Nurture Dogs Intervention A booklet for schools

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Part 1: A general introduction to The Nurture Dogs

1. Who are the Nurture Dogs?

2. Who are our clients and what can we offer them?

3. Meet the team

4. Why do we use animals in our therapy?

Part 2: What we can offer in YOUR SCHOOL

1. What interventions can we offer for your school?

Part 3: Getting started

1. How to get started - checklist

2. Student profile form

3. Parental consent form

4. Parental consent for trip

5. Nurture Dog risk assessment

6. Pre and post evaluation form

7. End of service evaluation for students

8. End of service evaluation for staff

1. Who are the Nurture Dogs?

We are a team of 7 people who have formed the Nurture Dogs through our common interest and enthusiasm in using animals as a form of therapy to support people in achieving their goals and full potential.

2. Who are our clients and what can we offer them?

We have a varied client population and we work in homes, schools, businesses and the local community just to name but a few. With the help of our activities, individuals can overcome and manage potentially disabling conditions. We therefore welcome any child or adult who would like to improve some aspect of their daily functioning and /or mental and physical wellbeing. We also offer staff well-being/team building sessions for INSET days. Our services range from full OT assessment and evaluation to group animal assisted programmes. Please see below for a brief description of each.

A) Individual Occupational TherapyThis service is led only by Dave who is a qualified occupational therapist. It will involve an OT assessment and evaluation.

B) Individual animal assisted therapyOne to one sessions specifically tailored to meet your individual goals. (Can be combined with OT assessment in request)

C) Group animal assisted therapyA programme designed for a group of students who may have similar needs.SENCO or pastoral staff can identify individual needs for us.(Can be combined with OT assessment on request).

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Part 1: A general introduction to The Nurture Dogs

3. Meet the team!

David De’ath BSC (HONS) OT PGCEIndependent Occupational Therapy Practitioner and Director of Nurture Dogs

Hi my name is David I am an Occupational Therapist (OT) and I work as a therapist with Nurture Dogs and teach in the school of OT at Essex University. I am a father of four grown up children and have three grandchildren.

Over the years I have helped my wife with fostering children, providing respite care to children with disabilities and helped young offenders to rehabilitate. Amongst other things we have run holiday clubs for children of school age. I am a dog enthusiast and I have loved and owned dogs all my life. At the moment my wife Gill and I own two pointers Mila and Tom and two Yorkshire Terriers x Lhaso Apsos who are very friendly and affectionate. My work with Nurture Dogs involves introducing the dogs into all kinds of places to help people improve their abilities and enjoy a better quality of life.

I have a degree in OT and a post graduate teaching qualification. I have worked in many places including community social services and learning disabilities homes and institutions both with people who have physical and/or mental health challenges in their lives. I am a director of Nurture Dogs and I help out with all tasks as necessary and manage the finances.

Dave

Gill De’ath Foundation Degree Arts – Special Educational Needs Executive Director of Nurture Dogs

I am the Executive Director of Nurture Dogs, a mother of four grown up children and grandma to four young grandchildren. I have a Foundation Degree in Special Educational Needs (SEN) and have worked for 14 years as a Learning Support Co-ordinator in a Mainstream Secondary School in Colchester. Prior to this I worked in the Primary and Secondary setting with behaviour students; overall covering a period of 15 years in all schools.

I have a wealth of experience to bring to Nurture Dogs in animal husbandry (40yrs), childcare (30yrs), Special Needs, (20yrs) developing interventions for young people with learning difficulties, group work, managing staff.(10yrs).I now work full time for Nurture Dogs CIC

Gill

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Tom StentifordDirector of Nurture Dogs

My name is Thomas Stentiford. I am 23 years old and I am a student at Colchester Institute.

In my spare time I enjoy going to the gym and socialising with my mates.

I really enjoy working with the Nurture Dogs and with all of the different kids we meet.

Tom

Aimee WhiteBSC (Hons) PsychologyDirector of Nurture Dogs

I am 24 and have recently given up my work as a Support Worker for Colchester Behaviour and Attendance Partnership (BAP) and, as a Facilitator for CoCoCare day service, to train as an Educational Psychologist

I have a degree in Psychology (BSC Hons) and have since worked in 2 job posts that empower and support young people and adults with BESD or learning difficulties to overcome challenges in the education system, family circumstances, community and employment.

I am willing to try anything new and I was first introduced to Nurture Dogs when we teamed up to deliver animal assisted interventions in the Colchester BAP schools. I was overwhelmed by this unique therapy and the positive outcomes it had across the board and have since joined the team as one of the Directors. I am now an Educational Psychologist.

Aimee

Mila

I am 10 year old female Slovakian Pointer with a beard, who is very inquisitive and intelligent. I am the lively one of the three dogs and love being groomed.

Tom

I am 11 years old and live with Mila, Dave and Gill. I am very gentle, love playing ball, and often have a dopey expression that my owners call my “drunken face”. I am the ‘comedian’ out of the three dogs and often make the children laugh with my antics.

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Basil

I am 8 and am a mix between a Lurcher, Collie and Bedlington terrier. You will often find me laying down to have a kip or getting up to mischief. I will do anything for food and can be very good at tricks and agility if you feed me lots of treats.

Badger

I am 5 yrs old. I look like a Lhasa Apso and am very good already at retrieving but am quite stubborn so you sometimes have to work quite hard to get me to do stuff. I am very cute and lovely cuddles.

Bumble

I am 5yrs old and am enjoying being a Nurture Dog my brother and I are very little so younger children like us. I look like a Yorkshire Terrier and am quite mischievous at times.

4. Why do we use animals in our therapy?

It is widely accepted that contact with a pet of any kind has huge potential to improve quality of life, and the effective use of animal therapy is well known.

Animals can help develop a caring role and provide the opportunity for unconditional love and acceptance.

Research has shown that animal therapy and helping to train the dogs can:

Develop a calm and assertive attitude and reduce aggression and agitation (Millan and Peltier , 2008 ; Berridge, 2008)

Act as a “mirror” for our own behaviours (Millan and Peltier , 2008 ; Berridge, 2008)

Encourage children to speak more and improve their expressive skills (Nurture Dogs have been particularly successful with Elective Mutism and Autism).

Improve attendance and academic functioning (Smith, 1983)

Improve a wide range of social and emotional difficulties through positive social interaction with the animals and other people

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1. What interventions can we offer your school?Nurture Dogs have developed a range of school programmes that can accommodate students with a wide range of needs including social, emotional, behavioural difficulties, mental health issues and attendance problems. We have developed these programmes from research in local schools and literature.

A. Smooth Transition

A programme designed for year 6 and 7’s approaching or in their first term of secondary school.

* To help shy individuals improve their confidence to give them the best chance of settling in to their new school* To give students the opportunity to make new friends

B. Reducing aggressive behaviour (this would need to be a smaller group)

A programme designed for any key stage student who displays aggressive or intimidating behaviour

To help individuals recognise the affect of aggressive body language & communication

To practise replacing aggressive communication with assertive communication during dog training exercises

To reflect on how dogs and humans respond similarly to assertive communication.

To practise listening and request skills.

C. Improving self esteem and social skills A programme designed for any key stage student who displays low confidence and social skills. This can also be beneficial for children who are on the Autistic Spectrum and who have Elective Mutism.

To reflect on how dogs and humans respond similarly to assertive communication.

To practise listening and request skills. To encourage group participation and improve confidence through

team work and dog related activities To socialise with new friends in the relaxed environment of the Nurture

Dogs.

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Part 2: What we can offer YOUR SCHOOL

D. Sensory integration and motor skills

This programme is very flexible and can be tailored to a wide range of children who may have moderate to profound learning difficulties or who are physically impaired

To provide sensory stimulation, feedback and immediate gratification through a variety dog related activities (such as grooming / stroking).

To participate in tailored activities designed to improve motor function.

NB: A functional assessment can be carried out on request in relation to the above if required.

D. Reading and communication

A unique and new programme designed to help students improve their reading ability and confidence to read out loud. It can also help students communicate assertively.

To practise assertive speaking whilst in the relaxed atmosphere of training the dogs

To read in small groups or pairs to practise reading skills To read as a whole group to the dogs to increase child confidence in

reading out loud.

E. Work Experience at Dedham Community Farm in Essex

We can provide a work experience opportunity for students interested in working with Nurture Dogs. This could be beneficial for students who are on an alternative education plan or in college needing a placement especially if they have a physical or learning need and may need help.

Activities on work experience include: Animal Care General care and training of dogs Farming related activities Maintenance Helping with projects Renovating and Building Woodwork

F. Exam stress buster sessions for Year 11. Have you got students that achieve well academically in class but fall apart with stress at exam time? We have had great success in this area.

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1. How to get started checklist

Initial meeting with Nurture Dogs team

To meet the team and discuss requirements (optional)

Select suitable students Six is the optimum numberConfirm with ND the intervention required

Agree intervention date To begin:

Book suitable room May need to be wheelchair friendly & preferably ground floor with carpet or matt flooring.Check with us to see if this is the case.

Check Nurture Dog Risk Assessment

Available on pages 14 - 16 of this booklet

Parental consent

Trip consent & details

Provided on pages 11 and 12 of this booklet Provided on pages 13 of this booklet

Complete student profile Provided on page 10 of this booklet

Complete pre evaluation forms This to be completed with a member of your staff and given to the N.D

Provide optional staff member for programme

It is optional for a member of your staff to join our team for the programme but not essential but must be able to be supportive rather than directive.

Provide member of staff for school trip

Preferable

Complete end of service evaluation forms students and staff.

We would appreciate any feedback on our programmes! See forms for staff.

2. Student profile form

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Part 3: Getting started in your school

Student Name

School

Age

1. Brief description of the person’s current strengths and difficulties

2. Main reason for referral and what you hope they will be able to improve

3. Parent consent form

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PARENTAL CONSENT: NURTURE DOGS

DATE

Dear Parents and Guardians,

This term ……………….. (school name) will be introducing a new programme led by the Nurture Dogs. They are a small company who work in schools and the community to deliver animal assisted therapy to help improve self esteem, social skills, physical functioning and behaviour conduct (delete as appropriate).

We would like to offer your young person a place on this unique programme. They will have the opportunity to meet with a small group of students and the Nurture Dog team once a week. They will be involved in a variety of fun training, agility, and grooming activities.

We also hope to arrange an out of school trip and will provide you with more details ASAP.

Please complete the form below and indicate whether you would like you child to participate in the programme. If you would like more details on the Nurture Dog programme please do not hesitate to contact the school directly who can put you in contact with the Nurture Dog team.

Best Wishes,

School Staff Name Gill De’athPosition Executive Director

REPLY SLIP: Please return to ………………………. In the ……………….. before ( DATE)

Student Name …………………………Parent Name…………………………….

I give permission for my child to participate in the Nurture Dog Programme Yes [ ] No [ ]

I give permission for photo’s of my child to be used on the Nurture Dog website and on a school presentation board Yes [ ] No [ ]

Please complete the important information below:

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Is your child allergic to dog hair? Yes [ ] No [ ]

Has you child ever been involved with cruelty to animals? Yes [ ] No [ ]

Has your child ever been hurt by an animal or dog? Yes [ ] No [ ]

Does your child feel scared or nervous around dogs? Yes [ ] No [ ]

Does your child have any medical conditions? Yes [ ] No [ ]

Please specify ………………………………………………………………………………………….

Please Note: If you have ticked YES to any of the above this does NOT automatically exclude your child from the programme as we may be able to work around your child’s specific needs.

Parent signature …………………………………. Date …………………………

4. Parental consent for trip

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Nurture Dogs walk and picnic

Date

Dear Parents and Guardians,

The Nurture Dog Team would like to take a small group of students on a dog walk and picnic to celebrate the final session with the children who participated in the nurture dog programme. This may be off site or on school site at the schools disgression.

Please see below for the trip details and indicate whether you give your child permission to attend.

We look forward to the visit.

School staff name Gill De’athPosition Executive Director of Nurture dogs

Please return to……………… by……………….

Student Name: Parent Name:

I give permission for my child to attend the Nurture Dog walk and picnic I do not wish for my child to attend the walk and picnic.

Medication that needs to be given to staff member for visit:Special instructions:

Signature: Date:

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DATE: TBCTIME: TBCLOCATION: TBC

Students should bring a suitable pair of trainers or boots and weather appropriate clothing. A picnic will be provided and any medication required in an emergency should be handed to staff prior to the visit

5. Nurture Dog risk assessment

Whilst individual risks to specific clients should be born in mind, the following advice regarding the use of animals in the therapy sessions is to reduce and manage risk generally and therefore applies to all situations unless otherwise stated

1. The client’s acceptance (or that of a suitable advocate). This should be measured at the time of interaction and risk is managed by removing the animal from contact at any sign of distress or discomfort on the part of either the client or the animal

2. In the first instance all treatment should be carried out by staff familiar with this risk assessment and also experienced and able to manage the type of animal being used

3. If the above is observed the risk from bites or scratches is minimal. However should any minor abrasions be incurred these should be treated by a qualified first aider in the first instance or by a medical practitioner as necessary

4. Persons under the age of 18 yrs old will be supervised by a member of Nurture Dogs staff at all times whilst in the presence of any animal

5. Dogs will remain under control at all times and on a lead at the commencement of any session. In agreement with pupils in the therapy group and school staff, dogs may work off the lead at the discretion of the Nurture Dogs staff

6. Therapy will take place in an enclosed environment with suitable floor surface and free from obstructions to minimise risk of slips and trips. In the event of working outside pupils must remain in sight of staff at all times. Any venue used will be checked for these hazards by Nurture Dogs staff prior to commencing a session

7. In the event of pupils participating in activities off the school premises, the approved paperwork/ permission procedure must be followed. Nurture Dogs protocol for functioning in the community must be understood and followed at all times. If necessary a specific risk assessment will be carried out in advance of the activity.

8. Any contra-indications should be noted and recorded. These could include phobias or allergies. These situations should only be addressed through the use of animals in therapy with the full agreement of the parents and school. If contraindications are identified these should be assessed individually and incorporated in the goals and activity analysis

9. Consent should be obtained from the employer or context in which the therapy is taking place. This should be in writing

10.Any animals involved should be in peak condition. This should include regular treatment to eradicate external or internal parasites. As far as possible any form of ill health of the animal especially those things transmittable to persons should be identified and the animal withdrawn from use in therapy until return to full health. To this end the animal must be submitted to a registered veterinary health practitioner for

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regular health checks (suggest at least six monthly) and written evidence of the good health of the animal be available

11.Contamination from body fluids. Any persons being in contact with the animal must take appropriate precautions such as the use of alcohol wipes or hand washing after contact with the animal. This should be supervised and monitored by a member of the healthcare team. If there is any spillage of body fluids on the part of the animal these should be immediately cleaned away using appropriate disinfecting equipment

12.Adequate arrangements should be made for the care of any animal used including the cost of upkeep

13.A full clinical record should be kept of each session and any further risks identified should have separate assessment carried out

14.Practitioners involved should have adequate insurance for this type of therapy to be covered

15. In the event of emergency and/or the need to evacuate any premises, the animals must leave last in order to avoid obstructing the effective passage of humans out of the building.

Risk Assessment for dog biscuit making session (use of microwave cooker)

Risk during this session is low, however the following should be observed especially in relation to baking the biscuits

1. Use of sharp instruments (cutters and knives). Ensure therapist supervision is in sight at all times when these are being used

2. Ensure all sharp instruments are packed and taken away following the session and that no clients/pupils have taken them away

3. When using the microwave oven therapist supervision must always be on hand and whilst the microwave is in use staff should be in close proximity to the equipment at all times

4. Risk from burns. Close therapist supervision when removing the cooked biscuits from the oven. Use of suitable protective oven gloves is essential for this task

5. Fire risk. Before commencing the session (preferably after the session the week before) check availability of cooking equipment*. Also position of fire exits and fire safety equipment. This should include a fire blanket and oven gloves. If these are not available in the room being used ensure that you take the ones provided by nurture dogs

6. In the event of any fire, unplug the device immediately; do not open the oven door. Cover with the fire blanket and follow local evacuation procedure and inform site staff immediately

7. *If microwave not available take nurture dogs equipment and ensure it is in good order and meets contextual requirements

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Risk Assessment in respect of Thomas Stentiford working with the Nurture Dogs Organisation

Please note that this risk assessment is ongoing and will need to be developed if any further risks are identified during the course of the work.

1. Risk of injury to others from the use of the electric wheelchair. Tom is aware of the risk to others and has provided his own third party insurance against risk of injury to others or their property.

2. During the sessions if persons are operating at floor level Tom will de activate the wheelchair so as to avoid collisions or running over other group members.

3. Tom will be given any support necessary at any time by a member of the Nurture Dogs team. Tom should have access to disabled toilet facilities.

4. Tom will be aware of the type of therapy that is being carried out and familiar with any tasks that he is involved with.

5. Tom will be aware of the requirements regarding confidentiality and observe these at all times. This will include names and any other information about the participants in the therapy group.

6. In the event of any emergency that requires evacuation Tom will be escorted from the premises by a member of the Nurture Dogs team. In the event of the need to work in any location other than at ground floor level this will require reassessment.

David De’ath BSc (Hons) OT Independent Occupational Therapist member of British Association of Occupational Therapists and Occupational Therapists in Independent Practice

Risk Assessment for out of School Trip:

1. Disobedient behaviour or student getting lost. The Nurture Dog team agree on a behaviour contract and set expectations prior to visit. A meeting point will be agreed on arrival and the group will be instructed to stay together. Staff to student ratio will conform to ECC guidelines. There will always be 2 members of the Nurture Dog team and one internal staff member to supervise students. Staff will remain vigilant and carry mobile.

2. Injury or risk of sunburn. Students will be advised to wear appropriate clothing and footwear for weather. Group will seek shade or shelter in uncomfortable weather conditions and will stay on footpaths. Visit leader will carry a First Aid pack and water.

3. RTA on route. ND will use taxi firms that are registered with ECC only. Staff using their own will hold a full driving license, MOT and up to date Tax. All staff members will carry a mobile phone and emergency contact pack 3. Student injured or pulled over by dog. Dogs are vetted as safe to use with children (see general RA). ND team supervise students who are walking a

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dog and intervene if the dog displays ‘hard to handle’ behaviour (I.E pulling excessively, running unexpectedly).

4. Student following dogs ‘out of site’. Students are briefed on expectations prior to visit. Dogs will only be let off a lead in a safe / enclosed area where the team can see them. The team will also check that all dog collars and leads fit tightly and do not come loose. Should a dog decide to escape or run off students are NOT to follow but to stay with the group.

5. Students injured by wheelchair user. Pre visit will always be carried out. Wheelchair user and students will remain on public footpath and be vigilant of each other.

Pre Nurture Dogs Post Nurture Dogs

I try to be nice to other people

I am usually with a lot of Friends

I share things with other peopleI am good at working in groupsI can wait my turn

I get on with most peopleI care about other people’s feelingsI am helpful if someone is upset or needs adviceI am kind to younger childrenI often volunteer to help othersI can meet new people easilyI like talking in front

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Pre and Post Evaluation Form for Nurture DogsName:…………………………………………………… Age:………………………… Date:…..

……………………………….Place an X in the box that most applies to the Statement below.

of a groupI like asking for things I want or needI volunteer to join in with school activities I can express myself clearly

If I don’t understand something I will ask for helpI get easily embarrassed and care what other people think of me I am good at making new friends

I like to try out new skills or activitiesI am scared of trying new things in case I fail or look sillyOther people generally like meI give up quickly and get easily frustratedI follow instructions

I am responsible for my own behaviourI treat people how I like to be treated myselfIf I can’t do something I will try againI care about doing well in schoolI have at least 1 member of staff that I can go to if I am in trouble or upsetMy attendance is goodI am polite to staff

I am happy with my school behaviour

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I am happy when I am in school

7. End of service evaluation form for students

School:

Service provided:

1. How would you rate the programme provided by The Nurture Dogs?

Not good okay good very good excellent

2. What skills do you think you have learnt on this programme?

3. What was the best part of the programme?

4. What was the worst part of the programme?

5. What would make the programme better?

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Nurture Dogs‘Reach your Potential’

6. Since the programme have any of your previous problems (if any) got

Much worse a bit better stayed the same much better

7. Has the programme been helpful in any other ways? (I.E made things more bearable, provided info, opportunity to talk etc)

No a little bit quite a lot a great deal

How has it been helpful?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Thanks for your time!

8. End of service evaluation form for staff

School:

Service provided:

1. How would you rate the service provided by B.A.P and The Nurture Dogs?

Unsatisfactory satisfactory good very good excellent

2. What skills do you think the students had the opportunity to develop during the programme?

3. Please describe any positive changes ( which you have observed or recorded) in behaviour, mental wellbeing and attendance of the students who participated in the programme.

4. In your opinion what was the best part of the programme and why?

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5. How could we improve the programme and the service delivered at your school?

6. Would you consider having the Nurture Dogs in again and if so what type of programme would you be interested in.

7. Please feel free to give any additional comments of feedback about the service.

Thanks for your time!

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