Trajectories of positive and negative behavior during participation in equine facilitated learning program for horse-novice youth
Participation in 4-H equine program contributes to increased positive and decreased negative behaviors in fifth to eighth graders
4-H programs are designed to both engage youth in agricultural industries and foster positive development, but not all youth have equal access to specific programs. Youth who already have experience with horses are more likely to participate in 4-H equine programs. Research shows that participating in structured activities involving horses (called equine-facilitated activities) has positive impacts on youth well-being and development, including decreased behavior problems and improved social competence. The current study aims to examine the effect of participation in a 4-H equine program in rural Washington State by horse-novice youth on social and behavioral competencies.
The program under study was 11 weeks long and consisted of weekly 90-minute sessions involving individual and group equine-facilitated activities, including observation, grooming, riding, group work, skill development, and reflection. Participants (n=64) were youth grades five through eight who were recruited from the community, and who attended over two 11-week sessions. Baseline social competence was ascertained through the parent-completed Devereux Student Strength Assessment, and participants were categorized as needing instruction, typical, or having strong social competence. A program staff member and a researcher used the Animal Assisted Therapy-Psychosocial Session to assess participants’ positive and negative behaviors at each session. Quantitative analyses were conducted to examine change over time and differences between youth based on their baseline social competence, gender, and referral source.
Results showed that participants displayed positive behavior more often than negative behavior during program sessions, and, over time in the program, frequency of positive behaviors increased while negative behaviors decreased. Trajectories of behavior change were similar for males and females, as well as for youth of different baseline social competencies. Participants who were referred to the program by a school counselor showed more marked decreases in negative behaviors. Overall, this study shows positive behavioral effects of equine-facilitated activities on youth who are inexperienced with horses. The authors give recommendations for incorporating similar programs into existing 4-H programs.
Citation
Pendry, P., Roeter, S., Smith, A., Jacobson, S., Erdman, P., (2013). Trajectories of positive and negative behavior during participation in equine facilitated learning program for horse-novice youth. Journal of Extension, 51(1)
