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what it means to learn (It's Not What you think)

11/11/2021

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For a long time dog training and behavior modification has focused on producing results. More often than not these results occur in artificial setups where the environment and the variables at play within are both known and controlled. This is what dog trainers might call "an ideal training scenario."

Unfortunately, these types of training setups fail when they're applied to behavior happening in the real day-to-day world of the dog. This everyday world, with all of its inherent chaos, might be classified by the dog trainer as the "worst possible training scenario". The dog is distracted and overloaded with stimuli. The trainer is also distracted by the going on all around them: the sounds, sights, and smells.  There's no question that when we start out on the path of working and training with our dogs it seems intuitively (or experientially) correct that these early lessons are best delivered in an ideal training scenario. So the dog has the best chance of getting everything right. 

But what if this assumption is wrong?

What if the only way to effect real change in the behavior of our dogs when it really matters - when we are in a "worst possible training scenario" - is to observe and then work with the problem behavior at the time during which it is problematic. 

Let's consider the issue from the point of view of ​learning. Imagine for a moment that we have a dog trainer trying to teach his client about how to elicit better, more consistent attention from her 18 month old terrier. The trainer has two ways to help the client learn what she needs to know to manage and mitigate the terrier's problem behavior: a total lack of attention when attention is required.

1. The dog trainer can teach the client how to use the tools that directly relate to the problem. For example, he might talk all about leashes and collars and how to manipulate them to garner the dog's  attention. He might show the client steps on how to turn a neutral stimulus like a clicker or a whistle into a positively charged, attention grabbing sound cue. The trainer will do all of this in an environment in which there are simply not a lot of distractions to ensure the dog is able to comply with what the trainer is asking of him successfully. Sounds pretty straightforward for the trainer, right?

This is what is known as "teaching to the tools."

For the client, on the other hand, this is a very difficult way to tackle the behavior problem requiring attention. To mention just a few of the skills the client will need to learn how to manage to work "from the tools", the trainer might include: how to use a six foot leash with finesse and expert timing in relation to the dog and his lack of attentive behavior. The client will need to understand multiple rates of reinforcement and the value hierarchy of stimuli unique to her dog and her dog alone. She will need to make a list of all of the stimuli that drive her dog to distraction, and she will need to update it as her dog matures and changes and their lives together change over time. This list is by no means exhaustive. It isn't even comprehensive. In fact, we're barely scratching the surface. 

With even a small number of difficult, time-consuming skills to master, it's no surprise when the trainer hears from the client two weeks later in an email expressing overt exasperation at the failure of the skills and tools she spent so much time, money, and effort to learn. She might even be feeling like nothing will ever change, or that somehow the deficit - the failure - is her own for not being able to become the "person her dog needs now". All this because she simply is not a dog behavior professional. She does not have the time, the exposure to different dogs in different contexts, or even the physical aptitude to utilize these tools with the expert precision the management of her dog's behavior requires in order to "work from the tools" effectively.

2. Instead, the dog trainer might think to himself, "Well, hang on a moment here. The dog isn't able to offer meaningful attention to the client in a wide variety of contexts, not just here inside the home." He might even have the foresight to look ahead and realize that, "these tools are not likely to be sufficient to redirect the dog's attention. What's more, thie clients' schedule and commitments will simply not afford her the time she needs to master these tools quickly enough to mitigate or even manage the problematic behavior." A really exceptional trainer might then ask himself, "What needs to happen to ensure the client is able to capture and hold her dog's attention in any scenario?"

This is known as "teaching to the problem". 

Instead of presenting the client with the tools and the skills to use the tools in an expert fashion as a first approach, the trainer instead presents the client with the dog and says, "All right, let's look at this problem directly, and then apply those observations to what we do know about dogs in terms of immutable scientific fact (for example, the neurophysiology of the dog's brain. The fact that food rewards cause a certain part of canine brain to light up like a laser show, or where the predatorial nature of the dog lives in the brain and so on.) We might then ask questions like, "is there a pattern to the type of stimuli that elicit the behavior? Is the stimuli related to any of the dog's fundamental needs or wants? Does the stimuli cause a change in the affective (emotional) state of the dog, and if so, what about the dog's body language informs us what that emotional state might be?" We will intersect this information with the hard facts we do know about the dog: physiology, neurochemistry, genetic disposition, medical history, etcetera. 

Once we've established a thorough understanding of our problem by asking critical questions, instead of defaulting to conventional approaches, a really amazing thing happens. The client begins to understand the usefulness of the tools (whether they're a physical management tool like a leash or a training protocol like Dr. Karen Overall's "Protocol for Relaxation") because of how they work on the problem. The leash, for example, working to establish safe distance, to impart impulse control where none exists, and to reinforce the connection between the dog and their human partner. The relaxation protocol, used to turn active attention into passive, relaxed attention through repetition, desensitization, and classical conditioning over time.

And wouldn't you know it, once that session is done the dog trainer doesn't hear from this client for four weeks. When they do finally connect for a follow-up lesson, the client exudes nothing but happiness and confidence. She's able to navigate the myriad of "least desirable training scenarios" with what she knows about the problem, and by extension she understands the necessary usefulness and practical application of the tools at her disposal. Not only is she able to manage her dog as regards the particular issue at hand, but she is able to extrapolate her understanding of the dog to new and novel problems as they arise throughout the rest of the dog's life.

This what it means to learn. To really, truly learn. 

It may be that you've never experienced it before. The learning done in our high schools and universities is geared for mindless, unquestioning regurgitation of conventional truths and analogies. Even if you haven't yet experienced it, there is still time to develop this critical way of framing any problem.

If we continue to assume what is most effective in dog training and behavior modification is found through convention (what has always been done), or analogy (well it was this way for this dog so it must work for all dogs), we make it impossible to figure out where we might improve our approach and make things better. In any line of thinking, no matter the discipline, we want to make sure that the underlying premises we're working and building on are valid and useful in context of the problem we're facing. When we do reach a conclusion about the problem before us, we must then make sure that our conclusion is driven by these same principles. This is no more important in any other discipline than it is in the study of behavior. 

It is this distinction that I hope to guide each and every one of my clients to understand and to embrace in their lives with their dogs. The reasoning that drives me is simple: I know that it will exponentially improve the quality of your life with your dog (and with every other animal you interact with) from the very first day we begin work together until your very last day on this Earth. 

I can think of no greater calling. When you're ready, I'll be here. Let's get started. 
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bite inhibition for puppies

11/5/2021

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    Author

    Camille Salter is the founder of All Dogs Toronto and a certified, knowledge-assessed dog trainer (CPDT-KA). She is the author of two books on dog behavior: Pandemic Puppy, Decoding the Dog Park, and the Big Book of Dog Training. 

    Camille studies neuroscience, applied animal behavior, canine  physiology and nutrition, ethical behavior analysis, evolutionary behavior psychology, neural networks, stress-free animal handling, behavior economics, coaching and consulting. 

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Books On Dogs and Dog Behavior by Camille Salter, CPDT-KA

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Urban dog parks are fraught with risk. These environments host to an ever-changing assemblage of dogs with different backgrounds, life experiences, tolerances, and drives. Learn how to navigate them with confidence, safety, and skill with this navigation guide designed for the active dog parent in mind.​
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"Pandemic Puppy" is a mini-book designed for the undersocialized puppy, and outlines best practices for puppy rearing, socialization during a pandemic, obedience, attention, calming behaviors, and compliance. All delivered in a force-free, scientific manner. Read this book. Once you have these lessons under your wing, you and your puppy will soar with excellence and never look back.



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What Our Clients Are Saying

I adopted Frank not even a month ago. I’ve been training him myself, and got him to do ’sit,’ ‘down,’ ‘come,’ and ‘wait,’ at home. But when we went outside, it was a different story: he got a bit too excited, and that led to pulling on the leash, which wasn’t a pleasant experience for either of us. He never made eye contact with me, and calling his name and offering treats of all sorts didn’t do much, either. Working with Camille turned this around after just one session — she was so patient and calm with both me and Frank, and taught me how I could get Frank to connect the dots between paying attention to me and getting food. Since then, he comes and sits upon command even in the most distracting situations like being surrounded by other dogs in a park with firetruck siren blaring in the background. It’s been so rewarding to start developing this bond with Frank that will last a lifetime. Thank you Camille!” - Maythe Han

"There is only one word to describe Camille: AMAZING. My dog developed separation anxiety during the pandemic. I couldn't even use the washroom without my dog having a panic attack and after a single session and doing the homework, I'm suddenly leaving her alone for 3 hours like it's nothing. MIRACLE. Also, the GTA is filled with irresponsible dog owners who let their untrained dogs off leash in clearly on-leash areas. They sometimes come after us. It's very scary especially since if my dog reacts, she can get in trouble despite them breaking the law and us following it. Camille walked my dog and kept her calm as these inconsiderate owners and their dogs ran about. She teaches dogs and trains people. It was like watching a magician. I'll admit, I had my reservations our first session just based on the steep price, but after working with Camille I know without a doubt she is worth all that and more. Her methods are not for people looking for an easy fix with minimum work. You need to do the homework and put in the time. If you need a dog trainer, there is no one I recommend more than Camille. She will care for your dog like its her own. And just be aware, sometimes she will say things you won't like, but need to hear. When I heard my dog's timeline for separation anxiety was a few months and that I would need to keep her in daycare to avoid worsening things, I was pretty disheartened. Daycare isn't cheap. But she was giving me her professional and realistic opinion and it ultimately paid off. It really REALLY paid off. I honestly can't say enough about this canine miracle worker." - Evalina Ho

"Camille is a brilliant, caring and amazing trainer. She explains a range of outcomes and effort levels and helps navigate the emotional trials of puppyhood.

We are grateful for her knowledge and weekly check-ins to ensure we are on the right path with Hermes (our dog).

We truly support her positive reinforcement approach to dog training and are very satisfied with the results." - Graham Knowles

"I cannot say enough positive things about Camille Salter, the owner of All Dogs. From the moment my rescue dog and I met Camille, I knew she would work wonders. Her demeanor, grace and confidence made my dog fall in love her instantly. She is so incredibly knowledgeable that I try to soak up as much information as I can from her.

I highly highly recommend Camille Salter and All Dogs. Whether you are looking for a professional trainer or walking, she will provide you with all of the tools needed to ensure your dog is set up for success.

Camille is truly a pillar in the community of canine training within Toronto.

Thank you Camille!!" - Tessa Vaskas


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