Parental perceptions of the psychosocial outcomes of equine-assisted activities and therapies for children with autism spectrum disorder in Japan: a phenomenological study.

This study looked at what parents in Japan thought about horse therapy for their autistic children. Ten parents were interviewed about their experiences. They found that horse activities helped their children in four main ways: better physical and mental balance, stronger relationships, more independence, and better communication. Parents also felt better themselves and enjoyed stronger family connections. The research suggests horse therapy can help both children and families.

This qualitative study explored parental perceptions of equine-assisted activities and therapies (EAATs) for children with autism spectrum disorder in Japan. Using a phenomenological approach, researchers conducted semi-structured interviews with ten parents whose children had participated in EAATs for at least six months. The analysis revealed four developmental stages in children: learning physical and mental harmony, exploring interests and strengthening bonds, inspiring independence and interaction, and building resilience and communication skills. Parents also reported three key outcomes for themselves: improved well-being through involvement, joy in recognizing their child's growth, and enhanced family connections.

The findings suggest EAATs may benefit both children with ASD and their families, highlighting the importance of family-centered approaches in therapeutic interventions.

Results suggest EAATs may offer family-centered benefits for children with ASD and their parents. Healthcare professionals should consider parental perspectives when evaluating therapeutic interventions. Further research needed with larger samples and objective outcome measures to validate these preliminary findings.

Small sample size (10 parents) from single country limits generalizability. Qualitative design provides perceptions rather than objective measures. No control group or standardized outcome measures. Potential selection bias as participants were already engaged in EAATs.

Children with autism spectrum disorder (ASD) often experience challenges in social communication, behavioral regulation, and daily life adaptation. Equine-assisted activities and therapies (EAATs) have been implemented as complementary approaches to support psychosocial development. However, little is known about the experiences of parents in Japan whose children participate in EAATs. The study aims to qualitatively explore how parents in Japan perceive the psychosocial outcomes of EAATs for their children with ASD.

By focusing on parental perspectives, this study seeks to clarify how EAATs may contribute to the well-being of both children and their families, and to inform the development of supportive therapeutic environments. This qualitative study employed a phenomenological approach. Semi-structured interviews were conducted with ten parents whose children with ASD had participated in EAATs for a minimum of six months. Thematic analysis was guided by Colaizzi's method.

Four primary developmental stages emerged from the analysis of children's experiences: (1) Learning physical and mental harmony, (2) Exploring interests and strengthening bonds with oneself and others, (3) Inspiring independence and interaction, and (4) Building resilience and communication skills. Furthermore, parents reported three overarching outcomes from their own involvement: (1) Parental well-being and engagement through horseback riding, (2) Parental joy and recognition of their child's growth, and (3) Fostering Family Connection and parent-to-parent interaction. Participant narratives illustrated these themes vividly, highlighting specific examples of behavioral and emotional change. EAATs were perceived by parents as fostering not only the psychosocial growth of children with ASD but also enhancing parental well-being and family cohesion.

To support children's psychosocial development and promote the health and well-being of their parents, nurses could play a distinctive role by observing both psychological and physical changes, monitoring how these influence daily functioning and interpersonal relationships, and supporting parents in interpreting their child's developmental progress.