| HOME | HELP | FEEDBACK | SUBSCRIPTIONS | ARCHIVE | SEARCH | TABLE OF CONTENTS |
|
|
|
|||||||
|
|||||||||
Reviews of Books, Software, and Multimedia |
Equine-assisted activities (EAA) is the term preferred by the North American Riding for the Handicapped Association (NARHA) for interactions between people with special needs and horses, whether the individual is mounted on the horse or standing on the ground. The purpose of this book is to provide information, in simple terms, about procedures, techniques, and benefits of EAA. The author’s intent is to acquaint prospective clients with horseback riding programs, particularly children who have never ridden or have never been around horses before. Most of the information is compiled from 3 main sources: (1) the author’s interviews with instructors, therapists who utilize EAA, and others involved in riding programs, (2) research from the NARHA on the use of the horse’s motion as a treatment tool, and (3) the author’s own experience as a volunteer assisting participants in a riding program. Information obtained through other personal communications with parents, therapists, instructors, and NARHA members is referenced throughout the book.
The book is divided into 2 parts. Part I, "Therapeutic Riding and Activities," has 14 chapters that cover the basics and benefits of therapeutic riding programs and activities. In chapter 1, the author defines the various types of treatments available that involve horses, including hippotherapy, equine-facilitated psychotherapy, equinefacilitated experiential learning, and recreational riding. Hippotherapy uses the horse’s movement as a treatment tool to improve neuromuscular function in the rider. Physical therapists, occupational therapists, and speech-language therapists who have received training in the principles of hippotherapy administer this treatment. Equine-facilitated psychotherapy (EFP) is a form of experiential psychotherapy that is administered by mental health professionals. People with psychosocial and mental health issues, according to the author, benefit from this therapy. Equine-facilitated psychotherapy denotes an ongoing therapeutic relationship with established treatment goals developed by the therapist with the client. It promotes personal exploration of feelings and behaviors, and allows for clinical interpretation. Equine-facilitated experiential learning (EFEL) complements EFP. People participate in specially designed interactive experiences that may promote psychosocial healing and growth by promoting pro-social attitudes through caregiving experiences. These experiences include hands-on activities working with a horse and learning to care for the animal in a natural environment. Recreational riding is used to enhance quality of life through physical and emotional stimulation while the client learns horsemanship skills. Recreational riding occurs under the direction of a certified therapeutic riding instructor.
Chapter 2 summarizes the potential physical, psychological, cognitive, and educational benefits of therapeutic riding. This chapter includes a section on the benefits of riding for the older population, as well. Chapter 3 presents a brief synopsis of the origin and history of therapeutic horseback riding and the development of national organizations dedicated to therapeutic riding. Readers will find contact information for the NARHA and the Canadian Therapeutic Riding Association in this chapter.
Chapter 4 introduces the reader to the instructors, therapists, and volunteers who work with and assist the clients. This chapter also explores the roles and training requirements of instructors and therapists in the program, and the value that trained instructors add to the riding experience. The author states that physical therapists, occupational therapists, and speech-language therapists who conduct hippotherapy must receive training in the classic principles of hippotherapy, equine movement, and equine psychology, and should be experienced in horsemanship. Chapter 5 describes the roles that riding center owners and volunteers play in supporting the programs, while chapter 6 is devoted specifically to the horses used in the riding programs. The author describes the qualities, temperament, and training these horses must have in order to participate in therapeutic riding activities.
Chapter 7 summarizes common procedures for initiating and conducting a person’s riding program. The author first refers readers to NARHA’s "Precautions and Contraindications" for information on conditions for which riding may be contraindicated, which can be found on the NARHA Web site at www.narha.org. Unfortunately, the author fails to list or discuss any of these conditions, so the reader is left wondering what those conditions might be. However, the chapter provides directions for mounting and dismounting the horse, and types of adaptive equipment that can be used. The roles and qualifications of the leader, sidewalkers, and backriders also are discussed.
In chapters 8, 9, and 12, the author uses individual profiles to highlight features of recreational riding, hippotherapy, and private riding program sessions. Chapter 10 focuses on alternative activities to riding, such as vaulting and carriage driving. A typical vaulting class and lesson are described. According to the author, carriage driving can be a valuable alternative for those who cannot or do not want to ride, or who simply prefer it over riding. Chapter 11 lists a variety of events for riders interested in competitive equestrian sports.
The topic of chapter 13 is starting a new NARHA center. The author uses interviews with the program directors of 2 NARHA centers to illustrate how some programs were started and built. The final chapter in part I, "Helping Troubled Youth," features a riding program specifically designed to help children with emotional and behavioral difficulties.
Part II also contains of 14 chapters. Thirteen of these are individual profiles of children and adults with varying diagnoses and levels of disability who participate in therapeutic riding programs. Each profile is written much like a short story or a feature story in a newspaper, and is told through interviews with parents, instructors, or the clients themselves. Their diagnoses include intrauterine stroke, cerebral palsy, transverse myelitis, Parkinson disease, sensory integrative dysfunction, multiple sclerosis, shaken baby syndrome, spinal cord injuries, sensory damage, infantile strokes from a possible reaction DPT immunization, infantile seizures, Down syndrome, and autism. In the final chapter, "Miracles and Research," the author extols the benefits of therapeutic riding but recognizes the need for additional research to support its efficacy as a treatment modality.
The author does not reference specific content in the book with research studies, but there is an appendix that includes a sample list of research studies that support the efficacy of therapeutic horseback riding as a treatment modality for a variety of conditions. The list of studies draws from a wide variety of literature, including some foreign language journals. The appendix also includes the author’s reference notes on her personal interviews, a glossary of terms, a short bibliography, and a list of personal communications.
This book is very simply written and easy to read. The chapters are as few as 2 and no more than 8 pages long. Part I presents a nice overview of the variety of therapeutic riding activities that are available. The profiles in part II complement part I, but do not add any new information. There is just enough information, without being overly technical, to make the book worthwhile for the person who is unfamiliar with therapeutic riding activities. Because the content is very basic, however, it is not likely to be of particular benefit to physical therapists looking for more detailed information on practice in this setting. Parents, friends, or relatives of children and adults with disabilities may find the book useful as an introduction to therapeutic riding activities.
Easter Seals Peoria, Ill
 | Editor's Notes |
|---|
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| HOME | HELP | FEEDBACK | SUBSCRIPTIONS | ARCHIVE | SEARCH | TABLE OF CONTENTS |
