Date of Conferral

2020

Degree

Ph.D.

School

Psychology

Advisor

Brandon Cosley

Abstract

Animal assisted therapy has been used for years and has been researched primarily for autism but researchers have not focused specifically on the experiences of children with Attention Deficit Hyperactivity Disorder (ADHD) and their social skills after involvement in animal assisted therapy. Children with ADHD frequently struggle expressing their emotions and communicating effectively, primarily in social settings, which can have an extensive impact on their functioning that can extend into adulthood. The theoretical attachment framework from Ainsworth and Bowlby, when applied through the retrospective multiple case study model allowed for a greater understanding of the experiences of children involved in equine assisted psychotherapy and the impact on social skills, specifically communication, empathy, and engagement skills. The research questions were designed to look for trends associated with equine assisted psychotherapy and its influence on social skills. Ten qualitative provider interviews were conducted with a mix of male and female participants who were over the age of 18 years old and mostly owners or lead therapists. Data were analyzed, examining for trends related to social skill development, evidence of impact, meaning, experience, and influences on the effectiveness. Equine assisted psychotherapy was found to be beneficial in fostering general social skills in addition to specific social skills, regardless of modality utilized. The positive social change implications include providing insight into a methodology that can be beneficial for children with ADHD by providing providers information on how equine assisted psychotherapy can have a positive impact upon social skill development for children who have difficulty with social interactions.

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