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PEER-REVIEWED
Review
| Published: September 23, 2024
Canine-Assisted Therapy and Autism Spectrum Disorder in Secondary Schools: An Integrative Literature Review
Independent Researcher, Brisbane, Queensland, Australia Google Scholar More about the auther
Educational Researcher, School of Education, University of Southern Queensland, Toowoomba, Queensland, Australia Google Scholar More about the auther
DIP: 18.01.250.20241203
DOI: 10.25215/1203.250
ABSTRACT
Inclusive education requires equitable and caring learning environments for all students. To achieve this outcome, schools must provide appropriate levels of support and, where necessary, effective, adaptable and inspirational interventions to foster whole-school inclusivity. This Integrative Literature Review investigates the phenomenon of canine-assisted therapy (CAT) as a possible way to assisting schools becoming more inclusive. Recognising the growing interest in CAT as a means of enhancing student well-being, emotional health, and educational experience, the study systematically synthesises a range of diverse methodological research outcomes on this subject. Using thematic analysis, the integration of these research outcomes from 22 peer-reviewed published studies resulted in the identification of six emergent themes. The findings isolate unique qualities and features of CAT when used to engage adolescent cohorts in multiple secondary schools throughout the world. The study presents findings that are consistent with past research by validating, but also extending, CAT as a possible intervention to reduce symptoms of stress and facilitate social interactions and inclusivity. Students impacted by anxiety, and in particular students diagnosed with autism spectrum disorder, may find CAT particularly worthwhile. Results suggest that the unconventional, but increasingly popular, use of CAT may provide an alternative approach to supporting and addressing diverse student needs in complex secondary school environments.
Keywords
Canine-assisted therapy, anxiety, autism spectrum disorder, integrative literature review, secondary school
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2024, Earle, A., & Fergusson, L.
Received: September 08, 2024; Revision Received: September 20, 2024; Accepted: September 23, 2024
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.250.20241203
10.25215/1203.250
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Published in Volume 12, Issue 3, July-September, 2024