Name: "Effects of hippotherapy and therapeutic horseback riding on postural control or balance in children with cerebral palsy: a meta-analysis"
Journal: Developmental Medicine & Child Neurology
Author(s): Monika Zadnikar & Andrej Kastrin
Date Retrieved: March 16th, 2011
How Located: I utilized the Murphy Library article database search. I used the subject guide under Therapeutic Recreation. From there, I found this specific article using CINAHL Plus (EBSCOhost).
What I learned:
This article primarily focused on hippotherapy or therapeutic horseback riding for children with cerebral palsy. Specifically, it investigated the benefits of hippotherapy for improving postural control and balance. Hippotherapy has been increasing in popularity over the past thirty years. Hippotherapy works from the smooth and rhythmic pattern of movement provided by the horse's gait. This is beneficial for the rider because it is similar to the mechanics of the human gait. Therefore, joint stability and postural equilibrium are promoted from the seated position on the horse and repetitive pattern of movement.
The primary goals of hippotherapy are to improve individuals' balance, posture, function, and mobility. The benefits of hippotherapy can be divided into two categories: physical and psychological. The major physical benefits include improvement in strength, coordination, muscle tone, gait, joint range of movement, and sensory processing. The primary psychological benefits include improved self-esteem, self-confidence, motivation, attention span, spatial awareness, verbal skills, and a sense of relaxation. The article explains a study conducted with use of hippotherapy; however, the sample size was found to be too small and the diversity within the sample population was a narrow range.
Besides the major benefits of hippotherapy, I discovered the use of a "Brunel active balance saddle". This does not require an actual horse and has precise movement patterns which mimic that of a horse's. I found this to be interesting and useful if a horse is not accessible or the individual is frightened of horses.
Application of Knowledge:
In my future as a certified recreational therapist, I would like to work with children who have disabilities and hope to be able to try hippotherapy. I learned that you have to be certified in order to do so. I not only learned about the wide range of benefits this activity offers for an individual, but also learned how and why it works. Within my professional development, I hope to gain knowledge about a very wide and expansive range of activities through not only research, but personal experience. This upcoming summer, I plan on volunteering as a rider assistant at a stable that has therapeutic horseback riding for children with disabilities. I hope to observe the leader of the therapy sessions and gain knowledge which I am able to use in my future.
Recommend this article? :
Yes, I would recommend this article for other TR students. The article is concise and provides the major benefits of this activity. It also provides detailed results from a study conducted. I think that these are not as useful because they are very specific and quantitative. I think the major take- home points of the article are the benefits of hippotherapy and how hippotherapy works. It provides a good overview and I would recommend it to other TR students.
Monday, March 19, 2012
Friday, March 16, 2012
Week Seven: Adaptive Art Activities
Last Thursday's class was really fun! We brought in different adapted art equipment information we researched before class. I found a chalk art attachment for wheelchairs and different paintbrushes and utinsels with adjusted grips. The grips were of different materials and sizes. After discussing a bit about the art materials we found, we got into our groups. The task at hand was to create adapted art utinsels/equipment with a pile of supplies given to us. The supplies included grips, egg cartons, paintbrushes, pens, pencils, string, cups, sponges, etc.
My group used the sponges to create stamps by cutting shapes out of them and gluing them to cardboard. We then glued cups upside down on the cardboard. An individual who has trouble with fine motor control could more easily grip the bigger cups. We also adapted many of the brushes and writing utinsels by attaching them to the inside of cups for the same purpose. We altered the size of many of the utinsels because a common difficulty is the thin size of the utinsel's handle. Our group's big project was creating a marker writer that could attach to a wheelchair. Aden headed this project and it turned out pretty good! We poked markers through an egg carton and used string to attach it to the base of a wheelchair. It worked when we tested it out! :)
When creating the adaptive art equipment, it was really fun and interesting. I learned a lot about how to be innovative and creative with what supplies you are given. We were able to create some of the same basis of ideas by being innovative. For example, we saw an example of adapted scissors and created our own version by placing a sponge in between the scissors. We had to think about durability and creating functional equipment that could be used for individuals with various disabilities.
This class was really helpful because it taught me how to be innovative and creative. I learned that I enjoy feeding off of other's ideas and having input for my own ideas. I think this will be useful in my future when working with a team of other healthcare professionals. I also learned how to improvise and use a more-developed model to create one with simple materials. This can be helpful if equipment or an activity is expensive and I would have to create a cheaper version.
During this class, I tried to "strive for excellence" by coming to class prepared with many examples of equipment I had researched. I also gave input and ideas to the group activity. I participated in class and listened to other's ideas as well. :)
My group used the sponges to create stamps by cutting shapes out of them and gluing them to cardboard. We then glued cups upside down on the cardboard. An individual who has trouble with fine motor control could more easily grip the bigger cups. We also adapted many of the brushes and writing utinsels by attaching them to the inside of cups for the same purpose. We altered the size of many of the utinsels because a common difficulty is the thin size of the utinsel's handle. Our group's big project was creating a marker writer that could attach to a wheelchair. Aden headed this project and it turned out pretty good! We poked markers through an egg carton and used string to attach it to the base of a wheelchair. It worked when we tested it out! :)
When creating the adaptive art equipment, it was really fun and interesting. I learned a lot about how to be innovative and creative with what supplies you are given. We were able to create some of the same basis of ideas by being innovative. For example, we saw an example of adapted scissors and created our own version by placing a sponge in between the scissors. We had to think about durability and creating functional equipment that could be used for individuals with various disabilities.
This class was really helpful because it taught me how to be innovative and creative. I learned that I enjoy feeding off of other's ideas and having input for my own ideas. I think this will be useful in my future when working with a team of other healthcare professionals. I also learned how to improvise and use a more-developed model to create one with simple materials. This can be helpful if equipment or an activity is expensive and I would have to create a cheaper version.
During this class, I tried to "strive for excellence" by coming to class prepared with many examples of equipment I had researched. I also gave input and ideas to the group activity. I participated in class and listened to other's ideas as well. :)
Wednesday, March 7, 2012
Innovative Activity #5
Activity: Biography Poem
Target Participant Group: teenagers to elderly
Therapeutic Potential of Activity: self-expression, social interaction, boost self-concept, fine motor skills, self-reflection, listening skills, enhances creativity
Other Groups that may benefit: corrections, individuals with SCI, individuals recovering from a stroke, individuals who have long-term illnesses such as cancer, at-risk youth, elderly
Groups not appropriate for: younger children, individuals who are unable to verbally/cognitively express self (severe intellectual disabilities)
Activity Description: This is a great activity that can be used for a wide range of individuals with different ability levels! This may be a great activity for individuals to complete and then have a group sharing circle.
The poem is 11 lines long and does not ryhme. It is constructed according to the following general outline:
Line 1: First name only
Line 2: 4 traits that describe you
Line 3: Sibling of...
Line 4: Lover of...( 3 people/ideas/things)
Line 5: Who feels...(3 things)
Line 6: Who needs...(3 things)
Line 7: Who gives...(3 things)
Line 8: Who fears...(3 things)
Line 9: Who would like to see...(3 things)
Line 10: Resident of...(name of city and state)
Line 11: Last name only
Here is an example of my biography poem:
Kristin
Runner, happy, giver, self-motivated
Sibling of Katie Marie
Lover of peanut butter, dogs, fall weather
Who feels excited when weightlifting, happy when brushing my teeth, hopeful about the future
Who needs sunshine, love, my baby blankie
Who fears pain, hippos, having my feet tickled
Who would like to see kangaroos in the outback, less crime and hate in this world, the Olympics first hand
Resident of Brown Deer, Wisconsin
Lillie
* You may add to this activity by having individuals mount their poem on colorful paper and decorate around the poem with pictures etc. They may also make a collage around the poem.
Resources needed: paper, writing utensils, possible computer/ assistive communication device, paper, scissors, glue, pictures for collage making
Best Leadership Style for Activity: This activity will most likely only need one facilitator, depending on the population you are working with. The facilitator should ensure that individuals are able to completely express their ideas and communicate their poem with the group if desired.
Activity Source: I did this activity when I was in grade school. I also have seen this activity used with a group at a nursing home with individuals recovering from strokes. This activity has very positive outcomes because it really helps to boost one's self-concept.
Activity Resources: Additional templates and examples of biography poems and other poetry can be found online.
http://cuip.uchicago.edu/~adarice/cwsite/poems/poembio.htm
Innovative Activity #4
Activity: Chair Yoga
Target Participant Group: adults, elderly
Therapeutic Potential of Activity: posture, breathing techniques, meditation, relaxation, fitness, flexibility, strength, motivation, self-confidence, boost happiness, self-esteem, social interaction with others in group
Other Groups to benefit: corrections, individuals with mood disorders, elderly, individuals with SCI, individuals in a cardiac rehabilitation program
Groups not Appropriate: younger children, individuals with severe upper body impairments
Activity Description: Chair yoga is very easy to do and can be used for many populations. There are many different poses and stretches used in chair yoga. Some of the basic and main ones include:
Forward bend
Spinal Twist
Side Stretch
Knee Squeeze
Lef Lifts
Sun Pose
This activity is great for a group of individuals. Chair yoga is great for the body, mind, and spirit. :)
Activity Resources: straight-backed chairs, sufficent space, exercise bands may be used
Best Leadership Style: Leadership is key for this activity. The facilitator must be familiar with the different poses and have experience leading the activity. The participants will be looking to the instructor for what pose to do next and how to do the pose/stretch. It might work best to have the chairs in a circle and the leader in the middle of the circle so all participants can see. If the group is big, another facilitator may be beneficial in order to walk around and help participants with the poses/stretches.
Activity Source: My close friend is in the cardiac rehabilitation graduate program at UWL. She leads chair yoga for older adults in the cardiac rehab program. She recently added chair yoga to the program because she is a certified yoga instructor. The turnout for the program was only a few individuals throughout the first few weeks. The group size has more than tripled and it is now a favorite activity of many of the participants.
Activity Resources: There are many resources for chair yoga that can be found online. There are also many yoga magazines that contain additional information. Youtube is also a great resource for videos!
http://www.livingwordsofwisdom.com/chair-yoga.html
http://www.yogacheryl.com/chairyoga.html
http://www.youtube.com/watch?v=cOL4SqhGCqU
NAMASTE!
Innovative Activity #3
Activity: Homemade ButterTarget Participant Group: children to elderly
Therapeutic Potential of Activity: group cooperation, sensory stimulation, taking turns, encourage reminiscing, motor skill, strength
Other Groups that may benefit: elderly, kids with Autism, individuals with motor skill deficits
Groups not Appropriate for activity: individuals with severe intellectual disabilities, individuals with mood/ severe behavioral disorders, individuals with diet restrictions
Activity Description: This activity is simple and fun for a group! There are a few basic steps:
1. Pour cream into jar/container
2. Cover jar/container tightly with lid.
3. Have group members take turns shaking the jar/container. Shake until cream turns into solid butter.
4. Remove butter from container and spread onto crackers.
* If this activity is being used with elderly, it may be fun to discuss/reminisce while the process of shaking the cream is taking place.
Resources Needed: 1 carton heavy cream, 1 jar/container with lid, salt, knife, plate, crackers/bread
Best Leadership Style for Activity: This activity works great for a group. One facilitator should be sufficient for the activity. The facilitator should assist with helping individuals when necessary and ensuring that all individuals participate cooperatively.
Activity Source: My mom used this activity with residents at a nursing home for an occupational therapy activity. I also remember making butter in grade school as an activity.
Activity Resources: There are a few different methods that you may use for this activity. Some online resources may be found below.
http://www.webexhibits.org/butter/doityourself.html
http://pbskids.org/zoom/activities/sci/butter.html
Innovative Activity #2
Activity: Mosaics
Target Participant Group: middle-aged children to elderly
Therapeutic Potential of Activity: fine motor skills/ coordination, social interaction skills, cognitive skills(colors/shapes), promotes creativity, sensory stimulation, enhances attention span
Other Groups who may benefit: at-risk youth, children with Autism, elderly, individuals with MS/MD, individuals with SCI
Groups not Appropriate: individuals with severe intellectual disabilities, corrections
Activity Description: Mosaics are fun and fairly easy to make. They are an open-ended activity because you are able to complete a mosaic on many different surfaces. For example, you could do a group mosaic on a table top or you may do mosaics on pots/vases. To begin the activity, you will first need to have a design in mind or pick a mosaic pattern. There are many mosaic pattern websites online. Next, you will need to lay out the tiles you have and pick out shapes/colors. There are a few different ways to make mosaics. One of the "direct" methods is to purchase adhesive which allows you to glue the tesseraes (tiles) to the surface. Once the tiles have dried and are adhered to the surface, you will then need to cover them with grout. You can buy powdered grout and mix it and then spread it over the tiles with a rubber spatula. This activity may be time consuming and messy; however, it is a great group project and is very open-ended.
Resources Needed: Base ( pot, coaster, vase, tabletop, or anything with a flat/hard surface)
Tessrae (tiles/pieces)
Adhesive (mosaic glue)
Grout
Newspaper, gloves, sponges
bucket, stir-stick (for grout)
Best Leadership Style: Depending on the population, it may work best to have one to two facilitators for this activity. If the group is small, one facilitator should work for the activity. However, it may be best to have two in order for one individual to help with preparing the materials.
Activity source: I have completed a few mosaics with groups such as girl scouts. We made mosaic coasters for our Moms for Mother's Day. They turned out great and were pretty easy to do. I have also made mosaic stepping stones with the kids I babysit for.
Activity Resources: There are many online website about "how-to's" for mosaics and also pattern websites. ( one of each below)
www.mosaic-tile-guide.com
http://familycrafts.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=familycrafts&cdn=parenting&tm=4&gps=37_8_1093_491&f=00&tt=14&bt=1&bts=0&zu=http%3A//stainedglasspatterns.org/thumbnails.php%3Falbum%3D10
Monday, March 5, 2012
Week Six: Collaborative Art Activities
The sound of this week's lesson had me really excited to come to class. We discussed the potential benefits of collaborative activities. Some of these benefits include:
- can "go big"
-allows for creativity
-work in group setting
-different input/perspectives
- develop sense of "community
-address clients with diverse skill levels
-encourage peer support
-reduce anxiety toward trying a new skill
-communication skills
Collaborative activities are useful because they hold the opportunity for a group to come together which allows for an increase in opportunities. Facilitation may be easier when activites are done collaboratively.
This class period, we specifically focused on collaborative art activities. Some potential benefits of collaborative art activities incude:
-address textures and other sensory input
- expression
- subjective, not "step-by-step"
-group identity
-fine and gross motor skills
-relaxation
-memory making
-endless possibilities
One amazing component of art is that there are so many possibilities. Art is very therapeutic because it is not simply about the end result; rather, it is about the process.
Some examples of art that we touched on were quilting, murals, graffiti walls, creative writing, structured art, movement/drama, and multimedia. We watched a video demonstrating examples of "packing tape art". I was shocked at how many creative art techniques have developed over time. There really are endless possibilities when it comes to art.
So now the fun, hands-on learning part of class was introduced. There were limited supplies in the front of the room : paper, paint, glue, scissors, tape, markers etc. We were to get into our groups and with a few chosen supplies come up with an art activity. Our group chose cotton swabs, paper, and paint for our supplies. We thought of dot painting with cotton swabs. Each group came up with a collaborative art activity idea and got started on the project. After five or so minutes, we were to rotate to the next group's art activity. The different activities included our dot painting, pipe cleaner creations, packing tape art, duct tape quilting, nature drawings, and a picture/word book. I had fun with all of the different activities and I think the class enjoyed them as well.
I was impressed with what the class came up with for the supplies we had. I learned how to use resources wisely and also thought about being cost effective. This will come in handy in the future if presented with limited supplies or when having to come up with collaborative group projects. I also found myself enjoying trying new things and making the most out of everything. I think it is best to have an optimistic attitude when trying new things. You really never can "judge a book by its cover".
In my future as a CTRS, I will use the basis of collaborative art activity ideas and maybe even some of the ones we did in class. I also will use objectives and goals of art activities when planning activities based on the population I am working with.
Overall, it was a very fun class! I find myself continually learning new knowledge and thinking about what kinds of activities I can try and that would work best for different populations. I enjoyed participating in the different art activity stations. :)
- can "go big"
-allows for creativity
-work in group setting
-different input/perspectives
- develop sense of "community
-address clients with diverse skill levels
-encourage peer support
-reduce anxiety toward trying a new skill
-communication skills
Collaborative activities are useful because they hold the opportunity for a group to come together which allows for an increase in opportunities. Facilitation may be easier when activites are done collaboratively.
This class period, we specifically focused on collaborative art activities. Some potential benefits of collaborative art activities incude:
-address textures and other sensory input
- expression
- subjective, not "step-by-step"
-group identity
-fine and gross motor skills
-relaxation
-memory making
-endless possibilities
One amazing component of art is that there are so many possibilities. Art is very therapeutic because it is not simply about the end result; rather, it is about the process.
Some examples of art that we touched on were quilting, murals, graffiti walls, creative writing, structured art, movement/drama, and multimedia. We watched a video demonstrating examples of "packing tape art". I was shocked at how many creative art techniques have developed over time. There really are endless possibilities when it comes to art.
So now the fun, hands-on learning part of class was introduced. There were limited supplies in the front of the room : paper, paint, glue, scissors, tape, markers etc. We were to get into our groups and with a few chosen supplies come up with an art activity. Our group chose cotton swabs, paper, and paint for our supplies. We thought of dot painting with cotton swabs. Each group came up with a collaborative art activity idea and got started on the project. After five or so minutes, we were to rotate to the next group's art activity. The different activities included our dot painting, pipe cleaner creations, packing tape art, duct tape quilting, nature drawings, and a picture/word book. I had fun with all of the different activities and I think the class enjoyed them as well.
I was impressed with what the class came up with for the supplies we had. I learned how to use resources wisely and also thought about being cost effective. This will come in handy in the future if presented with limited supplies or when having to come up with collaborative group projects. I also found myself enjoying trying new things and making the most out of everything. I think it is best to have an optimistic attitude when trying new things. You really never can "judge a book by its cover".
In my future as a CTRS, I will use the basis of collaborative art activity ideas and maybe even some of the ones we did in class. I also will use objectives and goals of art activities when planning activities based on the population I am working with.
Overall, it was a very fun class! I find myself continually learning new knowledge and thinking about what kinds of activities I can try and that would work best for different populations. I enjoyed participating in the different art activity stations. :)
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