6. Appendix to Minutes (11/15/22) — Anaheim City Council, February 28, 2023

PublicComment
From: MabelSalgado <[email protected]>
Sent: Tuesday, November
To: PublicComment
Subject:\[ EXTERNAL\] MakeinvestigationfindingsPublic
Warning: ThisemailoriginatedfromoutsidetheCityofAnaheim. Donotclicklinksoropenattachmentsunlessyou recognizethesenderandareexpectingthemessage.

Goodmorningcouncilmembers,
I’mwritingtodaytopleaseaskyoutohaveintegrityanddiscloseallfindingsofthereport. Itisimportantthatwefind outwhatareasweneedtoworkonmovingforward. IhavebeenaresidentofAnaheimfor35yearsandIlikemany othersfeelverydisheartenedwithwhathasbeenallegedhappened. Theonlywaytomoveforwardiswithtruthfrom thispointforward !!!pleasediscloseallthefindingsandfindwhatweneedtoworkon. Pleaselet’sshowtheworldthat weasacommunitycareforhonestyandourresidents. Thankyou
SentfrommyiPhone
1 PublicComment
From: CynthiaPeña <[email protected]>
Sent: Tuesday, November
To: PublicComment
Subject:\[ EXTERNAL\] CityCouncilMeeting - PublicComments Warning: ThisemailoriginatedfromoutsidetheCityofAnaheim. Donotclicklinksoropenattachmentsunlessyou recognizethesenderandareexpectingthemessage.

GoodAfternoon,
MynameisCynthiaandI urgeallcitycounciltopleasevoteYESon agendaitem3. Governmenttransparencyisabsolutelynecessary. As publicservantsforthecityofAnaheim, thecitycouncilhasanobligation toservetheresidentsofAnaheim. Pleaserememberthisonyourvoteto maketheAngelStadiuminternalinvestigationpublic. Thankyou.

Cynthia Peña
LongtimeResidentofAnaheim
Pleaseconsidertheenvironmentbeforeprintingthismessage.

CONFIDENTIALITYNOTICE: Thismessage, includingattachments, containsinformationthatisconsideredconfidential. The informationisintendedsolelyfortheuseof theaddressee(s). If youarenotanaddressee, yourdisclosure, copying, distributionoruseof thecontentsof thismessageisprohibited. If thismessagehasbeensenttoyouinerror, pleasenotifythesenderbyreturne-mailandthen deletethisentiremessage. Thankyou.
1 PublicComment
From: StephanieKrystalPalomares <[email protected]>
Sent: Tuesday, November15, 2022
To: PublicComment
Subject:\[ EXTERNAL\] AgendaItem #3
Warning: ThisemailoriginatedfromoutsidetheCityofAnaheim. Donotclicklinksoropenattachmentsunlessyou recognizethesenderandareexpectingthemessage.

Hellocitycouncilmembers,
Iurgeyoualltovotetomaketheinvestigationreportpublic. ThecityneedstohealandmoveforwardfromtheAngel Stadiumscandal. Anycityworkerswhocontributedtothesedealsshouldbemadepublicinordertoprotectthe integrityofthecityanditscouncil. Pleasedotherightthingandvotetopublicizetheresults. Avoteagainstmakingthe resultsoftheinvestigationpublicwillappearasanannouncementofyourinvolvementinthescandal.

Respectfully,
StephanieP.
1 JenniferL. Hall
From: JohannaPerez <[email protected]>
Sent: Tuesday, November
To: PublicComment
Subject:\[ EXTERNAL\] PublicCommenya
Warning: Thisemailoriginatedfrom outsidetheCity of Anaheim. Donotclicklinksor open attachmentsunlessyourecognizethesenderandareexpectingthemessage.

Anaheimcitycouncilneedsto betransparentandmakethefindingsof thecouncil-commissionedinternal investigationaccesibleto thepublic. ITEM #3 MUSTBEPASSED! -- Best,
JohannaPerezHerrera
UCLAClassof 2022
EnvironmentalScience, B.S.& Chicano/aandCentralAmericanStudies, B.A. 1 PublicComment
From: natalierubalcava <[email protected]>
Sent: Tuesday, November
To: StephenFaessel; AvelinoValencia; JenniferDiaz; GloriaS. Ma'ae; TrevorO'Neil; Jose Moreno; PublicComment
Subject:\[ EXTERNAL\] Re: AgendaItem28
Attachments: SupportforAnaheimFirefightersMOU_11- 15.docx Warning: ThisemailoriginatedfromoutsidetheCityofAnaheim. Donotclicklinksoropenattachmentsunlessyou recognizethesenderandareexpectingthemessage.
11/15/2022
RE: SUPPORTITEM #28AnaheimFirefightersAssociationMOU
DearMayorProTemO’NeilandMembersof theAnaheimCityCouncil:

Iamwritingthisletterinsupportofagendaitem #28, therecommendedadoptionofamemorandumof understandingbetweentheCityofAnaheimandtheAnaheimFirefightersAssociation. Asalifelongresident ofAnaheim, Ivaluetheroleandimpactourfirefightershaveonourdailylives. Ourfirefightershavealsobeen instrumentalinfightingwildfiresacrossthestate.

AsthelargestcityintheCountyofOrange, nowmorethaneverit isimportantthatwecompensateour firefighterscompetitivelyasmanyfireagenciesfacerecruitingandworkforcechallengesinthiscurrentlabor market. It isimportantthatwekeepAnaheimcompetitivecomparedtoourneighboringcities. Especiallyina cityofover300Kresidentsthatmorethandoublesinsizedaily.

IsupporttheproposedMOUandhonortheworkbeingdonebyourAnaheimFirefightersonbehalfofthe residentsandvisitorsofAnaheim.

Respectfully,
NatalieRubalcava
Anaheim, CA92805
1 11/ 15/2022
RE: SUPPORTITEM #28AnaheimFirefightersAssociationMOU
DearMayorProTemO’NeilandMembersof theAnaheimCityCouncil:

I amwritingthisletterin supportof agendaitem #28, therecommendedadoptionof a memorandumof understandingbetweentheCityof AnaheimandtheAnaheimFirefighters Association. Asalifelongresidentof Anaheim, I valuetheroleandimpactourfirefightershave onourdailylives. Ourfirefightershavealsobeeninstrumentalin fightingwild firesacrossthe state.

Asthelargestcityin theCountyof Orange, nowmorethaneverit isimportantthatwe compensateourfirefighterscompetitivelyasmanyfireagenciesfacerecruitingandworkforce challengesin thiscurrentlabormarket. It isimportantthatwekeepAnaheimcompetitive comparedtoourneighboringcities. Especiallyin acityof over300Kresidentsthatmorethan doublesin sizedaily.

I supporttheproposedMOUandhonortheworkbeingdonebyourAnaheimFirefighterson behalfof theresidentsandvisitorsof Anaheim.

Respectfully,
NatalieRubalcava
Anaheim, CA92805
PublicComment
From: MariaisabelleGarcia <[email protected]> Sent: Tuesday, November15, 20223:08PM
To: CesarC; DaisyCruz; RudibelBarbosa; PublicComment; [email protected] Cc: [email protected]; [email protected] Subject:\[ EXTERNAL\] KennedyCommissionpubliccomment11/ 15/ 22 Attachments: TheKennedyCommissionLetter_ Item31AnaheimCityCouncilagenda11_15_

22.docx
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PleaseseetheattachedpubliccommentfromTheKennedyCommissionbelow.

Thankyou,
Blessings,
MariaIsabelleGarcia
KennedyCommissionCommunityOrganizer
[email protected]
1 November15, 2022 www.kennedycommission.org
17701CowanAve., Suite200
Irvine, CA 92614
949 2500909
MayorProTemTrevorO’Neil
Councilmembers
HousingAuthority
Cityof Anaheim
200S. AnaheimBlvd.

Anaheim, CA92805
ORDINANCENO. 6445(ADOPTION) AN ORDINANCEOFTHECITYRE: Item31- COUNCILOFTHECITYOFANAHEIMamendingtheZoningMapreferredto inTitle18of theAnaheimMunicipalCoderelatingto Zoning (DEV2021-00123) (1200-1320SouthAnaheim Boulevard, 200EastBallRoad, and1207SouthClaudinaStreet) \[Reclassificationto establish theMixed-Use (MU) OverlayZoneontheproperty; introducedattheCityCouncilmeetingof November1, 2022, PublicHearingItemNo. 16\].

DearMayorProTemTrevorO’NeilandCityCouncilMembers:

TheKennedyCommission (theCommission) isabroad-basedcoalitionof residentsand communityorganizationsthatadvocatesfor theproductionof homesaffordablefor families earninglessthan $20,000annuallyinOrangeCounty. Formedin 2001, theCommissionhas beensuccessfulinpartneringandworkingwithOrangeCountyjurisdictionsto createeffective housingandland-usepoliciesthathasledto thenewconstructionof homesaffordableto lower incomeworkingfamilies.

AstheCityCouncilconsidersboththeadoptionof anordinanceapprovingareclassificationto establishtheMixed-Use (MU) Overlayzoneandthedeterminationthattheproposed reclassification (DEV2021-00123) wasadequatelyanalyzedpursuantto theapprovedMitigated NegativeDeclarationfor theproposeddevelopmentatthesoutheastcornerof Anaheim BoulevardandBallRoad, TheKennedyCommissioncontinuesto urgetheCouncilto not approveanagreementuntiltheCityof AnaheimandGreenlawDevelopmentcommitto maximizingaffordablehousingproductiononthiscity-ownedland.

TheCityneedsto prioritizedevelopmentsthatare100% affordablefor lower-incomefamilieson thiscity-ownedsiteto maximizeandleverageadditionalfederalandstatehousingfunds, especiallylandacquiredbytheHousingAuthorityor thecityusinglower-incomehousingfunds.

At aminimum, 15%-20% of theunitsshouldbeaffordableto low, verylow, andextremelylow- incomefamilies. Westatedouroppositionintheletterssubmittedforthefirstreadingof the projectonOctober27, 2020, thesecondreadingonNovember10, 2020, theamendmentto the ExclusiveNegotiationagreementonDecember7, 2021, andtheinitialstudy/mitigatednegative declarationmitigationmonitoringplanonNovember1, 2022.

MayorProTemTrevorO’NeilandCityCouncilMembers
November1, 2022
Ashighlightedin theCityof Anaheim’slatestHousingElementAnnualProgressReportthat 1wassubmittedto theCaliforniaHousingandCommunityDevelopmentdepartment, thecityhas adeficitof affordablehousingproduction. Thereportpointsoutthatthecityhasapprovedand permittedover8,719housingunitsduringthecurrentHousingElementperiodandonly369 havebeenin theaffordabilitylevelof low andverylow income. Theremaining RHNAfor lower-incomehouseholdsis1,794. Thevastmajorityof thehousingunits, 8,350, havebeenapprovedatmoderateandabovemoderate-incomelevels (RHNAinabovemoderate hasbeenexceededbyover300%). GiventheCity’strack-recordof prioritizingmoderateand above-moderatehousingonHousingOpportunitySites, whichwereidentifiedinthecurrent HousingElementassitesthatcanbeusedto meettheCity’sRHNArequirementsatthevery-low andlow-incomelevels, theCitywill haveaverydifficulttimemeetingitscurrentandupcoming RHNAallocation. It isimperativethat city-ownedlandisprioritizedto developlower- incomehousingthat isnot beingaddressedby marketratedevelopment.

In disposingof city-ownedland, thecityshouldprioritizethecreationof affordablehousingfor low, verylow, andextremelylowfamiliesincompliancewiththeSurplusLandAct and successoragencyobligations. Whendisposingof publiclyownedland, publicagencieshavean obligationto complywiththeSurplusLandActor exemptionsto theact. Hereinthecityisnot complyingwiththeSurplusLandActor itsexemptions, whereintheyarenotprovidinga minimumof 20% of unitsatlow, verylow, andextremelylow-incomelevels.

TheCommissionlooksforwardto furtherconversationsregardingtheuseof city-ownedlandto increaseaffordablehousingopportunitiesfor lower-incomefamiliesin Anaheim. Pleasekeepus informedof anyupdatesandmeetingsregardingstrategiesto increaseaffordablehomesfor lower-incomehouseholdsin thecity. If youhaveanyquestions, pleasefreeto contactusat (949) 250-0909or [email protected].

Sincerely,
CesarCovarrubias
ExecutiveDirector
cc: Ms. MeganKirkeby, ActingDeputyDirector, HousingPolicyDevelopment, CAHCD Mr. PaulMcDougall, HousingManager, CA
[email protected]
1 CityofAnaheim, Housing ElementAnnualProgressReport, June2022 Page of22
PublicComment
From: leticia <[email protected]>
Sent: Thursday, 45PM
To: PublicComment
Subject:\[ EXTERNAL\] Livingconditions
Warning: ThisemailoriginatedfromoutsidetheCityofAnaheim. Donotclicklinksoropenattachmentsunlessyou recognizethesenderandareexpectingthemessage.

I’vebeenlivingindistrict #5for5yrsnow. Ihavesentemailsregardingbadlivingconditionsinwhatourneighborhood.

Likealleysfullofcarsparkedblockinggarages, makingit hardforpeoplethatparktheircarsinthegarages. Alsothe trashishorriblethebinsarefullevery2- 3days. Thereare2- 5familieslivingin1- 3bedroomapartments. Thereisno controlfromtheapartment’sownersorthecity. Makingkidsgoonthestreetstododrugs, anddobadthingsbecause theyhavenoprivacyintheirownhome. AlsotheparkingishorriblepeopleonE. Parklnparktheircarsinthemiddleof thestreetsthepoliceofficersdrivebythereandseethatandtheydon’t care. Peopleparktheircarsinredspots, in alleysbecausealmostallpeopleusetheirgaragetoputstufftherebutnottoparktheircars. Furnitureagainstthealley wallsthatstaysthereforweeks. Iwillkeeponwritingtheseemailsuntilsomeonepaysattentionhowpeoplelivesin district #5. Parkln, terracest,lawrance, fashione.t.c. Ithinkistimeforachangewedon't wantanymoregangs, graffiti, kidsdoingdrugs, theMiralomaparkfullofkidswithoutanadultwatchingthemeverydayuntil9pm. Thereisnocontrol.

Iliveinon withmy2boysandmyhusbandonly. Weworktokeepit likethatandformykidstohavetheir ownprivacybutnoteveryparentthinksthesameway. Thankshereissomepictures. 1 2
3 4
SentfrommyiPhone
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Forwardedmessage ---------
From: BretteMiller <
Date: Fri, Nov4, 2022at9:42PM
Subject: Re: Help….PLEASE!!!
To: Bernard, Andi <[email protected]>
CC: <[email protected]>, <[email protected]>, Atkinson, Cymantha (OCCR) [email protected]>, Bartlett, Lisa < [email protected]>, Chaffee, Doug [email protected]>, <[email protected]>, Do, Andrew <[email protected]>, Foley, Katrina [email protected]>, <[email protected]>, <[email protected]>, [email protected]>, Kim, Frank (HOA) <[email protected]>, <[email protected]>, [email protected]>, Schmidt, Monica <[email protected]>, <[email protected]>, 1 Wagner, Donald <[email protected]>, Wright, Dylan < [email protected]>, [email protected]>, <[email protected]>, <[email protected]> HiAndi,
Yousaythattheshelterisopen, butit isNOTopenfor thepublicandrescuesto adopt & rescueATWILL duringbusinesshours. Thisistheproblemthatit seemsyouaremissing, or choosingtoignore. Beingopenfor licenserenewals, redemption & intakedoesnotaddresstheproblemwith adoptionsandrescuesbeingturned awaybecausetheyneedanappointment. I explainedthisin myemailtoyou. I’ll try it againthough, andwrite veryslowlysomaybeyoucancomprehend.

Makinganappointmentin oneofyourtimeslotsworksfor yourshelterstaff, butnotformanyofthevisitors.

Manyshowupexcitedto meetanimalsand/or rescuethemand, dueto theinconvenienceofnotbeingableto dosoatthattimethatisconvenientforTHEM, andespeciallywhentheytookoutofTHEIRbusyschedulesto comethere, theydonotcomeback. Saysomeonecomesin at10am. Theyhavetobesomewhereare12. They nowgettoldtheyhavetowaitforthenextappointmentsayat11:30am. So, they’resupposedtosittherefor

1. 5hourstoadoptananimal? Comeon.

AsI mentionedtoo, rescuesarecurrentlyskippingyourshelterto rescuefrom, asyourprocessisn’t working for them. Haveyoudonerescue? If youhave, youwouldknowthatsomeofthemrescuemultipledogsand catsin onedayfromallover, andeachpullfromtheshelteror traveltimein betweensheltermaytake differentlengthsoftimebasedontheshelterprocessesandtraffic, sotheycan’t makeanappointmentwhen comingin for aspecificslot.

Foranadopter….hereisonesimplescenarioofmanycircumstances….Saythereisadivorceddadbringinghis childin to meetananimal, andwe’ll saythatdadisonatimecrunchbecauseofparentalvisitingtime, andso theycan’t waitfor anappointmentastheyhavetobringtheirchildbackto theirmom’shome. Heistherefore deniedthatdayheshowsuptoadoptadogfor hisfamily. Yourappointmentprocessisridiculously inconvenient, andmayworkfor you, butnot mostpeople. It doesNOTsavevisitorsto yourshelter’stime! Whatyoucalla “conciergeservice” islaughable, asit isNOTwhatyourstupid “FactChecker” PDFmakesit out to be. Yousayyoumodelthisprogrambasedonnearbysuccessfulshelter, suchasin LA….Areukiddingme? That’shilarious, butsadashecktoo. Theyeuthanizeleftandright. Theirsheltersaretheghettothere. It doesn’t decreasethestressofanimalsbynothavingpeoplewalkingaroundgivingthemlove. It doesn’t reducebiterates, or fistfightsbetweenadopters. Thephysicalfightpartisjustridiculous! Howcanyoubeso exaggeratingto actlikethathappenssooften? I can’t believeyouincludethatonyourFACTsheet. Come on…That’sjustnonsense! It doesn’t helpto haveyourstaffpushadogonanadopter. Peopleshouldhavethe rightto meetdogsandfeeltheirenergy. Dogsandcatshavesouls, andtheybondwith certainpeopletoo.

They’renotacaryoucanpushonsomeonebasedontheirfeatures. Theyalsoenjoygettinglovefrompeople walkingthrough, evenif theydon’t getpicked. Thinkabouttheanimals…notwhatmakesit easiestfor you.

Thereturnratestatsarenonsense. Therehavebeenlesspeoplevisitingyourshelter, andmoreanimals gettingkilled, soofcourseyourreturnratesareless. Getyourfactsstraight.

Haveyouevertalkedtothevolunteersandrescuersthere? Likewithoutbeingapompousjerktothem, and actuallylettingthemspeaktheirfeelingsabouttheappointmentonlyadoptionprocess? Haveyouactually LISTENEDANDCAREDaboutwhattheyaretellingyou? FromallthatI readanddiscusswiththem, theyare soheartbrokenbyhowyourespondto them.

Whyonlyletanadoptervisitonepetperappointmenttoo (whichisthesituationin mostcases)? Whynotlet themmeetnumerouspets, andletTHEMdecidewhichonetheywantto adopt? Doyounotthinktheyare capableofmakinganinformeddecision? I wouldbecompletelyturnedoffif someonecontrolledthewhole 2 processofbringingananimalbuddyintomyhome, andYES, I haveadoptedfromtheshelterpriortoyour appointmentonly”
pocess. Seemslikecommonsense.

Yousaythisappointmentprocesstohelpssopeopledon’t adoptonimpulseor appearanceofananimal, yet whentheyscheduletheirappointment, theyhavetochoosethatdogtomeetbasedontheirintakephoto. This ishypocritical! Youareadvocatingfor adopting
onimpulse! Addin thefactthattheanimal’sphotoistakenwhentheyareterrifiedandmangymosttimes, so manyarebeingoverlookedbecausetheyneedtobebathed, andarenotshowingthetruepotentialoftheir personality. Givethemachanceto shinein person. Maybethatadopterseessomethingin thatanimal’seyes thatudon’t. Andyou’resupposedto bethedirectorthere? If youdon’t seethis, youclearlyhavenosoul, and mustbein thewrongposition. Thatwouldexplainwhyanimalsaredyingin suchbignumbersnow…and animalsthatrescuersaresharingaresosweetandhealthyanddon’t deservetodie.

Thereareamazingvolunteersthere, butwhatyoucallso-calledexpertsattheshelterlabeldogsaggressive andantisocialsomanytimes, andallowthemtobekilled, sosparemeyourexcusethateveryonethereknows whattheyaredoing. Someofthosesupersweetvolunteersandemployeesareforcedto makedecisionsand notesonanimalsbasedonYOURheartlessorders. Youarekillinghealthy, lovinganimalsdailyduetospace concerns…notbcuztheyareaggressive!! Yousayyoupartnerwith rescues, butif actuallysatdownand listenedtothem, theydisagreethatyouareworkingwith them. Takesometimeandreadonsocialmedia whatyourso-calledpartnersfeelaboutthewayyouaretreatingthem, andkillingsuperadoptabledogsand cats. Yoursurvivalratehasplummeted, notincreased, sinceyoumadetheshelterappointmentonly. You’re straightuplying. Fudgingyournumbers, eh? Youclearlyare…..Notgood.

AnimalsshouldbeletoutoftheirkennelsEVERYDAY…noteveryotherday. Howwouldyouliketobeletout ofacageeveryotherday. Maybeushouldgositin oneofthosekennelsfor twodaysstraight. Theyshouldbe letoutnumeroustimesofdayin fact!
Yoursayyourappointmentprogramallowsthestafftoknowtheanimalsandhavetimeto gettoknowthem andcarefor them? Thegoalistogetthemadoptedor rescued, notanalyzetheirterrifyingstayatyourshelter, andthenreporttheyhavebeenkilled.

Yousentmethesameemailreplytwice. Youmaythinkyougrilledme, butI wastakingthetimeto replyin a calmfashion, asto behonest, youreallypissedmeoffwith yourrobot-stylereply. Youmakeyourselflook veryignorant, heartless, andveryout-of-touchonreality. WhatI amtellingyouarefacts, andI will NOTstop fightingfor theseanimals. Sinceyouseemto needthingsrepeatedtocomprehend….or youjustignore them…….

YOU, & everyoneonthislist (I addedabunchmoreinfluentialpeoplewhomaycaremorethanothers), have thepowertosavesomanymoreanimalsin yourfacilitybyREOPENINGyourshelterCOMPLETELY. Your appointmentsystemisNOTWORKING! Yourdataissoricketyandunjustified, andsadly, if youdon’t care whatI amtakingthetimetosharewith you, youseriouslyshouldbefired. I don’t wishill will onanybody, but whensomeoneisin chargeofcaringfor thehelplessanimalsin ashelter, andtheydon’t showthattheycare onebit, theydon’t deserveto bein thatposition. Timetowakeup, Andi.

Feelfreetoreplyallagain. I wouldloveto hearthethoughtsfromotherpeopleonthislist besidesjustyou.

Brette-
3 OnMon, Oct24, 2022at6:35PMBernard, Andi <[email protected]> wrote:

GreetingsMs. Miller,
Thankyouforconnectingwithus. OCAnimalCarehasreceivedandreadyouremail.

PleaseknowthatOCAnimalCare’sdoorsareopen. Infactweareopensevendaysaweekforredemptions, license renewal, intake, andadoptionappointments. OCAC’sAdoption-by-Appointmentmodelprovidesmanybenefitstoboth theanimalsandthepotentialadopters. Itismonitoredbyastrongteamfocusingonpublicsafetyandanimalwelfare andisguidedbymetricsdemonstratinghowit servesourstaff, ourcommunityandtheanimalsinourcare. Adoptinga foreverfriendshouldnotbelefttoimpulseorappearance, andourstaffiswell-versedincounselingadopterstomake thebestchoicefortheirlifestyle. Inaddition, thisone-on-oneexperiencereducesthestressontheanimals, minimizes waittimes, andprotectsthesafetyofouradopters, volunteersandstaff.

Weagreethatpotentialadoptersshouldmeetandmakeaconnection. Withover400appointmentsavailableper week, wehopethatyouwillmakeanappointmenttocomevisitandadoptanewfamilypet. Whilescheduled appointmentsareavailablefortheconvenienceofpotentialadopters, thepubliciswelcometovisittheshelterand signupforawalk-inappointment.

IwouldalsoliketoreferyoutoOCAC’swebsitewhichcontainsaFactCheckerthataddressesmanyquestionsand comments. Additionally, moreinformationaboutOCAC’sservicescanbefoundatwww.ocpetinfo.com.

OCAChasachallengingmission, andIamproudoftheworkourstaffdoesonadailybasistoservethesick, injured, lostandaggressiveanimalsthatcometoourshelter.

Warmregards,
Andi Bernard
Director, OCAnimal Care
Office: 714- 796-6414
1630 Victory Road, Tustin, CA92782
4 From: BretteMiller <
Sent: Monday, October24, 202211: 19AM
To: Bernard, Andi <[email protected]>; Do, Andrew <[email protected]>; Atkinson, Cymantha OCCR) <[email protected]>; Wagner, Donald < [email protected]>; Chaffee, Doug [email protected]>; Wright, Dylan < [email protected]>; Kim, Frank (HOA) [email protected]>; Foley, Katrina <[email protected]>; Bartlett, Lisa <[email protected]>; Schmidt, Monica <[email protected]>
Subject: Help….PLEASE!!!
Attention: ThisemailoriginatedfromoutsidetheCountyofOrange. Usecautionwhenopeningattachmentsorlinks.

I amwritingto askyouto PLEASEopenbackuptheOCAnimalCarefacilitytothepublic! It makesabsolutely NOsensethatit isclosed, andonlyaccessiblebymakingappointments! Allowingpotentialadoptersand rescuesto visitdogsin personatwill iscrucialtotheirsurvival, andtheyarejustasworthyofbeingsavedas anyotherbeingonthisplanet….if notmore! Theyarepure, lovingcreatures, andareterrifiedthere, andby notopeninguptheshelter, theyarebeingeuthanizedfor NOreason, allbecausethesheltersareso overcrowded. Justlastweek, 6 completelyhealthy, lovingdogswereeuthanizedsolelybecausespacewas neededattheshelter. Thisisheartbreaking!!! Theyareinnocentbeings, anddeserveusto betheirvoice.

TheOrangeCountyAnimalCarefacilityisstill closedto thepublicsothatpotentialadopterscannotwalk throughthekennelbuildingsto lookatthecatsanddogsavailablefor adoption. Someonewantingtoadopta petneedsto makeanappointmentfor thatparticularpetatanagreeabledate/time. Andlotsofpotential adoptersarebeingturnedawaybecausetheydonothaveappointments, andthesepeoplenevercomeback dueto thisinconvenience, andtheshelternothavingappointmentsthatworkwith theirschedules.

Additionally, manyrescuegroupshavemovedontomoreaccommodatingshelters.

ThisisNOTRIGHT, andyouhavethepowertodotherightthingrightnowbyOPENINGUPTHESHELTER TOTHEPUBLIC! Pleasestopthekilling, andgivetheseanimalsachanceataloving, safelife! Peopleshould beabletowalkthroughtheshelterwith amaskonlikeanyotherbusiness….thegrocerystore, thebank, the doctor’soffice, ETC.! Theseanimal’slivesarecountingonyou! Therearesomanypeopleouttherethatwant to adoptandrescuethem. PLEASEOPENBACKUPTHEOCANIMALCAREFACILITY!!! Thankyouforyour time.

Sincerely,
BretteMiller
ResidentofOC, CAfor 44years)
5 PublicComment
From: TheresaBass
Sent: Sunday, November6, 20223:00PM
To: PublicComment
Subject: Fwd: \[EXTERNAL\] FW: PUBLICCOMMENTREQUESTINGSUPPORTTOALL

GOVERMENTAGENCY /CHILDABUSETECHONOLGYBLUELIGHT, EXCESSIVE SCREENTIMEDEFINDBYTheFederalChildAbusePreventionandTreatmentAct CAPTA) (42U.S.C.A. .. ANDMAYOCLINICWITHWEBSITE ...

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From: durfeycraig778@gmail.

Date: November6, 2022at2:55:57PMPST
To: [email protected], [email protected], "[email protected]." [email protected].>, TheresaBass <[email protected]>, [email protected], [email protected], [email protected], [email protected], [email protected] Cc: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], cadurfey@gmail. [email protected], [email protected], [email protected]
Subject: \[EXTERNAL\] FW: PUBLICCOMMENTREQUESTINGSUPPORTTOALLGOVERMENTAGENCY CHILDABUSETECHONOLGYBLUELIGHT, EXCESSIVESCREENTIMEDEFINDBYTheFederalChildAbuse PreventionandTreatmentAct (CAPTA) (42U.S.C.A. .. ANDMAYOCLINICWITHWEBSITESOCIA...

Warning: ThisemailoriginatedfromoutsidetheCityofAnaheim. Donotclicklinksoropenattachmentsunlessyou recognizethesenderandareexpectingthemessage.

From: CraigADurfey <
Sent: Monday, November08, 202110: 18AM
To: [email protected]@asm.ca.govWalterMuneton' [email protected]>
Subject: FW: PUBLICCOMMENTREQUESTINGSUPPORTTOALLGOVERMENTAGENCY /CHILDABUSE TECHONOLGYBLUELIGHT, EXCESSIVESCREENTIMEDEFINDBYTheFederalChildAbusePreventionand TreatmentAct (CAPTA) (42U.S.C.A. .. ANDMAYOCLINICWITHWEBSITESOCIALEMOTIONALPAWS From: CraigADurfey <
Sent: Saturday, November06, 20215:30PM
To: [email protected]@ggcity.org; [email protected]; 'TeresaPomeroy' 1 [email protected]>; '[email protected]' [email protected]>; [email protected]; [email protected]; [email protected]; 'NickDibs' <
[email protected]; [email protected]; '"[email protected]"' [email protected]>; [email protected]; [email protected]"' <[email protected]>; 'SenatorUmberg' [email protected]>; [email protected]; 'COB_Response' [email protected]>; [email protected]; [email protected]; [email protected]; CongressmanAlanLowenthal' <[email protected]>; [email protected]; MariaStipe' <[email protected]>; [email protected]; [email protected]' <[email protected]>; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; 'stevej' <[email protected]>; [email protected]; 'George Brietigam' <[email protected]>; 'TheresaBass' <[email protected]>; [email protected]; [email protected]; 'PublicRecordsRequest' <[email protected]>; 'PhatBui' <[email protected]>; [email protected]; [email protected]
Cc: 'SupervisorAndrewDo' <[email protected]>; 'SupervisorDougChaffee' [email protected]>; 'GabrielaMafi' <[email protected]>; 'KellyMcAmis' <[email protected]>; [email protected]>; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]' <[email protected]> Subject: PUBLICCOMMENTREQUESTINGSUPPORTTOALLGOVERMENTAGENCY /CHILDABUSE TECHONOLGYBLUELIGHT, EXCESSIVESCREENTIMEDEFINDBYTheFederalChildAbusePreventionand TreatmentAct (CAPTA) (42U.S.C.A. .. ANDMAYOCLINICWITHWEBSITESOCIALEMOTIONALPAWS.ORG 10-06-2021
P.R. D.D.C.)

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SOCIALEMOTIONALPAWS.COM
FACEBOOK: CRAIGDURFEY
U.S. HOUSEOFCONGRESSH2404 - HONORINGCRAIGDURFEYFOR
HISFIGHTAGAINSTAUTISM ... Ms. LORETTASANCHEZof California. https://www.govinfo.gov/content/pkg/CREC-2003-03- 27/pdf/CREC-2003- 03-27.pdf
newwebsitesocialemotionalpaws.org
2 GovernorGavinNewsom
130310thStreet, Suite1173
Sacramento, CA95814
Phone: (916) 445-2841
Fax: (916) 558-3160
cc. ToddSpitzer
OrangeCountyDistrict DA
MainOffice
300NorthFlowerSt.

SantaAna, CA92703
714-834-3600
cc. MHSOAC
Commissioners { PublicComment } 1325J Street, Suite1700
Sacramento, CA95814
Phone: (916) 445-8696
Fax: (916) 445-4927
Email: [email protected]
cc. Sheriff-CoronerDonBarns
550N. FlowerStreet
SantaAna, CA92703
UnitedStates
cc. BehavioralHealthAdvisoryBoardMembers { Publiccomment } Address: 405W. 5th St.

SantaAna, CA92701
cc. OrangeCountyBoardof Supervisor
333W. SantaAnaBlvd., SantaAna, CA92701
714) 834-3100
cc. MayorSteveJones { Publiccomment }
City of GardenGrove
11222AcaciaParkway
GardenGroveCA
3 cc. AnthonyRendon
AssemblySpeaker ,
District 63
StateCapitol
Room219
Sacramento, CA95814
Tel: (916) 319-2063
Fax: (916) 319-2163
SenatorToniG. Atkins
SenatePresidentProTempore
CapitolOffice
StateCapitol, Room205
Sacramento, CA95814
Phone: (916) 651-4039
Fax: (916) 651-4939
CaU.S. Congressrepresentatives.

CalifU.S. Senators
U.S. CongressAlanLowenthal
108CannonHouseOfficeBuilding
Washington, DC20515
thThe47 District
Phone: (202) 225-7924
Fax: (202) 225-7926
Towhomit mayConcern.

Toall Cities.

TonyThurmond,
StateSuperintendent
CaliforniaDepartmentof Education
1430N Street
Sacramento, CA95814-5901
OrangeCountyBoardof EducationBoard
200KalmusDrive
CostaMesa, CA92626 4
Phone: 714-966-4012 { PublicComment Fax: 714-432-1916
E-mail: [email protected]
Al Mijares, Ph.D.

CountySuperintendentof Schools
MayorHarrySidhu
TheresaBass, CMC { PublicComment Officeof the City Clerk
200S. AnaheimBoulevard
2ndFloor, Room217
Anaheim, CA92805
[email protected] <[email protected]>;
Phone: (714) 765-5166
Fax: (714) 765-4105
StateSenatorTomUmberg
District Office
1000E. SantaAnaBlvd., Ste. 220B
SantaAna, CA92701
Phone: (714) 558-3785
[email protected]
AssemblywomanJanetNguyen
District Office
17011BeachBlvd
Suite1120
HuntingtonBeach, CA92647
714-843-4966
[email protected]
DearGovernorNewsom
Requestingyourassistancewith screentime, bluelight harmdefined in this letter prevention, “Screentime for UStweensandteens DOUBLEDduringthe COVID-19pandemicto nearlyeighthoursa day”, studyfinds .Childabuseis currentoccurringbluelight causinginjuries to the eyesof children. MayoClinichasoutlinethe causewhat is child 5 abuse. “TheFederalChildAbusePreventionandTreatmentAct CAPTA) (42U.S.C.A. ... "Anyrecentact or failureto act onthe part of a parentor caretakerwhichresultsin death, seriousphysicalor emotionalharm, sexualabuseor exploitation"; or. "Anact or failureto act which presentsanimminentrisk of seriousharm.” TheChildAbuse andNeglectReportingAct requiresa mandatedreporter, which includesa teacheror oneof certainothertypesof schoolemployees, to reportwheneverheor she, in his or herprofessionalcapacityor within the scopeof his or heremployment, hasknowledgeof or has observeda child whomthe mandatedreporterknowsor reasonably suspectshasbeenthe victim of child abuseor neglect. …”Mayoclinic defineschild abuseas Symptomsandcauses - MayoClinic
Anyact that injuresa minorcanbeconsideredabuseif it causesa traumaticconditionor is “cruel andinhuman.” Theterm “cruel and inhuman” is not specificallydefinedunderCalifornialaw. But a jury will givethe wordstheir ordinarymeaning. CaStatePenalCode273d PC - ChildAbuse - CaliforniaLaw & Penalties”
Theteam - fromthe Universityof California, SanFrancisco; the Universityof California, LosAngeles; the Universityof Torontoin Canada; andSRIInternational - saysthis increasedscreentime doesn't just affectphysicalhealth, suchasworseningvision, but is also associatedwith mentalhealthrisks. Screentimefor USteensDOUBLED duringthe COVID-19pandemicto nearlyeighthoursa day | DailyMailOnline FrommyBlogPost below: !
Excessivescreentime in kids under5 is worsethanwe
thought.

Excessivescreentimein kidsunder5 is worsethanwethought
socialemotionalpaws.org)
ADDICTION: GrayMatters: TooMuchScreenTimeDamagesthe Brain.

GrayMatters: TooMuchScreenTimeDamagesthe Brain | PsychologyToday HowCouldBlueLightBeAffectingYourChild’s Vision?
HowCouldBlueLightBeAffectingYourChild’s Vision?
socialemotionalpaws.org)
95% OfAmericansRiskEyeProblemsByStaringAt ScreensAll Day. 95% OfAmericansRiskEyeProblemsByStaringAt ScreensAll Day socialemotionalpaws.org)
6 DOYOUSUFFERFROMSOCIALMEDIA'S 'DARKSIDE'? HEREARETHE
46HARMFULEFFECTSOFSOCIALMEDIA.

Amongthe 46harmfuleffectsof socialmediawerefoundto beanx socialemotionalpaws.org)
AutismandScreenTime: SpecialBrains, SpecialRisks.

AutismandScreenTime: SpecialBrains, SpecialRisks.
socialemotionalpaws.org)
AsScreenTimeReachesAll-TimeHighs, CaliforniaRecognizesthe 3rd AnnualBlueLight AwarenessDayon October10.

AsScreenTimeReachesAll-TimeHighsBlueLightAwarenessDayon socialemotionalpaws.org)
WhatScreenTimeCanReallyDoto Kids' Brains
Toomuchat the worst possibleagemayhavenegativeconsequences.

WhatScreenTimeCanReallyDoto Kids' BrainsToomuchat the
socialemotionalpaws.org)
Digital devicescan interferewith everythingfromsleepto creativity ScreenTimeandthe BrainDigitaldevicescaninterferewith ever socialemotionalpaws.org)

OPENLETTERAWARENESSTECNOLOGYBLUELIGHTPREVENTCHILD
ABUSE!!!

OPENLETTERAWARENESSTECNOLOGYBLUELIGHTPREVENTCHILD
ABUSE!!! (socialemotionalpaws.org)
Limit screentime to anhoura dayfor under5s with noneat all Limitscreentimeto anhoura dayfor under5swith noneat all socialemotionalpaws.org)
TheBlueLight Summit2020bringstogetherworldleadersfrom
consumerelectronicsandhealthcare, andis openfor registrants includingemployers, healthcareproviders, mediaandthe public.

Welcometo the BlueLightSummit2020Whatarethe Effectsof Blu socialemotionalpaws.org)
Preferringprint in ourdigital age.! {LATIMESREPORT}
Preferringprint in ourdigital age.! (socialemotionalpaws.org) BlueLight Filters:
7 BlueLightFilters (socialemotionalpaws.org)
Thenumberof nearsightedkids is soaring – andscreentime
Thenumberof nearsightedkids is soaring – andscreentime
socialemotionalpaws.org)
Symptomsandcauses - MayoClinic
Symptomsandcauses - MayoClinic
https://www.mayoclinic.org/diseases-conditions/child-abuse/symptoms- causes/syc-20370864
Requestyourupmostconsiderationto addresstheseconcerns.

ThankYou
CraigA, Durfey
Founderof P.R. D. D. C.

CHILDABUSE

OVERVIEW
ANYINTENTIONALHARMORMISTREATMENTTOA CHILDUNDER18
YEARSOLDISCONSIDEREDCHILDABUSE. CHILDABUSETAKES
MANYFORMS, WHICHOFTENOCCURATTHESAMETIME.

1. PHYSICALABUSE. PHYSICALCHILDABUSEOCCURSWHENA

CHILDISPURPOSELYPHYSICALLYINJUREDORPUTATRISK
OFHARMBYANOTHERPERSON.
8 2. SEXUALABUSE. SEXUALCHILDABUSEISANYSEXUAL

ACTIVITYWITHA CHILD, SUCHASFONDLING, ORAL-GENITAL

CONTACT, INTERCOURSE, EXPLOITATIONOREXPOSURETO
CHILDPORNOGRAPHY.

3. EMOTIONALABUSE. EMOTIONALCHILDABUSEMEANS

INJURINGA CHILD'SSELF-ESTEEMOREMOTIONALWELL-
BEING. IT INCLUDESVERBALANDEMOTIONALASSAULT —

SUCHASCONTINUALLYBELITTLINGORBERATINGA CHILD

ASWELLASISOLATING, IGNORINGORREJECTINGA
CHILD.

4. MEDICALABUSE. MEDICALCHILDABUSEOCCURSWHEN

SOMEONEGIVESFALSEINFORMATIONABOUTILLNESSIN A

CHILDTHATREQUIRESMEDICALATTENTION, PUTTINGTHE

CHILDATRISKOFINJURYANDUNNECESSARYMEDICAL
CARE.

5. NEGLECT. CHILDNEGLECTISFAILURETOPROVIDE

ADEQUATEFOOD, SHELTER, AFFECTION, SUPERVISION,
EDUCATION, ORDENTALORMEDICALCARE.

IN MANYCASES, CHILDABUSEISDONEBYSOMEONETHECHILD
KNOWSANDTRUSTS — OFTENA PARENTOROTHERRELATIVE. IF

YOUSUSPECTCHILDABUSE, REPORTTHEABUSETOTHEPROPER
AUTHORITIES.

SYMPTOMS

A CHILDWHO'SBEINGABUSEDMAYFEELGUILTY, ASHAMEDOR
CONFUSED. HEORSHEMAYBEAFRAIDTOTELLANYONEABOUT

THEABUSE, ESPECIALLYIFTHEABUSERISA PARENT, OTHER
RELATIVEORFAMILYFRIEND. THAT'SWHYIT'SVITALTOWATCH
FORREDFLAGS, SUCHAS:

1. WITHDRAWALFROMFRIENDSORUSUALACTIVITIES

2. CHANGESIN BEHAVIOR — SUCHASAGGRESSION, ANGER,
HOSTILITYORHYPERACTIVITY — ORCHANGESIN SCHOOL

PERFORMANCE

3. DEPRESSION, ANXIETYORUNUSUALFEARS, ORA SUDDEN

LOSSOFSELF-CONFIDENCE

4. ANAPPARENTLACKOFSUPERVISION

5. FREQUENTABSENCESFROMSCHOOL
9 6. RELUCTANCETOLEAVESCHOOLACTIVITIES, ASIF HEOR

SHEDOESN'T WANTTOGOHOME

7. ATTEMPTSATRUNNINGAWAY

8. REBELLIOUSORDEFIANTBEHAVIOR

9. SELF-HARMORATTEMPTSATSUICIDE

SPECIFICSIGNSANDSYMPTOMSDEPENDONTHETYPEOFABUSE
ANDCANVARY. KEEPIN MINDTHATWARNINGSIGNSAREJUST
THAT — WARNINGSIGNS. THEPRESENCEOFWARNINGSIGNS
DOESN'T NECESSARILYMEANTHATA CHILDISBEINGABUSED.

PHYSICALABUSESIGNSANDSYMPTOMS

1. UNEXPLAINEDINJURIES, SUCHASBRUISES, FRACTURESOR
BURNS

2. INJURIESTHATDON'T MATCHTHEGIVENEXPLANATION

SEXUALABUSESIGNSANDSYMPTOMS

1. SEXUALBEHAVIORORKNOWLEDGETHAT'SINAPPROPRIATE

FORTHECHILD'SAGE

2. PREGNANCYORA SEXUALLYTRANSMITTEDINFECTION

3. BLOODIN THECHILD'SUNDERWEAR

4. STATEMENTSTHATHEORSHEWASSEXUALLYABUSED

5. INAPPROPRIATESEXUALCONTACTWITHOTHERCHILDREN

EMOTIONALABUSESIGNSANDSYMPTOMS

1. DELAYEDORINAPPROPRIATEEMOTIONALDEVELOPMENT

2. LOSSOFSELF-CONFIDENCEORSELF-ESTEEM

3. SOCIALWITHDRAWALORA LOSSOFINTERESTOR

ENTHUSIASM

4. DEPRESSION

5. AVOIDANCEOFCERTAINSITUATIONS, SUCHASREFUSING

TOGOTOSCHOOLORRIDETHEBUS

6. DESPERATELYSEEKSAFFECTION

7. A DECREASEIN SCHOOLPERFORMANCEORLOSSOF

INTERESTIN SCHOOL

8. LOSSOFPREVIOUSLYACQUIREDDEVELOPMENTALSKILLS

NEGLECTSIGNSANDSYMPTOMS
10 1. POORGROWTHORWEIGHTGAINORBEINGOVERWEIGHT

2. POORHYGIENE

3. LACKOFCLOTHINGORSUPPLIESTOMEETPHYSICALNEEDS

4. TAKINGFOODORMONEYWITHOUTPERMISSION

5. HIDINGFOODFORLATER

6. POORRECORDOFSCHOOLATTENDANCE

7. LACKOFAPPROPRIATEATTENTIONFORMEDICAL, DENTAL

ORPSYCHOLOGICALPROBLEMSORLACKOFNECESSARY

FOLLOW-UPCARE

PARENTALBEHAVIOR

SOMETIMESA PARENT'SDEMEANORORBEHAVIORSENDSRED
FLAGSABOUTCHILDABUSE. WARNINGSIGNSINCLUDEA PARENT
WHO:

1. SHOWSLITTLECONCERNFORTHECHILD

2. APPEARSUNABLETORECOGNIZEPHYSICALOREMOTIONAL

DISTRESSIN THECHILD

3. BLAMESTHECHILDFORTHEPROBLEMS

4. CONSISTENTLYBELITTLESORBERATESTHECHILD, AND

DESCRIBESTHECHILDWITHNEGATIVETERMS, SUCHAS
WORTHLESS" OR "EVIL"

5. EXPECTSTHECHILDTOPROVIDEHIMORHERWITH

ATTENTIONANDCAREANDSEEMSJEALOUSOFOTHER

FAMILYMEMBERSGETTINGATTENTIONFROMTHECHILD

6. USESHARSHPHYSICALDISCIPLINE

7. DEMANDSANINAPPROPRIATELEVELOFPHYSICALOR

ACADEMICPERFORMANCE

8. SEVERELYLIMITSTHECHILD'SCONTACTWITHOTHERS

9. OFFERSCONFLICTINGORUNCONVINCINGEXPLANATIONS

FORA CHILD'SINJURIESORNOEXPLANATIONATALL

CHILDHEALTHEXPERTSCONDEMNTHEUSEOFVIOLENCEIN ANY

FORM, BUTSOMEPEOPLESTILLUSECORPORALPUNISHMENT, SUCH
ASSPANKING, ASA WAYTODISCIPLINETHEIRCHILDREN. ANY
CORPORALPUNISHMENTMAYLEAVEEMOTIONALSCARS. PARENTAL

BEHAVIORSTHATCAUSEPAIN, PHYSICALINJURYOREMOTIONAL
TRAUMA — EVENWHENDONEIN THENAMEOFDISCIPLINE — COULD
BECHILDABUSE.
11 WHENTOSEEA DOCTOR

IFYOU'RECONCERNEDTHATYOURCHILDORANOTHERCHILDHAS
BEENABUSED, SEEKHELPIMMEDIATELY. DEPENDINGONTHE

SITUATION, CONTACTTHECHILD'SDOCTORORHEALTHCARE

PROVIDER, A LOCALCHILDPROTECTIVEAGENCY, THEPOLICE
DEPARTMENT, ORA 24-HOURHOTLINESUCHASCHILDHELP
NATIONALCHILDABUSEHOTLINE (1-800-422-4453).

IFTHECHILDNEEDSIMMEDIATEMEDICALATTENTION, CALL911OR
YOURLOCALEMERGENCYNUMBER.

KEEPIN MINDTHATHEALTHCAREPROFESSIONALSARELEGALLY

REQUIREDTOREPORTALLSUSPECTEDCASESOFCHILDABUSETO
THEAPPROPRIATECOUNTYAUTHORITIESORTHEPOLICE.

RISKFACTORS

FACTORSTHATMAYINCREASEA PERSON'SRISKOFBECOMING
ABUSIVEINCLUDE:

1. A HISTORYOFBEINGABUSEDORNEGLECTEDASA CHILD

2. PHYSICALORMENTALILLNESS, SUCHASDEPRESSIONOR

POST-TRAUMATICSTRESSDISORDER (PTSD)

3. FAMILYCRISISORSTRESS, INCLUDINGDOMESTICVIOLENCE

ANDOTHERMARITALCONFLICTS, ORSINGLEPARENTING

4. A CHILDIN THEFAMILYWHOISDEVELOPMENTALLYOR

PHYSICALLYDISABLED

5. FINANCIALSTRESS, UNEMPLOYMENTORPOVERTY

6. SOCIALOREXTENDEDFAMILYISOLATION

7. POORUNDERSTANDINGOFCHILDDEVELOPMENTAND

PARENTINGSKILLS

8. ALCOHOL, DRUGSOROTHERSUBSTANCEABUSE

COMPLICATIONS

SOMECHILDRENOVERCOMETHEPHYSICALANDPSYCHOLOGICAL

EFFECTSOFCHILDABUSE, PARTICULARLYTHOSEWITHSTRONG

SOCIALSUPPORTANDRESILIENCYSKILLSWHOCANADAPTAND
COPEWITHBADEXPERIENCES. FORMANYOTHERS, HOWEVER,

CHILDABUSEMAYRESULTIN PHYSICAL, BEHAVIORAL, EMOTIONAL
ORMENTALHEALTHISSUES — EVENYEARSLATER. BELOWARE
SOMEEXAMPLES.
12 PHYSICALISSUES

1. PREMATUREDEATH

2. PHYSICALDISABILITIES

3. LEARNINGDISABILITIES

4. SUBSTANCEABUSE

5. HEALTHPROBLEMS, SUCHASHEARTDISEASE, IMMUNE

DISORDERS, CHRONICLUNGDISEASEANDCANCER

BEHAVIORALISSUES

1. DELINQUENTORVIOLENTBEHAVIOR

2. ABUSEOFOTHERS

3. WITHDRAWAL

4. SUICIDEATTEMPTSORSELF-INJURY

5. HIGH-RISKSEXUALBEHAVIORSORTEENPREGNANCY

6. PROBLEMSIN SCHOOLORNOTFINISHINGHIGHSCHOOL

7. LIMITEDSOCIALANDRELATIONSHIPSKILLS

8. PROBLEMSWITHWORKORSTAYINGEMPLOYED

EMOTIONALISSUES

1. LOWSELF-ESTEEM

2. DIFFICULTYESTABLISHINGORMAINTAINING

RELATIONSHIPS

3. CHALLENGESWITHINTIMACYANDTRUST

4. ANUNHEALTHYVIEWOFPARENTHOOD

5. INABILITYTOCOPEWITHSTRESSANDFRUSTRATIONS

6. ANACCEPTANCETHATVIOLENCEISA NORMALPARTOF

RELATIONSHIPS

MENTALHEALTHDISORDERS

1. EATINGDISORDERS

2. PERSONALITYDISORDERS

3. BEHAVIORDISORDERS

4. DEPRESSION

5. ANXIETYDISORDERS

6. POST-TRAUMATICSTRESSDISORDER (PTSD)
13 7. SLEEPDISTURBANCES

8. ATTACHMENTDISORDERS

PREVENTION

YOUCANTAKEIMPORTANTSTEPSTOPROTECTYOURCHILDFROM

EXPLOITATIONANDCHILDABUSE, ASWELLASPREVENTCHILD
ABUSEIN YOURNEIGHBORHOODORCOMMUNITY. THEGOALISTO

PROVIDESAFE, STABLE, NURTURINGRELATIONSHIPSFOR
CHILDREN. FOREXAMPLE:

1. OFFERYOURCHILDLOVEANDATTENTION. NURTUREYOUR

CHILD, LISTENANDBEINVOLVEDIN HISORHERLIFETO
DEVELOPTRUSTANDGOODCOMMUNICATION. ENCOURAGE
YOURCHILDTOTELLYOUIFTHERE'SA PROBLEM. A

SUPPORTIVEFAMILYENVIRONMENTANDSOCIALNETWORKS

CANFOSTERYOURCHILD'SSELF-ESTEEMANDSENSEOF
SELF-WORTH.

2. DON'T RESPONDIN ANGER. IFYOUFEELOVERWHELMEDOR
OUTOFCONTROL, TAKEA BREAK. DON'T TAKEOUTYOUR
ANGERONYOURCHILD. TALKWITHYOURDOCTOROR

THERAPISTABOUTWAYSYOUCANLEARNTOCOPEWITH
STRESSANDBETTERINTERACTWITHYOURCHILD.

3. THINKSUPERVISION. DON'T LEAVEA YOUNGCHILDHOME
ALONE. IN PUBLIC, KEEPA CLOSEEYEONYOURCHILD.

VOLUNTEERATSCHOOLANDFORACTIVITIESTOGETTO
KNOWTHEADULTSWHOSPENDTIMEWITHYOURCHILD.

WHENOLDENOUGHTOGOOUTWITHOUTSUPERVISION,

ENCOURAGEYOURCHILDTOSTAYAWAYFROMSTRANGERS

ANDTOHANGOUTWITHFRIENDSRATHERTHANBEALONE
ANDTOTELLYOUWHEREHEORSHEISATALLTIMES.

FINDOUTWHO'SSUPERVISINGYOURCHILD — FOR
EXAMPLE, ATA SLEEPOVER.

4. KNOWYOURCHILD'SCAREGIVERS. CHECKREFERENCESFOR
BABYSITTERSANDOTHERCAREGIVERS. MAKEIRREGULAR,

BUTFREQUENT, UNANNOUNCEDVISITSTOOBSERVE
WHAT'SHAPPENING. DON'T ALLOWSUBSTITUTESFORYOUR

USUALCHILDCAREPROVIDERIFYOUDON'T KNOWTHE
SUBSTITUTE.

5. EMPHASIZEWHENTOSAYNO. MAKESUREYOURCHILD

UNDERSTANDSTHATHEORSHEDOESN'T HAVETODO
14 ANYTHINGTHATSEEMSSCARYORUNCOMFORTABLE.

ENCOURAGEYOURCHILDTOLEAVEA THREATENINGOR

FRIGHTENINGSITUATIONIMMEDIATELYANDSEEKHELP
FROMA TRUSTEDADULT. IFSOMETHINGHAPPENS,

ENCOURAGEYOURCHILDTOTALKTOYOUORANOTHER
TRUSTEDADULTABOUTTHEEPISODE. ASSUREYOURCHILD

THATIT'SOKTOTALKANDTHATHEORSHEWON'T GETIN
TROUBLE.

6. TEACHYOURCHILDHOWTOSTAYSAFEONLINE. PUTTHE

COMPUTERIN A COMMONAREAOFYOURHOME, NOTTHE
CHILD'SBEDROOM. USETHEPARENTALCONTROLSTO

RESTRICTTHETYPESOFWEBSITESYOURCHILDCANVISIT,

ANDCHECKYOURCHILD'SPRIVACYSETTINGSONSOCIAL
NETWORKINGSITES. CONSIDERIT A REDFLAGIFYOUR
CHILDISSECRETIVEABOUTONLINEACTIVITIES. COVER

GROUNDRULES, SUCHASNOTSHARINGPERSONAL
INFORMATION; NOTRESPONDINGTOINAPPROPRIATE,
HURTFULORFRIGHTENINGMESSAGES; ANDNOT

ARRANGINGTOMEETANONLINECONTACTIN PERSON
WITHOUTYOURPERMISSION. TELLYOURCHILDTOLETYOU

KNOWIFANUNKNOWNPERSONMAKESCONTACTTHROUGH
A SOCIALNETWORKINGSITE. REPORTONLINEHARASSMENT

ORINAPPROPRIATESENDERSTOYOURSERVICEPROVIDER
ANDLOCALAUTHORITIES, IF NECESSARY.

7. REACHOUT. MEETTHEFAMILIESIN YOURNEIGHBORHOOD,
INCLUDINGPARENTSANDCHILDREN. CONSIDERJOININGA

PARENTSUPPORTGROUPSOTHATYOUHAVEAN
APPROPRIATEPLACETOVENTYOURFRUSTRATIONS.

DEVELOPA NETWORKOFSUPPORTIVEFAMILYAND
FRIENDS. IFA FRIENDORNEIGHBORSEEMSTOBE

STRUGGLING, OFFERTOBABYSITORHELPIN ANOTHER
WAY.

IF YOUWORRYTHATYOUMIGHTABUSEYOURCHILD

IFYOU'RECONCERNEDTHATYOUMIGHTABUSEYOURCHILD, SEEK
HELPIMMEDIATELY. THESEORGANIZATIONSCANPROVIDE
INFORMATIONANDREFERRALS:

1. CHILDHELPNATIONALCHILDABUSEHOTLINE: 1-800-4-A-
CHILD (1-800-422-4453)
15 2. PREVENTCHILDABUSEAMERICA: 1-800-CHILDREN (1-800-
244-5373)

ORYOUCANSTARTBYTALKINGWITHYOURFAMILYDOCTOROR
HEALTHCAREPROVIDER. HEORSHEMAYOFFERA REFERRALTOA

PARENTEDUCATIONCLASS, COUNSELINGORA SUPPORTGROUP

FORPARENTSTOHELPYOULEARNAPPROPRIATEWAYSTODEAL
WITHYOURANGER. IFYOU'REABUSINGALCOHOLORDRUGS, ASK
YOURDOCTORABOUTTREATMENTOPTIONS.

IFYOUWEREABUSEDASA CHILD, GETCOUNSELINGTOENSURE

YOUDON'T CONTINUETHEABUSECYCLEORTEACHTHOSE
DESTRUCTIVEBEHAVIORSTOYOURCHILD.

REMEMBER, CHILDABUSEISPREVENTABLE — ANDOFTENA
SYMPTOMOFA PROBLEMTHATMAYBETREATABLE. ASKFORHELP
TODAY.

BYMAYOCLINICSTAFF

MAYOCLINICFOOTER

LEGALCONDITIONSANDTERMS

ANYUSEOFTHISSITECONSTITUTESYOURAGREEMENTTOTHE
TERMSANDCONDITIONSANDPRIVACYPOLICYLINKEDBELOW.

1. TERMSANDCONDITIONS

2. PRIVACYPOLICY

3. NOTICEOFPRIVACYPRACTICES

4. NOTICEOFNONDISCRIMINATION

5. ADVERTISING

MAYOCLINICISA NONPROFITORGANIZATIONANDPROCEEDSFROM
WEBADVERTISINGHELPSUPPORTOURMISSION. MAYOCLINICDOES

NOTENDORSEANYOFTHETHIRDPARTYPRODUCTSANDSERVICES
ADVERTISED.

1. ADVERTISINGANDSPONSORSHIPPOLICY

2. ADVERTISINGANDSPONSORSHIPOPPORTUNITIES

REPRINTPERMISSIONS

A SINGLECOPYOFTHESEMATERIALSMAYBEREPRINTEDFOR
NONCOMMERCIALPERSONALUSEONLY. "MAYO," "MAYOCLINIC,"
16 MAYOCLINIC.ORG," "MAYOCLINICHEALTHYLIVING," ANDTHE

TRIPLE-SHIELDMAYOCLINICLOGOARETRADEMARKSOFMAYO
FOUNDATIONFORMEDICALEDUCATIONANDRESEARCH.
1998-2021MAYOFOUNDATIONFORMEDICALEDUCATION
ANDRESEARCH (MFMER). ALLRIGHTSRESERVED.
17 PublicComment
From: CraigADurfey <[email protected]>
Sent: Tuesday, November
To: TheresaBass; [email protected]; [email protected]; communityrelations; PublicComment
Subject:\[ EXTERNAL\] Fwd: Esportundertenyearsoldshouldnotbepermittedatallmedically reportscausesbraininjury
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From: CraigDurfey <
Date: Tue, Nov8, 2022at9:38PM
Subject: Esportundertenyearsoldshouldnotbepermittedatallmedicallyreportscausesbraininjury To: PublicRequest <[email protected]>, TeresaPomeroy <[email protected]>, JimTortolano cadurfey@gmail. [email protected]>, <[email protected]>, MarkLawrenz <[email protected]>
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1 PublicComment
From: CraigADurfey <[email protected]>
Sent: Monday, November
To: [email protected]; MariaStipe; [email protected]; PublicRecordsRequest; PublicComment; TheresaBass; [email protected]; PamHaddad; MaureenBlackmun; stevej; PIODepartment; [email protected]; [email protected]; [email protected]; CraigADurfey; CongressmanAlanLowenthal; editoratoc-breeze.com; [email protected]; COB_Response; [email protected] Subject:\[ EXTERNAL\] Fwd: ReviewoftheResearch: AreTherapyDogsinClassrooms Attachments: ReviewoftheResearchAreTherapyDogsinClassroomsBeneficialEJ1173578.pdf; H.R. 1448117THCONGRESSPAWSFORVETERANSNOWLAW..pdf
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From: <durfeycraig778@gmail.

Date: Mon, Nov14, 2022at1:25AM
Subject: ReviewoftheResearch: AreTherapyDogsinClassroomsBeneficial? To: <[email protected]@cde.ca.gov>
Cc: <cadurfey@gmail. durfeycraig778@gmail.
11- 14-2022
P.R. D.D. C.)

PARENTSFORTHERIGHTSOFDEVELOPMENTALLYDISABLEDCHILDREN
CRAIGA. DURFEYFOUNDEROFP.R.D.D. C.

GARDENGROVE, CA92842
CELL
SOCIALEMOTIONALPAWS.COM
FACEBOOK: CRAIGDURFEY1
U.S. HOUSEOFCONGRESSH2404 - HONORINGCRAIGDURFEYFORHISFIGHTAGAINSTAUTISM Ms. LORETTASANCHEZof California.
https://www.govinfo.gov/content/pkg/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf newwebsitesocialemotionalpaws.org
Towhomit mayconcern
Requestlegislationto providetherapydogsfor children, college, first responders.

Reviewof the Research: AreTherapyDogsin Classrooms ...https://files.eric.ed.gov › fulltext
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byJJ Kropp · 2017 · Citedby15 — havinga therapydogprogramin a schoolsetting.

Introduction: Researchoverthe past30yearsindicatesthat therapydogsmayoffer physiological, ...
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Forum on Public Policy
Review of the Research: Are Therapy Dogs in Classrooms Beneficial? Jerri J. Kropp, Ph.D, CCLS, Georgia Southern University, Statesboro, Georgia, Associate Professor, School of Human Ecology
and
Mikaela M. Shupp, BBA, Georgia Southern University, Statesboro, Georgia (alumna), Academic Advisor, College of Business
Abstract
Researchfindings on the presenceof a therapy dog in the classroom are summarized. The authors reviewed 30 articles, book chapters, andother sourceson the topic of the various usesof dogsin classrooms, published between 2001 and 2017. Ages studied ranged from 3 years to adolescence (high school). In our analysis, three categoriesof therapeutic benefit emerged: a) increasedreading and languageskills, b) social, emotional, and humane gains, and c) improved gross motor skills. Numerous studies have found that literacy skills can be improved from reading to dogs and that children gain confidence in reading and report an increasedlove of reading (Fine 2015). Therapy dogs can also provide stability and comfort to children who are living in poverty or abusive homes. Caring for a classroom animal teachesresponsibility, builds confidence, and gives children a senseof pride and accomplishment. Common concerns and objections to having a therapy dog in the classroom are discussed, as well as recommendedpolicies and proceduresfor having a therapy dog program in a school setting.

Introduction:

Researchover the past 30 years indicates that therapy dogs may offer physiological, emotional, social, andphysical support for children (Friesen, 2010). The useof therapy dogswith children is successful due to children’s natural tendency to open up to animals and the stressmoderating effect of the calm and nonjudgmental presenceof a therapy dog (Jalongo, Astorino & Bomboy, 2004). There has not only been an increase in the use of therapy dogs in classrooms in recent years, but the number of articles citing empirical researchhas greatly increasedin the last ten years.

Terminology used:

Various terms are used to describe the use of therapy dogs. The preferred terms are: a) Animal- Assisted Activities ( AAA) which provide opportunities for motivational, educational, or recreational benefits to enhance quality of life, and are delivered in a variety of settings by volunteers or trained professionals with animals that meet specific criteria; there are no specified treatment goals and the visit content is spontaneous; b) Animal- Assisted Education ( AAE), which is a goal-oriented, planned intervention directed by a general education or special education professional, c) Animal- Assisted Intervention ( AAI), which are goal oriented interventions which incorporate animals in health, education, and human services for improved health and wellness and/or therapeutic gains, and d) Animal- Assisted Therapy (AAT), which is a planned, goal directed therapeutic intervention directed by health and human services providers as part of their profession, in which an animal that meetsspecific criteria is an integral part of the treatment process. According to PetPartners, AAI, AAA, AAT and AAE arethe preferred terms, and the term “ pet therapy” should be avoided because it is inaccurate and misleading https://petpartners.org/learn/terminology).

It is important to note that there are four distinct categoriesof animals usedfor various reasonsand with various populations. A certified therapy dog provides comfort and affection, and their handlers are volunteers who visit hospitals, schools, nursing homes, hospice, libraries, andother facilities. Thesetherapy animals have no special rights and must have the permission of the facility to visit. There are usually requirements such as grooming, providing veterinarian records, and proof of certification. Assistance animals ( also called service dogs) are individually trained (not by the owner) to do work or perform tasks for people with specific disabilities, such asguide dogs for the blind, alerting people who are deaf, calming a person who has post-traumatic stress disorder ( PTSD), dogs who provide mobility assistance, or communicate medical alerts for individuals with diabetesor epilepsy, for example. Thesedogs also greatly enhancethe quality of the lives of their owners with a new senseof independenceand freedom. Assistance dogs are considered working animals, not pets. According to the Americans with Disabilities Act ( ADA), thesedogs are permitted to accompany a person with a disability almost anywhere, including restaurants, businesses, and airplanes. An emotional support dog, or comfort animal, is a pet that provides therapeutic support to a person with an emotional or mental illness and must be prescribed by a licensed mental health professional for a person with these conditions. The prescription must state that the individual has an impairment that substantially limits life activities andis necessaryfor the person’s mental health. According to the ADA, emotional support animals do not have the same rights to public accessas service dogs, but may travel with their owners on an airplane and may live with their owner in locations covered by the Fair Housing Amendments Act ( FHAA). Facility dogs are regularly presentin a residential or clinical setting.

They may live with a handler who is an employee of the facility and come to work eachday or may live at the facility full time under the care of a primary handler. Facility dogs receive special training and may be usedfor AAA, AAE, or AAT. Theseanimals do not have special rights of accessin public unlessthey are accompanying or supporting a person with a disability. Although many different types of animals can be usedfor therapeutic purposes, in this paper, the authors only included studies that useddogs.

Leading organizations that certify dogs:

Therapy animal teams are certified, which implies that a third party has assessedthe handler’s mastery of knowledge and skills, and the dog’s suitability and temperamentto be a therapy animal. There arethree leading organizations that certify therapy dogs. Pet Partners ( formerly Delta Society) was formed in 1977. Built on the organization’s research foundation, programs were focused on providing direct services in local communities. Pet Partners was the first comprehensive, standardized training in animal- assisted activities and therapy for volunteers and healthcare professionals. Over 15,000 animal/handler teams across the US are registered with Pet Partners, making approximately three million visits per year PetPartners2017). Therapy Dogs International ( TDI) is a volunteer group organized to provide qualified handlersand their therapy dogsfor visitations to institutions, facilities, and other placeswhere therapy dogs are needed. Founded in 1976 so that dogs could be tested, certified, and insured asvolunteer therapy dogs.

TDI is the oldest registry for therapy dogs in the US, with dogs working in the US and Canadaand some other countries ( Therapy Dogs International 2017). Intermountain Therapy Animals is a non-profit organization bringing animal resources to human needs. The mission statement of the organization is enhancing quality of life through the human -animal bond. They specialize in the areas of physical, occupational, speech, and psychotherapies, as well as special education. They also founded the Reading Education Assistance Dog (R.E.A.D.) program in 1999 to improve children’s reading and communication skills by reading to registered therapy dogs and their volunteer handlers who go to schools, libraries, and other settings.

Method:

The authors reviewed 30 articles, book chapters, and other sourceson the topic of the various uses of dogs in classrooms, published between2001 and 2017; 25 out of 30 articles (83%) were published in the last ten years. Ages studied ranged from 3 years to adolescence (high school); however the majority of the articles (26 out of 30; 87%) focused on children in elementary school. Four studies focused specifically on preschoolers. Three major categories of therapeutic benefit emerged: a) increased reading and language skills ( R), b) social, emotional, and humane gains (SE), and c) improved gross motor skills ( GM). In addition, several articles discussedcommon concerns and recommendations for implementing the practice of having a dog in the classroom. Refer to Table 1 for first author, year, category, population, anda summary of main findings.

Table 1: Summary of results from article reviews
First
Author
Year Title Categ. Population Important Findings
Anderson, K 2006
The value of a dog
in a classroom of
children with
severeemotional
disorders SE
Self contained
classroom of 6
elementary
aged children
diagnosed with
severe
emotional
disorders
Qualitative analysis of data indicated that the dog's
placement in the classroom:

Contributed to students' overall emotional stability
Improved students' attitudes toward schools
Facilitated students learning lessonsin responsibility, respect, and empathy
Anderson, K 2007
Who Let the Dog
In? How to
Incorporate a Dog
into a Self-
Contained
Classroom SE
Self contained
classroom of 6
elementary
aged children
diagnosed with
severe
emotional
disorders
Results indicated:

Students' attitudes toward school improved.

Students found companionship with the dog.

Students used the dog to remain in control of their
emotions and behaviors in order to prevent them from
entering emotional crisis.

Students used the dog as a de-escalation tool to calm
their minds and bodies when they did enter into
emotional crisis.

Students' learning was extended by fostering growth in
respect, responsibility, and empathy.

Bacon, C 2014
Bringing therapy
dogs to your
school: A practical
guide for school
administrators and
educators
SE
School age - Will help school administrators and educatorsbetter understand the benefits of having a therapy dog in a school setting.

Provides an overview of potential benefits, common
objections, goals of therapy dog programs in schools, and stepsin implementing a dog therapy program.

Bassette, L 2013
The Effects of a
Dog Reading
Visitation Program
on Academic
Engagement
Behavior in Three
Elementary
Studentswith
Emotional and
Behavioral
Disabilities: A
Single CaseDesign
SE/R
3 elementary
aged students
w/ emotional
behavioral
disabilities
Results indicated that all three studentsexperienced
increasesin on-task behaviors during intervention and
maintained improvements over time.

It was not until the dogs were present during intervention that they becameengagedin the reading and more willing
to read aloud" (252).

Beetz, A 2013
Socio-emotional
correlates of a
schooldog-teacher-
team in the
classroom
SE
25 studentsin
third grade
Germany)
The dog-class students reported a stronger improvement
with regard to positive attitude toward school and positive emotions related to learning" ( 1).

Brelsford, V 2017
Animal- Assisted
Interventions in the
Classroom-A
Systematic Review
SE/R
Review of 25 papersrelating to animal-assisted
interventions conducted in educational settings.

Studies involved three different animals: guinea pigs,
rabbits, and dogs.

Studies were grouped within eight topics, including,
reading ability, emotional stability and learning, and social functioning and interpersonal skills.

The majority of the studies reported beneficial effects on cognitive and socio-emotional behavior and physiological responses" (28).

Recognized the need for more robust researchwith
increased sample sizes, adequatecontrol groups, and strict testing protocols.

Cambria, N 2010
Therapeutic Dog
Gets High Praise
For His Role In
Preschool
Classroom
SE
3-5 year old
preschool
students
When the therapy dog is present, "the whole feeling of the classroom is calmer" ( 2).

Waco, the therapy dog, participated in all classroom
activities- toothbrushing time, picking up toys, and opening the door to the playground.

Chandler, C 2001
Animal- Assisted
Therapy in
Counseling and
School Settings SE
Animals in counseling sessionsand the classroom
facilitate an atmosphereof trust, nurturance, and
relationship building" ( 2).

Overview of benefits of animals in classrooms.

Education
World 2013
LessonsLearned
from Dogs in the
Classroom
SE
Grades K- 2, 3-
6 Alternative
education
program in a
high school
The therapy dog helped deliver eight life lessons, which included the importance of waiting, being friendly to
everyone, and making sure to eat good foods.

The therapy dogs in the high school were part of a plan to help students meet graduation requirements. Morgan, the therapy dog, calmed anxious students and served as a
reward to students who stayed on task with no emotional outbursts.

Esteves, S 2008
Social Effects of a
Dog’s Presenceon
Children with
Disabilities SE
Three 5-9 year
old children
with
developmental
disabilities
The study showed that the presenceof the dog during
sessionsincreased positive initiated interactions toward the teacher and the dog for all three participants" ( 13).

Authors also noted that the rate of occurrence of negative interactions decreasedwith the intervention.

Friesen, L 2009
How a therapy dog
may inspire student
literacy
engagementin
elementary
language arts
classroom
R
Elementary
aged children
Provided an overview of Guthrie's researchon literacy
engagementand potential application using therapy dogs.

Provided anecdotal evidence of impact using author's
personal therapy dog, Tango.

Tango united them [children] in a common and authentic
purpose for learning, and therefore served as the
springboard for numerous other literary- basedactivities" 109).

Friesen, L 2010
Exploring Animal-
Assisted Programs
with Children in
School and
Therapeutic
Contexts
SE
Wide overview
of programs,
emphasison
special needs
classrooms
Expressedthat therapy dogs may offer physiological,
emotional, social, and physical support for children.

Interacting with dogs can help to encouragechildren' s
social interaction with peersand adults in special needs classrooms.

Friesen, L 2010
Potential for the
Role of School-
Based Animal-
Assisted Literacy
Mentoring
Programs
R
Elementary
aged children
Provided goals and best practices of school-based
mentorship programs that involve therapy dogs.

Presentedways mentors can incorporate the six language
arts into animal-assistedliteracy sessions.

Friesen, L 2012
Animal- assisted
literacy: A
supportive
environment for
constrained and
unconstrained
learning
R
45 students,
grades1-5
Examined five animal-assistedliteracy programs in
Canada.

Interaction with the animal served as a conduit for playful communication and fostered a senseof agency on the part of the child" ( 104).

Animal- assistedlearning sessionsprovided meaningful
and novel opportunities for both constrained and
unconstrained literacy skill developments" (105).

Friesen, L 2013
The Gifted Child
As Cheetah: A
Unique Animal-
Assisted Literacy
Program
R
Single case
study on gifted
7 year old (2nd
grader)
Illustrated how reading and writing with a dog helped
nurture the child' s unique brilliance
In addition to giving five suggestions for working with gifted young children, Friesen outlined five benefits animal- assistedliteracy learning experiencesfor high-achieving children: individualized learning, unconditional acceptance and companionship, relief from perfectionism, motivation for meaningful learning and advocacy, and increased
communication and risk-taking.

Gee, N 2007
The role of therapy
dogs in speedand
accuracy to
complete motor
skills tasks for
preschool children
GM
14 children,
ages4-6
Study determined whether the presenceof a therapy dog
would affect the performance of a set of gross motor skills tasks for preschoolers.

Findings indicated that the "presenceof a therapy dog
served as an effective motivator for the children, who
performed faster, but without compromising accuracy, in all tasks but one" (375).

Glenn-
Applegate,
K 2017
Child' s Best
Friend-Is a Dog
Visitor a Good Fit
for our Preschool? SE/R
Preschool -" Dogs can indirectly support children' s cognitive learning" 12).

A dog provides authentic opportunities for children to
develop empathy, caretaking skills, and respectfor living things.

Graf, T 2012
Therapy dogs
making move from
hospital to
classroom
SE/R
1st grade
students
Anecdotal evidence regarding a pilot program in a primary school.

Therapy dogs are successful because "they can't talk back" 2).

Hall, S 2016
Children Reading
to Dogs: A
Systematic Review
of the Literature
R
Children under
16 years
Examined 48 studies and aimed to " determine the
scientific evidence basefor the pedagogic effects of reading to dog's programmes" (3).

The papersevidenced improvements to the children's
behavioral processes… However, the quality of the evidence on which theseconclusions are drawn is low" ( 13).

Recognizes the need for more "rigorous investigation,"
including longitudinal studies, increased sample sizes, and the use of standardized measures (17).

Jalongo, M 2004
Canine Visitors:

The Influence of
Therapy Dogs on
Young Children’s
Learning and Well-
Being in
Classrooms and
Hospitals
R
Ages 5-8 - Examines common objections that are raised to therapy dogs in schools and hospitals: sanitation concerns, safety considerations, allergies, cultural differences, fear of dogs.

Includes recommendations for those who work with canine visitor programs.

Jalongo, M 2005
What are all these
dogs doing in
school?” Using
therapy dogs to
promote children’s
reading practice
R
This article gives guidelines and suggestionson
implementing a reading education assistancedog program.

AAT does not replace effective instruction on reading, it provides a more structured and appealing alternative to read by yourself" ( 155).

Referenced a 2002 study that showed AAT decreased
absenteeism, increased the use of the library, and resulted in better grades.

Ko, M 2017
Reading to therapy
dogs improves
literacy attitudes in
second-grade
students R
2nd grade
students
Recognized the need to assessimpacts of AAI in schools, students experience greater stress, challenging social
situations, and fear of negative feedback in the school setting.

Scoresassessingacademic reading attitudes increased
significantly among the children who read aloud to dogs.

Kotrschal, K 2003
Behavioral effects
of the presenceof a
dog in a classroom
SE
24 students
mean age: 6.7
years) in
Austria
The group becamesocially more homogenous due to
decreasedbehavioral extremes, such as aggressivenessand hyperactivity. Also, formerly withdrawn individuals
becamesocially more interested" (147).

Effects were more pronounced in the boys than the girls.

Children paid more attention to the teacher.

Concluded that the presenceof a dog in a classroom could positively stimulate social cohesion in children while
improving teaching conditions.

Children seemedto assumeresponsibility for the dog by
acting considerate and observing its needs.

Lane, H 2013
When Reading
Gets Ruff: Canine-
Assisted Reading
Programs R
Ages varied - Goals of canine-assistedreading programs include increasing reading fluency, increasing motivation to read, providing encouragementfor reluctant readers, and making reading fun.
3 caseexamples: primary classroom in Florida, public
library in Colorado, dog scout in Maine.

Le Roux, M 2014
The Effect of an
Animal- Assisted
Reading Program
on the Reading
Rate, Accuracy and
Comprehension of
Grade 3 Students:

A Randomized
Control Study
R
3rd grade
students (Avg.
age- 8 years),
identified as
poor readers
Reading comprehension scoreswith dog group scored
higher than other groups
3 groups- dog group, adult group, teddy bear group
Looked at reading rate, accuracy, and comprehension
Levinson, E 2017
Effects of Reading
with Adult
Tutor/Therapy Dog
Teams on
Elementary
Students' Reading
Achievement and
Attitudes
R
45 children,
grades2-5
Reading aloud to an adult/therapy dog team tended to
increase children' s scoreson a test of oral reading fluency much more than reading aloud to peers.

Given theseearly and high expectations for literacy, the pressureis on for larger numbers of young children to reach unprecedentedlevel of proficiency in reading" ( 4).

The dog effect seemedto be more prominent and
consistent at grade 2 than at other grades, suggesting that such programs may be more effective in the early
elementary grades (k-2), rather than later grades (3-6).

Malchik, A 2015
What If Schools
Hired Dogs as
Therapists?
SE
O'Farrell
Charter School,
gradesK- 12
Researchersover the last decadehave amasseda sobering
body of evidence showing the inability of stressedstudents to learn" ( 2).

The researchsupporting its effectiveness is sparseand
largely anecdotal" (7).

Sejera is a facility dog that works in the charter school.

The therapy dog gives traumatized children an initial point of contact for comfort and safety.

Found that Sejera acts as a stress-reducer and a catalyst for helping students deal with stressful situations.

Newlin, R 2003
Paws for Reading:

An innovative
program using
dogs to help kids
read better R
15 studentsin
secondgrade
who tested
below grade
level in fluency
and reading
tests
Discussed the Paws for Reading Program located in
Wilmington, North Carolina.

Most participants improve their reading skills by at least two grade levels of the course of an entire schools year" 43).

Several participants becamementors and introduced others to the program.

Pillow-
Price, K 2014
Sit, Stay, Read:

Improving Literacy
Skills Using Dogs! R
Preschool
children
Recommendations on how to implements a SitStayRead
program
The averagesof the students who participates scored
significantly higher than both the district and stateaverages.

Schwartz, M 2012
Therapy Dogs’
PresenceSteadily
Grows in Libraries R
Ages 3-10 - Focusedon the "Read to a Dog" program at Oshkosh Public Library in Wisconsin
Five to six consecutive visits ( with therapy dogs) will raise them [children] two reading levels" ( 1).

Shaw, D 2013
Man’s Best Friend
as a Reading
Facilitator R
Complete overview of R.E.A.D. program, including
varying perspectives (teachers, parents, students, and
handlers) and implementation techniques.

Referenced study where all ten students in the R.E.A.D. program significantly improved their reading scores.

Weller, C 2015
Why every school
should bring dogs
into the classroom R
Primary to
college
Referenced University of California study that found a
12% boost in reading proficiency when kids read aloud to dogs for 10-15 minutes per week.

Recognized that 21% of American adults read at or below a 5th grade level.

Summary of animal-assistedliteracy programs:

Literacy is defined as the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials acrossdisciplines and in any context (International Literacy Association n.d.). There is a mismatch between the literacy demandsof society and the literacy standardsof education. “The fact that millions of children in North America struggle with learning to read is well documented” (Friesen 2012, 103) Literacy is a necessaryfoundational skill in life, yet 21% of American adults read at or below a fifth- grade level (Weller 2015). To help remedy this widespread issue, literacy standards in primary classrooms have increased. “Given these early and high expectations for literacy, the pressure is on for larger numbers of young children to reach unprecedented level of proficiency” ( Levinson et al. 2017, 4). Educators are using alternative teaching methods to tackle new expectations, one method being the use of animal-assistedliteracy programs.

Intermountain Therapy Animals launched the R.E.A.D. program asthe first comprehensiveliteracy program whose mission is to improve the literacy skills of children through the assistanceof registered therapy teamsasliteracy mentors. Today, thousandsof registeredR.E.A.D. teamswork throughout the US, Canada, United Kingdom, Italy, Finland, France, Sweden, South Africa, Spain, and beyond. The organization hasover 3,000 volunteer teamsregistered, eachpassinga test regarding R.E.A.D’s procedures and values in addition to passing the therapy dog certification exam (Shaw 2013). The implementation of each satellite program is varied, but most R.E.A.D. sessionsspan approximately 20-30 minutes while the students sit and read to a therapy dog with the handler present. A case study set in a Florida primary classroom recorded that participating studentsexperienced tremendous gains in reading ability due to the inclusion of a therapy dog. The success of the program led to neighboring schools adopting similar practices. (Lane and Zavada 2013). In an effort to aid others in implementing animal -assisted literacy programs, Jalongo (2005) lists twelve bestpracticesfor thosewanting to begin a R.E.A.D. program. Among the suggestions, Jalongo discusses the importance of gaining administrative support and creating an operating budget. In addition, Jalongo reiteratesthe significance of using a certified therapy dog along with combining the training of handlers with the expertise of teachersin order to maximize effectiveness.

Therapy Dogs International launched a similar program named Tail Waggin’ Tutors. The main objective of this program is to provide a relaxed and dog-friendly atmosphere, which allows students to practice the skill of reading (Therapy Dogs International 2017). Tail Waggin’ Tutors is hostedin a multitude of schools and libraries around the United States. Comparably, Robin Newlin createdthe Pawsfor Reading program in Wilmington, North Carolina. Fifteen second grade students who tested below grade level in fluency and reading testsparticipated in the program. The results indicated that most participants improved their reading skills by at least two grade levels (Newlin 2003).

Child reading to therapy dog at local Reading to Rover
Program. ( Photo taken by first author)
Throughout the past three decades, multiple variations of animal-assisted literacy programs described above have formed across the world. A comprehensive list of these types of programs can be found in Friesen’s (2010) article entitled “Potential for the Role of School-BasedAnimal- AssistedLiteracy Mentoring Programs” along with the corresponding location and contact information.

Summary of findings of increased reading and language skills:

Hall, Gee, and Mills ( 2016) completed a systematic review of literature regarding the pedagogic effects of reading to dogs. While the review of 48 studies recognized the need for more rigorous investigation regarding the practice, the authors found that the “papers evidenced improvements to the children’s behavioural processes, which may improve the environment in which reading is practiced, and therefore lead to better performance” (Hall, Gee, and Mills 2016, 13). The authors created the illustration below to demonstratehow reading to a dog may influence reading performance.

Figure 1: An Illustration of how Reading to a Dog may Influence Reading Performance Source: Hall, Sophie Susannah, Nancy R. Gee, and Daniel Simon Mills. " Children reading to dogs: A systematic review of the literature." PloS one 11, no. 2 (2016): e0149759.

Based on the chart above and the review of researchperformed for this article, three categoriesof benefits that stem from reading to dogs will be discussed: reduction of stress/anxiety, improved attitudes/increasedmotivation, and improved reading rate, accuracy, and comprehension.

Reduction of stress/anxiety when reading:

Ko ( 2017) recognized the lack of researchregarding reading programs in schools, a setting where children may experiencegreaterstress, challenging social situations, andfear of negative feedback. In 2012, Beetz measuredthe cortisol levels of children before, during, and after stressful tasks; stresslevels were lower when the children interacted with the dog, suggestingthe presenceof a dog in an educational setting would help reduce anxiety levels causedby social pressuresthat exist within a classroom.

Lane and Zavada (2013) wrote that many of her students in the aforementioned Florida case study were reluctant readers. Fortunately, “dogs cannot talk back” (Graf 2012, 2), reducing the fear of judgement. The dog acts as a supportive companion as students stumble on new words while reading increasingly challenging books. Lane and Zavada (2013) noted that studentsparticipating in the animal-assistedliteracy program demonstrated increased self-confidence, oral fluency, and overall motivation to read. Friesen 2013) outlined five benefits of the animal-assistedliteracy learning experience, including the benefit of unconditional acceptance and companionship. Similar to Ko’s notation, Friesen discusses the social pressuresstudents experience in school. These stressesdisappear when reading to a dog since the dog automatically becomesa trusting friend who will listen to them.

Improved attitudes/ increased motivation when reading:

A second benefit of animal -assisted literacy programs ( Friesen 2013) is the motivation for meaningful learning and advocacy that dogs provide. Friesen argues that students’ interest in dogs can inspire long term intrinsic motivation. In the article entitled, “ How a therapy dog may inspire student literacy engagement in elementary language arts classroom,” Friesen ( 2009) described her classroom experienceswith her therapy dog, Tango, who “servedasthe springboard for numerousother literary- based activities” (109). Studentsenjoyed reading to Tango so much that it led to the creation of other reading and writing projects that revolved around the topics of dogs. Therapy dogs can be used as a tool to spark the interest of students, especially those who may not enjoy school. Studentsare given a reasonto be excited to read, try new words, and participate.

Ko (2017) wrote about a pilot reading program in an afterschool program for secondgraders.

Studentsread to a therapy dog for thirty minutes once a week. Authors usedthe Elementary Reading Attitude Survey (ERAS) to assessstudents’ attitudes toward reading and found that the “scoresassessing academicreading attitudes increasedsignificantly among the children who read aloud to dogs” (2). The results suggestedthat animal-assistedliteracy programs in an academic setting has the potential to provide motivation.

Improved reading rate, accuracy, and comprehension:

After completing the review of research, it is evident that the majority of the most recent studies have focused on the impact of animal-assisted literacy programs on reading rates, accuracy, and comprehension. We suggest that this shift of focus is attributed to the pressure to produce quantitative evidence proving the positive effects of therapy dogs in classroomsthat have beendiscussed. This field of researchhasbeenscrutinized due to the reliance on anecdotalevidence in earlier studies. Demonstrating an impact on reading ratesand levels of comprehension is possible with acceleratedreading testsand learning inventories. Four studies are usedto examine the effects of using therapy dogs to help children read.

Pillow- Price, Yonts, and Stinson (2014) analyzed how the SitStayRead program in a preschool classroom helped studentsgain literacy skills. After being in the classroom for a year with a therapy dog namedD.D., studentstook the Qualls Early Learning Inventory ( QELI), a measureto gaugedevelopmental progressof students. The averagesof studentscoming out of the preschool classroomwith D.D. that scored developed” or “proficient” were significantly higher than both the district andstateaverages (Pillow- Price, Yonts, and Stinson 2014). The two charts below show the differences in scores.

Figure 2: QELI Average Scoresin Preschool Classrooms
Source: Pillow- Price, Kathy, Nikki Yonts, and Laura Stinson. " Sit, stay, read: Improving literacy skills using dogs." Dimensions of Early Childhood 42, no. 1 (2014): 5-9.

Levinson et al. (2017) also assessedthe effect of reading aloud to therapy dogs on students’ oral communication. Forty-five students in grades two through five read aloud to therapy dog/handler teams thirty minutes per week for five weeks. One group read to therapy dogs while the second group read to peers. Levinson et al. ( 2017) found that “reading aloud to an adult/therapy dog team tended to increase children’s scores on a test of oral reading fluency much more than reading to peers” (38). A particularly interesting observation that resulted from the study was that the dog effect seemedto be more prominent and consistent at grade two than at other grades (Levinson et al. 2017). This suggeststhat animal -assisted literacy programs may be more effective in earlier grades, such askindergarten, first, and second, since this is a heightened developmental stagefor children.

The authors state, “Problems with reading areseriousand pervasive worldwide” ( Le Roux, Swartz, and Swart 2014, p.656). In an effort to find a solution, they designed a unique study to evaluate the effects of an animal-assistedreading program on the reading rate accuracy, and comprehension of 102 third grade students in South Africa. Students were identified as poor readersand were randomly assignedto one of the four following groups: control group, studentswho readto therapy dogs, studentswho readto an adult, and studentswho read to a teddy bear in the presenceof an adult. The sessionslasted twenty minutes for ten weeks. “Studentsfrom the dog group read at a significantly higher reading comprehension agethan the students in all three other groups” (667). The authors suggestedthat perhaps the calming effects of the therapy dogs allowed the students to relax and enjoy the reading sessions. The lack of judgement and criticism from the dogs may also explain the higher scoresof the dog group.

Friesen (2012) posited that animal-assisted literacy programs provide students opportunities to develop both constrained and unconstrained literacy skills. Constrained skills include letter knowledge, phonics, and concept of prints; these skills are less complex, more concrete, and are easier to teach. In contrast, unconstrained skills are more abstract and complex. Examples of unconstrained skills include vocabulary, written composition, comprehension, critical thinking, and problem solving. Friesen (2012) observed forty- five elementary students across five animal-assisted literacy programs in Canada. During sessions, the handler would usethe dog asa tool to teachthe studentunconstrainedand constrained literacy skills. For example, the handler would ask the student to pauseand pet the dog after reaching a comma in order to practice punctuation use. The children were also askedto translate the dog's actions into feelings, suchasthe meaning behind a dog wagging its tail. Friesen (2012) concluded that the animal-assistedliteracy program “can contribute to a safe, playful, and caring learning environment in which children are able to gain valuable practice in constrained and unconstrained literary skills, and can provide children with authentic, meaningful, and unique literary skills” ( 107).

Social/emotional/humane findings:

Several articles have noted a number of positive social and emotional skills and behaviors associatedwith having a dog in the classroom. For example, increasedsocial interaction was seen; children formed into social groups more often in the presenceof a dog. There also seemsto be an increase in the control of emotions and behaviors. One article mentioned a boy who stated “when I’m about to have a bad day, I just pet and hold J.D. to calm down” (Anderson 2007, 6). In a qualitative analysis of a dog presentin a self-contained classroom of children with emotional disorders, Anderson and Olson (2006) concluded that that the dog’s placement in the classroom contributed to the students overall emotional stability, students’ attitudes towards school were improved, and that the students learned lessonsin responsibility, respect, and empathy. In another casestudy of three children with disabilities, the presenceof a therapy dog resulted in positive interactions andincreasedcommunication betweenthe teacherandthe children (Esteves and Stokes, 2006). Beetz (2013) also reported that in contrast to the control class, the class that had a schooldog” visit once a week had significant improvements in their positive attitude towards school as well as their emotions related to learning.

Group photo with two therapy dogs visiting classroom.

Photo taken by first author)
Cambria (2010) described a Head Start classroom with children agesthree to five years who had a resident therapy dog, Waco. Waco had his own cubby, was trained to help with clean-up and to open the door for recess. This particular classroom had children enrolled who were from low- income homes, some had incarcerated parents or lived with domestic violence. Waco was credited with providing stability and comfort. The teacherstatedthat “the whole feeling of the room is calmer” (1). The use of a therapy dog in classroomslike this one seemsparticularly beneficial given researchsuggesting that most children living in poverty suffer from stressthat can hinder their successin school. Malchik ( 2015) discussedthe presence of a facility dog, Sejera, in a k-12 charter school. The author noted the inability of stressedstudentsto learn, and that researchon this topic is “sparseand mostly anecdotal” (7). She asked studentsto write letters to Sejeraexpressingtheir feelings. One studentwrote “Shehelps in so many ways helping studentscalm down when they are having a bad day” (3). One important conclusion of this article is that dogs alone cannot fix trauma, but can ease anxiety and be an “initial point of contact for comfort and safety.” Kotrschal & Ortbayer ( 2003) introduced dogs to an elementary school in Vienna. They concluded that “the group became socially more homogenous due to decreasedbehavioral extremes, such as aggressivenessand hyperactivity” ( 147). Also, more withdrawn studentsbecamemore socially interested, children paid more attention to the teacher, and the children were considerateto the dog and observed its needs. Results were more pronounced in boys than girls. In one anecdotal report of a pilot program in a primary school, the teacherreported that someparentsask for their children to be placed in her classroom “becauseit’s the one with the dogs (Graf 2012, 2). Another school usesthree therapy dogsin the classroomto “calm fears, relieve anxiety, and teach” life skills ( Education World, 2013, 1). There are “lessons” for gradesk-2, 3-6, and these dogsare evenpart of a plan to help studentsmeet high school graduation requirements. Someof the lessons are “complain less, be thankful more, judge less, acceptmore, and growl less, smile more” (2).

Chandler (2001) and other studies mentioned the benefits of integrating a therapy dog or other animal in a classroom setting including helping children to develop humane skills by incorporating kindness and compassion, witnessing praising or disciplining the dog, practicing loyalty and responsibility, and an increasedunderstanding of how to coexist with animals while gaining knowledge about animals and how to care for them (nurturance).

Studentproviding water to therapy dog during
visit to classroom. (Photo taken by first author)
Gross motor skills:

Gee, Harris & Johnson (2007) completed a casestudy which included 14 children, agesfour to six years old, who were in a classroom with two miniature poodles. The children were able to complete ten tasksrelated to locomotion, stability, and manipulation faster when the dog was present. The dogs modeled the tasks, which included weaving around cones, walking on a balance beam, a high jump, rolling over and crawling, and an underhandtossto the dog. The authors concluded that the presenceof a dog increasedthe children’s motivation to complete motor skill tasks.

Suggestionsfor implementing therapy dogs in classrooms:

In order to maximize the effectiveness of animal-assistedliteracy sessions, Friesen (2012) suggests that literacy mentors include activities outside of reading. For example, students can write a speechand deliver it to the therapy dog or studentscan place sticky notes on the dog in order to learn body parts. This is similar to studentswriting letters to a dog, as previously mentioned.

Friesen (2013) lists five suggestionsfor working with young children in animal -assistedliteracy programs; among the suggestionsare understanding eachchild on an individual level and letting the child lead. Reading to a therapy dog allows studentsto have one on one time with a therapy dog and handler. The sessioncan be tailored to the student’s reading level and the student’s interests. Allowing the student to lead the session and pick which book to read gives the child a sense of freedom and ownership; the flexibility also encouragesthem to express their creativity and intellect. Anderson (2007) suggested that incorporating a dog into the classroom takes thorough planning. Steps suggested include: a) conduct preliminary meetings, b) selectthe appropriate dog (preferably a certified therapy dog who is owned by the teacher or another individual who will be present who understands the dog’s behavioral patterns), c) establish classroom policies and procedures, d) obtain written consent, e) provide information to school staff members.

Addressing concerns:

As stated by Glenn-Applegate and Hall ( 2017), bringing a dog into a classroom requires careful consideration. They asked families, school staff, and a veterinarian four questions: a) would a dog benefit the (preschool) program? b) who would be responsible for the dog? c) do any children have allergies or a fear of dogs? d) are all staff in favor of having a dog? They also consulted with the program’s insurance agent, the lawyer at the university, and the national accrediting body, the National Association for the Education of Young Children (NAEYC), who replied that they would needto keepthe dog’s immunization records on file and that children and staff would need to follow handwashing proceduresafter interacting with the dog. Bacon refers to the 2002 California school survey which showed that only 20% of those surveyed useddogs in their school. However, 93% of the respondentsstatedthat they would be interested in dog programs if their concernswere addressed. The top three concernsidentified were legal implications and liability ( 50.5%), supervision (43.3%), and allergic reactions (40.2%).

Jalongo (2005) also addressesconcernsin the list of twelve stepsto implement a reading education assistanceprogram. In order to prevent sanitation objections, the author notes that registered therapy dogs have regular check-ups and handlers are required to provide proof of vaccination. Jalongo emphasizesthe needto train handlers, educators, andstudentsin protecting the therapy dogs’ safety andwell- being. Finally, the majority of the articles highlighted the importance of using a certified therapy dog when implementing programs.

Limitations and future research:

Several limitations were noted by the authors of the reviewed articles. Beetz (2013) points out that different dogs may have different effects” (6). The author also implicates that a higher frequency and longer duration will yield strongerresults. Brelsford et al. (2017) conducteda systematicreview of literature relating to animal-assisted interventions conducted in educational settings. After reviewing twenty- five papers, the authors recognized the need for further research in order to quantify the factors regarding findings, a common critique to researchin this field. The review of literature expressedthat future studies need to incorporate a higher quantity of randomized controlled trials with appropriate control groups Brelsford et al. 2017). This recommendation was also found in Hall, Gee, and Mills’ 2016 systematic review of literature regarding children reading to dogs and they identified the need for researchersto perform longitudinal studies that consist of increasedsample sizes and the use of standardized measures.

Finally, Bassette and Taber-Doughty ( 2013) expressedthe need to expand beyond studying behavioral measuresand also focus on researchingacademic effects of long-term dog reading programs.

Conclusion
Basedon the review of thirty articles on the benefits of therapy dogs in classrooms, there appears to be many benefits, both anecdotal and empirical. More empirical researchstudies have been published in the last ten years. There is strong support for increasedconfidence, literacy skills and actual reading scoreswhen children read to dogs. Additionally, much evidence supports the emotional and social benefits of children interacting with a dog in the classroom. One study was found that showed improved motivation and gross motor skills when a dog modeled theseskills. Several authors gave helpful suggestionsfor starting a therapy dog program in a school setting. Although initial concerns were noted, with careful consideration and communication with all involved, theseconcernscan be addressed.

Limitations of current researchhave beenidentified, and more empirical studies with larger sample sizes, control versusexperimental groups, and more long term studies will strengthenthis body of work. After completing the review, it is evident that the benefits of utilizing a therapy dog within a classroom outweigh the reservations.

References
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Anaheim City CouncilFebruary 28, 2023

Anaheim City Council
February 28, 2023