4 Reasons Youth Dog Training Should Be Positive Reinforcement

I was at a 4-H event last month and got to meet lots of 4-H dog project families from all over the state – even some from my area. Viktor did great during his short visits inside – lots of new people, dogs, kids, and activity.

I was very excited to see many families committed to positive reinforcement training. Lots of front clip or regular harnesses. Many kids with clickers in hands (…some knew how to use them, some eagerly wanted to learn!). Most kids seemed practiced at using food rewards in training. There were some pieces of beautiful training – one girl with a huge coon hound did a great job helping modify the exercises for her curious dog. Her handling was better than many of my (adult) handlers.

I feel strongly that if kids are learning about dog training, they should be taught skilled application of positive reinforcement training.

1) Safety: We know that the use of punishment can increase frustration and aggression. As an adult volunteer with the 4-H program, I am supposed to promote safety. From that standpoint, it seems unethical for me to advocate for training that may create a safety risk for the youth handling the dogs.

Many of the youth are quite young. I don’t want them to engage in a physical confrontation with the dog. When I was in 4-H I got bit by my dog after following training advice that advocated physical corrections.

“I am young. I make poor, impulsive decisions at times. I can’t help it!” – Viktor

2) Development: Youth  – and teenagers especially – are at a stage of brain development that is different than adults. There is probably a lot we still don’t know. At this time, it’s thought that some of the decision making and self control portions are not the same as they will be in adults, not just because of lack of experience, but in terms of normal, typical development. Teenagers are also more likely to make emotional decisions rather than evaluating situations objectively.

If they have been given the option of using physical force/corrections, it is possible (probable?) that in moments of frustration they could make poor evaluations about the situation and this could result in unfair situations to the dog and safety concerns for the learner. We don’t have data, we don’t “know” that they would be inappropriately rough with the animals – but it is something I saw as a youth participant working with many animals (horses, cows, dogs), it’s something I see now when I am at different 4-H events to judge. I intervene every time when I see participants pulling on the collars hard enough that paws leave the ground or loud and harsh commands or roughly physically manipulating the dogs – but also get a sinking feeling about “if they are doing that in public, what happens when they get frustrated at home.”. And I see adult handlers make really poor choices when frustrated, I know it’s not just isolated to youth handlers.

3) Empathy: Working with youth is not about the immediate project. When I work with ‘my’ dog kids,  I know my job is not to make them dog trainers. The dogs are used to teach various life skills and knowledge.  An important life skill is understanding behavior and why people may do what they do.  Rather than blaming the animal for being uncooperative, unintelligent, intentionally difficult, etc. – I want the youth to consider what needs may need to be met. One example I see every year is senior, arthritic dogs. Some youth are tugging more on the leashes, pushing on the dogs to get them to sit and others just happily take a point loss and ask if the dog can start heeling from a stand instead of a sit (“Of course! I will have to deduct points as the rules do want a sit, but it seems like a good choice.”)

There are so many reasons someone, whether a dog, friend, or co-worker, might not be doing something – and rarely is it because they want to intentionally be difficult!   This is also one I keep in mind while working with the kids – sometimes I hear about adults who get quite frustrated with kids who don’t practice.  I think about it as being my responsibility to inspire them to practice. I know that when the kids don’t practice, they have other competing interests. At the time of making the choices (homework vs video game vs dog training vs sports, etc!) the kids probably think they are making a responsible choice or that they will be able to get everything done.

“Look how responsible I can be!”

4) Consequences Create Behavior: This is such an important concept. Instead of learning ways to create threats or unpleasant associations or ‘make’ someone do something, I want my 4-He’rs to be finding ways to make others -want- to do choices that are better, more efficient, safer, healthier, etc. Consciously thinking about how the consequences (reinforcement and punishment) create behaviors will better prepare youth for how to motivate friends, family, co-workers, and employees – as well as themselves.