Exploring the impact of therapy dogs on children's wellbeing in school settings

<div><p>Presentation for the Australian Psychology Society College of Educational and Developmental Psychology Conference.</p><p><br></p><p> </p><p><b>References</b>: </p><p>Henderson, L., Grové, C., Lee, F., Trainer, L., Schena, H., & Prentice, M. (2020). An evaluation of a dog-assisted reading program to support student wellbeing in primary school. Children and Youth Services Review, 118,[105449]. <a href="https://doi.org/10.1016/j.childyouth.2020.105449">https://doi.org/10.1016/j.childyouth.2020.105449</a></p><p><br></p><p> </p><p>Grove, C. Henderson, L. & Lee, F. (2021). Chapter 28. Policy Framework for the Use of Therapy Dogs in Educational Settings. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders. Routledge. <u>https://www.routledge.com/Building-Better-Schools-with-Evidence-based-Policy-Adaptable-Policy-for/Allen-Reupert-Oades/p/book/9780367458898</u></p><p><br></p><p> </p>Grove, C. Henderson, L., Lee, F., & Wardlaw, P. (Under review, forthcoming 2021). The Use of Therapy Dogs in Educational Settings: Guidelines and Recommendations for Implementation.<br></div>