Exploring change processes in an equine-assisted intervention

Section A presents a review of recent literature exploring the effects of equine-assisted interventions (EAIs) for children and young people (CYP). It summarises the nature of interventions offered, and the quantitative and qualitative findings from eleven studies. The review highlights the diversity in the field in the nature of interventions, research methods, and identified areas of change. The variable findings were consistent with other research which attributes the diversity in the field to a lack of a clear underlying theory for EAIs. The lack of theory is suggested to be an important limiting factor in the development of conclusive evidence in the field. Implications for practice and research are discussed.

Section B presents a study exploring perceptions of change in order to develop a grounded theory of change processes in an EAI. Interview data from thirteen participants (seven CYP, 2 referrers, two facilitators, and two parents) was analysed using Glaserian grounded theory methodology. The proposed theory suggests a complex, multi-stage model which highlights key components of the EAI that are theorised as contributing to change. The theory is outlined in detail and considered in relation to wider research. Limitations and implications for practice and research are summarised.