Mecanismos para crear la ilusión de realismo

In residential care, learning, development and overall experience of life occur primarily in one setting (Levin & Haines, 2007). Limitations of resources, coupled with exposure to a variety of stimulating experiences, make the attainment of knowledge, skills and attitudes challenging. Results from the investigation suggest that the participants faced challenges with gaining knowledge, strengthening their life skills, and constructing life goals or future ideals.

 Knowledge

One of the participants developed an understanding of horses' sleeping habits, while others became aware of the way horses were cared for, as well as how they expressed their feelings.

"Ek het nooit geweet 'n mens kan 'n perd borsel nie … en ek het altyd gedink perde is altyd onbeskof … ek dink nou ek hou van perde. Perde, perde is nou nie so onbeskof nie … perde is eintlik nie onbeskof nie …" ["I never knew that you can brush a horse … and I always thought that horses are always angry … I think now I like horses, horses are not so angry … horses are actually not angry …"] (Jaydene).

According to Trotter (2012, p. 6), the "interaction with animals teaches in a concrete experiential manner the needs of the animal," enhancing learning experiences and making the individual more aware of the needs of others. As noted in Chapter two, Section 2.5.4.2, the

cognitive development of at-risk individuals is often restricted due to the traumas they have faced in their lives. Concrete, hands-on learning is most effective in promoting the learning potential of such adolescents in residential care.

Several of the participants referred to the similarities between human and equine behaviour, feelings and attitudes, as noted in Chapter two, Section 2.9.1. They described the horses as being scared or angry, but also naturally good and needing to be loved.

"Die perd is baie goed net soos die mens …" [Geskryf op plakkaat] ["The horse is very good, just like a human …"] [written on a poster] (Kim).

Nussen (2010, p. 49) argues that horses and humans share similar characteristics, and this enables horses to become teachers of "self-awareness, honest communication, trust, healthy boundaries, leadership, patience, assertiveness, play, affection, nurturance and more." Vygotsky (1978, cited in Trotter, 2012) believed that learning is optimized when it occurs in meaningful relationships. As noted in Chapter four, Section 4.3.2, each participant seemed to establish a sound relationship with at least one horse, encouraging the development of the above knowledge and skills. In addition, the participants said that acquiring skills relating to problem solving, observation and awareness of consequences was also part of the programme.

 Life skills

Burgon (2011) describes the various challenges which individuals face when they engage with horse during an EAL programme. Apart from using concentration, boldness and leadership to gain the horse's trust and collaboration, they were also required to solve problems relating to human interactions. As previously noted, they encountered difficulties with working together in a group. Jaydene recalled her experience of this, as well as how she went about solving the problem:

"Miskien hulle [deelnemers] twee stry … dan sȇ ek sommer … nou gaan ek die perd vat en dan vat sy die perd …" ["Maybe the two of them [participants] argue … then I just say … now I'm going to take the horse, and then she takes the horse …"] (Jaydene). For those adolescents who tend to risk-taking behaviour, interventions which focus on generating alternate solutions to difficulties are most effective, as noted by Sharp and Dellis (2011). Since Jaydene was one of the less vocal or spontaneous members of the group, her demonstration of assertiveness was evidence of her personal development. As noted in Chapter

two, Section 2.7.1, the more adolescents can strengthen their life skills, the more the impact of risk factors will be reduced (Russell-Martin, 2006).

The participants recorded their observations of the horses during the intervention. They were impressed by their strength and size, but also wondered whether a mare was pregnant due to the size of her stomach:

"Hulle is so swaar en sterk perde en hulle is baie sterk en elkeen het sy bene en dan voel ek so sy bene en dis net sterk …" ["They are so heavy and strong, and they are very strong and each one has his legs, and then I feel his legs like this, and it's just strong …] (Superboy).

"Ek het nie geweet 'n perd se maag is so groot nie …verwag die perd want dit is 'n meisie?" ["I didn't know a horse's tummy is so big … is the horse pregnant, because it's a girl?"]

As noted in Chapter two, Section 2.5.4.2, people are often intimidated by the size and power of horses, helping them to develop respect for the animals (Kohanov, 2001). As they become curious about the horses' behaviour, their observation and questioning skills are strengthened. The participants in this study also became aware of the boundaries which horses can establish during interactions:

"En die perde wou toe skop as ons vinnig naby kom …" ["The horses wanted to kick if we came close too quickly …"] (Jaydene).

Through these experiences, the adolescents became more aware of aspects such as limit setting, decision making, and the consequences of their choices. According to Trotter (2012), people become aware of the parameters present when engaging with horses, and consequently learn to extend these to other individuals with whom they have a relationship. My research findings suggested that the adolescents became cognizant of future possibilities which involved possible continued interaction with horses. A discussion on this will now be presented.

 Future possibilities

Burgon (2011) stresses the importance of new experiences as part of adolescents' learning and development in life. Finley (2008) concurs, adding that adolescents who find themselves in residential care often have limited opportunities to engage in new experiences due to inadequate

resources. Involvement in novel activities may help them to develop positive opportunities in the future. Several participants voiced their future goals after taking part in the programme and interacting with horses:

"Ek wil ook eendag op 'n perd ook klim en saam met hom ry …" ["I also one day want to get on to a horse and ride with him …"] (Superboy).

"… as ek eendag huistoe gaan en dan dan gaan ek my perd ook so maak … hul [perde] gewoond te maak aan die kinders en so, hy moet nie vir hulle skop nie … en vir hulle wys [leer] om mooi met hom [perd] te werk …" ["… if I go home one day and then I will also make my horse like this … to make them [horses] used to adolescents and so on, he mustn't kick them … and show[teach] them how to work with him [the horse] …"] (Kim).

Horses can help people to overcome gaps in learning, as interacting with them heightens the senses, and stimulates the brain to integrate and process information more readily (Stanton et al., 2010). Trotter (2012, p. 7) supports this notion, suggesting that animal-assisted interventions are opportunities for individuals to promote "healing, learning, stimulation, curiosity and attachments."

In the light of these results, a summary and the conclusions drawn from the findings of this research investigation are given below.