Learning and growth processes facilitated in 9 to 12 year olds challenged with ADHD enrolled on a therapeutic horseback riding programme

Hdl Handle:
http://hdl.handle.net/10545/558309
Title:
Learning and growth processes facilitated in 9 to 12 year olds challenged with ADHD enrolled on a therapeutic horseback riding programme
Authors:
Kreindler, Dalia
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 and participating parents. In depth interviews and observations were conducted. A multiple case study paradigm was selected for the purpose of the study. In depth interviews were conducted with children diagnosed with ADHD, parents, and teachers. In addition, relevant 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 (THRPs) should facilitate the acquisition and transfer of skills and strategies learned during THR sessions to other environments, such as family and school, in order to improve the quality of life of children diagnosed having ADHD. The Knowing Therapeutic Horseback Riding (KTR) model of THR practice emerged and was 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.
Affiliation:
University of Derby
Citation:
Kreindler, Dalia (2015) 'Learning and growth processes facilitated in 9 to 12 year olds challenged with ADHD enrolled on a therapeutic horseback riding programme', University of Derby
Issue Date:
May-2015
URI:
http://hdl.handle.net/10545/558309
Type:
Thesis
Language:
en
Appears in Collections:
College of Arts, Humanities and Education

Full metadata record

DC FieldValue Language
dc.contributor.authorKreindler, Daliaen
dc.date.accessioned2015-06-22T13:04:48Zen
dc.date.available2015-06-22T13:04:48Zen
dc.date.issued2015-05en
dc.identifier.citationKreindler, Dalia (2015) 'Learning and growth processes facilitated in 9 to 12 year olds challenged with ADHD enrolled on a therapeutic horseback riding programme', University of Derbyen
dc.identifier.urihttp://hdl.handle.net/10545/558309en
dc.description.abstractThis 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 and participating parents. In depth interviews and observations were conducted. A multiple case study paradigm was selected for the purpose of the study. In depth interviews were conducted with children diagnosed with ADHD, parents, and teachers. In addition, relevant 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 (THRPs) should facilitate the acquisition and transfer of skills and strategies learned during THR sessions to other environments, such as family and school, in order to improve the quality of life of children diagnosed having ADHD. The Knowing Therapeutic Horseback Riding (KTR) model of THR practice emerged and was 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.en
dc.language.isoenen
dc.subjectADHDen
dc.subjectTherapeutic horse-back ridingen
dc.subjectHumanistic therapyen
dc.titleLearning and growth processes facilitated in 9 to 12 year olds challenged with ADHD enrolled on a therapeutic horseback riding programmeen
dc.typeThesisen
dc.contributor.departmentUniversity of Derbyen
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