During the last decade it has become more widely accepted that pet ownership and animal assistance in therapy and education may have a multitude of positive effects on humans. Here, we review the evidence from 69 original studies on human-animal interactions (HAI) which met our inclusion criteria with regard to sample size, peer-review, and standard scientific research design. Among the well-documented effects of HAI in humans of different ages, with and without special medical, or mental health conditions are benefits for: social attention, social behavior, interpersonal interactions, and mood; stress-related parameters such as cortisol, heart rate, and blood pressure; self-reported fear and anxiety; and mental and physical health, especially cardiovascular diseases. Limited evidence exists for positive effects of HAI on: reduction of stress-related parameters such as epinephrine and norepinephrine; improvement of immune system functioning and pain management; increased trustworthiness of and trust toward other persons; reduced aggression; enhanced empathy and improved learning. We propose that the activation of the oxytocin system plays a key role in the majority of these reported psychological and psychophysiological effects of HAI. Oxytocin and HAI effects largely overlap, as documented by research in both, humans and animals, and first studies found that HAI affects the oxytocin system. As a common underlying mechanism, the activation of the oxytocin system does not only provide an explanation, but also allows an integrative view of the different effects of HAI.

/pdf/psychosocial-and-psychophysiological-effects-of-human-animal-2d88ein46j.pdf

Psychosocial and Psychophysiological Effects of Human-Animal Interactions: The Possible Role of Oxytocin

The human-animal bond is extremely important to most clients of small animal veterinary practices. Pet ownership, or just being in the presence of a companion animal, is associated with health benefits, including improvements in mental, social, and physiologic health status. This article provides the research data regarding the human health benefits of companion animals, animal-assisted therapy, animal-assisted activities, and assistance animals; reviews measures that can be taken to enable safe pet ownership for the immunocompromised, and discusses the veterinarian's role in supporting immune-compromised clients and clients who have assistance animals. Client education and enhanced veterinary care can reduce the risk from zoonotic diseases, even for the immunocompromised.

The Human–Companion Animal Bond: How Humans Benefit

Animal-Assisted programs with children are becoming increasingly popular in school and therapeutic settings. This article provides an overview of the benefits accrued by children as well as the concerns with programs which involve animals, and therapy dogs in particular, in these environments. Research over the past 30 years indicates that therapy dogs may offer physiological, emotional, social, and physical support for children. The distinguishing features of Animal-Assisted Therapy (AAT) are characterized by the supplemental inclusion of a trained therapy dog in reaching an intervention goal in therapeutic environments, and as a supplement to an educational objective in school contexts. The general assumptions underlying AAT with children are that although therapy dogs are interactive, children seem to perceive them as non-judgemental participants who are outside of the complications and expectations of human relationships. This unique interaction may offer children a valuable form of social and emotional support in educational and therapeutic settings.

Exploring Animal-Assisted Programs with Children in School and Therapeutic Contexts.

Childhood and adolescence are important developmental phases which influence health and well-being across the life span. Social relationships are fundamental to child and adolescent development; yet studies have been limited to children’s relationships with other humans. This paper provides an evidence review for the potential associations between pet ownership and emotional; behavioural; cognitive; educational and social developmental outcomes. As the field is in the early stages; a broad set of inclusion criteria was applied. A systematic search of databases and grey literature sources found twenty-two studies meeting selection criteria. The review found evidence for an association between pet ownership and a wide range of emotional health benefits from childhood pet ownership; particularly for self-esteem and loneliness. The findings regarding childhood anxiety and depression were inconclusive. Studies also showed evidence of an association between pet ownership and educational and cognitive benefits; for example, in perspective-taking abilities and intellectual development. Evidence on behavioural development was unclear due to a lack of high quality research. Studies on pet ownership and social development provided evidence for an association with increased social competence; social networks; social interaction and social play behaviour. Overall, pet ownership and the significance of children’s bonds with companion animals have been underexplored; there is a shortage of high quality and longitudinal studies in all outcomes. Prospective studies that control for a wide range of confounders are required.

/pdf/companion-animals-and-child-adolescent-development-a-4tq3a31zo1.pdf

Companion Animals and Child/Adolescent Development: A Systematic Review of the Evidence

Background

This study evaluated the effect of a “move and learn” curriculum on physical activity (PA) in 3- to 5-year-olds attending a half-day preschool program. 

Methods

Classrooms were randomized to receive an 8-week move and learn program or complete their usual curriculum. In intervention classes, opportunities for PA were integrated into all aspects of the preschool curriculum, including math, science, language arts, and nutrition education. Changes in PA were measured objectively using accelerometry and direct observation. 

Results

At the completion of the 8-week intervention, children completing the move and learn curriculum exhibited significantly higher levels of classroom moderate-to-vigorous physical activity (MVPA) than children completing their usual curriculum. Significant differences were also noted for classroom VPA over the final 2 weeks. 

Conclusion

The results suggest that integrating movement experiences into an existing early childhood curriculum is feasible and a potentially effective strategy for promoting PA in preschool children.

Feasibility and efficacy of a 'Move and Learn' physical activity curriculum in preschool children

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...

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

The purpose of this study was to examine preschoolers' (n = 11) ability to follow instructions in the presence or absence of a real dog while executing a variety of motor skills tasks. These tasks were divided into one of three general classifications: 1) Modeling Tasks: the children were asked to emulate the behavior of a model, 2) Competition Tasks: the children were asked to do the task faster than a competitor, and 3) Tandem Tasks: the children were asked to do the tasks at the same time as a co-performer. Typical and Identified (language impaired) preschool children were randomly assigned to perform five tasks of each general classification alone, with a human, with a real dog, and with a stuffed dog that was similar in size and appearance to the live dog. Two independent raters rated each child's adherence to instructions (interrater reliability = 0.99) on a 7-point scale. A significant interaction between task classification and type of co-performer revealed that in the Modeling Tasks the p...

Preschoolers' Adherence to Instructions as a Function of Presence of a Dog and Motor Skills Task

In the present study, we provide a new technique for the collection of homograph norms that reduces subjectivity in the determination of meaning dominance by allowing participants rather than experimenters to indicate to which meaning or meanings the associates were related. To evaluate the effectiveness of this new technique, a subset of homograph norms were used in three separate experiments, demonstrating that (1) when presented with additional meaning categories, participants classified the associates consistently into the primary and secondary meaning categories; (2) overall, the participants were most familiar with primary meanings, followed by secondary, tertiary, and quaternary meanings; and (3) the meaning categories provided to the participants during norms collection were appropriate, since the two meanings provided for each homograph by the participants were consistent with the original data. Finally, in a fourth experiment, we compared the results of this new technique with a parallel set collected in Australia. The high degree of similarity in the results provides validity for this procedure. The homograph norms discussed in this article may be downloaded from http://brm.psychonomic-journals.org/ content/supplemental.

/pdf/homograph-norms-an-alternative-approach-to-determining-303ecefa8m.pdf

Shelly L. Harris

Papers

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

Preschoolers' Adherence to Instructions as a Function of Presence of a Dog and Motor Skills Task

Homograph norms: an alternative approach to determining meaning dominance.