top of page
Cordyline australis.png

RTLB Realities Show Notes
Episode 5 

Top Five Lessons for Using Therapy Dogs in RTLB Case Work
Discussion with Ve Grant-Lawlor- RTLB Based in Wellington

Nau mai te hāpa

Mā te hāpa ka ako

Patua te taniwha

Whakamā he!

 

Welcome the mistakes, it is from the mistakes that we learn so hit away the shy monster that holds us back.

Guiding Ture shared from Te Wānanga o Raukawa.

Meet our Co-Hosts:

  • Corrinne Devitt- Practice Leader from Cluster 18

  • Ve Grant-Lawlor- RTLB from Cluster 29

  • Tracey Richardson- RTLB from Cluster 8

  • Michelle Wishart- RTLB from Cluster 5

 

How Ve Got Started

  • Ve worked with a tamariki from a trauma background who presented with ADHD traits. He was looking for connections with people but found it too scary.

  • She was listening to a Tony Robbins podcast while trying to think of how to assist the boy and it was around how the six basic needs determine our behaviour.

  • The need for love is often too scary so people settle for connection. Tony Robbins suggested getting a dog to fill that void.

Applying to RTLB Casework

  • Ve took this idea to her cluster manager who was open to the idea. Ve then connected with Canine Friends who hooked her up with someone and their very big dog to work with the child.

  • This made a massive difference to the student who started out needed a new activity every 5 minutes

  • Ve could not find any programmes so she started writing the programme as she went.

  • She focused on connecting, grooming, slow patting the dog, going for a run and some dog training.

  • Ve continued doing research and connecting with people and then ran a pilot programme in a local school. There was already a therapy dog working in that school and they were looking for RTLB support.

  • The data from this referral was phenomenal and really lit Ve’s fire.

  • When moving to the Tukituki Cluster, they were receptive to the idea of animal therapy.

  • Ve’s therapy dog is TomTom who is a Shih Tzu x / Jack Russell

 

Writing a Programme

  • One of the components in TomTom’s programme is an obstacle course. Because he is 12 years old and has little legs, he needs some motivation and energy from the student who needs to get their own energy up before he will respond.

  • Ve generally writes the programme but not too far in advance as she prefers it to be responsive and to key in with the skills that they are working on for that particular student.

  • Ve broke down the key competencies into subparts and one of the things that she looks at is how confident students are when they are walking TomTom. He needs leadership so does not follow instructions when asked to do something. This is recorded and analysed afterwards and the student gets to reflect on what they can do differently.

 

The top five lessons for using a Therapy Dog in RTLB casework:

  1. TomTom needs a home base. He is calm and settled as long as he has his bed so he can be comfortable in any space you work in.

  2. People feel confident when you and the dog appear official so that TomTom is not just seen as your pet. His name is clearly displayed, as well as his role. Asking permission from principals and teachers to bring him in, is important; explain how you operate and how students are kept safe. And if it’s a no, that’s fine.

  3. There are opportunities everywhere. Little incidental connections make a much bigger impact than we think. The first question asked when V goes into a school on her own, is “Where’s TomTom?” He is the highlight of some people’s days.

  4. The relationship between V and TomTom is part of what makes this intervention work. Taking her out of the picture affects the balance significantly.

  5. You need to learn “dog”. V had to learn to read his signals carefully and pay attention to what he’s trying to tell her.

 

How to select the right dog for the job?

  • For a dog to be a good therapy dog, they need to be unflappable. The breed is not important, but rather qualities like enjoying attention, hanging out and not being aggressive or snappy.

  • They don’t have to be perfect but they do need to have a base level of obedience.

  • Sometimes kids need a dog with higher energy so they actually have to work on bringing their own energy down.

 

Animal Rights & Wellbeing

  • In order to preserve a dog’s wellbeing, it is important that they have some agency in their day.

  • When they are out for a walk during the day, TomTom can sniff what he wants to or choose in which direction to go.

  • Treasure hunts during the day where TomTom has to find treats to keep him mentally stimulated.

  • He travels in a crate to keep him safe

  • Ve watches his body language carefully while walking him that he is OK and removes him from the space if he's not OK

  • Carry water and a water bowl

  • Have hand sanitiser for after patting TomTom

  • Take TomTom to the toilet before entering the school so you have confidence that you won't need to be cleaning anything up!

 

Resource and Going Deeper

Acknowledgements

Tracey Richardson & Michelle Wishart- Co-hosts

Corrinne Devitt- Co-Host, Research, Scripting

Ve Grant-Lawlor- Co-Host, Music Creation, Recording, Production, Editing, and Publishing

Elize Maritz- Summary notes

Sue McIntosh & Fiona Harkness- Kaitiaki

 

Like and subscribe to stay up to date with the release of new episodes.

bottom of page