Many professionals in the field of Equine Facilitated Psychotherapy (EFP) and clients claim physical, cognitive, and emotional benefits from participation in EFP. However, their claims are based primarily on anecdotal evidence. With no scientific basis of corroboration, credibility within the scientific and academic community is for the most part non-existent. This lack of credibility results in a deficit in funding for research and program development, which is needed in order to make EFP and related programs viable and accessible for those who would most likely benefit from this type of therapeutic intervention. Therefore, the intent of this study was to explore the theoretical constructs of Sensory Integration (SI), and how by utilizing SI as a theoretical foundation, both researchers and practitioners working in the field of EFP will be able to more accurately conceptualize and relate the positive benefits of EFP to the scientific and academic community, thus allowing for a greater understanding and acceptance of EFP as a viable and effective treatment approach.

This study spans the gap between present EFP practices and subsequent performance-based empirical studies by exploring qualitative findings in the experience of a participant in EFP utilizing Sensory Integration (SI) as a theoretical “bridge.”

According to A. Jean Ayres, (1979), “Inner Drive” activation is of the utmost importance, because for an individual to benefit from therapeutic interventions structured to enhance SI, the individual must want to be an active participant in the therapeutic process. Inner drive can be observed in the excitement, confidence, and effort that an individual brings to an activity (Ayres 1972). EFP’s main treatment focus is to provide the child with as much environmental stimulation that will require the use of the entire body, all of the senses, and the entire brain in a meaningful way. The child’s realization of his own potential becomes self-directing, and the more this can be utilized the greater and faster the neuronal organization. The ultimate goal of treatment, according to Ayres (1979), “ Is a child who wants to succeed, can and will direct himself meaningfully, and with satisfaction in response to environmental demands” (p. 257).

The qualitative data analysis of this study revealed four major themes: Happiness, Lack of Fear, Self-Confidence, and Bonding. These themes are mutually inclusive with the prerequisite elements of excitement, confidence, and effort. Happiness, for example, underlies the behavior and emotion characterized by excitement. Lack of fear and self-confidence contribute to an overall sense of confidence. Finally, bonding (in-so-far as it reflects a mutuality of experience) drives effort. As in this case, effort leads to a bonding experience that includes love, trust, kinship and a sense of belonging.

Once the prerequisite elements of excitement, confidence, and effort are attained through EFP, the resulting implication is that the child’s inner drive has been activated to the extent that the probability of an increase in sensory integrative functioning is likely.