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

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 Clinical Animal Behaviourist

Course program Odisee Dog Bite Prevention program – Clinical Animal Behaviourist

Course unit title

PGCAB -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 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 should have a good command of the English language.

Level of course unit Postgraduate level 6/7

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 clinical application of the science of dog behaviour and welfare with the aim, the prevention and treatment of quality of life problems, the prevention, assessment and decrease of bite incidents and the modification of the behaviour and environment of dogs that are displaying problematical behaviour or pathological behaviour with a specific focus on bite prevention, and decreasing bite risks in dogs that have bitten.

This standard involves understanding how to prevent, assess and address welfare problems and bite risks in dogs. How to evaluate, prevent or address problematical and pathological behaviours within individual dogs, the development of suitable environments and management/treatment regimes that are expected to be effective, based on best practice and scientific evidence. The diagnosis and treatment of pathological behaviour and the use of psychopharmacological interventions the latter is conducted in cooperation with a veterinary surgeon if the behaviourist is not a qualified veterinarian.

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This standard is suitable for those with responsibility for assessing, planning and managing humane approaches to optimal quality of life for dogs and bite prevention, the addressing of pathological and problem behaviour of dogs, and who have an extensive understanding of clinical animal behaviour and the related scientific/clinical 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. To pass the

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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]



Preliminary ECTS: PG DBP 2020 -2022 Clinical Animal Behaviourist


Course unit title

PGCAB-DBP M2 -Learning theory and dog training


Obligatory



Students should have a good command of the English language.


Language

Course materials: English

Workshops: English or Dutch depending on group composition

MC exam: English


Summative assignments: English




6 credits = 150 hours

Part 1: Learning theory = 70 hours

Part 2: Animal training = 80 hours


This standard involves understanding how to prevent, assess and address welfare problems and bite risks in dogs. How to evaluate, prevent or address problematical and pathological behaviours within individual dogs, the development of suitable environments and management/treatment regimes that are expected to be effective, based on best practice and scientific evidence. The diagnosis and treatment of pathological

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behaviour and the use of psychopharmacological interventions the latter is conducted in cooperation with a veterinary surgeon if the behaviourist is not a qualified veterinarian.


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.

Learning outcomes of the course unit

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.

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1.4 Be able to critically assess the strength and weakness of training techniques and training aids and behaviour modification techniques. Propose and justify the selection of the most appropriate technique or training aids used to achieve the formulated training goal or behaviour modification. 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 and behaviour modification 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 (80 hours) 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

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and implement the observations in the development of a training plan and during a training session.

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:

Demonstration/observation 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 written summative assignment

Part 2: Animal training:

Formative assignments during the workshop week

Continuous evaluation during workshop week

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

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

The total scores for this module consist out of the average of all summative assessments and the score of the MC

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exam. The average score of the summative assessments and the MC exam each load for 50% of the total score.

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

PGCAB-DBP M3 – The Quality of life of dogs


Obligatory

Requests for exemptions should be submitted before the 17th of September 2019 following the instructions described in the document ’Procedure exemptions PG-SDB’.




MC exam: English

Formative and summative assignments: English







This standard is suitable for those with responsibility for assessing, planning and managing humane approaches to optimal quality of life for dogs and bite prevention, the

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addressing of pathological and problem behaviour of dogs, and who have an extensive understanding of clinical animal behaviour and the related scientific/clinical literature.


1. An in-depth understanding of the scientific principles, essential definitions and the ethological, psychological, physiological 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. 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 and behavioural assessments 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 and occurring in clinical practice). 1.4 Evaluate the behaviour of dogs in a broad range of environments (including issues in the management and training of dogs and occurring in clinical practice). 1.5 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 (QoL) of dogs.

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

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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.

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 considerations in the management, working and training of dogs and in clinical practice.

Welfare needs and common QoL issues in dogs.

Quality of life of the behavioural patient.




Case study/Problem based teaching


Assessment methods and criteria Exam with multiple-choice questions.

Individually composed formative written assignment.

Individually composed summative written assignment.

Grading:

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.

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

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

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

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




Unit coordinator Jolanda Pluijmakers ([email protected])

Lecturers Jolanda Pluijmakers

Xavier Manteca

© Odisee, 2019




Course program Odisee Clinical Animal Behaviourist – Dog Bite Prevention specialist

Course unit title

PGCAB -DBP M4: Anatomy and physiology and the interaction between health and behaviour


Obligatory





MC exam: English





General course learning outcomes

This standard relates to the clinical application of the science of dog behaviour and welfare with the aim, the prevention and treatment of quality of life problems, the prevention, assessment and decrease of bite incidents and the modification of the behaviour and environment of dogs that are displaying problematical behaviour or pathological behaviour with a specific focus on bite prevention, and decreasing bite risks in dogs that have bitten.


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

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optimal quality of life for dogs and bite prevention, the addressing of pathological and problem behaviour of dogs, and who have an extensive understanding of clinical animal behaviour and the related scientific/clinical literature.

Summary of key learning outcome of the unit

Understanding of the neurophysiological and neuropsychological basis of the behaviour of dogs.

Understanding the use of psychopharmacological interventions and other additional therapies.


After completion of this module: 1.1 Students will have an understanding of the neurophysiological and neuropsychological basis of behaviour of dogs. Students will be able to 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 Students will be able to critically evaluate the role of environmental and genetic factors in the development of the nervous system and the role of nutrition on health and behaviour. 1.3 Students will be able to recognize the signs of ill-health and common conditions influencing behaviour. Understand the consequences of medical components and disorders on behaviour and be familiar with the associated veterinary terminology. 1.4 Students will be able to identify when psychopharmacological interventions and other additional therapies are desirable in combination with behaviour modification techniques. 1.5 Students will be able to explain the mode of action of psychopharmacological interventions and additional therapies such as pheromones, nutraceuticals and herbal interventions, the rationale for their use/application and the strengths and weaknesses of each and their contra-indicators. 1.6 Students understand the ethics and legal position of psychopharmacological intervention. 1.7 Students will be able to critically evaluate issues concerning the safety, efficacy and reliability of complementary and alternative or non-prescription or prescribed therapies or products.

Course contents 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.

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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.

The effect of the interaction between genetics and environmental influences on the development of a dog. Including genetic factors influencing bite risk.

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

Signs of ill health and recognizing medical components that might influence the behaviour, QoL and bite risk of a dog. Including being familiar with the associated veterinary terminology.

The role of nutrition in health and behaviour.

The mode of actions and rationale for the use/application of psychopharmacology and additional therapies in behaviour modification of dogs. The strengths and weaknesses of each and their contra-indicators. Including nutraceuticals, herbal products, diets and pheromone therapy.





Assessment methods and criteria Exam with multiple-choice questions.

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

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


Course book



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

Lecturers Christos Karagiannis Christine Halsberghe

© Odisee, 2019





Course program Odisee Clinical Animal Behaviourist – Dog Bite Prevention specialist

Course unit title

PGCAB -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



General course learning outcomes

This standard relates to the clinical application of the science of dog behaviour and welfare with the aim, the prevention and treatment of quality of life problems, the prevention, assessment and decrease of bite incidents and the modification of the behaviour and environment of dogs that are displaying problematical behaviour or pathological behaviour with a specific focus on bite prevention, and decreasing bite risks in dogs that have bitten.


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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. Developing an understanding of the European legislation relating to ownership and the use of dogs and to the role and duties of the relevant professionals involved in the animal care sector.


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 treatment 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 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. Including the relevant features of employment law, health and safety legislation and the Data Protection Act as they apply to the practice of clinical animal behaviour. 1.6 Identify and evaluate ethical and legal issues effectively. Decide upon actions that may be necessary for addressing ethical and legal issues related to the role of clinical animal behaviourist and risk assessment and ability to advise upon and implement guidelines. 1.7 The ability to advise professionals and non-professionals on ethical issues and the implementation of guidelines, taking legal obligations, safety concerns and the legal implications of providing professional advice into consideration.

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

Animal rights and ethical guidelines relating to the use of dogs, including: the QoL of dogs used for work, assistance, sport and held as pets.

European legislation in relation to the ownership and use of dogs, the role and duties of the clinical animal behaviourist specialised in dog bite prevention, expert witness, veterinary surgeon, paraprofessionals, owners and others within it. Including: legal implications and duties associated with the provision of advice and professional liability and client confidentiality. The implications for the animal behaviourist, 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

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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 formative assignment and achieve a score of 50% out of a total of 20 points for the MC exam and the summative assignment. 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).




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

Lecturers Stef Aerts Anthony Podberscek Jolanda Pluijmakers

© Odisee, 2019






Course unit title

PGCAB - DBP M6: Clinical procedures


Obligatory



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


Language Course materials part: 1-2-3 English

Workshops part 3: English or Dutch depending on gr0up composition

MC exams part 1 and 2: English


Summative assignments: English




8 credits = 200 study hours o Part 1: Diagnoses of behaviour problems in dogs o Part 2: Treatment of behaviour problems in dogs o Part 3: 40 hours workshop week


This standard involves understanding how to prevent, assess and address welfare problems and bite risks in dogs. How to evaluate, prevent or address problematical and pathological behaviours within individual dogs, the development of suitable

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environments and management/treatment regimes that are expected to be effective, based on best practice and scientific evidence. The diagnosis and treatment of pathological behaviour and the use of psychopharmacological interventions the latter is conducted in cooperation with a veterinary surgeon if the behaviourist is not a qualified veterinarian.



Part 1: The diagnosis of common behaviour problems in dogs:

Acquisition of the theoretical background regarding the development of dog behaviour problems including abnormal or pathological behaviour, their effect on quality of life, how to prevent and diagnose these, based on the relevant scientific literature and clinical experience.

Part 2: The treatment of common behaviour problems in dogs:

Acquisition of the theoretical knowledge of the treatment of common behaviour and quality of life problems in dogs. Theoretical knowledge of how to address behaviour problems including abnormal or pathological behaviour and quality of life problems of individual dogs, through the development of suitable environments, management, the use of psychopharmacology and treatment regimes maximally adjusted to the requirements and circumstances of individual cases to make it likely for the treatment to be effective, based on best practice and scientific evidence.

Part 3: Workshops Behaviour counselling in practice

Acquisition of effective counselling and communication skills necessary for the diagnosis and treatment of common behaviour and quality of life problems in dogs.

Acquisition of practical skills in the handling, training and practical application of training aids and of behaviour modification techniques using case studies, group work with shelter animals.

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Part 1: The diagnosis of common behaviour problems in dogs. 1.1 In-depth knowledge of the scientific literature regarding the development of behaviour problems in dogs, their effect on the quality of life and how to prevent them. 1.2 Understanding of the essential elements for behavioural diagnosis during the process of behaviour counselling and how to assess multiple aspects of cases presented, such as behavioural development, temperament, functioning of the animal, environment and medical conditions. 1.3 Theoretical knowledge of how to recognise, evaluate and report on the biological state, emotional state and behaviour that most commonly contribute to the caseload of a companion animal behaviour counsellor, including signals and signs indicative of states such as fear, nervousness, aggression, play, relaxation and factors as medical conditions, physiological status, temperament, developmental history, coping strategy. 1.4 Knowledge of the impact of external influences on an animal’s behaviour, the problem(s) and areas of concern identified and those for which help is being sought. This to include: immediate surroundings, wider environment, environmental pressures, ethological requirements, previous learning experiences and owner attitude and influence.

Part 2: The treatment of common behaviour problems in dogs. 2.1 Understanding of the principles and rationales behind the use of the range of behavioural modification techniques. How to select and use those appropriate for individual cases, for the treatment and prevention of common behaviour problems. 2.2 Understanding of how the principles of learning theory are applied to humane training methods to achieve agreed goals. 2.3 Planning and managing humane approaches to addressing inappropriate behaviour, behaviour problems including abnormal or pathological behaviour and welfare problems of companion animals. 2.4 Understanding of how to devise and implement structured behaviour modification and training programs, identify and set realistic goals and time scales for implementation, monitoring progress, assessment of success and the appropriate response to feedback. 2.5 Understanding of psychopharmacology and additional therapies. To be able to explain the rationale for their use/application and the strengths and weaknesses of each.

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2.6 Understand the ethics of psychopharmacological intervention. 2.7 Be able to critically evaluate issues concerning the safety, efficacy and reliability of complementary and alternative or non-prescription or prescribed therapies or products. 2.8 Be able to justify why a particular treatment regime has been selected to address the problem(s) identified, against any other possible regimes. 2.9 Understanding of how clinical animal behaviour related to the management, training, rehabilitation and prevention of behaviour and quality of life problems is applied when caring for a dog, assisting or advising other people or organisations. 2.10 Identification of the appropriate animal health and welfare legislation, associated codes of practice and other legislation relevant to the cases being considered and communication of this to other people or organisations. 2.11 Understand the legal position of the behaviour counsellor, veterinary surgeon and others regarding diagnosis, treatment, provision of advice, prescription and use of drugs.

Part 3: Workshops behaviour counselling in practice 3.1 Ability to critically evaluate the needs of dogs and how these may be provided. 3.2 Identification of and adherence to the appropriate animal health and welfare legislation, associated codes of practice and other legislation relevant to dogs. 3.3 Practical application of knowledge related to gathering evidence from all sources of information about the behaviour of dogs and the problem(s) for which advice is being sought. This might for example be by direct observation, discussion with owner/keeper, assessments supplied by veterinary surgeons or case histories. Critical evaluation of the quality of this evidence, distinguishing between competing causes, assumption and explanations for the behaviour and the ability to act appropriately to remedy areas of concern or deficiency of information. 3.4 Ability to evaluate the impact of external and internal factors, including husbandry/management practices and handling, on behaviour and quality of life problems and on those for which help is being sought and areas of concern identified. 3.5 Ability to devise the most appropriate, structured, legally compliant and humane treatment regime (training exercises, training aids and behaviour modification techniques) likely to effectively address the problem(s) and concerns identified in the animal's particular set of circumstances. 3.6 Ability to adjust handling of a dog to its needs. 3.7 Ability to demonstrate and teach appropriate and effective handling exercises, training exercises and behaviour

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modification techniques whilst protecting against their misuse and ensuring owners/keepers protect the quality of life of the dog. 3.8 Awareness of psychopharmacological and other interventions to address problem behaviours and the ability to liaise with the relevant professionals after obtaining appropriate informed consent. 3.9 Ability to set realistic goals, time scales for monitoring progress and assessment of success in individual cases. 3.10 Ability to discuss an agreed treatment regime with the owner/keeper and others involved with the dog for which advice is being sought. 3.11 Ability to rectify areas of misunderstanding, confusion or concern where appropriate. 3.12 Ability to explain to the owner/keeper/carer of the dog, through written guidelines or other appropriate systems of feedback, the areas of concern regarding their dog’s behaviour or quality of life that have been identified. Their possible causes and the rationale behind the treatment regime selected to remedy these and any associated issues. 3.13 Identification of professional, ethical or other issues that arise when working with a dog, owner/keeper or other individual and take appropriate action to address these. 3.14 Maintenance of records on each dog so that it is possible to critically reflect on the appropriateness and success of different treatment regimens and identify any improvements to practice that could be made.

Course contents Part 1: The diagnosis of common behaviour problems in dogs

The interaction between health, (problem) behaviour, emotions and the quality of life of dogs.

The role of motivational emotional systems in the development of behaviour problems.

The essential elements and requirements for the process of behaviour counselling related to behavioural diagnoses. Assessment of the multiple aspects of each case, such as behaviour, temperament, functioning of the animal, environment and medical conditions.

Causes of common behaviour problems in dogs, such as: undesirable behaviour, anxiety, fear and phobias related behaviours, aggression and repetitive behaviours. How to identify and critically evaluate causes and contributing factors.

Methods for gathering and recording information relevant to behavioural diagnosis of behavioural problems and how to critically evaluate that information.

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Relevant aspects of neuroscience/cognitive science, principles of ethology, learning theory in relation to the behavioural diagnosis of common quality of life problems in dogs.

Management strategies used in and prior to the treatment of behaviour problems in dogs.

The symptoms of ill-health and pain and the interplay between diseases and common conditions influencing behaviour and associated veterinary terminology.

The behavioural and emotional consequences of medical conditions including pain.

The evidence for and against a medical component contributing to competing explanations of behaviour.

The ethics and legal position of the behaviour counsellor, veterinary surgeon and others regarding factors such as, diagnosis and client confidentiality.

Part 2: Treatment of common behaviour problems in dogs

Case studies of common behaviour problems in dogs.

The key principles in human and family psychology, to include attitude theory, processes of inter-personal relationships, grief and bereavement.

The principles of effective counselling and how to apply to facilitate and maintain behavioural change.

Effective communication skills, in the collection of relevant information and provision of advice in face to face consultations, communication via phone, writing reports and behaviour modification programs.

The interactions appropriate in professional relationships and how to apply these in practice.

The common professional, legal, ethical or other issues that need to be considered or may arise before, during and after a consultation and the actions appropriate to address them.

The construction of appropriately structured treatment regimens that are likely to be effective for the behaviour problems identified.

Psychopharmacology and the mode of action of the major classes of drugs used in clinical animal behaviour therapy, their role and correct application, constraints and contra-indicators to their use.

The mode of action of other treatments, such as nutrition, pheromones and nutraceuticals in clinical animal behaviour therapy, there role and correct application, constraints and contra-indicators to their use.

The ethics of psychopharmacological intervention and legal position of the clinical animal behaviourist, veterinary surgeon and others regarding the diagnosis, prescription and use of drugs and provision of advice.

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Appropriate application of the insights of neuroscience/cognitive science and principles of ethology and learning theory to the treatment of common behaviour and quality of life problems in dogs.

Common behaviour modification strategies used in the treatment of behaviour problems in dogs.

How to identify situations where further action may be necessary, including ways in which compliance with an extended treatment regime may be encouraged, the behaviour modification plan requires alteration and when rehoming or euthanasia are indicated.

Part 3: Workshops behaviour counselling in practice

Practical application of the insights of psychology, neuroscience/cognitive science and principles of ethology and learning theory to the prevention, diagnosis and treatment of common behaviour and quality of life problems using case studies, group work and shelter dogs.

Practical application of management strategies, handling techniques, training techniques, training aids and behaviour modification techniques using case studies, group work and shelter dogs and cats.

Practical exercises in the communication skills pertinent to behaviour counselling.




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


Individual tutorials during individually performed training sessions and behaviour modification techniques as part of a behaviour consultations including formative feedback.

Individual tutorials during individually performed behaviour consultations including formative feedback.

Assessment methods and criteria Part 1 and 2: Multiple-choice exams

Part 1 -2-3: For each part 1 individually composed formative assignment.

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Part 1 -2-3: For each part 1 individually composed summative assignment.

Part 3: Continuous evaluation: Participation during all workshops is obligatory.

Grading:

To pass for the MC exams of part 1 and 2 a minimum score of 50% of a maximum score of 20 points is needed for the MC exam of part 1 and the MC exam of part 2.

To pass for the formative assignments of part 1, 2 and 3 a minimum score of ‘sufficient’ is needed for each assignment. 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 of the relevant course part will be deducted. Submitting formative assignments after the deadline is not allowed

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

To pass for the summative assignments of part 1-2 and 3 a minimal score of 50% of a maximum score of 20 points is needed for the assignment of part 1, 2 and 3.

The total score of this module consists out of the average score of the MC exams of part 1 and part 2, and the average of the scores of the summative assignments of part 1, 2 and 3. To pass for the module a minimum score of 50% of a maximum score of 20 points is needed. The average score of the MC exams and the average score of the summative assignments each load for 50% of the total score of the module.

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

Essential study materials Course books

Course materials provided by the lecturers.



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

Lecturers David Appleby Jolanda Pluijmakers Christine Halsberghe

© Odisee, 2019






Course unit title

PGCAB - DBP M1 - Module 7: Dog bite prevention from theory to practice


Obligatory



Students will have participated in module 1 to 6 or obtained comparable credits elsewhere.



Workshop: English or Dutch depending on the group composition







Bite prevention the theoretical framework

Bite prevention in practice: 40 hours workshop week in groups of 4 to 6 students


This standard involves understanding how to prevent, assess and address welfare problems and bite risks in dogs. How to evaluate, prevent or address problematical and pathological behaviours within individual dogs, the development of suitable environments and management/treatment regimes that are expected to be effective, based on best practice and scientific

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evidence. The diagnosis and treatment of pathological behaviour and the use of psychopharmacological interventions the latter is conducted in cooperation with a veterinary surgeon if the behaviourist is not a qualified veterinarian.



Part 1: Dog bite prevention – theoretical background

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

Develop an understanding of the underlying model and theory of the risk assessment used in the course to assess high risk dogs.

Part 2: Dog bite prevention in practice

Acquisition of effective counselling and communication skills necessary for conducting a risk assessment, the diagnosis and treatment of aggression problems in dogs and writing of expert reports.

Acquisition of practical skills in conducting a risk assessment, the handling, training and practical application of training aids and of behaviour modification techniques of high-risk dogs.


Students will know and understand the subjects covered in this module and be able to: 1.1 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. 1.2 Demonstrate the current understanding of the elements underlying each risk factor and their relative contributions to the overall bite risk. 1.3 To gather evidence from all sources of information about the behaviour of the dog and its risk. 1.4 Critically evaluate the quality of evidence, distinguishing between competing causes, assumption and explanations for the behaviour and the ability to act appropriately to remedy areas of concern or deficiency of information. 1.5 Recognise behaviours being indicative of a bite risk and interpret their importance related to risk assessment.

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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 To organize and conduct a risk assessment in a standardized, valid, efficient and safe manner. 1.10 To devise the most appropriate, structured, legally compliant and humane treatment regime (training exercises, training aids and behaviour modification techniques) likely to effectively address the problem(s) and concerns identified in the dog's particular set of circumstances. Set realistic goals and time scales for implementation, monitoring progress, assessment of success and the appropriate response to feedback. 1.11 To critically evaluate issues concerning the safety, efficacy, reliability and owner adherence of management and treatment options. 1.12 To write risk assessment reports. 1.13 Communicate and cooperate effectively with other professionals.

Course contents Part 1: The theory of dog bite prevention

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 incidents: Collecting information and conducting an in depth assessment of 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.

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

The theoretical background, development and validation of the bite risk assessment.

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

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 bite prevention consultation.

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Devising the most appropriate, structured, legally compliant and humane treatment regime 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.

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

Part 2: Dog bite prevention in practice

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

Developing the ability to safely conduct consultations and assessments of dogs and adjusting the context and handling of a dog to its needs and the safety required.

Developing the abilities practiced during workshop module 6 part 2 specified to the assessment and treatment of aggressive dogs.

Conducting risk assessment consultations in practice.



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


Individual tutorials during individually performed, risk assessments, training sessions and behaviour modification techniques including formative feedback.

Individual tutorials during individually performed behaviour consultations including formative feedback.

Assessment methods and criteria Part 1:

Individually composed formative assignment

Individually composed summative assignment Part 2:

Individually composed formative assignment

Individually composed summative assignment

Continuous evaluation Grading:

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

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 and a ‘sufficient’ for continuous evaluation has to be achieved.

No tolerance can be applied to this unit (see the OER). Essential study materials Course materials provided by the lecturers.




Lecturers David Appleby

Jolanda Pluijmakers

© Odisee, 2019



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

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