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Home / Equine Research Bank / J Prim Prev / Improving adolescent social competence and behavior: a rando...
The journal of primary prevention2014; 35(4); 281-293; doi: 10.1007/s10935-014-0350-7

Improving adolescent social competence and behavior: a randomized trial of an 11-week equine facilitated learning prevention program.

Abstract: There is growing evidence that promoting social competence in youth is an effective strategy to prevent mental, emotional, and behavioral disorders in adulthood. Research suggests that programs delivered in collaboration with schools are particularly effective when they target social and emotional skill building, utilize an interactive instructional style, provide opportunities for youth participation and self-direction, and include explicit attempts to enhance youth social competence. A relatively new but popular approach that incorporates these characteristics is human animal interaction, which can be implemented in educational settings. We report the results from a randomized clinical trial examining the effects of an 11-week equine facilitated learning (EFL) program on the social competence and behavior of 5th-8th grade children. Children (N = 131) were recruited through referral by school counselors and school-based recruitment and then screened for low social competence. Researchers randomly assigned children to an experimental (n = 53) or waitlisted control group (n = 60). Children in the experimental group participated in an 11-week EFL program consisting of once-weekly, 90-min sessions of individual and team-focused activities, whereas children in the control group served as a wait-listed control and participated 16 weeks later. Parents of children in both groups rated child social competence at pretest and posttest. Three independent raters observed and reported children's positive and negative behavior using a validated checklist during each weekly session. Results indicated that program participation had a moderate treatment effect (d = .55) on social competence (p = .02) that was independent of pretest levels, age, gender, and referral status. Results showed that higher levels of program attendance predicted children's trajectories of observed positive (β = .500; p = .003) and negative behavior (β = -.062; p < .001) over the 11-week program.
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Publication Date: 2014-06-06 PubMed ID: 24898318DOI: 10.1007/s10935-014-0350-7Google Scholar: Lookup
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  • Journal Article
  • Randomized Controlled Trial
  • Research Support
  • N.I.H.
  • Extramural

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.

The study explores the impact of an 11-week equine facilitated learning (EFL) program on the social competence and behavior of 5th to 8th-grade students with identified social competence issues. Results showed a moderate improvement in social competence as a result of participation in the program, indicating that such programs could be effective in developing social and emotional skills in adolescents.

Introduction

  • This research concerns equine facilitated learning (EFL), a type of therapy that involves interactions between humans and horses, and examines its impact on the social competence and behavior of adolescents.
  • The trial aimed to explore the potential of EFL as a tool for preventing mental, emotional, and behavioral disorders in later life by building social competence in youth.

Methodology

  • The study involved 131 children, identified as having low social competence, randomly assigned to either the experimental group (who participated in the EFL program) or the control group (who were waitlisted for the program).
  • Children in the experimental group underwent an 11-week EFL program, participating in 90-minute sessions each week which comprised both individual and team-focused activities.
  • Data was collected from the parents of these students through pretest and posttest ratings of social competence.
  • During each session, independent raters observed the children’s behavior using a validated checklist.

Results

  • Participation in the EFL program had a moderate treatment effect on social competence, with improvements being independent of factors such as pretest levels, age, gender, and referral status.
  • Frequent program attendance was shown to positively impact children’s behavior trajectories during the 11-week program, with higher attendance correlating with improved positive behavior and reduced negative behavior.

Conclusion

  • The study provided promising evidence for the effectiveness of EFL as a preventive initiative to enhance social competence and behavior in adolescents, suggesting potential wider use in educational settings.
  • Such findings underscore the importance of incorporating interactive and experiential learning modalities, like EFL, into mental health prevention programs for youths.

Cite This Article

APA
Pendry P, Carr AM, Smith AN, Roeter SM. (2014). Improving adolescent social competence and behavior: a randomized trial of an 11-week equine facilitated learning prevention program. J Prim Prev, 35(4), 281-293. https://doi.org/10.1007/s10935-014-0350-7

Publication

The journal of primary prevention
ISSN: 1573-6547
NlmUniqueID: 8213457
Country: Netherlands
Language: English
Volume: 35
Issue: 4
Pages: 281-293

Researcher Affiliations

Pendry, Patricia
  • Human Development, Washington State University, 608 Johnson Tower, Pullman, WA, 99164-4852, USA, ppendry@wsu.edu.
Carr, Alexa M
    Smith, Annelise N
      Roeter, Stephanie M

        MeSH Terms

        • Adolescent
        • Adolescent Behavior / psychology
        • Animals
        • Child
        • Child Behavior / psychology
        • Cohort Studies
        • Equine-Assisted Therapy
        • Female
        • Horses
        • Humans
        • Male
        • Mental Disorders / prevention & control
        • School Health Services
        • Social Skills
        • Time Factors

        Grant Funding

        • 1R03HD066590-01 / NICHD NIH HHS

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        Citations

        This article has been cited 7 times.
        1. Xiao N, Shinwari K, Kiselev S, Huang X, Li B, Qi J. Effects of Equine-Assisted Activities and Therapies for Individuals with Autism Spectrum Disorder: Systematic Review and Meta-Analysis.. Int J Environ Res Public Health 2023 Feb 1;20(3).
          doi: 10.3390/ijerph20032630pubmed: 36767996google scholar: lookup
        2. Fusar-Poli P, Correll CU, Arango C, Berk M, Patel V, Ioannidis JPA. Preventive psychiatry: a blueprint for improving the mental health of young people.. World Psychiatry 2021 Jun;20(2):200-221.
          doi: 10.1002/wps.20869pubmed: 34002494google scholar: lookup
        3. Fine AH, Beck AM, Ng Z. The State of Animal-Assisted Interventions: Addressing the Contemporary Issues that will Shape the Future.. Int J Environ Res Public Health 2019 Oct 18;16(20).
          doi: 10.3390/ijerph16203997pubmed: 31635430google scholar: lookup
        4. Shek DT, Dou D, Zhu X, Chai W. Positive youth development: current perspectives.. Adolesc Health Med Ther 2019;10:131-141.
          doi: 10.2147/AHMT.S179946pubmed: 31572041google scholar: lookup
        5. Pendry P, Carr AM, Vandagriff JL. Adolescents' Affective and Physiological Regulation Shape Negative Behavior During Challenging Equine Assisted Learning Activities.. Front Vet Sci 2018;5:300.
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        7. Hoagwood KE, Acri M, Morrissey M, Peth-Pierce R. Animal-Assisted Therapies for Youth with or at risk for Mental Health Problems: A Systematic Review.. Appl Dev Sci 2017;21(1):1-13.
          doi: 10.1080/10888691.2015.1134267pubmed: 28798541google scholar: lookup
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