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Puppy class – best practice

What is a puppy class?

A well-run puppy training class will be led by an experienced dog behaviourist or veterinarian who has received behavioural training. They usually take place at a dog training facility or local vet which has plenty of open space to work. While local classes will vary, most have an upper age of 16 to 20 weeks depending on the type of puppy. For example, toy breeds may be allowed to attend for longer, while puppies that have already grown adult teeth will probably be considered too old for puppy classes.

Most puppy training courses are held once a week for around four to eight weeks, though this will vary across local areas. Usually there will be a particular focus on two or three things during each class, such as ‘come’ or ‘wait’, and you will be expected to continue the training at home with your pup between classes. Classes often cover the basics including socialisation, tips for house training your puppy, basic obedience, and general communication between you and your dog.

What can my puppy learn from attending a puppy class?

Puppies can learn a lot from attending a well-run puppy class and the ultimate end-goal is to set a strong foundation for your dog’s training and behaviour in the future.

One of the most important skills a puppy can learn from these classes is bite inhibition. While it is normal behaviour for puppies to bite, this is not a behaviour that you want to be carried through into adulthood. As such, it is important for puppies to experiment with biting so that they can learn not to bite too hard and eventually not to bite at all.

Puppies attending puppy classes can also practice socialisation. This can help the pups learn how to socialise confidently and appropriately with other puppies, strangers, and veterinarians, an ability which is highly desirable in an adult dog. Socialisation is key if you want a dog that is able to communicate, read signals, and happily co-exist with other adult dogs and humans.

Puppy classes also offer the chance for puppies to practice ‘play’ behaviour. Play sessions are extremely important for puppies because they offer opportunities for the quick resolution of social problems, including fearful or aggressive behaviour. Having quick resolutions of these problems is important, because the more a puppy practices an unwanted behaviour without resolution, the more likely it is to become entrenched and carried through to adulthood. Dealing with entrenched behaviour late in life can lead to lengthy rehabilitation programmes.

In order to maximise learning from play, classes should include puppies of all sizes and play styles. Small dogs need to develop confidence and larger dogs should learn how to be gentle. Classes with only large dogs may encourage boisterous behaviour with the puppies learning to take these play styles with them into adolescents and adulthood. Similarly, if classes are limited to only small puppies, it is possible that these will become fearful of larger dogs, or not know how to approach them appropriately.

This short blog was based on a technical report submitted to “Think Dog Advanced – early learning in dogs”. The full technical report, with references, can be accessed by emailing the author at dannydecourtelle@rocketmail.com

 

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Sniffing out ‘dominance theory’ in dogs

Where did ‘dominance theory’ come from?

The common approach to canine social behaviour known as ‘dominance theory’ was built on research evidence which observed wolves, and showed that wolves live in hierarchical packs with the ‘alpha wolf’ at the top. Given that dogs evolved from wolves, researchers claimed that dogs also adhered to a hierarchical pack, with humans considered to be part of the pack. Dominance theory assumed that most unwanted behaviour, such as aggression, is due to the dog trying to be ‘dominant’ or wanting to be ‘the alpha dog in the pack’. As such, dominance theory suggests that the way to solve behavioural problems in dogs is to establish dominance as pack leader over the dog.

The idea that owners must dominate their dogs gained huge popularity in the 1960s with the publication of: The Wolf: Ecology and Behaviour of an Endangered Species published by David Mech. But these research findings have since been shown to have been inappropriately applied to the domestic dog. In 1999, David Mech published an updated work: Alpha Status, Dominance and Division of Labour in Wolf Packs, where he corrected his earlier mistaken ideas pointing out that dogs do not have the same social structures as adult wolves.

Among behavioural specialists, it is now widely recognised that dogs that use aggression towards humans or other dogs are not trying to be ‘dominant’, rather dogs may use aggression as a means to control situations where they feel frustrated, fearful or anxious. Sometimes, dogs who have used aggression repeatedly have learned that ‘it works’ and are therefore more likely to use aggression to control similar situations in the future.

What is wrong with ‘dominance theory’?

Among the field of canine behaviour, many professionals are concerned that the ‘dominance’ theory continues to survive even though more-and-more evidence shows that, at best the theory is unhelpful, at worst highly detrimental. Using this theory prevents many owners from understanding their dogs, can cause unhappiness, and can harm the human-animal bond. By definition the ‘dominance’ method relies on the social exclusion of the dog which in turn can lead to depression, anxiety and learned helplessness.

The ‘dominance’ theory for dog behaviour poses questions regarding dog welfare. Dominance-based approaches often use aversive training techniques such as ‘alpha rolls’ (forcing the dog down on its back and holding it there), staring the dog down (intimidation), or other confrontational methods and punishment which can cause fear, pain and distress to the dog. Aversive methods can also increase the dog’s underlying fear, frustration or anxiety, which can actually make the unwanted behaviour worse.

What should I use instead of ‘dominance theory’?

Ultimately, methods based on the theory of ‘dominance’ are flawed and should be avoided in favour of a more efficient, effective and evidence-based approach to canine behavioural change. Alternative, ethical approaches include ‘reward-based training’, ‘positive reinforcement’, and ‘counter-conditioning and desensitisation’, to name just a few.

Dogs should be trained using programmes that are designed to facilitate the development and maintenance of wanted behaviour, using positive reinforcement and other ethical techniques. This position is supported by the Royal Society of the Prevention of Cruelty to Animals (RSPCA), as well as many respected academics in the field of canine behaviour.

When trying to change your dog’s behaviour, reward the behaviour you like. This might include acting calmly when the doorbell goes, instead of barking and jumping on guests. This approach centres on positive reinforcement, in other words, rewarding outcomes you want. Rewards can be food, toys, verbal praise, physical contact etc.

Alternative approaches to overcome unwanted canine behaviour will be addressed in more detail in other blogs.

This short blog was based on a technical report submitted to “Think Dog Advanced – Rank Structure ”. The full technical report, with references, can be accessed by emailing the author at dannydecourtelle@rocketmail.com