The slave’s role in slave train­ing.  slav­ery is change for the slave girl.  For a slave, the process of train­ing always involves change. Even if she has been a slave for 20 years and for some rea­son now has a new Mas­ter, a re-education and re-socialization process takes place. Her present behav­ior is altered.  A slave can expect changes in her behav­ior, emo­tions, self-image and thoughts. Being trained as a slave is not a pas­sive process on the slave’s part.  she will be expected to embrace change.

It is impor­tant that a slave under­stands the goals a Mas­ter has set for her train­ing and aim her efforts to com­plet­ing these goals. A slave must accept the goals of her Mas­ter and adopt them as her own. Train­ing is based upon her accep­tance of her Master’s goals and striv­ing to reach them.

A slave’s role,  The three main aims of the slave in training

 1. Develop a sense of belong­ing to her Master

It is impor­tant that a slave takes her time and deter­mines that she is a rela­tion­ship match with her Mas­ter before she grants him total author­ity. She should use her time as a free per­son to choose the right Mas­ter to own you.

This con­cept of belong­ing to her Mas­ter is a dif­fer­ence between a slave and a sub­mis­sive. A slave is the prop­erty of her Mas­ter. She must reach a deci­sion to grant her Mas­ter her choices.

It is nec­es­sary for her to have this feel­ing of belong­ing to her Mas­ter It is one of the keys to suc­cess in early train­ing as well as a long last­ing relationship.

Per­haps this feel­ing of belong­ing to her Mas­ter is the hard­est part of slave train­ing to explain because it is totally based on a per­sonal con­nec­tion between Mas­ter and slave. It is impos­si­ble to develop a stan­dard when you are talk­ing about indi­vid­ual feel­ings and emo­tions. How­ever, she must be able to trust her Mas­ter before she can have a sense of belong­ing to him.

A slave’s sense of belonging:

There are some basic things that are nec­es­sary before a slave can develop a sense of belong­ing. She must know that he:

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

For some slaves it may mean that she has to know that a Mas­ter will not leave. She must prove to her­self that her Mas­ter has the intesti­nal for­ti­tude to stick it out through the hard times. Each slave prob­a­bly has a unique view of par­tic­u­lar issues that must be sat­is­fied before she lets go and grants her free­doms to her Master.

As you can see, a sense of belong­ing will not hap­pen overnight and with many slaves, both of you will have to face past neg­a­tive events that have occurred in her life before mov­ing on.

 2. Adop­tion of behav­ior pleas­ing to her Master

A slave has a desire to serve, obey and please her Mas­ter. she knows that in order to accom­plish this she must learn a behav­ior that is pleas­ing to him. She also knows that she will be owned body, mind and spirit.

A Mas­ter should have a well devel­oped train­ing plan for his slave or at least know what behav­ior he expects. A slave should not be afraid to ask her Mas­ter what his goals are for her and to clar­ify for her what he wants dur­ing train­ing. If the instruc­tions are not con­sis­tent she should ask her Mas­ter what behav­ior he desires of her. A slave wants to learn how to serve, obey and please her Mas­ter and it is con­fus­ing to her if he changes his require­ments all the time.

Own­ing a slave’s body is an impor­tant con­cept in this train­ing. This means that a Mas­ter owns her space, time, phys­i­cal actions, pri­vacy and rela­tion­ships with oth­ers. A slave can usu­ally expect to receive intense dis­ci­pline train­ing early in the process. Her duty is to focus on learn­ing the behav­ior her Mas­ter desires and obedience.

A slave can expect:

•  dis­ci­pline training,
•  slave rules, pro­to­cols, and prob­a­bly a train­ing contract,
• that her Mas­ter will accept­ing no less than appro­pri­ate behav­ior, and
• her Mas­ter to offer both encour­age­ment when she is suc­cess­ful and pun­ish­ment if she fails.

The rules, pro­to­cols and any other train­ing doc­u­ments pro­vided by her Mas­ter that detail the behav­ior he desires should be stud­ied in detail and if the slave does not under­stand any of the points, again she should ask her Master.

She can expect pun­ish­ment if she is not obey­ing orders or exhibit­ing the behav­ior required of her. Depend­ing on the Master’s phi­los­o­phy, it may or may not include cor­po­ral punishment.

How­ever behav­ior train­ing alone does not make a com­plete slave. She must see her­self as a slave and be at peace in her slav­ery. In short, her behav­ior, emo­tions, self-image and thoughts are all part of train­ing. A slave must be will­ing to open her inner thoughts and feel­ings to her Mas­ter. It is another key issue in her devel­op­ment. Open­ness is a learned skill.

Help­less­ness in slave training 

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 it. She has no choice but to obey.

A slave must reach a state of mind where she makes a deci­sion to grant her Mas­ter all her choices. If a Mas­ter owns her choices she is help­less to behave other than a way that is pleas­ing to her Mas­ter. It is his choice as to how she behaves.

3. Re-socialize to fit her Master’s social needs.

This involves not just learn­ing the behav­ior a Mas­ter wants but putting it into prac­tice and being use­ful to him. Re-socialization is the slave’s adop­tion of the new behav­iors and atti­tudes that are pleas­ing to her Mas­ter. In slave train­ing, behav­ior changes are not deter­mined by com­pro­mise, the slave adapts to the behav­ior her Mas­ter wishes.

This is estab­lish­ing and devel­op­ing a social con­sec­u­tive­ness between a Mas­ter and slave. It includes estab­lish­ing the Mas­ter and the absolute author­ity fig­ure in the rela­tion­ship and the slave as his prop­erty. This how­ever does not mean that a Mas­ter makes all deci­sions for her, it means he can make any deci­sion he wishes to make.

Break­ing a Master’s instruc­tions down into smaller steps that can be com­pleted is impor­tant to rein­forc­ing a pos­i­tive self-image and to over­come a feel­ing of being overwhelmed.

A slave can expect to have any resis­tance and reac­tance to train­ing chal­lenged and cor­rec­tive action taken because she has no choice but to obey. Con­trol­ling behav­ior cre­ates a feel­ing of help­less­ness that estab­lishes and rein­forces a feel­ing of belonging.

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 Train­ing shows her proper behav­ior 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.

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