Mothers’ Perceptions of Interactions in Animal-Assisted Activities with Children Exposed to Domestic Violence in Shelters: A Qualitative Study

Abstract

This qualitative study explores the perceptions of mothers who are victims of domestic violence regarding their children’s interactions during animal-assisted activities conducted over three months in a residential shelter. Utilizing a semi-structured interview approach, six mothers from diverse national backgrounds, aged 24 to 48 years, participated in the research. The study identifies perceived benefits, behavioral changes, and challenges encountered during the sessions. Content analysis revealed four main categories: (A) Parents’ perceptions of their children’s previous contact with pets; (B) initial expectations of parents regarding their children’s participation in the intervention; (C) mothers’ observations during the intervention sessions with the animals; and (D) mothers’ reflections after the intervention. Findings indicate benefits for children’s behavior and development, perceived improvements in socio-emotional skills and communication, as well as a positive emotional experience for the mothers throughout the process. The results underscore the significance of animal-assisted activities in promoting the well-being of children and their families. The study emphasizes the importance of integrating family perspectives in evaluating therapeutic interventions and offers insights for structuring more inclusive and effective animal-assisted intervention programs.

1. Introduction

Animal-assisted intervention (AAI) has been increasingly recognized as an effective approach to promoting the emotional and psychological well-being of children exposed to family violence (Muela et al. 2019; Santos 2024) and with complex trauma (Chapman et al. 2024; McDonald et al. 2019). Studies indicate that interaction with animals can reduce levels of stress, anxiety, and depression (Brandão et al. 2025), as well as improve social and emotional skills (Gomes et al. 2023). Schools (Lima et al. 2020), courts (Howell et al. 2021; Spruin et al. 2019), residential care centers (Bachi et al. 2012; Balluerka et al. 2014), hospitals or health units (Guzmán et al. 2022; López-Fernández et al. 2023; Nilsson et al. 2020; Rodriguez et al. 2022) are among the many contexts in which AAI are widely implemented.

The literature review studies on AAI (Brandão et al. 2025; Chapman et al. 2024; Gomes et al. 2023; O’Haire et al. 2015) consistently support the benefits of this intervention’s programs. Companion animals are widely recognized as a source of emotional well-being and unconditional support for both adults and children (Becker and Morton 2002). They are often perceived as providers of comfort, safety, and acceptance (Callaghan et al. 2023; Murphy et al. 2022; Powell et al. 2019), helping to alleviate experiences of loneliness, monotony, and concerns about moral judgment (Brooks et al. 2019). Furthermore, research suggests that AAI can aid in emotional regulation and foster resilience in children who have experienced traumatic events (Gomes et al. 2023).

Childhood exposure to violence has profound and pervasive effects on physical, emotional, and cognitive development, with particularly severe consequences during the early developmental stages (Almeida et al. 2022; Sani 2019; UNICEF 2017). These adverse outcomes may manifest through a wide range of physiological, emotional, behavioral, and cognitive indicators that can emerge in the short, medium, or long term. The manifestations may include both internalizing and externalizing symptoms, which can range from subtle to more overt forms (Cunha et al. 2024). Growing up in a violent familial context often intensifies emotional insecurity and disrupts emotional regulation. This dysregulation may present through externalizing behaviors such as impulsivity, aggression, and impaired self-control (Barboza and Dominguez 2017), or internalizing symptoms including anxiety, depression, fear, sadness, emotional distress, shame, reduced empathy, and apathy (Lv and Li 2023).

For children exposed to domestic violence, pets can play a particularly therapeutic role. These animals foster emotional stability and are often viewed as healing agents, capable of buffering the negative psychological effects of interparental violence exposure (Bosacki et al. 2022; Murphy et al. 2022). The presence of a pet enables the child to maintain a meaningful relational bond even within a violent household, facilitating the release and regulation of stress and anxiety associated with domestic trauma (Hawkins et al. 2019). Moreover, proximity to the animal is often experienced as soothing and reassuring, and positive engagement with the pet has been associated with the moderation of symptoms related to anxiety, depression, and post-traumatic stress (Bosacki et al. 2022).

A literature review on Latin American studies highlighted the potential of AAI in promoting child well-being, while also indicating the need for greater methodological rigor to assess their effectiveness (Gomes et al. 2023). The literature has also identified several potential risks associated with the implementation of AAI, including fear or phobia of animals, cultural resistance, and the use of animals that are unsuitable for therapeutic contexts—such as those displaying inconsistent or unpredictable behavior. These factors may lead to adverse incidents, such as bites or scratches among program participants (Bert et al. 2016; Liguori et al. 2023). Nevertheless, empirical evidence consistently demonstrates that the benefits of such interventions significantly outweigh these limitations (Meers et al. 2022; Walden et al. 2020).

AAIs have shown considerable efficacy across diverse settings and age groups, addressing a wide range of medical and psychological conditions. These include, among others, post-traumatic stress disorder and autism spectrum disorder, with reported improvements in both mental and physical health outcomes (Beavers et al. 2023; Gehrke et al. 2018). For instance, a study conducted in a mental health day hospital found that AAI contributed to improved emotional self-regulation in children with psychiatric disorders. It reduced the frequency of emotional outbursts, enhanced self-control, and promoted greater adherence to therapeutic processes (Guzmán et al. 2022). Research focusing on children with autism spectrum disorder further supports these findings, indicating behavioral improvements such as enhanced emotional self-regulation (London et al. 2020), increased self-control and sense of responsibility (Beavers et al. 2023), and reduced aggressive behaviors (Buck and Lavery 2020). Additionally, AAIs appear to foster socio-emotional development, with positive effects on communication, social interaction, motivation, and expressive language (Buck and Lavery 2020; London et al. 2020), as well as physical health benefits including improved motor skills and overall physical functioning (Beavers et al. 2023).

In the context of children who have experienced violence, navigating the justice system can be a complex and challenging process. In this regard, AAI can be particularly beneficial in settings such as police stations, courts, shelters, or caregiving centers (Bachi et al. 2012; Balluerka et al. 2014; Phillips and McQuarrie 2008). For instance, in cases of children who are victims of domestic violence, the introduction of an animal in a social response environment, such as a shelter, can be advantageous not only for ensuring the family’s safety but also for facilitating children’s adaptation to a new context. AAI has been shown to effectively reduce indicators of stress and trauma while promoting positive behaviors and attitudes, including the development of various skills in children (McDonald et al. 2019; Santos 2024).

However, it is important to note that the effectiveness of these interventions can be influenced by the insecure attachments often observed in children who have been victims of violence (e.g., physical, psychological, and/or sexual) and/or have experienced neglect, which is characterized by distrust toward adults (Parish-Plass 2008). Evidence suggests that AAI may facilitate the process of recovering child well-being, making children more comfortable and open to dialog in the presence of animals (Phillips and McQuarrie 2008). Nevertheless, further quantitative and qualitative evidence is needed to substantiate the advantages of intervention from diverse perspectives (self-report and other-report). In Portugal, studies addressing the potential of AAI, particularly in the context of justice, are still limited, which provides a rationale for this investigation.

This study aimed to answer the following research question: Can Animal-Assisted activities, from the perspective of caregivers (mothers), contribute to the improvement of the well-being of children who are victims of domestic violence living in shelters? Specifically, the following objectives were outlined:

• To understand mothers’ perceptions regarding their children’s prior contact with pets.
• To identify mothers’ initial expectations regarding their children’s participation in the intervention.
• To explore mothers’ observations during the AAI sessions.
• To understand mothers’ perceptions of their children’s behavior during

Contextual Framework of the Study

The study presented took place within the context of a shelter for victims of domestic violence, located in the northern region of mainland Portugal. This initiative emerged following a cooperation agreement between the entity responsible for managing the social response and an Association specifically dedicated to the use of animals in clinical and social support situations. Following the establishment of the protocol, an animal-assisted intervention commenced, lasting three months, from March to May 2024. The program was conducted on a weekly basis, occurring on weekend mornings to ensure the attendance of all participants.

The research team of this qualitative study consisted of two psychologists: one with a bachelor’s degree in psychology, a postgraduate specialization in forensic psychology, and academic internship experience in a shelter for victims of domestic violence; another, a PhD in forensic psychology with clinical experience in providing psychological support to children exposed to violence.

The intervention was structured around four overarching objectives: Establishment of a Safe Environment; Promotion of Expression; Development of Social Skills; and Enhancement of Self-Esteem (cf.

Table 1. Classification of animal-assisted activities according to objectives.

Objectives	Activity	Activity Description
1. Establishing a Safe Environment	Feel to Know	Free interaction with the dog to identify areas of affection, followed by painting the “pampering guide” with colors associated with the dog’s emotions.
	Both	Individual sessions with the dog focused on each child’s personal issues in a safe and private environment.
2. Promotion of Expression	Curious Dog	Dog delivers balls with questions inside, encouraging the child to express themselves verbally and emotionally.
	Feel to Know	The activity also encourages emotional expression through painting associated with the dog’s feelings.
3. Development of Social Skills	Group of Very Special People	Children choose adjectives or pictures from the dog’s vest and offer them to another classmate, promoting recognition and empathy.
	Search Game	Children hide objects and, together with the dog, search for the items, promoting cooperation and communication.
	Obstacle Course	Building and overcoming an obstacle course with the dog, working on collaboration and problem-solving.
4. Increased Self-Esteem	Double Training Circuit	Children guide the dog through different stations, reinforcing leadership, autonomy, and a sense of accomplishment.
	What Do You Want to Teach?	Each child chooses and teaches the dog a skill, exercising responsibility and initiative.
	Presentation of Skills	Children present to the group what they taught the dog, promoting pride, validation, and self-esteem.

Note: Program “Cãofidente” proposed in collaboration with the ÂNIMAS association. https://animasportugal.org/animas/ (accessed 19 May 2025).

). These objectives were addressed across ten sessions, each lasting between 40 min and one hour.

To implement the program, we had the collaboration of the ÂNIMAS association, applying their ‘Cãofidente’ program, designed to promote a supportive and emotionally safe environment for children and adolescents involved in judicial processes. A trained dog (various dogs of different breeds and sizes, but more often a “Labrador Retriever”), accompanied by a certified handler with a background in psychology and one of the study’s psychologist researchers, conducted the activities described above in a spacious, low-stimulation room over a three-month period, during consecutive weekends.

The animal-assisted intervention aimed to create a secure environment for fostering bonds and positive relationships, thereby promoting the emotional and social development of children residing in the shelter. Furthermore, it sought to equip them for adaptation to the residential care context and to support their future transition into society.

During the designated period, mothers residing in the shelter had the opportunity to observe the dynamics occurring within the shelter, particularly the interaction between the dogs and the children. This study is contextualized within a brief time frame and a specific setting focused on providing social support to women who are victims of domestic violence and their children under the age of 18.

2. Method

2.1. Sample

The participants in this study consisted of six women, all of whom were residing with their children in a residential shelter (see Table 1). These mothers, originating from diverse national backgrounds including Portugal, Brazil, and Angola, were aged between 24 and 48 years (M = 37.17; SD = 8.35). They closely engaged in the animal-assisted activities, which were conducted in weekly group sessions, some of which included at least one of their children.

In terms of socio-demographic characteristics, the study sample comprised single (33.3%), married (33.3%), and divorced (33.3%) women. Regarding educational attainment, the majority of participants had completed secondary education (66.7%), while the remainder had completed basic education (33.3%). With respect to employment status, most mothers were unemployed (83.3%), with only one participant being employed (16.7%) as a geriatric assistant. The duration of their stay in the shelter ranged from recent admissions to those who had been there for one year and three months. The number of children varied between one and two, with 33.3% of the women having one child and 66.7% having two children. The ages of the children ranged from two to nineteen years (see

Table 2. Sociodemographic characteristics of the sample.

Code	Age	Marital Status	Nationality	Educational (Ed.) Level	Employment Situation	Shelter Stay Time	No. of Children	Children’s Age	Sex Children
M1	34	Married	Brazilian	Secondary education	Unemployed	9 months	2	6 and 6	M and F
M2	37	Single	Portuguese	Secondary education	Unemployed	15 months	1	8	M
M3	24	Single	Portuguese	3rd cycle of basic Ed.	Unemployed	9 months	2	3 and 2	M and F
M4	44	Divorced	Brazilian	Secondary education	Unemployed	2 months	1	4	M
M5	36	Divorced	Portuguese	3rd cycle of basic Ed.	Unemployed	7 months	2	2 and 11	M and F
M6	48	Married	Angolan	Secondary education	Employee	3 months	2	15 and 19	F and F

).

2.2. Instruments

Data collection involved the administration of a brief socio-demographic questionnaire following informed consent. Individual interviews were also conducted with the mothers, facilitating a more natural sharing of data alongside the questionnaires. Given that the focus of the study is on the mothers’ perspective regarding how animal-assisted activities might contribute to improving the well-being of children who are victims of domestic violence in the shelter, an interview guide was developed. This guide was constructed based on the European study by Richardson et al. (2022), titled “Occupational therapy incorporating dogs for autistic children and young people: Parent perspectives,” which explored parents’ views on Animal-Assisted Therapy (AAT) within the context of occupational therapy interventions provided to children and adolescents over five weekly sessions. Our interview script had the following questions:

• Has your child ever had contact with a pet? If so, how would you describe their relationship with the animal?
• What were your initial expectations regarding your child’s participation in this intervention?
• Can you describe what you observed during the sessions with the animals?
• How did your child behave throughout the intervention period?
• Did you notice any changes in your child after the intervention?
• How would you describe your relationship with your child in recent months?

2.3. Procedures

The first step in conducting this study involved the submission of the research protocol along with relevant documents (e.g., statement from the collaborating entity, interview guide, informed consent, and approval from the supervisor) to the Ethics Committee of Fernando Pessoa University. Upon receiving approval for the research on 23 January 2024 (ID: FCHS_MPVV-511_24), contact was established with the management of the shelter to initiate the study. Participants who expressed interest in voluntarily taking part in the study were presented with an informed consent form, which, once signed and after all questions had been addressed, allowed them to schedule a date and time for the interview.

The interviews with the women residing in the shelter took place in May 2024 and extended over a 12-day period due to scheduling difficulties with the participants. Each interview had a maximum duration of 15 min and was conducted in person, ensuring safety and confidentiality in a space that provided the necessary privacy for participation. Anonymity of the participants was assured, and they were free to begin or withdraw from the study at any time without any consequences. All ethical considerations were documented in the informed consent declaration, which also specified that the interviews would be recorded for subsequent transcription and analysis. The recorded data were securely stored to maintain confidentiality and anonymity throughout the analysis of the interview content. The scientific dissemination of the findings was authorized, ensuring that results were presented in an anonymized and aggregated manner to prevent participant identification, and the audio recordings obtained were subsequently destroyed.

Data Treatment and Analysis

The data collected from the interviews underwent content analysis as proposed by Bardin (1977) to synthesize and reduce the volume of information available by constructing categories and subcategories of content. Following verbatim transcription of the interviews, the content was divided and classified into units in terms of categories and subcategories. The coding of information proceeded in three stages: (i) the pre-analysis phase, closely following the participants’ discourse in semantic terms; (ii) the analysis of the material, aligning with the specific objectives outlined to elicit categories and subcategories for analysis; (iii) the treatment of results, involving inference and interpretation while considering all coding conducted, analyzed reflexively and critically, and contextualizing the findings within the framework of the study’s topic. Thus, this type of content analysis enabled a focus on the participants’ discourse, addressing the research question, and comparing the obtained information to highlight both similarities and differences (Bardin 1977).

3. Results

Through the perspectives and observations of each caregiver, differences and similarities in opinions regarding AAI to support children who are victims of domestic violence were identified within the context of shelter accommodation.

Table 3. Categories and subcategories emerging from content analysis.

Categories	Subcategories
A. Parents’ perceptions about their children’s previous contact with a pet	A1. (Non) The existence of contact with a pet
	A2. Bonding with the animal
B. Initial expectations of parents regarding their children’s participation in the intervention	B1. Positive expectations
	B2. Negative expectations
C. Observations of the mothers during intervention sessions with the animals	C1. Description of dogs
	C2. Activities
	C3. Behavior of child/ren
	C4. Participation of child/children
D. Observations of the mothers after the intervention with the animals	D1. Changes in the child’s/children’s behavior
	D2. Changes in relationships
	D3. Difficulties after the intervention
	D4. Animal-assisted intervention

presents the categories and subcategories that emerged from the analysis of the interviews conducted with the participants. Four categories were established based on the objectives of the study, encompassing a total of twelve subcategories corresponding to the questions posed during the interviews. Following the table, the main findings will be described, accompanied by illustrative excerpts from the participants’ discourse.

3.1. Parents’ Perceptions About Their Children’s Previous Contact with a Pet

With respect to children’s prior contact with pets (A1), one participant, a landowner, stated that her children have interacted with livestock such as sheep, goats, and chickens, while the majority of parents reported that their children have kept dogs as pets.

“Yes, with sheep, goats, and chickens.”

(M1)

“Yes, we had a female dog before coming here.”

(M5)

“Yes, they had contact with a pet in Angola; we had a puppy at home.”

(M6)

Regarding the bond between the children and these animals (A2), all mothers reported a very good or good relationship between their children and the animals. Two of the participants indicated that their children are quite affectionate, with mentions of tender and caring behaviors exhibited by their children towards the pets (e.g., hugging the animal). Additionally, one participant highlighted the care that her daughters provided for the pet (e.g., feeding, hygiene, health). Conversely, one parent noted that her child displayed fear towards larger animals.

“If they are large dogs, the youngest would be afraid, but with smaller ones, it’s not the case.”

(M3)

“He has a very good connection; he likes dogs a lot; he loved the female dog, giving her kisses and hugs.”

(M4)

“They [daughters] interacted well with the puppy, taking care of it. When I say they took care of it, I mean they bathed it, fed it, and took it to the veterinarian.”

(M6)

3.2. Initial Expectations of Parents Regarding Their Children’s Participation in the Intervention

Regarding initial positive expectations (B1) about animal-assisted intervention, the participants expressed hope that the implemented program would bring greater happiness to the children. One mother noted her desire for her children to miss the animals less, as the shelter did not allow for their inclusion. Conversely, one of the parents, whose child has autism spectrum disorder, anticipated that the program would stimulate her child’s interest in animals.

“For them to be happier, because I know they really like animals, and since we came here, they haven’t had the opportunity, so I hoped to see them happier. They missed contact with animals, so I also hoped that through the intervention, they would miss it less.”

(M1)

“When we learned there would be an animal-assisted intervention, it was a joy for them, so my expectation was that they would become happier and form a special bond with the animals.”

(M5)

“As you know, he is autistic; my expectation was that he would show a bit more interest in the dog.”

(M6)

In terms of initial negative expectations (B2) regarding the animal-assisted intervention, some participants expressed concerns that the presence of larger animals might cause discomfort or fear in their children, who were more accustomed to interacting with smaller animals. However, they also noted that these apprehensions did not materialize during the program.

“I was a bit worried because the other dog my son was used to was smaller, but for me it was very positive for him to see that there are various types of dogs, so he had the opportunity to meet other breeds… I found the experience very valid.”

(M4)

“At first, I was apprehensive; I thought the large dogs would cause fear since the dog we had was very small, but that didn’t happen. Right from the first experience they had with the dog, it went well; they interacted nicely.”

(M6)

3.3. Observations of the Mothers During Intervention Sessions with the Animals

When asked about their observations during the intervention sessions with the animals, many participants described the dogs (C1) present in the program, noting the positive and beneficial aspects of having different breeds and sizes of dogs in each session. Other participants commented on the temperament (e.g., protective instinct, gentleness) and training of these animals, which they believed allowed the children to feel more comfortable and exhibit calmer behavior. This contributed to their overall enjoyment of the intervention and the program’s success.

“You did a kind of rotation, bringing animals of various sizes, and overall, I think this was very positive. The animal had a very protective instinct; dogs have this protective instinct, and the children, at least most of them that I saw, felt very comfortable.”

(M4)

“The little dog was very gentle with all the children; they were very calm. It’s said that dogs are man’s best friend for a reason.”

(M5)

“The dogs were very well trained, so everything was very well done: all the sessions with the dog, the children, and even with the adults. I found it very rewarding.”

(M6)

Additionally, concerning their observations, some parents referred to the activities (C2) conducted between their children and the intervention duo, describing the types of games played and finding the tasks interesting for the children. The participants expressed satisfaction with the program, and one parent highlighted that her children dreamed about what they had performed during the intervention.

“Believe it or not, they are sleeping, and from time to time I hear them say ‘pea, whatever, grab the ball, grab the ball.’ They’re dreaming about what they did with the little dog in the program.”

(M1)

“There were games with the dog; one game involved hiding treats, and my daughters were hiding the food, which was eventually found by the dog. It went well, and I, as a mother, liked it, and they enjoyed the intervention too.”

(M6)

Throughout the intervention sessions, the participants also observed their children’s behavior (C3) and mentioned the immense joy these children experienced with each arrival of the animals for the sessions. One parent noted that one of her daughters was much calmer during the sessions, as interacting with the animals helped distract her from the anxiety of completing a final school project. Some participants also reported their children’s restlessness during the sessions, attributing it either to their unique conditions or simply to the joy of being with the animal. Finally, the mothers noted that the sessions fostered better communication and relationships among their children and with others.

“You could really see the joy in their [the children’s] eyes, that spark of being there with the animal, that contact they didn’t have and now regained; it was total joy whenever they saw the dog—they jumped with happiness.”

(M1)

“My son couldn’t sit still; he always wanted to participate in everything they were doing, always holding onto the little dog, he loved it and didn’t want to let go.”

(M2)

“My son is quite shy, so in my opinion, during the sessions, he felt more at ease and connected more with the other children”.

(M5)

“My daughters were very calm during the interventions; one of them is finishing the project to graduate from school and has been very anxious, but during those moments, she was able to distract herself a bit”.

(M6)

During the animal-assisted intervention sessions, the parents noted their children’s (C4) participation, which was generally perceived as excellent. The mothers reported significant interest from the children in engaging with the activities. This included a participant whose child has special needs, who indicated that, within her child’s limitations, the experience within the program proved to be highly valuable.

“He was highly participative; he always wanted to do everything”.

(M2)

“I cannot force him to interact more; it has to be gradual. However, I thought he did well in terms of relating to or contacting the animal. Of course, it wasn’t the same as with the other children, but given his limitations, it was quite valid”.

(M4)

“They [the children] participated very well; they were very engaged; in all the games, they always seemed very interested”.

(M6)

3.4. Observations of the Mothers After the Intervention with the Animals

Regarding parents’ observations after the animal intervention, the vast majority reported changes in their children’s behavior (D1), indicating that they appeared much happier after interacting with the animals. One participant even noted a substantial decrease in her daughters’ anxiety levels. Conversely, some participants reported not noticing any changes in their children.

“They were already lively, so not much changed”.

(M3)

“It changed completely; he always seemed unhappy until the dog appeared. After that, he was all joy”.

(M5)

“Their anxiety has decreased substantially; they were very anxious girls, and I think this helped a lot”.

(M6)

Additionally, concerning parents’ observations after the intervention, some participants mentioned changes in familial relationships (D2), including the bond between mothers and their children and sibling relationships. This included greater closeness, interaction, and sharing, as well as improvements in communication.

“The intervention made us even closer; sometimes something would happen, and I could not be there with them, but that’s because we have tasks to complete within the schedule. So, if they needed anything, they would immediately call for me, and I would rush over… I would stand there admiring them, smiling, playing, and then when they needed me, they ran, ‘Mom, come here!’ and I would rush over”.

(M1)

“He [son] would run out of the intervention to tell me everything that happened; it helped us communicate more”.

(M2)

“She and her sister interacted much more; they talked about what happened there, so it helped a lot in their relationship”.

(M6)

Participants also highlighted challenges following the intervention (D3), particularly the feelings of longing expressed by the children regarding the animals during farewell moments, which were described as delicate.

“The last time he saw ‘Ervilha’ [the dog’s name], my son cried all the way to the room, ‘Mom, ‘Ervilha’ isn’t coming back,’ and I said, ‘Why not?’ It’s over, Mom; she’s not coming back,’ crying desperately, and I said, ‘Oh, son, don’t cry; she will return’”.

(M1)

“I have really enjoyed it, but the part of saying goodbye is complicated; my youngest doesn’t want her to leave and ends up crying, and I have to calm him down about the longing…”.

(M3)

Following the animal-assisted intervention, some participants emphasized the need for the program to be implemented in shelters (D4). They justified that contact with animals would be highly beneficial for the children, as it brings them joy and allows them to acquire significant learning from this interaction. Additionally, one participant mentioned that the program would also be beneficial for mothers.

“I think this program should be implemented; this contact with animals is very good, you know; the children love it, and they end up learning this way. Animals always have something to teach, especially dogs, regarding loyalty and other things; I find this contact with children very important, it’s different, and I believe it’s very worthwhile”.

(M4)

“I think this program should be implemented; I believe it would be beneficial for both mothers and children”.

(M5)

Other participants, after the conclusion of the program, suggested that adopting a pet for the shelter would be highly beneficial, not only due to the changes observed in their children but also with the aim of helping children develop a sense of responsibility from a young age. Additionally, one participant noted that it would also be an asset for the mothers.

“One thing, a suggestion of mine because I saw the difference in them, the before and after. Before, they did not have any pets here, and since the dogs started coming, it has made a significant difference. So, what I would suggest is, why not adopt small dogs, like Chihuahuas or Yorkshire Terriers, for the shelter, so the children can take care of them, give them water, and bathe them? I think it would be an interesting way for them to learn responsibility from a young age”.

(M1)

“(…) It would be great if the shelters had pets. It would be wonderful for the children and even for us mothers”.

(M6)

In short, the main conclusions from these results (cf. Figure 1) are as follows:

4. Discussion

All participants mentioned that at some point in their lives, their children had contact with an animal, even if it was not a domestic animal (e.g., street animals, farm animals). In addition to this contact, all mothers confirmed a strong bond between their children and animals, describing them as very affectionate children. Indeed, animals undoubtedly play a significant role in the world of childhood, as children are surrounded by animals from a young age, often depicted in books, movies, television programs, stuffed animals, and encountered in the streets (Phillips and McQuarrie 2008).

Positive and negative expectations regarding their children’s participation in the intervention program were expressed by the mothers. The most positive expectation among participants regarding their children’s involvement in the animal-assisted intervention was that it would bring happiness to their children. Several studies have confirmed that the presence of dogs’ intervention in various settings contributes to improving the mood of all individuals present (Nilsson et al. 2020; Rodriguez et al. 2022).

One participant expressed that she hoped the intervention program would help her children not miss the animals as much, given that the shelter did not allow for pets to be accommodated. She also showed concern, noting that her children had always been surrounded by animals and that after entering the institution, she observed they seemed sadder due to the loss of contact with animals. Literature indicates that the situation of victims with pets is not adequately addressed by Portuguese law regarding shelters, which prevents them from being housed with their pets, and does not provide solutions for placing them when they cannot seek help from relatives, friends, or acquaintances to care for the animal (Horta 2022). Thus, there is a concern among mothers about the disruption of their children’s bond with their pets (Collins et al. 2018). This separation between children and companion animals due to the transition to shelters for safety reasons causes significant emotional distress in children (McDonald et al. 2019).

As for negative expectations, some participants expressed their fears regarding their children’s participation in the intervention program due to the possible presence of large animals, as their children were accustomed to interacting with smaller animals, and the presence of larger animals could cause them fear or discomfort. The literature revealed that the selection of animals based on the therapeutic goals of the program is indeed crucial (Fine et al. 2019), including considering the group that would participate in the intervention, as it is important to assess whether children have any fears of large animals due to traumatic experiences (Jalongo and Guth 2023).

Participants consistently noted in their observations throughout the animal-assisted intervention the gentle and protective temperament of the dogs, as well as their training and obedience. They believed that these traits made the children feel much more at ease, exhibiting calmer behaviors, which allowed them to fully enjoy the intervention and helped the program run as smoothly as possible. A study by Howell et al. (2021) demonstrated that professionals working in legal settings for survivors of violence indicated that, in these contexts, intervention dogs should ideally possess desirable characteristics such as a calm temperament, affectionate behavior, and a high level of obedience.

Participants also highlighted their satisfaction with the program due to the interesting nature of the tasks proposed by the intervention team, describing the games conducted with the children and mentioning their children’s immense enthusiasm for participating in all activities. Most studies have also shown a high degree of satisfaction with animal-assisted interventions, both from participants and their families and professionals (López-Fernández et al. 2023; Nilsson et al. 2020).

One participant noted that, considering her child’s limitations (diagnosed with autism spectrum disorder), she felt he engaged well with the animal during the intervention, validating the experience even though changes could not be scientifically confirmed. According to the literature, particularly regarding animal-assisted interventions for children with autism spectrum disorder, improvements have been observed in behavioral (London et al. 2020), socio-emotional (Buck and Lavery 2020), and physical health (Beavers et al. 2023), although this study could not confirm these outcomes.

Parents also emphasized how, during and after the intervention program, their children’s happiness increased significantly upon the arrival of the animals at the institution, highlighting that the children appeared much happier after interacting with them. Thus, the initial expectations were confirmed. The literature also underscores various advantages associated with animal-assisted interventions, including improvements in the mood of intervention beneficiaries (Hediger et al. 2019; Nordgren and Engström 2014; Sarman and Günay 2023; Signal et al. 2017), such as the promotion of joy and happiness through contact with animals (Nilsson et al. 2020; Rodriguez et al. 2022; Smith et al. 2023; Spruin et al. 2019).

One participant revealed that her daughters’ anxiety decreased substantially with their involvement in the animal-assisted intervention program. In particular, one of her daughters appeared much calmer during the sessions, as they helped her distract from worries about completing her final school project. The animal-assisted intervention program proved effective as a distraction during this child’s stressful moments, allowing her to relax during interactions with the animal. Indeed, the literature supports another benefit of animal-assisted interventions, identifying animals as comforting and calming presences (Ambrosi et al. 2019; Bosacki et al. 2022; Howell et al. 2021; Uglow 2019). Animal-assisted interventions have been shown to be effective in treating children who have experienced traumatic situations (Balluerka et al. 2014), promoting reductions in anxiety and depression (Dietz et al. 2012). In cases where environments like institutions might be perceived as frightening for children, the presence of an intervention animal can provide solace and help calm them (Phillips and McQuarrie 2008).

According to the participants, the sessions allowed their children to communicate better and develop improved relationships with other children. One parent mentioned that her son was quite shy, but the sessions helped him feel more at ease, which consequently facilitated his interactions with peers. The participants also noted changes in the relationships between themselves and their children, as well as between their children and their siblings, revealing greater closeness, interaction, and sharing. They stated that the intervention program fostered better communication, as discussions about the sessions took place afterward. Positive interactions between the children and companion animals helped them develop a more positive self-perception and respond to others in a more understanding and affectionate manner (Bosacki et al. 2022; Callaghan et al. 2023). Indeed, studies investigating the benefits of AAI have demonstrated improvements in emotional relationships (Matias et al. 2023; Rodriguez et al. 2022), strengthening bonds (Guzmán et al. 2022; Sarman and Günay 2023) and providing more opportunities to develop social communication skills and establish friendships with peers (Baird et al. 2023; Guzmán et al. 2022; Lima et al. 2020).

Interaction with intervention dogs promotes feelings of love, comfort, and emotional support (Spruin et al. 2019). These animals are viewed as important sources of safety and acceptance (Callaghan et al. 2023; Murphy et al. 2022; Powell et al. 2019), which can reduce concerns about moral judgments (Brooks et al. 2019). They also serve as icebreakers and help model mutual trust, encouraging conversation (Rodriguez et al. 2022). The non-judgmental warmth that an animal provides to a traumatized child allows them to feel more comfortable expressing their experiences (Howell et al. 2021). Most parents noted significant changes in their children during and after the AAI, such as increased happiness, reduced anxiety, and enhanced communication and interpersonal relationships, leading to greater closeness, interaction, and sharing. On the other hand, two participants reported no notable changes in their children. One cited the fact that her children had always been lively, while another, whose son was diagnosed with autism spectrum disorder, mentioned that his motor restlessness prevented him from focusing on the animal, making it difficult for him to benefit from the intervention as intended.

In this study, participants highlighted the challenge of the longing experienced by their children for the animals after the intervention. The farewell was described as a delicate moment, during which parents needed to provide all their support and affection to help calm their children.

After the completion of the animal-assisted intervention program, some participants emphasized the need to implement the program in the Sheltering House, while others suggested adopting a pet for the facility. It is worth noting that none of the participants wished to forego the presence of animals. The reasons provided by the parents included the demonstrated benefits of the intervention for themselves, but especially for their children, for whom they observed significant changes. The participants expressed that contact with animals would be highly beneficial for the children, as these animals bring joy and facilitate valuable learning through interaction. Finally, they also mentioned that adopting an animal for the Sheltering House could help instill a sense of responsibility in children from a young age.

In summary, the literature has shown that animal-assisted intervention programs in hospital settings are promising interventions that yield benefits for staff, patients, and their families. Ongoing research is necessary to better describe the advantages of such interventions in this context (Guzmán et al. 2022; Rodriguez et al. 2022). The same applies to the justice context; further research is needed to incorporate and explore the use of intervention animals in various areas (Spruin et al. 2019), including with children who have experienced trauma, as this type of programming carries numerous benefits (Dietz et al. 2012).

However, despite the valuable contributions of this study to understanding maternal perceptions of AAIs for their children, limitations must be acknowledged. The implementation of this study involved significant challenges, including bureaucratic procedures and ethical and methodological constraints. It was a pilot study that required a formal protocol with the shelter, which took months to finalize and necessitated multiple authorizations. Also, the association that conducted the program first evaluated and then formalized an agreement with the shelter. The small and homogeneous sample, consisting solely of six mothers from a single institution, limits the generalizability of the findings. Moreover, the participants were often in transition (temporary residence), so inclusion in the study required that they be present for the entire duration of the intervention. While this study focuses on maternal perspectives, it omits the viewpoints of professionals, whose experiences could provide valuable insights; however, professionals were not present during the sessions, which were held on weekends. Furthermore, although quantitative data were collected from both mothers and children, this article focuses exclusively on qualitative data obtained through semi-structured interviews. While this approach yielded rich narratives, it may limit the objectivity and precision in measuring behavioral or developmental changes in children. The high mobility of residents, with their stays being brief, also suggests that a long-term evaluation would be crucial in determining whether observed benefits are sustained over time.

To address these limitations, future research should include larger and more diverse samples, incorporating caregivers from various residential shelters. Employing a mixed-methods design, which combines qualitative interviews with quantitative instruments (e.g., standardized behavioral rating scales and physiological indicators of stress or arousal), would enhance the robustness and triangulation of findings. Longitudinal studies should be conducted to assess the persistence of perceived benefits and their impact on child development and family dynamics over time.

5. Conclusions

Despite the implementation of animal-assisted interventions (AAIs) in legal contexts—such as courts and institutions—and existing research indicating that the presence of animals can alleviate anxiety, fear, and stress in witnesses, provide distraction during judicial processes, enhance relationships with legal teams, and improve mood, there remains a notable scarcity of studies examining the benefits of AAIs within justice systems, particularly in Portugal. This study aimed to clarify the positive impact AAIs can have on vulnerable populations residing in social response facilities.

Specifically, the qualitative aspect of this research provided insights into the perspectives of mothers of children who are victims of domestic violence and who sought refuge in a safe house. The findings suggest that AAIs positively influence communication, socialization, and emotional regulation among children living in shelters for victims of violence. Additionally, the mothers’ emotional experiences—ranging from hope to increased satisfaction with their children’s progress—indicate that AAIs can enhance overall family well-being.

While this study demonstrated the potential of AAIs to mitigate the effects of adverse experiences, such as exposure to violence and living in residential care, it also underscores the need to deepen the theoretical understanding of human–animal interactions. Additionally, it supports the development of more inclusive, evidence-based interventions aimed at improving the quality of life for children and their families within this challenging social care context.