This study examined the experiences of three South Asian Muslim immigrant families who have a young child with autism. It describes the early period of their child’s disability as the families encountered four critical issues in their lives: a complex disability, the culturally diverse conceptualizations of the disability, family‐professional dynamics in cross‐cultural encounters and the search for appropriate services. Analyses were based on interviews with parents, supplemented by 17 months of participant‐observation in homes and community. Parents narrated their experiences beginning with symptom recognition through help seeking, diagnosis and subsequent service provision. Results suggest that for these families the challenging process of diagnosing and ameliorating autism is complicated by their unique positioning within and between diverse meaning systems. Challenges include American health and education professionals’ misunderstandings of their family organization and linguistic practices, and difficulties in cross‐cultural communication with professionals. Implications for professionals are discussed.

This study examined the perceptions of three Muslim families on multilingual development in their children with autism. Findings indicate that the families' goal of maintaining normalcy in their children's life could not be attained without immersion in multiple languages. They believe that immersion in multilingual contexts helped their children acquire and expand their linguistic repertoire and enriched their familial and social relationships. Parents experienced hardships with professionals in receiving support in maintaining native-language use at home. Children who demonstrated language impairments during initial ethnographic observations showed significant progress in their multiple-language development toward the end of the study.

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 animal”. At the International Society for Anthrozoology (ISAZ) conferences in 2018 and 2020, over 100 delegates participated in workshops to define these terms, many of whom co-authored this paper. Through an iterative process, we have defined the nine terms and explained how they differ from each other. We recommend phasing out two terms (i.e., “skilled companion animal” and “service animal”) due to overlap with other terms that could potentially exacerbate confusion. The implications for several regions of the world are discussed.

Violence towards animals and violence towards people are often interconnected problems, and as such, this phenomenon has been termed the Link. Violence towards animals is a strong predictor that the abuser may inflict violence on people. However, it must not be assumed this is always the case. Professionals treating an animal or a human patient/client who has been subjected to abuse are uniquely situated to act in the role of ‘first responders’ when they suspect or recognize animal abuse, human abuse, or family violence. To more fully understand the Link the authors introduce Bronfenbrenner’s bioecological systems model through which to examine the complexity of the problem. Using data from earlier studies in which they interviewed police officers, other law enforcers, veterinarians, social workers, and community and family members, the authors discuss the correlation between animal cruelty and family violence. Furthermore, they examine how Bronfenbrenner’s bioecological systems model has the potential to better support animal and human health and welfare professionals in the identification of strategies for animals and humans caught in abusive settings. The authors recommend that these professionals become familiar with the bioecological systems model, which will enable them to better understand the psychological problems of animal cruelty and family violence and the different bioecological contributing factors. The authors emphasize transdisciplinary collaboration as vital in the recognition, prevention, and protection of animal and human victims trapped in family violence.

This paper presents an adaptive methodology to study child–pet interactions in diverse cultural groups. A systematic and procedural guideline, in the form of a process flow which graphically encapsulates the abstractions of the ethnographic research paradigm is presented. The methodology is based on the iterative and self-corrective features of the ethnographic approach, and is shown to be effective in uncovering detailed and culturally nuanced data. The approach involves adaptations, if needed, during the course of research as opposed to strict application of initial designs that may prove to be culturally inappropriate or irrelevant. The iterative nature of the process involves the following recurring cycle of collection of data, analysis, check for validation, and if not satisfactory, adaptation leading back to collection of more data. This cycle repeats until valid results are found. This methodology was used in the context of a 3-year study which involved 90 children from six different cultural groups. The effectiveness of the approach was determined by its ability to discover holistic and richer understanding of the subject matter, and address the complexity and dynamics of child–pet interactions in different cultures. A few examples of findings are also presented to illustrate this approach.