112022 11:32 AM To: Public Comment <publiccomment@anaheim.net> 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. l i,f o a ri: Honoring 1 ' r ��' 1, o a rra of ,<,,,, , „f Uniting Generations 01�ri a III 4I IIIII iil�'I'�I III °u, ° I um IIIII011011,uullll 111112 11 0 'w' a °to,, 3 0 (1)IIIII IIIII° II he I IIII„ IIIII 11D IIIII I I I IIIII'""iil ` , Qht,urdh of lii ,III Vi r,I III 91 u" 505 ;IIIII Ill I °"' 7`;'I �I II,,,, ul IIIII u h IIIII I IIIII I l w �� li i�l ICI „ II iiiiiiii'L ull I, IIIII I II„' i, IIIIIIII �� ull I wlu ills, uul t f lca"IIII1,111:w,III' If Rl''Illillll' Mrs. Cori Esperanza Ms. Edna Garabedian Dr. L. Gail Garrett Eric Jordan Dr. Marketa Robinson -PhD Nancy Rahe Ruth Elizabeth D. Sykes, Professor Emeritus Richard Synder, DTM, PID Katy Gillespie Townsend Dr. Abayomi Ajayi-Majebi, PhD, PE, CMfgE, CQE, CRE Dr. Vasileios Ag. Drougas BSc, MSc., PhD. Engineer John O. Oguh https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 1/3 12/5/22, 8:39 AM Mail - Public Comment - Outlook Paul R. Jones Ngozi Celestina Oguh IJCI ii luim� "nt.drnj" yEducation ,uVillld°�ocatiill111°1w'"a�rid (NEEP) Rubik's Cube Northern California Tuskegee Youth Aviators Donation: $50 per person 18 years and up, 10 for $450 $60 per person at the door. Youth ages 10-17 $20 Honorees and Youth under 10 years of age are Free. • Check or money order to Youth -on -the -Move, Inc. and mail to Youth -on -the -Move, Inc., P.O. Box 5983, Garden Grove, CA 92846 • Pay by PayPal at iehof2015@gmail.com • Eventbrite: Click on the EventBrite button to order Contact Us Ib.A .youth on the move founder.pna Dr. Patricia Adelekan, Retired Educator, Founder, CEO; Email: iiie1hmof2, 1.5 giirna1111 corn �, ffo '�k Youth on the Move International Educators Hall of Fame r https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 2/3 12/5/22, 8:39 AM Mail - Public Comment - Outlook 0 1 w Edj xafnr's' I lfafll of F"ar"re lnteirinabbina�l E.:.ducatoirs' II NaUl of IFaime 1 1850 .7th Sorest, IRoorn 1.03, Saint a Ana, CA 92705 .0 11.] S L.J.J.b s c r.i.b. e aut liccoinnurneint hirm,inet ... .... ... .. . ... ..... .................................... ................................. � anah.g ........................................ I IpE, ................ f .............. ..................................................................................................................... �.ift t iro He I Qja�Lg..D.j Q,:)intact [3ata Nobice Sent Ib� https:lloutlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 3/3 12/5/22, 8:39 AM Mail - Public Comment - Outlook f, i .. .. � , International Educators' Hall of Fame Sat 12/3/2022 10:25 AM To: Public Comment <publiccomment@anaheim.net> 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. Preserving iHonoring Excellence, , , Uniting Generations 01�ri a III 4I IIIII iil�'I'�I III °u, ° I um IIIII011011,uullll 111112 11 0 'w' a ii ol 3 0 (1)IIIII IIIII° II he I IIII„ IIIII 11D IIIII- I I I IIIII'""iil ` , Qht,urdh of lii ,III Vi r,I III 91 u" 505 ;IIIII Ill I °"' 7`;'I �I II,,,, ul IIIII u h IIIII I IIIII I l w �� li i�l ICI „ II iiiiiiii'L ull I, IIIII I II„' i, IIIIIIII �� ull I wlu ills, uul t flcl "IIII1,111:w,II I' I f Rl''Illillll' Mrs. Cori Esperanza Ms. Edna Garabedian Dr. L. Gail Garrett Eric Jordan Dr. Marketa Robinson -PhD Nancy Rahe Ruth Elizabeth D. Sykes, Professor Emeritus Richard Synder, DTM, PID Katy Gillespie Townsend Dr. Abayomi Ajayi-Majebi, PhD, PE, CMfgE, CQE, CRE Dr. Vasileios Ag. Drougas BSc, MSc., PhD. Engineer John O. Oguh https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 1/3 12/5/22, 8:39 AM Mail - Public Comment - Outlook Paul R. Jones Ngozi Celestina Oguh IJCI ii luim� "nt.drnj" yEducation ,uVillld°�ocatiill111°1w'"a�rid (NEEP) Rubik's Cube Northern California Tuskegee Youth Aviators Donation: $50 per person 18 years and up, 10 for $450 $60 per person at the door. Youth ages 10-17 $20 Honorees and Youth under 10 years of age are Free. • Check or money order to Youth -on -the -Move, Inc. and mail to Youth -on -the -Move, Inc., P.O. Box 5983, Garden Grove, CA 92846 • Pay by PayPal at iehof2015@gmail.com • Eventbrite: Click on the EventBrite button to order Contact Us Ib.A .youth on the move founder.pna Dr. Patricia Adelekan, Retired Educator, Founder, CEO; Email: iiie1hmof2, 1.5 giirna1111 corn �, ffo '�k Youth on the Move International Educators Hall of Fame r https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 2/3 12/5/22, 8:39 AM Mail - Public Comment - Outlook 0 1 w Edj xafnr's' I lfafll of F"ar"re lnteirinabbina�l E.:.ducatoirs' II NaUl of IFaime 1 1850 .7th Sorest, IRoorn 1.03, Saint a Ana, CA 92705 .0 11.] S L.J.J.b s c r.i.b. e aut liccoinnurneint hirm,inet ... .... ... .. . ... ..... .................................... ................................. � anah.g ........................................ I IpE, ................ f .............. ..................................................................................................................... �.ift t iro He I Qja�Lg..D.j Q,:)intact [3ata Nobice Sent Iby https:lloutlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 3/3 12/5/22, 8:40 AM Mail - Public Comment - Outlook [EXTERNAL] PRESS ■ y Club: 'Worried Sick: A Journey .Anxious Teenage Mind are . American teenagersA anxious,depressed a , , !i even • r durfeycraig Sun 12/4/2022 3:53 AM To: Public Comment <publiccomment@anaheim.net> Cc: durfeycraig ;cadurfey 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. From: durfeycraig Sent: Sunday, December 4, 2022 12:28 AM To: DIANA.LARA@sen.ca.gov; Assemblymember.Davies@assembly.ca.gov; Christopher.Aguilera@asm.ca.gov; cadurfey 'Public Records Request' <cityclerk@ggcity.org>; 'Teresa Pomeroy' <teresap@ggcity.org>; assemblymember.quirk-silva@assembly.ca.gov; 'Maria Stipe' <marias@ci.garden-grove.ca.us>; 'Pam Haddad' <pamha@ci.garden-grove.ca.us>; assemblymember.rendon@assembly.ca.gov; senator. umberg@senate.ca.gov; David.Ochoa@sen.ca.gov; 'Gabriela Mafi' <gmafi@ggusd.us>; 'communityrelations' <communityrelations@ggcity.org>; sbe@cde.ca.gov; SEDN.committee@senate.ca.gov; '1310 Department' <pio_department@ggusd.us>; Assemblymember.Nguyen@assembly.ca.gov; 'Theresa Bass' <tbass@anaheim.net> Cc: durfeycraig Assemblymember.Davies@assembly.ca.gov Subject: PRESS RELEASE: Film Club: 'Worried Sick: A Journey Into the Anxious Teenage Mind 'Why are so many American teenagers feeling anxious, depressed and even suicidal? Press Release 12-04-2022 (P.R.0.D.C.) PARENTS FOR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDREN CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. GARDEN GROVE, CA 92842 CELL SOCIALEM011 ONALPAWS...CO.M. FACEBOOK: CRAIG DURFEY U.S. IHOUSIE OF COINGIRIESS 124 4 .- IHOINOIRIIING CRAiG II UII '7PEY FOR 11411S FIGHT HT III ST UTIISI ...Ms. ILL ME'll TA S INCHIEZ of Call ii-f riniia. https,://www.cio,v,,,,info.go,v,,,,/content/pkg/CREC,-2003,-03-27/pdf/CREC,-2003-03,-27,.pdf newwebsite.........................................................................................................®......... https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 1/4 12/5/22, 8:40 AM Mail - Public Comment - Outlook To whom it may concern. This news reports out lines with a 15 minute video should be a wakeup call for the need to recognize for a campaign awareness to bring first responders, social workers, behavioral health specialist, teachers, school boards, superintendents, doctors, family courts, legislators, consultants, county government, city government, Be Well organization, nonprofits who are in contact of youth, university teaching prevention as in schools districts, address professional training standards current seriously flawed gaps from not recognizing the harm from too much screentime, blue light harm causing myopia deterioration eyes from screens to sleep deprivation, Esports gaming at very young to teens in schools to colleges causing a mark five rated mental addiction lines to not recognize this activity under the federal and state statute child abuse emotional harm, physical harm by not limit the time in fact the world health take a hard line no screentime under two years old. Film Club: `Worried Sick: A Journey Into the Anxious Teenage Mind' addressWhy are so many American teenagers feeling anxious, depressel"j- health crisis? By The Learning Network May 5, 2022 3 MIN READ Note to Teachers; This film is part of a larger unit on mental health, which also includes a lesson..Plan. a ,wr t ng.. p ompt and a graph....d scussion. Please preview these resources to make sure they are appropriate for your students. In °L11#'s....Lift ....or....Death'.;... The.... MentalH.eal,th...Crisis... Among,...U...$......Teens," Matt Richtel writes: American adolescence is undergoing a drastic change. Three decades ago, the gravest public health threats to teenagers in the United States came from binge drinking, drunken driving, teenage pregnancy and smoking. These have since fallen sharply, replaced by a new public health concern: soaring rates of mental health disorders. https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 2/4 12/5/22, 8:40 AM Mail - Public Comment - Outlook 11Wor.r.e.d S ich.; A J.P.M.r.ney Into the Anti ous...Teenage....Mi nd" is a 15-minute video that accompanies the article and looks at the science behind the mental health crisis among young people: Why are depression, self -harm and suicide rising among American adolescents? What role do factors like social media, the early onset of puberty and the coronavirus pandemic play in this crisis? What can be done to address it? Students 1. Watch the short film above. While you watch, you might take notes using our Film. Cl,ub,,,,Doubl,e .Entry,,Journal. (PDF) to help you remember specific moments. 2. After watching, think about these questions: • What moments in this film stood out for you? Why? • Were there any surprises? Anything that challenged what you know — or thought you knew? • What messages, emotions or ideas will you take away from this film? Why? • What questions do you still have? • What connections can you make between this film and your own life or experience? Why? Does this film remind you of anything else you've read or seen? If so, how and why? 3. An additional challenge I Respond to the essential question at the top of this post: Why are so many American teenagers feeling anxious, depressed and even suicidal? What can be done to address this mental health crisis? 4. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.) 5. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the "Reply" button or the @ symbol to address that student directly. 6. To learn more, read "How,,,to,,,,Help,,, Teens,,,, Struggl,i,ng,,,With ,,,,Mental,,,,,Health," Matt Richtel writes: Health risks in adolescence are undergoing a major shift. Three decades ago, the biggest health threats to teenagers were binge drinking, drunken driving, teenage pregnancy, cigarettes and illicit drugs. Today, they are anxiety, depression, suicide, self -harm and other serious mental health disorders. From 2001 to 2019, the suicide rate for American youngsters from ages 10 to 19 jumped 40 percent, and emergency room visits for self -harm rose 88 percent. Managing a mental health crisis can be challenging for teenagers and their parents. It is often unchartered territory that needs to be navigated with the utmost sensitivity. The guidance below may help. What are the signs of an adolescent struggling with anxiety or depression? Anxiety and depression are different but can share some indicators. First, look for some key changes in a youth's behavior, such as disinterest in eating or participating in social activities previously enjoyed, altered sleep patterns or https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 3/4 12/5/22, 8:40 AM Mail - Public Comment - Outlook withdrawal from other aspects of life. It's tricky; these behaviors can sometimes be normal teenage angst. However, a teenager in distress may express excessive worry, hopelessness or profound sadness, particularly for long periods of time. Whether a teenager is dealing with angst or a clinical problem "is the 64 jillion dollar question," said Stephen Hinshaw, an expert in teenage mental health issues at the University of California, Berkeley. The question is about "persistence, interference with thriving, sheer suffering (on her or his part and yours) that can help to make this difficult differentiation." If the lines become too blurry to tell the difference, it can help to visit a pediatrician to explore whether there is a clinical problem. If you are having thoughts of suicide, call the National Suicide Prevention Lifeline at 800 273-8255 (TALK), call 911, go to the emergency room, get help from an adult or go to speakngofsucide..com/resources for a list of additional resources. Go here for resources outside the United States. ................................................................................................................................................................................................................................... Film Club: 'Worried Sick: A Journeyg Into the Anxious Teena a Mind' - The New York .......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... TJ me.s (ny„ti.mes.com). https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 4/4 12/5/22, 8:40 AM Mail - Public Comment - Outlook i ,"I"Of r- r ON iiiiiiiiiM,pipill d u rfeycra ig Sun 121412022 12:15 PM To: ggcity@ggcity.org <ggcity@ggcity.org>;Public Comment <publiccomment@anaheim.net>;'Public Records Request' <cityclerk@ggcity.org>;'Teresa Pomeroy' <teresap@ggcity.org>;senator.umberg@senate.ca.gov <senator.umberg@senate.ca.gov>;David.Ochoa@sen.ca.gov<David.Ochoa@sen.ca.gov>;'Gabriela Mafi' <gmafi@ggusd.us>;'PIO Department' <pio_department@ggusd.us>;'Pam Haddad' <pamha@ci.garden- grove.ca.us>;'stevej' <stevej@garden-grove.org>;SHELLYHOLMAN ;'communityrelations' <communityrelations@ggcity.org> Cc: durfeycraic ;cadurfey 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. (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 CELL SOCIALEM0T1 ONALPAWS,..CO.M. FACEBOOK: CRAIG DURFEY U.S. IHOUSIE OF COINGIRIESS 124 4 .- 11401NOIRING CRAIG DtJMPEY F I IHIS FIGHT AGAINST TIISI ...Ms. ILCIRJIE''ir'E. S. INCHIEZ of Call il- ornila. https,://www.cio,v,,,,info,.00v/content/pkci/CREC,-2003,-03,-27/pdf/CREC,-2003,-03,-27,.pdf new website.......................................................................................................®......... irg Billions flow to Orange County charities every year Column: The sector is big business, but thousands of local organizations have lost tax-exempt status https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 1/4 12/5/22, 8:40 AM Mail - Public Comment - Outlook (iStockphoto) B II .II ;.II IIIL.......... II ....... III::::. .f...., air firm ,,, ...... iirn I Orange County Register PUBLISHED: December 4, 2022 at 7:00 a.m. I UPDATED: December 4, 2022 at 7:02 a.m. As you stuff your dollars into the red kettle this holiday season, know this: Orange County nonprofits reported a whopping $24.8 billion in income since 2020 — some 10% of O.C.'s gross domestic product, according to data from the Internal Revenue Service and the St. III..... uiiis 11::' . ............................................................................................ And that doesn't even count the gazillions folks donate to churches and the like, which aren't reported to Uncle Sam. Which is to say, charities are an important segment of our local economy. Every city is home to nonprofits that generated millions in income, and several county islands weren't far behind. The big gorillas here host nonprofit hospitals (St. Joseph in Irvine, $1.2 billion; Memorial Health Services in Fountain Valley, $2.6 billion; Hoag in Newport Beach, $1.7 billion; Children's Hospital Orange County in Orange, $1.1 billion; Providence Medical in Anaheim, $1.1 billion), but even little Rossmoor had a couple nonprofits of the religious variety, bringing in hundreds of thousands of dollars. It stunned us a bit to learn there are more than 9,000 IRS -recognized, tax- exempt nonprofits in Orange County. That means they don't have to pay taxes on the money they bring in. They're an eclectic and sometimes strange lot, including quilting and surfing and meditation clubs, fraternities and Christian fiction writers' groups and labor unions, parent -teacher organizations and https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 2/4 12/5/22, 8:40 AM Mail - Public Comment - Outlook poker clubs and addiction treatment centers. (A searchable spreadsheet is,......... t :till e alb...... t-:t........ii ............:f....: hiii..............t........iir, ..)• You'll find Bardeen ir�....al ........iir:�.ii Partners listed there — the nonprofit land baron subsidiary of the mighty Irvine Ranch Water District. i°The mission of the organization is to promote the common good and the general welfare of the residents, property owners and customers ... by acquiring real and personal property," ,...ii Imo fficialsIIo aII.II.........i.Im im.Bardeen owns I................. ................................................................................................................................... .lr.II.lt.i.e.s. al .......Jir.............:...:..... uir'... ..... irn iir m........I1r 19................ office u ll............ali n . It can be dizzying to peruse all the nonprofits, and a skeptic's eyebrow might rise. So be warned: 1: '' ....:tIll ....:t.iiiilr�m ............f... iir...: 11 ........:�.... 11 ........iriiitiii........ .....(........ii .... .......al..............................................................iii !).....Ill i1-t . .... II ....:fo r................. iria-Vi ns. so be sure the organization you're about to contribute to is legit and your donation is actually tax-deductible. You can do that quickly and easily at IIN,tt ,.. .;;//..... "' III . ...II II .......................I............II II . 2EI by just typing in the organization s name. But more than 8,000 Orange County nonprofits have lost : Ill eiiiiir...:�.: :...................11mmllp. :........: status over the last dozen or so years because they failed to file financial information with the IRS. Sometimes they lost tax-exempt status because they ceased operations and are kaput; sometimes because another nonprofit picked up their tasks; sometimes because they didn't understand that they must file the paperwork annually. Some that lost nonprofit status this year include the Annual Anaheim Mayor's Prayer Breakfast Committee (completely separate from the nonprofit Anaheim Chamber of Commerce's event with much the same name), the Buena Park Sister City Foundation, the Solid Landings Foundation (related to a defunct addiction treatment rehab), Community Support Detox in Newport Beach (also rehab), teacher's associations, fraternities, and the Kindness and Goodness Foundation in Cypress, which seems especially sad somehow. (You can find a spreadsheet of these organizations at the...all.........:�-toil............:f:....:t.hii .... t iir „ as well.) There are.............................:....Ilim....................iiiilliiir:ii:status....:........:...airiiii:........:................, and some O. C. organizations on the revoked list could be in process with that. It's unclear, though, if your donation in the interim would be tax-deductible, so proceed with caution. Generally speaking, gjlmmjimIII:m. .... ii�............iir ....IIIiii ii......... ............iir ........iirfliz tii........ii� .............iirm.':........................iirm:.... iir....iin ......................... IIII,II .......................................,,,,,, t , so you won't find the Catholic Diocese of Orange County or Saddleback Church on the list. Your donations to recognized religious organizations are tax-deductible anyway. But you will find many, many smaller ministries with exempt status. It's a bit perplexing, but when it comes to IRS rules, what isn't? i°(M)any churches do seek IRS recognition of tax-exempt status because that recognition provides reliance to church leaders, members and contributors https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 3/4 12/5/22, 8:40 AM Mail - Public Comment - Outlook that a church is recognized as exempt from taxation and is eligible to receive tax-deductible contributions," the IRS says. To that end, we find many Buddhist, Islamic, Jewish and Christian organizations on the list. (Photo by Gene Blevins/Contributing Photographer) There are folks who suggest it might not be a bad idea -to....:t..................... Ill uiir .hes., When a little town in Michigan was on the brink of going broke, the mayor pointed out that chuilrclll s o'� IIIIII 'tj[ a ciiiviiic Ill ein 'flirts s'tilr ts� I[1iice ain fiiiilre ....................................................................................................................................................................................................................................................................... �...II...... Mir .............. .....Ili........i......'.............:,.........:...............Ig:�................. ::....11 ..........11Ji.........................11,iirmm , placing a "tremendous burden" on property owners who do pay taxes. Religious organizations in America are largely exempt from income, sales, property and other taxes - Ilpilrill.......................11r;lll............:.... at III.........:..........::......11iiillllll,iii.........illy.................ilr...iiill.....:lll.....,,..........,,,y . .......air.......a.i..,...:�.....................il�...... :........, y,,. That translates into a break of some 7 billion a year for religious institutions in California, and some $700 million a year for those in Orange County. We'll be telling you more about the local charities that used commercial fundraisers who often kept gigantic chunks of what was raised for themselves — as well as about the county's most and least generous ZIP codes. ......................:�,.... .Ilbm..........ilr tii. ....11 ..... ii.: , .. ......................:1,.............irr ........iniii ...... tiii ilr� ................11i:tlll�...afir 111 ............:�. .......°„ ....... rnp-1 E., ........:t.1 (Photo by Mark Rightmire, Orange County Register/SCNG) • �I.e�rsiagm Q..u.'...lnnne.s .......................................................................................................... • News...7[; ps • � o.t�.1 Us. ..................................................... https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 4/4 12/5/22, 5:33 PM Mail - Public Comment - Outlook International Educators' Hall of Fame Mon 12/5/2022 10:25 AM To: Public Comment <publiccomment@anaheim.net> 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. l i,f o a ri: Honoring 1 ' r ��' 1, o a rra of ,<,,,, , „f Uniting Generations 01�ri a III 4I IIIII iil�'I'�I III °u, ° I um IIIII011011,uullll 111112 11 0 'w' a °to,, 3 0 (1)IIIII IIIII° II he I IIII„ IIIII 11D IIIII I I I IIIII'""iil ` , Qht,urdh of lii ,III Vi r,I III 91 u" 505 ;IIIII Ill I °"' 7`;'I �I II,,,, ul IIIII u h IIIII I IIIII I l w �� li i�l ICI „ II iiiiiiii'L ull I, IIIII I II„' i, IIIIIIII �� ull I wlu ills, uul t fIc'itIIili: ',II I' I f Rl''Illillll' Mrs. Cori Esperanza Ms. Edna Garabedian Dr. L. Gail Garrett Eric Jordan Dr. Marketa Robinson -PhD Nancy Rahe Ruth Elizabeth D. Sykes, Professor Emeritus Richard Snyder, MA, DTM, PID Katy Gillespie Townsend Dr. Abayomi Ajayi-Majebi, PhD, PE, CMfgE, CQE, CRE Dr. Vasileios Ag. Drougas BSc, MSc., PhD. Engineer John O. Oguh https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 1/3 12/5/22, 5:33 PM Mail - Public Comment - Outlook Paul R. Jones Ngozi Celestina Oguh IJCI ii luim� "nt.drnj" yEducation ,uVillld°�oca�illl111°1w'"a�rid "iicwth ,uV111 �a''x�i.s (NEEP) Rubik's Cube Northern California Tuskegee Youth Aviators Donation: $50 per person 18 years and up, 10 for $450 $60 per person at the door. Youth ages 10-17 $20 Honorees and Youth under 10 years of age are Free. • Check or money order to Youth -on -the -Move, Inc. and mail to Youth -on -the -Move, Inc., P.O. Box 5983, Garden Grove, CA 92846 • Pay by PayPal at iehof2015@gmail.com • Eventbrite: Click on the EventBrite button to order Contact Us Ib.A youth on the move founder.png Dr. Patricia Adelekan, Retired Educator, Founder, CEO; Email: iii 1hm f20J.5 giirna1111 corn Youth on the Move International Educators Hall of Fame https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 2/3 12/5/22, 5:33 PM Mail - Public Comment - Outlook H,rll o I � linteirirmablbrmall IF.::d uaataira' II....Nallll off. II:::.'ai ne 1 1.850 0 1.�7�th Stireet, Roam :1.0 , Sainta Ana,. CA 92.70 .............................................................. liks .....11 . u,ll ,ll„ii, ,iin .n �.:1 .:..0 . ,!r a h�,�,ii,!r�n..::.!n!.et U....:R :.....Il,ira; ill.. ,!m, ; .!n:.....�,ofn.:tact.....11::�.:t.��......11Nobi,ceSent �by https://outlook.office365.com/mail/publiccomment@anaheim.net/deeplink?popoutv2=l&version=20221124007.08&view=print 3/3 Jennifer L. Hall From: Surya Setty Sent: Monday, December 5, 2022 11:35 PM To: Public Comment Subject: [EXTERNAL] City Council Meeting Agenda Item for Consideration ( December 6th, 2022 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. Hello City of Anaheim, My name is Surya, and I attend Savanna High School. I would like to present the item of inflation, especially in terms of food security in our community of West Anaheim. This problem has been especially exacerbated over the pandemic and inflation over the past year. This problem takes away from family budgets and amplifies poverty in our community. Background Information: Rising Costs of Living are making the lives of people in our district worse. As of September 2022, food prices have increased by 13.5% year over year. Rising food prices are so drastic that consumer habits have changed. Consumers go to the store less often, buy in bulk, and shop online less often. These prices invade our household budgets and result in poorer lives for the everyday individual. We would also like you to recognize the effects of "shrinkflation" affecting both the size of products and price of products. This process often permanently reduces the size of products and increases the price of such products, resulting in inflation often being larger than reported for the same product. Rippling supply chain complications have been the primary hindrance in re-establishing fixed consumer food prices. Workforce reductions have been slow in repair since the 2019 pandemic, and since then it has become increasingly difficult to garner support in favor of policy change and consumer demand due to the fact that the issue at hand has stagnated. Because the supply chain is without the ability to be directly controlled, it subsequently cannot be directly addressed. Instead, a number of work -around policies must be employed in order to affect the problem. With Best Regards, Surya Setty Senior at Savanna High School Thriving is more than just surviving. Relevant Sources: 2. 3. Consumer Prices Index. 4. U.S. Bureau of Labor Statistics, 5. https://www.bls.gov/cpi/ 6. 7. 8. 9. Rienicke, Carmen. Consumers changing eating, shopping habits as inflation pushes up prices. 10. CNBC, 11. https://www.cnbc.com/2022/06/09/consumers-changing-eating-shopping-habits-as-inflation-pushes-up- price.html 3. 4. 5. Horsley, Scott - How Americans are adjusting to record inflation. 6. NPR, 7. https://www.npr.org/2022/04/16/1093189733/how-americans-are-adjusting-to-record-inflation 8. 9. 10. 11. De Witte, Melissa. What causes inflation? Stanford scholar explains. 12. Stanford News, 13. https:Hnews.stanford.edu/2022/09/06/what-causes-inflation/ 14. 15. 16. 17. Hodge, Andrew (2022). 18. The US Economy's Inflation Challenge. 19. IMF Western Hemisphere Department, IMF, 20. https://www.imf.org/en/News/Articles/2022/07/11/CF-US-Economy-Inflation-Challenge 21. 22. 23. 24. Freemark, Yonah (2022). 25. What Rising Gas and Rent Prices Mean for Families with Low Incomes. 26. Urban Institute 27. https://www.urban.org/urban-wire/what-rising-gas-and-rent-prices-mean-families-low- incomes#:-:text=Housing%20and%20transportation%20are%20the,Americans%20who%20commute% 20by%20car. 7. 8. 9. Gas Prices stretch Family Budgets 10. (2022). Public Policy Institute of California 11. https://www.ppic.org/blog/gas-prices-stretch-family-budgets/ 8. 9. 10. `Shrinkflation' accelerates globally as manufacturers quietly shrink package 11. sizes (2022). NPR 12. https://www.npr.org/2022/06/08/1103766334/shrinkflation-globally-manufacturers-shrink-package-sizes 13 Jennifer L. Hall From: durfeycraic _ Sent: Tuesday, December 6, 2022 7:50 AM To: DIANA.LARA@sen.ca.gov; Assemblymember.Davies@assembly.ca.gov; 'Teresa Pomeroy'; Christopher.Aguilera@asm.ca.gov; 'Maria Stipe'; assemblymember.quirk- silva@assembly.ca.gov; 'Public Records Request'; 'Pam Haddad'; senator.umberg@senate.ca.gov; David.Ochoa@sen.ca.gov; 'communityrelations'; assemblymember.rendon@assembly.ca.gov; SEDN.committee@senate.ca.gov; sbe@cee.ca.gov; SENATOR.GONZALEZ@senate.ca.gov; 'Gabriela Mafi'; 'PIO Department'; Don Barnes Cc: durfeycraic cadurfeyi 'COB_Response'; Public Comment; ABC7 General Release; "'TIPS@NBCUNI.COM—; KTLA 5 News; CBS 2; '" FOX 11 NEWS@FOXTV.COM"' Subject: [EXTERNAL] Press Release Screen Strong families: successfully helps parents around the world prevent and reverse their children's dependence on addictive screens. We help parents understand the science and identify ... 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. 12-06-2022 s Release Pres (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 CELL SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. F 404 - HONORING 0IIR IIIIG I[NWICIFEY IF IS FIGHT AGAINST AUTISM ... Ms. L0110ETTA S&IM01HEZ of Calliffornila. https://www.govinfo.gov/content/pkq/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website s ci e i s® r_ To whom it may concern. As the founder of P.R.D.D.C. overuse from screentime usages has impacted children's wellbeing with CA State SCR 73 Blue Light 2019, having no filters protecting the eyes from harm causing myopia, sleep deprivation. The lack of awareness that we continue to see in the news reports of tragedy. Supporting awareness such a Screen Strong is one of several tools to assist parents to better understand what their child behaviors is being affected by over to many hours from screentime has created alter the brains abilities behavior. So let's support common sense by limiting time to greater wellness. The Screen Strong Solution: How to Free Your Child from Addictive (socialemotionalpaws.com) Facebook Screen Strong families: Balance screen use by keeping the benefits of screens, but getting rid of the problems. Don't have screen conflicts and symptoms of screen addiction in their homes. Often experience increased family attachment that outshines their child's attachment to his screen. Have a family culture that is bolder than the screen culture allowed in their home. More items Can Families Be Screen Strong in a Digital World? screenstrong.com/can-families-be-screen-strong-in-a-digital-world/ screenstrong.com/can-families-be-screen-strong-in-a-digital-world/ What Is ScreenStrong? I ScreenStrong I ScreenStrong https://screenstrong.org/about ScreenStrong successfully helps parents around the world prevent and reverse their children's dependence on addictive screens. We help parents understand the science and identify ... ScreenStrong Families on Apple Podcasts https://podcasts.apple.com/us/podcast/screenstrong-families/idl474681355 Oct 26, 2022 - ScreenStrong Families on Apple Podcasts. 128 episodes. Melanie Hempe, BSN, received her bachelors of Nursing from Emory University. She helps families avoid problematic ... 5/5(42) Screen Addiction I ScreenStrong https://screenstrong.org Move from being at the mercy of screens to a family that is strong. ScreenStrong ScreenStrong gives you the reasons WHY and HOW to remove access to toxic screens (video games, social ... ScreenStrong Families https://screenstrongfamilies.buzzsprout.com Oct 26, 2022 - She helps families avoid problematic screen use and remove toxic screens —video games, social media, pornography —from their kids' lives. Through interviews with experts, ... Life After Becoming a ScreenStrong Family I ScreenStrong https://screenstrong.com/life-after-becoming-a-screenstrong-family Jul 23, 2021 - Our lives were better without screens. Our family has been screen -free for three years ... and counting. We have been screen free for three years and counting, and now, when ... ScreenStrong Lifestyle —LIFETIME ACCESS - ScreenStrong Families https://screenstrongfamilies.com/register/screenstrong-lifestyle Register Today! If you received a code from your school, church, or small group, input the code under "Have a coupon?" to receive the discount. Upon registering, you will receive Lifetime ... Can Families Be Screen Strong in a Digital World? https://screenstrong.org/can-families-be-screen-strong-in-a-digital-world Dec 05, 2019 - DONATE. Can Families Be Screen Strong in a Digital World? By Melanie Hempe, Founder; Posted on December 5, 2019 December 5, 2019 Join the Community I ScreenStrong I ScreenStrong https://screenstrong.org/community Gain confidence, stop playing defense, get clarity, have answers, and experience hope at the hands of experts. Live at rest in the calm of your home. Be poised as a parent equipped to ... Family Movie List: Take #1 1 ScreenStrong https://screenstrong.com/movielistl Apr 20, 2020 - Movie nights can be an important time for family bonding. Movies can relieve tension, create conversations, and cause us to think outside the box. Watching movies ... Take the Course I ScreenStrong I ScreenStrong https://screenstrong.org/courses All you need to move from being at the mercy of screens to a strong family is the digital interactive ScreenStrong Lifestyle Course. Experience peace in your home. No more battling ... Thank You Craig A Durfey Jennifer L. Hall From: perla leyva Sent: Wednesday, December 7, 2022 2:48 PM To: Public Comment Subject: [EXTERNAL] Concerns Regarding Lincoln Crosswalks in front of Anaheim HS 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. Hello, this email is being sent on behalf of Perla Leyva, Angel Haro, Kimberly Coria, and Alexa Lopez. We are 4 senior high school students from Anaheim HS who are currently working on a capstone project required for graduation. We focus on the Lincoln Crosswalk in front of our school. It's too dangerous and puts students at significant risk with all the fast-moving cars and little time to cross the street. We plan to contact the city council to install a school zone sign. By adding a school zone sign, drivers are acknowledged beforehand that upcoming pedestrians will be crossing streets and should slow down to prevent accidents. By law, drivers would be allowed to go 25 MPH. If they were to go over the speed limit, they could be held accountable for that and any potential accidents. We wish to better our community and keep our classmates safe, and we hope that you'll help us with this concern that not only we 4 students have ... but a concern that our teachers, our parents, friends, and other families also have. Thank you for your time and consideration. —Perla Leyva, Senior, Anaheim HS Jennifer L. Hall From: International Educators' Hall of Fame Sent: Thursday, December 8, 2022 10:25 AM To: Public Comment Subject: [EXTERNAL] Last Chance! 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. I lhk YOUTH, ON -11 IE MOVE EN,)("Al ICINI IN11KNA I IONA 1, The Board of Directors Of Youth -on -the -Move, Inc. te w)� 3 h Annive, r, sary of, t, hre Inter natwinvad- Eduncatorms'H of Famn je join us to s1fare in Intergerierational networking, singing, ftindraising, event to tharik, and honor outstianding humanitarian educators! Sergi you there- h-witefilinily, ftiends, neighbors, business associates, etc. W= Educators" The Intemational Hall of Fame Mrs. Cori Esperanza Ms. Edna Garabedian Dr. L. Gail Garrett Eric Jordan Dr. Marketa Robinson -PhD Nancy Rahe Ruth Elizabeth D. Sykes, Professor Emeritus Richard Snyder, MA, DTM, PID Katy Gillespie Townsend International Dr. Abayomi Ajayi-Majebi, PhD, PE, CMfgE, CQE, CRE Dr. Vasileios Ag. Drougas BSc, MSc., PhD. Engineer John O. Oguh Posthumous Paul R. Jones Ngozi Celestina Oguh Community tAdvocate Youth Awards (NEEP) N Rubik's Cube Northern California Tuskegee Youth Aviators Donation: $50 per person 18 years and up, 10 for $450 $60 per person at the door. Youth ages 10-17 $20 Honorees and Youth under 10 years of age are Free. • Check or money order to Youth -on -the -Move, Inc. and mail to Youth -on -the -Move, Inc., P.O. Box 5983, Garden Grove, CA 92846 • Pay by PayPal at iehof2015@gmaii.com • Eventbrite: Click on the EventBrite button to order Tlelji LIS 7-hake this years 1-fall (#-TaTrze Event the biggest yet! Who do you know who you can. invite? Send thein. this einvil - or use the Event Birite button to purchase a ticket fir theml Contact Us Dr. Patricia Adelekan, Retired Educator, Founder, CEO; Email: 16110203.5ftirnall corn M Youth on the Move International Educators Hall of Fame 3 International Educators' II lall of F:�ame 1 .1..850 E. 1.7th Str-eet, Room 1.03, Santa Aria, CA 92705 .0 n. sid. b s c ribe )..!..icco.m.ni.e.ri.t.(L-i�.a.ri a lie i m. net ................... p.u..r ... ....................................................................... UpdatePmffie I ConsUrIt Co r.) t a c t D a ta N o t..i..c e. Sent by Jennifer L. Hall From: d u rfeycra is Sent: Thursday, December 8, 2022 4:57 PM To: Theresa Bass; Public Comment; Christopher.Aguilera@asm.ca.gov; ocbe@ocde.us; 'COB_Response'; sbe@cde.ca.gov; Superintendent@cde.ca.gov; susan.kennedy@asm.ca.gov; summer.lin@latimes.com; "'editor at oc-breeze.com"'; jim.desmond@sdcounty.ca.gov; publiccomment@sdcounty.ca.gov Cc: durfeycraig cadurfey Subject: [EXTERNAL] FW: Seal Beach Police Department. Dogs have been used extensively to support and improve mental health. Attachments: SEAL BEACH POLICE DEPT POLICY 351 FACILITY DOG PROGRAM.pdf; SEAL BEACH PD Police Facility Dog Yosa.pdf 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. From: durfeycraig Sent: Thursday, December 8, 2022 4:55 PM To: SHEA.Committee@senate.ca.gov; senator. umberg@senate.ca.gov; SE NATO R.GONZALEZ@senate. ca.gov; SEDN.committee@senate.ca.gov; sbe@cde.ca.gov; 'Gabriela Mafi' <gmafi@ggusd.us>; 'Pam Haddad' <pamha@ci.garden-grove.ca.us>; TIO Department' <pio_department@ggusd.us>; David.Ochoa@sen.ca.gov;'Public Records Request' <cityclerk@ggcity.org>; 'communityrelations'<communityrelations@ggcity.org>; GGDPIO@GGCITY.ORG Cc: durfeycrai€ cadurfey Assemblymember.Davies@assembly.ca.gov; assemblymember.quirk-silva@assembly.ca.gov; assemblymember.rendon@assembly.ca.gov; publiccomment@sdcounty.ca.gov Subject: FWD: Seal Beach Police Department. Dogs have been used extensively to support and improve mental health. 12-08-2022 (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 CELL SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. F 404 - HONORING 0IIR IIII Illm'III IIIIIIIFIIIEY IF IS FIGHT AGAINST AUTISM ... Ms. L0110ETTA S&IM01HEZ of Calliffornila. https://www.govinfo.gov/content/pkq/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website s ci e i s® r_ To whom it may concern Seal Beach Police Department. Dogs have been used extensively to support and improve mental health. Facility Dog Program 351.1 PURPOSE AND SCOPE The purpose of the Facility Dog Program is to further promote the Mission, Vision, and Values of the Seal Beach Police Department. Dogs have been used extensively to support and improve mental health. They provide emotional and sensory support to adults and children and help people feel comfortable and decrease symptoms of anxiety. Facility dogs have been used at various schools, courts, and public safety agencies. Past and present Facility Dog programs have improved overall climate and well-being of citizens and staff alike. The Facility Dog will be utilized to: • Lower tension and stress of city employees, • Lessen trauma of critical incidents for employees and civilians • Improve overall work climate • Aid in investigations of crimes or other traumatic events such as interviews and court proceedings. • Help process grief and loss • Conduct presentations for public relations and educational purposes • Other official duties as directed. 351.2 POLICY This policy establishes guidelines for the management and use of the facility dogs, handlers, and support personnel assigned to the unit. If, at any time, the Facility Dog exhibits behavior that alerts the trained handler that the dog or person(s) interacting with the dog are uncomfortable, the dog will be removed from the area immediately. 351.3 FACILITY DOG COORDINATOR / HANDLER The Facility Dog handler shall be appointed by and directly responsible to the Operations Bureau or the authorized designee. A Facility Dog will be assigned to an employee within our agency and will be property of the employee selected. The handler shall successfully graduate a two -week Team Training course at an authorized Canine Companions for Independence training center. The responsibilities of the handler include, but are not limited to: (a) The Facility Dog handler will be responsible for maintaining their assigned workload while handling the dog (b) Maintaining liaison with Canine Companions for Independence (CCI) (c) Maintaining liaison with Command Staff and functional supervisors (d) Scheduling all Facility Dog related activities (e) Maintaining accurate records to document Facility Dog activities Thank You Craig A Durfey 3F SEAL & 9 v `s CgQFO Vk ice Facility Dog Yosa ation and support comes in many forms, including a cold nose and a warm heart. The Seal Beach Police Department welcomed its newest ber, Canine Companions for Independence Facility Dog Yosa. Police Facility Dog Yosa will assist her handler, Lieutenant Nick Nicholas, during with victims, witnesses, and community members exposed to traumatic events. Yosa on Instagram (@k9yosa) [ F. POLICE DIEPAPTMEMT ce 1975, Canine Companions® has bred, raised, and expertly trained service dogs in over 40 commands designed to assist and motivate clients with cial needs. Yosa, a two -year -old Labrador / Golden Retriever mix, has been selected to work for the Seal Beach Police Department because of her )btrusive and calm demeanor necessary in a criminal justice setting. aid in the investigation of crimes, provide comfort to victims and witnesses during interviews and court proceedings, help victims process grief and loss, lower tension and stress of community members and staff after traumatic events, work with children to build relationships, w conduct senior citizen visits and welfare checks engage with the public during community events, and so much more! For nearly 46 years, Canine Companions has been enhancing the lives of people with disabilities by training and placing more than 6,700 service dogs with program graduates, including more than 230 dogs with military veterans and more than 2,000 dogs with children. The estimated cost of a highly trained Canine Companions facility dog like Yosa, and all follow up support, is $50,000, however each facility dog is provided at no cost. Canine Companions depends on the support of tens of thousands of donors and volunteers to match facilities and people in need with a service dog like Yosa entirely free of charge. "We are so grateful to Canine Companions for providing Yosa to the Seal Beach Police Department" said Chief of Police Philip L. Gonshak. "Yc incredible addition to our Seal Beach family. Her training and personality are perfect for providing comfort to those exposed to trauma and helping the stress that victims and witnesses feel during criminal investigations." Privacy Tems ABOUT CANINE COMPANIONS FOR INDEPENDENCE Canine Companions for Independence provides highly trained service dogs to children . adults with disabilities. Established in 1975, Canine Companions has six regional training centers across the country. Canine Companions is recognized worldwide for the excellence of its dogs, and the quality and longevity of the matches it makes between dogs and people. For more information, visit www.cci.org or call 1-800-572-BARK. CITY WEBSITES City of Seal Beach Fire Department Marine Safety Public Works to 0 - a, �� CONTACT US 911 Seal Beach Boulevard Seal Beach CA, 90740 Business Hours Monday - Friday 9:00 am - 5:30 pm. Phone: (562) 799-4100 Fax: (562) 493-0634 Non -Emergency Dispatch: (562) 594-7232 Emergency: 9-1-1 Copyright © 2022 Seal Beach Police Department Seal Beach Police Department Seal Beach PD Policy Manual Facility Dog Program 351.1 PURPOSE AND SCOPE The purpose of the Facility Dog Program is to further promote the Mission, Vision, and Values of the Seal Beach Police Department. Dogs have been used extensively to support and improve mental health. They provide emotional and sensory support to adults and children and help people feel comfortable and decrease symptoms of anxiety. Facility dogs have been used at various schools, courts, and public safety agencies. Past and present Facility Dog programs have improved overall climate and well-being of citizens and staff alike. The Facility Dog will be utilized to: • Lower tension and stress of city employees, • Lessen trauma of critical incidents for employees and civilians • Improve overall work climate • Aid in investigations of crimes or other traumatic events such as interviews and court proceedings. • Help process grief and loss • Conduct presentations for public relations and educational purposes • Other official duties as directed. 351.2 POLICY This policy establishes guidelines for the management and use of the facility dogs, handlers, and support personnel assigned to the unit. If, at any time, the Facility Dog exhibits behavior that alerts the trained handler that the dog or person(s) interacting with the dog are uncomfortable, the dog will be removed from the area immediately. 351.3 FACILITY DOG COORDINATOR / HANDLER The Facility Dog handler shall be appointed by and directly responsible to the Operations Bureau or the authorized designee. A Facility Dog will be assigned to an employee within our agency and will be property of the employee selected. The handler shall successfully graduate a two -week Team Training course at an authorized Canine Companions for Independence training center. The responsibilities of the handler include, but are not limited to: (a) The Facility Dog handler will be responsible for maintaining their assigned workload while handling the dog (b) Maintaining liaison with Canine Companions for Independence (CCI) (c) Maintaining liaison with Command Staff and functional supervisors (d) Scheduling all Facility Dog related activities (e) Maintaining accurate records to document Facility Dog activities Copyright Lexipol, LLC 2021/02/17, All Rights Reserved. Facility Dog Program - 303 Published with permission by Seal Beach Police Department Seal Beach Police Department Seal Beach PD Policy Manual Facility Dog Program (f) Maintaining records of medical treatment (g) Recommending and overseeing the procurement of equipment and services for the team (h) Scheduling and documenting training to maximize their capabilities 351.4 HANDLER COMPENSATION The Facility Dog handler shall be compensated for time spent in the care, feeding, grooming, and other needs of the Facility Dog in accordance with the Fair Labor Standards Act (FLSA) and according to the terms of the collective bargaining agreement (29 USC § 207). 351.5 HANDLER SUPPORT PERSONNEL The Facility Dog handler may appoint support personnel to assist with deployments, transportation, monitoring, and general care of the Facility Dog. Support personnel must be certified through CCI and shall adhere to handler policies when in direct care of the Facility Dog. Support personnel do not qualify for any incentive, special assignment pay, or stipends provided to the primary handler. 351.6 FACILITY DOG Facility Dogs will be certified and provided by Canine Companions for Independence (CCI). The dog will be the property of the handler who will be responsible for the health and welfare of the dog and shall ensure that the dog receives proper licensing, training, nutrition, grooming, medical care, affection, and living conditions. Requirements and Responsibilities: (a) The Facility Dog will not be trained or utilized in any other K9 related duties such as; apprehension, detection, agility, etc. (b) The Facility Dog will not be exposed to any foreseeable and unreasonable risk of harm (c) The Facility Dog will be provided proper lodging, including arrangements for the dog during handler leave or unavailability (d) The dog will not be left unattended in any area where the public may have access (e) When the dog is left alone, it will be secured it in such a manner as to prevent unauthorized access to the dog (f) The Facility Dog will be equipped with a vest for official duties. The dog should not be distracted when working. The handler will educate employees and members of the public when they can or cannot interact with the dog (g) The dog will not be fed any food or treats without the direct approval of the handler (h) The Facility Dog can be transported in any City of Seal Beach vehicle or personal vehicles of the handler or support personnel Copyright Lexipol, LLC 2021/02/17, All Rights Reserved. Facility Dog Program - 304 Published with permission by Seal Beach Police Department Seal Beach Police Department Seal Beach PD Policy Manual Facility Dog Program 351.7 TRAINING Facility Dog teams will be certified by CCI prior to any deployments. The handler will be responsible for scheduling and conducting periodic training to familiarize them how to conduct themselves in deployments. 351.8 FACILITY DOG TEAM REQUESTS City employees are encouraged to request the use of the Facility Dog. All requests for the team will be directed to the handler or designee. All requests will be reviewed and if appropriate, will be approved by the handler prior to making any resource commitment. The handler shall have the authority to decline a request for any specific assignment that he/she deems unsuitable Any outside agency requests will generally be governed under mutual aid. The Facility Dog handler will be contacted to assure the request is within the scope and abilities of the Facility Dog. The final determination of the use of the team will be at the discretion of the handler with the approval of their supervisor. The handler is responsible for obtaining resources and coordinating involvement in the demonstration to include proper safety protocols. The Facility Dog team may be requested for call - outs under special conditions. The handler will be compensated for deployments in accordance with the Fair Labor Standards Act (FLSA), and according to the terms of the collective bargaining agreement (29 USC 207) 351.9 INVESTIGATION ASSISTANCE PROTOCOLS The Facility Dog will promote the mission of the Seal Beach Police Department by providing companionship to citizens, employees, witnesses, and victims on a case by case basis. (a) Do not promise that the Facility Dog will be present during interviews (b) Assess the victim's needs to have the Facility Dog in the interview process prior to requesting the team. This must be done in the initial interview with the victim and approved by the Facility Dog supervisor and handler (c) If approved and available, the Facility Dog and the handler will be present and assist in the investigating officer for the interview 351.10 COURT ASSISTANCE PROTOCOLS The Facility Dog may be used to provide further support to employees and/or victims during criminal case proceedings submitted or supported by the Seal Beach Police Department. (a) All court personnel will be informed of the use and purpose of the team and the potential for encountering the Facility Dog throughout their work day (b) Court personnel will receive the same instructions as the Seal Beach Police Department staff regarding "Work Mode" and "Social Mode." The handler will take time to allow the dog to socialize with anyone it encounters during "Social Mode" but will also limit free time as not to interfere with the handler's work duties Copyright Lexipol, LLC 2021/02/17, All Rights Reserved. Facility Dog Program - 305 Published with permission by Seal Beach Police Department Seal Beach Police Department Seal Beach PD Policy Manual Facility Dog Program (c) Court personnel, including the attorney, Presiding Judge, and the handler will determine proper use of the dog within the court setting (d) The Facility Dog will only be allowed in a courtroom with explicit permission by the Presiding Judge in that courtroom. The handler will adhere to all rules and procedures set forth by the District Attorney and the Presiding Judge 351.11 ALLERGENS Potential allergic reactions to dogs may be a concern for some. The allergen is not the pet hair itself but the dander dust and pollen that is carried on the pet hair. Facility Dog teams will always ask permission to enter newly visited buildings and areas. People with allergies can reasonably avoid direct contact with the Facility Dog team to avoid any potential pet dander. 351.12 REPORTING INJURIES Any injuries caused or alleged by the Facility Dog will be immediately reported to the handler's supervisor. The injured person shall be promptly treated by emergency medical services personnel and, if appropriate, transported to a medical facility for treatment. Injuries will be documented in an employee's report. Copyright Lexipol, LLC 2021/02/17, All Rights Reserved. Facility Dog Program - 306 Published with permission by Seal Beach Police Department Jennifer L. Hall From: d u rfeycra ig Sent: Sunday, December 11, 2022 12:56 PM To: LOD@capta.org; cgreen@capta.org; Superintendent@cde.ca.gov; sbe@cde.ca.gov; rklau@capta.org; DIANA.LARA@sen.ca.gov; senator.umberg@senate.ca.gov; Assemblymember.Davies@assembly.ca.gov; assemblymember.quirk- silva@assembly.ca.gov; assemblymember.quirk-silva@assembly.ca.gov; assemblymember.rendon@assembly.ca.gov; assemblymember.fong@assembly.ca.gov; publiccomment@sdcounty.ca.gov; Public Comment; Theresa Bass; publicrecords@buenapark.com; ocbe@ocde.us; 'COB_Response'; Zak.Castillo- Krings@asm.ca.gov; FourthDistrict@bos.lacounty.gov Cc: d u rfeycra ig cad u rfey Subject: [EXTERNAL] Digital Wellness, Citizenship, and Safe Technology Commission and Request support letters to bring the efforts of the State of Utah with Utah PTA Resolution with CA State AB 2273 2022 Newsom signs nation's 1st law protecting 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. 12-11-2022 (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 CELL SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. F 404 - HONORING 0IIR IIIIG I[NWICIFEY IF IS FIGHT AGAINST AUTISM ... Ms. L0110ETTA SkIM011EZ of Callilfornila. https://www.govinfo.gov/content/pkq/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website s ci e i s® r_ Governor Gavin Newsom 1021 O Street, Suite 9000 Sacramento, CA 95814 Phone: (916) 445-2841 Fax: (916) 558-3160 Speaker Anthony Rendon State Capitol Room 219 Sacramento, CA 95814 Tel: (916) 319-2063 Fax: (916) 319-2163 Senate President pro Tempore Toni G. Atkins (D-San Diego) 1021 O Street, Suite 8518 Sacramento, CA 95814 Phone: (916) 651-4039 Fax: (916) 651-4939 State Senator Tom Umberg 1021 O Street, Suite 6730 Sacramento, CA 95814 Phone: (916) 651-4034 Fax: (916) 651-4934 Assemblymember Lowenthal District 69 Assemblymember Avelino Valencia District 68 ASSEMBLYMEMBER Tri Ta State Capitol P.O. Box 942849 Sacramento, CA 94249-0070 Phone - 916-319-2070 Janet Nguyen (R) 1021 O Street, Suite 7610 , Sacramento, CA 95814-4900; (916) 651-4036 California State Parent Teacher Association 2327 L St, Sacramento, CA 95816 To whom it may concern. N Dear Governor Newsom Request letters of support to bring the efforts digital wellness as an example with State of Utah with Utah PTA Resolution with your signing CA State AB 2273 2022 Newsom signs nation's 1st law protecting children's online privacy lfm.,J/..............................._!, ov,c ov/ / / 1 / oveiirnoiir-�i a soli -sii ii s-fiiiirst-iiiiri-iiritiioiiri-Ill rill-iii3iirotectiiilrtn. lINiil___.iir .pri - proli%iiri-.___.____t____-__._ii� li.............................i y/ . Seeking a CA State legislators to sponsor bill's and revising language from past bills to better address missing language digital wellness currently it describes a as model policy, mental wellness, early intervention this doesn't describe current addictions. "I am terrified of the effects technology addiction and saturation are having on our children and their mental health," Siebel Newsom jjps:1/www cbsine s,coii /s iirifiir iirocisco/iirie s/c lifoiiriiroi-clINII iireiiri-oi� Bil e- iiriv c -1 -ISt- P........................................................................................................................................................................................................................................................................................................................................................................................................................................Il...............................y...................................................... i%iir-lir......._ ii liri iig p -III y- ov-inn soil / . commission. The PTA, which supports responsible digital citizen behaviors, encouraged the development of best practices and resources for training students in healthy technology -related bel rs, HJR009.pdf (utah.gov) Utah FJITA Posltloiiirt Support Utah FJITA Res l tl ui 3 HJR009S0I I Joint Resolution Calling for an Application Ratings Board for Internet Ready Devices I UtahPTA.org Newsom signs nation's 1st law protecting children's online privacy SACRAMENTO — California will be the first state to require online companies to put kids' safety first by barring them from profiling children or using personal information in ways that could harm children physically or mentally, Gov. Gavin Newsom said Thursday. "We're taking aggressive action in California to protect the health and wellbeing of our kids," Newsom said in a statement announcing that he had signed the bill. He noted that as a father of four, "I'm familiar with the real issues our children are experiencing online." ......_ sc//s ci le ti 1p..................._ ..................._/......._ ......... ....... ......... .......... si s,,, ti s,,, skt ............._st°°...............c...... s......... e....... s.....................°°............. iir t cti ,,,c it iir s,,, li e� The challenge of protecting children online resonated personally with Newsom's wife, Jennifer Siebel Newsom, and Wicks, who are both mothers of young children. "I am terrified of the effects technology addiction and saturation are having on our children and their mental health," Siebel Newsom said in supporting the bill, though she acknowledged that "social media and the internet are integral to the way we as a global community connect and communicate." hftsc// .c s e s.c /s fair cisc / e s/c lif r i ,,,c it it li e-inv c l ...... i i a ,,, v,,, e s / The State of Utah - HBO372SOI I Digital Wellness, Citizenship, and Safe. Technology Commission Geirteral IDesciir1pt1 ui This bill creates the Digital Wellimess, 1tiii ei shiiip, aind Safe'Techiiirtology uirnuirniiissl i -to advaince the goal of tralimilling every stu ei t ilium healthy ltl behavior vi r urel to -to techimology use Enrolled HB0372 (utah.gov) B111 IDet llsBiill Nuuirnbei IIIIII IIIIIh t 't tus Goveirimor Slgiiimedl..,ast ct1 ui :: Mar 30, r� p ui s ii lP epiireseui t iivelllll en J..... tuurntt nlP epul liic ui - District l Isc l NotelFiscal Note uirn uni t:: l ui e lie I::]iiis alll to t h PITA 4 • Support • Oppose • Locallssue • Reserve Position (bill still needs work) • Unnecessary 5 1' liiiiMe ures m II' IIIIW uu��lllll�� ° ��uuillllllllll�uuilllllllllluu��llllll°u�llllll��t http§ :// :... E .!Ilia l§uuiIIIIIIIIII/ .. /hb .... �� uuillllluuiuu� .... � uu� �... IIIII uu� .... IIIII liiu uuilllll IIIIIIIIII uu New law: Utah creates school digital wellness and citizenship panel View f the Utah State L.,egislature at wair1c,By Scatt Cabronvia l Ikl l 6 Utah PTA Public Policy Program National PTA and Utah PTA Resolutions: Resolved, That Utah PTA and its constituent associations work with legislators, state and local school boards, and school community councils to establish appropriate social media policies and discipline measures in regards to, but not limited to, cyberbullying, sexting, and hazing. Utah PTA Legislative Policy: 2. High standards for those who work in all areas concerned with children and youth. Utah PTA Legislative Priorities: 4. Support safe practices and environments for all children. National PTA and Utah PTA Position Statements: Utah PTA 2020 Position Statement on Mass Media A founding purpose of Utah PTA is to promote safety for children and youth by working to set a standard for the care and protection of children and youth. Utah PTA realizes the technological advances that have an impact on the welfare of children and their families. Utah PTA urges its members at all levels to monitor, support and advocate for laws, regulations and programs that: • Offer the right of free speech by individuals and the need to uphold freedom of the press. • Urge parents to be involved with, and monitor the television programs, movies, interactive video games, apps with content available to devices, concerts, music, and print materials their children select. • Oppose using children and/or their personal information to gather data to be used as a marketing tool. • Support efforts by parents, broadcast media, content providers, and the FCC to support, monitor, and improve the quality of children's programming and productions. • Urge rating systems for apps with content available to devices, recorded music, television programming, movies and interactive video games to alert parents as to objectionable content contained in such. • Actively seek the vigorous enforcement of current obscenity laws, laws precluding the use of children in pornography and the prohibiting the distribution of pornographic materials to children. • Firmly oppose the exploitation and/or use of children in suggestive and seductive screen content. • Increase awareness of the impact of television, video games, apps with content available to devices, music and movie violence on the children of Utah and encourage development of programs to assist families and children in using critical viewing skills. • Support efforts to encourage broadcasters of network, internet and cable to refrain from making adult materials and programming available for children. Links Mali I1I °W A lI a IlII Il alai IIlI l'11'111cy -1,,,ealslative s reporting: •• employees: trainin. 1 1 4 To require all schools have Hope Squad is a peer -to -peer suicide preventior program https://hopesquad.com/, Screenagermovie.com was approved for training education,• . for Charlie dedicated • raising awareness about Ifenta+ i i i i i i i ony i de..d about '` i` r To A Feature Documentary Exploring Anxiety and Kids Are Kids Crisis ......_ s://s ci le ti 1p..................._ ..................._/......._ ......... ,,..... ......._st°°..... / /..... ,,,f tuiire- cu e t !i ,,,e .......iiri.......... ,,, anx iet i s,,, iir -kids ciirisis ,banning any esports activity on school grounds period, Utah's governor vetoes social media moderation bill, signs porn filter bill ......_ s://s ci le ti 1p..................._..................._/......._......... st,,, .....//.........hs ......_,,, veiir iir,,,wet es,,,s ci 1,,, .........._e......._'....................................... moderation ......._................_°°........_ _.°°s.i s,,, ii! .................... and CA State #2 Letter to Seeking Sponsor Public Record Act Legislate htt.ea ......_.11s://s ci le ti 1p..................._...................../......._........ st,,,......../'/......... .................... ........i.............. ........_.......... °°s ..................._ .........i�r°° u ic,,,iir c iir ,,, ct,,,le isl t and CA Request legislation to revise the CA State Public Record ._ s:/s ci le ti 1p..................._ ..................._......._............st,/ / ,ir . ......._............_......e- c............ ......._.........: u l i c,,, iir c iir To mandate The Screen Strong Solution: How to Free Your Child from Addictive ......_ s://s ci le ti 1p..................._ ..................._/......._ ......... ,,............_st,,,......../ / ..... e-sciir......._ .........,,, iir................. iir____ uiir c it fir fictive and How Blue Light Affects Mental Health ......_ s://s ci le ti 1p..................._..................._/......._........how . st,,,........//..........................._........_i health To recognize When Kids Are Home From School, Pornography Searches Increase 49700 % om ...................s://s ci le ti l s.c / I I ......._ ,,,......._/ /..................._ .........,,,........_........_�kid.,,,.......ir........................................_ ..-fir.................... 00 .....° it ....... searches,cir se 7 To mandate CA State 24 Civic education year 2017-2018 and mandate SCR 73 Blue Light protection from myopia eye damage and sleep derivation. Many other research bills ought to address the lack of oversight accountability ect. Quotes from my website front page. 0 "President John F. Kennedy said technology 'has no conscience of its own. Whether it will become a force for good or ill depends on man.' Yet swayed by digital -age myths, we are providing our children with remarkably little guidance on their use of technology." . It was Albert Einstein who famously said that once you stop learning, you start dying. It was Bill Gates who said that he would want the ability to read faster When You Stop Learning You Start Dying? - Croydon Early Learning Happy Veterans Day! Thank you to all who have served our country. "As we express our gratitude, we must never forget that the highest appreciation is not to utter words, but to live by them." - President John F. Kennedy Put your heart, mind, and soul into even your smallest acts. This is the secret of success. Request letter of support since it takes a village to save a child. Quotations by John F. Kennedy, "Children are the world's most valuable resource and its best hope for the future. Thank You Craig A Durfey Founder of P.R.D.D.C. 10 Jennifer L. Hall From: durfeycraic _ Sent: Sunday, December 11, 2022 2:22 PM To: mmccaskill@fullertonpd.org; Don Barnes; publiccomment@sdcounty.ca.gov; Public Comment; publicrecords@buenapark.com; Terra.Lawson-Remer@sdcounty.ca.gov; Theresa Bass; assemblymember.quirk-silva@assembly.ca.gov; DIANA.LARA@sen.ca.gov; senator.umberg@senate.ca.gov; Assemblymember.Davies@assembly.ca.gov; Christopher.Aguilera@asm.ca.gov; sbe@cee.ca.gov; 'Public Records Request'; SENATOR.GONZALEZ@senate.ca.gov; 'Teresa Pomeroy'; 'communityrelations'; assemblymember.rendon@assembly.ca.gov; 'Maria Stipe'; 'Pam Haddad'; SEDN.committee@senate.ca.gov; SHEA.Committee@senate.ca.gov; 'Gabriela Mafi'; ocbe@ocde.us Cc: durfeycraic cadurfeyc Subject: [EXTERNAL] Request your support to address a growing need for dog therapy in schools, improve reading and police, fire suicide prevention under CA State HR 28 2015-2016 House Resolution Attachments: # GGPD SRO TWO DOGS PICTURES 318900952 171055862282638 6935747063774260176_njpg; # 2 GGPD SRO TWO DOGS PICTURES MERIT AWARD METAL 319021536_171055892282635_7903126182271748030_njpg; # 1 GGPD SRO TWO DOGS PICTURES 318611114_171055952282629_7825179097435068204_njpg; # 1 Review of the Research Are Therapy Dogs in Classrooms Beneficial.pdf, NYTimes Com Why Dogs Can Be So Healing for Kids.docx; SEAL BEACH POLICE DEPT POLICY 351 FACILITY DOG PROGRAM.pdf, SEAL BEACH PD Police Facility Dog Yosa.pdf; New laws and grant programs expected to help improve mental health among first responders.pdf, AB-638 Mental Health Services Act early intervention and prevention programs OCT 06-2021.pdf, AB 638 (Quirk -Silva) - As Amended March 26, 2021202120220AB638_Assembly Health.pdf, 202120220AB638_Senate Health (1).pdf, 202120220AB638_Assembly Appropriations.pdf, AB-2265 Mental Health Services Act use of funds for substance use disorder treatment.pdf, 201920200AB2265_Senate Health.pdf, 201920200AB2265_Assembly Appropriations.pdf 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. 12-11-2022 (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 CELL SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. 4 - HONORING CRAIG llm'NWI' IIIFIE IS FIGHT1IAUTISM ... Ms. L0110ETTA SNIMCIHEZ of California. https://www.govinfo.gov/content/pkq/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website soc1alemot1oqg!ppws.org Governor Gavin Newsom 1021 O Street, Suite 9000 Sacramento, CA 95814 Phone: (916) 445-2841 Fax: (916) 558-3160 Speaker Anthony Rendon State Capitol Room 219 Sacramento, CA 95814 Tel: (916) 319-2063 Fax: (916) 319-2163 Senate President pro Tempore Toni G. Atkins (D-San Diego) 1021 O Street, Suite 8518 Sacramento, CA 95814 Phone: (916) 651-4039 Fax: (916) 651-4939 State Senator Tom Umberg 1021 O Street, Suite 6730 Sacramento, CA 95814 Phone: (916) 651-4034 Fax: (916) 651-4934 Assemblymember Lowenthal District 69 Assemblymember Avelino Valencia District 68 ASSEMBLYMEMBER Tri Ta State Capitol P.O. Box 942849 Sacramento, CA 94249-0070 Phone - 916-319-2070 N Janet Nguyen (R) 1021 O Street, Suite 7610 , Sacramento, CA 95814-4900; (916) 651-4036 California State Parent Teacher Association 2327 L St, Sacramento, CA 95816 To whom it may concern. Dear Governor Newsom Request your support to address a growing need for dog therapy in schools, improve reading and police, fire suicide prevention under CA State HR 28 2015-2016 House Resolution No. 28—Relative to humane education.P1 1 WHEREAS, Sections 233.5 (part of the Hate Violence 213revention Act) and 60042 of the Education Code require 3instruction in kindergarten and grades 1 to 12, inclusive, to promote 4and encourage kindness to pets and humane treatment of animals. Funding under AB 638 Mental Health Service Act: early intervention and prevention programs. A new study suggests that spending time with therapy dogs may help lower children's stress levels even more than relaxation exercises. SERVICE DOGS FOR FIRST RESPONDERS Service Dogs for First Responders (socialemotionalpaws.com) Mental Health Is Going ToThe Dogs: How Pet Therapy Helps Wounded (socialemotionalpaws.com) Students prove dogged when it comes to reading (socialemotionalpaws.com) How Therapy Dogs Can Help Kids With Stress Relief - The New York Times (nytimes.com) 30 years indicates that therapy dogs may offer physiological, emo (socialemotionalpaws.com) Therapy Dogs Helps Dove Students with Reading (socialemotionalpaws.com) Spotlight - Therapy Dog for Reading Video (socialemotionalpaws.com) Want to raise empathetic kids? Get them a dog & help a child read (socialemotionalpaws.com) 3 The Effect of Dog -Assisted Intervention on Student Well -Being, Mo (socialemotionalpaws.com) Garden Grove Police Department This new team extra social -emotion (socialemotionalpaws.com) Open Letter CA State calling more school -based therapy dogs (socialemotionalpaws.com) Police to support students' mental health in Garden Grove Unified (socialemotionalpaws.com) Littleton elementary students write dozens of letters to school's (socialemotionalpaws.com) CA STATE House Resolution No. 28—Relative to humane education (socialemotionalpaws.com) Open letter to support therapy dogs in schools in CA as well othe (socialemotionalpaws.com) Paws4Students team hosted the first (ever) West Coast Support K9 (socialemotionalpaws.com) 4 lNew Ilaws and giraint progiraimscIlh ll New laws and grant programs expected to help improve mental health among first responders I Cal Cities Requesting letter off support and seeking CA State Assembly with CA State Senator to sponsor legislation. Thank You Craig A Durfey I k , w Ll W'�- a L Forum on Public Policy Review of the Research: Are Therapy Dogs in Classrooms Beneficial? Jerri J. Kropp, Ph.D, CCLS, Georgia Southern University, Statesboro, Georgia, Associate Professor, School of Human Ecology and Mikaela M. Shupp, BBA, Georgia Southern University, Statesboro, Georgia (alumna), Academic Advisor, College of Business Abstract Research findings on the presence of a therapy dog in the classroom are summarized. The authors reviewed 30 articles, book chapters, and other sources on the topic of the various uses of dogs in classrooms, published between 2001 and 2017. Ages studied ranged from 3 years to adolescence (high school). In our analysis, three categories of therapeutic benefit emerged: a) increased reading and language skills, b) social, emotional, and humane gains, and c) improved gross motor skills. Numerous studies have found that literacy skills can be improved from reading to dogs and that children gain confidence in reading and report an increased love of reading (Fine 2015). Therapy dogs can also provide stability and comfort to children who are living in poverty or abusive homes. Caring for a classroom animal teaches responsibility, builds confidence, and gives children a sense of pride and accomplishment. Common concerns and objections to having a therapy dog in the classroom are discussed, as well as recommended policies and procedures for having a therapy dog program in a school setting. Introduction: Research over the past 30 years indicates that therapy dogs may offer physiological, emotional, social, and physical support for children (Friesen, 2010). The use of therapy dogs with children is successful due to children's natural tendency to open up to animals and the stress moderating effect of the calm and nonjudgmental presence of a therapy dog (Jalongo, Astorino & Bomboy, 2004). There has not only been an increase in the use of therapy dogs in classrooms in recent years, but the number of articles citing empirical research has greatly increased in the last ten years. Terminology used: Various terms are used to describe the use of therapy dogs. The preferred terms are: a) Animal - Assisted Activities (AAA) which provide opportunities for motivational, educational, or recreational benefits to enhance quality of life, and are delivered in a variety of settings by volunteers or trained professionals with animals that meet specific criteria; there are no specified treatment goals and the visit content is spontaneous; b) Animal -Assisted Education (AAE), which is a goal -oriented, planned intervention directed by a general education or special education professional, c) Animal -Assisted Intervention (AAI), which are goal oriented interventions which incorporate animals in health, education, and human services for improved health and wellness and/or therapeutic gains, and d) Animal -Assisted Therapy (AAT), which is a planned, goal directed therapeutic intervention directed by health and human services providers as part of their profession, in which an animal that meets specific criteria is an integral part of the treatment process. According to Pet Partners, AAI, AAA, AAT and AAE are the preferred terms, and the term "pet therapy" should be avoided because it is inaccurate and misleading (https://petpartners.org/leam/terminology). It is important to note that there are four distinct categories of animals used for various reasons and with various populations. A certified therapy dog provides comfort and affection, and their handlers are volunteers who visit hospitals, schools, nursing homes, hospice, libraries, and other facilities. These therapy animals have no special rights and must have the permission of the facility to visit. There are usually requirements such as grooming, providing veterinarian records, and proof of certification. Assistance animals (also called service dogs) are individually trained (not by the owner) to do work or perform tasks for people with specific disabilities, such as guide dogs for the blind, alerting people who are deaf, calming a person who has post -traumatic stress disorder (PTSD), dogs who provide mobility assistance, or communicate medical alerts for individuals with diabetes or epilepsy, for example. These dogs also greatly enhance the quality of the lives of their owners with a new sense of independence and freedom. Assistance dogs are considered working animals, not pets. According to the Americans with Disabilities Act (ADA), these dogs are permitted to accompany a person with a disability almost anywhere, including restaurants, businesses, and airplanes. An emotional support dog, or comfort animal, is a pet that provides therapeutic support to a person with an emotional or mental illness and must be prescribed by a licensed mental health professional for a person with these conditions. The prescription must state that the individual has an impairment that substantially limits life activities and is necessary for the person's mental health. According to the ADA, emotional support animals do not have the same rights to public access as service dogs, but may travel with their owners on an airplane and may live with their owner in locations covered by the Fair Housing Amendments Act (FHAA). Facility dogs are regularly present in a residential or clinical setting. They may live with a handler who is an employee of the facility and come to work each day or may live at the facility full time under the care of a primary handler. Facility dogs receive special training and may be used for AAA, AAE, or AAT. These animals do not have special rights of access in public unless they are accompanying or supporting a person with a disability. Although many different types of animals can be used for therapeutic purposes, in this paper, the authors only included studies that used dogs. Leading organizations that certify dogs: Therapy animal teams are certified, which implies that a third party has assessed the handler's mastery of knowledge and skills, and the dog's suitability and temperament to be a therapy animal. There are three leading organizations that certify therapy dogs. Pet Partners (formerly Delta Society) was formed in 1977. Built on the organization's research foundation, programs were focused on providing direct services in local communities. Pet Partners was the first comprehensive, standardized training in animal - assisted activities and therapy for volunteers and healthcare professionals. Over 15,000 animal/handler teams across the US are registered with Pet Partners, making approximately three million visits per year (Pet Partners 2017). Therapy Dogs International (TDI) is a volunteer group organized to provide qualified handlers and their therapy dogs for visitations to institutions, facilities, and other places where therapy dogs are needed. Founded in 1976 so that dogs could be tested, certified, and insured as volunteer therapy dogs. TDI is the oldest registry for therapy dogs in the US, with dogs working in the US and Canada and some other countries (Therapy Dogs International 2017). Intermountain Therapy Animals is a non-profit organization bringing animal resources to human needs. The mission statement of the organization is enhancing quality of life through the human -animal bond. They specialize in the areas of physical, occupational, speech, and psychotherapies, as well as special education. They also founded the Reading Education Assistance Dog (R.E.A.D.) program in 1999 to improve children's reading and communication skills by reading to registered therapy dogs and their volunteer handlers who go to schools, libraries, and other settings. Method: The authors reviewed 30 articles, book chapters, and other sources on the topic of the various uses of dogs in classrooms, published between 2001 and 2017; 25 out of 30 articles (83%) were published in the last ten years. Ages studied ranged from 3 years to adolescence (high school); however the majority of the articles (26 out of 30; 87%) focused on children in elementary school. Four studies focused specifically on preschoolers. Three major categories of therapeutic benefit emerged: a) increased reading and language skills (R), b) social, emotional, and humane gains (SE), and c) improved gross motor skills (GM). In addition, several articles discussed common concerns and recommendations for implementing the practice of having a dog in the classroom. Refer to Table 1 for first author, year, category, population, and a summary of main findings. Table 1: Summary of results from article reviews First Year Title Categ. Population Important Findings Author The value of a dog Self contained -Qualitative analysis of data indicated that the dog's in a classroom of classroom of 6 placement in the classroom: children with elementary -Contributed to students' overall emotional stability Anderson, K 2006 severe emotional SE aged children -Improved students' attitudes toward schools disorders diagnosed with -Facilitated students learning lessons in responsibility, severe respect, and empathy emotional disorders Who Let the Dog Self contained -Results indicated: In? How to classroom of 6 -Students' attitudes toward school improved. Incorporate a Dog elementary -Students found companionship with the dog. into a Self- aged children -Students used the dog to remain in control of their Contained diagnosed with emotions and behaviors in order to prevent them from Anderson, K 2007 Classroom SE severe entering emotional crisis. emotional -Students used the dog as a de-escalation tool to calm disorders their minds and bodies when they did enter into emotional crisis. -Students' learning was extended by fostering growth in respect, responsibility, and empathy. Bringing therapy School age -Will help school administrators and educators better dogs to your understand the benefits of having a therapy dog in a school school: A practical setting. guide for school SE -Provides an overview of potential benefits, common administrators and objections, goals of therapy dog programs in schools, and educators steps in implementing a dog therapy program. Bacon, C 2014 The Effects of a 3 elementary -Results indicated that all three students experienced Dog Reading aged students increases in on -task behaviors during intervention and Visitation Program w/ emotional maintained improvements over time. on Academic behavioral -"It was not until the dogs were present during intervention Engagement disabilities that they became engaged in the reading and more willing Behavior in Three SE/R to read aloud" (252). Elementary Students with Emotional and Behavioral Disabilities: A Bassette, L 2013 Single Case Design Socio-emotional 25 students in -"The dog -class students reported a stronger improvement correlates of a third grade with regard to positive attitude toward school and positive Beetz, A 2013 schooldog-teacher- SE (Germany) emotions related to learning" (1). team in the classroom Animal -Assisted -Review of 25 papers relating to animal -assisted Interventions in the interventions conducted in educational settings. Classroom -A -Studies involved three different animals: guinea pigs, Systematic Review rabbits, and dogs. -Studies were grouped within eight topics, including, reading ability, emotional stability and learning, and social SE/R functioning and interpersonal skills. -"The majority of the studies reported beneficial effects on cognitive and socio-emotional behavior and physiological responses" (28). -Recognized the need for more robust research with increased sample sizes, adequate control groups, and strict Brelsford, V 2017 testing protocols. Therapeutic Dog 3-5 year old -When the therapy dog is present, "the whole feeling of the Gets High Praise preschool classroom is calmer" (2). For His Role In students -Waco, the therapy dog, participated in all classroom Preschool activities-toothbrushing time, picking up toys, and opening Classroom the door to the playground. Cambria, N 2010 SE Animal -Assisted -"Animals in counseling sessions and the classroom Therapy in facilitate an atmosphere of trust, nurturance, and Counseling and SE relationship building" (2). School Settings -Overview of benefits of animals in classrooms. Chandler, C 2001 Lessons Learned -Grades K-2, 3- -The therapy dog helped deliver eight life lessons, which from Dogs in the 6 included the importance of waiting, being friendly to Classroom -Alternative everyone, and making sure to eat good foods. education -The therapy dogs in the high school were part of a plan to Education 2013 SE program in a help students meet graduation requirements. Morgan, the World high school therapy dog, calmed anxious students and served as a reward to students who stayed on task with no emotional outbursts. Social Effects of a Three 5-9 year -"The study showed that the presence of the dog during Dog's Presence on old children sessions increased positive initiated interactions toward the Children with with teacher and the dog for all three participants" (13). Esteves, S 2008 Disabilities SE developmental -Authors also noted that the rate of occurrence of negative disabilities interactions decreased with the intervention. How a therapy dog Elementary -Provided an overview of Guthrie's research on literacy may inspire student aged children engagement and potential application using therapy dogs. literacy -Provided anecdotal evidence of impact using author's engagement in personal therapy dog, Tango. Friesen, L 2009 elementary R -"Tango united them [children] in a common and authentic language arts purpose for learning, and therefore served as the classroom springboard for numerous other literary -based activities" (109). Exploring Animal- Wide overview - Expressed that therapy dogs may offer physiological, Assisted Programs of programs, emotional, social, and physical support for children. with Children in emphasis on -Interacting with dogs can help to encourage children's Friesen, L 2010 School and SE special needs social interaction with peers and adults in special needs Therapeutic classrooms classrooms. Contexts Potential for the Elementary -Provided goals and best practices of school -based Role of School- aged children mentorship programs that involve therapy dogs. Based Animal- R - Presented ways mentors can incorporate the six language Assisted Literacy arts into animal -assisted literacy sessions. Mentoring Friesen, L 2010 Programs Animal -assisted 45 students, -Examined five animal -assisted literacy programs in literacy: A grades 1-5 Canada. supportive -"Interaction with the animal served as a conduit for playful environment for communication and fostered a sense of agency on the part constrained and R of the child" (104). unconstrained -"Animal-assisted learning sessions provided meaningful learning and novel opportunities for both constrained and unconstrained literacy skill developments" (105). Friesen, L 2012 The Gifted Child Single case -Illustrated how reading and writing with a dog helped As Cheetah: A study on gifted nurture the child's unique brilliance Unique Animal- 7 year old (2nd -In addition to giving five suggestions for working with Assisted Literacy grader) gifted young children, Friesen outlined five benefits animal - Program assisted literacy learning experiences for high -achieving Friesen, L 2013 R children: individualized learning, unconditional acceptance and companionship, relief from perfectionism, motivation for meaningful learning and advocacy, and increased communication and risk -taking. The role of therapy 14 children, -Study determined whether the presence of a therapy dog dogs in speed and ages 4-6 would affect the performance of a set of gross motor skills accuracy to tasks for preschoolers. Gee, N 2007 complete motor GM -Findings indicated that the "presence of a therapy dog skills tasks for served as an effective motivator for the children, who preschool children performed faster, but without compromising accuracy, in all tasks but one" (375). Child's Best Preschool -"Dogs can indirectly support children's cognitive learning" Friend -Is a Dog (12). Visitor a Good Fit SE/R - A dog provides authentic opportunities for children to Glenn- for our Preschool? develop empathy, caretaking skills, and respect for living Applegate, things. K 2017 Therapy dogs 1 st grade -Anecdotal evidence regarding a pilot program in a primary making move from students school. Graf, T 2012 hospital to SE/R -Therapy dogs are successful because "they can't talk back" classroom (2). Children Reading Children under -Examined 48 studies and aimed to "determine the to Dogs: A 16 years scientific evidence base for the pedagogic effects of reading Systematic Review to dog's programmes" (3). of the Literature -"The papers evidenced improvements to the children's R behavioral processes... However, the quality of the evidence on which these conclusions are drawn is low" (13). -Recognizes the need for more "rigorous investigation," including longitudinal studies, increased sample sizes, and the use of standardized measures (17). Hall, S 2016 Canine Visitors: Ages 5-8 -Examines common objections that are raised to therapy The Influence of dogs in schools and hospitals: sanitation concerns, safety Therapy Dogs on considerations, allergies, cultural differences, fear of dogs. Jalongo, M 2004 Young Children's R -Includes recommendations for those who work with canine Learning and Well- visitor programs. Being in Classrooms and Hospitals "What are all these -This article gives guidelines and suggestions on dogs doing in implementing a reading education assistance dog program. school?" Using -AAT does not replace effective instruction on reading, it therapy dogs to provides a more structured and appealing alternative to Jalongo, M 2005 promote children's R "read by yourself' (155). reading practice -Referenced a 2002 study that showed AAT decreased absenteeism, increased the use of the library, and resulted in better grades. Reading to therapy 2nd grade -Recognized the need to assess impacts of AAI in schools, dogs improves students students experience greater stress, challenging social literacy attitudes in situations, and fear of negative feedback in the school second -grade R setting. students -Scores assessing academic reading attitudes increased significantly among the children who read aloud to dogs. Ko, M 2017 Behavioral effects -24 students -"The group became socially more homogenous due to of the presence of a (mean age: 6.7 decreased behavioral extremes, such as aggressiveness and dog in a classroom years) in hyperactivity. Also, formerly withdrawn individuals Austria became socially more interested" (147). -Effects were more pronounced in the boys than the girls. -Children paid more attention to the teacher. Kotrschal, K 2003 SE -Concluded that the presence of a dog in a classroom could positively stimulate social cohesion in children while improving teaching conditions. -Children seemed to assume responsibility for the dog by acting considerate and observing its needs. When Reading Ages varied -Goals of canine -assisted reading programs include Gets Ruff. Canine- increasing reading fluency, increasing motivation to read, Assisted Reading providing encouragement for reluctant readers, and making Lane, H 2O13 Programs R reading fun. -3 case examples: primary classroom in Florida, public library in Colorado, dog scout in Maine. The Effect of an 3rd grade -Reading comprehension scores with dog group scored Animal -Assisted students (Avg. higher than other groups Reading Program age- 8 years), -3 groups- dog group, adult group, teddy bear group on the Reading identified as -Looked at reading rate, accuracy, and comprehension Rate, Accuracy and R poor readers Comprehension of Grade 3 Students: A Randomized Le Roux, M 2014 Control Study Effects of Reading 45 children, -Reading aloud to an adult/therapy dog team tended to with Adult grades 2-5 increase children's scores on a test of oral reading fluency Tutor/Therapy Dog much more than reading aloud to peers. Teams on -"Given these early and high expectations for literacy, the Elementary pressure is on for larger numbers of young children to reach Students' Reading R unprecedented level of proficiency in reading" (4). Achievement and -The dog effect seemed to be more prominent and Attitudes consistent at grade 2 than at other grades, suggesting that such programs may be more effective in the early Levinson, E 2017 elementary grades (k-2), rather than later grades (3-6). What If Schools O'Farrell -"Researchers over the last decade have amassed a sobering Hired Dogs as Charter School, body of evidence showing the inability of stressed students Therapists? grades K-12 to learn" (2). -"The research supporting its effectiveness is sparse and largely anecdotal" (7). Malchik, A 2015 SE -Sejera is a facility dog that works in the charter school. -The therapy dog gives traumatized children an initial point of contact for comfort and safety. -Found that Sejera acts as a stress -reducer and a catalyst for helping students deal with stressful situations. Paws for Reading: 15 students in - Discussed the Paws for Reading Program located in An innovative second grade Wilmington, North Carolina. program using who tested -"Most participants improve their reading skills by at least dogs to help kids R below grade two grade levels of the course of an entire schools year" read better level in fluency (43). and reading -Several participants became mentors and introduced others tests to the program. Newlin, R 2003 Sit, Stay, Read: Preschool -Recommendations on how to implements a SitStayRead Improving Literacy children program Pillow- Skills Using Dogs! R -The averages of the students who participates scored Price, K 2014 significantly higher than both the district and state averages. Therapy Dogs' Ages 3-10 -Focused on the "Read to a Dog" program at Oshkosh Presence Steadily Public Library in Wisconsin Grows in Libraries R -"'Five to six consecutive visits (with therapy dogs) will raise them [children] two reading levels" (1). Schwartz, M 2012 Man's Best Friend -Complete overview of R.E.A.D. program, including as a Reading varying perspectives (teachers, parents, students, and Shaw, D 2013 Facilitator R handlers) and implementation techniques. -Referenced study where all ten students in the R.E.A.D. program significantly improved their reading scores. Why every school Primary to -Referenced University of California study that found a should bring dogs college 12% boost in reading proficiency when kids read aloud to into the classroom R dogs for 10-15 minutes per week. -Recognized that 21 % of American adults read at or below a 5th grade level. Weller, C 2015 Summary of animal -assisted literacy programs: Literacy is defined as the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context (International Literacy Association n.d.). There is a mismatch between the literacy demands of society and the literacy standards of education. "The fact that millions of children in North America struggle with learning to read is well documented" (Friesen 2012, 103) Literacy is a necessary foundational skill in life, yet 21% of American adults read at or below a fifth -grade level (Weller 2015). To help remedy this widespread issue, literacy standards in primary classrooms have increased. "Given these early and high expectations for literacy, the pressure is on for larger numbers of young children to reach unprecedented level of proficiency" (Levinson et al. 2017, 4). Educators are using alternative teaching methods to tackle new expectations, one method being the use of animal -assisted literacy programs. Intermountain Therapy Animals launched the R.E.A.D. program as the first comprehensive literacy program whose mission is to improve the literacy skills of children through the assistance of registered therapy teams as literacy mentors. Today, thousands of registered R.E.A.D. teams work throughout the US, Canada, United Kingdom, Italy, Finland, France, Sweden, South Africa, Spain, and beyond. The organization has over 3,000 volunteer teams registered, each passing a test regarding R.E.A.D's procedures and values in addition to passing the therapy dog certification exam (Shaw 2013). The implementation of each satellite program is varied, but most R.E.A.D. sessions span approximately 20-30 minutes while the students sit and read to a therapy dog with the handler present. A case study set in a Florida primary classroom recorded that participating students experienced tremendous gains in reading ability due to the inclusion of a therapy dog. The success of the program led to neighboring schools adopting similar practices. (Lane and Zavada 2013). In an effort to aid others in implementing animal -assisted literacy programs, Jalongo (2005) lists twelve best practices for those wanting to begin a R.E.A.D. program. Among the suggestions, Jalongo discusses the importance of gaining administrative support and creating an operating budget. In addition, Jalongo reiterates the significance of using a certified therapy dog along with combining the training of handlers with the expertise of teachers in order to maximize effectiveness. Therapy Dogs International launched a similar program named Tail Waggin' Tutors. The main objective of this program is to provide a relaxed and dog -friendly atmosphere, which allows students to practice the skill of reading (Therapy Dogs International 2017). Tail Waggin' Tutors is hosted in a multitude of schools and libraries around the United States. Comparably, Robin Newlin created the Paws for Reading program in Wilmington, North Carolina. Fifteen second grade students who tested below grade level in fluency and reading tests participated in the program. The results indicated that most participants improved their reading skills by at least two grade levels (Newlin 2003). Child reading to therapy dog at local Reading to Rover Program. (Photo taken by first author) Throughout the past three decades, multiple variations of animal -assisted literacy programs described above have formed across the world. A comprehensive list of these types of programs can be found in Friesen's (2010) article entitled "Potential for the Role of School -Based Animal -Assisted Literacy Mentoring Programs " along with the corresponding location and contact information. Summary of findings of increased reading and language skills: Hall, Gee, and Mills (2016) completed a systematic review of literature regarding the pedagogic effects of reading to dogs. While the review of 48 studies recognized the need for more rigorous investigation regarding the practice, the authors found that the "papers evidenced improvements to the children's behavioural processes, which may improve the environment in which reading is practiced, and therefore lead to better performance" (Hall, Gee, and Mills 2016, 13). The authors created the illustration below to demonstrate how reading to a dog may influence reading performance. Figure 1: An Illustration of how Reading to a Dog may Influence Reading Performance Mood Elevation Child read, to dog Likes, Dislikes, fears. comiccts. feels I is dlstraocd by I supported dog Impact 011 Reading to dots Aroussal is rutlik0 to be tt1 edit a in irttpruv�rt� readSkids OS.We assr eiation Increases' Decrcascs= with reading to do s Fni�on e in Increase in Decrease in e with confidence with stress and itude to reading'. attitude to :Anxiety `. reading', motivation assocated motivationw5, and to`_ anti cnIzaFenicnt wAt reading tt with with readins6 ' 7confidence ease in Improved ]rrtproved with Readitrg attitude to Rcadin Skills motivation Skills ngagement eading, Improved Reading Shills Source: Hall, Sophie Susannah, Nancy R. Gee, and Daniel Simon Mills. systematic review of the literature." PloS one 11, no. 2 (2016): e0149759. "Children reading to dogs: A Based on the chart above and the review of research performed for this article, three categories of benefits that stem from reading to dogs will be discussed: reduction of stress/anxiety, improved attitudes/increased motivation, and improved reading rate, accuracy, and comprehension. Reduction of stress/anxiety when reading: Ko (2017) recognized the lack of research regarding reading programs in schools, a setting where children may experience greater stress, challenging social situations, and fear of negative feedback. In 2012, Beetz measured the cortisol levels of children before, during, and after stressful tasks; stress levels were lower when the children interacted with the dog, suggesting the presence of a dog in an educational setting would help reduce anxiety levels caused by social pressures that exist within a classroom. Lane and Zavada (2013) wrote that many of her students in the aforementioned Florida case study were reluctant readers. Fortunately, "dogs cannot talk back" (Graf 2012, 2), reducing the fear of judgement. The dog acts as a supportive companion as students stumble on new words while reading increasingly challenging books. Lane and Zavada (2013) noted that students participating in the animal -assisted literacy program demonstrated increased self-confidence, oral fluency, and overall motivation to read. Friesen (2013) outlined five benefits of the animal -assisted literacy learning experience, including the benefit of unconditional acceptance and companionship. Similar to Ko's notation, Friesen discusses the social pressures students experience in school. These stresses disappear when reading to a dog since the dog automatically becomes a trusting friend who will listen to them. Improved attitudes/ increased motivation when reading: A second benefit of animal -assisted literacy programs (Friesen 2013) is the motivation for meaningful learning and advocacy that dogs provide. Friesen argues that students' interest in dogs can inspire long term intrinsic motivation. In the article entitled, "How a therapy dog may inspire student literacy engagement in elementary language arts classroom," Friesen (2009) described her classroom experiences with her therapy dog, Tango, who "served as the springboard for numerous other literary -based activities" (109). Students enjoyed reading to Tango so much that it led to the creation of other reading and writing projects that revolved around the topics of dogs. Therapy dogs can be used as a tool to spark the interest of students, especially those who may not enjoy school. Students are given a reason to be excited to read, try new words, and participate. Ko (2017) wrote about a pilot reading program in an afterschool program for second graders. Students read to a therapy dog for thirty minutes once a week. Authors used the Elementary Reading Attitude Survey (ERAS) to assess students' attitudes toward reading and found that the "scores assessing academic reading attitudes increased significantly among the children who read aloud to dogs" (2). The results suggested that animal -assisted literacy programs in an academic setting has the potential to provide motivation. Improved reading rate, accuracy, and comprehension: After completing the review of research, it is evident that the majority of the most recent studies have focused on the impact of animal -assisted literacy programs on reading rates, accuracy, and comprehension. We suggest that this shift of focus is attributed to the pressure to produce quantitative evidence proving the positive effects of therapy dogs in classrooms that have been discussed. This field of research has been scrutinized due to the reliance on anecdotal evidence in earlier studies. Demonstrating an impact on reading rates and levels of comprehension is possible with accelerated reading tests and learning inventories. Four studies are used to examine the effects of using therapy dogs to help children read. Pillow -Price, Yonts, and Stinson (2014) analyzed how the SitStayRead program in a preschool classroom helped students gain literacy skills. After being in the classroom for a year with a therapy dog named D.D., students took the Qualls Early Learning Inventory (QELI), a measure to gauge developmental progress of students. The averages of students coming out of the preschool classroom with D.D. that scored "developed" or "proficient" were significantly higher than both the district and state averages (Pillow -Price, Yonts, and Stinson 2014). The two charts below show the differences in scores. Figure 2: QELI Average Scores in Preschool Classrooms Chart A - 2011 QELI Average Scores (Percent that scored developed or proficient) September 2011 QELI Kindergarten General Written oral Test Score Averages knowledge Language Communication District average 35% 360io 37% State average 34% 23°/o 33% Laura's 1 77% 1 66% 66% Chart B - 2010 QELI Average Scores (Percent that scored developed or proficient) September 2010 General Written oral QELI Kindergarten Test Score Averages knowledge Language Communication District average 48% 460k 44% State average 34%° 23% 33%° Lauras 81% 1 81% 72% Source: Pillow -Price, Kathy, Nikki Yonts, and Laura Stinson. "Sit, stay, read: Improving literacy skills using dogs." Dimensions of Early Childhood 42, no. 1 (2014): 5-9. Levinson et al. (2017) also assessed the effect of reading aloud to therapy dogs on students' oral communication. Forty-five students in grades two through five read aloud to therapy dog/handler teams thirty minutes per week for five weeks. One group read to therapy dogs while the second group read to peers. Levinson et al. (2017) found that "reading aloud to an adult/therapy dog team tended to increase children's scores on a test of oral reading fluency much more than reading to peers" (38). A particularly interesting observation that resulted from the study was that the dog effect seemed to be more prominent and consistent at grade two than at other grades (Levinson et al. 2017). This suggests that animal -assisted literacy programs may be more effective in earlier grades, such as kindergarten, first, and second, since this is a heightened developmental stage for children. The authors state, "Problems with reading are serious and pervasive worldwide" (Le Roux, Swartz, and Swart 2014, p.656). In an effort to find a solution, they designed a unique study to evaluate the effects of an animal -assisted reading program on the reading rate accuracy, and comprehension of 102 third grade students in South Africa. Students were identified as poor readers and were randomly assigned to one of the four following groups: control group, students who read to therapy dogs, students who read to an adult, and students who read to a teddy bear in the presence of an adult. The sessions lasted twenty minutes for ten weeks. "Students from the dog group read at a significantly higher reading comprehension age than the students in all three other groups" (667). The authors suggested that perhaps the calming effects of the therapy dogs allowed the students to relax and enjoy the reading sessions. The lack of judgement and criticism from the dogs may also explain the higher scores of the dog group. Friesen (2012) posited that animal -assisted literacy programs provide students opportunities to develop both constrained and unconstrained literacy skills. Constrained skills include letter knowledge, phonics, and concept of prints; these skills are less complex, more concrete, and are easier to teach. In contrast, unconstrained skills are more abstract and complex. Examples of unconstrained skills include vocabulary, written composition, comprehension, critical thinking, and problem solving. Friesen (2012) observed forty-five elementary students across five animal -assisted literacy programs in Canada. During sessions, the handler would use the dog as a tool to teach the student unconstrained and constrained literacy skills. For example, the handler would ask the student to pause and pet the dog after reaching a comma in order to practice punctuation use. The children were also asked to translate the dog's actions into feelings, such as the meaning behind a dog wagging its tail. Friesen (2012) concluded that the animal -assisted literacy program "can contribute to a safe, playful, and caring learning environment in which children are able to gain valuable practice in constrained and unconstrained literary skills, and can provide children with authentic, meaningful, and unique literary skills" (107). Sociallemotional/humane findings: Several articles have noted a number of positive social and emotional skills and behaviors associated with having a dog in the classroom. For example, increased social interaction was seen; children formed into social groups more often in the presence of a dog. There also seems to be an increase in the control of emotions and behaviors. One article mentioned a boy who stated "when I'm about to have a bad day, I just pet and hold J.D. to calm down" (Anderson 2007, 6). In a qualitative analysis of a dog present in a self-contained classroom of children with emotional disorders, Anderson and Olson (2006) concluded that that the dog's placement in the classroom contributed to the students overall emotional stability, students' attitudes towards school were improved, and that the students learned lessons in responsibility, respect, and empathy. In another case study of three children with disabilities, the presence of a therapy dog resulted in positive interactions and increased communication between the teacher and the children (Esteves and Stokes, 2006). Beetz (2013) also reported that in contrast to the control class, the class that had a "schooldog" visit once a week had significant improvements in their positive attitude towards school as well as their emotions related to learning. Group photo with two therapy dogs visiting classroom. (Photo taken by first author) Cambria (2010) described a Head Start classroom with children ages three to five years who had a resident therapy dog, Waco. Waco had his own cubby, was trained to help with clean-up and to open the door for recess. This particular classroom had children enrolled who were from low-income homes, some had incarcerated parents or lived with domestic violence. Waco was credited with providing stability and comfort. The teacher stated that "the whole feeling of the room is calmer" (1). The use of a therapy dog in classrooms like this one seems particularly beneficial given research suggesting that most children living in poverty suffer from stress that can hinder their success in school. Malchik (2015) discussed the presence of a facility dog, Sejera, in a k-12 charter school. The author noted the inability of stressed students to learn, and that research on this topic is "sparse and mostly anecdotal" (7). She asked students to write letters to Sejera expressing their feelings. One student wrote "She helps in so many ways helping students calm down when they are having a bad day" (3). One important conclusion of this article is that dogs alone cannot fix trauma, but can ease anxiety and be an "initial point of contact for comfort and safety." Kotrschal & Ortbayer (2003) introduced dogs to an elementary school in Vienna. They concluded that "the group became socially more homogenous due to decreased behavioral extremes, such as aggressiveness and hyperactivity" (147). Also, more withdrawn students became more socially interested, children paid more attention to the teacher, and the children were considerate to the dog and observed its needs. Results were more pronounced in boys than girls. In one anecdotal report of a pilot program in a primary school, the teacher reported that some parents ask for their children to be placed in her classroom "because it's the one with the dogs (Graf 2012, 2). Another school uses three therapy dogs in the classroom to "calm fears, relieve anxiety, and teach" life skills (Education World, 2013, 1). There are "lessons" for grades k-2, 3-6, and these dogs are even part of a plan to help students meet high school graduation requirements. Some of the lessons are "complain less, be thankful more, judge less, accept more, and growl less, smile more" (2). Chandler (2001) and other studies mentioned the benefits of integrating a therapy dog or other animal in a classroom setting including helping children to develop humane skills by incorporating kindness and compassion, witnessing praising or disciplining the dog, practicing loyalty and responsibility, and an increased understanding of how to coexist with animals while gaining knowledge about animals and how to care for them (nurturance). Student providing water to therapy dog during visit to classroom. (Photo taken by first author) Gross motor skills: Gee, Harris & Johnson (2007) completed a case study which included 14 children, ages four to six years old, who were in a classroom with two miniature poodles. The children were able to complete ten tasks related to locomotion, stability, and manipulation faster when the dog was present. The dogs modeled the tasks, which included weaving around cones, walking on a balance beam, a high jump, rolling over and crawling, and an underhand toss to the dog. The authors concluded that the presence of a dog increased the children's motivation to complete motor skill tasks. Suggestions for implementing therapy dogs in classrooms: In order to maximize the effectiveness of animal -assisted literacy sessions, Friesen (2012) suggests that literacy mentors include activities outside of reading. For example, students can write a speech and deliver it to the therapy dog or students can place sticky notes on the dog in order to learn body parts. This is similar to students writing letters to a dog, as previously mentioned. Friesen (2013) lists five suggestions for working with young children in animal -assisted literacy programs; among the suggestions are understanding each child on an individual level and letting the child lead. Reading to a therapy dog allows students to have one on one time with a therapy dog and handler. The session can be tailored to the student's reading level and the student's interests. Allowing the student to lead the session and pick which book to read gives the child a sense of freedom and ownership; the flexibility also encourages them to express their creativity and intellect. Anderson (2007) suggested that incorporating a dog into the classroom takes thorough planning. Steps suggested include: a) conduct preliminary meetings, b) select the appropriate dog (preferably a certified therapy dog who is owned by the teacher or another individual who will be present who understands the dog's behavioral patterns), c) establish classroom policies and procedures, d) obtain written consent, e) provide information to school staff members. Addressing concerns: As stated by Glenn -Applegate and Hall (2017), bringing a dog into a classroom requires careful consideration. They asked families, school staff, and a veterinarian four questions: a) would a dog benefit the (preschool) program? b) who would be responsible for the dog? c) do any children have allergies or a fear of dogs? d) are all staff in favor of having a dog? They also consulted with the program's insurance agent, the lawyer at the university, and the national accrediting body, the National Association for the Education of Young Children (NAEYC), who replied that they would need to keep the dog's immunization records on file and that children and staff would need to follow handwashing procedures after interacting with the dog. Bacon refers to the 2002 California school survey which showed that only 20% of those surveyed used dogs in their school. However, 93% of the respondents stated that they would be interested in dog programs if their concerns were addressed. The top three concerns identified were legal implications and liability (50.5%), supervision (43.3%), and allergic reactions (40.2%). Jalongo (2005) also addresses concerns in the list of twelve steps to implement a reading education assistance program. In order to prevent sanitation objections, the author notes that registered therapy dogs have regular check-ups and handlers are required to provide proof of vaccination. Jalongo emphasizes the need to train handlers, educators, and students in protecting the therapy dogs' safety and well-being. Finally, the majority of the articles highlighted the importance of using a certified therapy dog when implementing programs. Limitations and future research: Several limitations were noted by the authors of the reviewed articles. Beetz (2013) points out that "different dogs may have different effects" (6). The author also implicates that a higher frequency and longer duration will yield stronger results. Brelsford et al. (2017) conducted a systematic review of literature relating to animal -assisted interventions conducted in educational settings. After reviewing twenty-five papers, the authors recognized the need for further research in order to quantify the factors regarding findings, a common critique to research in this field. The review of literature expressed that future studies need to incorporate a higher quantity of randomized controlled trials with appropriate control groups (Brelsford et al. 2017). This recommendation was also found in Hall, Gee, and Mills' 2016 systematic review of literature regarding children reading to dogs and they identified the need for researchers to perform longitudinal studies that consist of increased sample sizes and the use of standardized measures. Finally, Bassette and Taber -Doughty (2013) expressed the need to expand beyond studying behavioral measures and also focus on researching academic effects of long-term dog reading programs. Conclusion Based on the review of thirty articles on the benefits of therapy dogs in classrooms, there appears to be many benefits, both anecdotal and empirical. More empirical research studies have been published in the last ten years. There is strong support for increased confidence, literacy skills and actual reading scores when children read to dogs. Additionally, much evidence supports the emotional and social benefits of children interacting with a dog in the classroom. One study was found that showed improved motivation and gross motor skills when a dog modeled these skills. Several authors gave helpful suggestions for starting a therapy dog program in a school setting. Although initial concerns were noted, with careful consideration and communication with all involved, these concerns can be addressed. Limitations of current research have been identified, and more empirical studies with larger sample sizes, control versus experimental groups, and more long term studies will strengthen this body of work. After completing the review, it is evident that the benefits of utilizing a therapy dog within a classroom outweigh the reservations. References Anderson, Katherine L., and Myrna R. Olson. "The value of a dog in a classroom of children with severe emotional disorders." Anthrozoos 19, no. 1 (2006): 35-49. Anderson, Katherine L. "Who Let the Dog in? How to Incorporate a Dog into a Self -Contained Classroom." Teaching Exceptional Children Plus 4, no. 1 (2007): nl . Bacon, Charlotte. "Bringing Therapy Dogs to Your School." Charlotte's Litter. 2014. http:Hcharlotteslitter.org/wp-content/uploads/2014/09/Educator Resource.pdf. Bassette, Laura A., and Teresa Taber -Doughty. "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." In Child & Youth Care Forum, vol. 42, no. 3, pp. 239-256. Springer US, 2013. Beetz, Andrea, Henri Julius, Dennis Turner, and Kurt Kotrschal. "Effects of social support by a dog on stress modulation in male children with insecure attachment." Frontiers in psychology 3 (2012). Beetz, Andrea. "Socio-emotional correlates of a schooldog-teacher-team in the classroom." Frontiers in psychology 4 (2013). Brelsford, Victoria L., Kerstin Meints, Nancy R. Gee, and Karen Pfeffer. "Animal -Assisted Interventions in the ClassroomA Systematic Review." International Journal of'Environmental Research and Public Health 14, no. 7 (2017): 669. Cambria, Nancy. "Therapeutic dog gets high praise for his role in preschool classroom." Stltoday.com. June 27, 2010. http://www.stltoday.com/news/local/education/therapeutic-dog-gets-high-praise- for-his-role-in-preschool/article_09fal 564-efb7-5e70-bba3-131 a76da4b0c.html. Chandler, Cynthia. "Animal -Assisted Therapy in Counseling and School Settings. ERIC/CASS Digest." (2001). Esteves, Stephanie Walters, and Trevor Stokes. "Social effects of a dog's presence on children with disabilities." Anthrozoos 21, no. 1 (2008): 5-15. Fine, Aubrey H., ed. Handbook on animal -assisted therapy: Foundations and guidelines for animal - assisted interventions. Academic Press, 2015. Friesen, Lori. "How a therapy dog may inspire student literacy engagement in the elementary language arts classroom." LEARNing Landscapes 3, no. 1 (2009): 105-122. Friesen, Lori. "Exploring animal -assisted programs with children in school and therapeutic contexts." Early Childhood Education Journal 37, no. 4 (2010): 261-267. Friesen, Lori. "Potential for the role of school -based animal -assisted literacy mentoring programs." Language and Literacy 12, no. 1 (2010): 21. Friesen, Lori, and Esther Delisle. "Animal -assisted literacy: A supportive environment for constrained and unconstrained learning." Childhood Education 88, no. 2 (2012): 102-107. Friesen, Lori. "The gifted child as cheetah: A unique animal -assisted literacy program." The Latham Letter 34, no. 1 (2013): 6-10. Gee, Nancy R., Shelly L. Harris, and Kristina L. Johnson. "The role of therapy dogs in speed and accuracy to complete motor skills tasks for preschool children." Anthrozoos 20, no. 4 (2007): 375-386. Glenn -Applegate, Katherine, and Kellie Hall. "Child's Best Friend -Is a Dog Visitor a Good Fit for our Preschool?" Teaching Young Children10, no. 2 (January 2017): 11-13. Graf, Tyler. "Therapy dogs making move from hospital to classroom." The Columbian. December 09, 2012. http://www.columbian.com/news/2012/dec/09/therapy-dogs-go-from-hospital-to- classroom/. Hall, Sophie Susannah, Nancy R. Gee, and Daniel Simon Mills. "Children reading to dogs: A systematic review of the literature." PloS one 11, no. 2 (2016): e0149759. Jalongo, Mary Renck, Terri Astorino, and Nancy Bomboy. "Canine visitors: The influence of therapy dogs on young children's learning and well-being in classrooms and hospitals." Early Childhood Education Journal 32, no. 1 (2004): 9-16. Jalongo, Mary Renck. ""What are all these Dogs Doing at School?": Using Therapy Dogs to Promote Children's Reading Practice." Childhood Education81, no. 3 (2005): 152-158. Ko, Melody. "Reading to Therapy Dogs Improves Literacy Attitudes in Second -Grade Students." Tufts Now. May 31, 2017. http://now.tufts.edu/news-releases/reading-therapy-dogs-improves-literacy- attitudes-second-grade-students-0. Kotrschal, Kurt, and Brita Ortbauer. "Behavioral effects of the presence of a dog in a classroom." Anthrozoos 16, no. 2 (2003): 147-159. Lane, Holly B., and Shannon DW Zavada. "When Reading Gets Ruff: Canine -Assisted Reading Programs." The Reading Teacher 67, no. 2 (2013): 87-95. Le Roux, Marieanna C., Leslie Swartz, and Estelle Swart. "The effect of an animal -assisted reading program on the reading rate, accuracy and comprehension of grade 3 students: A randomized control study." In Child & Youth Care Forum, vol. 43, no. 6, pp. 655-673. Springer US, 2014. "Lessons Learned from Dogs in the Classroom." Education World: Teachers Lead Improvement at State Street School. http://www.educationworld.com/a—admin/admin/admin559.shtml. Levinson, Edward M., Melanee Vogt, William F. Barker, Mary Renck Jalongo, and Pat Van Zandt. "Effects of reading with adult tutor/therapy dog teams on elementary students' reading achievement and attitudes." Society & Animals 25, no. 1 (2017): 38-56. Malchik, Antonia. "What If Schools Hired Dogs As Therapists? — Bright." Bright. July 09, 2015. https://brightreads.com/can-a-dog-at-school-help-struggling-kids-7317a8eff20d. Newlin, Robin. "Paws for Reading: An innovative program uses dogs to help kids read better." School Library Journal. June 1, 2003. http://www.slj.com/2003/06/literacy/paws-for-reading-an- innovative-program-uses-dogs-to-help-kids-read-better/. Pet Partners. 2017. https://petpartners.org/about-us/petpartners-story Pillow -Price, Kathy, Nikki Yonts, and Laura Stinson. "Sit, stay, read: Improving literacy skills using dogs." Dimensions of Early Childhood 42, no. 1 (2014): 5-9. Ryan, Holly McLean. "The Use of Dogs in California Public Schools: Current Use, Support for, Potential Concerns, and Educator Familiarity with Potential Benefits". The Graduate College University of Wisconsin -Stout, Wisconsin (2002). Schwartz, M. "Therapy dogs' presence steadily grows in libraries." Library Journal (2012). Shaw, Donita Massengill. "Man's best friend as a reading facilitator." The Reading Teacher 66, no. 5 (2013): 365-371. Therapy Dogs International. 2017. http://tdi-dog.org/About.aspx?Page=Mission+Statement+and+History Weller, Chris. "Why every school should bring dogs into the classroom." Business Insider. August 21, 2015. http://www.businessinsider.com/why-every-school-should-bring-dogs-into-the-classroom- 2015-8. "Why Literacy?" International Literacy Association. 2017. https://www.literacyworldwide.org/why- literacy NYTimes.com: Why Dogs Can Be So Healing for Kids From The New York Times: Why Dogs Can Be So Healing for Kids A new study suggests that spending time with therapy dogs may help lower children's stress levels even more than relaxation exercises. https://www.nyti mes.com/2022/06/15/well/family/therapy-dogs-kids- stress.html?smid=em-share Seal Beach Police Department Seal Beach PD Policy Manual Facility Dog Program 351.1 PURPOSE AND SCOPE The purpose of the Facility Dog Program is to further promote the Mission, Vision, and Values of the Seal Beach Police Department. Dogs have been used extensively to support and improve mental health. They provide emotional and sensory support to adults and children and help people feel comfortable and decrease symptoms of anxiety. Facility dogs have been used at various schools, courts, and public safety agencies. Past and present Facility Dog programs have improved overall climate and well-being of citizens and staff alike. The Facility Dog will be utilized to: • Lower tension and stress of city employees, • Lessen trauma of critical incidents for employees and civilians • Improve overall work climate • Aid in investigations of crimes or other traumatic events such as interviews and court proceedings. • Help process grief and loss • Conduct presentations for public relations and educational purposes • Other official duties as directed. 351.2 POLICY This policy establishes guidelines for the management and use of the facility dogs, handlers, and support personnel assigned to the unit. If, at any time, the Facility Dog exhibits behavior that alerts the trained handler that the dog or person(s) interacting with the dog are uncomfortable, the dog will be removed from the area immediately. 351.3 FACILITY DOG COORDINATOR / HANDLER The Facility Dog handler shall be appointed by and directly responsible to the Operations Bureau or the authorized designee. A Facility Dog will be assigned to an employee within our agency and will be property of the employee selected. The handler shall successfully graduate a two -week Team Training course at an authorized Canine Companions for Independence training center. The responsibilities of the handler include, but are not limited to: (a) The Facility Dog handler will be responsible for maintaining their assigned workload while handling the dog (b) Maintaining liaison with Canine Companions for Independence (CCI) (c) Maintaining liaison with Command Staff and functional supervisors (d) Scheduling all Facility Dog related activities (e) Maintaining accurate records to document Facility Dog activities Copyright Lexipol, LLC 2021/02/17, All Rights Reserved. Facility Dog Program - 303 Published with permission by Seal Beach Police Department Seal Beach Police Department Seal Beach PD Policy Manual Facility Dog Program (f) Maintaining records of medical treatment (g) Recommending and overseeing the procurement of equipment and services for the team (h) Scheduling and documenting training to maximize their capabilities 351.4 HANDLER COMPENSATION The Facility Dog handler shall be compensated for time spent in the care, feeding, grooming, and other needs of the Facility Dog in accordance with the Fair Labor Standards Act (FLSA) and according to the terms of the collective bargaining agreement (29 USC § 207). 351.5 HANDLER SUPPORT PERSONNEL The Facility Dog handler may appoint support personnel to assist with deployments, transportation, monitoring, and general care of the Facility Dog. Support personnel must be certified through CCI and shall adhere to handler policies when in direct care of the Facility Dog. Support personnel do not qualify for any incentive, special assignment pay, or stipends provided to the primary handler. 351.6 FACILITY DOG Facility Dogs will be certified and provided by Canine Companions for Independence (CCI). The dog will be the property of the handler who will be responsible for the health and welfare of the dog and shall ensure that the dog receives proper licensing, training, nutrition, grooming, medical care, affection, and living conditions. Requirements and Responsibilities: (a) The Facility Dog will not be trained or utilized in any other K9 related duties such as; apprehension, detection, agility, etc. (b) The Facility Dog will not be exposed to any foreseeable and unreasonable risk of harm (c) The Facility Dog will be provided proper lodging, including arrangements for the dog during handler leave or unavailability (d) The dog will not be left unattended in any area where the public may have access (e) When the dog is left alone, it will be secured it in such a manner as to prevent unauthorized access to the dog (f) The Facility Dog will be equipped with a vest for official duties. The dog should not be distracted when working. The handler will educate employees and members of the public when they can or cannot interact with the dog (g) The dog will not be fed any food or treats without the direct approval of the handler (h) The Facility Dog can be transported in any City of Seal Beach vehicle or personal vehicles of the handler or support personnel Copyright Lexipol, LLC 2021/02/17, All Rights Reserved. Facility Dog Program - 304 Published with permission by Seal Beach Police Department Seal Beach Police Department Seal Beach PD Policy Manual Facility Dog Program 351.7 TRAINING Facility Dog teams will be certified by CCI prior to any deployments. The handler will be responsible for scheduling and conducting periodic training to familiarize them how to conduct themselves in deployments. 351.8 FACILITY DOG TEAM REQUESTS City employees are encouraged to request the use of the Facility Dog. All requests for the team will be directed to the handler or designee. All requests will be reviewed and if appropriate, will be approved by the handler prior to making any resource commitment. The handler shall have the authority to decline a request for any specific assignment that he/she deems unsuitable Any outside agency requests will generally be governed under mutual aid. The Facility Dog handler will be contacted to assure the request is within the scope and abilities of the Facility Dog. The final determination of the use of the team will be at the discretion of the handler with the approval of their supervisor. The handler is responsible for obtaining resources and coordinating involvement in the demonstration to include proper safety protocols. The Facility Dog team may be requested for call - outs under special conditions. The handler will be compensated for deployments in accordance with the Fair Labor Standards Act (FLSA), and according to the terms of the collective bargaining agreement (29 USC 207) 351.9 INVESTIGATION ASSISTANCE PROTOCOLS The Facility Dog will promote the mission of the Seal Beach Police Department by providing companionship to citizens, employees, witnesses, and victims on a case by case basis. (a) Do not promise that the Facility Dog will be present during interviews (b) Assess the victim's needs to have the Facility Dog in the interview process prior to requesting the team. This must be done in the initial interview with the victim and approved by the Facility Dog supervisor and handler (c) If approved and available, the Facility Dog and the handler will be present and assist in the investigating officer for the interview 351.10 COURT ASSISTANCE PROTOCOLS The Facility Dog may be used to provide further support to employees and/or victims during criminal case proceedings submitted or supported by the Seal Beach Police Department. (a) All court personnel will be informed of the use and purpose of the team and the potential for encountering the Facility Dog throughout their work day (b) Court personnel will receive the same instructions as the Seal Beach Police Department staff regarding "Work Mode" and "Social Mode." The handler will take time to allow the dog to socialize with anyone it encounters during "Social Mode" but will also limit free time as not to interfere with the handler's work duties Copyright Lexipol, LLC 2021/02/17, All Rights Reserved. Facility Dog Program - 305 Published with permission by Seal Beach Police Department Seal Beach Police Department Seal Beach PD Policy Manual Facility Dog Program (c) Court personnel, including the attorney, Presiding Judge, and the handler will determine proper use of the dog within the court setting (d) The Facility Dog will only be allowed in a courtroom with explicit permission by the Presiding Judge in that courtroom. The handler will adhere to all rules and procedures set forth by the District Attorney and the Presiding Judge 351.11 ALLERGENS Potential allergic reactions to dogs may be a concern for some. The allergen is not the pet hair itself but the dander dust and pollen that is carried on the pet hair. Facility Dog teams will always ask permission to enter newly visited buildings and areas. People with allergies can reasonably avoid direct contact with the Facility Dog team to avoid any potential pet dander. 351.12 REPORTING INJURIES Any injuries caused or alleged by the Facility Dog will be immediately reported to the handler's supervisor. The injured person shall be promptly treated by emergency medical services personnel and, if appropriate, transported to a medical facility for treatment. Injuries will be documented in an employee's report. Copyright Lexipol, LLC 2021/02/17, All Rights Reserved. Facility Dog Program - 306 Published with permission by Seal Beach Police Department 3F SEAL & 9 v `s CgQFO Vk ice Facility Dog Yosa ation and support comes in many forms, including a cold nose and a warm heart. The Seal Beach Police Department welcomed its newest ber, Canine Companions for Independence Facility Dog Yosa. Police Facility Dog Yosa will assist her handler, Lieutenant Nick Nicholas, during with victims, witnesses, and community members exposed to traumatic events. Yosa on Instagram (@k9yosa) [ F. POLICE DIEPAPTMEMT ce 1975, Canine Companions® has bred, raised, and expertly trained service dogs in over 40 commands designed to assist and motivate clients with cial needs. Yosa, a two -year -old Labrador / Golden Retriever mix, has been selected to work for the Seal Beach Police Department because of her )btrusive and calm demeanor necessary in a criminal justice setting. aid in the investigation of crimes, provide comfort to victims and witnesses during interviews and court proceedings, help victims process grief and loss, lower tension and stress of community members and staff after traumatic events, work with children to build relationships, w conduct senior citizen visits and welfare checks engage with the public during community events, and so much more! For nearly 46 years, Canine Companions has been enhancing the lives of people with disabilities by training and placing more than 6,700 service dogs with program graduates, including more than 230 dogs with military veterans and more than 2,000 dogs with children. The estimated cost of a highly trained Canine Companions facility dog like Yosa, and all follow up support, is $50,000, however each facility dog is provided at no cost. Canine Companions depends on the support of tens of thousands of donors and volunteers to match facilities and people in need with a service dog like Yosa entirely free of charge. "We are so grateful to Canine Companions for providing Yosa to the Seal Beach Police Department" said Chief of Police Philip L. Gonshak. "Yc incredible addition to our Seal Beach family. Her training and personality are perfect for providing comfort to those exposed to trauma and helping the stress that victims and witnesses feel during criminal investigations." Privacy Tems ABOUT CANINE COMPANIONS FOR INDEPENDENCE Canine Companions for Independence provides highly trained service dogs to children . adults with disabilities. Established in 1975, Canine Companions has six regional training centers across the country. Canine Companions is recognized worldwide for the excellence of its dogs, and the quality and longevity of the matches it makes between dogs and people. For more information, visit www.cci.org or call 1-800-572-BARK. CITY WEBSITES City of Seal Beach Fire Department Marine Safety Public Works to 0 - a, �� CONTACT US 911 Seal Beach Boulevard Seal Beach CA, 90740 Business Hours Monday - Friday 9:00 am - 5:30 pm. Phone: (562) 799-4100 Fax: (562) 493-0634 Non -Emergency Dispatch: (562) 594-7232 Emergency: 9-1-1 Copyright © 2022 Seal Beach Police Department LEAGUE OF CALIFORNIA CITIES New laws and grant programs expected to helpimprove mental health among first responders Oct 12, 2022 Cities can expect additional resources to help improve mental health among first responders over the next few years. The resources are the result of sustained advocacy from the League of California Cities and its partners, as well as an increased focus among lawmakers on improving behavioral health outcomes (https://www.calcities.org/news/post/2022/09/14/milestone-behavioral-health-care-bill- signed-into-law) . According to the Steinberg Institute, suicides have increased by 35% nationally over the last two decades. That rate is likely higher for first responders. A Centers for Disease Control and Prevention study found that first responders may be at an elevated risk for suicide because of their environments, work culture, and occupational stress. In fact, more personnel die by suicide than in the line of duty. AB 662 (Rodriguez) (https://ctweb.capitoltrack.com/public/search.aspx?id=ad485199- 37cd-42cd-8217-d19b4d257119&session=21&s=AB%20662&t=bill) I, signed into law at the end of session, marks an important step toward addressing the acute and chronic traumas of duty, as well as the stigmas surrounding mental health. The measure will create a peer -to -peer suicide prevention curriculum for firefighters and emergency medical services personnel. This is crucial, as general mental health practitioners often lack the background knowledge needed to provide first responders with culturally competent care. The bill was sponsored by Cal Cities, the California Fire Chiefs Association, and the Fire Districts Association of California. Cal Cities and its partners will continue to work with the Administration to secure the resources needed to facilitate this programming in next year's budget. Gov. Gavin Newsom and the Legislature also committed $50 million toward officer wellness grants in this year's budget (https://www.calcities.org/news/post/2022/07/06/record-state-budget-agreement- includes-many-new-one-time-funding-opportunities-but-misses-the-chance-to-support- shared-city-state-priorities) , which will be distributed to local law enforcement agencies throughout the state. Much like firefighters, police officers are often exposed to a variety of incidents that lead to mental exhaustion, burnout, and overall poor mental health. Improving mental health for police officers from recruitment to retirement is imperative for both personnel and the communities they serve. Additional information — such as funding allocations, when funds will be released, and reporting requirements — will be posted on the California Board of State and Community Corrections' (https://www.bscc.ca.gov/officer-wellness- and-mental-health-grant-program/) website. Cal Cities will also release information as it becomes available. Both programs will be complemented by broader actions at the state and national levels. Congress worked to address the increase in suicides through the National Suicide Hotline Designation Act of 2020, which designated "988" as a three -digit number for the recently launched 988 Suicide & Crisis Lifeline. To comply with this change and to ensure the system's longevity, Cal Cities advocated for AB 988 (Bauer -Kahan) (https://ctweb.capitoltrack.com/public/search.aspx?id=ad485199-37cd-42cd-8217- d19b4d257119&session=21&s=AB%20988&t=bill) . Signed into law by the Governor, AB 988 directs a group of stakeholders — made up of county behavioral health, law enforcement, and other local agencies — to outline a five-year implementation plan. This includes the creation of a new surcharge for 988 to fund the services. The measure will ensure the state is prepared to answer the calls of all Californians in need by providing a seamless transition from the current suicide prevention system. The combination of these efforts illustrates an overt commitment to take care of all California residents. The return on investment will be invaluable as these programs and services will save lives and improve overall wellness. For more information, please contact Legislative Affairs Lobbyist Elisa Arcidiacono(mailto:earcidiacono@calcities.org) . 1400 K Street, Suite 400 Sacramento, CA 95814 P: (916) 658-8200 F: (916) 658-8240 llrf LEGISLATIVE INFORMATION Home Bill Information California Law Publications Other Resources My Subscriptions My Favorites AB-638 Mental Health Services Act: early intervention and prevention programs. (2021-2022) SHARE THIS: M Assembly Bill No. 638 CHAPTER 584 Date Published: 10/07/2021 02:00 PM An act to amend Section 5840 of the Welfare and Institutions Code, relating to mental health, and making an appropriation therefor. Approved by Governor October 06, 2021. Filed with Secretary of State October 06, 2021. 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 2/3 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. Vote: 2/3 Appropriation: yes Fiscal Committee: yes Local Program: no THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS: 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. (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. AB 638 Page 1 Date of Hearing: April 6, 2021 ASSEMBLY COMMITTEE ON HEALTH Jim Wood, Chair AB 638 (Quirk -Silva) — As Amended March 26, 2021 SUBJECT: Mental Health Services Act: early intervention and prevention programs. SUMMARY. Revises the Mental Health Services Act (MHSA) by authorizing the use of Prevention and Early Intervention (PEI) funds for prevention and early intervention strategies that address mental health needs, substance misuse or substance use disorders, or needs relating to co-occurring mental health substance use. Specifically, this bill: 1) Revises MHSA by authorizing the use of PEI funds for prevention and early intervention strategies that address mental health needs, substance misuse or substance use disorders, or needs relating to co-occurring mental health substance use. 2) Finds and declares that this bill is consistent with and furthers the intent of the MHSA. EXISTING LAW: 1) Establishes the MHSA, enacted by voters in 2004 as Proposition 63, to provide finds to counties to expand services, develop innovative programs, and integrated service plans for mentally ill children, adults, and seniors through a 1% income tax on personal income above $1 million. 2) Establishes the Mental Health Services Oversight and Accountability Commission (MHSOAC) to oversee the implementation of MHSA, made up of 16 members appointed by the Governor, and the Legislature, as specified. 3) Specifies that the MHSA can only be amended by a two-thirds vote of both houses of the Legislature and only as long as the amendment is consistent with and furthers the intent of the MHSA. Permits provisions clarifying the procedures and terms of the MHSA to be amended by majority vote. 4) Authorizes the provision of services through the PEI component of the MHSA, to mental health clients in order to help prevent mental illness from becoming severe and disabling. 5) Authorizes the services for adults, older adults, and children, as well as innovative programs and PEI programs that are provided by counties as part of the MHSA to include substance use disorder (SUD) treatment for children, adults, and older adults with co-occurring mental health and SUD who are eligible to receive mental health services under these programs. 6) Authorizes the use of MHSA funds to perform an assessment of whether a person has co- occurring mental health and SUDs and to treat a person who is initially assessed to have co- occurring mental health and SUDS, even when the person is later determined not to be eligible for services provided with MHSA funds. AB 638 Page 2 7) Requires that a person being treated for co-occurring mental health and SUDS who is determined to not need the mental health services eligible under this act, be referred to SUD treatment services in a timely manner. FISCAL EFFECT: Unknown. This bill has not been heard by a fiscal committee. COMMENTS: 1) PURPOSE OF THIS BILL. According to the author, some people living with serious mental illness (SMI) simultaneously experience alcohol and drug use disorders, thus complicating diagnosis and treatment. A third of adults who receive county mental health services for SMI, have a co-occurring SUD. The stakes for these individuals is especially high. People with drug or alcohol use disorders are almost six times more likely to attempt suicide than those without a drug or alcohol use disorder. Removing programmatic barriers in serving these individuals with mental health and co-occurring SUDS was an important first step with the adoption of AB 2265 (Quirk -Silva), Chapter 144, Statutes of 2020; however, the COVID-19 pandemic has amplified the need to do more. Unfortunately, this pandemic has affected children and adults in unprecedented ways. Anxiety, depression, isolation, and feelings of despair as well as suicide attempts have increased dramatically among adults, school -aged children and young adults. In concluding, the author states that many who had underlying or diagnosed mental health and SUDs are now dealing with an increased need for services and treatment. 2) BACKGROUND. a) MHSA. Proposition 63, the MHSA was approved by voters in November 2004. The MHSA imposes a 1% income tax on personal income in excess of $1 million. It created the 16 member MHSOAC charged with overseeing the implementation of MHSA. The MHSA addresses a broad continuum of prevention, early intervention and service needs as well as providing funding for infrastructure, technology, and training needs for the con-immity mental health system. During the of strong economic growth in the state, the measure raises about $2 billion annually for services such as preventing mental illness from progressing, reducing stigma, and improving treatment. Altogether, counties have received upwards of $16.5 billion. The funds are distributed to County mental health agencies. Counties receive monthly distributions of MHSA funds from the State Controller's Office, based on the amount of revenues generated by the tax These County funds are earmarked by law into three primary funding components. Eighty percent of the funds are attributed to Community Services and Supports (CSS) and 20% to PEI. The counties then are required to use 5% of the CSS and PEI amounts exclusively to fund Innovative Projects (leaving 76% of the original allocation in CSS and 19% in PEI). Counties may then elect to transfer a portion of CSS funds received in any year to one or more of three further categories: Workforce Education and Training; Capital Facilities and Technological Needs; and, a "Prudent Reserve" fund. Target populations under MHSA include children and adolescents with serious emotional disturbance and transition -aged youth who are unserved, underserved, or inappropriately served (e.g., homeless, frequent hospital users, individuals with criminal justice history). AB 638 Page 3 The PEI component is to prevent mental illness from becoming severe and disabling. In 2020, AB 2265 clarified counties can treat patients with mental health and co-occurring SUDS under MHSA. This was an important first step to remove programmatic barriers in serving these individuals with mental health and co-occurring SUDS. The MHSA contains a provision that specifies the MHSA can only be amended by a two- thirds vote of both houses of the Legislature and only as long as the amendment is consistent with and furthers the intent of the MHSA. Provisions that clarify the procedures and terms of the MHSA can be amended by a majority vote of both houses of the Legislature. Any other proposed use of MHSA funds or change in terms of usage would require the MHSA be amended by voter approval b) MHSOAC Report on Co -Occurring Disorder: In November 2007, the MHSOAC authorized a 19-member Workgroup on Co-occurring Disorders (COD) to develop comprehensive recommendations to address the needs of individuals with co-occurring mental illness and substance abuse. The COD Workgroup, which met from November 2007 through June 2008, heard briefings by state leaders and experts on the status of the treatment of CODS in California. A report entitled, `Transforming the Mental Health System Through Integration" was issued and the key findings and recommendation to improve the capacity of state and county policy makers and program administrators to address the needs of individuals with CODs follows: i) The central finding of the COD workgroup is that CODS are pervasive and disabling, yet individuals with co-occurring mental illness and substance abuse are among California's most underserved; ii) Individuals with CODs touch every part of our health system. They have more medical problems, poorer treatment outcomes, more negative social consequences, and lower quality of life. They are disproportionately represented among arrestees, foster care placements, veterans, hospitalizations and the homeless. The enormous social consequences of untreated COD prompted the Substance Abuse and Mental Health Services Administration to identify the treatment CODS as our nation's highest priority; iii) Individuals with co-occurring mental illness and substance abuse are among California's most underserved. Numerous studies demonstrate that integrated care is necessary for successful treatment of CODs. To meet the needs of individuals with COD, there can be "no wrong door" to access treatment. Availability of comprehensively integrated treatment for mental health and substance abuse problems is currently the exception rather than the rule. The unmet need for integrated mental health, alcohol and drug abuse treatment in underserved racial and ethnic conmxmities is even greater; iv) Approximately one-half of the people who have one of these conditions - a mental illness or a substance abuse disorder - also have the other condition. The proportion of co -occurrence may be even higher in adolescent populations. The onset of a diagnosable mental disorder often precedes the onset of a SUD, with SUDs developing typically 5-10 years later in late adolescence or early adulthood. CODs are the norm, not the exception; v) CODs are disabling. Individuals with COD have more medical problems, poorer treatment outcomes, greater social consequences, and lower quality of life. They have more relapses, re -hospitalization, depression and suicidality, interpersonal violence, AB 638 Page 4 housing instability and homelessness, incarceration, treatment non-compliance, HIV, family burden, and service utilization; and, vi) Insufficient support for integrated COD programs leads to a paucity of treatment facilities and properly trained clinicians. Both are essential to provide the full spectrum of necessary care. The lack of such facilities and expertise restricts access to service not just for outpatient care, but also for inpatient mental health units with COD capability. c) Trends in California Drug Overdose Deaths. California Health Policy Strategies, a Sacramento -based consulting firm with a deep commitment to policies that will improve California's health care system, issued a policy brief in January of 2021, entitled "Trends in California Drug Overdose Deaths." The brief reported that drug -related overdose fatalities have risen 50% since 2017. Overdose fatalities are rising faster in California than in the United States in general where overdose deaths are up 15% over the last three years. Other key findings are: i) Drug -related overdose is now a top 10 leading cause of death In the 12 months between June 2019 and June 2020 there were at least 7,254 overdose deaths, which equals approximately 17 overdose fatalities per 100,000 state residents. Accidental drug overdoses kill twice as many people as car accidents; ii) The rate of overdose deaths related to synthetic opioids (e.g. Fentanyl) has risen by 541 % over the last three years. Fentanyl is now the leading cause of opioid-related overdose deaths and 37% of all drug -related overdose fatalities involve fentanyl; iii) The raw number of drug -related overdose deaths are rising in both California and the United States. Preliminary mortality records indicate that in the 12-month period June 2019 and June 2020 there were at least 7,254 drug overdose deaths in California and over 81,003 in the United States. The number of overdose fatalities is rising faster in California than it is in the United States. In California, overdose deaths are up 50% and in the United States overdose deaths are up 15% since the 12-month period June 2016 to June 2017. The age -adjusted rate of drug overdose death has also risen dramatically over the last three years and is at an all-time high; there are approximately 17 overdose deaths per 100,000 state residents; and, iv) Overdose death rates are highly variable across counties in California. In 2019, the average rate of all drug -related overdose deaths across the state was 19.6 deaths per 100,000 state residents and the median was 17.3 deaths per 100,000 state residents. 3) SUPPORT. The Racial and Ethnic Mental Health Disparities Coalition (REMHDCO) in support of this bill states that mental health disorders are among the most common health conditions faced by Californians. Nearly one in six California adults experience a mental illness of some kind, and one in 24 have a serious mental illness that makes it difficult to carry out major life activities. Additionally, one in 13 children have an emotional disturbance that limits participation in daily activities. Left untreated, these illnesses impact qualify of life and survival REMHDCO concludes by stating that unfortunately, the COVID-19 pandemic has also affected children and adults in unprecedented ways. Many who had underlying or diagnosed mental health and SUDs are now dealing with an increased need for services and treatment. The COVID-19 pandemic has amplified the need to do more. 4) OPPOSITION. The California Right to Life Coirrnittee (CRLC), in opposition, states concerns about the apparent lack if any significant improvement in the quality of life for AB 638 Page 5 those suffering from mental illness and questions how more funding will now ensure the quality of life for those living with mental illness. CRLC concludes by asking, specifically what new programs are envisioned? 5) RELATED LEGISLATION. a) AB 686 (Arambula) requires the California Health and Human Services Agency (HHS) to establish the California Comnnunity-Based Behavioral Health Outcomes and Accountability Review to facilitate a local accountability system that fosters continuous quality improvement in county behavioral health programs and in the collection and dissemination by the agency of best practices in service delivery. AB 686 is pending in the Assembly Health Committee. b) AB 573 (Carrillo) establishes the California Youth Mental Health Board within HHS to advise the Governor and Legislature on the challenges facing youth with mental health needs and determine opportunities for improvement. Requires each community mental health service to have a local youth mental health board to advise the county mental health programs, school districts, and other entities on issues relating to youth mental health. AB 573 is pending in the Assembly Appropriations Committee c) SB 749 (Glazer and Eggman), requires the MHSOAC, in consultation with state and local mental health authorities, to create a comprehensive tracking program for county spending on mental and behavioral health programs and services, as specified, including funding sources, fielding utilization, and outcome data at the program, service, and statewide levels. SB 749 is pending in the Senate Appropriations Committee. 6) PREVIOUS LEGISLATION. a) AB 2265 authorizes the services for adults, older adults, and children, as well as innovative programs and prevention and early intervention programs that are provided by counties as part of the MHSA to include substance use disorder treatment for children, adults, and older adults with co-occurring mental health and SUD who are eligible to receive mental health services pursuant to those programs. b) AB 2266 (Quirk -Silva) of 2020, would have required the Department of Health Care Services (DHCS) to establish a pilot program in up to 10 counties and would have authorized funding to be used by participating counties to treat a person with co- occurring mental health and SUDS when the person would be eligible for treatment of the mental health disorder pursuant to the MHSA. AB 2266 was not heard in the Assembly Health Committee due to the shortened Legislative calendar brought on by the COVID- 19 pandemic. c) SB 10 (Beall) of 2019, would have required DHCS to establish, a statewide peer support specialist certification program, as a part of the state's comprehensive mental health and SUD delivery system and the Medi-Cal program. Would have required the certification program's components to include, among others, defining responsibilities, practice guidelines, and supervision standards, determining curriculum and core competencies, specifying training and continuing education requirements, establishing a code of ethics, and determining a certification revocation process. SB 10 was vetoed by the Governor with the following message: AB 638 Page 6 'This bill would require DHCS to establish a new state certification program for mental health and SUD peer support specialists. Peer support services can play an important role in meeting individuals' behavioral health care needs by pairing those individuals with trained "peers" who offer assistance with navigating local community behavioral health systems and provide needed support. Currently, counties may opt to use peer support services for the delivery of Medicaid specialty mental health services. As the Administration, in partnership with the Legislature and counties, works to transfonn the state's behavioral health care delivery system, we have an opportunity to more comprehensively include peer support services in these transformation plans." d) SB 1004 (Wiener), Chapter 843, Statutes of 2018, requires the MHSOAC, on or before January 1, 2020, to establish priorities for the use of PEI funds and to develop a statewide strategy for monitoring implementation of PEI services, including enhancing public understanding of PEI and creating metrics for assessing the effectiveness of how PEI funds are used and the outcomes that are achieved. REGISTERED SUPPORT / OPPOSITION: Support California Behavioral Health Directors Association Racial and Ethnic Mental Health Disparities Coalition Opposition California Right to Life Committee, Inc. Analysis Prepared by: Judith Babcock / HEALTH / (916) 319-2097 SENATE COMMITTEE ON HEALTH Senator Dr. Richard Pan, Chair BILL NO: AB 2265 AUTHOR: Quirk -Silva VERSION: May 20, 2020 HEARING DATE: August 10, 2020 CONSULTANT: Reyes Diaz SUBJECT: Mental Health Services Act: use of funds for substance use disorder treatment. SUMMARY: Clarifies that Mental Health Services Act funds are permitted to be used to fund treatment for individuals with co-occurring mental health and substance use disorders. Requires counties to report information about the individuals treated pursuant to the provisions of this bill, as specified. Existing law: 1) Establishes the Mental Health Services Oversight and Accountability Commission (MHSOAC) to oversee the implementation of the Mental Health Services Act (MHSA), enacted by voters in 2004 as Proposition 63 to provide funds to counties to expand services, develop innovative programs, and integrate service plans for mentally ill children, adults, and seniors through a 1% income tax on personal income above $1 million. [WIC §5845] 2) Requires the Department of Health Care Services (DHCS), in coordination with counties, to establish a program designed to prevent mental illnesses from becoming severe and disabling, including an emphasis on strategies to reduce the following negative outcomes that may result from untreated mental illness: a) Suicide; b) Incarcerations; c) School failure or dropout; d) Unemployment; e) Prolonged suffering; f) Homelessness; and, g) Removal of children from their homes. [WIC §5840] 3) Requires each county mental health program to prepare and submit a three-year program and expenditure plan, with annual updates, adopted by the county board of supervisors, to the MHSOAC and DHCS within 30 days after adoption. [WIC §5847] 4) Requires DHCS, in consultation with the MHSOAC and the County Behavioral Health Directors Association of California, to develop and administer instructions for the Annual MHSA Revenue and Expenditure Report, including identifying the expenditure of funds, quantifying the amount of additional funds generated for the mental health system, identifying unexpended funds and interest earned on funds, and determining reversion amounts from prior fiscal year distributions. [WIC §5899] This bill: 1) Clarifies that MHSA funds are permitted to be used to treat a person with co-occurring mental health and substance use disorders (MHD/SUD) when the person would be eligible for treatment of the MHD pursuant to the MHSA, as specified. AB 2265 (Quirk -Silva) Page 2 of 4 2) Requires treatment of co-occurring MHD/SUD to be identified in a county's three-year program and expenditure plan or annual update. 3) Requires a county to, as quickly as possible, refer a person to SUD treatment services when that person is being treated for co-occurring conditions and it is later determined that the person does not need the mental health services that are eligible for MHSA funding. 4) Permits MHSA funds to be used to assess whether a person has co-occurring MHD/SUDS and to treat a person who is preliminarily assessed to have the co-occurring conditions, even when the person is later determined not eligible for MHSA-funded services. 5) Requires a county to report to DHCS both of the following: a) The number of people assessed for co-occurring MHD/SUDS; and, b) The number of people assessed for those co-occurring disorders who were ultimately determined to have only an SUD without a MHD. 6) Requires DHCS, by January, 1, 2022, and each January 1 thereafter, to publish on its website a report summarizing county activities pursuant to the provisions of this bill. Requires data to be reported statewide and by county or groupings of counties, as specified. FISCAL EFFECT: According to the Assembly Appropriations Conitnittee, this bill has minor and absorbable one-time costs to DHCS to specify the manner of reporting, and minor ongoing costs to receive reports from counties and report statewide data (MHSA administrative set -aside funds). PRIOR VOTES: Assembly Floor: 76 - 0 Assembly Appropriations Committee: 18 - 0 Assembly Health Comnnittee: 15 - 0 COMMENTS: 1) Author's statement. According to the author, some people living with serious mental illness simultaneously experience SUDs, complicating diagnosis and treatment. A third of adults who receive county mental health services for serious mental illnesses have a co-occurring SUD. The stakes for these individuals are especially high. People with SUDS are ahnost six times more likely to attempt suicide than those without. COVID-19 has only exacerbated the need for mental health services. This bill will provide much needed clarity to existing statute so that those who are experiencing co-occurring mental illness and SUDS get the care they need. 2) MHSA. The MHSA requires each county mental health program to prepare and submit a three-year plan to DHCS that must be updated each year and approved by DHCS after review and comment by the MHSOAC. DHCS is required to provide guidelines to counties related to each component of the MHSA. In the three-year plans, counties are required to include a list of all programs for which MHSA funding is being requested and that identifies how the funds will be spent and which populations will be served. The MHSA makes explicit reference to those with co-occurring conditions and pennits use of fiords to treat those with a co-occurring SUD, as long as an individual has a primary mental health condition. Counties AB 2265 (Quirk -Silva) Page 3 of also mast submit their plans for approval to the MHSOAC before they can spend innovation program funds. The MHSA provides funding for programs within five components: a) Community Services and Supports (CSS): Provides direct mental health services to the severely and seriously mentally ill, such as mental health treatment, cost of health care treatment, and housing supports. Regulations require counties to direct the majority of its CSS funds to Full -Service Partnerships (FSPs). FSPs are county coordinated plans, in collaboration with the client and the family, to provide the full spectrum of community services. These services consist of mental health services and supports, such as peer support and crisis intervention services; and non -mental health services and supports, such as food, clothing, housing, and the cost of medical treatment; b) Prevention and Early Intervention: Provides services to mental health clients in order to help prevent mental illness from becoming severe and disabling; c) Innovation: Provides services and approaches that are creative in an effort to address mental health clients' persistent issues, such as improving services for mderserved or unserved populations within the community; d) Capital Facilities and Technological Needs: Creates additional county infrastructure such as additional clinics and facilities and/or development of a technological infrastructure for the mental health system, such as electronic health records for mental health services; and, e) Workforce Education and Training: Provides training for existing county mental health employees, outreach and recruitment to increase employment in the mental health system, and financial incentives to recruit or retain employees within the public mental health system. 3) Related legislation. SB 665 (Umberg) establishes a Jail -Based Conununity Mental Health Innovation Program (JBCMHIP), authorizing up to eight counties, including Orange County, to introduce innovative approaches to meet the mental health needs of those in jail, including those who have been convicted of a felony and sentenced to imprisonment in a county jail Permits MHSA Innovation funds to be used to establish, upon approval from of the MHSOAC, a JBCMHIP. SB 665 passed out of the Assembly Health Committee on August 4, 2020, on a vote of 14-0. 4) Prior legislation. SB 389 (Hertzberg, Chapter 209, Statutes of 2019) permits counties to use MHSA funds to provide services to a person who is participating in a presentencing or post - sentencing diversion program or who is on parole, probation, post -release community supervision, or mandatory supervision. 5) Support. Supporters of this bill state that individuals living with serious mental illness often simultaneously experience SUDS, which complicate diagnosis and treatment. One-third of adults who receive county mental health services for serious mental illnesses have a co- occurring SUD. Removing programmatic barriers to serving these individuals with MHSA funded services is particularly important in California's effort to end homelessness and combat the crisis of suicide, particularly among young people. Supporters argue that individuals living with SUDs are ahnost six times more likely to attempt suicide than those without these conditions, and believe this bill preserves the MHSA's focus on meeting the state's large unmet mental health needs with a more comprehensive approach. Supporters state that while existing law permits county behavioral health programs to serve individuals with co-occurring SUDS and MHDs using MHSA funds, those funds cannot be used for AB 2265 (Quirk -Silva) Page 4 of 4 individuals with only a primary SUD diagnosis. Supporters state some confusion may exist, which this bill helps to clarify. 6) Technical assistance amendments. The author received technical assistance from DHCS on this bill and requests the Committee approve the following amendments: a) Limit the programs eligible under the provisions of this bill to all MHSA-funded programs except the No Place Lice Home Program; b) Require SUD services pursuant to this bill to comply with applicable requirements of the MHSA; c) Change "as quickly as possible" to "in a timely manner" in reference to referring those with only an SUD to appropriate treatment services; d) Permit DHCS to implement, interpret, or make specific the provisions of this bill through letters, notices, bulletins, or other similar instructions, as specified; and, e) Require DHCS to adopt regulations by July 1, 2025, to implement the provisions of this bill. SUPPORT AND OPPOSITION: Support: California Alliance of Child and Family Services California Pan -Ethnic Health Network City of Santa Monica County Behavioral Health Directors Association of California. County of Orange Disability Rights California Drug Policy Alliance Humanidad Therapy and Education Services Jewish Public Affairs Committee of California NAMI California National Association of Social Workers, California Chapter Racial and Ethnic Mental Health Disparities Coalition SEIU California Oppose: None received -- END -- AB 638 Page 1 Date of Hearing: April 14, 2021 ASSEMBLY COMMITTEE ON APPROPRIATIONS Lorena Gonzalez, Chair AB 638 (Quirk -Silva) — As Amended March 26, 2021 Policy Committee: Health Vote: 15 - 0 Urgency: No State Mandated Local Program: No Reimbursable: No SUMMARY: This bill revises the Mental Health Services Act (MHSA) by authorizing the use of Prevention and Early Intervention funds for strategies that address mental health needs, substance misuse or substance use disorders (SUDS), or for needs relating to co-occurring mental health and substance use. It also finds and declares this bill is consistent with and furthers the intent of the MHSA, a voter - approved proposition. FISCAL EFFECT: Any costs to Department of Health Care Services are expected to be minor and absorbable (MHSA state administrative funds). COMMENTS: 1) Purpose. According to the author, some people living with mental illness simultaneously experience alcohol abuse or SUDS, thus complicating diagnosis and treatment. The author indicates we need to do more for those who have an SUD or co-occurring disorders. 2) Background. Proposition 63 (the MHSA) was passed by voters in November 2004. The MHSA imposes a 1% income tax on personal income in excess of $1 million and creates a Mental Health Services Oversight and Accountability Comrnission charged with overseeing the implementation of MHSA. The MHSA addresses a broad continuum of prevention, early intervention and service needs as well as provided funding for infrastructure, technology and training for the community mental health system. The 2021-22 Governor's Budget proposes $2.6 billion be available for purposes of the MHSA fiscal year 2021-22, about $450 million of which is allocated for Prevention and Early Intervention pursuant to MHSA. Integration of mental health, SUDS and physical health is an evolving trend in the health care delivery system. The MHSA does not explicitly address whether SUDs or co-occurring mental health and substance use needs are allowable uses of PEI dollars. 3) Prior Legislation. AB 2265 (Quirk -Silva), Chapter 144, Statutes of 2020, clarified MHSA funds may be used to fund treatment for individuals with co-occurring mental health and substance use disorders and requires counties to report information about the individuals treated pursuant to the provisions of the bill to DHCS. Analysis Prepared by: Lisa Murawski / APPR / (916) 319-2081 12/11/22, 9:13 AM Bill Text - AB-2265 Mental Health Services Act: use of funds for substance use disorder treatment. li« LEGISLATIVE INFORMATION Home Bill Information California Law Publications Other Resources My Subscriptions My Favorites AB-2265 Mental Health Services Act: use of funds for substance use disorder treatment. (2019-2020) SHARE THIS: In C Assembly Bill No. 2265 CHAPTER 144 Date Published: 09/29/2020 02:00 PM An act to add Section 5891.5 to the Welfare and Institutions Code, relating to mental health, and making an appropriation therefor. Approved by Governor September 25, 2020. Filed with Secretary of State September 25, 2020. ] LEGISLATIVE COUNSEL'S DIGEST AB 2265, Quirk -Silva. Mental Health Services Act: use of funds for substance use disorder treatment. 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, funds a system of county mental health plans for the provision of mental health services, as specified. The act establishes the Mental Health Services Fund, which is continuously appropriated to, and administered by, the State Department of Health Care Services to fund specified county mental health programs. This bill would authorize the services for adults, older adults, and children, as well as innovative programs and prevention and early intervention programs that are provided by counties as part of the MHSA to include substance use disorder treatment for children, adults, and older adults with cooccurring mental health and substance use disorders who are eligible to receive mental health services pursuant to those programs. The bill would also authorize the use of MHSA funds to assess whether a person has cooccurring mental health and substance use disorders and to treat a person who is preliminarily assessed to have cooccurring mental health and substance use disorders, even when the person is later determined not to be eligible for services provided with MHSA funds. The bill would require a person being treated for cooccurring mental health and substance use disorders who is determined to not need the mental health services that are eligible for funding pursuant to the act, to be referred to substance use disorder treatment services in a timely manner. By authorizing the use of continuously appropriated funds for a new purpose, this bill would make an appropriation. This bill would require a county to report to the State Department of Health Care Services the number of people assessed for cooccurring mental health and substance use disorders and the number of people who were ultimately determined to have only a substance use disorder without another cooccurring mental health condition. The bill would also require the department, by January 1, 2022, and each January 1 thereafter, to publish on its internet website a report summarizing the county data for the prior fiscal year. By imposing a new duty on counties, this bill would impose a state -mandated local program. The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement. This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above. Vote: 2/3 Appropriation: yes Fiscal Committee: yes Local Program: yes https://Ieginfo.legislature.ca.gov/faces/biIINavClient.xhtml?bill_id=201920200AB2265 1/2 12/11/22, 9:13 AM Bill Text - AB-2265 Mental Health Services Act: use of funds for substance use disorder treatment. THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS: SECTION 1. Section 5891.5 is added to the Welfare and Institutions Code, to read: 5891.5. (a) (1) The programs in paragraphs (1) to (3), inclusive, and paragraph (5) of subdivision (a) of Section 5890 may include substance use disorder treatment for children, adults, and older adults with cooccurring mental health and substance use disorders who are eligible to receive mental health services pursuant to those programs. The MHSA includes persons with a serious mental disorder and a diagnosis of substance abuse in the definition of persons who are eligible for MHSA services in Sections 5878.2 and 5813.5, which reference paragraph (2) of subdivision (b) of Section 5600.3. (2) Provision of substance use disorder services pursuant to this section shall comply with all applicable requirements of the Mental Health Services Act. (3) Treatment of cooccurring mental health and substance use disorders shall be identified in a county's three-year program and expenditure plan or annual update, as required by Section 5847. (b) (1) When a person being treated for cooccurring mental health and substance use disorders pursuant to subdivision (a) is determined to not need the mental health services that are eligible for funding pursuant to the MHSA, the county shall refer the person receiving treatment to substance use disorder treatment services in a timely manner. (2) Funding established pursuant to the MHSA may be used to assess whether a person has cooccurring mental health and substance use disorders and to treat a person who is preliminarily assessed to have cooccurring mental health and substance use disorders, even when the person is later determined not to be eligible for services provided with funding established pursuant to the MHSA. (c) A county shall report to the department, in a form and manner determined by the department, both of the following: (1) The number of people assessed for cooccurring mental health and substance use disorders. (2) The number of people assessed for cooccurring mental health and substance use disorders who were ultimately determined to have only a substance use disorder without another cooccurring mental health condition. (d) The department shall by January 1, 2022, and each January 1 thereafter, publish on its internet website a report summarizing county activities pursuant to this section for the prior fiscal year. Data shall be reported statewide and by county or groupings of counties, as necessary to protect the private health information of persons assessed. (e) (1) Notwithstanding Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code, the department may implement, interpret, or make specific this section by means of plan or county letters, information notices, plan or provider bulletins, or other similar instructions, without taking any further regulatory action. (2) On or before July 1, 2025, the department shall adopt regulations necessary to implement this section in accordance with the requirements of Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code. SEC. 2. If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code. https://Ieginfo.legislature.ca.gov/faces/biIINavClient.xhtml?bill_id=201920200AB2265 2/2 SENATE COMMITTEE ON HEALTH Senator Dr. Richard Pan, Chair BILL NO: AB 638 AUTHOR: Quirk -Silva VERSION: March 26, 2021 HEARING DATE: June 9, 2021 CONSULTANT: Reyes Diaz SUBJECT: Mental Health Services Act: early intervention and prevention programs SUMMARY. Permits Mental Health Services Act Prevention and Early Intervention funds to be used for strategies that address mental health needs, substance misuse or substance use disorders, or needs relating to co-occurring mental health and substance use services. Existing law: 1) Establishes the Mental Health Services Oversight and Accountability Commission (MHSOAC) to oversee the implementation of the Mental Health Services Act (MHSA), enacted by voters in 2004 as Proposition 63, to provide funds to county mental health programs (CMHPs) to expand services, develop innovative programs, and integrate service plans for mentally I children, adults, and seniors through a one percent income tax on personal income above $1 million. [WIC §5845] 2) Permits specified MHSA funds, including prevention and early intervention (PEI) program funds, to be used to assess and treat children, adults, and older adults with co-occurring mental health and substance use disorders (SUD) who are eligible to receive mental health services, as specified. [WIC §5891.5] 3) Permits PEI fields to be used to broaden the provision of comin pity -based mental health services by adding PEI services or activities to those services. [WIC §5840] This bill: Permits PEI funds to be used for strategies that address mental health needs, substance misuse or SUDS, or needs relating to co-occurring mental health and substance use services. FISCAL EFFECT: According to the Assembly Appropriations Committee, any costs to the Department of Health Care Services (DHCS) are expected to be minor and absorbable (MHSA state administrative funds). PRIOR VOTES: Assembly Floor: 77 - 0 Assembly Appropriations Committee: 16 - 0 Assembly Health Comniittee: 15 - 0 COMMENTS: 1) Author's statement. According to the author, some people living with serious mental illness simultaneously experience SUD, complicating diagnosis and treatment. A third of adults who receive county mental health services for serious mental illnesses have a co-occurring SUD. The stakes for these individuals is especially high. People with SUDS are almost six times more likely to attempt suicide than those without. Removing programmatic barriers in serving these individuals with mental health and co-occurring SUDS was an important first step, however, the COVID-19 pandemic has amplified the need to do more. Unfortunately, this AB 638 (Quirk -Silva) Page 2 of 3 pandemic has affected children and adults in unprecedented ways. Anxiety, depression, isolation, and feelings of despair, as well as suicide attempts, have increased dramatically among adults, school -aged children, and young adults. Many who had underlining or diagnosed mental health and SUDs are now dealing with an increased need for services and treatment. 2) MHSA. The MHSA requires each CMHP to prepare and submit a three-year plan to DHCS that must be updated each year and approved by DHCS after review and comment by the MHSOAC. DHCS is required to provide guidelines to counties related to each component of the MHSA. In the three-year plans, CMHPs are required to include a list of all programs for which MHSA funding is being requested and that identifies how the fields will be spent and which populations will be served. The MHSA makes explicit reference to those with co- occurring conditions and permits use of funds to treat those with a co-occurring SUDS, as long as an individual has a primary mental health condition. Counties also must submit their plans for approval to the MHSOAC before they can spend innovation program funds. The MHSA provides funding for programs generally within these five components: a) Community Services and Supports (CSS): Provides direct mental health services to the severely and seriously mentally ill, such as mental health treatment, cost of health care treatment, and housing supports. Regulations require counties to direct the majority of its CSS funds to Full -Service Partnerships (FSPs). FSPs are county coordinated plans, in collaboration with the client and the family, to provide the full spectrum of community services. These services consist of mental health services and supports, such as peer support and crisis intervention services; and non -mental health services and supports, such as food, clothing, housing, and the cost of medical treatment; b) PET Provides services to mental health clients in order to help prevent mental illness from becoming severe and disabling; c) Innovation: Provides services and approaches that are creative in an effort to address mental health clients' persistent issues, such as improving services for underserved or unserved populations within the community, d) Capital Facilities and Technological Needs: Creates additional county infrastructure, such as additional clinics and facilities and/or development of a technological infrastructure for the mental health system, such as electronic health records for mental health services; and, e) Workforce Education and Training: Provides training for existing county mental health employees, outreach and recruitment to increase employment in the mental health system, and financial incentives to recruit or retain employees within the public mental health system. 3) Related legislation. SB 749 (Glazer and Eggman) requires the MHSOAC, in consultation with state and local mental health authorities, to create a comprehensive tracking program for CMHP spending on mental and behavioral health programs and services, including funding sources, funding utilization, and outcome data at the program, service, and statewide levels. SB 749 is pending in theAssembly. 4) Prior legislation. AB 2265 (Quirk -Silva, Chapter 144, Statutes of 2020) clarifies that MHSA funds, including PEI, are permitted to be used to fund treatment for individuals with co- occurring mental illness and SUDs. Requires CMHPs to report information about the individuals treated, as specified. AB 638 (Quirk -Silva) Page 3 of 3 5) Support. Supporters, largely behavioral health advocates, argue that mental health disorders are among the most common health conditions faced by Californians. Even before the COVID-19 pandemic, nearly one in 13 children were identified as having an emotional disturbance that limited participation in daily activities. Many who had underlining or diagnosed mental health and SUDS are now dealing with an increased need for services and treatment. Drug -related overdose fatalities have risen 50% since 2017 and is one of the top ten leading causes of death in the state. Overdose related deaths are rising higher in California than in the United States. In the 12-months between June 2019 and June 2020, there were at least 7,254 overdose deaths, which equals approximately 17 overdose fatalities per 100,000 state residents. The County Behavioral Health Directors Association (CBHDA) states that the first stated purpose of the MHSA is to define serious mental illness among children, adults, and seniors as a condition deserving priority attention, including PEI services and medical and supportive care. CBHDA argues that the National Institute of Mental Health, the National Institute on Drug Abuse, and the Diagnostic and Statistical Manual of Mental Disorders all recognize SUDs as a mental illness. Supporters argue that last year's AB 2265 was an important first step to remove programmatic barriers in serving individuals with co-occurring conditions, but the reality of the COVID-19 pandemic has amplified the need to do more. The MHSOAC argues that this bill will strengthen the work of its PEI Project and provide clarity in existing law. The MHSOAC states that it is difficult to determine if someone in crisis has a mental health or SUD, and treatment should be focused on helping the individual's wellness and not determining what came first —the mental health need or the SUD. 6) Opposition. The California Right to Life Committee, Inc. opposes this bill because of concerns about the apparent lack of any significant improvement in the quality of life for those suffering from mental illness and states that California taxpayers should be angry that those funds they paid from 2004 to the present have not transformed the mental health system as was promised. 7) Oppose unless amended. The Depression and Bipolar Support Alliance (DBSA) states that many, even perhaps a majority of those with mental health and mood disorder challenges have co-occurring SUD issues, but there are many other programs for SUDs alone, and there's no compelling argument to utilize MHSA funds for this. DBSA cannot support the amendment of the MHSA without restricting it to co-occurring conditions. Without this amendment, DBSA states this bill does not further the intent of the MHSA, but rather dilutes A. SUPPORT AND OPPOSITION: Support: California Alliance of Child and Family Services California Consortium of Addiction Programs and Professionals California Family Resource Association Child Abuse Prevention Center County Behavioral Health Directors Association Mental Health Services Oversight and Accountability Commission National Alliance on Mental Illness - California Racial and Ethnic Mental Health Disparities Coalition Oppose: California Right to Life Committee, Inc. Depression and Bipolar Support Alliance (unless amended) AB 2265 Page l Date of Hearing: June 2, 2020 ASSEMBLY COMMITTEE ON APPROPRIATIONS Lorena Gonzalez, Chair AB 2265 (Quirk -Silva) — As Amended May 4, 2020 Policy Connnittee: Health Vote: 15-0 Urgency: No State Mandated Local Program: No Reimbursable: No SUMMARY: This bill provides flexibility to counties to use Mental Health Services Act (MHSA) dollars to treat someone with a co-occurring substance use and mental health disorder when such an individual would be eligible for MHSA-funded treatment services, as well as to assess such an individual for eligibility for such services. It also specifies related procedures, requires counties to report the use of funding in the manner above to the Department of Health Care Services (DHCS) and requires DHCS to aggregate and report this data annually. FISCAL EFFECT: Minor and absorbable one-time costs to DCHS to specify the manner of reporting, and minor ongoing costs to receive reports from counties and report statewide data (MHSA administrative set -aside funds). COMMENTS: 1) Purpose. According to the author, some people living with serious mental illness simultaneously experience alcohol and drug use disorders, complicating diagnosis and treatment. This bill would provide counties the flexibility to treat these individuals using MHSA dollars. 2) Background. Proposition 63, the MHSA, was passed by voters in November 2004. The MHSA imposes a 1 % income tax on personal income in excess of $1 million to fund counties for a broad continuum of mental health prevention, early intervention and other services. It also charges DHCS with overseeing aspects of MHSA implementation. The majority of MHSA dollars, with the exception of a set -aside for state administration, are provided to counties to fund community -based mental health services, prevention and early intervention, innovation, capital and technology needs, and workforce. Funding is allocated subject to a local community planning process. Better integration of substance use and mental health treatment for the large number of individuals with co-occurring disorders has been an emerging policy priority over the last decade. 3) Related Legislation. AB 2025 (Gipson), also to be heard in this committee, authorizes the County of Los Angeles to establish a pilot project for the provision of community -based care and treatment that addresses the interrelated and complex needs of individuals suffering from mental illness and substance use disorder, homelessness and other medical comorbidities. AB 2265 Page 2 AB 2576 (Gloria), also being heard today in this committee, redirects unspent MHSA to be reallocated to other counties for the purposes of providing services to individuals with mental illness who are also experiencing homelessness or who are involved in the criminal justice system and providing early intervention services to youth 4) Prior Legislation. SB 389 (Hertzberg), Chapter 209, Statutes of 2019, authorized counties to use MHSA moneys to provide services to persons who are participating in a presentencing or post -sentencing diversion program or who are on parole, probation, post -release community supervision or mandatory supervision. Analysis Prepared by: Lisa Murawski / APPR. / (916) 319-2081 ■t 6. 1; 10��u�c r� t � �a. 1 `F . Al 0 K ail 0. Jennifer L. Hall From: durfeycraig Sent: Wednesday, December 14, 2022 12:14 AM To: publiccomment@sdcounty.ca.gov; Public Comment; Theresa Bass; JSTOUFFER@WESTMINSTER-CA.GOV; dupsill@westminster-ca.gov Cc: durfeycraic cadurfey ; DIANA.LARA@sen.ca.gov; assemblymember.quirk-silva@assembly.ca.gov; sbe@cee.ca.gov; Assemblymember.Davies@assembly.ca.gov; assemblymember.rendon@assembly.ca.gov; Christopher.Aguilera@asm.ca.gov; SENATOR.GONZALEZ@senate.ca.gov; 'communityrelations' Subject: [EXTERNAL] FW: As the founder of P.R.D.D.C. submitting for your consideration to support more Hope Squads suicide prevention in all CA State through directly each city as well support legislation with sponsor state wide.. 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. From: durfeycraig Sent: Wednesday, December 14, 2022 12:07 AM To: fganzales@ocsheriff.gov; magardener@ocsheriff.gov; cddassland@ocsheriff.gov; smcdermatt@ocsheriff.gov; srasmussen@nbpd.org; bmoore@nbpd.org; JSTAFFORD@NBPD.ORG; SNEARHOOF@NBPD.ORG; DLENY@WESTERMINSTER-CA.GOV; dupstill@westminster-ca.gov; JSROUFFER@WESTMINTER-CA.GOV; RWEBER@WESTMINSTER-CA.GOV; mezroj@sealbeachca.gov; jclasby@sealbeachca.gov; nnicholas@sealbeachca.gov; mmccaskill@fullertonpd.org Cc: durfeycraig cadurfe) _ Subject: As the founder of P.R.D.D.C. submitting for your consideration to support more Hope Squads suicide prevention in all CA State through directly each city as well support legislation with sponsor state wide.. 12-13-2022 (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 CELL SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. F 404 - HONORING 0IIR IIII Illm'IIItIIII' IIIFIIIEY IF IS FIGHT AGAINST AUTISM ... Ms. L0110ETTA S&IM01HEZ of Calliffornila. https://www.govinfo.gov/content/pkq/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website s ci e i s® r_ As the founder of P.R.D.D.C. submitting for your consideration to support more Hope Squads in all CA communities, as well support legislation with sponsor mandated prevention of suicides peer to peer program. Funding from the CA State 638 Mental Health Service Act early intervention and prevention programs year was 2021-2022 chapter No: 638 Oct 06,2021. The first Hope Squad was brought to CA State at Irvine School District from a collaboration from the Irvine police SRO with P.R.D.D.C. connecting the founder of Hope Squad to ok, then reaching out to Orange County Behavior Health CA to pay the up -front cost. Now currently from what recently had counted are eight east in Irvine Schools District, then some are in northern CA State. Hope4Utah - Hope Squad Suicide Prevention 41States & Canada,1,600+Schools,45,000 Hope Squad Members 8,000+Students Referred for Help!! .... .................._,ii.......:/. Included is letter of the research from Violent Video Games On The Brain: What It Looks Like, with Dr. Lisa Strohman It's clear that technology and gadgets have changed radically over the last 30 years. In fact, the evolution happens so quickly that it's difficult to determine the safety of new tech before it goes to market. In the second episode of a series with psychologist and author Dr. Lisa Strohman, Dr. Daniel and Tana Amen discuss what the scientific research says about how certain gadgets and video games affect our children. (167) Practical Tips for Kids' Use of Technology, with Dr. Lisa Strohman - The Brain Warrior's Way Podcast - YouTube What is a HOPE Squad? Hope suicide prevention Hope Squad is a peer -to -peer suicide prevention program. The program reduces youth suicide through education, training, and peer intervention. What is the program? Hope Squad is a peer -to -peer suicide intervention program. Hope Squad members are nominated by their classmates as trustworthy peers and then trained by adult advisors. The program aims to: (a) create a safe school environment; (b) promote connectedness; (c) support anti -bullying; (d) encourage mental wellness; (e) reduce mental health stigma; and (f) prevent substance misuse. Hope Squad members are trained to be aware of their peers and watch for warning signs. The learn to show empathy to their peers, listen without judgment, and how to connect them to trusted adults. Who is the program for? Hope Squads have been implemented at elementary and secondary levels within grades 4 to 12. N What outcomes does the program produce? Increase in awareness of suicide warning signs Increase in awareness of resources for help related to suicide risk Increase in student referrals for suicide concern Increase in referral of high -risk students who received intervention aligned with risk What is the evidence? Wright -Berryman, J., Hudnall, G., Hopkins, R., & Bledsoe, C. (2018). Hope squads: Peer -to -peer suicide prevention in schools. Children & Schools, 40(2), 125-126. ......_ s:// i. iir / /cs/c This report documents evaluation outcomes gathered by surveying students involved in Hope Squads at the beginning and end of an academic year. Within person analyses showed statistically significant increases in perceived self - efficacy in crisis response, understanding of resources to support a suicidal peer, and increased knowledge on how to respond to a suicidal peer. Wright -Berryman, J., Hudnall, G., Bledsoe, C., & Lloyd, M. (2019). Suicide concern reporting among Utah youths served by a school -based peer -to -peer prevention program. Children & Schools, 41(1), 35-44..__._. s:// i. iir / /cs/c This evaluation examined suicide concern referrals within 41 school districts implementing Hope Squads. The evaluation found the number of school suicide - related contacts grew from 80 to 673 over the four-year period. Twenty-four percent of all contacts were directly reported by a Hope Squad member. A greater proportion of students referred by Hope Squad members resulted hospitalization (14%), suggesting higher risk. How is the program implemented? Schools select a Hope Squad Advisor who is responsible for implementation. The advisor will receive training (online, virtual, or in -person) on how to effectively implement the program and maintain program fidelity. Who can implement the program? Any teacher, administrator, staff member or parent can be trained as a Hope Squad advisor. The developer recommends selecting two to three individuals to act as advisors. What are the costs and commitments associated with becoming trained in this program? 3 Please contact the program for the most recent costs and commitments, as these may change. Costs range between $3,000 (elementary) and $6,000 (high school) and include Hope Squad student curricula and workbooks, parent manuals, communication materials, monthly webinars and support materials, and more. Costs can be paid one-time to support a 3- to 4-year implementation phase or paid year to year (range of $1,000 to $1,800 annual cost). Training costs for virtual or online training are $300 per person. Following implementation, there is an annual membership fee of $180 (elementary) to $500 (middle/high) that includes continual updates of curricula and training materials. What resources are useful for understanding or implementing the program? Website:......_ s:// . u ad.com/ Hope Squad Frequently Asked Questions:.__._. s:// yAd.com/fag/ Rating: Promising Practice Secondary components: Positive Youth Development; Early Mental Health Prevention and Intervention 1. GEilEe1AKS AFTER • I C • : %' AEALTA • • i i i i i i i To whom it may concern. The first Hope Squad was brought to Irvine CA through a collaborative effort of Irvine Police Dept with P.R.D.D.C. that Orange County Department of Health to fund Hope Squad now have eight going strong below are the links Hope Squad I Irvine High School . _ s://iii i e i .ius iir i, students i, hope -squad MISSION STATEMENT HOPE Squad is a peer -to -peer suicide prevention program aimed at spreading hope, increasing help -seeking behavior, and fostering community ... Hope Squad I Woodbridge High School 4 . _ sc// iiri e h®ius iir, i, hope -squad Hope Squad Mission Statement To reduce youth suicide through education, training, and peer intervention Goals Hope Squads seek to reduce self-destructive We need more Hope Squads in CA State to help children wellness peer to peer from 1 to 12 grade only Irvine and some in northern CA we need more. "I have never seen a program change the culture of our schools the way Hope Squads has. The power of peer -to -peer and education about mental illness has opened doors and saved lives. The number of students we have saved both inside and outside of our school district is beyond life changing. In my 22 years of education, 1 have never been involved in a program with the impact Hope Squad has had. The program truly brings a community together. 1 have worked with our local mental health professionals, fire department, community, members, parents, and most importantly our students. Lives both inside and outside of the school have been changed and impacted forever." ......_ sc//s ci le ti Ip..................._..................._/......._......... st°°........//,,,iir a ,,,fie eiir,,,sIIN................_.,,,.................................._ ,, ......... .... t ..r,,, c vi ut e t .................................................................................................................................................................................................................................... U.S. SURGEN GENERAL SPEAKS AFTER COVID ABOUT MENTAL HEALTH SCHOOL covid about mental health school Hope Squad is a peer -to -peer suicide prevention program. ......_ sc//s ci le ti Ip..................._.®..................._/......._......... .._st°°..... //..........11e-s u ,,,is,,, ,,, t - eeiir,,, :........_.-.11iir ve ti .ilr......... iir am Dr. Amen is a physician, psychiatrist, teacher, and multiple New ......_ sc//s ci le ti Ip..................._..................._/......._......... st°°..... //..... iir,,,.... e ,,,.is,,,........... sici s c i tiirist,,, ..............._........_ iir,,,.........................,,,............_ % ........._............. The most important lesson from 83,000 brain scans I Daniel Amen I TEDxOran eg Coast 19M views9 years ago 5 (167) How to End Mental Illness I Dr. Daniel Amen - YouTube How to Keep Your Brain Healthy (167) How to Keen Your Brain Healthv - YouTube "Healing ADD - See And Heal The 7 Types!" with Dr. Daniel Amen (167) "Healing ADD - See And Heal The 7 Tvnes!" with Dr. Daniel Amen - YouTube You're living in a society that has normalized everything that should be far from normal. From the time you open your eyes, your brain is kicking in and most likely living in overdrive. The unfortunate truth is most likely you're not even aware of all the ways your brain is under attack. Social media is being consumed at an unhealthy rate in both your personal and business life. Even if you have a generally healthy diet, processed foods and chemicals that damage the brain are still sneaking into your body's system. Is there any wonder why anxiety, stress, and depression, trauma and PTSD are now considered to be the norm? Dr. Daniel Amen is a psychiatrist, brain scan expert and third time guest. In this episode, he's unleashing the truth about the emotional dragons you are likely dealing with. He gets into some of the most common dragons attacking your emotional brain today, anxious, wounded and inferior to name a few. If you're low- key feeling attacked on a daily basis, breathe deep and listen in on ways you can start changing your brain and changing your life for the better. SHOW NOTES: 0:00 Introduction Dr. Daniel Amen 1:10 Dragons From the Past 4:18 Balancing the Prefrontal Cortex 7:38 1 Knowing Common Dragons 10:59 Identify Accurate Thinking 14:18 Strategies To Tame Your Dragons 16:35 Techniques to Help with Trauma 20:35 1 PTSD & Stimulating Trauma 29:57 1 Rewriting 12 Steps for Bad Habits 32:00 Tell Your Brain What You Want 39:09 Unhealthy Weight to the Brain 45:01 Brain Health, Anxiety & Diet Link 48:49 Your Brain on Marijuana QUOTES: 6 "When you take the emotion out, something's going to replace it, and if you have skill in managing your mind, you'll often look for what's right rather than what's wrong." [27:35] "Negative thinking disrupts brain function, but at the same time [...] positive thinking by itself is harmful, we have to be thoughtful. [28:47] "You have to tell your brain what you want, because it's always listening." [32:00] "What do you want in a balanced way? Because if you know, then you're more likely to get it." [33:22] "When you become more real, you become more relatable." [41:07] "This is not about not having fun. It's about having fun with all of you intact." [52:42] Follow Dr. Daniel Amen: Website:......_ . s-.// iel a .c / YouTube:......_tA.s:// utu e.c /useiir/ a li is Twitter: ......_ s:// wit eiir.c / e li ics Instagram:......_ s:// .i st .. iir .c / c_ amen/ Facebook: httDs://www.facebook.com/AmenClinic Podcast:... ttllp .,// a cli ics.c / c st/ (167) Change Your BRAIN, Change Your LIFE! These Hacks Will Improve Your BRAIN I Dr. Daniel Amen - YouTube Practical Tips for Kids' Use of Technology, with Dr. Lisa Strohman - The Brain Warrior's Way Podcast This episode of The Brain Warrior's Way Podcast features information, tips, and how to's on technology, violence, and children. Dr. Lisa Strohman is a clinical psychologist, attorney, author, and founder and director of Digital Citizen Academy. Can Technology Encourage Mass Shootings? With Dr. Lisa Strohman This week's guest on The Brain Warrior's Way Podcast, Dr. Lisa Strohman, was working with the profiling unit of the FBI when one of the most horrific events in our nation's history occurred. This event sparked her passion to educate parents and children on the dangers of technology. In this episode, Dr. Strohman shares 7 some of her most surprising revelations from her life's journey with Dr. Daniel and Tana Amen. Violent Video Games On The Brain: What It Looks Like, with Dr. Lisa Strohman It's clear that technology and gadgets have changed radically over the last 30 years. In fact, the evolution happens so quickly that it's difficult to determine the safety of new tech before it goes to market. In the second episode of a series with psychologist and author Dr. Lisa Strohman, Dr. Daniel and Tana Amen discuss what the scientific research says about how certain gadgets and video games affect our children. What Can Parents Do to Monitor Kids' Online Activities? With Dr. Lisa Strohman For better or worse, today's digital devices are a gateway to another world. Unfortunately, this world is filled with deceptive people who know the technology well enough to manipulate others into bad situations. So what can parents do to keep their kids safe? In the third episode of a series with Dr. Lisa Strohman, she and the Amens discuss useful strategies to monitor their children's activities and empower them to understand their virtual playgrounds. Practical Tips for Kids' Use of Technology, with Dr. Lisa Strohman In this episode of The Brain Warrior's Way Podcast, Dr. Daniel Amen and Tana Amen are once again joined by psychologist and author Dr. Lisa Strohman for a final discussion on kids and technology. In this episode, Strohman and the Amens give you practical tips to make your family's technology habits happier, healthier, and safer. Like us on Facebook: httDs://www.facebook.com/AmenClinic Follow us on Twitter:.__._ s://t itt iir.c / e li ics Connect with us on Linkedln: tt :// it.l / e li ics i e III If you or someone you know would like more information about Amen Clinics, please call us! Within the U.S. call 1-888-288-9834 Outside the U.S. call 1-949-266-3700 Like us on Facebook:.__._ i.// .f ce .c / e li is Follow us on Twitter:.__._ s://t itt iir.c / e li ics Connect with us on Linkedln: tt :// it. Iv/ArnenCli icsi-inked III s hft (167) Practical Tips for Kids' Use of Technology, with Dr. Lisa Strohman - The Brain Warrior's Way Podcast - YouTube Request consideration for letter of support to submit to CA State Assembly with State Senate for children suicide prevention. Thank You Craig A Durfey Jennifer L. Hall From: Craig A Durfey , _ Sent: Wednesday, December 14, 2022 2:57 AM To: Bob Harden; Craig A Durfey; David.Ochoa@sen.ca.gov; Dina Nguyen; Jeffrey Layland; Lan Nguyen; SENATOR.GONZALEZ@senate.ca.gov; Theresa Bass; Walter Muneton; Public Comment; senator.umberg@senate.ca.gov Subject: [EXTERNAL] Fwd: Watch "2022 Hope Squad National Virtual Conference Pre Show" on YouTube 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. ---------- Forwarded message --------- From: Craig A Durfey Date: Wed, Dec 14, 2022 at 2:54 AM Subject: Fwd: Watch "2022 Hope Squad National Virtual Conference Pre Show" on YouTube To: Aguilera, Christopher <Christopher.A uilera o,asm.ca.gov>, Assemblymember Quirk -Silva <assemblymember.quirk- silvagassembly.ca. gov>, COB Response <response o,ocgov.com>, Craig A Durfey Maria Stipe <marias gci. garden- grove.ca.us>, Maureen Blackmun PIO Department <pio_departmentggegusd.us>, Pam Haddad <pamha _,ci. garden- grove.ca.us>, Public Records Request <cityclerk gggcity.org>, <assemblymember.rendongassembly.ca.gov>, communityrelations<communityrelationsgggcity.org>, <ocbe o,ocde.us> ---------- Forwarded message --------- From: Craig A Durfey Date: Wed, Dec 14, 2022 at 2:47 AM Subject: Watch "2022 Hope Squad National Virtual Conference Pre Show" on YouTube To: Craig A Durfey Nick Dibs _ <durfeycrai� https://youtti.be/K7BDvpcedzg Jennifer L. Hall From: Theresa Bass Sent: Thursday, December 15, 2022 1:09 PM To: Public Comment Subject: FW: [EXTERNAL] Fwd: PRESS RELEASE: GAMES AT AN SPORTS CAFE IN SOUL. CONCERN OVER VIDEO GAMES' EFFECTS HAVE LED SOUTH KOREA TO CONSIDER "GAMING DISORDER" AS A DISEASE .6C51 Gaming disorder/ From: Craig A Durfey Sent: Wednesday, December 7, 2022 12:18 PM To: Marisa.Shea@sen.ca.gov; SHEA.Committee@senate.ca.gov; ABC7 General Release <pr@abc7.com>; TIPS@NBCUNI.COM; CBS 2 <Kcalkcbsdesk@cbs.com>; FOXIINEWS@FOXTV.COM; Foley, Katrina <Katrina.Foley@ocgov.com>; Supervisor Doug Chaffee < Fourth. District@ocgov.info>; ocbe@ocde.us; Craig A Durfey durfeycraig _ ;Theresa Bass <TBass@anaheim.net> Subject: [EXTERNAL] Fwd: PRESS RELEASE: GAMES AT AN SPORTS CAFE IN SOUL. CONCERN OVER VIDEO GAMES' EFFECTS HAVE LED SOUTH KOREA TO CONSIDER "GAMING DISORDER" AS A DISEASE .6C51 Gaming disorder/ 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. Forwarded message From: Craig A Durfey Date: Wed, Dec 7, 2022 at 11:52 AM Subject: Fwd: PRESS RELEASE: GAMES AT AN SPORTS CAFE IN SOUL. CONCERN OVER VIDEO GAMES' EFFECTS HAVE LED SOUTH KOREA TO CONSIDER "GAMING DISORDER" AS A DISEASE .6C51 Gaming disorder/ To: <durfeycraii Craig A Durfey ---------- Forwarded message --------- From: <durfeycrai Date: Wed, Dec 7, 2022 at 11:49 AM Subject: PRESS RELEASE: GAMES AT AN SPORTS CAFE IN SOUL. CONCERN OVER VIDEO GAMES' EFFECTS HAVE LED SOUTH KOREA TO CONSIDER "GAMING DISORDER" AS A DISEASE .6C51 Gaming disorder/ To: <DIANA.LARA@sen.ca.gov>, <Assemblymember.Davies@assembly.ca.gov>, Public Records Request <cityclerk@ggcity.org>, Teresa Pomeroy <teresap@ggcity.org>, <Christopher.Aguilera@asm.ca.gov>, Maria Stipe <marias@ci.garden-grove.ca.us>, <assemblymember.quirk-siIva @assembly.ca.gov>, <senator.umberg@senate.ca.gov>, Pam Haddad <pamha@ci.garden-grove.ca.us>, <David.Ochoa@sen.ca.gov>, communityrelations <communityrelations@ggcity.org>, <assemblymember.rendon@assembly.ca.gov>, <SEDN.committee@senate.ca.gov>, <sbe@cde.ca.gov>, <SENATO R.GONZALEZ@senate. ca.gov>, <Ddbarnes@ocsd.org> Cc: <durfeycrai <cadurfey 12-07-2022 RELEASE (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 CELL SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY PRESS U.S. F 404 - HONORING 0III' IIIIG 1[)uWltll"EY F IS FIGHT AGAINST AUTISM ... Ms. L011ZETTA S&IM01HEZ of California. https://www.govinfo.gov/content/pkq/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website s ci le i l s® r_ Open letter. Request support for enforcement of are Federal laws with CA State laws with child abuse describe below a series of reports the lack of awareness. Calls for addressing the Esports gaming addiction as a disease.6C51 Gaming disorder on school grounds with CA State SCR 73 Blue light 2019 causing myopia and sleep deprivation. HEADLINES NEWS STORIES (socialemotionalpaws.com) SOUTH KOREA WRESTLES WITH INABILITY TO UNPLUG GAMES AT AN SPORTS CAFE IN SOUL. CONCERN OVER VIDEO GAMES' EFFECTS HAVE LED SOUTH KOREA TO CONSIDER "GAMING DISORDER" AS A DISEASE. South Korea wrestles with inability to unplug Video games are practically a national pastime, but mental health experts see cause for alarm He eventually began disappearing to play at internet cafes. Night after night, she would search for him, and he would try to evade her. Now he is 21 and unemployed. In June at his grandfather's funeral, he played games on his phone. "There wasn't a day he'd go without playing," said his grandmother, who raised him and felt so ashamed by his situation that she would speak only on condition that her family not be named. "Games ruined the child." That's a controversial opinion in South Korea these days. 3 Video games are practically the national pastime, played by the majority of adults and more than 90% of adolescents. Rising concerns over the effects of games on mental health have been met with skepticism and disdain by the $13-billion gaming industry. The debate intensified in May after the World Health Organization officially added "internet gaming disorder" to the 2022 edition of its International Classification of Diseases, which sets global standards for diagnosis. That was a welcome development to many of South Korea's mental health professionals, who say the classification will broaden understanding of the problem and improve treatment. They point to multiple incidents of gamers dying after playing for days with little food or sleep. In 2009, a couple became so consumed by games that they allowed their infant daughter to die of malnutrition — landing them in prison for negligent homicide. The South Korean government, which has assembled a panel of experts and industry insiders to study the issue, could add gaming disorder to its own diagnostic Korean Standard Classification of Diseases as soon as 2025. The country's gaming industry argues that the classification will have dire economic consequences. GAMERS AT an esports cafe in Seoul. Concerns over video games' effects have led South Korea to consider listing "gaming disorder" as a disease. (Ed Jones AFP/Getty Images) Only the United States, China and Japan have bigger gaming sectors than South Korea, which exported $6 billion in games in 2017 — more than 10 times what the country's K-pop music industry brought in. "It'll be a disaster," said Kim Jung-tae, a professor of game studies at Dongyang University and a veteran game developer who signed onto a task force pledging to fight the disease classification. "The entire ecosystem of the game industry could collapse." He called the push to recognize problematic gaming as an addiction a "witch hunt" perpetrated by psychiatrists and bureaucrats who stand to profit from funding for research and treatment as well as parents eager to explain away their children's academic failures. He said he worried that increased regulation would spur gaming companies to move their operations overseas. "It's part of a phobia of new media," he said. "Games, like air, are already a part of our lives." The Ministry of Culture, Sports and Tourism, which is tasked with promoting and supporting the gaming industry, has estimated that the gaming disorder designation will reduce revenue by $9 billion over the next three years and cost 8,700 jobs. It has lobbied the World Health Organization to drop the classification and urged South Korea to reject it, putting it at odds with the health ministry. Mental health advocates say concerns that the industry will come crashing down are overblown. "Alcoholics don't blame the company that makes the liquor," said Roh Sung -won, an addiction specialist and professor of psychiatry at Hanyang University Hospital in Seoul. "You don't stop manufacturing cars because there are automobile accidents." Roh said one of his patients was a video game addict who was hospitalized for a month for psychiatric care, after the owner of an internet cafe got worried about him and called police. The man had been playing for 72 hours straight. "There clearly exists a population for whom this is a problem," Roh said. Still, there are divisions among mental health experts over whether excessive gaming should be classified as a mental disorder. Some say game addiction is in most cases a sign of other underlying mental health issues including depression or attention deficit hyperactivity disorder, known as ADHD. They also say it may be a manifestation of problems within the family, and the treatment needed may be for something other than the problematic gaming itself. The American Psychiatric Assn. has said that 0.3% to 1 % of the U.S. population might potentially be diagnosed with acute gaming disorder but that the issue needs more research. Studies conducted primarily in Asia "suggest that when these individuals are engrossed in internet games, certain pathways in their brains are triggered in the same direct and intense way that a drug addict's brain is affected by a particular substance," the organization said in a 2013 brief. "The gaming prompts a neurological response that influences feelings of pleasure and reward, and the result, in the extreme, is manifested 5 as addictive behavior." Dr. Allen Frances, who chaired the task force that oversaw the production of a past edition of the Diagnostic and Statistical Manual of Mental Disorders, the bible of U.S. psychiatry, tweeted that recognizing gaming disorder could help some people but also carries the risk of mislabeling "millions of normal recreational gamers." Though there are support groups for sex addicts and food addicts, gambling is the only behavioral addiction recognized in current U.S. or international diagnostic manuals. South Korea has long been at the vanguard of concern about addiction to video games. In 2011, the country passed the so-called Cinderella Law requiring games to include automatic shutdown for children 15 or younger after midnight. Most teens quickly found workarounds using VPN connections or signing on as their parents. Two years later, a lawmaker proposed legislation classifying games alongside alcohol, drugs and gambling as major addictions to be battled by society. The proposal was debated for years before fizzling. In response to growing concerns, the video game industry established a Game Culture Foundation to promote the idea that gaming is a cultural asset rather than a social ill. The foundation set up five clinics around South Korea to treat what it calls "game overindulgence." In the last five years, they have treated 17,000 people,researchers said. For the 21-year-old raised by his grandmother, visits to hospitals and clinics over the years never worked. Each time, he'd give up after one or two sessions. Addiction ran in the family. His grandfather was an alcoholic who for decades drank several bottles a day — usually soju, but he wasn't picky — until his recent death due to cancer. The parallels seemed obvious to the woman who lived with both of them: the constant need for a fix, the deceit involved in hiding their habits, the inability to quit. Her grandson disputes the idea that he was ever addicted to video games, even though he routinely missed school because he would play for 12 hours at a stretch. Many of the video games he played featured the opportunity to buy "loot boxes," which contain randomized prizes. 6 It wasn't much of leap into another addiction that he readily acknowledges: gambling. He began dabbling in illegal offshore sports betting websites. In recent years, he resorted to petty fraud to get gambling cash — like selling his motorcycle to multiple people online. He was arrested in July on fraud charges related to his gambling debts and is currently in jail awaiting trial. In an interview from behind a window, he said he doesn't think much about video games anymore. "I just played whenever I felt empty and depressed," he said as a 10-minute countdown clock flashed. His grandmother has been traveling an hour and a half every day, taking a bus, a train, then another bus to visit him. She often finds herself thinking back to his elementary school days, when a soccer coach suggested that her grandson had talent and that she should sign him up for lessons. The family couldn't afford it — but now she wonders whether it would have made all the difference ICD-11 for Mortality and Morbidity Statistics (who.int) - Disorders due to addictive behaviours Show all ancestors Gaming disorder is characterised by a pattern of persistent or recurrent gaming behaviour ('digital gaming' or 'video -gaming'), which may be online (i.e., over the internet) or offline, manifested by: 1. impaired control over gaming (e.g., onset, frequency, intensity, duration, termination, context); 2. increasing priority given to gaming to the extent that gaming takes precedence over other life interests and daily activities; and 3. continuation or escalation of gaming despite the occurrence of negative consequences. The pattern of gaming behaviour may be continuous or episodic and recurrent. The pattern of gaming behaviour results in marked distress or significant impairment in personal, family, social, educational, 7 occupational, or other important areas of functioning. The gaming behaviour and other features are normally evident over a period of at least 12 months in order for a diagnosis to be assigned, although the required duration may be shortened if all diagnostic requirements are met and symptoms are severe. Exclusions Hazardous gaming .Q!g_ Bipolar type I disorder .................. • Bipolar type 11 disorder .... '.1 SIP° Vlii uu o ui c I�If' V°ii uur uunuu IlIRequVlii uur II1G°'° uur • A persistent pattern of gaming behaviour ('digital gaming' or 'video -gaming'), which may be predominantly online (i.e., over the internet or similar electronic networks) or offline, manifested by all of the following: Impaired control over gaming behaviour (e.g., onset, frequency, intensity, duration, termination, context); o Increasing priority given to gaming behaviour to the extent that gaming takes precedence over other life interests and daily activities; and Continuation or escalation of gaming behaviour despite negative consequences (e.g., family conflict due to gaming behaviour, poor scholastic performance, negative impact on health). • The pattern of gaming behaviour may be continuous or episodic and recurrent but is manifested over an extended period of time (e.g., 12 months). • The gaming behaviour is not better accounted for by another mental disorder (e.g., Manic Episode) and is not due to the effects of a substance or medication. • The pattern of gaming behaviour results in significant distress or impairment in personal, family, social, educational, occupational, or other important areas of functioning. S1�peclflejjjjr.s o uur oliiiiiiie o uur offlliiie 131 III Vlii o uur: 51 11,,0 G aioi hi ioi��'i IIIII his ioi d io , ofor IIII hi ium 8 • This refers to Gaming Disorder that predominantly involves gaming behaviour that is conducted over the internet or similar electronic networks (i.e., online). 51 I G ainhi ioi��l IIIII his ioi d ior, ICI for � � ioi hi ioi�� ioi° � IIII Offi hi ium • This refers to Gaming Disorder that predominantly involves gaming behaviour that is not conduced over the internet or similar electronic networks (i.e., offline). 51 Z G aioi hi io'i II)his ird ir, uiumIpecified Add V°iii lilii oiiialI ClliiilcalI II1I"°'" to uur • If symptoms and consequences of gaming behaviour are severe (e.g., gaming behaviours persist for days at a time without respite or have major effects on functioning or health) and all other diagnostic requirements are met, it may be appropriate to assign a diagnosis of Gaming Disorder following a period that is briefer than 12 months (e.g., 6 months). • Individuals with Gaming Disorder may make numerous unsuccessful efforts to control or significantly reduce gaming behaviour, whether self -initiated or imposed by others. • Individuals with Gaming Disorder may increase the duration or frequency of gaming behaviour over time or experience a need to engage in games of increasing levels of complexity or requiring increasing skills or strategy in an effort to maintain or exceed previous levels of excitement or to avoid boredom. Individuals with Gaming Disorder often experience urges or cravings to engage in gaming during other activities. • Upon cessation or reduction of gaming behaviour, often imposed by others, individuals with Gaming Disorder may experience dysphoria and exhibit adversarial behaviour or verbal or physical aggression. • Individuals with Gaming Disorder may exhibit substantial disruptions in diet, sleep, exercise and other health -related behaviours that can result in negative physical and mental health outcomes, particularly if there are very extended periods of gaming. • High -intensity gaming behaviour may occur as a part of online computer games that involve coordination among multiple users to accomplish complex tasks. In these cases, peer group dynamics may contribute to the maintenance of intensive gaming behaviours. Regardless of the social 0 contributions to the behaviour, the diagnosis of Gaming Disorder may still be applied if all diagnostic requirements are met. • Gaming Disorder commonly co-occurs with Disorders Due to Substance Use, Mood Disorders, Anxiety or Fear -Related Disorders, Attention Deficit Hyperactivity Disorder, Obsessive -Compulsive Disorder, and Sleep -Wake Disorders. �4°° uu uu�V°uiwltli Iftit l Vlii W Il curesIl oIlII • Gaming Disorder should not be diagnosed merely on the basis of repeated or persistent gaming (online or offline) in the absence of the other characteristic features of the disorder. Daily gaming behaviour as a part of a routine or the use of gaming for purposes such as developing skills and proficiency in gaming, changing mood, alleviating boredom, or facilitating social interaction in the absence of the other required features is not a sufficient basis for assigning a diagnosis of Gaming Disorder. • High rates and long durations of gaming behaviour (online or offline) occur more commonly among specific age and social groups (e.g., adolescent males), and in particular contexts such as during the holidays or as a part of organized gaming activities for entertainment in the absence of the other required features is also not indicative of a disorder. Cultural, subcultural, and peer -group norms should be considered when making a diagnosis. • The course of Gaming Disorder is typically progressive, as the individual increasingly prioritizes gaming at the expense of other activities. 1° I II o ICIp iiiin e uu III 11�4°°V° uu uu V°iii uu • Gaming Disorder appears to be most prevalent among adolescent and young adult males aged 12 to 20 years. Available data suggest adults have lower prevalence rates. Among adolescents, Gaming Disorder has been associated with elevated levels of externalizing (e.g., antisocial behaviour, anger control) and internalizing (e.g., emotional distress, lower self-esteem) problems. Among adults, Gaming Disorder has been associated with greater levels of depressive and anxiety symptoms. 10 • Adolescents with Gaming Disorder may be at increased risk for academic underachievement, school failure/drop-out, and psychosocial and sleep problems. x., ui / it 1l'" uur • Males appear to be more frequently affected by Gaming Disorder during both adolescence and adulthood. • Though less frequently diagnosed with Gaming Disorder than adolescent boys, girls who meet the diagnostic requirements may be at greater risk of developing emotional or behavioural problems. �4°° uu uu�V°uiwltli Otlieiir I'Xisairdeirs aiiiiido uu Vlii Vlii o uu 1 V°iii uu o alai • Boundary with Hazardous Gaming. The category of Hazardous Gaming from the ICD-11 chapter on 'Factors Influencing Health Status or Contact with Health Services' may be assigned to individuals who exhibit problematic patterns of gaming behaviour without the other features of Gaming Disorder. Hazardous gaming refers to a pattern of gaming that appreciably increases the risk of harmful physical or mental health consequences to the individual or to others around the individual that may require some intervention or monitoring but is not considered to constitute a disorder. • Boundary with Gambling Disorder. Unlike Gaming Disorder, Gambling Disorder necessitates the betting of money or other valuables in the hope of obtaining something of greater value. If gaming behaviour is focused on wagers (e.g., internet poker), Gambling Disorder may be a more appropriate diagnosis. • Boundary with Bipolar and Related Disorders: Increased goal -directed activity including impaired ability to control gaming behaviour can occur during Manic, Mixed, or Hypomanic Episodes. A diagnosis of Gaming Disorder should only be assigned if there is evidence of a persistent pattern of gaming behaviour that meets all diagnostic requirements for the disorder and occurs outside of Mood Episodes. • Boundary with Obsessive -Compulsive Disorder: Gaming behaviour can sometimes be described as 'compulsive' by lay people and also by some health professionals. Compulsions observed in Obsessive -Compulsive Disorder are almost never experienced as inherently pleasurable and typically occur in response to intrusive, unwanted, and generally anxiety - provoking obsessions, which is not the case with gaming behaviour in Gaming Disorder. 11 • Boundary with Disorders Due to Substance Use: Co -occurrence of gaming and substance use is common. Intoxication due to some substances may exacerbate problematic gaming behaviour. A diagnosis of Gaming Disorder can be assigned together with a Disorder Due to Substance Use diagnosis if the requirements for both are met. • Boundary with the effects of psychoactive substances, including medications: Use of specific prescribed medications or illicit substances (e.g., dopamine agonists such as pramipexole for Parkinson Disease or Restless Legs Syndrome or illicit substances such as methamphetamine) can sometimes cause impaired control over gaming behaviour due to their direct effects on the central nervous system, with onset corresponding to use of the substance or medication. Gaming Disorder should not be diagnosed in such cases. ICMIIIIMM IMot On May 25, the World Health Organization officially voted to adopt the latest edition of its International Classification of Diseases, or ICD, to include an entry on "gaming disorder" as a behavioral addiction. This is a move that could alarm parents all over the country. 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Garden Grove Unified Students Set to Conquer Esports League 18 '-'Ws exciting -that L,a Quinta High School students are excelling lin -the cuttling- j said L,ain Nquyein, Board of Education vilice president, "Esport competitionsnteamwork,n r / r 19 sportsmanship,According -to organizers, -the Orainge County High School Esports L,eaque was launched as ain effort -to connect students' Interests lin esports, entrepreneurship, and STEM Interests Visit L Quintals ° hel a ll.. social im a li cc ants (Facebook, Twitter, and lim st r weekly for match Hi es, and follow their Twitch ch imnimnel (twitch.ty/thereallghs) -to watch the matches live, GGUSD Announces Winners of Choose Wellness Video Competition Wednesday, a 1 20 This video contest was oine of imainy of GGUSID's Choose Wellness Septembercaimpalgin was launched In Resolution No, 11 reaffirming Its coirnimitiment -to mental health and welliness, La Quinta Nets CIF Championship in escorts I Garden Grove Unified School District (ggusd.us) La Quinta Nets CIF Championship in esports 21 Aztecs"Congratulations -to -these students for I tremendous accomplishiment -that -took not just skill but communication and -teaimwork," said GGUSID Board of Education imeimber Bob Hardein, "The undoubtedly compete for imainy imore championships lin -the years -to come, 11 The victory lin -the championship imatch was -the plininacle of -the 16-teaim tournament which also saw poimime de terre defeat teaims / / Harvard -Westlake, and Troy High Schools, The L.a Quinta QuintBlue I, which represented -the esports clubilil -the JV fell -to Irvine High School, 22 h u ' r rDevelopedbyraimes, Is a -teaim-based competitive r basedoin strategyandoutplaylingopponents, players, each playlinga specificbut working -together r breaky Nexus before -thy opposing -teaim breaks theirs, lin March of 2020, CIF announced -that esports would j be considered a high school sport, www.ggusd.us a inews a �I uiiim -t -im -is-cii - ii m s ii -iiim - s r-ts Thumbinall limage varsity esports club -teaim, la poimime de -terre, defeated -the defending California Interscholastic Federation (CIF) i i i Garden Grove UnifiedStudents Set -to Conquer Ids ups L,eague www.ggusd.us a inews a rove- uim Ifli -studim ts-set-tt - u r- s Thumbinall limage L,a Quinta HighSchool Students Excel at Cuttling-Edge eSport ggusd.us a inews a �I uiiim -t -hii -s �I-s-tu im -ts- �l -t- a-t iiim - a- s Thumbinall limage Nov 2, 2017 1 1 1 Nearly 125 L,a Quinta High School students competed lin a cuttling- edge eSport tournament held at -the school last week, 23 L� u1n�� Nets C;IF C;��n lons��i 1n e ar s C � den Grove Unified ... www.ggusd.us > news > 1a quint.anets cif-clianipionsliip in esport.s esports club team, la pornme , terre, defeated the defending California Interscholastic Federation (CIF) ... www.ggusd.us 3, iriews 3, gaiirdeiiirt..giirove..uiiiriil-fhled..s-tudeiiirt-ts..se-t..-to..iiimqueiir..sari, ggusd.us ) ins ) Illl - ,uolin-llll ii l Illl i-s lll�i llll-s ud ins- llll- - uttolin - d - slpi,,,,,,, 24 i Rearly 125 La Quinta ' cutting- -'dge eSport. at the school Thank You Craig A Durfey Founder of P.R.D.D.C. 25 Jennifer L. Hall From: Theresa Bass Sent: Thursday, December 15, 2022 1:10 PM To: Public Comment Subject: FW: [EXTERNAL] Fwd: Dr. Lisa Strohman discusses technology addiction, cyber bullying, dangerous apps & Digital Citizen Academy on ABC7 Dr. Susan Wilder, MD, Founder of LifeScape Medical Associates. "It's a whole new world. As someone that has spent 23 yea From: Craig A Durfey _ Sent: Sunday, December 4, 2022 5:10 PM To: Theresa Bass <TBass@anaheim.net>; Craig A Durfey ; Gabriela Mafi <gmafi@ggusd.us>; Jeffrey Layland <jlayland@ggusd.us>; ocbe@ocde.us; Teresa Pomeroy <teresap@ggcity.org> Subject: [EXTERNAL] Fwd: Dr. Lisa Strohman discusses technology addiction, cyber bullying, dangerous apps & Digital Citizen Academy on ABC7 Dr. Susan Wilder, MD, Founder of LifeScape Medical Associates. "It's a whole new world. As someone that has spent 23 year... 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. ---------- Forwarded message --------- From: Craig A Durfey Date: Mon, Mar 15, 2021 at 3:19 PM Subject: Fwd: Dr. Lisa Strohman discusses technology addiction, cyber bullying, dangerous apps & Digital Citizen Academy on ABC7 Dr. Susan Wilder, MD, Founder of LifeScape Medical Associates. "It's a whole new world. As someone that has spent 23 years in law enforceme To: <media@da.ocgov.com>, Craig Durfey Forwarded message From: Craig A Durfey Date: Mon, Mar 15, 2021 at 12:54 AM Subject: Fwd: Dr. Lisa Strohman discusses technology addiction, cyber bullying, dangerous apps & Digital Citizen Academy on ABC7 Dr. Susan Wilder, MD, Founder of LifeScape Medical Associates. "It's a whole new world. As someone that has spent 23 years in law enforceme To: Maureen Blackmun >, Lawrenz, Mark <MLawrenz@ochca.com>, Bob Harden <bob.harden@ggusd.us>, Dina Nguyen <dina.nguyen@ggusd.us>, Public Records Request <cityclerk@ggcity.org>, Teresa Pomeroy <teresap@ggcitv.org>, Teri Rocco <teri.rocco@ggusd.us>, <ocbe@ocde.us>, COB_Response <response@ocgov.com>, editor at oc-breeze.com <editor@oc-breeze.com>, Walter Muneton <walter.muneton@ggusd.us>, Lan Nguyen <Ian.nguyen@ggusd.us>, <DIANA.LARA@sen.ca.gov>, Craig Durfey Malibu Blue - >, Maria Stipe <marias@ci.garden-grove.ca.us> ---------- Forwarded message --------- From: <cadurfeyi Date: Mon, Mar 15, 2021 at 12:27 AM Subject: Dr. Lisa Strohman discusses technology addiction, cyber bullying, dangerous apps & Digital Citizen Academy on ABC7 Dr. Susan Wilder, MD, Founder of LifeScape Medical Associates. "It's a whole new world. As someone that has spent 23 years in law enforceme To: TGOODBRAND@CITYOFIRVINE.ORG <TGray@orangepd.org>, <pio department@ggusd.us>, Lan Nguyen <Ian.nguyen@ggusd.us>, <policechief@anaheim.net>, <dkrizo@placentia.org>, <dlenyi@placentia.org> Cc: <cadurfey 03-15-2021 (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 CELL SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. F 404 - HONORING 0III' IIIIG I[NMICIFEY F IS FIGHT AGAINST AUTISM ... Ms. L0110ETTA S&IM01HEZ of Callifornila. https://www.govinfo.gov/content/pkq/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website socialemotionalpaws.org To who it may concern This information is excerpt from my websites socialemotionalpaws.com Dr lisa Strohman is very knowledable one to contact to assit you. MRIs show screen time linked to lower brain development in preschoolers. Reset Your Child's Brain: A Four -Week Plan to End Meltdowns, Raise Grades, and Boost Social Skills by Reversing the Effects of Electronic Screen -Time Dr. Lisa Strohman discusses technology addiction & Digital Citizen Academy on ABC7 Dr. Lisa Strohman discusses technology addiction, cyber bullying, dangerous apps & Digital Citizen Academy on ABC7 w Ellen Leyva and Coleen Sullivan Dr. Lisa Strohman discusses technology addiction, cyber bullying, dangerous apps & Digital Citizen Academy on ABC7 w Ellen Leyva and Coleen Sullivan "The first step is admitting you have a problem. Packed with effective strategies to rein in technology addiction, Unplug provides empowering hope to anyone who fears technology is compromising our children or consuming our lives." - Dr. Susan Wilder, MD, Founder of LifeScape Medical Associates. "It's a whole new world. As someone that has spent 23 years in law enforcement investigating some of the most horrific crimes perpetrated by the users of new technology, found this book to be an invaluable reference for parents raising children in today's complex digital environment." - Joe LeDuc, Police Lieutenant and former investigative supervisor for Internet crimes against children (338) Jedediah Bila on 'Obsessive Tech Disorder' & How she Changed her Life in New Book - YouTube # 1 SCREEN TIME RESEARCH I educational (socialemotionalaaws.com Reset Your Child's Brain: A Four -Week Plan to End Meltdowns, Raise Grades, and Boost Social Skills by Reversing the Effects of Electronic Screen -Time Paperback — Illustrated, July 14, 2015 3 no -cost, ♦ • plan for }with behavioral • and mental health challenges Increasing numbers of parents grapple with children who are acting out without obvious reason. Revved up and irritable, many of these children are diagnosed with ADHD, bipolar illness, autism, or other disorders but don't respond well to treatment. They are then medicated, often with poor results an} unwanted side Based on integrative child psychiatrist Dr. Victoria Dunckley has pioneered a four -week program to treat the frequent underlying cause, Electronic Screen Syndrome Dr. Dunckley has foundeveryday use of devices — such as child'scomputers, video games, smartphones, and tablets — can easily overstimulate a •triggering a variety of r • •rn symptoms. In contrast, discovered •nic fast single-handedly impr• ♦ • is focus, sleep, and behavior, regardless of the child's diagnosis. Offered now in this book, this simple intervention can produce a life -changing shift in brain function• • or } • Dr. Dunckleyprovides hope forparents who feel that their child has been • • + • i inappropriately } i by presenting an alternative explanationfor child's difficulties and a concrete plan for treating them. MRls show screen time linked to lower brain development in preschoolers Screen time use by infants, toddlers and preschoolers has exploded over the last decade, concerning experts about the impact of television, tablets and smartphones on these critical years of rapid brain development. Now a new study scanned the brains of children 3 to 5 years old and found those who used screens more than the recommended one hour a day without parental involvement had lower levels of development in the brain's white matter - an area key to the development of language, literacy and cognitive skills. 4 Higher screen use was associated with less well -developed white matter tracts (shown in blue in the image) throughout the brain. "This is the first study to document associations between higher screen use and lower measures of brain structure and skills in preschool -aged kids," said lead author Dr. John Hutton, a pediatrician and clinical researcher at Cincinnati Children's Hospital. The study was published Monday in the journal JAMA Pad iatricc_ "This is important because the brain is developing the most rapidly in the first five years," Hutton said. "That's when brains are very plastic and soaking up everything, forming these strong connections that last for life." Screens 'follow kids everywhere' Studies have shown excessive TV viewing is linked to the inability of children to pay attention and think clearly, while increasing poor eating habits and behavioral problems. Associations have also been shown between excessive screen time and language delay, poor sleep, impaired executive function, and a decrease in parent -child engagement. "It's known that kids that use more screen time tend to grow up in families that use more screen time," Hutton said. "Kids who report five hours of screen time 5 could have parents who use 10 hours of screen time. Put that together and there's almost no time for them to interact with each other." RELATED ARTICLEMore screen time for toddlers is tied to poorer development a few years later, study says In addition, the portability of today's screens allow them to "follow kids everywhere." Hutton said. "They can take screens to bed, they can take them to meals, they can take them to the car, to the playground." Even more concerning, say experts, are the young ages at which children are being exposed. "About 90% are using screens by age one," said Hutton, who published a number of studies that used MRIs to research the impact of reading versus screen use by kids. "We've done some studies where kids are using them by 2 months old to 3 months old." Disorganized white matter The new study used a special type of MRI, called diffusion tensor imaging, to examine the brains of 47 brain healthy children (27 girls and 20 boys) who had not yet started kindergarten. 6 A diffusion tensor MRI allows a good look at the white matter of the brain, responsible for organizing communication between the various parts of the brain's gray matter. RELATED ARTICLEStop letting your kids stare at Wads in restaurants, science says It's the gray matter which contains the majority of the brain cells telling the body what to do. White matter is made up of fibers, typically distributed into bundles called tracts, which form connections between brain cells and the rest of the nervous system. "Think of white matter as cables, sort of like the telephone lines that are connecting the various parts of the brain so they can talk to each other," Hutton said. A lack of development of those "cables" can slow the brain's processing speed; on the other hand, studies show that reading, juggling or learning and practicing a musical instrument improves the organization and structure of the brain's white matter. Before the MRI, the children were given cognitive tests, while the parents filled out a new scoring system on screen time developed by the American Academy of Pediatrics. The test measures how much access a child has to a screen (allowed at meals, car, in line at store?), the frequency of exposure (age started, number of hours, at 7 bedtime?), content (chooses own? watches fighting or songs or education?) and "dialogic" interaction (does the child watch alone or does a parent interact and discuss the content as well?). The results showed that children who used more than the AAP's recommended amount of screen time, of an hour a day without parental interaction, had more disorganized, underdeveloped white matter throughout the brain. "The average screen time in these kids was a little over two hours a day," Hutton said. "The range was anywhere from about an hour to a little over five hours." In addition, the tracts of white matter responsible for executive functions were also disorganized and underdeveloped (the parts of the brain shown in blue in the image). P Of0: Courtesy Iohn S. fiutton, MD This view shows the three major tracts involved with language and literacy skills: the arcuate fasciculus, shaded in white, which connects brain areas involved with receptive and expressive language. The one in brown supports rapid naming of objects, and the one in beige, visual imagery. The blue color illustrates lower measures of white matter development in children using excessive screen time. "These are tracks that we know are involved with language and literacy," Hutton said, "And these were the ones relatively underdeveloped in these kids with more s screen time. So the imaging findings lined up pretty perfectly with the behavioral cognitive testing finding." 'Neurons that fire together wire together' "These findings are fascinating but very, very preliminary," pediatrician Dr. Jenny Radesky wrote in an email. Radesky, who was not involved in the study, is the lead author on the American Academy of Pediatrics 2016 guidelines on screen use by children and adolescents. "We know that early experiences shape brain growth, and media is one of these experiences. But it's important for parents to know that these results don't show that heavy media use causes 'brain damage,"' Radesky wrote. Hutton agrees. "It's not that the screen time damaged the white matter," he said, adding that what could be occurring is that screen time is too passive for brain development. "Perhaps screen time got in the way of other experiences that could have helped the children reinforce these brain networks more strongly," he said. The first years of life need to be focused on human interactions that encourage speaking, interacting socially and playing with loving caregivers to develop thinking, problem -solving and other executive skills. "There's a really great quote in brain science: Neurons that fire together wire together," Hutton said. That means the more you practice anything the more it reinforces and organizes the connections in your brain. Cognitive testing found fewer skills In addition to the MRI results, excessive screen time was significantly associated with poorer emerging literacy skills and ability to use expressive language, as well as testing lower on the ability to rapidly name objects on cognitive tests taken by the 47 children in the study. 0 RELATED ARTICLEHow to avoid toxic metals in your baby's food (and yours) "Remember that this is all relative," Hutton said, adding that more in-depth clinical trials need to be done to tease out the specifics. "Still, it's possible that over over time, these effects can add up," Hutton said. "We know that kids who start behind tend to get more and more behind as they get older. "So it could be the case that kids who start with less well -developed brain infrastructure may be less likely to be engaged, successful readers later in school," said Hutton, who also directs the Reading & Literacy Discovery Center at Cincinnati Children's. Radesky wants to see the results replicated in other populations. "Researchers and pediatricians should take it as a launching point for future research," she wrote. "There are so many other home and family factors that affect brain development - such as stress, parent mental health, play experiences, language exposure - and none of these were accounted for in this study." What parents can do "it can feel overwhelming to think that our every parenting decision impacts our child's brain development, but it's important to also see this as an opportunity," Radesky said. 10 "There are parent -child activities we know help children's development: reading, singing, connecting emotionally, being creative, or even just taking a walk or dedicating some time in our busy days to laugh together," she added. The AAP has tools to calculate your child's media time and then establish a family media plan. Basic guidelines are as follows: Infants: No baby under 18 months old should be exposed to screen media, other than video chatting with friends and family, the AAP says. Babies need to interact with caregivers and their environment, and not be placed in front of media as a babysitter. RELATED ARTICLELimit screen time to protect your child's heart, American Heart Association says In fact, a study found that even having the TV on in the same room with a baby or toddler negatively impacted their ability to play and interact. Toddlers: By the time a baby turns 2 years old, they can learn words from a person on a live video chat and some interactive touchscreens. The chief factor in facilitating a toddler's ability to learn from baby videos and interactive touchscreens, studies show, is when parents watch with them and reteach the content. 11 Preschoolers: Children from 3 to 5 years old can benefit from quality TV shows, such as "Sesame Street," the AAP says. A well designed show can improve a child's cognitive abilities, help teach words, and impact their social development. RELATED ARTICLEA 'Sesame Street' Muppet shares her mother's struggle with addiction But the AAP warns that many educational apps on the market aren't developed with input from developmental specialists and can do more harm than good when they take a child away from playtime with caregivers and other children. And just like toddlers, preschoolers learn much better from any educational materials when they are co -viewed, and the caregiver interacts with the child about the material. Thank You Craig A. Durfey 12 Jennifer L. Hall From: Theresa Bass Sent: Thursday, December 15, 2022 1:10 PM To: Public Comment Subject: FW: [EXTERNAL] Fwd: NEW REPORT In Depth Research Finds California Teens Struggling with Social Isolation and Screen Saturation GENERATION SCREEN Our research draws on in-depth interviews with 46 teens aged 14-17 from across California (including 14 with a Attachments: Are the Kids Alright Report 2020 (1).pdf From: Craig A Durfey Sent: Sunday, December 4, 2022 5:09 PM To: ocbe@ocde.us; Theresa Bass <TBass@anaheim.net>; Gabriela Mafi <gmafi@ggusd.us>; Jeffrey Layland <jlayland@ggusd.us>; PIO Department <pio_department@ggusd.us>; Craig A Durfey Subject: [EXTERNAL] Fwd: NEW REPORT In Depth Research Finds California Teens Struggling with Social Isolation and Screen Saturation GENERATION SCREEN Our research draws on in-depth interviews with 46 teens aged 14-17 from across California (including 14 with a ... 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. Forwarded message From: Craig A Durfey Date: Mon, Mar 15, 2021 at 3:18 PM Subject: Fwd: NEW REPORT In Depth Research Finds California Teens Struggling with Social Isolation and Screen Saturation GENERATION SCREEN Our research draws on in-depth interviews with 46 teens aged 14-17 from across California (including 14 with a diagnosed mental he To: <media@da.ocgov.com>, Craig Durfey ---------- Forwarded message --------- From: Craig A Durfey Date: Sun, Mar 14, 2021 at 9:48 PM Subject: Fwd: NEW REPORT In Depth Research Finds California Teens Struggling with Social Isolation and Screen Saturation GENERATION SCREEN Our research draws on in-depth interviews with 46 teens aged 14-17 from across California (including 14 with a diagnosed mental he To: Nick Gerda , <voiceofoc Craig Durfey ---------- Forwarded message --------- From: Craig A Durfey Date: Sun, Mar 14, 2021 at 9:37 PM Subject: Fwd: NEW REPORT In Depth Research Finds California Teens Struggling with Social Isolation and Screen Saturation GENERATION SCREEN Our research draws on in-depth interviews with 46 teens aged 14-17 from across California (including 14 with a diagnosed mental he To: TGOODBRAND@CITYOFIRVINE.ORG <TGrav@orangepd.org>, Craig Durfey ---------- Forwarded message --------- From: Craig A Durfey Date: Sun, Mar 14, 2021 at 9:36 PM Subject: Fwd: NEW REPORT In Depth Research Finds California Teens Struggling with Social Isolation and Screen Saturation GENERATION SCREEN Our research draws on in-depth interviews with 46 teens aged 14-17 from across California (including 14 with a diagnosed mental he To: Gabriela Mafi <gmafi@ggusd.us>, Kelly McAmis <kmcamis@ggusd.us>, Lawrenz, Mark <MLawrenz@ochca.com>, editor at oc-breeze.com <editor@oc-breeze.com>, Jim Tortolanc LISA.TRAN@SEN.CA.GOV <LISA.TRAN@sen.ca.gov>, Public Records Request <cityclerk@ggcity.org>, <Richard <Richard.Santana@sen.ca.gov>>, <citymanager@ggcity.org>, <Assemblymember.Nguyen @assembly.ca.gov>, Humpal, Emily <Emily.Humpal@asm.ca.gov>, Kurtz, Norma <norma.kurtz@asm.ca.gov>, <ocbe@ocde.us>, COB_Response <response@ocgov.com>, <policechief@anaheim.net>, <dlenvi@placentia.org > <dlenvi@placentia.org>, <dkrizo@placentia.org>, <anan@ggcity.org>, <Lala <LALA.TRUONG@mail.house.gov>>, <LouCorrea34 <thuhan@garden-grove.org>, <kimn@garden-grove.org>, <kimn@garden-grove.org>, Phat Bui <phatb@ggcity.org>, <georgeb@ggcity.org>, JONATHAN.DAVIS@SEN.CA.GOV <JONATHAN.DAVIS@sen.ca.gov>, SENATOR.WIENER@SENATE.CA.GOV <SENATOR.WIENER@senate.ca.gov>, SENATOR. PAN@SENATE.CA.GOV <SENATOR.PAN @senate.ca.gov>, SENATOR.PORTANTINO@SENATE.CA.GOV <SENATOR.PORTANTINO@senate.ca.gov>, Craig Durfey Forwarded message From: <cadurfey Date: Sun, Mar 14, 2021 at 9:28 PM Subject: NEW REPORT In Depth Research Finds California Teens Struggling with Social Isolation and Screen Saturation GENERATION SCREEN Our research draws on in-depth interviews with 46 teens aged 14-17 from across California (including 14 with a diagnosed mental he To: <RANDYBLACK@ocfa.org>, <rachel@ocdemocrats.org>, Walter Muneton <walter.muneton@ggusd.us>, Dina Nguyen <dina.nguyen@ggusd.us>, <teresap@ggcity.org>, <teri.rocco@ggusd.us>, Lan Nguyen <Ian.nguyen@ggusd.us>, : Maureen Blackmun Maria Stipe <marias@ci.garden-grove.ca.us> Cc: <cadurfey Carlos <Carlos.Condarco@mail.house.gov>, Clayton <Clayton.Heard@mail. house.gov>, <pio department@ggusd.us>, <SENATO R.BATES@senate. ca.gov> 03-15-2021 (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 CELL SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. F 404 - HONORING 0III' IIIIG 1[)I1W1Z11EY F IS FIGHT AGAINST AUTISM ... Ms. L011ZETTA 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! 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. IIIIIIII IIII' IIII1: 3 In Depth Research Finds California Teens Struggling with Social Isolation and Screen Saturation II Vi � V1i1 iiiim IIIIII V1i°i° m V1i°ice � iiiim III iiiim iiiiir iiinati°i IIIIII IIIIII�� IIIIP�m °iiiiiPw iiiim iiiiiPwiiiii�� w w � w iiiim V1i°i iiiim° Ifinew ...... 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I calpartnersproject Thank You Craig A. Durfey 5 ARE THE KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS GH LIVING ONLINE lxrgrrmr PROJECT ARE THE KIDS A L R BHT 09 HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 0 CHILD MIND® MAT=DIAL INSTITUTE , PROJECT m a M 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 CHAPTER 2. KEY FINDINGS.............................................17 CHAPTER 3. DETAILED FINDINGS .............................25 CHAPTER 4. EXPANDING YOUR TOOLKIT........ 41 A GUIDE FOR TEENS AND PARENTS APPENDIX ACKNOWLEDGEMENTS.......................................................47 ABOUT THE ORGANIZATIONS......................................49 THIS REPORT IS MADE POSSIBLE BY CPP FOUNDING SPONSOR i a, � 1 0 U N 1 A T 1 0 -s If 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 KIDS 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 Big 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 KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 5 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 KIDS 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 KIDS 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 In the absence of the friends, sports, and other in -person activities that normally filled their days before the coronavirus, the thing we heard • Seeking to meet their about most frequently was a deep reliance social needs, they have on social media and gaming. turned to social media • The "all -online, all - 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 KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 8 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 more mindful users of tech- 'Ihe 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." 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 KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 9 C H A P T E R O N ■ THE COVID=19 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 KIDS 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 COVID-19 era. While surveys from organizations as varied as the Centers for Disease Control and Prevention (CDC), Common Sense Media, and the 4-Hz, among others, have demonstrated Our study aims to help caregivers, educators, the general impact of COVID- 19 on adolescents, this study and adolescents themselves understand what explores more deeply, in con - is happening beneath the surface, so they can versation directly with teens, support and navigate the healthiest possible how they are coping with the response and adaptations to the loss and disruptions, disappointments, and deficits they continue to changes of the COVID-19 era. 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 KIDS 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 use3 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. ARE THE KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 14 THE TEENS IN THE STUDY Our findings are based on in-depth interviews between researchers and 46 teens, ages 14-17 who currently live 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, Ihere may be a connection between teens we aimed to capture the with diagnosed mental health challenges and diversity of experiences of today's teens. increased risk for unhealthy tech habits. For Even before the pan- this reason, we oversampled teens who have demic, the CDC reported a diagnosed condition to understand if these that nearly one -in -five youths suffered from a individuals were experiencing the disruptions mental health disorder; of COVID-19 differently than their peers. these rates have increased 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 KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 15 i a C H A P T E R T W O ■ 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 KIDS 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 KIDS 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 lessons 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 are no longer available. Teens missed milestones that they'll never get back. When they talk about these losses, teens describe an evolution of feelings since March, including denial, anger, depression and, for some, finally the acceptance that this is the way it's going to be for a long time. 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 STAGES OF GRIEF 1. Denial 2. Anger 3. Bargaining 4. Depression 5. Acceptance ARE THE KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 20 2. 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 WORK 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. 4& l� ARE THE KIDS 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 boys) mostlg/ • extin Others, especially those who have been diagnosed with a mental health FaceTiming condition, are finding non -tech ways to feel better or fight off their with friends boredom, like hiking/walking, 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 (mostlygirls) 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 Institute/Mind Logger. A total of 42 teens and 33 parents completed the survey. The graphics in this report aggregate their responses. ARE THE KIDS 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 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 NEED TO HELP OUR TEENS RECOGNIZE THE WARNING SIGNS OF TECH OVERUSE AND CONSCIOUSLY CHOOSE HEALTHIER ALTERNATIVES. ARE THE KIDS 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 TO PROVIDE PARENTS WITH TOOLS TO EASILY AND ACCURATELY UNDERSTAND TEENS' ONLINE BEHAVIOR. ARE THE KIDS 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. 0 ARE THE KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 26 1. TEENS ARE EXPERIENCING A TREMENDOUS LOSS DUE TO SCHOOL CLOSURE AND SOCIAL DISTANCING 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 aren't 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-offthingin my community" Age 17, 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 being in school, but most feel they "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 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 KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE WA 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 "I'm learning a lot less. It doesn't schoolwork much harder. bode well for the future, but I just As the teens talked about their do the best I can" -Age 15, Son Francisco 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 b f h h 4 4 d 4 d y any o t e researc pal ticlpants an so Is not a - dressed here.) O — Denial was observed across the board. It was easy • • _ ■ * } i 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 CAPTURING THEIR MOOD Teens were shown a series of emojis and asked to circle which ones best described how they are feeling. � ;VJ •� J, 0 isx .. .. O�as V I + • - • w w zaz situations and responsibilities, could it be that the _ changes due to COVID-19 were relatively manage- 1 J 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 xx I* �. >< • T ARE THE KIDS 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 � 7-� "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 16, 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 15, 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 KIDS 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 just another year of school and it's going to be different and more difficult in some ways and easier in others" -Age 15, San Francisco County direction in which the U.S. is going in terms of getting COVID-19 under control or calming the po- litical furor they see on the news. Each teen we spoke to was at a 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 DI WALKS/HIKES PAINTING, DRAWING, WRITING SEWING, COOKING FOOTBALL, TENNIS SOURCE: Child Mind Institute/Mind Logger Missed Milestones SCHOOL DANCES DRIVER'S LICENSE ARTS PERFORMANCES SPORTS TOURNAMENTS ARE THE KIDS 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 "[I miss] making new friends, because my sister and I went to a play is no longer performing. The new school so I was focused on meeting aspiring soccer player, hoping to new people, but we didn't get to do that" get a scholarship as a way to go to college, is left in limbo. Students `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. OGAMING O Q0 0- FACETIMING ■� ONLINE SHOPPING INSTAGRAM SNAPCHAT TEXTING OTHER TIKTOK CLASSWORK SOURCE: Child Mind Institute/Mind Logger. Based on daily diary entries by 42 teens. OTHERS ARE THE KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 31 TEENS ARE CREATING THEIR OWN MENTAL HEALTH 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 happy" firewalls, which limited their access to many apps and sites. Age 14, 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 I 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 strangers. That's the main thing that's affected me. The social aspect of everything:" keep their thoughts in check. Though teens use technology to —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. "Being out in public and around As with casual school encounters, teens look forward to being able to ARE THE KIDS 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 doesn't make quarantin- doesn't - there is no commitment ing better, I'd rather be with my friends" required. Age 17, Alameda 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 such as touching their own arms and setting "A walk is for my mental and adhering to alerts that remind them to health and taking a breath 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 ;�a ARE THE KIDS 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 actually want to watch. If I don't 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, San 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% 28% 65% M1 ...... Aft 11 a WE VIGOROUS MODERATE SOURCE: Child Mind Institute/Mind Logger. Based on 265 responses by 42 teens. LITTLE TO NONE ARE THE KIDS 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 of feeling lonely when the exchange ended. The .ynpp etlwohyrnk �wV.r MW� satisfaction achieved by logging in or vcommunicat- 4pfd:p,ynsilr4 mink n.c.v�e-,n. ,wvv+a L. -,v negative stop M* `.1W. "Y tI ends ,>o4a S O C � easy ornework r-h- a awvatch lC watchngmaWm Y R sM� a r-minuteS d�E� The go -to app, especially for girls, is TikTok. Its sucked 01'aware �+ 0 addicting$9,�Ing „; �, ,.d ea ac g� W.-I�/ hlt days v & r the one they check in the morning to see what they `hour I nto k dot n mindlessg, oai i missed overnight and the one they go to when p One r hard ,0 © grab ,`— online class isn't holding their attention. Teens turn yhCvniOu deyetedfeel co�uDorin� Y emm �� _ _ �+/+ /y loner -M to TikTok when they need a quick "hit" of funny, P.r+nn 1tlredscroll= n1nn t, �u b g o� 0 hours.— r�ec is t y c leek aP want to see what's trending, or get inspiration from •,� .,. instagram a;? rxnnq cycwd s� i ndleSs, mentaawr Z�m there is n.tiimfg1�erclse to do 8 tig CE g the community. rauarornone �lwrwlrn,v be1tW Unrg: ."'.^. vden,c TikTok, "For 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. TEENS RECOGNIZE SOME OF THE ADVERSE EFFECTS 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 to" 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 them and just keep on scrolling. ARE THE KIDS 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 me I need to get off." -Age 17, Orange County 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 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 SOCIAL MEDIA MY PHONE IMPAIRS MY IN THE ROOM ABILITY TO SLEEP I GO TO SLEEP LATER THAN PRE-COVI D-19 STAY ON PHONE ONE+ HOURS AFTER BEDTIME SOURCE: Child Mind Institute/Mind Logger. Based on daily diary entries by 42 Teens. ARE THE KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 36 r� 00 P 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. f 00 ry. ,44 .7 4k ARE THE KIDS 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 KIDS 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 don't get a ton of support from my husband on this, so I'm the `NAGatha' but we do try to do this at least once a week together." ARE THE KIDS 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.pewresearch.org/internet/2018/05/31 /teens-social-media- technology-2018/ This captures data for ages 13-17. 2. CDC: https://www.cdc.gov/nchs/covidl9/pulse/mental-health.htm Common Sense Media: https://www.commonsensemedia.org/sites/default/ files/uploads/pdfs/2020 surveymonkey-key-findings-toplines-teens-and- coronavirus.pdf 4-H: https://4-h.org/wp-content/uploads/2020/06/4-H-Mental-Health- Report-6.1.20-FINAL. pdf. 3. D'Angelo J, Moreno MA, May 2020 "Screening for Problematic Internet Use." Pediatrics.145(Suppl 2):S1 81 -S1 85. 4. Kimball, H. and Cohen,Y., 2019. Children's Mental Health Report: "Social Media, Gaming and Mental Health." New York: Child Mind Institute. https:// childmind.org/downloads/2019_Childrens Mental_ Health_ Report_Full.pdf 5. Pew Research Center, March 2020, "Parenting Children in the Age of Screens." https://www.pewresearch.org/internet/2020/07/28/parenting= children -in -the -age -of -screens/ ARE THE KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 40 C H A P T E R F O U R ■ EXPANDING YOUR TOOLKIT ®, PROJECT CHILD MIND® INSTITUTE AGUIDE FOR TEENS BUILD BETTER HABITS WHILE LIVING ONLINE: 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 drinks, caffeine and heavy meals near bedtime • Exercise each day; even 10 minutes of physical activity a day boosts deep sleep PHYSICAL ACTIVITY 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. le:L,r_7J_ 10"t : . ARE THE KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 42 A PROJECT CHILD MIND® 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: aHi �Ph 0 p Bollywood African Dance OTPOP ReggaetonHome 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 for Human Sleep Science I ARE THE KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 43 �* PROJECT MINDFULNESS CHILD MIND® INSTITUTE 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. Jill 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 of your life, not just when you're online. DO A MINDFUL REALITY CHECK. 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 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 common, and look for more reliable ways to improve your mood. ARE THE KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 44 L PROJECT CHILD MIND® INSTITUTE 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. If you 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. TAKE BREAKS. The best way to get a little perspective is to take oc- casional breaks from tech. Make sure you get enough exercise (one hour a day) and sleep (nine hours a day) to maintain your health and wellbeing. Do yoga, go for a run, or hang out in nature. Whatever it is, doing things in real life can be a big stress reliever. Try to practice mindfulness during offline activities, too. ARE THE KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 45 CHILD MIND® PROJECT0 INSTITUTE '001,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-nighter 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 KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 46 IL PROJECT PHYSICAL ACTIVITY CHILD MIND® 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: Tai Chi African Dance Irish Dance Salsa ` + Cowboy Boogie 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 something teens are particularly sensitive to. ARE THE KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 47 % CHILD MIND® PROJECT0 INSTITUTE "all 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 KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 48 PROJECT WHAT TO LOOK OUT FOR CHILD MIND® INSTITUTE a" .ay 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 KIDS 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. Dr. 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 KIDS 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 y l 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 KIDS 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. (itCHILD 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. MATERIAL 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 KIDS ALRIGHT? HOW TEENS ARE STRUGGLING WITH LOSS AND THE LIMITS OF LIVING ONLINE 53 Jennifer L. Hall From: International Educators' Hall of Fame Sent: Monday, December 19, 2022 10:50 AM To: Public Comment Subject: [EXTERNAL] Video Premier - December 30 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. �PrpSprvi nr gacies , honoring cxce itina Generations 2022 I[ IIII° a iiii° liii IIII IIIII a iiu Illlh°°°°IIIII IIII IIIIofIIIII i°n ii it IIII IIIIII IIIII IIIII u � 2022 lZMIIII i i IIIII''° &MIIIII IIII' IIIII IIIII 1 Thank You and Thank God Congratulations Evoryone!! We will Send you the You Tube Link on December 29, 2022. U e ce iirn Vb eiiir °I 0, 2 0 2 2 n iiriii IIIO n aIIV IIII U ato irs IIII IIV IIV of IIII' iiirne s great SUccess! Thanks to each and every one of you who brought your indomitable spirits to the event and helped make it an unforgettable occasion: • The youth were impressed by each and every inductee; • Our Board members and volunteers were delighted to serve all to help everyone enjoy themselves; • The host organization, The Church of Scientology, felt very proud to be the host; • We all were mesmerized with heavenly operatic voices; unique stories; the unveiling of an artistic painting by a 2013 Hall of Famer; and awesome dedicated sponsors. • And so much more • We are now preparing for the Premier of the 301h Year International Educators' Hall of Fame event which will show on You Tube December 30, 2022 at Noon (PST). Every Inductee (family and friends) are encouraged to watch and to kindly, invite all the people you know to view the Virtual Hall of Fame event. Fil As an honoree you will appear in this Virtual showing. We want you to be happy and feel appreciated for all you have done for humanity in the field of EDUCATION. You, indeed, have created an unforgettable Legacy to be shared by all forever. Fondly, Dr. Patricia Adelekan, Founder, Coordinator. Don't Forget, the Premier is on December 30, 2022 at 12:00 Noon (PST). We will Send you the You Tube Link on December 29, 2022. Please considet° making ax tax a edzi tible coati-ib t.tion to help keels a za- effoi-hs molying We at-e ax 501(c)(,7) rronpi-ay t lttr.lalfc benefit edizeaxtion apt° axn zaxtion and ya la. Conti-ib t.tions at-e tax a edit tible trndet° the US Tax Code. Thank . And do have a Merry Christrytas and.Happy 11 Contact Us Youth on the Move International Educators Hall of Fame Dr. Patricia Adelekan, Retired Educator, Founder, CEO; Email: 16110203.5ftimall wim M International Educators' II lall of F:�anie 1 1.850 E. 1.7th Str-eet, Room 1.03, Santa Aria, CA 92705 .U. n. sid. b s c r1be )..!..icco.m.ni.e.ri.t.(L-i�.a.ri a lie i m. net ................... p.u..r ... ....................................................................... Update Profile l Constant Co r) t a c t D a ta N o ti..c e. Sent by Jennifer L. Hall From: Linda Lehnkering Sent: Tuesday, December 20, 2022 3:28 PM To: Public Comment Subject: [EXTERNAL] The Longest Night: 96 Anaheim Deaths Without Fixed Abode Dec 2021 — Nov 30, 2022 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. Greetings, Tomorrow, December 21, is the first day of winter and The Longest Night of the year when we remember people who have died while unhoused. In Anaheim, there have been 96 deaths this year: Tyler CUNNINGHAM who died on 06-Dec-21 in Anaheim Gregg RADER who died on 12-Dec-21 in Anaheim Tasha KELLY who died on 23-Dec-21 in Anaheim Salvador CARDENAS who died on 24-Dec-21 in Anaheim Brian AUGUSTINE who died on 26-Dec-21 in Anaheim Harold RUTLEDGE who died on 29-Dec-21 in Anaheim Leonard GUILLEN JR who died on 31-Dec-21 in Anaheim Trudy DEANDA who died on 02-Jan-22 in Anaheim Sunny CALVILLO who died on 03-Jan-22 in Anaheim Dennis AGUILAR CHOXOM who died on 03-Jan-22 in Anaheim Alejandro SANDOVAL ROMERO who died on 03-Jan-22 in Anaheim Favio VELASCO who died on 04-Jan-22 in Anaheim Michael MOLAUG who died on 10-Jan-22 in Anaheim Helena GIDCUMB who died on 29-Jan-22 in Anaheim Michael ROMERO who died on 29-Jan-22 in Anaheim Eugene SUTTON JR. who died on 31-Jan-22 in Anaheim Greg MCCOMB who died on 01-Feb-22 in Anaheim Cruz SANCHEZ who died on 06-Feb-22 in Anaheim Craig CARPENTER who died on 06-Feb-22 in Anaheim Ronald LOCKWOOD who died on 11-Feb-22 in Anaheim Hussein ALI who died on 11-Feb-22 in Anaheim Christopher DUFF who died on 11-Feb-22 in Anaheim Joan LEATH who died on 16-Feb-22 in Anaheim Rogelio REYES VALDOVINOS who died on 18-Feb-22 in Anaheim Austin COCKRILL who died on 19-Feb-22 in Anaheim Rebecca POOCHIGIAN who died on 21-Feb-22 in Anaheim Toni SETTLE who died on 24-Feb-22 in Anaheim Sergio BARRIOS who died on 26-Feb-22 in Anaheim Forrest THOMPSON who died on 04-Mar-22 in Anaheim Lanette PARTAIN who died on 09-Mar-22 in Anaheim Seth STEWART who died on 12-Mar-22 in Anaheim Creed MITCHELL who died on 17-Mar-22 in Anaheim Max KRAKOFF who died on 22-Mar-22 in Anaheim Khamhou MOUNIVONG who died on 27-Mar-22 in Anaheim Mario TORRES who died on 02-Apr-22 in Anaheim Joseph PEREZ who died on 04-Apr-22 in Anaheim Robert CADAVAS who died on 09-Apr-22 in Anaheim Thomas GILLESPIE who died on 11-Apr-22 in Anaheim Brian LANDCRAFT who died on 24-Apr-22 in Anaheim Alejandro GARCIA JR who died on 25-Apr-22 in Anaheim Gregory BAILEY who died on 28-Apr-22 in Anaheim Manuel MARTINEZ who died on 30-Apr-22 in Anaheim Stephen CHAREST who died on 04-May-22 in Anaheim George MARTINEZ who died on 04-May-22 in Anaheim Douglas JONES who died on 06-May-22 in Anaheim Juan De Dios GONZALES who died on 06-May-22 in Anaheim Joseph LIGNOWSKI who died on 08-May-22 in Anaheim Roberto OROPEZA who died on 09-May-22 in Anaheim Jason DAHL who died on 11-May-22 in Anaheim Justin MALONE who died on 11-May-22 in Anaheim Shaun COLEMAN who died on 18-May-22 in Anaheim Zachary WEAVER who died on 30-May-22 in Anaheim Erik QUINTERO CARRIZALES who died on 03-Jun-22 in Anaheim Edward SUAREZ who died on 08-Jun-22 in Anaheim Simon MOO CI who died on 28-Jun-22 in Anaheim Stephanie HUTCHINGS who died on 02-Jul-22 in Anaheim Charles RHOADES JR who died on 03-Jul-22 in Anaheim Michael GARCIA who died on 05-Jul-22 in Anaheim Darlene BEALS who died on 06-Jul-22 in Anaheim Ana MARTINEZPICHARDO who died on 06-Jul-22 in Anaheim Antonio GOMEZ who died on 11-Jul-22 in Anaheim Jason SUESS who died on 19-Jul-22 in Anaheim Deborah SALTZEN who died on 21-Jul-22 in Anaheim Pablo CRUZ who died on 28-Jul-22 in Anaheim Yvonne RIVERA who died on 28-Jul-22 in Anaheim Miguel VELASQUEZ JR. who died on 09-Aug-22 in Anaheim Stanley SINGLETON who died on 12-Aug-22 in Anaheim James MASTRIANNA who died on 12-Aug-22 in Anaheim Mary FELIZ who died on 25-Aug-22 in Anaheim Jovun BROADNAX who died on 25-Aug-22 in Anaheim Jose GUZMAN who died on 27-Aug-22 in Anaheim Desiree MENDOZA who died on 27-Aug-22 in Anaheim Bradford ALLEN who died on 07-Sep-22 in Anaheim Mark RUBIDOUX who died on 09-Sep-22 in Anaheim Jesus ROSAS PAQUE who died on 14-Sep-22 in Anaheim Juan REYES who died on 16-Sep-22 in Anaheim Irene VASQUEZ who died on 21-Sep-22 in Anaheim Kyle DINSMORE who died on 23-Sep-22 in Anaheim John MILLON who died on 28-Sep-22 in Anaheim Salvador ALCALA, JR. who died on 01-Oct-22 in Anaheim Taylor BAIRD who died on 01-Oct-22 in Anaheim Angel ROBLEDO JARA who died on 05-Oct-22 in Anaheim Jimmy GUTIERREZ who died on 05-Oct-22 in Anaheim N Miguel JUAREZ-JIMENEZ who died on 11-Oct-22 in Anaheim Caroline HUBBERT who died on 22-Oct-22 in Anaheim Paul PABON who died on 24-Oct-22 in Anaheim Nathan ANDERSON who died on 27-Oct-22 in Anaheim Infant Male RUBIO who died on 28-Oct-22 in Anaheim Infant female RUBIO who died on 28-Oct-22 in Anaheim Frank VO who died on 01-Nov-22 in Anaheim Mason CASTRO who died on 06-Nov-22 in Anaheim Hung TRAN who died on 06-Nov-22 in Anaheim Gilberto ESTRADA who died on 13-Nov-22 in Anaheim Denise BECKER who died on 14-Nov-22 in Anaheim Michael GARCIA who died on 26-Nov-22 in Anaheim Lisa OLEA who died on 28-Nov-22 in Anaheim May they rest in peace. Linda Lehnkering Anaheim resident ...... 1i...lhe irµnoiriey was aIIII apprqprm ated for I:he top iiiri I:Jhe hopes I:hat 'it' OUII trm dIII. dowri to l:Ihe needy., (IPre s�. int) Ih.....Noov r 'i in'l: Ikriow t1hal: irµnoiriey trm dkled Up., G e 'it to l:Ihe Ipeople at I:Jhe Ibol: to irµn arid i I: h e Ipeople at- l:lhe top 'ii II II Ih v 'it before it ii tit, a it iylti o , I U l: 'it' 'ii II II at - least have Ipassed I:JhMUgll I:Jhe Ipoor fellow's Iharids." .... fl] Rogers 3