S.P.A.R.K. Dog Daycare Training Course

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Recognizing Signs

Assessment Drills

Testing Staff’s Ability to Recognize Early Warning Signs:
Training is most effective when staff are regularly tested and challenged to apply their knowledge in real-world scenarios.

Reflection Sessions: Have staff participate in group discussions after drills to reflect on their experiences, share insights, and learn from each other’s observations.

Scenario-Based Learning:

Set up scenario-based drills where staff must identify early warning signs of stress, discomfort, or aggression in dogs. These drills can include:

A dog in a new environment showing subtle signs of anxiety (e.g., excessive yawning, pacing, or lip licking).

Two dogs about to enter an aggressive altercation, with one showing signs like whale eye or a stiff body.

A resource-guarding scenario, where a dog begins to tense up when another dog approaches its toy or food.

Video Simulations:

Use videos of real dog interactions and have staff identify key warning signs. These videos should cover a range of behaviors, from mild stress to outright aggression, to help staff fine-tune their observational skills.

Real-Time Assessment:

During the daycare shift, conduct spot assessments, where supervisors ask staff to quickly assess and explain a dog’s behavior and any signs of stress they are noticing. This keeps staff alert and encourages them to continuously monitor their environment.

Intervention Suggestions:

As part of the drills, staff should be asked to not only identify the warning signs but also propose appropriate interventions. For example:

A dog exhibiting stress might need to be removed from the play area and placed in a quieter environment.

If two dogs are showing signs of tension (e.g., stiff postures, direct staring), staff should separate them before the situation escalates.

Feedback and Reflection:

After each drill or real-time assessment, provide staff with feedback on their performance. Highlight where they excelled and where improvements are needed.

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