FEATURE ANIMAL ASSISTED THERAPY
‘ Mindfulness and emotional regulation was explored and individuals were encouraged to reflect on how their current skills could be applied to support the llama ’ s needs ,’ Heidi explains .
‘ Relationships between emotional states were explored , internal and external influencing factors considered , and individuals were encouraged to recognise and identify potential behavioural manifestations .’
Weeks three and four provided the opportunity to develop skills that improve tolerance of uncertainty and ambiguity . This section of the programme explored extreme emotions , crisis tolerance and reward pursuit .
‘ The participants were encouraged to look at personal , environmental and llama related issues that may affect progress ,’ Heidi says .
‘ By categorising what can and cannot be changed , the preparation for and acceptance of negative situations was reinforced , and effective management was promoted and practised both in the classroom and in the “ field ”.
‘ This module also incorporated wise-mind and mindfulness practises .
‘ Whilst interacting with the llamas , communication and body language remained a focus – for example , how you project yourself and how others perceive you .’
Weeks five and six introduced interpersonal effectiveness , including listening , talking and assertion skills . It reviewed the work of previous weeks , reflecting on how participants had already demonstrated some of these skills while working with the llamas .
‘ The participants were then encouraged to consider how they use the skills both individually and with one another to identify strengths and weaknesses , allocate responsibilities , and appreciate and praise each other .’
They were also encouraged to work collaboratively to design then create a project that would be presented on the final week .
‘ To increase intervention efficiency , generalisation and application of skills , the programme participants were expected to develop this project with support from staff within the rehabilitation setting ,’ she says . The final session was a walk with the llamas – trekking through the woodland and testing service users ’ physical endurance , approach , interactions , emotional and empathetic awareness , mindfulness and management skills , before returning to complete the evaluations and assessments .
‘ Supporting staff and occupational therapy involvement was helpful as course participants were encouraged to translate approaches taught in therapy , apply them to the llamas , then relate them back to their experiences within a rehabilitation setting ,’ Heidi reflects .
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By having animals around me , it gives me a sense of purpose and reason to get up each morning , it improves my mental health and enables me to see a future .’
‘ This maximised the benefit of the course . It empowered the patient to practise and appreciate the diverse positive impact of embracing their therapy skills , in different environments and circumstances .’
Each week , the service user was given homework , while the previous week ’ s homework was discussed at the beginning of each session to share learning and to reinforce positive outcomes .
Reflections in practice ‘ By setting realistic goals that would render a personal benefit and a benefit to others , the purpose of the course was to increase self-worth and promote a sense of achievement ,’ says Krissy . ‘ After the first week , the feedback was that the individuals involved in the programme were more invested and interactive within their clinical therapy sessions .’
Heidi adds : ‘ As the course progressed , they demonstrated greater confidence in insight , perception and empathy – evidenced in their reflective diary work and group discussions .’
She observes : ‘ Their trust became greater , as the participants became key workers for a llama . Assuming a responsibility and gaining knowledge , they were able to identify indicators of their llama ’ s feelings and emotions .
They were able to discuss these fluently , anticipate potential changes in presentation , and suggest interventions they could make to de-escalate negative responses or to reinforce positive behaviours .’
She goes on : ‘ By identifying their own limits and clarifying expectations , the service users ’ anxieties of “ failing ” seemed minimised , their interactions gained enthusiasm and engagement was positive . By week four , even anxious patients had the confidence to assume responsibility in areas out of their comfort zone .’
36 OTnews December 2021