GUEST POST-Cooper the Puppy!!!

by Seanna Miller

Long before Cooper came home, I had placed the call to Dogs in the Park. Dogs in the Park was known to me – I had played at Sue and John Alexander’s wedding, many, many moons ago. As a matter of fact, Sue Alexander was my supervisor during my high school co-op – even more moons ago! I wanted puppy classes, and I wanted to make sure Cooper had a spot in a class with my good friends. I still remember the first reaction from Sue – “you got a what? A welsh terrier? What interested you in that breed?”

And so I told her. I wanted a breed that was independent, smart, small, feisty, with a sense of humor. I wanted a terrier specifically because I wanted a training challenge. Sue agreed that I would definitely get that. And I did – you can check out the blog post on Cooper here.

Back to puppy class! It had been about 10 years since I had a puppy. Chance, my heart dog, was a brilliant old man. I knew that because he was so easy, because we got each other, that I was in no shape to handle an unpredictable bundle of energy that would be Cooper the Puppy, and then Cooper the Dog.

Sure, long before Cooper came home, I had a crate, toys, food bowls, leashes, collars, harnesses – everything was worked out. I had dogs before, I knew what they were about, but I also knew that I needed help. I knew that puppy development was extremely important and puppy socialization was critical. And, I reasoned, a puppy is like a baby, and if new moms get help and support through all of the social programs out there, why couldn’t I get that same kind of help with my new puppy to ensure he had the best start possible to become the best dog he could potentially be?

 

Our timing was a little off. Cooper was due home a couple of days after the first puppy class, but that would be no problem – The Puppy Guy (aka John Alexander) would take care of us with a private catch up lesson – free of charge! I was also surprised to find out that the classes were an hour and a half long.

Feeling well prepared, Cooper and I went to our first class. He was so small! And the room so big! We went to our first class when he was 8 weeks old – Dogs in the Park takes great care to ensure that the puppy room is bleached to eliminate concerns around parvo, and that the toys are all sanitized. Cooper had a blast, because the puppy room – a nice sized room, was filled with toys, a rocking chair, crates, water bowls – all kinds of things to encourage a puppy to explore.

In our first lesson I learned all kinds of tips to help with toilet training, crating, and nipping. I was able to ask all kinds of questions about some of the odd things that Cooper was doing (I had one of those dogs that did not have any issues with peeing or pooping in his appropriately-sized crate). The Puppy Guy answered them thoroughly, and patiently, and delighted in my little Cooper stories (when Cooper first came home he loved to carry his metal food bowl around). I learned that we now know that choke chains are dangerous for dogs (and why). I trained Chance on a choke chain because that’s what we did 12 years ago – now I know differently, and I do better. Yet another reason why going to puppy class was the right decision for me!

Puppy class became the best fun I would have all week. Cooper loved going to puppy class, because there were other puppies to play with, lots of fun things to do, and of course, he loved his Puppy Guy, from whence all good things came (treats, toys, you name it!). Puppy class would go something like this:

• ·         In the first class, puppies come in and they would have the opportunity to run around and play, often to the sound of a CD filled with all kinds of strange sounds (this is to help them learn that strange noises are OK!)
• ·         In the second and following classes, puppies learn that they have to work before they play (following my favorite rule with Cooper – NILIF – Nothing In Life Is Free) by being tethered to the wall and asked for behaviors before getting their first play session.
• ·         After a short play time, we would pick up the toys, put them away, then work on sits, or downs, or “leave it”. Some days we would have competitions for the longest down stay – Cooper never won those, but we tried hard nonetheless.
• ·         After this short obedience time, we would let the puppies loose to wreak havoc on the puppy room again. The rule was that the two legged folk would have to constantly be moving around, doing body and collar grabs, immediately feeding and then returning the puppy to play. Puppy class sometimes tired me out more than Cooper!
• ·         We would toilet the dogs a couple of times during class, outside. The Puppy Guy was always on hand to answer questions, and we learned how to train our pups how to eliminate on cue (so useful!)
• ·         Finally, my favorite – “Pass the Puppy” where we would sit and talk about various topics related to puppy raising, and handle puppies throughout (examining feet, ears, eyes, paws, etc). Of course, it was also a good time to cuddle those cuties.
• ·         The class would bounce between these activities so that neither puppies nor people would get bored, or overexcited.

There was always homework to do between classes but handouts describing how to approach the homework were very helpful. The Puppy Guy also answered questions between classes, and I can’t count the number of times we were leaving and there would still be some discussion going on. Dogs in the Park definitely went above and beyond to make sure that the puppies that were entrusted to their class had the support they and their owners needed.

And yes, it did take me FOUR weeks to teach Cooper to lie down on cue. Every one of those four weeks I would come in to class, feeling like I had failed in teaching this essential skill to my puppy (not the lying down part, the lying down ON CUE part), describing in great and – I’m sure – boring detail to The Puppy Guy every single frustration and tactic I had tried. It’s as if Cooper knew what I was up to, and spent much of his time staring off into space, standing rock still, ignoring me completely. The Puppy Guy was sympathetic, and encouraging. I hadn’t failed, he said, I just had to keep trying. Cooper and I would figure it out. His confidence and encouragement kept me going. I still remember the night when Cooper looked at me, sighed, and went into his down. I clicked, I treated, I jackpotted, I partied! I still remember it as my single biggest success during Cooper’s puppy days.

Cooper and his Puppy Guy!  Welsh Terriers love to snuggle....until they see something they want more, which is often almost immediately!

As I write this on the anniversary of Cooper’s arrival into my life, I am reflecting on the amount of time I have spent on my dog – most of it during his puppyhood. Thanks to Dogs in the Park and puppy class, and following on that, their equally impressive Levels classes, I am reaping the dividends of that early work. Cooper is a quintessential welsh terrier, with all of the independence and sense of humor that I was looking for, and he’s a great dog.

I’ve since moved countries and I miss Dogs in the Park terribly. A puppy class at Dogs in the Park is not a simple puppy class. It’s an entry ticket to a wonderfully supportive and accepting community, one that I continue to visit every time I go home. Cooper and I are always welcomed. I have yet to find a dog training school or dog training community that offers everything that Dogs in the Park does.

Puppy class was the single most important decision I made in my dog’s life to date, and it made me my Puppy’s Superhero. What are you doing to be your puppy’s Superhero?

(PS – you can follow Cooper the Dog on facebook, here)


From Sue:
Thanks Seanna for guesting my blog today!  We cannot wait for Dogfest and hope to see you there again this year!

If Only Cooper Could Talk

Cooper!

          

Cooper, the three-ish year old Welsh Terrier who visited us for two months this fall, is an opinionated, intense and extremely funny little guy.  He grew up in Guelph, attended puppy classes at Dogs in the Park, moved on to our Levels program and spent a good deal of his time training his person to be the best she could be.  He taught her for instance that Welsh Terriers don’t like cuddling.  They like scheduled, short periods of affection, in private, quietly, at a predictable time.  He taught her that Welsh Terriers DO like hunting and ratting, but that toads taste bad and should not be disturbed.  He also began teaching her about ratio strain, schedules of reinforcement and many of the vagaries of operant conditioning, but then she moved him to the United States and they started on her advanced education.

In the US, Cooper could not find a training school that fully met his needs.  He did find an agility class that was kind of fun, where he taught the instructor that luring is lame and shaping rocks and rolls.  He taught another instructor the value of the one hour sit stare.  That is when the dog doesn’t like what is happening in class and sits.  And stares.  For an hour.  He taught his person the value of a scale of reinforcers and that sometimes you need a variety of reinforcers to keep a Welsh Terrier in the game.  Cooper took great pains to teach his person that the more you spend on Rally-O trial fees the more likely it is that you are going to be embarrassed by your dog.  When I visited, Cooper was so pleased he took a hour out of his precious day to demonstrate to me all the Rally moves he had learned successfully, but since I wasn’t at the trial, he took the opportunity to show his person new ways to do the Halt-Stand-Walk Around that included Halt-Stand-Pee on the Rally Sign while your person is on the wrong side of you.

Cooper teaching dog training

Along the way, Cooper’s person had a very good job and settled into her new life until a calamity occurred, and then Cooper needed temporary accommodation for two months.  Here at our farm, life is quite different than it was at home for Cooper.  Here Cooper lives a very structured life in our kennel with regular house time and training time and long country walks, but that doesn’t include things like “watching your person get ready for work” or “tolerate snoogling on the couch”.  At our house, Cooper spent every night in his crate.  He got yard time several times a day in the company of a very wide variety of dogs-sometimes as many as twenty different dogs in a week.  At least five days a week Cooper got to go to class, and some days he got to do class twice and had some private sessions with a variety of trainers in training.  Cooper was fed twice a day in his bowl at predictable times, with the rule of if you don’t eat, you can have dinner in class for training treats, and if you don’t want dinner as treats, then you probably aren’t terribly hungry (and yes, we kept track of how much the little dude got each day, so that he never actually missed a meal-sometimes he just got more training opportunities).  Cooper taught us the true meaning of a schedule nerd; he loves his schedule!

When his person came to pick Cooper up, he was delighted to see her and showed her a bunch of cool things that he had learned and then asked to go back to the kennel.  Three times that afternoon he came up for short visits and asked to go back to the kennel.  He was happy to see his person, delighted in fact, but he also was very clear that there were aspects of his life here that suited him just fine.  One of those things was a lot more down time than most pets get.  For whatever reason, Cooper likes to spend time in his crate.  By himself.  And he likes to spend time with his dog friends, unencumbered by the responsibility of always training his person.  

On the first evening, his person brought him upstairs to sleep in her room.  After an hour, he asked to go down to the kennel.  First vaguely, by being restless ,and then firmly by sitting and staring at the bedroom door.  We have long known that Cooper is a dog who likes his sleep, and prefers to sleep long and hard each night.  In the morning, Cooper was thrilled to have some training time, some attention and some scritches by his person, but again, he wanted to go back to the kennel.

Cooper’s person has struggled in classes in the states, and not because she doesn’t do her homework or because she has lacked for good coaching.  Part of the problem lies in the philosophy of training that Cooper espouses.  Cooper does not “get” trained.  He participates in it.  Cooper teaches his person as much as his person teaches him.  Cooper will accept nothing short of a 50-50 partnership.  Not only does he want to learn tricks and skills, but he expects his trainer to be actively learning too.  In our classes, with vet students and our staff working with him, with John and me participating in training, Cooper worked willingly for an hour or longer at a time, where at home, he would often quit on his person and give up in disgust after short periods of time.  If the trainer isn’t learning, Cooper isn’t interested in learning either.

I have often thought about what Cooper might say if he could talk.  The first thing that I think Cooper might tell us is that he is an intensely private little guy, and somewhat of an introvert.  Cooper would not tell you about his birthplace or the puppies he met in puppy class, because I think for Cooper, that is private information.  Cooper would also tell us that he likes his sleep.  Lots of it, in private, without disturbances.  On the other hand, Cooper is a responsible little guy, and he will tell you when the new neighbours upstairs get home from work at one in the morning.  Or when the person in the next hotel room gets up and goes down the hall for ice in the middle of the night.  Those are activities Cooper thinks you should know about.

I think Cooper would tell you that if you cannot think up a way to make the game meaningful to both of you, he isn’t interested in playing it.  Cooper is very interested in what makes people tick, and he manages to hit the nail on the head reliably time after time.  Cooper isn’t interested in being pandered to, and if you are not at least equally interested in what he is interested in, then he isn’t interested in playing whatever game you want to play.  

 

When Cooper is working with a vet student who is at Dogs in the Park to learn about training, he decides when they are ready to move to a variable schedule of reinforcement, and stops giving them cued behaviours the first time they ask.  Sound weird?  Yup!  Just when the student begins to grasp a one to one behaviour to reinforcement ratio, Cooper will start embellishing the system, adding bits and pieces, taking bits away and challenging the student to fine tune his or her skills.  He reinforces good timing with desired behaviours, but when the student is sloppy with his timing or cues, Coop throws nonsensical behaviours to make the student back up and start fresh.  He knows exactly when to apply the pressure of a lack of interest and participation to give the student just what is needed in terms of a learning experience.

Cooper has needs...and is most co operative when his needs are met

Cooper would also tell you that a doggy social life is essential to his well being.  Without social time, Cooper is a sad little puppy, and he will impose his view of this matter on you by dragging towards dogs he wants to meet.  Cooper isn’t unreasonable.  He will work off leash, in the presence of food on the floor and other dogs in the room, provided his needs have first been met.  From Cooper’s point of view, fair is fair, and if you aren’t going to be fair in letting him have social time, he will take care of that matter himself.

Cooper is a unique, highly communicative dog.  He is a fascinating fellow and I am fortunate to have worked with him for the past two months.  I think if Cooper could talk, he would have a lot to tell us, but the real lesson to learn from Cooper is that training is a partnership.  When you meet all of your partner’s needs, and you are willing to learn from your partner, you can both achieve great things.  I think Coop can teach us a lot about training not being about skill acquisition, but rather about meaningful activities that you do together, or more simply, about your relationship.  A good relationship is a careful weaving of needs of both parties and boundaries you each need to feel fulfilled.  It is a blend of common goals and activities and give and take on both sides, and Cooper is a dog who is unwilling to accept anything less than his fair share of the relationship.  Cooper is perhaps the best trainer, dog, horse or human, that I have ever met.

Thank you Cooper for an instructive two months.

INTERPRETING THRESHOLDS

NOTE TO MY REGULAR READERS:

Those of you who follow my blogs will have noticed that there has been a long delay since the last blog I posted on March 2nd of this year.  On March 20th, I fell off my horse and sustained a concussion.  One of the things I have not been able to do very well has been to read and write, so I have not been blogging.  Here is my first writing effort since my fall; I hope you enjoy!  I don't promise to be back as often as I have been for a while, but I take it as a good sign that I was able to put this together today.  Thanks for reading.

INTERPRETING THRESHOLDS

A threshold is the limit at which a stimulus causes a response.  When a single mosquito flies past you, most people don’t take note or get concerned; they are below threshold for mosquitoes.  If the mosquito lands upon you and starts to sting you, most people become aware of the mosquito; you could then say that they are at threshold for mosquitoes.  If a swarm of mosquitoes were buzzing towards you, and some were already stinging you, and you were swatting them and trying to get away, then you could say that you were over threshold.  

When working with dogs with behaviour problems, we look at the things that concern the individual dog, and we ask “at what point do these things become a problem for the dog?”  It is tempting to look at the things that dogs are concerned about and classify them according to if you think they should be of concern to the dog or not, but this isn’t helpful.  Looking at each dog and determining what their individual threshold is for a variety of stimuli helps trainers to determine at what point they need to change their training plan.

Thresholds and arousal are closely linked.  Going back to the mosquito example, most people are pretty relaxed about a single mosquito flying around.  When a mosquito lands on us, we become a tiny amount more aware or aroused about that mosquito.  And if we are swarmed by mosquitoes, we become vigilant and aroused, ready to act quickly if needed.  By making the link between arousal and thresholds, we can easily determine at what point we can move the dog’s threshold. 

When a dog is below threshold, they can habituate or just become gradually accustomed to the stimulus.  This is useful information if you want your dog to learn to tolerate a stimulus that you can easily control and present below threshold, but often, we cannot control the target stimulus that readily.

When a dog is at threshold, we can use Classical Conditioning to pair the target stimulus with something that the dog likes a lot.  If for instance, the dog is concerned about men wearing hats and you can present a man with a hat at a distance, so that the dog is aware of the man in the hat but not upset by him, then you could give the dog treats so that he associates men in hats with treats.  You need to repeat this until the dog is well below threshold in order to be successful, and sometimes this takes a great number of sessions.

When a dog is over threshold, he cannot learn at all.  He is aroused and overwhelmed.  Being aroused and overwhelmed can come in two flavours-he may be extremely happy or he may be really frightened.  The dog who is presented with a Frisbee and who barks and lunges and bounces around is as aroused as the dog who is presented with the frightening man in the hat and who stands and shivers.  Either way, his arousal level needs to come down before he can even begin to think, much less learn new things. 

YOU, ME AND US

Riding Kayak has brought me a number of important lessons about being a novice working with a species I am not intimately familiar with.  I am not saying that I am not familiar with horses; I am!  I am just not as familiar with horses as I am with dogs.  Lately I have been thinking about my role as trainer, and my horse’s role as learner, combined with our joint role of being partner’s to one another. 

Some of the time, when I ride it is all about Kayak.  It is all about what she needs and when she needs it, and the skills I am trying to develop in her.  It is about meeting strange things successfully and facing fears and overcoming them.  Our most recent challenge has been puddles.  As far as Kayak is concerned, putting a hoof in a puddle is really, really dangerous and she might be sucked deep into a vortex from which horses never return.  When we walk up to standing water, she snorts and huffs and puffs and if I am too insistent, she may side step and crow hop.  As someone with a strong back ground in behaviour, I know how to get through this using classical conditioning, and approach and retreat and clicking for moves towards that puddle.  It took me about ten minutes yesterday to convince Kayak to put both of her front feet in a puddle, which is a big step towards success and the culmination of several lessons of approaching, clicking and retreating.  So there she is, both front feet in the puddle.  This challenge has been all about Kayak and her needs. 

Sometimes, it is all about me.  I am competent rider, but not a confident rider.  This means that some of the time, I need to work on MY skills and confidence.  I am an intermediate level rider, and progressing well along the journey towards solid horsemanship, but I am not yet there.  This is a journey of a lifetime, and I will never stop learning about riding.  I work on things like posture and position, of clear communication, of good position through both upwards and downwards transitions (going from the walk to the trot and back again for instance).  I work on staying calm in the saddle in the face of things that might be difficult for my horse.  On those rides, it is all about me.

I see this split between the trainer and the learner with my students all the time.  Some of the time, the learner is the dog and some of the time the learner is the person.  Sometimes the dog needs to have their learning needs met, right now, without regard for what the human learner needs.  When the information is not clear to the dog, he cannot be successful, and the more I train, the more convinced I am that repeated success if the single most important part of the training process.  If the dog isn’t clear about the work he is doing, he is not going to be successful and he is not going to be able to make this work.  The more often that your dog is successful, the faster and more effectively he will learn, and some of the time, it is all about what the dog needs when training.

Periodically though, coaching my students to meet the needs of their dogs doesn’t meet the needs of the student.  This happens when the student isn’t clear and cannot convey clear information to the dog.  When this happens, I need to address the needs of the student, and that may mean in the moment, not addressing the needs of the dog at all.  In order to make things clear to the human end of the partnership, I may choose to have them work with their dog on an already trained behaviour, or I may choose to have them work with a different dog who knows more, or I may do a walk through where the human and I take the roles of the trainer and the dog and switch around until the human understands what they need to know about the exercise.

It is important to note though that the goal is not developing the dog or developing the trainer.  It is about developing the team to work as one.  When I ride Kayak, I am strongly reminded of something one of my early mentors said about dogs; “If we had to get up on their backs and depend on their soundness and understanding of the work, we would breed and train differently”.  I wish I could remember the name of this man who seemed to be at every dog show I went to (he was on  crutches all one year, but that is probably too little information!), because he is absolutely right.  If I set things up the wrong way with Kayak, she could kill me.  If I asked her for instance to canter down the hill on my farm towards our farm pond, I don’t doubt I could get her to do it, but it would not be safe.  She would be frightened and I would be frightened and most likely something would go badly wrong, especially at this icy time of year.  At best, I would fall off and she would stand there looking down at me, asking me what sort of a fool I was to ask her to do that sort of a stunt.  At worst, she would break a leg and roll on me and hurt me so badly I could die.  So even on the days when I am working more on me than on her, there is an imperative that I only ask her to do things we are both ready to do.  If I ask her for things we have not prepared for, I could die.

In dog training the imperative is still there, but the consequences aren’t.  Rarely would a dog cause you serious harm in your day to day training.  Yes, there are dogs who would bite me and who might cause me great harm, but for the most part, that won’t happen.  The worst case scenario if the trainer asks the dog for things the dog is not prepared for, is that the dog fails.  The problem here is that the dog’s failure is not something that deeply impacts the trainer in the moment.  Yes, the trainer may be frustrated, but that is nowhere near as important to the trainer as being rolled on by their horse.  The dog’s failure just doesn’t impact the trainer nearly as much as it might impact the dog.  This means that as an instructor, and as a trainer, there is a higher level of responsibility to set training sessions up so that the learner is successful.  The consequences are not there, so awareness must be greater. 

When the trainer sets things up so that the learner is successful, then something incredible happens.  When Kayak and I are on the same page, and I have set up the training session so that she can be successful more often than not, I don’t have to ask her to do things-I think them and we do them together.  It is a special kind of teamwork that just happens.  It isn’t that I don’t move my leg or use my hands on her reins, I do, but those movements are whispers not screams.  When I work with Eco and D’fer, my adult dogs, this happens in every training session because we have a deep and well developed connection; I think it and it happens, smoothly and gently.  I ask quietly with my voice and the way my body moves, and they respond.  They move in specific ways and I respond to their motions.  It is a dance of the animal giving me feedback and me responding and returning and changing as the dance continues.  When that connection develops, we are tied together in a special way, and that special goal is what I would like my students to experience.

ITS JUST ANOTHER BEHAVIOUR

Kayak, my horse, is four years old.  In dog terms that means that she is an uneducated older adolescent; she had great early socialization and lots of good handling and vet experiences, and she wasn’t permitted to develop bad habits, but really she doesn’t know much.  Kind of like Widget and Friday, the service dog candidates who are growing up with us.  They can sit, lie down, come when called, and for most part not drag me through hell and back when we walk on leash.  I am familiar with their sorts of dogs; I have handled dozens of them over the years.  When Widget jumps up on a stranger, I am not even annoyed; it is a recognizable error and I take steps to avoid it or decrease it.  When Friday scavengers a piece of bread dropped in a restaurant, I would prefer she hadn’t done it, but it is JUST ANOTHER BEHAVIOUR.  Yup.  That is right.  It’s just another behaviour just like sit, down, stand, come when called, pick up my socks and bring them to me, open the door, close the door, load the dishwasher (that is a behaviour that I encourage in my DH, not one I hope for in my service dog candidates!).

When it comes to Kayak, I am a beginner on a big learning curve.  I am learning about horse behaviour.  I am learning to read when they are annoyed with one another.  I am learning about how to ride in a more balanced way.  I am learning about a whole lot of things.  And Kayak does stuff that I don’t always recognize.  For instance, I would like to teach her to canter.  Actually, I should rephrase that, she knows perfectly well and has since she was about four hours old, how to canter.  I would like her to learn to canter when I want her to canter, on the correct lead, when I ask her to do so, and to stop when I ask her to do so.  Unforetunately, I am a novice horse trainer.  I am however a very experienced operant conditioning trainer and I recognize that when she doesn’t do what I want her to do, and does something else, it is JUST ANOTHER BEHAVIOUR. 

What does Kayak do that I don’t like?  Well, to start with, she and I had to come to an agreement about what lunging was.  What I meant by lunging was to move around in a smooth circle around me, with me in the centre of the circle holding a line attached to her halter.  What she meant was wander around, graze some of the time, stop dead and snort and once, she meant to bolt and run around the farm while I stood in my winter field boots and mockpurs and called out to anyone listening “horse loose, horse loose!”  She ran to my DH and his horse and stayed very nicely by them while I made my way over to retake her line.  And start again.  Because bolting is JUST ANOTHER BEHAVIOUR.  

Once we came to an agreement about walking and trotting on the lunge line, we began to work on the canter.  For awhile, Kayak thought that this new gait was called “trot really, really fast”.  No click there.  And no clicks means a frustrated horse.  So she tried something else.  What she tried was bucking.  Now, if you have ever lunged a thousand pounds of animal, who thinks that bucking and kicking and snorting is fun, you will realize that watching a horse kick out in mid air (not at me, just out!), at high speed doesn’t feel like JUST ANOTHER BEHAVIOUR.  It FEELS really scary.  It FEELS like you might die.  It FEELS like your universe is out of control and everything is coming to a crashing halt.  Really though, bucking and snorting and kicking is JUST ANOTHER BEHAVIOUR.  And behaviours change.

Kayak Trotting, Really, Realy Fast.  No Click!

I work on a regular basis with dogs with serious behaviour problems.  Dogs who bite.  Who charge and lunge.  Who jump up or who surf the counters and the garbage bins.  Dogs who bark incessantly.  Dogs who are afraid.  Often these dogs are doing things that feel out of control, dangerous or deadly.  When my young service dog candidates do something boneheaded, such as grabbing a lady’s purse in the mall (yes, shame of shames, I had a service dog candidate walk by a table with a purse just sitting there and whoops, he picked it up and walked several steps with it before I noticed!), I can recognize that this is JUST ANOTHER BEHAVIOUR.  Bucking and kicking doesn’t feel like just another behaviour though, and it is hard to remember what I know from dog training. 

Here is what I have learned from my years of dog training.  Behaviour is governed by emotions and contingencies and is subject to change.  Change the motivation(through classical conditioning, desensitization, counter conditioning, habituation, flooding or by using some medications), and the behaviour itself will change.  Reinforce (anything you do that increases the behaviour) alternatives and the undesired behaviour will not surface.  Use punishment (anything that decreases the behaviour) and you may never see it again.  So, although I do not advocate intentionally allowing a horse to buck and kick, or a dog to bite, it is important to remember, it is JUST ANOTHER BEHAVIOUR, and thus, it is something I can change.  And tomorrow, I will go out and change behaviours in the dogs, people and horses I encounter.  Its lots more fun when I remember that it is all JUST ANOTHER BEHAVIOUR.