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J114038

Module Code & Title

RC5508 Experiential Learning

Module Leader

Ellie Rose

Reflective Online Blog

Due Friday 25th April 2025

by 1.00pm

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RC5508 Student Appraisal Form (1) (1) sammy 

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Work experience with Bella Boos of Newport and Happy Hounds of Newport private field hire.

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During off-lead group play, a young dog exhibited persistent mounting and rough play, causing discomfort to a submissive dog. To manage this safely, a long line was used, allowing controlled movement and continued group interaction whilst preventing further harassment.

Concern for the dogs’ well-being and escalation in arousal levels, the decision to use a long line felt necessary, prompting reflection on alternative strategies and my leadership approach. Relief and confidence followed the successful stabilisation of the group dynamic.

The long line effectively controlled the dog, demonstrating an appropriate intervention. However, it also highlighted a need for more proactive strategies to address the dogs’ different play styles and prevent similar situations.

The incident demanded a professional understanding of canine communication and play styles. The dogs’ behaviour, though not aggressive, disrupted the group. My leadership involved recognising the escalating situation, making a sound judgement, and applying a tool for safe management. A long line provided external control to facilitate controlled interaction.

This experience reinforced the need for informed decision-making and skilful application of management techniques based on a solid understanding of canine behaviour. It prompts a shift towards proactive strategies to manage play dynamics and promote positive social interactions.

To develop my leadership and professional understanding, I can:

Implement thorough individual dog assessments to anticipate play style mismatches.

Develop proactive play management strategies, such as structured games and activities, to provide appropriate outlets for dogs with high energy levels and prevent disruptive behaviour.

Reflect on my leadership style, seeking feedback and striving for an approach that prioritises safety and positive social learning for the dogs.

By focusing on these actions, I aim to enhance my ability to make sound judgments and lead effectively in managing dog group dynamics.

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Work experience with Bella Boos of Newport and Happy Hounds of Newport private field hire.

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Whilst supervising 10 dogs of varied breeds, ages, and sizes with two professional dog walkers, we encountered a dangerous tower of tyres, left by a previous user of the private hire dog field, stacked on a table. The unstable structure posed a risk of collapse, requiring immediate intervention. We removed the tyres by passing them down carefully and placing them away from the dogs with one of us focusing solely on the dogs.

The unstable tyres caused immediate alarm due to the potential for injury. I felt responsible for the safety of the dogs and colleagues, creating a sense of urgency. Confidence in our team's ability to collaborate was balanced by the need for a quick and effective solution. The successful removal brought relief, tempered by the realisation of inadequate pre-session hazard checks.

Our collaborative tyre removal was effective, but the incident revealed a failure in our pre-session field assessment. We should have inspected the area more thoroughly before releasing the dogs. Our reactive solution, though successful, underscores the need for a more proactive and preventative approach.

The incident demanded rapid critical thinking: assessing the stack's stability, determining the safest removal method, and coordinating three individuals. This involved applying risk management and teamwork principles under pressure. It also highlighted a communication gap in our pre-session routine and the need for standardised field inspections.

This experience highlighted the importance of critical thinking and problem-solving in dog care. While our immediate response prevented injury, it emphasised the need for proactive, systematic, and preventative field management.

To improve my skills, I can:

Develop a detailed pre-session field inspection checklist for hazards.

Advocate for mandatory pre-session team briefings to discuss potential risks and protocols.

Enhance hazard reporting and documentation procedures for field management.

Participate in scenario-based training for emergency response.

These actions aim to enhance my proactive hazard management and contribute to a safer environment, aligning with my personal development plan's focus on risk management, decision-making, and team leadership.

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Work experience at Bonnie's Baths and Bubbles of Newport.

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The salon's clientele consisted of dogs of diverse breeds, sizes, and ages, exhibiting various levels of reactivity to grooming. My role focused on the initial bath, dry, and brush stage, preparing the dogs for styling. I encountered both fearful dogs, attempting escape, and defensively aggressive dogs, snapping during handling, particularly around sensitive areas. Managing these behaviours required adapting my techniques to each individual dog.

I felt a mix of anticipation and apprehension, eager to learn but aware of the potential for challenging situations. The intensity of reactivity was often surprising, creating moments of stress. I prioritised safety and minimising distress, constantly adapting my handling. The difference from managing reactivity in the open environment of dog walking was a key point of reflection.

The experience improved my ability to recognise and respond to reactive behaviours in a grooming context. Adapting handling techniques was crucial. However, the salon's time constraints sometimes conflicted with a more gradual, desensitising approach.

Reactivity in grooming differs from that in dog walking. In the salon, close contact is unavoidable, triggering fear, learned avoidance, and territoriality. This demands advanced handling, detailed knowledge of canine body language, and stress management, skills less emphasised in dog walking.

Bathing and brushing reactive dogs in a specialised salon significantly expanded my understanding of canine reactivity in confined settings. It highlighted the importance of specialised handling skills and ethical considerations in balancing safety and animal welfare.

To develop my skills and understanding, I can:

Seek training in advanced handling techniques for reactive dogs in close-contact situations.

Research grooming-specific behaviour modification protocols, incorporating desensitisation and counter-conditioning.

Enhance my observation skills to anticipate and prevent escalation.

Reflect on the ethical implications of handling reactive dogs, prioritising minimal coercion.

Develop strategies to optimise the bathing and brushing process to reduce stress for the dog.

By focusing on these actions, I aim to become a more competent and ethically responsible professional in managing reactive dogs during grooming.

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Left: Group walk dogs enjoying play time in an open space offering freedom in a safe and secure area. Right: A nervous dog uneased by the dryers in the salon.

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My experiences involved observing:

Dog Walking: Complex social dynamics in packs of varied dogs in open spaces, including play styles, communication signals, conflict resolution, and social hierarchies, plus managing unpredictable external factors.

Grooming Salon: Individual canine behaviour under stress from handling, restraint, and grooming, including fear, anxiety, and defensive aggression.

A key distinction was the nature of intervention: dog walking involved observation alongside managing external factors, while grooming necessitated direct management of the dog's behaviour in the salon environment.

Initially, both settings presented challenges: dog walking triggered anxiety about pack conflicts and external hazards, while the grooming salon was emotionally taxing due to animal distress. With experience, I developed autonomy in observation and resilience in challenging scenarios. Anticipating pack conflicts or accurately interpreting grooming stress fostered a sense of accomplishment.

Both settings significantly developed autonomy and resilience in behavioural observation. Dog walking fostered independent judgment in assessing group dynamics and external risks. The grooming salon cultivated composure and empathy in managing stressed animals. However, I identified a need for more systematic recording and analysis, particularly in the fast-paced salon.

Dog walking requires autonomy in interpreting pack cues and responding to external factors. The grooming salon demanded emotional resilience to manage animal distress and reactivity. Both settings emphasised ethical considerations: minimising stress and avoiding influencing behaviour.

My experiences enhanced autonomy and resilience in observing and interpreting canine behaviour, providing insight into contextual influences and diverse management skills. I gained confidence in behavioural assessment and composure under pressure. However, I need further development in systematic observation, data recording, and theoretical integration, especially for unpredictable dog walking scenarios.

To further develop autonomy and resilience in canine behavioural observation, I can:

Seek training in structured ethological observation methods.

Implement standardised behavioural data recording forms and terminology.

Develop a personal code of ethics for animal observation, prioritising welfare.

Conduct a literature review on contextual influences on canine behaviour.

Participate in scenario-based simulations of challenging behavioural situations.

Engage in peer review to refine observational and management skills.

By pursuing these actions, I aim to cultivate a more rigorous, evidence-based, and ethically informed approach to canine behavioural observation, improving my professional practice.

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The field trip involved a visit to a Guide Dogs training centre, where we observed various aspects of their operations. This included:

Breeding Programs: We learned about their selective breeding practices, focusing on health, temperament, and trainability.

Puppy Raising: We heard how volunteer puppy raisers socialise and train young puppies.

Formal Training: We observed qualified instructors working with dogs in advanced stages of training.

Matching Process: We gained insight into how dogs are matched with visually impaired individuals.

Research & Development: We heard about ongoing research into canine health, behaviour, and training methods.

Throughout the visit, we had opportunities to ask questions and engage in discussions with staff and volunteers.

Initially, I felt impressed by the dedication and expertise of the Guide Dogs staff. Seeing the dogs' potential to transform lives was emotionally moving; however, as the visit progressed, I began to question some of the practices more critically. I felt a growing curiosity to understand the evidence base behind their methods and the extent to which they incorporate current research. A significant ethical concern arose regarding the balance between human needs and dog welfare. While animal welfare standards have undoubtedly improved, I perceived instances where the dogs' needs seemed secondary to their role as an aid. This created a sense of unease, as I grappled with the inherent tension in using animals to serve human independence. I wondered about the dogs' agency and whether their inherent canine needs were always fully met within the highly structured training and working environment.

The visit was highly informative and inspiring. Guide Dogs demonstrates a strong commitment to their mission and achieves remarkable results. The dedication of the volunteers and the expertise of the staff were commendable. However, the level of critical enquiry and the explicit use of research findings in their day-to-day practices seemed to vary. While some areas, like breeding, appeared to be strongly evidence-based, others felt more reliant on tradition and anecdotal experience based on human needs and convenience.

This experience highlighted the importance of research, scholarship, and enquiry in all professional contexts. While practical experience is invaluable, it should be constantly informed and challenged by current research. The field trip raised several questions:

How rigorously are different training methods evaluated?

What is the balance between established practices and the adoption of new research?

How is knowledge shared within the organisation?

It became clear that even in a successful organisation like Guide Dogs, there is always room for improvement in integrating a culture of ongoing enquiry and evidence-based practice.

The UCR field trip to Guide Dogs provided a valuable opportunity to reflect on the role of research, scholarship, and enquiry in a professional setting. It demonstrated the power of dedicated practice while also highlighting the importance of critically evaluating and continuously improving those practices through engagement with research and scholarly principles.

To develop my research, scholarship, and enquiry skills, I can:

Review literature on best practices in dog training and welfare.

Create a framework to critically evaluate information and practices, identifying evidence and bias.

Actively participate in discussions and debates, challenging assumptions with evidence.

Implement evidence-based practices and advocate for them in my profession.

These actions will cultivate a more inquisitive and scholarly approach, ensuring my practices are research-informed and improve animal welfare.

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Other skills I learnt through work experience include:

Identifying different coat types, skin conditions, and potential problems that owners should be aware of

Cross contamination

Use of an Emmi pet

Sterilising tools

Bathing, drying & brushing techniques

Restraint techniques

Safe handling techniques

Risk assessments

Safe introduction of dogs from multiple households

Managing a pack