There was also some indication that the effects found were generalised to the classroom and home environments (?), however, this was not the case for all studies or to a significant degree. Also, it is apparent that not all participants benefited as much as others, suggesting that dog therapy is potentially highly individual (?). Also, it was reported that the children were disappointment when the therapy dog was absent (?) and one child was so fixated with the dog that he became so possessive of the dog that he did not allow other children to get close to him or the dog, affecting his interaction with peers (?), further showing that dog therapy can be limited in its transferability. See Table 2 (appendix C) for a summary of the findings from all
There was also some indication that the effects found were generalised to the classroom and home environments (?), however, this was not the case for all studies or to a significant degree. Also, it is apparent that not all participants benefited as much as others, suggesting that dog therapy is potentially highly individual (?). Also, it was reported that the children were disappointment when the therapy dog was absent (?) and one child was so fixated with the dog that he became so possessive of the dog that he did not allow other children to get close to him or the dog, affecting his interaction with peers (?), further showing that dog therapy can be limited in its transferability. See Table 2 (appendix C) for a summary of the findings from all