Animal-assisted interventions in the classroom: a systematic review

The inclusion of animals in educational practice is becoming increasingly popular, but it is unclear how solid the evidence for this type of intervention is. The aim of this systematic review is to scrutinise the empirical research literature relating to animal-assisted interventions conducted in educational settings. The review included 25 papers; 21 from peer-reviewed journals and 4 obtained using grey literature databases. Most studies reported significant benefits of animal-assisted interventions in the school setting. Despite this, studies vary greatly in methods and design, in intervention types, measures, and sample sizes, and in the length of time exposed to an animal. Furthermore, a worrying lack of reference to risk assessment and animal welfare must be highlighted. Taken together, the results of this review show promising findings and emerging evidence suggestive of potential benefits related to animals in school settings. The review also indicates the need for a larger and more robust evidence base driven by thorough and strict protocols. The review further emphasises the need for safeguarding for all involved—welfare and safety are paramount

Spatial analysis and the measurement of urban sprawl

The thesis extends the research of the SCATTER project which evaluates the understanding of urban sprawl in Europe and examines methods for quantifying sprawl. The thesis extends this by examining the extent to which the definition and identification of sprawl is influenced by the nature of the indicators and measures used, and on the scale at which they are applied. It assesses the suitability of measures used in the US context for the polycentric pattern of European cities. Measures used in the European context have been based on land use densities - this is extended to incorporate measures based on urban form and land use patterns. The findings highlight the difficulties inherent in defining and measuring sprawl, as sprawl is a complex phenomenon with experts in the regions often unable to agree on the patterns and consequences of this type of urban growth. It is not so much a specific land use pattern or set of patterns as a manifestation of concerns which are common features of modern urban growth - regardless of urban form - and which emerge from the emphasis of interpretation and the dimensions of interest to local administrators and land use authorities. The research has identified that measures are sensitive to the spatial area used - even areas with some similarities, such as county and travel to work areas or district and urban areas do not produce consistent results. In Europe therefore measuring sprawl is also complicated by the fact that self contained subcentres set in low density rural areas may contribute to sprawl in the city centre, yet this is not identified by traditional measures of sprawl which assume that areas related to the urban centre are contiguous

Measuring Cortisol in the Classroom with School-Aged Children—A Systematic Review and Recommendations

The collection of salivary cortisol has been chosen as one of the least intrusive, easiest to collect, analyze, and store methods of obtaining information on physiological changes. It is, however, not clear what the best practice is when collecting salivary cortisol from children within the school setting. The aim of this systematic review is to evaluate the feasibility of cortisol collection in schools for future research and to make recommendations for best practice. The review included 25 peer-reviewed articles from seven databases. The hypotheses of the included studies vary, but they all use cortisol as a diurnal, baseline, or acute measure, or to measure the effect of an intervention. Two methods of salivary cortisol collection were preferred by most of the research, i.e., passive drool or cotton Salivettes. The review has concluded that cortisol is a physiological marker that can be successfully measured in school-based research. However, there are discrepancies across studies when evaluating the collection guidelines, protocols, and instructions to participants as well as transparency of the success rate of obtaining all samples. Recommendations are made for future research to address and avoid such discrepancies and improve cross-study comparisons by implementing standard protocol guidelines

Measuring Human-Animal Attachment in a Large U.S. Survey: Two Brief Measures for Children and Their Primary Caregivers

Researchers in the human-animal interaction (HAI) field face a challenge in generalizing the impact of pet ownership and companion animal interaction from small samples to larger populations. While researchers in Europe and Australia have included measures of pet ownership and attachment in surveys for some time (e.g., the Avon Longitudinal Study of Parents and Children), survey researchers in the United States have been slow to incorporate questions related to HAI in population representative studies. One reason for this may be that many of the current HAI-related measures involve long, complex scales. From the survey administration perspective, using complex scales is costly in terms of both time and money. The development and validation of brief measures of HAI will facilitate the inclusion of these measures in larger surveys. This paper describes the psychometric properties of two brief attachment measures used in the first population-representative study of child development in the United States that includes HAI items, the 2014 Panel Study of Income Dynamics (PSID) Child Development Supplement (CDS). We use two measures derived from the 29 item CENSHARE Pet Attachment Survey, one for children aged 8–17 (6-items) and one for the primary caregiver (3 items). The results suggest that such brief measures of attachment to pets are psychometrically valid and are a practical method of measuring HAI attachment in larger surveys using only a few survey items. We encourage HAI researchers to work with other ongoing surveys to incorporate these and comparable HAI measures

Companion animals and child/adolescent development: a systematic review of the evidence

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

Cognitive and Composite Behavioural Welfare Assessments of Pet Cats between the Ages of 9–22 Months, Living in Single and Multi-Cat Households

SIMPLE SUMMARY: Although agonistic interactions between cats are often regarded clinically as a source of stress, there is currently limited research evidence regarding the welfare impact of keeping multiple cats as pets. The aim of this study was to compare welfare indicators between cats living in single and multi-cat households, as well as between cats living in multi-cat households where agonistic behaviour was/was not reported by owners. Indicators included a spatial judgment bias task (JBT) and the cat stress score (CSS). CSSs were higher in cats from single compared with multi-cat households. CSSs were lower for cats that showed a more ‘pessimistic’ response in the JBT, suggesting these cats appeared to be less stressed. JBT results did not vary depending on the presence of, or reports of agonistic behaviours between, cohabiting cats. These data suggest that mood states (as measured by the JBT) were not impacted by the social groupings investigated, and that cats from single-cat households showed more signs of stress (as measured by CSS) than those in multi-cat households. Alternative explanations cannot be discounted, particularly due to the narrow sample population and broad scope of husbandry conditions that were unaccounted for. Further research is warranted to explore the extent to which variables that could not be controlled may have confounded findings. ABSTRACT: Although agonistic interactions between cats are often regarded clinically as a source of stress, there is currently limited research evidence regarding the welfare impact of keeping multiple cats as pets. The aim of this study was to compare welfare indicators between cats living in domestic single and multi-cat households, as well as between multi-cat households where agonistic behaviour was/was not reported by owners. Indicators included a spatial judgment bias task (JBT), where longer latencies to ambiguous probes are interpreted as being related to a more ‘pessimistic’ mood state, and the cat stress score (CSS), where high scores are indicative of high stress levels. Of 128 focal cats between the ages of 9–22 months, 94 were from multi-cat households, 126 had useable CSS data and 42 had JBT results suitable for analysis. CSSs were significantly lower for cats showing a more ‘pessimistic’ response in the JBT. It is possible that the cats that appeared to be the most relaxed may have been showing inactivity relating to negative affective states and/or were the least active/food motivated, and therefore slower in the JBT. CSSs were significantly higher in cats from single compared with multi-cat households, and did not vary with reports of agonistic interactions in multi-cat households. JBT results did not vary depending on the presence of, or reports of agonistic behaviours between, cohabiting cats. These data suggest that cats from single-cat households may be more likely to show signs of acute stress than those in multi-cat households. Alternative explanations are possible. For example, lower CSSs in the multi-cat group may reflect ‘relief’ effects resulting from separating cats for the test period, or inactivity relating to negative affective states. Due to the narrow sample population and broad scope of husbandry conditions, the potential for confounding variables limits the degree by which results can be used to inform causation of the relationships identified. Further research is warranted to replicate this work and explore potential confounders

Do workplace fish tanks influence employee wellbeing and cognitive performance? An embedded mixed-methods study

Evidence from “pet-friendly” workplaces highlights potential benefits associated with taking companion animals to work, including reduced stress among employees. Ornamental fishes carry a much lower risk than other companion animals and may be a suitable alternative in situations where other animals would introduce too great a risk (e.g., allergy, accidental injury). The aim of this study was to investigate whether watching an aquarium during the working day influenced employee wellbeing through the reduction of stress and improvements in stress-related outcomes. An embedded mixed-methods study was conducted, comprising two within-subjects trials (Trials A and B) and a qualitative follow-up. Participants were university employees and research students who participated during their working day. In Trial A (n = 30), the immediate effects of watching live fishes on mood, physiological stress, and cognitive performance were compared with the effects of watching a fish video or resting quietly. Although some outcomes improved from pre- to post-activity, there was no evidence that watching fishes (live or video) had greater effects than resting quietly. In Trial B (n = 27), the effects of repeatedly engaging in the same three activities over several weeks were examined. Watching fish videos was associated with improvements in “high pleasure-low arousal” and overall job-related affective wellbeing, but no further effects of condition were found. Qualitative follow-up data collected from a subset of participants from the experimental trials (n = 13) indicated that all three activities may be beneficial as leaving their desks provided detachment from work for a short period. Qualitative data suggested that live fishes were perceived as more engaging, but this did not translate to quantitative findings. Locating fish aquaria within offices (rather than a separate workplace location) may promote wellbeing by encouraging “microbreaks”; further research is needed to investigate this hypothesis

Best Practice Standards in Animal-Assisted Interventions: How the LEAD Risk Assessment Tool Can Help

Animal-assisted interventions (AAI) in educational and other settings have steadily increased over the last fifty years and a steep rise in AAI has been observed in many countries and settings in recent years. Surprisingly, while different providers and organisations provide a range of guidelines, no unified, standardised guidelines or risk assessment tools for AAI exist. This means that in practice AAI takes place in an unregulated manner and without a gold standard of best practice. In addition, knowledge of which interventions are effective is still scarce and the mechanisms of successful interventions are not yet fully understood. This is partly due to AAI being a relatively new research field and standards of research and practice have often lacked rigour in the past. Furthermore, knowledge and experience of providers undertaking interventions varies greatly as there is no standardised training either. We address the striking lack of standardised guidelines and procedures. In all AAI, high importance should be placed on safety and welfare of all involved. Children and other AAI participants, staff and animals should be given equal consideration when assessing risks and welfare needs. To ensure safe AAI worldwide, we provide urgently needed guidelines on best practice in relation to risk assessment, safeguarding and animal welfare priorities. The guidelines were developed for a large-scale longitudinal, randomised controlled trial AAI project and are relevant to AAIs within educational and other settings. We also provide the first set of comprehensive risk assessment and animal welfare tools to achieve consistent welfare and safety standards for best practice across educational and other settings around the world

Observing and Promoting Normative Developmental Outcomes: Reciprocity is Key

Background: Occupational therapists focus on caregiver-infant reciprocity, which is influenced by a host of biopsychosocial factors and is predictive of developmental outcomes across domains. It is important for early intervention professions to understand how different forms of reciprocity may predict infant development in salient domains (i.e., language, mobility, and co-occupation). Therefore, the purpose of this study was to investigate associations among related measures of development in and across age, while also exploring how reciprocity influences the acquisition of developmental milestones. Method: We examined these important areas of development in relation to novel caregiver-infant co-occupational constructs in addition to well-established domains of reciprocity (i.e., language, touch, and emotional sensitivity). In a cohort of 16 caregiver-infant dyads, we investigated infant language, motor, and affective development at 8, 12, and 16 months of age in relation to caregiver-infant reciprocity in the same domains. Results: Findings identify relations among domains, as well as novel, bidirectional associations among these domains, and caregiver-infant reciprocity. In particular, infant utterances, standing, and positive affect were related to caregiver sensitivity and responsivity to infant affect, touch, and/or physicality. Conclusion: These findings suggest that aspects of caregiver-infant reciprocity may predict development in several important domains