Research Document 12


The following document was filed by J.S. Cambry (ABD), bioethics student on January 31, 2423


WorldEducate Training SOP (Abbr.)

III. Section III – Prelim Training

A. General Guidelines
B. Requirements and Goals
C. Interactions and Treatment
D. Reporting


A. General Guidelines

In Prelim Training, trainers are responsible for teaching the following basic skillsRD 12.1

1. Balancing
 2. Acrobatic
3. Collaborative/Cooperative
4. Glider Use

Trainers are also responsible for reporting any irregularities in the behavior of those under their immediate care. Problems or limitations in learning basic skills must also be reported.

B. Requirements and Goals

Prelim trainers are provided 30 days to work with the newest additions the WE collection. (A further 30 days can be requested, provided the proper forms are submitted to the training admin. See Section D.)

RD 12.2 RD 12.3

Training should be completed in the following order:

1. Balance:

Children should be taught how to shift their center of balance by learning to walk both forward and backward and complete small, very basic acrobatic maneuvers on the beam. Children should also be taught how to grip the beam with their feet so that later usage of the gliders will be easier. Each skill must be mastered (forward walking, backward walking, hops on left and right feet) before the next skill can be attempted.

2. Acrobatic Skills:

The acrobatic skills to be taught are very basic. Trainers should begin with front somersaults and must make sure that children can complete this skill without falling out of alignment. Backwards somersault instructions must emphasize good fundamentals and safety. Children must also be taught to perform a basic handstand (should be able to hold balance for at least 10 seconds) and a side-to-side cartwheel (should be able to keep body straight). If the side-to-side cartwheel can be mastered, the front-to-back cartwheel can be attempted.

(See Appendix C, Section 1 for explanations on how to properly teach these skills.)

3. Cooperative/Collaborative Skills:

In all aspects of training, collaboration should be emphasized. Typically, children will intrinsically attempt to help each other. Trainers should allow for the expression of this natural instinct to a certain degree. Should the trainer’s authority be even slightly undermined by the collaborative instinct, it should be suppressed. Trainer authority is paramount and must be enforced especially with the youngest in the collection. (See Section C)

RD 12.4 RD 12.5

4. Glider Use:

Prelim trainers are responsible for teaching children the basic repertoire of skills to be used on the gliders. First, children must learn to respond immediately and correctly when the appropriate tone signal is given. This training must occur first on the holographic simulators. Under NO circumstances should an untrained child be placed on a glider. Children will not be permitted to continue with training until this basic conditioning is mastered.

Once children master the skills on the holograms, then training on the gliders can commence. In this stage of training, children should learn the following: starting and stopping the glider, balance on the glider, moving the glider forward and in reverse, slowing and stopping the glider, raising and lowering the glider, and accelerating the glider. NO other skills should be attempted or taught.

(See Appendix D, Sections 1-4 for information on our usage of operant conditioning.)

C. Interactions and Treatment

Ensuring a proper relationship between children and their trainers is the most critical aspect of prelim training. Accordingly, interactions must meet very specific requirements.

1. Trainers must cultivate full and complete control over the children. The first attempt to question to test the authority of the trainer must be impeded by removing positive reinforcements. The behavior should then be recorded, and the child carefully monitored. Should a second incident occur, the child should be reported to the training admin so that a proper course of action can be taken. (See Section D)

RD 12.6 RD 12.7

2. All children must receive the same treatment regardless of assumed intelligence or ability. No special privileges should be conferred upon any child.

3. Physical positive reinforcements (head or back patting) are allowed and encouraged in most circumstances. Not only is this type of reinforcement preferred by the children, it also helps create the type of bond that we prefer our trainers have with the children in our collection.

However, trainers should avoid being overly affectionate with their charges, as too much affection will lead to persistent behavioral problems. Should children begin misbehaving, all physical positive reinforcement from the primary and secondary trainer should halt and other, less triggering positive reinforcement should be used.

4. While is it crucial that trainers develop a positive working relationship with the children, trainers must avoid romanticizing their connection with their charges. This idealization can be damaging to both trainer and child and, in extreme causes, has led to physical endangerment.

D. Reporting

Each trainer is responsible for updating the files of the new children brought into the WE collection. Updates must be completed bi-weekly and should include the following:

1. Progress in learning basic skills
2. Impediments to learning (intelligence, physical ailment, poor physical abilities)
3. Any special difficulties in learning skills

RD 12.8Should a trainer feel that a particular child is in need of further assistance prior to entering intermediate training, he or she can submit a form to the training admin. The trainer must provide adequate evidence to prove that a particular child would benefit from further basic training. (This form is available in Appendix E.)

4. Unique abilities or capacities
5. Unusual occurrences in training and/ or behavioral problems

The first behavioral issue can be noted in the files without being reported to the training admin should the trainer feel comfortable resolving the issue on his or her own. However, any ensuing behavioral problems MUST be both noted in the files and reported to the training admin.RD 12.9

When reporting behavior problems, the trainer must outline the incident in the notes as completely as possible. Should the primary and secondary trainers have differing opinions of the incident in question, inquiries will be made to those who have also had contact with the child before proceeding.


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