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Temporary Relief or
Transformation? Examination of Human-Horse
Interaction in EAGALA-Model
EAP
Angela Fournier, Elizabeth Letson, Emma Leigh Pasiuk, & Thomas Berry
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Outline
Brief Review of Literature
Study on EAGALA-Model EAP
Theoretical Discussion
Case Example.
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Case
14 year-old Caucasian female presenting for individual and family therapy
Presenting Problem: Truancy
Diagnosis: PTSD, Social Anxiety
Domestic violence – multigenerational
Placed in child protection
Mom has PTSD in treatment for methamphetamine
High anxiety, Cutting behavior, Suicidal ideation, alcohol use.
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Research on EAP
Anestis, Anestis, Zawilinski, Hopkins, and Lilienfeld
(2014)
Systematic review on equine-related treatments
14 studies on equine-related counseling or
therapeutic riding
Significant problems in the field:
Variability in application
Absence of theory explaining the process
Threats to internal validity
Conclude EAP should not be used without an
evidence base.
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Research on EAPLee, Dakin, and McLure (2016)
Narrative synthesis
24 EAP studies from 2005 to 2013
Nonexperimental research design
Incomplete analysis of qualitative findings
Mixing of mounted and non-mounted therapies
Call for theory development, particularly in
understanding the horse’s role in EAP.
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Research Limitations to Date
Applied, nonexperimental, threats to internal
validity
Limited to Outcome Studies
Need for theory, explanation.
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Outcomes to Date
Increased self-disclosure
Decreased cutting behavior
Decreased anxiety
Improved mood
Increase in self-awareness
Improved communication with Mom
Improvements in school.
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Human-Animal Interaction
Animal-Assisted Therapy
No Animal-Assisted Therapy
A Great Deal
.....None
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Human-Animal
Interaction Scale
(Fournier, Berry, Letson, & Chanen, 2016)
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Jane’s HAIWatching, limited petting, grooming
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Metaphor
Described as the “foundation” of the EAGALA model
(EAGALA, 2015, p. 63)
Experiential Education & Adventure Therapy
Creating a space for life metaphors to emerge, facilitating appreciation for the power of life metaphors, and aiding in the
change of restrictive metaphors (Hovelynck, 1998).
Descriptions of metaphor in EAP(Symington, 2012), but no
empirical investigations.
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Metaphor in EAGALA-Model EAP
EAGALA training materials suggest
1) Clients engage with horses,
2) Life metaphors emerge, and
3) Clients gain insight to psychological issues
(EAGALA, 2015).
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Mediation Model
Cause EffectMediating Variable
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Jane’s MetaphorsMom’s addiction, ex-boyfriend, power & control,
coping skills, before & after
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The Present
STudy
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The Present Study
Process Variables
Human-Horse Interactions
Metaphor
Outcome Variables
Subjective Distress
Psychosocial Learning.
Tested for Direct
Effects of HAI
Associations with
Distress
Tested for Indirect
Effects of HAI
Mediation Model.
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Method
Participants & Setting
112 men and women
EAP/L clients
EAGALA-Model.
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Materials
Subjective Units of Distress Scale (Wolpe, 1990)
Anxiety and Mood rated 0-10 Before and After Session
Human-Animal Interaction Scale (Fournier, Berry,
Letson & Chanen, 2016)
Human behaviors, Animal behaviors, Total
Metaphor Record (Letson & Fournier, 2017)
Metaphor – quantitative and qualitative
Psychosocial Learning – quantitative and qualitative.
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Procedure
At intake, clients consented to research at
aggregate level
Self-Report as regular assessment plan
Before session – SUDS
After session – SUDS, HAIS, Metaphor Record
Created de-identified database
Analyzed self-report data.
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Findings
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Human-Horse Interactions
0
0.5
1
1.5
2
2.5
3
3.5M
ea
n H
AIS
Sc
ore
Human Behavior toward Horse(s)
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Human-Horse Interactions
0
0.5
1
1.5
2
2.5
3
3.5M
ea
n H
AIS
Sc
ore
Human Behavior toward Horse(s)
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Human-Horse Interactions
0
0.5
1
1.5
2
2.5
3M
ea
n H
AIS
Sc
ore
Horse Behavior toward Human
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Human-Horse Interactions
0
0.5
1
1.5
2
2.5
3M
ea
n H
AIS
Sc
ore
Horse Behavior toward Human
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Human-Horse Interactions
0
20
40
60
80
100
120P
erc
en
tag
e o
f Se
ssio
ns
1+
Horse Behavior toward Human
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Metaphor
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Feeling or State
28.1%
“my anxiety”
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Family or Friends
19.3%
“my ex-
boyfriend”
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Relationship Constructs
14%
“communication”
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Lesson
12.3%
“pushing leads
to resistance”
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Self
10.5%
“me in my
vulnerable stage”
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Challenge
8.8%
“struggles in
my life”
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Psychosocial
Learning
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Psychosocial Learning
Strengths/Weaknesses (34.0%)
• “I am strong and can be ok”
Relationship Awareness (28.3%)
• “I struggle meeting new people”
Emotional Awareness (17.0%)
• “I’m terrified”
Acknowledgement/Acceptance (9.4%)
• “I can overcome anything”
Goals/Interests (7.5%)
• “I need to learn to let go”
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Correlations
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Mediation
Model
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1. Regression of HAI onto Learning, b = .120, t (77) = 3.91, p < .001
2. Regress of HAI onto Horse Metaphor, b = .108, t (77) = 3.66, p < .001
3. Horse Metahor, controlling for HAI, b = .805, t (77) = 9.66, p < .001
4. Controlling for Horse Metaphor, HAI was not a significant predictor of
Learning, b = .037, t (77) = 1.62, p = .109
5. Sobel test found full mediation, z = 3.41, p < .001
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Anodyne Effect
(Temporary Relief?)
(Transformation?)
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Anodyne Effect
OrientationTheoretical
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Limitations
Self-Report
Correlational
Relatively small sample
Directive Metaphor
No “Soak Time”
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Future Research
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Reliable assessment data
Experimental Design
Control for confounds
novelty, setting
Study Process Variables
Basic, “laboratory” research.
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