Integrating Horses in Psychotherapy for Transition-Aged Students

A Theory-Driven Logic Model

Dados Bibliográficos

ID21634616
AutoresErin Kelly (0000-0001-6920-7366, Colorado State University, Fort Collins, CO, USA), Erin L Kelly (0000-0003-2168-5611, Colorado State University), Wendy Wood (0000-0002-6117-558X, Colorado State University, Fort Collins, CO, USA), Lorann Stallones (0000-0001-7616-582X, Colorado State University, Fort Collins, CO, USA), Arlene A Schmid (0000-0002-7755-199X, Colorado State University, Fort Collins, CO, USA), Brittany Peters (0000-0001-5145-2929, Colorado State University, Fort Collins, CO, USA, autor correspondente)
Ano2023
Volume46
Fascículo3
Páginas342-363
Data de publicação2023-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Experiential Education (JOURNAL)
Identificadores do periódicoISSN: 1053-8259 • E-ISSN: 2169-009X
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/10538259221145936
OpenAlexW4312072296
IdiomaEN
Citações recebidas1
Referências citadas21

Background: There is a lack of research on psychotherapy interventions for transition-aged students ages 18 to 21 that integrate horses or other equines in the provision of services. A critical early task in researching such complex interventions involves elucidating an intervention's critical elements and theoretical assumptions. Purpose: The purpose of this study was to develop a theory-driven logic model of a psychotherapy program for transition-aged students ages 18 to 21 that incorporated horses. Methodology/Approach: The research approach was qualitative description, a low-inference form of qualitative research. Data were collected via interviews with program stakeholders and through review of program documents, and were analyzed using a directed content analysis. Findings/Conclusions: The resulting logic model elucidates theoretical assumptions, activities, resources, outputs, outcomes, and theorized community impact of the psychotherapy program integrating horses. Implications: This study addresses several gaps in existing research on equine-assisted services, particularly the need to thoroughly describe an intervention and its theoretical assumptions, which can guide future program refinement and replication, and future research

Experiential learning · Logic model · Mathematics education · Psychiatry · Psychological intervention · Psychotherapist · Qualitative research · Social science · Sociology · Theory of change · Agriculture and Farm Safety · Applied Psychology · Human-Animal Interaction Studies · Psychology · Youth Development and Social Support