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Frontiers in veterinary science2018; 5; 300; doi: 10.3389/fvets.2018.00300

Adolescents’ Affective and Physiological Regulation Shape Negative Behavior During Challenging Equine Assisted Learning Activities.

Abstract: This study examined associations between adolescents' ( = 59; = 11.63) diurnal and momentary activity of the Hypothalamic Pituitary Adrenal (HPA) axis as marked by salivary cortisol, and affective and behavioral responses to their first, mounted equine assisted learning (EAL) activity. The introduction to riding occurred during the fifth week of an 11-week EAL program for at-risk and typically developing adolescents. Before the 11-week program began, participants collected 6 salivary cortisol samples at prescribed times (wakeup, 4 p.m., bedtime) over 2 days, from which indices of diurnal cortisol activity were derived. Six weeks later, on the day of their first mounted activity in week five, participants provided three salivary cortisol samples, reflecting their basal cortisol level at the end of their regular school day, and their cortisol levels linked to the beginning and end of their first ride. Participants reported on positive and negative emotion immediately before mounting the horse, and immediately after dismounting, using an 11-item survey. Using a 43-item checklist, three independent observers rated participants' behavior throughout the 90-min session. Regression analyses showed that adolescents with higher cortisol levels immediately before mounting reported higher levels of negative emotion ( = 0.350, = 0.041) and lower levels of positive emotion ( = -0.697, = 0.013), while basal levels and potential dysregulation of cortisol diurnal patterns were controlled. Greater in response to 10 min of riding was linked to higher negative ( = 2.95, = 0.001), and lower positive emotion ( = -3.73, = 0.007) after dismounting. Higher levels of pre-ride negative emotion ( = 5.50, = 0.046), and lower levels of post-ride positive emotion ( = -5.17, = 0.027), and an increase in cortisol reactivity in response to riding ( = 0.242, = 0.049), predicted higher levels of negative behavior during the 90-min session that day. These findings show that participants' HPA axis activity informs their program experience and behavior. Results suggest that EAL facilitators need to employ strategies to down regulate adolescents' physiological and affective arousal during mounted sessions to prevent and redirect negative behavior.
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Publication Date: 2018-12-04 PubMed ID: 30564583PubMed Central: PMC6288444DOI: 10.3389/fvets.2018.00300Google Scholar: Lookup
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Summary

This research summary has been generated with artificial intelligence and may contain errors and omissions. Refer to the original study to confirm details provided. Submit correction.

This research assesses how adolescents’ emotional and physiological responses can affect their behavior during challenging horse-assisted learning activities. By measuring cortisol levels and negative and positive emotions, the study reveals that higher cortisol levels and negative emotions before the activity can lead to more negative behavior during the activity.

Research Methodology

  • The activity involved 59 adolescents with an average age of 11.63 years. They participated in an 11-week Equine Assisted Learning (EAL) program.
  • Diurnal and momentary activity of the Hypothalamic Pituitary Adrenal (HPA) axis was measured by salivary cortisol levels. Cortisol is an indicator of physiological stress.
  • Participants collected six salivary cortisol samples over two days before the 11-week program began during the specified times to measure the diurnal cortisol activity. Later, on the day of their first ride, three cortisol samples were obtained.
  • Each participant filled out an 11-item survey, reporting their positive and negative feelings immediately before and after the ride. Furthermore, independent observers used a 43-item checklist to rate participants’ behavior throughout the 90-minute session.

Key Findings

  • Regression analyses showed that adolescents who had higher cortisol levels immediately before the horse riding activity reported more negative emotions and fewer positive emotions. This association held even after controlling for basal cortisol levels and potential dysregulation of cortisol diurnal patterns.
  • Increased cortisol response to 10 minutes of riding was related to higher negative and lower positive emotion after dismounting the horse.
  • Higher negative emotions before the ride, lower positive emotions after the ride, and an increase in cortisol reactivity in response to riding predicted higher levels of negative behavior during the session.

Implications

  • The physiological and emotional responses of the adolescents, measured by their cortisol levels and self-reported emotions, had a significant impact on their behavior during their horse assisted learning session.
  • This research suggests that facilitators of EAL programs need to devise strategies that can help regulate adolescents’ physiological and emotional arousal during sessions. Effective regulation can help prevent and redirect negative behavior, enhancing the success of such therapeutic interventions.

Cite This Article

APA
Pendry P, Carr AM, Vandagriff JL. (2018). Adolescents’ Affective and Physiological Regulation Shape Negative Behavior During Challenging Equine Assisted Learning Activities. Front Vet Sci, 5, 300. https://doi.org/10.3389/fvets.2018.00300

Publication

Frontiers in veterinary science
ISSN: 2297-1769
NlmUniqueID: 101666658
Country: Switzerland
Language: English
Volume: 5
Pages: 300
PII: 300

Researcher Affiliations

Pendry, Patricia
  • Department of Human Development, Washington State University, Pullman, WA, United States.
Carr, Alexa M
  • Department of Human Development, Washington State University, Pullman, WA, United States.
Vandagriff, Jaymie L
  • Department of Human Development, Washington State University, Pullman, WA, United States.

Grant Funding

  • R03 HD066590 / NICHD NIH HHS

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Citations

This article has been cited 4 times.
  1. Jung T, Park H, Kwon JY, Sohn S. The Effect of Equine Assisted Learning on Improving Stress, Health, and Coping among Quarantine Control Workers in South Korea. Healthcare (Basel) 2022 Aug 18;10(8).
    doi: 10.3390/healthcare10081564pubmed: 36011221google scholar: lookup
  2. Pelyva IZ, Kresák R, Szovák E, Tóth ÁL. How Equine-Assisted Activities Affect the Prosocial Behavior of Adolescents. Int J Environ Res Public Health 2020 Apr 24;17(8).
    doi: 10.3390/ijerph17082967pubmed: 32344787google scholar: lookup
  3. Griffin JA, Hurley K, McCune S. Human-Animal Interaction Research: Progress and Possibilities. Front Psychol 2019;10:2803.
    doi: 10.3389/fpsyg.2019.02803pubmed: 31920846google scholar: lookup
  4. Park H, Jung T. The Effects of Equine-Assisted Learning on Adolescents with Internet Gaming Disorder. Healthcare (Basel) 2024 Jan 25;12(3).
    doi: 10.3390/healthcare12030311pubmed: 38338198google scholar: lookup
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