An Exploration of the Mechanism of Action of an Equine-Assisted Intervention.

Though long alluded to, there is now an accumulation of evidence of the vital contribution that emotion makes to learning. Within this broad advance in understanding is a growing body of research emphasising the embodied nature of this emotion-based learning. The study presented here is a pilot study using a mixed-method approach (combining both physiological and experiential methodologies) to give a picture of the "emotional landscape" of people's learning through the intervention under study. This has allowed researchers to examine mediating pathways that may underlie any effects of an equine-assisted intervention. This study specifically focuses on examining the role of emotion. The intervention under study was used with young people with chronic mental health and behavioural problems for whom talk-based interventions were not working. Nine healthy participants aged 18-24 undertook the equine intervention, with an initial group having emotion-related psycho-physiological changes (skin conductance responses) measured while viewing their experience on video, and a further two participants experiencing a development of the methodology as their physiological responses were captured in real time during the intervention. The sessions were analysed by a group of five cross-disciplinary researchers to determine when significant learning episodes occurred, and the findings were that this learning was associated with powerful skin conductance responses. The qualitative element of the research entailed the participants watching themselves on video undertaking the equine intervention. They were asked to stop the video and share any changes in emotion at any point while watching. All participants experienced a positive temporal change in mood as the intervention progressed. All results supported the findings that emotional arousal occurred in relation to the participants asking the horse to perform a task. This paper will offer two novel contributions: (1) description of a new methodology for investigating the mechanism of action occurring in this type of intervention and (2) findings from the exploration of the intervention via psycho-physiological and experiential mechanisms.

Social pedagogy as a model to provide support for siblings of children with intellectual disabilities: A report of the views of the children and young people using a sibling support group.

The experiences of non-disabled children growing up with a sibling with an intellectual disability vary considerably, with reported impact ranging from increased mental health problems through evaluations of life enhancement. However, there is evidence that the net impact is neutral to positive, which was supported by the findings of this report of a service evaluation survey. The value of providing support to those young siblings is however clear. An established method of support is within a group of peers who also have a sibling with an intellectual disability, though no specific method for running this type of group has yet been fully explored. This article reports the views of 39 children taking part in such a group, analysing their perspective through a proposed model for the operation of sibling groups: social pedagogy. It was found that the closer the group's activities were to social pedagogy, the more supported the children and young people felt.

A study to determine the qualities of a learning disability practitioner.

In recent years a number of research studies have explored the role of key professionals in the field of learning disability. These have been predominantly large studies, nationally commissioned and offering a broad structural picture of the professionals' current function. This article explores a localized research study undertaken in the Avon, Gloucestershire and North Wiltshire area of the south-west of England. While acknowledging the national context in which both learning disability nurses (RN(LDs) and social workers operate, this study offers a more intimate insight into what form of future practitioner would be most effective. The qualitative research study included a series of topic-focused interviews and focus groups comprising professionals, people with learning disabilities, carers and representatives from the voluntary and independent sectors. Findings established that the desired future practitioner would maintain the specialist way of thinking of the RN(LD), together with the care management facilitation role of the social worker. For the research participants the optimal choice of practitioner was a dually qualified RN(LD)/social worker. Although the study was set in a particular locality, the researchers suggest that the outcomes both endorse and identify tensions in the proposed national developments for professional education, at a crucial point for the delivery and design of health and social care learning disability services.