Page 431 - Encyclopedia of Nursing Research

398 n PeT THeRAPY

AAT is not theory specific; therefore, countless articles that provide heartwarm-
a variety of theories can be used. Common ing anecdotes, but because most of the work
P theories cited and often supported in AAT is done by individuals outside the academic
include but are not limited to attachment world, resources to conduct such extensive
theory, attention egens, Rogerian theory, research are not sufficient (Beck & Hatcher,
biophilia hypothesis, learning theory, social 2003).
mediation theory, object relations theory, and Most of the studies that have been con-
cognitive theories. Table 5 gives a brief over- ducted were nonexperimental, and although
view of theories that have been used in AAT samples were large enough, most were
literature. nonprobability, nongeneralizable samples
Although the use of animal-assisted (Wilson & Barker, 2003).
interventions dates back hundreds of years, Isolating variables to show the animal
the amount of empirical evidence support- as the catalyst for change is often difficult.
ing its effectiveness is minimal. There are Beck and Hatcher (2003) wrote that there are

Table 5
Overview of Theories Used in AAT literature
John Bowlby’s attachment Sable (1995) Attachment theory contends that infants develop a unique and
theory continuous attachment to a caregiver. As they grow, they need
a combination of relationships from attachments built with
other individuals. Pets can be used as surrogate relationships.
“Humans have an innate, biologically based need for social
interaction—behaviors such as following, smiling toward,
holding and touching are evident in reciprocal relationships
between child and attachment figure” (Kruger & Serpell, 2006).
Attention egens Odendaal (2000) Humans have a basic need for attention. The bond between human
and animal correlates to the animals’ need for attention and
sociable behavior. When animals fulfill this need for attention,
success is measured.
Rogerian theory Coakley and Mahoney Stress interferes with recovery; thus, energy fields are dynamic
(2009) and reciprocal—changes in one can change the other. Carl
Rogers describes living matter as energy fields. energy fields
include body, mind, emotions, and environment. When an
animal is introduced into the patient’s energy field, the person
experiences change.
e. O. Wilson’s biophilia Kruger and Serpell Developed by e.O. Wilson in 1984, the biophilia hypothesis
hypothesis (2006) maintains that humans possess a genetically based propensity
to attend to and to be attracted by other living organisms or
“an innate tendency to focus on life and lifelike processes”
(Kruger & Serpell, 2006).
Bandura’s learning Brickel (1982) learning theory states that an activity that is pleasurable will
theory be self-reinforcing and more likely to occur in the future—
unpleasant or anxiety-provoking activities may result in
avoidance or withdrawal of the behavior. Animals introduced in
a therapeutic context may serve as a buffer and divert attention
from an anxiety generating stimulus that the patient faces
(Brickel, 1982).
Cognitive and social Kruger and Serpell Cognitive and social cognitive theories are continuous
cognitive theories (2006) reciprocal relationships among a person’s cognitions, behavior,
and environment (i.e., if I think I’m a bad person, I will behave
like a bad person and will therefore be treated like a bad per-
son by those around me)—the goal of therapy is to bring about
positive changes in person’s self-perception and hence their
behavior.