Pets Over Pests: The Role of Self-Efficacy and Nature-Relatedness in the Context of Emotional Support Animals

Emotional support animals on commercial flights: a risk to allergic patients

(Emotional Support) Peacocks on a Plane: Revising Federal Reasonable Accommodations Laws for Emotional Support Animals

University students are an especially vulnerable population to anxiety and depression. Simultaneously, they have little access to mental health resources, but emotional support and therapy animals may provide a feasible solution. This literature review explored the ways in which emotional support and therapy animals may be of help to young adults in higher education settings. Specifically, this collection of research aimed to contour the benefits that come with the applied use of emotional support animals (ESAs) and animal-assisted therapy (AAT) as mental health interventions, and how they set themselves apart from alternative treatment options. This synthesis of the evidence found that animals can reduce university students' anxiety and depression through providing roles of companionship, emotional support, therapy, assistance, and service, though the utilization of ESAs and varying methods of AAT remained the primary focus of this review.

In recent years, the socio-legal concept of emotional support animals (ESAs) has come under increasing scrutiny in the U.S. Widespread confusion about the legal status of ESAs versus service animals and concerns about misrepresentation have resulted in a backlash and a cascade of new legislation addressing “fake service animals.” However, this reaction reveals a broader social problem rooted in policy lag: the integration of companion animals into society has not kept pace with the rise of multispecies families. This article examines law, policy, and public discourse about ESAs within two distinct social contexts: (1) the emergence of multispecies families alongside the systemic exclusion of companion animals from many private and public spaces, and (2) the medicalization of relational bonds and everyday life. Although well-intentioned, the legal and social construction of ESAs creates a two-tiered system where caregivers of companion animals must acquire a medical diagnosis in order to obtain equal access to basic necessities like housing. In addition to resting on weak evidence, the ESA framework diverts attention from macro social issues by pathologizing the individual, creating a problematic medicalization of the human-animal bond that is ultimately detrimental to the well-being of companion animals, their caregivers, and people with disabilities. The construct is also troublingly anthropocentric, centering what animals can do for humans without considering the psychological and emotional support needs of the animals themselves. This article concludes that the anthropocentric medical model advanced by the ESA construct should be replaced with a multispecies social model that supports the human-animal bond without unnecessary medicalization. This approach advocates for equitable laws and policies, such as the expansion of pet-inclusive housing, that benefit families that include companion animals and the communities in which they are embedded.

Don’t Be Distracted by the Peacock Trying to Board an Airplane: Why Emotional Support Animals Are Service Animals and Should Be Regulated in the Same Manner

Objectives: Describe the emotional support animal (ESA) experience of college students detailing the process of obtaining an ESA, as well as the benefits and obstacles. Participants: Nine students who had an ESA at college provided preliminary information while an additional four offered insights into their COVID experience with their ESA. Archived records from the Accessibility Resource Center added detail on the ESA process. Methods: This mixed-method study included qualitative interviews (9 students prior to COVID and 4 during COVID) as well as a quantitative analysis of archived data. Thematic analysis was used to extract themes from the interviews. Archived data were analyzed for frequency of select topics. Results: Four positive themes (presence of animal, empowerment, symptom alleviation, and social catalyst) and three negative themes (housing accommodations, lack of ESA education on campus, and social consequences) were extracted from initial interview responses. Analysis of COVID interviews also revealed positive and negative themes with many similar to the pre-COVID responses but also included unique themes reflective of the restrictions imposed by the pandemic. Archived data revealed a substantial increase in the number of ESAs on campus, a wide range of species, and an array of complaints such as safety concerns, ESA behavior, ESA cleanliness, and ESA in unauthorized areas. Conclusions: Overall, the college ESA experience appears beneficial, facilitating the adjustment to college for students with mental health concerns. However, there are drawbacks. Knowledge of obstacles and concerns will help ease the ESA process for all constituents.

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While anecdotal accounts describe mental health recovery-related benefits of having Emotional Support Animals (ESAs), to date there have been no studies on such within peer-reviewed journals. This pilot study yields data on how ESAs may facilitate mental health recovery and related benefits for persons with Serious Mental Illness (SMI).Through an ESA placement program, the Hope and Recovery Pet program (HARP), shelter dogs and cats were placed as ESAs with adults (N=11) with SMI. A longitudinal mixed method research design was utilized to explore potential ESA impact. Pre- and post-placement data from participants was collected on depression, anxiety, and loneliness. Biomarker data (saliva analytes assessing oxytocin, cortisol, alpha amylase) were collected before and after ten-minute interactions with ESAs at 1, 3, 6, 9, and 12 months. Qualitative data was collected twelve months post-placement. Significant reductions in anxiety, depression, and loneliness scale scores via the Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI), and UCLA Loneliness Scale (UCLA), respectively, were found. While not significant, there was a pattern of oxytocin increase and cortisol decrease after ten minutes of ESA interaction. Qualitative data indicated participants attributed their improvements in mental health and well-being to their respective ESAs. Findings underscore the need for continued research on ESA companionship as a mental health recovery support.

Colleges are experiencing an increase in requests for Emotional Support Animals (ESAs) to live on campus. However, misconceptions about policies pertaining to ESAs are pervasive. No formal, published study has yet examined the opinions of those who are most impacted—faculty and students. In the present study, 45 faculty and 228 students (49 living with an ESA) were surveyed about their understanding of ESAs and ESA-related policies. Participants were asked about the perceived benefits and disadvantages of having an ESA at college. Results indicate that the majority of faculty and students are supportive of ESAs on campus generally. However, opinions about permitting ESAs into academic spaces are considerably more mixed. Among both faculty and students, there is much confusion about the rules which govern their presence on campus. The survey also revealed support for increased accountability measures for ESAs in the form of training qualifications and welfare considerations.

In the past decade, the number of emotional support animals being used to treat a wide array of mental and emotional disorders has multiplied exponentially. This increase has been met with mixed reactions in the context of air travel. While some passengers are thrilled to sit next to a dog on their flight, others are frustrated due to the belief passengers with emotional support animals are exploiting a loophole to travel with their pet for free. Regardless of the differing perceptions, emotional support animals are a valid, affordable way to treat mental health illnesses without incurring negative side effects associated with medication. The Department of Transportation (DOT) recently amended the regulations on emotional support animals to reflect grievances related to potential abuses of the system. These amendments unfairly discriminate against individuals with mental health illnesses while doing little to prevent exploitation and misrepresentation of service and emotional support animals. DOT should revert to the previous system of recognizing emotional support animals in a category distinct from service animals. Furthermore, implementing stricter regulations for the registration of emotional support animals, reducing pet fees, and keeping records of such in a robust database would allow those with mental disorders to rightfully obtain emotional support animals while curbing abuse of the system.

Colleges and universities are receiving increased requests for emotional support animals (ESA), and little research has been done addressing how these administrators navigate and negotiate these requests. In this study, I conducted in-depth face-to-face and phone interviews with six administrators who are responsible for handling ESA requests from students on their respective campuses. This study investigates their legal knowledge, their sense of their obligations, and their understanding of the benefits, consequences, and potential concerns of using ESAs on university campuses. Emotional support animal requests challenge administrators for a variety of reasons. First, administrators are being tasked with creating and enforcing policies without any formal training on ESAs. Second, administrators are concerned that students might abuse the system and request ESAs without a serious need, or that students will submit fraudulent documentation. Third, administrators desire to be responsive to any student request that enhances students’ academic success and are sympathetic of the burdensome process students face when collecting and submitting documentation for ESAs, but are concerned about the ramifications and legal liabilities the university faces as a result of these requests. The findings of this research will be beneficial to administrators who are dealing with ESA requests, residential life staff members who house students with ESAs, administrators in enrollment management who recruit students on their campuses, student support administrators who manage retention on campus, and the students who are making the requests for ESAs.

Growth in the presence of Emotional Support Animals (ESAs) in our society has recently garnered a substantial amount of attention, both in the popular media and the professional literature. Public media abounds with stories focusing on the increasing number of animals claimed as ESAs, the impact of this growth on society, the industry claiming to certify ESAs, and the various types of animals described as "certified." The authors propose an assessment model for ESAs certification comprising a four-pronged approach for conducting these types of assessments: (1) understanding, recognizing, and applying the laws regulating ESAs, (2) a thorough valid assessment of the individual requesting an ESA certification, (3) an assessment of the animal in question to ensure it actually performs the valid functions of an ESA, and (4) an assessment of the interaction between the animal and the individual to determine whether the animal's presence has a demonstrably beneficial effect on that individual. This model aligns with professional ethics, standards of professional practice, and the law and seeks to provide clear guidelines for mental health professionals conducting ESA evaluations.

The landscape regarding the public’s use and mental health professionals’ recommendation of emotional support animals has recently undergone significant changes. This study analyzes current practices for emotional support animal (ESA) recommendations among mental health professionals and aims to explore best practices for compliance with ethical and legal standards when using emotional support animals in treatment. The researchers surveyed 106 mental health professionals using a Likert-style questionnaire to determine their beliefs, practices, and attitudes regarding ESAs. Participants included LPCs/LMHCs, LMFTs, social workers, psychologists, and student interns. Results showed that most participants believed in the healing power of human-animal interactions and were well versed in legal requirements regarding ESAs. Results also indicated that many mental health professionals recommend ESAs without appropriate continuing education or coursework. Results also showed discrepancies between practitioners’ purported knowledge about ESAs and actual procedures regarding ESA recommendations. These findings yield important information for clinicians, counselor educators, and clinical supervisors who are likely to face inquiries about ESAs.

Objective Assess administrative responsibilities and experiential effects of emotional support animal (ESA) and service animal (SA) policies on college campuses. Participants Students at two four-year universities participated in an emotional support animals and service animals survey. Selected students and professional personnel participated in interviews and focus groups. Methods This mixed-methods study included quantitative survey data from 1,363 students, qualitative individual interviews (3) and a focus group (1) regarding emotional support animal (ESA) and service animal (SA). Results Seventy-one students reported having ESAs, 18 had SAs. Barriers for ESAs on campus included no ESAs outside of dorms, while SA-owners reported fewer barriers. University administrators followed federal guidelines for SAs but lacked clear guidelines for ESAs. Qualitative themes included lack of awareness, education, support for SA, and ESA accommodations. Conclusions ESA and SA accommodations continue to rise, on university campuses. Clear guidelines and implementation processes are imperative for future improvements.

The present study gathered information about the characteristics of individuals and dogs in Emotional Support Animal (ESA) partnerships, instances of service-animal misrepresentation, animal welfare and behavior, dimensions of bond quality, and health professional involvement. Seventy-seven adults (53 female, 24 male) with a canine ESA were surveyed via Qualtrics panel services. Data were analyzed for descriptive data, as well as correlational analyses among variables. Participants reported high frequencies of misrepresentation of emotional support animals, access law violations, and problematic instances including ESAs with a history of aggression and times when participants were unable to care for their dog. The majority of participants reported mental illness diagnoses, seeking ESA documentation from mental health providers; however, levels of health professional involvement in the ESA-procuring process were varied. Several dimensions of bond quality between participants and their ESA were reported to be consistently high across participants. Correlational data brought forth questions about the roles that health professionals and animal welfare could play in preventing harm to clients, animals, and communities, discouraging unlawful and problematic behavior, and strengthening the human–animal bond between their clients and ESAs. For example, welfare concerns were correlated with problematic animal behaviors and perceived costs to the participants. Additionally, as professional involvement increased, so too did rates of misrepresentation of ESAs as service animals and access law violations. These data provide a first picture of ESA partnerships and can be a springboard for future research toward protecting individuals with disabilities, their animals, and communities.