Enseñar a Hablar en Público y a Escribir: La Retórica en la Enseñanza de

Given the aid it can offer to humans, animal-assisted therapy (AAT) has gained increasing recognition over the past 50 years (Dell et al., 2011). Kohanov (2001, p. xii) describes the effect animals can have on people as "life-changing". Mental health professionals such as psychologists, counsellors and social workers now often work in collaboration with animals to expedite their clients' recovery and enhance their well-being (Chandler et al., 2010).

This treatment modality promotes constructive human-animal interaction, drawing on the significant qualities that animals, including dogs, cats and horses, bring to the learning or therapy space (Chandler, 2005). Bronkhorst (2006, p. 10) refers to the Delta Society's definition of animal-assisted therapy, "the utilisation of animals in counselling, which assists in fostering the accomplishment of psychosocial goals via the inherent bond between animals and humans." Further information on the human-animal bond or connection is given below.

2.8.2 Animal-human connection

Since ancient times, the bond between animals and humans has been recognized and documented in prose, poetry, and philosophical writings (Chardonnens, 2009; Fine et al., 2011; Gracia, 2010). According to Hall (2005), from the Greek and Roman civilisations through the Middle Ages, people celebrated the value of these creatures and the relationship they had with man in pictures, stories, theatre and dance.

These human-animal bonds continued to be celebrated during the seventeenth and eighteenth centuries and into the twentieth century. Novels such as Black Beauty by Anna Sewell (1877) and Lassie Come Home by Eric Knight (1943) are well-known examples. For Kohanov (2001) and Trotter (2012), the connection between people and animals cannot be rationally explained.

Sigmund Freud, considered by many to be the first to incorporate the assistance of dogs in psychotherapy, strongly advocated this idea and practiced mental health treatments accordingly. He believed that by relating to animals, humans "once again become part of nature and thereby heal many of the rifts in our soul" (Bronkhorst, 2006, p. 5). Ultimately, Freud's legacy of bringing the relationship between a client and canines into therapy sessions developed into a new form of psychotherapy, animal-assisted therapy (AAT) (Wilkes, 2009).

In the mid twentieth century, the psychologist Boris Levinson recognized the advantages of including animals in counselling sessions (Parshall, 2003). Treating an aloof and uncommunicative child, he was pleased to find the child speaking and interacting with his dog, Jingles. Levinson was the first professional to frame animal-assisted therapy as a "self-conscious diagnostic and therapeutic technique," developing the animal-assisted work pioneered by Freud into an adjunctive form of therapy (Wilkes, 2009, p. 33). In his book, Pet-Orientated Child Psychotherapy, Levinson showed that using pets in counselling could accelerate the establishment of rapport as well as increase the motivation of individuals in residential care (Risley-Curtiss, 2010).

Inmates from children's homes and other residential institutions often have histories of rejection, abuse and neglect, coupled with scant experience of being loved, respected or valued (Schurink & Mathye, 1993). Exposing them to pets during counselling may strengthen their ability to demonstrate love towards another being, despite not having been loved themselves (Bronkhorst, 2006). Bronkhorst (2006) and Fine et al. (2011) agree that animals can take on various roles in the lives of AIRC who have undergone difficult and traumatic experiences. Such roles may include those of "surrogate siblings, confidants, social supports, emotional buffers, and even teachers."

Risley-Curtiss (2010) suggests that the link between adolescents and animals mimics important bonds these individuals may have known during childhood and can be as deeply affecting in nature. Fine et al. (2011) support this and mention that companion animals accept them with unconditional love, supporting them while they work though challenging issues.

Additional benefits of such an animal-human bond include promoting the individual's willingness to take part in counselling sessions while creating a sense of calmness and safety (Chandler, 2005; Morrison, 2007; Chandler et al., 2010; Trotter, 2012). Animals are not biased towards biological or cultural characteristics and demonstrate unconditional acceptance towards all persons, making this modality appropriate for use in different mental health or educational

settings (Fine et al., 2011). Chandler (2005) underscores this, noting that interventions of this nature are used today across a wide variety of settings, from residential programmes and private mental health practices to hospitals and prisons. Animals can thus significantly advance the quality of life for people in a broad range of contexts (Hall, 2005).

However, the soundness of animal-assisted interventions has been questioned, as scientific research has not yet firmly established this therapy modality (Wilkes, 2009, p. 34). Moreover, being an adjunct therapy, it is not applicable or suitable for all individuals and families.

Research on the human-animal bond by Morrison (2007) and Risley-Curtiss (2010, p. 42) found that the main reasons why social workers chose not to consider the use of animals in therapy were "client allergies, client's fear of animals, fear of liability, lack of training", and that it was not supported by the mental health organizations for whom they worked. Careful review of the needs and treatment preferences of the adolescent should therefore be done before any form of animal-assisted counselling is considered (Chandler, 2005; Irving, 2013).

Morrison (2007) argues that supervision during sessions is of the utmost importance in ensuring the safety of both the adolescent and the animal. Supplementary factors, such as the adolescent's background and cultural perceptions of the use of animals in therapy, should also be considered. Dell et al. (2011) confirm that animals have the capacity to help people find a purpose in life and to develop into fulfilled human beings. An exploration of how horses fulfil this role is presented in the following section.