What Are The Variables In Animal Assitant Stress Reduction Program
Int J Environ Res Public Health. 2020 Apr; 17(7): 2286.
Effect of Dog Presence on Stress Levels in Students under Psychological Strain: A Pilot Written report
Radka Procházková
iiDepartment of Statistics, Kinesthesia of Economics and Direction, Czech University of Life Sciences, 16500 Prague, Czechia; zc.uzc.fep@avokzahcorp
Received 2020 Mar 4; Accepted 2020 Mar 24.
Abstract
Equally university students face many stressful situations, specially during the test period, this report focused on the use of animal-assisted activities (AAAs) with a dog equally a means of relieving students' stress before a final examination. The aim was to determine whether a x-min interaction with a domestic dog afflicted subjectively evaluated stress and mood, objective claret pressure, and heart rate. Ninety-iii female students (hateful age = 22.5 years; standard difference = 3.8 years) were divided into three groups according to their preference. The first grouping underwent AAAs (n = 26), the second group chose a relaxation technique (n = 28), and the last ane was a control group (n = 39). Physiological values were measured using a pressure level guess and the subjective feelings of stress and mood were evaluated by the Likert scale 1–five. The AAA grouping showed pregnant improvement after 10 min of interaction in both mood and stress, with no modify in middle rate and blood pressure. The remaining groups showed a significant decrease in blood pressure, but non in center rate, with different evaluations of mood and stress. AAAs with a domestic dog announced to be effective in improving students' mood and stress without affecting their physiological parameters.
Keywords: fauna assisted activity, students' health, stress, dog
ane. Introduction
Stress is defined as a certain response of an organism to tension, as well equally the excitement of the mind and body [i]. The consequences of stress are ane of the main causes of death forth with heart disease, cancer, liver and lung disease, or suicide [2]. The stress response is a major factor in the development of many complications, including cardiovascular and mental illnesses [three]. During the stress response, stress hormones are released, and they cause an increase in blood pressure and middle rate [iv,v]. These parameters may vary during the day and this variation is impacted by many factors [6].
The nature of the biological stress response is considerably affected by interindividual differences in stress perception, processing, evaluation, and management. Lower doses of stress can exist motivational and encourage people to perform better. This blazon of stress is called eustress—"good stress". Hormones released in response to this stress can improve retentiveness, cause higher concentration, and affect the biological processes involved in enhancing immunity [7]. An acute or short-term stress response induces a rapid transfer of allowed cells to different parts of the body. This stress-induced transfer of leukocytes to the target organs will increase the speed, efficiency, and regulation of immune reactions [8]. Mental tenacity increases and the organism becomes stronger than before the stressful feel [ix].
Long-term and unmanageable stress (distress), however, affects the body negatively compared to eustress. Forth with harmful effects on mental and physical wellness, the consequences of long-term stress include an increased risk of premature expiry [10]. The aforementioned excessive stress is associated with chronic anxiety, psychosomatic diseases, and numerous additional emotional difficulties [xi]. The potential outcomes could be burnout syndrome, clinical hypertension, and ischemic heart disease [12].
For students, the furnishings of moderate stressors can have a positive bear upon, motivate and inspire them, too every bit enhance their creativity. However, higher stress levels can non merely be demotivating, but may lead to sleep disorders, depression, problematic substance use, and suicide [xiii,fourteen]. An increasing number of undergraduates face up low, anxiety, and other mental wellness issues every bit a event of various factors such as family unit human relationship problems, drug and booze experimentation, pressure from loftier-performance expectations, and stress associated with examination periods. According to the estimates, 85% of university students (usually 18–25 years old) feel high levels of stress, over fifty% suffer from depression, and up to 11% have suicidal ideation [xv]. One of the ways to help students cope with stress could exist animal-assisted activities (AAAs), which currently take place in some social institutions, schools, and hospitals [sixteen,17]. These activities tin be performed with the participation of various animals, such as pocket-sized pets, livestock, horses, and llamas [18,19].
AAAs may bring numerous positive effects, such as improving mood and health [20], reducing stress [21] and depression [22], increasing the incidence of achievements of rehabilitation goals [23], and increasing social interactions [24]. AAAs can besides be used in the handling of severe mental illnesses, such equally post-traumatic stress disorder [25]. This activity is increasingly more than ofttimes taking place in pre-schools and schools [26]. The purpose of AAAs in schools is to encourage children to increase their social interactions, participate in education, and modify their behavior. An equally of import aim of AAAs is also its outcome as a preventive factor confronting risky behavior, and, at the aforementioned time, a mediator facilitating introverted students to collaborate with classmates and get more involved in the form of teaching [27]. The presence of a specially trained dog may accept a beneficial effect on the climate of the whole course [28].
For university students, it is possible to use AAAs directly within the campus programs equally group or private activities to reduce stress and increase happiness and energy levels [29]. It has been observed that even one AAA with a domestic dog tin can bring much greater benefits to students than looking at pictures of dogs [xxx] or watching a video of a dog [31]. The reason for increased stress in students can exist not just the difficulty of the studies, just as well separation from their family and familiar environment. AAAs can and then take an touch on reducing homesickness while living on campus and may increment students' well-beingness and satisfaction in life [32].
For students at all levels of education, examination periods are regular sources of stress, which are further associated with increased anxiety and depression, elevated cortisol levels, and immune dysregulation. Moreover, stress caused by examinations is associated with poorer bookish performance [33,34,35]. This study aimed to evaluate the influence of the dog'south presence on students in a stressful state of affairs past using physiological parameters and subjective evaluation of stress and mood. Our hypothesis was that later interacting with a dog, students would feel less stressed, their mood would improve, and their blood force per unit area and heart charge per unit would be lower than if they participated in relaxation activities or did not participate in any extra activeness.
ii. Materials and Methods
2.one. Participants
Xc-three students were recruited for this written report. The participants in the experimental groups were aged betwixt nineteen and 44 years (mean = 22.5 years, median = 22 years, modus = 21 years, standard departure of age = 3.viii years, age coefficient of variation = 17.01%). Merely women were included in the study, as the presence of male students in the given year was rather rare at this institution. Our sample of female students was recruited through the given year'southward Facebook page, where they were informed near the possibility of participation in the research. Handlers with dogs and the people providing other options of relaxation participated in 16 appear examination dates. Each day, the students were one time again approached straight with the opportunity to participate in this report. At that time, the students chose the tested culling that they considered most beneficial for them. All of the participants were awaiting an exam in genetics, which is generally considered to be ane of the most difficult exams at this institution. The exam took place in the second year of available's degree studies and all of the students attempted to pass the test for the beginning fourth dimension. The criteria under which the students were excluded from the study were no reported stress over exams and/or non beingness fond of animals. Creature buying was non an exclusion criterion.
None of the students reported mental problems, health problems with blood pressure level or heart rate, or regular use of medication that could impact the monitored physiological values. No other specific illnesses were taken into account every bit a negative gene for the overall study. The conditions of the inquiry corresponded to existent practice.
The project was approved by the Ethics Committee of the Czech University of Life Sciences in Prague. The written report and its methodological procedure adhered with the requirements of the European Wedlock and Czech legislation (Act No. 246/1992 Coll. on animate being protection as amended by Human activity No. 162/1993 Coll.).
ii.2. General Procedures and Measures
The participants were divided into 3 groups based on their preferences. Grouping A (26 students) participants individually underwent an AAA, which was attended by iii trained dogs, each with their handlers. The dogs that performed interactions with students had passed creature-assisted interaction (AAI) examinations, which examination a domestic dog's behavior and its suitability to perform this activity. The dogs were selected on the ground of long-term cooperation with the university in this field. All handlers had the same instructions, namely, to focus interactions with the dogs on calming and relaxing the students. AAAs were realized in a serenity area in the proximity of the part where the exam was held. The sessions were individual and took place on blankets on the ground in order to be close and in possible concrete contact with the canis familiaris. The handlers were instructed to familiarize the student with the domestic dog. The students could sit comfortably in their most suitable position and pet the dog. If the students themselves actively started a conversation with the handler, then the handler calmly talked with the students about the animal or animals the students had at home. Absolute silence was not specifically chosen in this case as information technology might exist unpleasant for some students. The final course of AAA therefore depended on the item educatee and their needs. The dog was calm at all times, either sitting or lying with the student. The aim of AAAs was to create a pleasant and friendly environment with the main focus on the animal and to alleviate the stress from the upcoming exam in the student–dog–handler triad. Other students were able to observe AAAs simply could not interfere. Group B (28 students) had the opportunity to unwind and relax using aids such as kinetic sand, anti-stress cubes, anti-stress coloring books, and a phone with music. Group C (39 students) was not affected.
Each student completed a record sheet, in which they familiarized themselves with the study and signed informed consent. The sheet included demographic questions nigh gender, historic period, height, weight, and possible allergies. The next section of the sheet focused on the subjective evaluation of mood, i.eastward., the student'due south emotional country of mind during this experience, and subjective level of stress. These two emotions were scored on a five-betoken Likert scale with the instruction that the lowest score indicates the best mood and least amount of stress, and the highest score (v points) indicates the worst mood and highest amount of stress. This assessment was done by the educatee earlier and after the interaction without the presence of a dog.
Every student was measured and asked nearly mood and stress before and after 10 min of the given action or, in the instance of the control grouping, no activity. Claret force per unit area and heart rate were measured with the force per unit area judge Omron M3. The measurements were done three times before and three times after the interaction, and arithmetic hateful was calculated from these values. The total measurement of 1 student took around xv–20 min (about 1 min of pulse and blood pressure measurement (3x), followed past a 10-min interaction, and and so nigh i min of measurement (3x) + time spent completing the questionnaire). All measured values were recorded on the record sail and and so statistically evaluated. We carried out all the measurements at the same time each day to minimize possible variations because the tested parameters can be influenced by many factors, including the time of the day.
ii.three. Dogs Involved in the Written report
In total, three therapy dogs of different breeds were present: a Bolognese domestic dog, a edge collie, and a Rhodesian ridgeback. All dogs were certified to perform AAAs, and their handlers proficient AAAs equally long-term volunteers and even on a professional level. The examination that these dogs underwent included an evaluation of their behavior toward humans and other animals. It likewise included an assessment of the dogs' behavior in an environs where an AAA was performed, every bit well as their obedience. An integral part of these tests was the evaluation of the handler and their arroyo to the users, relationship with the dog, and knowledge of AAAs, ethology, and welfare of dogs. All teams of canis familiaris and handler passed this test with an excellent rating. The dogs showed friendly behavior toward people and were relaxed while in contact with the students. Throughout the AAA time, the dogs had access to water and the opportunity to go out the interaction if they needed to. At any sign of discomfort, the handlers were instructed to end the interaction immediately. All animals included in the study were nether veterinary supervision and were dewormed and vaccinated in general accordance with the schedules recommended in the Czechia.
2.4. Data Analysis
The measured information were analyzed past groups (A, B, and C) depending on the way students tried to relieve their stress before the difficult test: grouping A used animal-assisted activities with a domestic dog (AAA), group B had a choice of relaxation elements, and group C was not affected.
The STATISTICA 13.2 software (StatSoft, Tulsa, OK, The states, version Cz. 7) for Windows was used for statistical analyses. At baseline, an exploratory information assay was conducted to verify the assumptions for subsequent processing (such as sampling independence, homogeneity, and distribution normality). The premise was the normal Gaussian distribution, which was assessed by the Shapiro–Wilk examination and farther evaluated on histograms and normalized probability diagrams.
Analyzed data on students' eye rate and claret pressure showed normal Gaussian distribution. Therefore, a parametric paired t-test was used to test and generalize the conclusiveness of the measured values before and after the paired data (pretest–post-exam enquiry) and the dependence of the sample sets. The non-parametric Wilcoxon exam for 2 dependent samples was used to assess and examination the statistical significance of changes in subjective stress and mood condition measured using the Likert calibration. The reason was the discontinuity of the examined statistical sign and its ordinal character.
Repeated measures ANOVA was used to exam and generalize the significance of the differences in the measured values between all three groups of students (A, B, and C) after verifying the assumptions (distribution normality—Shapiro–Wilk exam, homoscedasticity—Levene dispersion homogeneity exam). The Scheffe test was used for subsequent mail-hoc analysis.
The magnitude of changes in measured values to baseline measures was evaluated and tested by using a uncomplicated linear regression and correlation analysis. Tests of significance of regression models were performed, and the strength of dependence was measured and assessed by correlation coefficient (r) and coefficient of decision (r2).
Statistical significance was set at p < 0.05. Box and frequency graphs were used to visualize the results of statistical analyses and tests.
3. Results
No significant reduction in systolic (p = 0.362) or diastolic pressure level (p = 0.695) was observed in grouping A, i.east., in the presence of a dog. The heart charge per unit reduction was close to the level of significance, but a statistically significant difference was non shown (p = 0.059). The results of the measurements are summarized in Effigy i, which bear witness changes in center charge per unit and blood pressure in groups A, B, and C. In the evaluation of mood before and after the intervention, a significant improvement (p < 0.001) was observed. On average, respondents reported a one-point mood improvement (min deviation = 0, max difference = iii). None of the respondents reported a deterioration in mood. The subjective evaluation of stress besides showed a significant decrease (p = 0.002), with the average divergence (subtract in the feeling of stress on the 1–5 betoken calibration) being 0.731 points (min difference = −1, max deviation = ii).
Changes in heart rate and blood pressure level in groups A (brute-assisted activities with a dog), B (selected relaxation technique), and C (no influence).
In group B, i.e., in the group using relaxation techniques, a significant subtract in systolic (p = 0.016) and diastolic force per unit area (p = 0.015) was observed. No significant decrease in centre charge per unit was observed (p = 0.108). This group likewise showed cut-off values of mood change (p = 0.059) and decrease in stress (p = 0.051), simply no statistically significant difference was confirmed. On average, respondents from this group reported a 0.214-signal mood comeback, with the vast majority (71%) showing a zero-mood modify (modus = 0 and frequency = 20, min difference = −1, max departure = 1). Like results were reported for stress. The mean difference (decrease in the feeling of stress on a scale of 1–5) was 0.286 points (min difference = −1, max difference = 2), and almost respondents (61%) showed no alter in the subjective evaluation of the feeling of stress.
In group C, the non-influenced group, a significant decrease in diastolic pressure (p = 0.007) and systolic pressure (p = 0.010) was observed. The reduction in heart rate was at the significance threshold (p = 0.058). No pregnant mood improvement was found in this group (p = 0.201). On average, respondents from this grouping reported a 0.eighteen-betoken mood comeback, with 62% showing a zero-mood modify (difference mode = 0 and frequency = 24, min departure = −2, max deviation = ii). In contrast, statistically significant stress relief was demonstrated (p = 0.044). The mean difference (decrease in the feeling of stress on a scale of ane–5) was 0.256 points (min departure = −1, max difference = ii). Figure 2 summarizes the results of subjective evaluation of mood and feeling of stress in all 3 groups.
Changes in subjective evaluation of mood and stress in groups A (animal-assisted activities with a dog), B (selected relaxation technique), and C (no influence).
The multivariate tests (Tabular array one), where the significance of the differences betwixt all three groups of students (A, B, and C) was assessed simultaneously, showed that there was no statistically significant difference betwixt heart charge per unit, systolic pressure, diastolic force per unit area, and stress cess. There was a pregnant departure in mood (p = 0.004). In this variable, group A differed significantly from the other groups (B and C) (A versus B, p = 0.007; A versus C, p = 0.027). There was no statistically meaning difference between B and C (p = 0.750). The previously mentioned results suggested that the influence of interactions (and the method of relaxation) can be described equally statistically significant just for subjective mood evaluation (Figure iii). For detailed distribution of measured mood values in individual evaluated groups, run into Figure 4.
Summary of subjective mood evaluation in groups A (creature-assisted activities with a domestic dog, B (selected relaxation technique), and C (no influence) later on performed activities.
Categorized histograms showing the distribution of subjective mood values in groups A (animal-assisted activities with canis familiaris), B (selected relaxation technique), and C (no influence) after performed activities. i, best mood; 5, worst mood.
Table 1
Testing the significance of the deviation betwixt groups.
| Observed Parameter | Intergroup Differences |
|---|---|
| Heart rate | p = 0.596 |
| Claret pressure, systolic | p = 0.272 |
| Blood pressure, diastolic | p = 0.836 |
| Mood | p = 0.004 *; A versus B, p = 0.007 *; A versus C, p = 0.027 *; B versus C, p = 0.750 |
| Stress | p = 0.254 |
The results of repeated measures ANOVA further revealed that all the measured variables, regardless of the method of relaxation (A, B, C) used, showed a significant change (decrease) of measured values (center rate, p = 0.002; systolic pressure, p < 0.001; diastolic pressure level, p = 0.004; mood, p < 0.001; stress, p < 0.001).
We too tested if the baseline measure out predicted the alter scores, and if they could be a bigger effect in students who were stressed by the exam compared to students who were not much affected. In nigh cases (Table 2), statistically significant, direct, weak to moderate dependence betwixt the baseline level of the measured value and the subsequent magnitude of the modify (decrease of the measured value) was observed.
Table 2
Summary of correlation analysis results—baseline measured value (explanatory variable) and change of measured value score (dependent variable).
| Interaction | Middle Rate | Blood Pressure level Systolic | Claret Pressure Diastolic | Mood | Stress |
|---|---|---|---|---|---|
| Group A Animal-assisted activities with canis familiaris | p = 0.145; r = 0.294 | p = 0.002 *; r = 0.581; rii = 33.76% | p = 0.095; r = 0.334 | p = 0.002 *; r = 0.580; r2 = 33.64% | p = 0.019 *; r = 0.458; rtwo = 20.98% |
| Group B Selected relaxation technique | p = 0.002 *; r = 0.565; r2 = 31.93% | p < 0.001 *; r = 0.636; r2 = 40.45% | p = 0.034 *; r = 0.402; rtwo = 16.xvi% | p = 0.025 *; r = 0.424; r2 = 17.98% | p = 0.010 *; r = 0.481; r2 = 23.14% |
| Grouping C No influence | p = 0.015 *; r = 0.387; rii = xiv.98% | p = 0.001 *; r = 0.506; rtwo = 25.60% | p = 0.213; r = 0.204 | p = 0.018 *; r = 0.376; r2 = 14.14% | p = 0.136; r = 0.243 |
| All groups | p < 0.001 *; r = 0.400; rtwo = xvi% | p < 0.001 *; r = 0.557; rii = 31.03% | p = 0.004 *; r = 0.295; r2 = 8.7% | p = 0.001 *; r = 0.333; r2 = 11.09% | p < 0.001 *; r = 0.340; rii = 11.56% |
Thus, for mood and stress parameters where the difference betwixt baseline and post-treatment was most pronounced, the correlation between initial stress and the resulting shift was moderate. In the instance of group A, information technology tin can be stated, based on the value of the determination coefficient (r2), that the positive mood changes were influenced by the mood before the interaction by 33.vi%. In the feeling of stress, positive changes (reduced feeling of stress) were influenced by the initial stress level past almost 21%.
4. Discussion
College education institutions are aware of difficulties that may brunt students and seek ways to help students to find appropriate means to relieve stress and develop effective coping strategies. One possible means seems to be creature-assisted activities (AAAs), which provide students with the opportunity to interact with dogs [36]. In our study, we focused on assessing stress using physiological parameters of heart rate and blood pressure level. At the same time, mood and stress were subjectively evaluated using the Likert scale, similar to the study of Pendry et al. 2018 [37].
In our study, the group with the dog did not bear witness a meaning reduction in systolic or diastolic pressure. Delgado et al. [38] reported a decrease in the physiological values of the students, but not in the value of diastolic pressure. In their study, the well-nigh significantly reduced physiological value was salivary cortisol, which was not measured in our report. On the contrary, the study by Jarolmen and Patel [39] noted that after performing AAAs with college students earlier and later on the concluding exam, there was a significant difference in both systolic and diastolic pressure.
Our results are fully consequent with Delgado et al. [38] in regard to mood evaluation and subjective stress evaluation. In both studies, a statistically meaning improvement in mood and a reduction in stress perception were observed, provided the students had the opportunity to interact with a domestic dog. In our written report, stress reduction was observed in the evaluation of baseline and post-treatment values. Even so, no difference was detected when compared with the other tested groups. In the case of mood, there was a significant difference in the evaluation of baseline and post-treatment values also as in comparison with the mail service-treatment values of the other tested groups. According to Barker et al. [twoscore], the events on campus with dogs represent a financially and readily available activity to reduce perceived, simply not physiological, stress for higher students before the final examinations. In the Jarolmen and Patel report [39], all the participants reported that they had enjoyed the time spent interacting with dogs, with some feeling more relaxed and less anxious.
The Polheber and Matchock written report [41] compared groups with social support in the form of a dog or a friend, and a control group without support. Information technology was reported that social support in the form of an unknown dog reduced salivary cortisol levels compared to the support of a friend and the control grouping. In a style, similar results were observed in our study, where mood and subjectively assessed stress improved in the group of the students who interacted with a dog, but not in the group with access to diverse relaxation techniques; and in the group with no activity, only subjectively assessed stress improved. Furthermore, in our study, only claret pressure level (both systolic and diastolic) was reduced in the relaxation technique group (B). Yet, it is possible that with a higher number of students, heart rate would be statistically significantly reduced due to the close approximation of the significance level. A possible caption is that our students lacked their preferred relaxation method.
In the control group (C) that was non affected, a statistically significant subtract in diastolic pressure level, just not systolic pressure and pulse, was observed. At that place was besides an improvement in stress, merely no significant decrease in mood was observed. The authors do not know the reason for the mood alter and have no clear explanation for it.
In our study'due south experimental group, the interaction with the canis familiaris lasted 10 min, as compared to, for case, the study conducted by Wood et al. [42], where groups of vi students interacted with 2 dogs for fifteen min. The short interaction time in our study was based on applied applicability, where information technology was necessary to call back almost the welfare of therapeutic animals also as the number of possible interventions provided. Wood et al. [42] observed that feet improved after the AAA, as information technology did in our report. Compared to their study, however, nosotros did not see an improvement in blood pressure (BP), which they did. That is probably because in the Woods et al. [42] report, 24% of the students had clinical hypertension (systolic BP over 140 mmHg) in the pre-intervention time catamenia. At the mail-intervention fourth dimension point, 20% of students had clinical hypertension (systolic BP over 140 mmHg). In a contempo study past Binfet et al. [36], AAAs significantly reduced self-reported stress. A full of 1960 participating students had the opportunity to choose the length of fourth dimension spent with a dog. The boilerplate preferred fourth dimension to reduce stress via AAAs was 35 min. Grajfoner et al. [43] concluded that even a brusque twenty-min session with a therapeutic dog could exist an effective alternative intervention to better students' well-being, anxiety, and mood. Determining the optimal duration of therapy, therefore, appears to be an appropriate topic for future studies to ensure maximum efficacy of therapies.
An interesting finding reported by Grajfoner et al. [43] was that the presence of the handler together with the canis familiaris seemed to have a neutral to a somewhat negative outcome on the mood of the participants. Much more positive mood improvement was observed in interactions where the participants interacted merely with the canis familiaris than in the interactions where both the dog and the handler were present. The possibility to interact only with the canis familiaris was non provided in our written report. However, there was a rotation of three handlers who had different breeds of dogs. Therefore, the authors exercise not rule out that the experience of the students could be influenced by the handler or past the dog breed.
Many studies point to the fact that the presence of a dog affects stress reduction [28]. Similarly, the upshot of the presence of a dog on the reduction of heart rate and blood pressure level has been observed [44,45,46]. The results of these studies clearly point to the fact that buying or even the mere presence of a dog in the proximity of a person improves mood and reduces stress. Although this report did not show physiological stress reduction, the students' subjective feeling of stress reduction was noticeable. The results show that AAAs tin have a positive effect on students' mental state before exams. In our case, they were students who showed adequate stress to the situation. Information technology would be interesting to evaluate the influence of AAAs earlier examinations in students who suffer from anxiety, take communication issues, or suffer from inadequate nervousness or demands on themselves. For these students, AAAs could be even more constructive. This is a method that is piece of cake to integrate into university programs and, while paying careful attention to avoid the risk of overloading therapeutic dogs, could bring much relief and joy to both students and their handlers and dogs.
Limitations
The main limitation of this study was the environment in which the measurements took place, every bit they were non laboratory conditions. The measurements were carried out straight on the premises where students waited for the exam. Providing a carve up room for the relaxation activities and the interaction with the canis familiaris to ensure a calm and more intimate temper could produce different results. Still, this written report aimed to evaluate results from existent do and from the environment and situation where AAAs may take place. Some other limitation could be that the students were assigned to groups that were non selected randomly. In this instance, the authors assumed that students would all-time evaluate what kind of distraction would exist best for them. It should be noted that the use of caffeine and nicotine might have influenced the results. However, we could not instruct the students not to utilize these substances as they might serve as the students' coping strategy. The presence of three different dogs with three different handlers could affect the results obtained. We are aware that the personality of the handler and the nature of the dog tin can touch the measurement. For this reason, nosotros chose professional handlers with equally professional person dogs who were given clear instructions to alleviate this potential bias as much as possible.
5. Conclusions
This study highlights the potential benefits of educatee interaction with therapeutic dogs at a university before the final exam. The premise of the study was to improve mood and reduce stress that was not simply subjectively perceived, only also objectively measured by a pressure approximate. Compared to the control group and the group with other activities, brief interventions with a canis familiaris had a meaning consequence on subjective mood improvement. When comparing the baseline and post-handling values in the 3 groups, a reduction in subjectively perceived stress and mood improvement was observed in the AAA grouping. No furnishings on objectively measured parameters such as heart charge per unit and claret force per unit area were observed when interacting with a dog. In the remaining two groups, a decrease in claret pressure was observed, with all levels of blood pressure level and heart rate being physiological at all times. Although it was a short 10-min interaction, the results clearly indicated a possible positive impact on university students. Therefore, we recommend because this low-cost and readily available method to universities to relieve students in stressful periods; however, the students should be allowed to choose the near appropriate coping strategy for them.
Acknowledgments
The authors give thanks the students who participated in the study.
Writer Contributions
Conceptualization, K.M.; methodology, One thousand.G.; software, R.P.; validation, R.P.; formal assay, R.P.; investigation, K.M., M.S., and Due east.P.; data curation, R.P. and East.P.; writing—original draft preparation, Yard.M., 1000.V., and R.P.; writing—review and editing, K.M., M.5., and R.P.; visualization, K.M. and R.P.; supervision, M.V.; project administration, 1000.M. and Chiliad.S. All authors have read and agreed to the published version of the manuscript.
Funding
This research received no external funding.
Conflicts of Interest
The authors declare no conflicts of interest.
References
1. Epel Due east.Due south., Lithgow Yard.J. Stress Biology and Aging Mechanisms: Toward Agreement the Deep Connection between Adaptation to Stress and Longevity. J. Gerontol. A Biol. Sci. Med. Sci. 2014;69:S10–S16. doi: 10.1093/gerona/glu055. [PMC free commodity] [PubMed] [CrossRef] [Google Scholar]
two. Schneiderman N., Ironson G., Siegel S.D. Stress and Health: Psychological, Behavioral, and Biological Determinants. Annu. Rev. Clin. Psychol. 2005;1:607–628. doi: 10.1146/annurev.clinpsy.1.102803.144141. [PMC free article] [PubMed] [CrossRef] [Google Scholar]
3. DeCourcey Thousand., Russell A.C., Keister 1000.J. Animal-Assisted Therapy: Evaluation and Implementation of a Complementary Therapy to Amend the Psychological and Physiological Health of Critically Ill Patients. Dimens. Crit. Care Nurs. 2010;29:211. doi: 10.1097/DCC.0b013e3181e6c71a. [PubMed] [CrossRef] [Google Scholar]
4. Lupien S.J., McEwen B.S., Gunnar M.R., Heim C. Effects of stress throughout the lifespan on the brain, behaviour and knowledge. Nat. Rev. Neurosci. 2009;10:434–445. doi: 10.1038/nrn2639. [PubMed] [CrossRef] [Google Scholar]
5. Rainforth M.Five., Schneider R.H., Nidich S.I., Gaylord-Rex C., Salerno J.W., Anderson J.Westward. Stress reduction programs in patients with elevated claret force per unit area: A systematic review and meta-analysis. Curr. Hypertens. Rep. 2007;9:520–528. doi: 10.1007/s11906-007-0094-3. [PMC gratuitous commodity] [PubMed] [CrossRef] [Google Scholar]
6. Holt-Lunstad J., Steffen P.R. Diurnal Cortisol Variation is Associated with Nocturnal Blood Pressure Dipping. Psychosom. Med. 2007;69:339–343. doi: ten.1097/PSY.0b013e318050d6cc. [PubMed] [CrossRef] [Google Scholar]
7. Fevre M.L., Matheny J., Kolt K.S. Eustress, distress, and interpretation in occupational stress. J. Manag. Psychol. 2003;18:726–744. doi: x.1108/02683940310502412. [CrossRef] [Google Scholar]
8. Dhabhar F.S., Malarkey Due west.B., Neri E., McEwen B.S. Stress-induced redistribution of immune cells—From billet to boulevards to battlefields: A tale of three hormones—Curt Richter Laurels Winner. Psychoneuroendocrinology. 2012;37:1345–1368. doi: 10.1016/j.psyneuen.2012.05.008. [PMC complimentary article] [PubMed] [CrossRef] [Google Scholar]
9. Crum A.J., Salovey P., Achor S. Rethinking stress: The office of mindsets in determining the stress response. J. Personal. Soc. Psychol. 2013;104:716–733. doi: 10.1037/a0031201. [PubMed] [CrossRef] [Google Scholar]
10. Keller A., Litzelman K., Wisk L.E., Maddox T., Cheng Due east.R., Creswell P.D., Witt Westward.P. Does the perception that stress affects health matter? The association with health and mortality. Health Psychol. 2012;31:677–684. doi: 10.1037/a0026743. [PMC free article] [PubMed] [CrossRef] [Google Scholar]
11. Lloyd C., King R., Chenoweth Fifty. Social work, stress and burnout: A review. J. Ment. Health. 2002;xi:255–265. doi: ten.1080/09638230020023642. [CrossRef] [Google Scholar]
12. McVicar A. Workplace stress in nursing: A literature review. J. Adv. Nurs. 2003;44:633–642. doi: ten.1046/j.0309-2402.2003.02853.x. [PubMed] [CrossRef] [Google Scholar]
thirteen. Clark C.G., Nguyen D.T., Barbosa-Leiker C. Pupil Perceptions of Stress, Coping, Relationships, and Bookish Civility: A Longitudinal Study. Nurse Educ. 2014;39:170–174. doi: 10.1097/NNE.0000000000000049. [PubMed] [CrossRef] [Google Scholar]
14. Maykrantz S.A., Houghton J.D. Self-leadership and stress among college students: Examining the moderating role of coping skills† J. Am. Coll. Health. 2020;68:89–96. doi: 10.1080/07448481.2018.1515759. [PubMed] [CrossRef] [Google Scholar]
15. Haggerty J.Grand., Mueller M.Yard. Creature-assisted Stress Reduction Programs in Higher Education. Innov. High. Educ. 2017;42:379–389. doi: ten.1007/s10755-017-9392-0. [CrossRef] [Google Scholar]
16. Friesen L. Exploring Creature-Assisted Programs with Children in Schoolhouse and Therapeutic Contexts. Early Child. Educ. J. 2010;37:261–267. doi: 10.1007/s10643-009-0349-5. [CrossRef] [Google Scholar]
17. Nimer J., Lundahl B. Brute-Assisted Therapy: A Meta-Analysis. Anthrozoös. 2007;20:225–238. doi: 10.2752/089279307X224773. [CrossRef] [Google Scholar]
xviii. Daly B., Suggs Southward. Teachers' experiences with humane education and animals in the elementary classroom: Implications for empathy evolution. J. Moral Educ. 2010;39:101–112. doi: 10.1080/03057240903528733. [CrossRef] [Google Scholar]
19. Fedor J. Fauna-Assisted Therapy Supports Pupil Connexion. NASN Sch. Nurse. 2018;33:355–358. doi: 10.1177/1942602X18776424. [PubMed] [CrossRef] [Google Scholar]
20. Williams C., Emond G., Maynord M., Simpkins J., Stumbo A., Terhaar T. An Animal-Assisted Intervention'due south Influence on Graduate Students' Stress and Anxiety Prior to an Examination. Open Access Libr. J. 2018;5:1–xvi. doi: 10.4236/oalib.1104831. [CrossRef] [Google Scholar]
21. Tsai C.-C., Friedmann East., Thomas S.A. The Effect of Animal-Assisted Therapy on Stress Responses in Hospitalized Children. Anthrozoös. 2010;23:245–258. doi: 10.2752/175303710X12750451258977. [CrossRef] [Google Scholar]
22. Roux Chiliad.C.L., Kemp R. Effect of a companion canis familiaris on low and feet levels of elderly residents in a long-term care facility. Psychogeriatrics. 2009;nine:23–26. doi: 10.1111/j.1479-8301.2009.00268.x. [CrossRef] [Google Scholar]
23. Rondeau 50., Corriveau H., Bier N., Camden C., Champagne Northward., Dion C. Effectiveness of a rehabilitation domestic dog in fostering gait retraining for adults with a recent stroke: A multiple single-case study. NeuroRehabilitation. 2010;27:155–163. doi: 10.3233/NRE-2010-0592. [PubMed] [CrossRef] [Google Scholar]
24. O'Haire K.E., McKenzie S.J., McCune Southward., Slaughter V. Effects of Fauna-Assisted Activities with Guinea Pigs in the Primary School Classroom. Anthrozoös. 2013;26:445–458. [PMC costless article] [PubMed] [Google Scholar]
25. Glintborg C., Hansen T.Yard.B. How Are Service Dogs for Adults with Mail Traumatic Stress Disorder Integrated with Rehabilitation in Denmark? A Case Report. Animals. 2017;vii:33. doi: 10.3390/ani7050033. [PMC gratis article] [PubMed] [CrossRef] [Google Scholar]
26. Brelsford V., Meints Yard., Gee N., Pfeffer K. Beast-Assisted Interventions in the Classroom—A Systematic Review. Int. J. Environ. Res. Public Health. 2017;xiv:669. doi: 10.3390/ijerph14070669. [PMC costless article] [PubMed] [CrossRef] [Google Scholar]
27. Pinto 50.E., Foulkes D. Well-being and human-animate being interactions in schools: The instance of "Dog Daycare Co-Op" Brock Educ. 2015;24 doi: 10.26522/brocked.v24i2.395. [CrossRef] [Google Scholar]
28. Beetz A. Socio-emotional correlates of a schooldog-instructor-team in the classroom. Front. Psychol. 2013;4:886. doi: 10.3389/fpsyg.2013.00886. [PMC complimentary article] [PubMed] [CrossRef] [Google Scholar]
29. Ward-Griffin Eastward., Klaiber P., Collins H.K., Owens R.L., Coren South., Chen F.S. Petting away pre-examination stress: The issue of therapy dog sessions on student well-being. Stress Wellness. 2018;34:468–473. doi: x.1002/smi.2804. [PubMed] [CrossRef] [Google Scholar]
thirty. Crossman M.K., Kazdin A.E., Knudson Grand. Cursory Unstructured Interaction with a Domestic dog Reduces Distress. Anthrozoös. 2015;28:649–659. doi: 10.1080/08927936.2015.1070008. [CrossRef] [Google Scholar]
31. Thelwell E.L.R. Paws for Idea: A Controlled Study Investigating the Benefits of Interacting with a House-Trained Domestic dog on Academy Students Mood and Anxiety. Animals. 2019;9:846. doi: ten.3390/ani9100846. [PMC gratis commodity] [PubMed] [CrossRef] [Google Scholar]
32. Binfet J.-T., Passmore H.-A. Hounds and Homesickness: The Effects of an Animal-assisted Therapeutic Intervention for First-Year University Students. Anthrozoös. 2016;29:441–454. doi: 10.1080/08927936.2016.1181364. [CrossRef] [Google Scholar]
33. Trammell J.P. The Result of Therapy Dogs on Exam Stress and Retentiveness. Anthrozoös. 2017;xxx:607–621. doi: 10.1080/08927936.2017.1370244. [CrossRef] [Google Scholar]
34. Struthers C.Westward., Perry R.P., Menec V.H. An exam of the relationship among academic stress, coping, motivation, and performance in higher. Res. High. Educ. 2000;41:581–592. doi: 10.1023/A:1007094931292. [CrossRef] [Google Scholar]
35. Ng V., Koh D., Chia Due south.-Eastward. Exam Stress, Salivary Cortisol, and Academic Performance. Psychol. Rep. 2003;93:1133–1134. doi: 10.2466/PR0.93.seven.1133-1134. [PubMed] [CrossRef] [Google Scholar]
36. Binfet J.-T., Passmore H.-A., Cebry A., Struik K., McKay C. Reducing university students' stress through a drop-in canine-therapy program. J. Ment. Health. 2018;27:197–204. doi: 10.1080/09638237.2017.1417551. [PubMed] [CrossRef] [Google Scholar]
37. Pendry P., Carr A.One thousand., Roeter S.Chiliad., Vandagriff J.50. Experimental trial demonstrates effects of brute-assisted stress prevention plan on higher students' positive and negative emotion. Human-Anim. Interact. Balderdash. 2018;6:81–97. [Google Scholar]
38. Delgado C., Toukonen M., Wheeler C. Issue of Canine Play Interventions as a Stress Reduction Strategy in Higher Students. Nurse Educ. 2018;43:149–153. doi: 10.1097/NNE.0000000000000451. [PubMed] [CrossRef] [Google Scholar]
39. Jarolmen J., Patel Grand. The Effects of Animate being-Assisted Activities on College Students Before and After a Final Exam. J. Creat. Ment. Health. 2018;13:264–274. doi: x.1080/15401383.2018.1425941. [CrossRef] [Google Scholar]
40. Barker S.B., Barker R.T., McCain Due north.50., Schubert C.Thou. A Randomized Cantankerous-over Exploratory Report of the Effect of Visiting Therapy Dogs on College Pupil Stress Before Final Exams. Anthrozoös. 2016;29:35–46. doi: x.1080/08927936.2015.1069988. [CrossRef] [Google Scholar]
41. Polheber J.P., Matchock R.Fifty. The presence of a dog attenuates cortisol and eye rate in the Trier Social Stress Test compared to human friends. J. Behav. Med. 2014;37:860–867. doi: 10.1007/s10865-013-9546-1. [PubMed] [CrossRef] [Google Scholar]
42. Wood Due east., Ohlsen S., Thompson J., Hulin J., Knowles L. The feasibility of brief dog-assisted therapy on university students stress levels: The PAwS study. J. Ment. Wellness. 2018;27:263–268. doi: x.1080/09638237.2017.1385737. [PubMed] [CrossRef] [Google Scholar]
43. Grajfoner D., Harte E., Potter L., McGuigan N. The Result of Dog-Assisted Intervention on Pupil Well-Existence, Mood, and Anxiety. Int. J. Environ. Res. Public Health. 2017;14:483. doi: x.3390/ijerph14050483. [PMC gratuitous commodity] [PubMed] [CrossRef] [Google Scholar]
44. Allen Grand. Are Pets a Healthy Pleasure? The Influence of Pets on Blood Pressure. Curr. Dir. Psychol. Sci. 2003;12:236–239. doi: 10.1046/j.0963-7214.2003.01269.x. [CrossRef] [Google Scholar]
45. Allen K. Cardiovascular Reactivity and the Presence of Pets, Friends, and Spouses: The Truth about Cats and Dogs. Psychosom. Med. 2002;64:727–739. [PubMed] [Google Scholar]
46. Allen K., Shykoff B.Eastward., Izzo J.L. Pet Ownership, but Not ACE Inhibitor Therapy, Blunts Home Blood Pressure Responses to Mental Stress. Hypertension. 2001;38:815–820. doi: 10.1161/hyp.38.four.815. [PubMed] [CrossRef] [Google Scholar]
Articles from International Journal of Ecology Research and Public Wellness are provided here courtesy of Multidisciplinary Digital Publishing Institute (MDPI)
Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7178231/
Posted by: smithwiton1980.blogspot.com
0 Response to "What Are The Variables In Animal Assitant Stress Reduction Program"
Post a Comment