FAQ

Equine Experiential Education (EEE) is a practitioner led, research-based methodology that offers interactive experiences with specially trained horses for social and emotional intelligence skills building.

EEE is about personal growth and skills development, whereas equine therapy is a targeted therapeutic intervention. Both approaches recognise the unique qualities of horses in facilitating human development and wellbeing.

Core EQ human and horse facilitators have 5 years’ experience in working with people who have a physical and/or intellectual disability. Good access is available to the purpose-built horse facilities.

Not usually. There is no riding in our Master Class sessions. Contact with our carefully trained and selected horses is in our stables, arena or our covered round yard and is fully supervised. We have on occasions provided supervised riding experiences and we have a qualified Horse Safety Association instructor available. Our programs are inclusive and are designed for people who are not familiar with horses. We also welcome experienced horse people and can provide extension activities for them.

Depending on the focus of the workshop, you can expect to be challenged to think and act differently and to gain fresh insights about yourself and your work mates. This includes gaining insights and new thinking around self-confidence and efficacy; innovation and creative thinking; communication and cooperation; conflict resolution and problem solving; empathy and authenticity; and motivation and goal setting.

The cost varies relative to requirements and number of participants. Please contact us for details.

NDIS ​"Thank you for your amazing hard work and great insight. It's so wonderful having such an empathetic professional on the team with us" Leadership Role Improvement coaching "I am extremely thankful to you for your great support and guidance"

While Horses are large animals - their survival as prey animals depends upon them being finely tuned to body language, emotional tone and movement of objects within their sensory fields. Horses react immediately and without judgement to our human emotional state. They expect us to step up and use our EQ and thinking strengths To work with horses - people must hone their focus, self awareness, self confidence and patience Our Equine Experiential Exercises feed into the job crafting method by encouraging you to Notice your reactions (know yourself) Take charge of your responses (choose myself) Decide what is really important (choose myself)

Yes! Researchers have measured a group of novice riders and their horses (blood pressure, heart rate etc). A change in environment was added (a person running at the horse with an umbrella) This create a heart rate change for riders (expected) but also for their horses

The slide below provides an overview of how these 3 concepts interact

How prevalent is Professional Role Creep for lawyers employed in legal organisations? What are the benefits to lawyers in undertaking job crafting activities? What are benefits for an organisation in recognising self-initiated job crafting by lawyers?

Leaderwork is proactive behaviour by a person who is motivated to achieve better work experience This is self initiated work (job crafting) that benefits the individual Where there is a mutual benefit to the individual and the organisation - this can become role sculpting.

The main findings in Dr Hann's PhD were Legal Working Culture and Leaderworkers. Legal Working Culture, or ‘LWC’, is a substantial description of lawyers’ values, beliefs and behaviour when working and learning together in legal organisations and institutions. It transcends individual workplaces and draws on contemporary leadership theory to focus on the work and learning, rather than formal organisational roles. Therefore, ‘LWC’ incorporates both ‘professional’ and ‘organisational leadership’ and does not hive off ‘organisational leadership’ as a separate experience because it is closely aligned to the business of law. It incorporates the notion that ‘professional leadership’ can extend beyond the interests of an individual legal organisation. The findings show that lawyers often have dual identities when integrated as professional workers in organisations and institutions which affect how and what they learn at work. The beliefs, behaviours and values of ‘LWC’ are sustained by master practitioners, or ‘Leaderworkers’, who do not necessarily have positional authority in the formal sense, but rather, whose leadership standing comes from their intellectual and personal leadership as they draw strength from their cultural heritage. These ‘LWC Leaderworkers’ have an important role in teaching leadership to other lawyers. The ‘LWC Leaderwork (Review and Development) Model’ draws on Clinical Legal Education, informal, social and workplace learning theories and recognises the diversity of interests in legal workplaces. It therefore provides guidance to lawyers undertaking formal and distributed leadership work in legal organisations and institutions and to legal organisations, institutions and Legal Education providers. The thesis makes suggestions for promoting the acceptance, appreciation and development of ‘professional’ and ‘organisational leadership’ or leaderwork, in Legal Working Culture.