Behavior as a tool to improve the welfare of horses, mules and donkeys

The behavior of horses, donkeys and mules and the behavior of the humans they interact with are inextricably linked and exert a strong influence on the welfare of both groups. Why are most behavioral issues that impact equid welfare caused by people? There are many reasons, some of which can be addressed with education and hands-on training. In some impoverished developing countries, equids may not be perceived as sentient animals and therefore treating them as a disposable tool may be acceptable. The region may not have a culture of horsemanship so knowledge of horse handling and health care may be minimal. Traditional training techniques may be harsh, creating an interaction where the animal learns through negative reinforcement. Culturally acceptable cruelty, particularly in men, is ingrained in many communities and hard to change.

Using patience and positive reinforcement, an equid’s behavior is easier to improve than the behavior of their humans. Veterinarians must recognize that behavioral modification to allow examination and treatment can seldom be achieved quickly. Most misbehavior by horses, donkeys and mules during their human interactions is learned or reactionary. Avoidance or defensive behaviors may be triggered by pain, often unrecognized by the human. Addressing the source of the pain, if present, is necessary to begin to change that behavior. Control of the working environment to minimize stress is also key for training. Absent distraction, the animal can focus on its lesson which may be successful in a shorter period. Differences in training approaches between horses, donkeys and mules should always be considered.

Improving human behavior to improve equid welfare is more challenging. Culturally sensitive approaches seem to be the most effective. Creation of an interest or incentive for behavioral change is key. Participatory learning within a community has been most successful. Demonstration of a calmer, gentler way of handling the animal is a great start and is ideally provided by a person who is similar to the owner (gender, language, background, etc). Interactive, informal small learning groups with short lessons over several days give the learners time to practice the techniques at home before the next lesson as well as finish their normal day’s work. Role playing can be an effective exercise to emphasize the importance of clear communication with the equid: one owner plays the role of the “equid” who can only respond to cues from the owner. The “owner” then must learn to communicate speed and direction to the “equid” using reins to a dowel in the “equid’s” mouth, voice, and a stick. Education on foot trimming/shoeing and common sources of pain such as harness and bits can also be imparted. One or two of the owners may then become instructors to others in the community using the same techniques.

Children and women may be the primary caretakers of a working equid, or at least look after it when it is not working. Children are often the most receptive to gentler training techniques and basic health care lessons. Utilizing the same principles, using role playing, and interjecting humor has been successful in many communities. Women’s groups within a community can also be engaged and are frequently more receptive to new ideas and techniques.

Emerging research from social scientists as well as animal professionals will continue to generate ideas and techniques to improve human behavior and demonstrate the effectiveness of positive reinforcement in equid – human interactions.