Paws for a Study Break: Running an Animal-Assisted Therapy Program at the Gerstein Science Information Centre

Abstract

The Gerstein Science Information Centre is the Science and Health Sciences library serving the University of Toronto community. As the second largest library on campus, Gerstein is a mecca for studying and can accommodate 1100 students. Research has shown that high levels of stress, anxiety, depression, and other mental health disorders are prevalent among both medical students and the student population as a whole. In recent years, Gerstein staff members have seen evidence of the rising levels of student stress in their dealings with the public while providing reference and research help. Animal-assisted therapy (AAT) is often used in hospital and rehabilitation settings and, most recently, to help young children learn to read by providing a stress-free learning environment in public libraries and schools. Studies on animal-assisted therapy have shown that AAT decreases blood pressure, cortisol, and reduces anxiety overall. In response to these findings, staff at Gerstein decided to implement an AAT program, "Paws for a Study Break," comprised of several sessions when a therapy dog and her handler would visit the library to hold 'office hours' and give students a break from their studying during the Winter 2012 exam period. Through a total of six visits of ninety minutes each, 417 visitors were received. Best practices and lessons learned are discussed, including steps involved in coordination of the event, working with volunteers, publicity avenues, dealing with media requests, costs involved, and evaluation techniques. Based on the completed evaluation forms, the response to the therapy dog program at Gerstein was overwhelmingly positive; students were very appreciative, and there are plans underway to repeat this program on an ongoing basis.

The feasibility of brief dog-assisted therapy on university students stress levels: the PAwS study

“…Interacting with a dog for seven to ten minutes led to significant reductions in state anxiety as measured by the STAI, no change was observed in the control conditions . These findings are supported by the positive subjective feedback received at universities implementing pet therapy programmes (Bell, 2013;Reynolds & Rabschutz, 2011); though it is apparent further research is required to better understand the role human-animal interaction plays in an educational setting.…”

Animals in Educational Settings

“…For example, in a survey of more than 1400 National Association for the Education of Young Children-accredited programs, nearly two-thirds of the participants reported having animals in their classrooms (Uttley, 2013). For example, programs aimed at helping university students take a break from stress during exam week have become increasingly popular at universities around the United States and Canada (Bell, 2013). Surveys like these indicate that the practice seems to be common for young and elementary school children.…”

Animal Visitation Programs in Colleges and Universities

“…University of Toronto served 417 individuals over the course of six 90-min sessions, for an average of 46 participants per hour (Bell, 2013). Second, AVPs are flexible.…”

“…These reports include explanations of implementation procedures, descriptions of the program populations, and reports of student interest and feedback (Adamle et al, 2009;Bell, 2013;Reynolds & Rabschutz, 2011). These reports include explanations of implementation procedures, descriptions of the program populations, and reports of student interest and feedback (Adamle et al, 2009;Bell, 2013;Reynolds & Rabschutz, 2011).…”