The traditional "high-stress" model includes high levels of staff-induced stress, both individual and group and both inside and outside of formal training activities. Goals are to train recruits in the mandated topic areas, evaluate how recruits perform under stress, teach recruits to perform under stress, and maintain tradition. The modified stress model has high levels of staff-induced stress outside of formal training activities (low stress levels in the classroom). The goals are the same as in the traditional high-stress model, but with the aim of creating a positive (or neutral) classroom environment. The academic model has little or not staff contact with trainees outside of formal training activities and no staff-induced stress within formal training activities. The goal is to train recruits in the mandated topic areas. The individual developmental model has no staff induced stress. Its goals are to train recruits in mandated topic areas, train them to respond to pressure situations in a nonstressful manner, encourage recruits to develop a positive self-image, and encourage recruits to assume responsibility for their own training. The models that focus on staff-induced stress run counter to the goals of producing independent, accountable, and ethical police officers with high self-esteem.