Emotional Support Animals Research Articles

Know how to handle challenges presented by animals on campus

Like most colleges and universities, you've probably been seeing an increase in the number of service animals on campus and in the requests for emotional support animals in residence halls.

Know how to respond to challenges presented by animals on campus

Like most colleges and universities, you've probably been seeing an increase in the number of service animals on campus and in the requests for emotional support animals in residence halls.

Evaluate requests for exotic animals, multiple animals

Schools report a rising number of requests for emotional support animal accommodations in campus housing. Increasingly, some requests propose to bring exotic animals and even multiple animals as ESAs. When the animal is a dog or a cat, schools should already have well‐established documentation policies that address the claimed therapeutic need for the ESA. But what obligations does a school have when presented with requests for exotic species or multiple animals as ESAs?

Evaluate requests for exotic animals, multiple animals

Schools report a rising number of requests for emotional support animal accommodations in campus housing. Increasingly, some requests propose to bring exotic animals and even multiple animals as ESAs. When the animal is a dog or a cat, schools should already have well‐established documentation policies that address the claimed therapeutic need for the ESA. But what obligations does a school have when presented with requests for exotic species or multiple animals as ESAs?

Know how to respond to challenges presented by animals on campus

If your institution is like most, you're seeing an increase in the number of animals on campus. Besides service animals in the classrooms and around campus, if your institution has housing, you're reviewing requests for emotional support animals.

Evaluate requests for exotic animals, multiple animals as ESAs

Schools report a rising number of requests for emotional support animal accommodations in campus housing. Increasingly, some requests propose to bring exotic animals and even multiple animals as ESAs. When the animal is a dog or a cat, schools should already have well‐established documentation policies that address the claimed therapeutic need for the ESA. But what about exotic species or multiple animals? What obligations do schools have when presented with such requests?

Design and challenges for a randomized, multi-site clinical trial comparing the use of service dogs and emotional support dogs in Veterans with post-traumatic stress disorder (PTSD)

Posttraumatic stress disorder (PTSD) is a leading cause of impairments in quality of life and functioning among Veterans. Service dogs have been promoted as an effective adjunctive intervention for PTSD, however published research is limited and design and implementation flaws in published studies limit validated conclusions. This paper describes the rationale for the study design, a detailed methodological description, and implementation challenges of a multisite randomized clinical trial examining the impact of service dogs on the on the functioning and quality of life of Veterans with PTSD. Trial design considerations prioritized participant and intervention (dog) safety, selection of an intervention comparison group that would optimize enrollment in all treatment arms, pragmatic methods to ensure healthy well-trained dogs, and the selection of outcomes for achieving scientific and clinical validity in a Veteran PTSD population. Since there is no blueprint for conducting a randomized clinical trial examining the impact of dogs on PTSD of this size and scope, it is our primary intent that the successful completion of this trial will set a benchmark for future trial design and scientific rigor, as well as guiding researchers aiming to better understand the role that dogs can have in the management of Veterans experiencing mental health conditions such as PTSD.

Public Perceptions of Service Dogs, Emotional Support Dogs, and Therapy Dogs.

As service dogs, emotional support dogs, and therapy dogs have become more prevalent in the USA, so too has the controversy surrounding their legitimacy. Yet, there is a lack of objective data regarding the public’s understanding of the role played by each of these types of animals, as well as their perceptions regarding the legitimacy of their integration. An anonymous, online survey was distributed to examine the perceptions of US adults who do not own any type of assistance animal. A total of 505 individuals responded to the online survey, yielding 284 usable responses. Results suggest widespread misconceptions about definitions, rules, regulations, and rights associated with each type of assistance dog. In general, service dogs are more likely to be perceived as helping with a legitimate need, and their access to public spaces is viewed favorably. While there are some concerns about the legitimacy and necessary access rights for emotional support dogs, members of the public correctly identified the roles and rights of therapy dogs. Despite the media’s focus on abuses and false representation of these dogs, most participants reported feeling the majority of people are not taking advantage of the system.

The certification of emotional support animals: Differences between clinical and forensic mental health practitioners.

The certification of emotional support animals: Differences between clinical and forensic mental health practitioners.

The Role of Pets in the Lives of College Students: Implications for College Counselors

ABSTRACTThe roles that pets play in the lives of college students have received little attention in the college counseling literature. This article will review four topics related to college students and pets that have implications for counselors: (a) the separation anxiety that students experience from not having their pets at college, (b) the devastating impact of losing a pet, (c) requests from students for emotional support animals, and (d) the use of animal-assisted interventions on campuses.

Service dogs, emotional support animals, student employees

Students with disabilities who have service dogs or emotional support animals sometimes work part‐time for their schools as paid employees. During work, it is their status as employees, not as students, that determines their right to job‐related accommodations, including claims to bring animals into their workplace. Whether work‐related accommodations for student employees fall within the purview of disability services offices or human resources offices, institutions should understand the differences in governing law. A summary of relevant federal law follows; state law may provide greater rights. For specific legal advice, consult school counsel.

Does OCR have authority to investigate emotional support animal housing complaints?

Campus housing accommodation requests for an emotional support animal continue to rise. Schools may assume the Fair Housing Act is the only federal law that governs requests to keep an ESA in residential housing.

Does OCR have authority to investigate emotional support animal housing complaints?

Campus housing accommodation requests for an emotional support animal continue to rise. Schools may assume the Fair Housing Act is the only federal law that governs requests to keep an ESA in residential housing.

Caring for Patients with Service Dogs: Information for Healthcare Providers

People with disabilities use various assistance devices to improve their capacity to lead independent and fulfilling lives. Service dogs can be crucial lifesaving companions for their owners. As the use of service dogs increases, nurses are more likely to encounter them in healthcare settings. Service dogs are often confused with therapy or emotional support dogs. While some of their roles overlap, service dogs have distinct protection under the American Disabilities Act (ADA). Knowing the laws and proper procedures regarding service dogs strengthens the abilities of healthcare providers to deliver holistic, patient-centered care. This article provides background information about use of dogs, and discusses benefits to patients and access challenges for providers. The author reviews ADA laws applicable to service dog use and potential challenges and risks in acute care settings. The role of the healthcare professional is illustrated with an exemplar, along with recommendations for future research and nursing implications related to care of patients with service dogs.

Does OCR have authority to investigate emotional support animal housing complaints?

Campus housing accommodation requests for an emotional support animal continue to rise. Schools may assume the Fair Housing Act is the only federal law that governs requests to keep an ESA in residential housing. Their assumption may seem reasonable since the Americans with Disabilities Act service animal regulations do not extend to students with ESAs, and courts routinely treat claims under Section 504 and the ADA as governed by the same legal obligations. In addition, the three major campus housing emotional support animal cases, all ending in court‐approved consent decrees, were FHA lawsuits against Portland State University, the University of Nebraska at Kearney, and Kent State University, with the Department of Justice suing on behalf of the Department of Housing and Urban Development.

Professional Veterinary Programs' Perceptions and Experiences Pertaining to Emotional Support Animals and Service Animals, and Recommendations for Policy Development.

Given the unique nature of programs in professional veterinary medicine (PVM), the increasing numbers of students requesting accommodations for emotional support animals (ESAs) in higher education settings is of growing interest to student affairs and administrative staff in PVM settings. Since the legislation pertaining to this type of support animal differs from the laws governing disability service animals, colleges and universities now need to develop new policies and guidelines. Representatives from a sample of 28 PVM programs completed a survey about the prevalence of student requests for ESAs and service animals. PVM associate deans for academic affairs also reported their perceptions of this issue and the challenges these requests might pose within veterinary teaching laboratories and patient treatment areas. Responses indicated that approximately one third of PVM programs have received requests for ESAs (32.1%) in the last 2 years, 17.9% have had requests for psychiatric service animals, and 17.9% for other types of service animals. Despite this, most associate deans reported not having or not being aware of university or college policies pertaining to these issues. Most associate deans are interested in learning more about this topic. This paper provides general recommendations for establishing university or PVM program policies.

University Counseling Centers’ Perceptions and Experiences Pertaining to Emotional Support Animals

ABSTRACTIncreasing numbers of students are requesting accommodations for emotional support animals (ESAs) in higher education settings. Since the legislation pertaining to this type of service animal differs from the laws governing disability service animals, colleges and universities are faced with developing new policies and guidelines. A sample of 248 University Counseling Centers (UCCs) completed a survey about student requests for ESA letters of support from their counselor. The UCCs were also asked if they issue official disability diagnoses for clients. Responses showed that UCCs are not yet being asked to write many letters of support for ESAs—56.9% almost never do it, and 31.05% do it only several times per year. And, only 47.18% of UCCs write official diagnosis letters in support of disability accommodations. Yet, most UCCs are aware of the need for official policies in this arena. This article provides general recommendations for establishing university policies.

Examining Emotional Support Animals and Role Conflicts in Professional Psychology.

This article examines the role conflicts that psychologists may face in their practices related to the evaluation and certification of emotional support animals (ESAs). It reviews the legal differences between ESAs and service animals (SAs), outlines ethical guidelines and legal policies/regulations regarding the use of ESAs, and examines the potential role conflicts that exist when a treating psychologist is certifying the need for an ESA. Finally, it makes recommendations to assist psychologists in staying within the standards of practice in order to avoid the ethical and legal risks associated with certifying an ESA.

Kent State settles emotional support animal lawsuit

Kent State University has agreed to pay $145,000 to settle a lawsuit involving alleged discrimination against disabled students by not allowing emotional support animals to live in on‐campus housing. Kent State has agreed to pay $100,000 to two former students who were not allowed to keep a therapy dog, $30,000 to an organization that advocated on the behalf of those students, and $15,000 to the U.S. government, according to the U.S. Department of Justice. In addition, Kent State will have to adopt a policy allowing students with psychological disabilities to keep and house emotional support animals in campus housing, as long as allowing the animal in campus housing would not fundamentally alter the nature of the housing.

Justice Department settlement gives new power to campuses over emotional support animals

The U.S. Justice Department and the University of Nebraska at Kearney settled their Fair Housing Act emotional support animal litigation with a court‐approved consent judgment.