Integrating Horses in Psychotherapy for Transition-Aged Students: A Theory-Driven Logic Model

Autor/inn/en	Kelly, Erin; Wood, Wendy; Stallones, Lorann; Schmid, Arlene A.; Peters, B. Caitlin
Titel	Integrating Horses in Psychotherapy for Transition-Aged Students: A Theory-Driven Logic Model
Quelle	In: Journal of Experiential Education, 46 (2023) 3, S.342-363 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peters, B. Caitlin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/10538259221145936
Schlagwörter	Young Adults; Psychotherapy; Intervention; Animals; Models; Integrated Activities; Theories; Resources; Outcomes of Treatment; Community Benefits; High School Students; Partnerships in Education; Program Effectiveness; Psychological Patterns; Depression (Psychology); Anxiety; Symptoms (Individual Disorders) + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Psychotherapie; Animal; Tier; Tiere; Analogiemodell; Integrierender Unterricht; Theory; Theorie; Betriebsmittel; Hilfsmittel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulpartnerschaft; Angst; Psychiatrische Symptomatik
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01