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 lindabrodzik@animaltrainers.comFormerly of Unleashed® Behavior and Training Services (763) 577-0761 (763) 458-6232 |
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Shaping Temperament© By Linda J. Brodzik, Dog Trainer & Behavior SpecialistTopics Covered in this Article: Genetics IntroWhether a breeder, trainer, other animal professional, or average companion dog owner, we all want to have dogs with "good" temperament: breeders strive to produce puppies that are genetically sound in body and mind; pet owners hope that they will adopt a puppy with a happy disposition; competitors and trainers often evaluate and discard dogs that don't display the correct attitude; and approximately 70% of dogs who are adopted as companion dogs are discarded due to behavior/training or temperament issues. So what exactly is temperament? What factors determine a dog's personality? Is it genetic, and therefore passed from parent to offspring? Is it shaped and guided by the environment and experiences a dog encounters? Can we change temperament through training? If so, how do we teach a stable disposition? Let us first look at the definition of temperament. As defined by The American Heritage Dictionary, temperament is "the manner of thinking, behaving and reacting, characteristic of a specific individual." German police dog trainer W. Handel in his article "The Psychological Basis of Temperament Testing" defines temperament as "the sum total of all inborn and acquired physical and mental traits and talents which determines forms and regulated behavior in the environment". Temperament can be defined then as an individual's way of behaving or reacting to specific or general stimuli or situations. Reactions can include fear, inquisitiveness/curiosity, boldness, willingness, sharpness, courage, aggression, etc. The subject of temperament is certainly a controversial one. As "dog people" we seem to fall into one of two belief systems concerning this subject. The first group believes that all bad or problematic behavior displayed by dogs is genetically based. These people do not know (or believe) that training can prevent/solve a great variance of behavior problems. The second group believes that nurturing and training can solve everything. These people tend to believe that if they love their dog, this in itself will solve any behavior difficulties present. Unfortunately, the latter group often becomes blinded by their love for their pets and learns to "accept" the ill behavior in their lifestyle. The reality is that temperament is a combination of genetics and environment. Genes define the limits of how and what an animal can learn. However, experience shapes the moment-to-moment direction and changes of behavior. GeneticsDoctors John Fuller and John Paul Scott, in an in depth study on genetics and behavior, concluded that both genetic predisposition and environmental experiences equally guide a dog's temperament. As in humans, dogs have general personality types. Some are bolder, more inquisitive, and controlling. Others are shy, timid, and even submissive. These general traits are then strengthened or weakened through the consequences of their experiences. Changing environment and contributing stimuli to a given environment could have a drastic effect on an individual's general disposition and reactions to specific stimuli. Research done by Dr. Ian Dunbar showed that a particular male beagle, when housed with its litter, displayed extremely bold, controlling, and aggressive behaviors toward the other puppies. As the puppy was then integrated into a larger pack of dogs in an outdoor facility, this particular puppy became submissive. What are the determining factors in this dog that changed it from pushy to timid? Considerations would be given to the change from a secure indoor environment to a more stimulating and less nurturing outside environment. It is probable that the demands of the older and established pack members were too overwhelming for this puppy to maintain his level of confidence. As we are learning, an individual dog’s behavior and temperament is guided by many interdependent environmental and genetic (i.e. biological) factors. Genetics set the predetermined limits to an individuals traits and learning potential. Learning through environmental experiences fills the limited boundaries of an individual’s potential behavior and temperament. Environmental learning can have either a beneficial or destructive effect upon an individual’s behavioral development. Every given moment offers the opportunity for either constructive or destructive influences in learning. Inappropriate or insufficient experiences in a puppy’s environment can cause for abnormal development or specific behavioral systems to atrophy. Early experiences are especially critical in shaping behavior patterns, coping skills and temperament. Puppies that are isolated from other puppies and dogs, sufficient human interaction, and the physical world around them early in their life develop insufficient social skills and poor problem solving skills. These puppies are also prone to either hyperactivity or rigid inhibition, are emotionally overactive and tend to be fearful of novel, social, and environmental stimulations. Isolated puppies also tend to be sexually incapable. Puppies that are reared in isolation or careless conditions will have a great disadvantage in their capabilities of developing into a confident, social, and well-mannered companion dog. Dogs undergo several biologically guided learning/social periods as they mature. The onset of these stages renders an individual animal susceptible to crucial experiences (or the absence of such) for a limited period of time. During these stages of development, a short period is allowed for the maximum effects and benefits of a specific learning development in dogs. The first stage in the neonatal period, which lasts from birth to 12 days of age. Just prior to birth, puppies are exposed to hormonal changes that cause for sexual dimorphism. Male puppies are exposed to a surge of testosterone setting the foundation for male behavior later in life. Prenatal androgen secretions are believed to play a role in the forming of behavior neurotracks associated with maleness. Research has suggested that female puppies may also be affected by the androgenizing. Studies with female mice embryos located between two male embryos in the uterus appear to be influenced by the presence of vagrant testosterone carried in amniotic fluids. It is possible that a similar effect occurs in female dogs, although studies have not yet confirmed this. At birth, a puppy is unable to control its body temperature and is very sensitive to changes in the environmental climate. By keeping in contact with its mother and littermates, a puppy’s temperature can be kept constant. A puppy that becomes too warm will move away. Puppies at this stage will exhibit extreme distress when separated from their mother or littermates and become too cold. Studies observing that a mother would readily retrieve a puppy that has become separated for up to the first five days, but after that will stop doing so. As for the neurological and sensory perspective, puppies are born deaf and blind. Most of the young puppy’s time is spent sleeping and eating. Urinating and defecation is elicited by the mother’s licking of the puppies’ bodies for at least the first two weeks. Motor skills are limited at this time to a swim-like crawl involving predominantly the front legs. Although young puppies are developmentally isolated from the environment, studies have shown that some environmental influences can have long term effects on learning, as well as emotional stability and general adaptability. Just three minutes of handling by a human per day and the exposure to mild environmental stressors (changes in temperature, gentle physical manipulation, etc.) can have a positive impact on a puppy’s resistance to disease, its emotional stability and learning, and the ability to solve problems when it reaches maturity. Dogs left undisturbed during this period are found to be more emotionally reactive as adults. During this stage, puppies move from “vegetative functioning” to a more complex approach and withdrawal behavior. As a puppy develops, these patterns become more complex in response to environmental stimulation. Approach behavior develops into curiosity or seeking behavior. Withdrawal behavior develops into escape or avoidance behavior. Although neonatal puppies are capable of learning, this is limited to the association of primitive stimuli and adjustment responses. The transitional period progresses from day 12 to day 21 of a puppy’s life. During this stage, a puppy displays a marked progression in neurological development. Puppies will show a steady improvement in locomotive abilities. This includes the opening of ears and eyes and the improved control of voluntary behaviors. Puppies become more active and independent during this stage. A puppy develops greater ability to support itself and can stand on all four limbs and walk (albeit unsteadily) as early as at 12 days. Puppies can be weaned and taught to eat gruel as early as at 16 days (although this is not advised). A puppy can also eliminate voluntarily, but this has not often been observed prior to 20 days of age. Although nursing is still of great importance, physical contact and comfort seems to take precedence. At this stage, puppies experience rapid increase in development in response to both social and environmental stimuli. Although learning is still limited, evidence does support some development in avoidance behavior. The Socialization periods are by far the most important growth and developmental periods of a puppy’s entire life. They extend roughly from 3 to 12 weeks of age. These periods allow for the development of many important and lasting social and learning skills. Behaviors concerning appetite, social affinities, aversions, patterns of active/passive reactivity, sexual behavior, pack behavior, play, reactivity to separation and other emotional stimuli, explorative behavior, fear and avoidance patterns, learning and problem-solving patterns and trainability are all set during these important periods. The treatment and experiences of a puppy during this stage will strongly affect virtually every functional behavior system. The primary socialization period extends from 3-5 weeks of age. Many inter-related emotional tendencies and behavior patterns develop at this time, opening the door for active social awareness and responsiveness. At this time, puppies begin to exhibit heightened signs of distress, such as vocalizations and physical efforts to reunite when separated from the mother and littermates. Group activity and play behaviors appear at this time. Playful sexual and aggressive behaviors frequently occur among littermates. Predatory behaviors such as stalking, pouncing, and shaking also appear, Such behaviors are directed toward both littermates and inanimate articles that provoke curiosity. Sparring between siblings occurs readily during this stage although submissive/dominant positions are unstable and shifting. This period may be an important one for a puppy’s acquisition of bite inhibition as puppy’s display a great deal of mouthing and biting behavior between siblings. Puppies that are weaned too early, or that are born to a single puppy litter, may display a harder than normal bite as they have not been given the opportunity to learn proper inhibitions. A mother will leave the whelping area more frequently and for greater periods of time during this period. Puppies tend to wander farther and leave the nesting area to eliminate on their own. At this time, puppies can be taught to eat semi-solid food. Also, at this time puppies begin to display more involved explorative behavior such as sniffing, pawing, chewing and tearing, and picking up and carrying a wide variety of objects. Puppies become enthusiastic to new social stimulations but also display preference toward familiar individuals. Puppies also begin to display expressive tail wagging at this time. Between 5-7 weeks of age, a fear of strangers appears. This develops over several weeks and ends with the close of the socialization stage at 12 weeks. It is not necessary to delay socialization until 7 weeks of age. Five-week old puppies are more outgoing and less fearful of social contact than 7 week old pups. It would benefit breeders to initiate secondary socialization prior to the normal adoption age of 7 weeks. Daily handling of each puppy and adding novel visual, tactile and auditory stimulation to the puppy’s environment can increase acceptance to novel environmental stimuli later in life. How Dogs LearnThe next area that we are going to look at in our discussion of temperament is how dogs learn. Surprising to many, there is a science to behavior and learning. Just as there are natural, unchanging, unbreakable "laws" that govern our physical world (i.e. physics), there are also natural, unchanging, unbreakable "laws" that govern how we – and other animals – learn. Those who are empowered with the knowledge of these laws and the ability to apply them within their training programs are not only capable of quickly and accurately altering behaviors, but also shaping attitude! Four Teaching ToolsThere are four basic tools available in teaching our dogs. They are: Reinforcers, whether positive or negative, increase the occurrence of a behavior. Punishers, whether positive or negative, decrease the occurrence of a behavior. In behavior, positive and negative have no emotional meaning. Positive does not equal "good" and negative does not equal "bad". Instead, they are simply akin to the mathematical operators, plus and minus. Positive means something is gained or added. Negative means something is taken away or avoided. Positive reinforcement is something that the subject will work to gain, such as food, attention or freedom. It can be anything that the subject wants. The key to using positive reinforcement effectively is in understanding what is reinforcing to one individual is relative to what that individual wants at that particular moment. Your dog may work for food or play reinforcement in your living room but may have little interest in these "gains" when outside. A good trainer will know what is reinforcing to his/her dog in any given environment or situation. Reinforcement can be anything the subject wants to gain at that moment. As an example, I have a "studly," all-boy, very active and agile two-year-old bullmastiff, named Zachary. He would like nothing more than to urine mark every tree, bush and blade of grass he passes. I have turned urine marking into reinforcement for attentive (i.e. strong eye contact) heeling. I began this training by first standing still and holding Zachary's lead just long enough for him to be able to stand calmly at my side. At first he struggled and pulled, but soon he realized that I was a rock and there would be no gain for pulling. As he settled and the tension came out of the lead, I yelled "Go!" marking his moment of correct behavior, extended the lead and ran with him to the nearest bush to allow him to mark. We repeated this several times and he quickly caught on. The fourth time I shortened the lead, Zachary settled immediately. However, I did not release/reinforce him. As he looked up at me in wonderment, I yelled, "Go!" and offered the reinforcement. Now we have calm and he visually references me. I will discuss this further when we get to shaping behaviors. The important thing to note here is that I know what is reinforcing to my dog and I know how to use it. Positive reinforcement is the strongest training tool. The great advantage of focusing on positive reinforcement is that this is what each behavior is seeking. The other great advantage is that there is always something that your dog wants at any given moment, even if it is to simply be left alone. Another benefit of positive reinforcement training is that it is easy to use this tool to focus the dog's attention on you. All good things must seem to come through you. This builds trust, attention, and a willing eager attitude. Positive reinforcement training also builds confidence as your dog is constantly being reinforced for acting "correctly" as opposed to being broken down for incorrect actions. If you don't think positive reinforcement training can work for your dog, you don't understand the principles. Many trainers have jumped on the positive reinforcement, clicker bandwagon, running with a fad. Few that I have watched truly understand the principles of learning theory. The clicker is indeed a great teaching tool, if applied correctly. If not, it is very limiting. If you would like to see the real results of conditioned reinforcer/clicker/positive reinforcement training, watch some wild animal shows, or the caretakers at some of the better zoos. Have you noticed how actively involved these animals are with their trainers? Have you noticed how much these animals and their trainers are enjoying the interaction with each other? Let’s face it: no one could force these animals to perform. The birds could fly away if they wanted to, the lions could eat their trainers, the dolphins could swim away, and the elephants could just push their trainers out of the way and go on a rampage. When you see happy, interactive animals it is due to positive communication skills. Wouldn’t we like our dogs to perform and be as committed to us as the animals in these shows? How often you reinforce a behavior has a profound effect on how strong and persistent, or how weak and inconsistent, a behavior will be. We tend to believe that if we reinforce a behavior constantly, every time, that we will have a strong behavior. This is not true. I refer to this as the “McDonald's Syndrome.” To explain, no matter how well or poorly I work, I would still make minimum wage. So, who cares? Why work harder than I have to? “Here's your stale hamburger, Mister, now go away.” From our dogs’ perspective, every time they come, they get a biscuit and get petted. If they come quickly or come slowly, it's the same biscuit. Why should they work harder? The payoff is always there. Intermittency, and specifically, selective intermittency, on the other hand, builds persistence. It turns dogs into salesmen. “If this doesn't work,” they’ll think, “I'll try harder.” We all know persistent, solicitous dogs who have honed their skills by pushing on when the owner first tries to ignore them. They have learned that if they just try harder, the prize is theirs. This is because these dogs have learned that if their owner ignores them, they just need to try harder. They have learned that the human will break and give in before they will. Behaviors that are intermittently reinforced do not go away easily. This is great if it is a behavior that you want, and not so great if it is a behavior you wish to eliminate. Now, if we can learn to use intermittent reinforcement selectively, we can promote optimal components of any given behavior. As an example, if I reinforce my dog only for his faster recalls (“come” commands) and not his slower ones, he will soon learn to move faster in order to win the prize. There are those who feel that only positive reinforcement should be used in dog training, but I am not one of them. I am a strong believer in positive reinforcement and use it as my foremost training tool. However, nature has given us four tools with which to work and I believe they all have a place in training. I believe that it is best to learn about all four tools and how best to apply them. You should know their virtues and their downfalls before choosing to use them in any training program. We have discussed the powers of positive reinforcement. This is truly the strongest tool available when teaching, whether it is used to teach our dogs or other individuals. But we must not discard the other three tools available to us. You will recall that negative represents a minus, as in “taking away.” Negative reinforcement can be explained as a stimulus that induces a specific behavior to occur. Once the behavior occurs, the inducement, the negative reinforcement ceases. For example, almost all communication in equine sports is negative reinforcement. If I want my horse to move to the left, I would apply leg pressure to his right side. As he moves to the left away from the pressure, the leg pressure ceases. Our dogs are experts at the use of negative reinforcement. For example, a dog that continually nudges his owner's arm until the owner responds with any sort of attention has negatively reinforced his owner to respond appropriately to his desires. In turn, the owner, by responding and giving the dog any level of attention, has positively reinforced the dog's solicitous actions. In other words, the owner is training the dog to control when and how the dog gets his attention. Negative reinforcement definitely has its place in teaching. However, if used to excess, or without balance, it can often cause for resistance and an inattentive attitude toward the owner and toward learning. If we keep in mind that all recurring behavior must be gainful to the animal in some way, it is best when using negative reinforcement to induce a response, to pair your training with positive reinforcement once the appropriate response is exhibited. Punishers as a whole are something averse that the subject will work to avoid. Punishers do not have to be physically painful. A loss of food, comfort, or possibly social interaction could be viewed as an adverse action to some individuals. Just as with reinforcement, punishment is subjective to the individual at each moment. What is averse to one subject may actually be reinforcing to another. For example, my dog loves petting and attention. This can be very reinforcing to him. However I have met many dogs that display shy and distrustful temperaments. Such dogs may find petting and attention from a strange or unfamiliar person to be averse. It is important to acknowledge that an action, in order to be considered a punisher, must be averse to the individual subject to which it is being applied. If the dog does not work to avoid this situation in the future one may assume one of two things: first that the action is not averse to that dog; and second, that the application of the punisher was poorly timed. If timing is poor, the dog may not associate the action with the specific behavior that the owner/trainer wants to diminish. There are two types of punishers: positive and negative. Positive punishment indicates adding an offensive or adverse stimulus. A good example of positive punishment would be electric shock collars used in training or electric fences and containment systems. As the dog displays an unwanted behavior, such as approaching the border of the containment system, he receives a shock. On average, in teaching containment, a dog will be shocked three times before making the association between approaching the training flags and the application of the shock. If the positive punishment is used correctly, which is very difficult to do in the real world, the subject learns the association between the behavior and the consequence within three to five applications. This may sound like a perfect way to eliminate unwanted behavior. However, in order for a positive punisher to accomplish the goal, it must be applied at a level that will absolutely deter the subject. It must also be properly timed at the onset of the behavior, as opposed to when the behavior is being performed or has ended. Another consideration is that the punisher must be applied each and every time the dog attempts the behavior. Positive punishment also has serious side effects. A positive punisher will never teach the dog the appropriate behavior; only tell the dog what not to do. Given the fact that your dog must be doing something at any given moment, it is always to our benefit to focus on empowering them with what to do in any given situation as opposed to breaking them down for what they're doing incorrectly. We must also keep in mind that the use of positive punishment can, and often does, contribute to an increase in distrust, fear, frustration, anxiety and aggressive behavior. Also any thing or any one who is associated with the punisher can become a part of the dogs fear and aversion. Recently I met with a man who inadvertently taught his dog to distrust children. As his dog, a lovely one-year-old golden retriever would often leave his unfenced yard to run across the cul-de-sac to play with the neighboring children. To deter the dog from doing this the owner fit his dog with a remote control shock collar. As the dog ran to the children the owner would shock the dog until it stopped. After just three occurrences the dog stopped running across to play with the children. However, what this man did not plan on was that his dog associated the children with the painful shock to his neck. Now he had a dog that ran in fear from any child who approached, including his own. The more one learns about positive punishment, the greater the realization that although positive punishment may have a place in teaching, that place is very limited, must be planned well in advance of its use and must be executed with skillful and knowledgeable application. Negative punishment, although it sounds like the worst of all tools, can be a productive tool if used properly. Negative punishment can be explained as the systematic and well-timed subtraction of reinforcement. For example, if I walk into a home and the resident dog seeks me out in solicitation for attention, I will calmly and completely ignore the dog until he has settled into a lying position on the floor. Although I must walk into many homes on a daily basis due to my work, I rarely get jumped on, and if so, not for long. As a dog is seeking my attention, and in some cases seeking the ability to control me, my neutral and inattentive attitude quickly diminishes the dog's attempts. Extinction is the elimination of a previously performed behavior by revoking the previously gained reinforcement to that action. For example, as a puppy, my dog attempted to jump and paw at my legs in an attempt to gain attention. No doubt, prior to my adopting him, his breeder gave attention for such behavior. As this adorable little puppy grew into a massive and powerful adult dog, this behavior could not be continued. Each and every time my dog attempted to gain my attention by displaying this behavior, I completely and calmly revoked my attention and walked away. Each time he was calm and had all four of his feet securely on the floor, I approached him with praise, petting, treats, play, or picking him up. But the very moment he even thought about jumping again I would immediately turn away and ignore him. In less than a week my dog learned that jumping on people did not gain him the desired response of attention and social interaction. On the contrary, by using positive reinforcement for an alternate more appropriate response, such as standing, sitting or lying still, I quickly taught my dog that by controlling himself with a calm and controlled manner he could gain the attention and play that he sought. Extinction is the elimination of the behavior by the appropriate use of negative punishment. It works best when used in conjunction with positive reinforcement being offered appropriately for the display of an alternate and desirable behavior. We have discussed the effect of genetics, psychological (i.e. learning and emotional) growth stages, and basic learning theory. Before bringing the pieces all together, we should discuss one last area of importance, the basic principles of canine behavior. In this discussion, we will better understand how our communication and daily interactions affect our dogs’ behavior, attitude and temperament. Shaping is the process of building a behavior by reinforcing successive approximations of the desired end behavior. Successive approximations are any behaviors that bring the individual closer to the desired behavior, or any behavior that resembles the desired behavior. Let’s look at two examples. Earlier in this text I mentioned how I started to teach Zachary, my bullmastiff, how to heel. Again let’s look at this process. In the end I was attempting to teach an attentive heel. This meant that he should walk at my left side with his front feet right at my side, matching my exact pace and looking up at me as we walked. I started teaching this behavior when Zachary was 6 months old and already quite powerful. I began this training by first standing still and holding Zachary's lead just long enough for him to be able to stand calmly at my side. At first he struggled and pulled, but soon he realized that there would be no gain for pulling. As he settled and the tension came out of the lead, I yelled "Go!" marking his moment of correct behavior, extended the lead and ran with him to the nearest bush to allow him to get to a tree to urine mark. We repeated this several times and he quickly caught on. The fourth time I shortened the lead, Zachary settled immediately. However, I did not release/reinforce him. As he looked up at me in wonderment, I yelled, "Go!" and offered the reinforcement. Now we have calm and he will visually reference me. As we continued on, I added in for him to take one step with me, the “go,” and so on, until I taught Zachary that the only way he was going to get to the bushes and trees to urine mark was to first attentively walk in sync with me. This is the intentional shaping of a wanted behavior and attitude. Shaping can also work to our detriment. If we inadvertently give attention to the wrong behaviors we can cause them to build. I have a friend who taught her Akita, Cody, to be very noise sensitive, especially to thunder. As a puppy, Cody was very bold and fearless, exploring new objects and situations with confidence. During Cody’s first spring/summer season, our region had a great many thunderstorms. At first Cody showed no concern for the storms and continued to play, eat, or rest as they progressed. However, my friend has a terrible fear of storms and would pace and shiver as the thunder boomed. To ease her discomfort, she often picked up Cody and held him tight, pretending that it was he who had the concerns. Cody soon started to become attentive to the booms of thunder. As he would startle, my friend would caress him and try to soothe him. By the time he was one year old, Cody became very fearful of thunder and other loud sounds. At a strange or startling sound, Cody now shakes and seeks the comfort of my friend, who, in turn, reinforces him with her praise and petting. Today, Cody is a very fearful dog, who has taken his concerns for life and the world around him from my friend. She unintentionally taught her well-bred, well socialized, confident puppy to be fearful by being a weak leader, and by giving attention to the fearful behaviors that he displayed. BehaviorWe all know that dogs are a pack-living species. But few of us understand the complexity of that phrase. Communal living allows each individual to gain from their association with the other members of society. Gains that communal living offers may include protection, help in rearing young, aid in gaining food, and the security of territory. However, to live in a group, each individual must understand, and adhere to, set rules or boundaries within the society. In addition, each individual must be familiar, and capable of communicating through a common language. This language allows each individual to understand the intent of another individual, and then what action may/must be taken in order to retain status, cooperation, physical security, even membership within the society. Canine societies are built on a hierarchy. There is a predominant leader and a succession of subordinates. The hierarchy is not always, and is often not, linear and progressive. It is very possible for individual A to be dominant over individual B and for individual B to be dominant over individual C. But is also possible for individual C to be dominant over individual B if individual A is not present. So, the hierarchy is determined in part by who is and is not present. This is very important to us in raising companion animals in that we must be aware of each individual family member’s relationship with the dog. One person can not be the “leader” and take control for all family members. What happens when the “leader” is not present? Each family member must establish a leadership position with the dog if there is to be comfort with all family members. The relationship of dominant to subordinate individuals is also greatly based on communication. It is often thought that the dominance is taken and held by force alone. This is not true. Although force has a place in taking dominance, so does the ability to communicate and gesture. If dogs or wolves were consistently fighting to determine their position within the pack, there would be little time or energy left for hunting, breeding, defense of territory or rest. They would all be too injured and tired to maintain daily necessities. Each individual born into the society begins learning a communal language almost immediately. This allows them to understand and communicate. In communal living species like dogs, there are basically four levels of communication. The two outer levels are aggression and fear. Aggression is used to secure food through hunting and in communication with other individuals. Fear is a retreat, moving away from a real or assumed threat. The inner levels of communication include dominance gesturing and submissive gesturing. Through gesturing, individuals can negotiate their position and their intent with each other. Taking dominance is not, as mentioned early, simply overpowering the lesser. The lesser must choose to defer to the dominant individual. If one individual displays a behavior that another individual then deems worthy of challenge, that individual will begin communication with a gesture (such as a look or a snarl). If the challenger gestures appropriately (looking away, tucking his tail, lowering himself to the ground), the point has been made. The lesser has chosen to defer and not challenge further. However, if the challenger does not defer the gesturing will increase in intensity (aggression) and will continue to do so until one is either killed, injured beyond the ability to continue, or else chooses to defer and displays the appropriate gestures. Keep in mind that no matter how aggressive and how strong the attack, for the challenge to end in mutually agreed upon dominant/subordinate relationships, one individual must choose to back down, thereby allowing the other to be dominant. This is important to us as dog owners as we place much too much attention on trying to overpower our dogs through force and punitive training devices. The dog may choose to back down in fear of continued aversive displays but the use of such control in itself will not teach a willing, eager and attentive response. The challenge to any good animal trainer then is in understanding what is important or gainful to each individual animal and then controlling that paycheck and offering that gain for specific behaviors and/or attitudes that match the trainer's desires. By understanding and becoming artful in the game of negotiation, it is possible to train/control the largest and fiercest of animals mentally and without force. In a wild dog or wolf pack, deferring not only benefits the individual by the lack of further injury but also in gaining the protection from the pack, territorial security, and an improved ability to find food. Dogs are concerned with four specific resources of gain or control. These include food, territory, grooming (petting as well as grooming), and play/possession. He who controls these resources controls the “pack.” It is important that we as dog owners become aware of the many ways and times that we defer to our dog's desires. Through training, we try to force our dogs to defer. Then often in everyday life situations, we defer to our dogs. A dog may have a perfect "sit stay" but the owner will tell us that "he just won't stay off the couch, so I just let him get up there whenever he wants now." This gives mixed signals that may (and often do) cause confusion, frustration and possibly an increase in anxiety/aggression. We all know how difficult it is to communicate with someone who gives mixed signals. This can happen in different ways. The attitude may be aggressive, anxious or fearful as they are trying to guide us or offer us gain. Now we must choose to trust in their intent (not their signals) if we are to benefit. It is difficult to be in a situation where you're told one thing and then expected to do something else or if the meaning of the instruction keeps changing. As a pack living species, dogs (just like humans) need leadership, consistent boundaries, and clear, consistent and constructive communication. Just as it is with humans, in animal societies it is difficult to be the leader. Leadership comes with constant challenge and great responsibility. Think then how difficult it must be for your dog to be allowed to lead, even in part, a human society. Just as we need and want leadership and boundaries, so do our dogs. We are all aware of what happens when children or even adults do not have proper structure, leadership, and constructive communication. These individuals develop emotional and behavioral difficulties. Depending on personality type, active or passive, these individuals may turn to drugs, sex, gang involvement or even violence against themselves, their family, or their community. An occurrence in Africa a number of years ago illustrates this point. A game preserve that harbored an elephant herd found it to be getting too large. The normal remedy for this situation is to kill part of the herd. But in this situation, they decided to take the teenagers from the herd and place them in a new protective environment that had just become available. Shortly after this move, the game wardens found that endangered rhinoceroses were dying. It was evident that poaching and disease were not the cause. Upon further investigation, they found that the teenage elephants, unguided by the boundaries and discipline of their elders, began functioning like a gang. Their actions were as remarkably similar to human gang intimidation as another species can display without weapons. The wardens then imported a number of elder and younger elephants from the original herd. Once a proper hierarchy was re-established, the problem ceased. For a community to work, each member must develop a sense of self-control and individual boundaries. It is an interesting balance of mutual support that society as whole sets, with structure and boundaries that teach each individual a sense of self-control and self- limitations. But it is all the individuals that set the structure and boundaries for the community as one. LeadershipGood leaders are calm, self-assured, and in control of themselves and the situation. Good leaders empower their followers with what to do and the ability to succeed in any given situation. Good leaders are also fair, consistent, and trustworthy. Trust is the most important part of relating, communicating and teaching. Trust occurs on three separate and inter-supportive levels: emotional, mental, and physical. It is important that our dogs feel safe with us and our guidance if they are to commit to us and learn from us. Remember, leaders empower success. ConclusionAs discussed above, the temperament, emotions and behavior of an individual animal is guided by many interacting and variable factors. It is not one factor, such as genetics or environment, but a package of interconnecting components that matters. It is when we refuse to look at that entire package, or else focus on only one factor, that we are setting ourselves – and our dogs – up for failure. There are many people who believe that genetics is the only factor responsible for setting temperament in a dog. This thinking is close-minded and archaic. Study after study has disproved this way of thinking. There are others who believe that with just enough love any dog can be a good dog. This is simply naive. It is often too much "love" and not enough structure that causes many of the temperament issues that I encounter. These are invariably very well-meaning people who just do not understand the dynamics and needs of our canine companions. I believe there are many factors that must be considered in rearing an emotionally sound companion dog. The first is genetics. It is important to research and adopt a puppy from a very knowledgeable breeder. It is not only important to meet the parents of the prospective pup but as many relatives as possible. Does the "family" have the general attitude that you would like? As an example, if you are seeking a Labrador retriever for a quiet home companion, you would be better served to seek a pup from bench dog breeding as opposed to field dog breeding. Field dogs are bred for high intensity and activity. This can be a bit stressful for a busy family with several children. There may not be enough time available to mentally and physically exercise such a "high tech" animal. Also, consider the puppy's parents' general fight/flight level. Do they have an active or passive response to threat and challenge, and to what degree? The second thing that I consider is the environment. Is it safe, comfortable and stimulating? This must be considered both before and after you adopt a puppy. Puppies, like humans, learn how to learn. The greater the stimulation and appropriate problem solving experiences, the better. Once a puppy is able to venture out in the world, socialization is a must. Not just new people, but also objects, noises, environments and new situations should be introduced. This should be approached not only with care, but also with a positive and encouraging attitude. Let the puppy explore and feel confident in his/her ability to succeed. The third concern that I have is my own attitude. Dogs are very in tune to our body language and attitude. We can not fake this. They will always know the truth. I am the leader when I am with my dogs. This does not mean acting like a drill sergeant and badgering my dog. Good leaders are calm, collected, and in control. They are encouraging and positive. Good leaders help to empower their subjects with the ability and knowledge to succeed in any given and changing situation. Trust is paramount. How often do we say one thing but mean another, or say one thing with our words but another with our actions? Trust goes far beyond the animal's worries that you may hit or hurt him/her. Trust encompasses many levels of communication and interactions. A dog, just like a person who loses trust, becomes unwilling to be further directed, and will show emotional and behavioral signs of this. Far too often our attitude displays anger, frustration, ambivalence, and a host of other "un-leader" like gestures. Just imagine what your dog is reading into all of it. The fourth concern I have is in establishing a well-structured environment and relationship with my dog. Structure is not a four-letter word. It does not mean yelling, hitting, or otherwise challenging or threatening our dogs. I emphasize communicating in a way that allows my dog to not only understand and succeed, but also in a way that builds upon my dog's desire to learn from and be guided by me. I am a continual student, in that I love to learn. I never get much from a teacher that I do not respect, am fearful of, or do not understand. I certainly don't stay around long enough to get abused or confused through inconsistent or overly demanding communication. How often do we see dogs avoiding their owners, if not physically, then attentively, for the same reasons? Numbers four and five are actually related. They focus upon my ability to establish a strong relationship guided by trust and very clear and consistent empowering communication. I never put my dog in a position to fail. By following my guidance and communication – not control – he can better succeed and gain what he is seeking. By setting good structure and consistent boundaries I can give my dog a better sense of confidence and security. This brings us to my fifth concern: training. I believe that good companion dog training has two sides. As a whole, training focuses on teaching dogs some signals that are intended to control behavior. "Sit," "down," "come," or any other controlled behavior is only as good as your dog's willingness to work with you. The other half of good training focuses on the dog learning a sense of self-control and commitment to working with you. How you teach a lesson is as important as the lesson itself. It is one and the same. How we teach can direct not only the dog's behavior, but also attitude toward your leadership and, yes, even temperament. Scientific studies have shown that animals (as a whole) that are trained through properly executed conditioned reinforcement training have a calmer, more confident, more playful and willingly interactive attitude than those that have been trained by other means. This article is not meant to give you all of the answers but to give an overview of factors contributing to temperament. It is very possible to go into extreme detail on each of these factors. I understand that there are many people who dispute the possibility of shaping temperament. I believe this to be close-minded and short-sighted. Studies have given us a great deal of information helpful in succeeding at this endeavor. But for me the bottom line is that I, and others, have succeeded many times in doing so.
To learn more about my training methods, sign up for a dog obedience class or to schedule an in-home, private behavior consultation, please contact me today. |
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