Theory of slave training

Introduction

Goals

Motivation

Trust in her Master

Private Logic and Lifestyle

Training and Education

This is not a slave training manual; therefore detailed procedures in training are only lightly discussed. It is intended to encourage thought about theoretical concepts for training as opposed to detailing actual procedures.

Introduction to slave training

B.E.S.T. 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). Newer psychological concepts that are, at least, in part derived from Adler are also included. Among them are social learning theories, multimodal theory, choice therapy and (REBT) Rational Emotive Behavioral Therapy.

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

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.

B.E.S.T. slave training considers slave training as a re-education and re-socialization of the individual. It has 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.

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

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 and 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. 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.

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, her 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. A Master should 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 she, 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.

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.

Observing and modeling the behavior, attitude and emotional reactions of another slave is a very useful tool in the overall educational and 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.

Superiority and 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

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.

The 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 training is done in the “here and now” (correcting the thoughts and behavior that presents itself before your eyes).

Because the training discussed on this website 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.

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 training process.

The 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 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 critical in 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

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.

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.

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.

Private Logic and Lifestyle

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.

Attitude

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.

Training & Education

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.

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.

The training is structured around four central objectives:

1. Establishing a proper Master/slave relationship
2. 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.

3. 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.

4. 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.

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

   • Changing core beliefs (private logic),
   • Confronting resistance so the Master and slave goals can be aligned and
   • Exploring 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.
5. slave re-orientation and re-education

   This is the phase of putting insight into action. In reorientation and re-education the key elements are:

   • Encouragement
   • 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
   • Changing behaviors, attitudes, values and perceptions ( B.E.S.T. techniques are employed to re-educate the slave as well as change behavior)
   • 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.

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.

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 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 - ability to control the reward a slave wants; reinforcements
• Coercive Power - ability to cause a slave to have an unpleasant experience; punishment
• Legitimate Power - based on position or mutual agreement. The slave agrees to accept her Master and grants him authority. This is why a contract is valuable in slave training because the contract grants her Master legitimate power, by establishing his authority in writing. In addition to setting goals, it allows both Master and slave to discuss the process and allows her to see and agree to the authority she is granting him.
• 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. Three conditions must exist; trust, knowledge must be relevant and useful, and perception as an expert by the slave.

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 4^th 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 6^th 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.