Impact of TTouch^® Pain Severity of Patients with Angina Pectoris
Sadegh Mahdavi Pour and Ali Akbar Vaezi

Introduction: Heart pain may cause change of vital signs, increasing of the heart oxygen need and increasing of mortality of patients with heart diseases. There are many on-medicinal methods for pain control, such as massage, and massage if continues by stimulating thick fibers and local provocation of endorphins prohibits pain transfer, so this study was conducted with the aim of determining the impact of frontal chest massage by the nurse on pain severity of men hospitalized patients. 

Published in the World Journal of Pharmaceutical and Medical Research   www.wjpmr.com

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Scientific study of the Tellington TTouch^® for You Method demonstrates clinically significant effect on emotional states

On May 15-17, 2010, a scientific study was held in Bad Vöslau, Austria, to evaluate the psychological effects of the Tellington TTouch^® Method on the well-being human participants.

The project was planned by Dr. Susanne Liederer, a biologist, in cooperation with Tellington-TTouch Practitioner Tanja Lasser and executed together with Linda Tellington-Jones, PhD.

In this study, 58 subjects were requested to answer questions related to their psychological and physiological well-being prior to, directly after and 3 days after a 20-minute "TTouch-for-You^®" session. All subjects were treated exclusively on their backs and arms using a defined selection of Tellington-TTouches.

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Gentle touching in early life reduces avoidance distance and slaughter stress in beef cattle

by Johanna Probst, Anet Spengler Neffa, Florian Leiberb, Michael Kreuzerb, Edna Hillmannb of Switzerland

Abstract

This study investigated the effect of gentle touching applied during the early life of suckler beef calves on avoidance distance on-farm and stress reactions at the abattoir. Twenty-seven Limousin crossbred calves were assigned to a treatment (n = 13) or a control group (n = 14) balanced by sex and day of birth. Gentle touching, using the TTouch^© method, began on the second day post partum and was continued on the following 2 days. Additional touching was conducted on 3 non-consecutive days during the following 3 weeks in the home pen. Each treatment lasted for 10 min and was repeated once after 30 min. Individual avoidance distance was assessed 6 times. Following this test, all voluntary approaches towards the test person were recorded. All animals were slaughtered at 10 months of age. Behaviour was observed during lairage and in the stunning chute. Blood samples were taken during exsanguination at the abattoir, and concentrations of cortisol, lactate and glucose were analysed. Samples of the Musculus longissimus dorsi were subjected to cooking loss measurements, Warner Bratzler shear force and meat colour traits. The treatment calves showed smaller avoidance distances (P < 0.001) than the control calves. The treatment cattle showed less avoidance behaviour in the stunning box (P < 0.01), and the cortisol level of the touched animals tended to be lower (P = 0.055). The Warner Bratzler shear force of the cooked muscle was lower in the touched than in the control animals (P < 0.05). In conclusion, the treatment animals were less fearful towards humans and showed less stress-related behaviour at the abattoir. Fewer stress related reactions at the abattoir can be the reason for improved tenderness of touched animals’ meat. We conclude that early gentle touching of beef cattle has long-term persistent effects, reduces fear towards humans, and may increase meat quality.

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®.

"The TTEAM Newsletter is my “life line” to keep in touch with all the stuff you people get up to. Every now and again there is a surge of interest here in New Zealand, but for me it just keeps on getting better and better. Results mostly happen in minutes for me now, and people are amazed.

"I am always getting asked when I am going to compete my horse even though people cannot believe his age is 24 years old. Tellington Method had done so much for him.  He had an accident 12 years ago that left him quite crippled and without the Tellington TTouch method, he would not be with me. He has taught me so much and given me some amazing experiences and may lovely rides.

"Thank you for sharing TTouch with me and many other people too.  Animals, worldwide, love what the Tellington TTouch Method brings to them.  And never let us forget the great job Robyn has done for so long bringing the written word to all of us TTouch people."

   – Coral Boulton in New Zealand

"After seeing Instructor, Edie Jane Eaton’s demonstration, I have been using the Tellington TTouch exercises for two weeks and my l9 year old advanced dressage thoroughbred’s back is definitely more supple. And engagement is becoming elastic. He was stiff, and I have had problems getting him to use his hind-end to engage without getting stiffer in his back. No more!"

   – Philippa Morrell in the UK

"I was sitting fairly close to the front of the plane. The woman in the seat kitty-corner behind me complained of feeling ill. She felt nauseous and had pale, clammy skin. The nausea came on very suddenly sometime after we were aloft.

"The stewardess went looking for a Doctor. I got up and went back to her and asked her how she felt, etc. She was pretty uncomfortable and a little out of it. I asked her and her friend that was flying with her if it would be ok if I tried something that might make her feel better. They said "ok." I stroked long ear slides over both of her ears from lob to top of ear for a couple of minutes. She was starting to look and feel a little less nauseous and a little more clear-headed. By that time, the stewardess had returned with a Doctor that she had found in the back of the plane.

"To be honest, I don't remember exactly what the Doctor did, except maybe look at her pupils and probably take her pulse. I had moved back to my seat to get out of the way. He didn't stay with her very long; it seemed as if she was feeling better, so he went back to his seat. Maybe, a half hour to forty-five minutes later, the lady started feeling the same way again and she had her friend immediately ask me if I would try to help her.

"I went back and sat in the friend's seat and she took mine and I did more ear TTouches as well as some circles around the temple area. I still didn't work on her more than a very few minutes, but I did stay and talk to her and her friend. They thought that it had been something that she had eaten earlier.

"After a bit, she said that she felt much better (she wasn't as pale or clammy any more either). Sometime after I was back in my seat, the stewardess came and asked me what I had done. I told her briefly about TTouch^®. She took my name and address for their records and a couple of months later, I got a nice thank-you letter from Southwest and a free ticket."

   - Tom Equin, Tellington TTouch^® Practitioner for Companion Animals shadowhawk@nunntelwb.com

A Practitioner finds uses for TTouch^® in Daily life, especially to relax and relieve anxiety.

"I do the TTouches on myself almost everyday, but usually only a few quick circles when I bump my head or stub my toe. I find that the TTouches help me to relax and breathe despite my pain. This benefit alone is enough to make me feel much better. In fact, sometimes I do the TTouches on my stuffed animals in order to bring myself into a calm focus. However, I also find that they help in speeding the relief of pain, reduce swelling, and prevent bruising. I use different TTouches based on how they feel and the area of injury, but I usually find the Clouded Leopard, the Abalone, and the Raccoon TTouches to be a good starting point. For tight muscles or sore limbs, the Python lift has also often brought great relief to me.

"One of the most useful TTouches for working on myself has been the mouth work. I have a lot of anxiety over testing, my heart pounds, I sweat, and I lose my ability to concentrate on the exam, so I decided to try mouth work. I figured if it works on animals' limbic systems and helps their emotional balance, then maybe it would help me. I did circles all over the top of my upper lip, then moved a finger to the inside of my gums, doing small circles all over the upper gums. To my delight I actually felt better. In fact, I survived final exams by doing this work before and during testing and did not even care if people thought I was strange. Now that I no longer have exams I still use the mouth work during times of great emotional stress, and generally get good results. The hard part is remembering to do the work once I am already upset."   

   -  Dawn Costerisan, TTouch^® 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.

TTEAM News International August, 1988 Vol 8 No 3 Pp. 1-2

An Animal Ambassador^® connection made the front page news in Meridian, Idaho. In the last newsletter I reported that I had sent 30 letters from the school children to whom Ann Finley had taught an Animal Ambassador week-long program. The letters went to Moscow with Nancy Grahame, Assistant Director of the Institute for Soviet/American Relations, to be given to three different groups with whom I have worked in Moscow.

The problem was, however, that no answers to the letters could be sent back to the US before the end of the school year the last week of May. The Idaho children were excited about a connection with the Russians but many of them thought it improbable that they would hear anything back. Whoever would think it possible to have a Russian connection with a small town in Idaho? Ann felt it was important that we got some acknowledgment for the kids before they finished the school year. She was attending the advanced training program in Oregon with us and there were only four days left before the kids finished school for the summer.

I put on my thinking cap and called Andre Orlov in Moscow. Andre is the Russian free-lance journalist who has spent many hours showing me around Moscow and has assisted me so many times by translating for my TTEAM clinics that he often receives calls for help with horse problems when I'm not there although he has no other connection with horses. He is responsible for introducing me to the Club Healthy Family back in 1985 and interpreted for me the first time I conducted an Animal Ambassador program in Gorky Park. Andre also created the TTEAM logo - the flying horse with a hand for a wing.

Well, I called Andre and asked him if he could meet with the Club Healthy Family, or one of his other school clubs, in time to give them the letters from the Idaho school children and have them draft a telex to the American kids assuring them that their letters and drawings had been received and that replies would be waiting for them in September when they returned to school.

Andre said he would go one better. That he would meet with a group of children - tell them about the Animal Ambassador program and give them the letters and then telephone the Idaho class the day before school ended. We only had to set up an agreed upon time for them to receive his phone call. Ann called the Idaho school and we agreed upon 10:30 A.M., which was 8:30 P.M. in Moscow. The Idaho teachers were warned that it could take some time to get through by telephone, particularly since it was the week before the Soviet/American summit meeting with Reagan and Gorbechav in Moscow.

Ann and I were waiting on pins and needles on Thursday morning. Sure enough the call came through, and everyone in the whole school heard a 30 minute conversation with a Russian talking to several of the teachers and kids. The local phone company had wired all the classrooms so the kids could hear the conversation over loudspeakers. The local TV station televised the kids waiting excitedly for 45 minutes since the phone lines between the US and the USSR were so blocked with summit business.

The call was a great success and was reported on the front page of the local paper next to the summit news. It was great for me too, because when Ann started teaching the program in Idaho she felt great about the results of teaching the kids the TTEAM work but couldn't see how the Soviet/American exchange could ever work. It was too much of a dream. I had no idea when this phase would materialize but I just kept trusting that when the time was right it would. The following is a letter which Nancy Grahame brought back with her and translated for us.

To Adam Nimmo 1327 W. Carlton Meridian, Id. 83642

My dear friend Adam,

My came is Anya. I live in Moscow. I was very happy when I received your letter. I don't know English yet, so my papa translated your letter for me. I am very interested to find out about your life. I think that it will be interesting for you to learn about me. I am eight years old. I study in school. I finished second grade and can now read and write, and I am going into the third grade. What grade are you in? Like you, I also love animals very much. We don't have any pets at home yet, but mama and papa promised to buy me a kitten or a puppy. But I would also like to have a parrot. I love to draw, and in the fall will start attending art school. We are part of the "Healthy Family" club. In the winter we swim in an ice hole in the river, but in the summer just in the river. We go to the public steam baths and to the swimming pool.

Write me about yourself. I'll be waiting for your letter.

All the best! Anya

This letter is for me another step in the realization of the Animal Ambassador vision to connect children, and adults, from various countries for a better understanding between us, with the animals as a focal point.

I've had many school teachers, and TTEAM people, wanting to know bow they can teach the Animal Ambassador program in their schools. We're working on a brochure and I intend to eventually make a video. Patience, patience! The Animal Ambassador vision has been unfolding for years and has had its own rhythm since I got the first piece of the puzzle in 1969. It's fascinating to see how the parts manifest.

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.

TTEAM News International Summer, 1993 Vol 13 No 2 Pp. 1-3

What on earth were we doing in Syria in April?

Off on another Animal Ambassador journey: weaving the webs of friendship between lovers of animals. Some of you will remember that before the Iron Curtain fell, I was teaching and building bridges-of-understanding between horseman and horsewomen, working with veterinarians, zoo personnel, Olympic riders, and a very special group called the Club Healthy Family.

In 1984, upon the culmination of my first trip to Moscow, the birth of the phase ANIMAL AMBASSADORS, in recognition of the unique role animals were playing in opening so many impenetrable doors inside the then Soviet Union.

Then in 1985, the birth of the Animal Ambassador concept of taking an "inner journey" to find an animal as a personal teacher. In Gorky Park, that spring, I led a group of 165 Russians, ages five to about sixty-five, on an "inner journey" to find the animal who would be their inner teacher, using the Native American model of an animal's totem as protector. My friend, Andre Orlov, translated into Russian for me. It was Andre who added the unique idea that we, in turn, must reverse the role and become "protectors of the animals". We must become their "totems."

Now, that same concept leads me into the Middle East, looking for way, to bridge the cultural gaps in that ancient area of the world, which is currently the "hot spot".

In February, at the suggestion of my friend Joan Ocean, Carol Bentley and I journeyed to Israel to join an international conference: "Prayers for Peace in the Middle East". (Some of you may have read Joan's inspiring book describing her work with dolphins.) We spent several days with my Russian friend, Alya Gurevitch, founder of the Club Healthy Family, now immigrated to Israel to work with Israeli and Arab children.

After spending time in Israeli, we decided that we also needed to meet with the Arab peoples. Having been informed it would take days to get a visa to Egypt, and having been warned travel was somewhat dangerous, a lovely woman attending the conference informed us we could simply fly to Egypt and get a visa at the Cairo airport. Sure enough, we disembarked after a one hour comfortable flight from Tel Aviv, and spent a magical three days in Cairo which, in terms of richness, could have been three months. I was completely unprepared for the welcome, for the hospitality, the friendliness we encountered.

One of the most striking impressions in Cairo was the inordinate number of animals throughout the city. Donkeys, horses, camels and buffalo make up a surprising percent of the population. Most of the horse we saw looked to be in reasonable health, although the image of a 900 pound horse straining with every ounce of his energy to pull a wagon brutally overloaded with metal rods remains fixed in my head. Thanks to Princess Alia el Hussein's influence, the condition of the horses at the pyramids has apparently been considerably upgraded. Princess Alia's Egyptian mother also supports the remarkable Brooks Animal Hospital in Cairo. Injured, exhausted and worn out animals from the streets of Cairo are brought to this hospital: there is no charge for care, and the sympathetic veterinarians sometimes take in animals just for rest. They often buy donkeys or horses who are no longer in condition to continue, and need to be put down out of kindness. They are kept in special "yard" or paddock, where they are fed and loved for a few days before they are sent on to the "pastures in the sky".

Flying out of Cairo, I wondered why this magic carpet trip?

What was I really doing there? I pulled my trusty Macintosh Power Book out of its case at my feet, while forming in my mind the image of a circle of animals which I refer to as "The Animal Council". The screen lit up with this suggestion: I should plan an Animal Ambassador Celebration in honor of the role of which horses, camels and donkeys play in the Middle East with the aim of unifying Arabs and Jews beyond, and outside of politics. I simply began to write about the next steps in the Middle East.

At first, I was shocked by the seemingly impossible idealism of such a task. However, before my first trip to Moscow nine years ago, I was assured that I would never be able to meet the Russian populace, and would have to be content with only reaching government officials. Nevertheless, in complete trust, I decided to simply begin to take small steps: see where the path would lead, and let the animal ambassadors open the doors.

Because of the remarkable synchronicity which so often occurs in my life, sharing some of the steps with you is fun, and I think this synchronicity has a tendency to happen even more frequently when it is acknowledge and appreciate.

Christine Jurzykowski, founder of Fossil Rim Wild Life Center, and a dear friend, is on our Animal Ambassador Board of Directors. Whilst at Fossil Rim in February, working with two of their young and very wild cheetahs, I mentioned to Christine that I intended to go to Jordan and Syria and, hopefully back to Israel in April. So would she like to come? Christine was to speak at a conference in Denmark the day before my scheduled departure from Frankfurt, so it seemed natural to have her join me.

The next pieces of the puzzle were held by Gabriella Boiselle, one of Europe's very best photographers, known for her exquisite portrayals with a very special "feel" - a view which no other horse photographer has managed to capture. During Equitana, Gabriella asked me what I was doing. I told her I was hoping to visit Jordan over Easter, but all the seats were booked due to the holidays. She said, "Don't worry. Princess Alia El Hussein is a friend of mine and would be fascinated by your work. I'll call her".

Two days later, Gabrielle had managed to get the seats on Royal Jordanian Airlines, organized the trip to Jordan and Syria for us; and had contacted a Syrian friend, Basil Jadaan, whom she had met at a WAHO horse show in Cairo.

Basil Jordan was one of the kindest, most hospitable gentleman I have had the pleasure of encountering in a longtime. He is establishing a troupe of pure Arabs which, approved by WAHO (World Arabian Horse Organization), and they are beautifully maintained. He hosted us on the first afternoon, seated in a Bedouin tent on cushions laid upon carpets on the ground, with glasses of hot, sweet tea and the traditional welcoming sips of very black, Arab coffee served, thank goodness, in tiny cups. The horses were paraded one by one in front of the tent, where Gabrielle photographed from all angles; she also got some photos of me working.

Our second day there, Basil's friend loaded up four horses and trucked them out of the city into the desert where we galloped and whirled for Gabrielle's cameras. She is the most entertaining photographer and personality imaginable; a live wire, with beautiful blond often wild hair which charms every man who comes within 20 feet of her. We all had a marvelous time working with her.

We drove from Damascus to Amman, Jordan, crossing the border in the record time of one hour, to keep our first appointment with Princess Alia. Princess Alia is a warm, lovely, intelligent woman.

She was most interested in the TTEAM work. She greatly honored us with a Bedouin meal in a beautiful tent set out in spring-green barley fields near the royal racetrack. Horse after horse was paraded before us prior to sitting down to a traditional meal of boiled lamb on a bed of rice, eaten with the hands. It is a rare occasion to be treated to this ancient way of eating.

We had a long discussion about TTEAM work and some of the horses which I was to work on the following day. We were awakened bright and early by the 5 a.m. call to morning prayers which resonates over the hills of Amman, and we arrived at the Royal Stables in plenty of time to catch the early morning light which Gabriella so loves. I worked with Princess Alia's veterinarian, a young Iraqi woman who was very interested, very kind to the horses, and very intelligent.

Princess Alia has some favorite horses, one of which was a young stallion, a very bad stall walker. And one of the tensest horses I have worked with. He's the first horse whose ears I could not get to in the short time we had; which, to me, is a very good indication of a tense condition in the rest of the body. I left the veterinarian with suggestions for working him, and am invited back to teach a group of veterinarians and horse owners who are gathering for an annual Arabian Horse Show by invitation of King Jussein in September. We're working to see if we can put together a clinic in time to include it with the September show.

In 1969, Went and I organized the first North American Endurance Ride Conference at Badger, California. The Jordanians are interested in endurance riding, so I am working with Catelyn O'Reardon to see if we can get a conference together in time. Catelyn was the executive secretary for the Great American Horse Race from Syracuse, N.Y. to Sacramento, California in 1976, when I was the international coordinator. So, we are going to see what we can arrange in the Middle East with veterinarians and some top, experienced riders from the US and Europe, to join together, rather than competing. Each team of three to be composed of two Arabs from two different countries with an experienced endurance rider from either Europe, or the US.

It's a great Animal Ambassador project which could result in opening many new doors towards understanding and cross-cultural pollination.

LindaTellington-Jones from Fayence, France

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 our 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.

TTEAM News International December, 1987 Vol 7 No 5 P. 6.

The following article appeared in Bear Tracks - The Journal of the Good Bears of the World. The article is charmingly written and presents a side of Animal Ambassadors International^® which recognized animals as our friends and teachers. However the reporter failed to state why the children brought their stuffed animals to class to learn the TTouch on them. Including stuffed animals as a part of teaching the TTouch in the schools recognizes the importance of stuffed-animal-friends for children who don't have animals at home. Just because stuffed animals don't need to be fed doesn't mean they don't have individual personalities.

The idea of having a stuffed animal to demonstrate the TTouch came to me several years ago in Los Angeles when I was asked, at a social gathering, how the TTouch worked. There was no cat or dog in residence, but a lovely soft stuffed polar bear was lying on the couch. I demonstrated a few minutes of circles on him and someone said delightedly, and maybe kiddingly, "look his eyes are softening." Since that day we have had many stuffed animal volunteers. How many of you have teddies and other stuffed animals in your house?

ANIMAL AMBASSADORS
by John Watson

In our last edition, Teddies to the Rescue by Alexandra Kurland was reviewed in the "Bears and Books" section. While it's a charming and beautiful book in and of itself, there is much more than meets the eye here! Author Alexandra Kurland has been using this book, along with her real life teddy Kenyon Bear, in a wonderful program that encourages understanding between people and animals around the world, the Animal Ambassadors International® Program.

Teddies to the Rescue tells the story of Kenyon Bear and his bear friends who live at the Shuttle Hill Herb Shop, (Alexandra notes that the bears and the herb shop are indeed, quite real.) The book, beautifully illustrated by Mark Kenyon, finds the teddies rescuing a fellow bear from a home where he is unloved. During the rescue mission real animals assist the bears in their efforts and friendships are formed.

We all know the importance of animals in our lives. Many of us find friends and teachers in our pets. From our childhood pets, we learn love, loyalty and responsibility. The Animal Ambassadors International Program is an international cultural exchange organization whose primary goal is to celebrate the importance of animals in our lives while encouraging intercultural understanding.

Here's how it works: school children bring their own stuffed toys to meet Kenyon Bear when he and Alexandra Kurland visit classrooms. Alexandra uses the book and the bears to guide the children through the story telling process. Kenyon takes the children to many lands where different animals are met through the children's own imaginations. The children ask each animal if they have any stories, words or songs for them. By the end of the session each child has his/her own special animal friend.

"I end by telling them that their animals would always be with them to tell them stories," says Alexandra. "All they had to do was listen." She adds that there is something the children can then do for their animal friends. "Many of the animals who come to us need our protection. They're having a tough time surviving, and one way we can help them is by learning more about them." She then asks each child to read a book about the animal who came to them.

Kenyon Bear acts as a story collector for the Animal Ambassadors International Program. There are story collectors in other parts of the world. The all collect animal stories. So, Alexandra asks the children to send in the stories that their animal friends have shared with them to Kenyon at the herb shop. Kenyon then sends each child an Animal Ambassadors International® Certificate.

The stories are then sent on to Animal Ambassadors International® headquarters in San Francisco where they are compiled into newsletter form and sent to children participating in similar programs as far away as Australia and the Soviet Union! Stories from the children overseas are sent back to San Francisco to be shared with the American students. Thus, not only are stories and information exchanged, but an international goodwill link is made between children of many countries.

Alexandra adds that the program is not limited to school groups. "Anyone who loves animals can join in the sharing," she says. In fact, wouldn't our own Good Bear Dens be just the perfect type of folks to join in? "Bear Dens could spend a wonderful evening telling animal stories which could then be compiled and sent on the Animal Ambassadors International®," says Alexandra. We couldn't agree more, Alexandra and we'd love to hear from any of our dens or bears-at-large who decide to participate. We would love to have our Good Bear Dens associated with such a worthwhile project.

Reprinted with permission.