Equine-assisted learning in youths at-risk for school or social failure

Ho, New Fei; Zhou, J; Fung, Daniel; Kua, Phek Hui Jade

doi:10.1080/2331186x.2017.1334430

Cited by 14 publications

(14 citation statements)

References 17 publications

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“…In children, nature contact has been tied to greater self-discipline in children from inner city Chicago (Faber Taylor et al, 2002) to residential Barcelona (Amoly et al, 2014) and in experimental (Sahoo and Senapati, 2014), longitudinal (Ulset et al, 2017), and large-scale cross-sectional studies (Amoly et al, 2014). These benefits have been shown for neurotypical children as well as for children with ADHD (Sahoo and Senapati, 2014) and learning difficulties (Ho et al, 2017). The types of self-discipline assessed include delay of gratification (Faber Taylor et al, 2002) and parent ratings of hyperactivity (Flouri et al, 2014), and the types of “nature” include not just “greenness” but contact with horses in animal-assisted learning (Ho et al, 2017).…”

Section: Nature May Boost Learning Via Direct Effects On Learnersmentioning

confidence: 96%

“…These benefits have been shown for neurotypical children as well as for children with ADHD (Sahoo and Senapati, 2014) and learning difficulties (Ho et al, 2017). The types of self-discipline assessed include delay of gratification (Faber Taylor et al, 2002) and parent ratings of hyperactivity (Flouri et al, 2014), and the types of “nature” include not just “greenness” but contact with horses in animal-assisted learning (Ho et al, 2017). Note that impulse control effects are not always statistically significant (e.g., Amoly et al, 2014; Schutte et al, 2015).…”

Section: Nature May Boost Learning Via Direct Effects On Learnersmentioning

confidence: 96%

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Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship

2019

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Do experiences with nature – from wilderness backpacking to plants in a preschool, to a wetland lesson on frogs—promote learning? Until recently, claims outstripped evidence on this question. But the field has matured, not only substantiating previously unwarranted claims but deepening our understanding of the cause-and-effect relationship between nature and learning. Hundreds of studies now bear on this question, and converging evidence strongly suggests that experiences of nature boost academic learning, personal development, and environmental stewardship. This brief integrative review summarizes recent advances and the current state of our understanding. The research on personal development and environmental stewardship is compelling although not quantitative. Report after report – from independent observers as well as participants themselves – indicate shifts in perseverance, problem solving, critical thinking, leadership, teamwork, and resilience. Similarly, over fifty studies point to nature playing a key role in the development of pro-environmental behavior, particularly by fostering an emotional connection to nature. In academic contexts, nature-based instruction outperforms traditional instruction. The evidence here is particularly strong, including experimental evidence; evidence across a wide range of samples and instructional approaches; outcomes such as standardized test scores and graduation rates; and evidence for specific explanatory mechanisms and active ingredients. Nature may promote learning by improving learners’ attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness. Nature also appears to provide a calmer, quieter, safer context for learning; a warmer, more cooperative context for learning; and a combination of “loose parts” and autonomy that fosters developmentally beneficial forms of play. It is time to take nature seriously as a resource for learning – particularly for students not effectively reached by traditional instruction.

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Section: Nature May Boost Learning Via Direct Effects On Learnersmentioning

confidence: 96%

Section: Nature May Boost Learning Via Direct Effects On Learnersmentioning

confidence: 96%

Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship

2019

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“…During EAA, development and learning happen via controlled horse-human interactions, involving experimental growth [14] based on interspecific relationships [15]. The goal of these activities can be the development of a given skill, such as communication, problem solving or active listening [8,16], the bettering of peer relations, processing and managing emotions in general [17], or even a change of character, in the broad sense of the word [18]. The range of possible subjects is varied and wide, and can include top managers, at risk youth or abused women [19], and even children with a past of gender-based violence [20].…”

Section: Introductionmentioning

confidence: 99%

How Equine-Assisted Activities Affect the Prosocial Behavior of Adolescents

Pelyva

Kresák

Szovák

et al. 2020

IJERPH

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Multiple studies have investigated the positive effects of human–animal interactions and showed that animal-assisted activities can be successfully used to better human physical and mental health. Equine-assisted activities have also raised considerable attention within the field. Our research focuses on healthy students (aged 14–18) without deviations or special educational needs. We analyze the occurrence of behavior problems and prosocial behavior among adolescents who regularly have interactions with horses, and those who have no connection to horses at all. The subjects of our investigation completed the strengths and difficulties questionnaire (SDQ), and we use a ‘quasi’ 2 × 2 before-after control-impact design to analyze the data. Students studying equine-related vocations and students of other vocations are compared, at the beginning and at the end of their studies. Our results indicate that students of equine-related vocations are more helpful and empathetic, and have fewer behavior problems, than those studying other vocations. There is a negative correlation between prosocial behavior and behavior problems. The development of the prosocial behaviors of students with regular horse–human interactions is more remarkable than of those who have no connection to horses. With these results, we are going to confirm the hypothesis that equine-assisted activities correlate with positive behavioral traits among healthy adolescents.

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“…Three of the caretakers offered services at their private farms where the interventions included support by farm animals, mostly horses and equestrian therapy. Equine therapy has been shown to improve character skills such as thinking flexibly, taking responsible risks, managing impulsivity, persistence, and listening with understanding and empathy in youths during a three-month intervention [64]. It also seems effective in improving social function in people with ASD [13].…”

Section: Increased Contentmentioning

confidence: 99%

Improved Wellbeing for Both Caretakers and Users from A Zoo-Related Nature Based Intervention—A Study at Nordens Ark Zoo, Sweden

Sahlin

Johansson²,

Karlsson³

et al. 2019

IJERPH

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Nature-based interventions have been proposed to promote physical and mental health and give stress reduction. Little attention has been given to the potential of zoos for human health and wellbeing. A disadvantaged group in Sweden regarding access to nature are individuals with disabilities who consequently do not have the same access to these health benefits as other groups. To increase awareness and knowledge regarding spending time in nature and with animals, courses directed at caretakers for persons with disabilities and their users were held at Nordens Ark, a zoo in Sweden. To explore if the courses had led to increased nature activities, and if participating in the courses had affected caretakers’ and their users’ health and wellbeing, questionnaires and interviews for evaluating the courses were used. The results showed improved quality in nature visits because of course participation as well as positive effects for the wellbeing, sustainability for the caregivers and users in their working lives, and relationships were positively affected. The conclusion from this study is that nature and animal-based education should be more frequent to provide opportunities for a disadvantaged group to have the positive effects of nature of which most other groups have obvious access to.

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Equine-assisted learning in youths at-risk for school or social failure

Cited by 14 publications

References 17 publications

Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship

Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship

How Equine-Assisted Activities Affect the Prosocial Behavior of Adolescents

Improved Wellbeing for Both Caretakers and Users from A Zoo-Related Nature Based Intervention—A Study at Nordens Ark Zoo, Sweden

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