The purpose of this current study is to determine whether the presence of a dog can change an individual's mood. A sample of 10-12 participants will have the chance to interact with a therapy dog ​​brought to campus during exam week. Before beginning the experiment, individuals will complete a demographic questionnaire providing personal information for the study and the PANAS-X mood scale to determine their mood prior to interaction with the dog. After participants have interacted with the dog, they will be asked to complete the PANAS-X mood scale again to assess whether their mood has changed for better or worse. The research will look at mood assessment and determine that interacting with a dog will have a positive effect on an individual's mood. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”?Get an Original EssayStudents at all levels of education, whether middle school, high school, or university, will experience an overload of stress and anxiety at any given time. or another throughout their school years. This overload can significantly affect their mood, in beneficial or detrimental ways, if they do not have a way to relieve the built-up tension. For example, animal-assisted interventions are becoming increasingly popular at universities because they show that interactions between students and dogs have a positive effect on student health and well-being. An individual's mood plays an important role in their daily life. Mood has a significant impact on their cognitive processes, decision-making, memory and learning (Forgas & Eich, 2013). Places that can have a big impact on a person's overall mood and well-being include work, home, and school. Student mental health, resilience, and well-being are common concerns in colleges that can affect student performance in the classroom, performance in daily life, and on exams (Grajfoner, Harte, Potter, & McGuigan , 2017). ). Animal-assisted interventions are becoming increasingly popular at universities as studies show that interactions between students and dogs have a positive effect on student health and well-being. Through these animal-assisted interventions, anxiety and negative mood appear to be reduced and feelings of love and support are significantly increased (Grajfoner et al., 2017). The number of studies on the psychological interaction of humans with dogs was minimal compared to studies on human-animal interaction (HAI) with statistical barriers. Gee, Griffin, and McCardle (2017) focus on the issue of sparse data collecting the true nature and extent of human-animal interaction (HAI) in the classroom. Others challenge the involvement of animals in the classroom and how they can impact learning by directly influencing motivation, self-regulation, engagement, and human social interaction through the integrated interaction of animals. animals. HAI activities benefit children by improving their social interaction and enhance motivation, engagement and learning. More concrete evidence will be needed to support this theory in order to educate practices and policies for allowing HAIs in schools, interventions, and activities. The number of roles dogs play in helping humans adapt to their surroundings and surroundings is vast. Schoenfeld-Tacher, Hellyer, Cheung, and Kogan (2017) discuss the legitimacy controversy involving service dogs,emotional support dogs and therapy dogs. There is a lack of objective data regarding public perception of the roles played by each type of service dog and the legitimacy of integration. An anonymous online survey was sent to American adults who do not own any type of service animal to explore their perceptions on the subject. Two hundred and eighty-four usable responses were reviewed and the results identified general misconceptions about the regulations, definitions, rights, and rules associated with each type of canine aid. Assistance dogs are generally considered useful to those with a legitimate need and generally promote access to public places. Issues of legitimacy and access rights of emotional support dogs continue to raise some concerns, but the public is adequately addressing the rights and roles of therapy dogs. Only in the last 30 years have studies revealed how human-animal interactions, particularly dogs, can influence the psyches of students. Adams, Clark, Crowell, Duffy, and Green (2017) discuss how college is a stressful time for students facing issues such as anxiety, depression, and stress. They detail the current trend at universities that gives students the opportunity to interact with animals, including dogs, as a cost-effective alternative to the typical counseling services usually offered. Their article presents current research that has already been discussed regarding animal-based treatment for problems that students may face. They then describe their own experiences with university-sponsored animal interactions and conclude that animals play an important role as a form of treatment for students suffering from stress, depression, and anxiety. Dell, Chalmers, Gillett, Rohr, Nickel, Campbell, Hanoski, Haugerud, Husband, Stephenson, and Brydges (2015) reflect on the timeless issue of student mental health on college campuses, but instead use animal-assisted intervention as an answer. The article follows the immediate and three-month results of an initial study conducted at three Canadian universities, all of which will follow the St. John Ambulance therapy dog ​​program. A sample of 403 students responded to emotions of love and support from therapy dogs. Mental health support is understood as feeling relaxed and distressed when interacting with dogs. These conclusions from the HAI studies continued to develop, but also had a more argumentative focus. Barker, Barker, McCain, and Schubert (2016) conducted an experimental study to investigate the effect of visiting therapy dogs on students' physiological and perceived stress the week before final exams. Seventy-eight students were randomly assigned to a fifteen-minute therapy dog ​​intervention and an attention control condition. They found that on-campus events involving a therapy dog ​​coming to visit and interact with students are a cost-effective activity for reducing students' perceived, but not physiological, stress a week before final exams. When students' mood and stress levels were examined beyond final exam time, the data highlighted some statistics about the overall stress of college life outside of the classroom. Grajfoner, Harte, Potter and McGuigan (2017) conducted an experiment with one hundred and thirty-two university students, in.