As a Canine Therapy Interactive Child Activities Specialist working as a part of the professional team, he/she:

• Builds and promotes the child/dog bond
• Designs the child/dog interactive activities that enhance and encourage the outlined goals and objectives
• Facilitates the child/dog interactions in one-on-one, small group and large group situations
• Evaluates and determines or suggests what to do next, as the case may be

We are/can be an integral part of the educational and treatment plans, coordinating activities with the rest of the professional team. Which means we can go into therapy sessions, attend class room work and plan/coordinate with the teachers and therapist how to work with our dogs and the children in need. Gearing towards the needs of families that do not have dogs or can't afford them or may not need one full time.

Who might be interested in this service:

• Those who wish to facilitate the advancement of treatment goals with children who have not responded to previous intervention.
• Those children who are motivated by a dog’s presence and will work persistently on their behavior/skills in order to interact with the dog.
• Parents, teachers, therapists, doctors and nurses who seek ways to motivate, teach and inspire their students in the following areas:
  • Academic skills
  • Motor, Sensory Motor and/or Perceptual motor skills
  • Verbal and nonverbal communication
  • Social and behavioral skills
  • Self-help skills

What places could benefit from this program and where to start contacts:

• Disabled children, young adults and their families.
• Early Start programs, private and public schools, private organizations, federal and state programs, public libraries, hospitals that care for children, pediatric day health centers and professional business’ serving disabled children ages 0-22.
• A variety of therapists, administrators, teachers and health care professionals who serve disabled children ages 0-22.

Why are the dogs important?

What value do they provide? Couldn’t a good teacher or therapist do the activities just as effectively or maybe even more so?

Perhaps, but you can’t deny that there’s just something special about dogs and children. Henry Ward Beecher said, “The dog was created for children. He is the god of frolic.” Tom Hayden says, “They motivate us to play, be affectionate, seek adventure and be loyal.” As man’s best friend, the dog has been improving the quality of our lives every since the dawn of creation. Research is now showing that companion animals even promote health.

Time again over the past six years we have seen children light up and do things for the dogs that they would never do for any of us humans. Shelia Patterson, experienced Head Start Inclusion teacher with whom this program has worked says, “Children with challenges are more likely to respond to an animal’s gentle urging than to a teacher or a therapist.” As a human, it is a very humbling experience.

So, what is this “magical” effect dogs seem to have? It seems to be founded in a dog’s ability to love unconditionally and accept you no matter how smart you are or how you look or act, no matter what your challenge. The wagging tail, joy to see and be with you is just a part of a dog’s genes.

Because of that God given nature, dogs are catalysts who motivate us to work through the pain, sorrow and challenges – all those difficult things in life - just to throw them a ball, give them a treat, touch their soft fur, give them a command, take them for a walk – to do for and be with – a friend and companion. Undoubtedly, the best part is that they respond with such enthusiasm and gratefulness for our attention and presence.

Though the author is unknown we would like to think this exemplifies what PUPT dogs do and stand for.

A true friend knows your weakness but shows your strengths,
Feels you fears but fortifies your faith;
Sees your anxieties but frees your spirit;
Recognizes your disabilities but emphasizes your possibilities. – Unknown author