Curriculum based program
Our evidence-based programs are comprehensive with lasting outcomes .
Download a copy of our Brochure below
1. Communication on the inside and out
Throughout our programs we teach students to develop an awareness and understanding of verbal and non-verbal communication indicators. We work with indicators as tone of voice, body language, facial gestures plus vocal conversations. Our program also highlights the inner voice that we all experience and how we can channel our inner voice from hearing only negativity into positivity.
2. Friendship and Responsibility
Through our programs, we teach children a sense of empathy by understanding the needs of a dog and the relationships that can be formed between animal and human. This understanding that dogs need emotional support and caring helps students to respond to the needs of the dog and in turn, begin to understand that life is about positive experiences and relationships whether with humans or animals.
3. Beyond lockdowns
For many children the covid epidemic has led to a time of great change, uncertainty and anxiety. This can be excruciating and scary for our young people. It can be a paralysing feeling. It can mean more incidents of school refusal, disconnection to education and loss of motivation. Through an innovatively designed Dog Assisted Learning program, we can work with the family, the student and school to minimise those feelings of anxiousness and trepidation and refocus back on connection and happiness at school.
4. Grief and loss
During our life, we all, unfortunately, experience loss and sadness. It is the grief that can take over our wellbeing and we begin to experience negative feelings and emotions. The inclusion of our trained tutors and support dogs helps the participant to relax and open up about the feelings they are experiencing. Our Animal Assisted Intervention dogs offer a non-judgemental space that can relax and encourage a participant to process their feelings and begin to understand how to function and grow alongside these feelings.
5. Reading Tails
We love books and we want young people to feel the same. Focused on building confidence and reducing anxiety for reluctant readers. Reading Tails uses the fun of Dog Assisted Education to support reluctant readers by creating a comfortable space, short bursts of reading, providing incentives, allowing students to select their books, discussing the books being read and making reading a social experience. Reading Tails is an ongoing club format, run in a library setting, usually on Saturdays or Sundays. We create a program to work with the library's specific needs therefore prices vary - contact us for a quote.
6. Our Library Community
“Libraries offer people a “third place”, separate from home or work, and are anchors of community life, facilitating creative interactions between people” (Oldenberg, 1991). We want to encourage young people to utalise that 'third place' for their own wellbeing. Libraries play a vital role in our community, they are fundamentally important informational, educational, cultural, and social institutions. This 8 week program encourages students to feel a sense of that community by gathering, exploring and interacting with our Animal Assisted Education dogs and their local or school library.
7. Flexible Thinking
This is our most flexible program. Although this program does not have a pre written curriculum, it is supported by our pedagogy text, which guides the tutors to run activities that respond to your students needs through AAI play and learning. The focus of this program is to help your students gain a feeling of calm and confidence, so they can walk back into the classroom with a positive mindset.View our Schedule Structure for Programs
What Teachers Say About Our Programs
"Fantastic program. Jovana was outstanding at exploring strategies to reduce anxiety, whilst holding the girls' emotional wellbeing and then returning back to a group situation"
Secondary School SWC - Yarra / Darebin
What Students Say About Our Programs
‘Knowing others are feeling the way I do some-times’.
Student, Grade 6
A Success Story
James attends a special development school and has a moderate to severe intellectual disability, paired with a rare genetic disorder which presents as severe episodes.
James has shown continued improvement in his emotional regulation and has been engaging in more programs on a regular basis. He is expressing himself using verbal language more consistently and often asks when he will be seeing the dog again.