“My Horse Has a Voice; I’m Just Trying to Figure Out What to Do With It”: Communication Between Canadian Dressage Coaches, Riders, and Horses

From previous studies, the International Society for Equitation Science has advised that further research be conducted on the physiological/psychological effects of less-exacerbated poll flexion angles. We aimed to evaluate the effects of two riding poll flexion positions with a difference of only 15° on the respiratory systems and behaviour of horses through an evaluation of dynamic airway collapse via over-ground endoscopy, the pharyngeal diameter, pleural pressure, arterial oxygenation and lactate, HR/RR, and the occurrence of conflict behaviours. Twenty high-level dressage and twenty show-jumping horses underwent a 40 min ridden test at a ground angle of 85°; 3 weeks later, they underwent a ridden test at a 100° ground angle (the angle between the ground and the line from the forehead to the muzzle) and in a cross-over design. Using a mixed model for repeated measures, Wilcoxon/Friedman tests were carried out according to the experimental design and/or error normality. For both groups, at 100°, conflict behaviours and upper airway tract abnormalities were significantly more frequent, and the pleural pressure was higher, and the pharyngeal diameter was lower. At 85°, relaxation behaviours were significantly more frequent. Lactate was significantly higher at 100° only in the dressage horses. Compared to the first test at 85°, the HR/RR were significantly lower at the beginning of the second test (at 100°) but higher at the end. The significant differences identified in these dressage and show-jumping horses support the idea that an increase of just 15° in riding poll flexion can have negative effects on the respiratory system and behaviour of a horse and therefore on its welfare.

Background: Reflexive thematic analysis is widely used in qualitative research published in Palliative Medicine, and in the broader field of health research. However, this approach is often not used well. Common problems in published reflexive thematic analysis in general include assuming thematic analysis is a singular approach, rather than a family of methods, confusing themes and topics, and treating and reporting reflexive thematic analysis as if it is atheoretical. Purpose: We reviewed 20 papers published in Palliative Medicine between 2014 and 2022 that cited Braun and Clarke, identified using the search term ‘thematic analysis’ and the default ‘relevance’ setting on the journal webpage. The aim of the review was to identify common problems and instances of good practice. Problems centred around a lack of methodological coherence, and a lack of reflexive openness, clarity and detail in reporting. We considered contributors to these common problems, including the use of reporting checklists that are not coherent with the values of reflexive thematic analysis. To support qualitative researchers in producing coherent and reflexively open reports of reflexive thematic analysis we have developed the Reflexive Thematic Analysis Reporting Guidelines (the RTARG; in Supplemental Materials) informed by this review, other reviews we have done and our values and experience as qualitative researchers. The RTARG is also intended for use by peer reviewers to encourage methodologically coherent reviewing. Key learning points: Methodological incoherence and a lack of transparency are common problems in reflexive thematic analysis research published in Palliative Medicine. Coherence can be facilitated by researchers and reviewers striving to be knowing – thoughtful, deliberative, reflexive and theoretically aware – practitioners and appraisers of reflexive thematic analysis and developing an understanding of the diversity within the thematic analysis family of methods.

Multimodal interaction analysis is a holistic methodological framework that allows the analyst to integrate the verbal with the nonverbal, and to integrate these with material objects and the environment as they are being used by individuals acting and interacting in the world. In short, multimodal interaction analysis allows a researcher to study real people interacting with others, with technology, and with the environment. The point of view taken in multimodal interaction analysis is that all actions in fact are interactions and that all of these (inter)actions are linked to people (referred to as “social actors” in multimodal interaction analysis)—no matter whether you are investigating the real or the virtual world, someone buying ice cream, or using a software program. Multimodal interaction analysis is carried out through a series of analytical phases and steps. Researchers utilize multimodal transcription conventions and analytical tools, which are theoretically founded, allowing for replicability of analyses and reliability of findings. Multimodal interaction analysis allows the integration of all communicative modes, where communicative modes are defined as systems of mediated actions. In this view, all modes of communication together build one system of communication, which comes about through actions and interactions that people produce. This coherent framework and process of analysis can be taught and learned and is proving useful for research examining what people do, how they communicate, and how they interact.

A transparent analytical process contributes to the methodological rigor of reflexive thematic analysis. To enhance such transparency in reflexive thematic analysis, novice researchers need to document and present the analytical processes of theme development. In this article, we showcase how qualitative comparative analysis can be integrated into reflexive thematic analysis as a strategy for novice researchers. We demonstrate how novice researchers can develop codes and categories, use qualitative comparative analysis to facilitate the exploration of the complex causal relationships between categories, and construct candidate themes based on these analyses. We then show how novice researchers can continue developing these themes by creating relationships between codes and categories on the basis of qualitative data and existing literature. Such integration of methods not only facilitates theme development, but also assists researchers in justifying the decisions made in a reflexive thematic analysis process. The analytical procedures presented in this article may thus help novice researchers engaged in reflexive thematic analysis to enhance the transparency of their analytical process.

Purpose To examine – through video – the literate life as a school administrator through the use of multimodal interaction analysis (Norris, 2004) and dramaturgical metaphors (Goffman, 1959) in order to address how school administrators use language – both verbal and nonverbal language – to negotiate the roles they play with various audiences in daily interactions. Methodology/approach While studies on communication in school administration focus on its practical, relational, and logistic aspects, they tend to neglect the truly complex nature of literacy, communication, and social interaction. Through the use of video, Multimodal Interaction Analysis (MMI), and dramaturgy, it is possible to capture and analyze language use in its totality – to explore how it truly works on the stage of school: a constant, overlapping marriage of nonverbal and verbal communicative modes that cannot be divorced and should not be examined separately. This chapter provides a progressive approach to help school administrators understand how their verbal and nonverbal language affects the interactions they have with various audiences every day. Findings The autoethnographic study revealed the intersection of language and leadership in the life of a school administrator. It also showed how video, multimodal interaction analysis, and dramaturgical metaphors can help educational leaders understand their own literate lives through new lenses and how they can grow from that understanding. Practical implications Continued studies using video, multimodal interaction analysis, and dramaturgical metaphors can further illuminate the complex language practices of school leaders and provide unique lenses to examine other school-based and non-school-based social interactions, so we can better understand the myriad roles we play and the language we use to negotiate those roles.

Frustration arising from lack of social contact and inconsistent training method, insufficient roughages, erratic management practices and different bedding material leads to redirected behaviour and vices in stabled horses. Further there was a need to assess the relation between behaviour and vices related to prevalence of many stereotypes and redirected behaviour i.e., weaving, tongue rolling, resting in the stable corner, soil consuming, wood chewing and cribbing. The aim of current research work was to establish the importance of bedding on behaviour of horses. Fifteen each of privately owned, mares and stallions were selected for the study. They were kept in the boxes in which they were observed for a minimum of four weeks. Recordings were made between 10:00 to 12 AM and 5:00 to 7:00 PM. There was an increase in the prevalence of abnormal behaviour (P<0.0001) when the bedding type other than straw was used (P<0.0001) and the amount of fibre in the diet was decreased (<40%). Results showed that there were significant differences in other behaviours like resting in the stable corner (P<0.0001), tongue rolling (P<0.0001), weaving behaviour (P<0.0001), yawning behaviour (P<0.0001), wood chewing (P<0.0005) and cribbing (P<0.0008). No significant differences were found with soil (P<0.558) and faeces consumption (P<0.3251) behaviour. The amount of time spent on exercise and time spent outside the stable did not appear to be related to performance of abnormal behaviour and vices of horses. It was concluded that the providing adequate bedding material can influence the behaviour and vices in stabled horses.

To explore mothers' experiences of the EArly Collaborative Intervention. Preterm birth puts a considerable emotional and psychological burden on parents and families. Parents to moderate and late premature infants have shorter stays at the neonatal intensive care unit and have described a need for support. The EArly Collaborative Intervention was developed to support parents with preterm infants born between gestational Weeks 30 to 36. In this study, mothers' experiences of the new intervention were explored. A qualitative design guided by a reflexive thematic analysis according to Braun and Clarke. Interviews were individually performed with 23 mothers experienced with the EArly Collaborative Intervention. Data were identified, analysed and reported using reflexive thematic analysis. The COREQ checklist was used preparing the manuscript. Two main overarching themes were constructed. The first theme, 'mothers' feelings evoked from the EArly Collaborative Intervention' describes the emotions raised by the intervention and how the intervention affected their parental role. Their awareness of the preterm baby's behaviour increased, and the intervention helped the parents to communicate around their baby's needs. The second theme, 'based on the preterm baby's behavior', describes experiences of the provision and the learning process about their preterm baby's needs and communication. The intervention was experienced as helpful both immediately and for future interaction with the baby. Mothers found the intervention to be supportive and encouraging. They came to look upon their baby as an individual, and the new knowledge on how to care and interact with their baby affected both their own and their baby's well-being. Furthermore, the intervention felt strengthening for their relationship with the other parent. The EArly Collaborative Intervention can support parents' abilities as well as their relation to their baby and may thereby contribute to infant development, cognition and well-being.

Reflexive thematic analysis (reflexive TA) originated within psychology and the social sciences and has become an increasingly popular qualitative analytic method across a range of disciplines. In this article, we offer a brief methodological guide for researchers hoping to use the method, suitable for beginners through to those experienced in qualitative research. Reflexive TA can be used to analyze data generated via a range of methods. Reflexive TA is highly flexible, and we outline the choices that researchers need to address when conducting their research. These choices relate to the theoretical approach (realist through to relativist/experiential to critical), their orientation to analyzing the data (inductive to deductive), and the depth in which they analyze their dataset (semantic to latent). We offer an accessible but comprehensive discussion of the six phases of reflexive thematic analysis and how best to produce a rigorous analysis. Starting with familiarization of the dataset as a foundation for analysis, data are then coded, before using these codes to generate initial themes. These early themes are then reviewed and developed, before the researcher moves to defining and naming them. The final phase of analysis is the writing up of the research, at which point final changes may still be made to the results. Written from the basis of our experience of using, teaching, and training reflexive thematic analysis within psychology and the social sciences, we see it as useful for those working across a range of disciplines.

Thematic analysis is a widely cited method for analyzing qualitative data. As a team of graduate students, we sought to explore methods of data analysis that were grounded in qualitative philosophies and aligned with our orientation as applied health researchers. We identified reflexive thematic analysis, developed by Braun and Clarke, as an interpretive method firmly situated within a qualitative paradigm that would also have broad applicability within a range of qualitative health research designs. In this approach to analysis, the subjectivity of the researcher is recognized and viewed not as problematic but instead valued as integral to the analysis process. We therefore elected to explore reflexive thematic analysis, advance and apply our analytic skills in applied qualitative health research, and provide direction and technique for researchers interested in this method of analysis. In this paper, we describe how a multidisciplinary graduate student group of applied health researchers utilized Braun and Clarke’s approach to reflexive thematic analysis. Specifically, we explore and describe our team’s process of data analysis used to analyze focus group data from a study exploring postnatal care referral behavior by traditional birth attendants in Nigeria. This paper illustrates our experience in applying the six phases of reflexive thematic analysis as described by Braun and Clarke: (1) familiarizing oneself with the data, (2) generating codes, (3) constructing themes, (4) reviewing potential themes, (5) defining and naming themes, and (6) producing the report. We highlight our experiences through each phase, outline strategies to support analytic quality, and share practical activities to guide the use of reflexive thematic analysis within an applied health research context and when working within research teams.

BackgroundAs the SARS-CoV-2 virus created a global pandemic and rapidly became an imminent threat to the health and lives of people worldwide, the need for a vaccine and its quick distribution among the population was evident. Due to the urgency, and on the back of international collaboration, vaccines were developed rapidly. However, vaccination rollouts showed different success rates in different countries and some also led to increased vaccine hesitancy.ObjectiveThe aim of this study was to identify the role of information sharing and context sensitivity in various vaccination programs throughout the initial COVID-19 vaccination rollout in different countries. Moreover, we aimed to identify factors in national vaccination programs related to COVID-19 vaccine hesitancy, safety, and effectiveness. Toward this end, multidisciplinary and multinational opinions from members of the Navigating Knowledge Landscape (NKL) network were analyzed.MethodsFrom May to July 2021, 25 completed questionnaires from 27 NKL network members were collected. These contributors were from 17 different countries. The responses reflected the contributors’ subjective viewpoints on the status and details of the COVID-19 vaccination rollout in their countries. Contributors were asked to identify strengths, weaknesses, opportunities, and threats (ie, SWOT) of the respective vaccination programs. The responses were analyzed using reflexive thematic analysis, followed by frequency analysis of identified themes according to the represented countries.ResultsThe perspectives of NKL network members showed a link between organizational elements of the vaccination rollout and the accompanying societal response, both of which were related to strengths and weaknesses of the process. External sociocultural variables, improved public communication around vaccination-related issues, ethical controversies, and the spread of disinformation were the dominant themes related to opportunities and challenges. In the SWOT 2×2 matrix, Availability and Barriers emerged as internal categories, whereas Transparent communication and promotion and Societal divide emerged as key external categories.ConclusionsInventory of themes and categories inspired by elements of the SWOT framework provides an informative multidisciplinary perspective for effective implementation of public health strategies in the battle against COVID-19 or any future pandemics of a similar nature.

Family, Friend, and Neighbour care is one of the oldest and most widespread forms of childcare used by families, yet there is far less research on this type of childcare compared to others. This study focused on Latinx immigrant FFN providers to learn about their motivations, needs, and facilitators and barriers to accessing services. Qualitative data come from a subsample of a larger study and include 5 focus groups with 41 Latinx immigrant FFN providers; these data were analysed using reflexive thematic analysis [Braun & Clarke, 2020. One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 1–25]. The themes, ‘They Need Us’; ‘We’re Not Babysitters, We’re Providers’; and ‘To Face the Job at 100%’ along with their subthemes capture Latinx immigrant FFN providers’ strong commitment and sense of duty to the families that they serve. Research and practice implications are discussed.

This paper reflects on reflexive thematic analyses with Pacific peoples from different cultural and language backgrounds. This paper will briefly describe reflexive thematic analysis according to Braun et al. (2019) and reflect upon issues concerning thematic analysis and Pacific cultures and languages. As academics, researchers, and practitioners, “we engage in a co-construction of knowledge” with our communities while adhering to cross-cultural notions of respect (Enari & Rangiwai, 2021, p. 2). We draw upon our collective cultural knowledge to offer a unique insider perspective (Enari & Rangiwai, 2021) concerning our current understandings of reflexive thematic analysis as it applies to research with Pacific peoples.

The role of ethology in round pen horse training—A review

BackgroundIn education, lecturers play a crucial role in facilitating students’ learning process. However, only a few studies explored which lecturers’ characteristics can facilitate this process in higher education for rehabilitation healthcare professionals. Starting from students’ perspectives, our qualitative study investigated the lecturers’ characteristics that facilitate students’ learning process in the rehabilitation sciences.MethodsA qualitative interview study. We enrolled students attending the 2nd year of the Master of Science (MSc) degree in ‘Rehabilitation Sciences of Healthcare Professions’. Different themes were generated following a ‘Reflexive Thematic Analysis’.ResultsThirteen students completed the interviews. From their analysis, we generated five themes. Specifically, a lecturer that facilitates students’ learning process should be: 1) ‘A Performer who Interacts with the Classroom’, 2) A Flexible Planner who Adopts Innovative Teaching Skills’, 3) ‘A Motivator who Embraces Transformational Leadership’, 4) ‘A Facilitator Who Encourages a Constructive Learning Context’ and 5) ‘A Coach who Devises Strategies to Reach Shared Learning Goals’.ConclusionsThe results of this study underscore the importance for lecturers in rehabilitation to cultivate a diverse set of skills drawn from the arts and performance, education, team building and leadership to facilitate students’ learning process. By developing these skills, lecturers can design lessons that are worth attending not only for their relevant content but also for their value in human experience.

Objective: To perform a scoping review of the current evidence on the horse-human relationship. Background: The horse-human relationship has a significant impact on how horse owners care for and make decisions for their horse. Evidentiary value: Identification of consensus and gaps in current evidence. Methods: A literature search was performed in CAB Abstracts and Medline using search terms relating to the nature of the horse-human relationship in horses used for pleasure riding. Publications were reviewed against inclusion and exclusion criteria. Original qualitative or observational research studies relating to the relationship between a horse and owner were analysed. Data were extracted on study method and population characteristics. Results: There were 4,481 studies identified; 27 studies were included in the final data extraction. The studies covered 11 different areas, the most frequent were effect of humans on equine behaviour (5/27), equine training methods and behaviour (4/27) and horses within sport and leisure (4/27). A range of methodologies were used, with the most frequent being thematic analysis (6/27 studies), use of an instrument, tool or scale (3/27) and behavioural scoring (4/27). The majority of studies considered the human’s perspective (20/27), six considered the horse perspective and one considered both the horse and human perspective. No studies investigated the same or similar aims or objectives. Conclusion: The current evidence on the horse-human relationship is diverse and heterogenous, which limits the strength of evidence for any particular area. Application: Future research should focus on developing reliable and repeatable tools to assess owner motivations and horse-human relationship, to develop a body of evidence.