preliminary ects: pg dbp 2020-2022 animal training instructor€¦ · behaviour genetics and the...

1 / 4 Odisee Technologiecampus Gent Gebroeders De Smetstraat 1, 9000 Gent T. +32(0)9-265 86 10 www.odisee.be

Preliminary ECTS: PG DBP 2020-2022 Animal Training Instructor

Course program Odisee Dog Bite Prevention program – Animal Training Instructor

Course unit title

PG ATI -DBP M1 - Ethology of dogs

Type of course unit: Obligatory/Optional

Obligatory

Requests for exemptions can be submitted before the 15th of November following the instructions described in the document ‘Procedure exemptions PG ATI-DBP’.

Prerequisites and co-requisites Students should have a bachelor diploma or have successfully completed the application procedure for the PG ATI-DBP course.

Students should have a good command of the English language.

Level of course unit Postgraduate level 6

Language Course materials: English

Formative assignments: English

Summative assignment: English

Year of study – date course unit is delivered

Academic year 2019-2020

Start: January 2020

Number of ECTS credits allocated to the unit

4 credits = 100 study hours

General course aims This standard relates to the application of the science of dog behaviour, training and welfare with the aim the prevention and treatment of welfare and behaviour problems in dogs with a specific focus on the prevention, training, assessment and treatment of dogs being at risk for developing aggression problems, displaying aggression problems or having been involved in a bite incident.

This standard involves understanding how to prevent and address behaviour problems through providing appropriate learning experiences. How to prevent and address welfare problems and decrease bite risks in dogs that have not been involved in a bite incident. How to develop training programs for dogs having been involved in a bite incident in cooperation with a Clinical Animal Behaviourist.

This standard is suitable for those with responsibility for preventing, assessing, planning and managing humane approaches to provide optimal welfare to dogs. For training, assessing, planning and managing humane approaches to

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decrease bite risks of dogs, who wish to acquire an extensive understanding of the training of higher risks dogs and the related scientific literature.

Summary of key learning outcomes of the unit

1. Introducing the concepts and essential subject matters necessary for an in-depth understanding of the biological bases of behaviour in general and the biology, ontogeny, phylogeny and ethogram of dogs. 2. Develop an understanding of human dog interactions and appraisal of how these affect the behaviour and welfare of dogs as a basis to advise professionals and non-professionals on how to achieve good animal welfare, good and safe human-dog relationships and prevent behaviour problems. 3. Develop an understanding of the epidemiology of dog bites, the different factors affecting bite risk and approaches used for bite prevention.

Specific learning outcomes of the course unit

Students will know and understand the subjects covered in this module and be able to: 1.1 Demonstrate the current understanding of the biology and ethology of dogs. 1.2 Interpret communicative behaviour. Recognise, evaluate and report on the behavioural state of a dog, including normal behaviour and behaviour indicative of a positive and negative emotional state, behaviours indicative of ill-health and behaviours indicative of bite risk. 1.3 Demonstrate an understanding of how the processes of behavioural ontogeny and phylogeny affect the behaviour of dogs, evaluate their importance for the development of normal behaviour and the prevention of abnormal and risk full behaviour and the relevance to optimizing individual welfare. 1.4 Critically evaluate the interaction between ‘nature’ and ‘nurture’ in general and how these influence the development of confident behaviour, behavioural disorders, safety of dogs and bite risks in dogs. 1.5 Express an understanding of how the processes of domestication, natural and artificial selection affect the behaviour of dogs. 1.6 Express an understanding of the different attitudes of humans towards companion animals throughout the history and in the present society. How attitudes towards companion animals affect the human animal bond/relationship, human-animal interactions, the behaviour and welfare of people and dogs in a variety of situations. 1.7 Express an understanding of the epidemiology of dog bites.

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Course contents The field of applied ethology and its importance in relation to animal welfare.

The principles of ethology including: general principles of behaviour genetics and the evolution of behaviour. The process of domestication and its effect on behaviour. The concept of dominance.

The biology and behaviour of dogs including: body structures, movement, sensory physiology and abilities, motivation and organization of behaviour, nutrition and health.

The ontogeny and phylogeny of behaviour of dogs including: the process of domestication, sensitive periods, socialisation, attachment, breeds and breed differences. Behavioural development. The effect on the behaviour of dogs resulting from the interaction between biological, genetic, environmental influences and the domestic environment.

The ethogram of normal behaviour of dogs including: communicative behaviour, social behaviour, sexual behaviour, ingestive behaviour, eliminative behaviour, locomotive behaviour, maternal behaviour, behaviour indicative of a positive and negative emotional state.

Temperament and personality of dogs.

The epidemiology of dog bites. Defining a higher risk dog and identifying factors increasing bite risk of a dog.

The understanding dog bite incidents and the related risk factors including owner related risk factors, situational risk factors, dog related risk factors, environmental risk factors, target/ victim related risk factors, law and regulation related risk factors.

Planned learning activities and teaching methods

Distance learning consisting of:

Online PowerPoint lectures

Reading lists

Peer-to-peer learning activities

Assessment methods and criteria Individually composed formative assignment.

Individually composed summative assignment.

Grading:

To pass for the formative assignment a minimum score of ‘sufficient’ has to be scored. If the student does not score a sufficient for the formative assignment or does not submit the assignment at the required deadline, 1 point out of the maximum score of 20 points of the score of the summative assignment will be deducted. Submitting formative assignments after the deadline is not allowed.

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To pass the summative assignment a minimum of 50% has to be achieved out of a total score of 20 points.

Essential study materials Course materials provided by the lecturers.

Recommended or required reading

See reading list provided in the course syllabus.

Unit coordinators Jolanda Pluijmakers ([email protected]) and David Appleby [email protected])

Lecturers Adinda Sannen

David Appleby

Jolanda Pluijmakers

© Odisee, 2019

mailto:[email protected]





Course unit title

PG ATI-DBP M2 -Learning theory and dog training


Obligatory





Language

Course materials: English

Workshops: English or Dutch depending on group composition

MC exam: English


Summative assignments: English



Start:


12 credits = 300 hours

Part 1: Learning theory = 8 credits

Part 2: Animal training = 4 credits including 80 hours workshop



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This standard is suitable for those with responsibility for preventing, assessing, planning and managing humane approaches to provide optimal welfare to dogs. For training, assessing, planning and managing humane approaches to decrease bite risks of dogs, who wish to acquire an extensive understanding of the training of higher risks dogs and the related scientific literature.

Summary of the key learning outcomes of the unit

Part 1: Learning theory 1. Acquiring and demonstrating an in-depth understanding of learning theory. Be able to explain how the principles underlying learning affect behaviour, emotions, quality of life and safety of a dog. 2. Be able to explain the theory underlying training techniques, learned problem behaviours and behaviour modification techniques. 3. Acquiring and demonstrating an in-depth knowledge, skills and competence to develop and implement individualised reward-based training programs:

o To teach basic life skills and effective control of dogs to develop into a confident and safe dog and prevent behaviour problems.

o To teach rehabilitation exercises to decrease problem behaviours including behaviours increasing the safety of a dog.

Part 2: Dog training 4. Acquiring the practical skills needed to correctly handle dogs with different temperaments and modify their behaviour through the appropriate selection and application of management, training protocols, techniques and the use of training equipment. 4. Acquiring the communicative skills to accurately interview dog owners, provide training instructions and optimise owner adherence to a training program.


Upon successful completion of the module the student will: 1.1 Be able to articulate their advanced understanding of the theory of animal learning, cognitive abilities of dogs, training techniques and behaviour modification techniques. 1.2 Demonstrate an advanced understanding of the theory underlying learned problem behaviour. 1.3 Understand the rational for the use of different training techniques, training aids and behaviour modification techniques and how they affect behaviour, quality of life and safety of a dog. 1.4 Be able to critically assess the strength and weakness of training techniques, training aids and behaviour modification

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techniques. Propose and justify the selection of the most appropriate technique or training aids used to achieve the formulated training goal. Poses advanced skills required to solve problems related to dog training, welfare and safety. 1.5 Posses the theoretical knowledge and practical skills to use training techniques and training aids effectively and correctly. 1.6 Be able to develop, review and updated training plans for individual animals and their handlers. 1.7 Be able to train animals and instruct and demonstrate to professionals and non-professionals on how to train their dog in accordance with a training plan. 1.8 Advise a system to scientifically evaluate the effectiveness of a training protocol set realistic goals and respond appropriately to progress made. 1.9 Have the competence to manage and transform theoretical knowledge into a practical context that is complex and unpredictable and might require new strategic interventions while taking the responsibility for contributing to the theoretical knowledge and practical skills of a dogs and his owners and reviewing their performance.

Course contents Part 1: Learning theory

The neurobiology of learning and memory.

The theory of animal learning, including: habituation, sensitisation, classical conditioning, operant conditioning, stimulus control of behaviour, the integration of learning experiences with emotional processing and resultant behavioural organisation.

Dog cognition: insight and social learning, social competence and animal intelligence.

Basic and advanced procedures and techniques used during a broad range of training techniques and basic behaviour modification techniques including: habituation, systematic desensitization, operant and classical counter conditioning.

The development of effective training protocols for teaching life skills, basic obedience training and rehabilitation training.

Part 2: Dog training

Workshops in groups of 4 to 6 students

Practical skills in appropriate and safe handling of dogs of different temperaments.

Observing and interpreting the behaviour of dogs and their handlers. How to communicate with the animal and handler and implement the observations in the development of a training plan and during a training session.

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Developing the skills to apply basic and advanced procedures and techniques used during a broad range of training processes and the use of training aids in practice.



Online PowerPoint lecture presentations

Reading lists


On site practical workshops consisting of:

Demonstrations/observations of handling and training procedures

Tutorials

Students hands-on Individual and group training sessions with dogs

Student presentations


Assessment methods and criteria Part 1: Learning theory:

Exam with multiple-choice questions

An individually composed formative assignment

An individually composed summative assignment

Part 2: Animal training:

Formative assignments during the workshop week

Continuous evaluation during workshop week

An individually composed summative assignment

Grading:

To pass the MC exam a minimal score of 50% of a maximum score of 20 points is needed.

To pass for the formative assignments a minimum score of ‘sufficient’ has to be scored. If the student does not score a sufficient for the formative assignment or does not submit the assignment at the required deadline, 1 point out of the maximum score of 20 points of the score of the summative assignment will be deducted. Submitting formative assignments after the deadline is not allowed.

To pass for the summative assignments a minimal score of 50% of the total score of 20 points for each summative assignment is needed.

Participation during all workshops is obligatory a score of ‘sufficient’ has to be achieved for continuous evaluation.

The total score for this module consists out of the average of summative assignment of part 1, the summative assignment of part 2 and the score of the MC exam.

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To pass for the module the student needs to score a 50% for all assignments, the MC exam and a sufficient for the continuous evaluation.

A tolerance cannot be applied to this unit (see the OER).

Essential study materials Course books

Course materials provided by the lecturers.




Lecturer Jolanda Pluijmakers

© Odisee, 2019






Course unit title

PG ATI -DBP M3 – The Quality of life of dogs


Obligatory






MC exam: English

Formative and summative assignments: English



Start:





This standard is suitable for those with responsibility for preventing, assessing, planning and managing humane approaches to provide optimal welfare to dogs. For training, assessing, planning and managing humane approaches to

2 / 4

decrease bite risks of dogs, who wish to acquire an extensive understanding of the training of higher risks dogs and the related scientific literature.


1. An in-depth understanding of the scientific principles, essential definitions and concepts underlying the welfare and quality of life of dogs. 2. An in-depth understanding of the scientific principles, essential definitions and ethological and psychological concepts underlying the quality of life and behavioural assessment of dogs. 3. Critically appraise concepts and methods used for the evaluation of quality of life and behavioural assessments of dogs. 4. Evaluate the methods used to provide or optimise the quality of life of dogs in a broad range of environments. 5. Understand the effect of aggression on the quality of life of the dog and his environment.


Students will be able to: 1.1 Articulate an understanding of the concept of animal welfare, quality of life of dogs and the different underlying models. 1.2 Identify and critically appraise concepts, methods and welfare and quality of life indicators used for the evaluation of quality of life in dogs and the concepts and methods used for behavioural assessments and their practical applications for dogs. 1.3 Evaluate the quality of life of dogs in a broad range of environments (including issues in the management and training of dogs). 1.4 Evaluate ethical issues arising from assessment of animal welfare, quality of life and behavioural assessment and propose practical solutions to professionals and non-professionals to address, alleviate and avoid quality of life problems in dogs.

Course contents The key ethological, psychological and physiological concepts of welfare and Quality of life of dogs.

Sentience and animal welfare, including: cognitive abilities, coping strategies, predictability and control, motivation and demands, feelings and emotions. Awareness, consciousness and suffering.

The biology of stress. The basic principles and implications for animal welfare including: neuroendocrine, immune system responses and metabolic consequences of short term and long term stress.

Health, pain, the social and non-social environment as stressors.

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Recognizing signs of animal abuse and neglect.

Consequences of genetics, stress and experiences during early development on behaviour and temperament.

Scientific requirements of reliability and validity of QoL assessment, temperament assessments and risk assessments.

Common methods and indicators used to measure QoL of animals their positive aspects and limitations and how to use these practically to assess and promote good QoL of dogs.

Common methods used to measure the temperament and personality of dogs, their positive aspects and limitations and how to use these practically to promote good behavioural health.

Common methods used to assess the bite risk of dogs, their positive aspects and limitations and how to use these practically in the context of bite prevention.

Welfare and quality of life considerations in the management, working and training of dogs.

Welfare needs and common QoL issues in dogs.

Quality of life of the behavioural patient.




Reading lists


Assessment methods and criteria Exam with multiple-choice questions.

Individually composed formative assignment.

Individually composed summative assignment.

Grading:

To pass for the MC exam a minimum of 50% of a maximum score of 20 points has to be achieved.

To pass for the formative assignment a minimum score of ‘sufficient’ has to be scored. If the score of the formative assignment is not sufficient or not submitted at the required deadline, 1 point out of the maximum score of 20 points of the score of the summative assignment will be deducted. Submitting formative assignments after the deadline is not permitted.

To pass the summative assignment a minimum of 50% has to be achieved out of a total score of 20 points.

The summative assignment and the multiple-choice exam each load for 50% of the total score of the module.

To pass for the module the student should pass the MC exam and the summative assignment.

A tolerance can be applied to this unit (see the OER).

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Unit coordinator Jolanda Pluijmakers ([email protected])

Lecturers Jolanda Pluijmakers

Xavier Manteca

© Odisee, 2019





Course unit title

PG ATI -DBP M4 – Communication and instruction


Obligatory






Formative and summative assignments: English



Start:





This standard is suitable for those with responsibility for preventing, assessing, planning and managing humane approaches to provide optimal welfare to dogs. For training, assessing, planning and managing humane approaches to decrease bite risks of dogs, who wish to acquire an extensive

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understanding of the training of higher risks dogs and the related scientific literature.


Effectively communicate with and provide verbal and written instructions to clients individually and in groups during the activities related to the role of animal training instructor including during intake, assessment, teaching, training and follow up.


Students will be able to: 1.1 Demonstrate an understanding of different learning styles of individuals and how this influences their communication with the handlers of dogs. 1.2 Structure verbal and written communication in ways that facilitate the clients’ reception and understanding of the subject and achieves maximum client adherence. 1.3 Apply effective interview techniques to obtain information from clients. 1.4 Apply different techniques to gain and maintain attention, to motivate clients and minimise any interference and disruption of communication. 1.5 Apply different techniques to provide effective instructions and feedback. 1.6. Adapt their communication and instruction style dependent on running individual or group sessions.

Course contents Human personalities and individual differences

Interpersonal relationships

Prosocial and antisocial behaviour

Attitudes and attitude change e.g. beliefs, values, prejudges and communication aimed at achieving a behavioural change.

Social influences: compliance, social facilitation, conformity, leadership and obedience.

Information processing and learning in humans: sensory processes, attention, motivation, verbal and non-verbal communication.

Concepts of education and training

Different learning styles, how to identify and act upon these.

Effective communication including assessing currency, accuracy and completeness of information and knowledge during communication, structuring communication to facilitate reception and understanding and confirming that the information communicated is understood

Teaching, instructing, assessing and coaching individual clients.

Teaching, instructing, assessing and coaching groups.

Writing effective training instructions.

Writing reports for clients and other professionals

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Avoiding and handling conflicts and cognitive dissonance.

Establishing and maintaining records.




Case study/Problem based teaching


Assessment methods and criteria Two individually composed formative assignments.

Two Individually composed summative assignment.

Grading:

To pass for the formative assignment a minimum score of

‘sufficient’ has to be scored for each formative assignment. If the score of a formative assignment is not sufficient or not submitted at the required deadline, 1 point out of the maximum score of 20 points of the score of the summative assignment will be deducted. Submitting formative assignments after the deadline is not permitted.

To pass the summative assignments a minimum of 50% has to be achieved out of a total score of 20 points for each summative assignment.

To pass for the module the student should pass for both summative assignments.

The total score of the module consists out of the average of the summative assignments.

A tolerance cannot be applied to this unit (see the OER).




Unit coordinator Jolanda Pluijmakers ([email protected])

Lecturers Jolanda Pluijmakers

David Appleby

© Odisee, 2019





Course unit title

PG ATI -DBP M5: Dogs and people in our society, animal law and ethics


Obligatory





Language Course material: English


Formative assignment: English

MC exam: English


Academic year: 2021-2022

Start:



General course learning outcomes

This standard relates to the application of the science of dog behaviour, training and welfare with the aim the prevention and treatment of welfare and behaviour problems in dogs with a specific focus on the prevention, training, assessment and treatment of dogs being at risk for developing aggression problems, displaying aggression problems or having been involved in a bite incident.


This standard is suitable for those with responsibility for preventing, assessing, planning and managing humane

2 / 4

approaches to provide optimal welfare to dogs. For training, assessing, planning and managing humane approaches to decrease bite risks of dogs, who wish to acquire an extensive understanding of the training of higher risks dogs and the related scientific literature.


1. Critical appraisal of the concepts of ethical thinking. An understanding of how these affect human-animal interactions, the human animal bond and the behaviour and quality of life of people and dogs in a variety of situations. 2. Development of professional ethical thinking and decision making. 3. Developing an understanding of the European legislation relating to ownership and the use of dogs and the responsibility and accountability of the animal training instructor for the duty of care under the current welfare legislation.


Students will be able to: 1.1 Explain the most commonly held ethical positions and how they affect the human animal bond, human animal interaction and the quality of life of dogs. 1.2 Critically reflect and justify their own opinion and decision making regarding the use and training of dogs. 1.3 Demonstrate an understanding of the most important legislation regarding the keeping and care of dogs including animal abuse and the link between animal and human abuse. 1.4 Describe ethical and legal responsibilities and limitations of the role of owners, paraprofessionals, veterinary surgeons and animal training instructors, animal behaviourists including the duties associated with the provision of advice, professional liability and client confidentiality. 1.5 Understand the role of national legal and judicial processes including the role of individuals involved in it such as barrister, solicitor, animal welfare officer, expert witness.

Course contents Basic concepts in ethical thinking, the historical perspective and practical applications.

Anthrozoology the science studying the interaction between humans and animals and its relevance to the human dog relationships.

The psychology of the human-animal bond and its effect on the behaviour and QoL of humans and dogs, including: the human animal bond in historical and cultural perspective.

Common approaches used to assess the human dog bond.

Dysfunctional and broken bonds, including: dysfunctional relationships, e.g. animal abuse and neglect, the link between animal abuse and family violence use of dogs as a weapon,

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animal hoarding. Understanding the experience of dog relinquishment, pet loss and grief.

European legislation in relation to the ownership and use of dogs, the role and duties of the animal training instructor specialised in dog bite prevention, expert witness, veterinary surgeon, paraprofessionals, owners and others. Including: legal implications and duties associated with the provision of advice and professional liability and client confidentiality. The implications for the animal training instructor, their clients and others regarding employment law, health, safety and data protection legislation.

The international perspective on canine aggression and the law.

National legislation regarding dog ownership, liability, bite prevention and bite incidents.

Public perception of aggressive dogs.




Reading lists


Assessment methods and criteria MC exam

Individually composed formative assignment

Individually composed summative assignment

Grading:

A minimum of 50% out of a total of 20 points has to be achieved for the MC exam.

To pass for the formative assignment a minimum score of ‘sufficient’ has to be scored. If the student does not score a sufficient for the formative assignment or does not submit the assignment at the required deadline, 1 point out of the maximum score of 20 points of the score of the summative assignment will be deducted. Submitting formative assignments after the deadline is not allowed.

A minimum of 50% out of a total of 20 points has to be achieved for the summative assignment.

To pass for the module the student has to pass the summative assignment and the MC exam.

The MC exam and summative assignment each load for 50% of the total score for the module.

A tolerance can be applied to this unit (see the OER).




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Unit coordinators Jolanda Pluijmakers ([email protected]) and David Appleby ([email protected]).

Lecturers Stef Aerts Anthony Podberscek Jolanda Pluijmakers

© Odisee, 2019






Course unit title

PG ATI -DBP M 6 Assessing and training high risk dogs: theory and practice


Obligatory

Requests for exemptions can be submitted before the 15th of November following the instructions described in the document ‘Procedure exemptions PGCAB -DBP’.

Prerequisites and co-requisites Students should have a bachelor diploma or have successfully completed the application procedure for the PGCAB-DBP course.

Students will have participated in module 1 to 5 or obtained comparable credits elsewhere.



Workshop: English or Dutch depending on the group composition





Start



Part 1: Theory: Understanding dog bite incidents, how to assess and develop training programs for high risk dogs – 6 credits

Part 2: High risk dog training in practice – 4 credits including 80 workshop hours.


This standard involves understanding how to prevent and address behaviour problems through providing appropriate learning experiences. How to prevent and address welfare problems and decrease bite risks in dogs that have not been involved in a bite incident. How to develop training programs

2 / 5

for dogs having been involved in a bite incident in cooperation with a Clinical Animal Behaviourist.

This standard is suitable for those with responsibility for preventing, assessing, planning and managing humane approaches to provide optimal welfare to dogs. For training, assessing, planning and managing humane approaches to decrease bite risks of dogs, who wish to acquire an extensive understanding of the training of higher risks dogs and the related scientific literature.


Part 1: Dog bite prevention – theoretical background

Understanding the neurophysiology and neuropsychological basis of aggressive behaviour in dogs.

Acquisition of an in-depth theoretical background regarding risk assessments of dogs and commonly used short and long term strategies for dog bite prevention.

Develop an understanding of the different approaches used to modify the behaviour of aggressive dogs.

Acquisition of the theoretical background for developing training programs to effectively decrease the bite risk of an individual dog.

Part 2: Dog bite prevention in practice

Acquisition of effective communication and observational skills necessary for assessing the bite risk of a dog taking all relevant risk factors into account.

Acquisition of the practical skills to train high risk dogs.

Acquisition of the practical skills to conduct individual and group training sessions of high risk dog and their handlers.


Students will know and understand the subjects covered in this module and be able to: 1.1 Describe the functional anatomy and physiology of the nervous system, the endocrine system, emotional systems, the neurophysiological and emotional basis of pain and will be able to demonstrate an understanding of how these affect behaviour. 1.2 Recognize the signs of ill-health and common conditions influencing behaviour. 1.3 Demonstrate the current understanding of different risk factors contributing to dog bite incidents. The different tiers of bite prevention, the role of professionals involved at the different levels, the underlying models and methods used for conducting risk assessments and implementing interventions. 1.4 Demonstrate the current understanding of the elements underlying each risk factor and their relative contributions to the overall bite risk.

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1.5 Recognise behaviours being indicative of a bite risk and interpret their importance related to risk assessment. 1.6 Critically evaluate the interaction between different risk factors and how they influence bite frequency and severity. 1.7 Critically evaluate the reliability and validity of commonly applied risk assessment procedures. 1.8 Demonstrate the current understanding of different strategies and interventions used for dog bite prevention. 1.9 Organize and conduct a risk assessment intake session in a standardized, valid, efficient and safe manner. 1.10 Devise the most appropriate, structured, legally compliant and humane training program likely to effectively address the problem(s) and concerns identified in the dog's particular set of circumstances. 1.11 Set realistic goals and time scales for implementation, monitoring progress, assessment of success and the appropriate response to feedback. 1.12 Safely handle and train high risk dogs. 1.13 Critically evaluate issues concerning the safety, efficacy, reliability and owner adherence of management and training. 1.14 Communicate and cooperate effectively with other professionals.

Course contents Part 1: The theory of dog bite prevention

The functional anatomy, physiology and development of the nervous system and its role in mediating behaviour.

The functional anatomy and physiology of the endocrine system and its role in mediating behaviour.

The neurophysiological and emotional basis of pain.

The foundations of human and animal emotions. The anatomy, physiology of the emotional brain and its role in mediating behaviour.

Recognizing and differentiating behaviours being indicative of having a possible medical cause from symptoms having other causes.

The different tiers of bite prevention, the role and responsibilities of the involved professionals.

The risk assessment principles and procedures.

Commonly used approaches and resources applied in dog bite prevention, their goals and their value.

Bite prevention from a multidisciplinary perspective.

Understanding bite incident and the role of risk factors influencing bite risk including owner related risk factors, situational risk factors, dog related risk factors, environmental risk factors, target/ victim related risk factors, law and regulation related risk factors in general and for a specific incident.

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A model for dog bite assessment and prevention: The Safety I and Safety II approach.

The theoretical background, development and validation of bite risk assessments.

The role and practical application of the bite risk assessment when conducting a bite assessment intake session.

The objective and critical evaluation of the quality of collected information, evidence and deficiency of information and its effect on the objectivity and quality of the risk assessment intake.

Devising the most appropriate, structured, legally compliant and humane training program likely to effectively decrease the bite risk of an individual dog.

Setting realistic goals, time scales for monitoring progress and assessment of success in individual cases.

How to write risk assessment reports and progression reports.

Effective communication and cooperation with other professionals involved in dog bite prevention.

Part 2: Dog bite prevention in practice

80 hours of practical workshops in groups of 4 to 6 students

Developing the ability to safely conduct risk assessment intake sessions and adjusting the context and handling of a dog to its needs and the safety required.

Developing the abilities to develop an appropriate training program and apply the training program.

Developing the abilities to run individual and group classes for higher risk dogs and their handlers.



Online PowerPoint lectures

Reading lists


Case studies

On site practical work:

Face to face lectures

Practical workshops performed in groups consisting of peer-to-peer learning activities and formative feedback

Student presentations

Individual tutorials during individually performed, risk assessments intake sessions and individual an group training sessions.

Assessment methods and criteria Part 1:

Two individually composed formative assignments.

5 / 5

Two individually composed summative assignments. Part 2:

Two individually composed formative assignments.

Two Individually composed summative assignments.

Continuous evaluation. Grading:

To pass for the formative assignments a minimum score of ‘sufficient’ has to be scored. If the student does not score a sufficient for a formative assignment or does not submit the assignment at the required deadline, 1 point out of the maximum score of 20 points of the score of the summative assignment will be deducted. Submitting formative assignments after the deadline is not allowed.

To pass for the summative assignments of part 1 and 2 a minimal score of 50% of a maximum score of 20 points is needed for each of the assignments.

The total score of this module consists out of the average of the scores of the summative assignments of part 1 and 2.

To pass for the module a minimum score of 50% of a maximum score of 20 points is needed for all assignments and a ‘sufficient’ for continuous evaluation has to be achieved.

No tolerance can be applied to this unit (see the OER).





Lecturers Christos Karagiannis

David Appleby

Jolanda Pluijmakers

© Odisee, 2019



preliminary ects: pg dbp 2020-2022 animal training instructor€¦ · behaviour genetics and the...

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