{"id":10201,"date":"2026-04-09T09:26:53","date_gmt":"2026-04-09T09:26:53","guid":{"rendered":"https:\/\/www.proefschriftmaken.nl\/portfolio\/riki-verhoeven\/"},"modified":"2026-04-23T07:40:19","modified_gmt":"2026-04-23T07:40:19","slug":"riki-verhoeven","status":"publish","type":"us_portfolio","link":"https:\/\/www.proefschriftmaken.nl\/en\/portfolio\/riki-verhoeven\/","title":{"rendered":"Riki Verhoeven"},"content":{"rendered":"","protected":false},"excerpt":{"rendered":"","protected":false},"author":8,"featured_media":12828,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"us_portfolio_category":[45],"class_list":["post-10201","us_portfolio","type-us_portfolio","status-publish","has-post-thumbnail","hentry","us_portfolio_category-new-template"],"acf":{"naam_van_het_proefschift":"EEN HONDENBAAN?!","samenvatting":"In dit onderzoek verkennen we de mogelijkheden van Animal Assisted Education (AAE) als ondersteuning binnen Passend Onderwijs, waarbij scholen de taak hebben om leerlingen met uiteenlopende onderwijsbehoeften te begeleiden. Leraren ervaren regelmatig dat zij onvoldoende voorbereid zijn op de ondersteuning van leerlingen met sociaal-emotionele of gedragsproblemen. Daarom richten we ons in dit proefschrift door het uitvoeren van een exploratief onderzoek op de wetenschappelijke onderbouwing van mens-dier interacties en AAE, en onderzoeken we de impact van AAE op de sociaal-emotionele ontwikkeling van leerlingen. Daarnaast brengen we in kaart hoe ouders en leerkrachten een specifieke AAE-interventie, namelijk het DOG-project, ervaren.\n\nHoofdstuk 2 beschrijft een studie naar Animal-Assisted Education (AAE) als een gestructureerde onderwijsmethode waarbij getrainde professionals dieren laten participeren om academische, sociale en cognitieve leerdoelen te ondersteunen. Centraal in AAE staat de interactie tussen mens en dier, waarbij wederzijdse gedragsafstemming een cruciale rol speelt. Op basis van internationale literatuur worden effecten van AAE belicht. Hoewel empirisch onderzoek in Nederland nog beperkt is, wijzen studies op het belang van spel en intrinsieke motivatie als onderliggende werkingsmechanismen. Honden kunnen bijdragen aan een stimulerende, stressvrije leeromgeving, wat het gevoel van veiligheid, zelfvertrouwen en betrokkenheid van leerlingen vergroot.\n\nVervolgens wordt ingegaan op de toepassing van AAE in Nederland, met specifieke aandacht voor het DOG-project, een interventie gericht op leerlingen met extra ondersteuningsbehoeften. Omdat dier-ondersteunde interventies in het onderwijs nog relatief onbekend zijn, biedt dit hoofdstuk een overzicht van de wetenschappelijke en theoretische kaders van Animal-Assisted Interventions (AAI) en AAE. Daarnaast wordt de bredere betekenis van dier-ondersteunde interventies binnen het onderwijs besproken. Ervaringsgericht leren speelt hierbij een belangrijke rol, waarbij wederkerigheid, lichamelijkheid en reflectie tijdens de interactie bijdragen aan een waardevolle leerervaring. Tot slot wordt gekeken naar een AAE binnen het Samenwerkingsverband De Driegang, waar honden worden ingezet om leerlingen spelenderwijs te ondersteunen bij de ontwikkeling van gedrag en sociale vaardigheden.\n\nIn hoofdstuk 3 volgt een internationale literatuurstudie naar dier ondersteunde interventies in het onderwijs, een veelbelovende maar relatief onbekende benadering. Hoewel deze interventies steeds vaker worden toegepast, is er nog beperkte wetenschappelijke onderbouwing met betrekking tot hun effectiviteit, onderliggende mechanismen en theoretische kaders. Het doel van deze literatuurstudie is daarom om een overzicht te geven van bestaande onderzoeken en inzichten te bieden die richting kunnen geven aan toekomstig onderzoek.\n\nAllereerst wordt een theoretisch kader geschetst over mens-dier interacties (Human Animal Interactions, HAI) en de bredere effecten van AAI. Vervolgens wordt specifiek ingezoomd op Animal Assisted Education (AAE) en de veronderstelde werkingsmechanismen die ten grondslag liggen aan deze interventie. De literatuurstudie richt zich op onderzoek uit de periode 2015-2019 en laat zien dat er nog een beperkte wetenschappelijke onderbouwing is voor de resultaten van AAE. In totaal zijn 18 studies geanalyseerd, met een focus op verschillende aspecten van AAE, waaronder:\n\u2022 Academische vaardigheden (zoals leesvaardigheid)\n\u2022 Sociaal-emotionele ontwikkeling en algemeen welbevinden van kinderen\n\u2022 Percepties van leerkrachten over dieren in de klas\n\u2022 Fysieke effecten van AAE\n\u2022 Leren en toetsgerelateerde stress\n\nDe resultaten van deze studies lijken te wijzen naar positieve effecten van AAE in het onderwijs. Zo worden verbeterde zelfperceptie, plezier, geluk, speelsheid, ontspanning, verhoogde betrokkenheid, fysieke interactie en het aangaan van uitdagingen genoemd als belangrijke uitkomsten van deze interventie. Tot slot worden in de afsluitende discussie aanbevelingen voor toekomstig onderzoek gepresenteerd, waarbij wordt ingegaan op de noodzaak van een sterkere empirische onderbouwing en verdere exploratie van de werkingsmechanismen van AAE.\n\nHoofdstuk 4 beschrijft een verkennende studie naar de effectiviteit van Animal-Assisted Education (AAE), een innovatieve onderwijsmethode waarbij dieren, met name honden, participeren om het leren en de sociaal-emotionele ontwikkeling van leerlingen te ondersteunen. Hoewel onderzoek naar AAE een positieve invloed suggereert, is verdere wetenschappelijke onderbouwing nodig. De studie maakt gebruik van een mixed-methods onderzoeksopzet om de impact van AAE te analyseren bij basisschoolleerlingen van 8 tot 13 jaar. De volgende methoden zijn toegepast:\n\u2022 Enqu\u00eateonderzoek bij leerlingen en leerkrachten\n\u2022 Observationele videoanalyse van AAE-sessies\n\nBelangrijkste resultaten:\n\u2022 Zelfrapportage van leerlingen: Deelnemende leerlingen beoordeelden zichzelf na de interventie significant hoger op zelfvertrouwen en rapporteerden verbeterde relaties met klasgenoten.\n\u2022 Beoordeling door leerkrachten: Na deelname aan AAE vertoonden leerlingen positieve veranderingen in werkhouding, sociaal gedrag, emotionele stabiliteit en aangenaam gedrag.\n\u2022 Videoanalyse: Deelnemende leerlingen lieten een toename zien in zowel verbale als non-verbale communicatie, zoals initiatief nemen in sociale interacties en actieve samenwerking. Alleen oogcontact nam niet significant toe.\n\nDaarnaast suggereert de analyse dat AAE mogelijk bijdraagt aan een verhoogde motivatie en sociale betrokkenheid. Ondanks deze positieve bevindingen blijft verder onderzoek noodzakelijk, vooral vanwege de beperkingen van het onderzoek om de langetermijneffecten en onderliggende werkingsmechanismen beter in kaart te brengen. Dit onderzoek is uitgevoerd binnen het DOG project, een AAE-interventieprogramma in Nederland. De bevindingen bieden waardevolle inzichten voor de verdere theoretische onderbouwing en empirische meting van AAE binnen het onderwijs.\n\nHoofdstuk 5 beschrijft een studie naar de percepties van leerkrachten en ouders met betrekking tot de effecten van Animal-Assisted Education (AAE) op basisschoolleerlingen. Deze studie onderzoekt specifiek hoe leerkrachten en ouders die de impact van AAE ervaren, met name binnen het Nederlandse DOG-project. Om de subjectieve ervaringen van betrokkenen te onderzoeken, is een kwalitatieve, verkennende studie uitgevoerd. Hierbij zijn semigestructureerde interviews afgenomen bij twaalf leerkrachten en tien ouders\/verzorgers. De gegevensanalyse vond plaats via open, axiale en selectieve codering, om patronen en thema\u2019s in de antwoorden te identificeren.\n\nBelangrijkste Bevindingen:\n\u2022 Algemene perceptie: Zowel leerkrachten als ouders gaven aan dat AAE een positieve invloed heeft op leerlingen, niet alleen tijdens de sessies, maar ook daarbuiten.\n\u2022 Effecten op leerlingen:\n- Leerkrachten merkten verbeteringen op in communicatievaardigheden, zelfvertrouwen en sociaal-emotionele ontwikkeling. Leerlingen spraken duidelijker, maakten meer oogcontact en namen actiever deel aan sociale situaties.\n- Ouders rapporteerden eveneens een toename in zelfvertrouwen en emotionele expressie bij hun kinderen, evenals een actievere deelname aan groepsactiviteiten.\n\u2022 Effecten op leerkrachten: Naast de impact op leerlingen gaf een aantal leerkrachten aan dat AAE ook bijdroeg aan hun professionele ontwikkeling. De sessies boden hun nieuwe inzichten over leerlinggedrag en onderwijsinterventies.\n\nDe resultaten suggereren dat een tienweekse AAE-interventie binnen het DOG-project volgens zowel ouders als leerkrachten een positieve invloed had op de sociaal-emotionele ontwikkeling van basisschoolleerlingen. Tegelijkertijd wijzen de bevindingen op de complexiteit van het meten van AAE-effecten, aangezien ook andere factoren mogelijk een rol spelen. Gezien de onverwachte impact op de professionele ontwikkeling van leerkrachten, wordt aanbevolen om vervolgonderzoek te richten op de onderliggende mechanismen van AAE en de mogelijke educatieve meerwaarde voor leerkrachten.\n\nAlgemene discussie","summary":"This dissertation focuses on whether Animal Assisted Education (AAE) can help support students with special educational needs within the framework of Tailored Education. As a start to this dissertation, literature review (chapters 2 and 3) was conducted to explore and define AAE. A literature review (Chapter 3) was conducted according to PRISMA guidelines (Liberati et al., 2009). In addition, a mixed-method study (Tashakorri & Teddlie, 1998) was designed that utilized quantitative and qualitative research to examine the effects of AAE on the social emotional development of students who attended the DOG project. The exploratory study consisted of two parts: questionnaires and observations (Chapter 4). The questionnaires were part of the VISEON instrument (Cito Group, 2014), which measures the social emotional development of elementary school students. As a theoretical basis in developing the teacher list, Viseon relied on the Big Five personality structure (Kohnstamm, 1993). The scales were developed using the One Parameter Logistic Model (OPLM) (Verhelst & Verstralen, 1994). Through observations, we examined development of nonverbal and verbal communication during sessions in which students worked with dogs. Finally, parents and teachers were interviewed (Chapter 5). A semi-structured questionnaire was prepared in advance, and the interviews were coded from the grounded theory method (Denzin & Lincoln, 2017; Glaser & Strauss, 2017; Sz\u00e0sz, 2002). The coding of the interviews was conducted in three steps, open, axial and selective coding (Boeije, 2014; Maso & Smaling, 1998).\n\nIn the Antrozoology research area of human-animal interactions, a framework of Enactive Antrozoology has been proposed by Verheggen et al. (2017). This theoretical framework elaborates on the idea that interactions between humans and animals are embodied and interact through verbal and nonverbal communication. It is well known that physical contact is necessary for children to develop, including in education (Bowlby, 1988; Moberg, 2010; van Manen, 1991, 2014). Very limited research had been done in the field of Animal Assisted Education worldwide. Gee et al. (2017) launched a preliminary theoretical model for AAE. In this model, motivation, engagement, self-regulation and social interaction appear to be a bridge to achieve social emotional development and learning.\n\nFindings from the literature review (Chapters 2 and 3)\n\nThree mechanisms of action in AAE are identified in the literature, which are possible levers for the functioning of AAE and contribute to further conceptual knowledge development of AAE. First, Play: as a playful and natural form of interaction, play acts as an effective way to influence social emotional development in a positive and relaxed way, which we can identify in several included studies. A second possible mechanism of action involves mutual embodied attunement. The role of nonverbal communication and body language between child and animal provide opportunities to contribute to children\u2019s development. Six studies from the literature review traced this mechanism of action. Self Determination Theory (SDT) is a third possible mechanism of action. The presence of animals in education can increase motivation tolerance, self-confidence and enjoyment in students, according to several studies.\n\nFindings from exploratory research (Chapters 4 and 5)\n\nTo explore whether AAE contributes to the emotional and social development of children between the ages of 8 and 13 who participated in the DOG project, qualitative and quantitative methods were used. After the project ended, positive changes were observed in the students who participated in the intervention. Participants showed a significant increase in self-confidence, which was evident not only in their interactions with peers, but also in the way they behaved toward teachers. Their social relationships improved noticeably, contributing to a more positive and relaxed group dynamic. In addition, there were significant improvements in their communication skills. For example, the students spoke with more confidence, better voice volume and clearer articulation. Their interaction with the dog made them more dynamic and open in their behavior.\n\nTeachers also reported significant advances. They noticed that students performed better in areas such as work ethic, social behavior and emotional stability. The intervention helped them better present themselves, set boundaries and resolve conflicts peacefully. Students reported greater self-confidence, a more positive self-image and improved relationships with classmates, including better communication and greater appreciation for others. Teachers found that the dog played a crucial role in supporting students. The presence of the animal helped children calm down, express emotions and process situations better. Teachers also appreciated working with the dog-assisted teacher, who gave them practical tips for further guidance. Parents confirmed these positive effects. They saw their children becoming more assertive, social and communicative. The playful approach of the project was particularly appreciated, with parents describing the intervention as accessible and light. They saw the guidance of the dog-assisted teacher as an important part of its success.\n\nConclusions\n\nThe following questions were asked at the beginning of the study:\nA) Can AAE contribute to supporting students with special educational needs within the framework of Appropriate Education?\nThe study shows that AAE can help support students with special educational needs. It strengthens social emotional skills such as self-regulation, social integration and emotion regulation, while also promoting self-confidence and motivation. AAE\u2019s playful and experiential approach creates a safe learning environment in which students can develop naturally. This makes AAE a valuable intervention for Tailored Education.\nB) What theoretical backgrounds, mechanisms of action and effects are described?\nIn the literature review, we found:\nPlay: The play element supports social emotional and cognitive skills, such as emotion regulation, memory and planning.\nMutual behavioral attunement: The mechanism of mutual embodied attunement emphasizes the role of nonverbal communication and synchronization between humans and animals.\nSelf Determination Theory (SDT): Animals in educational environments enhance intrinsic motivation, self-confidence and enjoyment of learning.\nC) From exploratory research, what effects does AAE have and what perceptions do parents and teachers have about it?\nThe DOG project showed significant improvements in self-confidence, social relationships, work attitude and communication skills of participating students. In addition, it strengthened motivation and social interactions in students with additional educational needs. Parents noted that their children became more assertive, social and communicative. They appreciated the playful nature and accessibility of the intervention. Teachers saw improvements in emotion regulation, conflict management and social interaction. They also appreciated the collaboration with the dog-assisted teacher and the professionalization opportunities the project provided.\n\nDiscussion and limitations\n\nThe literature review on Animal Assisted Education (AAE) highlights both the potential and limitations of this field. While findings point to promising mechanisms of action, there remains a significant gap in consistent theoretical frameworks and empirical evidence. This raises the question of how AAE can be more effectively integrated into educational practices and better understood in terms of underlying processes.\n\nOne of the key insights is the identification of possible mechanisms of action that may explain the functioning of AAE. First, the power of play (Gray, 2013; Huizinga, 2017; Martens, 2019; Smith & Roopnarine, 2019). Play is playful and natural and offers opportunities to positively stimulate social emotional development (Connell et al., 2019; Barber & Proops, 2019; Bassette & Taber-Doughty, 2016; Dic\u00e9 et al., 2017; Malti & Noam, 2026; Stevenson et al., 2015). This is consistent with existing research that emphasizes the importance of play as an educational tool (Brelsford et al., 2017; Connell et al., 2019; Groothoff et al., 2010; Gee et al., 2017; Gray, 2013; Smith & Roopnarine, 2018). At the same time, the question remains how the game element in AAE can be specifically used to achieve maximum results in diverse learning environments.\n\nA second possible mechanism of action involves mutual embodied attunement - a process of synchronization between humans and animals (Albuquerque et al., 2016; Fugazza et al., 2016; Stern, 1985; Verheggen et al., 2017). The role of nonverbal communication and body language provide opportunities to contribute to children\u2019s development. Yet there is still little empirical research that systematically examines this mechanism in the context of AAE. Better understanding how these interactions contribute to social emotional development and arriving at a specific model for AAE would be a valuable step in further development of the field. Studies by Correale et al. (2017), Dic\u00e9 et al. (2017) McDonald et al. (2017), Schretzmayer et al. (2017), Stevenson et al. (2015) and Trammell (2017), support the role of mutual embodied attunement.\n\nSelf Determination Theory (SDT) (de Brabander & Martens, 2014; Maslow, 1986; McLelland, 2009; Ryan & Deci, 2002) provides an explanatory model for the role of motivation as a mechanism of action. The presence of animals in education can increase motivation (Levinson et al., 2017), tolerance, self-confidence and enjoyment in students (Gee et al., 2017). The included study by Bassette and Taber-Doughty (2016) establishes a relationship to the SDT.\n\nMotivation is surprisingly cited in eleven of the eighteen studies in the literature review where we can ask how play, mutual embodied attunement and motivation are interrelated and reinforced. In addition, there is a dearth of empirical research on how these mechanisms of action reinforce each other. For example, although play seems a natural and effective way to promote social emotional skills, it remains unclear how it can be used specifically to achieve maximum impact. The mechanism of reciprocal behavioral attunement, in which nonverbal communication between humans and animals is central, is theoretically well established, but there is a lack of practical knowledge on how it can be optimally applied in AAE. The precise impact of child-animal interactions on intrinsic motivation and learning pleasure requires further elaboration.\n\nInvesting in research and professionalization of AAE programs can help make this promising intervention more widely and effectively used. Current results suggest that AAE can make a valuable contribution to education, but further validation and practical innovation are essential to realize its full potential. The findings of the exploratory research on the DOG project highlight the potential of AAE to have significant positive effects on the social emotional development of students, particularly those with additional educational needs. The increase in self-confidence and improved communication skills highlight the power of the intervention to have impact on multiple levels. These results are consistent with previous studies indicating the effectiveness of AAE in promoting motivation, social interaction and emotional stability (Brelsford et al., 2017; Gee et al., 2017). In addition, collaboration between teachers and the dog-assisted teacher proved essential for maximizing the effects of the intervention.\n\nRestrictions\n\nAlthough promising, we are aware of the relatively small sample size and limited generalizability of our results. Although the DOG project showed significant short-term effects, such as improvements in self-confidence and social interactions, the extent to which these results are sustained beyond the end of the intervention is unclear. Longitudinal research may help to better understand the sustainability of outcomes and the contributing factors. The voice of a crucial group, the students themselves, has been limited. The applicability of AAE also poses a challenge. The DOG project focused on students with additional educational needs, but the question remains how AAE can be adapted to other target groups or broader educational contexts. Without standardized protocols, it is difficult to ensure consistency and effectiveness when implemented on a larger scale.\n\nThe positive experiences of both teachers and parents highlight the value of AAE as an innovative and effective complement to traditional educational practices. To realize the full potential of this intervention, further professionalization of AAE programs is needed, as well as policy support to sustainably facilitate implementation in different educational contexts. The DOG project thus provides a valuable foundation for the further development of AAE within education.\n\nFuture prospects and innovation\n\nAAE provides unique opportunities to enrich education and promote inclusiveness. Through playful interactions and physical engagement with animals, a safe learning environment is created in which students are motivated to develop social and emotional skills. To realize the full potential of AAE, further professionalization, empirical research and standardized protocols are necessary. By combining scientific insights with practical experience, AAE can become firmly established within education. This requires sustainable implementation and broad support, safeguarding the interests of both students and animals. AAE is a valuable and innovative intervention that contributes to students\u2019 social emotional and academic development. Its game elements and behavioral alignment make it an attractive addition to traditional education, especially for students with special needs. At the same time, current limitations - such as the lack of long-term studies and professional standards - highlight the need for further research and development. With a focused approach, AAE can become a sustainable and powerful tool within the inclusive education of the future.\n\nRecommendations\n\nThe following recommendations are made:\nStrengthen the empirical foundation\nPrioritize longitudinal research: Develop studies that measure the long-term effects of AAE on social emotional and academic growth.\nFocus research on mechanisms of operation: Analyze the specific influence of game elements and reciprocal behavioral alignment on learning outcomes.\n\nProfessionalize AAE practitioners\nDevelop standardized protocols: Create uniform guidelines for applying AAE in different educational settings to ensure consistency and safety.\nImplement training and certification: Introduce training and certification programs for teachers and supervisors, focusing on both pedagogy and animal welfare.\nProvide support to schools: Facilitate partnerships between schools, AAE specialists and outside agencies to share knowledge and expertise.\n\nIncrease the inclusiveness and accessibility of AAE\nExplore variation in response: Study how students with different backgrounds and experiences with animals respond to AAE and adjust interventions accordingly.\nGuarantee accessibility: Make sure AAE is appropriate for all students, regardless of their previous experience with animals.\nEncourage inclusive policies: Promote the use of AAE as part of appropriate education to support students with diverse needs.\n\nInvolve students as active participants\nResearch learner experiences: Prioritize studies that explore students\u2019 perceptions and experiences with AAE.\nUse feedback for improvement: Integrate student input into the design and implementation of AAE programs.\n\nIntegrate AAE sustainably into education\nDevelop an integrated approach: Combine AAE with existing teaching methods and tailor interventions to the specific needs of schools and students.\nPromote cooperation with parents: Encourage parent participation and inform them about the benefits and opportunities of AAE.\nGuarantee animal welfare: Provide clear guidelines to protect animal welfare within AAE interventions.\n\nBy investing in scientific foundation, professionalization, inclusiveness and collaboration, AAE can develop into a widely applicable and sustainable intervention within education. Leveraging its unique mechanisms of operation, such as play and behavioral alignment, not only provides opportunities for students with special needs, but also contributes to a more inclusive and innovative educational culture.","auteur":"Riki Verhoeven","auteur_slug":"riki-verhoeven","publicatiedatum":"5 juni 2025","taal":"NL","url_flipbook":"https:\/\/ebook.proefschriftmaken.nl\/ebook\/rikiverhoeven?iframe=true","url_download_pdf":"","url_epub":"","ordernummer":"FTP-202604090923","isbn":"978-94-6510-539-0","doi_nummer":"","naam_universiteit":"Open Universiteit","afbeeldingen":12828,"naam_student:":"","binnenwerk":"","universiteit":"Open Universiteit","cover":"","afwerking":"","cover_afwerking":"","design":""},"_links":{"self":[{"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio\/10201","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio"}],"about":[{"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/types\/us_portfolio"}],"author":[{"embeddable":true,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/comments?post=10201"}],"version-history":[{"count":1,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio\/10201\/revisions"}],"predecessor-version":[{"id":10204,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio\/10201\/revisions\/10204"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/media\/12828"}],"wp:attachment":[{"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/media?parent=10201"}],"wp:term":[{"taxonomy":"us_portfolio_category","embeddable":true,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio_category?post=10201"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}