Human-Animal-Environment Interactions as a Context for Child and Adolescent Growth

Authors

Erin Flynn, Institute for Human-Animal Connection, Graduate School of Social Work, University of DenverFollow
Alexandra Zoller, Institute for Human-Animal Connection, Graduate School of Social Work, University of DenverFollow
Megan Mueller, Institute for Human-Animal Interaction and Cummings School of Veterinary Medicine at Tufts UniversityFollow
Kevin Morris, Institute for Human-Animal Connection, Graduate School of Social Work, University of DenverFollow

Abstract

Human-animal-environment interaction (HAEI) is increasingly used in special education. While most research of HAEIs has identified effects that broadly support positive special education outcomes, further research of HAEI-based interventions in these environments is needed. Semi-structured interviews were conducted with 18 teaching staff at a special education school that utilizes a range of HAEIs. The teachers are responsible for implementing evidence-based interventions to facilitate social-emotional learning (SEL), so assessing their unique perspectives on the impacts of HAEIs on student SEL outcomes is imperative. Phenomenological coding of the interviews identified 9 major themes that represented positive impacts as well as barriers and challenges experienced by students during HAEIs.

Recommended Citation

Flynn, Erin; Zoller, Alexandra; Mueller, Megan; and Morris, Kevin (2019) "Human-Animal-Environment Interactions as a Context for Child and Adolescent Growth," Journal of Youth Development: Vol. 14: Iss. 4, Article 14.
DOI: 10.5195/jyd.2019.839
Available at: https://open.clemson.edu/jyd/vol14/iss4/14