The Effect of an Animal-Assisted Intervention on Anxiety and Pain in Hospitalized Children

ABSTRACT

Forty children between the ages of 8 and 18 years, who were admitted to a hospital pediatric unit, were randomly assigned to an animal-assisted intervention (AAI) or an active control condition (working on an age-appropriate jigsaw puzzle). Ratings of pain and anxiety were taken both pre- and post-condition. The attachment Questionnaire and Family Life Space Diagram (FLSD) also were administered, and information on medications taken was recorded. A significant post-condition difference was found between groups for anxiety, with the aaI group having lower anxiety scores. However, no significant within- or between-group pre-post changes in either pain or anxiety were detected. Nearly two-thirds of the children (64%) reporting pain at baseline were receiving some type of analgesic, which may have influenced outcomes. Findings demonstrate some support that attachment may be a moderating variable: children with a secure attachment style reported lower pain and anxiety at baseline, with large effect sizes for differences in both anxiety (g = 1.34) and pain (g = 1.23). Although the aaI did not significantly reduce anxiety and pain in these hospitalized children, further investigation of the influence of analgesic use and the moderating effect of attachment style is indicated.     

The Role of Therapy Dogs in Speed and Accuracy to Complete Motor Skills Tasks for Preschool Children

ABSTRACT

The purpose of this study was to determine whether the presence of a therapy dog would affect the performance of a set of gross motor skills tasks for a mixed group of language-impaired and typical preschool children. The 14 children in the group were between four and six years old (four female and ten male); the two dogs were Miniature Poodles. The design was a two-way mixed model factorial, where a series of 10 gross motor skills tasks (e.g., long jump, high jump—labeled Type of Task) performed by the children served as one variable, and the presence or absence of the therapy dog (labeled Dog Presence) served as the other variable. In the dog-present conditions, the dog either performed the task immediately prior to, or at the same time as, the child. Time to complete each task and the accuracy of task performance as determined by a rating scale were determined from a review of experiment videotapes. The main effect of Dog Presence was significant (F_(1,36) = 7.471, p < 0.05, R² = 0.17). As predicted, the children completed the tasks faster when the dog was present (M = 10.88 s,SD = 9.84) than when the dog was absent (M = 13.86 s,SD = 12.64), but this effect was not present in the ratings data. This indicates that the presence of a therapy dog served as an effective motivator for the children, who performed faster, but without compromising accuracy, in all tasks but one. The interaction between dog presence and type of task was also significant (F_(9,71) = 3.67, p < 0.05, R² = 0.32) in the ratings data, indicating that the presence of the dog increased performance accuracy in some types of tasks, while decreasing it in others. Based on these results and the strong connection between motor skills and language development, the authors recommend a role for therapy dogs in speech and language development programs for preschool children.     

The Psychological and Physiological Effects of Using a Therapy Dog in Mindfulness Training

ABSTRACT

The present study was a randomized controlled trial examining the psychological and physiological effects of adding animal-assisted therapy (AAT) to a modified Mindfulness-Based Stress Reduction program (MBSR) for clients experiencing psychological distress. It was hypothesized that AAT would complement mindfulness-based interventions because the therapy dog will provide a focus for attention to the current experience and exemplify acceptance and “being,” enabling the understanding and practice of the main aspects of mindfulness. Participants (n=21) were randomly assigned to an MBSR or MBSR+AAT group and then completed an intervention consisting of six 50-minute individual therapy sessions. Each session included didactic and experiential components modified for delivery with or without a certified therapy dog. State and trait mindfulness, psychological distress measures, blood pressure, and heart rate were assessed at each session. Results indicate that all participants experienced fewer anxiety and depressive symptoms, decreased psychological distress, and increased mindfulness skills from preto post-treatment. Additionally, state anxiety, blood pressure, and heart rate decreased within sessions. No significant difference was found between the control and experimental groups, indicating that interaction with a therapy dog had no impact on symptom reduction, skill acquisition, or client satisfaction in the current study. However, moderate to large effect size estimates indicate clinically significant differences between groups, with higher ratings for the MBSR+AAT group on therapist efficacy, recommending the training, and participating in future treatment. Future studies need to increase methodological rigor by including multiple therapist/dog teams and increasing sample size. Moreover, researchers must more thoroughly examine the role the dog might have in altering the social environment, such as reducing stigma surrounding mental health services and enhancing the therapeutic alliance.     

The effects of the presence of a dog in the classroom

Abstract

This study examined the effects of the presence of a dog in the classroom on field independence, social competence, empathy with animals and social-emotional atmosphere. The participants were 46 first-graders (43 of them immigrants) of two school classes (control and experimental). In the experimental group, a dog was present in the classroom for three months. Multivariate analyses revealed significant enhancement of field independence and empathy with animals in the experimental group in comparison to the control group (no dog). Thus, the presence of the dog fostered the development of autonomous functioning and a better segregation of self/non-self, which is the foundation of sensitivity towards the needs and moods of other people. Moreover, according to the views of the teachers, the children in the experimental group exhibited higher social integration, and there were fewer aggressive children, compared with the children in the control group. In sum, the results indicate that a dog can be an important factor in the social and cognitive development of children.     

Turning the Page for Spot: The Potential of Therapy Dogs to Support Reading Motivation Among Young Children

ABSTRACT

This study investigated whether dogs might facilitate a context conducive to reading for children when they are faced with a challenging reading passage. A within-subjects design was used to assess children’s motivation to read in two conditions: with a therapy dog and without a therapy dog. Seventeen children (8 girls; 9 boys) in Grades 1 to 3 (aged 6–8 years) and their parents participated in this study. Results of a multivariate repeated-measures ANOVA with two levels suggested that the presence of a therapy dog positively impacted children’s reading motivation and persistence when they were faced with the task of reading a challenging passage. Specifically, children confirmed feeling significantly more interested and more competent when reading in the presence (versus absence) of a therapy dog. Additionally, participants spent significantly more time reading in the presence of the therapy dog than when they read without the therapy dog present. To the best of our knowledge, this study is the first to use a within-subjects design to explore children’s reading motivation and reading persistence during a canine-assisted reading task. Moreover, as canine-assisted reading interventions assume that the reading context is one that may present a challenge, this research is unique because the reading passages were carefully selected and assigned to each participant to ensure that each child was provided with a challenging reading task. This research holds implications for the development of a gold-standard canine-assisted intervention for young struggling readers.     

Behavioral effects of the presence of a dog in a classroom

Abstract

To test the idea that dogs have a positive influence on the social behavior of school children, one of three dogs was introduced alternately into a class at an elementary school in Vienna, attended by 24 children (mean age: 6.7 years). Most of the 14 boys and ten girls came from first-generation immigrant families. With parental consent, their behavior was videotaped for two hours every week, during “open teaching situations,” first during a one-month control period in the absence of dogs, followed by an experimental period of similar duration, when a dog was present in the classroom. Frequency and duration of all observable behaviors of individuals and their interactions were coded from these tapes. Although major individual differences were found in the children's interest in the dog and their behavioral responses, the group became socially more homogenous due to decreased behavioral extremes, such as aggressiveness and hyperactivity; also, formerly withdrawn individuals became socially more integrated. Effects were more pronounced in the boys than the girls. Even though the children spent considerable time watching and making contacting with the dog, they also paid more attention to the teacher. We conclude that the presence of a dog in a classroom could positively stimulate social cohesion in children and provide a relatively cheap and easy means of improving teaching conditions.     

Acceptability of Animal-Assisted Therapy: Attitudes toward AAT,Psychotherapy, and Medication for the Treatment of Child Disruptive Behavioral Problems

Animal-assisted therapies (AATs) are not widely promoted in routine mental healthcare but represent a viable treatment option given positive perceptions of pets and growing evidence that animals provide meaningful contribution to psychological wellbeing. Relatively little is known about the general public's attitude toward AATs, especially in relation to more commonly used alternatives. This study compared the acceptability of four different treatment options (AAT, medication, psychotherapy, and no active treatment) for common externalizing behaviors in children. Parents from a community sample (N = 189) were presented with vignettes describing a child with symptoms of an externalizing behavior disorder and were asked to rate the acceptability of the four different treatment options. Participants rated AAT as a highly acceptable form of treatment and more acceptable than no active treatment and medication. However, AAT was rated as less acceptable than psychotherapy. Experiences with animals (both positive and negative) were unrelated to the acceptability of AAT. These findings suggest that AAT is viewed as a highly acceptable form of treatment for common externalizing behaviors and should be more systematically investigated as a treatment for children's mental health problems.     

The Effect of a Canine-assisted Activity on College Student Perceptions of Family Supports and Current Stressors

Using data from a previously published study on effects of a canine-assisted activity (CAA) on college student stress the week before final examinations, we examined whether participation in this activity had effects on perceptions of 1) family supports (i.e., emotional distance to family members and pets) and 2) current stressors. A total of 74 students completed the Family Life Space Diagram (FLSD), which uses an individual's structured drawings of distances between symbols of self and living entities, organizations, and stressors to reflect “emotional distances.” Participants were randomly assigned to order of CAA or FLSD, which was the intervention study control condition. Groups completed the FLSD after participating in CAA (Group A, n = 34) or prior to CAA (Group B, n = 40). Participants were primarily white (56.8%) females (75.7%) with a mean age of 19.38 years (SD = 1.75). Significant differences with large effect sizes were found for both groups in distances between 1) self-closest and self-average family member (Group A: t = 7.02, df = 33, p < 0.001, d = 1.205; Group B: t = 6.25, df = 39, p < 0.001, d = 0.987) and 2) self-closest personal stressor (t = 2.93, df = 18, p = 0.009, d = 1.311) and self-average personal stressor (t = 2.54, df = 18. p = 0.020, d = 1.138). In both cases, Group A (FLSD following CAA) placed personal stressors in closer proximity to self. Although CAA did not affect students’ current perceptions of family and pet relationships, the intervention may have increased their abilities to cope with personal stressors. Modified stress theory supports the proposition that positive emotions associated with CAA engage positive coping strategies, resulting in more positive perceptions of stressors.     

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

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.     

Preschoolers Categorize Animate Objects Better in the Presence of a Dog

ABSTRACT

The current study was designed to examine whether preschool children categorize picture stimuli differentially in the presence of a real dog compared with a stuffed dog or a human. Seventeen preschool children (age in months; M = 51.67, SD = 8.06), both Typical and those with a developmental delay (“Identified”), were asked to categorize Animate and Inanimate objects into two environments (Farm and Ocean) in each of three Collaborator conditions (Real Dog, Stuffed Dog, and Human). As predicted, there was a main effect of animation: the children more accurately categorized Animate (e.g., cow) exemplars than Inanimate ones (e.g., tractor). Additionally, the Animation variable interacted with Collaborator, such that in the presence of the real dog the impact of animation was significant, but this effect was not significant in the presence of the stuffed dog or human. This result indicates that the presence of the real dog served as a highly salient stimulus which encouraged the children to focus more of their attention on other animate objects in the list. This result provides additional evidence that the presence of a dog helps preschool children to restrict their attention to the demands of the task. This is a new and interesting finding that indicates that the presence of a real dog does have an impact on cognitive task performance.     

Animal-Assisted Interventions in Children's Hospitals: A Critical Review of the Literature

There is a perception in the scientific and general communities that hospitalized children benefit from visits by animals. Animal-assisted interventions (AAI), including animal-assisted therapy and animal-assisted activities, usually involving dogs, are thus employed in pediatric hospitals. However, the actual prevalence of AAI in children's hospitals has been poorly documented in the literature. Furthermore, the evidence base for claims that children in hospital benefit from AAI is limited. There are nine existing research studies in the area, all with methodological challenges that make conclusive statements in either direction about the efficacy of AAI difficult. In this critical review we consider methodological considerations pertinent to evaluations of AAI interventions for hospitalized children. These include: definitions and terminology; cultural attitudes; children's receptivity to animals, including phobia, type of illness and health status of the child, familiar as opposed to unknown animals, and age of the child; animal welfare; zoonoses and allergies; and hospital staff attitudes toward AAI. We highlight the many difficulties involved in conducting research on AAI in pediatric settings. Given the limited information around AAI for hospitalized children, including the risks and benefits and the limitations of existing studies, future research is required. This should take into account the methodological considerations discussed in this review, so that our knowledge base can be enhanced and if and where appropriate, such interventions be implemented and rigorously evaluated.     

The value of juvenile animal studies: a pediatric clinical perspective

With the emphasis of US American and European legislators on consideration of children in the drug development process regulatory authorities ask increasingly for additional non-clinical data to elucidate the safety of a given drug in development in future pediatric use. Juvenile animal studies are increasingly requested. These requests should never be tick box requests. Companies, academic toxicologists, clinicians, and regulatory authorities need a dialogue to differentiate between the perceived need to do "something" and the request for studies that have clinically meaningful results.     

The effects of group and individual animal-assisted therapy on loneliness in residents of long-term care facilities

Abstract

Animal-assisted therapy (AAT) has been shown to reduce the loneliness of residents in long-term care facilities (LTCFs). In this study, we determined the relative contribution of socialization (human–human bonding) and human–animal bonding as mechanisms by which AAT reduces loneliness. Residents in LTCFs volunteering for AAT were randomized to receive AAT as individuals (Individual) or in groups of two to four (Group). Individual AAT was used as a measure of animal–human bonding, and Group AAT was used as a measure of the combination of animal–human bonding and socialization. Any greater effect of Group AAT in comparison to Individual AAT would be ascribed to socialization. Thirty-seven residents of LTCFs, who were cognitively intact, volunteered for AAT, and scored as significantly lonely on the UCLA Loneliness Scale (Version 3), were studied. Six weeks of AAT, one 30-minute session per week, in an individual or group setting was performed, with posttesting during week five. Two residents dropped out of each group, giving us group sizes of 17 (Individual) and 16 (Group). A two-way ANOVA showed a statistically significant effect of pretest vs. posttest scores (F_(1,31) = 25.3, p < 0.001), with no effect of Group vs. Individual or of interaction. Newman Keuls post-hoc tests showed that the pretest scores for Individual and Group participants did not differ. There was a significant difference between pretest and posttest scores for Individual participants (p < 0.05) but not for Group participants. There was no difference between the posttest values for Individual vs. Group. When the data from all 33 participants were combined, Delta scores (pretest minus posttest), correlated positively (p < 0.01) with pretest scores, showing that lonelier individuals benefited more from AAT. In conclusion, AAT was more effective in improving loneliness in residents of LTCFs when given individually than in a group situation. Therefore, the main effect of AAT was not mediated by socialization.     

The Presence of a Therapy Dog Results in Improved Object Recognition Performance in Preschool Children

ABSTRACT

The purpose of this study was to determine whether the presence of a dog would have an impact on object recognition memory performance of preschool children. This work represents an extension of previous research which found that preschoolers require fewer instructional prompts to complete this type of memory task when in the presence of a dog. If children require fewer instructional prompts it is possible that they are better able to focus on the task itself and as a result, improved memory performance is likely. Because the earlier experiment utilized a very simple version of the task that was readily completed by the preschool children, the overall performance data were at ceiling. The current study, involving 20 preschool children, included a manipulation of task difficulty through varying the number of distracters (one versus four) present at test. Increasing the number of distractors in a simple recognition task is known to make that task more challenging, and thus performance was expected to be slower and less accurate in the four distracter conditions relative to the one-distracter conditions. The collaborators in the study were either a therapy dog or a human. A two-way repeated measures design was used such that each child served as his/her own control and was tested in each of four separate conditions: dog present (one and four distracters) and human present (one and four distracters). The results showed that the preschool children performed the object recognition task faster and more accurately in the presence of the therapy dog relative to a human and also in the one-distracter versus four-distracter condition. The authors conclude that these effects result from increased focus and/or motivation resulting from the presence of the dog.     

Evaluating the Efficacy of Equine Therapy Among At-risk Youth: A Meta-analysis

The present meta-analysis examined the efficacy of equine therapy among an at-risk youth population. Seven studies quantitatively assessed the treatment effects following involvement in an equine therapy program. The random effects model was used to aggregate each study into an overall effect size. Seven effect sizes were included in the pre-versus post-comparison analysis. The results indicate a medium effect size (g = 0.714, p < 0.001, 95% CI [0.364, 1.064]). Five effect sizes were included in the treat-ment versus control comparison analysis. The results also indicate a medium effect size (g = 0.402, p = 0.002, 95% C.I. [0.149, 0.655]). Lack of consis-tently reported study variables across studies was a limitation that resulted in the inability to run moderator analyses. However, the results indicate that equine therapy is a viable alternative to conventional intervention strategies among at-risk youth.     

Juvenile animal studies in the development of pediatric medicines: experience from European medicines and pediatric investigation plans

INTRODUCTION: The need for early consideration of pediatric investigation plans (PIP) to support an indication in pediatric population has led to an increased focus on the relevance of nonclinical studies in juvenile animals (JAS). The usefulness of JAS is not yet established and a criterion for request is still a learning process. OBJECTIVE: This article compares data from JAS in all medicines approved by European centralized procedure before Pediatric Regulation (1995–2005) and data from JAS in the nonclinical information on all approved PIP (2007–2009). RESULTS: Of the 226 substances licensed by centralized procedure in 10 years, 31.9% were considered for children and 31 JAS were described in 9.7%. Since 2007, of the 205 PIP decisions, 50 PIP (24.3%) have 87 JAS planned or requested. The mean number of JAS in each medicine or PIP, increased from 1.4 to 1.7 between the two periods and the juvenile rat remained as the prevalent species. CONCLUSIONS: Results demonstrate that JAS planned/performed in EU environment has significantly increased. Birth Defects Res (Part B) 92:353–358, 2011. © 2011 Wiley‐Liss, Inc.     

High-resolution melting technology: a new tool for studying the Wolbachia endosymbiont diversity in the field

Stable infections by maternally transmitted symbionts are frequently found in field populations, especially in arthropods. Many questions remain regarding their contribution to host biology and ecology, and especially on environmental adaptation of their host. Wolbachia is one of the most common endosymbiont of invertebrates. This cytoplasmically inherited endocellular bacterium induces number of reproductive alterations in its arthropod hosts and various fitness effects that allow it to spread in host populations. To better understand the influence of Wolbachia on host phenotypes and consequences of the manipulation of reproduction on the host genetic differentiation, it is crucial to be able to discriminate Wolbachia strains and determine their prevalence, which requires exhaustive screening. In the present report, we proposed the use of a new tool for the population studies, based on the high resolution melting (HRM) analysis, less expensive and faster than the 'classical' methods for large-scale studies. We investigated the effectiveness of HRM to explore and characterize the diversity of Wolbachia strains. Results obtained showed that HRM is a powerful tool to identify strains and detect polymorphism in singly infected hosts. When individuals harboured a mixture of Wolbachia strains (multiple infections), there is a risk of underestimation of the diversity if the proportions of the strains are highly different. However, the same limitations exist for the other techniques commonly used. Overall, this study demonstrated that HRM analysis is a rapid and reliable technique useful for studying, without a priori, Wolbachia strains diversity in field populations.     

A measure of sexual selection in hermaphroditic animals: parentage skew and the opportunity for selection

The role of sexual selection in shaping the mating system of hermaphrodites is currently widely accepted. However, a quantification of the intensity of sexual selection in hermaphroditic animals has never been accomplished. We evaluated the opportunity for sexual selection for both the female and the male functions in the simultaneous outcrossing hermaphrodite Ophryotrocha diadema by measuring focal hermaphrodites' paternal and maternal offspring in experimental replicated monogamous and promiscuous populations, using genetic markers to estimate paternity. Opportunity for sexual selection for each of the two sexual functions was quantified by means of the Crow's index, i.e. the ratio of variance in progeny number to the squared mean number of progeny. In addition, the extent to which the reproductive success was shared among competing individuals was estimated by means of the Nonacs's B index. We documented that the strength of selection on the male and female function in hermaphrodites with external fertilization depends on the reproductive context. Under a promiscuous regime, hermaphrodites have higher opportunities for selection for both the male and the female function than under the monogamous regime. Moreover, the reproductive skew for the female function becomes greater than that for the male function, moving from monogamy to promiscuity. In our model system, allocation to one sexual function is opposed by any degree of allocation to the other, indicating that sex-specific patterns of selection operate in this model species.     

Unexpected positive and negative effects of continuing inbreeding in one of the world's most inbred wild animals

Inbreeding depression, the reduced fitness of offspring of related individuals, is a central theme in evolutionary biology. Inbreeding effects are influenced by the genetic makeup of a population, which is driven by any history of genetic bottlenecks and genetic drift. The Chatham Island black robin represents a case of extreme inbreeding following two severe population bottlenecks. We tested whether inbreeding measured by a 20‐year pedigree predicted variation in fitness among individuals, despite the high mean level of inbreeding and low genetic diversity in this species. We found that paternal and maternal inbreeding reduced fledgling survival and individual inbreeding reduced juvenile survival, indicating that inbreeding depression affects even this highly inbred population. Close inbreeding also reduced survival for fledglings with less‐inbred mothers, but unexpectedly improved survival for fledglings with highly inbred mothers. This counterintuitive interaction could not be explained by various potentially confounding variables. We propose a genetic mechanism, whereby a highly inbred chick with a highly inbred parent inherits a “proven” genotype and thus experiences a fitness advantage, which could explain the interaction. The positive and negative effects we found emphasize that continuing inbreeding can have important effects on individual fitness, even in populations that are already highly inbred.     

Effects of Animal-Assisted Activities with Guinea Pigs in the Primary School Classroom

ABSTRACT

This study investigated the effects of a classroom-based animal-assisted activities (AAA) program with guinea pigs on the social functioning of primary school children. We hypothesized that participants in the experimental condition (n = 64), compared with a waitlist control group (n = 64), would demonstrate improvements in social functioning following the program. Parents and teachers used the Social Skills Rating System (SSRS) to evaluate the social skills and problem behaviors of 128 participating children (age range = 4.8 to 12.7 years) before and after an 8-week period. Teachers also rated academic competence at both time points. Children who participated in the AAA program demonstrated significantly greater improvements in social functioning than their control group peers, as defined by greater increases in social skills (teacher SSRS) and decreases in problem behaviors (parent and teacher SSRS). There were no significant differences between the groups in academic competence. AAA participants demonstrated significant increases in social skills and decreases in problem behaviors from pre- to post-program on the teacher version of the SSRS. Control group participants did not show significant changes on these measures. These findings suggest that an AAA program with guinea pigs may be a feasible addition to the primary school classroom in order to improve social functioning. Further component analysis will be necessary to determine whether the animal is the active ingredient in AAA programs of this nature.