1. Daniel Mayer – Animal Science Dr. Laura R. Gentry, Assistant Professor Department of Agricultural Sciences Louisiana Tech University

2.  A credit bearing exercise where the goal is equally divided between the needs of academic pedagogy and community service  Provides university students with insight into a part of the community of which they may otherwise have no exposure

3.  Planning  Developing a plan of action  Implementation  Utilization of the established plan with the target group  Reflection  Reflection very important - links the service experiences to the course content and learning objectives.

4.  Reflection allows the university student to evaluate the entire experience.  Stage in which all events that have occurred are tied together, promoting a thought-provoking process by which the students learn about themselves, the individuals they have worked with, and society as a whole.

5.  Experiential forms of psychotherapy and learning that involve equine species

6.  Horse – prey species  Human - predator species  The outcome of this evolutionary variance results in an animal that is acutely aware of its surroundings.  This results in the behavior exhibited by the horse being directly related to that of the human.  Mirror Concept

7.  Therapeutic Riding and Horsemanship  PATH  Instructs on the skill of horsemanship, and simultaneously uses riding as a therapeutic method.  Equine Associated Growth and Learning  EAGALA  Provides metaphorical comparison of the horse to the client’s experiences  Horse is used as solely a therapeutic tool

8.  Behaviorally and environmentally sensitive species  The horse acts as a large biofeedback machine, providing information regarding the client's moods and changes within those moods  A nervous client will result in a nervous horse, while a calm client will result in a calm horse.  Other domestic species – not sensitive

9.  Studies have shown a direct link between the presence of the equine element and the success of the therapy session.  At-Risk Adolescents ages 12-18 score 15.77 to 32.11 points greater than at-risk adolescents who are not participating in EAP (Schultz, 2005).  Sixty-three children who attended 19 EAP sessions showed improvement after therapy in Global Assessment of Functioning (GAF) scores (Schultz, et al., 2006).

10.  Must always be aware of the environment surrounding the horse and the human.  Must be “present in our bodies”.  Must always be aware of changes in the horses behavior.  Must always be aware of one’s own non-verbal communication.  Body Language

11. Problem Solving Work Ethic Personal Responsibility Collaboration Confidence Attitude Emotional Growth Relationship Building

12.  The lifestyle of daily horsemanship requires strong personal responsibility, consistency, and a strong work ethic.  Personal interaction with such a large and powerful animal facilitates the growth of self- esteem and self confidence.

13.  Exercises may take place in a group setting, which will facilitate the development of collaborative and problem solving skills, communication, relationship building.  Therapy may simply be one person, closely engaging with the animal in a quiet environment.

14.  Horsemanship - the art, ability, skill, or manner of a horseman  Course Description: Introduction to methods and techniques for controlling and influencing the performance of horses – Louisiana Tech Course Catalog  One of the requirements for this course is a service learning activity.

15.  Outdoor Wilderness Learning Center  Methodist Children’s Home  Provides a source of alternative therapy for children who are in the custody of the state or privately placed due to family circumstances  All services available to the public to generate funds for the facilities  Fishing, Lodging (Camping), Hiking, EAP, Counseling, Conference Center

16.  Project consisted of carving and hollowing out pumpkins.  The youth were urged to carve the pumpkins based on their own unique personalities and then encouraged to discuss what they carved.  Pumpkins were filled with the following: nothing, celery and carrots, apples and molasses, or apples, carrots, molasses and honey. The lids were then replaced and the pumpkins were taken to the pasture and made available to the horses. The youth observed the horses and were encouraged to talk about how they felt about those observations.

17.  Each youth was able to identify with a horse.  There were three horses in this project as well as three students, each mirroring the other’s behavior.  Dominant  Interested but unsure  Very reserved

18.  Each youth given a bucket containing a unique equine grooming tool and shown how to properly groom their horse.  At timed intervals youth traded grooming tools with another youth until all tools had been used. At the end of the activity, all grooming tools had to be in the correct bucket.  Youth discussed how they felt about sharing and how they perceived that the horse felt from the care they were being given.

19.  Required sharing and communication  Sharing is a required skill in society.  Due to original circumstances, many of these children did not develop essential skills learned by most at a very young age  Necessity to align psychological development with physical age  Often stagnant in a previous stage of childhood

20.  Youth worked in groups guiding blind-folded university students leading a horse through a very simple obstacle course without touching the student or the horse.  Course consisted of logs to walk over, poles to weave through and circle, a figure eight through cones and then a final sprint to the finish.  Discussed with youth the importance of communication and how we can accomplish so much more when we work together and stay calm.

21.  This activity required a certain degree of trust and communication.  The competitive element between the two teams required not only communication but efficiency and effectiveness as well.  While guiding the university students, the youth were having to keep another person safe.  No longer just about “me”

22.  Stations were set up based on the five senses (Sight, sound, smell, taste and touch).  Activities using horses were conducted at each station and the youth had to figure out which sense was being described  Youth then discussed how their perceptions (based on senses) were alike or different from the horses.

23.  This activity required the youth be present in their bodies and attentive to all five senses. They were required to perceive their environments from perspectives that were perhaps unknown to them before this time.  Positive collaboration is key and necessary for life beyond the OWL.

24.  Years after leaving the program, the youth often return to the facility and discuss very specific activities with the staff  Youth often remember the individual horse they worked with long after leaving the facility.  Supports the necessity and long-lasting impression of the equine element.

25.  Similarities between a horse herd and the group of children  Herd Matriarch  Alpha and Omega counterparts  Followers and Leaders  A desire to lead/desire to follow  Safety in Numbers

26.  Exposure to a group of society that students may mostly be unaware  Requires student to formulate a plan and then execute that procedure  Reinforces the need of civic responsibility  Adaptability

27.  The goal for ANSC 220 is for students to learn how to properly handle a horse in a variety of environments, including riding, leading, and simple ground work.  The service learning component allows students to experience equine behavior in a very different setting than what is provided at the university.

28.  The service learning project gives students insight into equine assisted psychotherapy in action.  These experiences will allow students to utilize these skills beyond graduation to better inform the public, in particular those involved in the horse industry, of the various practical uses of domesticated equines.