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Abstract The aim of this population-based cohort study was to evaluate prenatal and child outcome and costs resulting from prenatal and neonatal care after in vitro fertilization (IVF) in comparison to those after natural conception using a cohort of 304 IVF exposed children born between 1990–1995 in Northern Finland, and two cohorts of unexposed control children (I: n = 569, representing general population in proportion of multiple births; II: n = 103, matched for plurality). The control children were randomly chosen from the Finnish Medical Birth Register (FMBR) and matched for sex, year of birth, area of residence, parity, maternal age and socioeconomic status. Analyses were performed by comparing the whole IVF population with controls representing general population as well as stratifying by singleton or twin status. IVF mothers carried a higher risk for vaginal bleeding, threatened preterm birth and intrahepatic cholestasis of pregnancy than control mothers, and they used specialized antenatal care more than others. Neonatal outcome was also poorer after IVF in terms of gestational age, birthweight, morbidity and intensive care treatment. The prevalence of congenital heart malformations (septal defects) was 4-fold for IVF children in comparison to controls. The three year follow-up showed delayed growth and increased morbidity for IVF children, but their psychomotor development was similar to that of the control children. Health care costs were 1.3-fold for IVF singletons in comparison to control singletons, but for twins the costs were equal. Multiple births increased the costs ∼3-fold when compared to singleton births. IVF increased the health risks for the pregnancies and the offspring, seen mostly in the comparison between the whole IVF population and controls representing natural proportion of multiple births, indicating that multiple birth is the strongest determinant of medical outcome after IVF. The effects of fertility therapy and maternal characteristics related to infertility cannot be ruled out at this point. The increased health care costs after IVF were mostly due to the high proportion of multiple births. In order to improve the outcomes and to reduce the health care costs after IVF, the amount of multiple births should be limited to a minimum by using single embryo transfer when possible.
Most research on electronic play has focused on its possible negative effects for children and adolescents, and contextual factors such as socioeconomic status (SES) and culture are rarely considered. This article considers the potential benefits of electronic play from a psychological perspective, as well as individual and contextual factors that may shape the influence of electronic play for children and adolescents. Demographics of players and the games themselves are presented, and recommendations for research and policy are discussed.
Kieli: | pol eng |
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Julkaisija: | Jarosław, Poland : Państwowa Wyższa Szkoła Techniczno-Ekonomiczna im. ks. Bronisława Markiewicza w Jarosławiu [2019]- |
ISSN: |
2720-2429 |
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The aim of this thesis is to determine what kind of important activities should be practiced in young family groups in order to act as a future model for young and inexperienced families. This thesis tackles the importance of early interaction for the development of babies, and suggests the crucial activities to integrate them into daily routines. Using the method of literature review, ten (n=10) research articles were reviewed. The result from reviewing these 10 articles recommended eight main important activities to practice, namely eye contact, baby massage, reading to baby, limiting mobile usage when interacting with babies, breastfeeding, infant skin care, skin-to-skin contact, baby talk and “parentese” language. These activities should be performed together or with other daily routines involving the parents and the babies.
Agency is broadly defined as the ability to do something independently, make choices, take decisions, and have control of one’s own life and actions. In this study, I adopt the understanding that a sense of agency in learning is the process through which the learners direct or influence their learning or learn from self-reflection. It signifies the ability to enact independently and make their own choices in the learning process, and learner can regulate their course of learning. Although agency has been recognised as an important resource in learning processes and studied from various perspectives, understanding how the sense of agency is constructed among children with disabilities or developmental disorders who are receiving special support is yet understudied. Understanding the construction of a sense of agency in special education is crucial, as special support is vital for children with learning difficulties. This study investigated how the drawings and writings created by the children in the idea diaries contributed to constructing children’s sense of agency in learning processes. Furthermore, the study aimed to investigate the subjective meanings produced by the children during the construction of the diaries. The Idea diary is a tool where children express and share their experiences through writing or drawing, which they find most relevant and significant to them during their learning process. The main objective of this study was to understand and explore how children with special educational needs construct their capability in learning within the special education setting and how they envision their learning through their idea diaries. The data used in this study belong to the database of the project “Embodiment, (inter)subjectivity and the construction of children’s agency in learning (2021–2023)", coordinated by Assistant Professor Juliene Madureira Ferreira. The data was gathered from a special classroom of a regular school in Pirkanmaa region, Finland, and consisted of idea diaries of the children, video recordings of the sharing circles, and transcripts of the dialogues. To analyse this data, two procedures were applied. First, a coding scheme was developed to analyse the data produced in the idea diaries. The coded data was then interpreted based on the children's subjective experiences. Second, the interpretation was supported by the analysis of the transcripts and videos of the sharing circles where children explained their ideas and creations to teacher and peers. The analysis of the produced data revealed categories related to the children's experiences, beliefs, and emotions and reflected how these elements contributed to their construction of a sense of agency. The results demonstrated that the drawings and writings in the idea diaries were relevant to the children's experiences inside and outside the classroom. The development of sense of agency was evident in the contents of the diary as they transform over the period and become more aware of their learning experiences, events around them and sharing their own thoughts or integrating with the learning experiences of peers. The results of the study provide insights into the role of idea diaries in the development of a sense of agency in children and highlight the importance of incorporating creative and imaginative activities into the classroom context. The findings of this study also suggested the need for further research to explore the relationship between idea diaries, sense of agency, and children's experiences in different cultural and social contexts.
This thesis aims to introduce the different phases of preparation and testing games with children as players, and how the test results affect the game design. Children can play different roles in the user-centered design and the level of their involvements is based on role. The thesis goals were achieved through the involvement of children as testers and evaluators in three different tests carried out for the Pikkuli motion game. The Pikkuli motion game (branch and flapping) was developed by Turku Gamelab and SunInEye productions. To ensure the correctness and validation of data collected during the tests, a combination of eye tracking and think-aloud, interview and questionnaire, and observation methods were used. The data collected from eye tracking devices were analyzed using different algorithms. The results revealed some serious problems with the game balance of the Branch game. The results also revealed another problem in the user interface, where some icons were not clear enough to the testers. The results and recommendations were provided to the designer team to improve the gameplay design as well as the user interface design.
The purpose of this thesis is to demonstrate the importance of emotional intelligence in early childhood, furthermore it highlights the most significant factors that are indispensable in order to develop EQ in the first years of children’s lives. My thesis is framed in a narrative literature review. My main aspect has been to comprehend a wide range of academic materials, professionals’ studies, articles, books, lectures and discussion, into my thesis in order to give a complex picture about the phenomenon. The concept of emotional intelligence has become a central topic of psychological research in recent years. It has been noticed that emotional intelligence (EQ) affects the person’s individual and professional success in life. Quality of relationships and happiness, the fulfillment feeling in life, is highly determined by the individual’s EQ level. Research has proved that the best possibility to build lifelong needed emotional-social skills is in early childhood. Namely, early childhood is a phase of human life where there is a high potence for developing EQ. In early childhood children go through complex psychological development. There is a meaningful need for teaching them among others self-awareness, anger management, empathy, self-control and relationship management in order to be successful in their entire lives. The conclusion of my literature review has been that emotional intelligence is a significant element of children’s life. EQ skills need to be stimulated and developed in early childhood. EQ developing programs have proved meaningful positive outcomes like better self-image, less behaviour problems, better relationships with other peers and adults, higher academic achievements and significant impact in physical and mental health. Investing into early childhood’s emotional and social development has a substantial benefit for the entire society, states economy and sociology.
Educating and training children in ice hockey is a responsible task. Coaches of youth players have to be mature people with well-developed values, sport-specific knowl-edge and an understanding in the development of children. This thesis gathers and presents both scientific data and practical experiences from ice hockey and sports in general with the purpose to help coaches to manage children more effectively. Three periods of child development are described. Early childhood (2-6 years of age), middle childhood (6-12 years of age) and puberty/adolescence (above 12 years of age). Each chapter is divided into three subchapters; The first deals with physical characteristics of growth and motor development, the second with brain and cognitive development and the third with social and emotional development. Additionally, very important topics, coaches should pay attention to, are included. Safety principle has to be considered in every ice hockey practice. Threats of early specialization and selection are listed together with solutions. The importance of game like drills to develop cognitive skills is explained. The attachment is an on- ice coaching manual, which includes tables of hockey skills that have to be mastered on the ice at a certain age. Key points for each age group are listed. The aim of the thesis is to create valuable teaching material for ice hockey coaches, especially for countries like Slovenia with an underdeveloped bibliography in ice hockey. Part of the content has been already presented during the 2012 Slovenian ice hockey coaching symposium and can now enrich study material for coaches of youth.
The purpose of this activity-based thesis was to create an activity pack to support the second language acquisition of English for children in a bilingual preschool group. The thesis was made in collaboration with the Y.E.S. day care centre operational in Vantaa. The activity pack was created for one of their bilingual preschool groups. The aim was to give the workers in the kindergarten a new way to support the language acquisition of children and give children a fun way to learn the language. A product was created that contains a pack of cards, a board, pieces for the board, travel passports for the children and an instruction sheet. The theoretical framework of this thesis explains early childhood education in Finland, the language immersion method, child development and learning as a child with an emphasis on language development and learning a new language. The theoretical framework of the thesis also explains the benefits of play and games for children and the connection they have to learning. Two sessions were planned to be held with the children to test the activity pack out, but only one of these sessions happened. The goal was to see how the activity pack works and what should be developed. The emphasis was on game development rather than on the experiences of individual children. The activity pack was left with the kindergarten for them to keep using it and seeing how it works. Feedback was collected from the teachers afterwards via email. The session held went well, and children seemed to be excited and motivated to keep using the activity pack. It would have been good to have more sessions with the children, but the way the sessions were arranged didn’t benefit the children’s language acquisition as well as using the product the way it is meant to be used. Together with the teachers, we concluded it would be better for them to keep using it and seeing how it works. For the most part, children seemed to enjoy the activity, and a benefit to the activity pack in terms of language acquisition could be seen. Additionally, the activity pack supports multiple other skillsets as well. The aims and goals set in the beginning of the thesis process were reached and fulfilled. The product could be further developed to different age groups and different language-based language immersion daycares. Additionally, more could be studied regarding the theoretical framework. For example, executing a study on how playing affects children’s learning could be a considerable thesis idea.
Play is integral to children's development and growth. Hospitalization can be stressful for children; unfamiliar environments and staff, alongside frightening and painful procedures, can impede coping mechanisms. Therapeutic play considers children's psychosocial and cognitive development to support their emotional and physical development in different care situations. The thesis aimed to discover playful interventions as part of pediatric nursing interventions by addressing the research questions: “What kind of playful interventions are useful to reduce children’s anxiety, distress, and pain? How can play interventions support nursing tasks?” The study included peer-reviewed research articles published in English from 2013 until 2023, investigating playful interventions and pediatric nursing and their effects on anxiety, distress, or pain. Studies concerning children aged 3- 7 years and interventions involving or led by nurses were integrated. This descriptive literature review aimed to determine the extent of the current knowledge of the topic, discover any interpretable pattern regarding existing theories and findings and discuss these. Sixteen scientific articles were systematically selected and went through inductive content analysis. The play interventions included preparation for and distraction before and during a procedure. The studies incorporated interactive gaming technology, storytelling, role play, emotional outlet play, simulation play and medical play. Play interventions were considered a nonpharmacological approach to pain and anxiety management before surgery or during medical procedures. Administering play interventions showed decreased pain and anxiety, lower stress and anxiety or reduced pain and distress. However, one study reported no effect of distraction gaming on emergency delirium and pain, and another showed no impact of distraction during wound care on perceived pain. Integrating play in the nursing process led to the earlier discharge and was helpful in building trust and connection while improving the children’s social, emotional, and behavioral skills. Yet, nurses outlined concerns about staffing, lack of time and technological issues. Therapeutic play seemed to be effective in reducing preprocedural anxiety and pain, preoperative anxiety, preprocedural distress and negative emotions towards medical procedures. Providing age-appropriate procedural content could improve interactions between nurses and the child, enhance communication, connection, trust, and advance time management in the nurses’ workflow. Nurses should expand their knowledge about the rich potential of play and receive training to incorporate play interventions in the nursing process. Nurse leaders and hospital management should provide resources for integrating play interventions into nursing care.
Tämän opinnäytetyön tarkoituksena oli kuvata lapsen hyvää kohtaamista ja siihen vaikuttavia tekijöitä lasten hoitotyössä. Aihe on tärkeä työelämän, sosiaali- ja terveysalan kuin yhteiskunnankin kannalta, sillä maamme väestöstä lähes viidesosa on lapsia ja nuoria. Opinnäytetyön tavoitteena oli lapsen hyvään kohtaamiseen liittyvän tietouden lisääminen hoitotyössä. Tämä opinnäytetyö toteutettiin kuvailevana kirjallisuuskatsauksena ja siihen kuuluu toiminnallinen osio, jossa työn tulokset esiteltiin keväällä 2019 osana HUS:n eettistä teemaviikkoa. Kerätyn tiedon avulla pyrittiin vastaamaan seuraaviin tutkimuskysymyksiin: Minkälaista on lapsen hyvä kohtaaminen hoitotyössä ja millä tavoin lapsen hyvää kohtaamista hoitotyössä voitaisiin edistää? Opinnäytetyön aineisto analysoitiin induktiivista eli aineistolähtöistä sisällönanalyysin periaatteita hyödyntäen. Kirjallisuuskatsaukseen valittu aineisto haettiin systemaattisella, eli aiheenmukaisella tiedonhaulla elektronisista tietokannoista, kuten Cinahl ja Medline. Aineistoa haettiin myös manuaalisilla hauilla tieteellisistä julkaisuista sekä tieteellisten julkaisujen lähdeluetteloista. Opinnäytetyön aineistoon valittiin yhteensä 15 kansainvälistä tutkimusartikkelia. Tuloksista selvisi, että lapsen hyvä kohtaaminen hoitotyössä on moniulotteinen kokonaisuus, joka sairaanhoitajan tulisi hallita luodakseen hyvän kohtaamisen lapsen kanssa. Tärkeiksi teemoiksi tuloksista nousi lapsen kehitystason huomioiminen, hoitajan ja lapsen välinen välittävä hoitosuhde, yksilöllisyys, hoitajan ammattitaito, yhteistyössä toimiminen, kommunikaatio, ilo ja leikki sekä perheen tarpeet. Lapsen hyvää kohtaamista hoitotyössä voidaan tulosten mukaan edistää tutkimalla aihetta lisää sekä kehittämällä hoitotyötä lapsikeskeisemmäksi. Myös resursseja sekä aikaa tulisi olla enemmän lapsen hyvän kohtaamisen luomiseksi. Toiminnallisen osion tuloksista nousi esiin samat teemat kuin kirjallisuuskatsauksenkin tuloksista. Opinnäytetyön tuloksia voivat hyödyntää niin lapsia kohtaavat aikuiset kuin hoitotyön ammattilaisetkin pohtimalla omia toimintatapojaan sekä kehittämällä itseään lapsen kohtaamisessa. Lisäksi työn tulosten pohjalta voidaan järjestää erilaisia koulutuksia niin organisaatioissa kuin oppilaitoksissakin.
The purpose of this thesis was to examine critical thinking and how the development of a child’s critical thinking skills can be supported in early childhood. The theoretical framework in this thesis consists of early childhood education in Finland, critical thinking from philosophical view and theories of child’s cognitive development. Data collection in this thesis was done by using literature review. The aim was to answer the following research questions: How is it possible to support the development of critical thinking skills amongst children within the age of 0-6 and which methods adapted to early childhood education support the development of critical thinking? Literature review data was analyzed by using content analysis to gain more insights on the topic. Data collection was conducted with Ebook central, EBSCOhost combined, Finna, Google scholar, Sciencedirect (Elseviewer) and Proquest central. Content analysis method allowed to understand the gathered data by exploring the concepts and helped to gain more in-depth understanding of critical thinking, how its development can be supported and get a glimpse of why it is important to do so in early childhood. There was a decent amount of suitable literature material for my topic. This means I was able to go through the literature search material and find what I needed for my review. However, there were only 5 suitable researches. The main findings demonstrated that critical thinking is formed by a set of skills and attributes which can be developed already early in life. Early childhood educators have an important role with choosing the most suitable methods and maintaining an environment which fosters the development of critical thinking. This literature review is suitable for anyone working in the field of early childhood or to caregivers interested in development of critical thinking.
Background Poor maternal cardiometabolic health in pregnancy is associated with negative effects on child health outcomes, but there is limited literature on child and adolescent socio-emotional outcomes. The study aims to investigate associations between maternal cardiometabolic markers during pregnancy with child and adolescence socio-emotional trajectories. Methods Growth curve models were run to examine how maternal cardiometabolic markers in pregnancy affected child socio-emotional trajectories from age 4 to 16. Models were adjusted for all pregnancy trimesters, maternal, child, and socioeconomic covariates. This study used the Avon Longitudinal Study of Parents and Children (United Kingdom) cohort. Participants consisted of mother-child pairs (n=15,133). Maternal predictors of fasting glucose, triglycerides, high-density lipoprotein cholesterol (HDL), low-density lipoprotein cholesterol (LDL), and body mass index (BMI) were taken from each pregnancy trimester (T1, T2, T3). Child outcomes included emotional problems, conduct problems, and hyperactivity problems from the Strengths and Difficulties Questionnaire (SDQ). Results Fully adjusted models showed significant associations between elevated T1 fasting glucose and increased conduct problems, higher T1 BMI and increased hyperactivity problems, lowered T1 HDL and decreased hyperactivity problems, and elevated T2 triglycerides and increased hyperactivity problems. Conclusions Maternal cardiometabolic risk is associated with conduct and hyperactivity outcomes from age 4 to 16. This study suggests that maternal markers of fasting glucose, LDL, HDL, and triglycerides during pregnancy could be added as supplements for clinical measures of risk when predicting child and adolescence’s socio-emotional trajectories.
This Master’s thesis deals with the importance and consideration of information related to child development in assessing the need for child protection. The assessment of the need for child protection is carried out in connection with the assessment of the need for services if the matter has been initiated as a child protection matter upon application or when a social worker or other child protection worker has otherwise become aware of a child in need of child protection. In assessing the child’s need for services, the social worker and the social counselor, in cooperation with the child and family, determine their support needs. The central statutory principle of social work with children and families is to promote the child’s favorable, balanced development and well-being. In order to support the development of a client child, a social worker needs information and understanding of the preconditions for the child’s development, as well as the factors that can harm it. Recent research in the field has identified child protection needs assessment as benefiting from the management of information on child development and has identified the need to systematize child protection needs assessment practices and to establish a framework based on theoretical knowledge and shared understanding to support assessment. The theoretical framework of the dissertation consists of developmental psychological information about child development, as well as Urie Bronfenbrenner’s bioecological development theory. The dissertation is qualitative in nature, and its empirical material consists of 43 final summary documents of the service needs assessment including the assessment of the need for child protection, gathered from one of the larger Finnish cities. The data has been analyzed using the method of theory-based content analysis, using the systemic levels of bioecological development theory as the framework of the analysis. The research questions of the dissertation are: 1) What kind of information or observations concerning the child’s development or development conditions can be identified in the final summaries of the service need assessment when viewed through the lens of bioecological theory? 2) What does this information say (about the factors influencing child development identified according to bioecological theory)? and 3) Does the child’s age affect the observations made about his or her situation in the area of developmental knowledge? The main result of the study was that, viewed through the lens of bioecological theory, a wealth of information related to child development could be identified from the final summaries of the child protection needs assessment. The documented data focused on the child’s microsystem and the area of his or her closest relationships, but the summaries included data on all systemic levels of bioecological theory. Based on the research, bioecological theory could have application value as a framework for structuring and supporting assessment in order to identify key factors for child development in assessment, as well as for planning measures to support child development.
Abstract The aim of this thesis was to explore associations between growth and development during childhood and risk of later stroke within the Northern Finland Birth Cohort 1966 (NFBC1966). Specifically, whether 1) pregnancy and birth related risk factors 2) height, weight, and BMI growth before school age or 3) childhood motor and language milestone achievement are associated with increased stroke risk in adulthood. The NFBC1966 is a population-based birth cohort consisting of 12,068 pregnant women and their 12,058 live-born children. This dissertation utilizes data that has been collected from medical records, national registers, clinical examinations, and questionnaires and a follow-up of up to 54 years. The results show that several early life factors are associated with increased risk of young adult strokes. A novel finding is the association of low maternal weight gain and offspring’s risk of ischemic stroke, which was independent of birth weight. Low weight, height and ponderal index at time of birth were markers of increased stroke risk in later life. Among girls also below average weight or height growth during the first 2 years of life and above average BMI before school age associated with adulthood stroke risk. In addition, the results suggest childhood developmental milestone achievement has predictive value for later life strokes. This study is one of the few to investigate early life factors in relation to adulthood stroke. The results of this thesis support the notion that early development, beginning during prenatal stages, can provide useful indicators of future processes influencing stroke risk.
In current Finnish society there is an increasing number of parents working during irregular working hours as nonstandard shift workers, meanwhile, Finnish family types are becoming more diverse than before. This will bring new challenges and pressure in the flexibility of Finnish early childhood education and care (ECEC) system. ECEC is usually implemented in daytime but many families need these services also in the evenings, nights and weekends. However, the area of round-the-clock ECEC is not widely studied and needs more attention because of its special nature. This thesis aims to discuss how to integrate the principles and objectives of Finnish ECEC into the round-the-clock early childhood education and care. The qualitative study was implemented by interviewing ECEC personnel and guardians, observing the current circumstances about children’s learning and development in a Finnish round-the-clock daycare center and analyzing the data and sources about relevant topics from documents, websites, government policy records, leaflets and meeting minutes. The solutions highlight the suggestions to Finnish authorities, ECEC service providers, ECEC professions and Children’s parents that the round-the-clock early childhood education and care must have the same high quality ECEC services with standard day care centers by integrating care, education and instruction as a whole, which is referred as the educare model. ECEC services must be better shaped to meet the multiple care and educational needs. ECEC personnel must obtain professional qualification and get continuing education to better support the children and their families. Learning in the mixed-age groups could be implemented systematically for the potential benefits by qualified ECEC educators. ECEC personnel would consider parents as ECEC pedagogical partner by more sharing their thoughts and practices with parents and involving parents more deeply regarding to their child’s caring and education.
Viime vuosien kansainvälisiä ja suomalaisia julkaisuja tarkasteltaessa näyttää siltä, että Animal-Assisted Interventions (AAI) herättää kiinnostusta terveydenhuollon ja sosiaalipalvelujen ammattilaisten keskuudessa. Eläimiä koskeva tutkimus varhaiskasvatuksessa on kuitenkin edelleen harvinaista. Tämän opinnäytetyön tavoitteena oli selvittää varhaiskasvatuksen ammattilaisten ja päiväkotilasten huoltajien / vanhempien tietoisuutta ja asenteita AAI:stä päiväkodeissa. Toinen kiinnostuksen kohde oli osallistujien mahdolliset huolenaiheet.. Tämän tutkimuksen tiedot kerättiin lähettämällä kaksi erillistä kyselyä kahdelle tutkimusryhmälle: Ryhmä 1 koostui 19 Helsingin yksityisen päivähoidon ammattilaisesta; Ryhmä 2 koostui 40 huoltajasta / lasten vanhemmasta yksityisissä ja kunnallisissa päiväkodeissa Helsingissä. Kaikki koehenkilöt osallistuivat vapaaehtoisesti ja nimettömästi. Tulokset osoittivat, että vaikka puolet ammattilaisista oli kuullut AAI-käsitteestä, vain harvat huoltajista olivat tietoisia siitä. Lähes kaikki osallistujat uskoivat kuitenkin, että eläinkontakti on hyödyllistä lapsille, ja suurin osa pystyi kuvittelemaan eläinten sisältyvän omaan työpaikkaansa tai heidän päivähoitoonsa. Huolet ja heidän asteensa erottuivat: vaikka ammattilaisten keskuudessa suurimpia huolenaiheita olivat allergioiden tai astman kehittyminen, ylimääräinen työmäärä ja eläinten hyvinvointi, huoltajat olivat huolissaan lähinnä eläinten hyvinvoinnista, korkeammista päivähoitomaksuista ja ammattilaisten ylimääräisestä työstä. Huolimatta näistä huolenaiheista useimmat ammattilaisista ja huoltajista pitivät AAI: ta varhaiskasvatuksessa yhä hyvänä ideana. Nämä tulokset voivat johtaa siihen johtopäätökseen, että tarvitaan enemmän tietoisuutta AAI: sta ja sen käytännön vaikutuksista. Lisätutkimukset voisivat selventää, voivatko tietyt suuret tai pienet huolenaiheet perustua väärinkäsityksiin tai tietoisuuden puutteeseen. Vaikka ammattilaisten ja huoltajien suhtautuminen oli myönteistä, näyttää siltä, että toteutus käytännössä, etenkin ajankäytön ja resurssien hallinnan sekä eläinten hyvinvoinnin varmistamisen suhteen, on suuri este. Tämä saattaa viitata siihen, että AAI: n käyttöönoton monimuotoisuutta on tutkittava paremmin ja edistettävä, jotta tuetaan kiinnostuneita ammattilaisia sisällyttämään eläimillä avustetut menetelmät työhönsä, ja siten tarjoamaan AAI: ta suuremmalle osalle kiinnostuneita asiakkaita.