The Second Amendment to the United States Constitution has long been a central focus of constitutional law, engendering significant debates over the extent of individual firearm ownership rights and the state’s ability to regulate firearms for public safety. Enacted in 1791 as part of the Bill of Rights, it states: “A well-regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.” (U.S. Const. Amend. II). The interpretive challenges of this provision stem from its syntactic structure, historical context, and evolving jurisprudential analysis. Legal scholars and the judiciary have long been divided on whether the amendment guarantees an individual right to bear arms or if it is tied inextricably to the preservation of state militias.
This paper seeks to explore the complex evolution of Second Amendment jurisprudence by analyzing its historical roots, key judicial precedents, statutory developments, and the ongoing contemporary debates surrounding its interpretation. Through an examination of both originalist and living constitutional approaches to the Second Amendment, this analysis will highlight the legal framework that governs the right to bear arms in the United States. In addition, the paper will address the role of firearm regulation within the context of individual liberties and state powers, emphasizing the balance between individual rights and public safety.
Historical Background
The Second Amendment’s origins can be traced to the Anglo-American legal tradition and its underlying principles of self-defense, natural rights, and the preservation of individual liberty. The English Bill of Rights of 1689, which granted Protestant citizens the right to possess arms for self-defense, had a profound influence on the framers of the U.S. Constitution (Rothman 56). During the Revolutionary War, militias resisted British oppression, reinforcing the belief that an armed citizenry was necessary to secure liberty and prevent tyranny.
However, the framers of the Constitution also recognized that the right to bear arms must be carefully balanced with the need for regulation to ensure public safety. Early legal interpretations of the Second Amendment were largely collectivist, emphasizing the preservation of state militias over individual firearm ownership. The phrase “well-regulated Militia” suggested that the principal purpose of the Second Amendment was to protect state-controlled military forces from federal interference rather than to enshrine an unrestricted right to personal gun ownership. Early case law, including United States v. Cruikshank (1876), affirmed that the Second Amendment’s protections applied to the maintenance of state militias but did not guarantee an individual right to possess firearms (United States v. Cruikshank, 92 U.S. 542).
Through the 19th and early 20th centuries, firearm regulations were primarily left to state legislatures, with minimal federal oversight. The regulation of firearms remained a matter largely within the police power of states to enact laws that reflected the interests of their populations. In the 1930s, however, a major shift occurred with the National Firearms Act of 1934, which imposed strict federal regulation on certain types of firearms, particularly machine guns and sawed-off shotguns. The law was a direct response to the rise of organized crime during Prohibition and marked the first significant federal intervention in firearm regulation. The Act also laid the foundation for future regulatory measures by highlighting the government’s compelling interest in regulating dangerous and concealable weapons.
Key Supreme Court Cases
The modern legal landscape of the Second Amendment has been profoundly shaped by landmark decisions of the Supreme Court. These rulings have clarified the scope of the right to bear arms and established the constitutional framework for regulating firearms. A critical turning point in Second Amendment jurisprudence came with the Court’s decision in District of Columbia v. Heller (2008), in which the Supreme Court definitively affirmed that the Second Amendment guarantees an individual right to keep and bear arms. This ruling invalidated the District of Columbia’s stringent firearm control law, which prohibited the possession of handguns and required that firearms be kept unloaded and disassembled in the home. The Court held that the Second Amendment’s protections extend beyond service in a state militia, acknowledging an individual’s right to possess firearms for lawful purposes such as self-defense (District of Columbia v. Heller, 554 U.S. 570).
The Court’s opinion in Heller, authored by Justice Scalia, emphasized that the prefatory clause, “A well-regulated Militia,” does not limit the operative clause, “the right of the people to keep and bear Arms.” The majority concluded that the amendment confers an individual right that is not dependent on participation in a state militia. While this decision reaffirmed the individual right to possess firearms, it also recognized that the right is not absolute and that certain restrictions on firearm possession are constitutionally permissible, particularly with regard to “dangerous and unusual weapons” that do not have a reasonable relationship to the preservation or efficiency of a well-regulated militia.
Following Heller, the Court’s ruling in McDonald v. City of Chicago (2010) further extended Second Amendment protections to the states through the Fourteenth Amendment’s Due Process Clause, incorporating the right to bear arms against state and local governments. This decision held that the right to possess firearms is a fundamental right, applicable at both the federal and state levels, thus ensuring that state and local governments could not infringe upon this right by enacting overly restrictive gun laws (McDonald v. City of Chicago, 561 U.S. 742).
Earlier decisions, such as United States v. Miller (1939), continue to shape the interpretation of the Second Amendment. In Miller, the Court upheld federal restrictions on sawed-off shotguns, reasoning that such weapons were not suitable for military service and therefore not protected by the Second Amendment (United States v. Miller, 307 U.S. 174). This ruling established that while the right to keep and bear arms is protected by the Constitution, it is not an unlimited right to possess any and all weapons. The Court’s reasoning underscored the principle that reasonable regulations on the types of arms that individuals can possess may be permissible, especially when such regulations serve to promote public safety.
Modern Application and Controversies
Despite the clarification provided by these Supreme Court rulings, the Second Amendment remains one of the most polarizing issues in American legal and political discourse. The escalation of mass shootings and firearm-related violence has led to calls for more stringent gun control measures. Advocates for gun control argue that increased regulation, such as universal background checks, mandatory waiting periods, and restrictions on assault weapons, is necessary to curb the growing number of gun-related deaths. In contrast, pro-gun advocacy groups assert that such measures infringe upon the individual right to bear arms, as enshrined in the Second Amendment.
Recent litigation continues to address these tensions, particularly with regard to state laws governing concealed carry, assault weapons, and high-capacity magazines. For example, Peruta v. California (2016) challenged California’s restrictions on concealed carry permits, with the Ninth Circuit ruling that the Second Amendment does not guarantee the right to carry concealed weapons in public without a permit (Peruta v. California, 824 F.3d 919). However, the Supreme Court’s decision in New York State Rifle & Pistol Association, Inc. v. Bruen (2022) overturned similar restrictions, affirming that individuals have a constitutional right to carry firearms in public for self-defense purposes (New York State Rifle & Pistol Association, Inc. v. Bruen, 142 S. Ct. 2111).
The Court’s willingness to strike down restrictive gun laws highlights the evolving nature of Second Amendment jurisprudence, as well as the significant influence of public policy concerns, such as public safety and crime prevention. Some courts have argued that concealed carry laws, while restrictive, do not necessarily violate the Second Amendment, as long as individuals can still exercise their right to bear arms in other contexts, such as in the home. Other decisions, however, have extended protections to the right to carry firearms in public, affirming that the amendment’s protections are not confined to the home.
The debate over firearm regulation is further complicated by empirical studies on gun violence and gun control laws. Proponents of gun control argue that stringent regulations correlate with lower rates of gun violence, citing countries with strict gun laws and lower homicide rates as evidence. On the other hand, opponents of gun control claim that gun ownership is essential to personal security and that increasing firearm prevalence deters crime. Empirical evidence on the impact of gun regulations is inconclusive, with some studies showing no clear connection between stricter laws and reductions in violence, while others suggest that gun control measures can reduce mass shootings and gun-related fatalities (Lott 63).
Conclusion
The evolution of Second Amendment jurisprudence has been shaped by a complex interplay between the textualist and originalist interpretations of the Constitution, as well as the state’s power to regulate firearms in the interest of public safety. Key Supreme Court decisions, such as District of Columbia v. Heller and McDonald v. City of Chicago, have reaffirmed the individual right to bear arms while also recognizing the legitimacy of certain firearm regulations. As legal scholars and courts continue to wrestle with the meaning of the Second Amendment, the fundamental challenge remains: how to balance the right to keep and bear arms with the state’s responsibility to protect public safety.
The ongoing national debate over gun control, particularly in light of mass shootings and gun violence, underscores the need for a legal and policy framework that ensures both constitutional protection and public welfare. As legal challenges to gun regulations continue to arise, the Supreme Court’s interpretation of the Second Amendment will remain a critical area of constitutional law, influencing both the legal landscape and the broader societal discourse on gun rights and public safety.
Citations
District of Columbia v. Heller, 554 U.S. 570. Supreme Court of the United States, 2008.
Lott, John R. More Guns, Less Crime: Understanding Crime and Gun Control Laws. University of Chicago Press, 2010.
Kleck, Gary. Point Blank: Guns and Violence in America. Aldine de Gruyter, 1997.
Kryzanek, Michael. “Guns, Violence and the Second Amendment.” Bridgewater State University, Bridgewater State University, 13 Mar. 2023, www.bridgew.edu/stories/2023/guns-violence-and-second-amendment.
Lott, John R. More Guns, Less Crime: Understanding Crime and Gun Control Laws. University of Chicago Press, 2010.
McDonald v. City of Chicago, 561 U.S. 742. Supreme Court of the United States, 2010.
New York State Rifle & Pistol Association, Inc. v. Bruen, 142 S. Ct. 2111 (2022).
Peruta v. California, 824 F.3d 919 (9th Cir. 2016).
Rothman, Adam. Slave Country: American Expansion and the Origins of the Deep South. Harvard University Press, 2005.
Rothman, David J. The Pursuit of Justice: The History of the U.S. Legal System. Oxford UP, 2002.
United States v. Cruikshank, 92 U.S. 542 (1876).
United States v. Miller, 307 U.S. 174. Supreme Court of the United States, 1939.
Vernick, Jon S., et al. “Changing the Constitutional Landscape for Firearms: The US Supreme Court’s Recent Second Amendment Decisions.” American Journal of Public Health, vol. 101, no. 11, Nov. 2011, pp. 2021–2026, https://doi.org/10.2105/ajph.2011.300200.
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According to the National Library of Medicine, AAT is a holistic treatment that aims to enhance physical, emotional, and cognitive functioning, involving animals (National Library of Medicine, 2016). Furthermore, learned inquiries do give indication that involving animals in educational or therapeutic settings can increase social confidence and emotional intelligence later in life, especially in young children (Gee, N.R. et al, 2017). In addition to this, there is credible evidence that such interventions can increase engagement in various special education settings and individualized education plans (IEPs), contributing to significant improvements in students (Kaufmann et al. 2015) (Brelsford et al. 2017). By including animals in learning experiences, schools can find new methods for student connection and growth.
These past two decades, much progress has been made in understanding the beneficial effects of animal-assisted interventions (AAI) within various environments in terms of the locales of healing and remedy from AAT/I. In particular, AAI/T has emerged as a tool for helping children with developmental disorders. These interventions have been effective in reducing anxiety and managing various emotions during social interactions (Huber & Davis, 2019).
Furthermore, it has been found by learned inquiry that these selfsame endeavors do conduce to a more flourishing of emotional growth within children, proving its success in creating therapeutic environments. This steadily increasing amount of evidence emphasizes the significance of merging AAI into therapeutic practices and educational settings. As scholars do press on to plumb its virtues, it’s becoming more and more clear that AAI demonstrates considerable promise in expanding the benefits of therapeutic experiences. Of course, mental needs are different for every individual who undertakes animal-assisted therapy (AAT). Research has found that found by learned minds, animals, in no small measure, may lend their aid to the betterment of social converse, and the alleviation of that lonely ache of isolation in children diagnosed with autism spectrum disorder (ASD) (Martin & Farnum, 2002) (O’Haire, 2013). In like fashion, a review by Narvekar (2022) highlights how canine-assisted therapy (CAT) doesn’t just simply improve social functioning but it also encourages the development of communication skills and emotional health in children with various neurodevelopmental disorders. These discoveries further lay great stress upon the importance of personalizing animal-assisted therapy treatment plans to meet the different needs of each patient, mandating an approach that boosts individual growth and social connection. By combining animals with therapeutic settings, specialists can provide valuable support in overcoming the barriers faced by those with social interaction challenges related to ASD and other disorders.
The bond between companion animals and children has gained significant attention in recent research due to its evident influence on social development and emotional well-being. Interactions with pets can foster enhanced social skills among children and teens, providing aunique path for learning empathy, responsibility, and communication (Purewal et al. 2017).
Further supporting these findings, there is evidence that these relationships significantly contribute to improved psychosocial health in kids. By exploring the complex aspects of human-animal interactions, this review emphasizes the role that companion animals can play in promoting healthy social development (Groenewoud et al. 2023).
Based on these findings, it is recommended strongly that animals be more deeply incorporated into educational and therapeutic systems to support overall well-being. The bond between children and animals goes far beyond just organized therapy sessions; it plays an important role in their natural emotional and social growth. For toddlers and preschoolers (ages 3-7), pets can offer reassurance and stability while also teaching important lessons in empathy and responsibility. Engaging with animals encourages supportive behaviors and helps young children learn to manage their feelings. As children enter middle childhood (ages 8-12), pets can be great social boosters, aiding in the development of confidence needed to form relationships and navigate social situations more comfortably. In the season of burgeoning youth, when boyhood doth give way to man (ages 13-17), these animals oftendo lend a comfort most profound, easing the heart of its heavy load of care and loneliness, in this season of growth and shaping. Studies indicate that pets can improve self-esteem, resilience, and overall emotional health, making them a valuable part of a child’s life, regardless of their developmental background. Understanding the importance of these relationships can heavily influence approaches to child development, creating environments where animals play a significant role in fostering emotional growth, social skills, and overall wellness. Furthermore, while there is growing interest in the role of animals in therapeutic practices, there is little research specifically addressing how connections with animals influence aspects of social development, such as communication and empathy, in children with disabilities aged 3 to 17. Existing studies often focus on either the general benefits of animal therapy or benefits for specific disabilities, which leaves a clear gap in understanding the nuanced experiences of this age group, indicating a need for further research. In addition, the variation in range of disabilities and the idnividual social contexts of these children complicate our understanding. This means that we lack comprehensive insights into how these interactions can be optimized for social advancement in diverse populations.
Hypotheses Section
Hypothesis #1 – Children with disabilities between the ages of 3-17 who have access to AAT/I develop better socioemotional awareness than those who don’t. Hypothesis #2 – Providing children with disabilities between the ages of 3-17 access to animal-assisted therapy or intervention (AAT/I) will cause an increase in their socioemotional awareness and development. Hypothesis #3 – If children with disabilities between the ages of 3-17 have access to AAT/I, then they will develop better socioemotional awareness
Methods Section
In my research, I embarked upon a quest to plumb the depths of how pets, be they furry, scaly, or feathered, influence inner contentment and well-being. To do this, I created an online survey using Google Forms, which helped me reach a wide variety of participants. The questionnaire featured a variety of questions that focused on demographics, personal experiences with animals, and how people perceive their influence on mental health and social interactions.
To start, I did commence with questions of a simple demographic nature, like age, gender, and ethnicity, pulling from existing survey formats for reliability. Then, I included questions that focused on personal well-being, specifically how interactions with animals can help relieve stress and boost social confidence. While most demographic questions were adapted from established surveys, I modified a few to fit my research needs.
To distribute the survey, I targeted online platforms like social media and community forums to gather responses. And ultimately, I reached 136 survey participants and sent 36 interview requests, with 5 responses.
The survey questions were thoughtfully designed, with some derived directly from existing instruments and others modified to fit my research focus. For example, I changed questions about political views to allow the survey respondents to share their family’s political views and opinions, as well as their own, providing a broader context for understanding personal influences. Similarly, I included a question about disability status based on a reputable source to ensure I captured a comprehensive picture of the respondents’ experiences with animals.
I did also frame certain queries touching upon the boon that owning a pet doth bestow upon the participants’ lives, and how their quality is thereby enhanced, using ideas from various sources to measure emotional responses and social effects directly linked to pet ownership. For example, I altered a question about relaxation to make it more user-friendly. Furthermore, I adapted questions about challenges that pets help alleviate from well-respected organizations, aiming to gather meaningful insights on how animals provide support in challenging times.
The limitations of my research project primarily stem from the demographic constraints and the methods used for data collection. One significant limitation was that though these participants hailed from diverse lands, a hlack of geographic variety plagues their ranks. Verily, whilst many a nation lent its voice, the lion’s share of replies did spring forth from urban climes, a matter of no small import. These results might not accurately reflect the experiences of children who live in rural areas, who might have different interactions with pets. I did receive no replies from those of tender years, younger than fourteen summers, which doth curtail our understanding of how such youthful folk do view and commune with their animal companions. The dependence on media platforms for survey distribution may have also created bias, as the people accessing these platforms might not represent the broader population. Time constraints further limited my ability to reach a larger and more varied group of respondents, which could have positively impacted the data I collected. Furthermore, though I did strive for plainness in the framing of these survey questions, yet doth it stand to reason that sundry minds may construe them in divers fashions, which misinterpretations, in sooth, may breed inaccuracies in their replies, and thus cast a shadow upon the very trustworthiness of my gleaned findings. These limitations suggest the need for further research to explore the various other roles of pets in personal well-being across diverse demographics.
In conclusion, my project tries to highlight how having pets contributes to personal growth and well-being, but there were several limitations to consider. These included a lack of geographic diversity, time constraints for distributing the survey, and potential bias from my distribution platforms’ audience. Despite these limitations, my survey was structured to offer important insights into how different people perceived the role of animals in their lives and set the stage for further research on this important topic.
Results Section
Hypothesis #1 – Children with disabilities between the ages of 3-17 who have access to AAT/I develop better socioemotional awareness than those who don’t.
The graph supports the hypothesis by establishing that a consequential number of people strongly agree that animals contribute to their good moods. Given that relaxation plays an important role in children’s socioemotional awareness, this finding suggests that Animal-Assisted Therapy and Intervention (AAT/I) can help children with disabilities learn to better manage and understand their emotions. The substantial proportion of responses in the “Strongly Agree” and “Agree” categories is evidence that animals can positively influence emotional well-being, reinforcing the idea that children who interact with animals may develop superior emotional regulation and social skills compared to those who do not.
Figure 1
Hypothesis #2 – Providing children with disabilities between the ages of 3-17 access to animal-assisted therapy or intervention (AAT/I) will cause an increase in their socioemotional awareness and development.
The graph endorses the hypothesis by illustrating a bridge between animals and increased confidence in social interactions, which is a crucial component of socioemotional development. While responses do vary, a large portion of participants fall in the middle of the scale, with some agreeing that animals help them feel more confident when talking to others. This suggests that interactions with animals can help provide a feeling of comfort and security that leads to improved social skills. For kids and teens with disabilities, who tend to confront obstacles in social communication, AAT/I could serve as a path to better confidence and emotional regulation. Establishing a secure, nonjudgmental environment where children can practice social interactions, AAT/I has the potential to deepen their socioemotional awareness, ultimately supporting their development and boosting their quality of life.
Figure 2
Hypothesis #3 – If children with disabilities between the ages of 3-17 have access to AAT/I, then they will develop better socioemotional awareness
The graph supports the hypothesis by illustrating that children with disabilities who have access to Animal-Assisted Therapies and Interventions (AAT/I) exhibit signs of substantial development in socioemotional awareness, ultimately enhancing their overall quality of life (QL). The category “Yes” shows a marked increase in the number of children with disabilities when compared to the “No” category. The data indicate that children participating in AAT/I showed higher results across various measures, suggesting meaningful socioemotional benefits. Importantly, the “Yes” group was constantly bigger than the “No” group in all categories, with the “Grand Total” reinforcing this trend. This evidence implies that AAT/I is key to helping emotional regulation, improving social interaction skills, and boosting confidence. The higher representation in these key areas indicates that AAT/I contributes positively to the overall well-being and quality of life for children with disabilities.
Discussion Section
In my research, I found that my hypotheses were consistently supported by the data collected. Two of the key findings were that animals generally have a calming effect on people, which can be particularly helpful in various anxiety-inducing situations, such as meeting new people. This relaxing influence seems to reach beyond just immediate interactions; it can also play a significant role in reinforcing the overall quality of life for teens with disabilities. Through the companionship and support animals provide, these kids often experience improved confidence and a sense of relief in their daily activities. Furthermore, the companionship of animals can create a more relaxed environment that assists group connection. Overall, my study highlights the valuable role that animals can play in advancing emotional well-being and social experiences for those facing certain challenges. This bolsters the idea that integrating animals into therapeutic settings could greatly benefit various populations.
Additionally, this soothing effect extends beyond instantanious interactions; it plays an important role in improving the overall quality of life for teens with disabilities. One interviewee described an emotional moment: “Once I was crying, and my dead grandad’s dog started licking me. It felt like my grandfather was there to help me.” Stories like this show the extensive emotional links that can exist between children and animals. Through the companionship and support that animals provide, these people can gain faith in themselves and a sense of comfort, helping their overall social experiences. Moreover, the company of animals often creates a more relaxed and friendly environment that encourages social activity between children. Another participant noted, “I’ve noticed both directly and indirectly how people’s behavior and emotions change around animals,” underpinning the idea that animals can help form positive social behaviors. This observation is particularly relevant in group situations where children with disabilities may feel isolated from other children. The open, friendly nature of animals seems to influence where these children interact positively or negatively with each other.
My study highlights the important role that animals can play in improving emotional intelligence and social experiences for those facing various types of challenges in their day-to-day lives. My findings support the idea that integrating animals into pedagogical and therapeutic settings could benefit many people, particularly children of all ages with disabilities. In a world where the pressures of social interaction and emotional regulation can be overwhelming even for those without such issues, the presence of an animal can serve as an olive branch, connecting children to more meaningful interactions with their peers.
My research findings align with a fast-growing body of literature in this field, particularly the studies of Brelsford et al. (2017), Groenewoud et al. (2023), and Anderson & Meints (2016). These studies provide a solid foundation for understanding the significance of various types of interactions involving animals in promoting socioemotional health and regulation. My results support their conclusions, highlighting the need for further research in this area. However, a significant limitation of my study is that I was unable to include participants under the age of 14, leaving a gap in the data I collected.
One participant mentioned, “Yes, I think kids often act nicer to each other when they are with an animal… The animal can make people feel happier or more excited, and it’s easier for the kids to work together.” This reflection adds another layer to the study, suggesting that younger children may respond differently, which needs further exploration. The lack of younger participants in my study means that I may not gather all perspectives on the topic, specifically on how children aged 3-13 view animal interaction, compared to older teens, for which I did garner results. Future research could benefit from including a wider age range to achieve a more complete understanding of the subject.
As I investigated the problem, my understanding grew, based on the multiple insights I gained from the literature review. At first, I thought the impact of Animal-Assisted Therapy (AAT) was limited mainly to emotional support. However, my findings and evidence from prior studies suggest that AAT/I not only helps with emotional and cognitive development but also plays a large role in improving social interactions and communication skills in all children, but especially in children with developmental disorders. One participant noted, “Being kind to animals is a first step to being kind to everyone,” which aligns with my opinions on the importance of the therapeutic value of animal interactions. This statement represents the idea that connecting with animals can create empathy and social skills that translate into broader social responsibilities.
Additionally, the importance of personalizing AAT to suit individual needs has become apparent; this customization enhances the potential benefits for each participant, allowing therapy practices to be adjusted to focus on specific challenges that children may face. The evidence suggests that AAT/I can significantly improve social confidence, help manage feelings of isolation, and develop emotional intelligence among children. These findings validate the importance of homogenizing Animal-Assisted Interventions into therapy and education settings, highlighting its potential to create welcoming spaces that promote growth and well-being.
To properly tackle the issues related to Animal-Assisted Therapy (AAT) and Animal-Assisted Interventions (AAI) in public schools, people should advocate for government funding to be specifically allocated to the creation and expansion of such programs. This funding would support the integration of AAT/AAI into the school curriculum while providing necessary training for educators, staff, and animals on how to implement these methods effectively. Additionally, grants could be set up to ensure that all students, regardless of their socioeconomic background, have access to these resources.
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Appendix A
What is your age? (SurveyMonkey, N.D.)
10 or younger
11-12
13-14
15-16
16
What is your gender? (SurveyMonkey, n.d.)
Male
Female
Non-Binary
Other
How would you describe your ethnicity? (SurveyMonkey, n.d.)
White
Black or African-American
American Indian or Alaskan Native
Asian
Native Hawaiian or other Pacific islander
Some other race (please specify)
Do you identify with any of the following religions? (SurveyMonkey, n.d.)
Protestant
Catholic
Christian
Jewish
Islamic
Buddhist
Hindu
Orthodox – Greek
Orthodox – Russian
Agnostic
Atheist
Other (please specify)
How would you describe your political viewpoints? (SurveyMonkey, n.d.)
Very liberal
Slightly liberal
Moderate
Slightly conservative
Very conservative
How would you describe your family’s political viewpoints? (SurveyMonkey, n.d. – Modified)
Very liberal
Slightly liberal
Moderate
Slightly conservative
Very conservative
Would you consider yourself to have a disability? (Qualtrics, 2020)
Yes (please specify)
No
If ‘Yes’, What is Your Diagnosis? (WeCapable, 2024)
(CHECKBOX FUNCTION)
ADHD/ADD
Depression
Anxiety
Bipolar
Hearing Impairment
Traumatic Brain Injury (TBI)
Speech Disorder
Autism Spectrum Disorder (ASD)
Cerebral Palsy (CP)
Muscular Dystrophy
Visual Impairment (Blindness/Low Vision)
Other
What Type of Parent/Guardian situation is applicable to you? (SmartSurvey, n.d – Modified)
Both parents, employed
Single Parent, employed
Guardian, employed
Both parents, only one employed
Single parent, unemployed
Guardian, unemployed
Other (please specify)
What is your parents/guardians employment status? (CDC, n.d. – Modified)
If ‘Yes’, how many? (If you answered ‘No’, skip this question) (Forms, 2024) (Modified)
1
2
3
4+
Do you believe that having a pet has improved your quality of life? (StartQuestion, n.d.)
Yes
No
How do you feel when you are with an animal? (YouGov, 2024)
CHECKBOX FUNCTION – SELECT ALL THAT APPLY
Happy
Calm
Excited
Other
Animals help me feel more confident when talking to other people. (MDPI, n.d.) – Modified
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
Animals help me feel more comfortable in groups and/or when meeting new people. (MDPI, n.d.) – Modified
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
Animals can help me relax (Green Chimmneys, n.d.) – Modified
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
Has there ever been a time where an animal has helped you overcome a challenge? (ChildMind, n.d.) – Modified (Note: Can be something small, like scraping your knee when you were younger)
Yes
No
Would you be willing to participate in an interview? (Self-made Q)
Tres amigos van de senderismo en Denver, Colorado, mientras van de camino a un lago. Se encuentra una mujer de los árboles que les advierte de los unicornios que están enfadados por la negación de los beneficios del GI Bill. Entonces atacan a todos alrededor de ellos. Nuestros personajes se encuentran en medio del ataque cuando los unicornios salen del lago. ¿Qué van a hacer los unicornios? ¿Y cómo podrán pararlos?
Dialogo
Sydney: Me encantó Denver, Colorado, los lagos eran muy bonitos.
Alice: ¡Fue un día maravilloso en Denver!
Byron: Pero, yo no sabía, se sentía… raro.
Sydney: Entonces, ¡una mujer nos vino!
Random Tree Lady (Alice) *agarrando una rama de árbol*: Yo hablo para los árboles. Yo soy los árboles. Los unicornios van a venir.
Sydney: …eso fue extraño.
Alice: ¿Qué fue extraño? Fue normal. Ella vive en los árboles.
Byron: Yo les quería que se apuraran y llegaran al lago.
Sydney: ¡Sí sí! Pero, antes de llegar, fui a revisar mi teléfono.
News Lady (Alice) (en la pantalla del teléfono de Sydney): ¡Hola, soy Tiburón reportera aquí! ¡Noticias de última hora! Acabamos de recibir la noticia de que los unicornios están invadiendo Denver, Colorado, en respuesta a la negación de los beneficios del GI Bill. Ahora, vamos con Bob con clima.
Byron: ¡Yo sabía que algo estaba mal!
Alice: Entonces, ¡miramos que había un unicornio en el lago!
Sydney: ¡Tuve miedo! ¡Se veían furiosos!Alice (exasperada): ¡Esto es porque confías en la gente de los árboles!
*Los unicornios persiguen a todos, disparando láseres.*
Byron: ¡No fue como quería morir!
Sydney: Al menos escuché The Life of a Showgirl de Taylor Swift.
El verano pasado viajé a los Países Bajos y llevé mis AirPods conmigo porque siempre me gustó escuchar música. Un día los usé en la casa de mi amiga y después los dejé en su dormitorio sin darme cuenta. Salí rápido de su casa y no noté que los había olvidado allí. Cuando regresé a mi casa en los Estados Unidos, busqué mis AirPods en mi maleta, pero no los encontré. Entonces me sentí muy triste y un poco frustrado. Llamé a mi amiga para contarle lo que pasó y ella buscó en su dormitorio. Después de un rato, me dijo que los encontró en la mesa. Ella me los mandó por correo y el paquete tardó varios días en llegar. Finalmente lo recibí en mi casa y me sentí muy feliz y aliviado. Aunque fue un problema, ahora es un recuerdo inolvidable de mi verano.
Me llamo Alice. Soy estudiante de la clase de portafolio de español de la Sra. Intravaia de 2025-6 a través de St. John’s College. Planeo ser abogado o radiólogo. Me gusta escuchar música (especialmente Taylor Swift), salir a caminar, ver televisión y jugar con mi perro. Me asustan fácilmente los pollos y las cabras. Mi objetivo es mejorar en la equitación y en la monta.
