The HERD Model of Equine Facilitated Learning

2017 ◽  
pp. 71-83
Author(s):  
Veronica Lac
Keyword(s):  
Equine Facilitated ◽  
Facilitated Learning

Foreign bodies: Is it feasible to develop tolerance for ambiguity among medical students through Equine-Facilitated learning?

2019 ◽  
Vol 41 (8) ◽  
pp. 960-962
Author(s):  
Kevin T. Liou ◽  
Daniel S. Jamorabo ◽  
Rabih M. Geha ◽  
Constance M. Crawford ◽  
Paul George ◽  
...  
Keyword(s):  
Medical Students ◽  
Foreign Bodies ◽  
Tolerance For Ambiguity ◽  
Equine Facilitated ◽  
Facilitated Learning

scholarly journals Horses and At-Risk Youth: An Equine Facilitated Learning Program Focusing on Authentic Leadership Skill Development

2014 ◽  
Vol 9 (4) ◽  
pp. 89-100
Author(s):  
Brittany L. Adams-Pope ◽  
Nicole L.P. Stedman
Keyword(s):  
At Risk ◽  
Youth Development ◽  
Authentic Leadership ◽  
At Risk Youth ◽  
Learning Program ◽  
Leadership Skill ◽  
Youth Education ◽  
Equine Facilitated ◽  
The Impact ◽  
Facilitated Learning

Interesting and innovative youth development programs are important to further youth education. Programs focused on developing leadership skills in youth, specifically at-risk youth, are important when thinking of the future of our communities. The primary purpose of the study was to determine the impact of an equine facilitated, authentic leadership program on at-risk youth. Youth participated in a three-day equine facilitated learning program based on authentic leadership with focus groups conducted three days before and three days after the program. In this article, we describe the development and methodology of the program and specific implications for practice.

Equine-Facilitated Learning for Youths with Severe Emotional Disorders: A Quantitative and Qualitative Study

2007 ◽  
Vol 36 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Carrie A. Ewing ◽  
Pamelyn M. MacDonald ◽  
Megan Taylor ◽  
Mark J. Bowers
Keyword(s):  
Qualitative Study ◽  
Emotional Disorders ◽  
Equine Facilitated ◽  
Facilitated Learning

An Exploration of an Equine-Facilitated Learning Intervention with Young Offenders

2015 ◽  
Vol 23 (6) ◽  
pp. 544-568 ◽  
Author(s):  
Ann Hemingway ◽  
Rosie Meek ◽  
Caroline Ellis Hill
Keyword(s):  
Young Adult ◽  
Problem Solving ◽  
Qualitative Study ◽  
Social Isolation ◽  
Species Interactions ◽  
Behavioral Responses ◽  
Young Offenders ◽  
The United Kingdom ◽  
Equine Facilitated ◽  
Facilitated Learning

This research reports a qualitative study to explore the behavioral responses and reflections from Young Offenders undertaking an Equine-Facilitated Learning (efl) Intervention in prison in the United Kingdom. Learning was facilitated by an instructor, and the participants were taught introductory natural horsemanship skills. Establishments holding young adult prisoners are typically characterized by increased disruption to the regime, and by greater incidents of violence, bullying, and conflict than in other types of prison. A resulting challenge for those working with young prisoners is the need to respond to increased levels of social isolation, and difficulties in managing impulsivity, problem solving, temper, and conduct. It is hoped that this research will provide some initial evidence to contribute to ideas around the nature of learning practical, positive skills and knowledge through inter-species interactions.

Effects of Frequency and Specificity of Information Feedback on Acquisition and Extinction of a Positioning Task

1972 ◽  
Vol 34 (2) ◽  
pp. 567-572 ◽  
Author(s):  
Inga S. Baird ◽  
Glenn H. Hughes
Keyword(s):  
Partial Information ◽  
Fixed Ratio ◽  
Information Feedback ◽  
Schedules Of Reinforcement ◽  
Coarse Scale ◽  
Resistance To Extinction ◽  
Facilitated Learning

An experiment designed to specify the process similarities of information feedback and reinforcement and to note the interaction of 2 major feedback variables on a simple positioning task. 80 students were randomly divided into 4 groups receiving either 25, 50, 75, or 100% schedules of feedback, analogous to fixed-ratio schedules of reinforcement. The 4 groups were further divided into 2 subgroups that differed in terms of specificity of feedback. Results indicated that when all Ss were provided the same number of feedbacks, the groups did not differ during acquisition. Groups with partial information feedback demonstrated greater resistance to extinction. The coarse-scale treatment facilitated learning but had no effect during extinction. There was no interaction between frequency and specificity of information.

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