STARTS SEPTEMBER 1, 2026 · AUDITOR US$139 · PREMIUM US$260 · 8 PREMIUM PLACES
Exposure tells us where the puppy went. Behavior tells us what the puppy learned.
Two puppies can spend ten minutes in the same café, remain quiet, and eat every piece of food. One observes, moves, checks in, and eventually rests. The other remains almost motionless, tracks every movement, and leaves unable to respond to familiar cues. An exposure checklist records the same event. A behavioral record does not.
Take Them Everywhere? replaces socialization counts with a system for designing environmental learning: define useful behavior, separate the variables, preserve effective choices, and decide when to continue, change the arrangement, or stop.
- Starts: 1 September 2026
- Registration closes: 14 September 2026
- Access: one year from purchase
Design for learning, not attendance
- Read more than quietness
Observe movement, orientation, exploration, recovery, reinforcement use, and what happens after the event. - Preserve useful routes
Arrange distance, safe bases, pauses, and exits so the learner’s behavior can change the situation. - Generalize deliberately
Split people, dogs, sounds, surfaces, transport, intensity, and duration into variables you can plan.
Socialization is not an attendance record
Seeing a tram does not tell us what the learner learned about trams. Meeting a child does not tell us what the learner learned about children. Taking food near another dog does not establish that food reinforced the behavior we care about or that the learner retained access to movement. Even quietness can describe resting, observing, waiting, scanning, freezing, or having no effective way to leave.
This course replaces “Did we expose them to it?” with a more useful sequence: Which behavior would make this situation workable? What is the environment making likely now? What outcome can the learner access? Which observation tells me to continue, change, or stop?
The environmental-learning method
- Define the context. Describe the real situation and the behavior that would make participation workable.
- Establish a baseline. Record what the learner does before, during, and after an easy version of the event.
- Split the variables. Separate distance, movement, novelty, density, duration, intensity, surfaces, and predictability.
- Arrange effective agency. Make approach, observation, retreat, safe-base access, and ending the session capable of changing the outcome.
- Choose the next question. Continue, change, stop, or generalize according to the learner’s behavior—not a socialization calendar.
Your six-week learning map
Week 1 · Stop counting exposures
Distinguish exposure from learning, describe behavior before interpreting it, establish a baseline, and stop using silence or food consumption as complete evidence.
Week 2 · Design the learning environment
Separate environmental dimensions, build safe bases, arrange agency within safe boundaries, and define rules for continuing, changing, or stopping.
Week 3 · Teach behavior for the real world
Build voice relevance, explore-and-return loops, movement with the caregiver, observation and disengagement, and recovery after interruption.
Week 4 · Apply the system
Plan for people, dogs, sounds, surfaces, moving objects, transport, arrivals, and public duration without making greeting or closer proximity the universal goal.
Week 5 · Add variation on purpose
Begin with a clean loop, introduce selected differences, and build generalization across repetitions, sessions, and contexts instead of testing it all at once.
Week 6 · Troubleshoot and build your plan
Analyse food delivery, recognize when a session is becoming too difficult, respond after unplanned experiences, and create an individual environmental-learning system.
Skills for an actual shared life
The course teaches a small repertoire with many applications: orienting when the caregiver’s voice becomes relevant; exploring and returning voluntarily; moving together; observing and disengaging; approaching and retreating; accessing a safe base; recovering after an interruption; and remaining in an environment without being required to stay perfectly still.
Written lessons carry the analysis. Video demonstrations show timing, caregiver position, long-line handling, reinforcement placement, movement mechanics, and changes across an uninterrupted behavioral sequence. Practical records help you decide what happened and what to change next.
Why I created this course
When Gofer came to live with me, human homes, city movement, transport, and close daily contact with people were not familiar parts of his life. He relied on Gustaw far more than he relied on me. My voice was not automatically relevant because I had become his caregiver, and taking food from my hand was not something I could assume.
I knew Gofer would eventually need to live with me in Brussels. A list of urban experiences would not tell me where to begin, what behavior to teach, how to evaluate the session, or whether one experience prepared him for the next. He did not need to collect locations. He needed a system that would help him learn within them. This course grew from that process.
Who this course is for
Choose this course if you are raising a puppy, supporting a newly adopted dog, preparing a learner for city life or travel, or helping caregivers design early environmental learning. It is written for professional dog trainers, behavior consultants, serious caregivers, and other animal-training professionals who want more than a checklist.
Beginners receive a clear progression. Experienced trainers gain a detailed system for analysing socialization variables, agency, recovery, and generalization. The plan should always be adapted to the learner’s health, mobility, history, and environment.
Your instructor
Agnieszka Janarek is the founder of Tromplo and an animal trainer with a background in Applied Behavior Analysis. She teaches from observable behavior, carefully arranged environments, and the conviction that agency must change what happens next to be meaningful.
I am not interested in producing a puppy who tolerates being taken everywhere. I want to help you build the skills that make participation in your real life workable—and to notice early enough when a different distance, duration, route, or day would be the better training decision.
Choose your September edition
Registration closes 14 September 2026 at 23:59 Europe/Warsaw.
Questions before you enrol
Will I receive a checklist of places my puppy must visit?
No. You will build a reusable planning system that separates variables, defines useful behavior, and lets the learner’s behavior determine whether to continue, change, stop, or generalize.
Is taking food evidence that the learner feels safe?
Not by itself. You will observe food use alongside movement, orientation, exploration, recovery, distance, and the learner’s ability to change the situation.
What is the difference between Auditor and Premium?
Auditor is independent study with the complete course and one year of access. Premium includes the same course plus individual instructor feedback during the six-week term and is limited to eight places.
Is this only for very young puppies?
No. The framework is also relevant to newly adopted dogs and to professionals helping caregivers plan environmental learning. The setup must be adapted to the individual learner.