​About Harry

Harry was formally adopted as a baby and now lives with his mother, father, two sisters and two foster children. When referred, 12 year old Harry had spent significant time out of school; re-engagement with education was identified as a desired outcome. Harry is described as having patterns of aggressive behaviour, including self-harm, following anxiety from school. Harry has significant difficulties with emotional regulation and anxiety that are increasingly being expressed via harmful behaviours, both to himself emotionally and to others physically and emotionally. 
Harry has autism and can sometimes interpret language literally. He can have difficulties reading social context and the nuances of social interaction. Harry has difficulties managing peer relationships, particularly during unstructured times. He has difficulties empathising and seeing the perspective of others.

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At Stable and Wild

Harry originally attended for twelve One to One sessions, with a view to working towards a transition into joining a group for half day sessions. 
In his first sessions, Harry struggled to be away from his dad and to communicate directly with his coach. Harry spent time discovering how different animals interact with one another, their needs and how to best support them. This transferred to Harry developing bonds with certain animals and building his self-confidence to become more independent in tasks on the farm away from dad, who was then able to leave Harry with us for his sessions. Harry expressed how he was fearful of horses and avoided interacting with them for several weeks. Harry worked with coach to gradually build up his understanding and confidence. He spent time alongside coach getting closer to the horses and then had a favourite who he chose to visit and interact with regularly. Harry improved his communication skills significantly with coach, engaging in conversations, discussing his interests, and recognising when to ask for help and guidance. He began to recognise and share his emotions more often. Harry has been encouraged to engage in short written tasks; in his first session Harry was unwilling to write himself but was able to engage verbally with support. Harry has since shown increased enthusiasm to demonstrate learned skills and personal development on worksheets, including working independently on these. 

 

Impact Measures and Outcomes

•    Harry engages in a range of activities on the farm and with a wide variety of animals, having overcome concerns.
•    Harry is able to communicate positively and more confidently with coach and spend time without parental support.
•    Harry is able to communicate his feelings in new situations and identify strategies to support him. 
•    Harry continues to work towards recognising his own anxieties and how to manage them.