Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2021 Emotional Support Dogs’ Effects on Anxiety, Depression, and Somatization in Elementary Students Truman Arthur James Spring Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Psychology Commons, and the Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Truman Spring has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Melody Moore, Committee Chairperson, Psychology Faculty Dr. Megan Baril, Committee Member, Psychology Faculty Dr. Neal McBride, University Reviewer, Psychology Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2020 Abstract Emotional Support Dogs’ Effects on Anxiety, Depression, and Somatization in Elementary Students by Truman Spring MA, Walden University, 2010 BA, Simon Fraser, 1976 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University November 2020 Abstract Within the last few decades, there has been an ever-increasing clinical role for trained emotional support dogs (ESD) and their trained therapists in hospitals, courtrooms, and schools. More recently, within the last 5 years, there has been a prevalent trend toward introducing ESDs into schools, which has created an ongoing controversy about the legitimacy of this practice due to the lack of objective data and research on the topic. In this study, archival data analysis was conducted using data from 68 students with elevated scores for anxiety, depression, or somatization, 34 of which were in the treatment group and the other 34 in the control group. A quantitative approach was used to determine if the presence of an ESD in the classroom was associated with changes in teachers’ ratings of students’ scores for anxiety, depression, and somatization behaviors as assessed by the Behavioral Assessment System for Children over a 6-month period for children who were identified as having an emotional or behavioral disorder by the schools and district . The results indicated a statistically significant posttreatment difference between the scores for the treatment group and the control group. The results of the study provide quantitative data to support the current use of ESD programs in schools. The implications for positive social change include providing schools with an option for a low-cost, easily implemented, universal intervention that can assist students who struggle with mental health, some of whom may not otherwise have been identified as needing support. All students receive the benefit from the program without having to be singled out or labelled as would be the case with traditional pull-out programs. Emotional Support Dogs’ Effects on Anxiety, Depression, and Somatization in Elementary Students by Truman Spring MA, Walden University, 2010 BA, Simon Fraser University, 1976 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University December 2020 Dedication I dedicate this study to my wife, Natashia Bacchus, who has helped me considerably through this process with unwavering devotion. I could not have completed this process without her. My children, Andrea and Mark, who have been unwitting participants throughout my academic career. My parents, Jack and Celia, for their support, and my grandma, Porter, whose presence has guided me throughout this journey. Acknowledgments One never does a project like this alone. I would like thank Dr. Melody Moore and Dr. Megan Baril for their time, energy, and expertise….and patience. I would also like to acknowledge Ms. Cat Heck from Student Success who has been a mentor and guided me throughout this journey. Table of Contents List of Tables .......................................................................................................................v List of Figures .................................................................................................................... vi Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background ....................................................................................................................2 Problem Statement .........................................................................................................8 Purpose of the Study ....................................................................................................10 Research Questions ......................................................................................................12 Theoretical Framework ................................................................................................16 Nature of the Study ......................................................................................................16 Definitions....................................................................................................................18 Assumptions .................................................................................................................19 Scope and Delimitations ..............................................................................................20 Limitations ...................................................................................................................20 Significance..................................................................................................................21 Summary ......................................................................................................................22 Chapter 2: Literature Review .............................................................................................24 Introduction ..................................................................................................................24 Literature Search Strategies .........................................................................................24 Theoretical Foundation ................................................................................................25 History of Companion Dogs ........................................................................................27 i Attachment and Bonding Between Humans and Animals ...........................................31 Literature Review Related to Key Study Variables .....................................................32 Impact of Facility-Based ESD on Social Emotional Functioning ...............................33 Links Between Anxiety in Children and Emotional Support Animals ........................35 Links Between Depression in Children and Emotional Support Animals ...................38 Links Between Somatization in Children and Emotional Support Animals................41 Limitations With Current Research .............................................................................43 Summary ......................................................................................................................44 Chapter 3: Research Method ..............................................................................................47 Introduction ..................................................................................................................47 Research Design and Rationale ...................................................................................48 School District’s Emotional Support Dog Program.....................................................49 Methodology ................................................................................................................50 Students Identified as Category H ........................................................................ 50 Population ............................................................................................................. 51 Sampling ............................................................................................................... 52 Procedures for Recruitment, Participation, and Data Collection .................................53 Instrumentation and Operationalization of Constructs ......................................... 54 Behavior Assessment for Children BASC-3 TRS .......................................................54 Reliability .............................................................................................................. 56 Validity ................................................................................................................. 57 BASC Subscales ................................................................................................... 58 ii Anxiety Subscale .................................................................................................