Mental Health and Wellness at OCAD U

Criminal justice classes often involve emotionally taxing content. Students who identify as trauma survivors are at risk of being retraumatized through such courses, which not only impedes their ability to complete the courses but may also cause deleterious health consequences. While studies have addressed sensitive and triggering content in college curricula, fewer have examined mitigation techniques. Based on observations and student feedback, this study reports on the efficacy of utilizing a trained therapy dog in criminal justice courses focused on interpersonal victimization. Data were obtained over a three year period (prior to and during the COVID-19 pandemic) in higher level undergraduate criminal justice classes on child maltreatment, family violence, and victimology, during which the author's registered therapy dog was strategically incorporated. Findings are discussed within the context of student mental health, bridging research on therapy dogs within primary and secondary education with innovative pedagogical approaches at the university level.

As the practice of animal-assisted counseling (AAC) flourishes, the need for measurable standards increases. The purpose of this study was to identify standards in AAC as a means to recommend measurable criteria for an AAC credentialing process.

There is a growing trend of animal-assisted intervention (AAI) programs on college campuses to improve mental health among college students through human–animal interactions. The purpose of this preliminary research was to evaluate one program to determine if AAI improved participants’ short-term emotional state as well as influenced the quality of the human–animal interaction. Quantitative data were collected using the Positive and Negative Affect Scale and the Human–Animal Interaction Scale. Results indicated a positive change in students’ emotional state after interactions with therapy animals. Time spent interacting with the therapy animals had a significant effect on the human–animal interaction score but no effect on affect. These findings support the utility of human–animal relationships in improving college student mental health.

Studies have reported that exposure to pet therapy (PT) can reduce physiological and subjective stress and anxiety levels. The aim of this meta‐analysis is to examine the efficacy of PT as a method for reducing physiological stress levels (blood pressure and heart rate) and subjective stress and anxiety scores (self‐reported stress/anxiety).

Recently, many universities have implemented programmes in which therapy dogs and their handlers visit college campuses. Despite the immense popularity of therapy dog sessions, few randomized studies have empirically tested the efficacy of such programmes. The present study evaluates the efficacy of such a therapy dog programme in improving the well‐being of university students.

Increasingly colleges and universities are offering canine therapy to help students de-stress as a means of supporting students' emotional health and mental well-being. Despite the popularity of such programs, there remains a dearth of research attesting to their benefits. Participants included 1960 students at a mid-size western Canadian University. The study's aims were to assess the stress-reducing effects of a weekly drop-in, canine-therapy program and to identify how long participants spent with therapy canines to reduce their stress.

This article outlines the differences between an emotional support animal and a psychiatric service animal.

A brief overview of animal-assisted therapy, when it is used, what to expect, and how it works.

Empirical evidence supporting how animal-assisted therapy helps in mental and physical health, featuring studies and findings.