Engaging with animal-assisted interventions (AAIs): exploring the experiences of young people with ASD/ADHD diagnoses

Chadwick, Z, Edmondson, A ORCID: https://orcid.org/0000-0002-0224-1997 and McDonald, S ORCID: https://orcid.org/0000-0002-3524-1782, 2022. Engaging with animal-assisted interventions (AAIs): exploring the experiences of young people with ASD/ADHD diagnoses. Support for Learning, 37 (1), pp. 44-61. ISSN 0268-2141

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Abstract

Animal-assisted Interventions (AAIs) have been used as therapeutic interventions aimed at improving psychological wellbeing, often for young people with mental health and educational difficulties. This qualitative study explored how three students (male and female), aged 12-15 and with ASD and/or ADHD diagnoses experienced AAI at an alternative education provision. Semi-structured interviews with each participant were conducted and analysed using constructivist thematic analysis. Three themes and four sub-themes were identified. The themes were: (1) Self-esteem, with sub-themes motivation and reward, and self-awareness, (2) Emotional benefits with strategy building, and support and (3) Identification. Participants valued AAI as a positive intervention which aided their psychological well-being. Findings emphasise the effectiveness of AAIs for young people with neurodevelopmental disorders in both a therapeutic and educational context.

Item Type:	Journal article
Publication Title:	Support for Learning
Creators:	Chadwick, Z., Edmondson, A. and McDonald, S.
Publisher:	Wiley
Date:	February 2022
Volume:	37
Number:	1
ISSN:	0268-2141
Identifiers:	Number Type 10.1111/1467-9604.12394 DOI 1505747 Other
Rights:	This is the peer reviewed version of the following article: Chadwick, Z., Edmondson, A., & McDonald, S. (2022). Engaging with animal-assisted interventions (AAIs): exploring the experiences of young people with ASD/ADHD diagnoses. Support for Learning, 37(1), 44-61, which has been published in final form at https://doi.org/10.1111/1467-9604.12394 . This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
Divisions:	Schools > School of Social Sciences
Record created by:	Laura Ward
Date Added:	06 Jan 2022 11:24
Last Modified:	18 Feb 2024 03:00
URI:	https://irep.ntu.ac.uk/id/eprint/45180

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