Power is in the connection
Our highly trained educators conduct our programs to deliver calmer school environments
Our programs that we use are innovative and evidence-based, they are designed specifically for children who struggle to engage within their world. They may have behavioural issues or have been diagnosed with a disorder that inhibits them to socialise, collaborate or learn.More About Us
We provide a calmer school environment through our tailored programs. We know that being able to provide a positive environment that is calm increases positive behaviours throughout the classroom, school and family environments.More Info
Parents & Carers
With early intervention, we can help your child to process the emotions they are currently feeling and help them to understand them in a safe environment. Our highly trained tutors and dogs offer a connection that some children are craving and can help to create surroundings that are conducive to learning.More Info
The programs we run are evidenced based and innovative. We aim to create an environment that offers conducive learning experiences to a broad range of students whether in the classroom or at home.
Canine Comprehension was envisioned through the personal experience of Sarah, who is the owner and director.
Sarah’s own journey of education was difficult as a child and through university. Even though she strived for excellence- she could never understand how she needed to learn. It wasn’t until her passion for teaching lead her abroad where she witnessed how other cultures successfully taught a range of children’s needs.Read More
What is Dog Assisted Learning?
Some children have a hard time at school and can struggle with their learning and friendships as a result. Canine Comprehension support students in understanding their learning process better. A well-trained dog and a tutor will work with an individual or a group throughout a term. Through weekly attendance young people may now have more positive feelings about themselves and school. The presence of a dog can make awkward or tough conversations a little easier because the focus is not on the students. As a result, your child may feel less anxious, more in control of their emotions, or have made some new friends.
Our focus is to:
- Help them discuss their worries around learning
- Learn more about possible triggers
- Learn strategies and develop confidence in managing them
- Practice mindfulness techniques
- Assist young people develop interpersonal and social skills, manage their own emotions and develop empathy for others, enabling better connections in their learning environment.
What are your qualifications and experience?
Our Director, Sarah holds a Bachelor as well as a Masters in Teaching. Sarah writes all of the curriculum and pedagogy documents used in our programs. She also consults closely with the tutors on educational and classroom management issues.
The Canine Comprehension team is a wealth of knowledge and invested in life-long learning. We aim to employ from a broad range of educational and social justice backgrounds, such as teachers, social workers, occupational therapists, nursing, counsellors, school administrators. Our tutors have experience working with young people with various needs and enjoy the challenge of helping a struggling learner connect with their education. Please see our ‘meet us page’ to learn more about each tutor.
All of our Tutor / AAE dog teams have the highest certifications of Animal Assisted Therapy available in Australia. Most are trained through Lead the Way Institute and are reassessed annually to maintain certification. The tutors also have access to dog trainers, who can help them with improving manners, trick training and specific behavior with their working dog.
All of our Tutors hold a current drivers licence, Working With Childrens Check and First Aid certificate.
What do the AAE dogs do in schools or tutoring sessions?
The dogs have many jobs. Their main goal is to assist young people in calming, connecting and focusing so the tutor is able to do their job more effectively. A few examples of how we use the dogs are:
- Mindfulness sessions, where young people learn breathing techniques through watching a snoozing dog.
- Agility exercises, where young people have to problem solve and effectively communicate to get the dog through the course.
- Games with the dog, where the young person has to work out stronger and weaker motivators for the dog.
- Dog body language study, where young people discuss the zones of regulation the dog may be experiencing.
What is the evidence for using a AAE Dog?
ust petting a dog can reduce the petters blood pressure and heart rate (Get Healthy, Get a Dog, Harvard Medical School) and having a pet dog in the home was associated with a decreased probability of childhood anxiety (Gadomski AM, Scribani MB, Krupa N, Jenkins P, Nagykaldi Z, Olson AL. Pet Dogs and Children’s Health: Opportunities for Chronic Disease Prevention).
For kids with anxiety and school refusal the use of the therapy dog as social lubricant cannot be denied (Menzies, 2003; Kogan, Granger, Gitchett, Helmer & Young, 1999; Baker, Pandurangi; Best, 2003). There are numerous studies citing the benefit of being with a dog, they show that having a dog present will increase a persons likelihood of having positive social interactions with others. (Mallon, 1994; Hart, 2000) Studies where kids are able to take the dog for short walks (Fine, 2000) show improved therapeutic outcomes for clients.
Studies have shown that learnings and effects from these AAIs can last well into 12 months after the client has worked with the dog (Barker et. al, 2003). Hanselman (2001) recommends that group interventions with your people should consist of at least10 sessions to make sustained behaviour change. Kogan, Granger, Fitchett, Helmer & Young, 1999 report that dog training intervention (just like the courses we run) resulted in improved pro social behaviour such as eye contact, smiling and posture and a reduction in negative behaviours.
Canine Comprehension also has their own independently collated research by School Focused Youth Service. You can find a copy here.
Words of Success
"I decided I needed an English tutor for extra help during year 12. having a tutor allowed me to have a second perspective on what I was learning at school. I also decided I needed a tutor as one on one lessons would further my understanding on subjects as a teacher with 23 other students could not.
My lessons with Sarah were usually an hour long and we would do multiple tasks to assist with that i was learning in class. We created a 'vocab bank' to demonstrate a larger vocabulary and I would write down objectives and ways to begin sentences alternatively. We would look as essay writing by myself and other students and I learnt how to write higher quality essays. We would plan essays and continue to edit other essays I has previously written.
In our lessons we would also find background information on characters in the novels I was studying and use that insight to fully grasp an understanding on the texts. The notes taken during our lessons would be emailed to me so I could look over it during the week when I studied.
Through tutoring I was able to greatly improve my marks. Having a second person who has a vested interest in my education helped me to achieve higher. I learnt how to think about ideas for myself instead of just resighting what my class mates and teacher has said.
The lessons would act as a revision and due to that I found that revising was mush easier to do when you have structure in your planning. As the year went on I found an interest in what I was learning and I was more driven to achieve the
highest mark possible.
I would highly recommend Sarah as a tutor for anyone who has a little self doubt. Sarah has the ability to bring out the best in you."
Biranna - VCE Student