AAI Methodology – In-Person Feline Activities – Felinotherapy in Institutions and Families
AAI Methodology –
In-Person Feline Activities – Felinotherapy in Institutions and Families
Prepared by:
Independent Breeders Club (NCHK)
Havlíčkova 590/5
293 01 Mladá Boleslav
Czech Republic
Contents
- Introduction
- International Classification of AAI Interventions
- Minimum Standards of Practice for Feline Activities – Felinotherapy
- Summary
Introduction
Feline Activities – felinotherapy represent a form of Animal Assisted Interventions (AAI) involving interaction between humans and cats for the purpose of supporting regulation, activation, psychosocial support or education.
Due to the specific needs of cats and the nature of feline communication, the selection, breeding, training and direct involvement of cats in AAI must be approached with consideration for welfare, stress regulation capacity and the relationship with the handler.
This methodology is based on internationally recognized principles of AAI (Animal Assisted Interventions) and establishes conditions and recommendations for Feline Activities – felinotherapy in institutions and home environments. It reflects standards used by IAHAIO, Pet Partners and other international organizations and is adapted to the specific context of the Czech Republic.
The methodology focuses primarily on volunteer and relationship-based teams and includes requirements for both the cat and the handler, conditions of safety and hygiene, and an overview of different types of activities.
This methodology does not constitute a binding healthcare or social service standard and does not replace professional qualifications required by the legal framework of a particular country.
1. International Classification of AAI Interventions
According to international terminology, Feline Activities – felinotherapy belong to AAI (Animal Assisted Interventions), which are divided into:
- AAA – Animal Assisted Activities
(activities involving animals) - AAT – Animal Assisted Therapy
(therapy involving animals) - AAE – Animal Assisted Education
(education involving animals) - AACR – Animal Assisted Crisis Response
(crisis response involving animals)
In the Czech Republic, Feline Activities – felinotherapy most commonly take place within the framework of AAA, AAE and relationship-based AAI approaches.
2. Minimum Standards of Practice for Feline Activities – Felinotherapy
2.1 Handler
- minimum age of 18 years,
- clean criminal record
(exceptions may be individually assessed if unrelated to work with people or animals), - completion of basic training including:
Mandatory Educational Areas
- cat husbandry and welfare,
- fundamentals of veterinary care and prevention,
- first aid for humans and cats,
- feline ethology and communication,
- foundations of positive and welfare-oriented training,
- general foundations of Feline Activities – felinotherapy and specifics of target groups,
- basics of communication, ethics and GDPR,
- foundations of stress work and neuroregulation.
Supervised Training
- supervised practice in contracted institutions or private practice for a minimum duration of 6 months.
Training may be provided by a professional organization or entity involved in Feline Activities, felinotherapy or AAI within the Czech Republic or abroad.
2.2 Cat
- minimum age of 1 year,
- living in the handler’s household for at least 6 months,
- safe living conditions,
- assessment of temperament traits and suitability for work outside the home environment,
- regular veterinary care,
- annual veterinary examination,
- regular vaccination according to the standard vaccination schedule,
- welfare-oriented and non-invasive training and care,
- stable relationship with the handler,
- hygienic habits,
- environmental adaptation,
- documentation of activities
(video / photo / written records), - supervised training lasting at least 6 months.
Participation of the cat is based on the principle of ongoing behavioral consent.
The cat must always have:
- the possibility to refuse interaction,
- the possibility to withdraw,
- the possibility to return to a safe zone.
2.3 Testing and Supervision
- Fe-BARQ supplemented by ethological observation,
- video analysis,
- handler reflection,
- use of AI as a supportive tool for structuring observations and supervisory reflection,
- regular evaluation after one year or earlier if needed,
- assessment of primary affective systems of the cat
(e.g. PLAY, SEEKING, CARE, FEAR).
Evaluation is dynamic and reflects:
- environmental changes,
- health condition,
- development of the handler–cat relationship,
- changes in client populations,
- long-term neuroregulation of the team.
2.4 Three-Level Team Assessment Model
The methodology introduces a system of ongoing team assessment and reflection on three levels:
Level 1 – SIBAM Model
(Somatic – Image – Behaviour – Affect – Meaning, Dr. Peter Levine)
The following are observed:
- bodily responses of the cat,
- visual orientation,
- behaviour,
- emotional manifestations,
- meaning of the situation for both human and animal.
Level 2 – Polyvagal Theory
(Dr. Stephen Porges)
Emphasis is placed on:
- reading nervous system signals,
- orienting behaviour,
- regulatory capacity,
- neuroception of safety.
The cat may function as a “living barometer” of safety and relational dynamics within the environment.
Level 3 – Affective Neuroscience
(Dr. Jaak Panksepp)
Assessment focuses on activation of primary affective systems:
- CARE,
- PLAY,
- SEEKING,
- FEAR,
- and additional systems depending on context.
Each team is evaluated repeatedly and longitudinally.
2.5 Possibilities of Video Analysis in Feline Activities – Felinotherapy
Video analysis represents an important tool for:
- testing,
- supervision,
- reflection,
- education,
- long-term monitoring of team development.
It enables:
- slowed playback,
- repeated observation,
- identification of subtle nonverbal signals,
- comparison of changes over time.
2.5.1 Testing and Selection of Cats
- observation of body language in different contexts,
- identification of stress coping strategies,
- assessment of adaptability,
- evaluation of interaction preferences,
- assessment of self-regulation capacity.
2.5.2 Supervision and Handler Self-Reflection
- work with the handler’s own regulatory state,
- awareness of body posture,
- work with voice, movement and social intensity,
- reflection of felt sense,
- identification of overload moments.
2.5.3 Monitoring the Development of Relationship and Team Maturity
- tracking development of trust,
- identification of recurring stress situations,
- support for an individualized approach,
- evaluation of changes over time.
2.5.4 Education and Professional Sharing
- use of anonymized recordings for educational purposes,
- supervisory review,
- sharing examples of good practice.
Recommendations for Video Recording
- informed consent of participants,
- compliance with GDPR,
- static camera or mobile phone on a tripod,
- quality framing of both the cat and the handler,
- recommended recording length: 3–5 minutes.
Digital Support and Tools
AI tools (e.g. ChatGPT) may be used as supportive tools for:
- structuring observations,
- behavioural reflection,
- development of educational materials,
- suggestions for supervisory questions,
- support of video analysis.
AI does not replace professional judgment, empathy or the experience of the handler or supervisor.
2.6 Approximate Developmental Stages of a Therapeutic Cat
Kitten (0–6 months)
primary attachment, socialization
Young Age (6–12 months)
play, observation, simple training
Adolescence (1–4 years)
temperament formation, first safe contacts
Stable Adulthood (4–6 years)
greater stability and predictability
Mature Age (6+ years)
often deeper relational stability and individual specialization
Development is dynamic and individual. Evaluation must be repeated and reflective.
2.7 Safety and Hygiene Conditions
Recommended measures include:
- basic hygiene of the cat before visits,
- safe transportation equipment,
- possibility of hiding during activities,
- access to water,
- resting zone,
- respect for the cat’s regulatory capacity,
- monitoring of stress signals,
- possibility to terminate the activity at any time.
2.8 Ethical Principles
- Feline Activities – felinotherapy are always voluntary for both the client and the cat.
- The cat has the right to refuse activity.
- The cat must have the possibility of choice and withdrawal.
- The client must be informed about rules of interaction.
- Welfare of both cat and human represents a priority principle.
- Interpretation of feline behaviour must be based on ethological knowledge and must not rely solely on anthropomorphic projections.
2.9 Relation to Existing Legal Regulations
2.9.1 Act No. 246/1992 Coll.
Protection of Animals Against Cruelty.
2.9.2 Act No. 166/1999 Coll.
Veterinary Act.
2.9.3 GDPR and Personal Data Protection
- GDPR (EU 2016/679)
- Act No. 110/2019 Coll.
2.9.4 Public Events and Presentations
Work with animals at public events must comply with currently valid veterinary and hygiene regulations.
Summary
This methodology supports a professional, relationship-based and welfare-oriented framework for Feline Activities – felinotherapy.
It emphasizes:
- repeated evaluation,
- dynamic development of the team,
- voluntary participation,
- neuroregulation,
- welfare,
- reflection and supervision.
It is intended for volunteer as well as professional teams operating within the Czech Republic.
Prepared according to current knowledge in the fields of felinotherapy, welfare, ethology and modern AAI approaches.
Mladá Boleslav, July 1, 2025
