Disclaimer:
All photographs are being used by the permission of the human participants and by permission of those responsible for the animals' welfare. None of these photographs depict actual psychotherapy clients. The activities depicted are of team-building days and/or interactions by visitors to the farm. They are, however, illustrative of activities which are undertaken during EFP sessions.

1. A father and son meet Juliet. This interaction assists in the assessment of the relationship dynamics in the parent/child relationship. This activity may also indicate levels of fear, overconfidence, protectiveness, willingness to engage in new activities, playfulness, and awareness of surroundings.

2. An adolescent engages in tactile communication with Secret. The client describes what she is feeling through all senses and talks about what her reactions are. In addition to feeling his coat, the client may be aware of his odor, rate of breathing, and responses to the intensity of her touch. She may be asked to talk about what she thinks Secret is thinking and feeling. Projection and exploration of the projection is a large part of the work.

3. A group of adolescent boys grooms Secret. During this interaction the boys would be encouraged to be aware of how they are feeling and thinking about themselves, Secret, each other and the process of grooming. Except for keeping Secret safe and comfortable, there is no instruction on the "proper" method of grooming. Processing could include discussion of how and why tools were chosen, how did you figure out who would do what, how did Secret seem to respond, is this a familiar feeling/activity, did you sense any changes in yourself. This activity provides an opportunity to assess levels of emotional awareness and readiness to talk about self as an individual and as a member of a group.

4. A group of adolescent girls grooms Viturina. Same concept. If you were working with mixed-gender groups, you could expand the activity to see how cultural norms influence feelings, thoughts and ways of "working".

5. An adolescent boy uses an invisible lead line to walk Howard across the paddock. (Note to people with horse experience. Tyler is on Howard's right side which is not the side he has been trained to be lead from.) This interaction is for either assessment or therapeutic work. Howard has been "convinced" by something other than a lead line to walk beside the boy to a pre-determined point. Processing would include how that occurred, how the person felt, whether there was an emotional connection, a connection of wills, and some "guesses" about the horse's process.

6. Two boys with horse specialist watching, are leading Viturina through an obstacle course which has hay, apples and mints strewn about with a jump at the end. The boys are to stay outside the poles and use one hand on the lead. Same concepts as above. Viturina was chosen to participate in this activity as she is particularly fond of eating, is large, is a mare (to work with the boys), and is willing when energized. The therapist can be one of the people with the client, or the client can observe the therapist and horse specialist doing the activity. This activity is appropriate for family work as well.