Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814960
Title: Animals as intervention : how schools are making use of animals as part of their educational provision
Author: Hill, Emma
ISNI:       0000 0004 9355 9582
Awarding Body: University of Essex & Tavistock and Portman NHS Trust
Current Institution: University of Essex
Date of Award: 2020
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Abstract:
Background: The benefits of the human-animal bond have been documented across time and disciplines. More recently, international scientific research has provided promising results showing benefits to children and young people (CYP) of a range of ages, across a range of areas of impact; with no known study demonstrating a detrimental impact. However, no research to date has investigated current practice of including animals within educational settings in the UK. Aims: The aims of the current project were: 1) to explore whether, and how, animals are being included in UK based educational settings, 2) to consider what works and why to establish and incorporate animals in a school-based setting, 3) to consider what barriers exist in including animals in school-based settings and how have school staff/systems overcome them. Design: The research used a mixed methods design. Electronic surveys were sent to each statutory-aged school setting within a UK based Local Authority. From the survey respondents, 4 participants who were including animals in their setting completed semi-structured interviews. Analysis: Survey data was analysed using descriptive statistics. Interview data was analysed using thematic analysis. Findings: Results showed that approximately half of educational settings are including animals; mostly to support CYP’s general development and emotional wellbeing and mental health. All participants currently including animals intended to continue, and would recommend the practice to other settings. 5 broad themes and 10 broad subthemes were present across participants’ qualitative data. Further specific subthemes were identified for some participants; and each participant’s data was reported individually. Conclusions: The study shows UK school settings are including animals and supports previous research studies highlighting the perceived benefits of this practice. It also highlights the need and considerations required for schools to engage safely and effectively with the practice; from the perspective and experience of those currently including animals.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Ch.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.814960  DOI: Not available
Keywords: BF Psychology
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