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The notion that dogs are naturally ‘status driven’ and will use aggressive behaviour to gain recognition as ‘top dog’ within the human families they live in is based on outdated research, which has been shown to be significantly flawed. However, the concept has been historically so well-received by society that it continues to drive human—dog interactions that involve using aversive, punishing ways to control pet dog behaviour, with damaging consequences on welfare. Veterinary nurses play an important role in client education, particularly around the alternative approach of reward-based training, however client communications might be jeopardised should they feel neither acknowledged nor connected to the clinic team, and do not believe the veterinary nurse credible. Simply refuting another's long-held belief risks alienating them, as well as them perceiving veterinary professionals to be ‘crying wolf’, presenting oppositional information for their own purpose. Understanding dog behaviour and how human beliefs are formed and strengthened can positively impact welfare, while establishing positive, ongoing client-clinic relationships.

Behaviour cases are common in general practice and veterinary nurses can play a vital role in their identification and management. Full behavioural assessment and implementation of a behaviour modification protocol remains essential, but increasingly animals may also be prescribed psychoactive medications. The third part of this article outlines some of the ways in which veterinary nurses can contribute to improving the behavioural welfare of the animals under their care. In addition to being behaviourally aware at all times when handling animals in the veterinary surgery, veterinary nurses can play an important role in identifying those cases that may benefit from additional behavioural support and, where appropriate, behaviourally-active medication. Knowing what to expect when animals are treated with these medications will also ensure that nurses can best support the owners of animals that are undergoing treatment.

Behaviour cases are common in general practice and veterinary nurses can play a vital role in their identification and management. Full behavioural assessment and implementation of a behaviour modification protocol remains essential, but increasingly animals may also be prescribed psychoactive medications. This second of three articles focuses on the use of short-acting behaviourally-active medication in dogs and cats. This is particularly relevant to veterinary nurses because they are very likely to encounter animals that will benefit from short-acting medication either to facilitate handling in the veterinary surgery or to help them cope with other potentially scary situations such as being groomed or exposed to loud noises such as fireworks/thunderstorms. The most commonly-used short-acting behaviourally active drugs were outlined in Part 1. This article focuses on the decision-making process that will be needed when choosing the most appropriate short-acting behaviourally active drugs for individual animals.

Behaviour cases are common in general practice and veterinary nurses can play a vital role in their identification and management. Full behavioural assessment and implementation of a behaviour modification protocol remains essential, but increasingly animals may also be prescribed psychoactive medications. This three-part article aims to give veterinary nurses a comprehensive introduction to the principles of using behaviourally-active medication in companion animals. Part 1 contains an overview of the main types of behaviourally active drugs available for treating dogs and cats in the UK, and the different types of behavioural problems that they can potentially help. This will be followed in Part 2 by a more detailed look at the decision-making process for using short-acting behaviourally-active medications, supported by case examples. Part 3 will outline ways in which veterinary nurses can contribute to improving the behavioural welfare of their patients generally, including through identifying and supporting those animals that will benefit from behaviourally active medication.

Behaviour problems are amongst the most common reasons given for relinquishing dogs to rehoming centres. Some behaviour problems may be amenable to being tackled pre-emptively with classes educating owners on basic dog training and understanding behaviour, however, it is recognised that people with low socio-economic status (SES) may face barriers to attending classes such as affordability, variable working hours, and limited access to transport and childcare. The current study piloted free-to-use dog training and owner education classes in areas with high levels of economic deprivation, both in the traditional face-to-face format and online. It was hypothesised that providing an online dog training course may help people overcome practical barriers by allowing them to complete training modules in their own time. High dropout rates were observed in both formats (online: 100%, face-to-face: 43% dropout). A course of paid dog training classes running in the same area saw a comparatively low dropout rate (24%). Participants who completed the face-to-face classes had significantly higher household incomes and were less likely to receive means-tested benefits than participants who dropped out (household income p = 0.049, benefits status p = 0.017). This evidence suggests that people with low SES may face non-course fee-related barriers to attending dog training classes. Future research should include a qualitative investigation of people&rsquo, s reasons for not continuing with dog training courses. Study findings can support the development of training and behaviour advice delivery that is accessible to people with varied socio-economic backgrounds.