Have a personal or library account? Click to login
Children’s Mental State Talk, Empathy, and Attachments to Companion Animals Cover

Children’s Mental State Talk, Empathy, and Attachments to Companion Animals

Open Access
|Nov 2019

References

  1. Alsamih, M., & Tenenbaum, H. (in-press). Saudi Arabian Children’s Reasoning About Religion-Based Exclusion. British Journal of Developmental Psychology. doi:<a href="https://doi.org/10.1111/bjdp.1223810.1111/bjdp.12238" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1111/bjdp.1223810.1111/bjdp.12238</a>
  2. Amiot, C., Bastian, B., & Martens, P. (2016). People and Companion Animals: It Takes Two to Tango. BioScience, 66(7), 552–560.<a href="https://doi.org/10.1093/biosci/biw051" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1093/biosci/biw051</a>
  3. Arbour, R., Signal, T., & Taylor, N. (2009). Teaching Kindness: The Promise of Humane Education. Society & Animals, 17(2), 136–148.<a href="https://doi.org/10.1163/156853009X418073" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1163/156853009X418073</a>
  4. Bandura, A. (2016). Moral Disengagement: How People Do Harm and Live With Themselves. New York: Worth.
  5. Batson, C. D., Lishner, D. A., Carpenter, A., Dulin, L., Harjusola-Webb, S., Stocks, E. L., & Sampat, B. (2003). . . . “As You Would Have Them Do Unto You”: Does Imagining Yourself in the Other’s Place Stimulate Moral Action? Personality and Social Psychology Bulletin, 29, 1190–1201.<a href="https://doi.org/10.1177/0146167203254600" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/0146167203254600</a>
  6. Borowski, S., Zeman, J., & Baunstein, K. (2018). Social Anxiety and Social Emotional Functioning During Early Adolescence: The Mediating Role of Best Friends’ Emotion Socialization. Journal of Early Adolescence, 38, 238–260.<a href="https://doi.org/10.1177/0272431616665212" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/0272431616665212</a>
  7. Bosacki, S. (2013). Theory of Mind Understanding and Conversational Patterns in Middle Childhood. The Journal of Genetic Psychology, 174, 170–191.<a href="https://doi.org/10.1080/00221325.2012.659233" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/00221325.2012.659233</a>
  8. Bosacki, S., Varnish, A., & Akseer, S. (2008). Children’s Gendered Sense of Self and Play as Represented Through Drawings and Written Descriptions. Canadian Journal of School Psychology, 23(2), 190–205.<a href="https://doi.org/10.1177/0829573508326302" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/0829573508326302</a>
  9. Bronfenbrenner, U. (1977). Toward an Experimental Ecology of Human Development. American Psychologist, 32, 513–531.<a href="https://doi.org/10.1037/0003-066X.32.7.513" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1037/0003-066X.32.7.513</a>
  10. Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.<a href="https://doi.org/10.4159/9780674251083" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.4159/9780674251083</a>
  11. Bryant, B. (1992). An Index of Empathy for Children and Adolescents. Child Development, 53, 413–425.<a href="https://doi.org/10.2307/1128984" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.2307/1128984</a>
  12. Cassels, M., White, N., Gee, N., & Hughes, C. (2017). One of the Family? Measuring Young Adolescents’ Relationships with Pets and Siblings. Journal of Applied Developmental Psychology, 49, 12–20.<a href="https://doi.org/10.1016/j.appdev.2017.01.003" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.appdev.2017.01.003</a>
  13. Connellan, J., Baron-Cohen, S., Wheelwright, S., Batki, A., & Ahluwalia, J. (2000). Sex Differences in Human Neonatal Social Perception. Infant Behavior & Development, 23(1), 113–118.<a href="https://doi.org/10.1016/S0163-6383(00)00032-1" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/S0163-6383(00)00032-1</a>
  14. Curran, P. J., West, S. G., & Finch, J. F. (1996). The Robustness of Test Statistics to Nonnormality and Specification Error in Confirmatory Factor Analysis. Psychological Methods, 1, 16–29. doi:<a href="https://doi.org/10.1037/1082-989X.1.1.1610.1037/1082-989X.1.1.16" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1037/1082-989X.1.1.1610.1037/1082-989X.1.1.16</a>
  15. Daly, B., & Suggs, S. (2010). Teachers’ Experiences with Humane Education and Animals in The Elementary Classroom: Implications for Empathy Development. Journal of Moral Education, 39(1), 101–112.<a href="https://doi.org/10.1080/03057240903528733" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/03057240903528733</a>
  16. Damon, W. (2008). Path to Purpose: Helping Our Children Find Their Calling in Life. New York: Free Press.
  17. Davis, J. H. (1995). The Preadolescent/Pet Friendship Bond. Anthrozoös, 8(2), 78–82.<a href="https://doi.org/10.2752/089279395787156437" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.2752/089279395787156437</a>
  18. de Waal, F. (2016). Are We Smart Enough to Know How Smart Animals Are? New York: W.W. Norton & Co.
  19. de Waal, F., & Sherblom, S. (2018). Bottom-Up Morality: The Basis of Human Morality in Our Primate Nature. Journal of Moral Education. doi: <a href="https://doi.org/10.1080/03057240.2018.144070110.1080/03057240.2018.1440701" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/03057240.2018.144070110.1080/03057240.2018.1440701</a>
  20. Doenyas, C. (2017). Self Versus Other Oriented Motivation, Not Lack of Empathy or Moral Ability, Explains Behavioral Outcomes in Children with High Theory of Mind Abilities. Motivation and Emotion, 41, 684–697.<a href="https://doi.org/10.1007/s11031-017-9636-4" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1007/s11031-017-9636-4</a>
  21. Eisenberg, N., VanSchyndel, S. K., & Spinrad, T. L. (2016). Prosocial Motivation: Inferences From an Opaque Body of Work. Child Development, 87, 1668–1678. doi:<a href="https://doi.org/10.1111/cdev.1263810.1111/cdev.12638" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1111/cdev.1263810.1111/cdev.12638</a>
  22. Endenburg, N., & van Lith, H. A. (2010). The Influence of Animals on the Development of Children. The Veterinary Journal, 190, 208–214.<a href="https://doi.org/10.1016/j.tvjl.2010.11.020" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.tvjl.2010.11.020</a>
  23. Endenburg, N., van Lith, H. A., & Kirpensteijn, (2014). Longitudinal Study of Dutch Children’s Attachment to Companion Animals. Society and Animals, 22, 390–414.<a href="https://doi.org/10.1163/15685306-12341344" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1163/15685306-12341344</a>
  24. Esposito, L., McCune, S., Griffin, J. A., & Maholmes, V. (2011). Directions in Human-Animal Interaction Research: Child Development, Health, and Therapeutic Interventions. Child Development Perspectives, 5(3), 205–211.<a href="https://doi.org/10.1111/j.1750-8606.2011.00175.x" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1111/j.1750-8606.2011.00175.x</a>
  25. Etel, E., & Slaughter, V. (2019). Theory of Mind and Cooperation in Two Play Contexts. Journal of Applied Developmental Psychology, 60, 87–95.<a href="https://doi.org/10.1016/j.appdev.2018.11.004" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.appdev.2018.11.004</a>
  26. Evans, A., O’Conner, A., & Lee, K. (2017). Verbalizing a Commitment Reduces Cheating in Young Children. Social Development. doi: <a href="https://doi.org/10.111/sode.12248" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.111/sode.12248</a>
  27. Faver, C. A. (2010). School-Based Humane Education as a Strategy to Prevent Violence: Review and Recommendations. Children and Youth Services Review, 32, 365–370.<a href="https://doi.org/10.1016/j.childyouth.2009.10.006" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.childyouth.2009.10.006</a>
  28. Fine, A. (2006). (Ed.). Handbook on Animal-Assisted Therapy: Theoretical Foundations and Guidelines for Practice (2nd Edition). New York: Elsevier Science.
  29. Friesen, L. (2010). Exploring Animal-Assisted Programs with Children in School and Therapeutic Contexts. Early Childhood Education Journal, 37(4), 261–267.<a href="https://doi.org/10.1007/s10643-009-0349-5" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1007/s10643-009-0349-5</a>
  30. Hansen, K. M., Messenger, C. J., Baun, M., & Megel, M. E. (1999). Companion Animals Alleviating Distress in Children. Anthrozoös, 12, 142–148.<a href="https://doi.org/10.2752/089279399787000264" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.2752/089279399787000264</a>
  31. Havener, L., Gentes, L. Thaler, B., Megel, M., Baun, M., Driscoll, F., … & Agarwal, N. (2001). The effects of a companion animal on distress in children undergoing dental procedures. Issues in Comprehensive Pediatric Nursing, 24, 137–152.<a href="https://doi.org/10.1080/01460860118472" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/01460860118472</a>
  32. Hergovich, A., Monshi, B., Semmler, G., & Ziegler, V. (2002). The Effects of the Presence of a Dog in the Classroom. Anthrozoos, 15, 37–5010.2752/089279302786992775
  33. Herzog, H. A. (2007). Gender Differences in Human-Animal Interactions: A Review. Anthrozoos, 20(1), 7–22.<a href="https://doi.org/10.2752/089279307780216687" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.2752/089279307780216687</a>
  34. Hoagwood, K., Acri, M., Morrissey, M., & Peth-Pierce, R. (2017). Animal-Assisted Therapies for Youth with or at Risk for Mental Health Problems: A Systematic Review. Applied Developmental Science, 2, 1–13. doi: <a href="https://doi.org/10.1080/10888691.2015.113426710.1080/10888691.2015.1134267" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/10888691.2015.113426710.1080/10888691.2015.1134267</a>
  35. Hoffman, M. L. (1977). Sex-Differences in Empathy and Related Behaviors. Psychological Bulletin, 84(4), 712–722.<a href="https://doi.org/10.1037/0033-2909.84.4.712" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1037/0033-2909.84.4.712</a>
  36. Holl, A., Kirsch, F., Rohlf, H., Krahe, B., & Elsner, B. (2018). Longitudinal Reciprocity Between Theory of Mind and Aggression in Middle Childhood. International Journal of Behavioral Development, 42, 257–266.<a href="https://doi.org/10.1177/0165025417727875" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/0165025417727875</a>
  37. Hughes, C. (2011). Social Understanding and Social Lives: From Toddlerhood Through to the Transition to School. New York: Psychology Press.<a href="https://doi.org/10.4324/9780203813225" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.4324/9780203813225</a>
  38. Hughes, C., White, N., & Ensor, R. (2014). How Does Talk About Thoughts, Desires, and Feelings Foster Children’s Socio-Cognitive Development? Mediators, Moderators, and Implications for Intervention. In K. H. Lagattuta (Ed.), Children and emotion: New insights into developmental affective science (pp. 95–105). Switzerland: Karger Medical and Scientific Publishers.<a href="https://doi.org/10.1159/000354362" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1159/000354362</a>
  39. Jaffee, J., & Hyde, J. (2000). Gender Differences in Moral Orientation: A Meta-Analysis. Psychological Bulletin, 126(5), 703–726.<a href="https://doi.org/10.1037/0033-2909.126.5.703" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1037/0033-2909.126.5.703</a>
  40. Kotrschal, K., & Ortbauer, B. (2003). Behavioral Effects of the Presence of a Dog in the Classroom, Anthrozoös, 16(2), 147–159.<a href="https://doi.org/10.2752/089279303786992170" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.2752/089279303786992170</a>
  41. Kunzmann, U., Wieck, C., & Dietzel, C. (2018). Empathic Accuracy: Age Differences from Adolescence into Middle Adulthood. Cognition and Emotion. doi:<a href="https://doi.org/10.1080/02699931.2018.143312810.1080/02699931.2018.1433128" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/02699931.2018.143312810.1080/02699931.2018.1433128</a>
  42. Kurdek, L. (2009). Young Adults’ Attachment to Pet Dogs: Findings from Open-Ended Methods. Anthrozoös, 22, 359–369.<a href="https://doi.org/10.2752/089279309X12538695316149" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.2752/089279309X12538695316149</a>
  43. Lagatutta, K. (2017). Where Does it Come From, Where Does it Go? The Benefits of Examining Moral Judgments Across a Wide Age Range. Human Development, 60, 350–356.<a href="https://doi.org/10.1159/000485575" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1159/000485575</a>
  44. Maftei, A., & Holman, M. (2019). Representation of Morality in Children: A Qualitative Approach. Journal of Moral Education. doi: <a href="https://doi.org/10.1080/03057240.2019.161954210.1080/03057240.2019.1619542" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/03057240.2019.161954210.1080/03057240.2019.1619542</a>
  45. Marsa-Sambola, F., Muldoon, J., Williams, J., Lawrence, A., Connor, M., & Currie, C. (2016). The Short Attachment to Pets Scale (SAPS) for Children and Young People: Development, Psychometric Qualities and Demographic and Health Associations. Child Indicators Research, 9(1), 111–131.<a href="https://doi.org/10.1007/s12187-015-9303-9" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1007/s12187-015-9303-9</a>
  46. Melson, G. (2001). Why the Wild Things Are: Animals in the Lives of Children. Cambridge, MA: Harvard University Press, Cambridge.
  47. Melson, G. (2003). Child Development and the Human–Companion Animal Bond. American Behavioral Scientist, 47(1), 31–39.<a href="https://doi.org/10.1177/0002764203255210" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/0002764203255210</a>
  48. Mueller, M. K. (2014). Human-Animal Interaction as a Context for Positive Youth Development: A Relational Developmental Systems Approach to Constructing Human-Animal Interaction Theory and Research. Human Development, 57, 5–25.<a href="https://doi.org/10.1159/000356914" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1159/000356914</a>
  49. Muldoon, J. C., Williams, J. M., & Currie, C. (2019). Differences in Boys’ and Girls’ Attachment to Pets in Early-Mid Adolescence. Journal of Applied Developmental Psychology, 62, 50–58.<a href="https://doi.org/10.1016/j.appdev.2018.12.002" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.appdev.2018.12.002</a>
  50. Muldoon, J. C., Williams, J. M., & Lawrence, A. (2015). “Mum Cleaned It and I Just Played With It”: Children’s Perceptions of Their Roles and Responsibilities in the Care of Family Pets. Childhood, 22(2), 201–216.<a href="https://doi.org/10.1177/0907568214524457" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/0907568214524457</a>
  51. Myers, O. E., Saunders, C. D., & Garrett, E. (2003). What Do Children Think Animals Need? Aesthetic and Psycho-Social Conceptions. Environmental Education Research, 9(3), 305–325.<a href="https://doi.org/10.1080/13504620303461" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/13504620303461</a>
  52. Myers, O. E., Saunders, C. D., & Garrett, E. (2004). What Do Children Think Animals Need? Developmental Trends. Environmental Education Research 10(4), 545–562.<a href="https://doi.org/10.1080/1350462042000291056" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/1350462042000291056</a>
  53. Nicoll, K., Trifone, C., & Samuels, W. E. (2008). An In-Class, Humane Education Program Can Improve Young Students’ Attitudes Toward Animals. Society and Animals, 16, 45–60.<a href="https://doi.org/10.1163/156853008X269881" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1163/156853008X269881</a>
  54. Nimer, J., & Lundahl, B. (2007). Animal-Assisted Therapy: A Meta-Analysis. Anthrozoos, 20, 225–238.<a href="https://doi.org/10.2752/089279307X224773" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.2752/089279307X224773</a>
  55. O’Haire, M. (2010). Companion Animals and Human Health: Benefits, Challenges, and the Road Ahead. Journal of Veterinary Behavior: Clinical Applications and Research, 5(5), 226–234.<a href="https://doi.org/10.1016/j.jveb.2010.02.002" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.jveb.2010.02.002</a>
  56. Olin, E. M. (1996). Child-Animal Interactions: Non-Verbal Dimensions. Journal of Human-Animal Studies, 4, 1–7.
  57. Parish-Plass, N. (2008). Animal-Assisted Therapy with Children Suffering from Insecure Attachment Due to Abuse and Neglect: A Method to Lower the Risk of Intergenerational Transmission of Abuse? Clinical Child Psychology and Psychiatry, 13(1), 7–30.<a href="https://doi.org/10.1177/1359104507086338" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/1359104507086338</a>
  58. Pesu, L., Viljaranta, J., & Aunola, K. (2016). The Role of Parents’ and Teachers’ Beliefs in Children’s Self-Concept Development. Journal of Applied Developmental Psychology, 44, 61–71.<a href="https://doi.org/10.1016/j.appdev.2016.03.001" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.appdev.2016.03.001</a>
  59. Poresky, R. H., Hendrix, C., Mosier, J. E., & Samuelson, M. L. (1987). The Companion Animal Bonding Scale: Internal Reliability and Construct Validity. Psychological Reports, 67, 743–746.<a href="https://doi.org/10.2466/pr0.1987.60.3.743" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.2466/pr0.1987.60.3.743</a>
  60. Seivert, N., Cano, A., Casey, R., Johnson, A., & May, D. (2016). Animal Assisted Therapy for Incarcerated Youth. A Randomized Controlled Trial. Applied Developmental Science. doi: <a href="https://doi.org/10.1080/10888691.2016.123493510.1080/10888691.2016.1234935" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/10888691.2016.123493510.1080/10888691.2016.1234935</a>
  61. Sprinkle, J. E. (2008). Animals, Empathy, and Violence: Can Animals be Used to Convey Principles of Prosocial Behavior to Children? Youth Violence and Juvenile Justice, 6(1), 47–58.<a href="https://doi.org/10.1177/1541204007305525" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/1541204007305525</a>
  62. Tarchi, C., Bigozzi, L., & Pinto, G. (2019). The Influence of Narrative Competence on Mental State Talk in Kindergarten to Primary School Children. British Journal of Developmental Psychology. doi:<a href="https://doi.org/10.1111/bjdp.1229510.1111/bjdp.12295" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1111/bjdp.1229510.1111/bjdp.12295</a>
  63. Tardif-Williams, C. Y., & Bosacki, S. L. (2015). Evaluating the Impact of a Humane Education Summer Camp Program on School-Aged Children’s Relationships with Companion Animals. Anthrozoӧs, 28(4), 587–600.<a href="https://doi.org/10.1080/08927936.2015.1070001" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/08927936.2015.1070001</a>
  64. Tardif-Williams, C. Y., & Bosacki, S. L. (2017). Gender and Age Differences in Children’s Perceptions of Self-Companion Animal Interactions Expressed Through Drawings. Society and Animals, 25, 77–97.<a href="https://doi.org/10.1163/15685306-12341433" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1163/15685306-12341433</a>
  65. Thornberg, R., Wanstrom, L., Hong, J., & Espelage, D. (2017). Classroom Relationship Qualities and Social-Cognitive Correlates of Defending and Passive Bystanding in School Bullying in Sweden: A Multilevel Analysis. Journal of School Psychology, 63, 49–62.<a href="https://doi.org/10.1016/j.jsp.2017.03.002" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.jsp.2017.03.002</a>
  66. Tipper, B. (2011). ‘A Dog Who I Know Quite Well’: Everyday Relationships Between Children and Animals. Children’s Geographies, 9(2), 145–165.<a href="https://doi.org/10.1080/14733285.2011.562378" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/14733285.2011.562378</a>
  67. Wagoner, B., & Jensen, E. (2010). Science Learning at the Zoo: Evaluating Children’s Developing Understanding of Animals and Their Habitats. Psychology and Society, 3(1), 65–76.
  68. Westgarth, C., Boddy, L. M., Stratton, G., German, A. J., Gaskell, R. M., Coyne, K. P., … & Dawson, S. (2013). Pet Ownership, Dog Types and Attachment to Pets in 9–10 Year Old Children in Liverpool, UK. BMC, Veterinary Research, 9, 102-112.<a href="https://doi.org/10.1186/1746-6148-9-102" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1186/1746-6148-9-102</a>
  69. Wong, P., Yu, R., Li, T., Lai, S., Ng, H., & Fan, W. (in-press). Efficacy of a Multicomponent Intervention with Animal-Assisted Therapy for Socially Withdrawn Youth in Hong Kong. Society and Animals. doi <a href="https://doi.org/10.1163/156" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1163/156</a> 85306-1234146210.1163/15685306-12341462
  70. Zasloff, R. L. (1996). Measuring Attachment to Companion Animals: A Dog is Not a Cat is Not a Bird. Applied Animal Behaviour Science, 47(1–2), 43–48.<a href="https://doi.org/10.1016/0168-1591(95)01009-2" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/0168-1591(95)01009-2</a>
  71. Yamamoto, M. (2005). What makes who choose what languages to whom?: Language use in Japanese–Filipino interlingual families in Japan.” International Journal of Bilingual Education and Bilingualism, 8(6), 588-606. doi:<a href="https://doi.org/10.1080/13670050508669070.10.1080/13670050508669070" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/13670050508669070.10.1080/13670050508669070</a>
DOI: https://doi.org/10.2478/plc-2019-0013 | Journal eISSN: 2083-8506 | Journal ISSN: 1234-2238
Language: English
Page range: 284 - 301
Published on: Nov 15, 2019
Published by: Sciendo
In partnership with: Paradigm Publishing Services
Publication frequency: 1 times per year

© 2019 Sandra Bosacki, Christine Tardif-Williams, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.