1. Learned Helplessness

2. Learned helplessness Marty Seligman
Four groups of dogs
Training I and II result Lasting effects
Grp I Escapable/escapeable run None
Grp II Inescapable/inescapable not run None
Grp III Escapable/inescapable not run None
Grp IV Inescapable/escapable not run Severe
Remember, Seligman’s hypothesis was that NONE of the dogs would be significantly harmed.

3. Key Factor = inescapability
once learned not to escape (learned to be helpless)= not change
Characteristics of L.H.
inescapability that produces phenomenon, not the shock itself
works under variety of procedures, conditions
very generalizeable, transferable
if take far enough, can make it a contingency rule for the animal, rather than specific contingency for specific situation(s)

4. Symptoms of L.H. passivity learned laziness retardation of learning
somatic effects
reduction of helplessness with time

5. Clinical expressions of learned helplessness
School phobias
and math anxiety
Abusive
Relationships
Depression
Cultural learned
helplessness

6. Clinical expressions of learned helplessness
School phobias
and math anxiety
Abusive
Relationships
Depression
Cultural learned
helplessness

7. “Curing” or eliminating learned helplessness
Unlearn the rule
Reshape or recondition
Must be done in situation where organism cannot fail
Difficult to do- animals can “not” respond
UPenn program on relearning thoughts during test taking

8. Two theories to explain
Competing response hypothesis
Dog learned motor responses which alleviated or attenuated shock
Those were used in shuttle situation, but ineffective
Thus learn the wrong responses
Adaptation hypothesis
Organisms sensitive to independence of events
Most situations: understand that shock is not dependent on their behavior
In LH: not make this distinction, rather shock WAS dependent on their behavior

9. LH in dogs 2 separate shock locations: harness or alley-way/shuttlebox
Several procedures:
Inescapable shock exposure
instrumental escape/avoidance training
Testing for chronic failure to escape
TREATMENT
Removed barrier between sides
Opened observation windows on opposite side of box
Humans called dogs to safety side
Forced escape/avoidance
Recovery: testing again

10. Did it work? YES! Learning contingency was critical
When learned that contingency was to escape- could overcome the first “learning rule”
Was one of first attempts at treatment
Why so important? One of first studies to suggest that you could be TAUGHT to overcome aversive events in your life!

11. Why is learned helplessness important to dog training and our dogs?
Many of our foster, shelter and rescue dogs show symptoms of learned helplessness
Misunderstanding their behavior for obstinacy, aggression, or other misbehavior will lead to worsening behavior
Must understand that much of their misbehavior elicited due to LH

12. Reminder
Over 15 million dogs turned out as strays or relinquished to shelters each year
Small percentage are lost dogs
Smaller percentage are homeless dogs
Most are unwanted
Relinquishment = stress
Elicits stress hormones
These, in turn, tied to aggression
Soon aggression and stress become linked

13. Stress in other animals?
Much data on caging in other animals
Harlow’s work (and Melissa Novak)
Macaque monkeys:
Aggression
Reduction in development
Reduction in intelligence
Reduction in social skills
Treatment in monkeys: socialization with normal peers

14. In shelters
Plasma levels of stress-related adrenal cortisol elevated in dogs at least during first 3 days in shelter
Tied to anxiety, depression, etc. in dogs and humans
AND a sign of developing LH
20-min of human contact reduced these levels to near normal

16. Treatment 1977: Tuber and his colleagues began shelter interventions
What did they find most productive in alleviating stress symptoms?
Supportive environment

17. Supportive Environment
Living room: looks like a humans’ home living room
Not a cage
Most likely paired with good human-dog interactions
Living room provides place for
Social interaction
Behavioral assessment
Training
Make human interactions contingent on appropriate social behavior in dogs

20. What kind of training works?
Contingent attention
Stroke-handling: touching all over; petting
Crate training and adaptation
Safety issues for when adopted
Make crate a safe and supportive place
Introduction to noise, different people, etc.

21. So, what about extending this?
Foster care
In a “living room” 24/7
Get used to sights/sounds of living in a home
Experience daily routines
Morning, evening, staying home alone
Learn changes in routines
Varied experiences and introduction to many novel stimuli
Development of generalization of social behavior
Best simulation of where will go in adoptive home

22. Why is this socialization so important?
Makes the dog adoptable!
Accepts humans
Acts appropriately when greeting
“looks like a normal dog”
Avoids development of learned helplessness
Shelter considerations
Makes shelters less aversive
Not smelly or scary or full of aggressive dogs
Foster homes communicate caring and well-being
Avoids ove-rarousal, which increases chances of being adopted

23. Who should be involved in socialization efforts?
Directors and direct-care staff
Volunteers
Everybody!
Must be systematic training program
Teach people the correct behavior to expect and demand from dogs
Continuity and caring critical

24. What else important for adoption?
Must remain in contact with adopter
Check for any adjustment issues
Offer behavioral/medical advice
Give support
Goal is to NOT have the dog return

25. Why isn’t this done more systematically and in a more widespread manner?
Time expensive
Volunteer expensive
Author suggests we use……universities and psychology/biology/agriculture departments!!
Of course- why!!!!!?????