Anthropomorphizing with Critical Reflexivity: The Danger and Potential of Anthropomorphizing in Equine-Facilitated Learning and Psychotherapy.
Abstract: This article used an intersectional feminist analytic framework to theorize the role of anthropomorphizing human-equine interactions in the HERD Institute's modality for practitioners of Equine-facilitated learning and equine-facilitated psychotherapy (EFL/P). EFL/P is a traditionally human-centered activity which leverages anthropomorphizing equine behavior and emotions to better understand human selves and dynamics by assigning human emotions to equids and human-equine interactions. Intersectional feminist theories were used to interpret 11 in-depth interviews with EFL/P practitioners. The data analysis identified anthropomorphizing behaviors which were used as the foundation for the creation of two vignettes. The vignettes present different ethical dilemmas of anthropomorphizing that may impact equine welfare in EFL/P explicitly discussed by interlocutors. One vignette examines interpreting and assigning human injustices within equine behavior (e.g., resource guarding) and the second engages with human interpretations of equine choice versus consent in an EFL/P session. The vignettes demonstrate how anthropomorphizing may be used to develop an understanding of human dynamics or equine welfare. The researchers suggest that the use of critical reflexivity when anthropomorphizing may increase attention toward equine welfare in EFL/P settings. As such, it may be beneficial to consider the development and refinement of EFL/P training/certification and continuing education.
Publication Date: 2025-02-19 PubMed ID: 40003086PubMed Central: PMC11851769DOI: 10.3390/ani15040605Google Scholar: Lookup
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Summary
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This study explores how anthropomorphizing human-equine interactions in equine-facilitated learning and psychotherapy (EFL/P) can both pose ethical dilemmas and offer potential benefits. Through an intersectional feminist approach, the researchers analyze interview data and create illustrative vignettes to highlight the issues and opportunities associated with ascribing human emotions to equine behavior.
Research Methodology
- The study employed an intersectional feminist analytic framework. Intersectional feminist theories offer a lens that focuses on understanding the interconnected nature of social categorizations, like race and gender, and their impact on individual experiences and social systems.
- The researchers carried out 11 in-depth interviews with EFL/P practitioners. These interviews provided data on how practitioners interpret and make use of anthropomorphizing in their work.
- This data was used to identify common anthropomorphizing behaviors which formed the basis for the creation of two narrative vignettes. These vignettes were used as illustrative examples to further explore and discuss the findings.
Findings and Implications
- The first vignette discussed the ethical implications of assigning human injustices, like resource guarding, to equine behavior. This examines how human ideas about morality and fairness can inadvertently be applied to equine actions and potentially distort their true nature.
- The second vignette explored the interpretation of equine choice versus consent in an EFL/P session. This raises questions around what constitutes consent and coercion in equine-human interactions, attributing a notion typically confined to human dynamics to equine behavior.
- By using available data and illustrative vignettes, the study highlights some ethical dilemmas that might arise through anthropomorphizing in EFL/P. This is particularly important as such therapeutic practices can affect not only human patients but also the welfare of the equine participants.
- However, the study also suggests that anthropomorphizing, when used critically and reflexively, can enhance the understanding of human dynamics and increase attention towards equine welfare in EFL/P settings.
- Given these insights, the researchers propose a revision and refinement of the training, certification, and continuing education programs for EFL/P practitioners. This can ensure that anthropomorphizing is employed in a mindful manner that is considerate of equine wellbeing and conducive to therapeutic progress.
Cite This Article
APA
John KD, Vincent AL, Nieforth LO, Schafroth J.
(2025).
Anthropomorphizing with Critical Reflexivity: The Danger and Potential of Anthropomorphizing in Equine-Facilitated Learning and Psychotherapy.
Animals (Basel), 15(4), 605.
https://doi.org/10.3390/ani15040605 Publication
Researcher Affiliations
- Ethnic Studies, College of Arts & Sciences, University of Colorado Boulder, Boulder, CO 80309, USA.
- School of Social Work, College of Health, Cleveland State University, Cleveland, OH 44115, USA.
- Comparative Pathobiology, Center for the Human-Animal Bond, College of Veterinary Medicine, Purdue University, West Lafayette, IN 47907, USA.
- Anthropology, College of Social and Behavioral Sciences, University of Arizona, Tucson, AZ 85721, USA.
Grant Funding
- N/A / University of Arizona
- N/A / University of Arizona PI start up funds
Conflict of Interest Statement
The authors declare no conflicts of interest.
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