Pal-O-Mine Resources

What Goes Into Showing?

Wed, 22 Feb 2012 16:00:00 GMT

Showing, or competitive riding, can be a great experience for therapeutic horseback ridingstudents. It can increase self-esteem, self-discipline, and become a definitive goal for their riding sessions. Many families tend to overlook the benefits of show riding as a potential factor in their child’s riding. While there are these many benefits, there is also a very big commitment involved in showing, some on the part of the rider, and some on behalf of the facility.

Dedication: While participating in a small show at your therapeutic riding facility may be a fun occasional experience, long term showing should involve dedication to the sport. More prestigious shows require a large commitment to the show series, where points are accumulated throughout the season. Showing on this level may also involve a large audience, and judging on the individuals’ skill level for their class.

Preparation: While students are required to ride in ‘show attire’, the horses are also must be well groomed. Preparing a horse for a show usually begins at 5AM that morning. Students typically need to have a black show helmet, a clean button down shirt, riding britches, and well shined paddock boots or high boots. Girls under a certain age usually need to have braids with a bow. Horses should be washed, spotless, and have button braids in their mane. Saddles and bridles should not show signs of wear, and usually are reserved only for shows.

Timeliness: Horses will be trailered to events, while students should arrive well before their scheduled classes. Lateness, or not being fully prepared, can lead to point deductions or total disqualification from the event.

Ribbons and Awards: While most shows have prizes for all participants, some students really want the first place ribbon, or want to receive Grand Champion of the entire show. Preparing to be happy with whichever prize is received can be a good way to emphasize good sportsmanship. Congratulating all participants can also be a great way to encourage a positive behavior, even if there is a little disappointment in their place.

Showing can be a wonderful experience for a therapeutic riding student, but it takes a lot of time and commitment and money! If you feel your family, and your student, are up to the challenge, showing may be for you. If showing seems to be too much of a commitment, typical therapeutic horseback riding sessions still offers a wide range of benefits for its’ participants.

Interrogating your lawyer

Sat, 11 Feb 2012 03:10:00 GMT

By Bradley L. Gerstman, Esq.

Originally published in Long Island Special Child, June 2011

Parents of children with special needs are sometimes faced with the difficult task of hiring an attorney to challenge a school district’s assessment of their child’s academic abilities and, ultimately, to obtain the educational services that are being denied. This can be a frustrating and emotional time for parents, but if you have clear guidelines for choosing the best attorney for your situation, the process will be much easier.

To ensure that you have covered the most important points, both practical and personal, ask the following questions when making your decision:

• What is the level of the attorney’s expertise in education law and, specifically, special education law?

Beyond the appropriate accreditation and licensing, it is critical for your attorney to have extensive experience in special education law. This area of the law is extremely specialized, and a good lawyer should be completely versed in federal and state laws and regulations regarding children with disabilities and your child’s rights. Since the law changes frequently, your attorney must be aware of all current court decisions.

• Are you comfortable discussing the details of your child’s situation with the attorney?

The attorney you choose to represent your child must understand your situation and inspire confidence. The most effective special education attorneys are usually people who have been affected personally by a child with special needs — their own child or a child who is close to them. Comfort level can be difficult to measure, but it is one of the most important factors to consider when choosing an advocate for your child.

• Does the attorney understand how school districts work and does he have experience working with educators and school administrators?

A thorough understanding of how school districts operate, who the key decision-makers are, and the factors that go into providing or denying services is crucial for a special education attorney. A good attorney will understand the evaluation process, how an Independent Education Program is created, and the effectiveness of the most commonly recommended educational options, such as collaborative classrooms and pull-out programs.

• Does the attorney work with leading outside education experts who will help with your case?

To validate your position, a good attorney will usually call on the expertise of outside educational experts who will strengthen your case with sound professional opinions. An independent medical, psychological, or educational assessment by a well-credentialed professional can be very influential in convincing school administrators that a child’s needs are not being met.

• What are the costs for retaining a special education attorney?

Be sure you understand how the attorney expects to be compensated. Costs will vary depending on the complexity and time frame of the case. You will be asked to sign an agreement, which should include a fee structure and detailed description of the attorney’s services. You will either be charged an hourly rate or a flat fee, and you will be charged for the initial consultation, which can be either over the phone or in person. Keep in mind that school districts are required to pay your legal costs if you win your case. Discuss this with the attorney and find out if you should pursue this option.

• Does the attorney work with support staff?

It is best to work with an attorney who employs legal assistants or paralegals who will do research and paperwork that does not have to be done by an attorney. This will streamline the process and make it more cost-efficient. If your attorney has to attend to every detail, it will be reflected in your bill and the process will be unnecessarily extended.

• • •

Selecting a special education attorney to advocate for a child is an important decision. The attorney you choose should be someone who is experienced in both education law and dealing with school districts, understands the needs of children with disabilities, and is someone you trust. The basic guidelines outlined here will help you make the right choice.

Bradley L. Gerstman is a co-founding partner of Gotham Government Relations and the law firm of Gerstman Schwartz in Roslyn, NY. In his role as attorney, Gerstman focuses on special education legal issues.

Meet the Equine Assisted Psychotherapy team: Part 3 the horses

Wed, 25 Jan 2012 16:13:00 GMT

Perhaps the most important element in Equine Assisted Psychotherapy(EAP)can be undisputed as being the equine itself. EAP is an experiential modality of treatment that incorporates horses for emotional growth and learning. While the use of the therapy team, an Equine Specialist and Mental Health Professional, differs from traditional ‘talk’ therapy, perhaps the most influential aspect of this therapy is how horses are used in the sessions. There is no riding involved, and all activities take place on the ground. Here aresome of the ways horses make EAP a truly amazing and beneficial form of psychotherapy.

1. Mirroring human behavior: Horses have been an influential part of humans’ lives for centuries, and this connection is often a large part of the session. Metaphors can be found in the interaction between the clients and the horses; these metaphors generally are relatable to home, work or school for the clients.

2. Herd behaviors: Horses are herd animals, and each has their designated place in the herd. Clients often identify with a specific horse, or identify that horse as reminding them of someone else. The significance of the identification with a dominant or subordinate horse during the session should be noted and reflected upon for significance.
3. Nonverbal communication: Horses are able to pick up on clients’ nonverbal communication, and will often amplify this and bring it to consciousness. The way the humans participating in the session approach the horses, and each other, has special significance. A client who tries to approach a horse in an aggressive manner may find the horse to react less than willing to perform a task for the person.
4. Horses allow for solution-oriented sessions: Horsemanship is not taught to clients, instead they are given a certain task or objective, possibly limitations on what they can use to complete that task, and then proceed to interact with the horses in whichever way they feel fit to complete the task. The way the horses and tasks are approached and completed are relevant to their typical problem solving techniques in their daily life.
5. Horses are able to be themselves: During EAP sessions, the horses are able to interact without any coaxing or training from the therapy team. The interactions that clients have are natural and authentic. This is the beauty of horses.
The Equine Assisted Psychotherapy team is not complete without horses. The horses provide an exponential opportunity for growth and healing in the clients. What the horses do during sessions is not trained or staged, but is the horses’ own behavior and personality. It is the experience of the Mental Health Professional and Equine Specialist to find the significance in the interaction between client and horse in order to reach treatment goals, thus making EAP unique and enriching.

Meet the EAP Therapy Team: Part 2 The Mental Health Professional

Wed, 04 Jan 2012 20:55:00 GMT

Equine Assisted Psychotherapy is a modality of treatment that uses horses in an experiential way to facilitate growth and learning (EAGALA). Besides the innovative nature of incorporating horses into therapy sessions, the team approach also sets EAP apart. Mental Health Professionals are licensed and credentialed psychotherapists or counselors, and are often Social Workers, Mental Health Counselors, Marriage and Family Therapists, Psychologists, Addictions Counselors and so on. Mental Health Professionals obtain their EAGALA certification in addition to their professional license and credentials. In the previous article, we discussed the need for the Equine Specialist, now we will discuss the role of the mental health professional in treatment.

Knowledge and experience working with mental health issues: While the horses are an amazing addition to treatment, the Mental Health professional has an extensive knowledge of diagnostic criteria for psychiatric diagnosis. This allows the MH to assist the client(s) to meet set treatment goals at an appropriate pace.
Emotional safety of clients: Often a session can help a client realize subconscious feelings and/or experiences. The MH is keen to the clients’ emotional safety, and knows how deep the session should go. Certain sessions may have the potential to unearth trauma or other past experiences that can be too much for a client to handle in one session. The MH will read the clients clues and can address the issues with the client without going too far.
Nonverbal communication: Since EAP is in essence not ‘talk’ therapy, much of the interactions during a session are nonverbal in nature. The MH has the difficult job of interpreting the clients’ nonverbal communication with the horses, the therapy team and any additional clients in thesession.
Processing the session: While the majority of an EAP session is experiential in nature, and with little to no talking, the processing that occurs at the end of the session is vital. A lot can occur during a session, and since most of the information the therapy team receives about the session is nonverbal, it is important for the MH to discuss the implications of what occurred during the session. It is also important at this point for the Equine Specialist to give input to the relevance of the horses’ behavior during this time, but the MH will be able to bring certain behaviors and actions to the clients’ awareness during the processing stage.

EAP is an effective modality of experiential treatment due to the team approach that is used; having both a Mental Health Professional and an Equine Specialist. Each team member has his or her own unique role during sessions, and the collaborative effort truly has its benefits for the client(s).

Autistic Individuals and Horses: Some Insight from Temple Grandin

Fri, 23 Dec 2011 01:50:00 GMT

Temple Grandin has a huge impact in the areas of understanding both autism, and animals. Dr. Grandin has a vast experience with horses, and shares some of her experiences in the book, Animals in Translation. Here are some of her insights, and how they relate to the relationship individuals with autism may have with horses, and why the bond is so beneficial.

- Horses don’t tease: Temple Grandin speaks frequently about the teasing she endured growing up, and the impact it has on her today. She also references how horses are patient and understanding; horses don’t tease. When an individual with autism works with horses, there not only is a calming effect, but a lack of judgment. Horses do not care about repetitive behaviors, your social skills, stimming or other behaviors that children are typically teased for. Horses offer patience and reassurance, which allows for important skills to be mastered.

- People and animals belong together: For centuries, horses and humans have worked together, making them acutely attuned to our behavior. Temple Grandin has mentioned that horses make sure you don’t get hurt, noting that often horses used for riding will stop when they feel their rider become unbalanced. This is very true for riders with various disabilities, and that connectedness allows for the rider to progress at their own pace, while feeling a connection and bond to the horse they ride.

- Horses teach responsibility: Temple Grandin speaks about how positive of an experience working with horses was when she was a teenager. For an individual with autism that has difficulties with social cues, and daily living skills, learning about the needs of a horse can give necessary life lessons. This is especially true for individuals who have trouble relating to their own needs, or the needs of others; interacting with a horse is engaging, and has carryover into their own needs.

- It’s a relationship: Many individuals with autism find it difficult to understand the needs of others, and are frequently thought to be only aware of their own needs. Having a relationship working with a horse teaches the same skills necessary for interacting with peers, family and teachers. It has an element of teamwork, which can often be difficult to grasp. The give and take between an individual and a horse will often show a child with autism for the first time the duality of a social relationship with another entity.

- Visual thinking occurs in horses: Much of Temple Grandin’s work revolves around her keen visual mind, and her realization that animals see the world in a similar way. This means you are very sensitive to your environment, when you are a visual thinker, the same way the animals are sensitive to their environments. This helps to explain why horses and individuals with autism are able to connect so deeply, and learn so much from one another.

Temple Grandin is a master in the field of animal behavior, and is one of the rare individuals who is able to explain autism to the public. Her time spent with horses has obviously had a great impact on her life. The understanding, patience, relationship, bond and similarity in visual thinking styles are what truly makes the interaction with horses a magically experience for many individuals with autism.

A Few Things Temple Grandin Can Teach Us About Autism

Sun, 11 Dec 2011 17:05:00 GMT

Temple Grandin is a remarkable woman, an individual who has autism that has done more with her life than most typically developing people. Viewing her vast list of accomplishments, it is hard to believe that at the age of two she was diagnosed as brain damaged, which ultimately led to a diagnosis of autism. Her life has transitioned from being unable to speak until the age of four, to holding a doctoral degree in animal science, being a renowned author and a pillar in her field. Her life gives hope to the many families that fear their child with autism may never reach their full potential. Her life is a lesson of how determination, structure, and early intervention can yield great opportunity for any individual. Dr. Grandin is remarkable in another way: she is noted as being one of the few individuals with autism who can describe what it is like to live with autism. Here are some things we can learn from her:

Autism’s affect on language development and communication: Dr. Grandin describes the way she thinks as being in pictures, and having more nonverbal thoughts, as well as viewing language as a way of getting information rather than for socialization. She has mentioned the differences in the way individuals with autism process information, that some have difficulty hearing consonants and may need time to identify that words are communication, rather than the tone of voice that is used. She also recommends that, for language delayed individuals, there needs to be some form of communication available, i.e. picture boards, since the individual can easily get frustrated if they are not able to express themselves.

The importance of early intervention: Dr. Grandin often credits her progress to the early interventions used to integrate language and social skills at a very early age. Her family had a nanny that would spend time playing turn taking games with Dr. Grandin and her sister, and eventually she attended a very structured nursery school. Activities such interactive games, singing nursery rhymes and practicing turn taking will be helpful in teaching and modeling appropriate skills and social behavior. Hands-on learning is also very beneficial for individuals with autism, especially when begun at an early age.

The proper use of rewards and consequences: A consistent use of rewards and consequences should be implemented both at home and school. Dr. Grandin has spoken about how negative behavior caused by sensory overload should not be disciplined, and that it is important for parents and caretakers to be able to identify when sensitivity to such stimuli has caused a behavioral problem. She also recommends that expected behavior should not be reward; this can include good table manners, or saying please and thank you. Consequences should take away something of interest, but never something that could become a career interest. Things like TV time, or computer games are best removed temporarily as a consequence. Creating boundaries for what is expected is very important, as well as explaining why the behavior is inappropriate. This system should be unique to each individual, and should be consistent at home and at school.

If you have an individual in your family that is autistic, then the above information should give you great insight into their mind, and the most beneficial ways of integrating various life skills. Language development and communication, the importance of early intervention and the proper use of rewards and consequences all have a great impact on the individual’s development. Proper integration of Dr. Grandin’s suggestions and a concrete understanding of the individual needs of each person will be optimal in reaching that person’s full potential.

Meet the Equine Assisted Psychotherapy team: Part 1 Equine Specialist

Sat, 19 Nov 2011 16:26:00 GMT

While there are many aspects of Equine Assisted Psychotherapy (EAP) that make it a unique modality of treatment, the use of a therapy team definitely stands apart. While traditional “talk” therapy typically consists of client(s) and a clinician, EAP utilizes the knowledge and experience of a horse professional.
So what exactly does the Equine Specialist do, and what is their experience in the session? Equine Specialists need to first obtain at least 6,000 hours of hands-on horse experience and 100 hours of continuing education before being able to complete the EAGALA certification process. EAGALA certification consists of two separate intensive 3-day trainings specific to the skills necessary for practicing EAP.

The following are some of the reasons Equine Specialist are necessary for the therapy team:

Picking the herd: While the clients attending EAP sessions generally know little about the horses being used for each session, the Equine Specialist knows his/her horses and chooses them for specific reasons. The composition of the herd being used for each session will have an incredible impact; generally horses are selected to amplify certain characteristics of the clients.
Setting obstacles: While planning for sessions is a collaborative effort between the therapy team, setting the obstacles, placing of equipment and such is generally the responsibility of the Equine Specialist. Safety is often the main goal here; EAP is supposed to challenge its’ clients, but making sure tasks are obtainable and set up in a safe manner is the main objective. An Equine Specialist’s expertise will help in maintaining a safe and engaging environment for both clients and the horses.
Assessing horse behavior: Often, in a session, the horses may do some odd things, or perhaps a generally docile horse is exhibiting some exuberant behavior. The Equine Specialist is constantly observing how the horse(s) react throughout the session, and use their knowledge and training to assess how the behavior relates to the clients’ actions during a session.
Noticing patterns and shifts in behavior: During EAP sessions, patterns and shifts become an indication of change or lack thereof. Mental Health professionals generally track these changes in the human clients, while the Equine Specialist is very tuned into the horse’s behaviors during sessions. A shift or pattern change, as indicated by a horse during a session, can reveal changes occurring in the clients.

As the above list explains, an Equine Specialist is a necessity in EAP sessions. They not only add integrity to the session, but also are needed for their valued expertise on horse behaviors and interactions, as well as maintaining a safe environment.

How can Therapeutic Horseback Riding Help Individuals with Autism

Mon, 07 Nov 2011 19:03:00 GMT

Children diagnosed with Autism Spectrum Disorders typically face a wide range of social,developmental and speech difficulties throughout their lifetime. There are numerous therapeutic interventions available to assist individuals in reaching their full potential. While many of these approaches are extremely beneficial in the targeted area, the use of therapeutic horseback riding can have endless possibilities for improving the life of an individual with autism. Here are 5 ways therapeutic horseback riding can positively affect individuals with autism:

Provides high vestibular movement: Individuals with autism that use rocking, bouncing, swinging or similar movement as a soothing behavior thoroughly enjoy the 3-dimensional movement of the horse’s gait. When this need for vestibular movement is provided through the horse’s movement, it allows the instructor to maintain the individual’s focus on other activities.
Helps to manage stimming: Stimming can vary widely, from hand flapping to tapping and so on. When an individual is redirected to a task on horseback, such as holding the reins or petting the horse, the student can find new ways to self soothe and control the stimming behavior.
Incorporates sensory integration: Many therapeutic riding facilities are able to successfully incorporate sensory integration into their sessions. Individuals who typically avoid certain textures can be more relaxed during therapeutic horseback riding sessions, which will allow for a higher threshold for new textures and smells. From the coarse feel of the horse’s mane or tail, the smoothness of leather, the brittle feeling and aromatic smell of hay, many new sensory items are abundantly available at therapeutic riding facilities.
Provides positive social interactions: While participating in a therapeutic riding session, individuals have the opportunity to socialize with up to 3 people. For safety reasons, in addition to an instructor, a quality program will also incorporate trained volunteers to assist with leading the horse, and providing assistive holds during a session. This opens up the opportunity for the student to learn necessary social skills such as maintaining conversations with multiple people, picking up on social skills, asking others questions and talking about their own interests.
Adapted daily living skills: Whether its opening/closing snaps and buckles, learning about the importance of safety, various adapted living skills are incorporated into sessions. Since it is common for individuals with Autism to have difficulty relating to others, often relating to the needs of the horse can become a vital opportunity for learning. Students end up bonding with the horse they ride, this leads to teaching opportunities about the importance of grooming the horse, proper feeding of them, and how much they thrive with other horses. These are lessons that can be made relatable to an individual with autism through comparison to their own daily needs.

These are 5 ways therapeutic horseback riding can positively influence the needs of an individual living with autism. A comprehensive therapeutic riding program can incorporate these 5 areas, while also addressing the individual needs of each student.

Setting Goals for Therapeutic Horseback Riding

Wed, 02 Nov 2011 14:42:00 GMT

  Therapeutic horseback riding has the benefit of incorporating an endless amount of different goals into sessions. Knowing that so much can be integrated, it can sometimes be overwhelming for parents to decide on what is most important to include in their child’s session goals. Here are some questions to ask yourself for which areas to include when setting goals:
                1.            How is my child’s posture/muscle tone/pincher grasp/gait?
                If your child is lacking in any fine/gross motor skill areas, therapeutic riding sessions may be able to help. Try to focus on specific deficits, example posture, rather than muscle tone overall. This will help to target specific activities during the session that can benefit your child’s needs.
                2.            How does my child react to social situations?
                Many new students get the assistance of a leader and side walker during sessions, in addition to their instructor. If your child is shy, talks over people, or has trouble maintaining conversations with numerous people, then consider discussing social goals. Be specific in what you would like to see changed, and try to work on similar goals at home in between sessions.
                3.            Is your child exhibiting any behavioral difficulties at home or in school?
                This can be a question that is difficult to ask us, but can be an important part of your child’s assessment and goal planning. Again, try to be specific; it can be something as simple as he/she gets antsy when waiting in the lunch line. These types of situations arise during riding; your child may have to wait a few moments while waiting to get on his /her horse and patience can be taught throughout the sessions!
                4.            What is included in my child’s IEP?
                Carryover can be beneficial for many children. Incorporating the most important goals from his or her most current IEP can create a consistent environment. Even if these areas aren’t chosen as goals, it may be important for your child’s therapeutic riding instructor to be aware of implicated goals in the IEP.
                5.            What if my child is already working on too many goals?
                Some children can become overloaded with services; in school PT, OT, speech, ABA therapy, etc. Recreation and just having fun may also be an important part of your child’s week. Consider giving your child some time to work simply on taking a few moments to enjoy life, that is a goal in itself.

Hopefully, the previous five areas will help you in developing goals for therapeutic horseback riding. Try to think about what is relevant to your child’s needs, and which areas need the most adjustment.

Equine Assisted Learning for Children with Emotional Disturbances

Thu, 29 Sep 2011 17:37:00 GMT

Equine Assisted Learning (EAL) is an innovative and effective way for K-12 grade schools to partner with community organizations in order to deliver interventions to some of their most difficult students. EAL is facilitated by accredited teachers and professional staff, with horse experience, that have been further certified by Equine Assisted Guidance and Learning Association (EAGALA). It is a model that integrates horses, equine-based activities and traditional learning standards to reach students that may be oppositional to learning, need re-engagement, be at risk for school failure or simply need a retooling of how education is experienced.

A wide range of students with difficulties can be reached through a comprehensive EAL program, in addition to a traditional classroom environment. In the past, EAL programs have aimed at increasing positive behavior, respect (for self, peers, adults and animals), and listening skills among many other measurable goals. Often, it can be an amazing influence on the way students with an emotional disturbance succeed in school. EAL can help these students by:

- Increasing social skills: EAL is based around equine activities, while students work together as a team. Horses are herd animals, which makes them social creatures. Students can observe the natural social instincts of the horse and relate them to their own lives, in a creative way.

- Creating a change in environment: Emotionally disturbed students may get reprimanded often for negative behavior, which can lead to a negative atmosphere for learning. Taking these children into the outdoors for learning can create a new outlook on learning.

- Creating intrigue: Many students that experience an EAL program often have little to no knowledge of horses. Being in such close contact with such a gentle, yet very large creature can captivate their attention, and make them eager learners.

- Promoting respect: For some emotionally disturbed students, there may be a low level of respect for others, and even themselves or animals. Through equine-based activities, and classroom discussion, emotionally disturbed students can conceptualize the meaning of respect in a unique way.

Equine Assisted Learning programs can have many benefits, for various types of students. This intervention is used as a supplement to traditional learning and has the advantage of taking learning outside of the classroom. Emotionally disturbed students often have the most difficulty in various educational and social areas, and the adaptability of a quality EAL program can be a jumpstart to a better learning experience.

Therapeutic Riding vs. Horseback Riding: Is There A Difference?

Tue, 13 Sep 2011 19:33:00 GMT

When looking for therapeutic horseback riding programs, you may ask yourself: Is there really a difference between therapeutic riding and horseback riding? The answer is yes! Although there are numerous similarities, there are certain ingredients to the “therapeutic” portion that make it strikingly different. Therapeutic horseback riding is an accessible and adaptive form of horseback riding, tailored to the needs of each student with a disability. It can be used for individuals anywhere from two (2) years of age well into the sixties. Due to the integrative nature of therapeutic horseback riding, there is a wide range of benefits for many different types of disabilities. These are the reasons therapeutic riding is different than horseback riding:

- Adaptive equipment: This may include accessible mounting ramps to individualized tack selections. Choices like these should be based on the students’ level of trunk control, balance and coordination and have the goal of safety in mind. Horseback riding typically does not meet these needs.

- Individualized goals: In order to meet the needs of the student, their unique needs should be assessed and incorporated into the riding session. Goals for therapeutic riding can include: motor skills improvement, balance and coordination, social skills, concentration, executive planning or any area that could use improvement. Horseback riding’s goal is learning to ride.

- Use of volunteer staff: While it is a good idea for any novice rider to first begin riding with a leader (someone trained to lead the horse with a rope attached to the bridle/halter in order to maintain control), therapeutic riding students also have the added benefit of using side walkers. A side walker is trained to assist the therapeutic riding instructor with supportive holds to assist students maintain proper position and security on the horse. Where a typical riding student may generally interact with one instructor, a therapeutic riding student may have up to three (3) individuals with them during a lesson. Besides the safety benefits, this makes for a great opportunity for social interaction and language development.

- Experienced instructors: Therapeutic riding instructors go through training and have experience working with students with disabilities in an equestrian environment. Horseback riding instructors generally do not possess the experience needed to make riding a safe and beneficial experience for a child/adult with special needs.

- Safer horses: Program horses are usually exposed to more training, and can cope with the unexpected better than general riding horses. When putting an individual with a disability on a horse’s back, you would want to feel confident that the horse is a safe choice.

Many skills can be similar for both therapeutic riding and horseback riding. All students should learn the basics of how to steer their horse, proper seat, use of various equipment, basic horse knowledge/parts of the horse, different positions and so on. Basic horsemanship skills are essential and should be taught to all students, in order to enhance the horse experience. It is usually how much a student can benefit from therapeutic riding, and the different aspects of life that can be incorporated, that separate it from general horseback riding.

While any interaction with a horse can be seen as having a ‘therapeutic’ impact, we hope you are now able to recognize the differences between horseback riding and therapeutic riding. A quality therapeutic riding program can integrate endless goals and new experiences into the life of a child or adult living with a disability.

What Makes a Horse a Good Candidate for a Therapeutic Riding Program

Wed, 31 Aug 2011 18:07:00 GMT

Different horses are used for different types of work. The thoroughbred you see running at a race track differs greatly from the calm pony your child sits on at the county fair. Horses have been bred and selected for their specific line of work for centuries. Similarly, the horse chosen for therapeutic horseback riding should possess the following characteristics:

- “Bombproof”: This is a term, in the horse industry, for a horse that will remain calm in almost any situation. Horses are predatory animals, and respond to the “flight or fight” instinct with flight. A “bombproof” horse implies that a bomb could go off near the horse and it will calmly stay in place. Some horses are born with this sort of temperament; others acquire it over time through training and exposure to different situations and noises.

- Familiarity with wheelchairs, crutches, etc.: The adaptive equipment used by individuals with a physical disability can be foreign to a typical horse. Horses used for therapeutic riding should be familiar with any piece of equipment a rider may use, and be exposed to it in various situations. Horses should be okay even if a crutch falls off a mounting block or a wheelchair spontaneously rolls towards them.

- Calmness in all weather situations: Mind you, riding in a thunderstorm would never be recommended, but a therapeutic horse should not be bothered by a random strong gust of wind or rain that comes out of the blue.

- Used to the presence of multiple people: While the goal of therapeutic riding is to ultimately have the student ride independently, in the beginning the student should use the help of a leader and side walker. These are individuals trained to assist in a therapeutic riding lesson. The horse being used needs to be okay with having up to 3 people around him. A typical horse may not be used in this scenario and a therapeutic riding horse will have undergone training to get used to the feeling of having these additional helpers around his body.

- Able to accept unsteady movement: Students with core strength and/or limb weakness may be unsteady on the horses back so program horses must be familiar with a rider that is unbalanced or has coordination issues. When the rider is unbalanced, it can throw off the horse’s natural stability, making this an important characteristic for safety.

While horses used in therapeutic riding should be a safe pick for a student with a disability, there are always unknown situations and horseback riding does have its risks. The benefits are great, and when safety is a major focus, risks can be nearly eliminated. Horses are used for all different lines of work, but be assured that a horses used for this purpose have undergone extensive selection and training that allows it to be a safe choice for riders with a disability.

Top 6 Benefits of Therapeutic Horseback Riding

Wed, 10 Aug 2011 16:40:00 GMT

For an individual living with a disability, therapeutic horseback riding means much more than sitting on a horse. There are numerous benefits for children and adults with a disability. Here are the top six benefits that have the biggest impact on therapeutic riding students:

1. Increases in fine motor skills: Fine motor skills are increased when the student uses his/her small muscle movements, (Example: working to increase dexterity in fingers). From selecting reins, fastening snaps and buckles and adjusting how the reins are held can all increase a student’s fine motor skills.

2. Increases in gross motor skills: Gross motor skills are the ability to move large muscle groups (Example: this is essential for walking, running and standing). Getting on and off the horse, posting (rising and sitting to the rhythm of the horse’s gait) and 2-point position (putting weight in the stirrups and lifting the body out of the saddle) all have a positive influence on an individual’s gross motor skills.

3. Core strength improvements: Horses have a three-dimensional movement that is unique and unable to be replicated in any other way. While the horse moves forward, it also sways side-to-side. When a student is properly seated on the horse, this movement causes the student to involuntarily use many more core muscles than they typically would when walking or sitting on their own.

4. Balance and coordination: Sitting up straight and even on the horse, keeping your feet in the stirrups, properly holding reins, steering your horse and posting may look easy to onlookers, but anyone who has ever been on a horse can tell you otherwise! This is a true test of balance and coordination. Students who participate in therapeutic horseback riding are able to improve on all these skills while enjoying time with their favorite horse.

5. Social skills: Depending on a student’s level of core strength and familiarity of the horse, volunteers may be used, along with an instructor, in order to create the safest environment for that individual. While safety is usually the main concern, these extra helpers can create a more complex social environment for the student to interact with. Throughout a riding lesson, each student should have the opportunity to be engaged in conversation that aims to further the progress of social skills and language needs. The horse also provides social interaction, since students should always be asked to respect their horse and praise its’ good behavior during a lesson.

6. Sensory integration: While enjoying riding, students with sensory sensitivities can be slowly introduced to various textures, sounds, smells and sights. Many therapeutic riding programs integrate various items, as well as activities, that promote and encourage positive sensory interactions.

Those are the top 6 benefits of therapeutic horseback riding offered by a well rounded therapeutic riding facility. While the goals for each student should be selected on an individual basis (and the benefits are endless) these are the most concrete benefits many students take home.

Finding a Safe Therapeutic Riding Facility: Top 5 Essential Qualities

Mon, 01 Aug 2011 18:35:00 GMT

Recently, there seems to be a flood of therapeutic riding facilities popping up all over the country. While it is great to see more of these wonderful programs being created, it does not mean that all programs are equally safe. Here are tips of what to look for when beginning therapeutic horseback riding for an individual with a disability:

The use of a leader and side walker: A leader is someone trained to handle the horse and leads it by a lead line attached to a halter or bridle, and a side walker is someone trained to use assistive holds on the individual in order to increase safety. For a majority of riders starting out, these extra hands should be an essential safety precaution.
Safe horse choices: The term “bombproof” refers to the training involved in preparing a horse to remain calm in situations which may startle a typical horse. When using a horse for an individual with a disability, you should be very confident that the students unbalanced movements, a gust of wind or car alarm going off do not cause the horse to get nervous and/or spook.
Accessibility: If the facility is providing services for students in a wheelchair, that use a walker/crutch, have balance issues, and/or a cognitive disability, it is greatly recommended that there is a mounting ramp available. This allows the instructor to have more of an ability to assist the student getting on the horse, and reduces the risk of the horse moving away, or the student losing his/her balance.
Individualized goal setting: A therapeutic riding center should have a vested interest in the unique needs of each student. This ideally should involve an evaluation process in order to discuss with the parent/guardian where there are needs that can be met by therapeutic riding. Ideally, if the student has certain behavioral triggers, sensory issues and/or more serious health concerns, this should definitely be discussed in order to reduce the risk of accidents while the student is mounted on a 1,000 pound animal.
Session quality: The student should be doing something during the lesson. Something means more than sitting on the horses back, being led around and not being stimulated by the experience; this is what we would call a ‘pony ride’. There are periods in a session where silence and rest may be a good idea, but this should not be the entire ride. The therapeutic component means that the student is somehow working towards improving physical, cognitive, emotional and/or social independence.

There can be endless benefits to therapeutic riding, but steps must be taken in order to ensure the safety and quality of these benefits. Use of a leader/side walker, safe horse choices, accessibility, individualized goals, and session quality are clear signs that you have chosen a well-run facility.

Equine Assisted Psychotherapy for Warriors

Thu, 21 Jul 2011 17:45:00 GMT

Model Equine Assisted Psychotherapy for warriors is a new treatment and education in which horses are teamed up with licensed mental health professionals and equine professionals while working with warriors.

The ground activities use horses to mimic real-life issues. Because the warriors and therapists are able to “see” the problems in these activities, they are able to find solutions that work, while quickly recognizing the unhealthy patterns. They identify their personal strengths, and act out new behaviors. By utilizing the strengths of the experiential model of learning that was already taught to the warriors for combat in the military, they are able to address issues they are facing “out of the field”. This makes the treatment effective in assisting warriors and their families facing psychological health and traumatic brain injury.

There are several benefits of the experiential modality, including:

Action, not talk - solutions learned are applied and practiced
Greater impact on care - warriors challenge themselves in activities with horses that removes the “stigma” associated with traditional related with traditional “talk therapy” treatment methods. These activities make this treatment not only more affective, but more interesting and appealing. Because horses respond to non-verbal communication, it removes the cultural barriers the warriors face
Solution focused - since warriors must find their own solutions to the activities, they learn to not only rely on themselves, but on their team members as well
Adapt, improvise, and overcome through perseverance and completing the re-created frustration, stressors, and relationship problems
Awareness on importance of non-verbal communication
Adaptability - in response to the unpredictability and inability to “control” the horses, warriors must discover ways to make the relationship work

This treatment has had an immense impact on “Maintaining the psychological health, enhancing the resilience, and ensuring the recovery of service members and their families are essential to maintaining a ready and fully capable military force.” – Report of the Department of Defense Task Force on Mental Health, June 2007.

What is Equine Assisted Psychotherapy?

Mon, 11 Jul 2011 21:44:00 GMT

Equine Assisted Psychotherapy has one mission, and that is to help people overcome obstacles and develop healthy relationships through the utilization of horses in a physically and emotionally safe environment. EAP is experiential in nature.

Licensed therapists and horse professionals team up to use horses as a tool for emotional growth and learning. Through participation in activities with horses, clients learn about themselves and others, while processing and discussing feelings, behaviors, and patterns. Since the treatment is so intense and effective, it is considered a short-term and brief approach. All of the activities are on the ground though, none are through riding or horsemanship.

EAP has impacts on different aspects of a person, and different difficulties that people are facing.

Impacts individuals
Youth, Behavioral issues
Attention Deficit Disorder
Substance abuse
Eating disorders
Abuse issues
Family issues
Depression
Anxiety
Relationship problems
Communication needs

Pal-O-Mine offers individual, family, and group therapy. Group therapy as well as risk youth and women’s empowerment deal with issues such as grief, trauma and abuse, eating disorders, substance abuse, addiction and codependency. EAP helps clients gain knowledge about their negative behaviors while providing them safety for them to develop positive alternatives.

There are many benefits from this type of treatment, including

Self-Esteem
Improved communication skills
Assertiveness
Creative thinking
Problem-solving
Development of coping skills
Taking responsibility for themselves

The use of horses is because they are honest; when we change, they change. Because they are large and powerful, horses create a natural opportunity for someone to overcome fear and develop confidence. They require physical and mental engagement in order to be successful, rather than talk therapy. They are keenly aware of our emotional states as predators since they are prey animals, and often mirror exactly what we are feeling. They provide a powerful setting for individuals to develop similarities between feelings behaviors.

Letting Loose: Trust The Process When Horses Get Loose

Fri, 22 Apr 2011 17:09:00 GMT

Crack! Your favorite EAP horse just broke the top rail of the fence while cribbing and has stepped over and out of the arena. Whether you are the Equine Specialist (ES) or Mental Health Professional (MHP), you wonder to yourself any of the following:

Is the horse safe right now?
The client?
How will the horse and client react?
How will this affect the session?
Who else will be affected?
What does my ‘S say about this situation?

When something like this happens in session, it is always best to check in with your partner to quickly determine what should be done. Trusting the process in a "letting loose" situation may be valuable to the client in the long run. Consider these anecdotes (all stories are true, names and identifying details have been changed):

Cathy is the 75-year-old mother of Daniel, 42, who is dual1y diagnosed with a learning disability and major depression. Daniel was referred by his in-patient treatment center, which had just released him after a few months' stay. Daniel participated in the first session by himself, but then refused to come into session. Cathy was having problems getting him to come at all. We gradually moved Daniel back in and into a chair in the paddock while Cathy participated in the activities. The presenting problem for Cathy was trying to get Daniel to do anything: shower, eat healthy, stop smoking so much, even come to session. She was frustrated.

“Crack! Your favorite EAP horse just broke the top rail of the fence while cribbing and has stepped over and out of the arena. “

The task she had been working on was to get all the horses into the middle of the ring at the same time. She was hesitant to use ropes or halters and when she did get a rope around a horse's neck, it would not move. This was a self-created task she had struggled with for six sessions. She left the arena to get some more equipment and as she was leaving, one horse pushed open the gate and two others ran out. Two miniature donkeys headed toward the open gate, when she stood up, called out to her disengaged son and said firmly "Get up and hold this gate closed. I have to go get the other horses.” Stunned, Daniel got up and held the gate forcefully against the donkeys' efforts.

Cathy left the arena and after ten minutes, came back into the paddock, horse in hand. This was repeated until all the horses were back in the paddock. She was able to accomplish the task with solicited assistance from her son. Processing revealed that when she approached him and the horses with confidence, they all engaged with her and did what she requested. She began to understand that it was her approach to her son that needed to change. Next session, she reported several successful encounters with Daniel and a lower frustration level.

Metaphor Magic
Although it is best for the client to create their own metaphors, some have trouble coming up with a relevant metaphor to describe "letting loose". Here are a few that may be relevant for your use, depending on the client and the situation (some have been created by the author; others inspired by clients).

“The grass is/is not always greener on the other side"
"Breaking out of jail"
“Moving on to greener pastures “
"Where we are right now is my present, where the horse went is my future"
"Breaking down walls/barriers “
“Walking out of/back into my life"
"Violating my boundaries"
"Jumping over obstacles/ fences
"On the fence"

"Letting loose" set-ups can be great for dealing with abandonment issues, runaways, bereavement, divorce and break -ups. This story describes Maria, a 13-year-old who came to our facility originally with a group for sexually abused children and decided to pursue individual therapy.

Maria entered the ring after a six month break and remembered some of the horses, specifically the brown horse that in her last session she labeled 'father'. The horse she labeled 'brother' was in the paddock next to the arena, kept separated by a fence and electric wire. The last session we had, her presenting problem was that her mother wouldn't let her see her father or brother because they both denied her brother had raped her at age 9. Despite the trauma, she still longed for a relationship with her brother and father.

After we reviewed what had gone on for her over the past few months, we gave her a catch-and-halter review task. She asked if she could get the brown one (her father). As she approached the horse, he walked quickly away from her, to the gate, knocked it down and left the arena, stopping to eat grass in a walkway between the arena and 'brother's' paddock. She spent the remainder of the session trying to get 'father' back in the arena, unsuccessfully. The next week, the same scenario was recreated, picking up where she had left off. She started by trying to capture him to lead him back into the arena.

After about 20 minutes, she said she gave up and we asked her about it. She said over the past few months, she had given up on her father, realizing she can't force him to be a part of her life, and concluded she was "better off without him". Acceptance of her situation was demonstrated in the activity. She asked if she could come back into the arena and intentionally leave him out of her life. This allowed the team to refocus on her relationship with her primary caregiver, her mother. Next session, she didn't even notice 'father' was outside the arena, and proceeded with other issues.

Calming the 'S
Although it is never planned to have the horses get loose, there are steps you can take to calm your 'S and to ensure that all clients and equine partners are safe.

Make sure your fences and gates are in good condition and that horses can safely jump out if they choose to. While you don't want weak fences and gates, you also want the horse to be able to leave a situation if it wants to. It could be a very traumatic for everyone if a horse tries to leave and gets injured.

“Make sure your horses have a safe place they can go to if they decide to leave the session.”

We are on a busy road in suburban New York. Before every session, we always check all gates, leaving one open on the driveway. If a horse does get loose, they'll take the open gate to the left to the back of the property which has no way out, or right which leads to the barn and a large arena. We also leave a paddock gate open next to the arena that the horse can use for a quick escape. In order to calm your 'S, make sure your horses have a safe place they can go to if they decide to leave the session.
Distractions such as piles of hay and grass can also make sure horses stay safe and occupied while not impeding the therapeutic value of "letting loose".
Make sure all extra hay and grain are properly stored out of your horses' reach. I remember a time the grain cart was left out by mistake and a horse went right to it, causing my 'S to start murmuring about founder and colic. If you keep dangerous things away, the horse can be safe being loose.

Remember, it is a main premise of EAP that horses will take care of themselves. By ensuring the previously mentioned points are taken care of, we have to remember that most horses will take care of themselves most of the time.

Trust the Process
Trust the process and it might lead to an amazing moment like this:

A group of eight parents of children with disabilities were attending their first group therapy session. An initial catch-and-halter activity was laid out. As two couples proceeded toward horses they chose, one horse pushed down a fence and left, followed by another. The two couples spent most of the session trying to get their horses back. It wasn't until another parent volunteered to help that they were able to bring the horses back into the arena.

All the patents spoke of the horses being like their autistic children, always running away, always breaking things, always commanding attention. The parents spoke of their frustration, and how, just like with the horses, their child behaves better for teachers, therapists and strangers than with them. Discussion revolved around resources and available help.

Additionally, another major issue was revealed in how one couple approached the "loose" horse and then subsequently led the horse in a "tug-of-war" pattern. In parenting children with disabilities, when things don't go as planned, one parent may react counter to the other.

So go on, "let loose" and trust the process when the horses leave the sessions. You might get something pretty freeing.