HETI Journal repository
2023 onwards: Print ISSN: 2811-6119, Online ISSN:2811-6127
Pre 2023: Online ISSN: 2811-6135
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Title | Authors | Year | Categories | Abstract | Price | |
|---|---|---|---|---|---|---|
Vasiliki Xanthopoulou, Alexandra N. Stergiou, Spyridon-Georgios Soulis | 2025 | Equine Assisted Learning | Equine-assisted learning (EAL) appears to benefit individuals with autism spectrum disorder (ASD) in physical, mental, and socialaspects. The purpose of… Show more (+) Equine-assisted learning (EAL) appears to benefit individuals with autism spectrum disorder (ASD) in physical, mental, and socialaspects. The purpose of this research effort is to investigate the views of participants with ASD, their parents, and the facilitatorwho participated in an EAL program regarding its impact on their social, cognitive, and motor skills. Three case studies wereapplied, and semi-structured interviews were conducted with participants, including their parents and the EAL facilitator. Thequestions pertained to general information about the interviewees and their sessions, while also examining the results concerningtheir skills. The influence of EAL was emphasised by three riders, their parents and the facilitator. Results indicate that the gradualrelationship between riders and the horse is significant, as they develop and evolve in different areas of their life. In particular,they gradually learn to communicate, care, socialize, gain self-confidence, improve their perception and muscular strength andintegrated differently in education through exercise. Findings show that the relationship formed between individuals with ASD,the facilitator and the horse is a significant influential factor in strengthening their social, cognitive, and motor skills, a realizationthat can be utilized for their more effective education. Show less (-) | €15.00 | ||
Jo Anne Miller, Katja Mehlhorn, Amanda Rumore | 2025 | Equine Assisted Learning | The high school dropout rate among at-risk youth is higher than other student populations, leading to the development of non-traditional… Show more (+) The high school dropout rate among at-risk youth is higher than other student populations, leading to the development of non-traditional approaches like Equine-Assisted Learning programs. The specific program for at-risk youth uses Equine-Assisted Learningcombined with conventional education to reduce the high school dropout rate among its participants. The program began in 2002 and,by 2008, the staff observed that all the at-risk youth that participated in this program had graduated from high school. In the program,students partnered with rescue horses, which, in theory, helps the students learn resilience, social-emotional skills, and academicstrategies through deliberate practice, with the goal of transferring these skills and concepts successfully into the classroom. Betweenthe years 2008 and 2022, all 86 at-risk youth participating in the Equine-Assisted Learning program graduated from their traditionalhigh school on time. In addition, 100% of this cohort of students entered post-secondary education or technical job training. Weconclude that the factors identified in the program merit further study to understand the positive effects of Equine-Assisted Learningin reducing the high school dropout rate among at-risk youth. Show less (-) | €15.00 | ||
Inês Pereira-Figueiredo, Selçuk Akpınar, Kürşat Özcan, Consuelo Sancho-Sanchez | 2025 | Learning and Psychoeducation ⋅ Mental Health | Over the past decades, there has been a growing interest in including animals in therapeutic settings, for individuals with mentalhealth… Show more (+) Over the past decades, there has been a growing interest in including animals in therapeutic settings, for individuals with mentalhealth issues. Among these methodologies, equine-assisted psychotherapy (EAP) has emerged as an innovative approach that includesequines in the therapeutic process. EAP appears particularly efficient for young people exposed to adverse childhood experiences.Despite the promising results, it remains unclear whether such programs benefit youth with a history of psychological trauma. Toaddress this gap, this review aimed to collect the latest published works focusing on EAP for treatment goals regarding emotional,social, or behavioral recovery, and to examine their methodological rigor. Five relevant databases were utilized in the search of full-text articles published between January 2000 and August 2024 - addressing the incorporation of equines in EAP of young people(between 6 and 25 years old) who have experienced abuse, violence, or psychological trauma. The search excluded articles that lackedwell-defined treatment programs or focused on physical treatments and limited the results to scholarly journals. The initial searchresults produced a total of 924 articles. After removing duplicate results and separation based on inclusion-exclusion criteria, theremaining nine research articles were included in the quantitative synthesis. The literature showed that EAP holds much promise foryouth with a history of trauma or abuse, however, a lack of methodological rigor was found across the publications collected,including inconsistencies in the concepts used; the variability in participants, designs, and settings of the programs; minimal use ofrandomization or control groups; and lack of reliability. The implications for future research are discussed, including the need toaddress discrepancies in the program’s descriptions and reporting outcomes. Show less (-) | €15.00 | ||
Sarah Fuller-Lovins, Yasuko Kanamori, Charles E. Myers, Jeffrey H. D. Cornelius-White | 2025 | Equine Assisted Learning ⋅ Mental Health | Equine-assisted learning provides a viable alternative or complementary adjunct to traditional talk-based therapy interventions toimprove psycho-social outcomes with at-risk youth… Show more (+) Equine-assisted learning provides a viable alternative or complementary adjunct to traditional talk-based therapy interventions toimprove psycho-social outcomes with at-risk youth. The primary purpose of this study was to examine the significance and magnitudeof change in at-risk youth (n = 560) from pre- to post-implementation of an eight-week EAL program designed to improve social-emotional outcomes. Researchers first assessed the reliability and validity of both the Horses Assisting Youth Parent (HAY-P) andHorses Assisting Youth Staff (HAY-S) measurement tools. The validation portion of the study revealed three scales for eachmeasurement tool: Total, Factor 1- Contentment and Communication, and Factor 2- Compliance and Focus. Second, the researchersutilized dependent t-tests, and it was shown that youth evidenced significant improvement (p < .001) on all scales. Effect sizes werelarge to huge (d = 1.081 to 2.717). The study supports the premise that EAL programs can improve psycho-social outcomes for at-riskyouth. Show less (-) | €15.00 | ||
Kristina Naden, Wendy Brown, Kristie Cameron, Kath Shorter | 2025 | Therapeutic Riding | The aim of this study was to describe the characteristics of the cohort of horses used for therapeutic horse riding… Show more (+) The aim of this study was to describe the characteristics of the cohort of horses used for therapeutic horse riding. It alsoinvestigated the age at which horses began service in the riding therapy program, any behavioural issues identified by the group’svolunteers, and analysed the horses’ current time in the program. Retrospective data as of February 28, 2022, for a cohort of 328horses currently in service was provided by the New Zealand Riding for the Disabled Association (NZRDA). Analysis describedthe “typical” horse as a mixed breed, aged 16.15 ±5.90 years, with the same number of males and females. Horses were in theprogram for an average of 4.6 ±3.91 years at the time of data analysis, and were most likely to have been sourced by theassociation from a recreational background. The most common issues identified were related to soundness (absence of a normalgait), followed by restricted use due to age or physical limits, and behavioural responses to humans. While this study is the first todescribe the current cohort of horses within the association, it has also identified additional characteristics that require furtherinvestigation. Show less (-) | €15.00 | ||
Rebecca Jeyaseelan | 2024 | Education and Training | The application of Palmer’s (1993) theory of teaching to create space applied to equestrian education in Australia provides significant insights… Show more (+) The application of Palmer’s (1993) theory of teaching to create space applied to equestrian education in Australia provides significant insights into what creating safe spaces for horses and humans to learn together can look like. The praxis of creating space through hospitality in the Australian horsemanship classroom provides the horse and human learning duo with a space where they can navigate the path of their learning journey in a physically, emotionally, spiritually and intellectually safe learning environment that values creativity. Show less (-) | €15.00 | ||
Kezia S. Sullivan, Ann Hemingway | 2024 | Learning and Psychoeducation | Young people with special educational needs and their families were particularly affected by the COVID-19 pandemic, with many parents reporting… Show more (+) Young people with special educational needs and their families were particularly affected by the COVID-19 pandemic, with many parents reporting feeling overwhelmed. This study reports on the outcomes of an equine-assisted learning program piloted in summer 2021, which aimed to improve the wellbeing of families by providing them with a positive group experience. Families attended the Equine-Assisted Learning (EAL) program for either of two sessions, which lasted 2.5 hours each. The Family Relationships section of the Family Quality of Life Questionnaire was filled out before and after the program, as well as at a 2-month follow up. Outcomes were also measured using the Strengths and Difficulties Questionnaire, which was filled out by referrers for the young people who were the primary referees to the program. There were 14 families participating in the program, and analysis revealed a significant positive impact on family relationships scores at a total level which was maintained at 2 months follow up, as well as at item level for the majority of items in the short-term. There was also a positive change in Strengths and Difficulties Questionnaire scores for the young people, although this was non-significant. The results of this pilot study show that a short-term family-focussed Equine-Assisted Learning intervention may be effective for improving family relationships, which contribute to individual wellbeing. A larger scale randomised controlled trial would be beneficial to allow the results to be generalised in the future. Show less (-) | €15.00 | ||
Laura Hopson, Kristen McGraw, Candace Hanenberg, Rebecca Bailey, Jaycee Dugard, Alexis Braswell | 2024 | Learning and Psychoeducation | This study evaluates an equine-assisted learning (EAL) intervention with children who have experienced trauma and their caregivers. Children participated in… Show more (+) This study evaluates an equine-assisted learning (EAL) intervention with children who have experienced trauma and their caregivers. Children participated in a seven-week EAL Intervention. All sessions included unmounted work with horses. While children participated in an EAL program, caregivers participated in the "Parent Café", a six-week non-EAL psycho-educational series. Children and their caregivers were administered measures at pretest and posttest. Children (n=104) completed the Children's Attributions and Perceptions Scale (CAPS), and caregivers (n=68) completed the Protective Factors Survey (PFS). Paired samples t-tests were used to examine the data for changes over time. The results indicated significant change on one CAPS scale, with younger children reporting feeling more different from their peers at posttest. Caregivers' scores improved significantly for PFS scales relating to Family Functioning, Nurturing, and Knowledge. Show less (-) | €15.00 | ||
Emili B. Alexander | 2024 | Mental Health | Equine-assisted therapy (EAT) is an emerging practice area that has been shown to decrease negative symptoms in individuals experiencing post-traumatic… Show more (+) Equine-assisted therapy (EAT) is an emerging practice area that has been shown to decrease negative symptoms in individuals experiencing post-traumatic stress disorder (PTSD). While the research for equine-assisted therapy demonstrates effectiveness in decreasing PTSD symptoms, there is a lack of evidence to verify client satisfaction. The purpose of this mixed-methods study was to evaluate participant satisfaction using the eight-question “Client Satisfaction Survey” and compose recommendations based on participant feedback from a focus group after completing an Equine-Assisted Therapy Post-traumatic stress disorder (EAT-PTSD) program. Two participants attended an EAT-PTSD program that utilized the protocol developed by the Man O’ War project. Both participants attended all sessions and completed pre- and post-measures including the Post-Traumatic Stress Disorder Checklist Criterion Assessment, the 16-item Quick Inventory of Depressive Symptomatology Self-Report, informal numerical anxiety ratings, and a focus group for evaluation of program satisfaction and future recommendations. The results show that completion of an EAT-PTSD program decreases negative PTSD symptoms. Additionally, participants had an overall high satisfaction rate after completion of an EAT-PTSD program. Recommendations from program participants for future program delivery include increasing program length, using additional resources like talk and group therapy, and recruiting more participants to take part in the program. Show less (-) | €15.00 | ||
Annika Barzen | 2023 | Learning and Psychoeducation ⋅ Mental Health | In this study, 20 qualitative children’s interviews were conducted and evaluated using the grounded theory method to investigate the following… Show more (+) In this study, 20 qualitative children’s interviews were conducted and evaluated using the grounded theory method to investigate the following research question: What is relevant from the perspective of the surveyed children about equine-assisted interventions? To reconstruct the children’s perspective, drawings painted by the children during each interview had been collected as another means of expression. The consideration of the children’s perspective has received little attention in research so far and this methodological access gave an insight into children’s experiences and thus, into the effects of the interventions. The interviews were analyzed with the qualitative grounded theory methodology and the segment analysis of the drawings offered additional material. The interviewed children took part in the equine-assisted intervention for emotional stabilization, because they had been exposed to increased psychosocial stress, like growing up in residential groups for children and youth welfare and not with their parents.The interviews revealed that, from the children’s point of view, it is of particular importance to the experience that they can trust others and trust themselves as well. Trust in others is supported by the pedagogical riding instructor, who ensured the safety of the animal. The positive experiences with the animal and the resulting trust had a positive effect on the children. If the intervention took place in a group, the children experienced mutual support.The children’s self-confidence was mainly strengthened by learning new things in the equine-assisted setting. At the beginning of the intervention, it was often necessary to overcome fears and in further intervention, there were always new challenges to be conquered with the support of the riding instructor, so that various experiences of success arose and the children felt able to act. Show less (-) | €10.00 |