As Equine Program Director at Sorenson’s Ranch School I observe the changes that take place in the students from the time they begin the Equine Program until they complete it. It is a remarkable change. The following is written from the point of view of the new Equine student:
When I arrived, my direction was unclear. My past, my present, and my future were like a twirling cloud of dust. Confused, scared, lost, mad, angry, and out-of-control, a young life not knowing which way to go.
Half a ton of muscle, guts, bone, hair, and flesh, how was this beast, foreign to my world, going to be any use to me? Yes, this creature was beautiful, powerful, and enchanting, but what does it have to do with me? When I was introduced to dusty saddles, smelly blankets, confusing halters with lead rope, headstalls with bits, reins, chin straps, throat latches, cheek pieces, and browbands, I was so bewildered. Too many parts, too many names, too much work. Why should I even try? Yet, something new and strange was calling me towards the muddy, pungent corrals. Was it because I wanted to be outside in the cold wind, rain, hail, and snow? Don’t know why, but I started going to the barn.
Horses! Who needs them? They’re scary! They stink! They’re dirty! They step on your feet! They’re a responsibility! They poop a lot! They’re frustrating! They pass wind all the time! They’re stupid… …they’re fun, challenging, calming, soft, stimulating, beautiful, powerful, fast, strong, alive, real, aromatic, tranquil, exciting, and most of all, they’re amazing. Oops, was that my outside voice? Shhh, don’t tell anyone. I think horses are teaching me something about me.
Positive energy, stirrup, cannon, soft hands, breast collar, stifle, toe up and heel down, cinch, pole, pressure in the stirrup, offside billet, withers, sit up straight, tender loin, body language, shirt, frog, projecting direction, hats, cowboy boots, spurs, long-sleeve shirts (even in the summer), sometimes I think these people speak a different language and are truly from a different planet. How can this be fun? What if I fall? Other kids will make fun of me. Yuck, that green stuff is on my shoes again!
I’ve gone from fighting to controlling, from no whoa to WHOA, from a walk to a trot to a canter, from a saddle to no saddle, from a small pen to a big pen and back again. Watch out world! I’m ready. I’m not scared. If I can be as one with a thousand pound animal, I can handle life’s challenges with the same control.
My reins are split. I’m not afraid. If I drop a rein, I can still control my life with one until I get hold of both once again. You may not see my reins move, but I am in control of my destiny. I steer towards the unknown with confidence and direction. The dust has begun to settle. The trails I‘ve learned to ride take me from my past towards my future. I hold my reins.
Showing posts with label equine therapy. Show all posts
Showing posts with label equine therapy. Show all posts
Friday, July 8, 2011
Thursday, August 19, 2010
Changing Negative Thought Patterns
Sorenson’s Ranch School helps troubled teens learn how to change negative thought patterns. We all have that little voice inside our heads that attempts to hold us back through the use of self-despairing statements. Whether the statements are about our looks, abilities, or the core of who we are, these statements become part of who we are and keeps us from becoming who we can be. These negative self-talk statements are worse for people who have depression and for those with low self-esteem, because these statements keep the person trapped and do not allow them to move forward easily.
Replacing negative thought patterns is addressed through the use of the DBT (Dialectical Behavior Therapy) and in individual therapy. The Sorenson’s Ranch School DBT group addresses identifying negative thought patterns by introducing the idea of cognitive myths and teaching the students to challenge these myths that they say to themselves. An example of a myth that students learn to challenge is: “It will kill me if he does not talk to me.” A possible challenge is: “I won’t like it, but I will move on if he does not talk to me.” Other myths include, “It does not matter; I don’t really care.” This one is generally used to avoid sharing feelings and managing emotions. Many students challenge this one with “I really do care and this is why.” Students are then taught to identify their own myths and challenge these and use these challenges every time that myth comes to mind. They practice replacing that thought with the challenge.
The next step in the Sorenson’s Ranch School DBT group is to learn about cheerleading statements. Students are taught to make their own cheerleading statements to give themselves encouragement and to empower themselves. These statements are particularly helpful for overcoming fears and helping the student to feel better about their self and to build upon their strengths.
Learning to change negative thought patterns is a very powerful tool in learning to feel better about oneself and in turn change behaviors. Remember our thoughts are directly related to our behaviors.
Replacing negative thought patterns is addressed through the use of the DBT (Dialectical Behavior Therapy) and in individual therapy. The Sorenson’s Ranch School DBT group addresses identifying negative thought patterns by introducing the idea of cognitive myths and teaching the students to challenge these myths that they say to themselves. An example of a myth that students learn to challenge is: “It will kill me if he does not talk to me.” A possible challenge is: “I won’t like it, but I will move on if he does not talk to me.” Other myths include, “It does not matter; I don’t really care.” This one is generally used to avoid sharing feelings and managing emotions. Many students challenge this one with “I really do care and this is why.” Students are then taught to identify their own myths and challenge these and use these challenges every time that myth comes to mind. They practice replacing that thought with the challenge.
The next step in the Sorenson’s Ranch School DBT group is to learn about cheerleading statements. Students are taught to make their own cheerleading statements to give themselves encouragement and to empower themselves. These statements are particularly helpful for overcoming fears and helping the student to feel better about their self and to build upon their strengths.
Learning to change negative thought patterns is a very powerful tool in learning to feel better about oneself and in turn change behaviors. Remember our thoughts are directly related to our behaviors.
Wednesday, August 4, 2010
Anger and Therapy
At Sorenson’s Ranch School we are finishing up another 10 week course of our anger management course. Do you have angry teenagers? Here at Sorenson’s Ranch we seem to have a lot of angry teens. Why are they angry? What is anger? Our goal is for our students to understand that anger is a normal feeling or emotion, to teach them that anger is often confused with aggression, and to help students identify when anger becomes a problem.
Students work as a group in workbook. We teach that conflict has three steps that we call the ABC’s of anger. People that express their anger inappropriately have “apparent” payoffs, but long-term negative consequences outweigh the short term gains. We discuss how anger can become a habit. We also teach the correct way to make a complaint, which is our first skill-streaming skill. Students are encouraged to use the skill during the week. Students are provided a forum where they identify and share with each other their own triggers. This helps them to begin to realize that they are responsible for how they respond to different situations.
Teens at Sorenson’s Ranch School are also taught how to recognize and listen to their own warning signs that they are becoming angry. They are encouraged to listen to their own warning signs and to become more aware of what other people might be feeling. Teens are learning to express anger through appropriate verbalization and healthy physical outlets. Our goal for the teens who attend Sorenson’s Ranch School is to understand and apply the basic concepts of anger management that have been presented in the group.
Session 2
OBJECTIVE: To identify general events, and red-flag events and situations that trigger anger for each individual student. To become aware of external triggers as well as internal triggers.
INTERVENTION: Students were provided a forum where they identified and shared with each other their own triggers. Helping them to begin to realize that they are responsible for how they respond to different situations. Also discussed how to recognize and listen to their own warning signs that they are becoming angry. Teaching the steps to understand the feelings of others. Which is the 2nd skill-streaming skill. They were encourage to listen to their own warning signs and to become more aware of what other people might be feeling this week.
Session 3
OBJECTIVE: To identify anger warning signs (cues) so that the students can start to make use of anger reduction techniques and increase self control and personal power when they notice that they are getting angry.
INTERVENTION: Learning to express anger through appropriate verbalization and healthy physical outlets.
Session 4
OBJECTIVE: For students to know reminders (self-instructional statements) that can be used to help increase success in pressure situations of all types. Also to learn skills that will help them deal with someone else’s anger and to learn relaxation through breathing.
INTERVENTION: Studying a list of reminders and encouraging the students to come up with their own personal reminders that would be effective in helping them to stay calm. Discussing different techniques that can be used in dealing with someone else’s anger and teaching them how to breathe in order to relax.
Session 5
OBJECTIVE: To understand that when someone violates your rights the best way to deal with that person is to be assertive, not aggressive or passive.
INTERVENTION: To read about the differences between being assertive, aggressive, or passive and fill out a worksheet. To read about and discuss the Conflict Resolution Model, which is one method of acting assertively.
Session 6
OBJECTIVE: For students to understand that self-evaluation is a way for them to (A) judge for themselves how well they have handled a conflict, (B) reward themselves for handling it well, or (C) help themselves find out how they could have handled it better.
INTERVENTION: Reading and explaining self-evaluation and filling out a worksheet. Discussing different aspects of self-evaluation and asking students to give some examples of how they can use it in their lives.
Session 7
OBJECTIVE: For students to understand and apply the basic concepts of anger management that have been presented in the group.
INTERVENTION: The basic concepts of anger management were reviewed and summarized. Students were able to ask questions concerning what we have learned so far.
Session 8
OBJECTIVE: For students to learn how anger and other emotions are expressed in their family and analyze how past family interactions affect current thoughts, feelings, and behavior.
INTERVENTION: Students filled out a worksheet asking them different questions such as: Describe your family? How was anger expressed in your family? How did each member of your family express anger? Where you ever threatened with physical violence? Was your father or mother abusive to you or each other? How were other emotions expressed? How were you disciplined? What role did you take in your family?
Students also drew a picture expressing how anger is shown in their family.
OBJECTIVE: Continued for students to learn how anger and other emotions are expressed in their family and analyze how past family interactions affect current thoughts, feelings, and behavior.
INTERVENTION: Students filled out a worksheet asking them different questions such as: Describe your family? How was anger expressed in your family? How did each member of your family express anger? Where you ever threatened with physical violence? Was your father or mother abusive to you or each other? How were other emotions expressed? How were you disciplined? And what role did you take in your family? Students also drew a picture expressing how anger is shown in their family.
They shared with the group and talked about seeing the cycle and unless they change could continue into their own families.
Session 9
OBJECTIVE: For students to understand that anger is a normal emotion and needs to be handled in appropriate ways. Mishandled anger includes: Displacement, Passive Aggressive, Suppression, Denial, and Repression. People with chronic anger are mad most of the time and are extremely unhappy. Violence is not a solution, it only compounds the problem. Ways of managing anger includes: Expressing your feelings, Cooling down, and Being constructive. Attack the problem, not the person. When you can acknowledge your anger without resorting to destructive or aggressive behavior, you can turn your anger into a positive experience that makes life better for others and yourself.
INTERVENTION: We watched anger management video. Students were able to identify the different types of behavior they use in expressing their anger.
Session 10
OBJECTIVE: To be able to recognize what we do or say that makes other people angry and try to change these problematic behaviors that could lead to conflicts.
INTERVENTION: Students shared three ways that they anger others and we discussed how they could change these behaviors.
Session 11
OBJECTIVE: For students to understand and remember all that we have learned in group and prepare for the test next week.
INTERVENTION: We reviewed all the basic concepts of anger management that have been presented in the group.
Session 12
OBJECTIVE: For students to remember everything they have learned in-group and be able to apply it in their own lives.
INTERVENTION: Students took a final test for the group. If they don’t pass the test, they may have to repeat the group.
Special Group
Students work as a group in workbook. We teach that conflict has three steps that we call the ABC’s of anger. People that express their anger inappropriately have “apparent” payoffs, but long-term negative consequences outweigh the short term gains. We discuss how anger can become a habit. We also teach the correct way to make a complaint, which is our first skill-streaming skill. Students are encouraged to use the skill during the week. Students are provided a forum where they identify and share with each other their own triggers. This helps them to begin to realize that they are responsible for how they respond to different situations.
Teens at Sorenson’s Ranch School are also taught how to recognize and listen to their own warning signs that they are becoming angry. They are encouraged to listen to their own warning signs and to become more aware of what other people might be feeling. Teens are learning to express anger through appropriate verbalization and healthy physical outlets. Our goal for the teens who attend Sorenson’s Ranch School is to understand and apply the basic concepts of anger management that have been presented in the group.
Session 2
OBJECTIVE: To identify general events, and red-flag events and situations that trigger anger for each individual student. To become aware of external triggers as well as internal triggers.
INTERVENTION: Students were provided a forum where they identified and shared with each other their own triggers. Helping them to begin to realize that they are responsible for how they respond to different situations. Also discussed how to recognize and listen to their own warning signs that they are becoming angry. Teaching the steps to understand the feelings of others. Which is the 2nd skill-streaming skill. They were encourage to listen to their own warning signs and to become more aware of what other people might be feeling this week.
Session 3
OBJECTIVE: To identify anger warning signs (cues) so that the students can start to make use of anger reduction techniques and increase self control and personal power when they notice that they are getting angry.
INTERVENTION: Learning to express anger through appropriate verbalization and healthy physical outlets.
Session 4
OBJECTIVE: For students to know reminders (self-instructional statements) that can be used to help increase success in pressure situations of all types. Also to learn skills that will help them deal with someone else’s anger and to learn relaxation through breathing.
INTERVENTION: Studying a list of reminders and encouraging the students to come up with their own personal reminders that would be effective in helping them to stay calm. Discussing different techniques that can be used in dealing with someone else’s anger and teaching them how to breathe in order to relax.
Session 5
OBJECTIVE: To understand that when someone violates your rights the best way to deal with that person is to be assertive, not aggressive or passive.
INTERVENTION: To read about the differences between being assertive, aggressive, or passive and fill out a worksheet. To read about and discuss the Conflict Resolution Model, which is one method of acting assertively.
Session 6
OBJECTIVE: For students to understand that self-evaluation is a way for them to (A) judge for themselves how well they have handled a conflict, (B) reward themselves for handling it well, or (C) help themselves find out how they could have handled it better.
INTERVENTION: Reading and explaining self-evaluation and filling out a worksheet. Discussing different aspects of self-evaluation and asking students to give some examples of how they can use it in their lives.
Session 7
OBJECTIVE: For students to understand and apply the basic concepts of anger management that have been presented in the group.
INTERVENTION: The basic concepts of anger management were reviewed and summarized. Students were able to ask questions concerning what we have learned so far.
Session 8
OBJECTIVE: For students to learn how anger and other emotions are expressed in their family and analyze how past family interactions affect current thoughts, feelings, and behavior.
INTERVENTION: Students filled out a worksheet asking them different questions such as: Describe your family? How was anger expressed in your family? How did each member of your family express anger? Where you ever threatened with physical violence? Was your father or mother abusive to you or each other? How were other emotions expressed? How were you disciplined? What role did you take in your family?
Students also drew a picture expressing how anger is shown in their family.
OBJECTIVE: Continued for students to learn how anger and other emotions are expressed in their family and analyze how past family interactions affect current thoughts, feelings, and behavior.
INTERVENTION: Students filled out a worksheet asking them different questions such as: Describe your family? How was anger expressed in your family? How did each member of your family express anger? Where you ever threatened with physical violence? Was your father or mother abusive to you or each other? How were other emotions expressed? How were you disciplined? And what role did you take in your family? Students also drew a picture expressing how anger is shown in their family.
They shared with the group and talked about seeing the cycle and unless they change could continue into their own families.
Session 9
OBJECTIVE: For students to understand that anger is a normal emotion and needs to be handled in appropriate ways. Mishandled anger includes: Displacement, Passive Aggressive, Suppression, Denial, and Repression. People with chronic anger are mad most of the time and are extremely unhappy. Violence is not a solution, it only compounds the problem. Ways of managing anger includes: Expressing your feelings, Cooling down, and Being constructive. Attack the problem, not the person. When you can acknowledge your anger without resorting to destructive or aggressive behavior, you can turn your anger into a positive experience that makes life better for others and yourself.
INTERVENTION: We watched anger management video. Students were able to identify the different types of behavior they use in expressing their anger.
Session 10
OBJECTIVE: To be able to recognize what we do or say that makes other people angry and try to change these problematic behaviors that could lead to conflicts.
INTERVENTION: Students shared three ways that they anger others and we discussed how they could change these behaviors.
Session 11
OBJECTIVE: For students to understand and remember all that we have learned in group and prepare for the test next week.
INTERVENTION: We reviewed all the basic concepts of anger management that have been presented in the group.
Session 12
OBJECTIVE: For students to remember everything they have learned in-group and be able to apply it in their own lives.
INTERVENTION: Students took a final test for the group. If they don’t pass the test, they may have to repeat the group.
Special Group
Friday, July 23, 2010
THERAPY DEPARTMENT HOSTS OUTDOOR CHALLENGE DAY
The Sorenson’s Ranch School Therapy Department held another fun day of outdoor challenge activities to assist students with creative problem-solving and teambuilding. In June the Therapy Department facilitated a low ropes course day for our adolescent students and it was a big success. In the second week of July, we did another challenge day for the girls, as well as a day for the boys with all new challenges. The students moved in small teams of approximately eight to ten students from one activity to the next. All challenge activities were facilitated by a therapist or group leader. The students had a lot of fun with these challenges and tended to get very involved in solving or completing them. After the completion of each challenge, the leader facilitated a discussion to assist the teens in relating their approach in the challenge to broader issues in their lives either here at Sorenson’s Ranch or back at home. Students related the challenges to a variety of challenges in life that teens have to deal with such as staying clean and sober, working through their treatment program successfully, getting along with and supporting their peers, improving their relationship with their parents, meeting their academic goals, making positive plans for the future, etc.
The Sorenson’s Ranch School therapy challenge day was set in a picturesque mountain setting approximately seven miles from campus up a wooded canyon. A beautiful stream lined one edge of the site where the event took place. The students made their lunch up in the mountains in a picnic area near the stream. We also made homemade ice cream, which everyone enjoyed. There was a little bit of free time at the end to enjoy the creek. It was a hot day and students enjoyed cooling off in the stream, as well as playing tug of war across the stream.
Thursday, May 20, 2010
A horse, a horse! My kingdom for a horse!
The Berkshire Juvenile Court in Massachusetts has found an imaginative way of dealing with troubled teens that have had some minor run-ins with the law. Instead of sentencing these teens to highway cleanup for their minor offenses, the Court sentences them to participate in a 10-week performance program with the Shakespeare and Company. The program is called the Shakespeare in the Courts Project.
This innovative program forces troubled teens to step outside of themselves and learn skills the heretofore would never have considered. The goals of the program are to encourage group participation, develop listening skills, self-esteem, responsibility and commitment for a project, leadership skills and to foster a sense of accomplishment.
These are some of the same goals we hope to accomplish with our teens here at Sorenson’s Ranch School, but instead of learning to perform Shakespeare, they learn horsemanship skills in order to perform and compete in local 4-H competitions. The 4-H program encourages group participation as they learn together the ins and outs of how to care for livestock, how to ride a horse, and how to compete in local county fairs. Learning to ride a horse with a group of other riders develops listening skills as they have to pay close attention to what those around them are doing and saying as they train their animals. Winning awards in the 4-H competitions builds self-esteem and gives participants a sense of accomplishment.
Many of Sorenson’s Ranch School’s troubled teens have come from urban areas where they have never been near a horse or seen a buffalo. They have no concept of how food is grown or what it takes to manage a herd of cattle. It is their first experience in the processes of growing hay, from daily having to move large sprinkler lines to helping load the bales of hay onto the flatbed trucks.
Our country is faced with many troubling complex issues today, not the least of which is our youth, and with so many teenagers having difficulties Sorenson’s Ranch School commends programs like the Shakespeare in the Courts Project. Many families are in crises these days, and parents need all the help they can get. We at Sorenson’s Ranch School strive with great diligence to change the lives of those troubled teens in our care in order to give them a brighter future. So that one day they may “Be not afraid of greatness.”
This innovative program forces troubled teens to step outside of themselves and learn skills the heretofore would never have considered. The goals of the program are to encourage group participation, develop listening skills, self-esteem, responsibility and commitment for a project, leadership skills and to foster a sense of accomplishment.
These are some of the same goals we hope to accomplish with our teens here at Sorenson’s Ranch School, but instead of learning to perform Shakespeare, they learn horsemanship skills in order to perform and compete in local 4-H competitions. The 4-H program encourages group participation as they learn together the ins and outs of how to care for livestock, how to ride a horse, and how to compete in local county fairs. Learning to ride a horse with a group of other riders develops listening skills as they have to pay close attention to what those around them are doing and saying as they train their animals. Winning awards in the 4-H competitions builds self-esteem and gives participants a sense of accomplishment.
Many of Sorenson’s Ranch School’s troubled teens have come from urban areas where they have never been near a horse or seen a buffalo. They have no concept of how food is grown or what it takes to manage a herd of cattle. It is their first experience in the processes of growing hay, from daily having to move large sprinkler lines to helping load the bales of hay onto the flatbed trucks.
Our country is faced with many troubling complex issues today, not the least of which is our youth, and with so many teenagers having difficulties Sorenson’s Ranch School commends programs like the Shakespeare in the Courts Project. Many families are in crises these days, and parents need all the help they can get. We at Sorenson’s Ranch School strive with great diligence to change the lives of those troubled teens in our care in order to give them a brighter future. So that one day they may “Be not afraid of greatness.”
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