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Volunteer Handbook
Our Mission:To help humans and horses find the
therapeuticbenefits of horsemanship by providing
therapeutic
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horsemanship lessons and promoting the ethical use of
equines.
Table of ContentsWelcome …………………………………………………………………………………... P. 3 History of True Hope ……………………………………………………………… P. 3
About PATH Intl’ …………………………………………………………………. P. 3About Equine Assisted Activities and Therapies ………………………………….. P. 3-5
Volunteer Opportunities at True Hope …………………………………………………. P. 6Volunteer Proficiency Levels ……………………………………………………………. P. 7Volunteer Policies and Procedures ……………………………………………………… P. 8
Confidentiality Policy ……………………………………………………………… P. 8Discipline on Horses Policy ……………………………………………………….. P. 8Volunteer Guidelines ……………………………………………………………… P. 9
Basic ……………………………………………………………………….. P. 9Physical ……………………………………………………………………. P. 9
Scheduling …………………………………………………………………………. P. 9Arriving at the Activity Site ……………………………………………………….. P. 10Cancelations ……………………………………………………………………….. P. 10Dress Code ………………………………………………………………………… P. 10-11Safety Rules ……………………………………………………………………….. P. 11Interacting with Riders …………………………………………………………….. P. 11Volunteer Appreciation ............................................................................................. P. 12Dismissal Policy …………………………………………………………………… P. 12 Grooming …………………………………………………………………………... P. 13-14Entering the Arena …………………………………………………………………. P. 14Safety Check ……………………………………………………………………….. P. 14Mounting …………………………………………………………………………… P. 14Dismounting ……………………………………………………………………….. P. 15Lesson Volunteer’s Duties ………………………………………………………… P. 15-17
Side Walker ………………………………………………………………... P. 15-16Leader ……………………………………………………………………… P. 16-17
End of the Lesson ………………………………………………………………….. P. 17Emergency Procedures and Information ……………………………………………….. P. 17
Emergency Dismount ……………………………………………………………… P. 17Safety Hold ………………………………………………………………………… P. 18Falls ………………………………………………………………………………... P. 18Loose Horses ………………………………………………………………………. P. 19Fire …………………………………………………………………………………. P. 19Severe Weather …………………………………………………………………….. P. 19Seizures …………………………………………………………………………….. P. 20
Other Information ………………………………………………………………………… P. 20-38Helpful Terminology ………………………………………………………………. P. 20
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Understand Horse Behavior ……………………………………………………….. P. 20-22Parts of the Horse ………………………………………………………………….. P. 23Types of Saddles …………………………………………………………………… P. 24Parts of Bridle and Bridle Types …………………………………………………… P. 25Equine Body Language …………………………………………………………….. P. 26-27
Ears …………………………………………………………………………. P. 26Tails ………………………………………………………………………… P. 27
True Hope Term Examples ………………………………………………………… P. 28Horse Vision ………………………………………………………………………... P. 29Disability Overview ………………………………………………………………… P. 29-31
Welcome to True Hope!Thank you for becoming a part of our volunteer team at True Hope Therapeutic Horsemanship! Our riders wouldn’t be able to ride without the assistance of a leader and/or a side walker. Some riders need as many as three volunteers all working together with the instructor. Volunteers also play a crucial role in advocating for our program. We recognize that your time is valuable, and we appreciate your willingness to support True Hope. We try to show our gratitude with volunteer appreciation parties or events, and we hope that you will join us for these events!
Please take time to read through this manual. It is designed to be an important part of your volunteer training and contains valuable information about our program. If you have any questions, please let us know. We want you to be comfortable in your role as a volunteer!
If at any time you would like to share feedback about the program, how we could improve, or voice a concern, please feel free to talk with either Kate Thorndike or Becki Marrero. Immediate concerns in a lesson should be brought to the attention of our Instructor, Stephanie Sargent. Your observations are very important; your input will help us succeed in our mission.
Again, welcome to our program and we thank you for joining us!
History of True HopeTrue Hope Therapeutic Horsemanship was created by a group of women who came together with a common goal in mind in January of 2018. All of us have worked with horses at some point in our lives and many of us have volunteered or worked at Miracles in Motion, a therapeutic riding program that closed in September of 2017. We believed creating an environment where our horses are treated well and used ethically would help our horses be therapeutic for our riders. The True Hope Therapeutic Horsemanship mission is to run a therapeutic horsemanship program that helps our participants create and achieve their goals while making sure our program horses are well taken care of. Our goal is to fulfill the need by providing therapeutic horsemanship lessons to participants who are living with one or more of physical, cognitive, emotional, social, or behavioral challenges. We also advocate for the ethical uses of equines, focusing on our lesson horses, with the transparency of our own program.
About PATH Intl’ Professional Association of Therapeutic Horsemanship International
PATH Intl’ is a 501(c)3 nonprofit, founded in 1969 and is dedicated to promoting safety and optimal outcomes in equine assisted activities and therapies for individuals with special needs. PATH Intl’ fosters a safe, professional, ethical and therapeutic equine activities through education, communication, research, and standards. The association ensures its standards are met through an accreditation process for centers and a certification process for instructors.
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PATH Intl’s Instructor Certification program provides criteria for competency and a process to recognize levels of capacity. All the instructors at True Hope are certified by PATH Intl’ or interning under the supervision of a certified instructor according to PATH Intl’ guidelines.
About Equine Assisted Activities and TherapiesTherapeutic riding and hippotherapy use equine-oriented activities for the purpose of contributing positively to the well-being of people with disabilities. The benefits of equine assisted activities are often far-reaching and evident in many areas:
Benefits of Therapeutic RidingPhysicalThe horse’s movement has a dynamic effect on the rider’s body. The horse stimulates the rider’s pelvis and trunk in a manner that closely resembles the normal gait of a human. This can help improve muscle strength, balance, coordination, and flexibility. Benefits can include normalization of tone, postural control, and improved balance and strength.
SensorialInteracting with horses on the ground or in the saddle puts a student in a sensory-rich environment with new sights, smells, sounds and tactile input. The movement of the horse also can help with a variety of sensory integration issues. A smooth-gaited horse with a consistent pace can provide the needed input to help a rider establish rhythm. A horse with a choppy gait or heavy footfalls may be able to provide a rider with stimulation to help organize and integrate sensory input. Movement exploration while on the horse can help improve overall body awareness.
Emotional The connection and interaction between horse and participant can be very rewarding. Horses are sentient beings that can create unique bonds with the people who work with them. The relationship between horse and human can help to develop a sense of empathy. The success of overcoming fear and anxiety can help a rider realize self-worth and increase self-esteem. The ability to achieve a riding skill will also have a positive effect on a rider’s self-perception. The relationships that develop among students, volunteers, horses and staff are all integral to a positive emotional experience.
CognitiveTherapeutic horsemanship has been shown to improve focus, memory, planning, judgement ability, and problem-solving skills. Horses can help provide riders with the motivation to learn new things.
SocialTherapeutic riding provides many opportunities for students to interact with peers, staff, volunteers, and horses. Riding requires a rider to solve problems, stay on task, and follow through with new skills.
The Benefits of Groundwork
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PhysicalGrooming incorporates large muscle groups as well as fine motor skills. The student is constantly stretching, bending, and reaching, which requires balance and coordination. Activities around the barn encourage participants to be physically active and engage in caring for the horses.
SocialStudents have the chance to work together and help each other. They also have the opportunity to develop relationships with the volunteers, instructors and horses they care for.
Sequencing/ResponsibilityGrooming has a specific order to it, which brings routine and sequencing into play. Each rider’s impact on the horse’s health and well-being and brings a sense of responsibility and pride. After a rider has finished grooming their horse, the work is reviewed, which creates a standard the rider should strive to achieve.
Awareness/Focus- Horses talk to us with their body language. Learning to listen to a horse’s body language is primarily keeps us safe around these powerful animals. Riders learn to be focused and present when working with horses.
CalmingHorses respond favorably to a slow, quiet demeanor and a soft voice. As students become calmer and more soothing, they being to notice the positive effect their behavior has on a horse.
Confidence/EmpowermentThe development of the bond between horses and humans helps students with gaining respect, trust and leadership skills. Each success empowers riders and builds self-esteem, which motivates them to try new things and take an active role in their own education.
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Volunteer Opportunities at True Hope Therapeutic HorsemanshipLeader
The leader is in charge of the horse. A leader helps to get the horse ready for the lesson. During a lesson, the leader’s sole responsibility is to maintain control of and provide support for their assigned horse. The leader must be constantly aware of the horse, note any problems, and inform the instructor. As a rider becomes more independent a leader may become a shadow leader and assist the rider in controlling the horse only as needed.
Side walker
Side walkers are focused on the rider and what they are doing. They must stay within reach of the rider and be aware of everything that is going on with the rider while assisting the rider in completing the tasks as directed by the Instructor. A side walker walks along the side of a horse with a rider to support or aide the rider as needed. An active side walker may actively be helping the rider stay on the horse and a shadow side walker may just be providing verbal, visual, or physical prompts to the rider.
Ground Lesson Aide
Volunteer will assist the Instructor in teaching ground lessons.
Special Events Volunteers
Volunteers will assist with coordination, set-up, and clean-up of True Hope special fundraising events.
Lead Volunteers
Lead volunteers are individuals chosen and trained by True Hope Staff to assist the instructor during lessons with grooming and tacking of horses for a lesson and help oversee other volunteers. These are experienced volunteers who a thorough understanding of our program.
Hippotherapy Supporters- As available
Supporters assist with Hippotherapy lessons by walking next to the horse on the opposite side from the therapist during the mounted portion of the session. Supporters must be able to walk briskly beside a horse for an average of 30-45 minutes.
Horse Buddy- As available
Volunteers are assigned a lesson horse that may need some extra TLC! Horse Buddies can come in for 1-2 hours a week to hand walk horses, feed a special treat, give the horse a thorough grooming, etc. Volunteers must reach purple badge level before becoming a horse buddy.
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Special Skills Volunteer
A special skills volunteer is needed throughout the year for various projects such as: photography, carpentry, grant writing, public relations, fundraising and graphic design. True Hope encourages and greatly appreciates anyone who would like to share their special skills with our program!
Volunteer Proficiency LevelsGreen Badge (Brand New Volunteer/ Side Walker)
A volunteer who has successfully completed a volunteer orientation and training. A Green Badge volunteer who can assist with grooming and saddling program horses and may sidewalk in lessons. The Green Badge indicates a brand new volunteer with less than 2 hours’ worth of volunteering experience. Green badge volunteers have indicted familiarity with beginning horsemanship, horse safety, and has demonstrated attentive side walking skills. Once the volunteer has successfully completed over 2 hours of volunteering in lessons, the Instructor and/or Volunteer Coordinator will approve moving to the next level.
Yellow Badge (Leader / Side Walker)
In addition to the green badge requirements, this volunteer can properly place a halter and a bitless bridle, can safely groom horses, and understands basic saddling techniques with minimal reminders. This volunteer shown the ability to lead easier, uncomplicated horses. This volunteer demonstrates a thorough understanding of tacking and leading the horse. Yellow badge volunteers may service as side walkers and leaders in some lessons as deemed appropriate by the Instructor.
Blue Badge
In addition to the above requirements, this volunteer demonstrates a thorough understanding of tacking and leading the horse. This volunteer has been a yellow leader for at least 20 volunteer hours and gives proper level of assistance to the rider, works effectively with other team members, and is able to recognize behavioral changes in the horse. This volunteer demonstrates the ability and willingness to work with the more complicated horses that require more advanced handling techniques. This volunteer recognizes changes in horse behavior and predicts the horse's response to stimuli and effectively de-escalates or redirects unsafe equine behavior, positively adjusts leading styles in reaction to situations, and possesses the physical fitness required to safely and effectively handle the physical demands of handling energetic or big-strided horses. Blue badge leaders may serve as leaders or side walkers.
Purple Badge
In addition to the above requirements, this volunteer consistently demonstrates how to handle a strong horse, a fussy horse in the mounting area, how to handle a horse that is misbehaving, and how to react appropriately in various emergencies involving either a horse or student. Purple badge volunteers agree to serve as mentors to new or less experienced volunteers, accept authority, and communicate clear and correct instructions as requested by the Instructor and/or Volunteer Coordinator.
Lead Volunteerspg. 7
Lead Volunteers directly assist the Instructor with lesson preparation and help keep lessons moving smoothly. These volunteers are chosen at the discretion of the Instructor and Volunteer Coordinator. This volunteer has a very thorough understanding of the program and is a role model in the barn for other volunteers. This volunteer can assist with pulling and preparing tack, assisting and/or mentoring other volunteers, assist with overseeing grooming and tacking, and assisting with lesson preparation as requested by the Instructor.
Volunteer Policies and GuidelinesConfidentiality Policy
We place a great importance at True Hope on protecting the confidential information of our clients, our staff, and our volunteers. “Confidential Information” includes, but is not limited to, personally identifiable information such as name, nickname(s), telephone numbers, addresses, emails, etc., as well as the non-public business records of True Hope Therapeutic Horsemanship. In particular, medical information about clients, and information about their disabilities or special needs, must be protected as Confidential Information. No information may be released without appropriate authorization. The board of directors, staff and our clients rely on paid and volunteer staff to conform to this rule of confidentiality.
Staff members and volunteers are responsible for maintaining the confidentiality of information relating to other staff members and volunteers, in addition to participants. Failure to maintain confidentiality may result in termination of your employment or volunteer position, or other corrective action.
All volunteers will need to sign True Hope Therapeutic Horsemanship’s Confidentiality Agreement and update annually.
Discipline on Horses Policy
At True Hope, part of our mission is the ethical use of equines, starting with transparency in our own program. Without our partnership with our horses, we would not be able to provide therapeutic riding lessons, or other related programs.
Any True Hope Staff, Volunteers, Students, or guests are prohibited from using unethical physical discipline on our program or trial horses. Unethical physical discipline includes, but not limited to, using a closed fist to strike a horse, punching, kicking, biting, using any object to hit or strike a horse, or any other cruel behavior towards our horses. All issues regarding horse behavior or unethical physical discipline are to be taken to our Instructor in that moment, or our President of the Board of Directors. The Board of Directors will determine the appropriate course of action. This policy applies to any volunteer, student or guest participating at True Hope in anyway. Individuals found to be in violation of this policy will:
Be stopped by any staff member, Board of Directors, or lead volunteer observing the incident. Meet with our Instructor, Volunteer Coordinator and/or Board of Directors. Be issued a written warning to be kept in their file.
True Hope Therapeutic Horsemanship reserves the right to immediately dismiss any individual who is caught using unethical physical discipline on any of our horses.
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Volunteer GuidelinesTrue Hope Therapeutic Horsemanship is fully committed to the principles of equality in volunteer employment and opportunity for all, without regard to race, color, religion, gender, national origin, marital status, sexual orientations, age or handicap. Volunteers will likewise not discriminate against a client, other volunteers, or True Hope Staff based upon the above listed parameters.
Basic Guidelines
All True Hope volunteers MUST:
Be a minimum of 16 years of age and demonstrate mature, responsible, and reliable behavior. Abide by True Hope’s rules, lesson procedures and guidelines. Commit to a regular schedule or be available to substitute. Notify the Instructor when they are unable to attend an assigned lesson. Work with riders, staff, and other volunteers in a respectful, cooperative and positive manner. Take direction willingly from Staff and Lead Volunteers. Communicate areas of concern to the Instructor or Volunteer Coordinator.
Physical Guidelines
All True Hope program volunteers should possess the willingness and ability to:
Must be physically fit to walk approximately one hour and jog occasionally (for leaders and side walkers).
Must be able to hold arms up at shoulder height to support a rider when necessary (for leaders and side walkers).
Pick up a horse’s hoof and balance it while picking it out or ask for assistance if uncomfortable. React quickly and sensibly to an emergency situation in the barn aisles, stalls, cross ties, or surrounding
areas. React quickly and sensibly to an emergency lesson situation with or without mounted riders. Handle the responsibility involved with working directly with participants. As a leader, be able to handle a misbehaving horse without jeopardizing the safety of the rider, horse,
volunteer(s) or any other person.
Scheduling
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All True Hope Volunteers must have completed a new Volunteer Training and turned into the Volunteer Coordinator all necessary forms BEFORE any volunteer activity at True Hope. Our lessons are scheduled in 6-week sessions. We prefer volunteers to commit to the full 6 weeks to keep consistency for our riders. If you will not be able to attend a scheduled lesson, please notify the instructor or volunteer coordinator before signing up for the lesson or as early as possible to give True Hope Therapeutic Horsemanship time to find a replacement. The schedule will be made up at least 2 weeks before the start of the next session. However, there may be last minute additions to the schedule right up until the start of the session. Occasionally students may also start mid-session. Volunteers will need to fill out an availability sheet and may be asked if they are available to volunteer for specific lessons for the complete 6-week session or to substitute in for other volunteers for one time.
Arriving at the Activity Site
We ask that volunteers arrive 30 minutes before the start of the lesson unless directed by the instructor. When a volunteer arrives at an activity site, they must check in with the instructor because volunteer time is tracked for grant-writing and insurance purposes.
Volunteers should leave their belongings in their vehicle or ask the instructor for an appropriate location to leave their belongings at the activity site. Volunteers’ cell phones may remain on their person, but they need to be silenced or off (even vibrate can disrupt a lesson or alert a horse). If the instructor is with another lesson, volunteers can greet the rider and assist them in getting their helmet on (unless otherwise directed). Volunteers should make sure the rider and their families or caregivers follow all safety rules.
Cancelations
If a rider cancels or True Hope Therapeutic Horsemanship needs to cancel, True Hope will notify all volunteers as soon as possible according to the contact information on file. Volunteers need to make sure True Hope has current and effective contact information if there is a cancelation the day of the lesson.
If a volunteer cannot make it to the lesson they are scheduled for, they need to notify True Hope as soon as possible, preferably at least 24 hours in advance. If you are canceling for a same day lesson, please call or text either the Instructor or Volunteer Coordinator, do not email. Volunteers are what make it possible for many of our riders to be able to ride and without enough volunteers, riders may not be able to ride. Due to rider health issues, there may be times when the Instructor or Volunteer Coordinator is not notified in advance. With same-day cancelations, the Instructor will CALL or TEXT to notify you at the number you provided.
When the Volunteer Coordinator is aware of a rider cancelation one or more days in advance, the Volunteer Coordinator will EMAIL the volunteers assigned to that rider’s lesson. If the rider does not show up for a lesson volunteers will be given the option to volunteer for another purpose (such as but not limited to horse care, tack cleaning, site work, or office work) or the volunteer can be excused.
True Hope will cancel lessons in the event of precipitation in Walpole (as there is no indoor arena), in the event of extreme winds, chance of thunderstorms, or extreme heat or cold. Lessons are usually canceled if the temperature is above 85 degrees with high humidity or under 20 degrees, although individual lessons may be canceled if specific students have a lower tolerance to extreme heat or cold.
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True Hope understands that things can come up at the last minute that causes volunteers to cancel. However, if a volunteer is a NO SHOW three times, that volunteer will be removed from the volunteer database and not allowed to volunteer. A “no show” is a volunteer who, after confirming their commitment to volunteer at a certain time, does not come to the activity site or call to notify the Instructor or Volunteer Coordinator that they cannot make it.
Dress Code
Volunteers must wear appropriate clothing for the barn and for the weather. In the winter it is good to wear layers as it is often cold in the barn, but people will usually warm up as they are moving in the lesson. Volunteers should also wear clothes and shoes that they don’t mind getting dirty. T-shirts, sweatshirts, etc. may be available for purchase from True Hope Therapeutic Horsemanship but are not required while volunteering. Other specific dress requirements include:
Shoes must be close-toed, sturdy, and have backs on them. No crocs or sandals are allowed. No loose or dangling jewelry should be worn (jewelry can get tangled in the equipment for horse or
rider, be grabbed by a rider, and it could scare the horse). Clothing should be professional and conservative. Volunteers may be in contact with children or adults
with compromised control of their words or actions.
Safety Rules
No loud noises (ex. yelling, beeping horns, loud cell phones, etc.). No answering phones or texting during a lesson. Cell phones should only be used outside of the lesson
or in the event of an emergency. Walking only (no running unless directed by an instructor). Absolutely no smoking anywhere on True Hope Activity sites, except in your car. Close-toed shoes are required for being in any area in which a horse is present. Do not interrupt a lesson unless there is an emergency. Do not enter the ring if there are horses in it without permission of the instructor. All children under 14 must be supervised by an adult. No pets. Except Service Animals – If a service animal will be on the property please let True Hope staff
know ahead of time so that we can ensure the safety of all participants and volunteers (not all horses will be accepting of a service animal and could cause a handler harm).
Only authorized personnel may enter a stall or paddock. Volunteers are not allowed in paddocks or stalls without instructor permission or request.
Volunteers must have an up-to-date signed release form on file to participate (paperwork is updated annually).
Always use a lead rope when moving a horse. This includes mounted riders outside of an arena. Riders and visitors may not be inside an occupied horse stall without the Instructor’s permission. All riders, including Volunteers and Staff, MUST wear ASTM-SEI approved -helmets when they are
around the horses. As a volunteer you can help keep our riders and horses safe by helping other people follow these rules as
well. Often a rider’s family is not familiar with barn rules. As a member of our team you can let them know what is safe and what is not. If you witness someone breaking these rules, please let an instructor know so
that we can remedy the situation and keep everyone safe.
Interacting with Riderspg. 11
It is important to help riders stay safe around the horses and to follow the Safety Rules. Volunteers should keep riders from going behind the horse, under the horse’s body or neck, standing too close to the horse’s feet as well as from running, jumping, or yelling.
While volunteers are talking with participants and other team members they should remember:
Minimize or eliminate side conversations. To use people first language by putting the person before the disability as it describes what a person has
and not what a person is. To remember many riders are also adults. Talk to riders of all ages as you would like to be talked to and
with respect and kindness. To prompt a rider after instructor gives direction and to direct them as directed by the instructor. To give the rider time to process before helping. Volunteers should not overload participants with
information. To be aware that some of our riders may have a history of physical and sexual abuse. Volunteers should
stay away from topics, phrases, or questions that may trigger a post traumatic response.
While volunteers are touching participants, they should remember:
To use hand over hand technique to teach and support participants. To use a light touch to prompt. To ask permission to touch and touch only neutral areas (some of our riders may have a history of
physical or sexual abuse and some touches may trigger a post traumatic response.
Volunteer Appreciation
True Hope Therapeutic Horsemanship values its volunteers and make an effort to show our appreciation in a couple of different ways:
When a volunteer commits to and attends 6 lessons per session, they are eligible for an 1-hour horsemanship lesson. This lesson could be mounted or dismounted, determined by the Instructor and considering the goals of the volunteer. If a volunteer is over the horse weight limit, the lesson would be unmounted.
Volunteer appreciation events held a few times throughout the year that are free for volunteers to attend.
Dismissal Policy
Volunteering at True Hope Therapeutic Horsemanship is a privilege. True Hope reserves the right to immediately dismiss any volunteer and/or guest who fails to comply with True Hope policies and procedures, or who engages in any of the following behaviors:
Endangering the safety of others Suspicion of intoxication or other impairment Possession of a weapon Breach of confidentiality of a participant or other team member. Disruptive or abusive to our animals, staff, participants, or other volunteers. Chronic tardiness or absences without prior notification to True Hope. Any behavior that is deemed dangerous by True Hope staff.
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Grooming
Before a participant starts to groom their horse, they should walk up and greet their horse using their greeting ritual (fist near nose). The Instructor will direct you how to best encourage independence from the participant.
All grooming equipment for each horse is in their grooming buckets or boxes. Please make sure all brushes are returned after they have been used and be sure the equipment is clean. This is especially important in the spring when horses shed out their winter coats.
Grooming ToolsCurry CombCurry combs are a round, rubber grooming tool that is used first to loosen dirt in the horse’s coat. The comb is used in a circular motion. Always start near the poll (near the horse’s ears) and work toward the tail. The curry comb is not used on a horse’s face, mane, legs, or tail. Be careful when covering any bony protrusions such as the withers, backbone, shoulder, and flank area.
Stiff (hard) BrushA wooden or plastic handled, stiff bristled brush is used to remove the dirt brought to the surface by the curry comb. It is used in short, flicking strokes, moving over the hair in the same direction it grows. Start at the poll and work towards the tail. The stiff brush is not used on the face, mane, or tail.
Soft BrushA wooden handled, soft bristled brush is used to remove any dirt missed by the stiff brush, as well as to smooth and add shine to the horse’s coat. It is used in long, smooth strokes with a flick at the end of each stroke, moving over the hair in the direction it grows. Start at the poll and move towards the tail. The soft brush is not used on the mane or tail. It may be used gently on the face and with great care around the eyes, ears, and nose.
Mane & Tail Brush/CombA plastic handled brush or comb is used to remove tangles from the horse’s mane and tail. It is used on the mane starting at the poll, working toward the withers, brushing small sections from the end towards the roots. It is used on the tail by standing beside the horse’s hindquarters, never behind the horse. The tail should also be combed in small sections from the ends to the roots.
Hoof PickA hoof pick is a metal pick with a metal, rubber coated or plastic covered handle. The feed should be cleaned thoroughly as part of the grooming procedure.
How to properly pick out a horse’s hooves:
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Stand facing the back of the cross ties starting with the front left hoof. Run your thumb and fingers down the sides of the horse’s leg, between the knee and ankle, pressing firmly to make him pick up his foot. If he does not lift up his foot, push against his shoulder with your shoulder. Hold his foot at the toe for leverage to prevent his jerking his foot away. Always stand up and lean over from the waist to do this. Do not squat or kneel down to clean a hoof.
Using a hoof pick, clean the depressions at the sides of the frog, the spongy pad at the center rear of the foot; scrape the sole free of dirt. The indentation in a V shape is called the frog and should be clear when the hoof is clean. The angle of the V points to the toe and is shallow. The ends of the V are deeper and come out at the heel. Work from the heel to the toe with your hoof pick. Doing this in reverse could cause you an injury. Use no more force than is necessary to clear out all foreign matter, although it might take a little muscle to remove impacted dirt! Work with the left front foot first and then proceed to the left rear, the right front and then the right rear. Many volunteers are uncomfortable picking out hooves at the beginning of their volunteer service. If you are uncomfortable doing this, please ask another volunteer or instructor to help you. Clean and healthy hooves are very important to the overall health of a horse! Entering the Arena
The instructor will direct volunteers on how to lead the horse with the participant to encourage independence and may request:
Leading the horse from the left side with the participant (the leader will be in between the horse and the participant).
Allowing the participant to lead the horse with the volunteer on the opposite side to assist as necessary. The volunteer leading and maintaining proper spacing away from the participant.
Once in the arena, volunteers should walk the horse around or halt the horse in the middle of the arena to wait for directions from the instructor. If the horse will not halt, the volunteer should walk the horse in a circle until the instructor gives direction.
Safety Check
Before mounting the Instructor will perform a safety check of the saddle and girth. Leaders should head horses for the safety check unless otherwise directed. Volunteers should be aware that some horses will nip when their girth is tightened and should either hold the halter/bridle or stand back while the girth is being tightened.
Mounting
Mounting can be done from a mounting block or from a platform or ramp depending on the activity site and the rider’s ability. A rider should not be on a ramp, platform, or block without supervision.
See lesson volunteer’s duties listed below for more information on mounting and dismounting.
There are 2 main types of mounting:
Standard Mount: This mount can be performed at the ramp, platform, or mounting block. When at the ramp the Instructor will position the rider and then prompt the rider’s effort in mounting. When mounting from a block the Instructor may direct the off-side side walker to put pressure into the stirrup with their hand to balance the saddle as the rider mounts.
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Crest Mount: This mount is performed at the ramp or platform for a rider who is not flexible enough to do the motion required for a standard mount. The Instructor will position the rider with their back to the horse and the rider will sit on the horse’s back. The instructor will then guide the rider into riding position (the rider’s leg will go over the horse’s neck). The side walker on the off block will support the rider’s back, lean them backwards or assist the rider’s right leg in coming over the horse’s neck.
Dismounting
Only the Instructor should perform a dismount, volunteers should not let a rider dismount on their own. Whether dismounting to the ground or to the ramp or platform, the Instructor may direct the off-side side walker to help the rider stay balanced and/or assist the rider in bringing their leg other the saddle. Both the Standard Dismount and Crest Dismount are performed as the reverse of the Standard Mount and Standard Dismount described above. Volunteers should be familiar with the Emergency Dismount Procedure found in the Emergency Procedures.
Lesson Volunteer’s Duties
The Side walker: Side walkers are the ones who normally get the most hands-on duties in therapeutic riding. They are directly responsible for the rider. As such, they have the capability to either enhance or detract from the lesson. In the arena, the side walker should help the student focus their attention on the Instructor. Try to avoid unnecessary talking with the rider or other volunteers. Too much input from too many directions is very confusing to anyone, and for some riders with perceptual problems, it can be overwhelming. If two side walkers are working with one student, one side walker should be the designated talker.
When the Instructor gives a direction, allow your student plenty of time to process it. If the Instructor says, “Turn to the right toward me” and the student seems confused, gently tap the student’s right hand and say “Right” to reinforce the command. You will get to know the riders and will learn when they need help and when they are just not paying attention. It is important to maintain a good position by the rider’s knee. Being too far forward or back will make it difficult to assist with instructions or provide security if the horse should trip or shy.
The most commonly used way to hold a rider without interfering is the “arm over the thigh” hold. The side walker grips the front of the saddle (flap or pommel depending on the horse’s size) with the hand closest to the rider. Then the fleshy part of the forearm gently rests on the rider’s thigh. Be careful not to dig your elbow into the rider’s leg or the horse’s side or pull back on the flap of the saddle. Avoid wrapping your arm around the rider’s waist. At times, this can pull the rider off balance and make riding more difficult. During exercises, pay attention to your student. Sometimes volunteers forget that the riders are to do the exercises and the side walkers are to reinforce and assist. The same applies to games. Don’t get so competitive that your rider doesn’t get to use his skills because you do it for him in an effort to win! The ultimate goal for therapeutic riding is to encourage the rider to stretch and grow to reach his/her fullest potential. You are there right by his side, so help the Instructor to challenge him to the best of his ability.
During mounting - Side walkers may or may not be asked to stand offside (on the right) of the horse in the mounting area. The Instructor will provide direction.
pg. 15
At the walk and trot - The side walker will need to adjust his or her speed to match the speed of the horse in order to keep their student balanced and safe.
During dismounting - Side walkers are generally asked to stand by. A student should not dismount without an Instructor helping. At the end of the lesson, side walkers very often accompany dismounted students back to barn aisle or awaiting parent.
Falls - Falls are very rare, but they can and do happen. If a rider falls, or another horse gets loose, your only concern is your student. Remain with your student until the Instructor approaches to assess the situation. Side walkers may be asked to call emergency services if necessary. Remember to stay calm at all times.
In weather or fire emergencies - Side walkers will accompany the students out of the facility in the case of fire or to a safe location for severe weather.
The Leader: As a leader, your first responsibility is the horse. If you are working without side walkers, you must be constantly aware of your student also. If a situation arises where you must choose between the student and the horse, the student always comes first. If you are working with side walkers, they will take care of the student. You must take care of the horse.
In the mounting area - While in the mounting area, pay close attention to the Instructor. The Instructor will tell you where to position the horse at the ramp or block. Your responsibility is to keep the horse as quiet as possible while the student is mounting. Stand directly in front of the horse. If the horse is uneasy, rub the horse's neck and speak quietly to help calm it. After the student has mounted and before the stirrups are adjusted, you will be asked to move the horse forward into the center of the ring. The student will need to have his stirrups adjusted at this time.
Once your student has mounted, the Instructor will tell you when to proceed and where to position your horse in the group. As the lesson begins, the Instructor will give instructions by the student or horse's name. Be sure you know both.
How to lead your horse - The proper position for the leader is to walk about in line with the poll (about between the head and shoulder). Care must be taken that the horse maintains a natural head carriage. Lead from the near side (left side) of the horse. A good rule of thumb for holding the lead line is to hold it in your right hand approximately six to twelve inches away from the buckle. The excess lead line should be held in your left hand. NEVER WRAP THE EXCESS LINE AROUND YOUR HAND.
No matter how slow the horse you are leading is, the leader should not try to pull the horse forward nor should you stop the horse unless your student is unable to do it himself. The student is encouraged to do as much as possible on his own. The Instructor will point out to you if the rider is in need of assistance. If the horse you are leading should balk or shy, with or without a rider, do not try to pull him. Wait until he relaxes, then move his head slowly to one side or the other and encourage him gently to go in a slightly different direction then straighten him out.
For the rider to have complete freedom to use the reins, care should be taken to ensure that the lead line does not interfere with the reins. The lead line should be hanging between the reins, not over the top of them.
None of our horses are known kickers, but all horses have the potential to kick if pressured by another horse positioned too closely to their hind legs. Give yourself enough room from the horse in front of you, at least one horse length between horses. If your student cannot maintain a safe distance, then help him to do so. Remember, many of our students have a poor sense of space orientation and do not realize when they are too
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close. Use common sense. If you see that your student is getting into trouble and is unable to follow the directions given by the Instructor, you should give assistance.
At the halt - The leader should step in front of the horse, and act as a physical barrier, to keep it from moving.
At the walk - Be aware of your side walkers and give them enough room to walk behind you and still be at the student's side, and between the horse and the side wall of the arena.
At the trot - The Instructor will give directions at this time for each student and horse. Start to jog and stay near the horse’s head. Do not pull or hit the horse with the lead line or your hand. Say “TROT” if the student is unable.
During dismounting - Do the same as during mounting. A student should not dismount without an Instructor's assistance.
Falls - Falls are very rare, but they can and do happen. If a rider falls, or another horse gets loose, your only concern is the horse you are leading. Stop your horse immediately. Go in front and hold your horse as you would at the halt. NEVER let go of your horse. Remember to stay calm at all times.
In fire or weather emergency situations - In fire situations, the leader is responsible for taking the horse to the nearest exit away from the barn.
End of the Lesson
Volunteers should plan to stay up to 30 minutes after the end of the lesson to help put the horse away as well as any equipment, as directed by the Instructor or Lead Volunteer. A rider may assist in this, dependent on the rider and their goals. Volunteers should also pick up manure in the ring, sweep sand off the ramp or platform, and take equipment out of the ring if needed.
Volunteers must sign out at the end of their lesson.
Emergency Information and ProceduresREMEMBER: Working with horses is a risk activity and attention to safety is our first concern for all individuals involved. When volunteering for True Hope, please follow these procedures outlined in this training manual.
All staff, directors, and volunteers should be familiar with the locations of Human and Equine First Aid Kits, Fire Extinguishers, and the address of the activity site they work on in case of emergency. True Hope Therapeutic Horsemanship’s addresses are:
42 March Hill Road Walpole, NH, Activity Site 237 Mackey Road, Troy, NH, Activity Site
Emergency Dismount
If either the rider or horse becomes unsafe during a lesson the Instructor will call for an Emergency Dismount. Only the instructor should perform the dismount.
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The leader’s responsibility is the horse. If possible, halt the horse. If the horse is being unsafe, it may not be possible to have the horse halt, so this dismount may be performed while moving and to whatever side the Instructor is on. The leader will do whatever possible to control the horse.
The side walker on the opposite side of the Instructor will get the rider’s foot out of the stirrup as quickly as possible and lift the rider’s leg over the back.
The Instructor will then pull the rider off the horse and away from the situation. Once the rider has been dismounted, the leader will move the horse away from the rider to a neutral
corner of the arena or out of the arena at the Instructor’s discretion. Side walkers or the instructor should stay with the rider to support the rider physically or emotionally if necessary.
In situations like this it is best for all volunteers to stay calm and quiet and allow the Instructor to handle the rider unless directed differently by the Instructor. Volunteers should keep themselves safe and wait for the Instructor to give them direction.
Safety Hold
If for some reason there is a situation where it is unsafe to dismount the rider (ex. seizure, unsafe location, equipment malfunction), volunteers will be asked to perform a Safety Hold. This is like the Arm Over Thigh Hold but stronger and more effective. Side walkers will face the rider and horse and place one arm on either side of the rider’s torso, clasping arms with the side walker on the opposite side. Together you will exert force to secure the rider’s seat and legs in the saddle and on the horse’s back.
If this Safety Hold is not possible due to a height difference between horse and side walkers or the horse is moving too much for this hold to be safe, volunteers will be asked to maintain a secure Arm Over Thigh Hold. When performing the Arm Over Thigh Hold it is important for volunteers to move with the horse and maintain the hold, keeping the rider securely on the horses back.
Falls
Falls off a horse are rare in the therapeutic setting, but they can happen. It is important that volunteers do not panic if a fall occurs. Leaders should stop all horses and each volunteer tends to their rider or their horse. The instructor is responsible for the fallen rider.
DON’T PANIC if there is a fall, listen for instructions from the Instructor. The Instructor will go immediately to the rider and talk with them. Side walkers should help keep the
rider calm. This allows the Instructor time to assess the situation and give directions efficiently. The Instructor and side walkers will remain with the rider at all times.
The fallen rider should remain lying down and still for at least 10 minutes or until they can be checked for signs of injury. The individual onsite with the most advanced medical training will examine the fallen rider, which is usually the Instructor.
911 will be called if the injury to the rider is serious. Some signs of serious injuries include:o Unconsciousness (even if just for a moment)o Bleeding or fluid draining from the mouth, nose, or earso Serious bleeding o Limb at unnatural angle or pain on pressure with pain on movement (do not move)o Pupils contact unevenlyo Signs of shock (paleness, mottled color, sweating, nausea, fainting)o Consider the possibility of head or spinal injury in ANY fall. If it is suspected, keep the rider
absolutely stillpg. 18
The Instructor may assign a volunteer to:o Retrieve the First Aid kito Retrieve the rider’s file from her bindero Call 911- the caller should follow the operator’s instructions and stay on the phone until the 911
Operator tells you to hang up. Give directions to the activity site.o Take the rider’s parent, guardian, caregiver, or any other person who brought the rider to the
rider in the arena. Make sure to involve the parent, guardian, or caregiver because they know the rider the best. If necessary, contact the fallen rider’s parents, guardian, caretaker, or emergency contact.
o Volunteers may be asked to help the Instructor complete an incident report while witnesses are still available, if possible.
Loose Horse
With a rider:
The lesson will be stopped immediately. The Instructor will give simple quick directions. The Volunteer Team should quickly and calmly approach the horse and regain control of the horse. Do not step in front of the horse because the horse may swerve and potentially dislodge the rider. If there are other horses in the arena, the leaders MUST halt their horses immediately and head the
horse. Side walkers should do arm over thigh holds.
Without a rider:
The lesson will be stopped immediately. All leaders and side walkers should stay with their riders. Leaders should head the horse and side
walkers should do an arm over thigh hold. The Instructor or designated volunteer will catch the loose horse. If the horse you were handling gets away from you, DO NOT chase him. Walk slowly in the direction
the horse ran. If the horse has stopped to eat, speak softly and walk up to him slowly. If the loose horse takes off again as you approach, you’ll need assistance from others to catch him.
Fire
If you hear a smoke alarm, smell smoke, or hear someone shouting “fire” immediately evacuate the riders and volunteers quickly and calmly out of the barn or arena through the nearest exit.
Call the fire department (911) if instructed by the Instructor. Give the operator you name, the activity site name, and the address. Stay on the phone, if safe to do so, until the operator tells you to hang up.
Do not re-enter a burning building! Only trained horse handler volunteers, with the Instructor’s permission, will evacuate horses if possible.
Get a halter and a lead role for the horses and lead them outside of the barn. Do not let the horses loose outside of the barn since they may try to return to the barn. Make sure the driveway is clear for responding fire equipment. You can try to use fire extinguishers on the fire, IF your safety will not be compromised. Once help arrives, assist the Instructor check the horses for injuries.
Severe Weather (High winds, thunderstorms, etc.)pg. 19
Lead riders and volunteers as quickly and quietly as possible to a safe area. Leave helmets on the rider’s head for protection if necessary If there is not enough time to put horses in stalls, leave them in the arena with the gate closed. Remove
Reins! Remain in the safe area until the storm is over, and the Instructor gives the “all clear.” Put horses back in their stalls when the severe weather threat is over if they were left in the arena.
Seizures
Sometimes a rider, volunteer, or Instructor can tell if a seizure is going to happen, other times you cannot.
If a volunteer or rider knows that a seizure is going to happen, the Instructor should be notified, and the rider should be dismounted as quickly as possible. The rider should sit or lie down in a comfortable and safe place.
The main thing to remember is to not restrain a person when they have a seizure. Simply keep the rider safe until the seizure is over.
If a seizure happens when a rider is on the horse, a volunteer should notify the Instructor immediately, Have the rider lean forward on the horse’s neck with his or her head off to the side of the horse’s neck.
The Instructor will evaluate the rider after the seizure is over. The rider will either be dismounted or will continue with the lesson.
Helpful Terminology Terms related to equipment Bitless bridle - A leather bridle specially designed for therapeutic riding purposes, which has no bit to go in the horse’s mouth. Looks similar to a regular halter, but with specially placed rings. Bareback Pad - A thick pad used in place of a saddle. Girth – A leather strap that goes around the horse’s belly to keep the saddle in place. The non-elastic end is attached to the right side of the saddle first. Peas or Peacock stirrups - Stirrups that have a quick-release rubber band on the side that will allow the rider’s foot to come out in case of a fall. Polos - Wraps that go on the legs of some of the horses for extra protection or support. Pulling tack - A term used for getting all riding equipment ready before a class. Rainbow Reins – Multi-colored reins used to teach proper use of reins. The instructor can direct the rider to “hold in the green” or “hold in the red.” The rider can then feel an appropriate response to their aids and have a guide for proper positioning. Surcingle – A thick padded strap with a single center-positioned handle. Usually used over a bareback pad. Tack – Equipment used for riding a horse (saddle, stirrups, bridle, etc.)
UNDERSTANDING HORSE BEHAVIOR EQUINE SENSES When developing relationships and working with horses, communication is key. It is critical to provide a safe environment in a therapeutic riding setting. Beginning a process of understanding the horse senses, instincts, and implications is a step-in predicting behaviors, managing risks, and increasing positive relationships.
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SMELL: A horse’s sense of smell is thought to be very acute and it allows him to recognize other horses and people. Smell also enables a horse to evaluate situations and smell emotions. Implications:
Allow horses the opportunity to become familiar with new objects and their environment by smelling. It is recommended that treats are not carried in your pocket since horses may desire to go after them. Volunteers are discouraged from eating or having food in the arena. Strive to be calm and centered around the horses.
HEARING: A horse’s sense of hearing is also thought to be very acute. A horse may also combine their sense of hearing and sight to become more familiar with new or alerting sounds. “Hearing and not seeing” is often the cause of fright/flight response. Forward ears communicate attentiveness and interest. Ears that are laid back often communicate that they are upset, in fear, and/or showing aggression towards another horse or person. Implications:
Horses are wary when they hear something but do not see it. If your horse is acting nervous, talk to him in a quiet and clam voice for reassurance.
Avoid shouting or using a loud voice. This can be frightening to a horse. Watch your horse’s ears for increased communication. Stiffly pricked ears indicate interest. Drooping
ears indicate relaxation, inattentiveness (easily startled), exhaustion, or illness. Flattened ears indicate anger, threat, or fear. Ears flicking back and forth indicate attentiveness or interest.
SIGHT: A horse’s eyes are set on either side of the head; there is good peripheral (lateral) vision, but poor frontal vision. A horse focuses on objects by raising and lowering its head. A horse’s visual memory is very accurate. Horses are thought to see quite well in the dark, due to the large size of their eyes. There is still controversy on whether or not horses see color. Implications:
A horse may notice if something in the arena or out on the trail is different. Allow the horse an opportunity to look at new objects. Introduce new props that the horse may be unfamiliar with.
A horse has better peripheral vision; consider two blind spots: directly in front and directly behind. The best way to approach a horse is to its shoulder. It may startle him if you approach from behind or directly in front. It is important to talk to the horse when you approach, and make sure he knows you are coming.
TOUCH: Touch is used as a communication between horses and between horses and people. Horses are sensitive to soft or rough touch with a person’s hands or legs. Implications:
Handlers should treat the horses gently but firmly. Each horse has sensitive areas, and it is important to be familiar with them (i.e. flank and belly areas). Watch rider leg position. Riders may need appropriate assistance to reduce a “clothes pin” effect with
their legs. Ask the instructor/therapist what is the best handling technique. Horses will often touch or paw at unfamiliar objects. For example, a horse may paw at a bridge or
ground pole before crossing over it.
TASTE: Taste is closely linked with the sense of smell and helps a horse to distinguish palatable foods and other objects.
pg. 21
Implications: Taste is closely linked with smell and touch; therefore, a horse may lick or nibble while becoming
familiar with objects and people. Be careful, as this could lead to possible biting. SIXTH SENSE: Horses do have a “sixth sense” when evaluating the disposition of those around him. Horses can be hypersensitive in detecting the moods of their handlers and riders. A good therapy horse is chosen for their sensitive response to the rider. At times there may exist a personality conflict between handlers and horses. It is important to let the instructor/therapist know if you are having a difficult time relating or getting along with a particular horse. THE HORSE’S LIFESTYLE: It is important to appreciate and increase our awareness of the horse’s lifestyle. This will assist us in responding appropriately to his reactions to situations. FLIGHT AS A NATURAL INSTINCT: Horses would rather turn and run away from danger than face and fight it. Implications:
At a sudden movement or noise, a horse might try to flee. Speak to the horse calmly. A frightened horse that is tied up or being held tightly might try to escape by pulling back. Relax your
hold or untie him quickly and usually he’ll relax. Be sure not to stand directly behind the horse. If flight is not possible, the horse could either turn to kick
out or face the problem and rear. If a horse appears to be frightened or fearful, it may be helpful to allow a more experienced horse person
to lead. Notify the Instructor immediately. Most horses chosen to work in a therapeutic riding setting have less of an instinct to flee. A horse may
look to you for reassurance. It is helpful if the volunteer remains calm and talks to the horse in a soothing voice.
It is generally accepted that horses have an excellent memory. Be aware that if a horse was frightened in a certain location, it may be difficult for the horse to be in that location again. The horse many need extra help from Staff to feel safe again in that location.
HERD ANIMAL: Horses like to stay together in a herd or group with one or two horses who are dominant, with a pecking order amongst the rest. Implications:
Be aware that a horse may not like being alone. This is a consideration when horses are leaving the arena, or a horse loses sight of others while out on a trail ride.
Be aware that if the horse in front of a line is trotting or cantering, the horse that is following may attempt to trot or canter, too. If one horse spooks at something, the surrounding horses may also be affected.
For safety, it is recommended to keep at least one horse’s length between horses when riding within a group to respect the horse’s space and pecking order.
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Types of SaddlesWestern Saddle:
English Saddle:
pg. 24
Parts of a Bridle and Bridle Types
Side Pull Bridle Dr. Cook’s Bridle
Hackamore Rope Halter as Bridle
pg. 25
Equine Body Language—The Ears
pg. 26
Equine Body Language- Tail
pg. 27
Therapeutic Horsemanship Term Examples
Arm Over Thigh Hold Ankle Hold
Shadow Leader Heading the Horse
pg. 28
Horse Vision
Horses also cannot see on their forehead and lose vision on their sides (depending on how their head is turned.)
pg. 29
Disability OverviewHearing Impairment- Loss of hearing might be profound, partial or intermittent. It may have been present at birth or acquired during life. A lack of hearing means failure to understand what is going on in the world. Deaf students might be overactive, noisy and frustrated. Characteristics- Communication difficulties—may use lip reading, finger spelling (manual alphabet) or sign language. Often phase out and have attention deficits.
Visual Impairment- Blindness may be present at birth or result later from disease or accident. Loss of sight might be gradual or sudden with no time to readjust. Visual loss may be partial or complete. When it is partial, it may be restricted by blurring, by being adequate for short distances only, by constant eye movement, so the world is constantly moving, by loss of vision to the left or right, by tunnel vision when only objects straight ahead can be seen, or by loss of central vision when only objects in on the periphery can be seen Characteristics- People with visual impairments might have difficulty moving about, rely on speech and non-speech sounds for judging distances and find echoes and traveling sounds to be of great value. They may also have insecure posture, anterior of center of gravity, and fearfulness.
Learning Disabilities- The term describes problems in the areas of speech, language, spelling, writing or arithmetic, which occur in children. These learning problems are not a result of visual, auditory, or motor handicaps mental retardation, emotional disturbance or environmental disadvantage, rather ones who struggle with processing, sequencing, and problem solving.Characteristics- May have a short attention span, easily frustrated, immature.
Mental Disabilities- Mental disabilities mean that intelligence is reduced because of an abnormality of or damage the brain. There are often additional handicaps such as epilepsy, cerebral palsy and speech disorders. Some mentally disabled riders will have recognizable signs of a condition, such as Down’s syndrome, but others will have no specific clinical conditions. Characteristics- Mentally disabled riders might behave as if they were younger, have limited speech and understanding of speech, may learn slowly and require repetition. They may have limited awareness of danger or a short attention span and may need careful supervision.
Emotional Disabilities- A congenial or acquired syndrome often compounded by learning and/or physical disabilities. The child may have normal, low, or high intelligence. They may have a behavior disturbance, which means that he is at odds with his family, friends, the world and himself. Frequently he is frustrated, unhappy and bad tempered. They may feel like they are already a “loser” in society and therefore dislike competition and the feeling that they may lose yet again. Characteristics- Trouble coping with everyday life situations and interpersonal relations; behaviors such as short attention span, avoidance, aggression, autism, or schizophrenia may be exhibited.
Cerebral Palsy- This medical term denoting brain damage, so that messages for movement, from the brain to the limbs, are imperfect or misdirected, and therefore the limbs may be weak, stiff, clumsy, constantly moving, floppy or more than one of these abnormalities. Muscles involving speech, eye movement, swallowing and so forth may also be involved. Intelligence may or may not be impaired, but whatever the intelligence, communication is likely to present difficulties. Characteristics- The rider with cerebral palsy may have to make a great effort to do even the simplest movements, so that life is a struggle and the smallest skill is a great achievement.
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Multiple Sclerosis- This is a progressive neurological disease that generally affects adults causing degeneration of spinal column tracts, resulting in scar formation. Nerve transmissions are interrupted on their way to muscles, which results in varying levels of disability. Characteristics- Symptoms are difficulty in walking, weakness and clumsiness of the legs and arms, visual problems, speech is often affected. It is progressive with periods of exacerbation and remission, and fatigues easily. Rider may experience loss of coordination or emotional sensitivity.
Autism- A broad spectrum of disorder ranging from mild to serve, which affects thought, perceptions, and attention. Characteristics- impairments in social interaction and communication; restricted and repetitive pattern of behavior, interests, and activities; impairments in the use of nonverbal behaviors such as eye to eye gaze and facial expressions; lack of social and emotional reciprocity; delays in, or lack of the development of spoken language; impairments in the ability to initiate or sustain conversations with others; abnormal responses to senses such as sight, hearing, touch, balance, smell, taste, reaction to pain; deficits in gross and fine motor skills.
Developmental Disabilities- A general applied to children functioning two or more years below grade level.Characteristics- These can be varied, but may be slow physical, motor, and social development.
Down Syndrome- Condition in which a person is born with an extra chromosome, resulting in mental retardation and developmental delay,Characteristics- Broad, flat face, slanted eyes, neck and hands are often broad and short. Usually hypotonic (low muscle tone), have hyper mobile joints and tend to be short and overweight. They are prone to respiratory infections.
Epilepsy- A central nervous system (neurological) disorder in which brain activity becomes abnormal, causing seizures or periods of unusual behavior, sensations, and sometimes loss of awareness.Characteristics- Petit Mal- a brief loss of consciousness with loss of postural tone, jerky movements or a black expression. Grand Mal- Loss of consciousness and postural tone.
Scoliosis- Lateral curve of the spine with a C or S curve. Characteristics- Postural asymmetry; may wear a scoliosis jacket or have had stabilization surgery.
Spina Bifida- Congenital birth defect of the spine and spinal cord causing it not to form properly, resulting in damage to the spinal cord.Characteristics- Varying degrees of paralysis of the lower limbs coupled with sensory loss.
Spinal Cord Injury- Trauma to the spinal cord resulting in a loss of neurological function.Characteristics- Paralysis of muscles below the level of injury—can be flaccid or spastic; fatigue, sensory loss, and pressure sores.
Traumatic Brain Injury (TBI)- Accidental injury to the head resulting in intra-cranial bleeding with death of brain cells.Characteristics- Gross and fine motor deficits; often will have impaired memory, speech, balance and/or vision; may also have psychological effects.
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Please sign and return this page of the Volunteer Handbook.
Keep the remainder of the Handbook for your reference.
I have fully read the True Hope Therapeutic Horsemanship Volunteer Handbook. I understand and agree to abide by the guidelines set forth in the handbook. I understand failure to follow rules and policies may result in a termination of volunteer privileges.
I acknowledge that equine activities are an inherently dangerous activity and carries with it the potential for serious injury. I hereby knowingly and voluntarily assume such risk and I further acknowledge and understand that the behavior and temperament of horses is unpredictable.
Signature: _____________________________________________________ Date: _____________
Printed Name: __________________________________________________ Date: _____________
Parent Signature: __________________________________________________________________(if applicant is under 18 years old)
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