The therapeutic impact of human-animal interaction on individuals with pets: Perceived benefits and burdens, well-being, and ability to navigate through significant stressful life events.

摘要

Objective: This study explored the potential benefits and burdens regular interaction with a pet or service animal had on an individual. The role the relationship with an animal had on the recovery of significant stressful life events was also examined.;Method: A convenience-based sample of 221 participants were recruited through outreach in two participating veterinary clinics, and several non-profit community-based programs in the Bay Area, as well as on Facebook to complete the Szyper Human-Animal Interaction Scale (SHAIS). The SHAIS gathered qualitative data around demographics and personal narratives about people's relationships with their pets and quantitative data through a 30-item Likert Scale.;Results: A factor analysis yielded three clear factors pertaining to how animals promoted well-being, competence, and were perceived as a burden. Well-being and competence had the strongest correlation. Overall, participants viewed interacting with their pet or service animal to come with more benefits than burdens and the response to the well-being factor was the strongest indicator. 89% strongly agreed that their animal added happiness to their life, 73% strongly agreed that their animal enabled them to have a greater quality of life, and 65% strongly agreed that their animal was a source of stress relief. The greatest sources of burden reported were financial concerns related to caring for a pet and stress associated with an ill or deceased animal. 90% of the sample reported experiencing at least one highly stressful life event such as illness, divorce, domestic violence, and severe depression and 79% of these individuals stated that their animal assisted in the recovery from these events.;Conclusion: Animals appear to play a therapeutic role. Further examination of their role in promoting improved mental health is warranted.