Integrating the Tellington TTouch^® Method in Guide Dog Training

by Janice K. F. Lloyd and Elizabeth Roe at the School of Veterinary and Biomedical Sciences, James Cook University, Townsville, QLD 4811, Australia

The Tellington TTouch^® method is used to reduce stress and relax animals so they can learnmore effectively. It aims to increase an animal's body awareness and balance by using a combination of techniques that include specific touches, body wraps and leading (movement) exercises. This article discusses the method and its potential role in guide dog training.

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Tellington TTouch^® as a Complement in the Rehabilitation of Horses with EPM and Neurological Deficits

The manual has been given to several veterinarians for the use of their clients and has been found very effective. Additional study and documentation required.

A study of the rehabilitation of horses with neurological deficits, using TTEAM, started through the efforts of Dr. Mark Meddleton and his wife, Becky. Becky's horse, Jewel, was severely affected by Equine Protozoal Myeloencephalitis (EPM) and Dr. Mark was trying all the forms of experimental medication. During the times that the medication seemed to be working, Becky decided to try TTEAM to rehabilitate Jewel. Becky applied her basic knowledge of TTEAM and was impressed by what she was observing with Jewel.

Becky and Mark came to a TTEAM workshop at Galisteo Creek Farms in April, 1999 to learnmore and to talk with Linda to see if TTEAM would cooperate in a study of rehabilitating horses with EPM. Becky explained to the group that initially she had thought that only the ground exercises would help, but after talking with TTEAM Instructor Carol A. Lang, she tried the TTouch and realized it too was a key element.

To initiate the study, Linda and Carol met with Dr. Mark and Becky at a client's farm. A neurological exam was performed by Dr. Mark on three horses. TTEAM techniques were shown the horse's owner and Dr. Mark set up a basic schedule of rehabilitation with instructions the owner was to follow. In a few weeks, Carol met with Dr. Mark and Becky at this client's farm. Dr. Mark reexamined the horses and both he and the owner agreed that improvement had been made. Carol taught the owner more TTEAM techniques and Dr. Mark scheduled another evaluation of the horses.

In June of 1999, Dr. Mark, Becky and Carol worked with Jewel and Mark's horse, Dugan, who also had been diagnosed with EPM. Dr. Mark did a neurological exam of each horse. Then, as they did TTEAM and TTouch^® with both horses, Dr. Mark, Becky and Carol discussed which techniques were working, the timing of the sessions, the sequence of TTouch^® and the work in the TTEAM Confidence Course. They also made a first draft of a checklist for the owners to keep track of their horses rehabilitation program.

Carol accompanied Dr. Mark and Becky on visits to at least three clients who had horses with neurological difficulties. Each owner was shown TTEAM techniques and Becky recommended the rehabilitative process. Dr. Mark's scheduled follow-up neurological checks in order to track progress. Becky reported that the percentage of improvement of the trial horses was very high and that the owners were very satisfied with the results.

To continue the development of a protocol that Dr. Mark planned to present to the AVMA, Carol met with Dr. Mark and Becky and TTEAM Practitioner, Kirsten Henry several times over the next year. They filmed a video demonstrating how to do TTEAM techniques specifically for rehabilitation of horses with neurological deficits and developed a modified Confidence Course.

They did many trials with TTEAM techniques, in particular the use of wand and lead, the TTEAM body wrap and TTouches.

Carol prepared a booklet of TTEAM techniques to be distributed to participants of the study. Dr. Meddleton reviewed this booklet and made suggestions from his perspective as a veterinarian.

Hoping to receive a grant, Dr. Mark presented this protocol to a veterinary conference in the fall of 2000. The evaluation and advice offered about their study gave Dr. Mark and Becky new insights and direction. However, Dr. Mark's veterinarian practice was expanding so much that their time for continuing this study was curtailed.

In March, 2002 Dr. Mark reported to Carol that he could not proceed with the study of a protocol for EPM/neurologically impaired horses. He offered to share his and Becky's work with any veterinarian that Linda might find who would be interested in continuing.

We know that TTEAM has been very effective in helping horses rehabilitate from neurological deficits. We offer this booklet as a guide to TTEAM Practitioners and others who will use TTEAM and TTouch to facilitate their horses' rehabilitation.

Carol A, Lang, TTouch Instructor
Santa Fe, New Mexico

Purchase the Booklet in our Shop.

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®.

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.

"This line of work has opened up a new world of alternative  training which is sympathetic and supportive to the horse. The results were outstanding and immediate."
   – John

"TTOUCH has awakened me to a whole new (wonderful) world. I feel things and look at things (animals, people, etc.) in a renewed and understanding way. I myself feel different too. When in a situation I handle it much differently than before. I have stopped blaming the animal/person and begun to search for the real cause of the problem."  
   – Sharon Crement

"A novice can do the Tellington TTouch Method It's easy to make changes very quickly even for a novice person that doesn’t do the work as effectively as an experienced person. It’s not necessary to know the work perfectly.

"It's truly amazing to be able to make changes in an animal’s behavior, physical being or mental state, and have a reciprocation take place. For every animal I see being helped by TTouch, I always feel I have learned and changed in the process as well."   
   - Amanda L.

"The Tellington Method teaches me to be a partner with my horse so I can learn to be a team. It gives me the tools to LISTEN, OBSERVE, COMMUNICATE and then give back information to our animal friends so that they can teach me to become more effective. TTouch brings joy to my horse and me."
   – Amy Kendis

"This workshop has totally changed the way I view myself as a partner to my horse, our relationship and the relationship of the people and horses around me." 
   – Whitney Knauer

"The evening the clinic ended, my daughter was riding her Appaloosa mare (not at the clinic) in a drill team practice. The horse was a bit antsy and would not stand quietly. Rather than disciplining her as I have in the past, I spent a few minutes doing mouth work and some touches along her neck. She settled down immediately and stood quietly."
   – Denise Schoenladler

"Thank you for the marvelous lessons, ideas and awareness you’ve brought to my life.  My animals,  family and I appreciate what I’ve learned from your lessons, patience, carefulness etc. I enjoy meeting new horses and watching, reading and understanding them because of what I’ve learned from 'Getting in TTouch' and being able to help relax, soften and relieve tension from horses whose caretakers haven’t had the chance to study and use your methods."
   –  Terri Rexroad

"I guess horses, like people, can develop a dislike for something over a period of time, especially when it becomes associated in their minds with some similar, but bad experience. Out elder mare, Canadair, developed a real hate for paste worming over a period of years, until our only recourse was to fit her with a snug, stout halter, lash her head firmly against a solid pole (of the power-pole type!) and wait until she gave up resisting, sighed, and let us do it. 

"She always looked faintly surprised after, as it was never (in recent years) as bad-tasting as she’d expected. Mind you, she's not an evil-minded horse, never bit or struck at us, just tried with all her strength and skill to keep her mouth out of reach. It took, I suppose, no more than five minutes in all, from haltering to worming, but it was nerve-wracking for me to handle her enormous resistance.  In fact, I always postponed worming the entire stable until me son who was very quiet and cool with horses could be home to help.

"Then I learned the mouth work at a Tellington TTouch weekend clinic and before the next worming day I gave the mare some “treatments.” Hey! She loved it! The mare that disliked anything going on around her head! We decided to try the worming sans power-pole, just my son’s hand on her halter, head over stall door, but essentially free to charge backwards. I worked the gums, played piano on her tongue, gently worked the nostrils, sides of the mouth and then slipped in the paste wormer - MAGIC!! No fight, no fuss, and all over in a matter of seconds! No fluke either; we’ve wormed twice since the breakthrough.  And next time I’m going to have a go at doing her all by myself!"

   – Pat Ritchie  in Alberta

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 December, 1987 Vol 7 No 5 Pp. 5-6

I want to share some of my experiences of the last few weeks: introducing TTEAM to elementary school children. So far I've given four presentations - ranging in length from one hour to a week - to students in Grades 1 through 6. Forty-four children have earned Animal Ambassador Certificates. An additional estimated 200 have had hands-on experience doing Raccoon or Clouded Leopard circles on a horse.

Animal Ambassadors International^® and TTEAM^® were presented to the teachers as ends in themselves and as vehicles for learning empowerment. I wanted to demonstrate that TTEAM can be more than just an interesting sidelight to a school program. It can be a valuable adjunct to the program itself.

To that end the two week-long units that we did were by far the most productive. They gave us time to set specific goals and objectives that addressed both cognitive and effective modes. For example, last week I worked with Celeste Klmerico, who has charge of her school's Gifted-and-Talented and Remedial program. One of the really exciting things Celeste wanted to do was bring these two groups of kids together in a week-long Animal Ambassador unit. One purpose for doing this was to raise the prestige and confidence of the remedial group, to make it easier for them to leave their classrooms each day for "Special Ed." Meanwhile the kids at the other end of the spectrum would be gaining practice in sharing their skills and being supportive while everyone broadened their knowledge of animals and natural history through TTEAM and an imaginative search for a special animal to befriend, protect and learnmore about.

Although with each program I realize how much I have to learn. I'm excited about the programs we are doing right now as well as possibilities and plans for the future. Out of the two week-long units a workable, flexible framework has evolved that include the following components.

• Introduction to TTEAM, Animal Ambassadors International and the stuffed toy animals on which they will learn and practice the Tellington TTouch.
• Live animal demonstration with Tehya, a horse, and Bud, a dog – both gentle, beautiful animals who are Ambassadors to the children from the whole vast Animal Kingdom.
• An imaginary, guided tour with Linda aboard a winged horse throughout the animal habitats of the world, looking for a special animal to befriend and protect.

This journey begins at Monkey Mia, in Australia, swimming with dolphins. The children loved making the sound of dolphin-breathing. They journey to the California coast, where sea otters spend almost their entire lives in the surf, rocking to the music of the waves.

On the beach they meet the winged horse, first as a toy animal with wings shaped like hands; with their TTouch it becomes the magical, gentle horse who carries them to Africa, to Australia and eventually back to North America.

The drawings from my coloring book are used to give framework and focus to the imagery. Last week I ended the journey with a recording of wolf howls.

Then everyone rises from their chairs and joins hands in a Friendship Circle while they choose an animal to befriend and protect.
 

• Back to the left-brain mode. Over-night I have drawn a picture of each child's animal. This is not as difficult as it may sound because many children choose the same animal. Last week we had four eagles. The children use library books to research their animal's color, plus several interesting facts about the animal, which they will write down. They'll also color the animal.
• Children who complete the research may wish to write a poem about or for their animal.
• Validation: Children read their presentations before their classmates and are awarded their Certificates.

It is necessary to remember that this program must be flexible in order to meet the needs of the children with a wide range of abilities. For example, last week we had a gifted first grader, at least one hyperactive older child who usually can best be reached only on a one-to-one basis and a gifted eighth grader who chose to design her own project based on the TTEAM newsletter.

In evaluating the children's responses it is important to point out that most of the children we've worked with so far have been in remedial programs. The hyperactive children are tremendously exciting and challenging. They'll wear you out, but when a hyperactive child sits still for an hour - working on his project - you know your program has got to have some strength.

I have spent a lot of time thinking about ways in which a TTEAM-Animal Ambassador program, with additional components of art and guided imagery, can be used in a whole-brain learning approach. A lot of credit must be given to teachers and teachers' aids, who know how to make the most of a program like this. I have learned so such from the teachers!

Every program we've done so far has served as a springboard for further activity, some initiated by the children themselves. Anne Gahley's remedial classes began asking for more animal books to read, an indication that we provided incentive to nonreaders. One child elected to redo her project. Ms. McCathryn's 'Introduction to TTEAM' was the start of a month-long Animal Unit for Second Graders. Dorabeth Adams plans to use our poetry writing venture as a start to help the children develop vocabulary and imagination in creative writing. Some of Celeste Almerico's students may bring their pets to school to give a TTEAM demonstration for the other children. Her 8th grade is working on a special project to send to Linda.

I believe the program is powered, to a great extent, by the live animal demonstration. The children appear to be positively affected by the presence of the horse. Perhaps they are awed by the horse's size. They press close to the rails of the portable corral, watching the TTouch being done on the horse. They are quick to notice the horse's every reaction. When their turn comes to enter the corral, one at a time, their eyes are shining with pride and anticipation. I am amazed and delighted at how much they have learned working with the stuffed toy animals, and at how well they remember the names of the different TTouches.

When they got to the dog there is sudden laughter. They have invented a new name: Lick of the Dog's Tongue.

I would like to conclude with a poem written by an eight year old girl on behalf of' her animal, the elephant.

Freedom
Is a gray elephant
Eating in the jungle.

Happiness
is a burnt umber elephant
With her calf in the rain forest.

Sadness
Is a brown elephant
Asleep In the zoo.

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 learnmore 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.