slave train­ing  for a slave always involves the Mas­ter con­trol­ling the body actions of a slave.  Behav­ior slave train­ingis closely asso­ci­ated with emo­tions, self-image and thoughts and is gov­erned by them because a slave first thinks, then feels then acts.  Before she moves she must think to cause that movement.

But in B.E.S.T. slave train­ing, behav­ior refers to the actions of the body.  Behav­ior is the move­ments, actions, expres­sions not feel­ings and the slave’s thoughts behind them. Those are cov­ers in other parts of B.E.S.T. That is why all four sec­tions of B.E.S.T. must be con­sid­ered as a whole.The feel­ing of help­less­ness to con­trol and change her own behav­ior is impor­tant in BDSM behav­ioral slave train­ing. Con­trol­ling the behav­ior of a slave is the key to slave devel­op­ment and a well thought out plan of action is far more effec­tive than play­ing it by ear. The goal of behav­ioral slave train­ing is to estab­lish own­er­ship of the slave’s body. Behav­ior mod­i­fi­ca­tion in slave train­ing means chang­ing the slave’s body actions to serve and please her Master.

A Mas­ter can only truly judge a slave by what his five senses reveal to him. Try as he may, he is unable to com­pletely see into his slave’s mind and heart. This is one thing he must accept and be hon­est with him­self about. He can’t hear her thoughts or feel the emo­tions a slave feels. He can only observe her behav­ior and come to a con­clu­sion about what he sees or hears. Demon­strat­ing proper behav­ior is the best way a slave shows her state of mind to her Master.

Repeated dis­ci­pline train­ing is very use­ful in early behav­ioral slave train­ing.  Behav­ioral slave train­ing not only teaches the desire behav­ior that her Mas­ter demands but also helps mold her atti­tude.  Atti­tude and behav­ior are twin agents of change.  See Push/Pull The­ory of slave training. 

 

The slave’s Envi­ron­ment dur­ing slave training

Con­trol­ling a slave’s  Space, Time, Phys­i­cal Actions, Pri­vacy and Relationships

Part of slave train­ing is the actual phys­i­cal con­trol of the slave’s behav­ior. If you view a slave’s behav­ior as being com­posed of space, time, phys­i­cal actions, pri­vacy and rela­tion­ships with oth­ers, then it becomes eas­ier to develop a train­ing pro­gram that enables you to con­trol her total behav­ior. Devel­op­ing meth­ods for dis­ci­pline train­ing that include each of the areas should be con­sid­ered in early train­ing as a way of mold­ing her into your slave. Early train­ing in each of these areas is help­ful in avoid­ing future prob­lems and pro­vid­ing a foun­da­tion for more advanced B.D.S.M. and slave train­ing. Often many of these behav­ioral changes need to be prac­ticed over and over until they become a habit for your slave girl.

It is also effec­tive to inform her that you intend to con­trol each of the areas and explain how you intend to con­trol them. How­ever, it takes more than just words, action is nec­es­sary. You have to spend the time nec­es­sary by using dis­ci­pline train­ing, prac­tice, rein­force­ment and pun­ish­ment to change her behav­ior. The goal is to estab­lish behav­ior that is con­sis­tent and reflects her slav­ery. A side ben­e­fit of estab­lish­ing rules, modes and alter­ing behav­ior is that it makes slave man­age­ment much eas­ier for you. This is even more impor­tant if you have more than one slave.

Free­doms the Mas­ter should con­trol in behav­ioral slave training:

Restrict­ing and con­trol­ling the scope or free­dom of action of the slave’s body:

a) Space - The area or space a slave is to occupy should be con­trolled. In the early stages of slave train­ing, the slave is told where to be at all times. Restrict­ing the slave to an area and requir­ing per­mis­sion to go beyond that area is an exam­ple of own­ing the space a slave occu­pies. Own­ing the slave’s space can be enhanced by caging her for a period of time, restrict­ing where she eats and sleeps, and restrict­ing the use of fur­ni­ture. Bondage can also be a pow­er­ful restric­tive tool for con­trol­ling space.

A method often used in early behav­ioral slave train­ing is to assign a place for a slave to set when she is not in use in your ser­vice. It may be that you want her to set at your feet or in a cor­ner until you called for her. Her body is con­trolled at all times by using this process. It is not effec­tive slave man­age­ment in long-term ser­vice because it restricts her abil­ity to do rou­tine task, but is use­ful in early train­ing.  it is bet­ter to ease off on slave train­ing later than start of to lax.

Con­trol­ling space can be thought of as you con­trol­ling where her body is at all times and/or plac­ing restric­tions as to dis­tance it can be from you. Her body must have a rea­sons for being beyond the dis­tance lim­its you place on it or out of a par­tic­u­lar place you have estab­lished for it to be. In early slave train­ing, If you are not using her body to serve you, her body should be in a place await­ing to serve.

Sim­ply because you don’t require an action from your slave at a given time does not mean you can’t still train her. You can “park” her and make her wait until the next time you need her.  Behav­ioral slave train­ing can be at times noth­ing more than the slave girl being still and await­ing your next order.  If you don’t it is a missed behav­ioral slave train­ing opportunity.

Space also means, what is often called per­sonal space around you. A slave has no per­sonal space that is sep­a­rate from her Master.

b) Time - Con­trol­ling a slave’s time means that you:

• can set the times for activ­i­ties and her avail­abil­ity for the activities
• can con­trol a period at the slave’s dis­posal for her own use, and
• can set or main­tain the tempo, speed, or dura­tion of: time to com­plete activates.

Time is no longer owned by the slave and she learns to abide by the time sched­ule of her Mas­ter. Free time is a priv­i­lege granted to her. Early in train­ing the slave should be allowed very lit­tle free time and should be kept busy serv­ing her Master.

The slave has prob­a­bly oper­ated most of her life on her time sched­ule and has to adjust her think­ing to abide by your time sched­ule. Estab­lish­ing time sched­ules for activ­i­ties and restrict­ing activ­i­ties she can per­form with­out per­mis­sion are also ways you can con­trol her time.

Often, just mak­ing a slave sit qui­etly and wait until you desire her to serve you is an effec­tive slave train­ing tool for con­trol­ling time, space and phys­i­cal actions. If you estab­lish a place for her to sit and wait for an order, this con­trols both her space and time. This can be accom­plished by hav­ing a place for her to sit in early train­ing that is assigned by a par­tic­u­lar vocal com­mand. For exam­ple, you can use the com­mand “Go to your place.” She obeys this com­mand by going to a par­tic­u­lar place in the cor­ner of the room, at your feet or wher­ever you decide this “place” should be. Have her remain there until you have a need for her ser­vices. This, of course, is not always prac­ti­cal but is a use­ful tool and com­mand to let her see that her time and space are con­trolled and to actu­ally expe­ri­ence it.

Another method of con­trol­ling her time is to have her do cer­tain task at a par­tic­u­lar time every day. This is effec­tive dur­ing the period she is learn­ing that you own her time. In addi­tion, if she has a rou­tine of doing a par­tic­u­lar thing at a par­tic­u­lar time of day, change it to show her that you own her time and con­trols her behavior.

Place her on the floor with an old clock that tics set­ting beside her so she can her it. Mak­ing her stay in that place for a period of time that you estab­lish. This rein­forces that you con­trol her time and space.

c) Phys­i­cal Actions (con­trol­ling actions of the body) - Con­trol­ling phys­i­cal actions means the con­trol­ling the actual body of the slave, which include the body’s l

1) loca­tion at any time

2) posi­tion the body is in (Exam­ples: kneel­ing, standing)

3) then the body can change loca­tions from one place to another

4) man­ner or style in which the body moves

5) sex­ual feel­ing and expe­ri­ences, and

6) speech.

This involves the Mas­ter estab­lish­ing his own­er­ship of the body move­ments of your slave. The con­trol of her move­ments and actions is a major part of her learn­ing how to serve, obey and please. It is impor­tant to estab­lish, prac­tice and enforce rules of behav­ior for your slave. This allows a struc­tured and con­sis­tent way of con­trol­ling your slave’s behav­ior. These are the major rea­sons for hav­ing rules and modes for your slave.

Con­trol­ling a slave’s body posi­tions and estab­lish­ing Modes and Rules of Submission.

Con­trol­ling phys­i­cal actions includes, but is not lim­ited to, estab­lish­ing rules for actions she will take, teach­ing her posi­tions, rules for PRESENTING, and modes. (see slave positions)

This part defines how a slave con­ducts her­self around her Mas­ter. It could, if you wish, include how she presents you a glass of water, stands before you, walks around the house and many other things. See slave MODES , and Rules of Sub­mis­sion for details on my rules, required PRESENTING and slave modes. This will give you ideas on how to estab­lish your own.

Con­trol­ling a slave’s speech.

Often a Mas­ter spends time “voice train­ing” a slave. This usu­ally means restrict­ing her speech. The goal of slave voice train­ing is to train the slave to speak in the pat­tern and inflec­tion that her Mas­ter finds desir­able and is befit­ting her posi­tion as his slave. (See Voice Training)

Con­trol­ling a slave’s sex­ual being

Another sub-category of con­trol­ling phys­i­cal actions is con­trol­ling the sex­u­al­ity or sex­ual being of a slave. You own her sex­ual being, that means you choose how, with whom, and when she has any sex­ual activ­ity. she has no right of sex­ual refusal to you.

She is allowed an orgasm only at your com­mand. A slave is often required by her Mas­ter to ask for per­mis­sion to have an orgasm and then beg for it. In addi­tion, after orgasm, she should thank you for allow­ing her to reach an orgasm. It is not nec­es­sary that you allow a slave to have an orgasm each time you use her for your plea­sure. Her sex­ual being serves at your pleasure.

It is an effec­tive tool to some­times please your­self and not allow her an orgasm. she should always thank you for using her body for your plea­sure includ­ing the times she is denied orgasm. Her sex­ual being is for your plea­sure and train­ing tech­niques should be devel­oped to rein­force this and show her the wide range of con­trol you have over it.

Teach­ing your slave “fuck­ing posi­tions” is also a use­ful tool. With a word com­mand from you, she know what sex­ual posi­tion you wish her to be in while you use her body for your plea­sure. You own her body, teach her how you want to use it,

In addi­tion, you can teach her an auto­matic posi­tion that she is required to get into if you just pro­ceed to use her sex­u­ally with­out say­ing any­thing. If, for exam­ple, you want her in the mid­dle of the night, there is not always a need for fore­play; you own her so you approach her or wake her up and she knows to get into the auto­matic posi­tion while you use her for plea­sure. You may or may not allow her to cum, it is your deci­sion, but she should thank you for using her body for your pleasure.

Two advance train­ing tech­niques involves teach­ing her to cum on com­mand and sec­ond, not allow­ing her a com­plete orgasm.

A female cums in waves. Before not allow­ing her to have a com­plete orgasm, you need have her count the num­ber of waves she has dur­ing an orgasm then tell you how many she had. You prob­a­bly should have her do it more than once to get an accu­rate esti­mate of the num­ber of waves she has dur­ing a nor­mal orgasm. If she nor­mally has between 4 to 7 waves dur­ing an orgasm; cut it in half and allow her only 2 or 3 waves dur­ing some orgasms. This will be dif­fi­cult for her to do , but with prac­tice she will be able to accom­plish it. This teach­ers her that even how she is allowed to expe­ri­ence and enjoy an orgasm is owed. It is not nec­es­sary to do this all the time and is prob­a­bly more effec­tive to change-up; allow her a com­plete orgasm some­times, an incom­plete orgasm some­times and no orgasm at other times.

Teach­ing her to spread her legs auto­mat­i­cally at some sig­nal you give her is another tool. For exam­ple, if you touch her between her legs, she is to auto­mat­i­cally spread her legs wide the instant she feels this tough no mat­ter where she is or what time it is. Prac­tice is nec­es­sary to ingrain this auto­matic response.

Set­ting a rule that she must wear a dress or skirt with no panties when you are in pub­lic, shows her that her cunt must be avail­able for use at all times. Not allow­ing her to sit on her dress while rid­ding in a car also rein­forces that she must make her cunt easy to reach. she is for your use and part of that use is her sex­ual being, so make it easy to get to.

Another com­mon step taken by Mas­ters, is not allow­ing her to play with her cunt or nip­ples unless you give her instruc­tions to do so. You own her sex­ual being there­fore con­trol its use.

Con­trol of the slave’s body also includes con­trol­ling her:

• Dress Code
• Drugs (med­ica­tion)
• Good Nutri­tion
• Exer­cise
• Recre­ation

d) Pri­vacy  - Pri­vacy includes three areas;

• pri­vacy of the body,
• secrets and
• trans­parency of thoughts.

A slave should feel that no part of her life is pri­vate from her master’s view or control.

Pri­vacy of the body

A slave has no place of seclu­sion from her mas­ter and is always sub­ject to his obser­va­tion. Any retreat or soli­tude a slave may have is granted as a priv­i­lege by her Master.

Noth­ing is allowed to be with­held or pri­vate from her Mas­ter. The slave no longer owns her pri­vacy and is allowed no pri­vate space with­out her Master’s per­mis­sion. This includes her use of the bath­room, tele­phone con­ver­sa­tions, work, or sleep. She must learn that her days and nights are owned by her Master.

Forc­ing a slave to train in the nude and requir­ing her to open her body for inspec­tion are also good tech­niques for pri­vacy train­ing. Have a pre­de­ter­mined com­mand you can give her that will place her in a posi­tion or posi­tions to have her body inspected. Do it often in early train­ing to instill in her that she will main­tain her body as you wish.

In addi­tion, forc­ing her to leave the bath­room door open at all times, shows her that noth­ing is pri­vate from her Mas­ter. Noth­ing is kelp from her Master.

Forc­ing a lack of phys­i­cal pri­vacy also adds to a feel­ing of a lack of emo­tional pri­vacy. This adds to her feel­ing of being owned.

Secrets

Pri­vacy is more that just her body. Don’t allow the slave to keep secrets. This can include com­puter pass­words, review­ing her mail after she opens it, knowl­edge of her finances includ­ing income, expenses and per­sonal debts, and pri­vate per­sonal items.

If you wish, it can include her for­ward­ing copies of her email exchanges, chat room dis­cus­sions and ICQ dis­cus­sions to you.

Trans­parency of thoughts

One of the con­cepts of slav­ery is “trans­parency.” This is open­ness related to her thoughts and emo­tions. Her behav­ior is directly related to her thoughts and emo­tions and it is impor­tant that this infor­ma­tion is avail­able to you. Explor­ing the slave’s core beliefs and feel­ing should be done when resis­tance to change occurs.

A very effect train­ing tool is to sim­ply ask your slave, “What are you think­ing right now?”

e) Rela­tion­ships with oth­ers (interpersonal)

Rules are estab­lished for the rela­tion­ships a slave has with oth­ers and is often divided into cat­e­gories such as rules for social, employ­ment, fam­ily, sis­ter slaves. and restric­tion on or rules for sex­ual rela­tion­ships. The con­trol of a slave should be extended beyond just the time and rela­tion­ship with her Master.

Asso­ci­a­tion with oth­ers is a priv­i­lege granted by her Mas­ter, not a right. If she is meet­ing co-workers after work for an activ­ity, you can require her to ask for your per­mis­sion before she is allowed to attend.

I don’t like to sep­a­rate a slave from her fam­ily, but she should know that you con­trol her access and time with them (exclud­ing small chil­dren which to me is a sep­a­rate cat­e­gory) and she is sub­ject to your sched­ule. Yes, there are excep­tions to this rule, how­ever they should be viewed as excep­tions instead of the norm.

You should remem­ber that B.E.S.T. slave train­ing does not con­sider behav­ior as being in a vac­uum from emo­tions, self-image and thoughts. Each are inter­con­nected dur­ing train­ing. Estab­lish­ing proper behav­ior and turn­ing these ideas into habits for her can also improve her self-image.

Chang­ing a slave’s environment

Chang­ing the slave’s envi­ron­ment leads to behav­ioral change. A change in envi­ron­ment to one that is con­ducive to slav­ery helps to:

•   avoid sit­u­a­tions that lead to unwanted behav­ior and
•   pro­vide stim­uli that prompt the desired behavior.

This is why it is nec­es­sary to con­trol the slave’s space, time, phys­i­cal actions, pri­vacy, and relationships.

The pur­pose of con­trol­ling the slave’s envi­ron­ment is to:

• decrease the fre­quency of unde­sir­able responses. (Exam­ples: pro­cras­ti­nat­ing and “bad” habits)
• increase the fre­quency of desired responses. (Exam­ples: doing chores and new learned sub­mis­sive behavior)
• By chang­ing the envi­ron­ment and behav­ior of a slave, a cor­re­spond­ing change occurs in atti­tude. When a slave’s atti­tude con­flicts with the behav­ior her Mas­ter requires, it causes a men­tal dis­com­fort (con­flict). This moti­vates her to change her atti­tude or behav­ior to reduce dissonance.

A Mas­ter con­trols the slave’s behav­ior. She is help­less to change her behav­ior there­fore her atti­tude must change in order to reduce the men­tal con­flict. The feel­ing of help­less­ness to change her own behav­ior is impor­tant in slave train­ing. If she is told to main­tain her eyes down, she knows that her Mas­ter con­trols her behav­ior and in the long run, she is help­less to act in any other way than main­tain eyes down. This feel­ing of help­less­ness in con­trol­ling her behav­ior fos­ters a change in attitude.

NOTE: The term help­less­ness as used here in slave train­ing means:

that in order to main­tain her slav­ery or con­tinue on the right path in her slave train­ing and not dis­please her Mas­ter, she is help­less to change her behav­ior. Her Mas­ter deter­mines her behav­ior. It means that she has made a deci­sion to allow her Mas­ter the right to make her behav­ioral choices for her. He has made a choice of how he wish­ers her to behave there­fore she is help­less to change her behav­ior and be a slave.

A slave makes a “Choice Decision”

“Choice deci­sion” (adapted from Real­ity ther­apy) states that a slave at some point in train­ing, makes a deci­sion to allow her Mas­ter to own her choices. In other words, she makes a “choice deci­sion.” When a Mas­ter owns a slave’s choices the can choose the behav­ior he desires.

A slave chooses the behav­ior she exhibits and a slave will choose to change her behav­ior when:

• Her present behav­ior is not get­ting her what she or her Mas­ter wants and
• She believes that the choice of a dif­fer­ent behav­ior will get her closer to her Master’s goal of com­plete own­er­ship of her and/or change will make her a more use­ful slave.

Behav­ioral chang­ing goals in slave training

Rein­force­ment and Pun­ish­ment is slave training

Behav­ior slave train­ing goals are geared toward increas­ing the Master’s own­er­ship of the slave’s envi­ron­ment that includes her space, time, phys­i­cal actions, pri­vacy and inter­per­sonal rela­tion­ships. When long-term behav­ioral goals are involved, the Mas­ter needs to under­stand more than just clas­si­cal and oper­ant conditioning.

AS IF: 

On of the things that Adler stressed in behav­ioral train­ing was act­ing “as if.” If a slave is made to act like a slave, she becomes more accus­tomed to it and she grad­u­ally comes to accept slav­ery as nat­ural.  Forc­ing her to act “as if”  is a huge part of slave train­ing.  Train­ing tech­niques such as requir­ing your slave to present as you enter a room, speech mod­i­fi­ca­tions, posi­tion train­ing, learn­ing and adapt­ing to rules are all exam­ples of behav­ior mod­i­fi­ca­tion and become sec­ond nature to her.

Demand­ing that a trainee act “as if” adds to her feel­ing of help­less­ness in con­trol­ling her own behav­ior. She is aware that act­ing “as if” is required of her and she has no power to alter the behav­ior required of her.

B.E.S.T. slave train­ing does not use “as if” train­ing alone, but con­sid­ers it part of slave training.

WHY:

There is a weak­ness to just using behav­ioral tech­niques to train a slave. The slave’s atti­tude, emo­tions, self-image and thoughts are not con­sid­ered in behav­ioral train­ing. Behav­ioral train­ing does not ask WHY. It only relates to HOW, WHAT, WHEN and WHERE the behav­ior of a slave is to change. The WHY is impor­tant for long-term suc­cess, there­fore cog­ni­tive tech­niques are also impor­tant. This how­ever, does NOT reduce the neces­sity or the effec­tive­ness of good ole behav­ior training.

 

BASICS of BEHAVIORAL TRAINING:

The best meth­ods of mod­i­fy­ing behav­ior accord­ing to behav­ioral stud­ies and what they should be used for are as follows:

•  to teach a never before per­formed behav­ior (rein­force­ment: pos­i­tive and negative )
• to increase or strengthen an exist­ing behav­ior (rein­force­ment, con­tin­gency con­tract, token econ­omy, modeling)
• to extend an exist­ing behavior
• to a new envi­ron­ment ( stim­u­lus con­trol; modeling )
• to a new behav­ior (response gen­er­al­iza­tion; shap­ing; prompt­ing; modeling)
• over time (main­te­nance; inter­mit­tent rein­force­ment; modeling)
• to nar­row an exist­ing behav­ior to lim­ited envi­ron­ments (e.g., only snack­ing in the kitchen) (also dis­crim­i­na­tion train­ing; modeling)
• to reduce or elim­i­nate the dis­play of an exist­ing behav­ior (extinc­tion; time-out; response cost; desen­si­ti­za­tion; rein­force­ment of incom­pat­i­ble responses; mod­el­ing; punishment)

It is often said by slaves that be best moti­va­tor is pos­i­tive rein­force­ment . This can only be true if it is applied where it is intended to work. (Exam­ple, You can’t rein­force bad behav­ior.) Pun­ish­ment does work best in some cases; usu­ally this is changed an exist­ing behavior.

Oper­ant con­di­tion­ing and slave training

Oper­ant con­di­tion­ing is based on four con­cepts for deal­ing with proper and bad behav­ior. No one by itself is enough.

• Pos­i­tive rein­force­ment: — get­ting some­thing pleas­ant, e.g. a weekly pay check or a compliment
• Neg­a­tive rein­force­ment: tak­ing away or avoid­ing some­thing unpleas­ant, e.g. avoid­ing stress by not try­ing for a position
• Pos­i­tive pun­ish­ment: admin­is­ter­ing or receiv­ing some­thing unpleas­ant, e.g. being spanked
• Neg­a­tive pun­ish­ment: tak­ing away or being deprived of some­thing pleas­ant, e.g. being denied TV or fun activ­ity or the car.

It may be help­ful to under­stand rein­force­ments and pun­ish­ments and how they apply to chang­ing behavior.

There are five basic processes in oper­ant con­di­tion­ing: pos­i­tive and neg­a­tive rein­force­ment strengthen behav­ior; pun­ish­ment, response cost, and extinc­tion weaken behavior.

•  Pos­i­tive Rein­force­ment–  In pos­i­tive rein­force­ment, a pos­i­tive rein­forcer is added after a response and increases the fre­quency of the response.
• Neg­a­tive Rein­force­ment– In neg­a­tive rein­force­ment, after the response the neg­a­tive rein­forcer is removed which increases the fre­quency of the response. (Note: There are two types of neg­a­tive rein­force­ment: escape and avoid­ance. In gen­eral, the learner must first learn to escape before he or she learns to avoid.)
• Response Cost–if pos­i­tive rein­force­ment strength­ens a response by adding a pos­i­tive stim­u­lus, then response cost has to weaken a behav­ior by sub­tract­ing a pos­i­tive stim­u­lus. After the response the pos­i­tive rein­forcer is removed which weak­ens the fre­quency of the response.
• Pun­ish­ment– After a response a neg­a­tive or aver­sive stim­u­lus is added which weak­ens the fre­quency of the response.
• Extinc­tion– No longer rein­forc­ing a pre­vi­ously rein­forced response (using either pos­i­tive or neg­a­tive rein­force­ment) results in the weak­en­ing of the fre­quency of the response. The behav­ior is ignored and there­fore weak­ens over time. This is true where a rein­forcer is expected for behavior.

Peo­ple will move toward new and dif­fer­ent behav­iors if they view these new and dif­fer­ent behav­iors as:

adding new pos­i­tive conditions,

• pre­serv­ing exist­ing pos­i­tive conditions,
• avoid­ing new neg­a­tive con­di­tions, and
• elim­i­nat­ing exist­ing neg­a­tive conditions.

Typ­i­cally, peo­ple will shy away from new and dif­fer­ent behav­iors if they view these new and dif­fer­ent behav­iors as:

• adding new neg­a­tive conditions,
• pre­serv­ing exist­ing neg­a­tive conditions,
• avoid­ing new pos­i­tive con­di­tions, and
• elim­i­nat­ing exist­ing pos­i­tive conditions.

Pun­ish­ment works bet­ter when accom­pa­nied with rein­force­ment for proper behavior.

Julian Rot­ter stated that behav­ior mod­i­fi­ca­tion requires more than clas­si­cal or oper­ant con­di­tion­ing alone. He stated that indi­vid­ual dif­fer­ences are impor­tant in behav­ioral train­ing. The individual’s thoughts and emo­tions play a part in behav­ioral train­ing. Rot­ter stated that behav­ior is directed toward a need (goal) and behav­ioral poten­tial and that expectancy, rein­force­ment value and psy­cho­log­i­cal sit­u­a­tions are fac­tors that should be con­sid­ered and are mea­sure­ments for success.

 

Tech­niques and Meth­ods for behav­ioral change

Some tech­niques used for behav­ioral change in slave train­ing are:

•  Behavior-Rehearsal — Forced to act in appro­pri­ate way — as a slave
•  Mod­el­ing — mod­el­ing the exam­ple of other slaves
• Non-reinforcement — not reward­ing bad behavior
• Pos­i­tive Rein­force­ment — reward­ing good behavior
• Pun­ish­ment — pun­ish­ing for bad behav­ior after dis­cussing and admit­ting bad behavior
• Dis­ci­pline Train­ing — prac­tice cor­rect behav­ior and observe and make corrections
• slave Rules — guide­lines for behavior
• Record­ing and Self-Monitoring — Jour­nal entries to record good and bad behavior
• Stim­u­lus Con­trol — remov­ing stim­u­lus of bad behavior
• Com­mu­ni­ca­tion Train­ing — learn­ing to com­mu­ni­cate deep thoughts and feel­ings. Being open
• Social Skills Devel­op­ment — prac­tic­ing skills in pub­lic and private
• Con­tracts — to change behav­ior, includ­ing desired change, rewards and punishment.
• Token Econ­omy — involves token gained by proper behav­ior and after a cer­tain num­ber is earned a reward is received. Coins can also be removed for bad behavior.

[wpspoiler name=“Push/ Pull the­ory of slave training” ]

Push/pull The­ory of train­ing a slave girl

This is a brief look at what is called the push/pull theory. It describes the inter­nal strug­gle a slave goes through in the process of accept­ing changes dur­ing training.

If the slave accepts the over­all goal of her Mas­ter to train her as a slave, this does not mean that no resis­tance to the actual train­ing will be encoun­tered slav­ery means the giv­ing of per­sonal free­doms to a Mas­ter and agree­ing to allow a Mas­ter to make choices for her. Many of the free­doms she is required to give her Mas­ter and the accep­tance that her Mas­ter can make any choice for her may fos­ter resistance.

She feels a push/pull. She feels two oppos­ing moti­va­tion forces. Often, the slave not only feels pulled by a striv­ing to achieve the goals estab­lished by her Mas­ter but also pushed by a force to resist change and main­tain her old behav­ior, emo­tions, self-image or thoughts (sta­tus quo). There­fore, change only occurs when the moti­va­tion to serve, obey and please over­rides the pulling moti­va­tion to main­tain the sta­tus quo.

When the push force is greater or equal to the pull force their is no change. For behav­ior to change the forces pre­serv­ing sta­tus quo must be changed. Behav­ioral Change occurs by  

1) increas­ing the moti­va­tion force for change,

2) by weak­en­ing the force to main­tain sta­tus quo,

3) or a com­bi­na­tion of both.

Change occurs in a three-step process. use­ful con­cept in slave training

A) The first step is unfreez­ing. This is a crit­i­cal first step in the change process. Unfreez­ing is encour­ag­ing the slave to dis­card old behav­ior by shak­ing up the equi­lib­rium state that main­tains sta­tus quo. This is accom­plished by elim­i­nat­ing rewards and show­ing that the old behav­ior has no value to her slav­ery. By unfreez­ing the slave accepts that change needs to occur. The slave sur­ren­ders by allow­ing the bound­aries for their sta­tus quo to be opened in prepa­ra­tion for change.

B) The sec­ond step is the process of mov­ing. In the mov­ing state, new atti­tudes, val­ues, and behav­iors are sub­sti­tuted for old ones. This is accom­plished by pro­vid­ing ratio­nale for change, goals, moti­va­tion and train­ing to develop skills.

C) The third step is refreez­ing. This is where the new atti­tude, val­ues, and behav­ior are estab­lished as the new sta­tus quo. This is accom­plished by reward­ing and insti­tu­tion­al­iz­ing the new behav­ior. [/wpspoiler]

 

Behav­ioral psy­chol­ogy to learn more about behav­ioral slave training 

B.A.S.I.C.  ID  from which B.E.S.T.  is partly based upon.