Developing a Treatment Plan for ASD, Trauma, PTSD and C-PTSD
This element equips learners to design integrated treatment plans using the IFEEL Method for clients with ASD, trauma, PTSD, and C-PTSD. It covers differential assessment, goal-setting, intervention sequencing, and the therapeutic application of equine interactions to address specific symptom profiles. Emphasis is placed on tailoring equine-facilitated psychotraumatology techniques to neurobiological and psychological needs while ensuring safety and ethical practice.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The Crossfields Institute Level 6 Diploma in the IFEEL Method of Equine Facilitated Psychotraumatology is an advanced vocational qualification for health and social care professionals. It integrates equine-facilitated learning with psychotraumatology principles to support trauma recovery, emphasising the human-equine bond and experiential, relational, and somatic approaches.
Topic Overview
The Crossfields Institute Level 6 Diploma in the IFEEL Method of Equine Facilitated Psychotraumatology is a specialised qualification designed for health and social care professionals seeking to integrate equine-facilitated interventions into their practice. This diploma is vocationally-related, meaning it emphasises practical skills and applied knowledge, preparing students to work directly with clients in therapeutic settings. The IFEEL method, which stands for Intention, Feeling, Expression, Evaluation, and Learning, provides a structured framework for facilitating trauma recovery through interactions with horses.
This qualification sits within the broader field of psychotraumatology, which focuses on the psychological and physiological effects of trauma. It draws on established theories such as attachment theory, polyvagal theory, and somatic experiencing, and applies them in an equine context. Horses are prey animals with heightened sensitivity to non-verbal cues, making them ideal partners for helping clients develop self-awareness, emotional regulation, and relational skills. The diploma covers ethical considerations, safety protocols, and the evidence base for equine-facilitated therapy, ensuring that graduates are competent and reflective practitioners.
For students, this qualification offers a unique career pathway, enabling them to work in settings such as therapeutic riding centres, mental health clinics, or private practice. It also contributes to the wider health and social care sector by offering an alternative or complementary approach to traditional talking therapies. Understanding the IFEEL method is not just about learning techniques; it requires a deep appreciation of the human-animal bond, trauma-informed care, and the importance of embodied, experiential learning.
Key Concepts
Core ideas you must understand for this topic
- →Trauma-informed care: Understanding the prevalence and impact of trauma, and creating safe, empowering environments.
- →The IFEEL framework: Intention, Feeling, Expression, Evaluation, Learning – the five stages guiding each session.
- →Equine behaviour and communication: Reading horse body language and using it as feedback in therapy.
- →Somatic experiencing: Focusing on bodily sensations to release trauma stored in the body.
- →The therapeutic relationship: How the client-horse-practitioner triangle facilitates healing.
Learning Objectives
What you need to know and understand
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Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating accurate differential assessment of ASD, trauma, PTSD, and C-PTSD presentations, including comorbid features.
- Look for evidence of a clearly structured treatment plan with phased goals (stabilisation, processing, integration) aligned to the IFEEL model.
- Assess for appropriate selection and justification of specific equine-facilitated interventions mapped to client symptomatology and sensory profiles.
- Check inclusion of robust risk assessment and safeguarding measures for both client and equine welfare throughout the plan.
- Credit thorough evaluation strategies integrated into the plan to monitor progress and adapt interventions.
Assessment Guidance
Guidance for achieving higher grades
- 💡Anchor your treatment plan explicitly to IFEEL’s theoretical principles (e.g., polyvagal-informed practice, co-regulation with the horse) to show advanced understanding.
- 💡Use case studies from your portfolio to illustrate how you would adapt the plan for different demographics or dual diagnoses.
- 💡In viva voce assessments, be prepared to articulate why you chose a particular equine exercise over alternative interventions, linking to neurobiological rationale.
- 💡Always link your evaluation methods back to initial assessment findings to demonstrate a coherent, evidence-informed cycle of care.
- 💡Always use the correct terminology from the IFEEL framework and psychotraumatology in your answers to demonstrate depth of knowledge.
- 💡When discussing case studies, explicitly link the client's presentation to the stages of the IFEEL method and the theoretical principles.
- 💡Remember to consider ethical and safety aspects in any practical scenario, as examiners look for professional responsibility.
Common Mistakes
Common errors to avoid in your coursework
- Failing to distinguish between PTSD and C-PTSD in treatment planning, leading to generic rather than phase-oriented, relational approaches.
- Overlooking sensory sensitivities in clients with ASD when selecting equine activities, resulting in potential overwhelm or disengagement.
- Designing overly ambitious timelines that rush stabilisation and ignore the dysregulation inherent in complex trauma.
- Neglecting to document clear contraindications and when to refer or pause equine involvement.
- Assuming uniform equine responses; not accounting for the individual horse’s temperament, training, and suitability for specific therapeutic tasks.
- Misconception: The IFEEL method is simply 'horse riding therapy'. Correction: It is a ground-based, psychotherapeutic approach that does not involve riding; it focuses on relational and somatic processes.
- Misconception: Horses are 'healing' in themselves. Correction: The healing comes from the facilitated interaction and the client's reflection; the horse is a catalyst, not a cure.
- Misconception: The IFEEL method can be used with any client. Correction: It requires careful assessment and is not suitable for individuals with severe fear of horses or certain medical conditions.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on the theoretical underpinnings – read about psychotraumatology, attachment, and polyvagal theory. Create flashcards for key terms.
- 2Week 2: Study the IFEEL framework in detail – for each stage, write a one-page summary and think of practical examples.
- 3Week 3: Watch videos of equine-facilitated sessions and analyse them using the IFEEL stages. Practice identifying horse behaviours.
- 4Week 4: Attempt past exam questions, focusing on case studies and evaluation questions. Review mark schemes to understand expectations.
- 5Week 5: Engage in active recall and peer discussion. Teach the method to a friend to solidify your understanding.
Exam Question Types
How this topic typically appears in the exam
- 📋Case study analysis: You will be given a client scenario and asked to plan an IFEEL session, justifying your choices.
- 📋Essay questions: Evaluate the effectiveness of the IFEEL method or discuss ethical considerations.
- 📋Short answer questions: Define key terms like 'trauma-informed' or 'somatic experiencing'.
- 📋Practical reflection: Describe a simulated session and reflect on your role as a practitioner.
Command Word Expectations (CROSSFIELDS INSTITUTE)
What examiners look for when using specific command words in this specification
Provide a balanced judgement, considering strengths and limitations, and support with evidence and theory. Conclude with a reasoned opinion.
Give a detailed account of why or how something happens, using concepts and theories to support your explanation.
Break down a topic into its components, examine relationships, and interpret the significance of each part.
How Students Lose Marks (Examiner Pitfalls)
Common mark loss traps and how to write 100% full-mark answers
Step-by-Step Worked Solutions
Detailed solution breakdown for typical exam problems
Question: A client with PTSD is introduced to a horse in a round pen. Describe the first 10 minutes of an IFEEL session, explaining the practitioner's role and the expected client responses.
- 1.Step 1: Identify the IFEEL stage: The initial phase is 'Intention' and 'Feeling' – setting the intention and noticing feelings.
- 2.Step 2: Describe the practitioner's role: The practitioner ensures safety, explains the process, and observes the client's non-verbal cues and the horse's behaviour.
- 3.Step 3: Explain expected client responses: The client may show anxiety, curiosity, or avoidance; the horse may approach or stay distant, mirroring the client's state.
- 4.Step 4: Link to trauma-informed principles: The practitioner validates the client's feelings and does not force interaction, respecting the client's pace.
Question: Evaluate the effectiveness of the IFEEL method for a client with complex trauma, considering potential limitations.
- 1.Step 1: Define complex trauma and its challenges.
- 2.Step 2: Outline how IFEEL addresses these challenges (e.g., somatic, relational, non-verbal).
- 3.Step 3: Consider limitations: client fear of horses, cost, accessibility, need for trained practitioners.
- 4.Step 4: Weigh evidence: research on equine-facilitated therapy, but note limited large-scale studies.
- 5.Step 5: Conclude with a balanced judgement.
Active Recall Memory Test
Test your memory before revealing the key facts
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for CROSSFIELDS INSTITUTE Developing a Treatment Plan for ASD, Trauma, PTSD and C-PTSD
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •A foundational understanding of psychology, particularly attachment theory and trauma responses.
- •Knowledge of health and social care principles, including safeguarding and ethical practice.
- •Some familiarity with equine behaviour and handling, though this is often covered in the diploma.
Coursework AI Review
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Key Terminology
Essential terms to know
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