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Exploring Dog-Assisted Interventions in Higher Education: Students’ Attitudes and Perceived Effects on Well-Being

Author

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  • Cathrin Rothkopf

    (Department of Educational Science, University of Regensburg, 93053 Regensburg, Germany)

  • Silke Schworm

    (Department of Educational Science, University of Regensburg, 93053 Regensburg, Germany)

Abstract

Both, in the transition to university and during it, students experience a multitude of different changes. Thus, it is no surprise that many students in higher education report suffering from mental health problems. To address their concerns, animal-assisted interventions (AAIs) have gained more and more attention over the past few years. Nonetheless, AAIs have neither yet been used nor researched at German universities. Two studies were carried out to address this issue. In Study I, 709 university students answered a questionnaire evaluating their attitude towards dogs, AAIs and interest in its use at their home university. In Study II, 27 students participated in a dog-assisted intervention (DAI) in which they were allowed to interact with a qualified dog for 15 min. To gain information about their well-being, blood pressure was measured and the Basler Befindlichkeitsskala had to be answered before and after the intervention. Results showed a positive attitude among German students toward dogs, AAIs, and the use of DAIs at their home university. Although an effect on physical well-being could not be found, results showed that a 15-min DAI can improve students’ psychological well-being. Thus, higher education administrators should consider using DAIs as a way to improve student well-being.

Suggested Citation

  • Cathrin Rothkopf & Silke Schworm, 2021. "Exploring Dog-Assisted Interventions in Higher Education: Students’ Attitudes and Perceived Effects on Well-Being," IJERPH, MDPI, vol. 18(9), pages 1-18, April.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:9:p:4492-:d:542291
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    References listed on IDEAS

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    1. Patricia Pendry & Alexa M. Carr & Nancy R. Gee & Jaymie L. Vandagriff, 2020. "Randomized Trial Examining Effects of Animal Assisted Intervention and Stress Related Symptoms on College Students’ Learning and Study Skills," IJERPH, MDPI, vol. 17(6), pages 1-18, March.
    2. Eleonora Gullone, 2000. "The Biophilia Hypothesis and Life in the 21st Century: Increasing Mental Health or Increasing Pathology?," Journal of Happiness Studies, Springer, vol. 1(3), pages 293-322, September.
    3. Cora Wagner & Undine E. Lang & Karin Hediger, 2019. "“There Is a Cat on Our Ward”: Inpatient and Staff Member Attitudes toward and Experiences with Cats in a Psychiatric Ward," IJERPH, MDPI, vol. 16(17), pages 1-10, August.
    4. Patricia Pendry & Stephanie Kuzara & Nancy R. Gee, 2019. "Evaluation of Undergraduate Students’ Responsiveness to a 4-Week University-Based Animal-Assisted Stress Prevention Program," IJERPH, MDPI, vol. 16(18), pages 1-16, September.
    5. Dasha Grajfoner & Emma Harte & Lauren M. Potter & Nicola McGuigan, 2017. "The Effect of Dog-Assisted Intervention on Student Well-Being, Mood, and Anxiety," IJERPH, MDPI, vol. 14(5), pages 1-9, May.
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    Cited by:

    1. William E. Donald & Denise Jackson, 2022. "Subjective Wellbeing among University Students and Recent Graduates: Evidence from the United Kingdom," IJERPH, MDPI, vol. 19(11), pages 1-17, June.

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