Journal of Creativity in Mental Health

ISSN: 1540-1383 (Print) 1540-1391 (Online) Journal homepage: http://www.tandfonline.com/loi/wcmh20

The Potential of Animal-Assisted Therapy Within

the Supervisory Alliance

Bill E. Owenby

To cite this article: Bill E. Owenby (2017) The Potential of Animal-Assisted Therapy
Within the Supervisory Alliance, Journal of Creativity in Mental Health, 12:1, 146-159, DOI:
10.1080/15401383.2016.1184113

To link to this article: http://dx.doi.org/10.1080/15401383.2016.1184113

Published online: 30 Jun 2016.

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 JOURNAL OF CREATIVITY IN MENTAL HEALTH
2017, VOL. 12, NO. 1, 146–159
http://dx.doi.org/10.1080/15401383.2016.1184113

PERSPECTIVES

The Potential of Animal-Assisted Therapy Within the

Supervisory Alliance
Bill E. Owenby
The University of Akron, Akron, Ohio, USA

ABSTRACT KEYWORDS
Chandler identified eight generalized benefits of animal- Animal-assisted therapy;
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assisted therapy (AAT) for a person’s growth. These beneficial creativity in supervision;
areas include (a) motivation, (b) distress tolerance, (c) alterna- supervision; supervision
tive form of nurturance, (d) physical soothing, (e) genuine working alliance; supervision
barriers; creativity in
acceptance, (f) interactional enjoyment, (g) increased trust, counseling
and (h) increased encouragement to overcome barriers.
Homestead identified supervision ideals, skills, and barriers
within the supervisory alliance. If supervision is negative, this
experience may disrupt the supervision relationship, process,
and requirements. If not properly addressed, potential harm
may come to the supervisee, supervisor, and possibly the
client’s welfare. This review will identify how these eight
areas of AAT may benefit the supervisory alliance to ensure
the best care for the supervisee, supervisor, and the client.

The therapy process can be difficult as well as scary. Therapy can include
such demands as encouraging change, accepting circumstances that cannot
be changed, digging deeper into one’s fears, and teasing out insecurities, to
say the very least. However, in the process of breaking down to build back
up, a person can grow stronger. This insight could be used by the person to
become more independent within their lifestyle. Problems may become more
manageable, issues seem less severe, and sometimes simply knowing that
someone else out there cared is almost as good as the treatment provided.
But what if that someone was a something as in a nonhuman entity? What if
this process of breaking down and building up does not have to be consid-
ered a lonely, scary path? Furthermore, this path of personal growth may not
be walked only by the clients we see, but the counselors we supervise.
Supervisees who themselves may be going through emotional turmoil, or
even simply have a difficult time adjusting to the demands of becoming a
counselor need all the assistance possible.

CONTACT Bill E. Owenby bowenby@msn.com Department of Counseling, The University of Akron, 302
Buchtel Common, Akron, OH 44325, USA.
© 2017 Taylor & Francis
 JOURNAL OF CREATIVITY IN MENTAL HEALTH 147

Purpose
The intent of this article is to propose the potential of animal-assisted therapy
(known as AAT) benefits within the supervision process of mental health
practitioners, and more specifically, the supervision alliance. This article will
address the research supporting AAT in various therapeutic areas to provide
a foundation, identify common barriers and processes within the supervision
setting, recognize the benefits of a strong and positive supervisory alliance,
and lastly, propose how AAT may help the supervisory alliance. The author
theorizes that if clients can benefit from AAT interventions, so could super-
visees throughout the supervision process.
The structure of this article begins with a historical review of AAT and
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how it has benefited mental health concerns, to demonstrate its longstanding

supplementation to treatment. Next, a review consisting of effective and
ineffective characteristics of supervisors and supervisees is provided to
demonstrate some areas of concern as well as ideals that a supervisory
alliance could possess. Furthermore, an introduction to the supervision
process and outcome expectancies will be examined to elaborate on the ideals
of supervision. Lastly, I will offer a brief introduction of AAT within the
supervisory alliance, ethical concerns of using AAT within the supervisory
alliance, and finish with recommendations for implementation, leading to
further areas of research possibilities.

Review of literature
AAT historical significance
Considered one of the first documented cases of animals assisting within mental
health settings throughout the late 1700s and early 1800s, the William Tuke
family designed an alternative form of treatment to asylums. As treatment
resulted in the forms of neglect, punishment, and ultimately premature death,
asylums were not questioned for their interventions due to limited alternative
approaches. The Tuke family designed their program to revolve around positive
reinforcement, foster self-control, and responsibility. In this setting, creative
approaches for treatment included gardening, forming an identity out of one’s
library collection, and caring for animals (Jones, 1955). Other examples of
animals within treatment settings can include, but are not limited to, Germany
(Bustad, 1980), St. Elizabeth’s Hospital in Washington D.C. (D’Amore, 1976),
and Lima State Hospital in Ohio in the 1970s (Lee, 1983), which have also
documented showing positive changes within this population due to the use of
cats, dogs, and birds. These animals assisted in the promotion of self-control,
self-esteem, socialization, and even the self-other concept (Cannon, 1996),
where one cares for others, in a healthy manner, over themselves. These
examples are not exhaustive, yet demonstrate how animals have been introduced
 148 B. E. OWENBY

into the creative and successful alternative approaches to mental health

treatment.

Research supporting AAT within mental health

Anxiety distress, experienced sometimes through physiological symptoms, can
be a reason for avoiding therapy. However, anxiety treatment does not have to
be experienced alone, and the assistance from others may offer help for symp-
tom management. Barker and Dawson (1998) exemplified this through exam-
ining the identification of AAT interventions in comparison to a control group
of hospitalized psychiatric patients, seeking treatment for psychotic, mood, and
other severe disorders. These disorders may be considered severe versions of
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anxiety-associated experiences. This study demonstrated that not only was AAT
more likely to reduce anxiety within psychotic and other severely disordered
patients, but AAT was considered advantageous after only one session. In
comparison, the control group’s (mild to moderate mood disorders) results
only demonstrated reduced anxiety and required more than one session,
although was still effective in reducing symptomatology.
Within our profession, prevention is always a desire when screening for
potential emotional and mental issues, a way to reduce the negative impact
on the person, and considered a more cost-effective approach in treatment.
One example of reducing stress and engaging in the use of coping strategies
is with a study conducted on incoming college freshman. Adamle, Riley, and
Carlson (2009) identified the impact of stress-management to improve
changes going on in life, which can include new responsibilities, and
increased demands on a person within a certain population (i.e. a college
freshman). With the possibility that college freshman are not allowed to have
pets within their first year and or within the dormatory, the authors wanted
to identify previous forms of stress management, specifically screening for
pet ownership. Their findings suggest that not only were pets an integral part
of their life prior to college (92.5% agreed to this statement), but participants
received comfort and support during stressful times (90.3%). Lastly, and to
further support more AAT programs within mental health settings, 96%
believed an AAT program would be beneficial to their local community for
stress management. Another study to demonstrate the long-term effects of
AAT on client care and symptom management is with equine-assisted
therapy (EAT). Klontz, Bivens, Leinart, and Klontz (2007) examined the
effects of EAT on distress (dependent variable) and psychological well-
being (dependent variable) with a 6-month follow up. Results demonstrated
significant and stable reductions of distress, as well as enhancement of their
well-being in the following manners: Participants were more oriented to the
present; better able to live “in the here and now”; less burden from regrets,
guilt, and resentment; less focused on future fears; as well as more
 JOURNAL OF CREATIVITY IN MENTAL HEALTH 149

independent and self-supportive. The human–animal bond and interaction

was summarized long before this study, as Winston Churchill (1874–1965)
stated, “there is something about the outside of a horse that is good for the
inside of a man,” indicating that animals can and do have a long-lasting and
impactful manner on our wellbeing.
AAT was beginning to demonstrate significant impact on those we help
through difficult times, symptom management, and long-term care, but in
fragmented settings and studies. To take a collective approach to the impact
of AAT, Souter and Miller (2007) identified that AAT interventions demon-
strated that all studies within this area possess a minimum of a medium effect
size (.50) and were statistically significant (p < .05) through their meta-
analysis of AAT studies. The effect size for the placebo effect is .15, treatment
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modality is .15, and extra-therapeutic factors are .40 (Duncan, Miller,

Wampold, & Hubble, 2011) to give a sense as to some factors of impact
for a client’s treatment progress. As a refresher, effect size is the magnitude of
differences between two groups, and furthermore, if this difference is sig-
nificant in a practical sense (1988). What’s interesting about this conclusion
is hopeful: Animals help and their assistance is beneficial.
Although animals can be used for the treatment of emotional turmoil,
animals can also assist in the development of emotional regulation and recog-
nition skills. Burger et al. (2009) investigated the effectiveness of developing
emotional regulation skills within adolescents who possess difficulty in these
skills. The results showed that participants learned how to better accept their
emotions, not be ashamed of emotional concerns, able to reduce the instances
of “lack of emotions,” more able to interpret the body-related signals asso-
ciated with their emotions, as well as self-esteem and well-being scores
improved with the assistance of AAT in comparison to the control group
with no AAT intervention, which provided no statistically significant levels.
Another meta-analysis was conducted by Nimer and Lundahl (2007) to
investigate 250 studies on AAT spanning over the previous 31 years; the
results identified AAT as showing promise to supporting already established
interventions. What became interesting is not the overall message that AAT
is beneficial to clients, but that clients use animals differently for their unique
needs in treatment. To exemplify this, the researchers noted that AAT
demonstrated moderate effect sizes (.50) in four specific categories:
Autism-spectrum symptoms, medical difficulties, behavioral problems, and
emotional well-being, with our attention focused on the second group,
medical difficulties. Within this category, there was a difference in how
participants used and the level of benefit from AAT intervention.
Nondisabled participants showed stronger and more reliable benefits from
AAT than their disabled counterparts. However, disabled participants
showed stronger and more reliable improvement. To generalize these
 150 B. E. OWENBY

findings, not only do animals within the therapeutic relationship benefit

various issues, but various types of clients use the animal in their own way.

AAT summary, implications, and suggested readings

AAT has demonstrated a positive impact with statistically significant results
within the mental health community. Although brief, this is not all-encompass-
ing to every disorder and mental health concern. The author’s intent is to
demonstrate that animals can assist in various capacities and benefits are gained
in unique manners. Such impactful findings from the literature include the
reduction of emotional turmoil, developing emotional stability, increase positive
socialization skills, and lastly, increased motivation within clients. AAT is an
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evidenced-based intervention within the literature and clinical settings, therefore

a supplement to be considered for current treatment practices.
To consider the specific interventions or types of animals is beyond the
scope of this article, but we recommend the books authored by Aubrey Fine
(2010), Handbook on Animal-Assisted Therapy, and Cynthia Chandler
(2012), Animal Assisted Therapy in Counseling, for resources, information,
and exploration into the realm of AAT. The intent of this review is more
than simply solidifying AAT as a form of therapeutic intervention, and to
consider the implementation within the supervisory alliance. The next sec-
tion will introduce typical barriers and qualities desired within the super-
visor, supervisee, and the supervision process.

What does an effective and ineffective supervisor look like?

There are many qualities that go into an effective and healthy professional
relationship. The following qualities are listed as the most commonly cited
and studied within the field of supervision. An effective counseling super-
visor is one who demonstrates expertise, trustworthiness, and ability to create
an environment to facilitate qualities such as empathy, genuineness, and
positive regard. Supervisors must be able to use effective teaching (Lambert
& Ogles, 1997), which promotes counselor self-reflection and, ultimately,
self-care in the process. Furthermore, supervision’s primary purpose, accord-
ing to Borders (1991), is to enhance counselor development, which is to have
a greater self-awareness, and an integration of the personal and professional
identity within the supervisee. Cohen (2004) indicates that supervisors are
responsible for creating and maintaining a safe and supportive environment.
This therefore allows the supervisor to go beyond and function as a facilitator
of professional growth. Throughout the supervisory alliance, the supervisor
must provide a foundation of core relationship skills (Borders, 1991; Cohen,
2004; Lambert & Ogles, 1997). These skills are considered important, if not
imperative, to the supervisory alliance. To have a trusting and open format,
 JOURNAL OF CREATIVITY IN MENTAL HEALTH 151

the relationship must be established with honesty, warmth, and positive

rapport (Murphy & Dillon, 1998, p. 88), also summarized as “a supportive
presence within the alliance.” Psychological and physical attending to the
supervisee are also important, which demonstrates a different kind of avail-
ability to the supervisee. Examples of these skills include being present,
physically attentive, and attempting to mirror confidence or a relaxed
approach within the supervision setting (Murphy & Dillon, 1998).
Listening and empathy have been identified as the core building blocks of
fostering trust and safety in both the therapeutic and supervisory relation-
ships (Cohen, 2004). These qualities typically surround the relationship
aspect of the supervisory alliance, where the supervisor must possess core
foundational skills to promote trust and assistance through a supervisee’s
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developmental process.
In addition to relational skills in the supervisory alliance, supervision skills
must include challenging and self-management skills. “If empathy is the
cornerstone of support in relationship development, challenging supervisees
may be considered central to the foundation for growth in the development of
that relationship” (Cohen, 2004, p. 22). Not only do supervisors have to build a
relationship and understand the supervisee, but to help the supervisee grow,
the supervisor must be willing and able to challenge the supervisee’s behaviors,
thoughts, emotions, as well as identify if lacking any of these. Beyond the
challenging skills, supervisors must also learn how to hone and assist in the
development of their own self-management skills. Through management of
their own concerns, issues, and insecurities, supervisors can also grow due to
this acceptance, tolerance, and promotion of others through compassion of the
unknown or whatever may be causing anguish to the supervisee. As super-
visee’s have an impact on their clients and clients have an impact on super-
visees, supervisees can have just as much if not more of an impact on
supervisors. Supervisors must manage their own reactions and responses to
ensure a healthy but challenging dynamic for a supervisee’s development.
Because of supervision deemed as a process-oriented approach, the impact
in this dynamic can be beneficial and detrimental in the clinical setting.
Kilminster and Jolly (2000) identified five main areas of supervisor impact
on a supervisee’s development: (a) supervision has a positive effect on client
outcome, and a lack of supervision is harmful to clients; (b) supervision has
more effect when the trainee is less experienced; (c) self-supervision is not
effective; (d) the quality of the relationship between the supervisor and
supervisee is probably the single most important factor for effective super-
vision; and (e) behavioral changes can occur quickly, yet changes in thinking
and attitude can take longer. These areas are provided to give a glimpse to
the impact a supervisor may have on a supervisee, their development, and the
overall process. Although the majority of clinicians will agree that a super-
visor’s role is to assist in the development of future counselors, sometimes
 152 B. E. OWENBY

this process is not conducive to the developmental needs and can harm all
involved. The next section will introduce the barriers to the supervisory
process and alliance to begin building towards the implementation of AAT
within the supervision setting.
Some of the identified characteristics of ineffective supervisors (Kilminster
& Jolly, 2000) may be recognizable, but identifying them for purposes of
inclusion and awareness are necessary. In contrast to being empathic, listen-
ing, attentive, engaged, and building a supportive relationship, ineffective
supervisors can be rigid in their expectations, yet unable to consistently track
supervisee concerns. Ineffective supervisors may be indirect, intolerant, and
closed off in the alliance. Personal characteristics may involve low empathy
and support, lack of respect for differences, minimal praise and encourage-
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ment, and tend to be more inclined to evaluate and identify the supervisee’s
weaknesses. Lastly, ineffective supervisors may fail to teach or even instruct,
leaving the supervisee left with anxiety, performance issues, feelings of help-
lessness, hopelessness, and begrudging due to the lack of an alliance within
the supervision process. Although it may appear obvious, these qualities are
in the literature and unfortunately, in the field of supervision.

The supervisee’s place within ineffectiveness

Although some supervisors may possess these ineffective qualities, the super-
visee also has the potential to influence this unhealthy process within the
supervisory setting. These unhealthy processes, identified as games, may be
initiated by either side within the process (Kadushin, 1992). A brief review of
how these games may transpire within the supervision alliance will assist in
identifying the supervisee’s influence on negative supervision experiences.
These games are only covered in brevity to gain a sense of ineffective but
understandable behaviors a supervisee may portray.
Games are described as “defensive adjustments to the threats and anxieties
that the supervisory situation poses for them” (Kadushin, 1992, p. 222).
Kadushin describes the common various forms of games that supervisees
may play, which begin with “manipulating demand levels.” When a super-
visee engages in this behavior, they attempt to reduce the level of demands
onto them, such as an increased caseload or bringing files for review. The
second game is known as “redefining the relationship,” where the supervisee
would rather expose themselves than receive evaluation and or complete any
paperwork assigned in the supervisory process. An example of this would be
discussing the client’s ongoing but mild veterinarian bills rather than dis-
cussing treatment plan improvements. The next game is called “reducing the
power disparity,” of which the supervisee attempts to minimize the super-
visor’s experience and role within the setting, by attempting to reduce the
power or influence of the supervisor. This is exemplified by a supervisee who
 JOURNAL OF CREATIVITY IN MENTAL HEALTH 153

may have more experience and knowledge with a newer therapy modality
than the supervisor, thus putting the supervisee in an assumed higher-up
status. This can result in the supervisee dismissing the supervisor’s influence
or recommendations due to the perceived reduction of credit. The final game
a supervisee may engage in is known as “controlling the situation.” The
supervisee will attempt to set the agenda by placing multiple and complex
questions onto the supervisor, to avoid any evaluative work within the
supervision setting. This could be seen as a supervisee asking a distinguished
supervisor about their work in the prisons, or conducting DBT groups, or
even their beginning years as a therapist.
These games are to be noted not only for personal and professional
awareness, but also to further identify the evidence of why the supervisory
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setting may need a bonding bridge (i.e., the animal) to address these con-
cerns, which ultimately will promote the process of self-growth and evalua-
tion within supervision. However, with the various games, qualities, and
concerns that may arise within the supervisor, supervisee, or the supervision
process, there is always the concern regarding the use of therapy animals
with the supervisee for inappropriate goals and objectives. Therefore, this
review will briefly cover the ethical concerns of using AAT within the
supervisory setting to define the line of appropriate use and set the stage
for ethical appropriateness within the supervision relationship.

Ethical concerns surrounding AAT within supervision

The goal within this review is to identify how AAT may enhance and encou-
rage self-growth of the supervisee within the supervisory alliance. Supervision
has multiple roles including consultant, supervisor, therapist, and teacher,
however all share the same goal: to increase the supervisee’s clinical effective-
ness (Neufeldt & Nelson, 1999). Any further concern outside the scope of the
supervision setting should always be ethically and responsibly considered with
the supervisee being referred for individual counseling outside of the profes-
sional supervision relationship (American Counseling Association, 2014), to
reduce harm to clients, the counselor themselves, and the supervisor. AAT is
not to be used for therapeutic assistance within the supervisory alliance;
however, AAT can be considered therapeutic for those involved, resulting in
self-growth and personal development. Although supervision is more encom-
passing than simply supervising another professional, one at times may feel
that the supervisory process takes on a therapeutic style, even close to a
therapeutic relationship one takes with their client.
To consider theoretical models that support this supervision process, con-
sider further information outside of this review on parallel processes, clinical
rhombus (Ekstein & Wallerstein, 1972), or relational supervision models
(Ganzer & Ornstein, 2005). In brief, each model identifies the process between
 154 B. E. OWENBY

the supervisee and supervisor as acting out the relationship between the client
and supervisee, maturation of the supervisee, as well as evolution of the
supervisee by the disinterested objective teacher, respectively speaking. The
goals here are to provide information on the process of establishing an open,
trusting, and engaging supervision relationship between both parties, which,
by extension, are to reduce any barriers from either side. However, how does
one know if AAT will be beneficial within the supervision dynamic?
Supervision theory research must include the examination of new models
that promote and maintain an effective learning environment for various
situations and all involved (Daniels, D’Andrea, & Kim, 1996). Although this
statement is tied to the multicultural aspect within the supervision setting,
the concept still applies: To assist those who may be different to better
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understand their unique process, needs, and concerns, which in turn, is

ultimately for the benefit of the client (or supervisee).
Regarding which type of client (or in this case supervisee) generally
responds well to the AAT process depends mainly on level of motivation,
resistance, and level of clinical impairment. For example, people with tempor-
ary stressors, high motivation, and low resistance in counseling (i.e., the ideal
supervision relationship) typically perceive the animal as more of an entertain-
ing factor. Some individuals on the other end, which includes those with low
motivation, higher resistance, and are more likely to be clinically significantly
impaired (i.e., supervisees requiring remediation), will benefit more and pro-
gress will last longer (Chandler, 2012). The process within each relationship
appears parallel: once rapport and trust are established, the relationship
becomes a positive experiential exchange for all included (Odegard-Koester,
Sangganjanavanich, & Pope, 2014). Although brief, the hope is to introduce
AAT as a positive supplement within the process of self-growth.

Brief overview and introduction of AAT within the supervision process

To begin introducing AAT within the supervision setting, an example will be
provided. The example will demonstrate, on a philosophical level, how
animals may assist within the supervisory process. Supervisees typically
begin in the initial stage of supervision that includes direct feedback, skill
development, and a desire to receive structure. When an animal is added to
this equation, it could foster a professional dynamic between the supervisor
and supervisee. Thus, one could postulate that self-growth, intrapersonal
feedback, and receptivity to interpersonal feedback may increase as a result.
Furthermore, if the animal can establish a relationship within the supervision
setting, then the supervisee may be inclined to try new skills during skill
development phases, identify own biases in a safer surrounding, or even
identify self-soothing techniques during times of uncertainty. These are
important objectives in the supervision setting because, generally speaking,
 JOURNAL OF CREATIVITY IN MENTAL HEALTH 155

supervision is a process-oriented approach to a supervisee’s development

(Borders, 1991), rather than a stagnant one. Supervisors are responsible to
facilitate the supervisee’s professional and personal growth, teach counseling
skills, and provide feedback. Current supervisors, as well as those who may
be future supervisors and are concerned if they are effective in relaying
insight into the supervisee, AAT may assist in this delivery and process.

Identified benefits of AAT within supervisory alliance

To identify the benefits, consider the minor redefinitions of the eight areas of
AAT therapeutic impact provided prior (Chandler, 2012). Area 1 states that
the first benefit of AAT is to increase motivation. Motivation within the
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supervision process may be a strength to the facilitative process (Holcomb &

Meacham, 1989) of professional and personal development, or it may be a
weakness, if not properly established, and therefore, a barrier to professional
growth. Supervision may not be beneficial to either party if there is no
motivation to learn or train. The ineffective supervisor that does not desire
to train, or by extension, not attend to the supervision process, can have
detrimental effects on the supervisee, as well as on potential current and
future clients. The animal therefore may be used to increase both desire and
interest to merely attend the supervision sessions, thereby providing an initial
motivation for both parties.
Area 2 states that pain may be shifted away due to the presence and
interaction of the animal. Such personal pain may be reduced in the presence
and interaction of the animal, which in turn, suggests more openness to self-
awareness, reduction of transference and counter-transference concerns, and
increase empathy towards others if self-acceptance is increased. Regardless of
whether the supervisor is effective in promoting a healthy arena for self-growth
and acceptance, the animal may initiate a level of comfort, acceptance, and
promotion of self-resiliency to begin the process of growth for the supervisee.
Area 3 states that the physical touch of an animal may provide the
connection for a healing opportunity. This touch may be deemed inappropri-
ate by both the supervisee and supervisor if used in supervision; hence,
reservation with physical touching is obvious. Animals may provide not
only this connection, but also, the extension of another that is sometimes
needed through touch. Area 4, considered an extension of Area 3, is the act
of physically holding an animal. Through this act of holding, the supervisee
may begin the process of self-soothing through such connectivity with the
animal. Such acts may be deemed inappropriate if petting and holding of a
supervisor or supervisee! These area benefits may assist in the reduction of
perceived or actual forms of inappropriateness within the supervisory rela-
tionship if physical touching is felt to be needed by either. This is an
important professional benefit to both parties as the research indicates as
 156 B. E. OWENBY

much as 90% of sexual boundary issues are conducted by a male therapist

onto a female client (Plaut, 1997), and even more pertinent to the supervisory
setting, 1.4–4% of sexual relationships occur within the supervision relation-
ship (Falender & Shafranske, 2004). For supervisees attempting to develop
into a skilled professional, any forms of inappropriateness could prove
detrimental to the supervisory process, and by extension, boundary issues
with the client if inappropriate roles are established within supervision.
Area 5 discusses the genuineness provided by an animal. This necessity,
within the supervision alliance, is one of the building blocks of developing trust
and openness within any relationship, let alone the supervision alliance. If the
supervisor or supervisee is not genuine, then distrust and concern may arise. If
an animal is present, concerns such as distrusting the process, anxiety about
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evaluation, and fakeness may reduce. Furthermore, if any or all of these reduce,
the alliance and the self-awareness of either individual may increase.
Area 6 identifies that people may simply enjoy and receive entertainment
from the therapy animal, thus increasing socializing and positive distraction
from the process of supervisee personal needs. This distraction could parallel
the process of bilateral stimulation, similar to eye movement desensitization
and reprocessing interventions. This distraction may provide the catalyst as a
relaxation reflex once there is no threat detected within or amongst the
individual (Barrowcliff, Gray, Freeman, & MacCulloch, 2001).
Area 7 states that trust within the animal–client relationship may increase or
initiate due to the observation of the relationship between the animal and
therapist. Clients perceive the therapist to be trustworthy if the animal seems
trusting and engaged with the therapist, thus alleviating any concern of trust or
judgment on behalf of the therapist. To apply to the supervision process, trust
within the supervisor–-supervisee relationship may increase, or even simply
initiate enough to begin the process of identity and professional development.
Area 8 is the final benefit, stating the presence of an animal may be a catalyst
to improve the client’s ability to obtain goals once thought unattainable.
Within supervision, both the supervisor and supervisee may be inexperienced;
however the animal may assist in the performance of such difficulties, such as
challenging a supervisee, and by extension, a supervisee challenging a client.

Reframing AAT
According to meta-analytic research (Asay & Lambert, 1999; Duncan et al.,
2011; Lambert & Ogles, 1997), the following factors are identified for pro-
gress and outcomes within the therapeutic relationship: 40% of change
occurs due to the client and extra therapeutic factors; 30% involves the
therapeutic relationship; 15% surrounds outcome expectancy and hope of
the client; 15% of outcomes may be a result of the therapist’s models of
therapy. Although AAT may only account for 15% of the outcome, when
 JOURNAL OF CREATIVITY IN MENTAL HEALTH 157

applied to the supervision process, AAT should be considered as a supple-

ment to the process of self-growth, awareness, and autonomy of the indivi-
dual. Furthermore, if the outcomes of the supervision process are mainly
attributable to the supervisee (40%) and the relationship (30%), then nearly
70% of the supervisee’s growth comes from themselves and within the
alliance. To not assist, by ignoring the benefits of AAT could be limiting
on behalf of the supervisor to not consider what may work for the supervisee,
rather than what may be convenient for the supervisor.

Proposal of future research and concluding thoughts

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Research is recommended to further examine how AAT may assist within the
supervisory relationship. This could be initially designed as a pilot study to
examine the impact of the animal’s presence within supervision or a pre-test
posttest comparison. Other studies could be a quasi-experimental design of two
established groups for statistical analysis, if not comparison. With comparison
groups, the control group may receive supervision as scheduled, whereas a
potential second control group has animal posters hanging around the office
during supervision, and the experimental group has the animal appear during
supervision settings with the deception of the animal is completing initial certifi-
cation to reduce confounding participant variables within the results. Although
these are simple and quick options for study, our hope is to encourage and
promote the desire of examining the effectiveness of AAT within supervision.
Supervisees are the future of the profession; they are the ones who represent an
agency, as well as the front lines of therapeutic care to clients. If the supervisory
alliance is not well-managed, cared for, and used, then negative self-growth,
awareness, and intra/interpersonal characteristics may develop, ultimately impact-
ing the client’s welfare. AAT may be a positive supplement to the development of
the supervisor, supervisee, and the supervisory alliance. This statement, by exten-
sion, could suggest that the impact on the client’s welfare may be directed in a
positive direction. In a field promoting individuality, we need to consider identify-
ing not only one’s strengths, but identify ways to assist in the development of one’s
areas for growth to ensure a well-rounded individual, a competent professional,
and an effective role model for our professional standards. If we do not identify
and use such strengths, we are bound to keep our limitations as the only skills
known. AAT may be considered a creative alternative to identify strengths,
reducing barriers, and increasing positive outcomes for all involved.

Notes on contributor
Bill E. Owenby is a Counselor Education & Supervision doctoral candidate in the School of
Counseling at The University of Akron, Akron, Ohio.
 158 B. E. OWENBY

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