e q u i n e
A Change of Perspective Kathie Gregory explains why clients may not always initially be onboard with the recommendations made by training and behavior professionals, and what can be done to help them adapt to a new perspective
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hile there are widespread, established methods of equine man agement and working with horses that have been around for a very long time, we now know that these can create a lot of work and may not even necessarily be in the best interests of the horse. Yet, despite research providing empirical evidence that, in fact, some of the established management solutions are actually detrimental to a horse’s wellbeing, the change to an improved level of welfare is, unfortu nately, slow. The same can be said for how we teach horses. Research shows that working in a noninvasive, positive way is enormously effective; yet, as in the world of dog training, punishment and aversive methods that can damage the animal, both physically and emotionally, remain. Having said that, things are definitely changing, and I am seeing more and more clients seeking out professionals who possess upto date knowledge of the horse as a species as well as their specific needs, and who promote a high level of welfare and compassion. Nevertheless, whether we are working with clients on a behavior change protocol or their horse is in our care, we need to be able to understand where they are coming from if they struggle to accept our professional opinions. In my article Starting Friendships on the Right Hoof (see BARKS from the Guild, January 2020, pp.47‐49), I briefly talked about how difficult it was for the guardians of 20yearold pony Toffee, who had barely been out of his 10 ft x 12 ft stall for years, to let go of how they thought Toffee should be managed in his environment. It was difficult for them to un derstand and accept that there are other ways of managing a horse and that, in this particular situation, the alternative was far better for Toffee's welfare than the guardians’ usual and preferred management strategy.
© Can Stock Photo/AnneMS
Research shows that positive training methods are enormously effective, yet aversive techniques and equipment still exist in the world of horse training
Let’s take the example of an elderly horse. A guardian may base all their decisions about him with his age in mind, but there are still other things to consider. When, then, they ask questions such as, “Does the horse need a rug on or not?”, “Should he be brought in at night or not?”, or “What should he be fed?”, the answers should take into account all aspects of the horse and his environment and not just the fact that he is elderly. This would include assessing his body condition, the thickness or thinness of his hair in conjunction with the temperature at the time, and his mobility and ability to manage his own comfort. One of the reasons people may sometimes find it difficult to accept a contrasting opinion is that they do not always separate how they feel from how the horse feels. As such, they may have a more subjective ap proach to his comfort, meaning that their own feelings and views influ ence and inform how they see him. For example, if they feel cold, then the horse must feel cold, or if the temperature drops, the horse must be cold. People feel reassured if their horse is in an enclosed building dur ing the night because they don't like to think of him being outside all night. Now, while I am well aware that there are horses that need to be placed in a locked and enclosed space overnight to keep them safe, there are also those that are fine staying in their outside environment all through the night. Their guardian, however, may feel uncomfortable if they remain outdoors. This empathetic, yet subjective, viewpoint shows that people care about their horses and want to do the best for them. However, a subjective view of what is best for the horse and what
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BARKS from the Guild/March 2020
is actually best are not always the same. In England, in winter, for exam ple, the landscape is pretty barren and the skies are often dull leading people to think it's so cold that they need to wrap up. Or, on an overcast day, the lack of light can feel oppressive, and people may feel that they want to stay cozy at home, close the curtains and put the lights on. These actions are all emotional responses to how they feel but do not necessarily reflect the physical reality, e.g. objective measurements such as outside temperature and windchill. How we feel influences how we view our animals and what actions we take on their behalf. When experiencing an emotional response to the weather, for example, we may automatically assume they are cold (or warm) or want to be indoors (or outdoors) without stopping to assess what is objectively appropriate or what they actually need, or prefer. Another situation where people may struggle to accept a differing opinion is when they zone in on a specific issue. Let’s take the example
