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The Use of Animals as Co-Therapists on a Farm
clara reducción de los síntomas, a través de un proceso de validación, sentido de responsabilidad, aumento
de la autoestima y el desarrollo de competencias básicas que mejoran las competencias relacionales. Se
muestra un vínculo entre la psicoterapia asistida con equinos y los conceptos básicos de Carl Rogers.
Les Animaux en Tant que Co-thérapeutes : Le Lien entre l’Enfant et le Cheval dans la Psychothérapie
Équine Centrée sur la Personne
Lesanimaux,particulièrementleschevaux,facilitentlathérapieaveclesenfantsoulesadultesquisouffrent
de difficultés psychiques ou comportementales sévères. A travers l’étude de cas de M., un adolescent avec
un diagnostic de maladie mentale sévère, l’auteure argumente que la thérapie qui implique les animaux
en tant que co-thérapeutes réduit clairement les symptômes, à travers un processus d’auto-validation, un
sentiment de responsabilité, une augmentation d’estime de soi, et le développement de compétences
fondamentales qui rehaussent les compétences relationnelles. L’article fait le lien entre la psychothérapie
équine et les concepts fondamentaux de Carl Rogers.
O Recurso a Animais como Co-terapeutas: O Laço Criança-Cavalo na Hipoterapia Centrada na
Pessoa
Osanimais,emparticularoscavalos,ajudamemterapiascomcriançaseadultosportadoresdeperturbações
psíquicas e comportamentais severas. A partir do estudo de caso de M., um adolescente com diagnóstico
de perturbação mental grave, a autora defende que a terapia que envolve animais como co-terapeutas,
conduz o cliente a uma visível redução dos sintomas, através de um processo de: validação, sentido de
responsabilidade, acréscimo de auto-estima e desenvolvimento de competências fundamentais que
estimulam as competências relacionais. É mostrada uma ligação entre a hipoterapia e os conceitos de base
de Carl Rogers.
In this article, I demonstrate the potential value of using animals as co-therapists. I illustrate
this with a case study of a young teenager with a diagnosis of severe mental illness. While
being hosted for one year on a farm, he developed various basic competences, particularly the
capacity to develop strong relationships with various animals, especially with horses.
Ourconceptofatherapeuticfarmisbasedontwocomplementaryaspects.Apedagogical
aspect is based upon an animal park with sheep, goats, geese, ducks, chickens, rabbits, and
donkeys. Horses are part of it as well. Children have an opportunity to come to know all
these different animals. A therapeutic aspect offers to children with difficulties a concrete way
to apply themselves to the farm work, which incorporates a therapeutic treatment approach
throughout. Components of the animal-assisted therapy include taking care of different
animals, especially horses, including all the specific tasks involved in these activities, such as
organizing the living environment appropriate to each species, maintenance, and feeding.
Thetherapeuticgoalistohelpthechildrenandadolescentstoovercometheirsocial,emotional,
and relational difficulties. The psychotherapist who works at the farm adopts the person-
centeredapproach(PCA)asdescribedbyCarlRogers(1957)toguidehertherapeuticactivities.
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THE DEVELOPMENT OF HUMAN–ANIMAL RELATIONSHIPS
Although human–animal relationships go far back in time, little scientific analysis has been
conducted to explore this topic. The writings from antiquity to the nineteenth century,
whether they are philosophical, poetic, or anthropomorphic extrapolations, were generally
ofaspeculativenature,rarelybaseduponscientificobservations.Inthelast30years,Montagner
(2002, 2003, 2007) and other researchers have studied the conditions necessary for
development of human–animal relationships. They have focused in particular on the
connections between the child and the animal, and the benefits that the child can gain from
interactions with animals.
Throughout time, humans have drawn considerable benefit from their relationships
with animals. Animals have made it possible for humans to accomplish essential, sometimes
vital, functions (Montagner, 2002). Not only a source of food, animals have helped humans
shape the environment, use and produce resources, and protect humans against enemies,
predators, and climate dangers. This protection relied on competencies and qualities that
animals have and humans lack.
Arguably, animals also have benefited from their enduring interaction with humans. As
Montagner puts it “the conquest of the human milieu has brought to the animals a maximal
benefit for a minimal cost” (Montagner, 2002, p. 23). For many species, humans have taken
care of the animal’s basic needs for healthcare, protection against the elements, food and
opportunities to reproduce safely to survive as a species. The most visible consequences of
this situation are the increase in reproduction, increase in life expectancy, and overall
preservation and development of those species that have close relationships with humans.
In order to “conquer” humans, animals had “to prove their capacity to stimulate and
liberate the emotions, affects and fantasies of humans” (Montagner 2002, p. 26). To be
conquered, on the other hand, humans had to be touched by the animal’s sensibility, its
emotions, and its affectivity.
THE BOND BETWEEN HUMANS AND ANIMALS
Some human–animal relationships are particularly strong, for example between children
and animals. And even though not all animals are able to reach the same degree of closeness
with children, the relationship can be amazingly strong and rich. This is particularly true
with abandoned, rejected, or abused children, who can often find hope, trust, and self-
esteem through their relationships with animals. Such relationships can help enhance the
development of secure relationships that have the potential to help some children rebuild
their personality. Ainsworth’s (Ainsworth, Blehar, Waters, & Wall, 1978) work in particular
showed the importance of developing secure attachment to parents for adequate personality
growth.Ainsworth(1989)alsodemonstratedthatotherpeople,suchasgrandparents,siblings,
nurses, or teachers can facilitate secure attachment. Rynearson (1978) went even further by
suggesting that for a person experiencing a “basic distrust of human attachment [the animal]
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contributestotheintensedisplacementofattachmenttothepetwhoisconsistentlyreceptive
andunconditionalasasourceandobjectofcaring”(p.551).Forsuchrelationshipstodevelop,
specific bonds had to be created and preserved between humans and animals. First, animals
“had to overcome the repulsions, inhibitions and other hurdles linked to the appearance, the
behaviors and the activities of humans” (Montagner, 2002, p. 35). And then, humans had to
learn to coexist with animals instead of being competitors or rivals for territory, use of natural
resources, or power (Montagner, 2002, p. 52).
The encounter between humans and animals has generated spaces of interaction and
communication between them, leading progressively to a mutual shaping and building of
affectiveties.Thishasmaterializedthroughthreelinesofinfluence.First,utilitarianinfluence
is built around the special needs and competences in the relationship between humans and
animals. Second, emotional influence is based on physical, cognitive, sensory, and other
behaviors. The animal becomes a pet, building close links with humans that lead it to be
admitted to the position of companion. The third influence stems from the time and space
shared by humans and animals in the family context. In this context, the animal becomes
part of the family. Humans, seeking a reassuring presence and an intimate relationship of
friendship, end up giving the status of family members to animals. According to Montagner
(2002), only five groups of animals fit into this specific status: parrots, horses, dogs, cats, and
dolphins. In accordance with Otterstedt (2001), through our personal experience on our
farm, we have extended this notion to other animals (e.g., sheep, goats, rabbits, geese).
Animalscanserveasplaymateswithchildren.Thequalityofspontaneity,sharednaturally
by both children and animals, creates an essential link through play. According to Condoret
(1973) “from feelings to play, there is only one step and this step is often very easily crossed”
(p. 25).
In the course of developing relationships with an animal, two types of benefits can be
established. The first one is at the physiological level, suggested by researchers who describe
benefits of animal-assisted therapy in medicine. Friedman, Katcher, Lynch, and Thomas
(1980) showed that the presence of animals facilitates a better chance of survival in patients
for a year following hospitalization for coronary problems.There is shared company with the
animal, with hours spent outside walking it around, yielding a renewed mental energy as a
result. According to Katcher (1985), the same effects are also found for stress reduction and
promotion of well-being. The second benefit is at the psychological level and represents our
focus of interest in this paper, particularly in how it is manifested in children.
EFFECTS OF THE CHILD–ANIMAL RELATIONSHIP
For a child lacking a strong social bond, an animal can enhance contacts and interactions
(Melson,2001/2002).Throughhisethologicalresearch,Millot(1996)studiedthespontaneous
interactions between children aged 2 to 5 and their pet dogs. The conclusions drawn allow
comparingtheirrelationsandinteractionstotheonesbuiltsolelyamongchildren.Hedescribed
the child–animal relationships as a genuine system of social interactions for the child, with
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Person-Centered and Experiential Psychotherapies, Volume 8, Number 4 323
similarities but also differences with the child’s usual system of social interactions (Millot,
1996,p.53).Inparticular,hespokeof(1)agonisticbehaviorssuchasmenaceandaggression;
(2) affiliation behaviors: creation of bonds and appeasement; (3) cooperative and tactile
behaviors; and (4) fleeing behaviors.The observations made of children and pet dogs suggest
very similar conclusions to the works of Montagner (2007) with children in kindergarten
(aged 3 to 5 years). If children learn social behaviors with their pet dogs, that will be of later
use for them with other children.This phenomenon seems to be a path for further analysis.
Stimulated and structured by the animality of his or her companion and friend,
the emotions, competences, interactions, communication, imagination and the
cognitive processes of the child free his or her intelligence and thoughts. (Montagner,
2002, p. 258)
Therichrelationshipbetweenthechildandtheanimalfavorstheconceptofcorecompetencies
that originated from fundamental research, longitudinal studies, and clinical observations
(Montagner, 2002, 2007) as well as from the empirical observations of teachers both in
typicalpopulationsandinpopulationswithvariousdisorders(autism,psychoses,disabilities).
This concept was developed to explain how the phenomenon of attachment between a baby
and the mother is built and how motor skills and perception, as well as other biological,
psychological, and cognitive faculties of the child, develop. The core competencies are the
fundamental capabilities necessary for the child to build his/her social and relational
environment. Five core competencies are necessary for the baby to create a link with the
outerworld:(1)sustainedvisualattention;(2)motivationtowardstheinteraction;(3)affiliation
behaviors; (4) targeted and structured organization of his/her gestures; and (5) recourse to
imitative behaviors. These competencies develop through daily interactions between the
child and mother and the surrounding social environment.
ANIMALS WITHIN PSYCHOTHERAPY WITH CHILDREN
Psychologists, psychiatrists, and other clinicians can no longer ignore or disdain the role and
functionofanimalsinthestabilization,attenuation,andmasteringofdevelopment,behavior,
orattachment(Montagner,2002).Numerousstudiesconfirmtheadvantagesofthehuman–
animal relationship and have concluded in favor of its use in cases of psychiatric disorders
(Berget, Ekeberg, & Braastad, 2008; Jarlier, 2007) or of sexual abuse (Robin & ten Bensel,
1985). Robin and ten Bensel (1985) noticed that sexually abused children talk more easily
with their animals than with their therapists.The same applies to prisoners, to older people,
topersonswithdifferenttypesofillnessesand,ofcourse,tochildren(Levinson,1972;Sharkin
& Knox, 2003). The animal can therefore be considered as a catalyst of social interactions.
But,asCorsonandCorson(1979)underlined,therapywithanimalsshouldnotbeproposed
as a substitute to other forms of therapy; rather, it should be used as complementary in
facilitating the socialization process.
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The concept of animal-assisted therapy is rather recent and the first results of this form
of therapy can be traced back to 1960. The child psychiatrist Boris Levinson (1969) first
mentionedanddescribedthebeneficialeffectsofthepresenceofanimalsinhispsychotherapies
with children with various difficulties. Yet, in this particular domain of therapies, too little
trustworthy research has been published. Even if therapeutic effects could be demonstrated
in many spectacular clinical cases and understood as manifestations of such an effect, it
remains difficult to demonstrate scientifically (Bowers & MacDonald, 2001; Ewing,
MacDonald, Taylor, & Bowers, 2007). In a divergent perspective, Servais (2007) suggested
that the animal’s presence has positive effects on the therapist and, consequently, opens new
perspectives for the patient; everything depends on the therapist and, ultimately, it is the
therapist who manages any change in the therapy. She held that the animal has no specific
input in the therapy but, rather, that it is through the therapist’s use of the animal that the
animal finds its place in the therapeutic process. Animals, especially horses, are great “aids” in
the therapeutic process, but the psychotherapist remains the essential and central piece of the
process. The therapist must be competent and very sensitive to the approach’s intrapsychic
and relational elements.They must have solid and up-to-date knowledge in the fields of both
the PCA and animal-assisted therapy.
Levinson (1969) insisted that a therapeutic intervention has to be carefully planned and
that simply giving an animal to a child will not solve the child’s problems. Giving an animal
to a child in difficulty without supervision or a clear objective could be dangerous for both
the child and the animal. In certain situations, pathological links can be created between a
child and an animal leading to a complete substitution of other humans (Melson, 2001/
2002). In such circumstances, the link with the animal becomes extreme and
counterproductive, leading to a further distancing of the child from other human beings.
In spite of the reservations cited above, therapeutic benefits are not limited to a single
spherebuttouchthepatient’sphysiological,psychological,andsocialneeds.Thechoiceofan
animal in the treatment of a child with difficulties rests upon two assumptions: first, that the
child projects his feelings more easily upon an animal, and second, that the animal is actually
abletofulfillcertainofthechild’sneeds,suchascompanionship,givingandreceivingaffection,
and complete and unconditional acceptation. The fulfillment of these needs can favor the
communication between the therapist and the child because the therapist can progressively
entertheexistingchild–animalrelationshipandstrengthenitslinkswiththechild(Levinson,
1969;Ewingetal.,2007).Ineffect,therearethreeindividualsinthetherapeuticrelationship,
whichcanreducetension.Thechildcanidentifywiththeanimalandexpresshis/heremotions
through a description of the animal’s behaviors. Children with serious mental illness benefit
fromambulatorytherapy(Levinson,1969;Melson,2001/2002;Rothe,Vega,Torres,Campos
Soler, & Molina Pazos, 2005). By leaving the office (e.g., walking the dog), the child joins
theouterworld.Inthesedifferentenvironments,thetherapisthastheopportunitytoevaluate
the child’s reactions in different contexts, which opens many opportunities for the therapist’s
interpretation.Oneotherbenefitofthisrelationshipistheabsenceofcompetitionandrivalry.
Animalsdonotseektoacquireprivilegesfromthechild(e.g.,towardshisparents).Additionally,
animals are not evaluative: they do not judge and are not critical.
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Two other points seem essential in the choice to use animals in psychotherapy according
to Levinson (1969). The first is the necessity and opportunity to set clear limits. The child
can express, for example, the desire to hurt or kill the animal and the therapist will be able to
confront the child’s reaction and to initiate a discussion with the child concerning their
behavior and underline the fact that no harm can be done to animals.This should allow the
child to face the reality of the respect due to an animal. The competencies developed by the
child will then hopefully be transferred in their human relationships. The second point is
that having been supported by the presence of the animal the child may progressively evolve
in the course of the therapy and accept a dual therapeutic relationship.
Case study of M., 8 years old
Consistent with Rogers’ (1957) suggestion that it is not necessary for psychotherapy that the
therapist has an accurate psychological diagnosis, we have never used any diagnosis as a basis
for accepting charge of the child in question. We present a diagnosis according to the CIM-
10 (2007) [ICD-10] which we made based on the material of his life history, only to convey
to readers the scope of the difficulties experienced by this child.
M.hadanextensivepsychiatrichistory.Adiagnosisofseriousmentalillnesswithbehavior
disorder, F92.8 (CIM-10, 2007), coupled with an intellectual disability, F70 (ibid.), have
been given by different caretakers (child psychiatrists, educators, social workers). He came
fromanextremelyprecariousfamilyenvironment,Z59.1,Z59.5(singleparentfamily,Z60.1,
illiterate, Z55.0, delinquent and foreign mother, Z65.1, Z60.4, Z64.4, brothers are all in
institutions for delinquents, Z65.3, massive failure at school, Z55.8) and had been rejected
by every institution in his canton of residence, Z62.0, Z62.2, Z63.7 (ibid.).
After a one-year hospitalization period in a closed psychiatric unit, his social counselor,
who was aware of his passion for animals, placed him at our farm. Upon his arrival at the
farm, M. would not accept any rule or any contradiction. Every limit placed on his behavior
was a source of immediate and uncontrollable crisis.This was the case on a daily basis, even
though he was taking strong neuroleptic medication (250 mg Seroquel, Y49.5, ibid.). He
was not given any psychotherapeutic treatment. His behavior was characterized by a strong
abandonmentanxiety,F94.2,linkedtomultiplephobias,F40.2(darkness,sounds,monsters).
One-to-one relationships were unbearable for him, in particular those built on a therapeutic
pattern.
M. during his stay on the farm
During his one-year long residence at the farm, M. was in contact with a psychologist who
was a Rogerian psychotherapist, two resident psychologists, one volunteer child educator,
onevolunteeranimalmaintenanceworker,twocommunityworkers(pursuingacommunity
service option alternative to military conscription), and a technician. Managing any crises
with the child required a constant presence of three persons at the farm. Daily routines such
as showering, tooth brushing, eating, and going to bed required hours of discussions and, in
the first months, caused uncontrollable tantrums. Six months were needed before the child
accepted the idea of schooling. Initially, the only activities possible were drawing and crafts,
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The Use of Animals as Co-Therapists on a Farm
while any scholarly learning was impossible to consider, as attempts precipitated crises and
running away.
Fortunately,duringthetimespentatthefarm,M.wasabletobenefitfromhisrelationship
with the farm animals and the different duties he was assigned, such as the daily distribution
of food and water to the animals, various caretaking tasks associated with them, the cleaning
up of the barns, and so forth. As a consequence, he was able, little by little, to establish
contactwiththeanimals,thenwiththestaffofthefarmandfinallyevenwiththepsychologists.
He thus became more responsible and his self-esteem improved. The work with the horses,
the dogs and the goat increased his self-confidence by proving his abilities; he began to
respect himself and, in turn, to respect the different animals. For example, he had to face the
animals’refusaltocarryouteveryoneofhiswishes,particularlyiftheywerenotwellexpressed.
Animportantmomentintheprocessofbuildingself-confidencewaswhenM.— afrequently
rejected child — noticed that the animals would always come back to him and would not
evaluate him negatively and definitively after a failure.
We concur with the positions of Montagner, Valiergue and Rothe who underline that
animals are a source of strong affective communication. M. had too often been disappointed
and betrayed by adults. For many months, he needed to be tamed to rebuild confidence. His
relationships towards animals appear to have, at the very least, helped him do it (Valiergue,
1980). As Montagner put it, trust in oneself builds at the same time as trust in the animal
(Montagner, 2007). It is this reciprocal trust that allows the creation of an authentic affective
exchange with adults and other children.
He was the only child constantly residing at the institution, but many other children
stayed at the farm for the academic or summer camps, and they visited the animal park for
variousfieldtripsorganizedbytheirschoolsandforexternalshowssuchasfairsandexpositions.
M. could value himself for taking care and assuming the responsibility of a pony ride with a
mentally disabled young girl, co-presenting a workshop with the animals, and conducting
tours of the farm. Those experiences proved to him that he was able to be with others
without violence and be appreciated for his true value.
At the psychiatric level, during the year of his residence at the farm, no contact with the
childpsychiatristandnohospitalizationwerenecessary.Therapeutically,hewasabletoestablish
rapport only with the psychologist-psychotherapist who worked at the farm; and this was
only because she was engaged in his activities around the horses and taught him how to
mount a horse. She was able to gradually gain his confidence in the course of these specific
sharedactivities,whichallowedhertohelphimacceptandenterintoatherapeuticrelationship.
THE LINK BETWEEN EQUINE-ASSISTED PSYCHOTHERAPY AND THE
PERSON-CENTERED APPROACH
In this section we address the benefits of equine-assisted psychotherapy (EAP) and its link
withRogeriantheory(BrühwilerSenn,2003).Weallowourselvestopresentourobservations
withoutthetraditionalquantitativeanalysisnecessaryforgeneralizationofthoseobservations.
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Wehaveappliedourconceptofequine-assistedpsychotherapytomanychildrenwithvarious
disorders (i.e., mental, psychotic, phobic, and behavioral) and have, like others (Bowers &
MacDonald, 2001; Rothe, Vega, Torres, Campos Soler, & Molina Pazos, 2005), observed a
considerablereductioninsymptoms,inparticularastrongattenuationofphobiasandrelated
emotional disorders, a quick building of self-confidence, and an increase in children’s self-
esteem.
The choice of a horse as a therapeutic aid builds on a very old and rich relationship
(human–horse)whichhasmodifieditselfthroughouttheages,rangingfromleisuretohealing
purposes. In our project, it is above all the relational and physical qualities of the animal that
are emphasized. Indeed, the horse is the only animal one must approach and attend to in
important ways before any benefit from it can be derived. “The rationale behind the use of
horses as a more effective therapy animal involves the physical attributes of a horse. The
stature of a horse alongside a child solicits respect, a frequent problem area with at-risk
children” (Ewing, MacDonald, Taylor, & Bowers, 2007, p. 60).
Our psychotherapeutic concept is built on a wide base and entails all the aspects of the
workaroundthehorse—thefeedingoftheanimal,thecleaningofthebarns,themaintenance
of the parks, the curry combing, the walking or riding with the horse, and so forth. A
particular relational space needs to be established between the two parties, the child and the
horse, in which the therapist enters as an observer and companion, drawing some useful
observations.Thisprocessputstogetheralltheinterconnectedelements—wordsandactions,
perceptions of emotions, and corporal and sensory experiences. In this type of work, we were
able to build the stronger link with person-centered therapy.The process, which is supported
by the animal’s reactions, allows the client to center on his life experience, get in touch with
hisresources,understandhimself,andfindthesolutionsthatenablehispersonaldevelopment.
Moreover,walkingorridingahorserequiresattentionandself-affirmation,astheanimalwill
take advantage of any weakness and lack of attention he can discern in the rider. This, of
course, also has an impact on his/her confidence.
Taking Rogers’ (1957) work as a premise, we note that a horse as a co-therapist presents,
by the virtue of its characteristics and reactions, important similarities to the therapeutic
conditions described as necessary and sufficient for the therapist to facilitate the change
process. Initially, the horse is non-evaluative, a feature of a person-centered approach. The
horse does not lay any categorizing eye upon the symptoms of psychic, mental, or behavioral
disorders, whereas these are usually heavily condemned in the child’s family life, at school,
and in society at large.
Moreover, approaching a horse requires a great deal of authenticity and congruence. It is
impossible to hide one’s emotions, as they will appear through the horse’s behavior. In one
way or another, if the individual does not express his or her true emotions or hides behind
appearances, the horse will feel it and will reflect the inner feeling of the individual and will
react with exact congruence to the perceived human feelings. As the relationship grows, both
can learn step by step and find a mutual and reassuring space of interaction.
Regarding the effects of the relationship when the child is actually atop the horse,
Brühwiler Senn (2003) presented an interesting analysis with EAP from the humanist
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The Use of Animals as Co-Therapists on a Farm
perspectiveofRogers(2005).Alternativetherapeuticapproachessupportthathealingprocesses
through an intense use of body language such as the posture, breathing, or movement. In the
relationship between a horse and a human, particularly during riding, empathy is reciprocal.
The horse instinctively and immediately feels the behaviors of its human partner, while the
human tries to understand the horse’s behavior, accept it, and act accordingly. The horse
reacts immediately to any behavioral change (e.g., it seeks an optimal distribution of the
rider’s weight). The horse can also be seen as a field of resonance of the rider’s body, responding
to the rider’s body language. Thus, access to one’s own body becomes possible through the
horse. Rider and horse turn into one another’s mirror, each reflecting the perception of the
other’s body language.The relationship is empathic; the horse accepts its rider however he or
she is, yet reacts according to the rider’s behavior, building a relationship of congruence.
Implicitly, it accepts the human behaviors and reacts in its own way.
We believe the foregoing shows how psychotherapies involving animals, in particular
horses, are in line with the Rogerian approach. Next, we argue that the concept of interactive
resonance (Behr, 2003, 2008, 2009) is of particular relevance in this context. We can extend
this concept, based originally on the use of games in a therapeutic relationship, to children
with serious mental illness and animal-assisted therapies, in particular EAP. From this new
extension, we draw two fundamental elements, (1) empathy in the PCA and, interestingly,
(2) the authenticity of the therapist in the therapeutic relationship with the client. Behr
argued that the latter is of great importance, as it proves to the client that the therapist is truly
and fully involved in the relationship. It is through this last element that a strong relationship
can be found with animal-assisted therapies. Animals are by nature authentic. On one hand,
the animal helps the therapist build an authentic relationship with the child, and, on the
other hand, the animal’s own reactions to the child’s behavior provides elements that the
therapist will be able to use in the child’s therapeutic process.The horse is a good example in
thiscontext.Byreactingintotalauthenticitytothechild’sfunctionalordysfunctionalattitudes,
thehorseandthetherapistcanhelptheyoungstertobecomeconsciousofhisorherdifficulties.
The animal’s authenticity obliges the child to become authentic if the child wants to build a
sincere relationship with the horse. Moreover, the sometimes confrontational aspect of the
animal who is a living creature (unlike a toy) will facilitate the therapist’s expression of certain
observations,perhapsevenconfrontations,likethosedescribedbyWeinberger(2009)during
therapy with children and adolescents. Emotions often avoided by the youngsters who have
difficulties,suchasfear,aggression,anger,canberecognizedasrealgiventhehorses’reactions.
As an illustration, a nervous horse can be calmed down only by the inner peace of a serene
human and never through the use of strength and power. What matters is communicating
and creating an authentic relationship of trust with the animal.
Obviously,beingaccompaniedbythetherapistisessential.Thetherapist’snoninterpretive
questions based on the observations and on his or her own affective resonance are what
allowstheclienttoverbalizehisorhercorporalsensoryexperience,psychologicalperceptions,
emotions, and needs.
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M. and the results of his EAP on our farm
In relation to the situation of M., the major difficulties he had with authority could be
worked out with horses. Indeed, hierarchies and respecting the authority of a leader are
essential features for the survival of horses and their communal life. This appeared to be an
excellent model for M. who learned that in order to be respected, he needed to respect the
other. Respect had to be traded off against the generally tyrannical behavior of M. The
animal indeed obeys a human being only if the latter can reassure him, lead him and protect
him. Moreover, M. learned to overcome his difficulty with power relations and to assert
himself without violence, an attitude that is of use in any social relationship.
M.alsohadtolearntodealwiththe“private”physicalspaceofanimals.Hehadrepeatedly
suffered from exclusion due to the overly large personal space that he occupied through both
his presence and his moments of aggressiveness and distress. With horses, he learned not to
step into their territories and at the same time to occupy his own space in front of them and
other animals. These experiences led him to grasp the notions of limits and intimacy better
and he has therefore gained greater autonomy.
The time spent between the horses and the child helped the latter discover himself,
increase his patience, and be positive about himself by getting the respect of animals as well
as of the adults who were taking care of him. A true bond was created with the animals who
would end up following him freely, securely, and respectfully. He had discovered that one can
take one’s space without violence.
Little by little, he also established a connection with the various persons around him
who engaged with him in different ways, particularly the Polish maintenance worker,
community service workers and the animal care technician. Over several months, he began
participating in scholarly activities but these had to proceed very slowly since any failure in
this domain precipitated serious crises — whereas in the daily routines, such crises had
disappeared with almost no traces.
At the time of his departure after a year of residence at the farm, M. had no more than
one crisis per month, was no longer on medication, and had accepted the rules of proper
behavior required for his own well-being and for life in the community. Some progress in his
scholarly learning made it possible for him to start reading and writing small texts, still always
in connection with the animals, and not yet related to textbooks from the usual school
programs.
Finally, he agreed to be tested by a resident psychologist using Wechsler-III (Weschler,
1991), which showed scores in the normal range of intelligence, suggesting that the diagnosis
of F70 (CIM-10, 2007) had been erroneous.
I would like to emphasize that the beginnings of therapeutic work with M. during his
residenceatthefarmweremadepossibleonlywithcollaborativeeffortbytheteamofcaretakers,
who all adhered to the principles of person-centered therapy. Of all the people who visited
the farm, those who in any way refused to function within this mode were systematically
rejected by the child. Repressive and punitive methods were particularly ineffective and
consistently provoked a relapse to deviant behaviors.
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The Use of Animals as Co-Therapists on a Farm
CONCLUSIONS
Through the analysis of M.’s situation, we offered a new way of considering the relationship
between humans and animals, especially with horses — an approach that is in line with the
humanist tradition developed by Carl Rogers.
The link between humans and animals has brought benefits as much for humankind as
for the animals, whether for assuring food supplies, bettering the environment, or providing
protection from predators. In this article, we have focused on the aspects of this relationship
that lie beyond the utilitarian. We were interested in the particular attachment between
humansandanimalsthatlendsanimalsacapacitytobeco-therapists.Thiscapacityofanimals
to share or restore human engagement, energy, hope, or motivation is our main interest,
particularly with respect to children who have difficulties, who, in their special relationship
with animals, regain the confidence and find the self-esteem that was missing. From this
perspective, all animals who are familiar or companions to humans can become a reassuring
presence, be considered as a family member, or, sometimes, as the only family.
The child–animal encounter has various effects, particularly in the development of
competence, which favor the children’s relationships with the outer world and which will
permit them to understand, integrate and react to the information of their environment.
Those competencies are acquired primarily throughout the years by the interactions between
the mother and the child, yet — and this is of great importance — the animal can also
participate in the development of the children’s core competences.
In the child’s therapy, the animal has also shown its usefulness even if this remains
difficulttodemonstratethroughquantitativeresearch(Ewing,MacDonald,Taylor,&Bowers,
2007).The concept of animal-assisted therapy is a recent one, and, even if it is not a panacea,
the important physiological, psychological and social benefits stemming from a relationship
betweenthepersonandtheanimalareimpossibletoignore.Webelievethatabridgebetween
theory and clinical work may enhance the recognition of such benefits.
In the context of our therapeutic farm, I have argued that the relationship with the
animal and the various work around it have contributed to the positive evolution of M.
Indeed, in horse–child relationships, both the child and the horse can use each other as
mirrors of comprehension, the behavior of one having a direct impact upon the behavior of
the other. The horse accepts the human as he or she is, without any evaluative judgment
while, at the same time, returning in a congruent fashion the very consequences of his or her
behavior.
I have underlined the similarities between our empirical experiences and the concept of
interactiveresonancedevelopedbyBehr(2008).Ihavearguedinparticularthattheauthenticity
that is the essence of the animal’s reactions vis-à-vis a child can bring into the relationship a
great added value for the therapist both in building a sincere relationship with the child and
in the understanding of the child’s attitudes.
In conclusion, I would like to affirm that the basic concepts of the person-centered
approach, in conjunction with work with animals, served as the common denominator for
all the efforts towards helping M. during his one-year-long residence at the farm. I argue that
13. Chardonnens
Person-Centered and Experiential Psychotherapies, Volume 8, Number 4 331
these concepts represented an adequate therapeutic approach towards understanding and
serving children who experience serious psychological difficulties.
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