Cross-disciplinary method development for assessing dog welfare in canine-assisted pedagogical work: a pilot study

Abstract

Research on so-called social service dogs’ welfare in schools is scarce and tends to suffer from positive bias; i.e., lacking critical approaches to claimed welfare benefits for dogs. To contribute method development for studying effects on dogs in pedagogical work, we applied and evaluated a combination of four data collection methods: Ethogram, Qualitative Behaviour Assessment (QBA), ethnographic observations, and interviews with dog-handling pedagogues. We followed pedagogues (n = 5) and their dogs (n = 8) in their daily work, observing 16 canine-assisted sessions in total at five different schools. Follow-up semi-structured interviews were carried out with all pedagogues. Our findings suggest combining either ethogram or QBA with ethnographic data that gives contextual information on the events causing the dog’s behavior. The method choice will, ultimately, depend on study design, but the specific premises of QBA seem to work particularly well with ethnography. We further suggest a shift from simultaneous (parallel) to synchronous (connected) documentation of data. To minimize anthropocentric bias and power arrangements involved in animal welfare research, it is necessary to critically scrutinize accepted conventions regarding social service dogs and their work situation.