# data[].attributes.body
Autism spectrum disorder (ASD) affects communication, social connections, and sensory management. Farm animal-assisted therapy (AAT) is a less common intervention for ASD, involving animals like cows, sheep, goats, horses, and pigs to achieve therapeutic goals. Although evidence is limited, a study using phone interviews with parents revealed that farm AAT might enhance social behaviors, behavior regulation, and provide a sense of normalcy for children. These findings suggest potential benefits and lay the groundwork for future research and evidence-based practices in farm AAT.

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The review examined six quantitative and one mixed-method study on the effects of Animal-Assisted Therapy (AAT) on PTSD symptoms. Of these, three studies included participants with a formal PTSD diagnosis. AAT sessions occurred one to five times weekly, lasting 60 to 180 minutes. Significant improvements in PTSD symptoms were noted, with animals providing a calming influence that facilitated healing. Future research suggests organizing participants by pre-test scores for improved group balance. AAT shows potential for integration into traditional therapies, enhancing well-being, relationships, cognitive abilities, emotional regulation, and reducing other risks, with positive impacts on quality of life.

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Effectiveness of Animal-Assisted Therapy in Improving PTSD Symptoms Among Children. | EBSCOhost

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Discover this 2025 paper in Therapeutic Recreation Journal by Agger, Carol; Canal, Ana; Larmond, Jada; et. al.

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Animal-assisted therapy is increasingly popular, with various methods available, especially beneficial in pediatric care, outpatient therapy, and schools. However, guidelines for its use in inpatient child and adolescent psychiatry are lacking. This review aims to evaluate the quality of existing studies, examining both positive and negative effects, to help clinicians make informed decisions and effectively integrate this therapy into inpatient settings.

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The supporting role of dogs in the inpatient setting: a systematic review of the therapeutic effects of animal-assisted therapy with dogs for children and adolescents in an inpatient setting. | EBSCOhost

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Discover this 2025 paper in European Child & Adolescent Psychiatry by Fornefeld, Dustin; Zellin, Undine; Schmidt, Peter; et. al.

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The primary findings indicate that rural counselors typically advocate for open admission schools rather than competitive institutions. Although they prefer a less directive approach, they frequently recommend beginning at local colleges. Counselors must adapt their strategies to align with the rural culture, which emphasizes hard work and has a strong trust in their guidance from local families. The services offered by these counselors may vary, but monitoring each student's progress toward college readiness is crucial for enhancing overall preparedness among these students.

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Musoba, Glenda Droogsma; Lopez, Juan

We interviewed Texas rural school counselors in schools with students who are first generation and low‐income. Two research questions were addressed: (a) How do rural high school counselors understand students' college and career choice process? (b) How do school counselors expand or limit the college choice of rural students? Key findings include that rural school counselors focus on open admissions rather than competitive admissions. School counselors in rural, low‐income schools do not want to be directive yet give advice that prioritizes starting at local colleges. Counselors need to adapt their approach due to the rural culture of respect for hard work and the burden of trust placed on them by rural families. Finally, rural counselor services were variable and documenting all students progress in preparing for college improves college readiness in low‐income, first‐generation rural students.

Psychology in the Schools, 2025

0033-3085

10.1002/pits.23448

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"Dream Big but Be Realistic": Rural School Counselors and Students' College Choice

# data[].attributes.attachment_link.description
Musoba, Glenda Droogsma; Lopez, Juan We interviewed Texas rural school counselors in schools with students who are first generation and low‐income. Two research questions were addressed: (a) How do rural high school counselors understand students' college and career choice process? (b) How do school counselors expand or limit the college choice of rural students?

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This needs assessment study explored the experiences of rural high school counselors in providing career guidance, identifying key themes such as the influence of the local environment and the range of services offered. It highlights the need to prioritize rural career development during counselor training and throughout their careers. The research provides insights into the practices and preparations of school counselors, acknowledges limitations, and suggests future research avenues. It underscores the importance of community engagement in developing effective career guidance strategies and highlights challenges like limited resources and professional development opportunities. The study points to the benefits of customized training programs to enhance career guidance in rural areas.

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A Phenomenological Investigation of Rural School Counselors’ Experiences Providing Career Development | EBSCOhost

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Discover this 2023 paper in Professional School Counseling by Rawn Boulden; and, Sarah Henry

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A Rural Ecological School Counseling Framework - Allison Fears, Sarah Henry, Tameka Grimes, 2023

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With significant challenges in rural schools such as limited mental health resources, poverty, high visibility, and physical isolation, rural school counselors…

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Research on the ASCA model's effectiveness in rural schools is limited. To address this, a action research study was conducted with eight rural school counselors who achieved RAMP designation. These counselors discussed their motivations, support received, challenges faced, and benefits of obtaining RAMP. The study emphasizes the need for RAMP resources tailored for rural school counselors and explores other implications.

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“The single fish in the sea”: Exploring the Lived Experiences of Rural School Counselors Earning RAMP - Rawn Boulden, Candice Brown, Erin Coffield, 2022

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Empirical scholarship exploring the Recognized ASCA Model Program (RAMP) process in rural school communities is notably lacking. In response to this gap, we con…

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Research into the experiences of school counseling is limited. This action research study examines counselors leading departments in middle and high schools, aiming to understand the challenges they face, particularly in leadership and job satisfaction. Interviews with ten directors revealed four key themes in their experiences. They provided insights on improving training, support, and clarifying the role of a school counseling director.

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“What Don’t We Do?” : The Experiences of School Counseling Directors in Relation to Leadership and Job Satisfaction | EBSCOhost

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Discover this 2019 paper in Professional School Counseling by Walsh, Robyn; and, Gibson, Donna M.

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School counselors in the U.S. play a crucial role in supporting students' mental health and achievement. This action research study examined the activities and perspectives of licensed school counselors in Ohio using the school counselor activity rating scale. Responses from 56 counselors indicated they spend about 36.71% of their time on counseling and 23.77% on other tasks. Many counselors expressed a desire to focus more on counseling, consultation, curriculum planning, and coordination, while reducing administrative duties.

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Professional School Counselors occupy a unique and important role in the U.S. educational system. The appropriate use of school counselors is vital to the mental health and success of students. The purpose of the study was to examine job duties of licensed school counselors in the State of Ohio and their perceptions of their job duties using the School Counselor Activity Rating Scale. 56 school counselors completed the survey, including demographic and supplemental questions to measure their actual (What I Do) job duties and their preferred (What I Prefer) job duties. Participants reported that they spent 36.71% of their time performing counseling activities and 23.77% of their day performing other activities. Participants also reported that they would prefer to do more counseling, consultation, curriculum, and coordination activities than they actually do with less other administrative duties.

2473-3369

Academic Journal

10.22229/rrt1012019

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# data[].attributes.attachment_link.title
Role Responsibilities, Time Commitments, and Counseling Activities of Ohio Licensed School Counselors. | EBSCOhost

# data[].attributes.attachment_link.description
Discover this 2019 paper in Journal of Counselor Practice by Neyland-Brown, Leslie; Francis, Joshua D.; and, Burns, Gary

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The school counselor’s role in addressing ACEs: an intervention strategy. | EBSCOhost

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Discover this 2024 paper in Journal of Public Health by Prasetya, Yovian Yustiko; Setiawan, Dedy; Suwarjo; et. al.

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Therapy Dogs In Schools – Instructional Coaches Corner

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Have you ever wanted to bring your pet to work? Well…. it might just be possible. And it may just improve the overall physical and mental health of staff and students. It has at our school! Therapy dogs are taking over classrooms around the nation.

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Contrary to common belief, therapy dogs have a very different job from service dogs. Therapy dog services are beneficial not just for people teams visit in hospitals and nursing homes but also for students. While service dogs are dedicated to a specific owner, therapy dogs have a much broader role to play, helping people feel and stay calm.

Therapy dogs can be used at an elementary level all the way through college. At Alliance of Therapy Dogs, we have programs where our members' dogs make lives better in the classroom environment.

So, what are therapy dogs, and how do they help in the classroom? Find out in this guide.

How are Therapy Dogs Different?

Our member therapy dogs are trained and certified to provide support and comfort. They rely on their social instincts and skills to offer socio-emotional, cognitive, and health benefits to the people they spend time with.

Therapy dogs have a lot of benefits to offer to school and university students. The recorded benefits include improving attendance, problem-solving abilities, and improved calmness.

Socio-Emotional Benefits

One of the most significant impacts that therapy dogs can make in the classroom is students' socio-emotional development. Besides their training, therapy dogs bring their lovable and loving characteristics. These friendly companions are good listeners and offer great companionship and an audience to children without making any judgments.

Students can bond readily with our therapy dogs, feeling more connected and confident. Studies show that this helps reduce negative behavior in children. Spending time with dogs also helps improve children's mental well-being. There is intense pressure on children in school environments. Therapy dogs help children learn social skills, preventing social isolation.

Interaction with therapy dogs has also been found to cause a social catalyst effect, and this further helps improve the stimulation of social behavior. The relationships between the dogs and students help develop trust in children, and such children are also more likely to develop a broader capacity for empathy.

Cognitive Benefits

Besides positively impacting children's emotional well-being, therapy dogs also contribute to cognitive development. Some of the key benefits of interacting with therapy dogs are as follows:

Improved reading skills

Enhanced executive-functioning skills

Stimulating memory and problem-solving skills

Studies show that the very presence in an educational environment tends to improve the areas of attention, concentration, relaxation, and motivation. This helps in reducing stress levels that would otherwise affect proper learning.

Relevant Research Studies

According to a 2019 National Institute of Health study, the presence of a dog in a classroom can help promote a positive mood. The study also recorded the notable anti-stress effects on the body of students.

Another University of California study involving canine reading programs made another exciting discovery. Students participating in a program experienced their reading fluency increasing by 12% to 30%.

Benefits for School Students

Numerous research studies have demonstrated how therapy dogs can help address school-age students' social and emotional learning needs. We have therapy dog programs with a proven track record of improving motivation for learning in children, resulting in improved outcomes.

Therapy dogs are increasingly used to support children in addressing their social and emotional learning needs in schools. This has also been found to help with literacy development. Some of the benefits recorded in school classrooms include:

Increased school attendance

Positive changes lead to better learning and enhanced motivation

Growth in confidence levels

Development of better and stronger relationships with teachers and peers due to the experience of trust and love with therapy dogs. Children learn ways to express their feelings and develop more trusting relationships

Reducing learner anxiety behaviors causes improvement in learning outcomes like improved reading and writing skills and levels

Despite these well-established facts about the benefits of therapy dogs for children, many schools still overlook the importance of this strategy. Some of the common concerns that prevent schools from embracing these programs include:

Sanitation concerns

Ensuring safe dog temperaments

At Alliance of Therapy Dogs, our therapy dogs are carefully selected, trained, and certified before enrolling in any program.

Benefits for University Students

The benefits of therapy dogs extend across all age groups, and researchers have also found a positive impact in reduced anxiety and stress among university students. According to a study, students spending time in a classroom with a therapy dog experienced improved energy levels and happiness.

Further research is required in therapy dog programs to understand the benefits for students at all levels.

General Benefits of Therapy Dogs

Everyone, including students, can benefit from therapy dog programs. Some of the well-established, general benefits associated with animal-assisted therapy programs are as follows:

Developing social skills

Teaching empathy and proper interpersonal skills

Develop skills to pick up social cues required for human relationships

There is a surge in demand among schools and universities to use therapy dogs to develop better student engagement.

How Do We Help?

At Alliance of Therapy Dogs, we are an international registry of certified therapy dog teams. Our members benefit from our registration, testing, certification, insurance, and support services for animal-assisted activities. We are driven by the goal to build a network of special dogs and their caring owners who are eager to share the joy with people from all walks of life and different age groups.

Our testing process involves ensuring that every dog has the right temperament for being a therapy dog. Our Testers/Observers will observe the dog and its handlers during multiple supervised visits. All our therapy dogs are well-groomed before their school visits and carry up-to-date vaccinations. Every ATD team is insured to protect everyone's interests.

For any information about our services, feel free to call Alliance of Therapy Dogs at 307-432-0272 or 877-843-7364. You may also write to us using this Online Form,

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How do Therapy Dogs Help in the Classroom? - Alliance of Therapy Dogs Inc.

# data[].attributes.attachment_link.description
Contrary to common belief, therapy dogs have a very different job from service dogs. Therapy dog services are beneficial not just for people teams visit in hospitals and nursing homes but also for students.

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NEA Today All News & Articles Rural Schools Take on the Mental Health Crisis

With students experiencing heightened levels of anxiety and trauma, educators in rural communities are advocating for more services and programs. "If we don't give them the help they need, many are not going to make it."

Key Takeaways

1. Students of all ages and backgrounds are experiencing unprecedented levels of sadness and hopelessness.

2. In rural communities, however, mental health challenges tend to be more severe, compounded by lack of access to services.

3. With the crisis growing, educators in rural districts have been mobilizing to bring more resources to their schools.

When educators, parents, and students filed into the town hall center in Hamlin, W.Va., one day in April, they were determined and hopeful that they would change minds. The school board had recently announced plans to lay off the 10 social workers employed by Lincoln County public schools. The county, everyone was told, simply could not afford them.

Putting a price on children's mental health seemed abhorrent. One by one, community members stood at the microphone and implored board members to find the money. The social workers were saving lives, and the students could not imagine facing the upcoming school year without them. Hamlin is the county seat and has a population of 1,040. Much of the county is marred by poverty, crime, and opioid addiction.

"The social workers speak to our kids every day," says Catricia Martin of the West Virginia Education Association (WVEA). "They are an integral part of this community."

Ten-year-old Grace told the board how her social worker helped her through post-traumatic stress disorder after a recent car accident. "If they take away these social workers, ... people with depression and suicidal thoughts ... suicide will increase," she told a local TV reporter after the meeting, as she fought back tears. "It's not OK!"

The school board listened impassively and expressed concern but said their hands were tied. The grant that paid for the positions had expired, and there were no available funds in the general budget. Anyway, there were other priorities-including the possibility of a new school sports complex. The county could keep one social worker. The other nine would have to go.

The school board's decision was heartbreaking and gut-wrenching, says Cassie Stone, vice principal of Duval PK-8 school, in Hamlin.

"It felt like a slap in the face. The trauma our students are facing is very real. They can't focus on learning. If we don't give them the help and resources they need, many are not going to make it."

The surging mental health crisis facing young people has been on the nation's radar since the pandemic. This heightened awareness, however, didn't make the results from a recent survey any less shocking.

In March 2023, the Centers for Disease Control and Prevention found that 42 percent of high school students were suffering from overwhelming stress and anxiety-a 50 percent increase from 2011. But the data on girls was especially alarming. Nearly 3 in 5 girls felt persistently "sad or hopeless"-double that of boys. That figure represents a nearly 60 percent increase from 2011 and the highest level reported over the past decade. Nearly 1 in 3 seriously considered attempting suicide-up nearly 60 percent from a decade ago. Among LGBTQ+ youth, the trends were even more alarming.

51.8%

"Geographic Disparities in the Availability of Mental Health Services in U.S. Public Schools," Washington State University 2022

Only a little more than half of all public schools provide mental health assessments. Rural schools are 19% less likely to provide these assessments than city schools.

Students of all ages and backgrounds are experiencing these heightened levels of stress, anxiety, and trauma. But young people in rural communities are facing graver challenges. Serious mental illness, adolescent depression, psychological distress, and suicide are higher in rural areas than in urban areas.

Mental health services, however, are limited in rural communities, and a lack of public transportation makes it difficult for many to seek help far away. Although more widely available, tele-health remains an imperfect solution.

Rural schools are also disproportionately affected by staff shortages. Recruiting and retaining counselors, psychologists, and social workers in remote areas is a perennial challenge. Caseloads can be overwhelming, leading to staff burnout and higher turnover rates.

And then there is the stigma.

"There are those 'old school values' in our town that prevent people from seeing the benefit of mental health treatment. It's still taboo," says Athena Robinson, who teaches social studies to middle schoolers in California City, located in the Mojave Desert.

Factor in high levels of substance abuse and the widespread availability of firearms, and it's "a perfect storm scenario," says Catherine Bradshaw, associate dean at the University of Virginia (UVA) and co-director of the National Center for Rural School Mental Health.

The influx of federal funds from the Biden Administration's American Rescue Plan (ARP) and the Bipartisan Safer Communities Act -both championed by NEA-have boosted many schools' abilities to support student mental health and social and emotional learning.

But school leaders and educators, especially in many rural communities, continue to struggle with dwindling resources and a stubborn lack of attention to the severity of the crisis. "We needed more preventative interventions prior to the pandemic, and now we have more stress on the system than ever before," Bradshaw says.

In many rural communities, a school counselor or psychologist may spend hours in the car each day, traveling long distances to visit multiple districts.

Haley Kunze and Brandy Rose, who are psychologists for Nebraska's Educational Service Unit 7 (ESU 7), do just that. ESU 7 is 1 of 19 education subdivisions in the state and serves 13,000 students in 19 school districts across 7 counties.

Kunze, Rose, and their colleagues fan out each day, sometimes driving an hour from their respective homes to their first school visits.

"I usually drive somewhere between 1,000 to 1,200 miles every month," Rose says. "You get used to it, but it can be exhausting."

Some parents can't or don't know how to get help for their kids outside of school. So if we can offer it within the school district itself, that would be very helpful to these students and their families. But we need more training and resources.

-Brandy Rose, School Psychologist, Nebraska

Prior to the pandemic, the psychologists' school visits usually entailed check-ins with special education teachers as well as testing and evaluations. Since 2020, however, they have fielded more requests from teachers to meet one-on-one with students who need help with social skills and emotional regulation.

"My workload in that area has doubled over the past few years," Kunze says.

But time and resources are limited. And the counselors in ESU 7-and across the nation-are stretched thin. The three pillars of school counselors' work are academic development, career development, and social and emotional development. They are not therapists, says Jill Cook, president of the American School Counselor Association.

"Counselors help ensure that the systems are in place to get students the help they need," Cook explains. "But schools need social workers, school psychologists, school nurses-all those school-based mental health personnel to support students."

In ESU 7, Kunze and Rose say community support for their work is strong, and awareness of the severity of the mental health problem has increased. But moving the work forward and being able to focus on "Tier 1," or preventative strategies, as well as social and emotional learning, and less on reactive measures should be the next step.

"With the heavy loads our counselors are taking on, we need more funding and resources to address our students' mental health," Kunze says.

Rose recently represented the Nebraska State Education Association at the state legislature, in Lincoln, when she testified in support of legislation that would reimburse schools and ESUs for specific mental health expenses.

"Rather than delay until an incident occurs and then try to step in," Rose says, schools can intervene earlier if they hire more counselors and school psychologists and train all staff, including teachers.

That was the goal last year when teachers in the Mojave Unified School District in California were trained to identify warning signs in student behavior. Robinson and colleague Benito Luna-Herrera both considered the training necessary.

"We're already a steady presence in students' lives. We have existing relationships with them and their families," Luna-Herrera says. "And some of these students are in households that are just disasters. Staying at home during COVID just made their mental health worse."

Even though the state has significantly ramped up hiring for school counselors, those positions have been difficult to retain in California City. And even when counselors are on staff, a teacher shortage has forced them to fill instructional roles.

"It's been a really tough couple of years," Robinson says. "We're all under a lot of pressure, so the training helped. Hopefully the district will invest in more. I don't think we could have survived if it wasn't all hands on deck."

Just three hours south of California City lies the Coachella Valley, a desert region known for hosting one of the most popular music and arts festival in the world. It's also known for extreme heat and staggering income inequality. With expensive resorts and clubs nearby, 94 percent of the students in the Coachella Valley Unified School District (CVUSD) live in poverty, with all the adverse childhood experiences and trauma that come with it.

The student population is predominantly Latino, many from families of migrant workers. Already plagued by economic instability, these families continue to struggle in the wake of the pandemic and live in fear of family separation and deportation.

The suicide rate in Coachella Valley far outpaces county, state, and national rates. And the anxiety and sadness that was widespread before the pandemic has only worsened since. Fortunately, CVUSD had already prioritized mental health in their district, committing to a portfolio of programs and initiatives.

"Over the past decade, everybody came together and said, regardless of what our politics are, regardless of whatever our views on other issues are, we all agree that mental health is an important thing that we need to tackle," says Karina Vega, a K-12 counselor in CVUSD and a member of the Coachella Valley Teachers Association. "Everyone has been 100 percent supportive-the union, the school board, local politicians, and parents."

Funds from federal pandemic relief packages helped some of the programs in Coachella Valley get off the ground, including the opening of student wellness centers in the district's middle and high schools in 2022.

In the wellness centers, which Vega helps coordinate, students learn coping skills and can always find someone to talk to.

"[It's] somewhere for students to put down some of the things they're carrying," Vega says. Staff at the centers work with school nurses and campus safety officials and refer students to services in the community. The Latino Commission, a nearby mental health therapy and counseling center, provides on-site therapists for every school.

Through these resources and partnerships, CVUSD is able to triage students so they receive the most appropriate and timely care. That level of coordination is required to meet the complexity and urgency of the crisis.

"These students and their families don't have the luxury to grieve," Vega says "There's too much going on in their lives, too much loss, too much pressure to put food on the table. So the fact that our wellness centers are providing a place for our students to take their grief, for me, is a miracle in itself."

Even when current grant funding for the wellness center expires, school leaders hope the future of the district's mental health initiative is secure. The response from staff, students, and parents has been overwhelming, Vega adds.

Two months after the Lincoln County school board voted to eliminate the social workers' positions, the district received welcome news. In June, a health clinician at nearby Marshall University struck an agreement with the board.

The social workers would be contracted with a local private health entity to provide services to area schools. Although this is a positive development, the issue of adequately staffing social workers in schools has not been addressed, says WVEA's Martin.

"We want every county in our state to have the resources they need to support student mental health needs," she explains. "A better outcome for the Lincoln County situation would have been for the county to utilize funding so that every school would have a social worker."

The longer it takes to provide rural schools with these necessary resources, says UVA's Bradshaw, the longer it will take to implement effective prevention strategies.

"We're playing catch up here. These students need help," Bradshaw says. "This isn't just a flash-in-the-pan problem. This is going to be something that is with us for an entire generation of students."

Great public schools for every student

The National Education Association (NEA), the nation's largest professional employee organization, is committed to advancing the cause of public education. NEA's 3 million members work at every level of education-from pre-school to university graduate programs. NEA has affiliate organizations in every state and in more than 14,000 communities across the United States.

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Rural Schools Take on the Mental Health Crisis | NEA

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With students experiencing heightened levels of anxiety and trauma, educators in rural communities are advocating for more services and programs. "If we don't give them the help they need, many are not going to make it."

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The national office for school counselor advocacy underscores the need for improved high school student support. School counselors are vital in guiding students on post-graduation plans and career paths. A needs assessment study on counselors’ career counseling skills revealed challenges, opportunities, occasional self-doubt, reliance on colleagues, and significant technology use. It also provided best practices for college and career preparation, supported by the national office's insights.

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The Professional Counselor - The official journal of the National Board for Certified Counselors, Inc. and Affiliates (NBCC)

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School Counselors’ Perceptions of Competency in Career Counseling - The Professional Counselor

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Leann Wyrick Morgan, Mary Ellen Greenwaldt, Kevin P. Gosselin Volume 4, Issue 5, Pages 481–496 doi:10.15241/lwm.4.5.481 Article published online: November 2014 Abstract Full article (PDF) Full article (HTML) Author Commentary Video The National Office for School Counselor Advocacy stated that secondary students need better support from professional school counselors when making decisions regarding their postsecondary education and career. The present qualitative study explored school counselors’ perceptions of competence in the area of career counseling, and resulted in the following themes: challenges to delivery, opportunity, self-doubt, reliance on colleagues, and the use of technology. Recommendations for college and career readiness best practice were incorporated with the findings from the National Office for School Counselor Advocacy report.

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Meet Beacon, the Therapy Dog Who Helped Gymnasts De-Stress at the Olympic Trials

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Beacon is a credentialed staff member for USA Gymnastics, and he’s joined by many other therapy dogs who help the Olympic gymnasts de-stress during trials.