E. Flynn, M. Mueller, Denise Luft, G. J. Geldhof, Steve Klee, Phil Tedeschi, K. Morris
{"title":"Human-Animal-Environment Interactions and Self-Regulation in Youth with Psychosocial Challenges: Initial Assessment of the Green Chimneys Model","authors":"E. Flynn, M. Mueller, Denise Luft, G. J. Geldhof, Steve Klee, Phil Tedeschi, K. Morris","doi":"10.1079/hai.2020.0009","DOIUrl":null,"url":null,"abstract":"\n As animal-assisted interventions (AAIs) become increasingly popular in youth-based settings, there is a significant need for robust, theoretically-predicated programs and assessment frameworks. Ample evidence suggests that AAIs and nature-based interventions have broad emotional, cognitive, and behavioral outcomes. Because these interventions are associated with the regulation of stress, distress, and arousal, it is clear that self-regulatory processes are an important mechanism associated with these interventions. We hypothesize that human-animal-environment interventions (HAEI), such as those delivered within the Green Chimneys model, contribute to the development of self-regulation skills. Green Chimneys is a New York State private school serving students with psychosocial challenges and special educational needs. This study explored the hypothesis that Green Chimneys’ use of a wide variety of HAEIs (e.g., equine, farm animal, wildlife and canine programs) may be linked to self-regulatory processes. We used student restraint data as an indicator of self-regulation, comparing the prevalence of restraint incidents in the HAEI-settings compared to other contexts on campus. Results indicated that the rates of restraint were considerably lower for the farm as compared to the school/classroom, structured/non-academic activities (e.g., gym), and unstructured non-academic (e.g., cafeteria) activities. These results provide support for the hypothesis that the HAEI settings may assist in promoting positive self-regulatory behaviors.","PeriodicalId":90845,"journal":{"name":"Human-animal interaction bulletin","volume":"26 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Human-animal interaction bulletin","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1079/hai.2020.0009","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 6
Abstract
As animal-assisted interventions (AAIs) become increasingly popular in youth-based settings, there is a significant need for robust, theoretically-predicated programs and assessment frameworks. Ample evidence suggests that AAIs and nature-based interventions have broad emotional, cognitive, and behavioral outcomes. Because these interventions are associated with the regulation of stress, distress, and arousal, it is clear that self-regulatory processes are an important mechanism associated with these interventions. We hypothesize that human-animal-environment interventions (HAEI), such as those delivered within the Green Chimneys model, contribute to the development of self-regulation skills. Green Chimneys is a New York State private school serving students with psychosocial challenges and special educational needs. This study explored the hypothesis that Green Chimneys’ use of a wide variety of HAEIs (e.g., equine, farm animal, wildlife and canine programs) may be linked to self-regulatory processes. We used student restraint data as an indicator of self-regulation, comparing the prevalence of restraint incidents in the HAEI-settings compared to other contexts on campus. Results indicated that the rates of restraint were considerably lower for the farm as compared to the school/classroom, structured/non-academic activities (e.g., gym), and unstructured non-academic (e.g., cafeteria) activities. These results provide support for the hypothesis that the HAEI settings may assist in promoting positive self-regulatory behaviors.