Mutual Grooming
Mutual GroomingDressage and Equine-facilitated LearningComments on the Evolution ofEFL/EFP and Professional RolesA Special Interest Section of NARHAVOL 14 ISSUE 1 SPRING 2010Mutual GroomingSharing Freedomand Choicesby Debbie La-Hayerooming is often used as a way of developing a bondbetween horse and human. But how much of abond is truly there if the horse is tethered? Could itwork better if the horse is free to leave?At our therapeutic horsemanship centre inBuckinghamshire, England, we run horsemanship courses forchildren and adults from a wide range of disadvantagedbackgrounds.The sessions are facilitated by staff with 40years of horse experience and 10 years of experience teaching horsemanship skills to improve well-being and developlife skills. All our courses are tailored for the individual participant. We choose not to work with health professionals onsite, but liaise with our clients’ key health workers in order toprovide the most appropriate service.The grooming sessiondescribed in this article can be adapted for clients with awide range of abilities and needs if attention is paid to safetyconcerns.The client view was written by a woman who wascaring for her critically ill elderly father and came to us forstress release and to help find ways of coping with the pressure of frequent medical emergencies.GSetting up the sessionWe’ve had some enjoyable and beneficial sessions heregrooming horses at liberty but, as with most things, how youprepare will influence the kind of session you have.We generally choose to have the horse loose in our sand arena—shehas an area of about 70 square feet to move around in.Wedo have hedges and the odd bit of grass around our arena,but not so much tempting vegetation that all the horse isthinking about is eating. A stall would be too small—theEQUINE FACILITATED MENTAL HEALTH ASSOCIATIONThis exercise is all about connection. Here, the horse’s attention ismomentarily drawn to the camera, but the person’s free hand on thehorse helps her to feel if the horse is staying relaxed and connectedwith her.horse can’t really leave, and there is not much room forboth horse and human to move around.You need a horsethat enjoys being groomed and enjoys being with people—particularly the person who is going to be grooming her!The horse also needs to be comfortable with being looseamong people and relaxed in the area in which you havechosen to work.This is not going to be successful if yourhorse is only interested in running the fence line to getback to her field companions because she’s not used tothe environment.We don’t expect to start grooming straight away.Thatmight happen, but our horses generally like a five or tenminute mooch around before they come over and park nextto us ready for some contact.We provide a selection ofgrooming tools, with a mixture of hard and soft brushes,grooming mitts, etc. However, we encourage humans to usetheir hands either with stroking, rubbing or basic massagetechniques.There should be no boundaries in this session betweengrooming and massage or indeed just standing together; it’sall about what feels right to the horse and person. And itshould feel good to both.This is not about getting a horseclean to be ridden. It’s freestyle; you can spend half an hourscratching that itch that needs to be scratched and ignore themuddy mane if that’s what feels good to both of you.ContinuedSpring 2010 1
Continued from page 1Our horse shares access to the grooming kit, so if she wantsshe can choose which brush is used and will show how andwhere she wants to be touched.The freedom we have giventhe horse should be experienced by the human too, whichmeans we don’t always have to do what the horse asks if it isdifficult or uncomfortable for us.This means the human mayhave to be prepared to set clear boundaries.How do we keep it safe?Your two main safety concerns will be the horse gettingtoo close to the person (treading on toes, pushing) or leavingin a hurry.You need an aware supervisor who will be able torecognise and respond to the horse’s reactions.The risk factorwill also vary according to the mental and physical reactionsof the human (a physically frail person might be easilypushed over by a horse rubbing her head on them, or someone with a short attention span will find it harder to stayaware of feedback from the horse).Therefore, this is not anappropriate session until your participating human has basicsafety awareness around horses, and you have a good awareness of your participant’s physical and mental capabilities.We more often do this exercise with adults, as a lot ofyounger people have a shorter attention span (like mostyoung animals).This session demands that they stay focusedto be safe.When participants are smaller, it helps to have ahorse or pony of appropriate size; otherwise the human willbe physically restricted in the areas of the horse they canwork on.We choose to do this with one person and onehorse at a time. Adding others will change the dynamic ofthe session and increase the risk factor.How does it feel to take part?Here, a participant shares her view of the session.It was a very different experience when I first groomedThis is not about gettinga horse clean for riding—it’s about finding out howand where the horse likesto be touched.even before you say it.You can’t pretend with a horse.That was a lesson that was reinforced during this session!I was still grooming Buddy but began to talk to Debbie,who was close by, about a stressful situation I needed toa horse that wasn’t either held by someone or tethered.sort out. As my tension grew, I began to feel Buddy move.Buddy was my ‘first’ and I thought if I touched her sheI still continued to focus on what I was saying rather thanwould move away! But no, she didn’t budge an inch as Istaying in tune with what I was doing with Buddy.started brushing gently and massaging, using the sameClearly she was having none of this, she didn’t need mymovements and following along the same areas of the bodyanxieties thrust upon her when it was ‘her’ time. I didn’tas I had learned on a tethered Buddy. I’m sure Buddy was‘hear’ what she was telling me, and she moved away. “Dofar more relaxed than I was and, as always, she quicklyone thing or another but not both” was the very importantput me at ease: she was clearly enjoying it—the eyelidslesson my Buddy was teaching me.softly closing over her big beautiful eyes. And I wasthoroughly enjoying it too; the two of us were relaxedand at peace.I have learned that horses show you if they want to bewith you: you don’t have to hold them, force them or askthem.They sense deeply what you are feeling, thinking,What are the benefits?So what are the benefits of turning loose? For thehuman, there is so much more opportunity to learn communication by feedback from the horse.This keeps peoplefocused (in the moment) and also develops self-awareness (asthey see the horse responding to their actions) and empathyContinued2 Spring 2010EQUINE FACILITATED MENTAL HEALTH ASSOCIATION
Continued from page 2(as they they recognize the horse’s needs). Trust issues willbe raised as a participant learns to feel safe with a largeunrestricted animal. Also, what a great chance to put intopractice what we may have learned from horses in observation sessions—how does a horse ask another for mutualgrooming, how do they show their partner where theywant to be scratched?OK, we run the risk that the horse might choose toleave, and for some people that feels like failure in the formof rejection. We’ve had moments where the client has beendisappointed when the horse walked away but has thenrealized she has only gone to the corner for a wee and hascome right back when she’s finished. (Well, you wouldn’twant your best friend to wee in front of you, would you?)This kind of event can really make us aware of the expectations we have of others. When a horse chooses to stay, orchooses to return, there is the thrill of knowing the horsehas chosen to be with you, and that you have achieved agenuine and mutual connection.When a horse chooses to stand with someone, this cangive an overwhelming feeling of joy to the participant. Thatshouldn’t be underestimated or missed by experiencedhorse people just because it happens regularly in theirworld. How you, as the facilitator, process this session withyour participant depends on your style of working. Forexample, you may have a debriefing, or you may choose tohave this session take place in an unpressurized environment where the emphasis is on the horse and human learning from each other and simplybeing together.And what’s the benefit ofturning loose for the horse?We talk a lot in this field abouthaving the horse as a partner inour work and respecting theircontribution. In tune with thatphilosophy, here’s a session that isnot about getting the horse toperform for us. It is not aboutgetting the horse to do somethingthe human wants. It’s definitelynot an extension of the kind oftraining (round pen or otherwise)that gets a horse to have herattention on you all the time andstick with you like glue—we wanther to feel free to leave. In fact it’sabout giving the horse equalrights to leave (which can be achallenging idea for the human todeal with, whether client or facilitator). That’s why when the horseleaves, it’s not about failure—it’sabout learning to recognize whatis actually occurring for the horse in her world, which mayor may not involve us, rather than about giving us an egoboost that the horse is staying with us just because she likes us.Debbie La-Haye runsHorses Helping PeopleCIC, a therapeutic horsemanship center inBuckinghamshire,England. A lifetime withhorses inspired Debbie toopen a center where peopleand horses could share apositive, enriching environment. Horses HelpingPeople is open to anyonewho can benefit from timespent with horses, withmost people coming fromdisadvantaged backgrounds—this includesadults with mental health problems, young people with behavioralproblems and children in difficult family circumstances. HorsesHelping People also runs training courses for people who are considering providing equine assisted activities as a career. Debbie can becontacted via the website www.horseshelpingpeople.co.uk.Save the Date!2010 NARHANational Conference & AnnualMeetingEQUINE FACILITATED MENTAL HEALTH ASSOCIATIONSTANDARDS, SOLUTIONS& SU S TA I N A B I LI TYDenver, CONovember 3-6, 2010Spring 2010 3
President’s LetterEFMHA'SVision StatementA world in which thewisdom of equus moves usto develop and deepen ourgreatest potential.The Equine Facilitated MentalHealth Association (EFMHA) is asection of NARHA. EFMHA’smission is to advance the field forindividuals who partner withequines to promote human growthand development so that our members, clients and equines can succeed and flourish. Equine-facilitatedpsychotherapy (EFP) is experientialpsychotherapy that includesequines. It may include, but is notlimited to, a number of mutuallyrespectful equine activities such ashandling, grooming, longeing,riding, driving and vaulting. Equinefacilitated learning (EFL) is aneducational approach that includesequine facilitated activities incorporating the experience ofequine/human interaction in anenvironment of learning or selfdiscovery. EFL encourages personalexplorations of feelings andbehaviors to help promote humangrowth and development. EFMHAhas its own board of directors andbylaws and operates withinNARHA guidelines and standards.EFMHA News editor seeks unsolicited material. EFMHAProfessional Membership is 75 andincludes NARHA membership andits benefits. Contact (800) 369RIDE for address changes andmembership requests.NARHA PO Box 33150Denver CO 80233(800) 369-RIDE (7433)(303) 452-1212Fax (303) 252-4610www.narha.orgArticles in EFMHA Newsdo not necessarily reflectthe opinions and/orstandards ofEFMHA or NARHA.4 Spring 2010Greetings to all:By the time this newsletter comes out, it shouldbe warmer, lighter and morecolorful outside. I am gettingcabin fever and am lookingforward to nice weatherwhen we can enjoy beingoutside.I am happy to report tothe EFMHA membershipthat the EFMHA Board ofDirectors had a very fruitfulmeeting at the NARHANational Conference inNovember 2009. We lookedat the tasks for the full integration of NARHA andEFMHA and came up witha comprehensive list. Thisfollowed the EFMHA boardretreat in May 2009 wherethe idea of a full integrationwas thoroughly discussed.Thanks to the efforts ofthe EFMHA board andNARHA staff we have successfully included mentalhealth representatives onmost NARHA committeesand subcommittees. We havemade great progress in thisvery important feature ofintegration.The integration steeringtask force has been workinghard and feels supported bythe NARHA administration.I feel most confident that wemade the right decision andthe membership will benefitgreatly from the new structure and the support system.I would like to thankmany of you who were atthe national conference andcame to the EFMHA boothto talk to us. The EFMHAboard represents the membership and we appreciategreatly your direct input. Wealready have incorporatedsome of your suggestions andconcerns into our planning.We will do our best toreflect your thoughts andideas as we move forward.I would also like to recognize those who volunteerfor EFMHA and NARHAin many different capacities.Your work is priceless.Without our volunteers, thisorganization would not bewhere it is today. I wouldespecially like to recognizeour 2009-2010 EFMHABoard of Directors. This is agroup of people with whomI work very closely, so Iknow personally how muchwork they do for the organization. I am very fortunateto work with such an amazing group of people, and Ihope that you will get toknow us even better.Please continue to helpus navigate this very excitingand important time of transition. Your questions areimportant and the integration steering task force isfocused on providinganswers. I ask for your support and patience in thisprocess and also ask you tobe actively involved in recreating this association.EFMHA and NARHA areyours. We are all here to serveyou. Guide us in the rightdirection. Please join us intaking this journey together.Sincerely yours,Miyako KinoshitaEFMHA PresidentEFMHA NewsEditorial BoardEditorAnn C. AldenSpring Issue FeaturesLisa ReevesSummer Issue FeaturesAnn C. Alden, aca@bmi.netEducational OpportunitiesEliza LoveAdvisoryAnn C. AldenBarbara K. RectorMaureen VidrineJan LovelessDebbie La-HayeEFMHA ThumbnailGlossaryEAAequine assisted activitiesEATequine assisted therapyEAATequine assisted activitiesand therapiesEFPequine facilitatedpsychotherapyEFLequine facilitated learningESequine specialistHPOThippotherapyHPCShippotherapy clinical specialistTRtherapeutic ridingMore information on these termsand others is available at theEFMHA website INE FACILITATED MENTAL HEALTH ASSOCIATION
2010 EFMHA REGIONAL LIAISONSCHAI RKristin Masonkris12mase@yahoo.comR EGI ON ONEConnecticut, Maine, Massachusetts, New Brunswick, Newfoundland, New Hampshire,Nova Scotia, Prince Edward Island, Quebec, Rhode Island, VermontEFMHA Region Liaison: Boo McDanielboomcdaniel@ponyfarm.comR EGI ON TWODelaware, Maryland, New Jersey, New York, Pennsylvania, Washington, D.C.EFMHA Region Liaison: OpenR EGI ON THR EENorth Carolina, South Carolina, Virginia, West VirginiaEFMHA Region Liaison: Barbara Fordeqkids@aol.comR EGI ON FOU RIndiana, Kentucky, Michigan, Ohio, OntarioEFMHA Region Liaison: Kathleen Prydekpryde@bmnts.comR EGI ON FI VEAlabama, Florida, Georgia, Mississippi, Tennessee, Puerto RicoEFMHA Region Liaison: Starla RaibornR EGI ON SI XManitoba, Minnesota, North Dakota, Saskatchewan, South Dakota, WisconsinEFMHA Region Liaison: Nikki Cohen-Wichnerhealinghorseman@aol.comR EGI ON SEVENIllinois, Iowa, Kansas, Missouri, NebraskaEFMHA Region Liaison: OpenR EGI ON EI GHTArkansas, Louisiana, Oklahoma, TexasEFMHA Region Liaison: Leslie McCullough Moreaulegendsequestrian@yahoo.comR EGI ON NI NEAlaska, Alberta, British Columbia, Idaho, Montana, Oregon, WashingtonEFMHA Region Liaison: Heidi Howardhrhoward@flash.netEFMHA 2009-10Board of DirectorsPresidentMiyako KinoshitaNew Milford, CTMiyako.kobe@gmail.comPast PresidentTrish Broersma, MA, LMTAshland, ORepohna@aol.comVice PresidentJoe Callan, LCSWTampa, FLjpcallan1@verizon.netSecretaryTanya WelschSt. Paul, MNTanya@mnlinc.orgTreasurerSuzen DyslinWindsor, CAsdyslin@sonic.netMEMBERSAnn AldenSonoita, AZaca@bmi.netJody EngetPalmer Lake, COjenget@msn.comLeif HallbergBozeman, MTlhallberg@hotmail.comR EGI ON TENPriscilla MardenJackson, WYdreamreader@wyoming.comArizona, Colorado, New Mexico, Utah, WyomingEFMHA Region Liaison: Lisa ReevesSsadvocate@bresnan.netKristin MasonMorgan, VTkris12mase@yahoo.comR EGI ON EL EVENCalifornia, Hawaii, NevadaEFMHA Region Liaison: Martha McNieldreampowerhorsemanship@yahoo.comEQUINE FACILITATED MENTAL HEALTH ASSOCIATIONMartha McNielSan Martin, CAdreampowerhorsemanship@hotmail.comSpring 2010 5
&DressageEquine-Facilitated Learninghave been teaching dressage for over 25 years. Over thelast few years I have wanted to work with at-risk kids. Ihave realized with everyday riding lessons that there aremany parallels and profound teachings in the lessons with ahorse. I have witnessed over the years that the horses havetaught shy, introverted women and girls how to find theirvoices and how to stand up for themselves in life. Some ofmy students came to me so shy that their voices were barelyaudible. After time in lessons and around the horses, they canlead camps for me and teach all kinds of people how to ridehorses, and most importantly they can look you in the eyewith confidence. This transformation showed me the powerof the work with the horses. The life lessons are endless.ILife lessonsYou must be fully present to work with horses. Theydemand fair treatment and clear communication to understand you. They maintain their own clear boundaries; theyteach people how to do the same and how to read body language. They can teach a person how to stay on the path oflife they really want to be on, and horses are not offended ifyou re-direct them fairly. They appreciate assertiveness vs.aggressiveness if they don't get the gist of what you want.by Lisa AvalozHorses can teach us to always live in the present moment.Horses don’t hold a grudge, and most importantly they are notjudgmental.Because they seem to see into our souls at times, they can begreat ambassadors for self-acceptance. Some of the challenges lifecan bring us can be solved while we learn to work with horses.My work with my first child taught me that on a horse. agirl can learn to overcome fear and find a power within herthat she didn't know how to tap into; that through good toolsand knowledge, she doesn't have to get angry, overwhelmed orsad; that she can try other communication options. Creating asafe place to learn all of these lessons with a 1,200-pound animal is hugely rewarding. Sometimes the horse will set the paceand the child learns to be in charge of the speed or what wecall “Tempo” in dressage. The child learns to think progressively to keep things at a manageable pace and in good rhythm.The power of thoughts and feelingsThe concept of having a control panel for each horse isempowering and transferable to our lives. Sometimes thingsspin out of control before we have the time to realize it.If we teach thinking ahead or “progressively” we can preventContinuedHorses can teach usto always live in thepresent moment.6 Spring 2010EQUINE FACILITATED MENTAL HEALTH ASSOCIATION
Continued from page 6an outburst of emotions. The idea of your eyes leading theway on a horse is something that can help us all by beingconscious of our surroundings at all times to evaluate if we arereally in a setting that we want to be in. I believe that what isin our heads becomes the outcome, and I have experiencedthis time and time again on a horse. If you think you have nocontrol on the horse, you will have no control on the horse.If you think, “I want to stop at that fence post just ahead, andI know how to do this,” it will happen. If you feel you haveno control over your life, truly you won't have control inyour life.We can teach compassion and empathy with the horse.By acknowledging if the horse did a good job, or if the horseis sore or tired, we teach children to think about somethingother than themselves. Finally, I think the saying that the outside of a horse is good for the inside of a person could not bemore true. These creatures are so magnificent to work withthat I always find myself learning from their natural way ofbeing. They are a blessing to me and I love continuouslylearning from them. I think the possibilities are huge todevelop horse programs to help people falling through thecracks of the so-called mainstream educational systems.This year's EFMHA preconference workshop on November 2 promises to providean exciting and challenging discussionaround the topic of equine welfare withinthe field of equine-assisted activities.Topics such as what does partnershipwith a horse mean, what are the globalstandards in equine welfare and whattools can I use to protect the horses frominappropriate human reactions duringsessions will be discussed.Look for more details soon in regardsto this informative day.PHOTO TAKEN BY MICHAEL GIORDANO.Loving horses for as long as she can remember, Lisa started lessonsin dressage at the age of nine and continued her training for thenext 35 years, learning from various local trainers, most notably JillHassler Scoop and Eckhart Meyners. Lisa graduated from theUniversity of Minnesota with a degree in psychology and a minorin American Sign Language. Lisa has successfully started, trainedand shown over 50 horses—several up to fourth level. Many ofLisa’s students have competed and have won awards. Lisa workswith The Natural Connections Learning Center (formerly MNLINC) and hosts the organization at her farm. She looks forwardto growing new programs at her barn for EFP and EFL.EFMHAPreconferenceWorkshopBeauty crosses her eyes to watch Caitlinkiss her muzzle.Lisa Avaloz (right): owner, dressage trainer and teacher,Featherbrook Farm, www.featherbrookfarm.com; and TanyaWelsch (left) of the National Connections Learning Center.EQUINE FACILITATED MENTAL HEALTH ASSOCIATIONSpring 2010 7
Comments on the Evolutionof EFL/EFP and Professional Rolesby By Tanya Welsch, LCSWhen I began working indevote proper time andthe field of Animalschooling to even comeAssisted Interactions (AAI)close. My skills have comealmost 20 years ago, the concept offorth in other ways, as I amequine-assisted activities did not focusthe therapist in our EFP seson a participant’s psychological orsions; however, does this titlesocial needs; the emphasis was primagive me superiority over myrily cognitive or physical goals andcolleague? It seems thisobjectives. Practitioners providing hipquestion is paramount forpotherapy or therapeutic riding werethe field in its next phase ofhighly in tune to the importance ofdevelopment.equine movement, behavior, trainingEFP/L is experiential,and care because their servicesmeaning “relating to, deriveddepended on mounted work—nofrom, or providing experihorse, no program.ence” (Merriam-Webster),Tanya demonstrates Tellington-Touch with Amber BurkhardtWith the birth of EFMHA andand any such modality orSidebottom during a “Kids & Horses Protocol” training atconferences such as “Horses andactivity lives in varyingKaleidoscope Learning Circle.Healing” at Boo McDaniel’s farm,shades of gray, not black andmore individuals learned how horseswhite like the sum of twocould impact a participant’s confidence, self-esteem and ability toplus two. There are darker shades of gray. For example, aregulate emotions and behaviors. Additional programs and styleslicensed therapist commonly leads the session or developof providing un-mounted work were added to the mix and thement of plans since a greater level of liability rests with thatneed to have “bomb-proof ” horses was not always deemed necprofessional as granted by a state licensing board. If the U.S.essary. We could observe a herd over the fence, stand and groomequine trainer industry functioned from a European peran older horse or take a miniature horse for a walk; these activispective, whereby there is considerable schooling and examties did not involve riding. Furthermore, there was also a preferinations to legally use the title of “trainer,” each ES wouldence with some EFP/L practitioners to engage with the morealso share a similar dark shade of gray of responsibility.mischievous or green in the herd as participants were believed toFrom my perspective, the field has promoted a sense ofrelate more with these types of horses.“sides”—the ES cares for the horses and the human practiVarious other factors and dynamics contributed to thetioner cares for the participants. Human nature likes clarityexpansion of how providers offer their work in partnershipand worries with ambiguity. Even though the field supportswith equines, and some would argue this growth has producedprofessionals becoming as “dually trained” as possible, thea sense of abdication—if an equine specialist is present in areality of how to accomplish such collaboration is seldomsession, then knowing a little about horses for the humandiscussed or covered in trainings where the hard andpractitioner is “good enough.” Likewise, the equine specialistsuncomfortable “turf ” questions see the light of day.(ES) may underestimate how involved they become withLisa and I recently worked with a new participant andhuman program participants and develop resentment sincethe constant shift and swap in roles was profound. Thisthey are “just there for the horse.”young man’s aunt wanted to provide “riding lessons” for herPartnering with Lisa Avaloz, an accomplished dressage pronephew who has autism and is deaf. She heard how riding afessional, I witness her artistry and unique talents, developedhorse could augment autism-spectrum services, and considfrom a lifetime of working with horses. I do not possess herering Lisa is fluent in ASL (American Sign Language), itskills as an instructor and trainer, and realistically I cannotseemed like a reasonable request to assess. The family wasWContinued8 Spring 2010EQUINE FACILITATED MENTAL HEALTH ASSOCIATION
Continued from page 8invited for a tour of the barn. Although his two personal-careattendants were invited to attend, they did not accompanymom; she arrived alone with her son.Suffice to say, there were many more levels to this potentialoffer of “riding lessons” as Lisa and I began a dance with our horseto engage and reach this child who operated in a silent world.“Even though the fieldsupports professionalsbecoming as dually trainedas possible, the reality ofhow to accomplish suchcollaboration is seldomdiscussed or covered inregarding roles. Perhaps the only way such clarity can be guaranteed is to work independent of an ES, to be truly in controlof all that happens in a session—and is that idea a mirage?When I teach other students about this field, they are amazedat all the splitting hairs they perceive the equine field toespouse and they are confused as to why that doesn’t happento the same degree in other animal-based programming (thereis certainly not the same level of dichotomy in the canineworld). Furthermore, as a licensed social worker, I have theextensive options afforded to the profession in delivery ofservices, and again there is not the level of restlessness Iencounter with the EFP/L community.I have no crystal ball to foresee the future, and what thoroughly excites me is to experience the beginnings of a structured, respected and evidence-based approach to this workthat has occurred at a grassroots level, one of the most powerful forms of long-lasting change. All of you reading this arepart of that movement and you care about the integrity of thisfield, so I challenge each of you to continue these tough dialogues with one another, to really hear and understand eachother and to pull together as a community in order to reachout to the countless individuals who have never heard of thisfield and form alliances.Our world is begging for peace, and we are a part of therestorative process that will help make that happen.trainings where the hard anduncomfortable ‘turf ’ questionssee the light of day.”While Lisa sporadically communicated with him throughsign, I managed the dynamic between horse and humans.Keeping him in motion was key, and working with him in thearena afforded us many options to allow the ebb and flow ofcontact while also keeping all participants safe. At one point, Irode bareback to give a visual representation of what Lisa wassigning, “ride.” While Lisa managed the horse, the young manengaged in cooperative leading by holding the end of the leadrope, and the four of us walked around the arena. The youngman’s mother was speechless and continued to remark that thiswas the most he ever attended to an activity and that he didn’timmediately sign “home.”Granted, this was not a therapy session and I did not provide “therapy”; however, I am always liable for my role as aprofessional. This was also not a riding lesson, yet Lisa wasevery bit as liable for his safety while in the presence of horsesat her barn (yes, we did have proper waivers signed). So whodid what? Who functioned in what role? Who set the pace anddirection of the experience?I strongly agree about the importance of a plan for EFP/Lservices, and I also believe it’s unrealistic to be cut-and-driedEQUINE FACILITATED MENTAL HEALTH ASSOCIATIONTanya Welsch is a Master’slevel licensed social workerand co-founder of the nonprofit MN LINC, which isnow Natural ConnectionsLearning Center (www.naturalconnectionslc.org). For close to20 years, Tanya has professionally incorporate
Mutual Grooming Sharing Freedom and Choices byDebbieLa-Haye . Maine, Massachusetts, New Brunswick, Newfoundland, New Hampshire, Nova Scotia, Prince Edward Island, Quebec, Rhode Island, Vermont EFMHA Region Liaison: Boo McDaniel . that through good tools and kno
There have been many books written on Dog Grooming, some as training manuals, others on starting up your own business, but few give much information on 'Grooming from Home'. I have been dog grooming for over 30 years, at home, kennels, with a vet, mobile & a shop, but for me grooming from home was the most rewarding,
Alfred Lambremont Webre III 3 mutual friends Adam Wiederholtz 5 mutual friends Michael's Wave 1 mutual friend Julie Castonguay 1 mutual friend Joseph Marie Buzzé 2 mutual friends Bob Challenger 1 mutual friend Joseph Irving 3 mutual friends Lorenzo Segarra 3 mutual friends Danny Wright 8 mut
asite removal, mostly directed to someone’s scalp to remove lice (Pedic-ulus humanus capitis). This is the clearest homologue to primate grooming and here simply referred to as grooming (see Figure 1). “Grooming” is also used more broadly colloquially to include other hygi-enic behavior
Unit 301 Health and safety, legislation and codes of practice for the dog grooming industry 21 Unit 302 Styling and finishing a dog 29 Unit 303 Health checking and handling a dog in a dog grooming environment 35 Unit 304 Customer service and record keeping in a dog grooming environment 45 Appendix 1 Sources of general information 52
Online grooming wordt ook wel beschreven als online kinderlokken. Feitelijk gezien is grooming in de vorm van kinderlokken een oud verschijnsel. Ten gevolge van de opkomst van digitale communicatietechnologieën heeft het echter, zoals zojuist beschreven, een veranderde verschijningsvorm gekregen: online 'grooming'.7 In deze beschouwing zal met
Mutual Fund (Nov 89), Bank of India (Jun 90), Bank of Baroda Mutual Fund (Oct 92). LIC established its mutual fund in June 1989 while GIC had set up its mutual fund in December 1990. At the end of 1993, the mutual fund industry had assets under management of Rs.47,004 crores
Germany. Mutual insurance accounted for more than 25% of the national market in 20 countries. Mutual insurers in 80% of the countries included in this report experienced a growth in their national market share between 2007 and 2017. Mutual life and non-life insurance Global mutual life business grew by a total of 23%
Mutual funds became popular in the United States in the 1920s and continue to be popular since the 1930s, especially open-end mutual funds. Mutual funds experienced a period of tremendous growth after World War II, especially in the 1980s and 1990s. LIC established its mutual fund in June 1989 while GIC had set up its mutual fund in December 1990.
