Gay Master Training
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Shifting its perspective from past/future orientation to the present has allowed it to be in the present more with its MASTER. HE is pleased with its training as Gay slave Academy has enhanced HIS enjoyment of HIS slave.
it loves training itself to be the best slave it can be. The Gay slave Academy training so far focuses on attitude rather than orders. It is so refreshing and enjoyable for it to learn and accept its place and role obeying Master. The training is helping it become more confident about who it is, helping it live in the moment and it is so excited to continue to go down this rabbit hole and learn more about itself and how it can be the best it can be. Thanks GsA for the opportunity!
i really appreciated the training. Although i am owned as a slave already i see a complete different and deeper meaning in obeying my Master now. i am sure that i can serve my Master much better in the future. i hope there will be much more slave trainings coming soon. Thank You so much. i can only recommend the Gay slave Academy training program.
The entire training and brainwashing process is really easy to grasp and works wonders! It was amazing and surprisingly relaxing all the way. I urge other slaves to enroll themselves in Gay slave Academy! You won't regret it!
The content of Gay slave Academy is excellent, Master. It's a solid slave training and foundation with clear instructions starting with the great orientation. The brainwashing file is great and helps to intensify desires for service and push the slave deeper into submission. Master's soothing but firm and commanding voice is hypnotic, perfect for a lasting brainwashing. The incremental nature of the training also keeps the slave hungry for more and estabilishes a proper mindset of service for growth as a slave and to accede to Master's will. Thank you, Master!
The more i listen, the more i know i'm a slave and need additional training from Gay slave Academy. i also feel good about my status and grow more confident all the time. Your brainwashing has helped confirm my slave status and deepened my desires and needs to submit and serve. i need more training and wish i could figure out how to get more. i'm still at the the sT0 level and crave deeper training.
This slave enjoyed the slave training program from Gay slave Academy. It is a good start for slaves to understand how to be a good boy for his Master. Having each lesson build on each other is a great way to start out and build obedience. Specialized lessons would be great to see, like puppy slave, domestic service, feet service, etc. Thank you for providing a great service!
As a slave who just started his slave training i can only say that training at the Gay slave Academy is a really nice and refreshing experience. The initiation really helps you to better understand your role in life and accept it. A truly positive atmosphere that has a focus on making a better slave out of you! If you are serious about exploring your slave identity while perparing to become the best slave you can be for your (future) Master, you should definately enroll!
i really enjoyed listening to Master's voice at Gay slave Academy calmly teach me the basics instead of just insulting me. As much as i want to be used, i understand that good training comes with mastering the basics, so i'm grateful for Master's time.
Rest days are also essential to give time for the body to recover. And over more extended periods, it is good to reduce your training for 1-2 weeks very 6-8 weeks to provide your body with a longer time to recover. If you are training hard, you will feel like you need it.
As you can see, being a good dominant encompasses many, many different topics. You have to have good knowledge of psychology, your own mental state and your subs, be a master of body languages, great in bed, command respect, and essentially have your shit together in all aspects of your life.
Gender, Sexuality, and Health serves as a coordinating mechanism for all Columbia Psychiatry faculty engaged in the study of gender and sexuality while providing critically-needed training support to residents, graduate students, postdoctoral fellows, professional staff, and community members. The area includes the HIV Center for Clinical and Behavioral Studies, the Behavioral Sciences Research in HIV Infection Postdoctoral Training Program (T32), the Program for the Study of LGBTQI+ Health and the Columbia Gender Identity Program, the Northeast/Caribbean AIDS Education and Training Center, and the Master of Bioethics Program.
Affiliated with the HIV Center is the HIV Center Postdoctoral Training Program (director: Theodorus Sandfort, PhD) that began in 1989. The postdoctoral research training program provides innovative training in sexuality, gender, and mental health research as applied to HIV prevention and HIV treatment and care across populations in both national and global contexts.
The Northeast/Caribbean AIDS Education and Training Center (AETC) is a multi-site training program housed within the HIV Center. Previously focused solely on New York and New Jersey, the AETC expanded both in scope and territory in the fall of 2015 to include Puerto Rico and the Virgin Islands. As part of a national network of eight regional and three national centers, the Northeast/Caribbean AETC conducts targeted, multidisciplinary education and training programs and capacity-building assistance for healthcare providers and systems treating persons living with HIV/AIDS. Its training approach includes a focus on practice transformation and interprofessional education. The overall goal is to build regional capacity to provide accessible, high quality treatment and service that addresses HIV and its comorbidities and improves outcomes along the HIV continuum of care.
After several nationally publicized tragic incidents involving the suicides of students that were victims of bullying, the federal government, as of 2010, has undertaken the task of understanding bullying, its repercussions, how to stop it, and has encouraged states to address this problem seriously or face possible legal consequences (Bornstein, 2010). In 2012 New York State implemented The Dignity Act (also known as Dignity for All Students Act, or DASA). DASA emphasizes a holistic creation of environments of tolerance and respect for others by students and staff alike. DASA amended New York State Education Law requiring instruction in civility, citizenship, and character education, to increase sensitivity in the relations of people, including but not limited to, different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, gender identity, and sexes. DASA also requires yearly reports from every school in the state regarding material incidents of bullying, and the inclusion of language addressing The Dignity Act in each board of educations' code of conduct. The purpose of this study was to investigate school psychologists' and school psychology graduate students' knowledge of LGB (Lesbian, Gay, Bisexual) history, symbols and community as measured by The Lesbian, Gay, and Bisexual Knowledge and Attitudes Scale for Heterosexuals (LGB-KASH), as an indicator of LGB-affirmativeness and preparedness for implementation of DASA, specifically on behalf of LGBT students. The attitudes and self-perceived proficiencies of practicing school psychologists and graduate students to work with LGBT students were explored in relation to their education/training about sexual minorities, and the presence of a Gay-Straight Alliance (GSA) in their school(s). The listsery for the New York Association of School Psychologist (NYASP), the state affiliation of the National Association of School Psychologists (NASP), was used to recruit practicing New York State school psychologists (n = 162, 58.1%) for participation in an online survey. Likewise, upper-level school psychology students (n = 117, 41.9%) enrolled in Master's, Specialist and Doctoral level school psychology training programs in New York were recruited via the NASP online directory of approved programs. The participants in this study included 242 (86.7%) women, 34 (12.3%) men, and 3 participants who did not identify (1.1%). Overall both graduate students and practicing school psychologists participants held positive attitudes regarding LGB individuals and issues as measured by the Lesbian, Gay, and Bisexual Knowledge and Attitudes Scale for Heterosexuals (LGB-KASH), but lacked knowledge about LGB history, symbols and community. Education was shown to increase Knowledge scores for both students and practicing school psychologists. School psychologists in schools with Gay Straight Alliances (GSAs) did not differentiate in terms of Knowledge scores from those who did not have a GSA, however the presence of a GSA did increase school psychologists' self-perceptions for working effectively with bullying that involved LGBT students, and appropriately providing interventions for a student coming out. This result is an area for further inquiry. Similarly, another area for additional research is building resilience so students have the social skills or assertiveness training, which they may not be learning at home, and as a result make them even more vulnerable when bullied. Finally, research can be expanded to include school psychologists and graduate student knowledge and attitudes towards students that identify as transgender. Limitations of this study are explored.
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