Kusaka 1

Corynn Kusaka

Mr. Donald

Writing for College

23 January 2018

Lending A Healing Paw

There are many nicknames for dogs around the world such as, “canines” “fido” and

“pooch” but most importantly, dogs are widely known as “man’s best friend.” People who own

pet dogs often profess how they give them comfort and happiness. In addition to comfort and

happiness, dogs bring healing to humans and are capable of changing lives. Research indicates

that dogs can be profoundly comforting and can help a student who is overcome with stress or

anxiety. These studies, with participants ranging from kindergarteners to college students, have

shown that dogs bring a positive change to students in some way, whether it be physiologically,

psychologically, or educationally. Through these studies, therapy dog programs are being

integrated in schools and universities across the nation. Therapy dogs can improve the lives of

youth physiologically, psychologically, and educationally.

In many ways, dogs can improve the physiological wellbeing of youth, and one

component of their physical wellbeing is personal hygiene. The practice of keeping good

personal hygiene, such as brushing one’s hair and teeth, is a necessary part of the everyday lives

of humans, but children tend not to worry about it as much as they should. Parents must teach

their children about personal hygiene so they learn good habits and the importance of practicing

them everyday. Today, it is not only the parents who are teaching the practices of good hygiene,

as therapy dogs and their trainers are setting good examples for students to follow. “Both

teachers and parents say children improve their personal hygiene, inspired by the meticulous
 Kusaka 2

grooming that handlers give their dogs” (Black 37). When the children see the dogs whom they

admire practicing good hygiene, they come to see these practices as positive actions rather than

chores. Here, taking care of a dog shows children how to take care of themselves.

People normally assume that another tendency of children is to go outside and exercise

because that is how it was in the past. Though, in today’s society, children are increasingly

addicted to technology and are more likely to be isolated indoors instead of being physically

active. What can change this issue is a child’s pet dog. Dogs do not have to be certified therapy

dogs to help humans; they can just be pets. Because dogs need regular exercise, children are

motivated to take their pet dogs on a walk or run or play fetch. “Dog ownership is a reliable

indicator of increased physical activity. Children with dogs spend more time in vigorous physical

activity and take more steps per day than those without pets” (Hodgson et. al 528). The simplest

form of exercise can help youth prevent serious medical issues such as obesity when they grow

up. In 2009 and 2010, there were growing numbers of obese youth and adults. “Obesity increases

the risk of developing serious health conditions such as type 2 diabetes, hypertension,

hyperlipidemia, cardiovascular disease, and certain forms of cancer” (Hodgson et. al 528). Dogs

bring enjoyment and motivation to exercising, and in effect, children have a desire to exercise.

When children have a desire to exercise, they do so more frequently, improving their physical

health and bringing them benefits in the future.

Exercise--especially centered around social activity, with or without pets--can be one of

the most effective ways to maintain cardiovascular health.

According to the American Heart Association, the presence of a pet has a significant and

positive effect on their owner’s cardiovascular reactivity to stress. Pets provide non

judgemental social support that buffers pathogenic responses to stress. Simply stroking a
 Kusaka 3

pet lowers blood pressure and serum triglyceride and cholesterol concentrations.

(Hodgson et. al 528)

Blood pressure is related to stress in that the more people are stressed, their blood pressure

increases, which can lead to further medical issues. According to the American Heart

Association, “If your blood pressure is higher than 180/120 mm Hg and you are experiencing

signs of possible organ damage such as chest pain, shortness of breath, back pain,

numbness/weakness, change in vision, difficulty speaking” (“Understanding Blood Pressure”).

By bringing comfort to those who are stressed, dogs help people to lower their blood pressure,

triglyceride, and cholesterol, improving overall physical health. An example of this impact dogs

have on youth is seen in elementary school classrooms. When students are asked to read aloud in

front of their class, they become stressed and nervous, and their blood pressure increases rapidly.

Through research and tests performed by James Lynch, it was found that when a dog entered the

room, the students’ blood pressures immediately lowered, implementing good heart health in

students (Black 36).

While young dog owners are sure to reap impressive benefits regarding hygiene,

metabolic health, and heart health, they can also expect to experience improvements in hormonal

function (as is seen in changes in oxytocin, endorphins, dopamine, and serotonin). The chemical

oxytocin has been long known to promote maternal care in mammals. Though the effects of

oxytocin also expands to impact not only mothers, as a child or any person can also see the

physical effects of oxytocin. Oxytocin can slow heart rate, slow breathing, bring down blood

pressure, and inhibit the hormones linked to causing stress. In a study done by Japanese

researchers, oxytocin and saline solutions were sprayed on dogs’ noses and they were then

brought back to their owners. Owners were instructed to ignore their dogs when they returned
 Kusaka 4

and it was shown that the dogs with the oxytocin solution were more likely to insist interaction

with their owners compared to the dogs with the saline solution (Montgomery 1).

South African researchers showed that when men and women stroked and spoke with

their dogs, as well as doubling the people’s blood levels of oxytocin, the interaction

boosted levels of beta endorphins. . . and dopamine. . . A later and larger study by

University of Missouri scientists also documented that petting dogs caused a spike in

people’s serotonin. (Montgomery 1)

Endorphins are the human body’s natural painkillers. When humans sense pain, their bodies are

triggered to release endorphins, making their pain more manageable. Dopamine is an essential

hormone for most human functions, and is also known to drive the human reward system. The

human reward system causes behavior that is motivated by a reward that is pleasurable. Another

chemical in the brain known as serotonin is the human hormone most associated with

antidepressants. This hormone can also help with sleeping, eating, and digesting. Dogs help

humans to manage and balance their brain chemistry and hormones which is essential to

maintaining normal functioning in everyday life (Montgomery 1).

In helping humans improve their hormonal function, dogs are simultaneously helping the

mental health of humans; changes in oxytocin, endorphins, dopamine, and serotonin can not only

be seen through physical changes but also be seen through changes in mood, behavior, and

emotion. According to MentalHealth.gov, “Mental health includes our emotional, psychological,

and social well-being. It affects how we think, feel and act” (“What Is Mental Health?”). From a

physical standpoint, it is seen that oxytocin lowers heart rate and the production of the stress

hormone, and therefore causes senses of calmness, comfort, and focus. “The release of oxytocin

[also] creates intimacy, trust, and strengthens relationships . . . oxytocin is the glue that binds
 Kusaka 5

together healthy relationships” (Nguyen). When endorphins are released to combat pain, they

also help to alleviate anxiety and lead to senses of euphoria (which is why it is associated with

“runner’s high”). Essentially, endorphins reduce physical pain along with any mental pain such

as stress. Dopamine, the “reward” hormone, gives people the motivation to take action and do

what they want to do, and gives them pleasure while they are doing it. Higher levels of dopamine

can also give people the urge to go out and do something exciting and dangerous; teenagers

experience an increase in dopamine levels, which explains why they tend to engage in more

unsafe behavior compared to children and adults. While the levels of dopamine increase, levels

of serotonin decrease in teenagers. Serotonin is the chemical in the brain associated with

antidepressants and is responsible for regulating moods. Low levels of serotonin can cause mood

swings, aggressive behavior, and if levels are low enough, depression (Kasschau 86). Changes in

behavior, mood, and emotion that follow hormonal changes can be seen in universities and

schools when therapy dogs come to visit.

A large public northeastern Ohio university wanted to evaluate student interest in having

a therapy dog program on campus. In a preliminary study, 246 college freshmen completed a

survey on the impact that animals have made in their own lives, and on their interest in a pet

therapy program on campus. From this study, it was seen that majority of the student participants

with pets at home considered them to be very important parts of their lives, and indicated that

their own pet has helped them through stressful times. Being freshmen, the participants have had

to adjust to their new lives in addition to focusing on their schoolwork. They must learn how to

live without their parents, complete the increased amount of work they receive a night, make

new friends, and get used to the new campus all at once. The authors stated that, “an

overwhelming majority of freshmen (96%, n=239) expressed positive student interest in the
 Kusaka 6

possibility of introducing a pet therapy program on their campus” (Adamle 547). Students were

interested in the therapy program not only to have a dog as a stress reliever, but because they

miss their own pets at home, and they would be able to interact with a dog through a program.

The authors suggested that by implementing a pet therapy program on campus, they would be

able to help freshmen transition smoothly away from their support network at home to forming

new ones on campus. One of the parts of the program was to have therapy dogs come on campus

for students to be able to meet and pet the dogs. "Many colleges, including the University of

Maine, do have therapy dogs visit campus at specific times of elevated stress, such as during

finals week or following a disaster" (Picard 22). Just being able to meet and pet the dogs relieves

students of their stress, especially at particularly hard times of the school year; therapy dogs

create an environment in which students feel safe to share their feelings.

An additional study, done at West Chester University, also supports the point that therapy

dogs can positively impact the mental health of youth. The improvement of students’ mental

health therefore improves the atmosphere of the University. Having the therapy dogs on campus

helped students to become more open to going to the counseling center and comfortable sharing

their feelings. "Students stated this experience was the best part of their day, it brightened their

day and made them happy, it reduced their stress, and they loved the dogs and this program"

(Daltry 76). Students were also able to meet more of their peers that they would have previously

never interacted with; all different types of students are able to come together through one

common interest--the therapy dog program.

In school, younger children can also deal with issues such as finding friends, reading out

loud in front of others, or completing all their assignments, which hurt their mental health. Dogs

can tremendously improve the mental health of youth. As previously stated, when children are
 Kusaka 7

called to read aloud in front of their classmates or engage in a stressful activity, their blood

pressures increase and dogs can then help to lower their blood pressures. Research done by Lori

Friesen reveals that when children interact with dogs, not only do their blood pressures lower,

but also their verbal, behavioral, and emotional anxiety. This impressive reaction occurs because

children feel less anxious that they are more willing to engage in interaction with their peers and

adults (Friesen).

Ironically, these animals may be able to offer children unique and valuable social and

emotional support precisely because they are active and willing participants, but with the

qualifier that it is outside the realm of their communicative abilities to verbally criticize

or judge the child's progress. (Friesen 266)

Not only do therapy dogs lower a children’s blood pressures, but also act as a friend to the

children, offering support in social situations where they may struggle. Therapy dogs also teach

children to associate socialization with positive feelings instead of anxiety or stress; the

excitedness the dogs have toward interaction is mirrored by the children. Through these amazing

abilities, dogs can increase the socialization of youth.

Major aspects of student life at school includes not only socialization, but also

educational skills and learning. As spoken in the previous paragraphs, some students struggle

with their mental health, which may hurt their educational growth, but dogs come to the rescue.

Dogs can also directly help students with their academics. One of the most vital skills youth

learn at school is reading, an essential part of everyday life. Though, it is a struggle for many

students to learn to read. Some students struggle with their ability to read, and others are

overcome with anxiety when called on to read, have a negative attitude towards it, or don’t even
 Kusaka 8

have a good school attendance record. Sit Stay Read is a program that implements therapy dogs

into classrooms and libraries to aid students in reading.

Sit Stay Read . . . asked the University of Illinois at Chicago’s Center for Literacy to

administer the DIBELS Oral Reading Frequency standardized test to students before and

after participating in its program. The children improved their overall reading scores, and

they increased their reading rate by an average of 24 words per minute. By contrast, a

comparison group of students, who hadn’t participated in the dog therapy program,

increased their reading rate by nine words per minute. (Black 36)

It has also been found that the presence of therapy dogs can help students who deal with anxiety

when faced with the task of reading aloud. Brian Daly, an elementary school teacher fought for a

therapy dog program to be implemented at the school he teaches at. He announced that the

program was a success. “His once reluctant readers have improved in ability, attitude, and

attendance, and now, he says, they’re eager to read” (Black 36). In classrooms, therapy dogs

cuddle with and lay next to the students when they are reading; this helps the students to feel less

anxious, and thus, students who previously didn’t like to read are now eager to do so. Students

no longer associate reading with fear, but with enjoyment, helping them become better readers.

The presence of therapy dogs in schools gives students a desire to read, as well as a motivation to

go to school in the first place. Parents have shared that their children are eager to go to school

when they know the dogs are going to be in class with them. On the other hand, teachers have

shared that because of this eagerness, students do better on their homework and improve their

overall grades.

Another program that supports those points is R.E.A.D. (Reading Education Assistance

Dogs). R.E.A.D. is also a program, like Sit Stay Read, that works with libraries and schools to
 Kusaka 9

improve the literacy skills of children through therapy dogs. Sandi Martin, founder of R.E.A.D.,

enrolled 10 students into the program; these students worked with a pet partner for 20 minutes a

week for the whole school year. The school’s reading specialist tested them on nationally

recognized assessments and found that all 10 students greatly improved their reading scores.

Teachers also noticed that the students consequently became more involved in school activities,

had more confidence, and had an improved attendance record (Shaw 367). During R.E.A.D.

sessions, the student, the dog, and its handler sit on a blanket while the student reads aloud. If the

student has trouble with the word, they allow for the student to problem solve, and then the

handler helps the student if needed. The students feel safe to share their ideas without any

judgement, and the handlers provide a non-threatening response while still keeping high

expectations. The therapy dogs give the students their full attention, and that is what the students

enjoy so much; they feel heard and understood. It also gives the students peace of mind to know

that the dogs will not respond to them with judgemental remarks. They feel that they can be open

to the dogs, and share what they think and feel with them. The R.E.A.D. program shows students

that reading can be enjoyable, and thus, students are more motivated to read and improve their

skills.

It has been shown in real life classrooms through AAT programs that canines do in fact

impact youth in a positive way. Though, not all students were affected in the same way. Some

students became more comfortable reading aloud to their fellow classmates, some felt calmed

and less stressed, and others became more open to interacting with other students.Every student

is unique, yet, therapy dogs find a way to help every student in their own way. By implementing

therapy dogs in more schools across the nation, students will have a much better school life and

learn more, helping them in the long run. Therapy dogs can be used in elementary schools to
 Kusaka 10

promote learning and teach good habits to students, in middle schools to encourage better

attendance and more social interaction, and in high schools and colleges to help students relieve

the stress they have from the tremendous responsibilities they have in school. Though, for more

therapy dog programs to be implemented, there must be a more accessible way for administrators

to get the programs started in their schools. Therapy dogs are very beneficial and programs

should be implemented in more schools for the best interest of the students.
 Kusaka 11

Works Cited

Adamle, Kathleen N., et al. “Evaluating College Student Interest in Pet Therapy.” Journal of

American College Health, vol. 57, no. 5, 2009, pp. 545–548., doi:10.3200/jach.57.5.5 45-

548.

Black, Susan. "Sit, Stay, and Read." American School Board Journal, vol. 196, no. 12, Dec.

2009, pp. 36-37. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=

tfh&AN=45083593&site=ehost-live.

Daltry, Rachel M, and Kristin E Mehr. “Therapy Dogs on Campus: Recommendations for

Counseling Center Outreach.” Therapy Dogs on Campus: Recommendations for

Counseling Center Outreach, 1 Jan. 2015, pp. 1–8. EBSCO Hosty, web.a.ebscohost.

com/ehost/pdfviewer/pdfviewer?vid=2&sid=c93e3640-1ff7-4ec4-b86b-

c6dbda943a00%40sessionmgr4009. Accessed 20 Sept. 2017.

DeNisco, Alison. “Classroom Canines.” Apr. 2016, pp. 1–7., web.a.ebscohost.com/ehost/

pdfviewer/pdfviewer?vid=18& sid=d8371005-552f-4531-bc05 5621a903f879

@sessionmgr4006.

Friesen, Lori. “Exploring Animal-Assisted Programs with Children in School and Therapeutic

Contexts.” Early Childhood Education Journal, vol. 37, no. 4, June 2009, pp. 261–267.,

doi:10.1007/s10643-009-0349-5.

Halm, Margo A. "The Healing Power of the Human-Animal Connection." American Journal of

Critical Care: An Official Publication, American Association of Critical-Care Nurses,

vol. 17, no. 4, July 2008, pp. 373-376. EBSCOhost, search.ebscohost.com/login.aspx?

direct=true&db=cmedm&AN=18593837&site=ehost-live.

Hodgson, Kate, et al. “Pets' Impact on Your Patients' Health: Leveraging Benefits and Mitigating
 Kusaka 12

Risk.” The Journal of the American Board of Family Medicine, vol. 28, no. 4, Jan. 2015,

pp. 526–534., doi:10.3122/jabfm.2015.04.140254.

Kasschau, Richard A. Understanding Psychology. McGraw-Hill/Glencoe, 2008.

Montgomery, Sy. “Psychological Effects of Pets Are Profound.” BostonGlobe.com, 12 Jan.

2015,

www.bostonglobe.com/lifestyle/2015/01/12/your-brain-

pets/geoJHAfFHxrwNS4OgWb7sO/story.html.

Nguyen, Thai. “Hacking Into Your Happy Chemicals: Dopamine, Serotonin, Endorphins, &

Oxytocin.” The Utopian Life, 26 July 2016, theutopianlife.com/2014/10/14/hacking- into-

your-happy-chemicals-dopamine-serotonin-endorphins-oxytocin/.

Picard, Mariah J., "Study of the Effect of Dogs on College Students' Mood and Anxiety" (2015).

Honors College. Paper 233. http://digitalcommons.library.umaine.edu/honors/233.

Shaw, Donita Massengill. “Man's Best Friend as A Reading Facilitator.” The Reading Teacher,

vol. 66, no. 5, 2013, pp. 365–371. EBSCO Host, doi:10.1002/trtr.01136.

Stoppler, Melissa Conrad. “Pain and Stress: Endorphins: Natural Pain and Stress Fighters.”

Edited by William C Shiel, MedicineNet.com, www.medicinenet.com/script/main/

art.asp?articlekey=55001.

TEDxTalks. “Pet therapy in work and school | Lorinda Schrammel | TEDxOStateU.” YouTube,

YouTube, 13 Nov. 2013, www.youtube.com/watch?v=7qqcYHTKpas.

“Understanding Blood Pressure Readings.” The American Heart Association,

www.heart.org/HEARTORG/Conditions/HighBloodPressure/KnowYourNumbers/Under

standing-Blood-Pressure-Readings_UCM_301764_Article.jsp#.WnDgIoJG36Z.