מאמרים

Learning and Growth Processes Facilitated for children aged 9 to 12, Challenged with ADHD Enrolled in a Therapeutic Riding Programme Kreindler, D. and Kreindler, M.L.

Corresponding Author:Dr Dalia Kreindler, MSW, a Certified Family Therapist, a Certified Therapeutic Riding Instructor, a Certified EAGLA Instructor and a Doctoral Candidate at the University of Derby, UK 

Prof. Michael L. Kreindler PhD, a Certified EAGLA Instructor, President Karmiel College, Karmiel, Il.

Abstract:

This study investigated the outcomes and practice of Therapeutic Horseback Riding (THR) for children aged 9 to 12 diagnosed with Attention Deficit with Hyperactivity Disorder (ADHD). The study was carried out in order to gain new insights in the learning and growth processes facilitated by Therapeutic Horseback Riding (THR) and to improve practice. Two learning and growth processes were identified and investigated: establishing a therapeutic vision and infusing it into the therapeutic plan and facilitating the transfer of newly learned or improved skills and learning strategies from the riding learning environment to parallel learning environments such as the client’s school and home.

The research also explored ways to amplify levels of skill acquired during THR sessions and to support the transformation process experienced by THR clients.

A pilot exploratory survey was conducted among THR practitioners (THRPs) and participating parents. In depth interviews and observations were conducted.

A multiple case study paradigm was selected for the purpose of the study. Three individual diagnosed having ADHD were researched. In depth interviews were conducted with ADHD children, parents, and teachers. In addition, documents were examined.

A THR manual for practitioners was developed to support and inform learning partnerships between school (teachers), THR practitioners (THRPs) and children and their family, in order to standardise THR practice.

The findings of this research showed that the THR practitioners should facilitate the acquisition and transfer of skills and strategies learned during THR sessions. The Knowing Therapeutic Horseback Riding (KTR) model of THR practice emerged and shown to be effective in promoting a learning and growth partnership between school, THR practitioner, client and his family. The KTR model calls for the nurturing of this partnership in order to support the learned skills and amplify them.

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