Canine-Assisted Occupational Therapy for Children within a Student-Led University Clinic: The Influence on Child Engagement from the Perspectives of Student and Parent Participants

Abstract

Aims

Animal-assisted therapy has gained increased attention in occupational therapy. Yet there remains minimal education opportunities available. In addition to supporting student learning, student-led clinics have the potential to provide a valuable, cost-effective health service to the community. This study aimed to explore the potential benefits to the children clients participating in a student-led, canine-assisted occupational therapy pediatric clinic from the perspectives of the students and parents.

Method

Semi-structured interviews were conducted with nine occupational therapy students, and five parents to describe their experience. Transcripts were analyzed using inductive thematic analysis.

Results

Participants emphasized how the presence of the therapy dog supported child engagement within the therapy session. Ways in which participants believed the therapy dog influenced the children’s engagement were described within three themes. The first highlighted the importance of the relationship between the children and the therapy dog. The second described how this relationship facilitated a sense of safety within the sessions. The third captured how this sense of safety supported the children’s participation within their meaningful occupations.

Conclusions

Parents and students involved in the canine-assisted occupational therapy clinic perceived that canine-assisted therapy was supportive of child engagement in therapy.

Keywords:

• Animal-assisted therapy
• children
• engagement
• occupational therapy
• student-led clinic

Acknowledgements

The authors would like to thank the students and parents for their involvement in the canine-assisted therapy clinic and the interviews, as well as the child clients.

Authors Contribution

The authors acknowledge that each author has read and approved the contents of this article.

Disclosure Statement

All authors declare no conflict of interest.

Additional information

Notes on contributors

Jessica Hill

Jessica Hill is a Lecturer in Occupational Therapy in the School of Health and Rehabilitation Sciences at The University of Queensland. She has nine years clinical and five years research experience in the field of animal-assisted therapy, publishing eight peer reviewed journal articles and contributing to two book chapters in the space.

Sophie Mensforth

Sophie Mensforth is a research student completing her Bachelor of Occupational Therapy (Honours) at The University of Queensland.

Lucy Waldby

Lucy Waldby is a Clinical Educator in Occupational Therapy at the School of Health and Rehabilitation Sciences at The University of Queensland. Clinically, she has worked with a wide range of pediatric populations.

Jennifer Fleming

Jennifer Fleming is Professor of Occupational Therapy, and the Head of Discipline, in the School of Health and Rehabilitation Sciences at The University of Queensland.

Teresa Quinlan

Teresa Quinlan is an Occupational Therapist and Clinic Manager of the Life Skills Clinic, and student-led clinic run through the School of Health and Rehabilitation Sciences at The University of Queensland.

Carlie Driscoll

Carlie Driscoll is Associate Professor of Audiology, School of Health and Rehabilitation Sciences at The University of Queensland. She has edited one book and multiple peer reviewed journal articles in the field of animal-assisted therapy.