Experiences of Incarcerated Young Men in Equine-Facilitated Psychotherapy: An Interpretative Phenomenological Analysis

In 2018, 14,000 young people between the ages of 11 and 18 were incarcerated in the United States (Fosler, 2018). Incarcerated are more likely than non-incarcerated youth to experience anxiety, depression, violence, and behavior issues. While mental health treatment facilities often provide resources such as continuing education, General Education Development, vocational training, and talk therapy services (Florida Department of Juvenile Justice, 2019), Equine-FacilitatedPsychotherapy (EFP) is a relatively unexplored intervention for this population. The increasing need for innovative mental health services tailored to specific client populations has inspired collaborations among community professionals seeking to deliver high-impact interventions. One such community effort was developed through the joining of three community partners: Stable Place, a non-profit EFP organization; the Department of Family Therapy at Nova Southeastern University; and The Quell Foundation. They came together to fund, staff, and collaborate with the Florida Department of Juvenile Justice to provide EFP services to the incarceratedyoung male clients at the Pompano Youth Treatment Center. Funding for this project allowed participants to attend up to 12 EFP sessions and participate in voluntary post-treatment interviews. The study explored the participants’ experiences with EFP using Interpretative Phenomenological Analysis (IPA) along with anautoethnographic account of my experience as a clinician which allowed for a more complex understanding of the process and offered a rich and multifaceted view of this experiential approach to treatment

Awakenings: An Equine Assisted Learning Research Project

Objective. The purpose of this pilot study was to determine if and how the Awakenings Equine Assisted Learning program was effective at improving the professionalism, confidence, communication skills and adaptability of students preparing for careers as Anesthesiologist Assistants. Background. Equine Assisted Learning (EAL) is a rapidly growing experiential model that utilizes horses to enhance participants\u27 awareness of their own non-verbal language, communication styles, projection of self-confidence and competence, and problem-solving abilities (Chandler, 2012; Green, 2012, 2013; Kane, 2012; Trotter, 2012). Methods. As a part of their regular educational and clinical rotations, first year students in the Anesthesiologist Assistant (AA) program participated in a 6- week training that included weekly, 2 -hour Equine Assisted Learning (EAL) sessions. Each session, the AA students participated in a 2- hour experiential equine assisted activity, specifically designed to address a certain target area necessary for their development as professionals in this field. The participants completed a pre and post assessment with 93 items that measured development as they relate to the EAL sessions. Results. The data was analyzed using t-tests, exploratory factor analysis, and qualitative self-reports. Confidence, empathy, awareness, and communication were the most significant factors. Conclusion. The qualitative data reinforced the quantitative findings that showed significant improvement in the objective factors as a result of the EAL sessions

Growth and Mycotoxin Production by Chaetomium globosum Is Favored in a Neutral pH

Chaetomium globosum is frequently isolated in water-damaged buildings and produces two mycotoxins called chaetoglobosins A and C when cultured on building material. In this study, the influence of ambient pH on the growth of C. globosum was examined on an artificial medium. This fungus was capable of growth on potato dextrose agar ranging in pH from 4.3 to 9.4 with optimal growth and chaetoglobosin C production occurring at a neutral pH. In addition, our results show that sporulation is favored in an acidic environment

Awakenings: An Equine Assisted Learning Research Project

Objective. The purpose of this pilot study was to determine if and how the Awakenings Equine Assisted Learning program was effective at improving the professionalism, confidence, communication skills and adaptability of students preparing for careers as Anesthesiologist Assistants. Background. Equine Assisted Learning (EAL) is a rapidly growing experiential model that utilizes horses to enhance participants\u27 awareness of their own non­verbal language, communication styles, projection of self-confidence and competence, and problem-solving abilities (Chandler, 2012; Green, 2012, 2013; Kane, 2012; Trotter, 2012). Methods. As a part of their regular educational and clinical rotations, first year students in the Anesthesiologist Assistant (AA) program participated in a 6­ week training that included weekly, 2 ­hour Equine Assisted Learning (EAL) sessions. Each session, the AA students participated in a 2­ hour experiential equine assisted activity, specifically designed to address a certain target area necessary for their development as professionals in this field. The participants completed a pre and post assessment with 93 items that measured development as they relate to the EAL sessions. Results. The data was analyzed using t-tests, exploratory factor analysis, and qualitative self-reports. Confidence, empathy, awareness, and communication were the most significant factors. Conclusion. The qualitative data reinforced the quantitative findings that showed significant improvement in the objective factors as a result of the EAL sessions