HELPING EXPRESSION AND COMMUNICATION DURING THERAPEUTIC RIDING SESSIONS
by
Dr. Katarina Cernozubov-Digman
Presented at:
The "Horses and Healing" Conference
SYNOPSIS
The Unicorn program started in 1989 as a branch of a larger treatment program (Women's Counsling Clinic, Hawaii). The program eventually became associated with NARHA and became accredited. In 1990, the program moved together with the 6 therapists (horses) to Oregon, where it continued to develop and adapt to the different environment and needs. The basic elements, however, stayed the same. One of the universal quests regardless of cultural background, age, and other important factors influencing the outcome and degree of therapeutic benefit is helping clients share thoughts and feelings. Many clients start becoming aware and realize the need and benefit of communication during the therapeutic riding session. But then, they hold back. My presentation proposes nonverbal ways to facilitate such sharing and communication. A series of books has been put together by clients (going into print soon, hopefully). The presentation will show how using other clients' experience can facilitate group discussion and sharing. Topics vary from Love, Abuse, Family, Anger, Wishes, "How to get out of a garbage can?", etc.
"PARTNERSHIP MADE IN HEAVEN"
Or, how to choose the right client for the right horse so that both survive the experience and acquire benefits from it
It is very rare that a client does not respond to the therapeutic riding experience IF s/he is paired with the right partner. The treatment plan needs very much to take into account the personality of the horse and the personality of the client and possibly change the horse as the client's needs change. The presentation will deal with ways of assessing the horse's personality and needs, as well as the client's. Case histories could be used as a means of practicing making such treatment plans and assessing how well they work. Some photos and/or video clips may be used as illustration, as well as clients' artwork talking about their horse partner.
PRE REQUISITES FOR EXPRESSION AND COMMUNICATION
For any communication to happen, it is essential to have a SAFE SETTING. The things which help our clients open-up and feel safe at the Unicorn Ranch are expressed in the drawings and narrations in the books: Horse Therapy Gives Me Wings and The Unicorn Ranch. If we look quickly through these books, some of their thoughts will be conveyed. A variety of things are expressed, but two stand out:
1. The setting has to feel like it THEIR PLACE.
What makes the place their place?
We found it is of importance that their pictures, and objects belonging to them, stay at the Ranch, where they can find them any time. Also, it is important that photos and a horseshoe, or clippings from the mane of their horse, go home with them. In that way, the connection between the student and their horse is uninterrupted. The therapeutic importance of transitional objects is discussed in another paper.
2. The setting must be a SAFE PLACE.
Unicorn Ranch is a loving, fun, beautiful place with different animals. Here, one can share feelings and thoughts without being betrayed. It is a sanctuary, territory that clients symbolically never leave.
For that reason we find it important to clarify with parents, in the client's presence, that what is said during "horse therapy" is CONFIDENTIAL and will not be immediately REPORTED TO THE PARENT OR GUARDIAN. Things that need to be shared with them, will be only shared with the client's consent and in his/her presence. They have control and power over themselves at the ranch. It is a particularly profound experience for Child Protective Services referrals. The exception is if information leads us to believe that a client's life, or somebody else's life is in danger.
In order to have the Ranch be a sanctuary, we have to be watchful of two sources of problems. One could be a well-intentioned VOLUNTEER or SIDEWALKER. The Sidewalkers' Manual deals with this issue. They could, for example, talk between themselves and be overheard by another client or parent. Some volunteers could want to show how much effort they put in their work, or out of pride start telling parents what THEY interpret as significant.
Then, there are OTHER GROUP MEMBERS, if the therapeutic riding is done in a group. The group members have to understand the importance of confidentiality and pledge to keep it. We constantly remind them that without confidentiality there is no feeling of safety.
THE THERAPEUTIC EFFECT OF THE HORSE AND OTHER ANIMALS
If we did not believe in the therapeutic effect of the horse, we would not be here today. The topic is discussed in numerous papers, among them in our presentation: Partnership Made in Heaven, as well as in our student's books such as Horse Therapy Gives Me Wings and My Special Unicorn, plus many other articles and books by numerous authors, such as The Tao of Equus by Linda Kohanov. Occasionally our clients first establish relationships with smaller, more familiar animals such as rabbits, cats, dogs or ferrets before they are ready for horses.
WHAT CAN WE DO TO CONTRIBUTE TO THE WORK OF OUR FOUR-LEGGED THERAPIST?
Through the years, we found the following to be helpful: We need to be fluid, flexible, ready to change lesson plans, and ready to improvise according to changes in the client's AND horse's daily lives.
PRIOR TO RIDING
It is important to gather information from as many sources as possible so that the riding and group deals with the issues most relevant to the students at the time.
1. DIARY. Both adult clients and children are asked to keep a diary. They are asked to record their thoughts about the previous session, or anything that came up during the week (any thing that happened, anything that came up as a memory, any dreams, etc.) The writing does not have to be literary. Spelling is not important. Drawing, collage, pictures, comic strips, poems, faces that show different emotions, are all acceptable. Usually the agreement is that we will give 100% to help, the horse will give his all, and the rider has to do the same. If they do not, they are choosing to get less. Something scribbled in the car on the way to the session is not acceptable. Sometimes, depending on the agreement with the student, there may be consequences (such as not choosing the game when it would be their turn to do so).
2. In the case of children, PARENTS ALSO NEED TO PROVIDE A NOTE about how the week went. If at all possible, they become a valuable member of the team, sharing with us any positive or negative steps they see. Usually, the more active the participants they are in treatment, the less threatened and more empowered they feel.
3. When there are classroom problems we have agreed to work on, notes or points charts may be sent by the TEACHER OR COUNSELOR.
4. While the volunteers help the children take the horses into the crossties, there is some time to look through the notes, and if necessary CHANGE THE LESSON PLAN. For example: At school kids made fun of, teased our child and locked him in the bathroom.
In the cross ties, while grooming their horses, only clients and volunteers are present (during that time the guests or parents can enjoy a beverage in the viewing room / club room, or enjoy the outdoors). While horses start performing their magic, and the kids relax, it is an excellent time to BRING UP THE MOST URGENT TOPICS that surfaced in the diaries or reports. In order to start everybody thinking about the issues which will be discussed further in the group after riding.
For example: "Sometimes it is very hard to deal with teasing. Is anybody willing to share something that happened? Does anybody have an idea how horses handle teasing? What happens when other horses do that to one another? When did you see this happen? What happens when a human teases a horse? Did you understand what this horse's options were? What options do you have? Mirage (a horse) does not have a daddy either. How do you think he feels? Who can come up with ideas about different options you guys have? Shall we role play in this group?
Let us look through the books: How to Get Out of the Garbage Can and When Things are Hard.
DURING RIDING
Side-walkers and the therapist might notice something that can wait for the after riding session, or it might require a mini-conference. For example: "sometimes kids have a hard time being rushed. It will be a fun game, but you will be timed. Let us learn how to perform when we are rushed..." A lesson plan often has games that teach things, which are hard for kids, such as following directions. Please refer to the book of Unicorn Games.
Even safety rules might become a fun project to review, remember and write a book about. That is how one of our manuals originated. Please refer to the book All About Horses which is a set of stories reflecting wishes, fables, and safety rules written from the point of view of the horse, written by our students.
We found that INTRODUCING MUSIC in riding sessions can be very beneficial. Working in a drill, as a team, and understanding that without cooperation and teamwork, nobody can perform well, are priceless lessons for children. The experience to belong, to be Zorro, one of the Musketeers, Superman, The Saint, or part of a Man From Snowy River team may be the first experience of belonging and living in a seemingly impossible, unobtainable fantasy.
AFTER RIDING COMES NURTURING AND INFORMAL SHARING TIME
It is the time for grooming the horse, nurturing him, "tucking it in bed," giving treats as well as exchanging all the exciting experiences from the lessons with other kids and volunteers. Even the hyperactive students at this time tend to be more quiet and focused. Everyone is more at peace, more open. The outside world is in the background and the horses and Ranch keep students in the here and now.
A GROUP THERAPY SESSION
The group is very private. Usually, only the therapist and the clients are present. The sidewalkers may use the time to write their reports about their students or spend time with a favorite horse.
Parents send snacks. Often, the kids share goodies while talking about difficult subjects. Topics can be anything. Often, they are planned ahead, but should be modified if something unexpected happens. Let us look thorugh the books that would illustrate such instances: RJs Death, Sex, Depression.
Whoever has the most need to discuss a subject starts. Otherwise, the therapist starts with a planned topic.
Sometimes art is the best language for children to express themselves; puppets, playacting (creative dramatics), fantasy, or making up stories. At this point in the group process, the focus is on understanding one's feelings, reactions, fears and hopes and working through issues brought up during riding, in the diary, or in some other way.
Later, new horse therapy projects can be planned. At this time the sidewalkers may be invited in to give their ideas and suggestions for such things as birthday parties, an Easter parade, or an outing.
LOOKING INTO THE FUTURE; EMPOWERING; PLANNING HOW TO MAKE POSITIVE CHANGES STAY
Many program students do not feel as competent or as good as other people. Reinforcing their new fledgling self image, by reality testing, is very important. White, a prominent psychologist and author says that a person's feeling of self worth does not come, after infancy, from well-intentioned adults or loving parents assurance, but from reality feedback. That is why we strongly feel that PLANNED MAINSTREAMING is of great importance and should be part of a treatment plan.
Often, riding is the first thing a student in the program can do well, better than most of the kids in their school, better than their parents. The horse, the magnificent friend, bathes riders in its aura, its grace, strength, size and power. The horse makes the rider feel, behave and be perceived very differently. Some times parents, for the first time, experience pride in their offspring while watching him/her ride.
When our clients start the program, their social interactions are mostly unsatisfactory and unrewarding. As time progresses and horses and humans guide them in changing behaviors and reactions to others, the students become more rewarding and enjoyable company, and, in turn, have more positive social experiences.
Bringing pictures of their horse to school, their drawings and ribbons they won, can change their image in the eyes of their classmades, teacher, parents and their friends. In some cases, it is the first time that family members show with pride a picture of their child or parent to others. Often, a classmade, teacher, or relative wants to see for themselves how the rider is doing. They are invited to come to the viewing area on an agreed upon day. Everybody usually helps the student look his best on those occasions and results tend to be extremely positive.
SHOW OFF
In class, we usually have "show off". It is a time when students can show what they do best. The "show off" is one of our student's favorite activities. Usually, it is done at the end when parents come to pick students up and watch them. It is always done when we have guests.
PERIODIC SPECIAL EVENTS
We have special events throughout the year.
We welcome Spring, we have an Easter Parade, or Christmas with an in-house show, etc. The events are very sheltered, planned for everyone to do well and win in some class. It gives an opportunity to students to project a new image and make some dreams come true.
I met a couple, several weeks ago. When introduced to the man, he exclaimed "You're the lady from the Unicorn Ranch! I hear about you and the Ranch all the time!" Betty (not her real name) is now working, after finishing school. Over 5 years ago, when she started the program, she was homeless and lived in the woods in an abandoned car. At the Ranch, she was able to take a shower, get fed, but most of all she got to spend time with a pony, Coco, and then a beautiful, big, black and shiny Sweetheart. At Christmas she was a Snow Princess in a beautiful white dress. She also was in a drill with exciting music from The Man From Snowy River. She started believing she could take control of her life and make a different life. And she did.
SPECIAL CLASSES AND DEMONSTRATIONS AT REGULAR OPEN SHOWS
Nothing succeeds like success, it is said, and we try to make success happen. A sponsored class such as a pas de deux, or a drill to music usually brings a lot of positive comments. Nobody is put on the spot individually. Nobody is a loser, and yet we are participating in the big competitive world. There is usually so much to process, so much to experience and learn to cope with. Many things happen that can change self image for the better and allow new social skills to be practiced.
REGULAR SHOWS, STATE SHOWS, REGIONAL CHAMPIONSHIPS
Not everybody can go that route, but since are horses are magical, for thos who dream such things our unicorns make that dream possible, and the impossible happens. Our team won a few years ago at the Jr/Yr Regional Team Championships, in musical freestyle and took a show high point.
CAMP AND ENDURANCE RIDING
Some of our students fantasize not about showing, but about being pioneers, or Indians. Going on Pacific Crest Trail, or racing 35 or even 50 miles in an endurance race. The many things we do with our students away from the ranch require perseverance, good horsemanship, practice and money. Often it requires working hard in school and at home on their contracts, getting sponsors, or fundraising. Above all, it requires the development of mutual trust and teamwork between the horse and rider. Getting there brings a great sense of achievement and a belief in one's self and in one's power.
JOINING 4H, US PONY CLUB, OR BECOMING A VOLUNTEER
There comes a time when one has to stop being a student in the program. Some students join different horse organizations, some want to stay on as volunteer side-walkers in the program. They are usually the best and safest side-walkers. Our ex-students can be volunteers as long as they respect the rules of conduct for volunteers and seem to benefit from it.
Both 4-H and Pony Club often cooperate on organizing events with us. That helps the transition from the sheltered Unicorn Ranch environment to the outside world.
Not that long ago, a tall young man came with his baby son to visit Jasper and make sure that his picture is still on our arena wall. We did not recognize him at first! Years ago he was a very troubled youth who did not seem to do anything right, failed at school, and started a fire in his step-parent's home. The picture on the wall shows him getting his first ribbon ever and another of him getting an award from the head of our local 4-H. He wanted to be sure that his pictures were still there. Such visits are not unusual. We periodically get visits from these big grown up people, who used to be Puma's and Popcorn's and Smore's students, weighing 60-80lbs, standing 4ft tall.
THE FACTOR ONE ALWAYS HAS TO TAKE INTO ACCOUNT AND WORK WITH
Therapeutic riding does bring change in the program participants. The people who have the hardest time dealing with the change are sometimes the people who think they want to see the change most and who initially brought the child to therapy - the family. (NOTE: This issue is addressed in another paper presented at a former NARHA annual conference). However, CHANGE IS SCARY. The SHIFT IN ROLE DYNAMICS in the family takes place. Uncertainty, guilt, confusion, and anger are to be dealt with when family dynamics change. One cannot postpone dealing, for example, with marital problems, because of "Johnnie's problems." There are many happy endings, but often there have been many struggles to get there.
HOW CAN THE SUCCESS OF OUR THERAPEUTIC RIDING PROGRAM BE EXPLAINED?
In the past, conference papers were presented based on research, case studies and program evaluations. They examined the results from the point of view of existential, behavioural and psychodynamic theory.
Today I would like to end this presentation with some remarks by Dr. Roland Tharp, Author of Rousing Minds to Life (Cambridge University Press), awarded the most significant international prize in thd field.
He wrote:
"The idea that your program enacts, include the major principles now considered the most important in education and psychotherapy...
1. Because the teaching of your child-client occurs in the riding itself, it observes the principle that learning is most powerful when in connection with meaningful action.
2. Because your program of "talking therapy" is individualized, it observes the principle that the learning is most powerful during individualized responsive conversation.
3. Because the teaching of your children occurs in activity that you join with the children, it observes the principle that learning is the most powerful when adults and children join together, work together, and share experiences..."
Finally, one of the most important factors has to be remembered: the healing power of the horse, our invaluable co-therapist.
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