Prevalence of Coursework in Equine-Assisted Activities and Therapies at Universities and Colleges in the United States: A Scoping Review

Abstract

An increasing number of universities and colleges in the United States are offering coursework related to equine-assisted activities or therapies. We conducted a scoping review to determine the prevalence of such coursework at higher education institutions with information on geographic location, number of courses and their focus, department through which coursework was delivered, and level of study (undergraduate or graduate). We identified 39 higher education institutions in 29 states that provided coursework in the following areas: therapeutic riding/horsemanship (n = 71, 64.5%), equine-assisted mental health (n = 23, 20.9%), equine-assisted learning (n = 7, 6.4%), and hippotherapy (n = 1, 0.9%). Survey or overview courses (n = 8, 7.3%) were also identified. A total of 110 courses that met inclusion criteria were offered in the 2016-2017 academic year, both at undergraduate ( n = 92) and graduate levels ( n = 17), with just over half of institutions delivering coursework through social science or liberal arts departments (n = 20, 51.3%) and the rest through animal science departments ( n = 19, 48.7%). Several challenges emerged based on the review process related to use of terminology, understanding of professional scope and the lack of educational standards for equine-assisted fields. Our suggestions for future research include examination of curriculum content and instructor qualifications to increase understanding of the role university and college coursework has in equine-assisted practice.

Fight, Flight, or Freeze?: Equine-Assisted Learning as a Means to Explore Anxiety, Self-Efficacy, and Agency in Rural Youth During COVID-19

“…While EAL programs have rapidly gained popularity and demonstrated exciting initial results, the research examining their effectiveness remains limited, in part due to the small sample sizes and rural locations common to these programs (Artz et al, 2021;Fry et al, 2018;Jung et al, 2022). Meta-analyses and reviews of research evaluating equine-assisted interventions cite a need for additional study and documentation of such programs (Burgon et al, 2018;Wilkie et al, 2016).…”

“…Further, natural disasters, such as a global pandemic, lead to an increased risk of posttraumatic stress disorder (PTSD), depression, and anxiety (Douglas et al, 2009). Early studies link the COVID-19 pandemic to increases in adolescent depression and anxiety (Jones et al, 2022; Racine et al, 2021; Xie et al, 2020), and in the U.S. COVID-19 has accelerated already-expanding mental health crises for youth (Chatterjee, 2021; Courtney et al, 2020; Lee, 2020). According to Guessoum et al (2020), the novel coronavirus and resulting lockdown may result in multiple impacts on adolescents, including “chronic and acute stress, worry for their families, unexpected bereavements, sudden school break, and home confinement in many countries, increased time of access to the internet and social media, worry for the economic future of their family and country” (para.…”

“…During adolescence, defined by the World Health Organization to be the “phase of life between childhood and adulthood, from ages 10 to 19” (WHO, n.d.), youth seek self-efficacy, identity awareness, and social acceptance while navigating rapid developmental changes (Tsang et al, 2012). These changes can increase anxiety and damage self-efficacy, especially for adolescents who have experienced childhood adversity (Courtney et al, 2020; Jones et al, 2022; Tak et al, 2017; van der Kolk, 2014). To compound these challenges, the COVID-19 pandemic and its resulting traumas have exacerbated the adolescent mental health crisis (Chatterjee, 2021; Jones et al, 2022).…”

“…These changes can increase anxiety and damage self-efficacy, especially for adolescents who have experienced childhood adversity (Courtney et al, 2020; Jones et al, 2022; Tak et al, 2017; van der Kolk, 2014). To compound these challenges, the COVID-19 pandemic and its resulting traumas have exacerbated the adolescent mental health crisis (Chatterjee, 2021; Jones et al, 2022).…”

The state of coursework on horses in human services at universities and colleges in the United States: a scoping review

“…Undergraduate and graduate students who are interested in pursuing a career that includes interacting with horses within these services or activities can find a variety of programs, courses, majors, minors, and certificates offered by higher education institutions. The content of these offerings varies widely in prerequisites, scope, specificity, learning objectives, and cost ( 5 ). With the exception of a conference that was organized by Middle Tennessee State University in 2014, specifically addressing coursework of this nature in higher education ( 6 ), no dedicated network exists for academic professionals who administer coursework in these areas.…”