Promoting and equitably assisting organizations in the integration of animal-assisted therapies for the physical, mental, and emotional benefit of individuals in public and private settings, one paw at a time.
My recent post is associated with a school building leadership assignment. Below is the prompt and my response.
Prompt: During your internship, has anything occurred that was unanticipated or surprising? Is there anything you encountered that was unexpected? If so, what was your major takeaway? If nothing was unexpected or surprising, why do you think that is the case? After the class session, post a reply to this inquiry on the discussion board and respond to at least one other classmates post.
This is the second semester of my school building leader internship. Interestingly enough, I find myself much more astute at identifying areas of need, at both the building and district level. Additionally, I find myself considering those within the organization, other than individuals appointed to leadership positions, equipped to address those identified areas of need.
I’m aware that there are resources, human resources, readily available to assist those in the designated leadership position, human resources who may in fact be more equipped to address the identified area need than the person in the designated leadership position to typically address those needs. But for leadership to truly benefit from the human capital within the organization, it requires a transformative mindset, or at least a mindset working towards a full transformative overhaul and cognizant of the need to be open minded, as well as a fortified ego, ready to withstand some of the most daunting moments of self-doubt.
I often find myself thinking, if I were in a current leadership position, how I would incorporate these outstanding educators, to honor their strengths and their desire to be a part of the larger systematic plan of improvement? If students want to be seen, heard, and valued by their teachers, wouldn’t teachers want to be seen, heard, and valued by their leadership team? At the end of the day, people are people.
I always tell my colleagues how proud I am to work alongside them, wish for more time for collaboration, to learn from one another– my colleagues know they are seen, heard, and valued, but it’s me that’s doing the seeing, and hearing and valuing. As one colleague said during a recent conversation, “You’re going to make a great principal one day….” I brush those comments to the side and change the subject, not because it doesn’t feel good to hear, but because of what their comment really says about how they feel, and how their words that followed directly reflected an area of need: school culture the teacher’s perspective on their value and worth, and the degree to which the teacher perspective was aligned with the leaderships’ perspective.
How does one address an identified area of need specific to the school culture from the perspective of the teacher, when it is assumed by some (not all) in leadership positions that there isn’t a problem at all? When does an identified area of need become an identified area of need? Is it in the eye of the beholder, or the one in a leadership position? And if the role of the leader is integral to addressing the need, is the need only a need worthy of attention when it directly impacts the transactional leader? More questions than answers.
I’ll continue to lift my colleagues, and contemplate all the possibilities to address the embedded needs in questions like those above. In all honesty, I would be disappointed if the only thing to come out of this reflective response is further confirmation for how I want to lead as school building leader, but it just might be all that a response like this is destined to reaffirm.
An excerpt from my most recent blog, “Dog Save the People: My Conversation with John Bartlett.”
21st century students need more of the tangible, more ways to feel safe, secure, valued and loved, with opportunities to reciprocate those feelings towards another, without judgement (Maricevic, 2022).
Dr. Jessica Maricevic
Why therapy dogs? Why now?
This pseudo post-COVID America has unearthed a tremendous amount of pain, a pain some have tried desperately to suppress, or flat out ignore. Secondary stakeholders who acknowledge the macro reality of the invasive impact of the current geo-political climate are better equipped to consider the micro implications in the high school setting. And to those stakeholders who believe they must personally observe the influence of the macro reality in the micro setting, see with their own eyes presentable evidence of societal stressors, complex anxieties and invisible traumas to adequately address the social and emotional needs of students…
Well, read a little bit more of this post, because today’s high school students are carrying more than a load of books and a laptop with little to no storage.
So say you.
I’ll hold off on the details of my own research and findings for the time being simply to prove you don’t need to read academic journals and peer reviewed articles to establish an understanding of this crisis.
Yet, even with their respective leans, the conscious decision to report on the social and emotional concerns of teens suggests a unified effort to convey the severity of this stark reality.
Dr. Jessica Maricevic
Here are some statistics presented from three national cable news outlets within the last 12 months:
An image I captured from my television during an early morning CNN live broadcast (February 14, 2023).Read Elizabeth Pritchett’s article in its entirety: Teenage brains aged faster…
April 26, 2022 segment from MSNBC’s Morning Joe; guest Harvard University’s John Della Volpe.
Understand, the above sources are a mere snapshot of reporting from three national cable news outlets, and yes I am well aware each source brings with it their own distinct bias. Yet, even with their respective leans, the conscious decision to report on the social and emotional concerns of teens suggests a unified effort to convey the severity of this stark reality.
It is extremely important to note the three news outlets referenced here in this post have observed an increase in viewership during the years of 2016 – 20220 (Pew Research Center, 2023). The research suggests such an increase in viewership is most likely connected to presidential elections, societal conflicts, and the coronavirus pandemic (Pew Research Center, 2023).
Hypothetically, if the Pew Research Center reports either (1) a decrease the numbers of viewers, (2) a plateau of viewership (it remains at its current rate), or (3) a continued upward viewership trend for the period of 2020-2023, millions of Americans would still receive the message loud and clear, teens are hurting, they need something more, and it’s up to the adults in their lives to make it happen.
As students go from class to class, they carry the weight of the world and the plight of America’s transgressions on their shoulders, they are accompanied by feelings of sadness, hopelessness, feeling down, and depressed. And then, some students hold their breath when a school wide announcement interrupts a class period without warning, flinch upon hearing an unsuspecting sound, and ask what if questions the day after cable news outlets, those very outlets referenced above, consume airwaves with incessant reporting of yet another unthinkable event.
Even with all of this chaos, students aren’t desensitized by their reality. They remain hyper vigilant, in-tune to their emotional responses, and astute to the emotional affect of others in their orbit. But that doesn’t mean they are okay.
The last thing adolescents need is another adult telling them how to manage life as a teenager, or why they need grit and perseverance to get through “these unprecedented times.” Unfortunately, the reality for today’s teens requires more than “Back in my day” talks and harping on trendy jargon (I wish it were that easy). Couple that with the contradictory expectations to prioritize emotional wellbeing and academic performance— students need something more than whatever is provided at the secondary level to meet or exceed their social and emotional needs.
I can hear stakeholders’ “yeah, but…” phrases, ready to launch their counter claims:
Yeah, but their grades are fine.
Yeah, but they’re participating in sports.
Yeah, but they’re not alone in the cafeteria.
Yeah, but they’re taking selfies.
Yeah, but they’re friends with that student; they’re not a bully.
Yeah, but they seem happy.
It’s time to stop assuming. It’s time to stop dismissing the teenage experience. It’s time to start listening, and infuse differentiated support systems that are more real-world centric.
21st century students need more of the tangible, more ways to feel safe, secure, valued and loved, with opportunities to reciprocate those feelings towards another, without judgement (Maricevic, 2022).
Establish a therapy dog program (start today).
Now more than ever, therapy dogs are a viable resourceto meet those needs for all high school students— no matter the zip code, regional location or poverty designation of a given school or district.
Yeah, but…
I know, I know! You’re asking yourself, “Yeah, but what about the challenges?” Mitigating challenges, is a totally different blog all together, but believe you me, I’ve got it all covered. I will tell you this, any perceived challenges from fears to allergies can be addressed to ensure the efficacy of board policy and the sustainability of an in-house therapy dog program in your high school (Maricevic, 2022).
This is my original gif which includes slides displaying my research and findings. These slides appeared in my Fall 2022 presentation to members of Association of Professional Humane Educators (and that presentation was an awesome experience).
I’ll also tell you that any stakeholder who flat out says no to an in-house therapy dog program to meet the social and emotional needs of students, is saying no for the sake of saying no (Maricevic, 2022). Don’t forget it.
The student-therapy dog relationship in the high school setting is an indelible, transformative fixture, a relationship with the infinite ability to transcend the four year high school experience. My findings suggest the omnipresence of a therapy dog in the high school setting does more than influence the social-emotional competency development in adolescents (Maricevic, 2022). In fact, the organic development of the student-therapy dog relationship may very well be the antidote to [feel free to fill in the blank to reflect the needs of your students and high school] (Maricevic, 2022).
My study reveals much more about the therapy dog phenomenon, its profound impact on secondary students and the high school setting. I’m proud to say my study also exposes inequities that must be addressed to ensure all students are afforded the opportunity to benefit from the student-therapy dog relationship during their high school years.
The above is a mere snippet of some of the points touched upon during my conversation with John Bartlett, host and founder of Dog Save the People. I encourage you to listen to the podcast in its entirety through any of the following platforms:
Even though you might think otherwise, an outing with your doggo is never just a walk. Found moments for cognitive stimulation, whether one-on-one with a doggo, like here with Judgie Boy or the entire pack, requires just as much from me, the human, as it does for my doggo(s). It also allows me to stay current with my doggo’s communicative ways and presents opportunities for creative ingenuity to keep the fun fresh (yes, even when revisiting cognitive challenges for practice, that’s fresh-fun too)!
Our human-animal bond is strengthened by infusing opportunities for cognitive stimulation when on any venture together. And it’s this active-time spent together that invigorates the body, mind & emotions; allows for new perspectives to the world on a micro & macro level; cultivates empathy… it’s never just a walk.
So give it a try! Spice up the active-time with your doggo. Start small. Make it manageable. Enhance the good stuff you’re already doing. Consider your usual active routine & possible on-the-spot opportunities the routine itself may provide (i.e. setting), try-out an added layer of cognitive stimulation (like I’m doing here with weaving between the pillars), evaluate your doggo’s response to the activity, reassess & revise as needed.
There is one non-negotiable, no negative reinforcement! If your doggo presents a hesitant response to the added activity, respect the presentation of the doggo’s feelings with love & reassurance. Empathize with your doggo, even say “let’s try again tomorrow,” & resume the enjoyable aspects of the routine as you and your doggo have established. Build upon the fun and cognitive stimulation, love the moment, love your doggo for trying something new, & give yourself a pat on the back while you’re at it, your efforts are noticed by the one who matters, your doggo.
Don’t have a doggo but still want “in” on some of this good stuff? Here are a few ideas:
Join a friend on a walk with their doggo(s)
#Volunteer at a local animal shelter
#Foster! Give some one-on-one active time to a doggo who needs it most! The result (1) you adopt the doggo or (2) get that doggo ready for their furever family
Collaboration, in any organization, is key— especially when the goal is to create an inclusive environment for all individuals to feel valued and respected. The people within an organization, for the most part, want to experience an enriching workplace. Some may even wish to pay it forward.
Five years ago, a fellow English teacher and myself wanted to do just that, pay it forward. We took it upon ourselves to complete our Google Certification. We taught an in-district summer professional development course. We were selected to present at an annual English Teachers Conference in Albany, New York.
Our vision, The Trendy English Teachers, was coming to fruition, website and all. Unfortunately, the vision was placed on the back-burner, and not entirely from our doing alone.
Once the 2022-2023 school year rolled around, my fellow English teacher (yes, that same fellow English teacher), shared how she wished to somehow participate in my school building leadership internship experience. Like many other educators, my colleague is very much aware of the strengths she has to offer to the organization. Me, being the collaboration, true collaboration, advocate that I am, excitedly said, “Of course!”
So, as we always do, we got to work.
We sat down, made a tentative date and schedule for school-day availability, how we would construct courses based on teacher-driven needs. What would that look like? How would that look? What is required of us, and our participants (faculty and staff), to prepare for, and participate in, meaningful, voluntary, school day professional learning opportunities?
We listed “trendy” articles, “trendy” videos watched on social media, and shared our own “trendy” creations with one another.
We made a list of all the topics to cover, the target audience, the faculty. But there are others to consider, like the staff members of our building. The staff need to be equipped with the technology foundation because students look to them for support and guidance.
Would we include the administration? Yes! Of course! Why not? If the administration suggests technology be used in the 21st century classroom, then they too should have the knowledge of the types of technologies readily available to enhance student learning, performance and progress.
The origin of transformative change rests upon transformative leadership. Highlighting the positive contributions of others within an organization can possibly ruffle some feathers. However, the positives outweigh the negatives. As a future school building leader, I know I must honor the strengths of others within an organization. I must, in some way, make certain the individuals who wish to be directly and indirectly a part of the vision and mission’s sustainability be included, supported, and celebrated for their efforts.
It’s tough to be the “New Kid on the Block.” But it’s much easier to be “the new kid,” to acclimate, get comfortable with new surroundings, manage new personalities, to feel included in what may, at first, seem like an impermeable pack, when someone reaches out a hand, or paw; a welcomed extension for all to see & emulate.
If you can put yourself in the “paws” of a puppy, a puppy attempting to navigate a new life, on a new street, with 14 other new doggos, from 10 different households, then you can empathize with the person to your left, and to your right. You can extend your hand, or paw, in an empathic gesture of kindness to the “new kid on the block.” You can dissolve those socially constructed barriers, and make that connection. Believe me, you can.
In this real-life scenario, and others like it, the human-animal relationship provides us humans with the necessary intra & interpersonal competency development to be better humans.
Furthermore, developing these social-emotional competencies, with the help of a furry friend, results in a transferable awareness to the way in which we interact with other humans.
So, next time, when you notice a “new kid,” on a new “block,” be an ally. Open your heart & mind to the benefits of getting to know someone, without passing judgment.
Think about that next time, when there’s a “new kid,” on a new “block,” will you choose to be an ally? Will you choose to open your heart and mind to the benefits of getting to know someone, without passing judgment? Will you think of the new puppy, on the new street?
Be the person who consciously considers life from someone else’s shoes, or paws. Be the one to welcome “the new kid on the block,” into your pack.
On any given day, for any given reason, the world can be a lonely, isolating place for a person navigating an internal challenge. And sometimes, those feelings are left to fester like an open sore to the person experiencing the emotions, emotions that may remain undetectable to the naked eye passing by (yes, there’s an allusion to Langston Hughes in this paragraph).
We all must be better to the stranger, the acquaintance, to those closest to us… we all must be better, for you never know of another person’s struggle…
And to be better requires courage, courage to be:
✨The individual to stand by the side of someone in the midst of a conflict…
✨The individual to stand up when bystanders appear to be oblivious to the reality of one’s struggle…
✨The individual to place assumptions aside and reach out to inquire about the well-being of another…
✨The one to say, “Sure, I’ll run alongside you!” without uttering a word…
✨The one to say, “You are not alone” without uttering a sound…
✨The one to take the kindness received, and pay it forward to another in need. #PayItForward…
Inspired by their collective canine courage, I share my artistic creation of Bravo supporting Daisy. Or is it Daisy supporting Bravo?
Is it really that important to distinguish which empathic set of paws is supporting the other? Maybe. Maybe not. Either way, Bravo and Daisy know that they have each other, no matter what the tide may bring. That, in itself, is just as much a comfort for the doggos as it is for their human.
There’s much to learn from our four legged friends— beings that possess the undeniable courage to do the right thing, allowing their actions to ‘speak’ louder than their … bark.
Empathic Paws 