Pendry Patricia, Carr Alexa M, Vandagriff Jaymie L
Department of Human Development, Washington State University, Pullman, WA, United States.
Front Vet Sci. 2018 Dec 4;5:300. doi: 10.3389/fvets.2018.00300. eCollection 2018.
This study examined associations between adolescents' ( = 59; = 11.63) diurnal and momentary activity of the Hypothalamic Pituitary Adrenal (HPA) axis as marked by salivary cortisol, and affective and behavioral responses to their first, mounted equine assisted learning (EAL) activity. The introduction to riding occurred during the fifth week of an 11-week EAL program for at-risk and typically developing adolescents. Before the 11-week program began, participants collected 6 salivary cortisol samples at prescribed times (wakeup, 4 p.m., bedtime) over 2 days, from which indices of diurnal cortisol activity were derived. Six weeks later, on the day of their first mounted activity in week five, participants provided three salivary cortisol samples, reflecting their basal cortisol level at the end of their regular school day, and their cortisol levels linked to the beginning and end of their first ride. Participants reported on positive and negative emotion immediately before mounting the horse, and immediately after dismounting, using an 11-item survey. Using a 43-item checklist, three independent observers rated participants' behavior throughout the 90-min session. Regression analyses showed that adolescents with higher cortisol levels immediately before mounting reported higher levels of negative emotion ( = 0.350, = 0.041) and lower levels of positive emotion ( = -0.697, = 0.013), while basal levels and potential dysregulation of cortisol diurnal patterns were controlled. Greater in response to 10 min of riding was linked to higher negative ( = 2.95, = 0.001), and lower positive emotion ( = -3.73, = 0.007) after dismounting. Higher levels of pre-ride negative emotion ( = 5.50, = 0.046), and lower levels of post-ride positive emotion ( = -5.17, = 0.027), and an increase in cortisol reactivity in response to riding ( = 0.242, = 0.049), predicted higher levels of negative behavior during the 90-min session that day. These findings show that participants' HPA axis activity informs their program experience and behavior. Results suggest that EAL facilitators need to employ strategies to down regulate adolescents' physiological and affective arousal during mounted sessions to prevent and redirect negative behavior.
本研究考察了青少年（(n = 59)；(M = 11.63)）下丘脑-垂体-肾上腺（HPA）轴的日间和瞬时活动（以唾液皮质醇为标志）与他们首次参与的马术辅助学习（EAL）活动的情感和行为反应之间的关联。对于处于风险中的青少年和发育正常的青少年，骑马入门课程安排在为期11周的EAL项目的第五周。在为期11周的项目开始前，参与者在两天内按照规定时间（起床时、下午4点、就寝时）采集6份唾液皮质醇样本，从中得出日间皮质醇活动指标。六周后，在第五周首次骑马活动当天，参与者提供了三份唾液皮质醇样本，分别反映他们在正常学校日结束时的基础皮质醇水平，以及与首次骑行开始和结束相关的皮质醇水平。参与者在骑马前和下马后立即使用一份11项调查问卷报告积极和消极情绪。三位独立观察者使用一份43项清单对参与者在90分钟课程中的行为进行评分。回归分析表明，骑马前皮质醇水平较高的青少年报告的消极情绪水平较高（(β = 0.350)，(p = 0.041)），积极情绪水平较低（(β = -0.697)，(p = 0.013)），同时控制了皮质醇日间模式的基础水平和潜在失调。骑行10分钟后更大的[此处原文缺失具体内容]与下马后更高的消极情绪（(β = 2.95)，(p = 0.001)）和更低的积极情绪（(β = -3.73)，(p = 0.007)）相关。骑行前更高的消极情绪水平（(β = 5.50)，(p = 0.046)）、骑行后更低的积极情绪水平（(β = -5.17)，(p = 0.027)）以及骑行时皮质醇反应性的增加（(β = 0.242)，(p = 0.049)），预测了当天90分钟课程中更高的消极行为水平。这些发现表明，参与者的HPA轴活动影响他们的项目体验和行为。结果表明，EAL辅导员需要采用策略来降低青少年在骑行课程中的生理和情感唤醒，以预防和纠正消极行为。
