Repository logo

Browsing by Author "Black, Jerry, committee member"

Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    Evaluating the reaction to a familiar complex rotated object in domestic horses (Equus caballus)
    (Colorado State University. Libraries, 2021) Corgan, Megan, author; Grandin, Temple, advisor; Black, Jerry, committee member; Rollin, Bernard, committee member
    It is dangerous for both riders and horses when a horse suddenly startles. Sometimes horses do this in familiar environments with a possible cause being that familiar objects may look different when rotated. The purpose of this study was to determine whether horses that had been habituated to a complex object (children's plastic playset) would react to the object as novel when it was rotated 90 degrees. Twenty young horses were led past one side of the playset 15 times by a handler. Horses in the rotated group were led past the rotated playset 15 times, while the control group continued to be led past the playset in its original position. The behavioral signs observed and analyzed were ears focused on the object, nostril flares, neck raising, snort, avoid by stopping, avoid by moving feet sideways, and avoid by flight. The most common reactions observed were ears focused on the object, nostril flares and neck raising. Reactions were mild because the horses used were safe to lead and all procedures were done at a walk. When the playset was rotated, the behavioral signs observed were similar to behaviors exhibited during the first exposure to the playset. A two- sample t test was performed on the reactivity scores that compared the number of behavioral signs present on pass 1 compared to pass 16 by the rotated object. The horses in the rotated group reacted to the rotated orientation similarly to the first exposure (p = 0.0014, a < 0.05). Two-sample t-tests were conducted for corresponding passes 2-15 for the novel object to rotated object. There was little consistent association for the corresponding passes, showing the effect of the unpredictability of the horse. Awareness of potential reactions to changes in the orientation of previously familiar objects can help keep the handler safer. Horses' reaction to a rotated orientation of a familiar object and reduction in reaction over time will be similar to their original exposure.
  • Thumbnail Image
    ItemOpen Access
    Exploring the efficacy of a social-emotional focused equine-assisted learning program for youth in a school-based partnership
    (Colorado State University. Libraries, 2023) Matlock, Sarah K., author; Birmingham, Daniel, advisor; Peters, Caiti, committee member; Black, Jerry, committee member; Folkestad, James, committee member
    The purpose of this dissertation is to explore the efficacy of a social-emotional learning (SEL) focused equine-assisted learning (EAL) program for youth who are not responding to school-wide efforts in SEL. The mental health crisis in youth is a leading cause for concern in public school systems across the nation and schools are uniquely positioned to provide additional support through community-based partnerships. We conducted a randomized controlled trial to determine the efficacy of an 8-week SEL-focused EAL program in improving social-emotional competencies, symptoms of depression and anxiety, and perceptions of self-efficacy in youth from the local school district. Based on parent DESSA reports, we found that youth who participated in the program (n = 15) showed statistically significant improvements in social-emotional competencies (p = .01), compared to the waitlist-control group (n = 14), with a large effect size (d = .995). Teachers also completed the DESSA reports, and although we did not find statistically significant differences (p = .616), we did find slightly greater improvements in SEL scores for the experimental group compared to the waitlist-control group, from pre-test to post-test. Students completed pre- and post-tests for the PHQ-9 (symptoms of depression), the GAD-7 (symptoms of anxiety) and the GSES (perceptions of self-efficacy. We did not find statistically significant differences between groups in these areas. However, we saw improvements in approximately half of the participants within the experimental group in all three categories. We also found that some students experienced setbacks in all three of these areas post-programming. In the future, it is important to explore the phenomenon of why certain students see improvements in anxiety and depression, while others have increased symptoms post-programming. We are happy to report that an 8-week SEL-focused EAL program is effective in improving SEL competencies for students who are not responding to SEL efforts within the classroom.