Department of Allied Health and Human Performance
Permanent link for this collection
Browse
Browsing Department of Allied Health and Human Performance by Subject "animal-assisted therapy"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item Interdisciplinary supports for student mental health: Pets Assisting With Student Success - PAWSS at MacEwan University(2024) Bialowas, Payden; Oloriz, Abby; Rissanen, AnnaStudent mental health is a critical concern in academic environments, where the pressures of academic life can significantly impact well-being. This study investigates the effectiveness of animal-assisted therapy in alleviating mental health challenges. Collaborating with the Pet Assisting With Student Success (PAWSS) program at MacEwan University, we aimed to understand how interactions with therapy animals could benefit students. Employing a qualitative phenomenological approach, we gathered data on student experiences with the PAWSS program through Qualtrics. Through the survey, we explored the way in which the program influenced students' daily lives and their ease of accessing these therapeutic interactions and considered improvements that could be made to make the program more accessible to students. Participants consistently reported reductions in anxiety and stress after engaging with the PAWSS events or encountering therapy animals in hallways. Our poster includes common themes about students’ experiences with the PAWSS program, which are visually reflective through NVivo. Our findings highlight the profound positive impact of animal-assisted therapy on student stress levels and overall mental health. The human-animal bond fostered through the PAWSS program not only provides immediate relief but also cultivates a supportive campus environment. This research underscores the value of interdisciplinary approaches to mental health support and the transformative potential of integrating animal-assisted therapy into university settings.Item Mental health supports for post-secondary students - focus on animal-assisted wellness and trauma-informed practices(2024) Rissanen, AnnaMental health-related problems, stress and symptoms of mental illness have been increasing in Canadian postsecondary students. We need more focus on interdisciplinary campus services that help struggling students such as animal-assisted therapy on campus. Also, an important area of interest is understanding the psychosocial determinants of mental health such as the effects of adverse childhood experiences (ACEs), experienced trauma, and added distress from discrimination and racism on post-secondary students. It is important for professors, administrators, and others to understand trauma-informed practices to prevent further harm. In attempts to avoid poor academic performance, and further accumulation of psychosocial problems, we need to address the needs of students. Specifically, trauma informed practices need exploration as research on trauma informed teaching and clinical practice are underutilized in Canadian campuses. Also, it is important to explore interdisciplinary therapy services, such as animal-assisted therapy that has a low barrier of participation. The overall goal for university administrators is to understand the complexity of student mental health that encompasses the diversity of post-secondary students’ mental health challenges, including interdisciplinary and trauma-informed practices. In this presentation I will present the results of a survey about trauma-informed practices utilized in Canadian universities. Also, I will share the results of a preliminary study about the effectiveness of animal-assisted therapy on a Canadian University campus. There is potential that this preliminary research will lead to further studies on how to educate campus members in trauma-informed practices, and further understanding of how we can prevent worsening of traumatized students' distress and improve their quality of life. Also, these are novel research results about additional treatments in student mental health, specifically on animal-assisted wellness and trauma-informed practices in post-secondary education.Item Mental health supports for post-secondary students: what students need and what institutions provide(2024) Rissanen, AnnaThis thematic literature review analysis indicates that postsecondary institutions can align their mental health services more effectively with student needs by gathering post secondary student feedback. For example, student feedback indicates that students need psychoeducation in coping mechanisms and peer-support groups in mental health topics in addition to access to counselling services to enhance mental wellbeing. Post secondary students need more psychoeducation, starting in high school, to prepare themselves for postsecondary mental health challenges. Also, lowering stigma and improving mental health attitudes on campus can lower barriers for seeking help. Students also need more trust in the quality of mental health services along with advertising the services and shortening wait times. Also, a new young adult psychopathology model was found that institutions are not aware of yet showing that students who have had Adverse Childhood Experiences (ACEs) tend to have higher mental health symptomatology and experiences of discrimination leading to increased risk of poor academic success and poor mental health. The findings also indicate that postsecondary studies worsen student mental health, specifically with substance abuse, sleep problems, stress, anxiety, and depression. Students prefer asking for help from within their close circles, thus educators need more preparation, especially in trauma-informed approaches. Minoritized students struggle more, especially when they have experienced adversity, and they can benefit from targeted mental health peer support and services. Furthermore, institutions are not aware that students welcome more social activities, and other than direct mental health counselling to enhance well-being and social connections, such as organized peer groups and activities such exercise and animal-assisted wellness programs. And finally, as grit and self-determination enhance student well-being and academic success, there is a need for skill-development in these areas.