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This chapter focuses on theoretical models and empirical evidence informing research examining the effects of equine-assisted interventions (EAIs) on adolescents’ social competence and ability to regulate stress. We begin by defining the nature of these two interdependent aspects of functioning and their implications for mental, emotional, and behavioral development. We next share the rationale for employing EAIs to enhance adolescents’ social competence and ability to cope with stress by discussing theoretical perspectives that guide their implementation and efficacy. In addition to discussing the role of equine characteristics, the EAI environment, and the nature of relevant human-equine interactions, we give special attention to the workings of the human-animal interaction (HAI)–hypothalamic pituitary adrenal (HPA) Transactional model (Pendry, Vandagriff, Salivary studies of the social neuroscience of human–animal interaction. In: Taylor MK, Granger DA (eds) Salivary bioscience. Springer International Publishing, pp 555–581. https://doi.org/10.1007/978-3-030-35784-9_23 , 2020), a framework for understanding the mechanisms that underlie effects of the EAI effect on cortisol—a marker of HPA axis activity—and correlates. Next, we present the findings of the PATH to Success Study (PTS), an example of empirical work that examined the efficacy of an equine-assisted learning (EAL) program in shaping adolescent social competence and physiological markers of stress using an experimental design with an adequately powered sample size. Last, we discuss the strengths and limitations of the findings and interpret their significance for theory, practice, and future research.

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Efficacy of EAIs on Relieving Adolescent Stress and Improving Social Competence: Theoretical Models and Empirical Evidence

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  • 发表日期：

    2025年

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  • Patricia Pendry

摘要

This chapter focuses on theoretical models and empirical evidence informing research examining the effects of equine-assisted interventions (EAIs) on adolescents’ social competence and ability to regulate stress. We begin by defining the nature of these two interdependent aspects of functioning and their implications for mental, emotional, and behavioral development. We next share the rationale for employing EAIs to enhance adolescents’ social competence and ability to cope with stress by discussing theoretical perspectives that guide their implementation and efficacy. In addition to discussing the role of equine characteristics, the EAI environment, and the nature of relevant human-equine interactions, we give special attention to the workings of the human-animal interaction (HAI)–hypothalamic pituitary adrenal (HPA) Transactional model (Pendry, Vandagriff, Salivary studies of the social neuroscience of human–animal interaction. In: Taylor MK, Granger DA (eds) Salivary bioscience. Springer International Publishing, pp 555–581. https://doi.org/10.1007/978-3-030-35784-9_23 , 2020), a framework for understanding the mechanisms that underlie effects of the EAI effect on cortisol—a marker of HPA axis activity—and correlates. Next, we present the findings of the PATH to Success Study (PTS), an example of empirical work that examined the efficacy of an equine-assisted learning (EAL) program in shaping adolescent social competence and physiological markers of stress using an experimental design with an adequately powered sample size. Last, we discuss the strengths and limitations of the findings and interpret their significance for theory, practice, and future research.