Horses Improving Mental Health and Wellness - What the Research Says!
What are some of the issues facing our communities here in Manitoba?
The negative inverse relationship between self-esteem and anxiety has been well established in the scientific literature for over 50 years now and more research continues to cite self-esteem, self-confidence and self-worth as key factors in youth struggling with anxiety, stress and depression (Rosenburg, M. 1962; Matthews and Odom 1989; Sofia et al. 2017).
More recently, bullying and substance abuse have also been linked to low-self esteem and self worth (O’Moore and Kirkman 2001; Radcliff et al. 2012). Adults who were victims of bullying in their youth have been found have a higher percentage of depression. Survey’s of youth in North America are demonstrating a link between bullying, substance abuse and suicide. Our societal issues of substance abuse, bullying, suicide and mental health issues such as anxiety and depression are affecting many communities including agriculture, youth, indigenous, new Canadians, women, and LGBTQ.
How can horses help with self-esteem and self-confidence?
Horses, unlike other therapy animals such as dogs and cats, are prey animals. Their first reaction is to run from danger, and they’ve developed many instincts and behaviors to help them survive in the wild, including: a strict social hierarchy, keen hearing and eyesight, and the ability to sense another being’s energy. These natural instincts as prey animals, combined with the affect horses have on participants by their large size and dominant stature, can have a profound impact on youth and adults alike.
When horses interact with humans (their natural predator), they mirror human behavior and emotions. A horse’s reaction to human behavior is immediate and honest; it has to be in order to survive in the wild. Horses cannot lie. An anxious human can result in an unsure horse, for example. This immediate feedback mechanism is the key to how Horses provide an experiential learning environment for us humans, and allow us to realize how our behavior is impacting ourself and others around us. It forces a participant to stay focused on their horse and the task at hand - forcing a participant to live in the moment. The human participant must develop inner confidence and assurance in order to help their horse feel better. This immediate feedback response gives the participant the opportunity to change their behavior in order to reach a desired goal with their equine partners.
Other benefits that come from horses is right in the barn environment itself. Horses can provide companionship, friendship, a connection to nature and the outdoors, and create a community of people with a common goal of caring for these majestic, albeit sometimes frustrating and challenging, creatures. The benefits of sport, like physical fitness, goal setting and team work, are all there too. Have you ever watched the Temple Grandin movie? Temple Grandin credits her success in life to her time spent at the stable as a youth. It is truly is amazing what horses and the community of people that care for them can do for youth and adults alike.
The negative inverse relationship between self-esteem and anxiety has been well established in the scientific literature for over 50 years now and more research continues to cite self-esteem, self-confidence and self-worth as key factors in youth struggling with anxiety, stress and depression (Rosenburg, M. 1962; Matthews and Odom 1989; Sofia et al. 2017).
More recently, bullying and substance abuse have also been linked to low-self esteem and self worth (O’Moore and Kirkman 2001; Radcliff et al. 2012). Adults who were victims of bullying in their youth have been found have a higher percentage of depression. Survey’s of youth in North America are demonstrating a link between bullying, substance abuse and suicide. Our societal issues of substance abuse, bullying, suicide and mental health issues such as anxiety and depression are affecting many communities including agriculture, youth, indigenous, new Canadians, women, and LGBTQ.
How can horses help with self-esteem and self-confidence?
Horses, unlike other therapy animals such as dogs and cats, are prey animals. Their first reaction is to run from danger, and they’ve developed many instincts and behaviors to help them survive in the wild, including: a strict social hierarchy, keen hearing and eyesight, and the ability to sense another being’s energy. These natural instincts as prey animals, combined with the affect horses have on participants by their large size and dominant stature, can have a profound impact on youth and adults alike.
When horses interact with humans (their natural predator), they mirror human behavior and emotions. A horse’s reaction to human behavior is immediate and honest; it has to be in order to survive in the wild. Horses cannot lie. An anxious human can result in an unsure horse, for example. This immediate feedback mechanism is the key to how Horses provide an experiential learning environment for us humans, and allow us to realize how our behavior is impacting ourself and others around us. It forces a participant to stay focused on their horse and the task at hand - forcing a participant to live in the moment. The human participant must develop inner confidence and assurance in order to help their horse feel better. This immediate feedback response gives the participant the opportunity to change their behavior in order to reach a desired goal with their equine partners.
Other benefits that come from horses is right in the barn environment itself. Horses can provide companionship, friendship, a connection to nature and the outdoors, and create a community of people with a common goal of caring for these majestic, albeit sometimes frustrating and challenging, creatures. The benefits of sport, like physical fitness, goal setting and team work, are all there too. Have you ever watched the Temple Grandin movie? Temple Grandin credits her success in life to her time spent at the stable as a youth. It is truly is amazing what horses and the community of people that care for them can do for youth and adults alike.
Comments from Youth Participants
"It made me feel better about myself, I can do stuff without people judging me.”
“It made me feel more active.”
“I thought that if I could do that [horse program], I could do anything.”
"It made me feel better about myself, I can do stuff without people judging me.”
“It made me feel more active.”
“I thought that if I could do that [horse program], I could do anything.”
How do Equine Assisted Learning Programs work?
It is important to start out by saying Equine Assisted Learning Facilitators are not therapists. Our facilitators do have Mental Health First Aid training so if a participant is in a crisis situation, they have the knowledge to help the participant get the resources and mental health professionals they need. As well, it is important to note that all Equine Assisted Learning activities are groundwork based (no riding).
Equine Assisted Learning is a non-traditional approach to help individuals build the life skills and tools they need to lead successful, healthier and happier lives. These programs are for use for groups of individuals, like school groups or groups of women or men. Life skills that are learned through the program can develop leadership abilities as well as provide tools individuals can use to deal with life's challenges including societal problems such as bullying, substance abuse and more. Our BuildingBlock program has been researched and proven to improve the lives of at-risk indigenous youth (Adams et al. 2015). Other studies have demonstrated the ability of equine assisted learning to improve mental and social well being, improve levels of hope and depression and general physical, mental and social wellness (Coffin 2019; Fredderick et al. 2015; Perkins 2015).
Equine Assisted Learning is a non-traditional approach to help individuals build the life skills and tools they need to lead successful, healthier and happier lives. These programs are for use for groups of individuals, like school groups or groups of women or men. Life skills that are learned through the program can develop leadership abilities as well as provide tools individuals can use to deal with life's challenges including societal problems such as bullying, substance abuse and more. Our BuildingBlock program has been researched and proven to improve the lives of at-risk indigenous youth (Adams et al. 2015). Other studies have demonstrated the ability of equine assisted learning to improve mental and social well being, improve levels of hope and depression and general physical, mental and social wellness (Coffin 2019; Fredderick et al. 2015; Perkins 2015).
Knowledge through experiential learning is known to be retained by the participant greater than 75% of the time, compared to less than 20% of knowledge retained through traditional learning exercises such as lectures and reading. Horses provide a non-judgmental environment while facilitators ensure safety and interpret horse behavior, helping the participant relate their horse’s teaching intro real life scenarios. Teaching life skills to youth and adults can be challenging in a classroom or office setting due to perceived judgments and lack of retention of learning. The opportunity to learn about yourself without judgement in a scenario that compels action and retention of new skills is a unique experience that offers participants the chance to spur individual change.
The BuildingBlock model we use in our Equine Assisted Learning programs works on the premise of building life skills one step at a time. Weekly programs are designed to build life-skills in a specific order that are retained by the participant and practiced in future sessions. Like stepping-stones, programs lead the participants to the realization of their inner strengths, their ability to lead a 1200 lb teacher, their ability to work as a team and most of all, to feel accomplished and worthy.
The BuildingBlock model can be used to achieve a variety of objectives, typically in 8 to 14-week programs, including:
Final Comments
Why not give horses the chance to improve the life skills that may help you or your child lead a healthier, happier life…
The BuildingBlock model can be used to achieve a variety of objectives, typically in 8 to 14-week programs, including:
- Self esteem and self confidence
- Leadership skills
- Communication skills including articulation, active listening and body language
- Empathy
- Problem solving
- Boundaries
- Negotiation
- Trust
- Focus
Final Comments
- Equine assisted learning provides a non-traditional environment to allow participants to work on life skills; an environment that is safe, non-judgmental and is not a traditional therapists office
- Horses cannot communicate via technology so participants need to put their phones down and focus on themselves and their horse teacher - live in the moment
- Horses require a participants full focus and attention, otherwise they will take over the leadership role in the relationship with the participant. Participants often describe that while working with horses, they forget everything else going on in their lives for that time period, the horses demand it. The time at the barn is a break away from life’s stresses.
- Horses don’t require a participant to talk, to tell them their feelings or even ask them how their day is going. Horses can feel it, and let the participant know through their body language and reactions. The secrets the participant holds can stay between the horse and the participant, and the participant learns how to communicate and work through their challenges with their horse partners
Why not give horses the chance to improve the life skills that may help you or your child lead a healthier, happier life…
References:
Adams, C., Aratoon, C., Boucher, J., Cartier, G., Chalmers, D., Dell, D., Dryka, D., Duncan, R., Dunn, K. 2015. The helping horse: How equine assisted learning contributes to the well being of first nations youth in treatment for volatile substance misuse. Human-animal interaction bulletin. 1: 52-75.
Coffin, J. The Nguudu Barndimanmanha project – improving social and emotional well being of Aboriginal youth through equine assisted learning.
Frederick, K.E., Hatz, J.I Lanning, B. 2015. Not jut horsing around: The impact of equine-assisted learning on levels of hope and depression in at-risk adolescents. Community Mental Health Journal. 51: 809-817.
M. O’Moore and C. Kirkham 18 July 2001. Self‐esteem and its relationship to bullying behaviour. Aggr. Behav. 27:269–283
https://doi.org/10.1002/ab.1010
Perkins, B. L. 2015. A pilot study assessing the effectiveness of equine-assisted learning with adolescents. Journal of Creativity in Mental Health. 13: 298-305.
Radliff, K. et al. Illuminating the relationship between bullying and substance use among middle and high school youth. Addictive Behaviors. 37: 569-572.
Rosenberg, M. 1962. The association between self-esteem and anxiety. Journal of Psychiatric Research, 1(2), 135–152. https://doi.org/10.1016/0022-3956(62)90004-3 Elementary School Guidance & Counseling. Vol. 24, No. 2. pp. 153-159
Adams, C., Aratoon, C., Boucher, J., Cartier, G., Chalmers, D., Dell, D., Dryka, D., Duncan, R., Dunn, K. 2015. The helping horse: How equine assisted learning contributes to the well being of first nations youth in treatment for volatile substance misuse. Human-animal interaction bulletin. 1: 52-75.
Coffin, J. The Nguudu Barndimanmanha project – improving social and emotional well being of Aboriginal youth through equine assisted learning.
Frederick, K.E., Hatz, J.I Lanning, B. 2015. Not jut horsing around: The impact of equine-assisted learning on levels of hope and depression in at-risk adolescents. Community Mental Health Journal. 51: 809-817.
M. O’Moore and C. Kirkham 18 July 2001. Self‐esteem and its relationship to bullying behaviour. Aggr. Behav. 27:269–283
https://doi.org/10.1002/ab.1010
Perkins, B. L. 2015. A pilot study assessing the effectiveness of equine-assisted learning with adolescents. Journal of Creativity in Mental Health. 13: 298-305.
Radliff, K. et al. Illuminating the relationship between bullying and substance use among middle and high school youth. Addictive Behaviors. 37: 569-572.
Rosenberg, M. 1962. The association between self-esteem and anxiety. Journal of Psychiatric Research, 1(2), 135–152. https://doi.org/10.1016/0022-3956(62)90004-3 Elementary School Guidance & Counseling. Vol. 24, No. 2. pp. 153-159