Enrichment for Domestic Species Study Notes

Enrichment for Domestic Species

Introduction

  • Instructor: Dr. Emma Dunston-Clarke

  • Course: VET101

  • Motto: Ngala kwop biddi. Building a brighter future, together.

Acknowledgement of Country

  • Location: Murdoch University situated on the lands of the Whadjuk and Binjareb Noongar people.

  • Respect: Paying respect to the enduring culture and leadership of Noongar Elders past and present.

  • Background: The Boodjar (Country) has served as a place of learning for thousands of years, which Murdoch University continues.

  • CRICOS Code: 00125

  • TEQSA Provider ID: PRV12163 (Australian University)

Learning Objectives

  1. Explain why enrichment programs are NOT ‘one fits all’.

  2. Explain the difference between ‘abnormal’ and ‘stereotypic’ behaviour.

  3. Define PPSSN (Physical, Psychological, Sensory, Social, Nutritional).

  4. Provide species-specific examples of PPSSN.

  5. Define habituation and explain how to avoid it.

What is Enrichment?

  • Definition (OIE - World Organisation for Animal Health): Increasing the complexity of a captive animal’s environment to foster the expression of non-injurious species-typical behaviours.

  • Natural Behaviours to Encourage:

    • Hunting

    • Foraging

    • Mating

    • Nest building

  • Goals of Enrichment:

    • Encourage animal engagement with the environment.

    • Increase motility.

    • Help prevent health problems.

    • Decrease boredom and prevent the development of abnormal behaviours.

Determining Appropriate Enrichment

  • Factors to Consider:

    • Animal’s Natural Environment: Investigate wild ancestors to inform decisions.

    • Natural Diet: Align enrichment with their typical feeding habits.

    • Social Environment: Observe how animals interact within their social context in the wild.

    • Daily Activities: Understand how animals spend their time naturally.

    • Mating and Parturition Behaviours: Factor in natural reproductive behaviours.

  • Important Note: What is appropriate for one species is NOT necessarily applicable to another due to species differences.

Abnormal vs Stereotypical Behaviours

  • Abnormal Behaviour:

    • Defined as an untypical reaction to specific motivational factors and stimuli.

    • Often occurs when animals are unable to perform natural behaviours.

    • Examples include:

    • Pacing

    • Weaving

    • Swaying

    • Chewing (bar/tail)

    • Wind sucking

    • Over-grooming/feather pecking

  • Stereotypic Behaviour:

    • Defined as a repetitive behaviour or an invariant behaviour pattern that has no obvious goal or function.

  • Prevention:

    • It is crucial to prevent the development of abnormal behaviours because they can become stereotypical and are difficult to treat once established.

Evaluation of Behaviour

  • Assessment Needs:

    • Behaviour assessments should be made over time; spot inspections do not provide a full context.

    • Differentiate between anticipatory behaviour and abnormal/stereotypical behaviour.

    • Consider the natural behaviours of the species to ascertain causes.

    • Historical context should be known, including prior environments.

  • Communication with Caretaker:

    • It is important to talk to the owner or carer of the animal as they are familiar with the animal’s behaviour.

    • If this is not possible, be prepared to conduct monitoring of the animal(s).

PPSSN Explained

  1. Physical:

    • Refers to the size of the area available to the animal, as well as physical structures in the environment such as shelter, sunbaking areas, climbing structures, bedding, and water features.

  2. Psychological:

    • Relates to the animal’s cognitive abilities, learning processes, and problem-solving capabilities. This includes using puzzles and engaging in training.

  3. Sensory:

    • Encompasses the five senses: auditory, visual, smell, taste, and touch.

    • Enrichment can target one or all of these senses.

  4. Social:

    • Considers solitary versus social housing, including cohabitation with conspecifics and potentially individuals of different species.

  5. Nutritional:

    • Encompasses not only a varied diet but also the method of food presentation (e.g., hidden, scattered, fed out intermittently).

Case Study: Dog

  • Physical Enrichment:

    • Size of area available and access to outdoor/indoor environments.

    • Consideration of the number and placement of beds; incorporate individual needs such as digging areas and chewing toys.

  • Psychological Enrichment:

    • Use of puzzle feeders (balls, Kongs, etc.) and training sessions with owners.

  • Sensory Enrichment:

    • Taste changes linked to nutrition; introduce safe new foods.

    • Smell through the use of milk and blood smears, or safe herbs/spices.

    • Auditory stimuli like music or TV—ensure sounds elicit positive responses from the animal.

    • Touch involves providing different surfaces—mats, hard floors, grass, and sand.

    • Sight includes incorporating images on otherwise barren walls.

  • Social Enrichment:

    • Acknowledge that dogs are inherently social and companionship is crucial, either with other dogs or humans.

    • Some dogs have preferences for solitary environments.

  • Nutritional Enrichment:

    • Scatter or hide food, freeze food, use toys like Kongs, and implement lick mats.

Case Study: Pigs

  • Physical Enrichment:

    • Adequate area size, and provision of substrates for rooting behaviours and wallowing areas.

  • Psychological Enrichment:

    • Use of puzzle feeders and engaging toys, as well as training techniques that minimize stress.

  • Sensory Enrichment:

    • Tastes related to nutrition; introduce a variety of safe foods.

    • Smell enrichment through herbs, spices, and essential oils applied in various locations.

    • Auditory stimulation via music—ensure sounds are positively received.

    • Touch enrichment through different substrates such as mud, straw, wood chips, and grass.

    • Sight stimulation can be achieved by utilizing visual aids that cater to the species' visual capabilities.

  • Social Enrichment:

    • Pigs being social animals necessitate effective social housing considerations, particularly regarding age and sex compatibility in high-density settings.

  • Nutritional Enrichment:

    • Use strategies like scattering, hiding food, freezing food, and varying feeding times to encourage foraging behaviours and chewing.

Habituation

  • Definition:

    • The process of becoming habituated involves the diminishing innate response to frequent repeated stimuli.

  • Occurrence:

    • Happens when the animal is consistently exposed to the same type of enrichment.

    • Animals can also become habituated to a specific enrichment schedule.

    • Example: Animals tend to get bored with the same toys.

  • Avoidance Strategies:

    • Implement a variety of enrichment types and alter how they are presented.

    • If engagement drops, temporarily remove the enrichment and reintroduce it later.

    • Timing for engagement can differ across enrichment types and is tied to the behaviours they promote and the underlying motivation.

Conclusion

  • Thank You for Participation!

  • Questions:

    • Join the VET101 forum during the Tuesday tutorial from 10:30 to 11:20 AM or contact via email at Emma.Dunston@murdoch.edu.au.

  • Closing Motto: Ngala kwop biddi. Building a brighter future, together.