Universität zu Köln

Barzen, Annika (2023). „Ich war mutig“: Eine qualitative Studie zur Rekonstruktion kindlicher Perspektiven auf Erfahrungen im pferdegestützten Setting. PhD thesis, Universität zu Köln.

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Abstract

Das vorliegende kumulative Dissertationsprojekt besteht aus fünf Fachbeiträgen und befasst sich mit pferdegestützten Interventionen aus der Perspektive von Kindern. Zunächst wird eine kritische Auseinandersetzung mit dem Forschungsfeld tiergestützter Interventionen vorgenommen, da hier häufig Erklärungsansätze herangezogen werden, die wissenschaftlich nicht abgesichert sind. Diese Ansätze sollen in der eigenen Arbeit nicht reproduziert werden. Für die Erhebung des Forschungsstandes werden Studien herangezogen, welche sich mit der psychischen, sozialen und emotionalen Wirkung pferdegestützter Interventionen bei Kindern befassen. Das bearbeitete Forschungsdesiderat ergab sich aus der Betrachtung bestehender Studien, da die Kinderperspektive in diesem Zusammenhang bisher kaum wissenschaftlich betrachtet wurde. Um zu verstehen, was für Kinder an pferdegestützten Interventionen relevant ist, wird ein Forschungsdesign verwendet, welches die Kinder in den Forschungsprozess einbezieht, sodass sie ihre eigenen Relevanzen explizieren können. Somit wird eine neue Perspektive auf bestehende Forschungsergebnisse eröffnet, welche ein tieferes Verständnis für die Wirkweisen pferdegestützter Interventionen bietet und die Möglichkeit zur Evaluation der praktischen Durchführung beinhaltet. Die Ergebnisse beruhen auf der Befragung von 23 Kindern die wöchentlich an einer pferdegestützten Intervention teilnahmen. Die meisten der Kinder lebten zum Zeitpunkt des Interviews in Einrichtungen der Kinder- und Jugendhilfe und nicht bei ihren Familien und standen somit unter erhöhter psychosozialer Belastung. Wie Kinder pferdegestützte Förderung wahrnehmen, wird mit Hilfe von offenen Leitfadeninterviews und der Grounded Theory herausgearbeitet. Als zusätzliche Ausdrucksmöglichkeit der Kinder wurden Bilder, die sie vom pferdegestützten Setting malten, als ergänzendes Material genutzt und mittels Segmentanalyse ausgewertet. Am Ende der Arbeit ist festzuhalten, dass in pferdegestützten Interventionen, mit dem Ziel der Förderung von mentaler Gesundheit, reitpädagogische Fachkräfte Situationen mit Pferden konstruieren, die das interpersonale Vertrauen und das Selbstvertrauen von Kindern stärken, indem gezielt die Bewältigung von Herausforderungen mit dem Pferd unterstützend angeleitet wird. Insbesondere die zentrale Rolle der reitpädagogischen Fachkraft sowie relevante Wirkfaktoren werden vertieft betrachtet.

Item Type:	Thesis (PhD thesis)
Translated title:	Title Language "I was brave": a qualitative study on reconstructing children's perspectives on experiences in the equine-assisted setting English "Fui corajoso": um estudo qualitativo sobre a reconstrução da perspectivas de crianças com experiências no ambiente assistido por cavalos Portuguese
Translated abstract:	Abstract Language This cumulative dissertation project consists of five papers and deals with equine-assisted interventions from the perspective of children. First, a critical examination of the research field of animal-assisted interventions is undertaken, as explanatory approaches are often used that are not scientifically validated. These approaches should not be reproduced in this work. To survey the state of research, studies are consulted which deal with the psychological, social and emotional effects of equine-assisted interventions with children. The research desideratum addressed emerged from a review of existing studies, as the child perspective has hardly been considered scientifically in this context. In order to understand what is relevant to children about equine-assisted interventions, a research design is used that involves the children in the research process so that they can explicate their own opinions. Thus, a new perspective on existing research findings is provided, which offers a deeper understanding of the effects of equine-assisted interventions and includes the opportunity to evaluate practical implementation. The results are based on interviews with 23 children, who participated weekly in an equine-assisted intervention. Most of the children lived in child and youth welfare institutions and not with their families and were therefore under increased psychosocial stress. How children perceive equine-assisted support is elaborated using open-ended guided interviews and grounded theory. As an additional means of expression for the children, pictures they drew of the equine-assisted setting were used as supplementary material and evaluated by means of segment analysis. At the end of the dissertation, it can be stated that in equine-assisted interventions, with the aim of promoting mental health, pedagogical riding instructors construct situations with horses that strengthen children's interpersonal trust and self-confidence by providing specific supportive guidance in overcoming challenges with the horse. In particular, the central role of the pedagogical riding instructor as well as relevant effect factors are considered in depth. English Este projeto de dissertação cumulativa consiste em cinco artigos e trata de intervenções assistidas por equinos a partir da perspectiva de crianças. Em primeiro lugar, um exame crítico do campo de pesquisa das intervenções assistidas por animais foi realizado, já que as abordagens explicativas freqüentemente utilizadas não são cientificamente válidas. Essas abordagens não devem ser reproduzidas neste trabalho. Estudos que tratam dos efeitos psicológicos, sociais e emocionais das intervenções assistidas por equinos em crianças foram consultados para levantar o estado da pesquisa científica. O desiderato da pesquisa resultou na revisão dos estudos existentes, já que a perspectiva das crianças dificilmente foi considerada no contexto científico. A fim de entender o que é relevante para crianças sobre a intervenção assistidas por equinos, o projeto de pesquisa envolveu crianças no processo, possibilitando que elas explicassem suas próprias opniões. Assim, abre-se uma nova perspectiva sobre os resultados das pesquisas existentes, oferencendo uma compreensão mais profunda dos modos de ação da intervenção assistida por equinos e inclui a possibilidade de avaliar a implementação prática. Os resultados são baseados em entrevistas com 23 crianças que participaram semanalmente em intervenções assistidas por equinos. A maioria das crianças vivem em instituições de assistência social infantil e juvenil, e não com suas famílias, o que leva a um crescente estresse psicossocial. A forma como as crianças percebem o apoio assistido por equinos foi elaborada com a ajuda de entrevistas de orientação abertas e da grounded theory. Como um meio de expressão adicional para as crianças, desenhos feitos sobre cenário suportado por cavalos foram utilizados como material suplementar e avaliados por meio de análise de segmento. No final do trabalho, pode-se afirmar que nas intervenções assistidas por equinos, com o objetivo de promover a saúde mental, os educadores equinos constroem situações com cavalos que fortalecem a confiança interpessoal e a autoconfiança das crianças, orientando-as de forma solidária para superar os desafios relacionados com cavalos. Em particular, o papel central do educador equino, bem como os fatores de impacto relevantes, são examinados em profundidade. Portuguese
Creators:	Creators Email ORCID ORCID Put Code Barzen, Annika annika.barzen@tu-dortmund.de UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-647578
Date:	February 2023
Language:	German
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Heilpädagogik und Rehabilitation
Subjects:	Psychology Social sciences Education
Uncontrolled Keywords:	Keywords Language Tiergestützte Therapie, pferdegestützte Therapie, Reittherapie, Reitpädagogik, Kinder, psychische Gesundheit, qualitative Studie, partizipative Forschung, Forschungsstand, Review, leitfadengestützte Interviews, Grounded Theory, Kinder Zeichnungen, Segmentanalyse, Wirkung, interpersonales Vertrauen, Selbstvertrauen German Animal-assisted therapy, equine-assisted therapy, therapeutic riding, equine-assisted learning, children, mental health, qualitative study, participatory research, state of research, review, guided interviews, Grounded Theory, children's drawings, segmental analysis, effectiveness, interpersonal trust, self-confidence English Terapia assistida por animais, terapia assistida por equinos, terapia equina, educação com equinos, crianças, saúde mental, estudo qualitativo, pesquisa participativa, estado da pesquisa, revisão, entrevistas guiadas, Grounded Theory, desenhos infantis, análise segmentar, impacto, confiança interpessoal, autoconfiança Portuguese
Date of oral exam:	27 January 2023
Referee:	Name Academic Title Hennemann, Thomas Prof. Dr. Dederich, Markus Prof. Dr.
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/64757