Beyond the Warm & Fuzzy: Benefits of Humane Education For Ages 5-8 Years Old

By Lisa Wiehebrink

Children’s Book Author & Founder of Tails That Teach

We all remember our first pet. Chances are, that pet was your first friend, your favorite playmate, your secret keeper, and a source of comfort when you needed it most. Aside from the warm and fuzzy feelings we experienced, and unbeknownst to us, we were also learning valuable life lessons.

Animal organizations that offer humane education for children ages 5-8 years old are seizing a golden opportunity to build upon the special connection children naturally have with animals. Research shows that early humane education helps develop positive interactions with animals, empowers kids with age-appropriate responsibility, and instills compassion to last a lifetime. It’s no secret that children have a natural affinity for animals, which lends itself to having an unbreakable bond with pets ranging from dogs, cats, and horses, to even lizards and goldfish. These relationships are often referred to as being “magical” and are transformative for many reasons. Children in grades K-2 are just learning about themselves and the world around them — so it fascinates them to be responded to by a pet.  In other words, they are able to see the cause and effect of their actions. This keen awareness helps them to learn what is acceptable behavior and unacceptable behavior, which ultimately bridges into relationships with their peers.

Traditional humane education is most often geared to older children starting at about age 8; but research shows that it is critical to start even earlier. While very young children may not understand the responsibility of spay and neuter just yet, they easily grasp simple tasks that can help guide them to be responsible pet owners now and later as they grow. Whether through a school visit or community program, humane educators can effectively reach this younger demographic by demonstrating safety around animals, gentle play, kind language, and respect for another’s space. These incredible lessons will not only keep more pets in homes, but will inspire children as they witness the fruits of their efforts. When my organization, Tails That Teach, visits local schools or scout groups, we always explain to the kids that they are real-life superheroes and, through a series of fun questions, we reveal that all of their power (kindness) is found in their heart. Every child in the room lights up, and you can just see the wheels turning with inspiration as we go on to explain how they can make a world of difference with that incredible power.

Early exposure to humane education also helps children develop empathy by learning to understand the feelings and needs of others. Pets respond to emotional cues; so with exposure to animal interactions, children are more likely to better understand complicated feelings like patience, acceptance and tolerance. This respect can translate into actions that benefit society as a whole.

In addition to humane education for ages 5-8, shelter reading programs are another way to positively impact emerging readers. With lesson-based books like Love Me Gently: A Kid’s Guide for Man’s Best Friend, the benefits are twofold. First, the child learns about proper pet care while practicing their reading skills in front of a nonjudgmental audience (dogs and cats).  In addition, the animals are getting much-needed attention and socialization.

When young children are taught to be kind to animals, the ripple effects are boundless. If you’ve thought about offering early humane education, you will be a part of an innovative movement toward a more compassionate society. It is through the human-animal bond that children learn caring connections toward all living beings, making a better future for animals and people.

About the author: Lisa Wiehebrink is the founder of Tails That Teach and an award-winning author of children’s books that uniquely bridge the connection between animals and people including Love Me Gently; A Kid’s Guide for Man’s Best Friend and Gray Whiskers; A Kid’s Guide for Loved Ones Growing Older. Tails That Teach donates the books to humane societies and elementary schools around the world to inspire kindness to animals and to encourage literacy.

America’s Wolf: How One Small Nature Center is Using Education to Change the Public’s Perception of Red Wolves

By Mary Miller

Farm Manager, Lollypop Farm, Humane Society of Greater Rochester

Deep in the forest within the Land Between the Lakes National Recreation Area (LBL) lies a little nature center called the Woodlands Nature Station. Here, children and adults alike are immersed in native flora and fauna in the “Backyard.” The nature station is a sanctuary for native wildlife species that were orphaned, injured, or born in captivity and do not qualify for re-release.

Among the native wildlife species that call the Woodlands Nature Station home is the critically endangered red wolf (Canis rufus). With a current population of around 230 individuals in the world, the nature station houses two of those individuals. Declared extinct in the wild in 1980, the U.S. Fish and Wildlife Service (USFWS) began a reintroduction program at the Alligator River National Wildlife Refuge in North Carolina in 1987, which currently has 20-30 individuals. LBL was actually the first proposed release site for red wolves in the early 1980’s. Unfortunately, negative attitudes towards wolves were high at this time so the plan was canceled during the public opinion stage. The Woodlands Nature Station wanted to help change this negative attitude toward wolves, so they partnered with the USFWS and the Association of Zoos and Aquariums’ (AZA) Species Survival Plan (SSP) to become a captive breeding facility for red wolves. Since 1991, the Woodlands Nature Station has welcomed four litters of the endangered red wolf.

As an environmental education center, the naturalists at the Woodlands Nature Station administer interactions with the public including school field trips, educational tours, birthday parties, and outreach programs. For younger children, they focus on what it means to be an endangered species. They want the children to learn about a predator’s role in the ecosystem and the unique adaptations they have for surviving in their environment.

For older school groups, they apply the word “endemic” and explain how unique the red wolf is to the southern forests. They want students to learn what it means for the wolves to be endemic and well-suited for their habitat. Children leave the facility understanding how the red wolves, as top predators, impact other wildlife and plant communities.

When it comes to interacting with high schoolers and adults, the naturalists focus on red wolves’ conservation story and their recovery from a population of just fourteen individuals. Red wolf conservation has been nothing but sheer innovation that biologists and animal care staff have had to do to save the species. Red wolves were the first species removed from the wild and then reintroduced. Biologists used helicopters in the tracking and capture of the wolves. Most importantly, biologists pioneered wild fostering, in which captive-born red wolf pups are placed with wild parents. This practice of wild fostering is now done with many species after the success of red wolf wild fostering. Wild fostering across species has a survival rate of 75%.

John Pollpeter, Lead Naturalist at the Woodlands Nature Station, has some advice for other environmental education facilities wanting to teach about conservation. He says to be bold. To adopt popular culture in your programming and be creative, especially in creating a catchy program title. The best promotion for red wolf conservation at his facility came about when their 13-year-old male red wolf Jasper had pups. These four pups, with the help of local wildlife amateur photographers, were able to show the positive attributes of family life in red wolves. It showed their caring nature, their dedication to the pack, and, most importantly, their happiness while being together. The Woodlands Nature Station used social media, videos, and enrichment to help tell their story. The creation of programs geared toward families with children during Fall Break brought more people to empathize with the red wolves. John Pollpeter states “Happily, this is the first batch of puppies I have worked with that I did not hear one negative comment about wolves. This was quite a shock when I realized that. Maybe progress is being made on an old ‘boogie man’ from children’s fairy tales.”

Want to incorporate your own red wolf lesson into a program?  Check out this cool scent activity that would be fun to try with your students!

Sources:

Phillips, Mike. “IUCN Red List of Threatened Species: Canis Rufus.” IUCN Red List of Threatened Species, 10 Jan. 2018, www.iucnredlist.org/species/3747/163509841.

*Special thanks to John Pollpeter, Lead Naturalist at Woodlands Nature Center, for providing valuable information to include in this article.

Cold-Weather Books to Warm Up Your Programs

By Heidi Colonna, MS, CHES

Kind News Writer and Editor, RedRover

Every time the cold sets in here in New England, I think of Snowball: the small white Domestic Shorthair who stole my dad’s heart — and a spot by the radiator in his Springfield, Massachusetts home just before the first snowfall of fall 1997. She swiftly gave birth to three kittens among the shoes in his closet and made cat people out of us.

Simon & Schuster’s recent cold-kitty tale would have Snowball’s approval. In Ethan and the Strays, our pick for the September-October Kind News Jr. “Book Nook,” Ethan finds three kittens on his way to school. He learns their personalities, how they confront the cold, and — with some help from his local animal clinic — what he can do to help. It was no trouble for author John Sullivan to portray the behavior of friendly cats; he's rescued dozens of them in his hometown of Chicago. I read of kittens bunting Ethan just as we edited the feature story on the body language of cats. Young readers will learn along with Ethan, and will hope along with him too, that his dad will say yes to opening their home to one of the kittens!

Find activity sheets to accompany the book under “Resources and Downloads” at simonandschuster.com/books/Ethan-and-the-Strays.

Our November/December issue brings a cold-weather book from the RedRover Readers program and its collaboration with the Sacramento Native American Health Center. Winter’s Gifts: An Indigenous Celebration of Nature (Convergent/Random House) is the first children’s book from enrolled citizen of the Potawatomi nation, Kaitlin Curtice. In the story, a Potawatomi girl named Dani gains the courage to speak about her way of life and connection to nature. She takes her friends outside to show them the purpose of winter, as understood by her family and wildlife: to slow down and rest like the bears, tell stories inside with the family, and accept Earth’s gifts like falling snow and leaves. Dani wants her friends to love winter’s gifts as much as she does!

See the review in the November/December digital issue here. “Book Nook” reviews are found in the teacher and activity guides that accompany each issue of Kind News for grades 3-6 and Kind News Jr. for grades K-2. You can also bring Kind News print copies to teachers in your area through our Adopt-a-Classroom program. Email us at KindNews@RedRover.orgto learn more about the program!

The Winter’s Gifts teaching guide co-created by RedRover and the Sacramento Native American Health Center has helpful group discussion questions like, “Have you ever felt as if your friends didn’t understand your ways and beliefs like Dani?” Find more on the RedRover Readers program, including the online course, at RedRover.org/Readers.

And, don’t miss these earlier, true-story-based winter-themed books also used in RedRover’s education work!

*Buddy Unchained (Gryphon Press) and Out of the Cold (Lakes Animal Friendship) address chaining of dogs in cold weather.

*In The Forgotten Rabbit (Gryphon Press), a bunny gifted for Easter is left in a hutch all the way to winter’s arrival.

*Nobody’s Cats (Lakes Animal Friendship) is another community cats-themed story based on a project in rural Burns Lake, northern British Columbia, Canada. See our “Book Nook” in the Nov/Dec 2023 Kind News Jr. Teacher’s Guide.

Program Spotlight: Humane Society of Southern Arizona’s Youth Internship Program

By Monica Kothe

Humane Education Lead, Humane Society of Southern Arizona

Oh, teenagers. Don’t you remember the glory days? The days of unrequited crushes on your classmates, acne that just won’t go away, and insecurities taking over your every waking thoughts.

I sure don’t! I have blocked those awkward years from memory. Then again, I didn’t have the Hand in Paw Youth Internship Program to save me from those dark times.

The Hand in Paw Youth Internship is a program at the Humane Society of Southern Arizona designed for teens ages 13-17 who have an interest in working with both animals and children. Our interns are vital to our youth programs – especially summer camps. Interns are responsible for engaging with youth participants and visitors, leading group activities, assisting with animal socialization, and generally being a helpful hand with our Education Department and shelter.

An HSSA intern sharing information to a kiddo about our ball python, Malcolm

This program serves as a bridge between our youth programs, which are currently available for youth up to 12 years old, and our volunteer and staff positions within our shelter, which are available for folks ages 15 and 18, respectively. Outside of age itself, the program also provides a link to the shelter that can continue to be explored for our youth participants and campers who age out of the programs. We have had several campers-turned-interns (referred to as “kidterns” to staff who knew them in their camper days), interns-turned-volunteers, and even seasonal and full-time staff!

Teens can become interns through a bi-annual application for the Hand In Paw program, which can be sent in either written or video format. This program has a slightly more scrupulous application than our general volunteer or youth programs opportunities, as we want to ensure that teens understand that this program works harmoniously with small animals and kids, and doesn’t necessarily have much interaction with the more charismatic cats and dogs of our shelter. The questions serve as a way to gauge the student’s interest and understanding of working with kids and animals, as well as a way to get the applicant to start thinking about how the program will benefit them personally and professionally.

Once the application period closes, there is an interview period where we assess if the program will be a good fit for the applicants. This allows us to see who is interested based on their own passions, as opposed to perhaps the influence of their parents/guardians or friends. For many, this is their first interview experience. We will send out most of the questions we ask a few days beforehand so they aren’t too surprised or too nervous to answer. Of course, we aren’t super strict in this process, and often will invite some furry friends to join in and help alleviate the tension!

Once in our program, interns will receive a new intern orientation. After that, a list of upcoming events for the next few months (our “seasons” are split into summer camp, fall, and spring) will be available to them to sign up for. As we get closer to the summer, we also host a camp specific orientation to help them get prepared for their volunteering.

Then, it’s left up to the interns, as they learn a variety of skills without even realizing they are putting in work most of the time! They help with tabling for our youth programs, where they speak to members of the public about our opportunities for kids to get involved. They care directly for our Education Ambassador Animals, where they help clean kennels, perform weight checks, and are role models when it comes to interacting with animals. They assist with our Paws and Pages shelter reading program, where they implement kennel rules and help young readers get through their books. And, of course, they are an amazing help at summer camp, where they lead group activities, socialize with kids during breaks, and even teach their own lessons!

An intern who led their own lesson and even brought their own rescued parrot in to teach the kiddos about birds!

While interns don’t necessarily regularly become shelter staff, it is very common for them to make unique connections with staff, interns, and youth participants. We are often asked to write letters of recommendation for colleges or jobs – which do often relate to animals. Most recently, we had an intern ask for a recommendation letter for a marine biology program they were interested in to prepare them for a career in that field. We’ve also had an intern practically be recruited by a shelter in Mexico to start their own summer camp programs. Interns form group chats and actually hang out with each other outside of the internship program! And it always brings a smile to my face when a year later, a camper and intern are reunited for yet another week of summer camp together. The bonds created through this program are truly remarkable.

If you are convinced that you need a program like this at your shelter, take the first step and assess interests and needs within your community and shelter. Would you benefit from having teen helpers at your youth programs? Keep in mind that, while they are eager and learn quickly, they are still teens that have to go through all the awkward stages and will need training and coaching along the way. Make sure you also speak to your leadership and insurance to make sure you are covered for any potential liabilities with having teens working onsite.

If you have any questions or want to hear more stories, reach out to me at mkothe@hssaz.org, or the veteran, Inge Koopman-Leyva, at ikoopman@hssaz.org for more information!

Little Learners: How to Incorporate Programming for Our Youngest Animal Lovers

By: Alicia Haley

Education Manager, Animal Welfare Association

When you think of animal shelters, programs for toddlers are not the first thing that comes to mind. With humane educators coming from various backgrounds, the thought of working with toddlers or very young children and animals together can sometimes be a scary concept.  It doesn’t have to be, and it is doable!

Childhood is a critical time in one’s developmental stages and is an important time to be able to teach young children about positive relationships with animals, which has been shown to positively influence their interactions with other people. We also know that many households have both pets and children, making this a common combination. Working in the animal welfare industry, we see the unfortunate reality of what can happen when children who do not know how to properly interact with animals share space with their pets. Creating programs for youth as young as age two begins to build a foundation for safe and appropriate interactions with animals, while also growing childrens’ social, emotional, behavioral, fine and gross motor skills that are so critical at these ages.

The Animal Welfare Association has established two important and well-received programs for young animal lovers. These include Wags & Wiggles for ages 2-4 and Pawsitive Kids Club for ages 5-7.  

Wags & Wiggles was the initial program, with a goal of teaching children positive animal interactions and animal safety in a fun and hands-on class. This 45-minute long “grownup and me" style class begins with an animal-themed story, moving into an age appropriate craft, followed by a fine motor activity, and then an animal safety lesson where kids understand the safest ways to pet and interact with an animal.  The class ends by meeting an animal – usually a kitten, where children can practice the gentle petting they first learned on a stuffed animal.  Not only do the children have a blast and learn, it is also an opportunity for the accompanying adult to socialize and bond with the child and incorporate the lessons learned into their everyday life.

Pawsitive Kids Club is a step up from the Wags & Wiggles program, and aims to foster independence and aid in gaining social skills. The format of this program is roughly the same as Wags & Wiggles; beginning with a story, moving into a more challenging craft that works on skills like cutting, followed by a movement activity to work on their gross motor skills before going through an animal safety lesson and having the opportunity to interact with an animal. This is a one-hour class where adults are encouraged to drop off their child or can remain in the back of the class or in the lobby.  

These classes are designed to be simple, engaging, fun, and educational. By keeping the same format overall, it is easy to swap out activities, books, and crafts. Following a theme for the class will also help to make things easier overall and provide a focus for the session. Providing stickers or stamps at the end is also a hit with the kids!

Remember, young children have short attention spans! It’s also okay if our littlest learners are upset or not able to sit still, just continue with your program as planned. Always gauge the temperature of the room and determine if you need to wrap up a bit early. Sometimes, that happens, and it’s okay! Adults are grateful to spend time with their little one outside of the house and watch them have fun and explore something new.

To help you get started, here is a list of books, activities, and crafts that the Animal Welfare Association has used during previous classes. Some of the stories we read are for fun, while others have a true educational component to them.  

Wags & Wiggles Books: Slightly longer board books are great. Mix them up and find fun ones for the holidays or seasons. Some we’ve used are: 

“Tails Are Not for Pulling”

“If You Give a Dog a Donut”

“Love Me Gently”

“Oliver and Max”

“Can I be Your Dog?”

Wags & Wiggles Crafts: Try to match the craft to the book or the overall theme/animal discussed in the book or make it a seasonal/holiday craft with an animal connection. Cutting pieces out ahead of time for more involved crafts is best so the kids just have to glue them on and maybe do some coloring. Pinterest is your best friend for finding craft ideas!

• D is for Dog or C is for Cat craft

• Paper bag dogs/cats

• Holiday themed crafts (like Mother’s Day/Father’s Day)

• Paper plate crafts

Wags & Wiggles Activities: These are all some sort of fine motor activity and may involve counting or color recognition, as well as working on skills like grasping and the pincer grip.

• “Pin the whiskers on the cat”: Kids use clothespins and must pin the correct color clothespin to the dot on the cat face. Each child gets about 6-8 cat face cards that are each different so they can practice different patterns and color matching, as well as the skill of pinching open the clothespin and placing it on the cat face.

• Dog-themed color matching game: We made pictures of different colored dog bowls in Canva and printed, laminated, and cut them out. For the activity, each child gets about 6-8 dog bowl cards and a bunch of pom poms. They must find the corresponding pom poms (by matching color) and use the tweezers to put them into the “dog bowls.”

• “Feed the dog”: We made dog face photos in Canva, printed them out, cut out the mouth area, laminated the photos, and then glued them onto small brown takeout boxes (we also use these for rat and rabbit enrichment!). Participants use tweezers to pick up pom poms (the “food”) and have to put them in the dog’s mouth. We also have cards that go along with the activity that say things like “Feed the dog 2 pieces of kibble.” or “Feed the dog 5 pieces of kibble.” so that they can work on their counting as well. 

Pawsitive Kids Club Books: 

“Hey, Little Ant”

“Giraffes Can’t Dance”

“What’s Up Pup?”

“If You Ever Want to Bring an Alligator to School, Don’t”

Pawsitive Kids Club Crafts:

• Paper Alligator Craft

• Giraffe Puppet 

• Hey, Little Ant Craft

Pawsitive Kids Club Activities: We try to make these more of a movement activity to get some of their energy out, or an activity that requires more concentration.

• Doggie Obstacle Course: We use things like hula hoops, tunnels, and platforms/jumps (that we borrowed from the behavior department) to create an obstacle course around the room. You could also try things like paw prints on the floor, a balance beam, or even a line of tape on the floor that participants have to walk on. 

• “Minute to win it” type games: One we like to play is a “roll up the mouse” game. You tie a piece of string to a pencil and then attach a toy mouse at the end of the string.  In this friendly competition, participants hold the pencil and then have to try to roll it as fast as they can until the mouse reaches the pencil.

• Alligator Cornhole: We used craft paper and painted the alligator on that, and then taped it to one of our cornhole boards. Kids love throwing the bean bags in.

• Animal Adaptations craft (pairs well with “Giraffes Can’t Dance”): We changed this slightly and cut out butterflies from the clear transparency film and then taped them around the room to see how they blended in. Kids ran around looking for them and we discussed animal adaptations. We used clear transparency film to cut out butterflies and tape them around the room. The kids were given the task of finding them, which was a great opportunity to discuss camouflage, mimicry, and other animal adaptations.

• Hey, Little Ant fine motor activity: We created our “ant tunnel” from a cardboard box.

Social Stories: Applications in Humane Education

By: Nick Kohner, CHES

Humane Education Coordinator, Lollypop Farm

What are Social Stories?

Social stories are a social learning tool that can be used by parents, educators, or professionals, and each social story is developed for a specific audience. They are not intended to be persuasive or entertaining; rather, social stories are patient descriptions of social situations that allow the audience to feel more prepared for a particular event or situation. This can include things like doctor’s visits, haircuts, funerals, interactions with peers, and much more. The goal of a social story is to help the audience understand expectations, feel more comfortable, process thoughts and feelings ahead of time, and practice how to respond in certain scenarios. It can also help the audience to understand others’ perspectives, cope with changes to routine, and understand how others might behave or respond in particular situations.

Here’s an example of a social story about wearing glasses: Wearing Glasses Social Story

Who are Social Stories for?

While originally developed for individuals with autism, social stories can benefit many children and even adolescents and adults! Knowing what to expect helps the audience to feel safer, build independence, and feel a sense of control in a situation. For audiences who struggle to manage impulses, social stories can help them mentally prepare and practice a skill before the moment comes. Social stories can be especially helpful tools for individuals with language delays, ADD/ADHD, ASD, sensory processing disorders, behavioral difficulties, anxiety, auditory processing disorders, and social skill deficits (Vollmer, 2023). Since many of us in the humane education field work as informal educators and this information is often not disclosed to us, social stories can help to make sure that all of our program participants have the same baseline knowledge.

How are Social Stories Constructed?

An important component of social stories is to abandon all assumptions. When we explain rules, processes, or events, there are many things that we would typically assume that our audience already knows and, therefore, assume that it does not need to be explained. When creating a social story, we want to make sure that everything is explained clearly and effectively and that nothing is assumed to be known. This will help us to avoid any confusion or frustration from our audience. Although the events or activities we’re describing with these social stories may seem straightforward to us, they can be ambiguous and daunting to our students, so it’s important that we approach the subject with that in mind. 

The two primary components of social stories are the text and the photos. Both should be appropriate for the audience’s age and level of understanding. The language should be gentle, supportive, and accurate. If a particular outcome to a scenario is not guaranteed, words like “may,” “usually,” or “sometimes” should be included. For example, in a social story about seeing the eye doctor, the story might say,“The doctor might ask me to read letters or look at pictures that are on the wall.” Social stories use images to accompany the text and aid comprehension. Photos, pictograms, and illustrations can all be used to accompany the text. Stock photos and pictograms can be simple and effective ways to help students connect to the concepts in the social story. Incorporating the audience's preferences, talents, and interests in the story is also helpful and can be especially useful for those who struggle with attention. 

When Can Social Stories Be Used in Humane Education?

In our work as humane educators, we are exposing children to many situations that they may have never seen or heard of before. Meeting a new animal, going on a shelter tour, and going to camp can all lead to apprehension and anxiety in many children. As educators, we typically expect program participants to let us know if they are confused or concerned about something that we are discussing. We often start lessons and activities by encouraging our students to speak up if they have any questions, but this still leaves the onus on them as participants to ask for clarity. In contrast, social stories give detailed descriptions of a topic in a way that doesn’t assume any prior knowledge or understanding. Because there are so many reasons why a child may not feel comfortable or even be able to ask clarifying questions, social stories can be used to make sure everyone has the same baseline knowledge. There are many social stories available online for a wide variety of topics and situations. They can be about general topics like going to school or more specific ones like going trick-or-treating. For our work in humane education, we will likely have to create our own social stories to suit our unique needs. Here are some guidelines to get started. 

How to Create a Social Story

A social story should have a title, introduction, body, and conclusion. The text should answer the Five W’s: Who, What, When, Where, Why, and How. It should be made up of descriptive sentences and may also include coaching sentences.

A descriptive sentence accurately describes the context and usually answers one of the Five W’s. For example:

• My glasses help me to see.

• It is important to eat different kinds of food to grow and be strong.

• Dogs have feelings, just like humans.

A coaching sentence gently guides behavior. For example:

• I can ask someone to hold my hand if I am scared.

• If I need to take a break, I can ask the teacher.

• It is important that I don’t stick my hands in cages. I could spread germs or even get bit!

While descriptive and coaching sentences can both be used, the story should primarily be descriptive. There should be at least two descriptive sentences for every coaching sentence. Social stories should only use first-person and third-person perspective statements, no second-person or “you” statements. Ideally, the story should be written from your audience’s perspective, i.e. “I ride the bus to school.” 

Let’s use these guidelines to write a social story about touring a shelter. First, let’s identify our audience and some questions using the Five W’s and How.

• Audience: Campers at Lollypop Farm

• Who: Who are the counselors, the shelter employees, shelter visitors, other campers? 

• What: What is an animal shelter? What does an animal shelter do? What is adoption?

• When: When will we go on the tour? When will it end? When can I ask questions?

• Where: Where are we going? Where do the animals come from?

• Why: Why are the animals here? Why are we going on a tour? Why does it smell? Why don’t the animals have homes?

• How: How do the animals get adopted? How do shelters work?

Now, let’s use these questions to start constructing our social story. We’ll start with a title and introduction and then move into the body of our story. Each bullet point will be its own page, and we’ll just focus on the writing for now and get to the pictures later.

Title: Going on a Tour of Lollypop Farm Social Story

• Today, I am going on a tour of Lollypop Farm. Lollypop Farm is an animal shelter! (Introduction)

• An animal shelter is a place for animals to live when they don’t have a home.

• There are lots of people and animals at an animal shelter. 

• Some people work here and take care of the animals. I know who they are because they wear a lanyard or badge.

• Other people are here to visit the animals like me.

• I tour the shelter with other campers. They are also here to see the animals. We are here to learn about the animals.

• The camp counselor leads the tour. They tell us about the shelter and the animals that live here. If I have a question, I can ask the camp counselors.

• On the tour, we go to many different rooms. The rooms have different animals in them. 

• Sometimes, there are weird or bad smells at an animal shelter. It is okay if I want to cover my nose.

• The animals can be loud in a shelter. They might bark, meow, squeak, or make other noises. These noises can be quiet or loud. I can cover my ears if the noises are too loud.

• I will see many different animals. The animals here don’t have a house to live in or a family to live with. Right now, this is their home. 

• The animals here are waiting to get adopted. That means that a family will take them home and make them a part of their family.

• Many animals do not like loud noises. Loud noises can make them scared. 

• The camp counselor might ask me and the other campers to be quiet when we enter certain rooms. I will try to stay quiet while visiting the animals. The camp counselor might remind me to be quiet if I forget.

• The animals live in cages, pens, and pastures. These are like their bedrooms.

• It is not safe for me to put my fingers in their cages or try to touch them. They could get scared and bite. 

• I will keep my hands to myself while I am on a tour of Lollypop Farm. I will get to pet other animals later during camp!

• Sometimes, the animal I want to see is hiding or napping in their cage. This is okay! The animals need to relax sometimes too.

• When we go outside to visit the farm animals, we are visiting their home. They are also waiting to be adopted.

• Farm animals do not like loud noises. Loud noises can make them scared. I will try to be quiet while I am visiting the farm animals’ homes. I can say hello to the farm animals by waving to them.

• I might see dogs being walked on leashes. They are going outside to use the bathroom or exercise.

• The dogs might jump or try to walk towards me. It is okay! The dog walker will not let the dog come too close.

• It is not safe for me to pet a dog at the shelter without asking. They might be friendly or not friendly. 

• My camp counselor will tell me if it is okay to pet a dog. If I can’t pet the dog, I can say hello and wave at the dog as they pass by.

• There are lots of things to see at the shelter. 

• When the tour is over, my camp counselor will tell us it’s time to go back to our classroom. (Conclusion)

This social story could be shorter or longer, depending on the attention span of the audience and the content of the tour. It could also include more details about different things the audience may experience. If we were to make this same social story for a different audience, for example, a field trip group, we would need to rewrite the story so that it answers those questions from that audience’s perspective. The last page should be the conclusion of the story. This could be descriptive, like the conclusion sentence above, or affirmative (for example, “I did a great job learning about meeting cats!”). 

Here is what the final social story looks like with pictures added: Camp Tour Social Story.pdf. For this story, a combination of photos and stock images were used. Since this is a story of a shelter tour, actual pictures of the shelter help to give the audience an idea of what to expect and stock images are used to convey more general information and fill in any gaps.

Like any teaching tool, it is important to constantly reevaluate to ensure that it is serving the purpose we need it to. Although social stories are a simple tool, writing them can be difficult or confusing depending on your subject matter. Here are some resources to help you as you create social stories for your own humane education programs!

Further Reading on Social Stories

• https://www.autism.org.uk/advice-and-guidance/topics/communication/communication-tools/sOcial-stories-and-comic-strip-coversations

• https://therapyworks.com/blog/language-development/home-tips/using-social-stories-improve-childs-development/

• https://carolgraysocialstories.com/social-stories/what-is-it/

• https://therapyworks.com/blog/language-development/home-tips/using-social-stories-improve-childs-development/

Social Story Examples

• https://bmcautismfriendly.github.io/socialstories/

• https://senecapark.wpengine.com/wp-content/uploads/2022/09/Zoo-visit-social-story-1.pdf

• https://autismlittlelearners.com/autism-little-learners-social-stories/

Help With Writing Social Stories

• https://lifeskillsadvocate.com/blog/how-to-write-a-social-story/

• https://carolgraysocialstories.com/wp-content/uploads/2015/09/It-is-NOT-a-Social-Story-if....pdf

Disclaimer about “real” Social Stories

There is a difference between a capital “S” Social Story and a social script or lowercase “s” social story. Social Stories were developed by Carol Gray specifically for individuals with autism and must follow a strict set of guidelines to be considered a true Social Story. Social scripts, often referred to as social stories, are used for a wider audience and don’t necessarily need to meet every guideline. Here is a screening tool developed by Carol Gray to ensure that a Social Story meets all of the guidelines: It’s NOT a Social Story if. True Social Story or not, the social scripts we’re developing should still aim to meet all of the criteria. However, since we’re using these with a more general audience, there are some instances where not all of the criteria can be met. If you’re interested in learning more about the 10 defining criteria of Social Stories, the most recent criteria can be found here: Social Stories 10.0-10.2 Comparison Chart.

Citation:

Vollmer, Erin. “Using Social Stories to Improve Your Child’s Understanding & Behavior.” TherapyWorks, 9 Feb. 2023, therapyworks.com/blog/language-development/home-tips/using-social-stories-improve-childs-development/.

Program Spotlight: Farm Sanctuary Humane Education

Humane education takes many forms. While most members of the Association of Professional Humane Educators work in animal welfare organizations, there are many settings in which humane education programming is successful and needed. Today, we are focusing on the world of farm sanctuaries by interviewing three professionals dedicated to both humane education and the wellbeing of the animals with which they share their time.

Meet our experts:

Jessie Miller, CHES

Founder / Compassionate Creator, EPIC Outreach

EPIC Outreach exists to inspire compassion by sharing information to create a kinder world for people, animals, and the planet. Started in 2015, EPIC Outreach solely focused on going into schools to teach kids about being kind to animals through teaching better care, talking about adoptions, and sharing about living with wildlife. In 2019, the farm sanctuary was created, providing a physical space where EPIC Outreach was able to take in resident rescued farm animals that would become education ambassadors. Today, kids and adults come to the farm to build on the human-animal connection. The goals of EPIC Outreach are to continue teaching and inspiring compassion through children's books, education outreach, and in-person and virtual farm tours.

Emily Tronetti, EdD

Humane Educator/Consultant, Coexistence Education & Consulting

Emily Tronetti has collaborated with several organizations in various capacities within the animal sanctuary and sheltering communities and beyond. Emily recently graduated from the Institute for Humane Education in partnership with Antioch University with her EdD. Her dissertation work included the development of a resource guide for sanctuary staff and volunteers about recognizing, supporting, and teaching about the agency of farmed animals in sanctuary education.

Mary Miller

Farm Manager, Lollypop Farm, Humane Society of Greater Rochester

As one of the few facilities in Western New York that helps house and rehome farm animals, Lollypop Farm takes pride in the farmyard. As the Farm Manager at Lollypop Farm, Mary Miller has a degree in Animal Science from Murray State University and has worked for the last eight years as a zookeeper. She also has a background as a wildlife rehabilitator and veterinary assistant. She loves matching adopters with farm animals in need of homes. She also enjoys educating the public about how to take care of farm animals and how to be empathetic towards them. 

How do farm sanctuaries fit into today’s humane education landscape?

JM: Farm sanctuaries play an integral role in the landscape of humane education by sharing stories about farmed-type animals to inspire compassion for all species. Farm sanctuaries provide an essential educational platform to promote animal welfare, ethical and sustainable living, and environmental conservation; not just for dogs and cats, but all species like horses, pigs, chickens, bunnies, and various other farmed-type animals. Through helping people understand and connect directly with farmed-type animals, farm sanctuaries inspire people to make choices that will help create a kinder world for all.

ET: We, as humane educators, have become increasingly aware of the interconnections between the well-being of humans and the well-being of the more-than-human world. Animal agriculture is a powerful example of these interconnections; it negatively impacts the well-being of humans, the nonhuman animals used in farming, the health of our shared environments, and more. Sanctuaries for farmed animals are particularly well-equipped to bring awareness to these impacts. Sanctuaries inspire connection and change as they share the stories of the residents (the formerly farmed animals who call the sanctuary home) and highlight their individuality and desires to thrive. Sanctuaries can serve as models for the humane education field and beyond, illuminating alternative ways of living and being in relation to farmed animals and providing us with insight into what a kinder, more humane world can really look like.

MM: Being located so close to a city, I think it’s important to be able to connect inner-city kids with farm animals. We can empower the upcoming generation to empathize with farm animals by seeing them in person and connecting with them. Otherwise, kids might not get a chance to see a horse or a pig in person other than at a farm animal sanctuary/rescue.

What do you want the broader humane education field to know about the work you do? Are there ways to better collaborate or support each other?

JM: I think the work that we do is not different from the work of others. For me, the purpose of Humane Education Outreach is to share information to inspire others to be better, do better, and know better. My favorite thing is, “until I know better, I can’t do better.” I know firsthand that as I get information from reading, learning from others, and hearing stories, I expand my consciousness and make more educated choices in life. I think that whatever industry we are in, humane education is a game changer to making an impact and changing the world for the better. I believe in collaborating and supporting each other as we can learn from one another. I learn a lot from the tools and resources I get from the animal sheltering world and apply those things to the sanctuary side in many areas - many things are very transferable. We are stronger together, so when we collaborate and share resources, ideas, and inspirations, we can make a greater impact - together!

ET: Perhaps the most important thing I’d love for the broader humane education field to know is that farmed animal sanctuaries exist and could use your support! Additionally, the farmed animal sanctuary movement has grown significantly in recent years, but there aren’t yet many resources (except for those found on The Open Sanctuary Project) on humane education in sanctuary spaces. There is so much exciting opportunity for growth and collaboration, not only among sanctuary educators but also among humane educators in all settings. Learning from each other and working together is essential to expanding our impact on our communities and beyond. We do so by embracing the different perspectives and knowledge that we bring to the table and being open to change. This isn’t without challenge, but it’s incredibly worth it, and I’m deeply appreciative of APHE for facilitating these conversations and collaborations!

MM: At my facility, not only do we teach about how to be respectful and kind to animals, but we also counsel on how to be a good home for a pet farm animal. Most of our farm animals are available for adoption, and it’s so important for us to be able to make sure that the families and animals are set up for success. We also focus on going out into the community and offering classes on how to properly care for different species of pet farm animals.

What is your favorite part about the work you do? Are there any stories or examples of the impact you have set out to make?

JM: I love to inspire people, and when I get to see the connection they make when they meet a pig or a horse for the first time and actually get to touch them, learn their name, and watch the animal respond and almost emulate the dog or cat they cuddle on the couch with, it is everything. People are often just blown away when we call JIMMY the large Yorkshire pig (an agriculture farmed type pig), and he comes running full speed to his name. They often say “I have never seen a pig run like that,” or “He reminds me of my dog when I call him. He looks so happy when he runs.” JIMMY the pig was rescued from going to the factory to become meat, and he has changed many hearts and minds who return to visit him again. Some share that they have stopped eating bacon or pork because they met JIMMY the pig. If that wasn’t impactful enough, we have a thoroughbred horse that is retired from the racing industry. His name is BUCK, and he is very tall and big. People are often intimidated by his size; and rightly so, he is huge! However, one incident stands out to me the most: a school in an underserved community took a field trip to visit the farm. There was a young boy, elementary age, who had never touched or met a horse before. He was so afraid to go near the horses. We took a tour of the sanctuary and walked the pasture, sharing the stories of the animals as we walked. By the end of the tour this young man not only stood next to BUCK the horse, but he touched him and became instant friends with one of the most gentle giants at the sanctuary. It was transformative for the student, and I know that encounter impacted him and will stay with him for the rest of his life. It instilled courage, bravery, love, compassion, kindness, and friendship in that young student.

ET: There's so much I love about my work as a sanctuary volunteer, consultant, and humane educator. I especially love engaging adults in conversations about farmed animals, sharing stories about sanctuary residents, and witnessing perspectives start to shift in real time. However, my most meaningful experiences have been those where I’ve connected with and learned from the residents. So much of my dissertation work on farmed animals and sanctuary education was inspired by the quiet moments I spent just being with the residents, observing their body language, and coming to understand their relationships and their likes and dislikes. For example, Pearl the sheep was an essential contributor to my dissertation and my thinking around consent-informed interactions with farmed animals. Below is a video I took of one of our impactful interactions:

[Video here]

I’ve shared this video in various settings, explaining how I let Pearl take the lead in how our interaction unfolds and how this is vital to her well-being and to our relationship. While facilitating interactions with farmed animals can be incredibly profound, it’s also been amazing to hear how influential a video like this can be. There are many ways that sanctuaries can inspire the public. Another thing I love about this work is its immense potential. I’m excited to explore the different possibilities for increasing the broader impact that sanctuaries can have while also centering the agency and well-being of sanctuary residents.

MM: We’ve recently been participating in a farm summer camp. The camp kids help me make rooting boxes for some of our potbelly pigs. It’s been very rewarding to see the kids get so excited to put together treats for the pigs and then watch them eat what they put together. It’s also been a great opportunity to teach the kids about agency and consent. They learn to be quiet, kneel down, and only pet the pig if it comes to them and shows them that it’s okay. At the end of the week, the kids were still talking about meeting the pigs, and in one week, they made me the sweetest thank you card with pigs that they drew. That was my favorite moment!

Creating Compassionate Leaders: A Humane Education Graduate Course at Stephen F. Austin State University

By: Dr. Sarah Straub

Associate Professor, Stephen F. Austin State University

At Stephen F. Austin State University in Nacogdoches, TX, Dr. Sarah M. Straub, the Montgomery Professor for Humane Education, is leading an innovative graduate course designed to foster a new generation of compassionate and socially responsible educators. This course is unique in its comprehensive approach, integrating various certifications, immersive field experiences, and thought-provoking literature, with all course materials funded by the generous GW Willingham Scholarship.

A Comprehensive Curriculum for Humane Education

Dr. Straub's course equips students with several key certifications: ProjectWILD, RedRover Readers, and hands-on practice with the Teach HEART curriculum titled "Justice for All: Educating Youth for Social Responsibility: Grades K-5." These certifications empower future educators to incorporate humane education principles into their teaching, focusing on fostering empathy, respect, and social responsibility among young learners.

The course also features an engaging book club centered on The World Becomes What We Teach: Educating a Generation of Solutionaries by Zoe Weil. This transformative text inspires educators to envision and cultivate a future where students are not only knowledgeable but also passionate about creating solutions to the world's pressing issues.

Field-Based Experiences: Learning Beyond the Classroom

A cornerstone of this course is the field-based experiences, each aligned with a branch of humane education: Human Rights & Social Justice Issues, Animal Protection Issues, and Environmental Issues. These experiences are more than just service-learning opportunities; they are pivotal moments that shape the perspectives and professional practices of the graduate students.

These graduate students volunteered at animal shelters, participated in school board meetings, and contributed to community-enhancing activities such as planting trees and maintaining community gardens. These experiences not only enriched the students' understanding, but also allowed them to bring these lessons back to their classrooms.

            

Impactful Experiences: Stories from Graduate Students

The impact of these field experiences is best illustrated by the reflections of the graduate students. Maria Almendarez shared her profound experience with environmental stewardship during a local creek clean-up organized by Keep Nacogdoches Beautiful. She noted the hope she felt seeing children participate, stating, "The participation of some children volunteers at the creek clean-up had a profound impact on me. I felt hopeful for the future of our natural world.  These children will one day grow up and teach their children to respect and honor the environment." This experience reinforced her belief in the importance of instilling environmental values in the younger generation.

Shelly Pugh reflected on how these experiences transformed her students. Her student council, who visited an animal shelter, now advocates for making community service a regular part of their program. Meanwhile, her classroom students who engaged in environmental stewardship activities, continue to pick up trash and educate others about the importance of proper waste disposal. Shelly highlighted the lasting impact, saying, "To see them grasp the concepts of humane education and apply them daily is amazing. It is evident that they cared about what they learned and want to continue making a difference."

A Vision for the Future

Dr. Straub's course exemplifies the power of humane education in shaping not only compassionate educators but also socially responsible citizens. By integrating certifications, literature, and hands-on experiences, this course provides a holistic approach to teaching that prepares educators to make a lasting impact on their students and communities. The GW Willingham Scholarship, funded by the Montgomery Professorship, ensures that these transformative experiences are accessible, fostering a future where education is a force for positive change.

As these graduate students carry forward the lessons learned, they are not just teaching curriculum—they are nurturing a generation of solutionaries who are equipped to tackle the challenges of tomorrow with empathy, integrity, and a commitment to justice.

Any questions about this article or the Humane Education graduate course can be directed to Dr. Sarah Straub at straubsm@sfasu.edu

Camp Reboot: Strategies to Get Through the Mid-Summer Slump

By: Ashley Stanley

Director of Community Education and Outreach, Wayside Waifs

Picture this. 

It’s July. Everyone is hot and sweaty. Campers and counselors alike are cranky. You might scream if you hear one more camper announce that it smells like poop. You are in… the mid-summer slump.

We’ve all been there. The excitement of the new camp season is over, and the end of camp is still far enough away that you can’t see the light at the end of the tunnel. While you and your team may be starting off your Monday dragging your feet, ready to begin yet another week of the same ol’ routine, you have an excited bunch of campers, fresh faced and eager to experience all your camp has to offer! So how do you beat this slump to make sure you and your team are able to show up for your campers and create lifelong memories?! Here’s a list of suggestions!

• SELF CARE (easy to say right?!)! Okay okay, we see your eyes rolling. Tell us something we don’t know, right? Still. We all need reminders from time to time, and now is one of those times. Make sure you are encouraging your team to get enough sleep at night. Hydrate during the day (our camp has a code word that the campers choose at the beginning of the week and anytime ANYONE says the code word, everyone has to drink from their water bottles). Make sure your team is getting breaks throughout the day to disconnect and re-charge. You know that saying, “put on your own air mask before you help the person next to you”? It’s true! 

• SWITCH IT UP! Try something completely new and different. Do you always eat lunch in the same spot each day with your campers? Go outside and have a picnic! Let the campers decide where you eat. Do you have a game outside that your camp loves to play? Add a new rule. Turn it into a water game by setting up a hose. Find ways to rearrange the schedule so you aren’t always doing the same things at the same times. Want to REALLY switch it up? Do you have counselors that primarily work with one age group? Have them work with one of the other ages! 

• THEME DAYS! Who WOULDN’T want to come to camp in their pajamas? Crazy hair day? Yes please. Let the campers choose the theme for the next day and then go wild!

• TREAT YO’SELF! Make a mid-day run to pick up drinks for everyone. Do a little sleuthing and find out what your counselors favorite snacks are and bring them to camp one day for a treat. 

• LISTEN TO YOUR TEAM! Ask your team if there is an activity or an idea for something new that they would like to try. Empowering your counselors is a great way to pump some energy into your team while also encouraging them to take ownership.

These are just a few ideas. We know there are more out there! Share what tips and tricks you and your camp have for beating the mid-summer slump!

Book Review: A Home for Goddesses and Dogs by Leslie Connor

Review By: Debbie Duel

Director of Humane Education, Humane Rescue Alliance

A Home for Goddesses and Dogs is filled with humor, heartbreak, hope, and healing. Lydia, the 13-year-old protagonist shares the limelight with a big, goofy dog who grabs the reader’s heart early on and gives it a good tight squeeze near the end of the story. A Home for Goddesses and Dogs, by Leslie Connor, brings animal cruelty to the forefront and asks readers to think about the physical and emotional scars caused by animal abuse and the penalties that perpetrators may face for inflicting harm.

The book begins with Lydia’s mom dying, her dad is AWOL, and her mom’s sister, Aunt Brat (whom Lydia only knows through her mother’s stories), is there to take her from her tiny home in New York to a sprawling farm in Connecticut. There, Lydia is greeted by Soonie, a passive, retired greyhound, and Aunt Brat’s quirky wife, Eileen. The last member of the welcoming committee is Elloroy, the 90-something-year-old owner of Pinnacle Hill Farm who routinely reminds anyone who will listen that he is “not dead yet.”

Just days after Lydia’s arrival, Aunt Brat and Eileen adopt a second dog from a local animal adoption extravaganza. The dog they chose, prone to carpet-soiling, leash-pulling, and collar-slipping, comes with an inadequate name, Bullet, and no known history. Choosing a name for the large yellow dog proves easier than training. Thanks to Eileen’s unique method of dog psychology, the dog is dubbed Guffer, and eventually learns that the yard is for peeing and that leashes and collars are necessary safety devices. 

The two dogs are outnumbered by lots of goddesses! There are the art objects; goddesses created lovingly by Lydia and her mom as a way of recording their short life together, and there are the real-life goddesses – Lydia, Aunt Brat, Eileen, and a host of others – who reign supremely on every page. They are strong women who are quick to take matters into their own hands.

A shocking act of animal cruelty occurs early in the book; two baby pygmy goats are mutilated and left at the feed store where Eileen works. The description of their lobbed-off ears and hooves is gut-wrenching. When Lydia gets proof that Guffer was abused as a pup, the revelation hits like a double gut punch. 

Author Leslie Connor has shared her life with several dogs, all strays or transplants. Each dog had to settle in, with some taking longer than others. “It was important to put in the time and effort to figure out who each dog was,” she said. Her own family’s patience, research, observations, and behavior modification expertise allowed the dogs and people to learn to love one another just like Guffer and Lydia learn to do within their newly acquired family. Connor emphasized the importance of learning about any animal’s care before committing. Baby goats are cute, but understanding their needs makes the experience of having an animal much more positive from the start. A Home for Goddesses and Dogs is a story that celebrates families in all their configurations; it emphasizes the power of love, strength, and resilience – a very timely and needed book for middle readers and adults.