How To Make My Rabbit A Therapy Animal For Hospital
Animals (Basel). 2020 January; 10(i): 26.
Examining the Effects of Rabbit-Assisted Interventions in the Classroom Environment
Marcell Molnár
1Kinesthesia of Agricultural and Environmental Sciences, Kaposvár University, Guba Southward. str. 40, 7400 Kaposvár, Republic of hungary; uh.ek@llecram.ranlom
István Nagy
1Faculty of Agronomical and Environmental Sciences, Kaposvár Academy, Guba S. str. 40, 7400 Kaposvár, Hungary; uh.ek@llecram.ranlom
Received 2019 October 25; Accustomed 2019 Dec 7.
Abstract
Simple Summary
At the starting time of the get-go class of uncomplicated school, children generally show higher levels of anxiety, which continually decreases due to interactions with teachers. However, anxiety levels in children can also be decreased by using boosted methods such as brute-assisted interventions in class. In this study, the efficiency of a rabbit-assisted intervention was examined in two starting time-form classes with different backgrounds. In one of the classes, almost of the pupils had special education needs. It could be concluded that rabbit-assisted interventions were specially efficient where the anxiety levels of the children were high. This method seems to be useful in improving the efficacy of the educational power of teachers.
Abstract
The effect of rabbit-assisted interventions on the feet levels of offset-grade children at a primary schoolhouse was analyzed. At the first of our inquiry, no rabbit-assisted intervention was applied for 6 weeks in order to establish the level of stress acquired past the offset of the education period. We then alternated vi-calendar week-long periods with and without rabbit-assisted intervention. The level of anxiety in children was assessed every three weeks both in the assisted and non-assisted periods, using the State–Trait Feet Inventory for Children, STAI-C. Ane of the examined classes did not apply the integrating policy while the other class contained pupils with special education needs (called the integrating class). Rabbit-assisted interventions proved to be efficient, as anxiety level scores were significantly lower during the animal-assisted periods. The rabbits actively initiated encounters with humans, not but in the framework of brute-assisted interventions, only also at other occasions. In cases of discomfort, the rabbit retreated to the cage and stayed inside for a brusk time. The children displayed signs of pleasure when the rabbits approached them. The favorable effect of animal assistance was more than apparent in the integrating class. It could exist ended that rabbit-assisted interventions were suitable for decreasing the feet levels of elementary school children, improving the efficacy of the educational power of teachers.
Keywords: rabbit-assisted intervention, level of anxiety, classroom, primary schoolhouse
1. Introduction
Animal-assisted interventions have been shown to accept various results in several aspects. One of these aspects is the proven positive bear on of beast-assisted pedagogy on the anxiety levels and the levels of depression of pupils. In most studies, brute help was based on dogs [1]. The presence of the fauna, its spontaneous beliefs, and its ability to socially collaborate promote educative as well as therapeutic processes [2,three,4].
Friedmann et al. [5] reported decreased blood pressure level in children when they practiced reading out loud in the presence of a canis familiaris. In a like study [half-dozen], anxiety in children related to reading out loud was more than reduced by the presence of a dog compared to that of a friend or an adult person.
AAP (Animate being-Assisted Didactics) also known every bit AAE (Brute-Assisted Teaching) is a procedure in which a trained pedagogue, who is experienced in brute behavior and who is conscious of his/her own pedagogical purpose, conducts an educative process. Numerous studies in well-developed countries take been devoted to the investigation of classroom applications of Human–Animal Interactions (HAI) in the course of pedagogical practices. According to these, domestic and even not-domestic animals can be involved in the teaching process, both in a direct and an indirect way. Involving animals in the classroom has become peculiarly frequent in the educational and instruction programs for early childhood and for primary schools [7,eight,9]. In respond to a series of on-line questionnaires collected in the United states of america in 2015, teachers listed several species that they have used in their educational programs, namely, fishes, guinea-pigs, hamsters, crabs, reptiles, rabbits, and even other unusual species such equally ferrets [x,11].
The positive effects (e.thousand., the attitude of school children towards animal, the improved self-paradigm of those pupils exposed to risks, and the improved attitudes towards school and adults) of involving animals in the classroom was also reported by Zassloff et al. [12] and Rud and Brook [13], and based on their results, the animals help the learning process as natural motivators. The spontaneous interactions betwixt the animals and children result in "teachable moments", increasing the efficiency of learning.
The use of the Creature-Assisted Interventions (AAI) for special pedagogical purposes (for special educational activity of disabled children) has also been around for a long time, so it is no longer a peculiar technique in special education [14]. HAIs are well-established and possess elaborate protocols in the treatment of attention deficit/hyperactivity disorder (ADHD) or in the treatment of emotional and behavioral control of juveniles [fifteen]. In Austria, it is already a legally-recognized choice to involve the teacher'south ain pet in AAIs in the classroom [16].
The stress-reducing outcome of animals was mentioned by various authors who reported findings related to dogs [17] or involving animals in workplaces [eighteen]. Animals interact with children, which provides condolement and tin can reduce stress and anxiety [19,20,21].
Among the different physiological parameters, animals affect heart rate and cortisol levels [22,23]. Barker and Dawson [24] justified by ways of a self-reported test the furnishings of Animal-Assisted Therapy (AAT) on the anxiety ratings of hospitalized psychiatric patients.
According to Walter-Toews [25] among the 150 American and 74 Canadian societies performing AAT programs, the majority of these programs (94%) used cats or dogs. The proportion of rabbits, pocket pets (hamsters, gerbils, mice, guinea pigs) and birds was 28%, 15%, and 10%, respectively.
At that place were similar proportions among the dissimilar species (dogs: 59.8%, cats: 22.5%, rabbits: 9.8%, and birds: viii.viii%) reported by Schlote [26] and by De Santis et al. (dogs: 69.8%, horses: 32.three%, donkeys: 32%, rabbits: 16.two%, cats: 12.five%) [27]. There are some species (guinea pigs, chickens, ferrets, etc.) that can be used in AAI, merely it has to be evaluated whether these species can also exist used for AAE.
In the present study, the animal species were chosen based on our previous study [28]. Our get-go selection was to use cats, which are easy-to-handle animals (house-trained), loved by children, and also able to solve different tasks. Unfortunately, cats' behavior is not predictable, and cats can cause severe injuries to children. Cats also practice not tolerate changing environments and their fur is an allergen. Human being–cat interactions are sometimes conflicting [29]. Ferrets can besides exist house-trained animals with a friendly look, simply they cannot be tamed without difficulties, and their bite can be dangerous [29]. Children also like dwarf hamsters, but they are crepuscular animals, and animal-assisted interventions would disturb their daily rhythm. Moreover, due to their modest size, free movements cannot be allowed [30]. Tortoises can concord the attention of children simply for a brusk period. The cannot acquire tasks, and children do not stroke them. Likewise, they are sensitive to the environment (e.thou., temperature) [31]. Guinea pigs were used in several studies as AAI subjects as children like them [32,33,34,35,36,37]. Unfortunately, they are not house-trained. They can disturb the pedagogy with their noises and they are too small to move freely in the classroom.
In this study dwarf rabbits were called as the subjects of animal-assisted intervention considering children like these animals, and they by and large do no harm to children. They are repose and practice not disturb teaching. They can be house-trained, are capable of solving unlike tasks, and are not afraid of interactions with humans. Nosotros chose rabbits for our investigations since there is little related literature on them [38], and considering rabbits are hands kept and inexpensive. Rabbits need no particular training as opposed to dogs, for case. Rabbits represent a much smaller challenge for the teachers than bigger animals. Also, children are cracking to become involved with them, sometimes motivated past their onetime experiences with rabbits.
Rabbits are by and large pop among children considering they can hands exist socialized, their beliefs is friendly, and their torso gestures are unambiguous [39].
Some studies describing the effects of rabbits on humans are already published [40,41,42]. On the contrary, no publication is bachelor examining the effect of AAI on rabbits. Based on our preliminary studies [43] rabbits showed big variability regarding suitability for AAI. Boldness test results showed that some individuals seek to establish human–fauna interactions while other animals do non. This grapheme seems to be heritable although information technology can as well be modified by handling.
Information technology is very important that rabbit-assisted interventions would not cause any damage to the animals. This objective tin can exist achieved by performing selection on tameness and past handling. Handling is a method that encourages the rabbit to tolerate human contact and reduces periodical stress. The plasticity of cognition of environmental effects is more pronounced during some phases of evolution [44], called socializing periods. Contact with humans during these periods hinders the development of fear confronting humans during latter life periods [45].
According to several studies related to pigs, sheep, and cattle [46,47,48], dissimilar treatments may influence the behavior of the domesticated animals and animate being–human interactions (from the attribute of fear and approachability). In rabbits, touching the animal by hand, co-ordinate to Hudson et al. [49], decreases fear if carried out during the commencement calendar week after birth.
Pongrácz and Altbacker [50] reported that the repeated treatments (especially during the starting time week after birth) positively affected the welfare and behavior of the caged rabbits, and the kits testify less fear against humans if the treatments occur before long later or earlier nursing. Treatments at early life stages essentially influenced reactivity of rabbits in behavior tests [51,52].
The rabbits treated in different periods were evaluated past means of an open field examination [53]. The inter-litter variance was loftier and the findings suggested that selective breeding may be a superior method compared to handling at a young age if the objective is to have rabbits without fright for humans. This was also justified by Daniewski and Jezierski [54].
2. Materials and Methods
2.1. Animals and Experimental Design
Aiming to evaluate the efficiency of animate being-assisted education, our research was performed with the participation of first-course primary schoolhouse children from 2 dissimilar classes. The main objective of the study was to subtract stress in children related to the get-go of the elementary school. We chose the two classes based on the frequency of children with special teaching needs (SEN) and learning and behavioral disorders (BTM). The so-called integrating schools are characterized past the large proportion of BTM and SEN children originating from poor and poorly educated families. Children with these kinds of problems have difficulties in coping with the school environs. There is no integrating program as such, but these children have well-adjusted classmates who assist them develop. The other school has very few BTM or SEN children. These latter children are from wealthy and well-educated families. In the classes of the integrating school, the frequency of the SEN and BTM children is around 70% while in the other school it is less than 1%. The teachers accepted the additional tasks related to the rabbit-assisted interventions. In the different years at that place was but one class so information technology was not possible to use a control class (with special training but no animal assisted intervention).
The numbers of school children in the evaluated classes were 22 (in the integrating school) and 29 (in the bulk schoolhouse) but only the results from those children who participated in all special trainings were used (i preparation per week when rabbits were nowadays in classes and altogether 12 trainings) thus the records of eight (in the integrating school) and 19 (in the other school) children were evaluated.
Half dozen-week-long periods with and without rabbits in the classes were alternated in guild to determine the magnitude of the effects of the rabbits' presence.
At the commencement of our research, no rabbit-assisted intervention was applied for six weeks in order to establish the level of stress caused by the commencement of the didactics period. Then, six-calendar week-long periods with and without rabbit-assisted intervention were alternated. These periods did not disturb any schoolhouse program or vacation.
Before starting the animal assisted developmental program, the school children were evaluated by special education teachers and psychologists. The adaptive, motor, language, cognitive, and counting skills development was measured and used for creating the adequacy profile. The objective was to improve the skills that were less developed. In the course of the analysis, full general school readiness (Difer) and WISC (IV) tests were performed. The diagnostic progress examination (Difer) is a system of tests evaluating the critical simple skills at elementary school age. The and so chosen development indicator monitors the critical simple skills between the ages of 4 and 8 years. By applying these systems, criteria-oriented skill development is possible. Difer is a compulsory element of public education used in the arrangement of measurement and evaluation. At the beginning of the first year, the elementary schools measure the children and identify those pupils where detailed evaluation by means of Difer could be justified. WISC administration requires 45–65 min. Information technology generates full scale IQ, characterizing the intellectual capabilities of school children. It includes five different index parameters: Verbal Comprehension Alphabetize, Visual Spatial Index, Fluid Reasoning Alphabetize, Working Retentiveness Index, and Processing Speed Alphabetize. These indices correspond the capabilities of children at discrete cognitive areas. This technique can simply exist used by psychologists.
University students of special instruction held a 45-min-long cerebral training, each topic was focused on ane kind of animal (rabbits). Afterward, the children could experience direct physical contact (e.thou., stroking) with the animals. The topic of the classes was in accordance with class schedules.
During the first coming together, the rules and regulations connected to animal welfare and human behavior towards rabbits were explained. Beast-assisted cognitive trainings were accomplished in groups using diverse methods. The areas that were falling behind (motor, visual, auditory, social communication skills, tactile awareness) were improved past means of exercises.
The rabbits could freely approach whatever children and the chosen kid could likewise stroke the rabbit. Those children who gave correct answers to the exercises could approach and stroke the rabbit. The rabbits could freely motility and could also approach those children who did not give the correct reply. Nevertheless, the possibility of stroking the rabbit more times was inspiring for the children. The nigh of import element of the development was the direct physical contact with the animals. The rabbits could freely approach any children and the chosen child could too stroke the rabbit. After the cognitive preparation program was finished, the evolution of the children was re-evaluated.
The visual contact between the children and the rabbits was continuous, and in addition, in one case a calendar week a special course was organized for the pupils: The level of anxiety in children was assessed every three weeks both in the assisted and non-assisted periods, using the State–Trait Feet Inventory for Children, STAI-C [55], a widely used report course identifying trouble beliefs in children. Standard scores were elaborated based on the data of Hungarian children [56]. Thus, the obtained scores are not utilized for diagnosing diseases but to establish the difference compared to the mean. Answering the twenty questions related to anxiety with the responses "never", "sometimes", and "frequently" stand for to scores of 1, 2, and three, respectively. The possible maximum score of the exam is threescore. Pupils with scores over 35 are classified "anxious/stressed children", betwixt 30 and 35 scores "slightly stressed children"; below 30 "of normal anxiety/stress level". Merely the results of children (altogether 27) participating in all tests were considered.
During the animal-assisted interventions, ane rabbit was nowadays in each class, and so altogether, four (lion-headed dwarf) rabbits were used in this study. The rabbits came from a line that had been selected for calmness and stress tolerance for generations. Besides, these rabbits were handled presently after their birth in order to improve the latter contact to humans. All rabbits were females (0.5–one-twelvemonth old) in order to avert the territorial marking (urine) of the male rabbits in classes.
The rabbit cage was placed on a platform (its height was 10 cm) abreast the teacher's desk considering all children could continuously see the rabbit. This place is the calmest expanse of the class considering movements of the children are less likely to disturb the rabbit. During the day, the rabbit had several occasions to leave to cage later the cage door was opened by the teacher.
The cage (Dimension: 95 × 57 × 46 cm) has a deep colored plastic bottom on which a metal mesh was placed. The mesh was coated with special corrosion-resistant paint, and could be completely lifted from the front side, for easier access. This also made daily cleaning easier. The cage for rabbits was roomy inside and came with all the necessary accessories for the rabbit, including a hay container, water nozzle, food bowl, piffling house for sleeping, and rabbit toilet (filled with forest pellets) all made of plastic.
The rabbits received a complete nutrition and the food was fabricated in pellet form, so that selective eating was prevented. The pellets were rich in fibers for good abdominal functioning. In add-on, every 24-hour interval the rabbits received hay and fresh vegetables. The rabbits were fed ii times every day (in the morning and at the end of the education period) by volunteer children who likewise cleaned the cage and inverse the spoiled litter. H2o was available advertizing libitum from nipple drinkers and hay was as well continuously bachelor from hay racks. Surroundings enrichment was accomplished with the use of gnawing sticks and the cages were also equipped with mineral supplementary blocks.
Prior to animal-assisted interventions, all rabbits were checked by veterinarians (blood, feces), and the rabbits were vaccinated against Myxomatosis and Rabbit Haemorrhagic Affliction (RHD) and besides treated against parasites. The claws were shortened to avoid injuries. Feces was continuously monitored to identify possible wellness problems. Potential wellness problems could be acquired past Salmonella and Campylobacter infections, allergen reactions, and worms [25]. All rabbits were free from zoonosis and parasites.
According to the daily routine of the rabbits, they stayed calmly in the cage and consumed food and h2o. When their cage was placed on the playing carpet, they left the muzzle, moved around the class, and received strokes from the children. Later varying amounts of time, when they got tired, they moved dorsum to the muzzle, which was always respected past the children.
Generally, the rabbits could freely motility in-and-out of the cage during the educational activity period (07:30–17:30) except in some cases (due east.g., during game time ) when, for the sake of the rabbit's safety, staying in the cage was necessary. Based on the results of preliminary analysis, the stress levels (measured past cortisol levels) of the rabbits was higher during transportation compared to that of staying in the cage. Based on this finding, it was decided that leaving the rabbits in the cage was preferable compared to everyday transportation. Nonetheless, for the weekends, the rabbits were transported to their stock and were non left in the classroom without any surveillance. Thus, during the weekends, the rabbits could interact with their conspecifics and could go exterior. The assay of the rabbits' behavior was based on the publication of the Imperial Society for the Prevention of Cruelty to Animals (RSPCA) defining the body linguistic communication of rabbits [57] and by the parameters reported by Mayer [58]. According to Mayer, the signals of stress were every bit follows: modification of behavior or physiology, inexplicable aggression, cage bitter, increased or decreased feed consumption, foreign movements (e.g., circling), fearfulness, or low. The beliefs of the rabbits was monitored but no signals of stress were constitute. No video recordings were made to analyze the beliefs of rabbits because that would disturb the pedagogy. The rabbits could freely choose betwixt staying inside or outside of the muzzle in the classroom. They generally stayed exterior, and just entered the cage for food consumption, defecation, or resting. They spent a lot of time outside the cage, freely moved around in the classroom, and also rested under the instructor'south desk.
During the cognitive trainings, the rabbits had to tolerate strokes from the children, simply as they originated from a selected strain this did non cause whatsoever problem. In the course of selection (which lasted for four generations) the rabbits, suitable for the animal-assisted interventions in classes, were chosen based on a disrespect exam [59,60] and by measuring cortisol levels. The animals actively initiated encounters with humans, non only in the framework of animal-assisted interventions just also at other occasions. In cases of sudden noises, the animal retreated to the cage and stayed inside. The children received the approach of the rabbits with pleasure.
2.two. Statistical Assay
The furnishings of the dissimilar periods (assisted vs. not-assisted), sex of the children (male person vs. female), and the schoolhouse arrangement (integrating vs. non-integrating) on the anxiety scores were analyzed using Generalized Linear Model GLM analysis taking into account that the same children were evaluated repeatedly. Statistical analysis was performed using SAS nine.four software using the PROC MIXED procedure.
3. Results
Results of the GLM analysis are given in Table i. The procedure calculated the corrected means for the unlike cistron levels and estimated the differences among them.
Table 1
Results of the GLM analysis
| Factor | Estimated Differences Among the Factor Levels | Significance of the Differences |
|---|---|---|
| Schoolhouse (Majority-Integrating) | −7.43 | <0.0001 |
| Rabbits (Present-Non nowadays) | −2.41 | <0.0001 |
| Sex (Male-Female) | −5.69 | <0.0001 |
Based on the results, all the examined factors significantly affected the anxiety score. The largest effect was found based on the type of school, where the pupils of the majority school showed substantially lower anxiety scores than those children in the integrating schoolhouse. In full general, male pupils had lower anxiety than females. Amidst the analyzed factors, the presence of the rabbits in the class had the smallest effect on anxiety, but the presence of the rabbits significantly decreased the anxiety score by around eight%, on average.
4. Discussion
Based on the findings of this study it tin be stated that the presence of the rabbits significantly reduced the stress (related to the starting of the unproblematic school) of children. Similar results were reported by Havener et al. [61] based on vii to 11-yr-old children where the stress related to dental treatments could likewise be reduced with animals.
The level of anxiety was reduced during the periods of cognitive trainings. The magnitude of the animate being-related effect on the feet was different in the analyzed schools, just it was not surprising as anxiety levels of children of the two schools were different from the onset of the study.
In the integrating school (with SEN children) the decrease of the stress was larger after the tertiary cognitive training compared to the other school. All the same, it must be noted that animal-assisted interventions can be effective if the initial anxiety level is high. The cognitive trainings applied in this written report were suitable to subtract the anxiety level in schools, helping the teachers' work become more than effective.
Concerning the issue of the animal assistance, some latency can be observed. Examining the decrease of feet acquired by small-scale animals, O'Haire et al. [35] analyzed typically-developing children diagnosed with Autism Spectrum Disorder (ASD) and reported that ASD children showed higher activity and stress in every situation except when small animals (guinea pigs) were present.
The brute-assisted interventions have a positive influence on motivation, self-efficiency, attention, self-control, and group-related competences [10]. However, it is of import to go along in listen that tradeoffs between humans' and animals' wellness should be avoided, and synergistic benefits should be achieved on both sides during animal-assisted interventions [62]. According to Menna et al., parameters that need to be farther investigated include interspecific relationships and the factors influencing them, as well equally the inter-specific relational competences of the species and the individual animal chosen and its relationship with the handler [63].
At the beginning of the teaching menses, the level of anxiety in 1 of the examined classes remained nether 35. All the same, at that place was an apparent decrease in the scores of the outset and second evaluation (Effigy i), which was the result of the activeness of the teachers who helped the children to adapt to uncomplicated school pedagogy. Afterward, a slight fluctuating pattern could exist observed where the scores were somewhat higher in the non-assisted compared to the assisted periods. In the other form (which belongs to an integrated school), the feet score tendencies were different. The teachers' activities to assistance with accommodation at the initial period were less effective. Notwithstanding, the fluctuating blueprint of the scores in the assisted and non-assisted periods was more than pronounced than in the other class with no integration policy. Despite of the favorable effect of the rabbit-assisted intervention, the level of anxiety of children originating from the integrating school (Figure 2) was constantly higher ("anxious/stressed" to "slightly stressed") than in the other class ("slightly stressed" to "normal") with no integration.
Modify of pupils' anxiety level.
Change of pupils' anxiety level.
Pooling the scores of all the animal-assisted and control periods (Figure three), the score of the assisted period was lower by two.64, which corresponds to 8.45%. The meaning of this finding is that on average the anxiety level could be decreased from "slightly stressed" to "normal".
Children'southward average anxiety level in the rabbit-assisted vs. the non-assisted periods.
The result of the assisted periods was larger in integrating schools (nine.48%) than in the not-integrating schools (7.24%) (Effigy 4).
Children's boilerplate anxiety level in the majority and the integrating schools.
School children showed not just highly variable initial scores, but also the magnitude of score changes was variable following the assisted and not-assisted periods. Based on their initial anxiety scores, pupils were classified into iii groups. Then, the score changes of these groups were examined. In the "stressed" group (Table 2) the decrease of the anxiety scores was five.06% during the assisted periods (36.19) versus the not-assisted periods (31.xiii). Consequently, classification changed from "stressed" to "slightly stressed". Some of the children decreased their anxiety level scores by 19–20 by the end of the intervention, and the average score differences betwixt the assisted and non-assisted periods was 10.
Tabular array 2
Group of anxious children.
| Period | 1st Child | 2nd Child | 3rd Child | 4th Child | 5th Child | 6th Child | 7th Child | 8th Child | |
|---|---|---|---|---|---|---|---|---|---|
| Ø | 48 | forty | fifty | 44 | 52 | 37 | 39 | 41 | |
| Ø | 46 | 40 | 50 | 43 | 41 | 26 | 34 | 30 | |
| R | 34 | 31 | 32 | 40 | xl | 31 | 31 | 27 | |
| R | 42 | 26 | 37 | 38 | 37 | 21 | 23 | 25 | |
| Ø | 36 | 21 | 40 | 40 | 36 | twenty | 22 | 24 | |
| Ø | 41 | 22 | 41 | 39 | 36 | 27 | 25 | 27 | |
| R | 46 | 20 | 35 | 31 | 36 | 21 | 21 | 29 | |
| R | 41 | 20 | 37 | xl | 39 | 20 | 20 | 25 | |
| avg | |||||||||
| Ø avg | 42.75 | thirty.75 | 45.25 | 41.50 | 41.25 | 27.l | thirty.00 | 30.50 | 36.nineteen |
| R avg | 40.75 | 24.25 | 35.25 | 37.25 | 38.00 | 23.25 | 23.75 | 26.50 | 31.13 |
| d (%) | ii.00 | six.l | 10.00 | iv.25 | three.25 | iv.25 | vi.25 | 4.00 | 5.06 |
Lower improvement was found among the "slightly stressed" children (Table 3), where the anxiety scores were 1.94% lower in the assisted periods. However, some children showed 7% improvement, while others did not testify whatsoever alter in the feet level scores.
Table three
Group of less anxious children.
| Menstruation | 9th Child | 10th Child | 11th Child | 12th Child | 13th Child | 14th Child | 15th Child | 16th Child | |
|---|---|---|---|---|---|---|---|---|---|
| Ø | 34 | 32 | 32 | 31 | 31 | 33 | 33 | 34 | |
| Ø | 36 | 29 | 21 | 28 | 29 | 29 | 31 | 25 | |
| R | 33 | 25 | 24 | 26 | 28 | 29 | 27 | 22 | |
| R | 29 | 38 | 21 | xx | 28 | 32 | 28 | 28 | |
| Ø | 32 | 31 | 26 | 20 | 22 | 32 | 27 | 29 | |
| Ø | 36 | 32 | 29 | 20 | 26 | 36 | 30 | 23 | |
| R | 24 | 31 | 28 | 20 | 28 | 35 | 28 | 27 | |
| R | 24 | 31 | 27 | 20 | 31 | 35 | 26 | 24 | |
| Ø avg | 34.50 | 31.00 | 27.00 | 24.75 | 27.00 | 32.50 | 30.25 | 27.75 | 29.34 |
| R avg | 27.l | 31.25 | 25.00 | 21.l | 28.75 | 32.75 | 27.25 | 25.25 | 27.41 |
| d (%) | 7.00 | −0.25 | two.00 | three.25 | −1.75 | −0.25 | 3.00 | 2.l | ane.94 |
Among the normal category students (Table four), minimal (0.68%) changes could exist observed. For nigh of these children, no change in stress level was registered. Moreover, in some cases, a slight negative effect of the presence of the animals was registered. For this group, the brute-assisted training seems to be unnecessary. Occasionally, the presence of the rabbit may even disturb them in their learning activity.
Table 4
Group of normal stress level children.
| Flow | 17th Kid | 18th Kid | 19th Kid | 20th Child | 21th Child | 22th Child | 23th Child | 24th Child | 25th Child | 26th Child | 27th Child | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Ø | 24 | 29 | 28 | 24 | 29 | 29 | 22 | 24 | 29 | 28 | 26 | |
| Ø | 22 | 39 | xx | 21 | 28 | 29 | 22 | 28 | 29 | 29 | 26 | |
| R | twenty | 36 | 22 | 22 | 30 | 28 | xx | 25 | 26 | 20 | 27 | |
| R | 26 | 33 | 20 | 21 | 29 | 33 | xx | 22 | 26 | xx | 23 | |
| Ø | 21 | 36 | 22 | 22 | 32 | 25 | 22 | 36 | 27 | 20 | 27 | |
| Ø | 25 | 33 | twenty | 20 | 31 | 26 | 23 | 33 | 26 | 22 | 27 | |
| R | 25 | 38 | xx | 20 | 32 | 32 | 21 | 22 | 29 | 20 | 23 | |
| R | 25 | 42 | 20 | 20 | 35 | 33 | 21 | 26 | 28 | 20 | 24 | |
| Ø avg | 23.00 | 34.25 | 22.50 | 21.75 | 30.00 | 27.25 | 22.25 | xxx.25 | 27.75 | 24.75 | 26.fifty | 26.39 |
| R avg | 24.00 | 37.25 | 20.50 | 20.75 | 31.50 | 31.50 | 20.50 | 23.75 | 27.25 | twenty.00 | 24.25 | 25.57 |
| d (%) | −1.00 | −3.00 | ii.00 | 1.00 | −one.50 | −four.25 | 1.75 | vi.l | 0.fifty | 4.75 | 0.68 | 0.68 |
v. Conclusions
Based on our pilot research, the effect of rabbit-assisted activity was beneficial on the anxiety of showtime-grade pupils. The favorable outcome of animal assistance was dependent on the level of anxiety at the initiation of the inquiry. Most pronounced improvements were observed for the "stressed" children, while the improvements were lower and negligible, respectively, for "slightly stressed" and "non stressed" pupils. The brute assistance was more effective in integrating schools. Information technology can exist ended that rabbit-assisted interventions were suitable for decreasing the anxiety levels of elementary school children, improving the efficacy of the educational activity activity of teachers. There are ongoing investigations in iii schools (five classes). The rabbits are evaluated by means of disrespect tests, children by saliva tests, and the rabbits' carrion samples are taken weekly (earlier and later animal assisted interventions) in gild to make up one's mind the level of stress. Hence, the effect of the AAI on the anxiety levels of children and the level of stress of the rabbits can be evaluated simultaneously.
Acknowledgments
Inquiry was supported by the EFOP-iii.6.1-162016-00007 projection. The project is co-funded past the European Union and the European Social Fund.
Author Contributions
Conceptualization, Yard.M.; Investigation, R.I.; Methodology, 1000.M.; Projection assistants, B.D.; Supervision, I.N.; Validation, I.N.; Writing—Original typhoon, B.D. All authors have read and agreed to the published version of the manuscript.
Funding
This research received no external funding.
Conflicts of Interest
The authors declare no conflict of interest.
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