A new study from UBC Okanagan researchers shows that therapy dogs can offer students comfort while creating opportunities for conversation and connection. (Elena Marchesan photo)
Students may come for the dog, but new research from UBC Okanagan suggests that’s not always what they leave with.
In a study of 676 students—most in their first year—researchers asked an open-ended question about what made a therapy dog visit meaningful, and found the answers extended well past the animals themselves.
“We have well-established research that demonstrates whether therapy dog visits help students, and in what ways,” says Dr. John-Tyler Binfet, a professor in the Okanagan School of Education and director of the Building Academic Retention Through K-9s (B.A.R.K.) program.
“This study took a different approach and explored the mechanisms behind those interactions.”
Rather than defining what is meaningful for participants, the research team left the term open-ended to allow participants to share their understanding of the word and avoid narrowing how people describe their experiences.
The most common response students gave for a meaningful visit was the dogs themselves. Nearly one-third of participants pointed to the animals’ traits and temperament as the source of meaning.
“Dogs are so accepting. I wish humans were more like that,” one participant wrote.
About 15 per cent of respondents said “experiencing a sense of connection” was meaningful to them.
Most often, the connection was with the dog itself, but others also noted the handlers, volunteers and other participants in the room. Several participants described the sessions as a low-pressure opening for conversation.
“Conversation with handlers took my mind off school,” one participant wrote.
Another stated, “It was nice to be able to talk about various things to people; it’s almost like a therapy session.
Finally, nearly 11 per cent of responses said the meaning came down to how the visit changed their mood.
Most participants described it as calming, with others sharing that it made them feel happier or comforted.
One participant noted that it’s amazing how dogs can make someone happy without even doing anything.
The study’s research team, including B.A.R.K. coordinator Freya Green, undergraduate student researcher Fenrir Demers and master’s student Mikaela Dahlman, suggest the findings have a practical application beyond therapy dog sessions.
For example, campus counselling centres might consider incorporating therapy dogs into group sessions to ease students into discussion and build connections among students.
“For students living away from family and their own pets, the pull toward a B.A.R.K. session may start with the chance to spend time around a dog,” says Dr. Binfet.
“Our findings suggest that the dogs are doing more than providing familiar comfort. Their calming presence can influence the emotional state of a student, and they act as a social catalyst by giving the handlers and students something to talk about.”
