A SYSTEMATIC REVIEW OF THE EFFECTS OF PSYCHOTHERAPY ...

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3.1.3. Observational Pre-Posttest Studies with Follow-up Table 2.4 depicts studies which utilized a one group pre- and posttest with follow-up design to measure the effects of equine-assisted interventions. Klontz et al (2007) examined the effects of a manualized equine-assisted experiential therapy model based on psychodrama techniques on thirty-one adults. The investigators hypothesized that general symptom severity would diminish and psychological well-being would be enhanced as a result of the intervention. They found that there was a statistically significant decrease in scores on the Global Severity Index of the Brief Symptom Inventory from pre- to posttest (p=0.05), with no statistically significant change from posttest to follow-up. There was also a statistically significant increase in psychological well-being (p=0.05) from pre- to posttest, but no significant change from posttest to follow-up. In examining the results of an intervention for women with complex posttraumatic stress disorder who had a history of refusal of, or failure to benefit from, traditional group therapy, Shambo, Seely, and Vonderfecht (2007) found statistically significant decreases in levels of depression (p=0.03) from pre- to posttest, and from posttest to follow-up (p=0.02). Pre- and posttest scores on the Dissociative Experience Scale were not statistically significant from pre- to posttest, but demonstrated statistical significance from pre-test to follow-up (p=0.023). Pre- and posttest scores on the Outcome Questionnaire were statistically significant (p=0.017), as well as from pre-test to follow-up (p=0.011). 3.1.4. Program Evaluation Table 2.5 contains studies which evaluated existing programs. Greenwald (2001) measured the effects of an equine program in a residential school for children and adolescents with severe emotional disturbances and multiple mental health difficulties, and predicted that participation in the program would be correlated with increases in levels of frustration tolerance and self-esteem, and decreases in levels of anxiety, and depression, Results indicated that levels of self-esteem and frustration tolerance were not affected. Outcome measures did indicate a correlation between bonding with horses and increases in anxiety and depression levels, and also 35
that participants with increased levels of depression and anxiety were less likely to be involved in the horsemanship program. In addition, the final hypothesis that behavior and overall conduct would show positive effects was not supported. Iannone (2003) also investigated a program for adolescents with emotional difficulties, who had limited or no success with previous therapy, and predicted that positive changes in levels of self-esteem, internal locus of control, psychiatric symptoms and behavioral problems would be noted in relation to time in the program compared with a wait-listed group. In addition, scores on a vocational skills test were reported as a measure of work-readiness. Statistically significant increases in self-esteem levels were reported during phase 1 of the three phase program, with no other significant changes. During phase 2, levels of self-esteem were reported to continue to increase, and an increasing shift toward external locus of control was noted. No other significant changes were reported for phase 2. Overall, positive effects on levels of selfesteem were the only statistically significant results obtained, with no positive results on psychiatric symptoms and behavior problems noted, and a change in the opposite direction than was predicted for locus of control. Scores on the vocational skills test did improve, as predicted, and were in the passing range as defined by the author. 3.1.5. Experimental Study of Efficacy In a comparison study of the efficacy of an equine-assisted counseling intervention compared to an award-winning school-based group counseling program (Table 2.6), Trotter, Chandler, Goodwin-Bond, & Casey (2008) demonstrated statistically significant decreases in negative behaviors and increases in positive behaviors on five subscales of the BASC Self- Report Scale, and twelve subscales of the BASC Parent Self-Report for the equine-assisted counseling experimental group. In contrast, the control group demonstrated statistically significant decreases in one negative behavior and increases in four positive behaviors on subscales of the BASC Self-Report Scale, and one item on the BASC Parent Self-Report. Both interventions were shown to be efficacious, but the experimental equine-assisted counseling group demonstrated more positive gains and was judged to be superior to the control school-based intervention. 36
Page 1 and 2: A SYSTEMATIC REVIEW OF THE EFFECTS
Page 3 and 4: ACKNOWLEDGEMENTS Some time ago I ca
Page 5 and 6: TABLE OF CONTENTS ACKNOWLEDGEMENTS
Page 7 and 8: APPENDIX 6. FUTURE DIRECTIONS .....
Page 9 and 10: LIST OF TABLES Table Page 2.1 GRADE
Page 11 and 12: The purpose of this systematic revi
Page 13 and 14: movement manifested in some neurolo
Page 15 and 16: Animals have been used for therapeu
Page 17 and 18: traumatic brain injury, attention d
Page 19 and 20: vendor (Borzo, 2002). Interestingly
Page 21 and 22: therapists address a variety of men
Page 23 and 24: interest in nature-based therapies
Page 25 and 26: their perceptions of the world. Man
Page 27 and 28: CHAPTER 2 METHODS 2.1 Literature Se
Page 29 and 30: Retrieved potentially relevant publ
Page 31 and 32: were achieved in regard to desired
Page 33 and 34: Table 2.2--Continued 24 Study Graha
Page 35 and 36: Table 2.3--Continued Study Ewing, M
Page 37 and 38: Table 2.4 Pre-Posttest Studies with
Page 39 and 40: Table 2.5--Continued 30 Study Ianno
Page 41 and 42: CHAPTER 3 RESULTS 3.1 Description o
Page 43: used to compute outcomes. In the re
Page 47 and 48: 3.1.7.2 GRADE The results of the ap
Page 49 and 50: CHAPTER 4 DISCUSSION To date, there
Page 51 and 52: generalizability (Shambo et al), or
Page 53 and 54: CHAPTER 5 IMPLICATIONS FOR SOCIAL W
Page 55 and 56: 5.1.1 Adjunctive Uses Interventions
Page 57 and 58: CHAPTER 6 FUTURE DIRECTIONS Despite
Page 59 and 60: effects of this application on the
Page 61 and 62: Beckman-Devik, L. & Ansin, C, (Wint
Page 63 and 64: (http://www.horsesandhumans.org/Res
Page 65 and 66: handling, grooming, longeing, ridin
Page 67 and 68: APPENDIX C PRECAUTIONS AND CONTRAIN
Page 69 and 70: An acute episode of “reactive air
Page 71 and 72: REFERENCES Acampora, T. (2008). Not
Page 73 and 74: Birch, A. & Hong, C. S. (2007). A l
Page 75 and 76: Cornelius, S. (2002). An explorator
Page 77 and 78: Fine, A., H. (2000). Animals and th
Page 79 and 80: Hansen, K., Messinger, C., Baun, M.
Page 81 and 82: *Kaiser, L. K., Spence, L. J., Lave
Page 83 and 84: Levinson, B. M. (1972). Man, animal
Page 85 and 86: National Association of Social Work
Page 87 and 88: Root, A. (2000). Equine-assisted th
Page 89 and 90: Tedeschi, P. (1992). Guidelines for
Page 91 and 92: Yorke, J. (2008). The significance

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