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Smith, Kate (2024) “It makes me feel like I have a place in this world.” An Interpretative Phenomenological Analysis Exploring Children’s Experiences of School Dogs Supporting their Wellbeing. DAppEdPsy thesis, University of Nottingham.

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Abstract

Research shows that there has been a concerning rise in reported mental health difficulties for children in the last decade (NHS Digital, 2022; Rider et al., 2021). Previous research has highlighted the potential benefits that animals can have on mental health and wellbeing in different settings e.g. care homes (Freedman et al., 2021), hospitals (Correale et al., 2022), universities (Lalonde et al., 2020), and schools (Beetz, 2013). With schools having an important role in supporting children’s mental health and wellbeing (Department for Education and Department of Health, 2015), it is worthwhile exploring the use of school dogs to support children’s wellbeing. Previous research exploring children’s views of school dogs supporting their wellbeing has,

a) focused specifically upon children reading to dogs, and/or

b) offers descriptive (surface-level) insight.

Therefore, there is a gap in the literature as it does not offer an in-depth exploration of children’s views and experiences of a range of interactions with school dogs to support their wellbeing. This research study hopes to address this gap to offer a unique contribution to educational psychology research in this area.

This research aimed to explore how children make sense of their views and experiences of school dogs supporting their wellbeing. Semi-structured interviews were carried out with seven children aged from 9 years (Year 4) to 12 years (Year 7) who were from four different mainstream primary and secondary schools in the United Kingdom. Interviews were then analysed using Interpretative Phenomenological Analysis. Two group experiential themes were interpreted for the first research question – what are children’s perceptions of how school dogs affect their wellbeing? These were ‘feeling good’ and ‘functioning well.’ Five group experiential themes were interpreted for the second research question – what are children’s perceptions of why school dogs affect their wellbeing? These were ‘emotional attachment,’ ‘sense of belonging,’ ‘characteristics of school dogs,’ ‘nature of interactions with school dogs,’ and ‘changes in thoughts.’ These themes are explored in relation to previous psychological theory and research. Limitations of the research are considered, before suggesting implications for practice.

Item Type:	Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors:	Izzard-Snape, Mark
Keywords:	educational psychology, therapy dogs, school dogs, child development, wellbeing
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB1050 Educational psychology R Medicine > RM Therapeutics. Pharmacology
Faculties/Schools:	UK Campuses > Faculty of Science > School of Psychology
Item ID:	78762
Depositing User:	Smith, Kate
Date Deposited:	13 Dec 2024 04:40
Last Modified:	13 Dec 2024 04:40
URI:	https://eprints.nottingham.ac.uk/id/eprint/78762

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