<HashMap><database>biostudies-literature</database><scores/><additional><submitter>Howell TJ</submitter><funding>Australian Government</funding><pagination>1975</pagination><full_dataset_link>https://www.ebi.ac.uk/biostudies/studies/S-EPMC9367407</full_dataset_link><repository>biostudies-literature</repository><omics_type>Unknown</omics_type><volume>12(15)</volume><pubmed_abstract>The nomenclature used to describe animals working in roles supporting people can be confusing. The same term may be used to describe different roles, or two terms may mean the same thing. This confusion is evident among researchers, practitioners, and end users. Because certain animal roles are provided with legal protections and/or government-funding support in some jurisdictions, it is necessary to clearly define the existing terms to avoid confusion. The aim of this paper is to provide operationalized definitions for nine terms, which would be useful in many world regions: "assistance animal", "companion animal", "educational/school support animal", "emotional support animal", "facility animal", "service animal", "skilled companion animal", "therapy animal", and "visiting/visitation ani</pubmed_abstract><journal>Animals : an open access journal from MDPI</journal><pubmed_title>Defining Terms Used for Animals Working in Support Roles for People with Support Needs.</pubmed_title><pmcid>PMC9367407</pmcid><funding_grant_id>n/a</funding_grant_id><pubmed_authors>Samet L</pubmed_authors><pubmed_authors>Warda T</pubmed_authors><pubmed_authors>Gee N</pubmed_authors><pubmed_authors>Linder D</pubmed_authors><pubmed_authors>Kakinuma M</pubmed_authors><pubmed_authors>MacNamara M</pubmed_authors><pubmed_authors>Carr AM</pubmed_authors><pubmed_authors>Heirs M</pubmed_authors><pubmed_authors>Wilson M</pubmed_authors><pubmed_authors>O'Keeffe S</pubmed_authors><pubmed_authors>Ormerod E</pubmed_authors><pubmed_authors>Symonds M</pubmed_authors><pubmed_authors>Darby A</pubmed_authors><pubmed_authors>Fox M</pubmed_authors><pubmed_authors>Signal T</pubmed_authors><pubmed_authors>Benton P</pubmed_authors><pubmed_authors>Howe R</pubmed_authors><pubmed_authors>Hill K</pubmed_authors><pubmed_authors>O'Connor G</pubmed_authors><pubmed_authors>Lewis H</pubmed_authors><pubmed_authors>Thomas-Pino C</pubmed_authors><pubmed_authors>Yamamoto M</pubmed_authors><pubmed_authors>Kivlen C</pubmed_authors><pubmed_authors>Ferreira GM</pubmed_authors><pubmed_authors>Cuevas-Pavincich F</pubmed_authors><pubmed_authors>Kim SA</pubmed_authors><pubmed_authors>Jones M</pubmed_authors><pubmed_authors>Brandes H</pubmed_authors><pubmed_authors>Bailey T</pubmed_authors><pubmed_authors>Hooper J</pubmed_authors><pubmed_authors>Davies L</pubmed_authors><pubmed_authors>Rooy DV</pubmed_authors><pubmed_authors>Boyle S</pubmed_authors><pubmed_authors>Kieson E</pubmed_authors><pubmed_authors>Young J</pubmed_authors><pubmed_authors>Mariti C</pubmed_authors><pubmed_authors>Mai DL</pubmed_authors><pubmed_authors>Rodriguez K</pubmed_authors><pubmed_authors>Pritchard PA</pubmed_authors><pubmed_authors>Steel J</pubmed_authors><pubmed_authors>Avci A</pubmed_authors><pubmed_authors>Graham TM</pubmed_authors><pubmed_authors>Rawat V</pubmed_authors><pubmed_authors>Power ER</pubmed_authors><pubmed_authors>Lanning B</pubmed_authors><pubmed_authors>Binney C</pubmed_authors><pubmed_authors>Fournier A</pubmed_authors><pubmed_authors>Nieforth L</pubmed_authors><pubmed_authors>Winkle M</pubmed_authors><pubmed_authors>Ngai D</pubmed_authors><pubmed_authors>Walsh EA</pubmed_authors><pubmed_authors>Hamilton-Bruce A</pubmed_authors><pubmed_authors>Yerbury R</pubmed_authors><pubmed_authors>Fry NE</pubmed_authors><pubmed_authors>Stone W</pubmed_authors><pubmed_authors>Johnson E</pubmed_authors><pubmed_authors>Tardif-Williams CY</pubmed_authors><pubmed_authors>Rook D</pubmed_authors><pubmed_authors>Jegatheesan B</pubmed_authors><pubmed_authors>Mattila-Rautiainen S</pubmed_authors><pubmed_authors>Howell TJ</pubmed_authors><pubmed_authors>Schofield L</pubmed_authors><pubmed_authors>Delisle E</pubmed_authors><pubmed_authors>Alm K</pubmed_authors><pubmed_authors>Coulter K</pubmed_authors><pubmed_authors>Perry A</pubmed_authors><pubmed_authors>Hansen TGB</pubmed_authors><pubmed_authors>Hart L</pubmed_authors><pubmed_authors>Mead R</pubmed_authors><pubmed_authors>Bennett P</pubmed_authors><pubmed_authors>Agbonika S</pubmed_authors><pubmed_authors>Karagiannis C</pubmed_authors><pubmed_authors>Baker H</pubmed_authors><pubmed_authors>Enders-Slegers MJ</pubmed_authors><pubmed_authors>Olsen C</pubmed_authors><pubmed_authors>Ruby MB</pubmed_authors><pubmed_authors>Coombe W</pubmed_authors></additional><is_claimable>false</is_claimable><name>Defining Terms Used for Animals Working in Support Roles for People with Support Needs.</name><description>The nomenclature used to describe animals working in roles supporting people can be confusing. The same term may be used to describe different roles, or two terms may mean the same thing. This confusion is evident among researchers, practitioners, and end users. Because certain animal roles are provided with legal protections and/or government-funding support in some jurisdictions, it is necessary to clearly define the existing terms to avoid confusion. The aim of this paper is to provide operationalized definitions for nine terms, which would be useful in many world regions: "assistance animal", "companion animal", "educational/school support animal", "emotional support animal", "facility animal", "service animal", "skilled companion animal", "therapy animal", and "visiting/visitation ani</description><dates><release>2022-01-01T00:00:00Z</release><publication>2022 Aug</publication><modification>2025-04-22T11:32:12.453Z</modification><creation>2025-04-05T23:58:09.487Z</creation></dates><accession>S-EPMC9367407</accession><cross_references><pubmed>35953965</pubmed><doi>10.3390/ani12151975</doi></cross_references></HashMap>