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Behavior Modification Strategies:
Animal Assisted
Therapeutics - Horses
As a
former veterinary assistant working at a clinic serving
both small and large animals, I was not the least bit
excited to hear the summer camp program I was working for
was considering adapting a riding program to the schedule.
Past experience had proven to me that horses could
be unpredictable, expensive, and dangerous.
The last experience with such an animal had left me
bruised and beaten.
Somehow, the "patient" had managed to
grab the palm of my hand and lift me off the ground.
Along the way, I thought I was going to lose my arm
if I did not lose my life.
No, excitement would not have been the word I would
have chosen about the new program.
 Typically,
I would drive the bus to the portion of camp where the
program took place.
The children, most of whom had physical
disabilities, would then be assigned their horse for the
week.
Their lessons included grooming, care, and
equipment handling.
For many of the camp participants, this would be
their first exposure to the large, intimidating animals.
There was often time for me to observe the
beginning of the lessons, as well as the ending.
The children enjoyed the program immensely.
Perhaps, I thought, there was hope for these large,
grass-consuming mammals.
Still, the program was expensive and I thought the
money could be better spent on other portions of the
summer program.
Then, one day, something happened that completely
changed my mind about the power of therapeutic riding
programs.
Eddie had
attended summer camp for the five years I had been
participating as an instructor, and finally director.
During that time, Eddie was often observant and
distant.
Occasionally, he would interact with an activity
that might interest him, but still he often hung back.
His vocabulary consisted of grunts and sounds, and
he used his own version of hand signals.
We recognized each other year after year and he
would often run to me and wave when he arrived at
registration.
I remember the
day was hot and muggy.
Flies were annoying.
In particular the horse flies seemed bigger this
year.
"All the more reason to not have the things
around," I thought as I swatted them buzzing my ears. 
Then, the
children paraded by on their horses.
One-by-one they waved and I told them how great
they looked.
Then it happened.
Eddie looked at me and he yelled, "LOOK AT
ME!"
Audibly and distinctly, he yelled those
words.
"Look………..at…………me!"
"Eddie!
You look great!"
I yelled back.
By then, he was leaning back in the saddle and
laughing.
Tears began to well in my eyes.
I was in total disbelief.
I still kept thinking it might be the hot, muggy
Indiana weather.
Then, it happened again, "Look at me!"
He kept repeating it as he went round and round the
ring.
I tried to encourage him each time he went around.
Later, I took
the riding instructor aside and told her about Eddie. She
was delighted and said it was not the first time she had
seen remarkable results with the program.
It was why she kept it going and felt so strongly
about the use of horses as a therapeutic tool.
Eddie's cabin
counselor was surprised to see his progress, as well, and
his parents were ecstatic when they arrived to pick him
up.
They were going to try to find a riding program
near them to continue the work.
Therapeutic Riding programs have long been established in the United
States. Studies
have shown physical, emotional, and cognitive benefits for
children.
Currently, the North American Riding for
Handicapped Association (NARHA) offers an accreditation
program for therapeutic riding programs.
Instructors must be certified, and the facility
must past certain standards.
The organization can be found on the web at
www.narha.org. Other
programs can be found by searching "therapeutic
horseback riding". When
finding a suitable program, however, be careful to look
for the following:
·
What is the program's philosophy and history?
·
How does the program mark its success?
·
What credentials does the director have to offer?
·
Does the program offer one-on-one, as well as group sessions?
·
Do the programs offer individualized goals?
·
Is any funding available for participants?
·
What criteria do volunteers need to meet?
 Check with
participants' parents and discuss your concerns.
Most are more than happy to share their
experiences.
Also, be sure to drop in and monitor your child's
progress.
Keep a log and record any problems, concerns, or
joys you might have about the program.
Discuss them with the instructor.
When you are done, volunteer to help benefit
someone else's child and enjoy the feeling of being a part
of something bigger than you are.
The programs are usually crying for volunteers to
serve as sidewalkers, especially for children with
physical disabilities, who might need an additional hand -
or two.
Not all
stories can be as dramatic as Eddie's, but there is one
more fan of therapeutic riding programs because of his
progress. Do
you think it might work with your child?
Give it a try and watch.
Sometimes, life offers us up a nice surprise, even
when we least expect it.
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