Animal-Assisted Therapies

This is your opportunity to specialize in a booming field within Psychology and take your knowledge to the next level”

In recent years, Animal-Assisted Therapies and Interventions have experienced a great surge due to their unique ability to help people at risk of social exclusion, with functional diversity, psychological, emotional or psychiatric problems, as well as learning difficulties, among others. Therefore, it is vital for Psychologists to have a thorough understanding of how these therapies work, with the aim of promoting the well being of both the people and the animals involved. Aware of this, TECH team of professionals has designed this program to teach Psychologist the correct way to implement these types of therapies and how to obtain excellent results. Likewise, this curriculum will be the starting point for student professional growth, as it will allow them to position themselves in the field as top professionals.

These Animal-Assisted Interventions are dynamic and participatory proposals whose purpose is to improve the quality of life of people from a biological, social and psychological perspective. The Professional Master’s Degree in Animal-Assisted Therapies addresses tools and resources different from the traditional therapeutic and educational procedures used on people with functional diversities, making them an alternative for professionals in the area when building new and diversified methodologies.

The academic content for this Professional Master’s Degree provides technical and scientific evidence for the use of various species, both domestic and in captivity, to engage in animal-assisted Interventions in different social groups, people with intellectual, physical, sensitive and psychic disabilities, always respecting and understanding the well-being of the animals involved in this type of practice.

The development of new therapeutic methodologies to counteract the negative effects of stress generated by social, cultural and biological impacts, make assisted interventions a natural alternative. Likewise, and addressing the eminently therapeutic perspective, the program seeks to instruct psychologists in the methods that make it possible for patients to be nourished by the role played by animals in these interventions.

The compendium of contents designed by TECH will be the student's main weapon to understand the fundamentals of Animal-Assisted Interventions. Thus, an in depth review will allow students to learn about the most relevant research that proves the efficacy of these therapies, their potential benefits and the areas where they have the greatest impact.

This Professional Master’s Degree is the best investment you can make in the selection of a refresher program to update your knowledge of Animal-Assisted Therapies” 

This Professional Master’s Degree in Animal-Assisted Therapies contains the most complete and up to date educational program on the market. Its most notable features are:

• Practical cases presented by experts in Animal-Assisted Therapies
• The graphic, schematic, and eminently practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Breakthroughs in Animal-Assisted Therapies
• Practical exercises where the self assessment process can be used to improve learning
• Special emphasis on innovative methodologies in Animal-Assisted Therapies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

This program is a great academic opportunity in the field of Animal-Assisted Therapies"

The program’s teaching staff includes professionals from the sector who contribute their work experience to this training program, as well as renowned specialists from leading societies and prestigious universities.

Its multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will deliver an immersive learning experience, programmed to train in real situations.

This program is designed around Problem Based Learning, whereby the professional must try to solve the different professional practice situations that arise during the academic program. For this purpose, the professional will be assisted by an innovative, interactive video system created by renowned and experienced experts in Animal-Assisted Therapies.  

With this Professional Master’s Degree, you will become a prestigious psychologist and you will succeed in professional practice"

A unique specialization program that will allow you to acquire advanced training in this field"

The compendium of contents designed by TECH will be students’ main weapon to understand the fundamentals of Animal-Assisted Therapies from a psychology point of view. Thus, an in depth historical review will allow students to learn the most relevant research that proves the efficacy of these therapies, their potential benefits and the areas where they have the greatest impact.

This Professional Master’s Degree in Animal-Assisted Therapies contains the most complete and up to date program on the market. Don't miss the opportunity to train with the best contents”  

Module 1. Animal-Assisted Therapies

1.1. Animal-Assisted Therapies

1.1.1. Animal-Assisted Interventions (AAI), Animal-Assisted Therapies (AAT), Animal-Assisted Education (AAE), Animal-Resident Program (ARP)
1.1.2. Animal-Assisted Activity (AAA)
1.1.3. User Terminology
1.1.4. Co-Therapist Animals
1.1.5. Research

1.2. Multidisciplinary team

1.2.1. Occupational Therapists
1.2.2. Psychologist
1.2.3. Pedagogue
1.2.4. Physiotherapist
1.2.5. Technical Trainer, Equestrian Guide

1.3. History of Animal-Assisted Interventions

1.3.1. Chronology
1.3.2. Using AAT
1.3.3. Future Prospects

1.4. Animal-Assisted Coaching 

1.4.1. Differences between Coaching and Psychotherapy
1.4.2. Animals for Coaching
1.4.3. Equine-Assisted Coaching Objectives
1.4.4. Avian-Assisted Coaching Objectives

1.5. Legislation

1.5.1. The Need for Regulation in AAT
1.5.2. The Need for Certified Training
1.5.3. Legislation in Europe
1.5.4. Legislation in American

1.6. Creating an AAI Entity

1.6.1. Legal Form
1.6.2. Recruiting Multidisciplinary Teams and Customers
1.6.3. Customer Loyalty
1.6.4. Facilities and Head Office

1.7. Volunteer and Internship Programs

1.7.1. Volunteer Contracts / Agreements with Universities
1.7.2. Volunteer Loyalty
1.7.3. Training
1.7.4. Insurance

1.8. Occupational Hazard Prevention

1.8.1. Work Clothes
1.8.2. Information Signs
1.8.3. Covid Protocol
1.8.4. Fire Extinguishers
1.8.5. First Aid

1.9. Licenses and Permits

1.9.1. Livestock Farming Registry (REGA in Spanish), Zoological Nucleus
1.9.2. Data Protection Law
1.9.3. Socio-Health Licenses
1.9.4. Federal Licenses

1.10. Animal-Assisted Therapy Regulations

1.10.1. Civil and Criminal Liability
1.10.2. Animal Abuse
1.10.3. Animal Well-being during Transport
1.10.4. Veterinary Inspection
1.10.5. Carcass Processing

Module 2. Fundamentals of Anthrozoology

2.1. Domestication Process

2.1.1. Theories on Domestication
2.1.2. Scientific Data on Domestication
2.1.3. The Importance of Domestication

2.2. Cognitive Ethology

2.2.1. Memory
2.2.2. Spacial Cognition
2.2.3. Categorization
2.2.4. Interspecies Communication Processes
2.2.5. State of Consciousness
2.2.6. Quantity Ratio
2.2.7. Tool Use

2.3. Developing Bonds with Animals

2.3.1. Attachment Theory
2.3.2. Behavioral Synchronization
2.3.3. Empathic Feeling

2.4. Animal Welfare

2.4.1. The Five Animal Freedoms
2.4.2. The Five Domains of Animal Well-Being
2.4.3. Environmental Enrichment
2.4.4. Animal Well-Being Measurement Methods
2.4.5. The “One Health, One Well-Being” Concept

2.5. Animal Bioethics

2.5.1. Main Positions on Bioethics
2.5.2. Animal Use in AAI and Justification
2.5.3. Animals as Abuse Victims

2.6. Responsible Ownership

2.6.1. Acquisition and Commitments in Companion Animal Interventions
2.6.2. Owner Civil Rights and Duties in Animals Used in Interventions
2.6.3. Responsible Breeding
2.6.4. Work Dogs
2.6.5. Multispecies Homes

2.7. Human Impact on Ecological Systems

2.7.1. Species Trafficking
2.7.2. Species Conservation
2.7.3. Risks of Losing Animals in Captivity
2.7.4. Petification

2.8. The Role of Companion Animals for Children

2.8.1. Accompaniment in Child-Animal Interactions
2.8.2. Animals as Facilitators in Child Learning
2.8.3. Using Animals in Children Educational Centers

2.9. The Role of Companion Animals in Older Adults

2.9.1. Loneliness in Older Adults
2.9.2. Accompaniment in Older Adult-Animal Interactions
2.9.3. Animals as Physical and Mental Exercise Support for Older Adults
2.9.4. Using Animals in Geriatric Centers

2.10. Grief at the Loss of a Companion Animal

2.10.1. Veterinary Thanatology
2.10.2. Euthanasia, Orthothanasia and Dystanasia
2.10.3. Guided Emotional Support

Module 3. Psychology of Learning

3.1. Psychology of Learning

3.1.1. Historical Background: From the Study of the Mind to Reflexes
3.1.2. What Makes Us Intelligent? The Importance of Comparative Studies between Animals and Humans

3.1.2.1. Animal Models: Types and Reasons for Use
3.1.2.2. Assessment and Measurement Paradigms

3.1.3. Learning and Cognition: Commonalities and Distinctions

3.2. Behavior as a Learning Axis

3.2.1. The Nature of Reflexes
3.2.2. Habituation vs. Sensitization

3.2.2.1. Dual Process Theory

3.2.3. Emotions: Dual Process Theory

3.3. Classical Conditioning: The Study of Learning

3.3.1. Pavlov and His Contributions

3.3.1.1. Excitatory Conditioning
3.3.1.2. Inhibitory Conditioning

3.3.2. Mechanisms of action

3.3.2.1. Intensity, Salience, Relevance, and Pertinence
3.3.2.2. Biological Forcing Theory
3.3.2.3. Stimulus Substitution Model
3.3.2.4. Blocking Effect
3.3.2.5. Rescorla and Wagner: Model and Application

3.4. Operant Conditioning: The Instrumentalization of Behavior

3.4.1. Instrumental Procedure

3.4.1.1. Reinforcement
3.4.1.2. Punishment
3.4.1.3. Stimulus and Response
3.4.1.4. Contingency

3.4.2. Motivational Mechanisms

3.4.2.1. Association and Law of Effect
3.4.2.2. Reward and Expectations
3.4.2.3. Behavioral Regulation

3.4.3. Skinner's Contributions to Learning and Behavioral Studies

3.5. The Relevance of Stimuli

3.5.1. Discrimination and Differential Response
3.5.2. Generalization and Gradients
3.5.3. Stimulus Control

3.5.3.1. Sensory Capacity and Stimulus Orientation
3.5.3.2. Stimulus Equivalence
3.5.3.3. Context Cues and Conditional Relationships

3.6. Respiratory Muscles in Operant Conditioning

3.6.1. Reward Training

3.6.1.1. Simple

3.6.1.1.1. Fixed Ratio
3.6.1.1.2. Variable Ratio
3.6.1.1.3. Fixed Interval
3.5.1.1.4. Variable Interval

3.6.1.2. Complex
3.6.1.3. Concurrent

3.6.2. Punishment Training
3.6.3. Escape and Avoidance Training
3.6.4. Omission (Punishment) Training

3.7. Learning to Unlearn: Extinction

3.7.1. Effects of ·Extinction Procedures

3.7.1.1. Spontaneous Recovery
3.7.1.2. Renovation
3.7.1.3. Restoration and Reinstallation

3.7.2. Inhibitory Associations and Paradoxical Effects
3.7.3. Impact of Partial Reinforcement
3.7.4. Resistance to Change

3.8. The Role of Cognition in Learning

3.8.1. Memory Paradigms and Mechanisms

3.8.1.1. Working Memory
3.8.1.2. Reference Memory
3.8.1.3. Spatial Memory
3.8.1.4. Acquisition and Encoding
3.8.1.5. Retention and Retrieval

3.8.2. Forgetfulness

3.8.2.1. Proactive Interference
3.8.2.2. Retroactive Interference
3.8.2.3. Retrograde Amnesia

3.8.3. Cognition Learning Categorization

3.9. Neuroscience Foundations in Learning

3.9.1. Sensitive Periods
3.9.2. The Brain and the Areas Responsible for Learning
3.9.3. The Role of Executive Functions

3.9.3.1. Inhibitory Control
3.9.3.2. Working Memory

3.9.4. Neuronal Plasticity and Cognitive Flexibility
3.9.5. The Role of Emotions

3.10. Current State of Research on Learning and Future Perspectives

3.10.1. The Impact of Learning on the Development of Psychological and Behavioral Problems in Humans and Animals
3.10.2. Paradigms of Learning and Behavior vs. Medical and Pharmacological Models
3.10.3. The Study of Learning and Its Applications in Therapeutic and Care Settings

Module 4. Methodology in Animal-Assisted Interventions (AAI)

4.1. User Evaluation

4.1.1. First Interview and Information Gathering
4.1.2. Observing User Behavior with Animals
4.1.3. Different Areas to be Evaluated
4.1.4. Animal selection according to User Needs

4.2. Setting Objectives

4.2.1. General Objectives
4.2.2. Specific Objectives
4.2.3. Intervention Plan
4.2.4. Returning Information to Users and/or Family Members

4.3. Techniques and Strategies

4.3.1. The Importance of Therapeutic Links
4.3.2. Therapeutic Strategy
4.3.3. Design of Activities
4.3.4. Resources and Timing

4.4. User Monitoring

4.4.1. Program Assessment
4.4.2. Assessing Difficulties Encountered during Therapy
4.4.3. Incorporating New Techniques and Activities in Therapy

4.5. Areas of Intervention

4.5.1. Population
4.5.2. Psychological-Emotional
4.5.3. Cognitive
4.5.4. Social

4.6. Techniques Used

4.6.1. Psychological-Emotional Dimension
4.6.2. Cognitive Dimension
4.6.3. Social Dimension

4.7. Intervention in Complicated Situations

4.7.1. Specific Training
4.7.2. Crises and Absences
4.7.3. Animal Stress

4.8. Equine-Assisted Interventions

4.8.1. Hippotherapy
4.8.1.1. Twin Mounting
4.8.1.2. Grounding
4.8.2. Therapeutic Riding
4.8.3. Adapted Horsemanship

4.9. Other Animal-Assisted Interventions

4.9.1. Interventions with Birds
4.9.2. Interventions with Dogs
4.9.3. Farm Animal Interventions

4.10. Scientific Evidence for AAI

4.10.1. Interventions with Dogs
4.10.2. Interventions with Horses
4.10.3. Interventions with Other Mammals and Rodents

Module 5. Canine-Assisted Interventions

5.1. Canine Ethology

5.1.1. Behavioral Genetics
5.1.2. Behavioral Developmental Processes in Puppies
5.1.3. Canine Communication
5.1.4. Intraspecies and Interspecies Hierarchies
5.1.5. Hormonal Influence on the Development of Canine Behaviors
5.1.6. Play Behavior

5.2. Canine Intelligence

5.2.1. Understanding Human Language
5.2.2. Problem Solving Skills
5.2.3. Studies on the Most Intelligent Breeds

5.3. Dog Characteristics for Assisted Interventions

5.3.1. Physical Characteristics
5.3.2. Behavioral Characteristics
5.3.3. Selectively Bred or Pedigreed Dogs
5.3.4. Dogs from Shelters or Pounds

5.4. Canine Selection Methods for Assisted Interventions

5.4.1. Campbell's Test
5.4.2. Canine Behavioral Assessment and Research Questionnaire (C-BARQ)
5.4.3. The Ecological Test “Ethotest”
5.4.4. Other Protocols for Canine Selection

5.5. Training Techniques

5.5.1. Traditional Training
5.5.2. Positive Training
5.5.3. Shaping
5.5.4. Luring
5.5.5. Targeting
5.5.6. Clicker Use

5.6. Management Training Techniques

5.6.1. Propaedeutics for Learning
5.6.2. Attention to Calling
5.6.3. Walking Side by Side
5.6.4. Standing Orders
5.6.5. Muzzle Use

5.7. Training Techniques by Objectives

5.7.1. Grasping, Bringing and Releasing Objects
5.7.2. Going to a Place
5.7.3. Barking on Command
5.7.4. Behavior Imitation

5.8. Canine Handling during Sessions

5.8.1. Canine Handling and Activity Elements
5.8.2. Controlled Approach with Users
5.8.3. How to End a Session with the Dog

5.9. Veterinary Care

5.9.1. Preventive Medicine
5.9.2. Basic First Aid
5.9.3. Genetic Problems of Common Intervention Breeds
5.9.4. Nutrition and Diet

5.10. Detecting Canine Behavior Problems

5.10.1. Stress Factors
5.10.2. Aggressiveness
5.10.3. Fear, Anxiety and Phobia
5.10.4. Impulsiveness
5.10.5. Senility

Module 6. Equine-Assisted Interventions

6.1. Ethology

6.1.1. History of Equine Ethology
6.1.2. Theoretical Ethological Basis
6.1.3. Equine Ethology

6.2. Equine Behavior

6.2.1. Horses in the Animal Kingdom
6.2.2. Equine Breeds
6.2.3. Equine Behavior

6.3. Horses

6.3.1. Horse Breeding
6.3.2. Equine Characteristics
6.3.3. Equine Education

6.4. Types of Horses Used in Assisted Interventions

6.4.1. Selecting Suitable Horses for Assisted Interventions
6.4.2. Horse Characteristics for Assisted Interventions
6.4.3. Horse Training for Assisted Interventions

6.5. Horse Care

6.5.1. Diet in Therapy Horses
6.5.2. Care in Therapy Horses
6.5.3. Education in Therapy Horses

6.6. Horse Training

6.6.1. Therapy Horse Training
6.6.2. Treatment and Ground Training in Therapy Horses
6.6.3. Treatment and Saddle Training in Therapy Horses

6.7. Working Techniques in Horses

6.7.1. Therapeutic Tasks and Activities
6.7.2. Warm-Ups and Walks
6.7.3. Relaxation and Breaks

6.8. Cotherapeutic Animals

6.8.1. The Horse in Equine Therapy
6.8.2. Benefits for the Horse in Equine Therapy
6.8.3. Benefits for the Other Animals in Equine Therapy

6.9. Horse Pathologies

6.9.1. Types of Pathologies
6.9.2. Selecting a Horse for each Type of Pathology
6.9.3. Pathologies not Suitable for Equine Therapy

6.10. Horse Equipment

6.10.1. Equine Therapy: Cinchuelo and Stable Bridle
6.10.2. Therapeutic Riding: Saddle and Working Bridle
6.10.3. Complementary Equipment according to the Pathology

Module 7. Avian-Assisted Interventions

7.1. General Ethological Aspects of Birds for Assisted Interventions

7.1.1. Falconiformes
7.1.2. Strigiformes
7.1.3. Psittaciformes
7.1.4. Other Species

7.2. Evidence for Intelligence in Birds

7.2.1. Visual and Hearing Acuity
7.2.2. Spacial Localization
7.2.3. Gregarious Behavior Synchronization
7.2.4. Imitating Human Language
7.2.5. Problem-Solving Skills

7.3. History of Human Activities Conducted with Birds

7.3.1. Falconry
7.3.2. Colombiculture
7.3.3. Avian-Assisted Interventions

7.4. Avian Characteristics for Assisted Intervention

7.4.1. Physical Characteristics
7.4.2. Behavioral Characteristics
7.4.3. Breeding Birds
7.4.4. Birds in Recovery Centers

7.5. Bird Management and Control

7.5.1. Glove or Gauntlet
7.5.2. Creance
7.5.3. Jesses
7.5.4. Straps
7.5.5. Scales
7.5.6. Hood
7.5.7. Telemetry Equipment

7.6. Handling Facilities

7.6.1. Enclosures
7.6.2. Environmental Enrichment
7.6.3. Classrooms for Birds-Assisted Interventions

7.7. Training Techniques

7.7.1. Taming or Habituation
7.7.2. Jumps to the Fist
7.7.3. Flights with Belay
7.7.4. Flights without Belay

7.8. Daily Preparation Routines

7.8.1. Diet Preparation
7.8.2. Cleaning of Enclosures
7.8.3. Physical Condition and Health Evaluation
7.8.4. Landscaping
7.8.5. Training
7.8.6. Daily Activity Record

7.9. Veterinary Care

7.9.1. Preventive Medicine
7.9.2. Most Common Diseases
7.9.3. Plumage Maintenance

7.10. Legal Requirements for Keeping Wild Birds

7.10.1. Current Legislation on Keeping Wild Birds
7.10.2. Documentation Requirements
7.10.3. Associations Regulating or Reporting on the Use of Wild Birds

Module 8. Non-Conventional Animal-Assisted Interventions

8.1. Unconventional Animals

8.1.1. Unconventional Animals
8.1.2. Types of Unconventional Animals

8.1.2.1. Marine Mammals
8.1.2.2. Farm Animals
8.1.2.3. Others

8.1.3. Intervention Contexts and Scope

8.1.3.1. Physical and Neuronal
8.1.3.2. Psychomotor
8.1.3.3. Emotional
8.1.3.4. Cognitive

8.2. Unconventional Animals: Marine Mammals

8.2.1. Organization and Ethology

8.2.1.1. Cetaceans (Dolphins)
8.2.1.2. Pinnipeds (Sea Lions and Seals)

8.2.2. Dolphin Therapy (DAT) and Otarian-Assisted Therapy (OAT)

8.3. Unconventional Animals: Farm Animals

8.3.1. Organization and Ethology

8.3.1.1. Bovine: Cattle and Sheep
8.3.1.2. Birds: Hens and Poultry
8.3.1.3. Rodents and Rabbits

8.3.2. Farm Schools and Therapeutic Environments

8.4. Parameters for Human-Animal Interaction in Non-Conventional Animal-Assisted Interventions

8.4.1. Animal Requirements: Health Status and Zoonosis
8.4.2. Education and Preparation

8.4.2.1. Professionals and Therapists
8.4.2.2. Trainers
8.4.2.3. Users
8.4.2.4. Environment and Tools

8.4.3. Scope and Limitations

8.5. Non-Conventional Animal Training for Assisted Interventions

8.5.1. Habitat Considerations vs. Natural Environment
8.5.2. Veterinary Behavior and Therapeutic Uses
8.5.3. Training Techniques

8.5.3.1. Positive Reinforcement (Primary and Secondary Reinforcement)
8.5.3.2. Timing and Bridging
8.5.3.3. Least Reinforcing Scenario (LRS)
8.5.3.4. Time Out
8.5.3.5. Systematic Desensitization

8.6. Theories on the Effectiveness of Non-Conventional Animal-Assisted Interventions

8.6.1. Mechanisms of action

8.6.1.1. Stress Buffering Value
8.6.1.2. Wampold's Contextual Model

8.6.2. Mechanisms of Change in Dolphin Therapy

8.6.2.1. Cavitational Hypothesis
8.6.2.2. Resonance Hypothesis

8.6.3. Positive Healing Bond Hypothesis

8.7. Non-Conventional Animal-Assisted Interventions for Physical and Neurological Disabilities

8.7.1. Dolphin Therapy and Otarid-Assisted Therapy (OAT) in People with Brain Damage
8.7.2. Dolphin Therapy and OAT in Children and Adults with Autism Spectrum Diagnosis
8.7.3. Farm Animals in Older Adults Diagnosed with Alzeimer's Disease

8.8. Non-Conventional Animal-Assisted Interventions in Emotional and Psychological Disturbances

8.8.1. Therapeutic Farm in People Diagnosed with Mental Illness
8.8.2. Impact of Otolaryngeal-Assisted Therapy on Caregiver Overload
8.8.3. Dolphin Therapy in People with Mood and Affect Disorders

8.9. Ethical Considerations and Animal Well-Being Indicators

8.9.1. Perspectives in Europe and Spain
8.9.2. Measurement Tools and Parameters
8.9.3. Environmental Enrichment

8.9.3.1. Human-Animal Interaction as an Enrichment Tool
8.9.3.2. Visitor Effect Incidence

8.10. Current Status and Future Recommendations in Non-Conventional Animal-Assisted Interventions

8.10.1. The Importance of the Work Done by Keepers and Trainers with Zoo Animals in Assisted Interventions
8.10.2. Work Parameters in Field Practice: Trials and Single Cases
8.10.3. Reflections on the Impact of Interventions on the Well-Being of Unconventional Animals

Module 9. Functional Diversities and Benefits of Animal-Assisted Interventions (IAA)

9.1. Functional Diversity

9.1.1. Intellectual Disability
9.1.2. Physical Disability
9.1.3. Sensory Disability
9.1.4. Psychic Disability

9.2. Intellectual Disabilities

9.2.1. Intellectual Disabilities
9.2.2. Types of Intellectual Disabilities
9.2.3. Autism Spectrum Disorder
9.2.4. Attention Deficit and Hyperactivity Disorder
9.2.5. Specific Learning Disorders
9.2.6. Communication Disorder
9.2.7. Rett Syndrome

9.3. Physical Disabilities

9.3.1. Physical Disabilities
9.3.2. Types of Functional Physical Diversity
9.3.3. Pediatric Cerebral Palsy
9.3.4. Adult Cerebral Palsy
9.3.5. Spina Bifida
9.3.6. Multiple Sclerosis
9.3.7. Musculoskeletal Conditions

9.3.7.1. Scoliosis
9.3.7.2. Hyperlaxity

9.4. Sensory Disabilities

9.4.1. Sensory Disability
9.4.2. Types of Sensory Disabilities
9.4.3. Hearing Impairment
9.4.4. Sensory Disability
9.4.5. Deaf and Blindness
9.4.6. Sensory Processing Disorders

9.5. Psychic Disabilities

9.5.1. Psychic Disability
9.5.2. Health and Mental Illness
9.5.3. Mental Disorders in Childhood or Adolescence
9.5.4. Mental Disorders in Adulthood

9.6. The Role of Health Care Professionals in AAI Programs

9.6.1. Multidisciplinary Teams
9.6.2. Occupational Therapists
9.6.3. Psychologists
9.6.4. Speech Therapists
9.6.5. Physiotherapists

9.6.5.1. Equine-Assisted Therapies and Interventions: A Physiotherapeutic Approach
9.6.5.2. Canine-Assisted Therapies and Interventions: A Physiotherapeutic Approach
9.6.5.3. Avian-Assisted Therapies and Interventions: A Physiotherapeutic Approach

9.6.6. Therapeutic Objectives
9.6.7. Therapeutic Approach
9.6.8. Therapeutic Evaluation
9.6.9. Animal-Assisted Interventions (AAI) and Research

9.7. Benefits of Animals as Therapeutic Agents

9.7.1. Benefits of Animal Use in AAI
9.7.2. Horses
9.7.3. Birds
9.7.4. Small Mammals

9.8. Animal-Assisted Early Intervention

9.8.1. Benefits
9.8.2. Relevant Factors
9.8.3. Stimulation
9.8.4. Precautions and Contraindications

9.9. Geriatrics

9.9.1. Geriatrics and Gerontology
9.9.2. Diseases
9.9.3. Precautions and Contraindications

9.10. Persons and Groups at Risk of Social Exclusion

9.10.1. Conceptual Delimitation
9.10.2. Groups at Risk of Social Exclusion
9.10.3. Types of Interventions to Reduce the Risk of Social Exclusion

Module 10. Application Areas in Animal-Assisted Interventions (AAI)

10.1. Application Areas in AAI

10.1.1. Specific Areas in AAI
10.1.2. The Three Fundamentals in Assisted Interventions

10.2. Geriatric

10.2.1. Methodology
10.2.2. Canine-Assisted Interventions in Centers for the Elderly
10.2.3. Equine-Assisted Interventions in Centers for the Elderly

10.3. Hospitals

10.3.1. Methodology
10.3.2. Canine-Assisted Interventions in Hospital Centers
10.3.3. Equine-Assisted Interventions in Hospital Centers

10.4. Penitentiaries

10.4.1. Methodology
10.4.2. Most Common AAIs in Prisons

10.5. Educational Institutions

10.5.1. Methodology
10.5.2. Most Common AAIs in Educational Institutions

10.6. Applied Coaching

10.6.1. Methodology
10.6.2. Equine-Assisted Coaching 
10.6.3. Bird-of-Prey-Assisted Coaching 

10.7. AAI from an Occupational Therapy Perspective

10.7.1. Occupational Therapy (OT)
10.7.2. Animal-Assisted Therapy from the Model of Human Occupation (MOHO) Approach
10.7.3. Including Occupational Therapists in AAI Teams
10.7.4. Occupational Therapy and Hippotherapy
10.7.5. Occupational Therapy and Canine-Assisted Interventions

10.8. AAI from a Physical Therapy Perspective

10.8.1. Physiotherapy and Hippotherapy
10.8.2. Physiotherapy and Canine-Assisted Interventions

10.9. AAI from a Psychology Perspective

10.9.1. Psychology and Hippotherapy
10.9.2. Psychology and Canine-Assisted Interventions

10.10. AAI Status in Spain

10.10.1. Predominance of AAI in Spanish Autonomous Communities
10.10.2. Intervention Areas
10.10.3. Conclusions

This specialization will allow you to swiftly and effectively advance your career”