care creating animal respect and empathy › 2013 › ... · 2014-10-21 · care creating animal...

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creating animal respect and empathy

SALLY MEAKIN, MANAGER, RSPCA EDUCATION & LEARNING SERVICE, RSPCA VICTORIA

INTRODUCTION

RSPCA Victoria‘s Education Department was established in 2002 and over the last 12 years

has developed a strong learner-centred approach, ensuring our programs remain relevant to

21st century methods of teaching. These programs are informed and relevant in both

content and application; they are also immersive and experiential. Consistent feedback from

participants indicates that a high level of engagement with animals also increases the

authenticity of their learning experience. We take an integrated and holistic approach,

making powerful connections to Principles of Learning and Teaching (POLT) and the

Australian Curriculum in Victoria (AusVELS) which support the RSPCA‘s welfare messages

and values. RSPCA Education programs also address the critical curriculum -or what

MacNaughton and Williams describe in Techniques for Teaching Young Children (1998) –

as ―educational processes, which create a more just and wise social world‖. Ethically aware

students are empowered to take action and make changes to ensure a sustainable and just

world for future generations. The development of current learning spaces, particularly those

outside in situ, provide engaging and unique environments in which to deliver rich, real-life

learning experiences and strong animal welfare messages.

As a department we seek to actively involve and engage with students in a meaningful way.

We ensure the content is immersive, addresses the learning domains and the curriculum

objectives, and ticks all the measurable boxes required of a successful education service.

We believe our real success and point of difference is addressing other less tangible

educational outcomes. We not only offer knowledge and technical skills, but demonstrate

compassion, integrity and respect through the working relationships which exist between the

humans and the animals in our workplace.

Students visiting RSPCA Victoria‘s Burwood East site have an opportunity to learn about our

animal welfare campaigns: they debate the ethics of using animals in research and explore

the welfare issues associated with the puppy factory industry. The live animal export trade

has raised the ambiguity of factory farming practices and students are given a forum to

discuss how animal welfare breaches can be endemic in mass production as very often

these breaches are as a result of increasing efficiencies and cost-cutting. It seems humans

hold all the cards in human–animal relationships and we are not afraid to exploit animals as

commodities and to use them at will for our own purposes: without consideration for what

they are, for what they give back; and what they do for our society.

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As a service, we challenge ourselves and evaluate what we do and how well we are doing it

on a regular basis. Are our programs effective? What works best? Does one size fit all? Are

we helping the students we interact with to become better informed? Are we having a

positive impact on companion animals whose lives are affected by their relationships with

humans? Most importantly, are we achieving our goals by shaping attitudes and behaviours

of future generations?

DOES ANIMAL WELFARE EDUCATION WORK?

The great question … Evaluation continues to be challenging: how do we know if we

are spending our valuable funds appropriately? In tough economic times, evidence-

based solutions and short term financial bottom lines are emphasised and education,

although profoundly valuable, is undoubtedly a long-term investment. Welfare organisations

often don‘t have the luxury of a long-term vision. Studies examining the results of various

welfare education programs – generally in the USA – have demonstrated there are changes

in attitudes and knowledge due to participation in programs; however, empirical evidence

falls short of demonstrating the long term effect. Longitudinal studies and research are

expensive and often prohibitive for not-for-profit organisations to fund.

While the RSPCA does not have definitive empirical research to support the impact of this

kind of education, anecdotally we see the impact this work has on participants of our

programs; we feel the enthusiasm and sense the changes, so the question we should

perhaps be asking is: can we prove it doesn’t work? Certainly from our standpoint,

feedback indicates 84% of students have a better understanding about the needs and

welfare of animals after they have participated in an education session at RSPCA Victoria

than before attending a session. Alas, identifying whether immediate better understanding

continues – ensuring that attitudes and behaviours change accordingly – remains difficult to

determine.

There is no doubt the investment in good effective animal welfare education must be for the

long term – it requires real financial commitment and clear organisational alignment of

values. We firmly believe education is the key to shaping the community‘s attitudes of the

future. Animal welfare is becoming mainstream; it‘s beginning to shape consumer product

choices and the practices of our primary producers. These changing attitudes are driving

new behaviours in society.

Young people are the key to promoting the new animal welfare agenda. RSPCA Victoria‘s

Education Department, with its varied programs, provides learners with excellent

opportunities to consider the implications of animal welfare issues, their communities and

their society, and in the end this has to be good for everyone and every animal.

Anyone who has worked long term in the animal welfare field knows the risk of being

overwhelmed and burnt out. Sometimes the struggle can seem never ending, and to remain

hopeful and energetic in the face of apparently endless day to day challenges can come to

feel impossible for even the most dedicated. This is another reason why education work is

so important. My own personal experience is that working to educate and empower others is



a source of constant inspiration and renewal. One‘s perspective is transformed by spending

time with others whose lives may, on the surface, be what a mainstream western view would

judge as ‗less‘. To witness how young people find joy in simply spending time with animals,

and how they leap to embrace animal welfare messages when their own circumstances are

less than ideal, is affirming and humbling. There is so much hope for the future in listening to

the music of young minds embracing the strength of our bond with animals. CARE (creating

animal respect and empathy)

BACKGROUND

Victoria is rich in cultural diversity. Twenty-five percent of Victorians were born overseas,

originating from 230 different countries and speaking over 180 languages. Cultural diversity

is also reflected through the 116 different religions Victorians practise (Department of

Education and Early Childhood Development 2011).

The 2006 Census indicates the highest proportion of Australians born overseas originated in

the UK (5.5% of Australia‘s total population) followed by New Zealand (2.2%), China (1.3%),

Italy (1.1%) and India (1.0%). It shows there has been a steady decrease in the proportion of

immigrants from Europe in the last 10 years while there has been a dramatic increase of

immigration from Sudan (22% increase between 1997-2007) as well as countries such as

Bangladesh, Afghanistan and Brazil (Australian Bureau of Statistics 2008).

Christianity continues to be the most common religion practised in Australia however the

three most common non-Christian faiths are Buddhism (2.1% of the population) followed by

Islam (1.7%) and Hinduism (0.7%). Furthermore, the non-Christian religions have

experienced the highest growth rates as a proportion of the population over the last 10 years

(Australian Bureau of Statistics 2007a).

Considering the demographics of Australia and Victoria described above, the RSPCA has

identified a need to engage with communities that are diverse in culture, religion, race and

language. The RSPCA (2010, p. 53) Horizon Scan states:

some cultures have different understandings and norms about the importance

of animal welfare and acceptable treatment of animals than the standards

supported by RSPCA and required under Victoria legislation. There is

opportunity for RSPCA to communicate animal welfare education messages to

targeted newly immigrated communities …

METHODOLOGY

The CARE program has been trialled in a small number of English language schools. These

schools provide intensive English language training for recently arrived immigrants and

refugees. The original RSPCA Vic CARE achieved its objectives in positive animal welfare

outcomes. Changes in participants‘ attitudes to animals were demonstrated through

students‘ modified interactions with the education animals attending the program sessions.



There was an overall reduction in fear of dogs — with the majority of the students wanting to

engage with the education dogs voluntarily and with enthusiasm. The program anecdotally

assisted in the overall wellbeing of the students by providing safe interactions with calm

animals, essential to students, many of whom have a history of trauma.

^ Spending time getting to know Chino the Education dog and Cinnamon the Education bunny.

We determined scientific research to support these changes was essential for the program‘s

sustainability, especially if we were to seek future funding.

Two social scientists —a Doctor in Sociology from Flinders University and a Doctor in

Psychology from Central Queensland University-— volunteered to produce a paper on the

RSPCA CARE program. Both scientists had previously been involved in researching the

human-animal bond and at the beginning of 2013, in consultation with the co-ordinator of the

WELS Wyndham campus, a psychometric (strengths and difficulties) and human-animal

bond test was developed. This was to be used pre and post program to evaluate whether the

program contributed to improved wellbeing of participants and whether there were positive

improvements in attitudes to animals. A control group in both the secondary and primary

CARE programs provided more valid, rigorous scientific design.

THE PROGRAM

The CARE program is conducted over five hour sessions and each class receives a total of

seven contact hours. The first three sessions are conducted at the school, which cover: pre-

evaluation on the Five Freedoms; dog and small animal needs; and dog behaviour and body

language. The final session is conducted at the RSPCA Education Centre focussing on:

post-evaluation of the Five Freedoms; cooking dog treats; a barn session that involves

contact with more animal species; and meeting with an RSPCA Inspector to discuss animal

cruelty case studies and Australian animal welfare laws.



^ Getting up close and personal with the education chickens.

The CARE program seeks to use as many strategies as possible to emphasise and

strengthen the animal welfare message. One very valued strategy is to supply students with

photographs of their participation in the CARE program. Photos of all students in the primary

and secondary schools are taken over the course of the program and they each receive a

personalised „Looking after my dog‟ or „Looking after my rabbit‟ reader in the final session.

Primary students also receive name badges with a photo of them holding Missy an

Education Department dog.

Photographs have a high sentimental value, and refugees may have had to leave these

precious mementos behind in their home country. Through documenting the moments of

contact with animals, and building these images into short story books, we are able to

remind participants of: new vocabulary; animal welfare learning; and about the emotional

reaction of meeting and befriending a live and interesting new creature. These photographs

provide a stimulus for memory and communication, and a trigger for the fun and enjoyment

always apparent in these classes.

^Student name badge activity.



EVALUATION

Quantitative data was collected via pre and post program questionnaires, and this data is in

the process of being analysed, scored and evaluated. We have also collected data on

students‘ knowledge of the RSPCA‘s Five Freedoms through an activity conducted on the

first and last sessions of the program. The data derived from this activity allows us to assess

the retention of the information taught and make improvements to the program.

^ What do animals need? – An activity for students with low literacy

There was a concern raised during the piloting of the secondary students‘ program that there

may not be significant changes in empathy towards animals with this age group, as attitudes

to animals may be more set, coming into adulthood. However, within only hours of the

program being delivered the changes could be seen through the way students interacted

with the education animals participating in the program. It was also evident in the students‘

written ‗reflections‘ about the program.

One student wrote:

“First I learned how to take care of animals and take them to the vet which is

opposite to my country. In my country if they are sick the people leave the animal

to die naturally. But the RSPCA teach me that it is wrong and the animals have

rights like humans and we have to take care of them and to feed them because

they are living creatures too!”

Another student:

“Before I was afraid (of) dogs but now I want to have a dog in my house.”



^ Students showing their best dogs ears at RSPCA Education Centre.

One class participated in a debate on animal testing prior to the CARE program

commencing. The majority of the students at this time supported animal testing as they

believed this was a valid role of an animal to be used to assist humans in this way. However,

post program many students viewed the debate very differently.

One student wrote in their reflections of the program:

“Before I see RSPCA, (I thought) animal testing is good idea but now I think

animal testing is wrong idea because animals have rights”

Another student wrote:

“In fact I was asking myself, why do people

like animals? The only thing I believe is

animals are stupid, ugly and always trying

to attack people and the only good thing

about them is they can make food and (can

be used) to test new drugs. I personally

hate(d) animals especially rat … After

RSPCA I liked animals step by step … It

was amazing and convince me that you are

right, like animals are humans and now I

love animals. I am thankful (to) every (one)

who looks after animals and I am strongly

saying animals are friends!!!!”

^ Rats are now my friends.

The primary students also showed positive improvement in empathy towards animals, their

knowledge of the Five Freedoms and also in their behaviour. One teacher remarked that

during the first session when the RSPCA Education team visited with Missy the Education



dog, one boy who had been suffering from separation anxiety and crying daily since he had

arrived at the school was for the first time engaged, not crying but relaxed.

One student who had not spoken English in class spoke his first words in English as it was a

requirement if he was to meet Missy. He practised his English by saying “can I please pat

your dog”. His teachers were thrilled.

Many students wanted to stay through their lunch break. A teacher commented it was ‗such

a nice change that students actually want to stay to finish their work!‘

Teachers also reported that students asked for more homework in relation to animals and as

a result, they had so much extra art work , the school held an unplanned art exhibition.

^ Examples of artwork

TEACHER EVALUATION

The 10 teachers who participated in the program rated their students‘ understanding of

animal needs before the visit as ‗poor‘ (two teachers said ‗average‘). However post program

seven out of 10 teachers rated the student‘s knowledge as ‗excellent‘ and the remaining

three teachers rated the knowledge as ‗good‘.

Very positive feedback was given by the teachers on the content, delivery and

professionalism of the RSPCA Education team. Their specific comments included:

“Thank you for this great experience and all the classes you have given us. Look

forward to seeing you next year. Again thank you.”

“This program has been outstanding- the students have been so engaged and

have learnt so much language as well as learning about the needs of animals.

Thank you so much!”



“As newly arrived ESL students the language used to deliver the program was

spot on and the message about caring for animals clear.”

“The session was very informative and exciting.”

“The presenters were very clear and adjusted their language to the level of the

students.”

“I am very pleased with the experience that you provided us. It was first-hand

knowledge and informative for the new arrivals in Australia.”

“The presenter‘s delivery was ‗excellent, well-paced and explanatory … it is vital

for migrants to understand our cultures/ beliefs about animal rights and care.”

CONCLUSION

In 2012, 60 students participated in the RSPCA CARE program. In 2013, a total of 170

students participated in the program — and the program was expanded to accommodate the

needs of secondary students.

It was evident the RSPCA CARE program at WELS created positive animal welfare

outcomes by strengthening the students‘ empathy towards animals as well as improving

their knowledge of the Five Freedoms. The program also provided students with a calm and

safe environment to assist in trauma recovery as well as a means to improve literacy in

English language — both factors essential to a pathway of empowerment for new arrivals to

Australia. It is anticipated the data collected by the social scientists will provide rigorous

scientific evidence that the RSPCA CARE program positively changes attitudes towards

animals and improves the wellbeing of participating students.

^ There is nothing like a close personal experience to assist with understanding about the needs of animals.


C A R E | S A L L Y M E A K I N R S P C A V I C T O R I A | P A G E 1 0

HANIEH‘S STORY

I am Hanieh. I‘m fifteen years old and I‘m from Iran. Currently my family are seeking asylum

in Australia, we have been here for about nineteen months. We left Iran for many reasons

including the political situation, seeking a better future, safety and freedom. We came to

Australia by boat. It was a long, stressful and scary journey. We travelled from Iran to Dubai

and then to Jakarta where we lived for around 1.5 months and then we were on the boat for

4 days to Christmas Island before arriving to Australia.

I am the only child in my family so it is kind of lonely. I live in Melbourne and when I came

here I had to learn English so I started to go to WELS (Western English Language School).

At WELS I have met some lovely ladies who are working in the education department at the

RSPCA, the co-ordinator was a vet. They taught us many things about animals. I am thirsty

to learn new things and RSPCA helps me to learn new things, to meet new people and to

share our love for animals. I learned English better by participating in the program. I think it

is the best program that schools can have because kids who come from other countries

need to speak English. They need to have fun and learn and it helps to be busy with

animals. When people migrate they have many problems and they are sad because they

are starting a new life and learning a new language and it is also a different culture.

Therefore it is really good for kids if they just spend time with animals to get rid of the

problems and to forget the sadness or maybe they will choose to work in RSPCA as a

career.

I have to mention that I didn‘t spend time with dogs or cats or even rabbits in Iran but I have

spent time with horses. In Iran the government police do not allow you to have dogs or cats

as pets in the city and a lot of people pay fines because they have dogs with themselves in

the city. Many people are hiding their dogs in their gardens because they don‘t want to get in

trouble. They love their dogs so they are forced to keep dogs in their gardens because

gardens are outside the city and police cannot see them. The other reason is the weather

and the air pollution in the city and also too much noise. Therefore I believe that people in

Australia should be really happy because they are allowed to have fun with their pets and

they have this freedom. Also there is the RSPCA who looks after animals so the problem is

solved.

I remember that before I was afraid of dogs but I was still interested in them so I watched

programs about dogs or any other animals when I was in Iran. When I started to learn

about animals with the RSPCA, I learned how to have fun with animals and about their

behaviour and I started to care more about them. I started to like cats as well because

before I hated cats and now I changed my mind. I learned how to help them, how to protect

them and I have begun to understand them. Now my experience is much better than before,

it was a big change and an important experience in Melbourne. I love this experience and I

keep adding to it by continuing to visit the RSPCA on the school holidays. I have many

beautiful memories of RSPCA.



Every minute at the RSPCA and working with the staff is just amazing but the best one was

my first visit. In the first visit I didn‘t know that the RSPCA has horses as well, and when I

saw Henry I was shocked and it was a big surprise for me because I love horses so much.

In my country I had two horses and one of them was exactly the same as Henry so I was

confused. I was like ‗oh my god, is that my horse? What is he doing here?‘ I started to cry,

I don‘t know why, maybe because I was very happy to see a horse like my horse Korodo. It

was an amazing time. I don‘t have words to explain how happy I was. I left my horses when

I came to Australia which is really hard and I was crying sometimes because I missed them

so much. I had fun with them back in Iran and I learned horse riding. When I left Iran I lost

them and when you like something and you are forced to leave it, it is the hardest thing to

do. However now I have Henry who makes me happy again, he makes me smile and he is

one of the most important things in my life because I have found a new life. Life is really hard

for me because I miss my country, my parents don‘t have jobs because we are not allowed

to work. We don‘t have a car because to buy a car, petrol and insurance is expensive and

we cannot go anywhere. It can be boring to be only at home or at school but the most

important, fun, and beautiful hobby is to come to RSPCA and I cannot go anywhere else so

I‘m really happy to come here and I‘m really thankful.

The reason that I like RSPCA is just because they are helping animals and to help

somebody is very good work but also I have other reasons like I love the people that I work

there. They are all nice, kind and they teach me many things and help me in many cases.

The education department at the RSPCA is very good; everything is clean, nice and

colourful. The other thing is that visiting the RSPCA is my favourite hobby, I have fun and at

the same time I‘m learning new things.

FOR FURTHER INFORMATION PLEASE CONTACT:

SALLY MEAKIN, MANAGER, RSPCA EDUCATION & LEARNING SERVICE, RSPCA VICTORIA

[email protected] or 03 9224 2233

REFERENCES

Australian Bureau of Statistics, 2008, Estimated resident population, Country of birth, 30 June 1996 to

2007, Australian Bureau of Statistics, viewed 10 November 2011,

http://www.abs.gov.au/ausstats/[email protected]/detailspage/3412.02006-07?opendocument

Australian Bureau of Statistics, 2007a, 2006 Census of Population and Housing: Media Releases and

Fact Sheets, Australian Bureau of Statistics, viewed 9 November 2011,

http://www.abs.gov.au/ausstats/[email protected]/7d12b0f6763c78caca257061001cc588/6ef598989db79931

ca257306000d52b4!OpenDocument

Australian Bureau of Statistics, 2007b, 20680-Age (full classification list) by Sex – Victoria, Australian

Bureau of Statistics, viewed 9 November 2011,

http://www.censusdata.abs.gov.au/ABSNavigation/prenav/ViewData?breadcrumb=LPTD&method=Pl

ace of Usual Residence&subaction=-

1&issue=2006&producttype=CensusTables&documentproductno=2&textversion=false&documenttype

=Details&collection=Census&javascript=true&topic=Population

mailto:[email protected]



Size%26Growth&action=404&productlabel=Age (full classification list) by

Sex&order=1&period=2006&tabname=Details&areacode=2&navmapdisplayed=true&

Department of Education and Early Childhood Development, 2011a, About Multicultural Education,

Department of Education and Early Childhood Development, viewed 14 December 2011,

<http://www.education.vic.gov.au/studentlearning/programs/multicultural/about.htm>

Department of Education and Early Childhood Development, 2011b, English as a Second Language,

Department of Education and Early Childhood Development, viewed 14 December 2011,

<http://www.education.vic.gov.au/studentlearning/programs/esl/default.htm>

New South Wales (NSW) Government, 2008, Demographic profile of the Aboriginal population of

NSW, NSW Department of Aboriginal Affairs, viewed 9 November 2011,

http://www.daa.nsw.gov.au/publications/2ways_indicators_pdf/Chapter_Three_240408.pdf

Otzen, R 2008, Dr John Singleton, Melbourne Citymission, Melbourne

Royal Society for the Prevention of Cruelty to Animals, 2010, 2010 Horizon Scan, RSPCA Corporate

Planning, Melbourne

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