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EDUCATION
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Oklahoma State
University |
Ph.D.
Experimental Psychology (2001) |
| M.S.
Experimental Psychology (1999) |
University
of Central Oklahoma |
M.A. Experimental
Psychology (1997) |
| B.BA. Business
Finance (1985) |
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My curiosity of the behaviors of human
and non-human animals has led to my interest in comparative
psychology and developmental mechanisms. Specifically,
I am interested in human and animal interactions and the
attachments formed across, and between, species, specifically
between humans and their pets. Although much has been
written about the human process of attachment, much remains
unknown about the non-human process of attachment to same
and different species. In addition, I am interested in
how individuals, human and non-human, learn and the mechanisms
used to learn successfully.
Prior research projects have included study of developmental
and cognitive processes used by humans for their attachment
behaviors. One major project focused on the individual
differences of abused and traumatized children and the
effect this had on subsequent attachment to parents, e.g.
birth, adoptive, foster and/or substitute. More recently,
I became interested in animal studies of imprinting (Lorenz,
1965) and attachment (Harlow, 1958). Therefore, my research
shifted to include the study of animal behaviors.
Examination of the psychological and ethological attachment
literature suggests that animals form species-specific
attachments similar to those found in humans. Other researchers
have studied the effects of animals on human health, psychological
well-being, and social behaviors. Unfortunately, much
remains unknown regarding the mechanisms underlying the
attachment that is formed between human and animals. Therefore,
one of my goals is to identify the psychological constructs
of this attachment by examining the processes in intra-species
and inter-species from the animal’s perspective.
My experiences with horses began in childhood where I
witnessed many instances of aversive training. I subsequently
participated in 4-H animal programs and acquired first-hand
knowledge of non-aversive animal training techniques.
These techniques compelled me to conduct research into
the development of training methodology to enhance the
horse and rider attachment. Over the last several years,
I have conducted naturalistic observations of the benefits
of human-horse interactions. These include those individuals
with physical or emotional disabilities and military personnel
suffering from loneliness due to separation from family
and friends. These experiences suggested to me that the
bonding process of human and animals serve an important
psychological purpose for not only the human but the animals
as well. |
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The human-animal bonding process, in concert
with empirical data regarding animals’ cognitive
abilities and emotional capacity, led to the focus of
my Ph.D. dissertation. Specifically, I examined a possible
training method for horses used in therapeutic riding
programs. The project was designed to test the horses’
ability to form specific concepts. The results revealed
that horses not only are capable of forming concepts of
abstract geometric shapes but also of particular individuals.
The findings suggest that trainers could use “pictures”
of riders as training devices during adaptation sessions
for therapeutic riding. The results provide support for
the future development of training methods for non-aversive
techniques for equine riding and therapy programs. The
applied ramifications of this will benefit the estimated
21 million horses and owners, trainers, and other equine
professionals (North American Therapeutic Riding Association,
2000). These include other areas that utilize horses such
as racing commissions, professional rodeo associations,
as well as show horse clubs.
Another area of interest is of an applied nature and focuses
on human-pet relationships. Much research exists supporting
the psychological, emotional, and physical benefits that
pets provide their human companions. I believe these benefits
extend to the pets as much as, if not more than, they
extend to humans. Therefore, I formed Pet-Me Pets®.
Pet-Me Pets® is a human-animal interaction
program that provides therapy pet visits to the elderly,
children, and hospitalized individuals. Because interactions
with pets is a lifestyle for myself I was unaware of the
importance of pet visitation until my grandmother was
faced with the reality of leaving her home and moving
to an assisted living center. Her major concerns were
for her house and her pet companion cat, Jeeta. After
investigating the benefits of therapy pets I was motivated
to fill this void for so many who are confined to assisted
living centers, nursing homes, terminal cancer treatment
centers and children’s’ hospitals. Additionally,
many animals are trapped in shelters with relatively little
chance of being adopted. My program provides the link,
homes for the animals and enhanced physical and psychological
functioning for both the humans and animals.
Pet-Me Pets® also allows me to expand into
animal education. I conduct animal education workshops
at Head Start programs, preschool children, kindergarten
children, and day care centers. These programs include
1) Dog bite prevention, 2) Pet care, and 3) Farm animals.
In summary, my research skills have been enhanced by the
projects at Rogers State University, Oklahoma State University,
the University of Central Oklahoma, and Pet-Me Pets®.
For example, I have gained a better understanding of classical
conditioning and operant conditioning techniques for animals
by personally training all of my therapy pets. My apparatus
building skills have improved tremendously and were evident
in the culmination of an operant conditioning wall and
photographic stimuli used for my dissertation research.
Finally, my research design, statistical analysis skills,
and scientific writing skills are very strong as a result
of these and many more studies. My professional teaching
skills have been developed and enhanced through teaching
numerous courses in psychology at the undergraduate level.
Additionally, I am interested in teaching courses such
as learning, statistics, comparative, ethology, zoology,
and evolutionary psychology at the graduate level as well.
Also, my desire is to continue researching areas that
explore and examine human-pet interaction and animal learning.
The increased knowledge will benefit both humans and animals
by providing a better understanding of learning abilities
and human-pet attachments |
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| Teaching Philosophy |
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As a professor of Psychology I adhere
to five views that guide my concept as a “teacher”.
Additionally, whether I am teaching in the university
classroom, to a group of pre kindergarten children,
residents in a nursing home, or seniors at an assisted
living center, I use an interactive, hands-on approach,
particularly when animals are used as tools for therapy
or educational purposes. Together my views and interactive,
hands-on style serve as the basis for my teaching philosophy.
I have applied all five of my teaching views to the
various classes I have taught and had very satisfying
results. I anticipate these views accompanied by my
interactive, hands-on approach will continue to serve
as the basis of my teaching philosophy with as much
future success as they have provided in past successes.
Finally, these five teaching views, interactive style,
and hands-on approach have been very successful in research
as well as in the classroom. Specifically, whether I
am conducting a study on my own, mentoring a student’s
research, or in corroboration with others, all aspects
enhance the learning process. |
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My views are as follows:
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Students
are capable individuals and should be treated
with respect. |
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Students
learn better when they are part of an interactive
process. |
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Academic
standards are maintained by intellectually
challenging material. |
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To remain
the best teacher possible, I must commit to
be an active learner. |
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It is important
to apply my views while allowing the students
to enjoy the class. |
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Contact:
SHERRIL M. STONE, PhD
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