Child–Companion Animal Attachment Bonds in Single and Two-Parent Families

ABSTRACT

This study addressed the issue of whether children who potentially have reduced access to parental resources have a stronger attachment bond with a dog, compared with children who have greater access. The study compared children in single-parent families with those in two-parent families on level of attachment to their family dog. Parents judged children's level of attachment to dogs by completing the Companion Animal Bonding Scale. The children's ages ranged between three and twelve years. Overall, children in single-parent families did show significantly higher levels of attachment to dogs than children in two-parent families. A comparison of attachment to dogs across family type showed that children in the early childhood stage in single-parent families had significantly higher levels of bonding with dogs than children in the early childhood stage in two-parent families. For the middle childhood stage there was no significant difference between family type and attachment to dogs. Comparisons within family type showed mixed results, and there were no significant gender differences in attachment levels across family type. Findings are discussed in light of attachment theory, family systems theory and implications for child development.     

Evaluating the Impact of a Humane Education Summer-Camp Program on School-Aged Children's Relationships with Companion Animals

ABSTRACT

This study evaluated the impact of children's participation in a five-day humane education summer-camp program on the quality of their relationships with and treatment of companion animals. We measured changes from pre- to post-program in 77 children (50 girls, 27 boys) aged 6–12 years. The program promoted positive interactions between children and animals in natural settings, with a focus on either companion animals or farm/forest animals. The Companion Animal Bonding Scale, the Pet Friendship Scale, the Comfort from Companion Animal Scale, the Children's Treatment of Animal Questionnaire, and a drawing task were administered to children prior to the beginning of the camp on day one and again at the end of day five. Overall, the results showed that after five days of humane education in summer camp, children reported sharing significantly closer bonds and friendships with their companion animals. These results were more pronounced for girls versus boys, among younger (aged 6 to 8 years) versus older (aged 9 to 12 years) children, and among children receiving the companion-animal versus farm/forest-animal curriculum. Older boys reported significantly lower scores on the humane treatment of their companion animals, compared with younger boys, and both older and younger girls. Comparisons by type of curriculum also suggested that the humane education curriculum that focused on farm/forest animals resonated more with the girls versus the boys. The implications for camp- and classroom- based humane education programs are discussed.     

Using Attachment Theory and Social Support Theory to Examine and Measure Pets as Sources of Social Support and Attachment Figures

Companion animals are increasingly being recognized by society as beneficial to our health and considered by many owners as authentic and affectional family members. Human relationship theories help us to understand the emotional and supportive aspect of the human– companion animal bond. This study uses attachment theory, social support theory, and the concept of the hierarchical nature of attachment relationships to further understand and measure human–animal attachment. In study 1,161 university-student pet owners completed a modified multidimensional scale of perceived social support (MSPSS) that included pets as a source of support, and we pre-tested a 60-item pet attachment measure. Results showed that students perceived their pets as distinctive sources of social support, at similar levels to their significant others, family, and friends. Principal components analysis of the 60-item measure reduced it to 31 items, and revealed four pet attachment components: (a) Proximity maintenance and interaction, (b) Emotional attachment behaviors, (c) Emotional support given and received, and (d) Emotional and monetary value. The scale was named the Emotional and Supportive Attachment to Companion Animals Scale (ESACA) (Cronbach’s α = 0.96). In study 2, 83 university students completed an attachment hierarchy scale and the ESACA. Companion animals were included in pet owners’ attachment hierarchies and ranked higher than siblings but lower than romantic partners, parents, and close friends. Those who indicated higher attachment to their companion animals ranked them higher in their attachment hierarchy than those less attached. This study supports and extends previous research that has used aspects of attachment theory and social support theory when exploring the human–animal bond. Many companion animal owners perceive their pets as additional sources of emotional support, fulfilling the four features of an attachment relationship and including them in their hierarchy of important attachment relationships.     

Children with pets do not show higher empathy: A challenge to current views

Abstract

A group of children (n=137) were surveyed with respect to pet ownership and pet preferences to explore the link between the human–animal bond and empathy. The most notable findings—and contrary to our predictions—were: (1) there was no difference in empathy (Bryan Empathy Index) between pet owners and non-owners; (2) there was no correlation between empathy and attachment to pets (Companion Animal Bonding Scale); and (3) higher empathy scores were not related to pet-preference indicators. A more fine-grained examination of the pet-owning group only revealed differences with respect to type of animal owned. Higher empathy was evident with dog ownership as opposed to other pet types. However, this needs to be tempered by the equally interesting observation that lower empathy was related to cat ownership. Regardless of how ownership groups are configured, there is consistent evidence that differentiates cat owners (lower empathy) from dog owners (higher empathy). When pet ownership and pet preference are combined to form new groupings, again, the cat effects and dog effects are evident. Implications extend to the need: (1) for future research on the nature of the human–animal bond; (2) to explore the relationship between personality and animal bonding; and (3) to refine the questions surrounding the animal-based links to empathy, as well as other related constructs such as prosocial behaviour, compassion, self-esteem, self-control, autonomy, affection, stress, responsibility, and perhaps even emotional intelligence, career paths and community service.     

Homelessness and dog ownership: an investigation into animal empathy,attachment, crime,drug use,health and public opinion

Abstract

A sample of 51 homeless people in Cambridge, UK completed a questionnaire featuring adapted Animal Empathy and Companion Animal Bonding Scales. Concepts of crime, drug use, and health matters amongst the homeless, both dog owning and non-dog owning, were investigated, as well. Ninety members of the general public completed a similar questionnaire which sought their opinions on homeless people who own dogs. There was a highly significant difference (p < 0.01) between the homeless and the securely housed on their animal empathy and attachment scores, with the homeless sample displaying higher values. Gender and dog ownership status had no effect on these scores. A near significant result (U = 2, n₁ = 13, n₂ = 58, p = 0.06) was revealed for animal empathy scores of those who gave money to dog-owning homeless people and those who gave to non-dog owning homeless people. Of the public respondents, women were significantly more likely to show concern for a homeless person's dog's welfare than men (X²₍₁₎ = 8.5, p < 0.01), and of the homeless respondents, non-dog owners were significantly more likely than dog owners to believe that having a dog helped initiate conversations with the public (X²₍₁₎ = 4.0, p < 0.05). Highly significant differences (U = 10, n₁ = 31, n₂ = 20, p < 0.01) were found for medical care use between the dog-owning and non-dog owning homeless, and health scores showed a reversed trend compared to that expected for the general population, with dog owners scoring lower than non-dog owners.     

Evaluating Sex and Gender Competencies in the Medical Curriculum: A Case Study

BackgroundSex and gender differences exist in the manifestation and prevalence of many conditions and diseases. Yet many clinician training programs neglect to integrate this information across their curricula.ObjectiveThis study aimed to measure the sex and gender medical knowledge of medical students enrolled in a program without an explicit directive to integrate sex and gender differences across a block system of core subjects.MethodsA forced-choice instrument consisting of 35 multiple-choice and true or false questions was adapted from an evaluation tool used in the European Curriculum in Gender Medicine held at Charité Hospital, Berlin, in September 2010.ResultsFourth-year (response rate 93%) and second-year (response rate 70%) students enrolled in Mayo Medical School completed the instrument. More than 50% of students in both classes indicated that topics related to sex and gender were covered in gynecology, cardiology, and pediatrics, and <20% of students indicated inclusion of such topics in nephrology, neurology, and orthopedics. More than twice as many second-year students indicated that topics dealing with sex and gender were included in immunology course material compared with fourth-year students. A consensus of written comments indicated that concepts of sex and gender-based medicine need to be embedded into existing curriculum, with an emphasis on clinically relevant information.ConclusionsAlthough this study represents only one medical school in the United States, information regarding sex and gender aspects of medicine is not consistently included in this curriculum without an explicit directive. These results can provide guidance for curriculum improvement to train future physicians.     

Parental attachment,drug use,and facultative sexual strategies

Abstract

It is often asserted that sexual promiscuity and drug abuse appears to share a common etiology in poor parental attachment. This study explores this claim empirically among 480 college students. Other variables—religiosity, masculinity/femininity, sex, age, and physical appearance—that may enhance or reduce the incidence of promiscuity and drug use were included in multivariate analyses. Parental attachment was significantly related to both variables, and the combination of poor parental attachment and drug use was a strong predictor of promiscuity for both males and females. In multivariate analyses, religiosity was the most important predictor of promiscuity for males, and attachment was the most important for females. The findings are examined guided by the three desiderata commonly accepted as relevant to biosocial attachment theory.     

The Mathematical Basis of Mendelian Genetics

In a climate where increasing numbers of students are encouraged to pursue post-secondary education, the level of preparedness students have for college-level coursework is not far from the minds of all educators, especially high school teachers. Specifically within the biological sciences, introductory biology classes often serve as the gatekeeper or a pre-requisite for subsequent coursework in those fields and pre-professional programmes (eg pre-medicine or pre-veterinarian). Thus, how helpful high school science and mathematics experiences are in preparing students for their introductory biology classes is important and relevant for teachers, science educators and policy makers alike. This quantitative study looked at the association between students' high school science and mathematics experiences with introductory college biology performance. Using a nationally representative sample of US students (n?=?2667) enrolled in 33 introductory college biology courses, a multi-level statistical model was developed to analyse the association between high school educational experiences and the final course grade in introductory biology courses. Advanced high school science and mathematics coursework, an emphasis on a deep conceptual understanding of biology concepts and a prior knowledge of concepts addressed in well-structured laboratory investigations are all positively associated with students' achievement in introductory college biology.     

Empathy,home environment,and attitudes toward animals in relation to animal abuse

Abstract

Recent years have seen an increase in interest in the social, behavioral, psychological, and developmental correlates of animal abuse. The current study examined the relationships between empathy, family environment, attitudes toward animals and participation in animal abuse using a self-report methodology among a sample of college students. Within a sample of 286 college students, scores on the Attitudes Toward the Treatment of Animals Scale (ATTAS) were significantly correlated with scores on the Interpersonal Reactivity Index (IRI), a measure of empathy. The Caregiving subscale of the ATTAS was found to significantly differentiate abusers from non-abusers, and to differentiate abusers who reported having first engaged in abuse prior to age 13 years from those who reported having first engaged in abuse at age 13 or later. Abusers scored significantly higher on the IRI Fantasy subscale than did non-abusers. Men who reported a history of sexual abuse were more likely to report participating in animal abuse than were those who reported no history of sexual abuse. Finally, the effect of sexual abuse on animal abuse was found to be independent of individual differences in empathy and attitudes toward animals. The potential roles of trauma and fantasy in the genesis of animal abuse are discussed.     

Grade repetition and bullying victimization in adolescents: A global cross-sectional study of the Program for International Student Assessment (PISA) data from 2018

BackgroundGrade repetition is practiced worldwide and varies considerably across the globe. Globally, around 32.2 million students repeated a grade at the primary education level in 2010. Although a large body of research has documented grade repetition’s academic and non-academic effects, the limited evidence on associations between grade repetition and school bullying is inconsistent and ambiguous. This study aimed to investigate the global association of grade repetition with bullying victimization in a large-scale school-based cross-sectional study.Methods and findingsWe used the latest global data from the Program for International Student Assessment (PISA) 2018. PISA 2018 was conducted between March and August 2018 in 80 countries and economies among students aged 15–16 years attending secondary education. The students reported their experiences of repeating a grade at any time point before the survey and of being bullied in the past 12 months. The outcome measures were 6 types of bullying victimization. We accounted for the complex survey design and used multivariate logistic regression models to estimate the odds ratios (ORs) with 95% confidence intervals (CIs) of grade repetition with bullying victimization after adjusting for potential confounders (sex; age group; migrant status; school type; economic, social, and cultural status; and parental emotional support). This study included 465,146 students (234,218 girls and 230,928 boys) with complete data on grade repetition and bullying victimization in 74 countries and economies. The lifetime prevalence of grade repetition was 12.26%, and 30.32% of students experienced bullying at least a few times a month during the past 12 months. Grade repetition was statistically significantly associated with each type of bullying victimization. The OR (95% CI) of overall bullying victimization for grade repeaters compared with their promoted peers was 1.42 (95% CI 1.32–1.52, p < 0.001). The sex-specific analysis produced similar results in both boys and girls. Furthermore, girls who repeated a grade had higher risks of being made fun of, being threatened, having possessions taken away, and being pushed around than boys. The major limitation is that this study only included students attending schools and therefore may be subject to possible selection bias. In addition, the cross-sectional design hinders us from establishing causality between grade repetition and bullying victimization.ConclusionsIn this study, we observed that, globally, both boys and girls who repeat a grade are at increased risk of being bullied compared with promoted peers, but girls may experience higher risks than boys of specific types of bullying associated with repeating a grade. These findings provide evidence for the association of grade repetition with bullying victimization. Sex differences in risk of experiencing some types of bullying suggest that tailored interventions for girls who repeat a grade may be warranted.

In a cross-sectional study, Qiguo Lian and colleagues investigate associations between repeating a grade and experiencing bullying victimization among adolescents enrolled in schools in 74 countries and economies.     

Empathy and attitudes to animals

Abstract

There is increasing support for the idea that human attitudes to animals may be indicative of human–human empathy. This has implications for the treatment of empathy deficits and related anti-social behaviors. The purpose of the present study was to explicitly investigate links between human–human empathy and attitudes to animals. The Interpersonal Reactivity Index (IRI) and Animal Attitude Scale (AAS) were administered to 194 undergraduate Sociology and Psychology students. A significant correlation between empathy levels, gender, companion animal ownership and attitudes to animals was found. Implications of these findings are discussed.     

Educational Malpractice: The Impact of Including Creationism in High School Biology Courses

College students whose recollections of their high school biology courses included creationism were significantly more likely to invoke creationism-based answers on questions derived from the Material Acceptance of the Theory of Evolution (MATE) instrument than were students whose recollections of their high school biology courses included evolution but not creationism. On average, students who were taught neither evolution nor creationism in their high school biology courses exhibited intermediary responses on the MATE instrument. These results suggest that (1) high school teachers’ treatments of evolution and creationism have a lasting impact and (2) the inclusion of creationism in high school biology courses increases the probability that students accept creationism and reject evolution when they arrive at college. These results are discussed relative to the impact of high school biology courses on students’ subsequent acceptance of evolution and creationism.     

Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program

An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce. An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields. This study evaluates and compares the impact of the Loma Linda University (LLU) Summer Health Disparities Research Program on high school (HS) and undergraduate (UG) student participants. The primary focus of our summer research experience (SRE) is to enhance the research self-efficacy of the participants by actively involving them in a research project and by providing the students with personalized mentoring and targeted career development activities, including education on health disparities. The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups. The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy. Both participant groups identified the hands-on research and the mentor experience as the most valuable aspects of our SRE and reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career. The follow-up data indicates that 67% of the HS participants and 90% of the UG participants graduated from college with a STEM degree; for those who enrolled in graduate education, 61% and 43% enrolled in LLU, respectively. We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity.     

What's in it for the companion animal? Pet attachment and college students' behaviors toward pets

Research on the human-nonhuman animal bond has focused primarily on its advantages to the human. The purpose of this study is to investigate behaviors of caregivers (owners) of companion animals (pets) and to examine the relationship between such behaviors and scores on a pet attachment scale. Participants were 501 largely nontraditional (older, married, employed full-time) college students living with a pet dog or cat. The study categorized owner behaviors as essential, standard, enriched, or luxury care. Almost all participants reported engaging in essential care behaviors, with numbers declining from category to category. Pet attachment scores appeared related to standard and enriched care behaviors but not to essential care. Too few participants reported doing luxury care behaviors to link them to attachment. The results suggest that even pet owners reporting low attachment provide beneficial care and attention to their pets and that pet attachment may be of limited use when looking at the benefit of the human-animal bond to the companion animal.     

Friends matter: Ethnic-racial identity and school adjustment among African American and Latino early adolescents

Abstract

The current study investigated the role of ethnic-racial identity (ERI) on early adolescents’ school adjustment, as moderated by their school friends’ aggregate ERI. The study drew data from a longitudinal socioemotional project in a Midwestern U.S. middle school. Surveys were administered twice over a 6-month interval with a sample of 161 African American and Latino sixth through eighth grade students. Results suggested a promotive role of ERI, as three dimensions (public regard, private regard, and resolution) were positively related to students’ school adjustment. Additional results demonstrated the importance of friend group aggregate ERI; participants with high resolution or private regard, or a friend group with high aggregate resolution or private regard, reported higher levels of school adjustment than those with low individual and friend group-levels of these ERI dimensions. The findings provide insights into the role of social contexts and friend group beliefs on adolescents’ ERI development and school experiences.     

The Association between Mental Health and Violence among a Nationally Representative Sample of College Students from the United States

ObjectivesRecent violent attacks on college campuses in the United States have sparked discussions regarding the prevalence of psychiatric disorders and the perpetration of violence among college students. While previous studies have examined the potential association between mental health problems and violent behavior, the overall pattern of findings flowing from this literature remain mixed and no previous studies have examined such associations among college students.MethodsThe current study makes use of a nationally representative sample of 3,929 college students from the National Epidemiologic Study on Alcohol and Related Conditions (NESARC) to examine the prevalence of seven violent behaviors and 19 psychiatric disorder diagnoses tapping mood, anxiety, personality, and substance use disorders. Associations between individual and composite psychiatric disorder diagnoses and violent behaviors were also examined. Additional analyses were adjusted for the comorbidity of multiple psychiatric diagnoses.ResultsThe results revealed that college students were less likely to have engaged in violent behavior relative to the non-student sample, but a substantial portion of college students had engaged in violent behavior. Age- and sex-standardized prevalence rates indicated that more than 21% of college students reported at least one violent act. In addition, more than 36% of college students had at least one diagnosable psychiatric disorder. Finally, the prevalence of one or more psychiatric disorders significantly increased the odds of violent behavior within the college student sample.ConclusionsThese findings indicate that violence and psychiatric disorders are prevalent on college campuses in the United States, though perhaps less so than in the general population. In addition, college students who have diagnosable psychiatric disorders are significantly more likely to engage in various forms of violent behavior.     

Biopsychosocial Factors and Cognitive Function in Cat Ownership and Attachment in Community-dwelling Older Adults

ABSTRACT

Few studies consider the health benefits of pet ownership from a biopsychosocial perspective, and a paucity of studies investigate cat ownership. The current study was designed to determine if psychosocial factors (stress, loneliness, and depression), biological levels of stress and inflammation (salivary cortisol, interleukin-1β, and C-reactive protein [CRP]), and cognitive function were associated with companion cat ownership/attachment in community-dwelling older adults. Community-dwelling older adults (n = 96, mean age = 76.6 years) who either owned a cat and no dog (n = 41) or owned neither a cat nor a dog (n = 55) completed questionnaires (Perceived Stress Scale, Revised–UCLA Loneliness Scale, Geriatric Depression Scale-Short Form, Montreal Cognitive Assessment, and Lexington Attachment to Pets Scale) and provided saliva specimens which were assayed for stress and inflammatory biomarkers. The majority of participants screened positive for mild cognitive impairment, reported low levels of stress, loneliness, and depression, and the biomarkers reflected fairly low levels of stress and inflammation. Binary logistic regression analysis revealed that psychosocial factors, salivary biomarkers, and cognitive function were not significantly associated with cat ownership. Age was the only significant predictor of cat ownership (OR = 0.92, p < 0.01) with the odds of cat ownership decreasing by 8.3% per year of advancing age. On average, cat owners were “somewhat attached” to their cats; however, 26% were “strongly attached” to their cats. Correlation analyses revealed the level of attachment to cats was not associated with study outcomes. These results show that cat ownership declined with each advancing year, which lessens the opportunity for older adults to form attachment bonds. The level of pet attachment supports the consideration of cats as a source of an attachment relationship for older adults, including those with cognitive impairment.     

Estimating the effect of music and arts coursework on college admissions outcomes

The purpose of this study was to examine postsecondary admissions outcomes for music and arts students as compared to their non-arts peers using nationally representative data (N = 14,900) from the Education Longitudinal Study of 2002. Controlling for certain observable differences between students who do and do not elect arts courses, music students were more likely to apply to college and to attend college than their non-arts peers. Arts students were similar to non-arts students in terms of college selectivity and pursued science, technology, mathematics, and engineering majors at similar rates to non-arts students. This analysis suggests taking arts coursework in high school does not hinder successful college admissions outcomes as may be feared by well-intentioned guidance counselors or parents. Implications for college admission and local policies are considered.