Pecan Creek Ranch

02/27/2026

Funny/Connection Friday
The other morning Milo did not meet me at the gate as he usually does. He also wasn’t in the barn waiting for his breakfast. When I called he didn’t come. Of course I thought the worst!

When I walked out to get the horses I found him watching a post with a hole in it. He looked at me when he heard my footsteps but he did not move from the spot. I could hear him purring “Here birdie, birdie, birdie. “

02/26/2026

Regulation Thursday

Walking is one of the simplest ways to help your body regulate.

When you walk, especially at a steady, comfortable pace, you activate both sides of your body in a rhythmic pattern. This bilateral movement gently engages your nervous system and can help shift you out of stress mode and into a more balanced state.

Walking:�• Lowers stress hormones like cortisol�• Increases circulation and oxygen to the brain�• Releases mood-supporting chemicals like endorphins�• Supports digestion and immune function�• Helps discharge built-up tension in the body

It’s not just “exercise.” It’s regulation.

Even a 5–10 minute walk can:�Calm anxious energy.�Loosen tight muscles.�Clear mental fog.
Help you feel more like yourself again.

Your body was designed to move so put on your shoes and take a walk!

02/26/2026

Equine assisted psychotherapy Wednesday

Team member: “We’ve been working on doing hard things when you don’t want to. Today, Cash and I could use your help. He has a hurt eye and needs several medications. As you can imagine he doesn’t really want this is to happen. It is really hard and he wants to avoid it. But his eye cannot get better without doing the hard things. What do you think is the best way to do it?”

Client: “Does the medicine hurt?”

Team member: “The vet some no, but the injury is painful so that hurts quite a lot.”

Client watches Cash move around the stall. “Well, when I have to do something like get a shot, it makes me more scared if someone makes me do it.”

Team member: “You feel it is important that Cashhas some say.”

Client: “Yes. Like I hated it when the nurses held me down to give me shots. It made it more scary. “

Team member: “So you think Cash should be able to move away if he wants to.”

Client: “ Yes. And he should get to say when.”

Team member: “So you think we should not trick him or sneak up on him.”

Client: “ Yes.”

Team member: “These are excellent ideas. Would you like to give him the liquid pain medication? It goes in this mouth.”

Client thinks for a moment. “What if I mess up?”

Team member: “In what way are you worried about messing up?”

Client: “What if I spill it?”

Team member: “I will draw up some more.”

Client: What if I can’t do it?”

Team member: We will help you.”

Client: “Okay.”

Team member draws up the medication into a syringe and hands the syringe (no needle) to the client.

Team member: “ To give him the medication place it in the side of his mouth and sq**rt the medicine in.”

Client approaches Cash with the syringe. Cash tightens up and moves away. Client speaks softly to him and moves slowly. Cash continues to move away. After a few minutes client says, “He won’t let me give it to him.”

Team member: “He is saying I don’t want that. What do you think might help him?”

Client: “ Can you hold him still?”

Team member: “Yes I can. I thought you wanted Cash to be able to move away.”

Client: “I do but how do I get him to say yes?”

Team member: “Getting him to agree feels harder than making him do it.”

Client: “Yeah. I didn’t think it would be this hard.”

Team member: “Let’s put our heads together. You said Cash needs to be able to move his body and say when. What if you gave him more choices?

Client: “Like how?”

Team member: “What if you asked him to come to you or let me hold the med for you and y’all could approach it together? Did any of these ideas spark some other ideas for you?”

Client decides to let the team member hold the medication and ask Cash to approach the medication with support. Client approaches Cash without the medication. Cash stiffens and moves away.

Client: “He thinks I still have the medication.”

Team member nods in acknowledgment.

Client: “I wonder if he thinks I am going to trick him.”

Team member: “Maybe. If so, what can you do to help him know that isn’t true.”

Client: “ Continue to listen to him, ask him to allow me to approach and accept his answers.”

Team member smiles, “Sounds good.”

Client acknowledges each time Cash thinks about allowing client closer. Over time Cash llows the client closer until they are side by side. Cash lets out a deep breath. Client does too. “I think that was really hard for him.”

Team member: “I think so too. What did you do that maybe helped him do that hard thing?”

Doing hard things is a common theme in therapy services. In this example, the horse has something hard he needs to do (take the medication), and the client has something hard too (give the medication). This experience gives the client the opportunity to think about what kind of support is helpful to them and to practice providing support. The experience of caring for their horse friend also deepens their connection and friendship. It often exposes maladaptive patterns of interacting with self and others and provides an opportunity to correct those patterns in the moment. In addition the client may learn more about their own experiences when they are faced with hard things.

*All examples are of made up clients. This situation commonly occurs. We provide these examples to help people understand what this type of service maybe like.

02/24/2026

Something to Consider Tuesday

No is necessary for healthy relationships.

Without it there is no safety, clarity or trust.

Think about it, if no was not a choice what would your relationships be like?

02/23/2026

Educational Monday

Humans think a lot so it is imperative that we understand the power of our thoughts and how they impact our health.

To help us understand the power of our thoughts, I want you to think of a big, juicy lemon. Raise it to your nose and sniff it. Take an imaginary knife and slice it open. Now, take large bite out of it. What happens?

Your salivary glands become active, your mouth waters, the muscles in your mouth pucker. But wait! You didn’t actually eat the lemon. Why, are you reacting as if you did?

This one example gives you a snapshot of how powerful your thoughts are.

Thoughts are not neutral. They are either supporting your mental health or eroding it.

Thoughts shape our nervous system, our brain, our body, and our behavior. The brain changes based on what we repeatedly think. Remember, “neurons that fire together, wire together.”

Fear-based thought loops strengthen threat pathways in our brains. Balanced, compassionate thinking strengthens regulation, flexibility, and resilience.

Chronic stress-based thinking like rumination, catastrophizing, and harsh self-criticism can keep the body in a prolonged activation of the stress response. Over time, this contributes to anxiety, depression, fatigue, sleep issues, inflammation, and even cardiovascular strain.

What you think also shapes your behavior: if you think, “I’m a failure,” you will withdraw and isolate. If you think, “I can take small steps,” you engage with others and problem-solve.

Your thoughts are powerful — not because they control everything, but because they are “mega- influencers.” Like social media influencers who impact markets, your thoughts influence your health and well-being.

02/22/2026

Uplift Sunday

Life is full of challenges. Sometimes it feels like that’s all life is- one challenge after another!

We can get so focused on the challenges that we miss the beautiful moments, the things we would have never experienced without the challenge.

Growing up I was close to my papa. I would sit behind his chair as a child, while he watched the news. In the winter I made spit pancakes on the gas heater, while he read the newspaper. I was his shadow. We didn’t talk or interact very much, but I adored him.

In my twenties he was diagnosed with cancer and I took the summer off and lived with him and Granny. I helped around the house and with meals, but mostly I was Papa’s shadow again. Hanging out at the table and sitting next to him on the porch often long into the night. We sat in silence more than we talked. Yet, my heart was at peace. We were so connected even without words.

He died a month and a half into my time with him. A few days before he passed he could not speak and often wasn’t conscious. Despite this I never left his side. I held his hand, sang his favorite hymns, whispered to him it was okay to go and watched as life left his body. The moment of his passing was hard, but I know he felt my presence and it soothed him. In truth it was an honor to be with him in those final moments.

My time with Papa was one of the most difficult and beautiful times in my life. Those moments taught me the importance of presence and helped me understand that it isn’t words we need in these moments, but being fully with someone.

When I think back on my time with him, I am full of love and gratitude. My experience with Papa taught me that being with someone who is transitioning is not frightening, it is a beautiful gift. One I would have never known, unless I had walked that painful road with Papa.

02/21/2026

Equine Assisted Psychotherapy Saturday

We continue exploring how to assess and build safety in sessions. This post continues from Wednesday with the impulsive child.

After playing red light green light, the therapy team plays some other games to continue their assessment of the client’s ability to control their body, listen and following directions.

Team member: “Now we are going to play a game where Team member 2 pretends to be a horse and your job is to decide what to do. Do you approach, stay away, stay where you are, move away or ask the horse to move away?”

Client: “Got it.”

Team member: “ If it is dangerous and you don’t realize it I will say ‘Come here!’ You must come right away.”

Client: “Okay.”

Team member two pretends to eat grass. Client approaches. Team member jerks their head up and snorts. Client stops and looks around. Not seeing anything, the client starts toward Team member 2. Team member 2 lifts head higher and starts breathing faster. Client stops and does not approach.

Team member: “Okay, let’s stop there for a second. What happened?”

Client: “The horse acted weird and I stopped.”

Team member: “What was the horse doing that was weird?”

Client demonstrates the movements Team member 2 made.

Team member: “Excellent noticing. So, you stopped. Why?”

Client: “I was afraid it would stepped on me or knock me down.”

Team member: “You are right. That could have happened because the horse was paying attention to something else and not you and his body seemed upset. Stopping was a good thing to do. When would you choose to move away?”

Client thinks a moment. “If the horse started moving.”

Team member: “Moving in what way?”

Client: “Moving their feet.”

Team member walks over to the parents and whispers to them that the team wants them to pretend to be horses to and approach client and Team member 2.

Client and Team member 2 horse are hanging out together. Parent horses approach. Team member 2 horse pins ears (hands pushed back against skull) and glares at the other two. Client does not notice. The parent horses continue toward the Team member 2 horse.

Team member: “Come here now!”

Client races over to Team member.

Client and Team member watch the pretend horses. Pretend horse Team member 2 kicks at the other pretend horses.

Client: “Do horses really do that?”

Team member: “Yes. And arguments can start from for away so we always have to keep our heads on a swivel and look around.” Smiles at client. “Great job listening!”

*All examples are of made up clients. This situation commonly occurs. We provide these examples to help people understand what this type of service maybe like.

02/20/2026

Funny/ Connection Friday

I don’t know what it is about this picture that makes me smile and chuckle.

Poppy definitely looks like she is living her best life!

02/19/2026

Regulation Thursday

To calm your nervous system use this breathing technique.

Inhale for 4 seconds, hold for 7 seconds, and exhale for 8 seconds.

Do this for several minutes until he experience the calm and settling you want to feel. As with anything the more you use it the more effective it becomes.

Note- if your nervous system is extremely activated this technique will take much longer to settle you and may need to be used in conjunction with other techniques such as large muscle movement.

02/18/2026

Equine Assisted Psychotherapy Wednesday

We continue our exploration on how to work on safety in sessions. This example hightlights how we might work with an impulsive child.

Team member: “Before we meet the herd, we need to check your eyes, ears and brakes.

Client: “You’re not a doctor.”

Team member: “You are right! I am so glad you remembered I am not a doctor. Why do you think it would be important for your eyes, ears, and brakes to be in good working order before we visit the horses?”

Client: “I don’t know. I don’t have brakes.”

Team member: “Everyone has brakes, even horses, but sometimes they don’t work very well. I’ll show you. Let’s play red light green light. You get to yell red light, green light and Team member 1 and Team member 2 will try to do what you say.”

Client nods excitedly, rubs hands together.

Team member: “We’re ready.”

Client: “Red light.”

Team member 1 stays still. Team member 2 shoots foward. Client laughs.

Team member 1 to Team member 2 “Your ears must be stuffy.”

Client: “Red light.”

Both team members stay in place.

Client: “Green light.”

Team member 1 walks forward. Team member 2 darts forward, running toward the fence.

Client: “Red light.”

Team member 1 stops immediately. Team member 2 runs a few more steps then stops. The client and team play this game for a few more minutes with Team member 2 consistenly taking longer to respond to directions.

Team member: “Who has better brakes me or her?”

Client points to Team member 1. Looks at Team member 2 says, “Your brakes stink!” Team member 2 nods in agreement.

Team member: “Now let’s test your brakes. You and Team member 2 will play together.”

Team member: “Green light.”

Team member 2 and client burst into a run.

Team member: “Red light.”

Client skids to a stop while Team member 2 continues a few more steps. Client giggles.

Team member: “Red light.”

Both Client and Team member 2 jump forward then stop.

Team member: “Green light.”

Client and Team member 2 race forward.

Team member: “Red light.”

Client stops immediately. Team member 2 continues a few more steps turns to the client and says, “How do you stop so fast?”

Client: “I’m listening.”

Team member: “That’s all? I think I am listening to.”

Client: “Your ears must be stuffy.”

Team member 2 cleans out ears, shakes head and says, “Let’s go again.”

Team member: “Okay. Red light.”

Both Client and Team member 2 stay still.

Team member: “Green light.”

Both walk forward sort of tentatively, waiting for the next direction.

Team member: “Green light.”

Client slows a little but continues walking. Team member 2 does the same.

Team member: “Red light.”

Both Client and Team member 2 stop but Client stops a tad faster. Team member 2 says, “You are still faster at stopping than me.”

Team member: “We just tested your ears, brakes and ability to follow directions. You have excellent ears, excellent brakes and follow directions very well.”

Client grins from ear to ear.

Team member: “Team member 2 you did much better the second time. I think cleaning out your ears helped.”

In this example, the therapy team is assessing the child’s ability to listen, follow directions and stop when asked to. They learn quickly that this child is competitive and Team member 2 uses that to improve client’s reaction time. Because the client wants to win, they listen closer, and try to respond faster than Team member 2

*All examples are of made up clients. This situation commonly occurs. We provide these examples to help people understand what this type of service maybe like.

02/17/2026

Something to consider Tuesday

From the time we’re young, we receive countless messages about who we should be — how we should look, act, speak, move, achieve, and even feel.

I remember being constantly corrected on how I walked, spoke, dressed, interacted and spent my time. What I believed was important and the hopes I had for myself and the world were criticized. I learned early to be a chameleon and hide my true self.

Under the pressure to conform, to fit in, to meet expectations, I lost sight of who I truly am.

I was in my thirties before I realized that no one is meant to be a copy of someone else.

Each of us are created with our own voice, strengths, quirks, values, and dreams. I am so glad I began the journey, long ago to throw off the mask and be me.

I hope each of us can muster the courage to re-discover and remember who we are and allow ourselves to shine.

02/16/2026

Educational Monday

Research is showing that horses learn and respond not only to how they are treated, but how others are treated around them. We highly recommend reading this blog written by Kathleen Choe and Bettina Shultz Jobe. It will help you understand why we focus on all relationships at PCR and strive to create a healthy environment for everyone.

https://naturallifemanship.com/social-learning-in-horses/?

By Kathleen Choe and Bettina Shultz-Jobe Horses are always watching—not necessarily in a vigilant or guarded way—but in the way animals are designed to orient toward relationship, movement, and subtle shifts in their environment. They notice tone; they notice posture; and most importantly, they ...