1. Trust overrides fear: Pilot therapeutic Ridingprogram of NGO PolitropoXIV International Congress of Therapeutic Riding, Athens, 26.4.2012Danilopoulos Daniil, MDChild and Adolescent Psychiatrist, Narrative Therapist and Basic LevelTherapeutic Riding Instructor in private practice, Greece. daniildan@gmail.comSarafi Pinelopi, PTPhysiotherapist and Basic Level Therapeutic Riding Instructor in private practice,Greece. pinsarafi@gmail.com

2. Introduction Narrative therapy During my specialization in child psychiatry in UK, I attended a 2 year course in systemic and couple therapy and thats how I got to know about Narrative Therapy. I was attracted to the new ideas that helped me move beyond the assessmentdiagnosistreatment equation that reigns the mental health field and imposes pathologising labels and blaming treatments on people who were in difficulty. 3. I was not so attracted to the distant doctorfigures who were scanning with their gazeand interviewing the patient in order todiagnose their pathology and then providethe magical drug or psychotherapeutictechnique to make them healthy. I then started to use externalization toassist children and families that soughthelp and was fascinated by both theirpositive response and improvement. 4. Introduction Therapeutic Riding A few years ago and following a bad fall I had during atrail ride with my wife Pinelopi and other riders, I wasquite fearful of horses and riding and I avoided contactwith them. In the meantime Pinelopi became very interested inTherapeutic Riding (TR) and started to be involved as aside assistant of a physiotherapist who provided TRsessions for people with mobility problems. She alsotook riding lessons and when she was told that becauseRados (the horse she rode) was uncooperative, hewould be sent to be slaughtered unless she bought him,she became quite upset and invited me to the riding clubto introduce me to him. 5. After months of no contact with horses I went to meet Radosand when I saw him I couldnt bear the idea of him becoming food for horse eating people Later I read prof. TheodoreAntikas research about some archaeological finds whichshowed that in ancient Greece They didnt shoot horses. 6. Training We bought Rados, I started to be involved with riding, andwith Pinelopi we started our quest to find ways to help himovercome his fears and health problems. We were trainedas basic level TR instructors and attended several seminarsby horse whisperer Franklin Levinson, studied books andwatched videos by Linda Tellington Jones, Monty Roberts,Mark Rashid and several other horse trainers. We managedto earn Rados trust and to assist him to overcome fears thathe had since he was a racehorse. We also bought Markos,a Thessalian horse and we applied the training methods wewere taught to both of them. At the same time Pinelopi wasstudying Physiotherapy and we started to provide TRsessions for people with mental health developmental, andmobility problems. 7. Non Governmental OrganisationPolitropo www.politropo.orgIn 2007 some friends that were members of the local social care NGO Politropo told us that there was an opportunity to use funding from EU and the Greek government in order to provide TR services free of charge for local people and thats how we decided to cooperate with Politropo and materialize this program in our home town Volos. 8. Changes in horsemanship In the last few decades there is arevolutionary shift in our perception of ourrelationship with the horse. We havebegun to see horses as agents of changein the human condition (Miller & Lamb,2005, p. 14). The wisdom that for50.000.000 years helped the horse tosurvive as a herbivore social being isoffered to us, and enriches our 60.000years of homo-sapiens knowledge. 9. trust and safety A major objective in TR is to cultivate a relationship oftrust and safety so that the horse will want to cooperatewith us, without being forced. The horse helps uscultivate and improve our communication with it and withour fellow people because the horse functions as amirror of the internal states of people. When, forexample, a human approaches a horse and is afraid, thehorse senses it from the first moment, reacts, and inviteshim/her to face his/her fear and to deal with it. I tried tohelp Rado overcome his fears and in this process I washelped by him to face my own fears and change myrelationship with them. My fears could no longer keepme away from horses. 10. Externalisation: The person is not theproblem. The problem is the problem The horse is a humans ally and assistant in theface of his problems (that were regarded in theTR program as external to the people) and in theface of the challenges of his life (that wereconsidered as ordeals and opportunities forlearning). The instructors, the horses and the TR teamassisted the clients to resist the fear and thedifficulties they faced during the activity, in orderto enable them to generalize this effort and itsresults in their daily life. 11. Force and dominance make a horse tocomply. Trust inspires a horse to cooperate. A great deal of time for study and practice is beinginvested by us in order to develop this precioustrust. Safety equals trust which means peace forthe horse (Levinson, 8th paragraph). We regularlycared for, played and trained with our horses. Trustbetween a horse and a human is the basis for safehorsemanship and this trust keeps the horses feartamed and its curiosity alive. Curiosity is theemotion opposite fear in a horse (Pat Parelli asquoted in Miller & Lamb, 2005, p. 28). When a horsefeels trust and curiosity, it cooperates willingly and ispleased to explore whatever the human suggests. 12. Changes in Therapy for Disabled People In Greece, disabled people usually participate in educational,therapeutic, athletic and entertaining activities indoors, incenters specifically designed for their needs. This is good butnot sufficient because it isolates them from outdoorsactivities. In our area there was no riding facility that providedequal opportunities and access for disabled people. Our clients described the horse as a precious friend andcalled lessons the TR sessions. This name is quite liberatingin comparison with the name therapy which impliespathology. 13. Re-authoring We aimed to provide accessible riding facilities fordisabled people and to help change the way clients andpeople in their environment viewed themselves by therevising and re-authoring of their lives and of theirrelationships with their problems (White, 1988/1989, p.15). We aimed to challenge the dominant descriptionsisolated, problematic, disadvantaged, disabled etc,and to facilitate the emergence of new descriptions likeparticipants, collaborators, friends, helpers, strivers,horsemen, and horsewomen. 14. Unique outcomes anddocumentation These new descriptions, roles and stories werestrengthened with: a) a change in the language that weand they used to describe themselves and, b) with thedocumentation of their horsemanship efforts withphotographs, videos, certificates, publications, meetings,etc. These documents of their efforts formed a deposit ofrecollections of unique life outcomes (White,1988/1989, p. 11-14) and an opening for the recognitionand utilization of other unique abilities and efforts thatmay lead to more unique outcomes in their daily life. 15. Contingent communication In order to connect with clients and buildrelationships of trust, we did our best to bepresent in the moment, to understand and beaware of their (and also of our) sentiments,position and communication and to respond in acontingent, sensitive, and clear way to theirfeedback (contingent communication, Siegel &Hartzell, 2003, pp. 80-81). From our experience,we have found that exactly the same principlesapply in relating and connecting with horses. 16. The not knowing expert We also attempted to challenge the traditionaltherapist client relationship that implies a status ofpower and expertise for the former and a status ofpassivity and ignorance for the latter. We tried toprivilege the clients local knowledge and to use ourexpertise humbly. We invited our clients to assist us tolook after the horses and in return we offered themopportunities for expanding their learning abouthorsemanship. Most of them had previous contact withhorses and a strong desire to be close to them. Ourclients and our horses taught us well too. They weremodels of patience, perseverance, cooperation,devotion and altruism. 17. Centaur Chiron The interaction between horse and human is aunique experience that has attracted publicadmiration and has been a source of inspirationfrom ancient times. The myth of centaurs was ofspecial importance to the philosophy of thisprogram. The mountain Pilion that lays next tothe city of Volos has been regarded from ancienttimes the home land of the wise centaur Chironwho was a peaceful healer and teacher ofmedicine. 18. complementariness of the human and equine naturesIn contemporary culture, the centaur persists. Its benigncharacter has become established, perhaps mainly becausethe one characteristic most closely associated with horses isnobility. The noble horse is an archetypal concept, and theequine animal often has the capacity to confer that qualityupon its human associates. No human-animal relationship ismore intimate, both mentally and physically, than that betweenmount and rider, for the two share an interspecies unity ofunderstanding and kinetic communication that is unparalleled.The centaur figure is holistic, celebrating the oneness andcomplementariness of the human and equine natures,symbolically merging the physical aspects of being with themental and spiritual (Atwood Lawrence, 1994, p. 66) 19. TR as a holistic therapeuticapproach TR capitalizes on this unique horse human interactionand promotes learning and wellbeing for both species. Itincludes continuous care, training and learning in a threeway relationship between horse, TR team and clients. The client, the horse, the instructor, the horse leader andthe side assistants collaborate very closely. Through theinteraction with the TR team and the horse (duringgrooming, exercises and games, recreational walks anddiscussions), the client develops motor, cognitive,psychological and social resilience. Consequently TRacts as a holistic therapeutic approach. 20. Setting of the TR program Via the program we offered - for the first time in theregion of Volos, an organised TR service for adolescentsand adults with disability. The clients participated in weekly group TR sessions.We formed two groups of 5 individuals and each grouplasted 2 hours. In order to prevent accidents we did our best to useinstallations, tools and tack equipment that were inaccordance with international safety standards andthankfully there were no accidents. 21. Feedback and information Feedback was provided to the parents /guardians about their childsparticipation in the TR program in person or by phone. They couldwatch the activity but without intervening to the work of the TR teamand had the opportunity to discuss with the team after the session. The clients, their relatives, every interested professional and thepublic could be informed about the evolution of the TR program byvisiting the website www.politropo.org/ridding_cure.htm This website is still available and contains photographs (of thehorses, of the TR sessions, of the installations and of the tools),videos from the program and from the training with our horses, texts(publications, essays, and articles in Greek and in English aboutTR, disability, horses and horsemanship). 22. Publicity Within the context of publicity of the TR program, severalarticles were published in the local press and we produced aleaflet, a poster, and a few videos that are available onYoutube. We also published the first greek therapeutic riding e-book(170 pages) that includes essays and articles abouthorsemanship, therapeutic riding and disability and alsophotographs and a detailed description of the program. Thee-book is available to download free of charge from thewebsite of Politropo. This program would have been impossible to exist withoutthe priceless contribution of professionals, volunteers andstudents whose names are all listed on the web site. 23. Description of the activity As soon as clients arrived at the Riding Club of Magnesia weheaded to the stables to meet the horses and take them out withus. Then the group members took turns to lead the horses to the areaoutside the arena. All members were taught horse grooming,principles about communication with the horses, basic riding skillsand participated in games with the horses. Riding, itself, is only one component of our work. We stress theimportance of all aspects of the relationship with the horse(McCormick & McCormick, 1997, p. 43). Our clients responded toour invitations and displayed great curiosity to learn by using theopportunity to participate in these activities. 24. Grooming An adolescent with intensely hyperactive behaviormanaged to slow down by resisting the demands of therush in order to avoid scaring Markos during groomingand riding. By offering this care to each horse, the clientscommunicated their friendly intentions and compassionand they were amazed by both horses cooperation!During grooming we hosted conversations about thehorses communication, feelings, sensitivities and needsand this provided the opportunity to discuss about everygroup members communication, feelings, sensitivities,needs and actions for the care of themselves and ofothers. 25. Hoof care Hoof care was particularly important. When a horseaccepts to allow a human to clean his hooves, it literallysurrenders the only defense it has to protect itself fromdanger because it is a prey animal and flight from dangeris the option for it. The horse displays this kind ofwillingness to a human only if it entrusts him and feelssafe that he wont hurt it. Hoof care is a trying experience for each client because -independently of their mental and motor capacities - theyall recognized the danger involved (to be kicked) and feltfear, but with encouragement and instruction from thestaff, they achieved great triumphs over their fear andmotor difficulties and this elevated their self confidence. 26. Brushing The brushing of the horses mane, body and tail was apleasant activity for the participants and the horses, agood chance for practicing fine motor skills and a startingpoint for discussions that acknowledged, validated andreinforced their efforts for self and other care and forindependent living. By offering care to the horse, abilities (that werepreviously overshadowed by difficulties) emerged andthe clients role changed. From troubled and disabledpeople, they were transformed to helpers, partners andstrivers. 27. Mounting A father was surprised when he heard the instructorasking his son to go to the mounting ramp and waitthere. He rushed to help his son, but stopped when heheard He can manage on his own! The eighteen yearold son moved slowly but skilfully with his wheelchairand then waited for the instructor, the horse leader andthe horse to approach the ramp and assist him to mount.The father could not believe what he was seeing... Mounting was an entertaining, transforming andprovocative experience. It allowed clients to change theirobservation point: to see the world differently and from ahigher level. 28. Walk and trot Riding and leading the horse with the reins was a difficultand quite complex task. Riders needed to maintain bodybalance, contain their feelings and communicate with thehorse and with the coordinator. Trotting with the horse was very exciting and entertainingand also assisted the improvement of body balance, selfcontrol, rhythm awareness, physical strength andendurance. An adolescent enjoyed singing Hands upand I reach everything, lets go higher than love(Chatzigiannis, 2006) every time he trotted with Markos. 29. Dismounting and horse feeding The clients dismounted from the horse with or without the use ofthe ramp. A young woman with moderate mobility difficulties andmental retardation made an enormous effort to override the fearand the balance instability that troubled her and finally managed tomount and ride Markos When she dismounted after the firstsession she said I am a grown up now! Towards the end of the group session riders shared and offered byhand or in a bucket a small quantity of fruits to the horse as areturn for the pleasure and cooperation they received. Carefulhorse feeding facilitated the riders risk taking managementcapacities and the group cohesion. The members of one groupwere especially supportive to an adolescent who feared he wouldbe bitten by the horse and he managed to feed Markos by hand inmost sessions! 30. The Narrative influence and the emergence of new stories The TR team used popular and mutually negotiated with theclients definitions of their problems and avoided the use ofexpert ones (White, 1988/1989, p. 10) in order to assist themand their relatives to change the way they viewed the problemsand the opportunities for resolution. When especially the relatives, mentioned expert terms likephobia, hyperactivity, retardation, we invited them to reflect onthe use of simple and popular terms like fear, rush, slowness.This was the initial step to externalizing the problems and wasfollowed by the organization of their resistance to the problem.The TR team and the horse were the clients allies in a collectiveeffort to undermine the problem and overshadow its effects withtheir efforts and achievements. 31. Resistance to problems and skills evolution The externalization of the fear that troubled most of theclients and the instructors encouragement to resist itsdemands and persist with their efforts empowered theclients to perform several exercises and to participate ingames (with balls, buckets and fruits) while riding thehorse. These activities enhanced the evolution andimprovement of several motor, cognitive and social skills. 32. Helping each otherand documenting efforts The times that clients were not interacting with thehorses, they either made drawings and constructedhorse puzzles or observed the other riders anddocumented their efforts by taking pictures and videoswith a camera. During the TR program we departed from the rationalityof traditional therapy and felt like teachers doinglessons as our clients named our meetings. A strongemphasis was given on effort and on learning goalsbecause facing challenges, working hard, stretchingtheir abilities, and using their skills and knowledge tohelp others, make students feel good about themselves(Dweck, 2000, p.131) 33. Use of local language We included each clients local, idiosyncratic and favoriteexpressions in our discussions and joined the clientswho spontaneously sung their favorite songs during theactivity and sung with them. We also participated in a clients favorite dialogues froma traditional shadow puppet theater. He was verytalented in acting such roles and we validated andreinforced his efforts for a show that he wanted toorganize. A few months later he gave his show in a local universitylecture hall with great success! 34. Snapshots from the program In one occasion Markos was startled by something andmade an abrupt side movement, but he quickly calmeddown. Although the young man who was riding him wasvery scared, he managed to stay mounted. After thisincident he wrote on a white board Today I overcamefear and smiled while a volunteer took a picture of himand Markos. He was also very attached to Rados andoften used to say with pride You are my brother Rados.! 35. At some point Rados became sick with asevere limb infection and we had to stopriding him and to provide care for him. Theclients interest, care and compassion forhim were quite moving! They grabbed thechance to provide help and with their care,devotion and respect they entered thehelpers role. 36. They walked in unity In the conclusive community meeting of the program, themother of a participant shared her personal account ofher sons relationship with horses and their positiveinfluence in his life and behavior. She said she thoughtthat centaurs existed in reality and they were wiseparaplegics who were capable of achieving the horsescooperation to the point that it laid down to assist them tomount and then stood up and they walked in unity. Shehas been the most dedicated supporter of TR becauseshe wants her son to walk with the horses legs! 37. Farewell meeting After the expiration of the program, a farewell meetingwas organized with the clients and their families at theRiding Club of Magnesia. Each client was offered analbum with printed photographs from their sessions, aDVD with a 12 min video, a CD with more photographsand videos, and one color printed certificate. 38. Conclusion In this TR program we invested on building trust with clients asa way to cultivate their curiosity and problem resolution abilitiesin a collective effort to assist them to disable disability (Esler &Adams, 1999, p. 65-72) and to author a new, ability centeredchapter in the history of their lives. The TR program was a meeting place for people from differentsystems and disciplines (education, mental health, socialservices, riding) and we hope that it contributed to challengeand bridge the partial observations that are the problem-focusof each of these systems. We also hope that it opened space formore holistic, respectful and binding descriptions (Michailakis,2003, pp. 225-226) of people with disabilities. 39. For more info As we say in Greece, one picture is worth a thousandwords, so we encourage you to see the pictures andvideos at the website of Politropo:http://www.politropo.org/ridding_cure_ENGLISH.htm or contact us: daniildan@gmail.compinsarafi@gmail.com 40. 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