It was at Madame de Lubersac, pioneer of therapy with the horse that we have this concept. Parallel to the development of psychomotor rehabilitation to psychomotor therapy, rehabilitation by riding a term used in the 60's, has changed to therapy with the horse, taking into account the whole of the individual suffering. Advances in psychiatry and knowledge of the psycho-emotional development of children have a better understanding of what processes were at work and what to put in place for the encounter between a troubled person becomes therapeutic. I stress this is not the bringing together of that person and a horse that is in itself therapeutic, I propose to explain it to you during this presentation. So back to three words that make up this concept:

- THERAPY: Therapy with the horse is an additional opening that adds to the overall therapeutic potential, whose primary purpose is to improve or heal, or keep acquired.
It must necessarily be conducted by trained care, listening to the aid relationship.
This is why the training given to FENTAC is only for people who have already graduated from the Department of Health, be they doctors, psychologists, psychomotor therapists, speech therapists, educators, etc.. It is actually a specialization in a profession of nursing.
It is subject, like any other therapy, to medical prescription. The therapy aims to overhaul the terms relational and communication, self, to another, to the outside world. This reworking of psychological terms is based on bodily experiences, such as psychic self that is rooted in my psyche since the body does not exist as such at the outset of the child's life.
Every therapeutic procedure begins with the definition of an individualized plan that defines itself through therapy.
It is from this project it was decided that taking care will be in individual or group and that the first terms of the framework will be defined with one or more patients. Therapeutic setting means in the practical course, but also as part psychic, in connection with the availability of mind-body therapist, training, its theoretical references. So there is no framework model, or framework immutable and may be subject to change depending on the specific course of therapy.

In this therapeutic setting, the therapist must be sensitive to the expression of emotions that often goes by substrates such as body attitudes, postures, gestures, tone, looks, use of space (distance / relatedness), underpinned by vegetative events and are considered by the therapist who is able to restore a sense as messages or body language.
It is through this feedback that the transference relationship will be established in a real triangular relationship.
The therapist greets his patients' symptoms without directly seeking to reduce them. His attitude is made of empathy, congruence (Carl Rogers).

The concepts of confidentiality and sealing have their importance here since we encourage patients to bodily experiences that generate emotions and we also aim in parallel the expression of their proven body. Concepts of print and expression.
Privacy does not mean do not realize what is happening, but choice of what we could tell the next or interlocutors. It is extremely important, however, to make connections between the inside (the session) and outside (family, institutions).

Here we see the important role of the therapist is listening and verbal messages infraverbal as the tone of the body that reflects the emotional state of the patient and to which the first must be educated by his basic training. The therapist must have this empathy that reaches the tonic concept of dialogue spoken emotional tonic-Wallon and Ajurriaguerra. Expression of the patient experience, whether verbal or body referred to in the therapist's own experience.
It is therefore important that the therapist is aware of these phenomena, which leads me to emphasize the importance of having one for yourself instead of listening and analysis of its practice, either within the institution which is part of the TAC, or outdoors.

et l'objectif n'est pas forcément la monte. - WITH: and not by or on, because this is not the horse who is a therapist and the goal is not necessarily riding. This is why it is given much importance and time for meetings on foot, they take place with a horse at liberty is observed or with which it interacts in a carousel, or during grooming to listen body signals that it refers to the small skirts for time walk in the workplace by giving full attention to the pet that follows you. These times are always encouraged, never neglected. We adjust our time to that of the person who is in demand, adapting to its rhythms, its claims, its denial sometimes. The horse immediately introduced otherness and the patient himself must adapt to the sensitivity, listening, motor reactions to the horse. This is not cheating, it is still horse reacts according to its own ethological codes.

- HORSE: instead of riding, because riding foremost, it's riding. The horse is a gregarious, in need of social life, allows body contact that he likes. But if you're not interested in him, it's not like the dog seeking attention from you, a hug or a shared activity; it you will not.
It combines the qualities needed to drive attachment described by Mr. Harlow (ethologist) and Mr. Bowlby (psychoanalyst), qualities that are heat, odor, sweetness, rocking, fundamental for the harmonious development of the child.
Therefore, we assign a horse to a patient and we want to ensure that each session, he can regain the horse to get to work here.
In therapy, the horse is living the mediator of the relationship between patient and therapist.
The technical support are varied.
They are differentiated from activities or riding techniques. In therapy, no concept of competition, no specific equestrian learning.

In TAC, no exercises frozen, not learning in accordance with academic models. We leave the initiative to the discovery of the horse in the patient's own dynamics, but we do not accompany précédons, we request without obligation. We leave to another time to live their unique relationship to the animal, without being intrusive: we may need to be silent, as we may need to verbalize to the other that there is none now.
We also identify the level at which psychomotor, cognitive and psycho he is to adjust and we make no odd in our proposals, proposals that he has the right to accept or reject.

Therapy with the horse based on fundamental notions developed in particular by Donald Woods Winnicott. These are three processes that allow the smooth development of the infant:

• the holding company, allowing it to feel exist in continuity and is closely related to the way he was raised and surrounded by his mother's arms. We find this process by TAC, at walking pace, with the function of the carrier's horse and scaffolding provided by the therapist in his way of being present with his patient, using his look, touch and his words.
• The second process is the handling which allows the child to develop good cohesion between his body and his psyche. The handling is linked with caring and get in touch with the child. Care affects all the senses and allows the development of the skin as limiting the border inside and out, the introduction of the tone. In TAC, we find him in the way the therapist puts himself to the needs of the patient. It can live its relationship to the horse so symbiotic. He must accept it as long as the patient will show him how important this is for him, but always keep in mind that the precept of riding "become one with his horse" can not continue because the mental processes related to the development and maturation should lead anyone toward differentiation and individuation.
When the patient takes care of his horse, for once, it is usually subject of care can use his skills to care for one another. This tells us much about the nature of care that have been made to this child because it is a situation that gives us the analog relationship to the body of the horse. It becomes support projections and informs us about how the patient saw his own body.
• The third process is the presentation of the object that allows the child to invest the outside world. It is closely linked to the pleasure principle as the object meets the needs of the child. The APR must be associated with the idea of ​​pleasure, joy shared, a meeting point between the patient and therapist.

Always bear in mind that we are not in an educational setting, but therapeutic. So do not invade our patient of proposed actions in order to allow time to be himself to listen of his own reactions, feelings, emotions. We can do two things at once! we will therefore not prescriptive.
We are not in a methodology of "doing" but in that of "being with".

CONCLUSION:

We are in an era of reconciliation between the national federations: the National Federation Handi Cheval and FENTAC; finished, strife, room for consultations, each with its well-defined areas of expertise, and recognizing those of others. Our actions are complementary, adapted sports, leisure and appropriate therapy with horses all have to help meet and satisfy the diverse demands of people in need. They must be able to find trained professionals and skilled so that they will live a relational history with the horse in relation to their personal motivations.
But beware of excesses ... many organizations now see the day, at a time when the media shine a spotlight on alternative medicine or alternative, because they are fashionable. This niche of people in difficulty to generate ideas for some help. Find out about these companies or associations, on their credibility, their origin, and training of project managers. Be vigilant and critical!

Brigitte

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