Learning and Growth Processes Facilitated in 9 to 12 Year Olds Challenged with ADHD Enrolled on a Therapeutic Horseback Riding Programme

This study investigated the outcomes and practice of Therapeutic Horseback Riding (THR) for children aged 9 to 12 diagnosed with Attention Deficit with Hyperactivity Disorder (ADHD). The study was carried out in order to gain new insights in the learning and growth processes facilitated by Therapeutic Horseback Riding (THR) and to improve practice. Two learning and growth processes were identified and investigated: establishing a therapeutic vision and infusing it into the therapeutic plan and facilitating the transfer of newly learned or improved skills and learning strategies from the riding learning environment to parallel learning environments such as the client’s school and home. The research also explored ways to amplify levels of skill acquired during THR sessions and to support the transformation process experienced by THR clients. A pilot exploratory survey was conducted among THR practitioners and participating parents. In depth interviews and observations were conducted. A multiple case study paradigm was selected for the purpose of the study. In depth interviews were conducted with children diagnosed with ADHD, parents, an