Abstract
Animal-assisted interventions (AAI) are increasingly used in clinical and school settings to promote psychological and social-emotional well-being among youth. However, the precise role of youth-animal relationships in shaping developmental trajectories is understudied. Research is needed to expand human-centric models of child development, specifically to examine how youth relationships with animals may be ecological assets and identify potential processes of change underlying these relationships. This study analyzed interviews from 30 students attending a school for special education and mental health services that incorporates AAI. Results indicated that youth perceived their relationships with animals as contributing to enhanced social connection, which was perceived as leading to self-esteem and confidence, enjoyment, and self-regulation. Youth reported positive sensory experiences with animals as supporting self-regulation. These findings suggest that AAI may need to be structured to prioritize youths’ ability to form positive social connections with animals and incorporate positive sensory experiences while limiting negative ones.
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