The purpose of this study was to determine the efficacy of equine assisted group counseling as compared to in-school curriculum group guidance/counseling. Research examined externalizing, internalizing, maladaptive, and adaptive behaviors of elementary and middle school students who were considered at-risk of academic or social failure. Two types of behavior instruments, the Behavioral Assessment System for Children (BASC)-Self-Rating, Parent-Rating, and Teacher-Rating Scales; and the Animal Assisted Therapy-Psychosocial Session Form (AAT-PSF), were used in a pretest-posttest comparison group quasi experimental design. Results of the paired sample t-test analysis of the BASC Self-Report indicated that the equine assisted counseling group showed statistically significant …
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The purpose of this study was to determine the efficacy of equine assisted group counseling as compared to in-school curriculum group guidance/counseling. Research examined externalizing, internalizing, maladaptive, and adaptive behaviors of elementary and middle school students who were considered at-risk of academic or social failure. Two types of behavior instruments, the Behavioral Assessment System for Children (BASC)-Self-Rating, Parent-Rating, and Teacher-Rating Scales; and the Animal Assisted Therapy-Psychosocial Session Form (AAT-PSF), were used in a pretest-posttest comparison group quasi experimental design. Results of the paired sample t-test analysis of the BASC Self-Report indicated that the equine assisted counseling group showed statistically significant improvement in five behavior areas, and the in-school curriculum group guidance/counseling group showed statistically significant improvement in four areas, with only one behavior area the same as the equine assisted counseling group. Results of the paired sample t-test analysis of the BASC Parent-Report indicated that the equine assisted counseling group showed statistically significant improvement in twelve behavior areas, whereas the in-school curriculum group guidance/counseling showed statistically significant improvement in only one behavior area. Results of the paired sample t-test analysis of the BASC Teacher-Report indicated that the equine assisted counseling group showed no statistically significant improvement; however the in-school curriculum group guidance/counseling group showed statistically significant improvement in one area. An ANCOVA comparison of equine assisted counseling group verses in-school curriculum guidance/counseling group using the BASC Self, Parent, and Teacher-Reports indicated that the equine assisted counseling group showed statistically significant improvement in seven behavior areas that the in-school curriculum guidance/counseling group did not. Results of the repeated measures ANOVA of the AAT-PSF (equine assisted counseling group only) showed statistically significant improvement in all 3-scale scores: 1) overall total behaviors; 2) increased positive behaviors; and 3) decreased negative behaviors.
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