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of Diploma Thesis Social Cognition with horse's assistance Adela Pfannova 2017 Social Cognition is an area of psychology, which evaluates how people perceive others, relations and events in their social environment. Improving skills in this area is beneficial for different parts of life of a person and for the whole society. Consequences can be the development of prosocial behaviour, collaboration, and decrease in aggressive behaviour and in perceiving people through stereotypes. These skills can be improved with Equine Assisted Activities, which I further write about in this Thesis. With the inspiration of Natural horsemanship or Equitation Science, it is possible to try to understand horse's cognition, which differs a lot from human perspective. Horses are social animals, which are sensitive for signals from their environment and quick in responses to them. Because they are naturally living in herd hierarchy, they are trying to clear social positions with humans as well. That makes humans to realize their current place in hierarchy and to communicate it. Horse's influence on people is complex and it can affect all parts of their personality, which I describe as bio- psychosocial-spiritual. It is possible to use horse's positive effect for Treatment or Therapy.

Bakgrund: Det är varje människas rättighet att uppnå bästa möjliga hälsa och äldreomsorgen ska vara inriktad på att de äldre känner välbefinnande och lever ett värdigt liv. Djur har visats ha positiv inverkan i flera bemärkelser och människor är i allmänhet öppna för djurterapi som behandlingsform. För att kunna bedriva personcentrerad vård är det av vikt att som sjuksköterska vara lyhörd för patientens önskemål så att dennes unika behov kan tillgodoses. Syfte: Syftet med litteraturstudien var att belysa äldre patienters erfarenheter av djur som en del av omvårdnaden. Metod: Litteraturstudien genomfördes med induktiv ansats. Resultat: Studien bygger på tio vetenskapliga artiklar som i resultatet speglar äldre patienters erfarenheter av djurterapi på ett socialt, mentalt och fysiskt plan. Resultatet tyder på övervägande positiva erfarenheter där det bland annat beskrivs ökad livskvalitet, mindre ensamhet och motivation till fysisk aktivitet under rubrikerna Utökad social interaktion, Ökat välbefinnande och Positiva fysiologiska effekter. Konklusion: I studien framkom att ytterligare forskning krävs men att den upplevda erfarenheten är positiv, vilket bör motivera för att i större utsträckning nyttja denna terapiform i framtiden. / Background: It is a human right to achieve the best health possible and the elderly care must be focused on the well-being of the elderly and that they have a dignified life. Animals have been shown to have a positive impact in several regards and people are generally open to animal therapy as a form of treatment. In order to be able to perform person-centered care, it is important as a nurse to be sensitive to the patient's wishes so that his or her unique needs are met. Aim: The aim of the literature study was to illustrate older patient's experiences of animals as a part of nursing. Method: The literature study was conducted with an inductive approach. Results: The study is based on ten scientific articles and the results reflects older patient's experiences of animal therapy on a social, mental and physical aspect. The results indicate several positive experiences where increased quality of life, less loneliness and motivation for physical activity amongst other are described under the headings Increased social interaction, Increased well-being and Positive physiological effects. Conclusion: The study showed that further research is required but also that the experience has been positive, which should motivate to use this form of therapy to a greater extent in the future.

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While there have been many presentations and anecdotal evidence in support of AAT, quantitative empirically validated studies are very limited. Without quantitative empirical studies to support the effectiveness of AAT, it remains an unproven complement to traditional physical and psychotherapeutic practices (Kruger & Serpell,2010). The value and importance of non-empirical literature on AAT,including therapists’ observations, various author’s personal experiences, and unstructured interviews with patients, will be explored in the next section. Empirical literature on AAT, including scientific experiment and controlled research studies, will also be addressed. Finally, a conclusion providing ideas for future directions in research in this discipline will be presented.

In this piece I have attempted to perform descriptive quantitative research in the field of Animal-Assisted Activities and Animal-Assisted Therapies in the Czech Republic. I have placed emphasis on the professional background and dog handling skills of the dog-handler. I tried not only to focus on the impact of dogs on humans, but also to emphasize the importance of the personality of the therapist. I also consider the impact of different personality theories on the personality of the handler/therapist, and the importance of theoretical background and preparation in the given area in which the handler/therapist engages with dogs. Based on the positive respondent reactions, I trust that this research will prove to be of use to people involved in human-animal positive interactions.

The aim of this phenomenological qualitative study was to capture and understand the essence of the lived experiences of individuals after participating in equine facilitated psychotherapy (EFP). In that the experiences of participants after exposure to EFP have not previously been examined, this study adds to the literature on this innovative therapy. Theoretical viewpoints on animal assisted therapy and solution-focused brief therapy (SFBT) were explored, as well as how the SFBT methodology compares to techniques used in EFP. Using interviews, the study involved capturing participants' experiences by collecting their descriptions of their involvement with EFP, identifying the specific experiences they noted, ascertaining what the participants did with these experiences, and discerning themes or patterns in the interview data. A purposive sample of 10 adults who had participated in EFP participated in interviews, the data from which were analyzed by hand coding. Analysis showed improved quality of life with improvements in overall well-being and in participants' relationships. The findings of this research study may lead to additional research in this area and may promote the establishment of consistent techniques in EFP, proper credentialing of those who use EFP, and applicable regulatory standards. By exploring the lived experiences of individuals who have participated in EFP, providers may be able to delve more deeply into the curative factors that may be at work with this type of therapy.

This pilot study examined the effect of participation in an equine-assisted activities (EAA) program on the social functioning of participants with autism spectrum disorder (ASD). Pre- and post-assessments via the Naples Equestrian Challenge Participant Initial Evaluation were completed by a trained Certified Therapeutic Riding Instructor prior to and at the conclusion of a 12 week EAA program. 12 individuals (75% male; M age = 10.8; age range 5 – 20 years) participated. Paired-sample t-tests were conducted to examine the impact of EAA on social functioning. Analyses revealed that involvement in the EAA program resulted in a significant improvement in social functioning, but when grouped by age (5 – 10 years old, 10 – 20 years old) the effects were not significant. Lastly, individual analyses indicated that 75% of the sample had improved social functioning scores after participation in the EAA program. Results support EAA as an effective therapy for persons with ASD.

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Thesis (MEd)--Stellenbosch University, 2012. / Bibliography / ENGLISH ABSTRACT: As a grade R teacher in South Africa, the researcher was disturbed by the extent of aggressive behaviour amongst children (aged 4 years to 6 years). Other teachers involved with the same class were of the opinion that the aggressive behaviour had a detrimental effect on their instructional time and motivation. Schools, teachers and other support personnel of staff have developed many cognitive and social support programmes to encourage positive behaviour, including reducing aggressiveness. Some programmes are in individual format and others in group format. However, the problem with these types of support programmes is that they are hard to come by due to cost and lack of knowledge among personnel. A child's full development is influenced negatively when in a negative atmosphere or situation (which includes abuse, aggression or discouragement). During 2011, the researcher took her dog to visit her class informally. It started when the class was having a discussion on pets and the researcher wanted to show the class how to groom and take care of a pet dog. The school’s staff and the researcher noticed a calmer and friendlier atmosphere amongst the children after the visits. This positive experience led to reading related literature and the researcher found substantial recent literature that increased her interest in the subject. The literature review suggested that the positive effects of animals in classrooms and on children should be explored and shared with teachers and schools, hence this study. The question arose whether this method could possibly provide the type of support South African children need to become caring, empathic and understanding of the world around them and each other. This research study was undertaken to explore the influence of the visits of a dog on the learners’ aggressive behaviour and teachers' opinions, which were of great value. This qualitative study took place within an interpretive paradigm. A case study design was used, as the focus was on an in-depth explanation of how a dog influenced the aggressive behaviour in the grade R class as a single bounded system. The study took place over a period of eight successive weeks. The data collection methods employed were questionnaires to gather biographical data, individual semi-structured interviews and observation during free play. Data were analysed by means of content analysis. Research findings indicated a positive influence on the learners' aggressive behaviour after eight weeks of the P.A.T. (Pet Assisted Therapy) dog visits. Positive behaviour in general was also witnessed and, most importantly, the participating teachers were of the opinion that the class was easier to manage and more time could be spent on instruction. The participating teachers provided different perspectives as they were involved in the class in different ways. However, the conclusion was that the positive influence of PAA on the learners' aggressive behaviour was mainly due to how some individual learners were influenced, which changed the interaction among all the learners. It is recommended that further studies be done on the time available to teachers to address aggressive behaviour to achieve a long-term result compared to just solving the problem at the occurrence of aggressive behaviour, and how PAA influences the learners in their other microsystems as well. / AFRIKAANSE OPSOMMING: Die navorser, 'n graad R opvoeder, vind die intensiteit en die hoeveelheid van aggressiewe gedrag onder graad R leerders kommerwekkend. Ander onderwysers betrokke by dieselfde klas se opinie was dat die aggressiewe gedrag onder die leerders 'n uiters negatiewe impak op die opvoeding van die leerders het. Verskeie kognitiewe en sosiale ondersteunings- programme vir die aanmoediging van positiewe gedrag in die klaskamer is reeds deur opvoeders, skole en ondersteunende personeel ontwikkel. Die navorser is egter van mening dat die finansiële omstandighede van verskeie skole en die kennis van die onderwysers wat moontlik die strategieë moet implementeer, die gebruik van sulke programme beperk . Leerders wat in negatiewe opvoedingsomstandighede (wat misbruik, aggressiwiteit of ontmoediging insluit) geplaas is, word negatief beïnvloed. Die navorser het gedurende 2011 haar eie hond skool toe geneem om by die weeklikse tema oor 'diere' aan te sluit. Die doel was om aspekte van hoe 'n mens na jou hond omsien met die leerders te bespreek. Die skoolpersoneel en die navorser (as opvoeder) het opgelet dat 'n kalmer atmosfeer onder die leerders geheers het nadat die navorser se troeteldier die klas besoek het. Dit het daartoe gelei dat die navorser leeswerk oor die onderwerp onderneem het. Vele onlangse bevindinge wat die onderwerp nog meer interessant gemaak het, is opgespoor. Een van die klasse in die betrokke skool het aggressiewe gedrag onder die leerders ervaar wat die onderwyser se motivering om te onderrig negatief beïnvloed het. Dit het gelei tot die gevallestudie wat die gebruik van 'n hond in die klaskamer as 'n moontlike metode om Suid-Afrikaanse kinders te motiveer om ‘n gevoel van omgee, empatie en begrip van die wêreld om hulle en ander te ontwikkel. Die navorsing het die moontlike invloed van gestruktureerde besoeke deur 'n hond op die gevallestudieklas ondersoek. Omdat die aggressiewe gedrag ook deur die onderwysers ondervind word en dit hul opvoedingstaak affekteer, was hulle opinies van groot belang. Die kwalitatiewe studie is onder die interpretatiewe paradigma onderneem. 'n Gevallestudieformaat is gebruik en was daarop gerig om die invloed van die hond op die leerders se aggressiewe gedrag grondig te verstaan. Die studie het oor 'n tydperk van agt opeenvolgende weke plaasgevind. Kwalitatiewe navorsingsmetodologie is gebruik. Dit het ’n doelbewuste streekproef van deelnemers, vraelyste vir biografiese data, individuele semi-gestruktureerde onderhoude, observasies om die informasie wat uit die onderhoude verkry is, te ondersteun en inhoudsanalise vir die ontleding van die data (veldwerknotas) omvat. Die navorsingsbevindinge het ‘n afname in aggressiewe gedrag onder die leerders na die agt weke van die intervensie (hond se besoeke) getoon. Algemene positiewe gedrag is waargeneem en die belangrikste bevinding was dat die deelnemende onderwysers van mening was dat die klas meer hanteerbaar was en meer tyd tot hul beskikking vir die opvoeding van leerders toegelaat het. Die onderwysers kon verskeie perspektiewe uitlig aangesien elk op 'n ander manier by die klas betrokke was. Daar was 'n duidelike kommentaar dat PAA 'n invloed op individuele leerders uitgeoefen het en dit het die interaksie onder die leerders in die klas beïnvloed. Die navorser stel voor dat verdere studies onderneem word om te bepaal hoeveel tyd onderwysers benodig om 'n langdurige positiewe effek op leerders se aggressiewe gedrag te bewerkstellig, eerder as om telkens wanneer ‘n probleem opduik ‘n oplossing te vind wat moontlik nie op die lang duur effektief sal wees nie. Verder kan ondersoek ingestel word na hoe PAA die leerders se gedrag buite die klas beïnvloed.