The Approach to Behavioural Problems PDF

BVMSIII The approach to behavioural problems Part One Samantha Lindley BVSc MRCVS Intended learning outcomes ➢ Describe the distinction between clinical and social/environmental causes of behaviour problems ➢ Explain some straightforward behaviours of cats and dogs (day 1 competency) Social/en...

BVMSIII The approach to behavioural problems Part One Samantha Lindley BVSc MRCVS Intended learning outcomes ➢ Describe the distinction between clinical and social/environmental causes of behaviour problems ➢ Explain some straightforward behaviours of cats and dogs (day 1 competency) Social/environmental or Clinical/medical? Making the distinction “Necessary and probable conditions” Aristotle Social/environmental or Clinical/medical? Making the distinction ➢ Sudden onset with no environmental change Social/environmental or Clinical/medical? Making the distinction ➢ Unpredictable Social/environmental or Clinical/medical? Making the distinction ➢ Extreme for temperament Social/environmental or Clinical/medical? Making the distinction ➢ Disproportionate response to eliciting stimuli Social/environmental or Clinical/medical? Making the distinction ➢ No reasonable explanation for behaviour How behaviour problems present in practice Diagnosis Take a history Diagnosis When deciding which of the causes is likely, consider: Diagnosis Temporal relationship of the problem and proposed eliciting cause Diagnosis Temperament: (would this patient respond this way?) Diagnosis Experience: (would this patient’s experiences lead it to respond this way?) Severity/intensity of potential eliciting cause: Diagnosis (is it enough?) Diagnosis Context of potential eliciting cause (does it make sense?) Diagnosis Clinical examination Especially looking for: ➢ Pain: all sources ➢ Neurological deficits ➢ Dermatological disease ➢ Sensory deficits ➢ Mammary development and milk ➢ Heart rate/rhythm Day One…….. What should you know? The importance of early advice Deal with problems early but tactfully Don’t nag! Around vaccination Playgroups Alerts by your colleagues Practical approaches – first do no harm Principles: There is no time to assess the patient properly The advice must be safe for EVERY patient and not make ANY patient worse Learn to live with failure……. Make notes! Start early – learning is rapid between 4 and 12-16 weeks Instrumental learning General training and learning Conditioning Habituation Socialization Rewards: intermittent vs continuous Some common problems to consider Jumping up (on people) Motivation: normal care eliciting behaviour that may be reinforced and become attention seeking Some common problems to consider Attention seeking behaviours: First ensure that the animal is not genuinely needing help Other commonly given advice Distractor/punishment Physical deterrent X X Mouthing behaviour Motivation: initially exploration, instigation of play, possible lack of inhibition Advice: passively ignoring will not work Stop all interactions, remove hand and turn away (then assume as for all attention seeking behaviours) Other advice Substitute your hand for a toy X Squeal or yelp as though a sibling puppy X Smacking X Saying “no” firmly ? More complex problems Chewing/stealing (puppies) Motivation: Exploration Teething Attention seeking Pica Advice for chewing/stealing Try to establish motivation Provide a variety of substrates Increase mental stimulation Do not offer substitutes Use gentle “distant” distraction Stop attention/walk out Distractors for dangerous/valuable items Address pica! Although it may not be pica…. Other commonly given advice for chewing/stealing Making an issue out of it X Saying “no” X Removing the item X Chasing the dog around the garden… X The Ladder of Aggression How a dog reacts to stress or threat