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    Item type:Publication,
    Defining Terms Used for Animals Working in Support Roles for People with Support Needs
    (2022)
    Tiffani J. Howell
    ;
    Leanne Nieforth
    ;
    Clare Thomas-Pino
    ;
    Lauren Samet
    ;
    Sunday Agbonika
    <jats:p>The nomenclature used to describe animals working in roles supporting people can be confusing. The same term may be used to describe different roles, or two terms may mean the same thing. This confusion is evident among researchers, practitioners, and end users. Because certain animal roles are provided with legal protections and/or government-funding support in some jurisdictions, it is necessary to clearly define the existing terms to avoid confusion. The aim of this paper is to provide operationalized definitions for nine terms, which would be useful in many world regions: “assistance animal”, “companion animal”, “educational/school support animal”, “emotional support animal”, “facility animal”, “service animal”, “skilled companion animal”, “therapy animal”, and “visiting/visitation animal”. At the International Society for Anthrozoology (ISAZ) conferences in 2018 and 2020, over 100 delegates participated in workshops to define these terms, many of whom co-authored this paper. Through an iterative process, we have defined the nine terms and explained how they differ from each other. We recommend phasing out two terms (i.e., “skilled companion animal” and “service animal”) due to overlap with other terms that could potentially exacerbate confusion. The implications for several regions of the world are discussed.</jats:p>
      11Scopus© Citations 55
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    Wellbeing, social media addiction and coping strategies among Chilean adolescents during the pandemic
    (2023)
    VARELA TORRES, JORGE JAVIER  
    ;
    PÉREZ EWERT, JANET CAROLA  
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    RODRIGUEZ RIVAS, MATIAS ENRIQUE  
    ;
    CHUECAS JOFRE, MARIA JOSEFINA  
    ;
    Javiera Romo Neira
    <jats:sec><jats:title>Introduction</jats:title><jats:p>During the COVID-19 pandemic, adolescents had to deal with a range of mental health problems that has increased social media addiction levels with adverse effects on life satisfaction. Previous studies have explored coping mechanisms to deal with this addiction problem, but did not consider the need to simultaneously cope with different dimensions. Therefore, our study aimed to examine the moderating effect of various coping mechanisms on the relationship between social media addiction and adolescent life satisfaction.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>Self-report questionnaires were applied to 1290 secondary school students (age mean = 16.03, <jats:italic>SD</jats:italic> = 1.27, range: 14 to 19; and 57% female). An exploratory and a confirmatory factor analysis were performed to determine the factor structure of the Brief-Cope 28 scale. Then, a descriptive and correlational analysis of the variables and a multiple linear regression analysis was performed.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>We found that the social media addiction risk was negatively associated with life satisfaction, adaptive strategies were positively correlated to life satisfaction, and maladaptive strategies were negatively correlated to it. Also, a moderation model was evaluated in which four stress management strategies, namely acceptance and perspective-taking, seeking socio-emotional support, active coping, and maladaptive strategies all conditioned the relationship between social media addiction risk and life satisfaction after controlling for demographic variables and the specific strategies of using comedy, religion and substance use. Results indicate additive and multiplicative effects of management strategies for stressful situations in the studied relationship. Seeking socio-emotional support and active coping were positively related to life satisfaction and maladaptive strategies were negatively associated with it. Multiplicative effects indicate that the relationship between the social media addiction risk and life satisfaction depends only on the acceptance and perspective taking that adolescents report. When adolescents reported having low or average levels of acceptance and perspective taking, there was a negative correlation with general life satisfaction, a connection that grew markedly stronger. In contrast, no connection between social media addiction and life satisfaction was detected for adolescents who report higher levels of acceptance and perspective-taking.</jats:p></jats:sec><jats:sec><jats:title>Discussion</jats:title><jats:p>Abuse of social media and the use of maladaptive stress coping strategies were risk factors that decreased life satisfaction among adolescents during the COVID-19 pandemic period.</jats:p></jats:sec>
      2Scopus© Citations 11