Human-Animal-Environment Interactions and Self-Regulation in Youth with Psychosocial Challenges: Initial Assessment of the Green Chimneys Model

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.