Development and Human-Animal Interaction

Abstract

Over the past several decades there has been a steady increase in research on human-animal interaction (HAI). Dozens of measures have been developed [see Anderson, 2007] to understand peoples’ attachment to animals and connections between those relations with health and psychological outcomes. While much of this focus has been adult-centered, research has established pets as significant members of some children’s and adolescents’ family systems [Albert & Bulcroft, 1988; Cain, 1983; Covert, Whiren, Keith, & Nelson, 1985] and identified links between children’s relationships with pets to positive socio-emotional development [Daly & Morton, 2006; Davis, 1987; Poresky, Hendrix, Mosier, & Samuelson, 1988] – possibly stemming from increased social support [Bryant, 1985; Melson, Peet, & Sparks, 1992; Morrow, 1998]. Less work has focused on relationships between children and other types of animals. While these findings are both promising and intriguing, there is a problematic lack of a theoretical framework guiding much of this research [Barba, 1993; Beck & Katcher, 2003]. And, although some studies have addressed developmental issues (e.g. the development of empathy) [Vizek-Vidovic, Stetic, & Bratko, 1999], there has been little attempt to situate HAI within a broader developmental framework. This is surprising, overall, given that theory has guided and structured much of the past and current empirical work on child and adolescent development. Consider, for example, how constructivist or nativist theories and models of development have driven research questions and directions on cognitive development. Mueller’s [this issue] Human-animal interaction as a context for positive youth development: A relational developmental systems approach to constructing human-animal interaction theory and research , is a welcome proposal for grounding HAI research in a developmental systems model from which to develop theory and research. This