Equine Programs for Military Veterans and RCMP Officers with Occupational Stress Injuries: A Qualitative Analysis

Alternative approaches to mental health and support programming for military veterans and for officers of the Royal Canadian Mounted Police (RCMP) with occupational stress injuries have recently received attention in the field of post-traumatic stress. The purpose of this study was to evaluate the experiences of military veterans and actively serving RCMP officers with occupational stress injuries who participated in an exploratory study using an equine-assisted learning program. Using a focus group research design, 20 veterans and five RCMP officers were interviewed about their experiences in a 4-week equine-assisted learning program. A thematic content analysis, following Braun and Clarke’s (2006) method, revealed five main themes: (1) appreciation for the value of learning new skills, (2) connection with the horse in terms of the human–animal bond, (3) self-regulation and learning to “speak horse,” (4) sense of accomplishment and competence, and (5) transferable skills to everyday life. The qualitative findings of this study provide support for the use of equine-assisted learning programming with military veterans and RCMP members and demonstrate potential as an alternative therapeutic intervention for occupational stress injuries in these populations.

Outcomes of an Equine Assisted Learning Curriculum to Support Well-Being of Medical Students and Residents

Objectives of this study were to evaluate an equine assisted learning (EAL) curriculum designed for medical students and resident physicians, and to determine impacts of the curriculum on participant perceptions of burnout and well-being. The EAL curriculum incorporated evidence-based skills and concepts to increase happiness and/or resilience. A pre/post intervention design was used, with 18 EAL participants receiving the curriculum within their month-long community based primary care clerkship elective, and 10 control (CTL) participants who did not receive the curriculum within their clerkship elective. Three waves of surveys tested participant responses before, immediately after, and 3 months after the intervention. Patient Health Questionnaire-4 (PHQ-4) screened for depression and anxiety, and Maslach Burnout Inventory- Human Services Survey for Medical Personnel (MBI) addressed burnout. Analysis of covariance evaluated differences between EAL and CTL groups. EAL participants rated the curriculum highly (9.2 on a 10-point scale). The evaluations were overwhelmingly positive with participants able to identify key concepts that were most helpful, how they would apply those concepts to patient care and interactions with colleagues, and how the horses added value to their learning experience. Significant positive effects of EAL on burnout were identified in terms of improved MBI personal achievement scores, as well as a trend towards improved well-being scores. There was also a trend ( P < .08) towards PHQ-4 depression scores to be lower in EAL group at T3. In conclusion, this study is the first to provide AU: quantitative evidence of positive outcomes associated with an EAL curriculum designed to strengthen well-being in medical students and resident physicians.

Does Equine Assisted Learning Create Emotionally Safe Learning Environments for At-Risk Youth?

Equine assisted learning (EAL) is a form of experiential learning that is quickly growing in interest within the educational community. A challenge with experiential learning programs for at-risk youth is creating an emotionally safe environment that opens up the participants to learning. Nevertheless, EAL has been credited with the development of life skills in youth that promote educational achievement, but research tracking the development of emotional safety and learning, specifically associated with programming dedicated to educating participants about the horse, is limited. Therefore, the objective of this study was to determine if EAL, with programming centered around equine education, will promote emotional safety and learning in at-risk youth. Youth labeled as at-risk participated in a 4-week EAL session focused on teaching participants horse behavior, management, handling, and riding, while incorporating the 4 themes of emotional safety (self-esteem, personal security, respect, and connectivity). To determine participant learning of the equine topics covered, a pre- and post-program test was given to each participant. Acquirement of the themes of emotional safety was tracked for each participant using weekly debriefing interviews. While this was the first time to perform this assessment protocol for evaluating learning and emotional safety in at-risk youth, the completion rate for both forms of assessment utilized in this study was 100%. Evaluation of debriefing interview answers and test scores from the equine knowledge questions showed improvement by the end of the session in both equine knowledge and emotional safety, particularly as it relates to personal security. These results suggest EAL, with programming directed towards educating the participant about the horse, promotes emotional safety and learning for at-risk youth.

An Observational Review and Analysis of Qualitative Data to Explore the Benefits of Equine Assisted Learning in Improving the Engagement of Adolescents with Complex Learning Needs, within the Educational Setting

The study determined whether Equine Assisted Learning (EAL) acted as a positive influence to improve the engagement of adolescents with complex learning needs, within their educational setting. The past two years has seen a continuous increase in the number of pupils with complex learning needs in the UK, from 1,244,255 in January 2017 to 1,276,215 in January 2018, an increase from 14.4% to 14.6%. These increasing figures provide a clear rationale for the requirement for a greater utilisation of various learning intervention tools, to begin to meet the dynamic needs of these learners. Seven participants engaged in six EAL sessions over six weeks and were involved in an array of unmounted EAL activities. Questionnaires were formulated with reference to the “Student Engagement (SE) Survey” and were presented to both staff and parents at three points throughout the study, along with Carpenters approved engagement scale for staff to complete weekly, within the lesson following the EAL session. Furthermore, observational research was conducted by the researcher to generate a supportive discussion for the obtained results. Through the quantitative data formulated no significant difference was shown, however a moderate positive correlation between the before and after results of staff and parent questionnaires was presented (Staff Questionnaire p =.119366. Parent Questionnaire p = .145547). Further trends also began to emerge, with correlations forming between improved engagement and specific EAL activities, providing a direction for future research.

The Unique Characteristics of the Horses for Humans Learning Purposes in Equine Assisted Learning Practice

This article aims to encourage scientific discussion about one of the aspects of equine-assisted learning practice, the unique characteristics of the horse owing to how it is used in intervention programmes for human learning purposes. Equine-assisted learning is an innovative learning approach where human learning and development takes place through guided interactions between humans and horses. Although scientific interest towards human-horse interactions is becoming increasingly popular, evidence-based research has examined the relationship between humans and horses, and how such bonds may contribute to human learning and development is limited and lacks empirical support. This report provides a review of theoretical and empirical literature regarding the unique characteristics of the horse to find answers to the following - why are horses involved in intervention programmes for human learning purposes. As the result of the research, five main characteristics of the horse were put forward for critical discussion.

EQUINE ASSISTED LEARNING: SYMBOLIC VALUE OF HORSE AS UNDERLYING PATTERN IN HUMAN THINKING

Traditional pedagogy do not stressed the unique and challenging needs of the adult learner for a different kind of educational experience that was more engaging, more flexible and more appreciative of the existing knowledge base and experience of the adult learning. Equine Assisted Learning is a practice in which adults engage in systematic and sustained self–educating activities in order to gain new forms of knowledge, skills, attitudes, or values. The purpose of this research is to illustrate the meaning and symbolic value of horse as underlying pattern in human thinking.