Media releases

  • Therapy dog videos shown to press ‘paws’ on stress: Brock co-led research

    MEDIA RELEASE – JULY 4, 2025 – R0076

    Watching a therapy dog video for as little as five minutes can significantly reduce stress, according to a study co-led by Brock University researcher Christine Tardif-Williams.

    The study, published in Human-Animal Interactions, involved more than 1,000 participants worldwide and tested the effects of short, guided canine comfort videos on perceived stress levels.

    “What we intuitively think to be the case is actually the case,” said Tardif-Williams, a Professor in the Department of Child and Youth Studies. “Spending just five minutes watching one of these videos helps ease stress in the moment.

    The research was conducted in partnership with John-Tyler Binfet, a Professor at the University of British Columbia Okanagan Campus and Director of the Building Academic Retention Through K9s (B.A.R.K.) program, which provides in-person and virtual animal-assisted interventions to support mental health.

    While previous research has focused on students in post-secondary settings, the new study is the first to examine the effects of virtual canine-assisted interventions on the broader community. Participants in the study included university students and non-student adults from a variety of countries.

    Both groups reported significant reductions in stress after watching brief pre-recorded video modules, which were carefully designed to mirror in-person therapy dog sessions.

    Each video included a land acknowledgment, an introduction to the therapy dog and handler, and guided reflection prompts. Viewers were encouraged to imagine petting the dog while listening to the handler describe the dog’s temperament and behaviour.

    “People who find human interaction stressful told us they preferred the virtual format,” Tardif-Williams said. “They liked that they didn’t have to leave their home or navigate a social setting. For some, it was the first step in thinking differently about mental health.”

    The researchers chose to make the videos five minutes long because the “short duration is critical for reaching people who may not otherwise seek support,” she said.

    The researchers describe the videos as a “foot-in-the-door” approach, particularly for individuals who might avoid traditional therapy due to stigma, cost or anxiety. The flexibility of asynchronous delivery also means the sessions are accessible at any time, from anywhere.

    “These modules can support people at 3 a.m. when no one is around,” Tardif-Williams said. “It’s about making mental health care accessible in the moments people need it most.”

    Tardif-Williams also emphasized the importance of animal welfare in the design of the study. The virtual format eliminates stressors that therapy dogs may experience during live sessions.

    “That’s something I care about deeply,” she said. “This model helps protect the well-being of the therapy dogs while still providing comfort to people.”

    The research team sees further potential in using virtual canine modules in educational settings or with children. Tardif-Williams said future applications could include “mind breaks” during challenging lessons or emotional learning activities, for example.

    She also highlighted the growing potential for the use of AI-generated therapy animals.

    Overall, virtual canines may assist in delivering customized content for specific audiences, including those with animal allergies, phobias or social anxieties.

    “There’s huge potential to create inclusive and trauma-informed content,” she said. “Especially for groups who don’t feel represented or safe in traditional mental health services.”

     

    For more information or for assistance arranging interviews: 

    *Sarah Ackles, Communications Specialist, Brock University [email protected] or 289-241-5483

    – 30 –

    Categories: Media releases

  • Make outdoor summer activity fun to reap maximum benefits, say Brock experts

    EXPERT ADVISORY – JUNE 24, 2025 – R0075

    With school nearly out for the summer, it’s time for children to ramp up outdoor play — and reap the related benefits, say Brock University health and well-being experts.

    “Outdoor play not only improves cardiovascular health, muscle strength and co-ordination, but also nurtures curiosity, reduces stress and boosts mood,” says Professor of Health Sciences Brent Faught.

    The World Health Organization recommends children aged five to 17 get at least 60 minutes of moderate to vigorous physical activity each day.

    But to make this happen, physical activity should be fun, enjoyable and inclusive, Faught says, especially for children with low self-esteem and self-efficacy.

    “Outdoor activities like biking, walking trails, adventure play and non-competitive games offer space to explore movement without fear of judgment, helping build confidence one step at a time while connecting children with their environment,” he says.

    Examples of non-competitive, “parallel play” games that can foster inclusivity for children living with disabilities are bowling, frisbee, golf, mini-putt and archery says Professor of Physical Education and Kinesiology Maureen Connolly. These activities allow children to engage in their own play near one another without directly interacting with or influencing each other.

    The founder of Brock University’s renowned Supporting Neurodiversity with Adaptive Programming (SNAP) says hiking, camping, climbing and swimming are good for practising fundamental movement, while playing with balloons, bubbles and sand aids in the development of gripping, grasping, pronating and supinating of the hands.

    “If you are attending organized activities, check ahead on the inclusion training of the staff,” says Connolly. “Gauge how long the child or youth is in the sun, take breaks and confirm accessibility for wheelchair users or participants who use other assistive aids.”

    Activity details should be explained well in advance, she says, with visual aids used when possible. Children and youth should also be given the opportunity to progress into activities that involve large groups, she adds.

    One popular group activity is camping, which is also an effective way to reduce screen time, says Professor of Recreation and Leisure Studies Tim O’Connell.

    Outdoor activities, he says, enable children and youth to build friendships, boost self-esteem and self-efficacy, reduce anxiety and stress, and enhance skills in problem-solving, critical thinking and creativity, among many other benefits.

    He offers tips to make camping appealing to children and youth:

    • Start them off gradually by camping in a tent and sleeping bag in the backyard for a night.
    • Involve them in planning, such as choosing a campsite in a provincial or national park and packing food, clothing, toys, books and other items.
    • Choose a campsite close to restrooms and water supply and maintain a normal routine — such as naps and snacks — as much as possible.
    • Set safety rules.
    • Be flexible to end the trip early if the weather is bad or if there is illness.

    Associate Professor of Recreation and Leisure Studies Erin Sharpe has mastered the art of making fun a core component of summertime by applying FUN MAPS.

    Originally developed by researchers in the U.S., the tool identifies four major factors that determine fun in sport:

    • Trying hard: the opportunity to push oneself, test limits and engage in physical effort.
    • Positive team dynamics: feeling part of a group, experiencing good sportsmanship, and receiving encouragement from teammates.
    • Positive coaching: having coaches who support, motivate and create a safe, welcoming environment.
    • Learning and improving:  the satisfaction of developing new skills and seeing progress over time.

    “Traditional views of fun in sport and recreation often focus on excitement, lightheartedness and social interactions,” says Sharpe. “But fun mapping paints a broader picture — one that includes effort, challenge and growth.

    “Engaging in sports and recreation happen best in environments where kids feel encouraged and valued,” she says.

    Brock University Professor of Health Sciences Brent Faught, Professor of Physical Education and Kinesiology Maureen Connolly, Professor of Recreation and Leisure Studies Tim O’Connell and Associate Professor of Recreation and Leisure Studies Erin Sharpe are available for media interviews on this topic.

    For more information or for assistance arranging interviews: 

    *Sarah Ackles, Communications Specialist, Brock University [email protected] or 289-241-5483 

    – 30 –

    Categories: Media releases