Download Setting shelter pets up for behavioral success in long

Volunteers and Foster Parents:
Setting shelter pets up for behavioral success in long-term homes
Sara L. Bennett, DVM, MS, DACVB
Veterinary Behavior Consultations
Evansville, IN USA
Clear expectations for the fostering experience
In order for a foster program to be successful, it is important to set the foster/ volunteer and pet up for safety
and positive progress.
Clear goals and expectations for the foster to attain with that individual pet should be set up and discussed
prior to the foster experience starting. Responsibilities and expectation should be outlined as the initiation of
the conversation. This helps the foster/ volunteer understand commitment being made.
A time line should be agreed upon for attaining goals and for regular reassessments of the pet’s progress and
fostering experience. Written guidelines, target dates and goals should be set.
It is also important to discuss with the foster what the potential outcome options for the pet are prior to the
fostering experience. This can help to prevent unrealistic expectations and emotional fallout should the pet be
unable to reach the pre-determined goals.
Each individual pet’s needs should be matched with the foster’s skill and training level that they are being sent
home with.
Safety must be at the forefront of the decision making process. Caution should be used when determining if
and with whom an animal with aggression history should be placed in a foster home. Not every pet is suitable
to be placed in a foster home.
Factors to consider when making this decision include the level of liability the organization is setting themselves
up for and what is the degree of public safety risk the pet poses while in the community? Additionally, are the
triggers and targets for the aggression, the severity of the aggression and predictability of the aggression
identified? Pre-determined limits of what the organization is comfortable working with, putting in foster and
placing in a home should be already set.
The focus here will be on behavioral evaluation and behavior modification and training.
A behavior evaluation within a foster experience can be defined as a period of observation to determine the
pet’s behavior in home setting. This initial evaluation can help to develop a tailored behavior modification plan
for that particular pet, help to guide outcome options and facilitate appropriate placement guidelines for that
pet.
Empathy
Understanding the pet’s emotional state coming into a shelter setting and being empathetic to it is important
component to a successful sheltering or fostering experience for the pet and volunteer/ foster. Keep in mind
that these pets have recently been placed in a new and potentially overwhelming environment and situation,
sometimes multiple times, within a very short time period. There are new sights, sounds, smells and
sometimes other stimuli that are not easily recognizable to us, and this frequently leads to increased stress in
these pets.
A majority of unwanted behaviors elicited in these situations are due to fear, anxiety and stress. When
choosing methods to address these, close attention should be paid to what factors can be modified to decrease
fear and stress, and behavior modification techniques that do not have the potential to increase fear or stress
should be chosen. If fear and stress is increased, it undermines the entire treatment process, compromises
animal welfare, increases safety risks for handlers and the public, and can ultimately negatively impact the
outcome for the pet. Aversive techniques and tools (positive punishment, severe negative reinforcement;
pinch, choke or shock collars) should be avoided.
Body language- fear and anxiety
Body language is a combination of signals. Look at the entire animal, all the signals given and the context of
the situation. Important signals are repeated and supported with other body cues to make a complete picture.
When in doubt, pause, look again at the whole picture decide what pet trying to convey (emotional state) and
then determine whether or how to approach.
Dogs
Ears back, head low
Look away, darting eyes, looking up
Wrinkles on forehead, tight lips
Lip licking, yawning
Body weight back, lowered, stiff, trembling
Try to retreat
Roll over- look at the rest of the body
Tail low, maybe tucked
Panting or salivation
Urination/ defecation/ vomiting
Won’t take treats/ eat
Vocalize
Cats
Body low, sternal crouch and/ or leaning back
Head close to body
Tail tucked, wrapped tightly, or twitching/ lashing
Eyes dilated, ears back, licking lips, swallowing
Try to retreat
On back, back feet up, claws unsheathed- unwilling to continue the interaction, ready to defend self
Hiss, growl
Consistent and predictable routine and communication
Lack of control over the environment and not knowing what to expect next can increase anxiety.
The inability to hide, to do something about something that is frightening, an inconsistent schedule, and unclear
expectations with interactions are all situations that commonly occur in a sheltering situation and when a pet is
placed in a new environment.
Some things that we can do to counteract this are:
Daily routine
Try to maintain a consistent and predictable daily routine for your pet. This includes meals, walks, play and
training sessions that occur in the same order each day. Knowing what to expect next during the day is
beneficial to decrease anxiety in the pet.
Consistent and predictable interactions
This can be accomplished following several different already established protocols. Some better known ones
are: Learn to Earn (Sophia Yin), Nothing in Life is Free, Protocol for Deference (Overall), Say Please Program
(CSD), and Cue/Command- Response- Reward.
Essentially, all of these protocols remove negative interactions and ask the pet to perform some behavior
before interaction with the handler or before receiving some type of reward (out door, food bowl, treat, petting,
etc.) This creates consistency in interaction format and creates an expectation or anticipation of what to expect
next from the other party. It also helps to create trust, boundaries and build the relationship between handler
and pet. And last but not least, helps to strengthen cue control for the pet. One key element is that whatever is
offered as the reward should be primarily reinforcing to the pet. Some pets will not enjoy petting so it should
not be used as the reward for that particular pet.
Our typical instructions for Cue-Response- Reward include the following:
For the next 4-6 weeks, please ignore all attention seeking behavior and avoid casual interactions. If you wish
to interact, it should be initiated by you on your terms. First ask your pet for a behavior that he/she knows well,
when he/she performs the behavior, you can reward him/her with a food treat, petting or attention. If he/she
does not perform the behavior when you ask, then simply continue to ignore him/her. It is vital that all
members of the family do this for progress to be made.
Do not punish/ push/ force
As mentioned above, positive punishment and aversive training and handling are frequently counter-productive
to dealing with an unwanted behavior, especially in a stressed or fearful pet.
Using forceful or aversive methods in a fearful pet can push them to resort to defensive aggression to try to
escape the situation and/ or escalate the level of aggression shown as a response to the applied punishment.
This can quickly become dangerous to the handler and greatly increases the risk for bites and injuries. This
also creates a learning opportunity for the pet- if the person backs off, the aggression is reinforced. This
becomes, to the pet, an effective coping strategy for the frightening or stressful situation. It is clearly inhumane
and unsafe to continue to challenge a pet resorting to aggression, so preventing the pet from having to resort to
it is a much safer and welfare-friendly strategy.
Additional instructions should address this:
Avoid punishment
Please avoid any punishment, verbal reprimands, or negative interactions with your pet. These interactions are
ineffective in decreasing the undesired behavior and additionally, increase fear and anxiety. This often will
actually increase the motivation for the undesired behavior and therefore the likelihood of its performance.
These techniques are contra-indicated with aggression.
Avoid Flooding
Many people want to expose a new pet to many different sights, sounds, environments and experiences early
on in order to “socialize” or “desensitize” the pet.
An often neglected factor is the animal’s emotional state in these situations. It is not enough to simply expose
the animal to the situation and expect socialization to occur. Each situation must be set up so that the pet is
ensured a positive outcome and not put in a situation so uncontrolled or intense it creates a fear response.
When exposed to a full intensity situation, the situation turns from one intended to be systematic
desensitization to one of flooding. If the pet is removed from the situation before it has reached a non-reactive,
relaxed state, the pet can actually be made more fearful and reactive to that particular stimulus or situation,
therefore sensitizing rather than desensitizing the pet to the situation and making the problem worse. There
are serious welfare concerns to use flooding as a behavior modification technique, as it can be potentially
highly traumatizing and the exposure may take many hours before the pet reaches the relaxed state.
Remember with the definition of systematic desensitization, the pet must remain in a relaxed state, not just a
state of non-reactivity. This is another area where education in body language is imperative to the success of
the foster/ volunteer and pet team. There can be a very fine line between systematic desensitization and
flooding, and that line can be easily crossed if the foster/ volunteer is not watching the pet’s body language and
recognizing cues of increasing fear.
If a pet begins to show fear in a particular situation, rather than continuing to allow the exposure to go on
without intervention, remove the pet from the situation. Additionally the foster/ volunteer should make a note of
what was going on, the triggers that created the fear response, and the intensity/ distance of them so that
behavior modification can be set up at a later time.
Be proactive
Avoiding the opportunity to make a mistake is as important as teaching a pet what to do in a particular situation.
Keep in mind that any opportunity for a pet to make a decision is a learning opportunity. Practice makes
perfect, it does not matter whether it is a wanted or unwanted behavior. This can be accomplished by
defensive handling skills and scouting out and being aware of the environment while handling a pet that you
are less familiar with.
Look down hallways, out doorways before entering with a pet. If you see something that your pet might react
negatively to, increase the distance between you and that trigger before the pet has the chance to react. Do
the same if you see a situation developing that could become out of control, e.g. several people approaching at
once, a child running towards the pet.
In the home, set up the environment so that the pet is not able to make the wrong decision, e.g. keep the trash
can secured and food off the counter to prevent scavenging.
Make it more pleasant
Manage the situation so that as many stressors as possible can be eliminated from the situation.
Good traction and comfort- non skid mats, rugs, towels
Distract with food, play
3 behavior modification techniques
(Classical) Counter conditioning- Change the emotional response to the situation by pairing it with
something pleasant.
Response substitution- Ask for a behavior that is incompatible with the undesired behavior and reward that
instead. (This technique may also be referred to as: Operant counter-conditioning, Differential reinforcement of
alternate/ incompatible behavior- DRA, DRI)
Systematic Desensitization and Counter conditioning (DS/CC)- Controlled and gradual exposure to a
situation/ trigger in incrementally increasing levels of intensity while the dog remains relaxed (not just nonreactive).
Many unwanted behaviors can be managed by avoidance or making the situation more pleasant and modified
using one or a combination of the above three techniques. The following are examples of how these
techniques can be applied.
Applications of Behavior Modification Techniques
Counter-conditioning with the food bowl
Toss a special treat into the food bowl whenever you pass near the food bowl while the dog eats. This makes the
dog associate your presence near the food bowl with something pleasant occurring and create a positive emotional
response with your presence near the bowl.
Trade up- Management and Response substitution for guarding
Please avoid giving your dog an item that he is likely to guard. If you MUST get an item away from your dog,
rather than chasing him or trying to grab the item, trade up instead. First, say “drop it”, then show the dog an
irresistible food treat (left over pot roast if necessary) and toss the food treat 5-6 feet away. When your dog
drops the item and leaves to eat the reward, you can pick up the stolen item. If needed, once the dog has left
the stolen item, you can put him into a safe place prior to going back to pick up the stolen item.
Treats on an oral syringe- Make the situation more pleasant
To avoid confrontation and to make the medication administration a little more pleasant for everyone involved,
you can apply a thin coat of something tasty (e.g. canned food, peanut butter for dogs, butter or tuna juice for
cats) on the oral syringe. Allow the pet to lick the treat off the syringe. Then load the medication, coat again,
and as pet licks the treat, deposit the medication in the mouth. To help facilitate swallowing of the medication,
hold the syringe above the pet’s head with the tip pointing downward so he has to reach up to lick it.
Take a pill
Counter conditioning and systematic desensitization can be used to teach your pet to willingly accept taking a
pill by mouth.
If your pet does not show aggression when you touch his face, you can proceed as follows:
 Using one hand, put your thumb on one side of the upper jaw and your index or middle finger on the
opposite side of the upper jaw, with your hand over the bridge of the nose. Immediately give your pet
a small piece of a treat that he loves.
 Repeat as above, but use the middle finger of your other hand to open your pet’s mouth by pressing
lightly on the lower jaw, near the incisors. Immediately give your pet a small treat.
o You can hold the small treat in between your thumb and index finger while you use the middle
finger to open the mouth. This makes it easy to give your pet the treat quickly.
 Open your pet’s mouth, put a small treat on the front of his tongue, and release your pet.
 Open your pet’s mouth, put a small treat farther back on his tongue, and release your pet.
 Open your pet’s mouth, put a small treat farther back on his tongue, and gently hold his muzzle while
your pet readily swallows the treat.
If you repeat these steps several times, you will find that your pet begins to enjoy and even be excited about
you handling his mouth! This procedure is fastest with a puppy or kitten that has not experienced an
unpleasant medication administration situation yet.
 When you need to give your pet a pill, give him two or three small treats in this manner first, then give
him the pill, and then follow this with another one or two treats.

You can put the pill in a small amount of something tasty such as a little bit of peanut butter, cheese,
hotdog, or pill pocket to disguise an unpleasant taste. A little bit of cheese or a tiny bit of butter will
work well for cats and kittens too.
Counter conditioning and systematic desensitization to ears, nails
Systematic Desensitization for handling
Systematic desensitization can be used to teach your pet to accept handling or procedures that he/she finds
unpleasant. First, make a list of all of the things involved with the process that your pet may show fear to. This
may include being held, touching a foot, the sight of the nail trimmers, and the sound of them clipping. Each
one of these triggers can be worked on independently. For touching a foot, start in an area that your dog does
not mind being touched, such as a shoulder. Touch the shoulder, and reward with a food treat as your dog
remains relaxed. Then touch your dog just below the shoulder and reward for relaxation. Continue to move
gradually down the leg as your dog remains relaxed. If at any time your dog reacts with fear (or aggression), it
is a sign the exercise has proceeded too quickly. Next time, start at a location farther away from the foot and
proceed at a slower rate.
Towel wraps for cats
There are several different towel wraps to facilitate comfortable and safe restraint for cats. These restraints are
intended to be used for brief procedures such as to facilitate moving a cat a short distance, or for restraint to
help perform medical procedures like examination, blood collection, nail trims and medication administration.
These are not to be used for extended amounts of time. Two will be discussed and practiced here. For more
information on these and other wraps, please refer to Yin, Sophia. Low Stress Handling, Restraint and
Behavior Modification of Dogs & Cats.
Blanket wrap- over head with access to hindquarters
Cat on flat surface- floor, towel on table, in carrier, in cage
Towel over the top of cat, covering head
Towel edge wrapped over and under cat’s head and chin incorporating front feet
Use forearms to hold towel over cat’s body, then gently lift cat with hands and forearms while in towel
Position towel so it is all on one side of cat
Wrap the rest of the towel lengthwise up and around cat’s body, ensuring head is covered and towel is snug
along body
Towel should be snug but not so tight cat cannot breathe
Gain access up to the chest from the back of the wrap
Scarf wrap- access to head with modification for front leg
Cat on towel on flat surface facing away from handler
Take one corner of far end of towel and wrap it over, around and under the cat’s neck snugly like a scarf with
the rest of that side of the towel covering the cat’s body
Tuck that part of the towel snugly to the cat’s body
Take the other corner of the far end of the towel and repeat the same wrap over and under the cat’s neck and
chin
Adjust the towel so it is snug to the cat’s body
Maintain control by scruffing the towel or using forearms on both sides of cat’s body
Basket muzzle (Counter conditioning and systematic desensitization)
How to train your dog to accept the basket muzzle:
Since your dog will be wearing his basket muzzle for regular activities it is important that he associates the
muzzle with good things. The simplest way to accomplish this is to pair the muzzle with food. The goal of this
training is that your dog WANTS to wear his muzzle. He will think the muzzle is a “treat basket” he wears on
his face. Get creative with what you put in your dog’s muzzle. Use peanut butter or squeeze cheese to
encourage your dog to stick his nose in it initially. Freeze a piece of bologna or cheese in the bottom to
increase the time it takes for him to remove the rewards. Smear peanut butter or squeeze cheese into the side
of the muzzle while he is wearing it.
Some dogs will immediately place their noses in the muzzle to get the food. Do not attempt to buckle the head
strap until your dog is confidently PUSHING his nose into the muzzle. Once he is WANTS his nose into the
bottom of the muzzle slip the fastened head strap over his ears. The muzzle is now on but not secured. While
he is still having a lovely time, remove the muzzle and put it away for 5 minutes. This will create a “PLEASE
give me my muzzle back” scenario. After 5 minutes bring the muzzle back out and allow him to continue
enjoying his “treat basket.” Repeat this scenario but tighten the head strap and allow him to enjoy himself
wearing the muzzle for gradually longer amounts of time.
If your dog DOES NOT immediately place his nose in the muzzle or is afraid of the muzzle:
 Reward your dog for looking at the muzzle
 Reward your dog for touching the muzzle
 Reward your dog for placing his nose on the edge of the muzzle
 Reward your dog for placing his nose further in the muzzle
 Reward your dog for holding his nose in the muzzle for an instant, then 1 second, etc.
 Reward your dog for keeping his nose in the muzzle while you touch the straps
 Reward your dog for holding his nose in the muzzle while you touch the back of his head
 Reward your dog for holding his nose in the muzzle while you hold both straps in each hand
 Reward your dog for allowing you to slip the fastened head strap over his head
 Note: clicker training may make this process proceed at a faster rate
Tips for Success:
Try to avoid pushing the muzzle toward your dog’s face. This will naturally make him back away from it, and
may make a dog afraid of the muzzle. Rather hold the muzzle stationary and have the dog come towards it.
Move to the next step in small increments. If you find your dog would place his nose in the muzzle previously,
but now backs away or struggles, you may have progressed to the next step too fast. Go back a few steps and
proceed at a slower pace. Think about what you want to do for the next step, and decrease it by 50%.
References/ Resources
Say Please Program
http://www.centerforshelterdogs.org/Portals/0/CSD%20PDFs/SayPleaseProgram.pdf
Learn to Earn
Yin, Sophia. Perfect Puppy in 7 Days: How to Start Your Puppy Off Right. Cattle Dog Publishing, Davis. 2011.
Protocol for Deference
Overall, Karen. Manual of Clinical Behavioral Medicine for Dogs and Cats. Elsevier, St. Louis. 2013.
Towel Wraps for Cats
Yin, Sophia. Low Stress Handling, Restraint and Behavior Modification of Dogs & Cats. Cattle Dog Publishing,
Davis, 2009.
Miller, L. and Zawistowksi, S. (Eds.) Shelter Medicine for Veterinarians and Staff, 2nd ed. Wiley Blackwell,
Ames. 2013.
Veterinary Behavior- A Role in the Shelter
(Veterinary Behavior for Shelter and Rescue Dogs)
Sara L. Bennett, DVM, MS, DACVB
Veterinary Behavior Consultations
Evansville, IN USA
What is Veterinary Behavior?
This has many definitions, but at its core, it is the study of behavior in animals. Specific to veterinary behavior,
the pet is evaluated for medical, environmental, and internal behavior (ethological) causes for a problem.
A broad background is needed to be able to evaluate all of these factors, and the individual needs to be able to
identify what is considered normal and abnormal for the specific species in question.
A behavior problem can be defined most basically as any behavior that the owner or handler perceives as a
problem. This can be a normal behavior, a behavior as a result of lack of training in a given situation, a
conditioned unwanted behavior, a pathological behavioral disorder, or a combination of any or all of these.
A behavior disorder can be defined as an abnormal behavior due to a psychological problem, these usually
have an have an affective (emotional) aspect. For any of these, the context in which the behavior occurs,
including environment, trigger, target and result, are important.
So how does one differentiate whether a pet is performing a normal, training or inadvertently conditioned
problem versus a behavior due to a behavioral disorder? There are a few different areas that can be
investigated.
Susanne Clothier’s 3 P’s
In this, she proposes three areas to evaluate to help determine if a pet might benefit from evaluation by a
veterinarian or veterinary behaviorist to determine if medication might be included in a treatment plan.
Provocation- What is the dog reacting to? What is the intensity of the stimulus?
Proportion- How intense is the dog’s reaction?
Persistence- How long does the dog react? How long does it take to return to normal?
Another method that can be used is by asking the series of following questions.
First investigate the trigger for the behavior: Are there multiple triggers for the behavior? Are the triggers
identifiable and clear?
Then investigate the target for the behavior: Who or what is the target? This might be the same as the trigger.
It could be very specific (eg. large black long haired dogs that are barking) or very general. There could be
multiple targets, or, perhaps the target of the behavior is secondary, such as in a case of redirected behavior.
Third, investigate the severity of the behavior and its consequence: How much damage is done? This could
include destructive behavior to the environment, self or target. If injury has occurred, how severe is it? Did it
require medical attention, if so how much? What degree of property damage occurred, just scratched paint at
the door, or breaking through a door?
Don’t forget to investigate the overall health status of pet. Has the pet had a recent medical evaluation by a
veterinarian? If not, this needs to be recommended. The veterinarian is in a key position to recognize a
medical problem underlying a behavior problem. Areas that should be investigated and discussed include pain,
evidence for general malaise/ irritability such as hormonal or endocrine disorders, metabolic disorders, or
neurologic disorders. (This is not an all inclusive list.)
Who can help an owner/ agent address a behavior problem?
Veterinary behavior specialists, Applied animal behavior consultants, Animal trainers, Veterinarians, Shelter
staff/ volunteers
Veterinary behavior specialists are recognized by their status as a Diplomate of the American College of
Veterinary Behaviorists (DACVB). This is a relatively new specialty (since around 1995). This college offers
advanced specialty training and board certification after successful completion of a residency training program
that includes rigorous case experience, research, case reports and publications, and board credentialing exam.
These individuals are trained and licensed to diagnose and treat problems in animals, whether they are medical
or behavioral, and are licensed to prescribe medications. They are familiar with psychotropic medications,
uses and side effects. (www.dacvb.org)
Veterinarians that are not board certified but have a special interest in behavior can also be found. They are
also licensed and trained to diagnose and treat problems as well as prescribe medications, although they may
have limitations on the types of cases they will see or varying levels of comfort and familiarity with behavioral
medications. (www.avsabonline.org)
An applied animal behavior consultant is a professional with a post-graduate degree in zoology, animal
behavior or animal psychology, usually holding a Masters degree or PhD. They can attain certification by the
Animal Behavior Society and is based on education and experience, and are recognized as Certified Applied
Animal Behaviorists (CAAB). (http://www.animalbehaviorsociety.org/)
These individuals, while very competent in animal behavior, cannot diagnose or treat a medical problem and
cannot legally prescribe medication.
Animal trainers are often self-trained, and at this time there is no licensing or educational requirements to
become an animal trainer; anyone can call him/herself one! However, many have taken courses in animal
behavior and have extensive experience dealing with behavior problems. Therefore, not all trainers are created
equal, and investigating each trainer you are considering working with or recommending is imperative. Some
organizations to look at for include: Karen Pryor Academy graduates https://www.karenpryoracademy.com, the
Pet Professional Guild of Force Free Trainers http://www.petprofessionalguild.com, and at minimum, the
Association of Pet Dog Trainers https://apdt.com. However, each organization does not have the same level of
rigor of criteria to hold their members.
Behavior is Everywhere!
Pets are family and part of society, and the human-animal bond is based on behavior. Small animal practice
and animal sheltering are based on the human-animal bond. Behavior problems put a strain on the humananimal bond, and this leads to pet relinquishment, loss of a patient, and increased intake to sheltering/ rescue
groups.
The most common reason for dogs to be relinquished to a shelter or rescue is for a behavior problem, and the
highest risk of this is at 6-18 months of age (Salman et al., 1998), and is one of top reasons for cats.
Therefore, many animals being adopted from the shelter may have “behavioral baggage.” This should be
identified and addressed in order to help manage stress, improve welfare, and successful outcomes for the pet.
Common problems that sheltered pets might experience include: stress and anxiety, fears, fear aggression,
compulsive disorders, hyperexcitability, jumpy/ mouthy behaviors, frustration related behaviors, separation
anxiety, territorial behaviors and possessive aggression (not an inclusive list).
For some of these problems, it might not be clear whether the pet arrived to shelter or rescue with this problem
or if it developed due to the sheltering/ rehoming experience? Factors that can play a role in the development
of behavior problems include early experiences, genetics, and previous learning experiences. Factors
secondary to the new environment that should be considered are loss of a primary attachment figure, loss of
familiar environments; unfamiliar or irregular schedule, sights, sounds, smells, strange people, dogs or other
animals; and increased levels of frustration.
Animal welfare must be considered in a sheltering environment and for animals experiencing a behavior
problem. Anxiety, fear, and stress behaviors should be considered welfare issues and stress affects welfare,
relationships and adoptability. If we can identify signs of stress and address them, we can improve adoptability
and maintain relationships.
Behavior Services for Pets
There are many different services that can be provided to current and potential owners. Many of these can be
provided by or for a sheltering or rescue group. Some of these include pet selection counseling, new pet owner
counseling, puppy/kitten classes, behavior wellness exam (adults and seniors), behavioral intervention (before
relinquishment, while with the sheltering organization, and after adoption). This latter one often includes clinical
behavior services and management of the human-animal bond.
Pet selection counseling is frequently performed by a sheltering or rescue group. This process can help a pet
and owner be set up for success with realistic expectations of the new pet in the home. Additional details that
can be discussed include what breed or breed type the family is interested in (or not) as well as the age at
attainment, the sex of the pet and owner personality. The current and expected lifestyle and living situation of
the owner, including daily schedule and expectations of time commitment can be discussed. The expected
investment of time and money for training, exercise, routine medical care and planning for emergencies should
be considered. The presence of children living in the home or visiting frequently should be considered.
Preparation should be made on how to manage the pet around children and the definition of active direct
supervision directly discussed. Visitation with the children can be very helpful, including playing simple games,
as this can help to better identify the activity level and ability to take direction on the childrens’ part and the
pet’s behavior around the children when they act as children do. (Kelley Bollen’s Kid Test). Even if the pet will
not live with children or have them as frequent visitors, additional information on how to respond when a child
approaches and how to read the pet’s body language can be discussed here. These details are best discussed
in a conversational format.
Behavioral interventions include recognizing a behavior problem that has an underlying or contributing medical
problem. Examples of these include: wounds inflicted by another animal in the home, self inflicted wounds,
repeated presentation for inappropriate ingestive behavior and elimination problems. Oftentimes, the next
appropriate step for these problems when identified are clinical behavior services.
Behavior consultations can be provided for families considering relinquishment due to a behavior problem.
Sometimes this can help prevent the pet from being turned over to the sheltering organization. It can be
provided directly to sheltering and rescue organizations in order to create a comprehensive management,
treatment and outcome plan for a pet in their care experiencing behavioral concerns, or for adoptive families to
help manage the pet for success or to help support the budding human animal bond as the family learns to help
the pet adjust and cope appropriately.
With the pets currently residing with a sheltering group, the discussion of whether the pet arriving to shelter/
rescue with the behavior problem or developed the problem while in shelter/ foster home can be discussed as
well as ways to try to screen for such problems or to adjust organizational protocols to prevent development.
Often this includes making recommendations on housing, enrichment, management and behavior modification.
Behavior Medication for Sheltered Animals
There are many behavioral indications for medication for pets, in shelters and in homes. A few include fears,
phobias, anxiety, compulsive disorder, aggression, cognitive dysfunction syndrome in older animals, and rarely
seen, hyperkinesis. Medication can and should also be considered for those pets with a medical problem and
to help manage pain and/ or infection (a frequently unrecognized contributer to behavioral complaints.)
It can be used to address immediate welfare concerns. This can improve adoptability and facilitate a smoother
transition to the new home. Frequently this use is as a shorter term treatment. It can also be used to address
behavior disorders occurring in pets while in the shelter. This also helps to improve welfare short and long
term, and can make a less adoptable pet more adoptable, and more likely for the new owner to be able to
maintain the pet in a home long term.
When to prescribe
There are things to considered when determining when to prescribe and for which pets.
A risk assessment should be conducted for any animal with a behavior problem. This should include an
assessment of safety- for the patient, other animals and the people around the pet (currently and if placed in
the community). It should also include an assessment of the emotional risk to the pet and the people involved.
This includes the risk to the potential owner trying to manage a pet with behavioral concerns and the risk to the
volunteers and staff. A quality of life assessment should also be performed. Is the pet’s current quality of life
acceptable? Can it realistically be improved? Can an environment where the pet can thrive be realistically
found in the community? Can an owner have a reasonable quality of life if tasked with managing the pet’s
behavior problem(s)?
The shelter’s resources and community should also be included in this decision making process. Does the
shelter have the financial, manpower and expert access to pursue this for this pet? What is the community
culture and opinion on pets with behavior problems and the use of psychoactive medications?
When making specific medication choices, a few additional questions need to be considered. These are ones
that should be discussed with the veterinarian managing the case.
First, what is the goal of therapy?
If treating kennel stress the goal is immediate welfare control. A medication with shorter onset to action would
be considered here. Some appropriate choices would include benzodiazepines, trazodone, clonidine or
gabapentin.
If you are anticipating management of more established behavior disorder that will likely need continued
management in the future, a longer onset medication more appropriate for chronic use might be appropriate
here. Examples would include SSRIs or TCAs.
Administration requirements should also be considered. First, the frequency the medication must be
administered. Does the organization have the manpower to medicate multiple times per day? Usually, a lower
frequency choice will lead to better compliance. Secondly, the route of administrations. Most of these
medications come in an oral form. Options such as mixing in food, pill pockets, peanut butter, etc. can ease in
administration. Difficulty in administration can occur with aggressive or fearful pets. Sometimes the question
must be asked, is the level of stress of administration worth the benefit of medication? This question is most
frequently encountered in very fearful cats.
Cost and availability need to be taken into account. Money and time are most often the limiting factors,
especially with not for profit organizations that rely heavily on donations and grants.
Abuse potential is another factor to think about. If you are not there to monitor and manage the medication,
who is responsible? The risk of staff or volunteer diversion should be included in planning.
Depending on the community and specifics of the pet’s reason for being cared for by your organization, there
may be some legal constraints present. What is the current protocol for pets under rabies observation?
Behavioral side effects for some of these medications can mimic neurologic changes.
For court ordered holds, the requirement is to hold “evidence” in manner to prevent deterioration. This is
typically regarded as physical health but must also include mental health. This is especially important for those
pets under long term holds where severe welfare concerns often occur. Concerns of this nature should be
discussed with officers, legal counsel and judges involved in the case.
There are many myths about behavior medication that owners and agents are frequently worried about. “It’s
just going to drug my dog”…, …sedate my dog…, …mask the symptoms…, “It’s going to change his
personality.”…, “He’s going to become addicted.”,.. “It will decrease his adoptability.”
When considering medications (regardless of indication), it is important to remember that they are a tool in our
toolbox and do not comprise the treatment plan in and of itself. They can help facilitate anxiety control, give a
non-stressful, non-painful starting point for behavior modification; and facilitate a comprehensive approach to
welfare management.
References/ Resources
http://suzanneclothier.com/system/files/articles_pdf/Does%20Your%20Dog%20Need%20Medication_0.pdf
Salman, M.D., et al. Human and animal factors related to the relinquishment of dogs and cats in 12 selected
animal shelters in the United States. J Appl Anim Welf Sci 1:3, 207-226, 1998.
Bollen, Kelley. The Kid Test. Shelter Watch- Maddie’s Shelter Medicine Program at Cornell University. Vol 2.5
4/9/12.
Behavior Modification for Cats in Shelters and Foster Homes
Sara L. Bennett, DVM, MS, DACVB
Veterinary Behavior Consultations
Evansville, IN USA
Types of Learning:
HabituationDefinition: An animal’s response to a novel, neutral stimulus weakens after repeated exposure to the stimulus.
The stimulus must be neutral- ie. non-harmful and non-threatening.
Essentially the animal learns the stimulus has no consequence, it doesn’t predict anything. This is an active
learning process, not just forgetting.
This type of learning occurs during systematic desensitization and flooding.
Classical ConditioningDefinition: A previously neutral stimulus becomes meaningful (now conditioned stimulus) or begins to predict
something after it was paired with an inherently meaningful (unconditioned) stimulus. The animal makes an
association between two unrelated stimuli. This type of learning involves involuntary visceral responses such
as emotional responses and physiologic responses such as changes in blood pressure, heart rate, salivation,
excitement or fear.
This type of learning occurs fastest if the two stimuli are always paired together, and never not together,
allowing the neutral stimulus to become a perfect predictor.
Classical conditioning can interfere with operant conditioning
Operant ConditioningOperant conditioning is also known as trial and error, or instrumental learning. Here, an animal forms
associations between stimuli and responses, learning that a particular behavior has a particular consequence.
The animal can associate responses with stimuli that are not naturally associated with each other.
Law of Effect:
Behavior resulting in pleasant consequence strengthened/ Increases in frequency
Behavior resulting in no consequence is weakened/ decreases in frequency
Behavior resulting in unpleasant consequence weakened/ decreases in frequency
It is important to remember that the interpretation of the consequence is based on the cat’s perception, not
ours.
Four quadrants of Operant Conditioning- Positive reinforcement, negative reinforcement, positive punishment,
negative punishment
These terms can be quite confusing. One way to think about the definitions is to break them down by word:
Positive and Negative: Think about this as simple arithmetic- positive to add, negative to subtract.
Reinforcement simply means to increase the frequency of the behavior, and Punishment means to reduce the
frequency of the behavior.
Positive reinforcement: add something to increase the frequency of the behavior (usually something pleasant)
Positive punishment: add something to reduce the frequency of the behavior (usually something unpleasant)
Negative reinforcement: remove something to increase the frequency of the behavior
Negative punishment: remove something to reduce the frequency of the behavior
A little bit more about positive punishment:
It is a complex technique poorly understood, overused and is difficult to use properly, therefore often rendering
it ineffective in practice. There are some specific requirements for it to be used correctly, these include
investigation and understanding of motivation strength (to perform the unwanted behavior and to avoid the
punishment), contingency, intensity, timing, and providing an alternative behavior so that the animal can avoid
and prevent the punishment from occurring.
Aversive conditioning (positive punishment and some forms of negative reinforcement) can have side effects.
They can inhibit learning and an animal no longer offers behaviors and can exacerbate many behavior
problems, such those based in fear and anxiety. It has the potential to make aggression worse, and this can
become very dangerous for the pet and the people around it. Unintended classically conditioned associations
made, leading to fear of the handler, situation or environment, and makes the handler focus on bad behavior,
damaging the human- animal bond.
Going back to positive reinforcement, the following are steps that can be included in its successful use:
Use prompting and fading (free-shaping), capturing the desired behavior, or shaping (successive
approximation) to reward a behavior that will lead to the desired final behavior.
Continuous reinforcement initially will lead to a fast rate of learning. Discrimination training enables the handler
to put the behavior on cue/ command, and over-learning (practice) leads to the creation of a very strong
behavior. Once this point has been reached, then an intermittent reinforcement schedule can be used to lead
to a persistent behavior.
Capturing is rewarding spontaneous behavior that the animal simply offers. Wait for a behavior that resembles
the target behavior and reward it! Clicker training is well suited for this and it is a great option for aggressive or
fearful animals as it is a hands off training technique.
Shaping is training by rewarding successive approximations of the target behavior. The behavior is broken
down into steps. This technique takes advantage of the variability of behavior offered. The trainer gradually
become more discriminating in what is rewarded (increase criteria). The keys to successful use is to break the
behavior down into small steps and if the animal isn’t performing the desired behavior, go back a step and
proceed with more smaller steps. At each point, only the best (most accurate) behavior is rewarded. To use
this technique, a training plan is needed.
Behavior Modification Techniques:
(Classical) Counter ConditioningUse classical conditioning to change the meaning of a previously conditioned stimulus. This can be
accomplished by pairing a previously frightening (but harmless) stimulus with something pleasant (food, play,
relaxation).
Response Substitution (Operant Counter Conditioning)Ask for a behavior that is incompatible with the undesired behavior and reward that instead.
Alternate behavior should ideally be physically and emotionally incompatible.
Law of Effect in SheltersThis is an important concept to not forget about. It can lead to a negative welfare state and unwanted
behaviors, frequently due to frustration or fear.
Frustration refers to an emotional state where an animal is motivated to perform a behavior without an
appropriate outlet. This can result in an animal showing increasingly high arousal (intense emotional state) and
can contribute to lack of impulse control. Examples of this include swatting, biting while playing, acute conflict
behaviors, excessive vocalization and even aggression. These often can be seen during play, when opening
the cage door or putting the pet away after interaction ends. These behaviors can be very difficult to ignore,
and even negative attention to some is better than no attention at all, leading to these behaviors being easily
inadvertently reinforced.
Systematic DesensitizationThis refers to controlled and gradual exposure to a situation/ trigger in incrementally increasing levels of
intensity while the cat remains relaxed. Relaxation is not synonymous with being non-reactive. It is imperative
to constantly observe the pet’s body language to ensure relaxation and/ or a positive emotional state.
Presentation of the situation/ trigger can be paired frequently with a reward for remaining relaxed. This is an
example of applying classical counter conditioning to the process of systematic desensitization, resulting in a
more rapid emotional response and faster rate of progress through the behavior modification exercise.
This technique can also be paired with another previously learned cue, such as the cue to “settle” or a relaxed
down position, therefore applying operant counter conditioning to the process as well.
There are some basic requirements necessary in order to successfully apply systematic desensitization:
The handler must be able to identify stimulus/ stimuli, be able to reproduce the stimulus, be able to control the
intensity of the stimulus, determine a low enough intensity (starting point) where the animal is not fearful or is
showing only minimal fear, and be able to avoid exposure to the naturally occurring stimulus while working on
systematic desensitization. If these criteria cannot be met, systematic desensitization is unlikely to be
successful.
Flooding-
This can be defined as prolonged exposure to a full intensity frightening but harmless stimulus while the animal
is prevented from leaving or escaping. The animal can only be removed from the situation when it is truly
relaxed.
This is a risky technique for a few reasons. First, it can be difficult for the inexperienced handler to recognize
the animal’s body language astutely enough to differentiate between a truly relaxed state and simply a state of
not reacting. Secondly, it can be time consuming, sometimes taking several hours for the animal to reach a
relaxed state. If the animal is removed from the situation too early, it can actually result in inadvertently
rewarding the fear response, and sensitizing the animal to the trigger, worsening the problem. Lastly, it can
quickly become very inhumane, especially if the animal experiences a strong physical and/ or psychological
response. This technique is only appropriate for mild fear responses to harmless stimuli and should not be
used without consideration of the potential side effects.
How to Put Together a Plan:
A comprehensive plan in order to address a behavior problem in any pet, not just those in shelters, includes
more than just behavior modification. Other vital parts of the process include management for safety and also
to prevent the pet from practicing the wrong behavior. Relationships need to be built (or possibly repaired)
between animal and caregiver, and the basic tools and foundation cues must be first taught in order to use
several of the previously discussed behavior modification exercises.
ManagementThe environment the cat is in should first be reviewed. Hiding spots should be provided for all cats, not just
those determined to need a behavior modification plan. Strategic housing can be an often overlooked but
important opportunity to reduce stress and minimize exposure to triggers. Housing in a quieter ward or lower
traffic area of the room or even office fostering if available, can have huge impacts in reducing fear and kennel
stress in cats, particularly those especially bothered by barking dogs, other stressed cats or a high volume of
foot traffic. Cats with high levels of frustration (often from inability to interact socially as much as they would
like) might also do better in a lower human traffic area.
Placement in a foster home willing to manage the cat’s stress and specific behavior concerns can be lifesaving
for these cats whose behavior makes them unappealing to adopters in the shelter setting. (Not to mention that
these same behaviors that make them unappealing to adopters also indicate a negative state of welfare and
quality of life concerns.)
As much as possible, the environment and interactions should be structured to prevent the cat from practicing
the unwanted behavior. Known triggers for swatting, biting, hissing, or hiding should be avoided. Many cats
might enjoy physical affection, but it is the rare cat that enjoys this for prolonged periods. Petting interactions
should be short and pauses should be offered frequently to allow the cat to solicit more if he is so inclined.
Avoid play with hands to prevent these from being viewed as appropriate play objects. When putting away or
walking away from a strongly socially motivated cat, give the cat something to occupy or distract him first. If the
cat is frightened or showing aggression, leave the cat alone, giving him time to diffuse, settle, and calm down
before attempting to interact again.
Relationship BuildingEven in a shelter setting, this can be applied. The cat(s) can be cared for by a consistent familiar, kind and
quiet person. This person should be committed to being patient and non-threatening to the cats while
husbandry procedures and other interactions are performed. Moving slowly and calmly, and not rushing the cat
beyond his comfort level of interaction is important, as well as no use of positive punishment, negative
reinforcement or flooding. Positive and consistent interactions should only be used. It can help to ask for a cue
(especially if prior training has been performed), if the cat responds, the person can reward and continue the
interaction. If the cat does not respond, leave the cat alone and remain neutral.
ToolsA consistent reward marker is important to use in a sheltering system, so that training can be continued
consistently throughout different caregivers. One option is to use a clicker. Remember, the click sound is a
reward marker (similar to saying “yes” or “good kitty”); a noise that we teach the cat that means a treat is
coming. It is used to mark the exact behavior that your cat performed that you want to reward. It should
always be followed by a food treat (even if clicked on accident) and should never be used to get the cat’s
attention. Another option is to use a unique word, such as “good” or “yes”. But, these words can have more
variability and require that different trainers and handlers try to use the same word in the same way (tone and
pitch.)
There are several cues that can be useful to teach, especially in a sheltering or foster situation. Some
examples include:
Place- Teach the cat to go to a mat, bed or other designated location. Go to said designated location on cue.
Target- Teach the cat to touch an object with his nose. Rather than using your finger for a cat that might be
fearful or aggressive to your hand, use the tip of a pencil or chopstick. The cat will typically reach out and
investigate the target you hold out, and that behavior can be rewarded.
Additional cues that can be helpful include sit, come and eye contact. Additional information on training cats
can be found on www.clickertraining.com/cat-training
DISTINGUISHING FELINE BEHAVIORS IN SHELTERS: STRESSED, FEARFUL OR FERAL?
Sara L. Bennett, DVM, MS, DACVB
Veterinary Behavior Consultations
Evansville, IN USA
To start out, it is important to have some basic definitions for each topic we will be discussing. What is stress,
what is fear, and what is feral?
Stress can be defined as constellation of physiologic and behavioral responses that help an organism reestablish homeostasis when some type of stimulus disrupts it. It can also be characterized as the sum of all
nonspecific effects or factors that can act on the body to increase energy consumption significantly above a
resting level. The body responds via the hypothalamic-pituitary-adrenal (HPA) axis which leads to a release
immediately of sympathetic nervous system hormones such as epinephrine and norepinephrine, and also
triggers glucocorticoid release to occur moments later. (1)
Stress can be adaptive, helping an animal adjust to a given situation to help improve survival, or maladaptive,
when the presence of the stressor becomes chronic and the animal is unable to return to homeostasis and the
system remains activated trying to reach it.
The stress response can also be broken down into three phases, the alarm reaction, the resistance phase and
lastly the exhaustion phase. The individual recognizes the stressor during the alarm reaction, begins to
respond to it during the resistance phase, and the exhaustion phase occurs when the stressor reaches the
maladaptive point and body begins to show effects from sustained high levels of stress hormones. Significant
physical changes can occur at this stage. (1)
Yet another factor to consider when classifying stress is whether the trigger for it is predictable and the
individual is able to prepare for it, such as final exams or the onset of winter or if it is sudden and unexpected
with little or no preparation to combat it available. (1)
Fear is the behavioral response to perceived actual danger, while anxiety is the reaction to a potential threat.
The goal of the fear response is to protect the individual, to mobilize it to get out of harm’s way. Typical
responses an individual could perform include flight, fight or freeze. Flight essentially is the option to run away
and hide, fight is to defend oneself, typically with aggression, and freeze is to stop moving and hold very still in
the hopes that the threat does not notice the individual. A fear response is a combination of behavioral and
physiologic changes, including the above mentioned alarm reaction and resistance phase of stress. (2) Cats
are predators but can also be considered a prey species depending on context. Their keen senses make them
very adept at sensing a threat or danger and are quickly ready to escape or defend themselves. As all prey
species are they are also hard wired to hide when feeling threatened. Most animals will try to retreat and hide if
possible, before resorting to the physiologically expensive strategy of defending themselves. The choice a cat
will make will depend on the availability of an escape route, the availability of a place to hide, the intensity of
the fear trigger/ flight distance and previous learning experiences. Body language will typically be consistent
with fear and high arousal (sympathetic nervous system activation such as dilated pupils, tachycardia,
tachypnea, and piloerection.) Learned helplessness is an interesting form of extreme stress, which can be seen
during chronic stress or during the exhaustion phase. The animal typically has learned that its behavior has no
impact on the situation around it. These animals are withdrawn and unmoving but will continue to remain
vigilant for change, frequently scanning the environment.
When applying the concept of stress to shelter cats, it is important to consider what things about the shelter
setting a cat would find stressful. Social interactions, the environment and lack of control are some things that
can have the largest impact. Being captured (either in a carrier or trap), the inability to run away, a sudden
unexpected environmental change all occur. Along with that, unfamiliar people and/ or other animals (both
conspecifics and other species) are present. Several different stimuli affecting different senses occur with this,
such as scents, visual exposure, sounds and proximity. Additionally, the cat is handled during intake and
processing (restraint, vaccination, deworming, etc), and then moved again to another environment. This often
is a small and barren space (2x2 cage) with food and water, resting area and toilet very close and nowhere to
hide. Once the cat finally has the chance to settle in that space (rearrange it and cover with own scent) the
next day, everything familiar is removed and replaced, leaving only unfamiliarity available again. The cat has
no control over interactions with caretakers or other animals nearby, no control over the daily routine (feeding,
resting, other activities) and cannot escape.
Let’s now look at how the background and prior experiences of an individual cat can play a role in how each of
those factors could impact the cat. To do this, it is easiest to define the different categories one might place a
cat into.
Social, friendly cat- A social and friendly cat is less likely to be as stressed by the presence of strangers and
potentially other animals, depending on his prior socialization experience. Handling and restraint may be less
frightening to him. Though he may still be very frightened and can show aggression in the shelter, he would be
most likely to show social behavior and interest in interaction. He could be friendly and bold, a cat who is
outgoing and solicits attention or friendly but fearful, being more likely to hide, try to escape or show
aggression.
Fearful, shy cat- A shy fearful but previously socialized cat may still be stressed by the presence of strangers
and other animals and handling and restraint, but this would be considerably less than for our next category of
cat. This cat can show significant fear and aggression in the shelter, but may be more likely to show interest in
slow non-threatening social interaction, especially if given time to acclimate and the environmental stressors
around him are controlled.
Feral cat- A feral cat is the wild offspring of a domestic cat (3) one that has truly had minimal to no prior contact
with people and will be fearful and avoid them their entire life. He will not likely allow handling by people. He
will be most impacted by the presence of strangers, handling and restraint. Though he may have been
exposed to a greater variety of environment living outside and more likely to have experienced change and
responded to it, the vastly different environment of a shelter will still be highly stressful to him as well. He will
not be likely to show any social or tame behavior and will not solicit interaction. From a physical standpoint, a
feral cat may have some different physical characteristics than a previously socialized cat. They are more
likely to be young adults (less than 3 years) and have a lean body condition. Females may be more frequently
pregnant or nursing and males would have larger jowls and thicker neck, particularly if still intact. Feral cats
might already have an ear tip, or more likely to have facial scars or torn ears from fighting. (3)
Regardless what above category a cat may be in, the cat will show some degree of stress, especially initially in
the shelter. With the acute phase of stress, eyes will be dilated, respiratory rate and heart rate will be elevated,
the cat may be trying to hide, and if approached or handled, show escape behavior and aggression. If this high
level of stress continues, it can take a toll on the cat’s physical health as well. Iki, et al. (4) measured an
increase in vocalization and less locomotion in laboratory cats with higher cortisol levels. Tanaka, et al. (5)
noted that cats with a higher stress score 5.6 times more likely to develop signs of upper respiratory infection
within 21 days at a shelter. Stella, et al. (6) documented an increase in sickness behaviors such as vomiting,
decreased appetite, and elimination outside the litter box after being exposed to a stressor. This makes
identifying and addressing stress even more important. It is not just important from an emotional health
standpoint, but also a physical health standpoint. Sickness behaviors in shelter cats is another frequent reason
for euthanasia, so by identifying and decreasing stress, we can decrease euthanasia. Gourkow and Fraser (7)
noted that the cats in their study that were eventually euthanized for health reasons had higher Cat Stress
Scores than those in the other outcome groups of adopted, time up or isolation.
So we know all cats entering the shelter are likely to be stressed. We will talk more in depth on how to reduce
it during the next lecture. But in order to use various behavioral tools to classify cats so we can make more
appropriate outcome decisions for them, we need to consider the stressors a little bit.
Every effort should be made to minimize stress the minute the cat enters the door. Carriers and cages should
be placed off the ground and covered. They should be processed through intake and moved to a quiet holding
area as soon as possible. All of these cats should be given some time to calm and begin the acclimation
process. Because cats notoriously can remain highly aroused for an extended period of time, those that are
clearly very stressed should be kept in the quietest area with a place to hide, and if possible, left undisturbed
for 24 hours. Care should be given by a consistent person that can be patient, pleasant and non-threatening.
Cats can be repeatedly evaluated over a series of days, and those that begin to show more social behavior can
then be moved towards further behavior assessment and adoption as they are identified. If the cat is showing
signs of high arousal, fear or aggression, the evaluation should stop at that moment. No additional information
will be gained at that time and it may delay the acclimation period for the cat. (3)
So what are we looking for? And how do we measure it?
Several groups have looked at how cat behavior changes over time in a kennel or shelter setting. Vocalization
and escape behaviors in singly housed cats may begin to decrease within a few days but aggression and
hiding behaviors may decrease more slowly. Using the Cat Stress Score, a validated tool to measure fear
behaviors in cats, Kessler and Turner (8) noted stress scores decreased significantly within the first 4 days for
cats in a kennel situation but did not reach the level of a control group until 2 weeks, and this was not
significantly different for singly or cats housed with a familiar conspecific. In another study (9), they did find that
the rate of acclimation (decreased stress) slowed if there were too many cats in a shared space, or a density of
greater than 0.6 cats/ m2.
There are several proposed methods available all within the theme of giving time to calm and acclimate,
watching for signs of social interest and less fear and then collecting additional information about the cat with
more intense interactions. There are also some feline behavior assessments or temperament tests, but we will
focus here on one that has the particular target of identifying levels of socialization.
A series of very interesting studies have been done by Slater et al. from ASPCA. They created a ten point
scale based on an owner/caregiver survey to establish levels of socialization to classify cats. These were
labeled as well socialized, more socialized, less socialized and feral. This scale and classification system was
then used to determine if cats in the different categories showed different behavior, and if so, what was
different. (10) Though not able to differentiate between the fear response of a fearful social cat or a fearful feral
cat, using a series of standardized interactions (a behavior assessment tool) they found an increase over time
in affiliative, friendly or social behaviors in cats that had a higher level of socialization. They also found that
evaluating these cats the morning of the day after intake (Day 2 AM) and the morning of the next day (Day 3
AM) gave good predictions to identify cats with more socialization. Behaviors used included the presence of
any one of the following: rub, knead, touch, play, at the front of the cage, chirp and tail up; or 4 or more of any
of the following: sniff, roll, reach, approach front of cage, yawn, groom/ shake, and standing or still moving at
the end of the assessment. One of the goals of this series was to create a tool that would help to differentiate
less socialized fearful cats from unsocialized feral cats since this historically is the most challenging group to
differentiate. This is a very important delineation to make as quickly as possible because the extreme stress a
feral cat in captivity faces will have a dramatic impact on his behavioral and physical heath and is a major
welfare concern. Their time in captivity must be kept as short as possible with as minimal handling as possible.
Additionally, the very fearful shy but socialized cat’s welfare can also suffer significantly if not recognized.
Steps should be taken to monitor their stress level, behavioral and physical health so that adjustments in the
environment such as a quieter areas and interactions only with a consistent handler or being moved to foster
can be made. Though not a perfectly predictive tool, it has been set up to be easier for the less experienced
caregiver to perform correctly and using the presence of easily identified body language observations and
identified time points to evaluate that give maximal information for the already time-taxed shelter staff.
References
1. Nelson, R.J. An Introduction to Behavioral Endocrinology 4th ed. Chapter 11: Stress. Sinauer
Associates, Inc. Sunderland, 2011.
2. Boissey, A. and Erhard, H.W. Chapter 3: How studying interactions between animal emotions,
cognition, and personality can contribute to improve farm animal welfare. In: Grandin, T., Deesing,
M.J., eds. Genetics and the Behavior of Domestic Animals 2nd ed. Elsevier, Amsterdam. 2014.
3. Griffin, B. Scaredy cat or feral cat? Accurate evaluations help shelter staff provide optimum care.
Animal Sheltering. Nov./ Dec. 2009. animalsheltering.org.
4. Iki et al AABS 2011 Tazuko Iki, T., Ahrens, F., Pasche, K.H., Bartels, A., Erhard, M.H. Relationships
between scores of the feline temperament profile and behavioural and adrenocortical responses to a
mild stressor in cats, Appl. Anim. Beh. Sci. 132: 2011.
5. Tanaka, A., Wagner, D.C., Kass, P.H., Hurley, K.F. Associations among weight loss, stress, and upper
respiratory tract infection in shelter cats. J Am. Vet. Med. Assoc.240: 2012.
6. Stella,J., Croney, C., Buffington, T. Effects of stressors on the behavior and physiology of domestic
cats. Appl. Anim. Beh. Sci. 143: 2013.
7. Gourkow, N. and Fraser, D. The effect of housing and handling practices on the welfare, behaviour
and selection of domestic cats (Felis sylvestris catus) by adopters in an animal shelter. Anim. Wel. 15:
2006.
8.
Kessler, M.R. and Turner, D.C. Stress and adaptation of cats (Felis sylvestris catus) housed singly, in
pairs and in groups in boarding catteries. Anim. Wel. 6: 1997.
9. Kessler, M.R. and Turner, D.C. Effects of density and cage size on stress in domestic cats (Felis
sylvestris catus) housed in animal shelters and boarding catteries. Anim. Wel. 8: 1999.
10. Slater, M., Garrison, L., Miller, K., Weiss, E., Drain, N., Makolinski, K. Physical and behavioral
measures that predict cats’ socialization in an animal shelter environment during a three day period.
Animals. 3: 2013.
Compassion Satisfaction- Strategies for Success
How to Recognize and Manage Compassion Fatigue and Burnout in Animal Care Professions
Sara L. Bennett, DVM, MS, DACVB
Veterinary Behavior Consultations
Evansville, IN USA
Definitions
Compassion fatigue: Fatigue, emotional distress, or apathy resulting from constant demands of caring for
others or from constant appeals from charities.
Burnout: Cumulative process; emotional exhaustion and withdrawal associated with increased workload and
institutional stress or frustration
Depression: Mood disorder characterized by persistent feeling of sadness and loss of interest; affects how
person feels, thinks, behaves; can lead to a variety of emotional and physical problems
Compassion fatigue is often called the “cost of caring" for others in emotional and physical pain (Figley, 1982).
It is considered an occupational hazard for those in many medical or caring professions. Effects included in
this are physical and emotional exhaustion, a change in a person’s ability to feel empathy, and loss of
enjoyment of the job. It can lead to depression. It can occur suddenly after a particularly stressful/ traumatic
case or experience. A person suffering from compassion fatigue might become more cynical at work, might be
at an increased risk of making errors, might lose respect for clients, patients or coworkers and can contribute to
a toxic work environment, an unhealthy level of competition, gossiping, bullying, a lack of flexibility in
scheduling and work responsibilities and impact the team’s ability to work together. It can also affect
relationships outside of work, contributing to feelings of intimacy, mistrust and intolerance.
The problem is that what makes us want to be in veterinary profession- our empathy and compassion for
others, is what can sometimes hurt us the most. We care and want to help, and this often comes at the cost of
our physical health and emotions
“The expectation that we can be immersed in suffering and loss daily and not be touched by it is as unrealistic
as expecting to be able to walk through water without getting wet.” (Dr. Naomi Rachel Remen, in Dolce 2014)
Burnout is associated with hopelessness, difficulty dealing with work and a person’s ability to do his/ her job
effectively. This can be seen as a gradual onset of negative feelings or feeling like what you do has no impact.
Typically this is also associated with a very high workload or a non-supportive work environment. Signs can
include fatigue, loss of interest in activities the person previously enjoyed, frustration interfering with job
performance, and sometimes physical illness. A person might lose respect or concern for others and could
become cynical. Burnout can be a component of compassion fatigue, but they are not the same thing.
(Chigerwe 2014)
This can become particularly applicable to the animal caring professions due to very stressful and sometimes
dangerous work environment. The lower pay scale associated with animal care positions on any level can
contribute, as well as long work hours, chronic understaffing of organizations, and the pressure of providing a
continuous high level of care with little resources. This inevitably leads to disillusionment and a disconnect
between the initial job expectation and reality.
Depression can be considered when a person experiences a lack of interest in or loss of enjoyment of daily
activities that occurs consistently for longer than two weeks. This can begin to impact a person’s daily life and/
or work. Signs experienced could include a change in appetite or weight, changes in sleep patterns, decreased
energy, feelings of worthlessness, difficulty concentrating, increased irritability, and even suicidal thoughts.
This state is more than just being sad.
Many factors can contribute to the onset of depression. Genetics, learned behavior patterns, an unhealthy
home or work environment, the occurrence of stressful life events and chronic stress have been implicated, but
often there is a combination of factors at play. With these, more severe events and the duration of the
presence of the stressor have a higher association with depression. This is a high prevalence problem.
Recent statistics state that almost 1 in 5 Americans suffer from mental illness annually (that’s 42.5 million
adults) and ~ 50% of those with major depression don’t seek help. (U.S. Substance Abuse and Mental Health
Services Administration (SAMHSA) 2014.)
When just considering the veterinary profession, some pretty stark statistics of the impact of depression have
been identified. At a US veterinary school, researchers measured that 32% of 1st semester and 28% of 2nd
semester students fell above clinical cutoff for depression, and that 34% of these students stayed at their
current level or increased over the course of the semester. Many of them cited homesickness or significant
academic concerns as significant stressors. This is a higher percentage than the general population (21.5%),
college students (23.7%), and even human medical students (23%). (Kansas State University Hafen 2008,
Drake 2012). In a survey of veterinarians, 66% reported being clinically depressed (Skipper 2012).
Why does this matter? Compassion fatigue symptoms that are unrecognized or not addressed effectively can
lead to depression and other mental and physical illnesses. Working as a helping professional can make
person with history of depression more vulnerable to compassion fatigue (Dolce 2014).
Suicide Statistics:
1,000,000,000 die by suicide annually each year worldwide (Platt 2012)
Suicide kills as many people as breast cancer (AFSP 2014)
85% of us will be touched by the suicide of someone close to us sometime in our life (Intl. Suicide Survivor Day
2012)
United States 2013 Statistics:
Deaths
41,149 deaths by suicide in US- 1 person every 12.8 minutes
4th leading cause of death in adults 18-65
In US, twice as likely to die by suicide than homicide
90% had a diagnosable mental illness (including depression)
Attempts
Nearly one million people attempt
Estimated one attempt made per minute
This is a public health issue that doesn’t discriminate by age, gender, ethnicity, or socio-economic status
(ASFP).
Veterinarians, physicians, nurses, pharmacists, dentists as profession groups, have a significantly higher risk
for suicide than the general population. Veterinarians are four times the risk of general population, and two
times the risk of other medical professionals. Similar findings have also been identified in several countries,
such as the UK, Australia, Belgium, Norway, and the USA.
There are a couple of discussions that arise from these findings. There is discrepancy when measuring the
level of mental health and stress in veterinarians. Two studies showed little evidence that veterinarians in
general have poor mental health, were more likely to experience mental illness, or suicidal ideation, or
exceptionally high level of stress compared to other groups but were still more likely to die by suicide. (Platt
2012 systematic review, Witte 2012)
Another set of studies performed in the USA showed that 87% of veterinarians found their job stressful and
67% demonstrated symptoms of the beginnings of burnout syndrome (Elkins, Kearney JAVMA 1992). In
Alabama 66% vets reported having been clinically depressed and 24% had considered suicide (Skipper 2012).
Again, the finding that veterinarians were four times more likely to die by suicide but less likely to attempt it is
striking.
With this, there is a disconnect. Wide discrepancy between published suicide risk for veterinarians and
veterinarians’ own view of their risk. In the previous US studies, when asked if suicide a problem in profession,
only 10% of SCAVMA vet students, 37% of state VMA executive directors, and 11% Alabama veterinarians
said yes. Yet, this same study reported that 66% of veterinarians reported having been clinically depressed.
Of this 66%, 32% did not seek help and 24% had considered suicide (Skipper 2012).
These findings within the same group suggests there is an inadequate awareness of our own mental health
vulnerability. This in and of itself can put this population (us) at higher risk for suicide. (Skipper 2012)
Why are animal care professionals at higher risk?
There are many speculations as to why the animal care professions, specifically veterinarians, are at increased
risk. There are several models that have been presented, and here are a few factors that come up.
Perfectionism: Many veterinarians and other medical professionals are considered highly driven to succeed,
intent on putting forth monumental effort at their own personal expense. When an individual perceives
themselves to be unsuccessful, such as the loss of a life or improving quality of life, or making those around
them happy, this is magnified and internalized. High levels of self criticism are common in these individuals,
and this can be associated with depression.
There is also a high level of stigma for mental illness, especially in professions where vulnerabilities are not
tolerated (Bartram 2010). These include most of the medical professionals and many of the caring professions.
The ultimate goal is to help and heal, no matter what the cost. This cost includes our mental health, but
showing this is discouraged. Therefore, individuals don’t reach out for help because they don’t want to appear
weak or unable to perform job. This stigma also leads to lack of readily accessible resources, and even if help
is sought, there is often such an extreme need for confidentiality that the individual may still feel it is too difficult
to pursue this without others finding out.
As previously discussed, there are innate factors with animal care professions that lend itself to frequent and
significant work related stressors. Compounding to this, it is becoming increasingly easier to log informal or
legal complaints. The outcomes for physicians with psychiatric problems who have had formal complaints filed
has been measured. It was noted that there was an extremely high suicide rate for those disciplined, along the
line of hundreds of times higher than general population. Twenty % died by suicide over 10 years. However,
those receiving support, treatment and monitoring as a condition of continued licensing, were noted to do well
and have a much lower suicide rate. (Skipper 2012)
Compassion fatigue and burnout have also been implicated in these models. As previously discussed, animal
care professions typically include long hours with a high caseload often in an isolated environment. Add in the
stress of high levels of student debt and lowered pay scale, these can be overwhelming, and can lead to
depression.
An additional form of complaints, the use of anonymity of internet for bullying, can be particularly vicious and
difficult to track down and stop. Often when evaluated critically, this type of attack is irrational, but by that time
the damage is done, and a person or ogranization’s reputation and self esteem can be ruined within minutes.
In teens, the presence of depression during bullying increases risk for suicide.
Euthanasia has been another factor included. In the animal care profession, workers are frequently exposed to
death and this in and of itself is stressful. Along with this, the individual is also regularly exposed to the concept
of death, and this can make a person less fearful of death. This has been documented in veterinary students,
but this same association was not make with necropsy or surgery. (Witte 2012) With the skill set of euthanasia
also comes the knowledge of and access to lethal drugs.
So what can we do about this?
How can we combat compassion fatigue and burnout, leading to a state of compassion satisfaction, personal
and organizational resiliency, and a condition of mental wellness.
Compassion fatigue inevitably occurs to everyone in the caring professions, it is an occupational hazard. We
need to be able to acknowledge it, recognize it, and learn how to manage it when the signs occur. (Dobbs
2014) One of the best ways to start this path to awareness is to talk about it openly with team members and
leaders. We also need to identify and address it in ourselves. This can help entire work team.
It can be discussed at team meetings, organizations can offer routinely scheduled assessments and even
advise new team members about compassion fatigue and resources available when hired. (Dobbs 2014)
For those leaders needing a financial incentive, practices and organizations with improved mental health
among team members will see increased production and less time taken off work, therefore making the
organization or business more profitable.
We can also help each other become more informed and create a culture of wellness. It is imperative that we
recognize value of self-care and take time to actually do it. It is as important as taking care of the needs
of others. If you don’t care for yourself, you will end up having nothing left to give to those around you. This
includes family, friends, clients, patients and coworkers. All of these can be impacted. We can also help each
other by being conscious of the stigma associated with seeking professional help. This should be practiced
with being aware of what we say and do, and avoidance of “lazy” labeling of mental illness. Recognize that
getting professional help is an act of self-care. This decision should be encouraged in a compassionate but
private way, and reinforced. (Dolce 2014)
By identifying it and addressing it in ourselves, we can potentially help entire work team. Remember, just being
aware does not make us immune.
There are several formal assessments available that can be used to screen the level of compassion fatigue and
satisfaction or quality of life a person is experiencing at that time. These include the Compassion Fatigue selftest, and the Professional Quality of Life Scale (ProQuol) (Figley & Stamm), both of which can be found readily
online. http://www.compassionfatigue.org/pages/selftest.html
Low Impact Debriefing is another tool that can be practiced. This can help the individual feeling stress or
suffering a work related trauma to vent when needed, but gives guidelines on how to do this safely. Often,
venting occurs without the insight of how the statements of the experience can have on the listener, which can
create a type of secondary trauma to that person as well. https://compassionfatigue.ca/low-impact-debriefinghow-to-stop-sliming-each-other/
The Interactive Screening Program is a program that has been adopted by several companies and schools and
could be utilized in practices and animal care organizations. The team members can take an anonymous online
self-check questionnaire that is processed by the system to evaluate the level of risk for that person. If a higher
level of risk is noted, then a counselor reviews the answers, provides an individualized response to that person
and offers the opportunity for an anonymous online dialogue. This can then be used to help give reassurance
and connect the person to resources in his or her area appropriate for the concerns presented. This program
offers some unique benefits in that it can be used to reach a group of people that might not otherwise seek help
on their own. This program is not a replacement for individualized mental health treatment.
https://www.afsp.org/the-interactive-screening-program
QPR is an acronym used to explain the steps of questioning and mobilizing on the risk of a person considering
suicide. This can be used by any person, there is no professional training needed.
Question… a person about suicide
The current level of thought is that if you’re wondering if you should ask a person if he or she is considering
suicide, the person has probably considered this option. This does not “give them the idea to do it.”
Persuade… a person to get help.
The most important thing to do is to listen. Do not try to solve the problems for them, do not try to rationalize or
comfort that the feelings they have will go away or are insignificant “because other people have it worse” than
they do.
Refer… the person to the appropriate resource.
This might be a hospital emergency room, a family physician or clergyman. Ideally go with the person to seek
help, you can call to make an appointment for them.
QPR is not counseling, it is a quick strategy for an individual to follow in a mental health emergency, like CPR
for a physical emergency.
www.qprinstitute.com/about.html
Ruby 2014 summarizes the steps that can be taken to support compassion satisfaction and mental wellness
both for individuals and for the animal care profession as a whole:
Individuals:
1. Take care of yourself- seek help if struggling
2. Recognize that perfection is neither attainable nor healthy motivator
3. Recognize asking for help shows strength and courage, not weakness
4. Take a risk and reach out if you suspect someone is struggling
5. Be direct- If you sense someone is in trouble, ask if he or she has considered suicide
6. Listen to and validate the colleague’s pain
7. Encourage the colleague to get help
8. Follow through and support colleagues while they get help
The Profession:
1. Employ a counselor or social worker at every veterinary school
2. Make mental health and well-being education a mandatory component of training
3. Demand acceptance and support of those seeking help for mental health struggles
4. Conduct conversations about these issues at every conference, leadership training event, and professional
association meeting
5. Encourage and fund research into causes and treatment of suicide within profession
Conclusions
Compassion fatigue is a common problem in the veterinary profession.
Stress, compassion fatigue and burnout can lead to depression.
Veterinary professionals have a higher rate of suicide than general population and other medical professionals
There is something you can do.
Your life matters. You do not need to earn the right to take care of yourself. (Dolce 2014)
You can help those around you, both individually and as an organization.
Prevention is worth saving a life!
References/ Resources
American Foundation for Suicide Prevention
http://www.afsp.org/coping-with-suicide-loss/find-support/find-a-support-group
American Association of Suicidology
http://www.suicidology.org/suicide-survivors/suicide-loss-survivors
Alliance of Hope for Suicide Survivors
http://www.allianceofhope.org/alliance-of-hope-for-suic/support-groups.html
Suicide Awareness Voices of Education
http://www.save.org/index.cfm?fuseaction=home.viewPage&page_id=4B0DEB88-F1DB-B293A9A1A6E313A1B3DE
When Helping Hurts: Compassion Fatigue in the Veterinary Profession. Kathleen Ayl, PsyD
Ruby, K. What Can We Do About Suicide?
http://www.veterinaryteambrief.com/article/what-can-we-do-aboutsuicide?utm_medium=email&utm_source=Veterinary+Team+Brief+eNewsletter&utm_campaign=VTB+ENL+N
OV+18+2014
Why We Should All Start Talking About Mental Illness
http://www.livestrong.com/blog/start-talking-mental-illness/
AVMA Wellness Resources
https://www.avma.org/ProfessionalDevelopment/Personal/PeerAndWellness/Pages/wellness-links.aspx
Once more unto the breach, dear friends, once more.
https://thunderjump.wordpress.com/2014/10/04/once-more-unto-the-breach-dear-friends-once-more/
Mathieu, F. Running on Empty: Compassion Fatigue in Health Professionals. Rehab & Community Care
Medicine, Spring 2007
Kahler, S. Moral stress the top trigger in veterinarians’compassion fatigue JAVMA News 1 2015 p 9-11.
Bartram D.J, Baldwin, D.S. Veterinary surgeons and suicide: a structured review of possible influences on
increased risk. Vet Rec (2010) 166, 388-397.
Bartram D.J, Baldwin, D.S. Veterinary surgeons and suicide: influences, opportunities and research directions.
Vet Rec. (2008)162, 36-40.
Skipper, G., Williams, J. Failure to Acknowledge High Suicide Risk among Veterinarians. JVME (2012) 39(1)
6, 79-82.
Platt, B. et al. Suicidal behaviour and psychosocial problems in veterinary surgeons: a systematic review. Soc
Psychiatry Psychiatr Epidemiol (2012) 47: 223–240.
Witte, T.K. et al. Experience with Euthanasia is Associated with Fearlessness about Death in Veterinary
Students. Suicide and Life-Threatening Behavior (2013) 43 (2) 125-138.
Mellanby, R.J. Improving wellbeing in the veterinary profession: recent advances and future challenges. Vet
Rec 2013 173: 264-265.
Hafen, M. et al. The First-Year Veterinary Student and Mental Health: The Role of Common Stressors. JVME
(2008) 35(1) 102-109.
Drake, A.A.S. et al. Predictors of Anxiety and Depression in Veterinary Medicine Students: A Four-Year Cohort
Examination. JVME (2012) 39 (4) 322-330.
Nett, R.J. et al. Prevalence of Risk Factors for Suicide Among Veterinarians — United States, 2014. CDCP/
MMWR February 13, 2015 64(5) 131.
Dobbs, K. Compassion Fatigue: The Cost of Caring. Veterinary Team Brief, 2014.
http://www.veterinaryteambrief.com/article/compassion-fatigue-cost-caring
Dolce, J. Depression and Suicide In Animal Care Professions: What Can We Do? 10/21/14.
http://jessicadolce.com/depression-suicide-animal-care-professions/
Larkin, M. Finding calm amid the chaos
When it’s not the patient who needs a wellness check, but the veterinarian.10/30/13.
https://www.avma.org/News/JAVMANews/Pages/131115a.aspx
Canine Stress in the Shelter- The Case of the Spinning Dogs
Sara L. Bennett, DVM, MS, DACVB
Veterinary Behavior Consultations
Evansville, IN USA
Animal Welfare
Five Freedoms (Farm Animal Welfare Committee 1979)
Freedom from hunger and thirst
Freedom from discomfort
Freedom from pain, injury or disease
Freedom to express normal behavior
Freedom from fear and distress
Why are these important? Because stress affects welfare and adoptability. If we can identify signs of stress in
sheltered dogs and address them, we should be able to improve adoptability.
Signs of Stress
Fear and anxiety. These behavior states and body language were discussed briefly in the previous lecture.
Additionally, watch for dogs that are withdrawn, curled up in back of the kennel, showing a lack of interest in
social interaction. This can be a state of apathy and extreme stress, often called Learned helplessness, where
an animal feels as if he has no control over the environment or events that occur around him.
Frustration can be defined when an animal is motivated to perform a behavior but does not have an appropriate
outlet. This can result in high arousal, lack of impulse control including jumping and mouthing behavior. It can
also result in acute conflict, displacement, or stereotypic behaviors. Cage biting and aggression can also
occur. Aggression initially based on frustration often presents as fence running, barking and lunging and
charging the kennel door. It is understandably very difficult to ignore some of these unwanted behaviors.
Animals considered at particular risk of behavioral deterioration due to frustration include highly social dogs and
cats. They can be very socially motivated to interact with people or other dogs and cats. Highly trainable
breeds such as the working breeds also fall into this category, including terriers (all terriers.) Highly trainable
breeds learn quickly through operant conditioning (trial and error learning). It is important to not forget that this
is occurring all of the time, whether we want it to or not. This is why it is worth remembering the Law of Effect,
and that it can and does apply to sheltered dogs, fearful or frustrated.
Law of Effect
Behavior resulting in pleasant consequence strengthened/ Increases in frequency
Behavior resulting in no consequence is weakened
Behavior resulting in unpleasant consequence Weakened/ decreases in frequency
Remember the interpretation of the consequence is based on the dog’s perception, not ours!
A Few Words on Aversives
Basic facts of Positive Punishment:
This is a complex technique that is difficult to use and therefore often ineffective in practice. It is poorly
understood by most individuals and often overused. If it is being used effectively, it will work to decrease the
behavior within 3-4 repetitions. If it is taking longer than that, it is not working. Probably because it is not being
applied correctly. Therefore, a different quadrant of operant conditioning or a different type of learning should
be implemented.
Requirements for correct application of positive punishment:
Motivation strength- The motivation to avoid the punishment must be higher than the motivation to
perform the unwanted behavior. This can be challenging to meet in dogs with very high motivation, such as
chase behavior.
Contingency- The punishment must occur every time the behavior occurs and never when it doesn’t. It
must be perfectly predictive.
Intensity- The intensity of the punishment must be strong enough to stop the behavior but not so
strong as to traumatize the dog. There is a very fine line between these two, and if the initial guess of intensity
is off, the damage can already be done after the first attempt of punishment application.
Timing- The punishment must be applied during or no later than within ½ second of the behavior
ending. Poorly timed punishment application is no better than a random act of violence to the animal because
they are unable to make the association with their behavior and the punishment. This is inhumane.
Alternative- The pet must know how to stop the punishment and to avoid it. Therefore, we must teach
the pet an alternative behavior before ever applying positive punishment. Many times, just teaching the
alternate behavior and managing the environment leads to effective reduction of the unwanted behavior in a
much more humane manner without ever having to resort to positive punishment.
Stress in the Shelter
There are many factors in a shelter setting that can be evaluated for stress reduction. Several of these will be
reviewed below.
Environment and Housing
Several studies have evaluated housing in kenneled or sheltered dogs. Dogs housed in larger pens spent
more time moving and less time performing repetitive behaviors. Access to outdoor space was associated with
a decrease in stereotypic behaviors but sometimes an increase in activity. This must be considered in light that
by the very nature of offering outdoor space or group housing, this change increases the physical complexity of
kennel environment and therefore opportunities to interact with it.
(Hughes & Campbell 1990; Hetts et al 1992; Hubrecht et al 1992; Beerda et al 1999)
Beds have been shown to facilitate welfare improvement as well. Moving the bed to the front of the cage
caused the dog to be more likely to be at the front of the cage even though it’s activity was not altered. Dogs at
the front of the kennel were viewed as more attractive to visitors so this small change might indirectly increase
welfare by facilitating adoption.
Another study showed young dogs offered a raised platforms used them 55% of the time. After two months
these dogs were rated as more confident, friendly and playful than previously.
(Wells & Hepper 1992, 2000; Wells 1996; Hubrecht 1993)
Conspecific Social Interactions
Keeping dogs in groups give them the opportunity to satisfy the basic biological need for physical exercise and
social contact with conspecifics (individuals of the same species).
Dogs housed singly have been shown to be at an increased risk of behavioral abnormalities, particularly the
they have been isolated from a young age. Behaviors that are more likely to occur more often include
repetitive circling, vocalization, and self-grooming. A few studies have shown a dramatic reduction to almost
complete absence of stereotypic behaviors in group-housed dogs.
(Sonderegger & TuAn ;Thompson et al 1956; Fuller & Clark 1966; Scott 1980; Hubrecht et al 1992; Hubrecht
1993; Mertens & Unshelm 1996; Beerda et al 1999)
Group-housed shelter dogs were also reported to be more active, less aggressive, and quicker to re-home.
These same dogs showed fewer behavior problems in the new home.
When housing multiple animals singly in the same area, it is important to remember that being able to see and
hear conspecifics without the opportunity to physically interact with them can be very frustrating for some dogs.
It can also be quite frightening for those dogs that have a fear of unfamiliar dogs. Therefore, each individual
should be considered independently when making the decision to group house.
(Mertens and Unshelm 1996 ; McAfee et al 2002; Mills & Davenport 2002)
Human Social Interaction
The presence of people can be both stimulating and calming for dogs. Periods of human activity were
correlated with increased dog activity and barking but dogs more likely to stand near the front of the cage and
bark during busy visiting periods.
(Neamand et al 1975; Hughes et al 1989; Hetts et al 1992; Wells and Hepper 2000; Sales et al 1997; Ledger et
al 1996)
Human contact might also help to decrease stress-related behavior and physiology, and this can be a
mechanism for helping kenneled dogs cope with stress. Petting can reduce heart rate, after an initial rise upon
greeting.
(McMillan 1999; Hennessey et al 1998; Lynch & Gantt 1968; Kostarczyk 1992)
But, just as with conspecifics, visual access to people without physical access can be over-stimulating, facilitate
barking and be source of frustration. And, fearful dogs in shelters might be negatively impacted by the
presence of people, especially during maintenance or visiting times. This leads to a negative impact on
welfare. The effect each environmental and social adjustment must be measured for the benefit vs potential
negative impact, and the housing system and interaction plans made on an individual level for each dog and it’s
particular temperament, stress level and response to the adjustment.
The rest of this lecture will be comprised of several case examples of various presentations of kennel stress in
sheltered dogs.
References available upon request.