Horse Warriors

Horse Warriors

Outcomes & Measures: (self-reported)

Outcome 1
Students appreciate the unique qualities of self and others.

A significant percentage of participants come into the Horse Warriors programs with low self-esteem and demonstrate anti-social behaviors. These include but are not limited to poor communication skills, reluctance to interact with peers, juvenile delinquency/probation, substance abuse, opposition defiant behavior, family turmoil and poor academic performance.

Because they do not value themselves, and often feel ignored or unappreciated, students do not extend compassion or concern to their fellow companions. The Horse Warriors program groups are small (5-6 participants) so everyone maintains a high degree of visibility within the group. We start by teaching them about herd dynamics in the horses, and they get to witness first hand how a group operates and cooperates for survival. As they learn about all the differences and personalities of the horses, we begin to integrate similarities in human groups. We emphasize the strengths of all the horses and piggyback on that to educate participants about their own significance within (and gifts to) the group.

Measure
Writing and art projects during journal sessions reveal students' progress in self-awareness. Journal sharing takes place on a daily basis in all groups. As students learn new skills they are encouraged to help others in their groups who may still be struggling with learning a task. One of the modeling techniques instructors use is to say, “I'm finished - does anyone else need any help?” Students emulate those behaviors and realize they actually have something to offer another person. We talk about how quickly things get done when we work as a team, whether it is getting equipment out, putting it back, helping get everyone ready for riding, or settling in for discussions. We focus on what is being done right and teach students the concept of conscious language. A student learns to approach another student and say something like, “Wow - you've got your horse almost done - would you like me to clean his feet while you get your saddle?” instead of, “How come you're so slow? Everyone else is already saddled.” We make note of the frequencies of students assisting other students and help them learn how to phrase their communications in a positive fashion. If a student seems hesitant to interact with peers we will give that student a task with more visibility, such as being in charge of collecting and putting away tack. That way the student has to speak to all the others in the group. During our “thank you” sessions at the end of each day we process how much more aware students are becoming of the others in the group.

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Outcome 2
Students give back to the community.

30 volunteer hours per calendar year are required of each student. Students have free choice about their volunteer activities. The requirement is that they do meaningful work with no remuneration. Students are taught that everyone has a skill to offer back to someone else. Because we are publicly funded we tell students that others have given money, and we/they can give time and talent. Staff are also required to perform 30 volunteer hours per year.

Many students do not think of themselves as talented in any way, so we help them discover what they are good at and what makes them excited. We help guide them towards activities which they will like and which will help them feel that they have made a meaningful contribution somewhere. Our older, experienced students get volunteer credit for mentoring the students in the Power Ponies Parenting program. It helps them see that they have developed marketable skills (instructing and role-modeling) by being in Horse Warriors.

Volunteering gives our students early work experience so they can be good employees when they reach working age. We stress in our discussion groups that employees are paid to work, not just show up. We discuss work ethics in regards to both volunteering and being paid. Students are able to ask questions of their peers who do have jobs and learn about what is expected of them when they join the work force.

Measure
Student hours are monitored in the Horse Warriors “Book of Hours.” All students must complete their hours before the next season's riding time They may not ride until they are completed. If parents want to help work with their kids their hours may count as well. We encourage as much child/parent interaction time as possible within our participating families. We also check in with their volunteer organizations to see how they fared. Most organizations request that we keep sending them student volunteers as our students are very committed to their volunteer choices.

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Outcome 3
Students learn to be seen and heard for their positive behavior.

Students are referred to us because they are starting to fall through the cracks. Anti-social behaviors, poor grades, eating disorders, juvenile delinquency and behavioral abnormalities are the most common forms of acting out that our students present. Many of them are crying desperately to be noticed and have found that negative attention is better than no attention at all.

We teach them to be seen and recognized for their best selves. One of the most significant success techniques that we use is having them stand and speak when sharing. They have a physical visibility by standing up. All the groups develop a safe intimacy during their time together, and students are allowed to begin sharing ideas, experiences and identities from a space of trust and comfort. The first few sessions are hard, but as their time together progresses they soften and open up.

Measure
75-90% (90% in 2007) of Horse Warriors students in middle school and high school achieve the honor roll. Their academic status is monitored bi-monthly in discussion groups. Students who are struggling academically are given free tutoring if they want to improve their grades. All students see an improvement in grades from fall semester to spring.

We present our programs regularly to the public, whether it is to service groups or in public demonstrations of “horse whispering” and trust building. When we hear across the board that no one sees our students as being “at-risk” or “troubled” we know we have succeeded. Students speak and write consistently about having gained incredible self-confidence by speaking in public.

All annual HW magazines (40 pp) are filled with student writing and artwork from the year. Students are so proud of their work they request extra copies to send to friends and relatives, as well as to give to their teachers in school. We recognize their pride in their accomplishments. We are proud to be one of the Kennedy Center's top organizations in promoting the artistic voice of our participants. We believe their consistent support of the creativity portion of our programs are great kudos for us, and speaks volumes to the success of what we have been able to accomplish with our students' creative self-expression.

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Outcome 4
Students develop an awareness of the sacredness of all life, and are able to understand and practice compassion and kindness.

We have always respected an individual's right to practice whatever faith he/she chooses. While we do not represent any particular faith, we actively model tolerance and compassion and offer guidelines for both of those as part of our curriculum. The first set of guidelines, “The Four Agreements,” helps participants interact accountably within a group. The Four Agreements, adapted from Don Miguel Ruiz's book by the same name, are as follows:

1) Be Impeccable With Your Word

2) Don't Take Anything Personally

3) Don't make Assumptions

4) Always Do Your Best

Students write down the meanings in their journals when the ideas are presented, and we refer to them consistently after that in order to ground them. For instance, when students talk about their peers in a critical fashion, we ask if they are being impeccable with their word. We have a policy in our program that no one may refer to another person in conversation by name. They may use anecdotes to portray a learning situation, but we nip all gossip in the bud. The Four Agreements really helps with this. We use the lessons in their stories to illustrate how to not personalize or assume, and we always do our best. Often we pitch in to help each other when there's a need. If someone is having a 'less than best' day, we offer what we can to help out. This always rotates and comes around to help us all.

The second cornerstone of our interactions, focusing on a more individual basis, is the Compassion Exercise, adapted from the Avatar materials. The Compassion Exercise is as follows:

COMPASSION EXERCISE

Honesty with oneself leads to compassion for others

OBJECTIVE: To increase the amount of compassion in the world.

EXPECTED RESULTS: A personal sense of peace.

INSTRUCTIONS: This exercise can be done anywhere that people congregate (airports, malls, parks, beaches, etc.). It should be done on strangers, unobtrusively, from some distance. Try to do all five upon the same person.

Step 1 With attention on the person, repeat to yourself:

“Just like me, this person is seeking some happiness for his/her life.”

Step 2 With attention on the person, repeat to yourself:

“Just like me, this person is trying to avoid suffering in his/her life.”

Step 3 With attention on the person, repeat to yourself:

“Just like me, this person has known sadness, loneliness & despair.”

Step 4 With attention on the person, repeat to yourself:

“Just like me, this person is seeking to fulfill his/her needs.”

Step 5 With attention on the person, repeat to yourself:

“Just like me, this person is learning about life.”

Our programs take place outdoors for the most part. We teach an awareness of ecosystems and interconnectedness, and how all life forms have an essential role within their own context. Students often have reactions to certain bugs, animals., etc., and when that happens we turn it into a learning experience with writing and art components. As they explore the reasons for being in all creatures their awareness of the complexity of life expands. It becomes a segue for discussions of prejudice, intolerance and differences in beliefs.

Measure
Students are evaluated through their improvement in behavior. Staff and volunteers monitor shifts in awareness and demonstrated (speaking, writing, creative sharing) points of view. Students are encouraged to process their own self-awareness in the practices of kindness and compassion by sharing in one-on-one sessions with staff and/or therapists. Feedback from teachers, counselors and parents substantiate student progress outside the immediate Horse Warriors program time.

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Outcome 5
Students improve in family communication/dynamics, and learn to be personally accountable for their own actions.

All programs involve students working with their parents, whether in our Power Ponies Parenting Program, or through the Family Fun Days with our upper level students. Activities are designed to challenge participants to develop healthy and workable communication dynamics. All sessions are co-facilitated by a licensed therapist and a Certified Equine Facilitated Interaction Professional. Activities require partnership to succeed and are structured so that the student is the “expert” and ostensibly teaches the parent, a reversal in traditional family interactions. There is a high component of fun involved, while at the same time requiring careful listening and feedback on both sides.

Because Horse Warriors programs are designed for students to remain in them on a year-long, multiple year basis (up to 7 years), there is ample time for students to really make significant changes in behavior and attitude. The family dynamics change over a reasonable amount of time, allowing not just momentary shifts, but for real change and new patterns to emerge.

Measure
The type of groundwork training we teach allows students to immediately see the effects of their body language, communication style and attitude. The horses respond with absolute authenticity and reflect whether a student is “congruent” (in his/her own integrity) or not. There is no “faking it” with a horse so students learn very quickly to be accountable and responsible for their actions. They also see how quickly a shift on their part can effect a change in their whole relationship dynamics.

Outcomes are measured instantly by success at performing cooperative tasks. Annual student and parent self-evaluations (3-5 pp questionnaires) reveal more in-depth answers concerning improved, ongoing interfamily dynamics. Students who have been removed from parental custody and returned after being in the program attest that their experiences in Horse Warriors were significant factors in their ability to return to normal family living situations.

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Change Process: (self-reported)

Participants change by developing a strong and accurate sense of self which allows them to pursue conscious choice making. Working with the horses, they see how their actions, attitudes and behaviors affect the environment and relationships around them. Initially intimidated by the size and presence of horses, they subsequently learn to move and direct their massive companions via body language and intention, avoiding past patterns of force and violence. They learn to create safe relationships by practicing “give and take.”

Through alternative methods of interacting, participants fine tune new skills to use in relationships. Their successes in Horse Warriors are the foundation for them to rebuild healthy connections within their families, with peers, and at school.

As their skills progress and they become mentors for others, they willingly and enthusiastically take on the mantle of responsibility. They learn that every action they take is conscious and driven by personal choice; consequences are accepted as a natural outcome. They surrender perceptions of victimhood and move into the empowerment of self-direction. They learn to appreciate the uniqueness of themselves and others by encouraging and interacting with peers and younger 'mentees', and through community volunteering. They expand their compassion and tolerance to all forms of life and beliefs through in-depth discussions and explorations.

Of the more than 150 students who have been through our programs, all but three graduating high school seniors have continued on to college. Many were resource room students who had never before been encouraged to seek higher education.

Director: Ms. Priscilla Anne Marden

Horse Warriors
c/o Horse Warriors
Jackson, WY, 83001

Phone: (307) 733-7464
Fax: (307) 734-8494
Website: Visit Horse Warriors online