slave train­ing the­ory of this B.E.S.T. slave train­ing guide is based on chang­ing a slave’s behav­ior, emo­tion, self-image and think­ing.  The slave train­ing shows her how to bet­ter serve and obey her Mas­ter as his slave girl.  She is guided through a process of change.  This part of the slave train­ing guide is intended to encour­age thought about the­o­ret­i­cal con­cepts for train­ing and not pro­ce­dures.  This slave train­ing guide sec­tion increases a knowl­edge of slave train­ing theory.

leather and slave train­ing — China Hamilton

Intro­duc­tion to B.E.S.T.  slave training

B.E.S.T. slave train­ing is an acronym for Behav­ior, Emo­tions, Self-image and Thoughts.  B.E.S.T. slave train­ing is loosely based upon an approach to psy­chol­ogy that inte­grates the cog­ni­tive, behav­ioral and ana­lyt­i­cal think­ing of Alfred Adler (1870–1937).  Many newer con­cepts that are also included in this slave train­ing guide as well.  Among them are social learn­ing the­o­ries, mul­ti­modal the­ory, choice ther­apy and (REBT) Ratio­nal Emo­tive Behav­ioral Ther­apy.   All are woven together into one slave train­ing theory. 

The B.E.S.T. slave train­ing guide con­sid­ers both the con­scious and sub­con­scious mind, past and present events and how they effect core beliefs and emo­tions.  The slave train­ing the­ory places impor­tance on pri­vate logic that effects our self-image.  The slave train­ing the­ory inter­con­nects think­ing, emo­tions and behav­ior and there­fore is con­sid­ered holis­tic. We are today an accu­mu­la­tion of our past.

Humans are social beings and social units are impor­tant to us. The Mas­ter and slave rela­tion­ship can be viewed as a social unit of two, there­fore the ele­ments of social­iza­tion and the impor­tance of social con­nec­tions can be applied.

The B.E.S.T. slave train­ing guide con­sid­ers slave train­ing as a re-education and re-socialization of the indi­vid­ual. The B.E.S.T. slave train­ing guide uses goals as a cen­tral theme of train­ing and is geared to the future.  Moti­va­tion is described as the key ele­ment that is nec­es­sary to com­plete goals and is con­sid­ered a prod­uct of thoughts and emo­tions. The B.E.S.T. slave train­ing guides advo­cates encour­ag­ing a slave in order to moti­va­tion her.

Often behav­ior can alter atti­tudes or atti­tudes can alter behav­ior. Behav­ior, emo­tions, self-image and thoughts are all con­sid­ered in the train­ing.  B.E.S.T. slave train­ing con­sid­ers each of these areas to be inter­con­nected and must be included in an over­all train­ing program.

Behav­ioral slave train­ing involves not allow­ing the slave to freely own her space, time, phys­i­cal actions, pri­vacy and rela­tion­ships with oth­ers. Some old habits will be elim­i­nated and new habits will be formed.

Emo­tions are the main dri­ving force in any indi­vid­ual. Pos­i­tive emo­tions about her enslave­ment should be fostered.

Self-image is the way in which we view our­selves. The train­ing should be geared to cre­at­ing a pos­i­tive self-image in being a slave owned by her Mas­ter. A pos­i­tive self-image of her­self as a slave is important.

In the thought process, we first think (per­ceive and value), then feel and then act. What we believe about a sub­ject or event (stim­uli) causes what emo­tions we have and this in turn causes what behav­ior is dis­played. Chang­ing a slave’s core beliefs to bet­ter accept slav­ery in turn changes emo­tions and behavior.

This slave train­ing the­ory sec­tion is a “big pic­ture” look at this method of slave train­ing.  Major ideas are explained, such as social inter­est, moti­va­tions and slave train­ing goals.  The Prin­ci­pals sec­tion takes a more prac­ti­cal “how to” look at behav­ior, emo­tions, self-image and thoughts.

Lets get started with the THEORY

 Social Inter­est and slave training

Humans are social beings and social accep­tance is impor­tant to us. There­fore, Alfred Adler con­sid­ered the pri­mary moti­va­tion in our lives to be social inter­est & social rela­tion­ships. Social inter­ests refer to the urge a per­son has to adapt one’s self to the con­di­tions of the social envi­ron­ment around them.

Another way of describ­ing social inter­est is the striv­ing to become respon­si­ble, coop­er­a­tive, and use­ful within a social envi­ron­ment.  A slave wants to be use­ful in the rela­tion­ship.  Per­son­al­ity and char­ac­ter­is­tics are devel­oped by the atti­tudes that are adopted toward the social envi­ron­ment. Adler believed peo­ple cre­ate ideas that guide behav­ior and deter­mine goals. The rela­tion­ship between a Mas­ter and slave is a social relationship.

Social inter­ests are learned and as they develop, feel­ings of infe­ri­or­ity and iso­la­tion decrease. Hap­pi­ness and suc­cess are asso­ci­ated with social con­nect­ed­ness. Because humans are social beings, we can’t be under­stood in iso­la­tion, social inter­ests and social rela­tion­ships must be also be eval­u­ated.  Under­stand­ing a slave is exam­in­ing a slave’s social world includ­ing her Mas­ter. slave train­ing involved  a master’s under­stand­ing his slave as well as training.

A part of slave train­ing is the teach­ing of new social inter­ests and form­ing a new social rela­tion­ship between the Mas­ter and slave. The Mas­ter and slave form a social unit of two and they must have a social con­nect­ed­ness and there­fore the slave’s atti­tudes adapt to the social envi­ron­ment estab­lished by her Mas­ter. Her slav­ery to her Mas­ter and learn­ing to obey and serve becomes the focal point of her social inter­est and there­fore becomes her pri­mary motivation.

Often, before find­ing a Mas­ter, a slave feels a lack of social con­nect­ed­ness and has a mis­guided social inter­est. Because of this, for many but not all, the slave trainees moti­va­tions in life are also mis­guided or lack of focus and pur­pose. The Master/slave rela­tion­ship pro­vides focus for her by pro­vid­ing a pos­i­tive social inter­est and relationship.

A Mas­ter trains a slave through edu­ca­tion and chang­ing her ori­en­ta­tion. A slave has to learn to become depen­dant and sub­mit to her Mas­ter. When fol­low­ing the B.E.S.T. slave train­ing con­cept a Mas­ter will strive to fos­ter a higher social inter­est in the slave, because the higher the social inter­est, the less likely they are to become dis­cour­aged. slaves with a high social inter­est like them­selves and life. Low or faulty social inter­ests can result in the slave becom­ing discouraged.

Social­iza­tion and Life Tasks

As stated ear­lier, we are social beings and social inter­ests are impor­tant to us. The social unit of the Mas­ter and slave is impor­tant to a slave and can gov­ern the way she views the rest of the world. In that con­text it becomes the anchor­ing point for her to suc­ceed in life tasks.

A slave is also part of larger wholes or sys­tems ( fam­ily, com­mu­nity, human­ity, planet). To sur­vive a slave, like every­one else, attempts to meet three social chal­lenges called “life tasks”:

They are

1.  occupation,
2.  love and sex, and
3.  her rela­tion­ship with other people.

The way she responds to the Master/slave social sys­tem, may become the pro­to­type of her world view and her atti­tude toward life.

Social­iza­tion is the way indi­vid­u­als learn skills, knowl­edge, val­ues, motives and roles appro­pri­ate to their posi­tion in a group or soci­ety. Re-socialization of a slave involves teach­ing new skills, val­ues, set­ting goals, pro­vid­ing moti­va­tions, and mold­ing her to the role of slave.

Re-socialization always involves a teacher, a learn­ing process, a per­son to be social­ized and some­thing that is learned. The three pri­mary means of re-socialization are:

 1) Role acqui­si­tion — The learn­ing of new skills and knowl­edge for a new role in life. Role acqui­si­tion is directed by an agent (Mas­ter for a slave). Learn­ing to be a slave is a form of role acqui­si­tion and is goal directed.

 2) Antic­i­pa­tory Social­iza­tion — The inten­tional train­ing before and after a role is acquired and not directed by an agent. Sub­mis­sives often read books and search the web for infor­ma­tion and knowl­edge about BDSM before the first steps are taken into the lifestyle. They also seek out ways to improve their slav­ery on their own. Before enslave­ment, they use there imag­i­na­tion and envi­sion being owned in the future. This rein­forces the desire to change and pro­vides moti­va­tion to take the first step.

3) Role dis­con­ti­nu­ity — When the val­ues and iden­ti­ties of a new role con­tra­dict with an ear­lier role, for­mer expec­ta­tions and aspi­ra­tions must be altered to meet the new role and the old role is replaced. The woman with a sub­mis­sive nature, through directed train­ing becomes a slave. She gives up self-ownership and deliv­ers her­self into her Master’s hands. Behav­iors, emo­tions and atti­tudes that con­flict with her slav­ery must be aban­doned. Con­flict and resis­tance to change is expected.

 All learn­ing arises from goal-directed activ­i­ties and the spe­cific knowl­edge nec­es­sary to sat­isfy goals. The Mas­ter estab­lishes the goals that pro­vide a guide for the slave to fol­low. The mas­ter should estab­lish goals in his slave train­ing plan.

Learn­ing is gained through mean­ing­ful behav­ior. A slave expects to learn the rules of her Mas­ter and gain insight into how bet­ter to obey, please and serve him. If the slave sees a value in the new behav­ior it is eas­ier for her to learn, mak­ing pos­i­tive re-enforcement useful.

Learn­ing to become a slave is a con­tin­u­ous rec­i­p­ro­cal inter­ac­tion between cog­ni­tive, behav­ioral and envi­ron­men­tal influ­ences directed by her Mas­ter. Her Mas­ter pro­vides her with the knowl­edge of how she is expected to act in order to please him. See­ing her Master’s plea­sure and dis­plea­sure with her actions is crit­i­cal in train­ing. Rewards and pun­ish­ments are exam­ples of inter­ac­tions that direct a slave toward slav­ery.  A good mas­ter uses the nat­ural feel­ing of his slave such as her desire to please him as a foun­da­tion for his slave train­ing.  Why work against nature in your slave training?

Observ­ing and mod­el­ing the behav­ior, atti­tude and emo­tional reac­tions of another slave is a very use­ful tool in the over­all edu­ca­tional and slave train­ing process. Short of the actual obser­va­tion of other slaves, a slave’s imag­i­nary image of the “per­fect slave” becomes the focal point and the direc­tion of her behav­ior, atti­tude and emo­tional move­ment. Her Mas­ter is respon­si­ble for insur­ing this “per­fect slave” image is real­is­tic and obtain­able. Oth­er­wise, the slave may fail to reach her own image of what a slave is and not focus on what her Mas­ter expects of her. The “per­fect slave” image should be an image that is in sync with her Master’s desires. Time should be spent deter­min­ing the slave’s “per­fect slave” image.

The “law of effect” states that peo­ple are moti­vated to seek out pos­i­tive stim­u­la­tion or rein­force­ment and to avoid unpleas­ant stim­u­la­tion. Pos­i­tive re-enforcement is as, if not more, impor­tant as pun­ish­ment. Pun­ish­ment, how­ever, is also a moti­va­tor for a slave because a slave seeks behav­ior that will avoid her being pun­ished. There­fore the Mas­ter should seek to pun­ish a slave in a way that is unpleas­ant to her. He should not fall into a trap where she dis­obeys in order to receive a pun­ish­ment she likes or offer rein­force­ment for her to dis­obey again.   Yes, a mas­ter must cor­rect bad behav­ior but must be as quick if not quicker to reward as part of his slave train­ing program.

The Goal of supe­ri­or­ity  vs Inferiority 

The psy­che has as it’s pri­mary objec­tive — the goal of supe­ri­or­ity. Indi­vid­u­als strive toward supe­ri­or­ity. Supe­ri­or­ity is not defined as we nor­mally think of it. It does not mean that we innately seek to sur­pass another per­son in rank or posi­tion. In other words, it does not mean that we are feel­ing supe­rior to some­one else. It is defined as “per­fec­tion in com­plet­ing a task” or “whole­ness” of the indi­vid­ual. Supe­ri­or­ity means becom­ing good at doing some­thing, accom­plish­ing and improv­ing life. The slave strives for supe­ri­or­ity in her slav­ery and to strengthen the social con­nec­tion between Mas­ter and slave.

Adler didn’t con­sider feel­ings of infe­ri­or­ity as a sign of weak­ness but as a “well­spring of cre­ativ­ity” and the source of human deter­mi­na­tion and striv­ing. Again, the def­i­n­i­tion of infe­ri­or­ity does not mean what you might think. It is not an infe­ri­or­ity com­plex or an over­all feel­ing of infe­ri­or­ity to another.

Infe­ri­or­ity means that you feel that you can improve an aspect of your life if you become bet­ter at a task, knowl­edge or skill. In other words, you strive to get bet­ter at a task you are weak at or have lit­tle knowl­edge of. Accom­plish­ments in life are dri­ven by an effort to over­come infe­rior feel­ings and it is our energy source. We strive to make our lives bet­ter and have a supe­rior life in the future. Adler believed this energy source was pow­er­ful enough to over­come most phys­i­cal limitations.

The trainee seeks slav­ery as a means to obtain supe­ri­or­ity by acquir­ing the new role as her Master’s slave.

B.E.S.T. slave train­ing con­sid­ers the energy force for moti­va­tion to be the striv­ing for supe­ri­or­ity and dri­ven by the desire to over­come infe­rior feel­ings. Goals should be set that enable the slave to strive for supe­rior feel­ings and accom­plish­ment. The core of slave train­ing is for the slave to gain supe­ri­or­ity at the tasks, skill and knowl­edge nec­es­sary to serve, obey and please her Mas­ter. The dri­ving force is to gain this supe­ri­or­ity or over­come an infe­ri­or­ity at a task, skill or requirement.

 slave train­ing is Future oriented

B.E.S.T. slave train­ing is designed to pre­pare the slave for future long-term ser­vice to her Mas­ter. Each skill the slave mas­ters and each atti­tude change increases her value to her Master.

A slave trainees moti­va­tions and goals are bet­ter under­stood by look­ing at her inten­tions and antic­i­pa­tions instead of exam­in­ing the past. Human behav­ior is directed toward a goal. Con­scious and sub­con­scious actions are reflec­tions of the intent or direc­tion of the slave.

slave train­ing is future ori­ented, but present and past learned beliefs and behav­iors have to be altered to pre­pare her for future ser­vice. Even though it is future ori­ented much of the slave train­ing is done in the “here and now” (cor­rect­ing the thoughts and behav­ior that presents itself before your eyes).

Because B.E.S.T. slave train­ing is future ori­ented, it is best applied to long-term Master/slave rela­tion­ships. It would serve lit­tle or no value to a reader not inter­ested in tak­ing the time to train a slave for long-term ser­vice. It also would offers lit­tle ben­e­fit to a Master/submissive rela­tion­ship train­ing program.

If you are not inter­ested in train­ing a slave for long-term ser­vice, there is no rea­son to fol­low the path laid out in B.E.S.T. slave training.

Goals and slave training

B.E.S.T. slave train­ing focuses on the re-education and re-orientation of the slave so that she comes to know and accept the social envi­ron­ment estab­lished by her Mas­ter. She learns how to bet­ter serve, obey and please her Master.

The cen­tral goal is to train the slave to accept her slav­ery, become an effec­tive ser­vant, and find joy in being owned (body, mind, and spirit) by her Mas­ter. She becomes supe­rior in the skills of slav­ery. The goal is more than just own­ing her. It is mak­ing her use­ful to her mas­ter. In other words, mak­ing her valu­able property.

No form of a Master/slave rela­tion­ship can exist, in a long term healthy way, unless the slave has a pos­i­tive self-image. When the slave’s core beliefs and emo­tions are aligned to accept slav­ery, her behav­ior will nat­u­rally fol­low.   A slave can’t love life with­out lov­ing your­self and her slav­ery to your master.

The mind, body and spirit com­prise the oper­at­ing sys­tem to be trained. The slave comes to her Mas­ter already trained in her own fam­ily, social and cul­tural con­text and the Master’s goal is to mold her to fit his needs. The Master’s own thoughts, feel­ings, beliefs, atti­tudes and char­ac­ter must be under­stood by him before he can prop­erly train his slave. Chang­ing the slave’s behav­ior, emo­tions, self-image, and thoughts are all con­sid­ered part of the slave train­ing process.

The slave train­ing is designed around the con­cept of set­ting and meet­ing goals. The Mas­ter sets goals for his slave and her behav­ior becomes uni­fied around these goals.

The basic assump­tion of the B.E.S.T. slave train­ing is that a slave will strive for what is cru­cial to her (her Master’s goals). Her accep­tance and adap­ta­tion of his goals is crit­i­calin her train­ing. If the slave does not believe in the goals of her Mas­ter, the train­ing will fail.

B.E.S.T. slave train­ing con­sid­ers all behav­ior to be goal directed. There­fore, goals need to be estab­lished in slave train­ing. In addi­tion, moti­va­tion to accom­plish the goals must be estab­lished. What­ever time is nec­es­sary must be taken to assure the slave under­stands and adopts the goals of her Master.

Moti­va­tion of a slave in training

Goals are of no pur­pose with­out proper moti­va­tion to reach them.

Moti­va­tions are a prod­uct of cor­rect think­ing and emo­tions (atti­tude). The com­ple­tion of goals pro­duces a pos­i­tive self-image. Moti­va­tions pro­duce long-term behav­ior changes. The slave’s moti­va­tions will be exam­ined, mod­i­fied if nec­es­sary and encouraged.

In addi­tion, it has long been under­stood that proper behav­ior over a sus­tained period helps fos­ter cor­rect beliefs and emo­tions related to the behav­ior. The slave will be expected to dis­play the behav­ior of a slave while learn­ing to accept it. This is called act­ing “as if.”

The slave will come to real­ize that her basic ori­en­ta­tion for life will be her slav­ery and her behav­ior, emo­tions, and thoughts will become aligned to reflect it. The desire to serve, obey, and please her Mas­ter and his desire for com­plete own­er­ship of her will be char­ac­ter­is­tic of the way they inter­act as she moves toward his goals in life for her. In a sense, the slave’s train­ing is a new social­iza­tion learn­ing process where she finds her place in soci­ety and a sense of belong­ing through her slavery.

This re-socialization has to be taught, learned and used. Her slav­ery will become a sense of iden­ti­fi­ca­tion for her. As her feel­ings of slav­ery develop any feel­ings of anx­i­ety, infe­ri­or­ity and alien­ation dimin­ish. A slave’s hap­pi­ness and suc­cess become inter­con­nected to her Master’s inter­ests and goals. Because of the mold­ing and the inter­con­nec­tion with her Mas­ter, she becomes under­stood by her con­nec­tion to him. Through this inter­con­nec­tion, the slave gains a feel­ing of belong­ing. Through this feel­ing of belong­ing to her Mas­ter, the slave becomes able to act with courage when fac­ing and deal­ing with problems.

A major goal is to instill Motivation

One of the major respon­si­bil­i­ties of a Mas­ter is to instill moti­va­tion in the slave to reach the train­ing goals he has estab­lished. Often goals are set for behav­ior, emo­tions, self-image and thoughts.

The foun­da­tions of a slave’s Trust in her Master

slav­ery in the terms of a BDSM rela­tion­ship is the con­scious trans­fer­ence of her per­sonal free­doms to her Mas­ter. She becomes his prop­erty — body, mind and spirit by the means of con­sen­sual giv­ing. This trans­fer­ence process does not take place overnight. Trans­fer­ence of free­dom to her Mas­ter is gov­erned by the amount of emo­tional sat­is­fac­tion received from pleas­ing, obey­ing and serv­ing. This does not mean that resis­tance and reac­tance to train­ing will not be expe­ri­enced by the slave. Resis­tance and reac­tance to some train­ing and loss of free­doms is expected.

If her goal is slav­ery then the goal, in the long run, out­weighs any reac­tance and resis­tance and change occurs.

Emo­tional sat­is­fac­tion is refer­ring to the sat­is­fac­tion that occurs after a free­dom is given and accepted by the slave. It bring her closer to her goal of being owned by her Mas­ter and there­fore is sat­is­fy­ing to her. She also receives sat­is­fac­tion from pleas­ing her Mas­ter by giv­ing him her free­dom. She also sees the ben­e­fits derived for giv­ing her free­dom to her Mas­ter and his use of it in her train­ing and in her life.

The amount of emo­tional sat­is­fac­tion she feels is lim­ited by the amount of trust she has in her Mas­ter. Trust involves a belief that her Master:

1.  has the knowl­edge and skills nec­es­sary to re-educate and re-socialize her,
2.  will keep her safe,
3.  will accept own­er­ship of her,
4.  will struc­ture her ser­vice in a way that she feels use­ful and
5.  has per­sonal sta­bil­ity and integrity.

The incor­po­ra­tion of Pri­vate Logic and Lifestyle in training

Our Pri­vate logic deter­mines the lifestyle we live. Pri­vate logic is the way we see our­selves, oth­ers, and life and is our per­sonal phi­los­o­phy that our lifestyle is based on. Pri­vate logic guides feel­ings and behav­ior. The greater the dis­tance between pri­vate logic and real­ity, the greater the chance of inap­pro­pri­ate behavior.

Our lifestyle is our way of think­ing, see­ing and feel­ing toward life and is syn­ony­mous with what is called per­son­al­ity. Lifestyle sets the atti­tudes and con­vic­tions about belong­ing. There­fore, in order to change our lifestyle, pri­vate logic must be changed. To improve our lifestyle, pri­vate logic must be reinforced.

NOTE: The word “Lifestyle” or “style of life” are used as in the orig­i­nal def­i­n­i­tion here as coined by Adler and not the com­mon use now. It is syn­ony­mous with what is now com­monly called per­son­al­ity. It does not refer to the “BDSM lifestyle” .

Style of life (lifestyle) is how we seek to cope with our envi­ron­ment and develop supe­ri­or­ity. If the slave sees her­self as a slave in her pri­vate logic, then her lifestyle will be that of a slave. This is not a change in her behav­ior but a change in her self-Image and thinking.

In order to develop and grow in life indi­vid­u­als cre­ate a style of life. In order to cre­ate a way of life and pro­vide a direc­tion to fol­low, they cre­ate goals. These goal rep­re­sent what would be per­fect exam­ples for them to achieve based upon a par­tic­u­lar sit­u­a­tion. In truth, is may be real­ized that the goal will never be com­pletely achieved, but it is an aim­ing point.

These goals can be a great moti­vat­ing force that aids in achiev­ing supe­ri­or­ity or self-defeating if they are false and com­pletely unrealistic.

Dis­cov­er­ing the goals of a slave trainee is impor­tant to elim­i­nate self-defeating thoughts and behav­iors or rein­forc­ing pos­i­tive goals.

Slave’s Atti­tude guides Behavior

A slave’s atti­tude is part of her pri­vate logic. Atti­tudes are a com­bi­na­tion of beliefs and feel­ings that guide behav­ior. When a person’s atti­tude con­flicts with other beliefs or behav­ior it causes inter­nal dis­com­fort. Peo­ple seek to reduce this dis­com­fort by chang­ing behav­ior or attitude.

In slave train­ing, a Mas­ter deter­mines the slave’s behav­ior. There­fore, when a Mas­ter changes the slave’s behav­ior to bet­ter reflect slav­ery, she changes her atti­tude to reflect the change in order to reduce inter­nal con­flict. She is no longer in charge of her behav­ior because her Mas­ter owns the right to change it. Chang­ing atti­tude become nec­es­sary for her to main­tain inter­nal harmony.

This inter­nal con­flict pro­vides moti­va­tion for change in atti­tude. In short, a slave is help­less to change behav­ior, there­fore she changes atti­tude. This does not mean that there is no resis­tance to change. In fact, Inter­nal resis­tance is defined as an attempt by the slave to retreat from her Master’s efforts to explore and alter behav­ior or beliefs. It is described in more detail in the Resis­tance and Reac­tance section.

For a detailed look at atti­tude go to the ATTITUDE sec­tion of this website.

A slave’s behav­ioral inten­tion is viewed as a func­tion of two factors:

1) The slave’s atti­tude toward per­form­ing can be explained as her pos­i­tive or neg­a­tive feel­ing toward per­form­ing the behav­ior. This is why it is impor­tant that a slave adopt the goals of her Mas­ter as her own. The slave’s thoughts should be exam­ined in an effort to change and/or strengthen attitude.

 2) The slave’s “sub­jec­tive norm” with respect to the behav­ior is defined as her own beliefs of how her Mas­ter thinks she should act and what she thinks her Mas­ter wants of her. How he wants her to act is a huge fac­tor in her behav­ior. This is why a Mas­ter should be very clear in his expla­na­tion of the goals set for his slave and the rules of con­duct. When the slave’s “sub­jec­tive norm” is aligned with the true thoughts and feel­ings of her Mas­ter, true learn­ing can take place. This is an ongo­ing process and requires exam­i­na­tion often in the begin­ning of train­ing. In my expe­ri­ence, it is also required from time to time with an expe­ri­enced slave in long-term train­ing as well.

The Train­ing & Edu­ca­tion of a slave

B.E.S.T. slave train­ing com­bines behav­ioral, cog­ni­tive and ana­lyt­i­cal meth­ods to change behav­ior, emo­tions, self-image and think­ing. It is struc­tured around re-educating and re-socializing (reori­ent­ing) the slave.

The main aim of train­ing is to:

1.  develop a sense of belong­ing to her Master,
2.  adop­tion of behav­ior pleas­ing to her Mas­ter and
3.  re-socialize her to fit her Master’s social needs. This reori­ent­ing process is more than behav­ioral changes.

The trainee may want slav­ery, but sev­eral steps are nec­es­sary to accom­plish this task. This is done by increas­ing the slave’s aware­ness, chal­leng­ing and mod­i­fy­ing her core beliefs, life goals, and basic con­cepts. Being a slave is the accep­tance that she is owned by her Mas­ter. This requires chang­ing her goals, con­cepts, and behav­ior to serve, obey and please him.

The main focus will be pro­vid­ing infor­ma­tion, teach­ing, guid­ance and offer­ing encour­age­ment to her. Encour­age­ment is the most pow­er­ful method of chang­ing beliefs. The sat­is­fac­tion received from pleas­ing her Mas­ter and see­ing his plea­sure is impor­tant in train­ing. Her major goal is to become a slave there­fore sat­is­fac­tion in accom­plish­ing steps in that direc­tion can not be under­es­ti­mated. The steps in train­ing should not seem so huge that she can’t make them. Set­tings small steps that she can com­plete is impor­tant to rein­forc­ing a pos­i­tive self-image and to over­come a feel­ing of being overwhelmed.

Part of devel­op­ing a sense of belong­ing involves instill­ing a sense of help­less­ness. By this I mean, a slave is help­less to change her behav­ior because her Mas­ter con­trols her behav­ior. If she is told to kneel, in the long run, she is help­less to dis­obey and still main­tain her slav­ery. Resis­tance and reac­tance may occur to train­ing, but if the Mas­ter chal­lenges her actions, she has no choice but to obey. Con­trol­ling behav­ior cre­ates a feel­ing of help­less­ness that estab­lishes and rein­forces a feel­ing of belonging.

Dis­ci­pline and pun­ish­ment in the train­ing of a slave.

A com­bi­na­tion of dis­ci­pline and pun­ish­ment is part of her train­ing and, if cor­rectly applied, are both pos­i­tive rein­force­ments for her and instill a feel­ing of help­less­ness. Dis­ci­pline shows and rein­forces the behav­ior demanded of her by her Mas­ter. Pun­ish­ment shows her the lim­its of her Mas­ter and demon­strates his will­ing­ness and abil­ity to con­trol her. It is also a method of show­ing his dis­plea­sure with her behav­ior and pro­vides rein­force­ment to change her cur­rent behav­ior to one that is pleas­ing to him. Another pos­i­tive aspect of pun­ish­ment is to make it the end­ing point for your dis­plea­sure with her behav­ior and a start­ing point for a new pleas­ing behavior.

The re-socialization will include learn­ing her Master’s pro­to­cols which may include rules, speech restric­tions, posi­tions, and pre­sent­ing modes. (See Master’s Domain for details)

The Mas­ter estab­lishes pro­to­cols that are aimed at pro­vided a long-term chart for the slave to fol­low. They detail the desired behav­ior the Mas­ter seeks from his slave. They are designed for the bet­ter­ment of the slave. A detailed knowl­edge of what is expected of her is far supe­rior to “mak­ing up rules as you go” or chang­ing rules any time. The slave learns the rules, and the log­i­cal con­se­quence in not fol­low­ing these rules. She wants and strives to please her Mas­ter, there­fore she should be shown a clear path to fol­low in order to accom­plish­ment the goals.

The goals of the edu­ca­tion process are to:

fos­ter re-socialization

over­come neg­a­tive feel­ings in order for her to feel “at home” in her slavery,

mod­ify views and goals and change faulty motivations,

develop a sense of being owned, and

develop her skills into a bet­ter con­tribut­ing slave to her Master.

No slave can effec­tively serve her Mas­ter with­out a clear knowl­edge of what is expected of her.

The slave’s pri­vate logic (con­cepts and beliefs about self, oth­ers and life) will be exam­ined and changed to reflect her accep­tance of her slav­ery. The slave’s pri­vate logic is a prod­uct of both con­scious and uncon­scious learned con­cepts and beliefs. Hyp­no­sis may be used to exam­ine the slave’s pri­vate logic and assist in mak­ing long-term changes. In addi­tion, cog­ni­tive tech­niques will be applied to core beliefs.

Feel­ings and thoughts are the dri­ving force of behav­ior. First, we think, then we feel and then we act. All thoughts and emo­tions are con­sid­ered to have a pur­pose and point in our lives and goals pro­vide moti­va­tion to reach them. Because of the impor­tance of thoughts and emo­tions, time will be spent under­stand­ing them and reori­ent­ing them to enable her to meet her Master’s goals.

Dur­ing train­ing a slave should acts “as if” she is trained because her actions will rein­force the behav­ior she is learn­ing. There­fore, behav­ioral train­ing is also an impor­tant part of B.E.S.T. slave Training.

In addi­tion, “Choice deci­sion” will be intro­duced to the slave. It states that; a slave will choose to change her behav­ior when:

1.  her present behav­ior is not pro­duc­ing what she or her Mas­ter wants, and
2. when she believes that the choice of a dif­fer­ent behav­ior will get her closer to the goals that have been set for and adopted by her.

The major “choice deci­sion” a slave must come to terms with and learn to accept is that after she accepts slav­ery, her choices in life belong to her Mas­ter. She makes a “choice deci­sion to allow him the right to make what­ever choices for change he wants in her life. Her “free­dom of choice” becomes the prop­erty of her Mas­ter. Her choice options are lim­ited to mak­ing a “choice deci­sion” to obey her Mas­ter. After the accep­tance of slav­ery and at each junc­tion point in train­ing or at each loss of free­dom, the choice a slave must make is to obey her Mas­ter. She must under­stand that if she fails to chose obe­di­ence there will be a log­i­cal con­se­quence that will follow.

This log­i­cal con­se­quence will usu­ally involve pun­ish­ment and/or addi­tional dis­ci­pline train­ing. The Mas­ter will not accept any “choice deci­sion” she makes other than obey­ing and sub­mit­ting to his will. Resis­tance and reac­tance to some losses of free­dom may be expected, but in the end the slave is expected to make a “choice deci­sion” to obey her Master.

In addi­tion, another “choice deci­sion” a slave makes it to allow her Mas­ter to set goal for her life and accept these goals. Often a major part of train­ing is the striv­ing for a goal (slav­ery). In this process, the Mas­ter not only makes choices for his slave, he also set train­ing goals that direct her to slav­ery. The align­ment of goals comes before the slave accepts that all her choices belong to her Master.

Ratio­nal Emo­tive Behav­ioral Ther­apy (REBT) tech­niques are also use­ful in chal­leng­ing thoughts and faulty motivations.

Cen­tral Objec­tives of Slave training

The train­ing is struc­tured around four cen­tral objectives:

1) Estab­lish­ing a proper Master/slave relationship

This involves estab­lish­ing trust, basic sub­mis­sive behav­ioral skills and obe­di­ence. The Mas­ter will become her author­ity fig­ure, teacher, guide and coun­selor. It also includes explor­ing the dynam­ics of the slave. This involves ques­tion­naires, ques­tion and answer ses­sions, essays about the slave. In short, it estab­lishes the Dominant/submissive rela­tion­ship and pro­vides the ground work for future training.

This is the first and maybe the most impor­tant step in train­ing. It’s where the sub­mis­sive nature of the slave becomes directed at obey­ing and serve her Master.

2) Explor­ing and assess­ing the slave

What the Mas­ter attempts to do in this stage is to under­stand the slave’s core beliefs, past expe­ri­ences, goals, moti­va­tions, val­ues and per­sonal his­tory. Direct ques­tion­ing, ques­tion­naires and test­ing can be used to aid the Master’s under­stand­ing of his slave. This gives the Mas­ter a basic knowl­edge of what events effect her present behav­ior. The Mas­ter is look­ing to uncover the slave’s strengths, weak­nesses, assets, and beliefs that will be used in train­ing as well as those that will inter­fere with slavery.

3) Devel­op­ing the slave’s insight and purpose

Every behav­ior in human life has a pur­pose. The goals the Mas­ter has for her train­ing are revealed. The slave’s goals, beliefs, and behav­iors are explored and inter­pre­ta­tions are made of them. When these become known they pro­vide insight into the moti­va­tions that oper­ate the slave’s life and pro­vide a means of adjust­ing them to match her Master’s. Goal match­ing and devel­op­ment con­tin­ues through­out training.

Devel­op­ing goals to change beliefs

The devel­op­ment of goals by the Mas­ter and the con­tin­u­ing dis­clo­sure of the slave’s goals are done for the fol­low­ing reasons:

1) Chang­ing core beliefs (pri­vate logic),

2) Con­fronting resis­tance so the Mas­ter and slave goals can be aligned and

3) the pur­pose of feel­ings, behav­ior or dif­fi­cul­ties that inter­fere with or block slave development.

The inter­pre­ta­tions of the slave’s direc­tion in life, goals and pur­poses, core beliefs and cur­rent behav­ior are nec­es­sary to allow the slave to under­stand her progress, back­sets, and what is expected of her. Inter­pre­ta­tions can often lead to dis­cus­sions that offer a much greater under­stand­ing of each other.

 The major over­all insight is that the slave learns she no long has a sep­a­rate freewill from her Master’s wishes and has no right of refusal to him. The slave’s pur­pose is to serve her Mas­ter and she is judged on how well she serves.

In this phase, many things hap­pen. Con­scious thought processes can change, resis­tance can be chal­lenged, and the under­ly­ing rea­sons for feel­ings and behav­ior are exam­ined. In some cases, uncon­scious processes are exam­ined using hypnosis.

4) slave re-orientation and re-education.   This is the phase of putting insight into action.

In reori­en­ta­tion and re-education the key ele­ments are:

1. Encour­age­ment is key to change
2. Change or mod­i­fi­ca­tion of goals to align with her Master’s (problem-solving and mak­ing deci­sions as it relates to her train­ing are planned and ini­ti­ated). The “Choice Deci­sion” is used to change think­ing and emotions
3. Chang­ing behav­iors, atti­tudes, val­ues and per­cep­tions (B.E.S.T. tech­niques are employed to re-educate the slave as well as change behavior)
4. Moti­va­tion mod­i­fi­ca­tion (holis­tic changes) (body, mind and spirit); moti­va­tion is the key to accom­plish­ing goals and the slave will be expected to use her moti­va­tions to meet her Master’s goals.
5. A Mas­ters attempts to make a dif­fer­ence in the life of his slave by chang­ing the behav­ior, emo­tions, self-image and thoughts. This is accom­plished by her trans­fer­ring free­doms to her Mas­ter. She becomes his prop­erty by the process of con­sen­sual giving.
6. B.E.S.T. prin­ci­ples are used to accom­plish this re-orientation and re-education. These are defined and explained in the Prin­ci­ples section.

 MASTER’S Respon­si­bil­ity in slave Training

The Master’s role in train­ing is to pro­vide the slave with sup­port, direc­tion, encour­age­ment, insight, change, chal­lenge and estab­lish or rein­force social val­ues. In short, it is nec­es­sary that he becomes the dri­ving force behind her re-education and re-socialization and be active in the process. Dom­i­nance is more than a loud voice that points out faulty behav­ior. It involves encour­age­ment, teach­ing, a knowl­edge of the direc­tion you want to take your slave and a will­ing­ness to take the time to train her. A slave grants a Mas­ter the power to mold her into his prop­erty, he must be active in the process and she can’t become his slave with­out his guid­ing hand.

In addi­tion, a Mas­ter should be aware of what are called the inter­per­sonal forms of power, or the ways one per­son man­ages, trains and con­trols another. The inter­per­sonal forms of power are:

Reward Power — con­trol­ling the reward a slave wants

Coer­cive Power — abil­ity to caus­ing unpleas­ant expe­ri­ence; punishment

Legit­i­mate Power — based on posi­tion or mutual agree­ment. The slave agrees to accept her Mas­ter and grants him authority

Rev­er­ent Power - an elu­sive power that is based on inter­per­sonal attrac­tion. The slave iden­ti­fies with the Mas­ter and the Mas­ter is indi­vid­u­al­is­tic and respected by the slave. This is the per­sonal con­nec­tion between the two.

Expert Power — spe­cial­ized knowl­edge or skills the slave needs.

For more infor­ma­tion on Inter­per­sonal forms of power 

To under­stand B.E.S.T. slave train­ing, two sec­tions have to be read; The the­ory sec­tion and the prin­ci­ples sec­tion. The the­ory sec­tion shows it’s con­cepts. The nuts and bolts of B.E.S.T. slave train­ing is it’s focuses on four areas; behav­ior, emo­tions, self-image and thoughts. Each of these are dis­cussed in detail in the prin­ci­ples section.

NOTE 1:

Ground­work for training:

The whole train­ing pro­gram dis­cussed on this web­site is based upon some assump­tions being con­sid­ered correct.

The first assump­tion is that the rela­tion­ship is of a con­sen­sual nature between adults. It assumes that the Mas­ter has a dom­i­nant nature and the slave has a sub­mis­sive nature. It also assumes that a per­sonal con­nec­tion is made between the two par­ties beyond just these natures. It assumes that they have shared val­ues, inter­ests and beliefs or at least the slave is will­ing to be molded to accept her Master’s values.

Another assump­tion is that the Mas­ter is train­ing a slave for his own use and for long-term ser­vice. It is not a guide for train­ing a slave that you take no per­sonal inter­est in or don’t intend to use your­self. It is not intend­ing to pro­duce a “cookie cut­ter” type slave, because it takes into account each slaves strengths and weak­nesses. The Mas­ter is expected to estab­lish an indi­vid­u­al­ized train­ing pro­gram for each slave based upon her behav­ior, emo­tions, self-image and thoughts and his per­sonal needs and wishes.

It also assumes that slave train­ing is a grow­ing process between two indi­vid­u­als and BOTH par­ties will ben­e­fit from the rela­tion­ship. Any rela­tion­ship, vanilla or BDSM, that does not pro­vide emo­tional sat­is­fac­tion and a pos­i­tive self-image is a BAD relationship.

In addi­tion, this is a train­ing pro­gram for a Master/slave rela­tion­ship not a Dominant/submissive rela­tion­ship. It is assumed that train­ing will result in the slave grant­ing her free­doms to her Mas­ter and mak­ing a “choice deci­sion” to grant her choices to her Mas­ter. This is dif­fer­ent than a Dominant/submissive rela­tion­ship where the sub­mis­sive retains her choices or sets the lim­its of her sub­mis­sion. If the rela­tion­ship is a Dominant/submissive rela­tion­ship, this train­ing style would be of lit­tle value. I am NOT imply­ing that a Dominant/submissive rela­tion­ship is “bad” or unde­sir­able. It’s a mat­ter of per­sonal choice as to which type rela­tion­ship the two par­ties want. Their is no right or wrong rela­tion­ship style and noth­ing writ­ten within this web­site is intended to imply otherwise.

If the above assump­tions don’t apply to your goals or con­flict with your desires or beliefs, then you are at the wrong web­site for infor­ma­tion. All infor­ma­tion in this site is based on the above listed assump­tions. This does not mean that I believe this is the only method of train­ing a slave, but it is the method dis­cussed in this website.

Source

Much of the mate­r­ial detailed in B.E.S.T. slave train­ing is adapted from:

A Primer of Adler­ian Psy­chol­ogy: The Ana­lytic – Behav­ioral — Cog­ni­tive Psy­chol­ogy of Alfred Adler by H. Mosak and M. Mani­acci, copy­right 1999, pub­lished by Brunner/Mazel, Philadel­phia, PA

Adler­ian Coun­sel­ing: A Practitioner’s Approach 4th edi­tion. By T. J. Sweeney, PhD, copy­right 1998, pub­lished by Accel­er­ated Devel­op­ment, Philadel­phia, PA

The Prac­tice of Mul­ti­modal Ther­apy: Sys­tem­atic, Com­pre­hen­sive, and Effec­tive psy­chother­apy By A. A. Lazarus, copy­right 1989, pub­lished by The Johns Hop­kins Uni­ver­sity Press, Bal­ti­more Me.

The­ory and Prac­tice of Coun­sel­ing and Psy­chother­apy 6th edi­tion by G. Corey, copy­right 2001, pub­lished by Wadsworth/Thomson Learn­ing, Bel­mont, CA

Real­ity Ther­apy In Action by W. Glaser, M.D, copy­right 2000, pub­lished by Harper­Collins Pub­lish­ers, New York, NY

Ratio­nal Emo­tive Behav­ioral Ther­apy: A ther­a­pist Guide by A. Ellis, PhD & C. MacLaren, M.S.W. copy­right 1998, pub­lished by Impact Pub­lish­ers, Atas­cadero, CA

Social Psy­chol­ogy, Fourth addi­tion by H. Mich­ener & J. Dela­mater, copy­right 1999, Pub­lished by Har­court Brace Col­lege Pub­lish­ers, Orlando, FL

Mul­ti­modal ther­apy (BASIC ID), Ratio­nal Emo­tive Behav­ioral Ther­apy and Real­ity ther­apy are woven into this theory.

More on Alfred Adler’s history

More on BASIC ID of which B.E.S.T. slave train­ing the­ory is founded.