BORDER COLLIE BEHAVIORS:
A TEMPERAMENT THEORY
Glossary

by Val Maurer


 

 

 

 

 


Introduction and Acknowledgements

About the Authors

Temperament:
Theories and Training Methods
Theory Development
Theory Experiment
Explanation of Types

Action:
Bold Dog
Shy Dog

Feeling:
Upbeat Dog
Wary Dog

Temperament Modifiers:
Extrovert
Introvert
Female
Male
Self-Interest
Shadow Personalities

Training:
Training Using Temperament Theory

Action Herding Behaviors

Feeling Herding Behaviors

The Temperament Theory and Rescue Work

Peace and Quiet Routine

Reference:
Bibliography

Glossary

 


Living With Border Collies
Hug Therapy
United States
Border Collie Club

Border Collie Society of America



Questions?
Comments?
Suggestions?
Tell us what you
think!


 

 

 

 

 

 

 

 


Introduction and Acknowledgements

About the Author

Temperament:
Theories and Training Methods
Theory Development
Theory Experiment
Explanation of Types

Action:
Bold Dog
Shy Dog

Feeling:
Upbeat Dog
Wary Dog

Temperament Modifiers:
Extrovert
Introvert
Female
Male
Self-Interest
Shadow Personalities

Training:
Training Using Temperament Theory

Action Herding Behaviors

Feeling Herding Behaviors

The Temperament Theory and Rescue Work

Peace and Quiet Routine

Reference:
Bibliography

Glossary

 


Living With Border Collies
Hug Therapy
United States
Border Collie Club

Border Collie Society of America



Questions?
Comments?
Suggestions?
Tell us what you
think!


Aggression ­ marked by determination and readiness for conflict.

Anxiety ­ a state of intense apprehension or fear of real or imagined danger, manifested physiologically as increased heart rate, trembling, weakness, and stomach or intestinal discomfort. (See "responsibility" and "separation")

Behavior ­ to act, function, or react in a predictable way. (Also see "learned" as in a "learned behavior")

Bold ­ approaches new situations with a sense of certainty, eagerness, and fearlessness.

Communication ­ giving and receiving information using a system of vocalizations, symbols, postures, and behavior.

Conflict ­ a clash between opposing ideas.

Curious ­ having a desire to investigate and learn.

De-stress ­ to relieve strain and pressure. (See "stress")

Direct ­ to cause to turn or move or follow a certain course. To instruct with authority.

Direction ­ management, guidance. A specific instruction as to procedure.

Emotion ­ a feeling, response, or reaction not based on reason or logic.

Evaluation ­ a three-step process of 1. interpretation 2. appreciation 3. decision.

Extrovert ­ energized by being with others.

Frustration ­ feeling dissatisfied or unfulfilled.

Helplessness ­ a feeling of being unable to protect oneself. (Also see "learned" as in "learned helplessness)

Hopelessness ­ a feeling of being unable to succeed or improve, or be resolved or helped.

Instinct ­ an inborn pattern of behavior characteristic of a species and shaped by biological necessities such as survival and reproduction.

Introvert ­ energized by solitary pursuits.

Learned ­ knowledge that is acquired through experience rather than being instinctive.

Mood ­ a state of mind in which an emotion or set of emotions gains ascendancy.

Personality ­ the totality of attitudes, interests, behavioral patterns, emotional responses, and the judgments of society that endure over long periods of time.

Postures ­ physical poses that convey emotional attitudes.

Power ­ the ability to produce an effect.

Response ­ reaction to a stimulus.

Responsibility ­ the state, fact, or feeling of being accountable.

Self-interest ­ concerned with one's own needs, activities, and desires.

Separation ­ the thought or fact of spending time away from important others.

Shadows ­ the portion of the temperament one is most uncomfortable at acknowledging or practicing.

Shy ­ approaches new situations with reserve and close attention to avoiding risks.

Stress ­ something that causes mental or emotional strain.

Temperament ­ the emotional qualities that distinguish an individual.

Training method ­ to form skills or behaviors by a process of instruction, discipline, and practice.

Traits ­ qualities or characteristics that are phenotypically determined.

Upbeat ­ approaches new situations with optimism, self-confidence, and cheerfulness.

Withdrawal of attention ­ to suddenly be unresponsive.

Wary ­ approaches new situations carefully, expecting to meet danger or deception.

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©2001 Val Maurer and Lisa Ochoa. All rights reserved. None of the material on this website may be distributed to anyone without express written permission from Val Maurer and Lisa Ochoa.