Course
This course primarily focuses on psychology of keeping pets, by offering comprehensive overview of historical and cultural background of pet ownership as well as contemporary theories and
research on psychology of human – pet relationship. A part of the course is concerned with providing adequate psychological support to various professionals who work with animals and/or owners. Finally, students will also be introduced to the basis of animal psychology per se, namely animal behavioral and cognitive processes and animal well-being, as well as ethical dilemmas and paradigms in the cultural background.
Analyse the origins and history of human – pet bond. Evaluate the possible psychological and health benefits of keeping pets. Analyse the various stages in the human-pet relationship and related psychological
processes. Interpret psychological aspects of animal training. Evaluate the psychological needs of professionals who work with animals. Propose adequate communication with pet owners in different situations. Evaluate basic facts about animal welfare and animal’s emotions and cognitions.
1. Christopher Blazina, Güler Boyra, and David Shen-Miller (2011). The Psychology of the Human-Animal Bond, New York: Springer.
1. Adams, C.L., Frankel, R.M. (2007). It may be a dog’s life but the relationship with her owners is also key to her health and wellbeing: communication in veterinary medicine. The Veterinary clinics of North America. Small animal practice, 37 1, 1-17. https://www.vetsmall.theclinics.com/action/showPdf?pii=S0195- 5616%2806%2900119-7 2. Bachi, K., Parish-Plass, N. (2016). Animal-assisted psychotherapy: A unique relational therapy for children and adolescents. https://journals.sagepub.com/doi/full/10.1177/1359104516672549 3. Bert, F., et al. (2016). Animal assisted intervention: A systematic review of benefits and risks. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7185850/ 4. Christian, H., Mitrou, F., Cunneen, R., Zubrick, S. R. (2020). Pets are associated with fewer peer problems and emotional symptoms, and better prosocial behavior: Findings from the longitudinal study of Australian children. Journal of Pediatrics,220, 200–206.e2. https://doi.org/10.1016/j.jpeds.2020.01.012 5. Jitka, P., Ann, B., Christina, V. (2014). Does owning a pet protect older people against loneliness? BMC Geriatrics,14, 106. https://doi.org/10.1186/1471-2318-14-106 6. Mendl, M., Burman, O.H.P.,Paul, E.S. (2010). An integrative and functional framework for the study of animal emotion and mood. Proceedings of the Royal Society B: Biological Sciences. 277:2895–904. doi: 10.1098/Rspb.2010.0303 7. Odendaal, J. S. (2000). Animal-assisted therapy-magic or medicine? Journal of Psychosomatic Research,49(4), 275–280. https://doi.org/10.1016/s0022- 3999(00)00183-5 8. Unnati, G. H.,Jayasankara, R. (2020). Why companion animals are beneficial during COVID-19 pandemic. Journal of Patient Experience,7(4),430–432. https://doi.org/10.1177/2374373520938904 9. Wanser S.H., Vitale K.R., Thielke L.E., Brubaker L., Udell M.A.R. (2019). Spotlight on the psychological basis of childhood pet attachment and its implications. Psychology Research and Behavior Management, 12:469-479 https://doi.org/10.2147/PRBM.S158998 |
Teaching activities: lectures, workshops, partial e-learning, demonstration, discussions, case studies, multimedia, problem solving.
Final exam: no
sufficient (2) – 51%
good (3) – 66%
very good (4) 81%
excellent (5) 91%
ACTIVITY TYPE | ECTS Student Workload Coefficient | GRADE PERCENTAGE (%) |
| Class attendance | 0,6 | 10% |
| Seminars | 1,2 | 30% |
| Individual assignments | 1,2 | 30% |
| Group project | 1,2 | 30% |
| Total in Class | 4 | 100% |
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TOTAL ECTS (Classes + Final Exam) | 4 | 100% |
| Academic year | |
|---|---|
| 2026/2027 | [Download] |