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Chapter 25: Andrew—Infantile Strokes, Possible DPT Reaction

Naomi Scott University of North Texas Press PDF

Chapter Twenty-Five

Andrew—Infantile Strokes,

Possible DPT Reaction

Andrew Levy first had surgery when he was seven, to stretch his right hamstring and heel cord. Six years later, another surgery was performed, a heel fusion to stabilize his foot. About three months after the hamstring surgery, as soon as the cast came off, Andrew began hippotherapy, and he has been riding ever since.

“The doctor said it is usually necessary to repeat the first operation at the age of fourteen to sixteen, in similar situations,” Andrew’s mother, Elisabeth Livingstone, said. “The process of growth tightens the cord, pulling the heel up. But at fifteen, Andrew is still walking flat, with no evidence of the hamstring tightening. He just had his eighteen-month check-up and the orthopedist said his foot looks great. This followed a growth spurt in which he went up almost two sizes in pants,” Livingstone said. “I know riding keeps the muscle stretched out.”

Healthy and strong as a baby, at four months Andrew could literally do push-ups, to the extent of lifting his chest off the bed. At his fourmonth check-up he was pronounced completely normal and healthy. It was also time for his second diptheria/pertussis/tetanus (DPT) vaccination. After receiving the shot at the public health clinic, he fell asleep in the car and upon arriving home, his mother put him down for a nap.

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Chapter 16: Brandon—Cerebral Palsy

Naomi Scott University of North Texas Press PDF

Chapter Sixteen

Brandon—Cerebral Palsy

One day while I sat in the reception room to get a respite from the

Texas heat in the arena, the front door opened. A beautiful lady with dark curls and a ready smile entered, pushing a wheelchair in which sat a frail teenager with his arms around a little boy perched in his lap.

Instructor Tracy Winkley1 came in from her office, greeted them and introduced herself.

“I’m Melissa Turner,” the lady replied. “This is my son Brandon

Barnette and his little brother, Nathan.”

“Hi guys,” Tracy said as Nathan slid to the floor and joined his mother on the couch. “Do you think you’d like to ride a horse, Brandon?”

“Umm, yes,” Brandon said tentatively, his eyes wide as he glanced around at his mother and brother.

“How old are you?” Tracy asked.


“My, you’re a tall fellow for your age,” she said, kneeling in front of his chair. “Can you stand on your own?”

Brandon shook his head.

“Not without a lot of help,” Turner said.

“Okay, Brandon, let’s check you over so we can see which one of our horses will suit you best,” Tracy said. She gently tugged one leg to straighten it. “Tell me when you feel this.” She repeated the process with his other leg.

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Medium 9781626564312

PART IV Spreading Peace

Arbinger Institute, The Berrett-Koehler Publishers ePub

“Do you remember yesterday morning when I drew a pyramid and divided it into two levels?” Yusuf asked. “I called one level ‘dealing with things that are going wrong,’ and the deeper level ‘helping things go right.’ Remember?”

Everyone nodded.

“Then you’ll remember how we agreed that we normally spend most of our time dealing with things that are going wrong, even though that isn’t ideal.”

Again, the group nodded.

“I’d like to give you more detail around that pyramid,” he said. “It forms a structure that governs everything we do here at Camp Moriah with the children, with the staff, and with you. It shows not only how to find peace, but how to make it. It shows how to replace conflict with cooperation.”

At that, Yusuf turned and drew a pyramid similar to the one he had drawn the day before. As before, he divided it between dealing with things that are going wrong and helping things go right. But then he divided it still further into six levels and wrote “Correct” in the top level.

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14 The Path to War

The Arbiner Institute Berrett-Koehler Publishers ePub

Avi yanked himself from the memory of his suicide attempts and looked squarely at Carol.

“So no, Carol,” he said, “my stuttering was not the cause of my problems. Rather, I carried a heart at war—a heart at war with others, myself, and the world. I had been using my stuttering as a weapon in that war and had gotten myself into a place where I was seeing and feeling crookedly and self-justifyingly. That was my problem. And I wasn’t able to find my way out of it until I found my way out of my need for justification.”

“How were you able to do it?” Carol asked, her voice barely more than a whisper. “How did you get rid of your need for justification?”

Avi smiled at her. “That, Carol, will be our topic for tomorrow.”

“You’re going to leave it at that?” Lou asked Avi. “You just told us you tried to commit suicide twice and now we’re just going to leave for the evening?”

Avi chuckled. “You want to hear more about it?”

“Well, I don’t know,” Lou pulled back. “Maybe.”

“I’ll tell you more about it tomorrow,” Avi promised. “But in our last forty minutes or so this evening, I think it would be best to review what we’ve covered today. That way, we’ll come back tomorrow with a solid understanding.

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Medium 9781574412444

2. Potty Training

Peggy Heinkel-Wolfe University of North Texas Press PDF

Potty Training

I liked Ken and Jennifer, co-workers at my new job at the California Confederation of the Arts. They were good-hearted people, dedicated to the group’s mission of promoting the arts.

Both Ken, my boss, and Susan, the executive director, prided themselves on their family-friendly office policies. They encouraged Mark to bring Michael to the office to nurse during my first few weeks on the job. My body needed to adjust to routine feedings, instead of breastfeeding on demand. Within a month,

Michael and I lined up with morning, noon and evenings feedings and Mark didn’t have to bring him anymore. Instead, I bicycled home at noon to share lunch with Mark and Sam, and nurse Michael.

Before moving to Texas, the Confederation’s outgoing office manager, Blair, trained me to do her job. Blair motored around the office in her wheelchair. I wondered if Ken built the ramp from the parking lot to the back door for her, since the front door emptied onto the sidewalk on P Street, near the capitol. Blair told me how, as a teenager, she was paralyzed from the waist down after an illness. She still had enough feeling in her legs that she had hope she could walk again. If she lived with her family, she would have more support to build her strength. Later, Jennifer told me that she doubted Blair’s ambition. Jennifer thought the push to walk again was coming from Blair’s family. I listened to Jennifer’s doubts and began to wonder, if it takes all the energy you have to walk and you have none left for your other daily tasks, then what have you accomplished?

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Chapter 21: Tracy—Multiple Sclerosis

Naomi Scott University of North Texas Press PDF

Chapter Twenty-One

Tracy—Multiple Sclerosis

“If I miss my ride, the next week I walk into the arena using my cane. When I finish riding and dismount, I walk away and forget the cane. I don’t need it anymore,” Tracy Roberson said, reaching down to pat her horse’s neck. “It’s completely amazing.”

After agreeing to tell me her story later, she said “Walk on,” and from only the pressure of her legs squeezing his sides, her big buckskin mount began walking, then trotting in a figure eight, with no signal at all from the reins.

Ten years earlier, Tracy got out of bed one morning and fell flat on her face. She pulled herself up, sat on the bed a minute, then stood.

Again, she fell flat on her face.

Lying on the floor she wondered, did I take something last night to possibly cause this—aspirin maybe? No, that was not the case.

The twenty-seven-year-old hadn’t been feeling well for quite a while before this happened. “I was tired all the time but thought it must be just the lazy housewife syndrome.” She recalled she didn’t want to make the beds, do laundry, dishes, or get her child’s clothes ready.

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Naomi Scott University of North Texas Press PDF

GLOSSARY ing the people, animals, nature, and situations therein, emphasizing emotional, mental, social, physical, and spiritual well-being.

Frog (horse anatomy): Wedge-shaped substance in the sole of the hoof which acts as a cushion.

Gerontology: The scientific study of the process and problems of aging.

Hackamore: Circular device fitting around a horse’s muzzle, an alternative to a metal bit in his mouth, by which the rider communicates signals.

Half-halt: With a rider mounted, the horse is slowed almost to a stop, and then abruptly urged back to normal speed.

Harrington Rod Insertion: A procedure to stabilize the spine by fusing together two or more vertebrae, using either metal (Harrington) rods or bone grafts.

Hemispherectomy: Excision of one cerebral hemisphere, undertaken due to intractable (not adequately controlled by medication) epilepsy, and other cerebral conditions.

Hippotherapy: From the Greek word for horse, hippos, literally meaning therapy with the aid of a horse.

Infantile Spasms: Brief (typically one to five seconds) seizures occurring in clusters of two to one hundred at a time, with possibly dozens of episodes per day.

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23 Lessons

The Arbiner Institute Berrett-Koehler Publishers ePub

“Lessons?” Lou asked.

“Yes,” Yusuf answered. “The pyramid illuminates three main lessons—axioms that guide its application in all situations. We’ve already mentioned the first.”

At this, he wrote the following.

Most time and effort should be spent at the lower levels of the pyramid.

“Remember: we want to spend most of our time in the levels of the pyramid below correction, which is exactly the opposite of what we normally do. We want to spend most of our time actively helping things go right rather than dealing with things that are going wrong. We want to get out of the box, build relationships, listen and learn, teach and communicate. Where circumstances are such that we choose to engage in correction of some kind—whether by putting a little child on time-out or by sending war planes into the skies above a country that has attacked us—the lower levels of the pyramid become even more important. Correction is by nature provocational. So where we choose to correct, we need to increase our efforts at the lower levels of the pyramid all the more. If we believe military force is necessary, for example, then we would be wise to increase our communicating, learning, and relationship-building efforts even more.

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Medium 9781574415247

Chapter 8. Learning

Kathryn U. Hulings University of North Texas Press PDF


I wrote and hand delivered a letter to Michael’s elementary school prin-

cipal after he brought home a project on Native Americans, complete with a Crayola picture of a chief in feathers and war paint, and a story scratched out in his emerging block print. The project was intended to provide a sample of his work, proof of progress or not, and a prompt for discussion at his upcoming Individual Education Plan (IEP). And, what a piece of work it was. The first and only line read, “My name is

Crazy Horse because I like to act crazy.” My letter to the principal suggested, that perhaps, just maybe, it might have been a good idea to teach the kids that Crazy Horse was a courageous Lakota named for his father, to talk a bit about Little Big Horn, and to mention the monument in

South Dakota. I wrote quickly, because I didn’t want this issue to cloud my son’s IEP which was within a week. I wrote deliberately, nearly breaking my pencil as I pushed words onto paper. I wrote stoically, because I believed the warrior I was becoming needed to refuse to cry.

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Medium 9781576750919

People Smart Skill 1

Silberman, Mel Berrett-Koehler Publishers ePub

You can see a lot, just by listening.


The existentialist philosopher, Jean Paul Sartre, observed that hell is other people! We agree in one sense. If understanding others were an easy proposition, people wouldn’t have so many idiomatic expressions to express its difficulty:20

Despite the challenge, trying to understand others is the cornerstone of interpersonal intelligence. When you don’t understand other people, you can’t influence, collaborate, or resolve conflicts with them. On the other hand, when you do understand how others think, feel, and perceive—when you can see through their eyes—all kinds of connection are possible:

Consider the case of a busy patent attorney we’ll call Larry. He’s not a bad guy, but sometimes he’s a bad listener and doesn’t tune in to others well. Larry puts in long hours and is usually drained when he finally gets home at the end of the day. A typical evening conversation between Larry and his wife, Laura, goes something like this:

Compare Larry to Pete. Pete is a doctor who conveys to his patients that they are the only important people in his life at the moment he is seeing them, even though he’s got a packed waiting room. How does he do it? For starters, his staff is instructed not to interrupt patient visits except when there is an emergency. He listens to them as they tell their problems in detail and uses paraphrasing to show that he understands. Dr. Pete used to think that as soon as he heard enough to make a diagnosis it was expedient to interrupt the patient and make his recommendations. However, he has learned over the years that cutting people off too soon often leads to a misdiagnosis. He’s also noticed that when patients feel listened to, they are more informative.22

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Medium 9781576754801


Vargas, Roberto Berrett-Koehler Publishers ePub

Aprimary intention for this book is to provide tools for empowering our families and friends to serve our larger community as love in action, by committing to being family with each other while engaging in cultural and social change. Now that we have reviewed the essential tools of the Familia Approach for connecting, co-powering, facilitating family meetings, and creating experiences that inspire, I offer here several examples of how these tools can be used to support powerful family or community gatherings that aid us in becoming beloved community.

We repeatedly hear the adage that it takes a village to raise a child. This may work for many villages because all members feel responsible for the children in their community; that is the expectation that they hold for themselves and each other. How can we generate a similar feeling among family and friends today? One way is by developing the pact of being family with those we wish to be close with. The following example illustrates the tradition we are evolving to recognize and celebrate the commitment of becoming family in a way that nurtures increased community connectedness. While the strategy is grounded in our Chicano culture, it could be easily adapted to resonate with many other traditions.

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Becoming People Smart

Silberman, Mel Berrett-Koehler Publishers ePub

While some kinds of abilities remain stable or even decline as you age, your ability to be people smart can grow continuously. That’s the good news. The bad news is, it won’t be easy. We adults are often not open to change. If you don’t believe this, try this simple experiment:

Fold your arms without thinking. Now, fold them the opposite way so that you switch which arm is on top. Feel awkward? You bet. Well, stay that way for a minute. Now, cross your legs without thinking about it. Yep, the upper part of your body is still uncomfortable but your lower part is nice and comfortable. Now cross your legs the opposite way. Your whole body is now out of your comfort zone. Now go back to the way you normally fold your arms and cross your legs. Feel better? That’s the real you. It’s comfortable to do things in familiar ways.

For better or worse, we have gotten used not only to folding our arms and crossing our legs in certain ways, but to relating to other people in certain ways. And it will be uncomfortable to change.

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Chapter 20: Alicia—Sensory Integration Dysfunction

Naomi Scott University of North Texas Press PDF

Chapter Twenty

Alicia—Sensory Integration Dysfunction

At first, Alicia’s parents, Lisa and Ron Wettig, thought, “There’s no way she’s going to get on a horse.” Now their daughter has a roomful of trophies, belt buckles, medals, and ribbons she has won in horse shows.

But at five years old, Alicia didn’t like to be in high places, and she would not put herself in any position she thought might throw her off balance. She was wary of things that moved, or made loud noise, such as wind-up toys, dogs, and other animals.

Alicia’s pre-school class had scheduled an outing to Rocky Top

Ranch, which would include horseback rides. “Ron and I discussed whether she should go,” Wettig recalled. “A horse is big, it moves, it’s an animal. She won’t get on one, we agreed. Then we found out there was a playground too, so there would be activities for her to enjoy, if she didn’t want to ride.”

When it came Alicia’s turn to mount, she walked up the steps, right beside the horse, and climbed into the saddle.

“One of the parents told us later that the teachers’ mouths dropped open, they were so surprised. I think kids with special needs have a sixth sense.” Wettig said. “She must have had some kind of connection with the horse. She had always liked them. When she was little, the toys she’d pick out at the store most often were little plastic horses, but she’d never seen a real one to know how big they were.”

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Chapter 10: Alternative Activities—Vaulting and Carriage Driving

Naomi Scott University of North Texas Press PDF

Chapter Ten

Alternative Activities—

Vaulting and Carriage Driving

Vaulting has been referred to as ‘a dynamic approach to therapeutic riding’ by Gisela H. Rhodes, M.Ed., internationally acclaimed authority and instructor of traditional vaulting.

“What comes to mind when you hear the word ‘vaulting?’” Rhodes asked. “Perhaps you envision a horse wildly cantering in a circle, with children standing on the horse doing flips and other hair-raising stunts?

If so, then most likely you have never thought it could have any role in therapeutic riding. But therapeutic vaulting is a modification of traditional vaulting, and an exciting and growing trend at NARHA centers.”

Rhodes explains that basic vaulting positions are taught, as are exercises. “But many other aspects are added and subtracted, depending on the needs of the individual. The appeal of a therapeutic vaulting class is that it provides an environment where the vaulters can progress at their own speed, while still being part of a group working together. Instead of being competitive, the class is designed to encourage teamwork, to discover and practice new skills, and to have fun. In most cases, sidewalkers are not needed, and vaulters have the opportunity to enjoy the company of the horses, and concentrate on what they are doing without distractions from sidewalkers or a leader.”

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6 Divinity, Division, and Belonging

Ross, Howard J.; Tartaglione, JonRobert Berrett-Koehler Publishers ePub

Once I saw this guy on a bridge about to jump. I said, “Don’t do it!” He said, “Nobody loves me.” I said, “God loves you. Do you believe in God?”

He said, “Yes.” I said, “Are you a Christian or a Jew?” He said, “A Christian.” I said, “Me, too! Protestant or Catholic?” He said, “Protestant.” I said, “Me, too! What franchise?” He said, “Baptist.” I said, “Me, too! Northern Baptist or Southern Baptist?” He said, “Northern Baptist.” I said, “Me, too! Northern Conservative Baptist or Northern Liberal Baptist?”

He said, “Northern Conservative Baptist.” I said, “Me, too! Northern Conservative Baptist Great Lakes Region, or Northern Conservative Baptist Eastern Region?” He said, “Northern Conservative Baptist Great Lakes Region.” I said, “Me, too!

Northern Conservative Baptist Great Lakes Region Council of 1879, or Northern Conservative Baptist Great Lakes Region Council of 1912?” He said, “Northern Conservative Baptist Great Lakes Region Council of 1912.” I said, “Die, heretic!” And I pushed him over.

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