Canine-Assisted Intervention Effects on the Well-Being of Health Science Graduate Students: A Randomized Controlled Trial. Kivlen, C., Winston, K., Mills, D., DiZazzo-Miller, R., Davenport, R., & Binfet, J. T. American Journal of Occupational Therapy, 2022. doi abstract bibtex Importance: The mental health crisis among college graduate students requires cost-effective interventions to support the increasing number of students experiencing negative mental health symptoms. Objective: To assess the effects of a canine-assisted intervention (CAI) on student well-being, including quality of life (QOL), stress, anxiety, occupational performance, and adjustment to the graduate college student role. Design: Random assignment to a treatment or control group. Setting: College campus. Participants: A total of 104 college student participants were randomly assigned to either the treatment (n 5 53) or control (n 5 51) condition. Intervention: Treatment consisted of 35-min weekly sessions over 6 wk. Outcomes and Measures: QOL, stress, anxiety, and occupational role. Results: An analysis of covariance revealed that, compared with participants in the control condition, participants who interacted with therapy dogs had significantly higher self-reports of QOL (p \textless .001) and decreased anxiety scores (p \textless .045). Within-subject paired t tests confirmed significant stress reductions for participants in the treatment condition (p \textless .000). No significant differences in self-reports of occupational performance or in adjustment to the graduate college student role were found. Conclusions and Relevance: These findings add to the body of literature attesting to the efficacy of CAIs in supporting student well-being and optimizing learning conditions. Moreover, this study demonstrated that graduate students in a professional program responded favorably to spending time with therapy dogs. Implications for CAIs and university mental health programming are discussed. What This Article Adds: A CAI may be a valuable tool for students and young adults experiencing mental health challenges, such as stress, anxiety, and decreased QOL.
@article{kivlen_canine-assisted_2022,
title = {Canine-{Assisted} {Intervention} {Effects} on the {Well}-{Being} of {Health} {Science} {Graduate} {Students}: {A} {Randomized} {Controlled} {Trial}},
volume = {76},
doi = {10.5014/AJOT.2022.049508},
abstract = {Importance: The mental health crisis among college graduate students requires cost-effective interventions to support the increasing number of students experiencing negative mental health symptoms. Objective: To assess the effects of a canine-assisted intervention (CAI) on student well-being, including quality of life (QOL), stress, anxiety, occupational performance, and adjustment to the graduate college student role. Design: Random assignment to a treatment or control group. Setting: College campus. Participants: A total of 104 college student participants were randomly assigned to either the treatment (n 5 53) or control (n 5 51) condition. Intervention: Treatment consisted of 35-min weekly sessions over 6 wk. Outcomes and Measures: QOL, stress, anxiety, and occupational role. Results: An analysis of covariance revealed that, compared with participants in the control condition, participants who interacted with therapy dogs had significantly higher self-reports of QOL (p {\textless} .001) and decreased anxiety scores (p {\textless} .045). Within-subject paired t tests confirmed significant stress reductions for participants in the treatment condition (p {\textless} .000). No significant differences in self-reports of occupational performance or in adjustment to the graduate college student role were found. Conclusions and Relevance: These findings add to the body of literature attesting to the efficacy of CAIs in supporting student well-being and optimizing learning conditions. Moreover, this study demonstrated that graduate students in a professional program responded favorably to spending time with therapy dogs. Implications for CAIs and university mental health programming are discussed. What This Article Adds: A CAI may be a valuable tool for students and young adults experiencing mental health challenges, such as stress, anxiety, and decreased QOL.},
number = {6},
journal = {American Journal of Occupational Therapy},
author = {Kivlen, Christine and Winston, Kristin and Mills, Dana and DiZazzo-Miller, Rosanne and Davenport, Rick and Binfet, John Tyler},
year = {2022},
}
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Design: Random assignment to a treatment or control group. Setting: College campus. Participants: A total of 104 college student participants were randomly assigned to either the treatment (n 5 53) or control (n 5 51) condition. Intervention: Treatment consisted of 35-min weekly sessions over 6 wk. Outcomes and Measures: QOL, stress, anxiety, and occupational role. Results: An analysis of covariance revealed that, compared with participants in the control condition, participants who interacted with therapy dogs had significantly higher self-reports of QOL (p \\textless .001) and decreased anxiety scores (p \\textless .045). Within-subject paired t tests confirmed significant stress reductions for participants in the treatment condition (p \\textless .000). No significant differences in self-reports of occupational performance or in adjustment to the graduate college student role were found. Conclusions and Relevance: These findings add to the body of literature attesting to the efficacy of CAIs in supporting student well-being and optimizing learning conditions. Moreover, this study demonstrated that graduate students in a professional program responded favorably to spending time with therapy dogs. Implications for CAIs and university mental health programming are discussed. What This Article Adds: A CAI may be a valuable tool for students and young adults experiencing mental health challenges, such as stress, anxiety, and decreased QOL.","number":"6","journal":"American Journal of Occupational Therapy","author":[{"propositions":[],"lastnames":["Kivlen"],"firstnames":["Christine"],"suffixes":[]},{"propositions":[],"lastnames":["Winston"],"firstnames":["Kristin"],"suffixes":[]},{"propositions":[],"lastnames":["Mills"],"firstnames":["Dana"],"suffixes":[]},{"propositions":[],"lastnames":["DiZazzo-Miller"],"firstnames":["Rosanne"],"suffixes":[]},{"propositions":[],"lastnames":["Davenport"],"firstnames":["Rick"],"suffixes":[]},{"propositions":[],"lastnames":["Binfet"],"firstnames":["John","Tyler"],"suffixes":[]}],"year":"2022","bibtex":"@article{kivlen_canine-assisted_2022,\n\ttitle = {Canine-{Assisted} {Intervention} {Effects} on the {Well}-{Being} of {Health} {Science} {Graduate} {Students}: {A} {Randomized} {Controlled} {Trial}},\n\tvolume = {76},\n\tdoi = {10.5014/AJOT.2022.049508},\n\tabstract = {Importance: The mental health crisis among college graduate students requires cost-effective interventions to support the increasing number of students experiencing negative mental health symptoms. Objective: To assess the effects of a canine-assisted intervention (CAI) on student well-being, including quality of life (QOL), stress, anxiety, occupational performance, and adjustment to the graduate college student role. Design: Random assignment to a treatment or control group. Setting: College campus. Participants: A total of 104 college student participants were randomly assigned to either the treatment (n 5 53) or control (n 5 51) condition. Intervention: Treatment consisted of 35-min weekly sessions over 6 wk. Outcomes and Measures: QOL, stress, anxiety, and occupational role. Results: An analysis of covariance revealed that, compared with participants in the control condition, participants who interacted with therapy dogs had significantly higher self-reports of QOL (p {\\textless} .001) and decreased anxiety scores (p {\\textless} .045). Within-subject paired t tests confirmed significant stress reductions for participants in the treatment condition (p {\\textless} .000). 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