Loading stress in the horse:
Behavioural and physiological measurement of the effectiveness of non-aversive training (TTEAM) for horses with trailer loading resistance.

This study was conducted by Stephanie Shanahan when she was a student at the University of Ontario Veterinary School at Guelph, Ontario, Canada. The research was funded by a grant from the Geraldine R. Dodge Foundation for Research targeting the Improvement of Animal Welfare. Stephanie won the American Veterinary Society of Animal Behavior's 'Award for Student Excellence in Applied Animal Behavior Research'. Permission to post from Journal of Applied Animal Welfare Science.

Abstract

Resistance to trailer loading in the horse is a common source of stress and injury to horses and their handlers. The objective of this study was to determine whether non-aversive training based on Tellington-TTouch Equine Awareness Method (TTEAM) would decrease loading time and reduce stress during loading for horses with a history of reluctance to load.

Ten horses described by their owners as "problem loaders" were subjected to pre-training and post-training assessments of loading. Each assessment involved two seven-minute loading sessions during which heart rate and saliva cortisol were measured. The training consisted of six 30-minute sessions over a two-week period during which the horse and owner participated in basic leading exercises with obstacles simulating aspects of trailering. Heart rate and saliva cortisol were shown to increase significantly during loading as compared to baseline (P<0.001 and P<0.05, respectively). Reassessment after training showed a decrease in loading time (P=0.01) and reduced heart rate during loading (P=0.001). Seven good loaders were also subject to loading assessment for physiological comparison. Increases in heart rate during loading were significantly higher in the good loaders (P<0.001). Non-aversive training simulating aspects of loading may effectively reduce loading time and stress during loading for horses with a history of resistance to loading.

As most of you know, in the summer of 1999, I conducted research retraining horses with trailer loading problems using TTEAM. So I'd like to give a general outline of what I did and what I was trying to do. In a later issue, I will present some of the interesting case studies that came out of the research.

Horses who are reluctant to load into a trailer are not difficult to find. In fact, it is one of the most common behaviour problems horse people are familiar with regardless of the breed of horse or discipline they are involved in. Unfortunately, trailer-loading accidents are also a common cause of injury to horses and their handlers.

My intention in this project was to scientifically ascertain the effectiveness of a TTEAM training program at improving willingness to load. I also wanted to know if the stress of loading would be measurable physiologically and furthermore, if TTEAM training could measurably decrease loading stress.

We started with 12 horses who, according to their owners, were difficult to load. The horses included a Shire/Thoroughbred yearling, two and four year old Quarter Horses, Arabian crosses, Canadian broodmares and a few thoroughbreds. The oldest horse in the study was 20 years old.

In the initial assessment, the horse had two seven-minute opportunities to load, one with the owner and one with an independent handler who did not know the horse or the purpose of the study. We measured heart rate and took saliva samples to measure cortisol before, during and after the loading. We performed this assessment with all the problem horses as well as with 8 horses who were considered to be good loaders.

In almost every case loading time was not significantly different when the owner or the person unfamiliar with the horse was loading.

One of the "problem loaders" loaded readily and one of the good loaders did not load so we didn't use them in the study but we did work with both of them anyway.

After the assessment some horses started the training while others waited and had a second assessment before the training. This was done in order to keep the independent handler blind to the training status of the horse.

The training program was based on a wonderful article by Marion Shearer, "Prepare your horse to load", which was recently reprinted in the May-June 2000 TTEAM Connections. The sessions were every other day for two weeks. It is definitely beneficial for horses (and people) to have a break between sessions in order for the brain to integrate the new information. Every other day is better than every day. Some horses may benefit from more than two weeks of training while others might only need to be asked differently at the time of loading.

Here are some of the most important components of the program we used (for more information, I strongly recommend reading Marion's article):

Lower the Horse's Head

Many of the problem loaders had naturally high head carriage. When they were concerned their head would go even higher making it difficult to negotiate getting into a trailer. This is a normal reaction for horses, a part of the flight response. They are raising their head to shift their weight back which lightens their front end so they can turn around quickly and get away from what is scaring them. The problem arises when the handler has no way of asking the horse to lower its head. It appears that lowering the head actually changes the horse's reaction to a situation. When the head is lowered, a horse is able to move forward to approach and investigate what it is concerned about. This gives the horse the opportunity to realize that the situation is okay. With his nose in the air, a horse is neither going forward nor giving the situation a chance, he is asking to leave.

As part of our training we used as many different ways as we could think of to teach the horses to lower their head when asked. Some of the ways are listed here:

Leading position:

• Putting the chain up the side of the halter

While standing:

• A gentle signal and release downward on the chain, or "milking" of the chain
• Stroking of the horse's chest and forearms with the wand

While walking:

• Allowing the horse to walk into the wand which is held in front of the horse midway between the knee and shoulder

Body work:

• Raising the back with the tips of the fingers pressing on the midline of the abdomen
• Tail work
• Mouth work and ear work

These may not lower the head directly but can be very useful to get the horse to pay attention and think about what you are asking when you are stuck

Since we only had a short period of time to work with and the owners were not familiar with TTEAM, we did not teach ALL the possible tools that COULD be useful when working with horses to improve their willingness to load. We focused on a few basic principles and were very happy with the results we got.

The training sessions involved the introduction of these TTEAM techniques at the pace that seemed appropriate for that particular horse and owner:

Leading positions

Cheetah: This was used as the BASIC leading position. The important principles were to habituate the owner to being further away and further ahead of their horse while leading. We emphasized that the horse would better be able to listen if they could see the person leading them. It was also an opportunity for the handler to learn to use the wand to more clearly communicate what they wanted the horse to do.

Dingo: This is considered a very important part of trailer loading problem solving. The horse must learn to go forward from a signal. It seems that horses understand the signal on the croup combined with the signal on the chain very well, but it is important for the handler to learn to coordinate this movement in a consistent manner.

Dance: It is believed that many horses are more concerned about backing OUT of the trailer than getting into the trailer. Imagine backing out of something and not being able to see or feel the ground behind you! Teaching a horse to back one step at a time and to negotiate backing over obstacles, inclines and off bridges makes the horse more willing to load onto the trailer as well as backing out more calmly and safely.

The obstacles we used were whatever combination of poles, planks, tarps and barrels was available. We tried to simulate the different aspects of what CAN be difficult for a horse when trailer loading:

1. Stepping over or onto something i.e. poles raised or piled, bridge, cavalettis

2. Stepping onto an unfamiliar surface that makes noise i.e. plastic tarp, plywood sheet, bridge

3. Walking into a narrow space i.e. poles raised on barrels, tarps hanging over the poles, plywood

4. Walking under a low roof i.e. an arch of wands, a Styrofoam pole, a rolled tarp

The horse would walk up to the obstacle and be asked to halt. If the horse's neck was above the horizontal, the handler would ask the horse to lower its head and then proceed with the obstacle. It is not necessary to stop EVERY time before negotiating an obstacle. It is useful, however, in order to make every step clear and intentional to practice stopping and moving forward in a controlled manner with the head lowered.

Some of the horses appeared not to know that their limbs were connected to their body. So we used the body wrap to help them get a sense of how they might coordinate legs and body as a unit. For the horses who could not step over a pole without tripping, the body wrap seemed to make a world of difference!

Body work

We also included one session of bodywork for each horse. We were focusing on touches that would help ground, calm and connect the horse. We started with an exploration of the horse's body, which the owners found FASCINATING. The reactions of the horse fit with the pattern of difficulties that they had with them on the ground and under saddle. All of a sudden they seemed to understand that the horse was not stubborn or difficult but tight or sore or habituated to a particular way of carrying itself.

The touches we used:

Grounding:

• Python lifts
• Leg exercises

Calming:

• Ear work
• Mouth work

Connecting:

• Raising the back
• Tail work
• Lick of the cow's tongue
• Noah's march
• Zigzags

Results

Seven of the ten horses who completed the study loaded in the allotted seven minutes on the final assessment, a very significant improvement from the initial assessment. Three of these seven loaded instantly, in less than 30 seconds, and did so repeatedly during the 14-minute loading assessment.

Of the three horses who did not load:

• one had fallen when the lead shank broke during the initial assessment
• another owner had chosen not to participate in the training sessions
• the third owner had been absent for the initial loading assessment and was so nervous at the final assessment that she was crying.

By analyzing the data we had collected, we were able to show that the heart rate and saliva cortisol increased significantly when a horse was asked to load. While after TTEAM training the willingness to load was significantly improved AND heart rate was significantly lower when they were asked to load. The saliva cortisol measurement was not sensitive enough with the small number of horses we had to show a difference after training.

Good loaders

One of the most interesting things we found was that the good loaders had a higher increase in heart rate when they were loaded onto a trailer than the problem loaders. We don't have a specific explanation for this. My guess is that even though these horses are obedient enough to load when asked, loading onto a trailer is still stressful, definitely more stressful than standing in the crossties! Conversely, the horse might associate the trailer with going somewhere exciting, like a competition or trail ride, and their excitement is reflected by the increase in heart rate.

We also noticed that the horses who moved around and whinnied the most while they were in the trailer had LOWER heart rates than the horses who just walked on and stood there. That was a real eye opener! How often we forget that freezing is a panic response!

• "He was just standing there, quiet as could be, and all of a sudden, he just exploded!".
• "He's not scared, he's just stubborn. He just stands there and doesn't move."

Just because an animal isn't showing overt signs of being stressed, it doesn't mean he is relaxed.

Discussion and further questions

When I told my childhood coach about my research project, her response was: "I think you should measure the stress of the handler instead of the horse". And I think there's some truth to that. I think a key component of the training program was the owner involvement. Learning to communicate more clearly what we want from our horses allows them to feel safer doing things that seem inherently unsafe, like getting into a trailer.

Will horses who have had a bad experience with a trailer benefit from this training?

In this training, we did not use a trailer at any time other than the assessments. There were specific orders that the horses should not spend any time near a trailer during the study. We did this in order to show that the fear of the trailer itself is often not the problem. When a horse is more confident about its coordination and balance and receiving clear communication from its handler, the trailer is suddenly no longer a problem. In some cases however, being in the trailer is much worse for the horse than loading onto the trailer. Some horses will load readily and as soon as they are in the trailer, their heart rate triples and they are sweating profusely. The response to specific exercises will vary from horse to horse because in each case, we don't know EXACTLY what the horse is concerned about. And there will be some situations in which this training will not be the answer.

What would happen if the good loaders went through the training program, would their heart rates be reduced?

Well, we don't know. It's possible. It is possible that doing TTEAM groundwork with these horses because of its many benefits unrelated to trailering may improve the horse's comfort with trailer loading by improving its balance and coordination.

What about using the Clicker? Why didn't you use a Clicker?

I didn't use a Clicker in this project because I wasn't very familiar with them at the time. Also, the more variables you introduce in research, the less meaningful it becomes. I have since spoken with MANY people (behaviourists, trainers, TTEAM Instructors) who would include Clicker and Target Training in a trailer loading program. I think it's a great idea. Definitely horses learn very quickly and enjoy learning with positive reinforcement!

Why didn't the saliva cortisol show a decrease after training?

We're still just in the beginning stages of applying the use of saliva cortisol to measure stress in horses. The number of horses and the interval of testing we used was not sensitive enough to be able to say whether or not there was a decrease. Though the increase during loading was significant, a lesser increase after training could not be demonstrated.

How significant was the bodywork in the training program?

Well there's no way of knowing this either since we did not have a group who received ground work without bodywork. But the owners definitely seemed to find it very important. If nothing else, it allowed them to look at their horse in a different way which is an essential part of learning to work with them differently.

Happy trailering, Steph Shanahan

NOTE: TTEAM is an acronym of "Tellington TTouch^® Equine Awareness Method." Since this article was written, the brand name for all the facets of the TTouch^® organization is Tellington TTouch®.

Immediate and Cumulative Benefits from Tellington TTouch^® Program Reflected in the EEG of An Anxious Mare

Robin Bernhard, LCSW, MEd, Sandy Rakowitz, Jessica Eure, MEd, EdS

Linda Tellington-Jones has created a gentle non-invasive system of bodywork comprised of specialized circular touches, lifts and slides that improves focus, balance and motor function, enhances learning and even promotes trust and communication amongst its users. Over the past 30 years, practitioners have seen both immediate and cumulative benefit from its use in training and healing animals and in healing the relationship between animals and their owners. After attending one of Linda's 5-day workshops in April 2005, I wanted to see if these techniques could help my injured mare to be comfortable while healing from a ligament injury and help us to improve our ability to communicate so that her balance problems under saddle would not degenerate into rushing out of control.

Read More

Face, a Reluctant Show Dog
by Practitioner Kathi Lehman.

Face, a longhair standard Dachshund, came to TTouch^® as a Champion show dog. Vicki and Bruce Walsh were Face's owners and breeders. The Walshes have bred and shown dogs for thirty years. They had tried all the normal show dog training and socialization with Face, but while he was champion, he had developed bad behavior patterns.

Face had managed to finish his championship, but he was afraid of everything. He is an exquisite dog, but he is very nervous. At times, Face would totally loose it in the ring, and it would be everything Bruce could do just to hang on to him. He was very afraid of loud noises and would go into freeze at times. Face did not ever eat very well and was a very poor traveler. If Face had a "good" day and managed to win, he would totally refuse to walk on to the winners' platform to receive his award or have his photo taken.

Bruce brought Face to me ready to give up on Face as a show dog. My assessment was that Face was very tight in his stomach area and generally not very present. Face was very sweet but did not make any kind of contact really with anyone.

I used a body wrap and a Halti on him. When Face had his TTouch^®  "clothes" on we just walked around for about three minutes. Many performance dogs have been over stimulated by their dog jobs and sometimes very short easy sessions are the way to begin a breakthrough with them. I also did a short basic session of Clouded Leopard TTouches and mouth work. I used a pressure of about a three with the TTouches. His tail was limp, so I did some gentle tail-work as well. Then we took a break of about an hour.

We let Face wander around mv place, visit with other dogs and wear his body wrap in this very relaxed situation. He wore his body wrap for about 15 minutes. He then had about an hour to relax and process his first session.

I then put the Halti back on and the body wrap back on and gave Face some food treats. We very slowly did the labyrinth. At first, Face was very nervous, and I used a wand to coax him along with me. We then put him into the Homing Pigeon and lie was a bit more confident with Bruce as the leader. When we added the platform, Bruce commented that Face would never go up on that. Using the Homing Pigeon, wands and bits of food treats, we managed to get Face to climb up on the platform. I then did another ten-minute session of bodywork and Face went home.

Bruce brought Face back the next weekend and we began with the same light bodywork. Face was still very tense in his body with his gut area really feeling like a knot. Face had a much easier time with the confidence course this time. We added his stepping over a couple of low poles. These low poles are made by cutting swimming pool noodles in half. At first, stepping over something was very hard for Face, but he managed. My hope was that by asking him to pick up his feet tjat he would become more aware of his feet and his body.

Face went to a dog show the next weekend. He did better. Bruce felt he was calmer and more responsive. He won and he was willing to walk up the little ramp and take his ribbons. Bruce was also able to get a photo of Face standing on the little platform and that was another first.

The Walshes live two hours from me. They wanted Face to have more TTouch sessions, but the drive was a bit much. I offered to take Face for a week of TTouch camp. I repeated the sessions as described above. I added an evening session of slow gentle bodywork including Raccoon TTouch and lots of TTouch mouth-work. It took four sessions before Face seemed to have a real relaxation response. I did not really think any true progress had been made, but he was a nice dog and I had enjoyed working with him.

Face went home. The first call I got was asking me what I had done to make him eat. The Walshes had not mentioned the issue with Face eating, so not only had I not done anything, but also, I didn't even know it was an issue! I had just fed him, but I had done a bit of TTouch on him prior to each meal because I was trying to maximize our week.

The next week, Face went to the dog show. He did very well. He was more relaxed than ever. He even ate little treats called bait in the ring.

The Walshes asked me to work on Face at a dog show. I did a couple of sessions on Face at nearby dog shows. These sessions included some bodywork prior to his being groomed for the ring. I did note that his tail did not feel as disconnected anymore. Hoever, his stomach area was still tense so I did Abalone TTouches on that area with a very slow lift at the end.

I went to ringside and used the lines on the floor to make a little labyrinth. Prior to asking Face to walk forward in our invisible labyrinth, I did a few circles on his rump above his tail. Then as we started out, I did a little flicking TTouch like the horse-leading position and Dingo to encourage him move out and use his rear legs. This warm-up seemed to work quite well. In the ring, Bruce would do light mouth-work on the outside of Face's lips prior to the judge examining Face.

Face has gone on to learn to enjoy his job as a show dog. He now lives with a very nice handler, Loreen Hogan. Loren keeps Face as a house dog when he is not at the shows and they have bonded very well. I taught Loreen some TTouches and she has continued his sessions. Face became the number one ranked Longhair Standard Dachshund for 1999.

When we attend a TTouch training we arrive with excitement and wonder. The common bond that all of us share and the one that attracts us to Linda’s work, is that we each believe, in our own way, that there must be a better way to be with horses, other animals, the people in our lives and with the world in general.

The knowledge learned from the Tellington TTouch Method for Horses work is accumulative. In the beginning, it seems simple and easy. As we continue year after year to learn more of Linda’s shared skills, from clinics, workshops, CD’s, and her books, we begin to see a complete metamorphosis in our approach to riding, training and in many ways, to our interactions with other people as well. At a time of such great need for balance in the world and in our personal lives, by becoming TTouch trained, we become part of the change.

Linda’s life philosophy is woven like a rich quilt and openly shared at her clinics. During the daily lunch break she shares ideas about thought provoking books and theories that open all of the participants to see that we all have unlimited potential. For most of us, there is a recognition that horses can be our teachers.

At Linda’s five-day clinics, many of us notice a personality pattern expressing itself as we work with our horses—our horses mirror this pattern back to us, many times it appears to be the root of the problem that we seem to be having with our horses, and yet it is a problem that we have in other aspects of our lives, too. The horses keep giving us an opportunity to not only get it right, but to get it better. At a recent workshop, there was a horse that was very pushy with its person. As the days went on, the person revealed how primary people in her life did not treat her with respect either. As she learned techniques to express her boundaries to her horse, she also had an awareness of different ways of being with humans in her daily life.

The work that Linda teaches at her clinics is far beyond horse training. Linda shares with her students the richness of her life journey with humans and with animals that she has finely tuned over the past fifty years. A woman always ahead of her time, she gently and humbly shares her knowledge with everyone present. The attendees at her horse clinics are of varied backgrounds from trainers, competitors, therapists, medical professionals, NARHA instructors, backyard horse owners and anyone with a desire to share with a horse in a more compassionate way. Whatever a person’s knowledge base is, Linda has a way of speaking and sharing examples directly so that they are easily understood and absorbed.

The variety of touches, leading positions, special riding equipment and connected riding techniques offer everyone something new and thought provoking to encourage and stretch skills, from professional trainer to horse lover. A questionnaire was sent to participants from a recent clinic. Christal Bannister, a massage therapist, answered, “I learned to touch a horse (and people) in a new way. I learned how to be soft and effective with the touches. I learned also how to be direct, observe and to give clear signals.”

The TTouch method offers us possibilities of dealing with our horses in an entirely different way. The depth of Linda’s work supports humans in continuing to unravel the myth of domination and ignorance in our relationship with our equine partners. When attending a five-day workshop, it is truly joyful to see horses and humans develop new ways of interacting together. In western civilization where horse ownership, racing, showing and winning have guided most peoples training background, it is so refreshing and important that we now have a choice.

Because of work like Linda’s Tellington TTouch Method, we have an opportunity to see, to learn, to try and to succeed in improving the lives of our horses and at the same time improving our lives as we see that compassion, listening, honoring and thought out techniques are available to everyone. An attendee at a recent clinic, Kathleen Aspenns wrote, “I really like seeing Linda work with challenging horses---to see what to do when they don’t like the first ten things you try---keep trying something different. Linda’s work in heartfelt—I absolutely love her respect for and her communication with the horses. It inspires me to be a more compassionate person.”

Linda and all the Instructors, support each student and help all of them to embark on their own journey filled with all of the skills that she can possibly share. TTouch work is not only about changing the way we deal with horses, it is about changing the way we see, hear, listen and deal with our lives . . . changing the way we are with each other, one horse, one person at a time.

In the 1980s, Equus Magazine dubbed Tellington TTouch® Training "The Touch That Teaches" and said participants will learn how to see and embrace their horse as an individual and through observation, patience and TTouch®, find the best ways to assist it in its training.

The second T in TTouch stands for "Trust" and building trust is what we aim for since it is the foundation on which everything else rests. With trust, horses learn to achieve enhanced levels of physical, mental and emotional balance.

Who Should Attend?

• Professionals of every level and from all disciplines, as well as amateurs, can benefit from learning a training philosophy and methodology devoted to working with horses using empathy instead of force - down to the cellular level. Linda's approach focuses on working with horses' minds and intelligence as much as with their body. The same is true of her work with riders.

Why Should You Attend?

• To improve your horse's rideability and performance without stress using holistic and humane groundwork, bodywork and ridden work from the Tellington Method and Tellington TTouch® Training.
• To create a long term training program that will help you develop a horse that is confident, willing, mentally and physically healthy, and capable of meeting your training goals regardless of discipline.
• To enhance, repair or deepen your relationship with your horse through the Tellington twin philosophies of "Change Your Mind & You Can Change Your Horse" and "Change the Posture and Change the Behavior."

What Will You Learn?

• Participants will learn how to identify, soothe and resolve discomfort in horses' bodies using TTouch. With the Tellington special ground exercises called the Playground for Higher Learning, they will learn how to help horses develop better patience, balance and suppleness as well as increase their confidence and self-reliance. They will find out why, when and how to enhance their horse's performance under saddle with the Promise Wrap, Liberty Ring, Balance Rein and Lindell, and why, when and how to ride bridleless and more.
• On day one, participating horses and riders will be assessed under saddle to determine which of the TTouches, the Playground for Higher Learning exercises and Tellington riding equipment can be helpful.
• Over the next two days Linda will teach specific TTouches and Tellington techniques appropriate to each horse's situation.
• Participants will be broken into small groups and will practice with the horses under Linda's close supervision and with the help of her experienced team of instructors.
• Participants will also experience TTouch and the Promise Wraps for themselves. Linda will share the importance of heart coherence and breath work in achieving internal balance and a closer partnership with horses in and out of the saddle.

What Will You Take Away?

Susan Gibson, publisher of Trail Blazer Magazine, reported that she left Linda's training with the "ability to see her horse with new eyes." Cristiane Pravaz from Quebec wrote after attending the Tellington Training in Hawaii; "I tried the Balance Rein with Comrade today for the first time, and I received my first half walk and a lighter trot than ever before, and when we were finished with the session, Comrade moved his head near mine and with his lips, he touched my nose and just turned like you would do to somebody to let her know that you like her and the way she rode this afternoon!!!"

Our hope and the purpose of this training is that participants will take home a different awareness of themselves and new ways to assist their horses.

Combining Tellington TTouch and Feldenkrais for extreme arthritis in knee due to poor posture. Client: female - 48 years old

This patient had her first surgery when she was 18 years old. When bending the knee at a certain angle she sometimes would loose control of her right knee and fall down. Repositioning the ligaments should have helped, but the surgery was not successful.

To avoid falling the patient developed the habit to straighten the knee instead of bending it while walking.  Due to many years of this poor way of moving a strong case of arthritis developed in her knee. In March 2006, she once again underwent surgery on her meniscus.  This surgery, followed by intense Physiotherapy also did not bring any relief and required weekly drainage.  A friend suggested she'd come to me for a Feldenkrais session.

I combined TTouch for You and Feldenkrais as follows:

With specific Feldenkrais exercises we searched for the "right" gait, the physiological movement of the walk. The ankle had "forgotten" that it had to move, there was no possibility of up or down movement. The leg was lifted by a swing of the hip, foot and knee remained stiff.

With the lightest impulses, we organized the body in a way that foot, knee and hip were able to "learn" to move properly. To heal the arthritis in her knee I treated the patient 20 minutes at the beginning and end of each session with TTouch on her right leg with the following TTouches:

Abalone pressure 1, two-second TTouches on the whole leg including knee starting at the hip down to the foot.

Lying Leopard pressure 1, one-second TTouches on the inside of the upper thigh down to the knee and then on the outside of the upper thigh.

Raccoon TTouch, pressure 1, one-second TTouches around the area of the knee and later directly on the knee.

At the end of the session Lying Leopard with pressure 1, one-second TTouches on the entire leg and ending with octopus on both legs.

After three weeks, the ankle has much more movement. The knee is starting to bend and the hip slowly leaned a new movement. we continued working on the movement of knee, foot and hip with Feldenkrais. I also use TTouch on the knee including in positions that are similar to a normal gait, with the patient standing with one leg ahead of the other, putting some pressure on the ligaments and tendons. I used the following TTouches:

Abalone, pressure 1, two-second TTouches on the right leg.

Raccoon TTouch, pressure 1, one-second TTouches around the knee and along the path of the tendons and ligaments going up to a pressure 3.

The fluid build-up in the knee has noticeably been reduced and the patient is using less pain medication.

After six weeks of therapy:

On flat ground and light incline the gait is normal. When the patient gets tired there is a slight unevenness in her rhythm. She puts more weight on the strongest leg and keeps it on the ground for two seconds while to injured leg stays on the ground for one second.  Only when she walks downhill is there a chance of the knee collapsing on her. There is no more access fluid in her knee and it no longer needs to be drained.  The patient is NOT using ANY pain mediation

The case study is not yet finished, but it showed very clearly how the combination of TTouch for You and Feldenkrais encouraged the healing of an old condition.

Marie-Jeane Dufour, Certified Feldenkrais Practitioner and TTouch for You Practitioner

TTEAM News International October, 1989 Vol 9 No 3 Pp. 21-23

Bonnie Lieuwen of College Station, Texas attended a workshop with TTEAM Instructor, Copper Love who encouraged her to write about how she had been using TTEAM in her special education classroom.

FOCUS: As a special education teacher I am most concerned with my students increasing their focusing skills. As we all know, if a person can focus & concentrate their focusing skills then they can expand academically, emotionally, socially, and physically. Sort of like a snowball effect, expanding in their skills, independence, and self-esteem. In my thirteen years of experience, this was the first year that I taught at the elementary age level (ages six - ten). Due to the students' handicaps, young ages, and extreme amount of energy, focusing was not one of their strong qualities. I tried many different techniques to increase their focusing skills with very little growth for the effort that was expended. It was not until I began using some TTEAM techniques that I started to see notable growth.

Other areas that I saw results from using TTEAM with the students were: body-awareness/use/carriage, relaxation, and decrease in hyperactive behavior. Increase in socialization, increase in behavioral self-control, increased awareness of self, others, and the environment, increase of following directions skills, decrease in aggressive behaviors, increase of willingness and enjoyment of being touched and touching others, the skill of waiting, increased feelings of acceptance, increased feelings of bonding and trust between student and teacher, and more I'm sure.

In special education there are so many variables and different specialists that work with these children (speech, adaptive p.e., physical/occupational therapists, counselors) and everyone has good input into the growth of these children. It is always difficult to pinpoint the most effective techniques and many times it is a combinations of everyone's input. But I do know that when I began using TTEAM, I began seeing exciting changes and other people (plus parents) were reporting these changes too. I will not be working with these students next year so I will have no idea of the lasting effects in their growth. Please remember these are only my observations and feelings. It is my gut feeling that TTEAM had a crucial positive effect on these children.

In the following paragraphs I will briefly tell you about the TTEAM activities and adaptations I used and the five students that received the most TTEAM energy. The time span was about two months, but not on a daily basis. In fact I found myself becoming very frustrated that I did not have the time I wanted to spend doing TTEAM. I saw the benefits and ached with the thought "if I only had more time to spend individually with each student."

In a school setting I thought it might look odd to use my horse wand so I substituted the wand with a drum major's baton. I found it worked well because it has the two white rubber ends and I could remind the kids to look (focus) at the white tips (we called then marshmallows). There are many stick things that would work well (is conductor baton, a painted stick, etc.) I just happened to have the baton.

With the baton we did:

• open the gate
• walk, turns, backward walk, run
• wave to stop
• dagger; this was especially for "J" who I will tell you about later.

Obstacles: I used sticks that were about 6 ft. by 1 inch (they were light weight and easy to arrange).

• Labyrinth (varying the pattern)
• cavaletti (arranged at different heights/distances)
• star
• the "pick up sticks arrangement

Other obstacles:

• a tic-tac-toe design. I would use the baton to point to a square for the student to step into, this one worked very well for teaching them to focus on where the baton point, for increasing the awareness of space and feet placement, and for waiting in one place.
• Box Lids. (I'm sure you have seen when stores cut in half, all the way around, a case of canned soda and each box part is about 2 inches high, well that is what I used). I would arrange the boxes on the floor in varying patterns and again I used the wand to point to the box I wanted the student to step into.

The boxes and tic-tac-toe were terrific for a group because I could direct one student and while the one student learned to wait in one space I could direct another, and so on. This really helped my students that were very compulsive in their movements, They had to think in order to control their bodies. It was a great exercise!

Other things:
Labyrinth - when the students became skilled in these (in the beginning they would plow right through the sticks, absolutely no awareness of the sticks or that they were plowing through) I made the addition of two labyrinth patterns. We used chairs with wheels and without. It was really neat to see the students expand from plowing through, to thinking their own bodies through, to having enough control to push a chair through the pattern.

Flashlight - After they had learned to focus on the baton I would sometimes use a flashlight beam instead of a baton. I would turn down the lights and shine the flashlight to direct them in the obstacle patterns. This is interesting: I had used a flashlight all year hoping to increase their focusing skills, but it was not until they had learned to focus on the baton that they finally were able to truly focus on the flashlight beam.

I did not get a chance to use the following ideas but I thought they might be good.

• Rope: Take a long rope or several ropes to make varying obstacle designs.
• Tires: Substitute the large tires (used with the horses) with bicycle tires or tubes, hoola -hoops, or some other light weight circular shapes.
• Rag squares pattern.
• Pulling a wagon
• Varying the body movements through the labyrinth: while crawling, hopping and running.

And of course I used the wonderful "CIRCLES"!

Students: J., N. , K. , M. , C.

J. (10 yrs, he has a mental retardation handicap, very hyperactive) - when J. came to
my class in late October he walked with his shoulders hunched over, head down towards the ground, and his hands hold in a wrapped position on top of his head. His body language told that he was hiding within a shell. He did not talk, he only made a very occasional vocal sound (but he had Used words occasionally throughout his life). He was shy and withdrawn socially, would not focus on anything or anyone. He would not follow directions and when he was corrected on behavior he would fall to the floor with tantruming, crying and screaming. He frequently hit peers or tried to play too aggressively. He would often, just out of the blue, take off running away from staff. He was very hyperactive and easily over excitable.

I tried many techniques to improve his posture, nothing had much effect. In the month of February I tried doing circles on his shoulders, neck, and back. These areas were extremely tight, by my feel and by his own reaction. It was interesting that while doing the circles he would lower his arms but they would return minutes after I stopped doing the circles. Daily I did circles on his shoulders, back, and neck and daily the length increased that he would leave his arms down. At the end of March, after I had attended a TTEAM clinic, I began increasing circle time/ body areas and incorporating TTEAM activities. With the increase of TTEAM I began to do, J. really improved in all areas. His major growths were truly observable by the end of May. He walked upright, hands down with only an occasional verbal reminder, he learned to walk and stop which greatly helped staff because it decreased the number of times they would have to run after him. He made great leaps in his ability to focus and attend to tasks, and he began using words to state his needs i.e. water, bathroom, ball, play, others' names, bus, etc. Socially he became more aware of those around him and he was interacting non-aggressively. At lunch time all my students had a regular education student for a lunch buddy. Each of my students would sit with their lunch buddy at the lunch buddy's class table. Daily I watched J's interactions with the lunch class/ buddy become more calm and appropriate. He became more calm/relaxed and he definitely increased his ability to follow directions and to accept correction calmly. I feel sure the TTEAM obstacle activities had a great effect on his self-control, focusing, increased awareness of' his environment, and the decrease in his compulsiveness. J. loved the circles so much that he would take my hand and show me where he wanted circles, he also would try to do circles on others. It was a total joy to watch the growth he was making.

N. (6 yrs. mental handicap, slight degree of' cerebral palsy). M. had extreme baby behaviors: he refused to follow directions by excessive tantruming, hitting, spitting, crying, and throwing himself on the floor. He was extremely dependent on others to do things for him. Very low focusing abilities and very short attention span. When N. first came to my class in October I thought if this child learns to remain in his seat for five minutes it will be a miracle. Well N. passed that goal up by far. He made wonderful progress with a lot of physical guidance and verbal direction. He had already come a long way when I began doing TTEAM with him in the end of March. And once again I don't think it was coincidence that this student began to make progress more rapidly when I began the TTEAM. N. resisted the circles at first so I had to stick to the 'flick of the bear's paw" for the first week. After that he was very receptive to the circles and by the end of May he would ask for circles. I feel that N. made a lot of emotional progress in body awareness and use. It's as if he had discovered his body and its movements. N. also grew in independence and in following directions. I could see him improve and feel good about the TTEAM obstacles and learning these simple task directions seemed to carry over into following directions in other areas.

K. (7 years. Learning Handicap, hyperactive). K. was my speed student. He sped through everything just to get it done. His focusing ability was very poor. K. was in my room only in the morning so the only TTEAM I did with him was the Circles and the baton, open gate, walk, stop. I feel this greatly improved his ability to slow down and to focus. I would also let K. run in a circle around me plus focus on the baton and verbal directions. This seemed to be effective in releasing his excess energy, increasing his focusing, and increasing his following direction skills. K. seemed to react to the circles very emotionally. Some days he was very resistive to the touch. He was a child that did not feel comfortable with touch. Several times after I began circles on him he would have crying episodes (not within the circle session, but at later times). I took the circles very slowly with K. in case they were causing the crying. In time he became more receptive to the circles and the crying episodes ceased.

M. (10 yrs., Mental retardation handicap, very cerebral palsy, Used a walker to walk). M. came to my class the last month of school so he did not participate in a lot of' TTEAM. I observed some progress that I feel was a result of TTEAM. M. was not happy in our class when he first came. He had recently moved from another town where he was very happy in his class. I feel the circles helped him feel more trusting and bonded in our class at a more rapid speed than he would have without the circles.

C.* (9 yrs., regular education. student that was placed in my classroom due to severe emotional and aggressive outbursts within his regular classroom. C. is very intelligent, creative, and sensitive.) A teacher's aide worked with him in a partitioned off area of my classroom. I worked with him for 30 minutes a day. We worked on social/personal skills, breathing, guided imagery, and of course CIRCLES! C. loved the circles, especially on his face. He told me the circles made him feel relaxed and peaceful. We used the circles many times when he was feeling upset. Every time he would feel better and refrain from inappropriate or aggressive behavior.

I hope that I have at least been able to cover the highlights of what I feel TTEAM did for my students. I'm not sure who benefited the most from TTEAM - my students or me. I do know that now I have seen the benefits with my horses, with my students, with myself and I thank you for sharing TTEAM with the earth.

NOTE: TTEAM is an acronym of "Tellington TTouch Equine Awareness Method." Since this article was written, Linda decided to use a brand name for all the facets of the TTouch organization. Currently, that is Tellington TTouch^® Training.

In October, 2004 I joined Practitioner Jaynellen Kovacevich and her Oakland Zoo "Goat Rangers" for a presentation to the youth and their parents. Jaynellen's program won the Oakland Zoo "Volunteer of the Year" award for 2003.

Jaynellen arranged this presentation and potluck lunch with me as a reward for the Goat Rangers.

Their parents were invited to spend the day at the zoo with their rangers, the youngest volunteers at the zoo, to learn more about the program and the benefits of TTouch. This was also an opportunity for the parents to hear about the special contribution the Goat Rangers have made to the zoo and to show pride in them for their accomplishments.

It was especially wonderful to have this chance to honor the work of Jaynellen. She is both a Companion Animal and a TTEAM Practitioner in addition to being a special education teacher. Jaynellen has been teaching TTouch in her school classes for almost 20 years, since the beginning of the Animal Ambassador program.

I talked about the history of Animal Ambassadors International^® and how I was inspired with the idea of Animal Ambassadors International from my work in Russia with children and animals beginning in 1985. That was the year that I organized a telephone exchange between a school in Moscow and a school in Utah. In both schools the kids could hear each other (through the interpreters) over loudspeakers that could be heard ri all the classrooms. How rewarding it is to see this concept of animals being our ambassadors for promoting understanding between people and animals these 19 years later.

I presented the Goat Rangers with Animal Ambassador certificates that state, "I hereby vow to use my hands, my heart and my voice to speak for and protect all . . . . . (This space is then filled in with the name of the animal or animals the recipient chose. Many of the youth wrote in "all animals.”)

After lunch we spent an hour with the goats and sheep in the petting zoo, where the rangers introduced me to their favorites, including Pygmy goats, an Alpine, a Nubian, a La Mancha goat and a flock of Barbados sheep. It was exciting and impressive to watch the Goat Rangers as they TTouched several of the senior goats who are being treated by the zoo veterinary staff and zookeepers for arthritis. Educational staff members and keepers have noted that the Goat Ranger program and TTouch have been beneficial to these older goats as well as the other goats and sheep.

Jaynellen has been teaching this class twice a month for almost four years at the Oakland Zoo and has shared the benefits of TTouch with many educational staff members, zookeepers and docents. When she began the program, many of the sheep and goats shied away from being touched. They were used to the public feeding them, but often they were approached by young children pulling on their horns, face or legs. In return, the goats often tried to escape by butting the children. Sometimes parents pushed or hit the goats and sheep to keep them away when they were aggressive about getting food. Not exactly ideal for a petting zoo.

Jaynellen taught her Rangers how to teach visiting children to quietly and respectfully groom the goats and sheep with a soft brush and to do some TTouches on them. Every two weeks for the past four years the Goat Rangers have been handling the goats and sheep in this way.

I just could not get over how gentle and relaxed the animals are. Normally one has to be careful around goats with horns because they can make abrupt moves with their heads and hurt you unintentionally. These goats are so quiet and careful with their heads and will lie still for ages to be groomed gently and TTouched. This gives visiting children and their parents a new way to be around animals with gentleness and respect.

Jaynellen and Avril Keimey, one of the first Goat Rangers, commented that the behavior of the goats and sheep changed dramatically with the use of TTouch and brushing. Avril had this to say about the program: "I used to go to the Zoo when I was younger, and I was one of those kids who was afraid to go into the petting zoo because there were goats jumping on people. About four years ago, I became a Goat Ranger, and started doing TTouch on the goats and sheep, and showing little kids how to pet them nicely. In the time I've been a Goat Ranger, I have seen a huge improvement in the animals' behavior. They approach people instead of running away. I now see very few kids who are afraid to go up to the goats."

Later in the day, Roland and I were shown video footage of the Goat Rangers teaching visiting kids of all ages, including parents, how to gently brush and TTouch the goats and sheep. It is fascinating and inspiring to watch kids enter the area with rambunctious behavior, and within five minutes be relating quietly to the animals. It's totally intriguing to listen to these young Goat Rangers demonstrate and explain exactly how to gently brush the goats. On the video you see goats lying perfectly still, often with eyes half closed, or sometimes lying flat on their sides, enjoying every minute of the interaction. These Rangers are awesome Animal Ambassadors and articulate, patient teachers.

Gail Ellis, School Programs Manager, The Oakland Zoo, said: "There has been an obvious and dramatic change in the behavior and temperament of both the animals and the youth involved. It has been amazing to see."

The "Goat Rangers" are volunteer kids between the ages of 12 to 17. The youth have to commit to six months of volunteer work to be accepted in the program and Jaynellen puts them through a rigorous interviewing process before they are accepted.

NOTE: TTEAM is an acronym of "Tellington TTouch Equine Awareness Method." Since this article was written, Linda decided to use a brand name for all the facets of the TTouch organization. Currently, that is Tellington TTouch^® Training.

I've just been through a remarkable experience. It actually began last fall, when I did a pilot program introducing Animal Ambassadors International^® and TTEAM to elementary school children in my home state of Idaho. The TTEAM portion of the program was exciting and well received. We could see a wonderful thing happening: children becoming more responsive, more caring. We did not so much teach the children as awaken something they already had within themselves, something that can be very beautiful in a child. I say "we" because it was the animals who were the teachers. The TTouch was the connection that made it possible, but I was as surprised as anyone at some of the "lessons" the animals taught us.

We also demonstrated how an Animal Ambassadors International unit can be used to teach natural history and science. Each child chose an animal to befriend, protect, and learn more about. Many of the children also wrote a poem on behalf of their animal.

The content was rich, the program was successful and yet something was missing: the cross-cultural element Animal Ambassadors International began as an international celebration of the importance or animals in our lives. Linda Tellington-Jones invited American children to send pictures of their pet to her to take to Russia. Many children responded. The pictures were displayed in Gorky Park and the Russians were deeply touched by this expression of friendship.

I tried to introduce an international awareness into my school program, but it just didn't have the energy of the other elements of the program. In trying to analyze it and discover what was blocking the flow I realized pretty quickly that it was myself. I could not project interest in what I knew so little about. I could not make it real for them.

Fortunately a chance came to remedy the situation a little bit. On January 5, Linda organized an Animal Ambassador day for 15 Russian children who made a whirlwind tour of the US with Youth Ambassadors. Out of this experience grew the past two days and some exciting suggestions from teachers that I can hardly wait to pass on. But first let me describe what we did and what happened.

Most of the children had had at least a brief introduction to TTEAM last fall. A few had earned Animal Ambassadors International certificates. So it was a heartwarming reception I got from these children when I returned. The age range was 7 through 13, with most being 8 or 9. They were quite a bit younger than the Youth Ambassadors. But I was to find out they still responded to the Youth Ambassadors as one child to another.

I began by telling them about the Russian Youth Ambassadors in San Francisco. I told them everyday things, for example some of the comments the Russians had made about our food in the Youth Ambassador newspaper, "The Bridge." We looked at a globe to see what an immense country Russia is, and I talked about how the Soviet Union is actually many countries in one. We traced on the globe to find a Russian city exactly opposite us, only to find a city with a name we couldn't pronounce. After a few minutes' discussion I put on a record of Russian music -- explaining"balalaika" as best I could -- and then I taught the kids the dance the Russians had done the night of the concert at the Dakin home in San Francisco.

Fun? The teachers couldn't stand it. Soon teachers and aides -- everybody -- was whirling around. Nobody wanted to stop. The kids could do the difficult steps so easily it was amazing. We all had a grand time. This happened in class after class. In one class it was super because after we stopped the dancing one child said, "I wish we could write to some Russians." What a lead-in. We left the Russian musician and they wrote their letters.

The next day was thrilling because the kids had been doing some thinking on their own. They wanted to know about the Russian alphabet, why we spell their country U.S.S.R. and they write it C.C.C.P. One boy wanted to write his letter not about animals at all but about stopping nuclear warfare. I told him to give it a try if he wished, but he decided on his own that maybe his first letter should be about animals because he really had a super animal story to tell. Last fall he had adopted wolves as his totem animal and this winter he had had a chance to help a wolf. He would save nuclear disarmament for another letter.

It's important to remember that some of these letters are from kids who have never written a letter before. Many of these kids are what they used to call "under-achievers." They don't try. Well, today they tried. They tried so hard. I think they did a beautiful job. I hope it comes across how genuine and honest these letters are. The kids were not being creative, they were just being. They put their hearts into these letters and they did it in their own way, trying to be neat and readable, trying to spell the words correctly to make it easier for the Russian child who would read it. I'm not sure the Russians will understand what kind of dog a "cocker spaniel" is, but otherwise...

I wish I could put into words how important I feel this program is. These kids are not the privileged, some come to school in rags. They may never have another chance to make this connection. Yet in 10 years most of them will be voters. Will they still care about wolves and nuclear disarmament, and will they still be capable of signing "Your best friend" in a letter to an unknown Russian?

NOTE: TTEAM is an acronym of "Tellington TTouch Equine Awareness Method." Since this article was written, Linda decided to use a brand name for all the facets of the TTouch organization. Currently, that is Tellington TTouch^® Training.