Patricia Pendry

Biography

Education/Training

• Ph.D. Human Development and Social Policy, Northwestern University, 2007
• B.Phil. Psychology, Summa cum Laude, Northwestern University, 2000

Areas of Emphasis

Dr. Patricia Pendry’s research takes a bio-behavioral approach towards examining effects of human animal interaction (HAI) on human and animal functioning and well-being. Her research examines 1) the causal effects of animal assisted interventions (AAIs) in preventing and/or reducing the physiological ramifications of social and academic stress in children, youth and college students and 2) the quality of dyadic and triadic interactions during AAIs to elucidate the mediating pathways underlying effects on human and animal functioning, health and well-being.

Focused on equine, feline and canine-assisted curricula, programs and activities, she conducts randomized controlled efficacy trials in real-life settings to examine their effects on individuals’ emotion regulation with an emphasis on activity of the Hypothalamic Pituitary Adrenal (HPA) axis as measured through salivary cortisol. Basal and diurnal parameters of cortisol production and physiological indicators of momentary reactivity and recovery to various animal assisted activities (AAA)s are examined as potential mediators between effects of HAI exposure on stress-related mental health symptoms, executive functioning, and academic skills and behavior. Physiological and behavioral synchrony between humans and animals during interactions is explored.

Based video recorded interactions, she analyzes interactions and engagement between AAI participants (e.g., clients, animals and handlers) to capture the quality and quantity of dyadic and triadic interactions and develop psychometrically sound measures to capture pathways underlying effects of AAIs on human and animal functioning, health and well-being.

Her work is situated in a developmental science perspective, includes basic and applied approaches from human development, anthrozoology, animal assisted intervention, ethology and behavior, developmental psycho neuroendocrinology, psychometrics, and prevention science (e.g., program design, implementation and evaluation).

Examples of Research Projects

PETPALS – Pets for Promotion of Academic Life Skills: Funded by MARS/WALTHAM, the this study is a randomized controlled trial examining the effects of college-based, animal-assisted stress prevention programs on human and animal participants. The main goal of this study is to examine the causal effects of infusing various levels of HAI (Human Animal Interaction) on college students’ executive functioning, motivation and learning, mental health symptomatology (anxiety, perceived stress, depression, and worry) and stress-related physiology (diurnal and momentary cortisol and alpha-amylase production). Another goal is to better understand the effects of participation in HAI programming on stress behavior of emotional support animals, and the role played by the quality of HAI on human and animal outcomes. Interactions during sessions are video recorded and used to assess the quality of dyadic and triadic interactions and their influence on human stress system reactivity and recovery, as well as animal well-being.

Pet-Assisted Well-being for University Students (PAWs4US) – This is a randomized trial to examine the extent to which regular exposure to canine visitation programming through a semester-long, weekly drop-in program featuring registered therapy dogs shapes trajectories of emotional, academic and behavioral adjustment of incoming college freshmen. In addition, this study measures the extent to which students experience distress due to separation of their childhood pet during their first semester at college, and to what extent students’ academic and self-care behaviors are influenced by this relationship.  We also examine how student characteristics including perceived stress, emotion states and history of mental health symptoms shape their attendance and uptake of the drop-in program.

PAWs4US Handler Involvement Study  – This study aims to develop a measurement tool to assess the quality of human-animal interactions during AAIs to examine the effects of dyadic and triadic interaction quality on animal well-being. Canine therapy teams are video-recorded during semester-long, weekly drop-in sessions conducted as part of the PAWs4US study – see above – and behaviors of both handlers and dogs are analyzed across various dimensions to ascertain the quality and quantity of interaction. Handlers report on their and their dogs characteristics, skills, training and experiences, as well as short descriptions of their and their dog’s perceived emotional states and behavior before, during and after program sessions.

Cats and Canines Study: In this study, we examine college student Animal Assisted Intervention (AAI) preferences regarding two specific dimensions: (1) the species of the animal involved – and the potential of including cats rather than dogs (i.e. between-species differences); and (2) particular visual and behavioral characteristics of an animal cats or dogs that students find appealing (i.e. within-species differences). Moreover, we examine whether students’ preferences are dependent on individual characteristics, such as their gender, history and current features of pet ownership and identification with being a cat or a dog person, their perceived levels of stress and vulnerability for mental health problems, and current living arrangements.

Pet your Stress Away Study: This randomized control trial examined the efficacy of an animal-assisted stress reduction program with dogs and cats conducted at a college campus in the week leading up to final exams examining effects of a 10-minute session of canine and feline petting on students’ momentary emotion, perceptions of stress, and momentary cortisol levels. The study also examined the presence and nature of canine stress behavior throughout the interaction session and tested the reliability of an in situ tool to assess stress behavior of dogs.

Physiology and Emotion during Human Equine Interaction: This study examined the diurnal and momentary activity of adolescents’ cortisol and alpha-amylase levels and their emotional and behavioral responses to various equine facilitated learning (EFL) program activities. The study linked these indices to student positive and negative behavior during sessions and explored avenues for facilitator training to assist students physiological down regulation to facilitate greater positive impact of mounted and unmounted activities.

PATH to Success Study: This NIH-funded, experimental study includes collaborators in the College of Education, Sport, and Human Sciences and the College of Veterinary Medicine, and is testing the effects of PATH to Success, a 12-week, equine-assisted growth and learning program, on 5th-8th grade children and the physiological pathways underlying these effects. Effects on individuals’ emotion regulation with an emphasis on activity of the Hypothalamic Pituitary Adrenal (HPA) axis as measured through salivary cortisol were emphasized. Basal and diurnal parameters of cortisol production and physiological indicators of momentary reactivity and recovery to various animal assisted activities (AAA)s are examined.

Completed Grant Funding

Efficacy of college-based, animal-assisted stress-prevention programs on human and animal participants. $ 369,883 from MARS/WALTHAM, PI: P. Pendry, (1/1/2016 – 9/30/2019).

Linking EMA and Physiological Data to Understand Recovery Processes in Real Time. Washington State University Pilot Grant Support Program for Research on Alcohol and Drug Abuse. $16,720. PI: Michael J. Cleveland. Co-Is: Michael McDonell, Patricia Pendry, Hassan Ghasemzadeh (07/01/18 – 12/31/19).

Randomized Controlled Trial on Effects of College-Based, Animal Assisted Stress Prevention Program on Students’ Cortisol Reactivity and Emotion Regulation. $48,500 from the College of Agriculture, Human, and Natural Resource Sciences, Washington State University, PI: P. Pendry (7/1/2015 – 6/30/2017) (1, 2, 3, 4, 5).

Professional Development Award. $6,500 from the Department of Human Development, Washington State University, PI: P. Pendry, (1/1/2015 – 5/30/2016).

Efficacy Trial of Equine Assisted Counseling on Child Competence and Stress, $100,000 from National Institutes of Health, 5R03 HD066590-02, PI: P. Pendry (8/01/2010- 7/01/2013) (1, 2, 3, 4, 5).

Family Instability, Interparental Conflict and Child Adjustment: Exploring the Role of

Children’s Physiological Stress-System Activity and Negative Emotionality, $20,000 from the National Center for Marriage Research, PI: P. Pendry (7/01/2008- 8/31/2010) (1, 2, 3, 4, 5).

Selected Peer Review Publications

Carr, A. M.*, & Pendry, P. (2025). Effects of an Animal-Assisted Drop-In Program on First-Year University Students’ Trajectory of Psychological Wellbeing. Pets. DOI: 10.3390/pets2010008.

Pendry, P. (2025). Efficacy of EAIs on Relieving Adolescent Stress and Improving Social Competence:  Theoretical Models and Empirical Evidence. In Neria, Y., Fisher, P., Fisch, C.T., & Lowell, A., Guide to Equine Assisted Therapy, Springer Nature Switzerland AG. DOI: 10.1007/978-3-031-74426-6_15

Delanoeije, J., Moons, C. P. H., Peeters, E. H. K. A., & Pendry, P. (2024). Behavioural profile differences between cats in animal-assisted services (AAS) and non-AAS cats using the Fe-BARQ in Flanders. Animals. DOI: 10.3390/ani15010033

Pendry, P. Carr,* A.M., Roeter, S.R.* & Vandagriff, J.L.* (2024). Experimental Trial Demonstrates Effects of Animal-Assisted Stress Prevention Program on College Students’ Positive and Negative Emotion. In The Impact of Therapy and Pet Animals on Human Stress. DOI: 10.1079/9781800626539.0008

Fine, A.H., Mueller, M., Ng, Z., Chastain, G., Tedeschi, P. & Pendry, P. (2024). Global best practices in applying AAI: snapshots of unique Treatments. Handbook of Animal- Assisted Therapy 6th edition. San Diego: Academic Press Elsevier.

Carr, A.M.* & Pendry, P. (2023). Assessing Attendance Frequency and Duration at a Drop-In Animal Visitation Program Among First-Semester University Students Separated From Their Pets. Anthrozoös 37(1):1-20, DOI: 10.1080/08927936.2023.2261281

Pendry, P., & Carr, A. M.* (2023). Effects of University-Based AAIs: Conceptual Models Guiding Research on Active Treatment Components of AAIs on Stress-Related Outcomes in Typical and At-Risk Populations. In Stevens, J. R. (Eds.), Canine Cognition and the Human Bond. Springer Nature Switzerland AG.

Pendry, P., Carr, A. M.*, & Milatz, A.L.* (2023). How AAIs may improve mental health and academic performance of university students. In Gee, N.R., Townsend, L., & Findling, R.L. (Eds), The Role of Companion Animals in the Treatment of Mental Disorders. American Psychiatric Association Publishing.

Delanoeije, J., & Pendry, P. (2022). University cats? Predictors of staff and student responsiveness towards on-campus cat visitations. Anthrozoös, 36(2), 257–277. DOI: 10.1080/08927936.2022.2109290

Vandagriff, J. L*., Carr, A. M.*, Roeter Smith, S. M*., & Pendry, P. (2021). Effects of Essential Animal Visitation Program (AVP) Components on Students’ Salivary α-Amylase and Amylase-to-cortisol Ratios. Anthrozoös. DOI: 10.1080/08927936.2021.1996025

Carr, A. M.*, & Pendry, P. (2021). Understanding links between college students’ childhood pet ownership, attachment, and separation anxiety during the transition to college. Anthrozoös, 1–18. DOI: 10.1080/08927936.2021.1963545

Pendry, P., Carr, A. M.*, VandaGriff, J.L.* & Gee, N. R (2021). Incorporating human-animal interaction into academic stress management programs: Effects on typical and at-risk students’ executive function. AERA Open, 7(1), 1–18. DOI:10.1177/23328584211011612.

Pendry, P. (2021). Academic pathways towards HAI. In Kogan. L. & Erdman, P (Eds), Career paths in human-animal interaction for social and behavioral Scientists (pp. 164 -178). Routledge. ISBN 9780367366155.

Pendry, P. & Vandagriff, J. L.* (2020). Salivary studies of the social neuroscience of human-animal interaction. In M. K. Taylor & D. A. Granger (Eds.), Salivary Bioscience: Foundations of Interdisciplinary Saliva Research and Applications. (pp.555-581). New York: Springer.

Pendry, P. (2020). Canine-assisted interventions: A comprehensive guide to credentialing therapy dog teams, Anthrozoös, 33(6), 787-789.DOI: 10.1080.08927936.2020.1694311.

Pendry, P., Kuzara, S.*, Vandagriff, J. L.*, & Gee, N. (2020). Characteristics of student-dog interaction during a meet-and-greet activity in a university-based animal visitation program, Anthrozoös, 33(1), 53-69. DOI: 10.1080.08927936.2020.1694311.

Pendry, P., Carr, A.M.*, Gee, N.R., & Vandagriff, J.L.* (2020). Randomized trial examining effects of animal assisted intervention and stress related symptoms on college students’ learning and study skills. International Journal of Environmental Research and Public Health, 17(6):1909. DOI: 10.3390/ijerph17061909.

Pendry, P. & Vandagriff, J. L.* (2020). University-based, animal-assisted interventions: Definitions, effects, and implications for practice. University & College Counselling, Volume 8, Issue 1.

Fine, A.H. Kinoshita, M. Flaherty Fischette, P. Johnson, A.R., Mugnai, F. Biermann, K.P., Gorbing, P. Winkle, M/Y., Prokopiak, A., Zink, R., Deimel, R., Pendry, P. (2020). Global best practices in applying AAI: snapshots of unique Treatments. In A.H. Fine (Ed), Handbook of Animal- Assisted Therapy 5e. San Diego: Academic Press Elsevier. DOI: 10.1016/B978-0-12-815395-6.00028-6

Pendry, P., & Kuzara, S.*, Gee NR. (2019). Evaluation of undergraduate students’ responsiveness to a 4-week university-based animal-assisted stress prevention program. International Journal of Environmental Research in Public Health, 10 (18):3331.DOI: 10.3390/ijerph16183331.

Kuzara, S.*, Pendry, P., & Gee, N.  (2019). Exploring the quality of handler-dog interactions within a university-based animal assisted activity, Animals, 9 (7), 402. DOI: 10.3390/ani9070402

Pendry, P. & Vandagriff, J. L.* (2019). Animal visitation program (AVP) reduces cortisol levels of university students. A randomized controlled trial, AERA Open, 5, (2), 1–12. DOI: 10.1177/2332858419852592

Pendry, P., Vandagriff, J. L.* & Carr, A.M. *(2019). Clinical depression moderates effects of human animal interaction in university-based, stress prevention activities on student emotion. Journal of Public Mental Health. DOI: 10.1108/JPMH-10-2018-0069.

Pendry, P., Carr, A. M.*, Vandagriff, J. L. *(2018). Adolescents’ affective and physiological regulation shape negative behavior during challenging equine assisted learning activities. Frontiers in Veterinary Science, 5(300). DOI: 10.3389/fvets.2018.00300.

Pendry, P., Carr, A. M.*, Roeter, S. M.*, & Vandagriff, J. L.* (2018). Experimental trial demonstrates effects of animal-assisted stress prevention program on college students’ positive and negative emotion. Human-Animal Interaction Bulletin, 6(1), 81-97. DOI: 10.1079/hai.2018.00044

Pendry, P., Carr, A.M.*, & Vandagriff,* J. (2017). Does animal presence or interaction impact social and classroom behaviors conducive to student success? In N. Gee, A. Fine, & P. McCardle (Eds.), How Animals Help Students Learn: Research and Practice for Educators and Mental-Health Professionals. London: Routledge.

Pendry, P., Carr, A.M.*, Smith, A. N.* & Roeter,* S.M. (2014). Improving adolescent social competence and behavior: A randomized trial of an 11-week equine facilitated learning prevention program. Journal of Primary Prevention (35), 281-293. DOI: 10.1007/s10935-014-0350-7.

Pendry. P., Smith, A.N.*, & Roeter, *S.M. (2014). Randomized trial examines effects of equine facilitated learning on adolescents’ basal cortisol levels, Human Animal Interaction Bulletin (2)1, 80 – 95.

Pendry. P., & Roeter, S.M.* (2013). Experimental trial demonstrates positive effects of equine facilitated learning on child social competence. Human Animal Interaction Bulletin, 1(1), 1-19.