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Canine-Assisted Intervention Effects on the Well-Being of Health Science Graduate Students: A Randomized Controlled Trial

Kivlen, Christine, Winston, Kristin, Mills, Dana, DiZazzo-Miller, Rosanne, Davenport, Rick, Binfet, John-Tyler·2022·The American Journal of Occupational Therapy
DOI 10.5014/ajot.2022.049508
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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 = 53) or control (n = 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 < .001) and decreased anxiety scores (p < .045). Within-subject paired t tests confirmed significant stress reductions for participants in the treatment condition (p < .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.

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Crossref · 10.5014/ajot.2022.049508

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Research works printed but not linked: 27

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Metadata

Authors
Kivlen, C., Winston, K., Mills, D., DiZazzo-Miller, R., Davenport, R., & Binfet, J.-T.
Affiliations
  • Christine Kivlen, PhD, OTRL, is Assistant Professor, Occupational Therapy Program, Department of Health Care Sciences, Wayne State University, Detroit, MI; az5998@wayne.edu
  • Kristin Winston, PhD, OTR/L, FAOTA, is Associate Professor, Department of Occupational Therapy, University of New England, Biddeford, ME.
  • Dana Mills, PhD, is Associate Dean of Research and Strategic Planning, Abraham S. Fischler College of Education and School of Criminal Justice, Nova Southeastern University, Davie, FL.
  • Rosanne DiZazzo-Miller, PhD, OTR/L, is Associate Professor, Occupational Therapy Program, Department of Health Care Sciences, Wayne State University, Detroit, MI.
  • Rick Davenport, PhD, OTR/L, is Associate Professor and Director, Ph.D. in Occupational Therapy Program, Dr. Pallavi College of Health Care Sciences, Nova Southeastern University, Davie, FL.
  • John-Tyler Binfet, PhD, is Associate Professor, Okanagan School of Education, University of British Columbia, Kelowna, British Columbia, Canada.
Venue
The American Journal of Occupational Therapy
Publisher
SAGE Publications
Published
2022-11-01
Volume
76
Issue
6
ISSN
  • 0272-9490
  • 1943-7676
DOI
10.5014/ajot.2022.049508
Cited by
16
References
1
Language
en

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