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human-human ), ( b ) significant therapist or educator knowledge about dog behavior and communication , ( c ) completely voluntary participation by all , and ( d ) continual awareness of dog well-being while building on natural behaviors for dogs as a species , breed , and individual . Most therapeutic or educational interventions are built around the dog ’ s personality and preferences rather than expecting the dogs to learn many unrelated tasks or tricks . This goodness-of-fit approach to assessment and work allows dogs to be themselves while widening the range of activities that might be of interest to the dog and benefit to the clients . It is a requirement that the dogs actually enjoy the work , as shown in their body language , eagerness to participate , and engagement with the clients . A variety of positive reinforcers is incorporated into training .
The burden of responsibility for running the session effectively for the client while safeguarding the dog lies with the therapist developing significant skills in relating with dogs in mutually beneficial ways . Dogs are not expected to inherently respond appropriately to clients ’ emotional states , nor are they referred to as co-therapists . The human is the therapist and the dog is a partner , helper , or assistant . Therapists or educators using AAPT must first know their craft well before increasing the complexity of their work by adding animals to it , but it is rewarding to learn the many animal-related skills that enhance the therapist-animal relationship in ways that it can serve as a model and metaphor for the therapy relationship with human clients .
AAPT emphasizes that every single activity or interaction must simultaneously consider four factors . These are critical to the best outcomes in AAPT work .
1 . The needs and input of the clients . At all times , therapists or educators keep in mind the goals and needs of their clients or students .
2 . The needs and preferences of the dogs . This includes an awareness of the dogs ’ personalities and choices and builds the interventions in ways that incorporate these into the process .
3 . The therapist ’ s own theoretical orientation . Professionals work within their own field and in certain ways that suit themselves as individuals , too . This need not change but sometimes requires creativity in how one builds the interventions used into their ways of working .
4 . The environment available . AAPT professionals must consider the environments in which they work , both from their own point of view , but also from that of the dogs involved . Spatial needs , props , and movement and safety considerations play into what can and cannot be done at any given time .
The Important Role of Dog Trainers Dog trainers are important . They share important information and skills that can benefit the work that therapists do with their clients or that educators do with their students . They can help professionals understand their dogs better and provide creative ways to bring out the best in their dogs . On the other hand , trainers or behaviorists sometimes must help their therapist clients understand when an idea might not suit their dog . Perhaps it is unsafe for the client or the dog , it is likely to stress the dog , or it is asking the dog to learn a behavior that does not suit that dog ’ s own interests and personality . In these latter cases , the creativity I have seen over and over in the dog training community can be used to shift the focus to more suitable behaviors while still helping the therapists gain clearer and more realistic expectations of their dogs . While we can teach dogs many things , we must remember that the best forms of therapy honor the dogs for who they are , as a species and as individuals . Therapists who model acceptance of their dog provide wonderful models for their clients to incorporate in all their relationships . Canine professionals hold many keys that can assist this process while opening the doors to mutually beneficial therapist-dog relationships .
Risë VanFleet , PhD , RPT-S , CDBC , CAEBI , is a licensed psychologist , registered play therapistsupervisor , certified dog behavior consultant , and certified animal ethology and behavior instructor with 50 years of experience in mental health and 30 years working with animals . She is the founder of the International Institute for Animal Assisted Play Therapy ® and trains professionals throughout the world in that modality which emphasizes reciprocal human-animal relationships and animal agency and wellbeing . She also specializes in working with highly fearful , unsocialized , and traumatized dogs . She is from Boiling Springs , Pennsylvania ..
56 Building Better Trainers Through Education Photo by Haley Moskella .