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Animal Trainer Certification Program

Completing the Fear Free Animal Trainer Program allows trainers to work in partnership with veterinary teams to prevent and alleviate fear, anxiety, and stress and improve an animal’s emotional wellbeing during veterinary care and home care.

Trainer Membership

The Trainer Membership is designed for training professionals that who meet prerequisites that ensure a specific level of knowledge, education, and experience. The certification program included with this membership will equip qualified animal trainers with the knowledge and tools required to begin implementing Fear Free techniques with their clients’ pets at the veterinary hospital, through in-clinic training classes for puppies and kittens, and in day-to-day training of animals in the home.

Course Overview

Trainers who complete the Fear Free Animal Trainer Certification Program will acquire the skills to manage and handle dogs and cats alongside the veterinary team during veterinary visits and care to ease the pet’s apprehension regarding exams, procedures, and other care. The techniques may also be used in a home setting for carrying out or administering specific veterinarian-prescribed care plans or routine care like grooming. Most important, Fear Free Certified Trainers are equipped to prepare pets for what to expect at the veterinary clinic, so they have an enjoyable, stress-free experience.

Course author: Mikkel Becker, CBCC-KA, CPDT-KA, KPA CTP, CDBC, CTC

This course is approved through the following organizations:

10 hours of CCPDT CEUs
10 hours of IAABC CEUs
10 hours of KPA CEUs
10 hours of RACE CE

Lesson 1: The Fear Free Mission and Meaning

By the end of this lesson, you will be able to:

Recognize the barriers to care caused by fear, anxiety and stress (FAS)
Identify how Fear Free’s commitment to preventing and alleviating FAS makes a difference in animals receiving quality veterinary healthcare
Define fear, anxiety, stress and stressors as used for Fear Free purposes
Recognize both the immediate and long-term effects of FAS on the animal’s body and health

Lesson 2: The Trainer’s Role and Goals in Fear Free

By the end of this lesson, you will be able to:

Note the strategies and skills of the Fear Free Animal Trainer and how these enhance comfort with veterinary care
Identify the potential partnered efforts between the trainer, pet owner and veterinary team and potential services to offer as Fear Free Animal Trainer

Lesson 3: Managing Fear, Anxiety, and Stress (FAS) as a Team

By the end of this lesson, you will be able to:

Recognize the importance of teaching others the signs of animal communication as gauged through body language
Identify body language that’s indicative of fear, anxiety and stress (FAS)
Recognize signs of happy, relaxed body language in dogs and cats
Identify key signs of FAS in the eyes, ears, mouth, tail
Tune into specific signs within the context of the animal’s overall body language
Recognize and identify the behavior responses to fear, anxiety and stress (FAS): the four F’s; fidget/fret, freeze, flight and fight

Lesson 4: Teachable Moments for Calmer Behavior and Care

By the end of this lesson, you will be able to:

Explain how pairing positives is an essential aspect of Fear Free veterinary visits
Identify when and why distractions might be used
Note the limitations of distractions
Note how classical conditioning, classical counter conditioning and desensitization are powerful for increasing calm reactions to care

Lesson 5: Introduction to Fear Free Core Concepts

By the end of this lesson, you will have gained an understanding and application of the following Fear Free Concepts:

The FAS Scale
Considerate approach
Gentle control
Touch gradient

Lesson 1: Home to Hospital: Set the Stage for More Relaxed Care

By the end of this lesson, you will be able to:

Build strategies to prep pets prior to the veterinary visit
Provide calmer carrier training tips for cats
Apply protocols to improve car travel for dogs and cats

Lesson 2: Serene Scene

By the end of this lesson, you will be able to:

Recognize how to transfer patients calmly from the car into the hospital and into the exam room
Set up the lobby and exam room in a manner that’s sensitive to patient needs

Lesson 3: Gentle Control for Better Veterinary Care

By the end of this lesson, you will be able to:

Apply the rules of restraint/stabilization
Incorporate touch gradient into handling
Differentiate between ‘wants’ vs. ‘needs’ in care

Lesson 4: Fear Free Planning and Modification

By the end of this lesson, you will be able to:

State the common tools that may be used for gentle control
Utilize training concepts to condition animals to gentle control tools

Lesson 5: Proactive Efforts to Acclimate to the Veterinary Environment and Integration of Training Into Veterinary Care

By the end of this lesson, you will be able to:

State ways to improve the value of fun visits
Improve client participation with fun visits
Implement structured stations into fun visits

Lesson 1: Socialization Classes in the Hospital and Integration of Veterinary Prep Into the Curriculum

By the end of this lesson, you will be able to:

State the age window for animal participants in kitten and puppy classes
Identify common problem prevention topics to discuss with kitten and puppy owners
Incorporate handling and equipment conditioning exercises into early socialization classes

Lesson 2: Positive Familiarity With Equipment and Tools

By the end of this lesson, you will be able to:

State the importance of an animal’s choice to interact with equipment or to move away if uncomfortable
Describe principles for conditioning a dog to willingly wear a muzzle
Apply concepts of desensitization and counter conditioning to teach a cat to willingly accept and enjoy being draped in a towel

Lesson 3: Calmer Care Conditioning for the Veterinary Visit

By the end of this lesson, you will be able to:

State ways to incorporate elements of gentle control when conditioning animals to handling
Describe how negative reinforcement may be utilized during calmer care conditioning

Lesson 4: Communication Cues

By the end of this lesson, you will be able to:

Explain the use of communication cues
State situations where communication cues may be helpful
Clarify when communication cues should be added

Lesson 1: Pet Positioning That’s Right on Target

By the end of this lesson, you will be able to:

Describe ways cooperative care can help during vet visits
State how target training can be used during care

Lesson 2: Voluntary Interaction With Equipment and Tools

By the end of this lesson, you will be able to:

Employ ‘touch’ or ‘check’ training with equipment
Shape a dog to wear a muzzle or Elizabethan collar
Incorporate treats that are easy to deliver into muzzle training

Lesson 3: Pet Participation Stations and Permission for Care

By the end of this lesson, you will be able to:

Describe ‘I’m ready behaviors’ you could use with clients to improve their ability to assess emotional well-being during care
Incorporate “I’m ready” stationing positions into introductions and handling with the veterinary team

Lesson 1: Duration Stationing During Care

By the end of this lesson, you will be able to:

Identify some possible duration stationing behaviors for care
Recognize the need to use successive approximations to incorporate elements of care into the duration behavior

Lesson 2: Active Pet Participation

By the end of this lesson, you will be able to:

Describe the differences between passive and active cooperative care behaviors
Identify active participation behaviors you could employ in care

Lesson 3: Trained Behaviors Application During Veterinary Care

By the end of this lesson, you will be able to:

State specific behaviors that may be used during veterinary care
List places where conditioning and cooperative behaviors may be utilized during care

Lesson 1: Calmer Home Care and Implementation and Administration of Specific Veterinary Prescribed Care Plans

By the end of this lesson, you will be able to:

Collaborate with the veterinary team and coordinate with the pet owner to help implement and administer veterinary prescribed in-home care plans
Recognize how to apply follow-up care in the home, including use of equipment and administration of medication using principles learned previously during the course

Lesson 2: Collaboration With the Veterinarian

By the end of this lesson, you will be able to:

State the ethical commitments of the Fear Free Animal Trainer in protecting the emotional well-being of animals during training and other services
Outline ethical boundaries of the Fear Free Animal Trainer and reasons for referral to a veterinarian and/or veterinary behaviorist
Recognize the importance of a history and training report for referral and collaboration with a veterinary team on a behavior issue

Lesson 3: Working Together With the Veterinary Team

By the end of this lesson, you will be able to:

Explain pressures commonly faced in veterinary medicine that are important for the trainer to consider in partnership with the team
Describe ways the trainer can encourage Fear Free strategies among veterinary team members

Member Benefits

Discover the exclusive benefits included with the Trainer Membership. In addition to the applicable certification program, your membership gives you access to so much more!

Additional Courses

Deepen your Fear Free knowledge and earn more CE. Explore all courses here.

Marketing Resources

Download logos, email signatures, social media graphics, and more!

Educational Resources

Peruse client communication handouts, fear, anxiety and stress assets, questionnaires, and more!

Directory Listing

Once individually certified, members have the opportunity to opt-in to be found in our online directory. Find a Fear Free certified professional or practice near you.

Certification Kit

Once individually certified, members are able to order a complimentary gift to celebrate their new certification.

Facebook Community

Join our exclusive, members-only Facebook group to share advice and connect with other Fear Free professionals.

Product Discounts

Enjoy special pricing on products and services that are aligned with our values. View Friends of Fear Free.

Merchandise & Swag

Our online store is exclusive to active members who can purchase merch and swag to promote certification status.

Eligibility

The Fear Free Animal Trainer Certification Program is open to training professionals who meet prerequisites that ensure a specific level of knowledge, education, and experience. Trainers seeking this certification are highly encouraged to have experience working in a veterinary hospital/practice setting. Eligible trainers will meet the following prerequisites:

Passing score (80% or better) on the entrance exam that tests baseline knowledge
Current certification with an approved organization and/or proof of completing an approved continuing education course from at least one of the following:

View approved organizations

Academy for Dog Trainers Graduate or have Academy for Dog Trainers Certificate in Training and Counseling (CTC) from former SF SPCA program

American College of Veterinary Behaviorists Diplomate (DACVB)

Animal Behavior College Certified Dog Trainer or Animal Behavior College Certified Cat Trainer

Associate Certified Applied Animal Behaviorist (ACAAB)

Canine Training Technician (Accredited) (CTT-A)

CATCH Canine Trainers Academy Certified Dog Trainer

Certified Behavior Consultant through IAABC (Certified Behavior Consultant Certified in the Dog, Cat, Horse or Avian Species or Certified Shelter Behavior Professional

Certified Behavior Counselor Canine (CBCC-KA)

Certified Professional Dog Trainer (CPDT-KA or CPDT-KSA)

Certified Applied Animal Behaviorist (CAAB)

Delta Institute Certificate IV in Animal Behaviour and Training

Dogma Certified Behavior Consultant (DCBC)

How Behavior Works: Living and Learning with Animals (Dr. Susan Friedman)

Karen Pryor Certified Training Partner (KPA CTP)

Member of American Veterinary Society of Animal Behavior (AVSAB)

Pat Miller Certified Trainer (PMCT)

Professional Canine Behavior Consultant (Accredited) (PCBC-A) through the Pet Professional Accreditation Board

Professional Canine Trainer (Accredited) (PCT-A)

Professional Development Diploma in Canine Behavior Analysis and Counseling through the American College of Applied Science

Veterinary Technician Specialist with Specialty in Behavior; VTS (Behavior)

Victoria Stilwell Academy Graduate or Victoria Stilwell Positively Dog Training approved member

International trainers: If the organization you are certified/accredited with teaches the principles of ethical, humane, positive reinforcement training, such as the organizations listed here, proceed to register. Enter your organization under the bullet “other” listed in question one of the pre-requisite quiz. Fear Free will conduct research on the organization you listed, and if it does not teach the principles of ethical, humane, positive reinforcement training, we reserve the right to cancel your membership without refunding your fee.

Which of the following best describes operant conditioning?
1. Emotional associations paired with an event
2. Learning that’s influenced by consequences of a behavior impacting the likelihood of the behavior occurring again
3. Another term is Pavlovian conditioning
4. It means both punishment and reinforcement increase a behavior
What is normally the relationship between a click and a treat? Choose all that apply.
1. The click predicts the treat
2. The click is a conditioned positive reinforcer
3. The click prompts behavior
4. Both A and B
5. Both A and C
Which of the following pertain to classical conditioning?
1. Associative learning
2. A novel stimulus is paired with a stimulus that already creates an emotional response. Overtime, the once novel stimuli becomes a conditioned stimulus that elicits an emotional response on its own.
3. Classical conditioning and operant conditioning often occur simultaneously
4. Learning through classical conditioning does not depend upon the animal’s behavior
5. All of the above
Which of the following are reinforcers for a dog:
1. Soft, meaty treats or small pieces of cheese
2. A tennis ball
3. Petting
4. Both A and B
5. All of the above
6. It depends upon the dog, as there are individual preferences and fluctuations dependent upon circumstances. Ultimately, reinforcement is based upon whether or not the behavior is strengthened or maintained by the reinforcer that’s used.
A trainer wants to use a whistle as a conditioned reinforcer. To do so, the important steps to take are to:
1. Followup the sound of the whistle with a primary reinforcer or with an established secondary reinforcer
2. Deliver food at the same time the whistle is used
3. Accustom the animal to the whistle sound by repeating the sound until the animal no longer reacts. Once there is no longer an alert at the sound, the whistle can then be integrated into training.
4. Once established as a secondary reinforcer, rewards can eventually be removed and the positive meaning will still remain.
5. Both A and D
6. Both B and C
True or False: Behaviors that are more likely to occur can be used to reinforce behaviors that are less likely to occur.
What’s the best definition of a conditioned emotional response?
1. An undesirable emotion
2. An emotional response learned through classical conditioning
3. An emotion that’s out of control
4. Conditioning of voluntary behaviors
Which of the following statements are true about emotions and emotional reactions
1. Emotional states can influence voluntary behaviors
2. Emotional behaviors can be influenced by classical conditioning.
3. Emotional behaviors are influenced by operant conditioning, as consequences of a behavior influences the emotional state of the animal.
4. Emotional reactions can prevent an animal from learning or from performing behaviors that have been previously learned.
5. All of the above
Which statement(s) apply to operant counter conditioning (OCC)? Choose all that apply:
1. In OCC the goal is solely to modify emotional state of the animal
2. OCC relies on ignoring unwanted behaviors
3. The goal for OCC is to replace the problem behavior with a wanted behavior
4. OCC can impact the animal’s emotional state depending upon the paired consequence following the behavior
5. Both A and B
6. Both C and D
Which of the following are true of cues?
1. Precedes the behavior
2. It’s a type of antecedent that indicates performance of a specific behavior may result in a desirable consequence
3. It’s also called a discriminative stimulus.
4. Cues are both intentional and unintentional
5. Cues may include anything the animal perceives; including a visual signal, an audible noise or word, a physical sensation or a smell.
6. All of the above
To teach a guinea pig to perform their target touching behavior when they hear the word ‘target’, the best approach to teaching the meaning of the word is to:
1. When the guinea pig touches the target, say ‘good target’. Overtime, the animal will learn that the word is part of the behavior and it can be used to get the targeting behavior when used before the behavior happens.
2. Repeat the word until the animal does the requested behavior. Once the animal gets it, the cue can be decreased to just saying it one time.
3. Say ‘target’, then prompt the behavior, repeating the word one time as the animal does the behavior or say ‘good target’ as it’s performed.
4. Say ‘target’ just prior to or immediately as the animal starts to perform the behavior. Overtime, move the ‘target’ word to where it occurs prior to the behavior and aim to reward only the targeting that’s first prompted by the word.
A dog is being taught to come when called. The trainer calls the dog, then jiggles and lightly pulls on the leash until the dog moves towards the trainer; whereupon the leash tension is released. The dog starts to respond to the word by moving to the trainer at the other end of the leash. This is an example of:
1. Negative punishment
2. Positive punishment
3. Negative reinforcement
4. Positive reinforcement
5. None of the above
In response to a dog pulling on leash, the trainer gives leash pops each time the dog reaches the end of the leash. The dog continues pulling. This is an example of:
1. Negative punishment
2. Positive punishment
3. Negative reinforcement
4. Positive reinforcement
5. None of the above
A cat meows repeatedly while their guardian is talking on the phone. The person eventually pets the cat to keep the noise down while they talk. The cat continues to meow each time their guardian talks on the phone. This is an example of:
1. Negative punishment
2. Positive punishment
3. Negative reinforcement
4. Positive reinforcement
5. None of the above
A potbellied pig is being trained to target a target stick. When the pig’s nose touches the stick, the trainer says ‘good’ and pets the pig gently on the side. The pig begins to turn away in the opposite direction when the target stick is presented. This is an example of:
1. Negative punishment
2. Positive punishment
3. Negative reinforcement
4. Positive reinforcement
5. None of the above
To counter condition a happier emotional response in place of a negative emotional response for a cat upon the use of a hair dryer, the approach that’s most likely to turn a negative association into a positive association is:
1. Hold the cat in place while the hair dryer is used and only release once they stop reacting to it
2. Have the hair dryer on while it’s across the room and wait to turn it off until the cat comes out from hiding. Then, after a few minutes, again repeat the sequence; continuing to turn off the hairdryer each time the cat emerges from hiding. Repeat several times per day.
3. Place the cat’s meal down just prior to using the blowdryer
4. Start the blowdryer at a low level at a distance from the cat and pair the sound with initiating playtime with the cat’s favorite toy. As the cat remains comfortable and continues to enjoy play, the level of the blowdryer can be gradually increased or other variables can be added, including proximity and movement.
Operant counter conditioning (OCC) and classical counter conditioning are different because:
1. They aren’t different. Both are used to reinforce good behavior.
2. OCC focuses upon behavior consequences. CCC focuses upon learned associations between stimuli
3. One uses treats, the other doesn’t
4. It’s easier to phase out the treat with CCC than with OCC
Desensitization includes which of the following:
1. Gradual acclimation to specific stimuli
2. Full exposure to a stimuli that’s paired with pleasurable consequences, like treats
3. Incremental exposure that’s commonly paired with classical conditioning or classical counter conditioning
4. Lack of reaction of the animal to a stimuli indicates desensitization has taken place
5. Both A and C
6. Both B and D
7. All of the above
Which statements about habituation and desensitization are true?
1. In habituation, the stimulus is neutral (has no predictive value), and in desensitization the stimulus has some sort of prior association or meaning to the animal
2. With habituation, the stimulus is presented at full intensity. With desensitization the stimulus is presented incrementally.
3. Both habituation and desensitization result in a decrease in responding to the stimulus
4. All of the above
True or False: The social behavior of wolves and dogs, including their social hierarchies and the nature of their social groups, is pretty much the same thing.
True or False: The vast majority of the social behaviors dogs show are related to status seeking and their attempt to be dominant.
An offensively motivated dog would show which of the following body postures:
1. Hunched down body posture and snarling
2. Tail down and avoiding eye contact
3. Ears forward or erect with an erect body posture
4. Weight back on the hindquarters with a direct stare
The base of a dog’s ears are rotated backwards towards the neck. This indicates:
1. Fear, anxiety and stress
2. Relaxation
3. Aggression
4. More information is needed; including the rest of the dog’s body language, such as overall posturing, tail carriage, and facial expressions.
Sensitization can be a result of training and experience that includes which of the following:
1. Repeated exposure to a stimulus that elicits fear, anxiety and stress
2. High emotional arousal
3. Flooding
4. Traumatic experience
5. All of the above
6. None of the above
How might overshadowing impact a trainer’s work with an animal?
1. The animal might not perceive the cue if the signal is hidden; such as using a visual cue when the animal is at a distance that’s not easily perceived by the animal and negatively impacts their performance
2. Because one type of stimulus may be more important to the dog than we realize, and interfere with him paying attention to the stimulus or cue we want him to learn (or we think he is learning).
3. Overshadowing is part of generalization
4. We don’t want to give the cue before the dog has learned the behavior
Emotional states have power to influence which of the following:
1. Voluntary behaviors
2. Body language
3. Learning
4. Performance of known behaviors
5. Appetite
6. The animal’s physical health
7. All of the above
The emotional states that are likely to be associated with positive punishment includes which of the following:
1. Relaxation, calmness and a sense of well-being
2. Fear, anxiety, stress and frustration
3. A decrease in the unwanted behavior
4. Operantly conditioned behaviors are not associated with changes in the animal’s emotional state
A fallout of positive punishment is:
1. It doesn’t impact the animal’s emotional state
2. It’s ineffective at changing behavior
3. It increases risk of aggression
4. It can create unintended negative associations and aversions
5. Both A and B
6. Both C and D
7. All of the above
True or false: Negative punishment and positive punishment are most effective when delivered intermittently.
A puppy shows mild avoidance of young children. Which of the following approaches is likely to be most successful for conditioning the animal to feel more comfortable around children in the future?
1. Avoid children altogether to prevent a negative experience from occurring. Once the puppy’s in their adolescent period or has become adult, then try reintroducing to children.
2. Take the puppy on a visit to a home with several young children who can then pet and play with the puppy for a couple of hours. Puppies recover fast and overtime the puppy will learn that children are fun rather than to be feared. Repeat the process several times.
3. Bring the puppy to the park. Hold the puppy and let the puppy smell and see children playing nearby. If children come up, allow petting by as many children as possible while the puppy remains in the trainer’s lap and treats are given.
4. Introduce the puppy incrementally to children. Initially, this may include keeping the puppy at a distance and pairing the sights and sounds of children with positive pairings, like treats. Then, the next step may be introducing to a calm, slightly older child who can reward for the puppy approaching or reward performance of known tricks. Overtime, and little by little, the puppy can be introduced to more children; with variables like petting, monitored, and potentially prevented.
Which of the following is true of lures in reward training:
1. The animal isn’t learning anything, because they’re focused on the treat. For this reason, shaping, capturing and targeting are always superior.
2. Lures are always based upon a food reward that’s used to move or guide the animal and achieve a desired behavior
3. The bonus of using treats is that the animal’s emotional state can be positively influenced with the training scenario and other surrounding factors
4. If the lure is not to be part of the prompt for the behavior, it should be faded as quickly as possible to then get the behavior on a different signal, such as an arm motion that can be minimized into a smaller hand signal.
5. Both A and B
6. Both C and D
7. All of the above
To best employ a least intrusive, minimally aversive (LIMA (https://iaabc.org/about/LIMA)) approach to training and behavior modification, the order of help is (moving from the first line of defense and approaches that are least intrusive to approaches that are more of a last line of defense that are more intrusive):
1. Option one:
  1. Wellness measures (including ensuring veterinary care and physical needs are attended to),
  2. Antecedent arrangements
  3. Positive reinforcement
  4. Differential reinforcement of alternative behaviors
  5. Extinction, negative reinforcement, negative punishment
  6. Positive punishment
2. Option Two:
  1. Antecedent arrangements
  2. Positive reinforcement
  3. Differential reinforcement of alternative behaviors
  4. Extinction, negative reinforcement, negative punishment
  5. Wellness measures (including ensuring veterinary care and physical needs are attended to)
  6. Positive punishment
3. Option Three:
  1. Wellness measures (including ensuring veterinary care and physical needs are attended to)
  2. Positive reinforcement
  3. Differential reinforcement of alternative behaviors
  4. Antecedent arrangements
  5. Extinction, negative reinforcement, negative punishment
  6. Positive punishment
4. It depends upon the trainer’s individual preference and personal history of using the given approach
Which of the following are true of extinction:
1. You must pinpoint what is reinforcing the behavior to then remove the reinforcer for the animal doing the behavior
2. The reinforcement for performing a given behavior is removed in the effort to stop an animal from performing an unwanted behavior
3. Extinction is more than just about removal of attention when the problem behavior occurs and may include addressing other reinforcement that occurs with the behavior; including the provision of space, or access to a desired area or food item.
4. Not all behaviors are conducive to extinction, as some may be self reinforcing
5. Extinction efforts are often combined with operating counter conditioning to reduce learner frustration
6. All of the above
Clicker training utilizes the following (choose all that apply):
1. ABC’s: Antecedents, behavior, and consequences in addition to addressing setting events
2. Use of a reward marker to bridge the desired behavior and the associated reward that follows
3. The clicker serves as a secondary reinforcer
4. Capturing behaviors
5. Shaping behaviors through successive approximations
6. All of the above
Classical conditioning (mark all correct answers):
1. Is also referred to as Pavlovian conditioning
2. Is referred to as Instrumental learning
3. Involves innate visceral responses or emotions
4. The clicker associated with the delivery of a treat is an example of classical conditioning
The following questions apply to operant conditioning (mark all correct answers):
1. Positive reinforcement adds something pleasant to increase the frequency of the behavior
2. Negative punishment removes something the dog likes to decrease the frequency of the behavior
3. Negative reinforcement removes something aversive to increase the frequency of the behavior
4. Positive punishment adds something aversive to decrease the frequency of the behavior.
Classical counterconditioning is the process of replacing a negative emotional response to a stimulus with a positive emotional response by removing an innately pleasurable stimulus (such as a treat).
1. True
2. False
Practical application (s) of using classical counterconditioning only to a fear inducing stimulus is/are: (mark all that apply)
1. Giving a treat when the stimulus is present
2. Moving to a distance out of the way
3. Playing tug of war (if this is something the dog likes) when the stimulus is present
4. Hold the dog in place and reassure him by repeatedly saying ‘It’s okay.’
Systematic desensitization (mark all that apply):
1. Is often used in combination with classical counterconditioning
2. Refers to exposure to a fear inducing stimulus at a non-stressful starting point
3. Refers to exposure to a fear inducing stimulus at its full intensity
4. Can only be implemented if the intensity of the stimulus can be controlled

Requirements

To successfully attain and maintain certification, all members must:

Pass each online module with a score of 80% or higher.
Sign and uphold to the Fear Free Pledge, a commitment to follow a humane, emotionally protective code of conduct and ethical standards.
Keep an active membership.

Pet Professional Membership Pricing

This category of memberships are renewed annually from the date of purchase or date of membership assignment by a Team Administrator. All pricing is in USD. Memberships available within Pet Professional memberships include trainer, groomer, pet sitter, and boarding & daycare individuals. These memberships function independently and cannot be combined.

Number of Members

1 $229/person^*

2-9 $219/person

10-29 $209/person

30+ Get Quote

Annual Renewal

Renewal $59/person

Member Pricing*

Individuals with an existing, active Fear Free membership can purchase any additional pet professional membership for $119. This special member pricing is only available to memberships within the pet professional membership category.