The Benefits of Human–Companion Animal Interaction: A Review

Barker, S.; Wolen, Aaron R.

doi:10.3138/jvme.35.4.487

Cited by 222 publications

(153 citation statements)

References 102 publications

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“…While evidence is not conclusive (Barker and Wolen 2008;Herzog 2011;Marino 2012), a number of research studies have documented reductions in stress indicators associated with human-animal interaction (HAI) after exposure to stressful stimuli in clinical and healthy populations, including adult pet owners (Allen et al 1991;Allen, Shykoff and Izzo 2001;Allen, Blascovich and Mendes 2002;Barker et al 2010), patients with cardiovascular disease (Friedmann et al 1980;Friedmann et al 1983;Allen, Shykoff and Izzo 2001;Cole et al 2007;Friedmann et al 2007), psychiatric patients (Barker and Dawson 1998;Barker, Pandurangi and Best 2003;Hoffmann et al 2009), and children in medical settings (Nagengast et al 1997;Hansen et al 1999;Havener et al 2001;Kaminski, Pellino and Wish 2002;Tsai, Friedmann and Thomas 2010). However, few studies have investigated the potential of HAI in relieving exam stress in college students.…”

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A Randomized Cross-over Exploratory Study of the Effect of Visiting Therapy Dogs on College Student Stress Before Final Exams

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This exploratory study investigated the effect of visiting therapy dogs on college-student perceived and physiological stress the week prior to final exams. Students (n = 78) were randomly assigned to order of a therapydog intervention and attention-control condition, each 15 minutes long. Students completed the Perceived Stress Scale (PSS), a stress visual analog scale (SVAS), and provided saliva for measuring nerve growth factor (sNGF) and alpha amylase (sAA), prior to randomization. Saliva samples and SVAS were again collected after each condition. There was no effect of group order on demographics, PSS, or initial SVAS. Repeated measures models were used to analyze the complete data sets of 57 students. There were no significant differences in sAA between or within students completing the intervention and control conditions. sNGF was not subjected to analysis as most levels were undetectable. Significant differences in SVAS scores were found between the intervention and control condition, with large effect sizes. SVAS scores were lower following the intervention, regardless of condition order (intervention first, p = 0.0001, d = 1.87; intervention second, p = 0.0004, d = 1.63). No SVAS differences were found for the control condition. Based on these findings, campus events with visiting therapy dogs represent a costeffective, easily accessible activity to reduce perceived, but not physiological, stress for college students prior to final exams.Keywords: animal-assisted activities, exam stress, human-animal interaction, therapy dogs Offering students the opportunity to interact with friendly dogs during exam periods is gaining popularity at colleges and universities. Tufts University, Emory University Law School, Kent State University, Harvard Medical School, and Yale Law School are among those offering such opportunities (Turner 2012;Christensen 2013). While anecdotal accounts of the popularity and benefits of these dog visits are reported, no formal studies of efficacy have been published. Before advocating for dog visits to address exam-related stress in college students, we first need evidence that such activities are effective in reducing student stress.It is well known that exams are a major stressful experience for college students. Elevated exam stress has been associated with increased tension and depression (Gilbert et al. 1996), poorer academic performance (Ng, Koh and Chia 2003), and lower student expectations of their grades (Austin, Saklofske and Mastoras 2010). Exam stress has also been negatively associated with physiological indicators of stress and immune function. Preuß and colleagues (2010) used salivary cortisol to measure physiological stress responses in college students before and after taking written and oral exams. Cortisol concentrations were elevated before, but not after, written exams and were higher before and after oral exams. Based on their findings, the authors concluded that while written exams caused a mild anticipatory stress response, oral exams elicited a strong...

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A Randomized Cross-over Exploratory Study of the Effect of Visiting Therapy Dogs on College Student Stress Before Final Exams

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“…AAT has been practiced for many years and there is now increasing interest in establishing its efficacy (Barker, 1999;Nimer and Lundahl, 2007). AAT has been applied in a variety of healthcare settings.…”

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confidence: 99%

“…Especially for individuals with disabilities a service dog can be very important, not just for helping this person but to normalize interactions with other people (Guest et al, 2006). Reviews have been published about the influence of companion animal ownership and human, adults as well as children's, health (McNicholas et al, 2005;Barker and Wolen, 2008). It was found that companion animal owners had a higher survival rate from myocardial infarction, a significantly lower use of general practitioner services, a reduced risk of asthma and allergic rhinitis in children exposed to companion animal allergens during the first year of life, a reduced risk of cardiovascular disease and better physical and psychological well-being in community dwelling older people.…”

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confidence: 99%

The influence of animals on the development of children

Endenburg

Lith

2011

The Veterinary Journal

115

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a b s t r a c tThere is a widespread belief that interaction with an animal is beneficial for the development of children, and several studies (most with methodological shortcomings) have investigated the influence of (companion) animals on the social-emotional and cognitive development of children. In this article, the 1984 model of Professor Jay Belsky has been used to describe which variables influence the development of children and how the companion animal-child interaction influences these variables. The value of the AAA/AAT (Animal Assisted Activities/Animal Assisted Therapy) programmes in children with a wide variety of clinical and social problems, such as behaviour problems and autistic spectrum symptoms, is discussed. The findings suggest that (companion) animals positively influence children's development and have a valuable role in therapy.

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“…Comprensión psicológica de la relevancia de las mascotas en la infancia Barker (1999) plantea que las mascotas pueden, por medio de su presencia segura, fortalecer el sentimiento de confianza y seguridad, facilitando un sentimiento de autonomía y despertando interés en emprender cosas, por su rol como compañeros de juego activo. Por otro lado, potencian el descubrimiento del medio y favorecen el desarrollo de la paciencia y el autocontrol.…”

Section: La Relación Entre Niños Y Mascotasunclassified

Estudio de la vinculación que tienen los niños y niñas escolares con sus perros y los efectos socioemocionales de este vínculo

Schencke

Farkas

2012

Summa Psicológica

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Estudio de la vinculación que tienen los niños y niñas escolares con sus perros y los efectos socioemocionales de este vínculoThe bond between school-age children and their dogs, and the socioemotional effects of this bond ResumenEstudios internacionales avalan los beneficios de la tenencia de mascotas en la calidad de vida de los niños, sin embargo, en Chile no hay investigaciones sobre este tema. Por eso, el objetivo de este estudio fue investigar la vinculación que tienen los niños y niñas escolares con sus perros y los efectos sociemocionales de este vínculo, específicamente en relación al autoconcepto y percepción de apoyo social. Aparecen diferencias con resultados de investigaciones internacionales, ya que no se observa una diferencia significativa en autoconcepto o percepción de apoyo social entre niños con y sin perro. No obstante, aparece como significativo el que niños con un autoconcepto más bajo en popularidad muestran un vínculo más cercano con sus mascotas que aquellos que se perciben como populares.Palabras clave: vínculo con mascotas, escolares, autoconcepto y apoyo social. AbstractNumerous international studies have proved that owning a pet can enhance the quality of life of school-age children; however, there have been no such studies in Chile. The objective of the present study is to analyzes the bond between school-age children and their dogs, and the socioemotional effects of such bond, in particular as it relates to self-identity and the perception of social support. Some differences appear in the results of international studies, in the sense that no significant difference can be observed in terms of self-identity or perceived social support between children who own a dog and children who don't. However, it is significant that children who perceive themselves as unpopular have a stronger bond with their pets than those who perceive themselves as popular.

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The Benefits of Human–Companion Animal Interaction: A Review

Cited by 222 publications

References 102 publications

A Randomized Cross-over Exploratory Study of the Effect of Visiting Therapy Dogs on College Student Stress Before Final Exams

A Randomized Cross-over Exploratory Study of the Effect of Visiting Therapy Dogs on College Student Stress Before Final Exams

The influence of animals on the development of children

Estudio de la vinculación que tienen los niños y niñas escolares con sus perros y los efectos socioemocionales de este vínculo

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