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It is the thesis of this chapter that pets can play a critical role in providing selfobject functions to the young and developing child, particularly in an otherwise impoverished or exploitive selfobject environment. I will explore some initial ideas on this topic, drawing from my clinical experience, case material of other therapists, and empirical studies on the human–animal bond. Together, I hope that these ideas will illuminate the variety of ways in which pets may amend or enhance the fulfillment of the particular developmental needs of a child whose available selfobjects are unable to do so.
A number of studies have illustrated the positive role that pets can play with special populations. Programs have been developed that place pets with the elderly (Garrity et al., 1989), the handicapped (Frith, 1982; Ross, 1983), psychiatric inpatients (Holcomb and Meacham, 1989), prison inmates (Katcher, Beck, and Levine, 1989), and children with special needs (Gonski, 1985; Redefer and Goodman, 1989). Absent, however, is a theoretical explication of why human–pet relationships consistently have been found to have positive psychological effects; in particular, “there is very little analysis of the role of pets in child development” (Robin & ten Bensel, 1985, p. 63).
Despite the lack of a theoretical conceptualization, several studies have directly explored the child–pet bond. Levinson's early studies