ABSTRACT
Up to 90% of children with special education needs and about 40% of children in the general population show insecure or disorganized attachment patterns, which are linked to a diminished ability to use social support by others for the regulation of stress. The aim of the study was to investigate if children with insecure-avoidant/disorganized attachment can profit more from social support by a dog compared to a friendly human during a stressful task. We investigated 47 male children (age 7-11) with insecure-avoidant or disorganized attachment. Social stress was elicited via the Trier Social Stress Test for Children (TSST-C). For one group of children a friendly therapy-dog (n = 24) was present, for one control group a friendly human (n = 10) and for the other control group a toy dog (n = 13). Stress levels of the children were measured via salivary cortisol at five times (t1-t5) before, during, and after the TSST-C and subjective reports. The physiological stress response was significantly lower in the dog condition in comparison to the two other support conditions at t4, t5 and the overall stress reaction from t1 to t5 (Area Under the Curve increase; Kruskal-Wallis H-Test, pairwise post hoc comparisons via Mann-Whitney U-Tests). Cortisol levels correlated negatively (r(s)) with the amount of physical contact between the child and dog. We conclude that male children with insecure-avoidant or disorganized attachment profit more from the presence of a therapy-dog than of a friendly human under social stress. Our findings support the assumption that the increasing practice of animal-assisted education is reasonable and that dogs can be helpful assistants in education/special education, since stress interferes with learning and performance in students.
ABSTRACT
During the last decade it has become more widely accepted that pet ownership and animal assistance in therapy and education may have a multitude of positive effects on humans. Here, we review the evidence from 69 original studies on human-animal interactions (HAI) which met our inclusion criteria with regard to sample size, peer-review, and standard scientific research design. Among the well-documented effects of HAI in humans of different ages, with and without special medical, or mental health conditions are benefits for: social attention, social behavior, interpersonal interactions, and mood; stress-related parameters such as cortisol, heart rate, and blood pressure; self-reported fear and anxiety; and mental and physical health, especially cardiovascular diseases. Limited evidence exists for positive effects of HAI on: reduction of stress-related parameters such as epinephrine and norepinephrine; improvement of immune system functioning and pain management; increased trustworthiness of and trust toward other persons; reduced aggression; enhanced empathy and improved learning. We propose that the activation of the oxytocin system plays a key role in the majority of these reported psychological and psychophysiological effects of HAI. Oxytocin and HAI effects largely overlap, as documented by research in both, humans and animals, and first studies found that HAI affects the oxytocin system. As a common underlying mechanism, the activation of the oxytocin system does not only provide an explanation, but also allows an integrative view of the different effects of HAI.
