The importance of the experiences met in the first 10 to 14 weeks of the puppy's life in shaping the dog's future competence as a domestic companion was discussed in a previous article (Hargrave, 2013). All veterinary practices are aware of the concepts of socialisation, environmental referencing and habituation and most will have at least tried to run puppy classes as an aid to puppy development and a bonding exercise for clients. Although these events are intended to enhance the competence of the puppy in dealing with the complexities of life in a human environment, Certified Clinical Animal Behaviourists, members of the Association of Pet Behaviour Counsellors and Veterinary Behaviourists are increasingly reporting cases involving dogs that present with a lack of social and environmental competence despite their attendance at early training sessions described as puppy classes (Seksel, 2012). Although these puppies may be presenting with problems predisposed due to emotional and behavioural developmental problems that have occurred prior to the puppy's presentation for vaccination, it suggests that not all puppy classes are currently catering for the variety of needs that attending puppies may already have, or may be soon to develop.
Consequently, it may be time to review what occurs in puppy classes, whether the class content is appropriate to the needs of puppies and where priorities should lie when designing puppy classes in practices.
Puppy class or puppy party?
The term ‘puppy party’ is a popular way of encouraging owners to attend sessions, particularly those owners with previous experience of dogs and who may be less likely to attend an obviously ‘educational’ event. However ‘party’ suggests group activity and fun. Puppies need to continue their social education, meeting other puppies and people, but veterinary and clinical animal behaviourists are coming to the conclusion that the focus of social encounters during puppy classes should be calm association interspersed with short opportunities for controlled play (Figure 1) (Seskel, 2012), and the bulk of the time at puppy class should be spent in assisting the puppy to relax, despite the presence of other dogs, while learning to focus on and engage in activities with its owners. As well as preparing puppies to better meet the expectations of the general public, this movement away from high energy activity and emotional arousal assists owners to understand the importance of maintaining the puppy in a state of relaxation (Zulch and Mills, 2012). This is important as a lack of arousal in the puppy will be essential if owners are to successfully offer guidance and expect the puppy to respond cooperatively.
Social association remains an important part of the puppy class. It offers opportunities for the puppy to learn about breeds of dogs that do not look like the puppy's mother or siblings, to become accustomed to their methods of signalling and to experience the different play styles that may be associated with different breeds. Classes also enable puppies to meet a range of humans who may look, smell, or move in a manner that is different to their breeders and owners. This helps young animals, with the innate selfpreservation skill of discrimination, to widen their concept of individuals with whom they can relax and remain calm.
The practice class is intended to ensure that the puppy has positive associations with the premises, but there is a fine line to be drawn between being calm and relaxed in the practice versus an expectation of emotional arousal and exhilaration. Most importantly, it is essential that shy or socially neutral puppies entering a puppy class do not leave it having learned that other puppies can be unpredictable and possibly frightening.
Consequently, although the term ‘party’ may tempt the experienced dog owner who feels that they require no assistance with their puppy's behavioural development, it may also mislead inexperienced staff regarding the manner in which the classes are to be conducted and is probably best replaced with the more lacklustre title of ‘class’.
Class size, puppy age and play style
Small groups enable observation and personal attention and restricting the size of a group is rarely a problem in a practice as the available space is usually the limiting factor. If learning about the appearance and subtlety of social signalling of different breeds is to be enabled there needs to be variation amongst the puppies (Figure 2); so as long as the space is sufficiently large, the author's preference is for a minimum of five puppies and a maximum of eight — a maximum number supported by Bowen and Heath (2005). However, despite the fact that all puppies and their owners will benefit from the information that will be conveyed during a class, care needs to be taken regarding the mixing of ages. Although not guaranteed for all puppies, there is a general change in the vigour with which puppies engage in play that seems to accompany the onset of adolescence. Older puppies are stronger, have a far more robust attitude to play and are more likely to experience frustration. Puppies do not benefit from overly rough play, and the need to constantly separate older, stronger pups can create an expectation of frustration associated with social encounters.
Consequently it would be useful if practices allowed staff to run separate classes for genuine puppies (up to approximately 14 weeks of age, but remember that some smaller breeds may mature slightly quicker and particular care may need to be taken with breeds such as terriers) compared to juveniles and adolescents. It should also be born in mind that shepherding breeds can initially become quite distressed and defensive in their responses to other puppies if they have been living in relative social isolation from other dogs. Practices could consider arranging introductory classes for older puppies starting their social experience and additional ‘follow-on’ classes that puppies graduating from all early classes can join.
Careful supervision by staff that recognise the difference between play and aggression is essential. It is a tragedy when a reticent puppy is frightened by over excited pups leaping onto or over them — possibly creating immediate and long-term learning regarding the need for defensive responses (Bowen and Heath, 2005). Puppies should be allowed to play in emotionally matched pairs; initially this may require the supervisor to play with the puppies for a short period individually to establish how robust a puppy's play technique may be and what style of play it adopts, e.g. whether it likes to use its paws to pounce onto pups. This enables appropriate puppy pairs to be selected. Play in a separate room reduces the likelihood of observing puppies becoming frustrated about their inability to join in the fun and allows owners to continue to listen to advice (rather than being galvanised by the spectacle of rampaging puppies) or take part in alternative exercises — thereby making better use of the available time. Toys and hiding places should be available and the supervisor should interrupt and redirect the attention of over excited pups (Figure 3) with an interesting toy and then encourage a short ‘recovery’ period of calm. By limiting group numbers to two pups, the play supervisor can explain what is happening to owners, as well as why they might need to interrupt activity and how to do so.
The above does not mean that the rest of the group has to be isolated from each other. As well as sitting quietly while a member of staff conveys information, they can engage in calm group activities, basic obedience skills and the investigation of the premises and unusual stimuli, e.g. Zimmer frames, buggies, bikes/trikes, wheelchairs, skateboards.
When should classes start and how many sessions?
The ideal length of a practice run course can be extremely difficult to determine. Without a large group of staff and facilities available several times a week, it is inevitable that practice classes run for a limited duration, thereby ensuring that all puppies attending the practice for vaccination can be accommodated in a class before the conclusion of their puppy vaccinations.
Some practices run classes that any puppy can join at any time — but this can make learning and advice haphazard, and confused families may give up attending. However, comprehensive courses take time to deliver and surgeries may need to prioritise the information that they consider to be essential.
Many practices deliver a 4 week course, allowing the practice to offer every 8 week old puppy beginning vaccinations the opportunity to begin a puppy course by the time that it is 12 weeks of age. As the socialisation and environmental referencing period of some breeds, e.g. sheep herding breeds and terriers, seems to come to a close at approximately 10 weeks of age, this arrangement is still far from ideal, but it may be the best available compromise.
A pre-vaccination nurse appointment is an ideal opportunity for families to go through the basics of socialisation and environmental referencing, so that owners thoroughly understand the concept and can start this essential process between first vaccination and starting a class. This can at least ensure that those puppies waiting to start the next available class have not been deprived of essential early learning opportunities.
It may be unreasonable to expect practice staff to be able to cover all of the advice that is essential to ensure that puppies get the best start to their behavioural development (Bowen and Heath, 2005). It will certainly be impossible within a 4 week course. But it may be failing clients if practices are unable to refer owners on to a reliable support system once practice puppy classes have finished.
Ideally, practices will build up a working relationship with a reliable behaviourist who can take on the continuation of their clients’ education, but the identification of such an individual will require some practice input. Simply referring clients to a list of well-meaning individuals who offer their services on a practice noticeboard may not be appropriate. As the practice will remain professionally and financially responsible for any problems that may result from this association, it can be cost effective to ensure that behaviourists advertising in the practice are appropriately qualified and insured to give the specialist advice that will be required. If a professional relationship can be developed with a suitably qualified trainer or behaviourist (see the Animal Behaviour and Training Council's — ABTC — website for details http://www.abtcouncil.org.uk/behaviourists.html) then practice and trainer can liaise to produce a truly comprehensive package of advice and support for owners and their dogs (Bowen and Heath, 2005).
The class environment
Although the class size should be kept small it is important that the size of the room can accommodate not only well spaced puppies, but also leave room for demonstrations that enable puppies to be sufficiently separate from other pups to allow them to concentrate on their handler. As one of the most important things that puppies need to learn during early sessions is that they can avoid other puppies by moving away to a safe hiding place (Hunthausen and Seksel, 2002) (Figure 4) — preventing the need to lunge or bark — it is essential that each puppy has complete choice regarding whether it remains within the sight of the others puppies or whether it wishes to avoid them. As classes continue, it becomes important for puppies to learn to remain calm and relaxed despite the proximity of other puppies. Both of these objectives require sufficient space between puppies, preferably with the addition of temporary barriers between them. The author has seen plastic ‘tub’ chairs and plastic traffic barriers, forming individual puppy/family booths, being effectively used for this purpose. The barriers can be gradually removed as puppies become more confident, self controlled and capable of relaxation.
Although an added expense, puppies can be encouraged to remain more relaxed and capable of concentrating on their owners (as opposed to being emotionally aroused by the proximity of other puppies) if an appropriate concentration of dog appeasing pheromone (Adaptil, CEVA Animal Health) is present in the environment — particularly during the first few class sessions (Graham et al, 2007; Danenberg and Landsberg, 2008). Several diffuser appliances will be required and if practices are switching appliances off between classes, they will need to be switched on a couple of hours before each class begins.
The class room will also have to accommodate any equipment that is used to enhance the complexity and richness of the class environment — enabling further opportunities for staff to demonstrate how puppies can be introduced to novelty in preparation for meeting challenges outside the home. This may range from agility tunnels, buggies, wheelchairs etc. to fancy dress clothing — all of which will need to be stored between classes.
Priorities for the veterinary surgery
Although learning about appropriate social behaviour is essential to the puppy fulfilling its role as a social companion, there is often an inevitable limit to the other skills that form part of the practice puppy class syllabus.
Veterinary practices will be interested in enhancing the welfare of the dogs that visit their premises and the staff working there, through reducing the amount of stress experienced in the premises (Bowen and Heath, 2005). Consequently priority may need to be given in the practice–based class to introducing the puppy to the veterinary environment and enhancing the puppies’ expectations of non-threatening and preferably positive experiences (Hunthausen and Seksel, 2002). It may also be a practice policy that owners should be informed about the need for parasite and infection control; nutritional advice and information about owners’ legal obligations may also be deemed essential. All of this eats into the limited time allocated for classes.
Is there a place for obedience exercises in practice puppy classes?
One of the easiest ways of producing relaxed patients is to teach the puppy a basic set of obedience commands that can assist communication both in the home and in the surgery. Demonstration and practice of simple manoeuvres such as ‘look at me’, ‘sit’, ‘stand’, ‘lie’ and ‘roll over’ (Bailey, 2008) can then be followed by opportunities to practice the skills on the consulting table, the scales and in the kennels — all accompanied by small, reinforcing, tasty treats. Owners should then be encouraged to visit regularly to continue this practice. The capacity of owners and staff to give continuous information to the dog about what is expected of it, and the established neural connection with reinforcement should not be underestimated as a method of enabling patients to cope with treatment scenarios (Shepherd, 2009). Such exercises are also an opportunity to teach owners about the need for higher value treats (more salient to the animal) for more complex situations so that owners begin to think less in terms of ‘my dog has failed to co-operate when I wanted it to’ and more in terms of ‘my dog eventually co-operated despite the considerable difficulties and distractions’.
What other skills do puppies and owners need to provide competence as domestic companions?
The above exercises are an excellent way to ensure that puppies start to become competent and fit for purpose as domestic pets, but they are not sufficient to provide the puppy with the comprehensive package of competencies required to deal with the daily challenges of domestic life (Peachey, 2009). Failure to develop such competencies will inevitably lead to puppies experiencing stress and the motivation to exhibit species specific coping strategies such as avoidance or aggressive signalling (Zulch and Mills, 2012). Ill-advised owners may respond to such natural coping strategies by using alarming and aversive responses that merely initiate a further motivation for the puppy to initiate behaviours associated with self defence and frustration. Consequently, in addition to the skills mentioned above, the author also considers the following to be essential for every puppy owner in a puppy class:
Conclusion
Encouraging puppies to be ‘party animals’ is no longer considered appropriate. For some puppies the ‘Puppy Party’ may cause more problems than it solves. The priority in running puppy classes should be to create a calm, yet stimulating environment that enables the puppies to learn the skills that the practice has prioritised and to become familiar with the practice and routine procedures. There can never be an excuse for taking chances on distressing an individual puppy through a lack of observation. Staffing levels during classes need to be sufficient to enable appropriate levels of observation and control over puppy play, but it will also need to allow other staff to deliver a structured and calm syllabus to the class.
In addition, practices need to investigate sources of continuing support for puppies and develop a working relationship with appropriately qualified behaviourists with whom they can liaise to create a fully comprehensive learning package, ensuring the best start for every puppy.