Anthropomorphizing with Critical Reflexivity: The Danger and Potential of Anthropomorphizing in Equine-Facilitated Learning and Psychotherapy.

Abstract

This article used an intersectional feminist analytic framework to theorize the role of anthropomorphizing human-equine interactions in the HERD Institute's modality for practitioners of Equine-facilitated learning and equine-facilitated psychotherapy (EFL/P). EFL/P is a traditionally human-centered activity which leverages anthropomorphizing equine behavior and emotions to better understand human selves and dynamics by assigning human emotions to equids and human-equine interactions. Intersectional feminist theories were used to interpret 11 in-depth interviews with EFL/P practitioners. The data analysis identified anthropomorphizing behaviors which were used as the foundation for the creation of two vignettes. The vignettes present different ethical dilemmas of anthropomorphizing that may impact equine welfare in EFL/P explicitly discussed by interlocutors. One vignette examines interpreting and assigning human injustices within equine behavior (e.g., resource guarding) and the second engages with human interpretations of equine choice versus consent in an EFL/P session. The vignettes demonstrate how anthropomorphizing may be used to develop an understanding of human dynamics or equine welfare. The researchers suggest that the use of critical reflexivity when anthropomorphizing may increase attention toward equine welfare in EFL/P settings. As such, it may be beneficial to consider the development and refinement of EFL/P training/certification and continuing education.