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Browsing by Author "Matlock, Sarah K., author"

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    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.