Animal-assisted interventions (AAIs) <i>in situ</i> , relationship, and context: AAI as adjunct practice in healthcare and animal-informed education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Animal-assisted interventions (AAIs) include and promote multisensory and somatic experiences in therapeutic, educational, and activity-based contexts. Sensory experiences, however, for animal co-workers and others in AAI practice, including the spaces in which AAI takes place, need further exploration not only to facilitate formalized animal and client safety in place-based contexts, but also to illuminate future directions for improved non-anthropocentric ‘animal-informed’ AAI. In Canada, where there is no coordinated professional AAI sector or ‘industry’ as it is referred in the USA, AAI is not a harmonized adjunct health service. Availability is linked to the locations of professional health and allied practitioners with AAI training and interested individuals who sustain the voluntarism needed to provide AAIs that a typically funded in ad hoc and limited capacities. Compared to related fields, like veterinarian medicine and zoology, there remains in general more to be known about the ways AAI relates to larger service contexts and the types of interactions (if any) with other health and mental health service providers. This article explores AAI locales within the Canadian province of Nova Scotia to highlight the occupational experiences of practitioners and their animal-companions/co-workers (from the perspective of practitioners). Through interviews and animal-informed critical theory, this study finds AAI locales boast opportunities despite challenges to access and delivery. We elucidate AAI’s potential of becoming a guide for collective interspecies (companionable-) relations. Some AAI locales are underutilized or mismanaged, others remote, all with untapped potential to contribute to their communities through more diverse (e.g. interspecies) interprofessional service environments and as part of local economies. Leveraged proactively with AAI practitioners as educators for universal relational well-being, AAI could potentially transform therapeutic practice, ideally fostering novel identities beyond the unsustainable humanized and bounded self.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it