School Counselors and Nurses: Animal-Assisted Therapy to Support Student Mental Health Following Trauma Training

• In Event: Breaking Silos: Using Collaboration to Improve Student Mental Health Outcomes and Create Equitable Education Systems

Abstract

Objectives: This paper will analyze and discuss responses by School Counselors and School Nurses in a southeastern state in the United States (US) who participated in a trauma training titled, “Recognizing Trauma: Training for School Nurses and Counselors”. The objectives of the study were to: (1) examine the impact of Animal Assisted Therapy (AAT) intervention on participants’ knowledge, skills, and behavior, and (2) to examine the School Counselor and School Nurse Collaboration (Tuttle et al., 2018).
Perspective(s) or theoretical framework: Grant funding was awarded by the Clinical Nurse Specialist Institute to conduct a research study titled, “Improving Health Outcomes by Incorporating Animal Assisted Therapy in the K-12 School Setting.” The researchers provided training focusing on trauma for school counselors and school nurses including AAT as a complementary approach based on the rise and prevalence of traumatic events experienced by children and adolescents before the age of 16 (SAMHSA, 2017). The theoretical framework for the study was the Human-Animal Bond (HAB). Humans and animals can connect and interact resulting in positive emotional outcomes such as mental and physical health (Fedor, 2018; Toray, 2004; Walsh, 2009; Yordy et al., 2020).

Methods, techniques, or modes of inquiry: Open-ended questions following the trauma training course: After reviewing the definitions of animal assisted interventions and viewing the simulation video, what is your vision? Would you utilize animals in various intentions within the school setting? What types of animals would you like to see at your school, if any? Please write a brief post focusing on the animal assisted interventions you would like to see at your school.

Data sources: Data sources included a pre-, post, and 6 month follow-up questionnaire, and discussion prompt. For the purpose of this proposal, the data set from the discussion post will be discussed. A total of 167 participants completed the training which included 28 school counselors and 139 school nurses. This training was pre-recorded allowing participants to work at their own pace. The training included six modules: (1) School counselor and nurse collaboration model (Tuttle et al., 2018), (2) Trauma from the lens of the counselor, (3) Trauma from the lens of the nurse, (4) Animal assisted therapy in schools, (5) Animal assisted therapy demonstration, and (6) Wrap up. Currently, an IRB modification request is in process to request use of the discussion posts.

Results: The qualitative responses highlighted the AAT objectives school counselors and school nurses intend to incorporate and practice within their schools to support student mental and physical health.

Significance: School counselors and school nurses are essential collaborators in supporting students’ mental health and social-emotional needs (Tuttle et al., 2018). One particular support is the incorporation of AAT, specifically with canines. Previous research examined benefits and risks held by school counselors and school nurses associated with AAT (Yordy et al., 2020), however, further examination of these perspectives is needed to inform the education profession about the impact of AAT in working with students in the social-emotional domain.

Authors

• Malti Tuttle, Auburn University

• Morgan Yordy

• Jill Meyer, Auburn University