ОСОБОЕ ПРИМЕЧАНИЕ: Нижеприведенный список ни в коем случае не является полным списком процессов Ступеней 0-IV. На Ступенях 0-IV существует множество процессов, которые преклиру может понадобиться пройти в одитинге до достижения полного конечного явления (приобретенной способности) данной Ступени, и которые также требуются для прохождения на Расширенных Ступенях.

Ниже следует МИНИСПИСОК процессов Ступеней 0-IV.

SPECIAL NOTE: The list below is by no means a complete list of Grade 0-IV Processes. Many, many processes exist on the Grades 0-IV on which a preclear should be audited to achieve the full end phenomena (ability gained) for each of the Expanded Grades.

На каждом из Уровней обучения, ближе к концу контрольного листа, одитор-студент изучает и отрабатывает процессы из этого списка для данного Уровня.

The following is a MINI LIST of Grade 0-IV Processes.

Команды для потоков 1, 2, 3 и 0 (четверки) для тех процессов, которые проводятся по четверкам, находятся в ТБП от 15 ноября 76, Выпуски с I по VI, ПРОЦЕССЫ РАСШИРЕННЫХ СТУПЕНЕЙ 0-IV - ЧЕТВЕРКИ, ЧАСТИ А, В, С, D, Е И F.

On each of the Academy Levels, toward the end of each checksheet, the student auditor studies the HCOBs listed for each process and thoroughly drills the process before auditing it. He audits each process on this list for the level he is on.

Each major Grade Process is followed by a Havingness Process.

БОХС 27 сент 68 II ПРЯМОЙ ПРОВОД АРО

Each Grade Process that is run on a meter must be checked for a read before it is run and, if not reading, it is not run at that time. (Ref: HCOB 23 June 80RA, Rev. 25.10.83, CHECKING QUESTIONS ON GRADES PROCESSES)

ТБП 15 нояб 76 I ПРОЦЕССЫ РАСШИРЕННЫХ СТУПЕНЕЙ 0-IV - ЧЕТВЕРКИ, ЧАСТЬ А, ПРЯМОЙ ПРОВОД АРО, пункт 11

This HCOB can also serve as a checklist of processes run on a pc.

The auditor places a copy of this HCOB in the pc's folder, and as each process or flow is run to EP it is clearly marked off with the date.

ТБП 15 нояб 76 I ПРОЦЕССЫ РАСШИРЕННЫХ СТУПЕНЕЙ 0-IV - ЧЕТВЕРКИ, ЧАСТЬ А, ПРЯМОЙ ПРОВОД АРО, пункт 12

(Ref. HCOB 27 Sept. 68 II, ARC STRAIGHTWIRE)

БОХС 11 дек 64 ПРОЦЕССЫ САЕНТОЛОГИИ 0

БОХС 26 дек 64 ШАБЛОН 0-А РАСШИРЕННЫЙ

1. RECALL A TIME THAT WAS REALLY REAL TO YOU.

ТБП 15 нояб 76 II ПРОЦЕССЫ РАСШИРЕННЫХ СТУПЕНЕЙ 0-IV - ЧЕТВЕРКИ, ЧАСТЬ В, ПРОЦЕССЫ СТУПЕНИ 0, стр. 10

WHAT WAS IT?

2. RECALL A TIME YOU WERE IN GOOD COMMUNICATION WITH SOMEONE.

ТБП 15 нояб 76 II ПРОЦЕССЫ РАСШИРЕННЫХ СТУПЕНЕЙ 0-IV - ЧЕТВЕРКИ, ЧАСТЬ В, ПРОЦЕССЫ СТУПЕНИ 0, стр. 12

WHAT WAS IT?

3. RECALL A TIME YOU REALLY FELT AFFINITY FOR SOMEONE.

БОХС 1 дек 65 УОО

WHAT WAS IT?

4. RECALL A TIME YOU KNEW YOU UNDERSTOOD SOMEONE.

БОХС 19 нояб 65 ПРОЦЕСС ПРОБЛЕМ

WHAT WAS IT?

ТБП 15 нояб 76 III ПРОЦЕССЫ РАСШИРЕННЫХ СТУПЕНЕЙ 0-IV - ЧЕТВЕРКИ, ЧАСТЬ С, ПРОЦЕССЫ СТУПЕНИ 1, стр. 18

(Run consecutively, i.e., 1,2,3,4,1,2, etc., to EP)

ТБП 15 нояб 76 III ПРОЦЕССЫ РАСШИРЕННЫХ СТУПЕНЕЙ 0-IV - ЧЕТВЕРКИ, ЧАСТЬ С, ПРОЦЕССЫ СТУПЕНИ 1, стр. 18

1. RECALL A TIME THAT WAS REALLY REAL TO ANOTHER.

WHAT WAS IT?

ТБП 15 нояб 76 IV ПРОЦЕССЫ РАСШИРЕННЫХ СТУПЕНЕЙ 0-IV - ЧЕТВЕРКИ, ЧАСТЬ D, ПРОЦЕССЫ СТУПЕНИ 2, пункт 26

2. RECALL A TIME SOMEONE WAS IN GOOD COMMUNICATION WITH YOU.

WHAT WAS IT?

ТБП 15 нояб 76 IV ПРОЦЕССЫ РАСШИРЕННЫХ СТУПЕНЕЙ 0-IV - ЧЕТВЕРКИ, ЧАСТЬ D, ПРОЦЕССЫ СТУПЕНИ 2, пункт 27

3. RECALL A TIME SOMEONE REALLY FELT AFFINITY FOR YOU.

WHAT WAS IT?

БОХС 30 нояб 78 ПРОЦЕДУРА ИСПОВЕДИ

4. RECALL A TIME ANOTHER KNEW HE/SHE UNDERSTOOD YOU.

БОХС 7 марта 82 ИСПОВЕДИ, ВКЛЮЧЕННЫЕ В ЧИСЛО ПРОЦЕССОВ РАСШИРЕННОЙ СТУПЕНИ 2

WHAT WAS IT?

(Run consecutively, i.e., 1,2,3,4,1,2, etc., to EP.)

БОХС 21 апр 70 К/С НА 2-СТОРОННЕЕ ОБЩЕНИЕ

БОХС 3 июль 70 К/С-ование 2-СТОРОННЕГО ОБЩЕНИЯ

1. RECALL A TIME THAT WAS REALLY REAL FOR OTHERS.

БОХС 17 марта 74 КОНТРОЛЬНЫЙ ЛИСТ 2СО, 2СО, ПРИМЕНЕНИЕ НЕПРАВИЛЬНЫХ ВОПРОСОВ

WHAT WAS IT?

2. RECALL A TIME OTHERS WERE IN GOOD COMMUNICATION WITH OTHERS.

БОХС 19 марта 71 L1C

WHAT WAS IT?

3. RECALL A TIME OTHERS REALLY FELT AFFINITY FOR OTHERS.

БОХС 15 дек 68 RA L4BRA

WHAT WAS IT?

4. RECALL A TIME OTHERS KNEW THEY UNDERSTOOD OTHERS.

БОХС 6 авг 68 ШЗН

WHAT WAS IT?

БОХС 1 авг 68 ЗАКОНЫ СОСТАВЛЕНИЯ И ОБНУЛЕНИЯ СПИСКОВ

(Run consecutively, i.e., 1,2,3,4,1,2, etc., to ER)

ТБП 15 нояб 76 V ПРОЦЕССЫ РАСШИРЕННЫХ СТУПЕНЕЙ 0-IV - ЧЕТВЕРКИ, ЧАСТЬ Е, ПРОЦЕССЫ СТУПЕНИ 3, стр. 7-8

1. RECALL A TIME THAT YOU MADE SOMETHING REALLY REAL TO YOURSELF.

ТБП 15 нояб 76 V ПРОЦЕССЫ РАСШИРЕННЫХ СТУПЕНЕЙ 0-IV - ЧЕТВЕРКИ, ЧАСТЬ Е, ПРОЦЕССЫ СТУПЕНИ 3, стр. 8-9

WHAT WAS IT?

2. RECALL A TIME YOU WERE IN GOOD COMMUNICATION WITH YOURSELF.

БОХС 6 сент 78 III ВАЖНО - СРОЧНО, ШАБЛОН ТРИ SC-A, ПОЛНАЯ ОБРАБОТКА СЕРВИСНОГО ФАКСИМИЛЕ, ОБНОВЛЕННАЯ В СООТВЕТСТВИИ С ДИАНЕТИКОЙ НОВОЙ ЭРЫ

WHAT WAS IT?

3. RECALL A TIME YOU REALLY FELT AFFINITY FOR YOURSELF.

ТБП 15 нояб 76 VI ПРОЦЕССЫ РАСШИРЕННЫХ СТУПЕНЕЙ 0-IV - ЧЕТВЕРКИ, ЧАСТЬ F, ПРОЦЕССЫ СТУПЕНИ 2, стр. 5

WHAT WAS IT?

Одитор-студент должен изучить, отработать и получить проверку по всем процессам, действиям или их командам прежде чем предоставлять данный одитинг.

4. RECALL A TIME YOU KNEW YOU UNDERSTOOD YOURSELF.

Он не должен проводить процессы выше уровня своего обучения, и никто не имеет права этого требовать.

WHAT WAS IT?

(Run consecutively, i.e., 1,2,3,4,1,2, etc., to EP.)

SWH F1 LOOK AROUND HERE AND FIND SOMETHING THAT IS REALLY REAL TO YOU.

(Run repetitively to EP.)

SWH F2 LOOK AROUND HERE AND FIND SOMETHING THAT WOULD REALLY BE REAL TO ANOTHER.

(Run repetitively to EP.)

SWH F3 LOOK AROUND HERE AND FIND SOMETHING THAT WOULD BE REALLY REAL TO OTHERS.

(Run repetitively to EP.)

SWH F0 FIND SOMETHING IN OR ON YOURSELF THAT WOULD BE REALLY REAL TO YOU.

(Run repetitively to EP.)

(Ref. HCOB I I Dec. 64, SCIENTOLOGY 0 PROCESSES HCOB 26 Dec. 64, ROUTINE 0A [EXPANDED])

1. WHAT ARE YOU WILLING FOR ME TO TALK TO YOU ABOUT?

2. WHAT WOULD YOU LIKE ME TO TELL YOU ABOUT THAT?

(Run alternately to EP.)

1. WHAT ARE YOU WILLING TO TALK TO ME ABOUT?

2. WHAT WOULD YOU LIKE TO TELL ME ABOUT THAT?

(Run alternately to EP.)

1. WHAT ARE YOU WILLING FOR ME TO TALK TO OTHERS ABOUT?

2. WHAT WOULD YOU LIKE ME TO TELL THEM ABOUT THAT?

(Run alternately to EP.)

1. WHAT ARE YOU WILLING TO TALK TO YOURSELF ABOUT BECAUSE OF ME?

2. WHAT WOULD YOU LIKE TO SAY ABOUT THAT?

(Run alternately to EP.)

The auditor makes a list of things people generally can't talk to easily. That includes parents, policemen, governments and God. But it's a far longer list. The auditor must compile this list himself or herself out of session. It may be added to by the auditor from time to time. It must never be published as a "canned list." Scientology Instructors and Scientology personnel should not be listed on it as it leads to upset in sessions.

The list is assessed on the pc and the longest reading item is used in all four flows of 0A as given below.

Then the remaining items are taken up and run in the same way, in order of largest read, until all reading items have been run. Each reading item is run on all four flows before the next reading item is run in the process. On any items that are not reading, put in the Suppress and Invalidate buttons.

1. IF (chosen subject) COULD TALK TO YOU, WHAT WOULD HE/SHE TALK ABOUT?

(Pc answers one or more things at greater or shorter length. When the pc seems satisfied the question has been answered, the auditor then says:)

2. ALL RIGHT, IF (chosen subject WERE TALKING TO YOU ABOUT THAT, WHAT WOULD HE/SHE SAY, EXACTLY?

(The pc is expected to give what would be said as though he were the subject in 1, talking.)

(Run 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP)

1. IF YOU COULD TALK TO (chosen subject), WHAT WOULD YOU TALK ABOUT?

(Pc answers one or more things at greater or shorter length. When the pc seems satisfied the question has been answered, the auditor then says:)

2. ALL RIGHT, IF YOU WERE TALKING TO (chosen subject) ABOUT THAT, WHAT WOULD YOU SAY, EXACTLY?

(The pc is expected to speak as though talking to the subject chosen in 1.)

(Run 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP)

1. IF OTHERS COULD TALK TO (chosen subject) WHAT WOULD THEY TALK ABOUT?

(Pc answers one or more things at greater or shorter length. When the pc seems satisfied the question has been answered, the auditor then says:)

2. ALL RIGHT, IF OTHERS WERE TALKING TO (chosen subject) ABOUT THAT WHAT WOULD THEY SAY, EXACTLY?

(The pc is expected to speak as though he were the the others talking to the chosen subject.)

(Run 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP)

1. IF YOU COULD TALK TO YOURSELF ABOUT (chosen subject) WHAT WOULD YOU TALK ABOUT?

(Pc answers one or more things at greater or shorter length. When the pc seems satisfied the question has been answered, the auditor then says:)

2. ALL RIGHT, IF YOU WERE TALKING TO YOURSELF ABOUT (chosen subject) WHAT WOULD YOU SAY, EXACTLY?

(The pc is expected to speak as though talking to himself about the subject chonsen in 1.)

(Run 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP)

The auditor makes a list (not from the pc but himself) of everything he can think of that is banned for any reason from conversation or is not generally considered acceptable for social communication. This includes nonsocial subjects like sexual experiences, water closet details, embarrassing experiences, thefts one has done, etc. Things nobody would calmly discuss in mixed company.

The list is assessed on the pc and the largest reading subject is run in all four flows of 0B. Then the next largest reading subject is run in all four flows, followed by the rest of the reading subjects in order of largest read. On any subjects that are not reading, put in the Suppress and Invalidate buttons.

1. WHAT WOULD YOU BE WILLING TO HAVE SOMEONE ELSE TELL YOU ABOUT ____?

(When the pc has "run down" [as in clocks] ask:)

2. WHO ELSE COULD HE OR SHE SAY THOSE THINGS TO?

(Continue running 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP.)

1. WHAT WOULD YOU BE WILLING TO TELL ME ABOUT ____?

(When the pc has "run down" [as in clocks] ask:)

2. WHO ELSE COULD YOU SAY THOSE THINGS TO?

(Continue running 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP.)

1. WHAT WOULD YOU BE WILLING TO HAVE OTHERS TELL OTHERS ABOUT ____?

(When the pc has "run down" [as in clocks] ask:)

2. WHO ELSE COULD THEY SAY THOSE THINGS TO?

(Continue running 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP.)

1. WHAT WOULD YOU BE WILLING TO TELL YOURSELF ABOUT ____?

(When the pc has "run down" [as in clocks] ask:)

2. WHO ELSE COULD YOU SAY THOSE THINGS TO?

(Continue running 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP.)

LOOK AROUND HERE AND FIND SOMETHING YOU COULD TOUCH.

(Run repetitively to EP.)

LOOK AROUND HERE AND FIND SOMETHING ANOTHER COULD TOUCH.

(Run repetitively to EP.)

LOOK AROUND HERE AND FIND SOMETHING OTHERS COULD TOUCH.

(Run repetitively to EP.)

FIND SOMETHING IN OR ON YOURSELF YOU COULD TOUCH.

(Run repetitively to EP.)

(Ref.

• HCOB 5 Apr. 62, CCHs, AUDITING ATTITUDE

NOTE: CCHs 1-4 are run per the instructions in HCOB I Dec. 65 as follows: CCH I to a flat point, then CCH 2 to a flat point, then CCH 3 to a flat point, then CCH 4 to a flat point, then CCH I to a flat point, etc.

Auditor and pc are seated in chairs without arms. Auditor's knees are on outside of both pc's knees. Auditor runs the following command:

GIVE ME THAT HAND.

(Run to a flat point.)

Auditor and pc ambulant, auditor in physical contact with pc as needed. Auditor runs the following commands:

1. YOU LOOK AT THAT WALL. THANK YOU.

2. YOU WALK OVER TO THAT WALL. THANK YOU.

3. YOU TOUCH THAT WALL. THANK YOU.

4. TURN AROUND. THANK YOU.

(Run l,2,3,4,I,2,3,4,l,2, etc., to a flat point.)

Auditor and pc seated, close together facing each other, pc's knees between auditor's knees. Auditor raises two hands, palms facing pc's, about an equal distance between the auditor and pc and says:

1. PUT YOUR HANDS AGAINST MINE, FOLLOW THEM AND CONTRIBUTE TO THEIR MOTION.

He then makes a simple motion with right hand then left.

Auditor asks pc:

2. DID YOU CONTRIBUTE TO THEIR MOTION?

Auditor acknowledges answer.

(Run 1,2,1,2,1,2, etc., to a flat point.)

On succeeding runs through CCHs 1-4, the auditor does this same thing with a half inch of space between his and the pc's palms. The command is:

1. PUT YOUR HANDS FACING MINE ABOUT 1/2 INCH AWAY, FOLLOW THEM AND CONTRIBUTE TO THEIR MOTION.

He then makes a simple motion with right hand then left.

Auditor asks pc:

2. DID YOU CONTRIBUTE TO THEIR MOTION?

Auditor acknowledges answer.

When this is flat, auditor does it with a wider space on each succeeding run through CCHs 1-4 until pc is able to follow motions a yard away.

There are no set verbal commands to CCH 4. Auditor and pc are seated facing each other, a comfortable distance apart.

Auditor makes simple motions with a book. Hands book to pc.

Pc makes motion, duplicating auditor's motion mirror-imagewise. Auditor asks pc if he is satisfied that the pc duplicated the motion. If pc is and auditor is also fully satisfied, auditor takes back the book and goes to next command. If pc is not sure that he duplicated any command, auditor repeats it for him and gives him back the book.

(Run to a flat point.)

(Once CCH 4 has been run to a flat point, auditor starts back again with CCH 1. CCHs 1-4 are then run as follows:

• CCH 1 to a flat point, then CCH 2 to a flat point, then

(Ref. HCOB 19 Nov. 65, PROBLEMS PROCESS)

1. WHAT PROBLEM HAVE YOU HAD WITH SOMEONE?

2. WHAT SOLUTIONS HAVE YOU HAD FOR THAT PROBLEM?

(Get the pc to give the problem, then run TA off solutions. Then a new statement of the problem and more questions about solutions. Run it 1,2,2,2,2, 1,2,2,2, etc., to EP.)

1. WHAT PROBLEM HAS ANOTHER HAD WITH YOU?

2. WHAT SOLUTIONS HAS ANOTHER HAD FOR THAT PROBLEM?

(Run as above in F1, to EP.)

1. WHAT PROBLEM HAVE OTHERS HAD WITH OTHERS?

2. WHAT SOLUTIONS HAVE THEY HAD FOR THAT PROBLEM?

(Run as above in F1, to EP.)

1. WHAT PROBLEM HAVE YOU HAD WITH YOURSELF?

2. WHAT SOLUTIONS HAVE YOU HAD FOR THAT PROBLEM?

(Run as above in F1, to EP.)

1. THINK OF A SPACE.

2. NOTE TWO OBJECTS.

(Run alternately to EP.)

1. THINK OF ANOTHER'S SPACE.

2. NOTE TWO OBJECTS.

(Run alternately to EP.)

1. THINK OF THE SPACE OF OTHERS.

2. NOTE TWO OBJECTS.

(Run alternately to EP.)

1. THINK OF YOUR OWN SPACE.

2. NOTE TWO OBJECTS.

(Run alternately to EP.)

Using the technology covered in HCOB 30 Nov. 78R, CONFESSIONAL PROCEDURE, and other references on his course checksheet, the student delivers Confessional processing to a preclear, as programed by the C/S.

(Ref. HCOB 4 Feb. 60, THEORY OF RESPONSIBILITY PROCESSING)

1. WHAT HAS ANOTHER DONE TO YOU?

2. WHAT HAS ANOTHER WITHHELD FROM YOU?

(Run alternately to EP.)

1. WHAT HAVE YOU DONE TO ANOTHER?

2. WHAT HAVE YOU WITHHELD FROM ANOTHER?

(Run alternately to EP.)

1. WHAT HAVE OTHERS DONE TO OTHERS?

2. WHAT HAVE OTHERS WITHHELD FROM OTHERS?

(Run alternately to EP.)

1. WHAT HAVE YOU DONE TO YOURSELF?

2. WHAT HAVE YOU WITHHELD FROM YOURSELF?

(Run alternately to EP.)

LOOK AROUND HERE AND FIND SOMETHING YOU'RE NOT WITHHOLDING.

(Run repetitively to EP.)

LOOK AROUND HERE AND FIND SOMETHING ANOTHER IS NOT WITHHOLDING.

(Run repetitively to EP.)

LOOK AROUND HERE AND FIND SOMETHING OTHERS ARE NOT WITHHOLDING.

(Run repetitively to EP.)

LOOK AROUND HERE AND FIND SOMETHING YOU'RE NOT WITHHOLDING FROM YOURSELF.

(Run repetitively to EP.)

(Ref:

• HCOB 6 Aug. 68, R3H

1. Locate a change in life by listing to an F/N item or BD F/N item:

WHAT CHANGE HAS ANOTHER CAUSED IN YOUR LIFE?

2. Get it dated.

3. Get some of the data of it (don't run as an engram) so you know what the change was.

4. Find out by assessment if this was a break in:

• Affinity ____

Get the best reading item and check it with the pc, asking if it was a break in (affinity, reality, communication or understanding). If he says no, rehandle. If yes, let him tell you about it if he wishes. Then indicate it to him.

5. Taking the one found in (4) find out by assessment if it was:

• Curious about ____

As in (4) above, get the item and check it with the pc. If pc says that isn't right, rehandle. If yes, let him tell you about it if he wishes. Then indicate it to him.

(Run as above.)

List to an F/N item or BD F/N item:

WHAT CHANGE HAVE YOU CAUSED IN ANOTHER'S LIFE?

(Handle with steps 1-5 as above.)

List to an F/N item or BD F/N item:

WHAT CHANGE HAVE OTHERS CAUSED IN OTHERS' LIVES?

(Handle with steps 1-5 as above.)

List to an F/N item or BD F/N item:

WHAT CHANGE HAVE YOU CAUSED IN YOUR OWN LIFE?

(Handle with steps 1-5 as above.)

WHAT IS STILL?

(Run repetitively to EP.)

WHAT WOULD ANOTHER THINK IS STILL?

(Run repetitively to EP.)

WHAT WOULD OTHERS THINK IS STILL?

(Run repetitively to EP.)

WHAT IS STILL IN OR ON YOURSELF?

(Run repetitively to EP.)

(Ref.

• HCOB 6 Sept. 78 111, ROUTINE THREE SC-A, FULL SERVICE FACSIMILE HANDLING UPDATED WITH NEW ERA DIANETICS

NOTE: The questions listed below are not a full list of all possible listing and nulling questions which can be run on a preclear to find and handle service facsimiles. Others may be found in HCOB 14 Nov. 87 VI, EXPANDED GRADE IV PROCESS CHECKLIST.

For certification on Level IV, all that is required is that the student show success on auditing someone on the process as given below.

I. Fully clear the terms "computation" and "service facsimile." Make sure the pc understands that a service facsimile is a computation to make self right and others wrong, to dominate or escape domination and enhance own survival and injure that of others. The pc must grasp that what is being asked for in this process is a computation, not a beingness, doingness or havingness.

II. Clear and list (listing and nulling) the following listing question to an F/N item or BD F/N item:

a. IN THIS LIFETIME, WHAT DO YOU USE TO MAKE OTHERS WRONG?

III. Run the service facsimile found on the brackets exactly per HCOB 6 Sept. 78 III, ROUTINE THREE SC-A, FULL SERVICE FACSIMILE HANDLING UPDATED WITH NEW ERA DIANETICS:

1. IN THIS LIFETIME, HOW WOULD ____ MAKE YOU RIGHT?

2. IN THIS LIFETIME, HOW WOULD ____ MAKE OTHERS WRONG?

(Run to EP as described below.)

3. IN THIS LIFETIME, HOW WOULD ____ HELP YOU ESCAPE DOMINATION?

4. IN THIS LIFETIME, HOW WOULD ____ HELP YOU TO DOMINATE OTHERS?

(Run to EP as described below.)

5. IN THIS LIFETIME, HOW WOULD ____ AID YOUR SURVIVAL?

6. IN THIS LIFETIME, HOW WOULD ____ HINDER THE SURVIVAL OF OTHERS?

(Run to EP as described below.)

These are run as follows:

Give the pc the first question, "In this lifetime, how would (service fac) make you right?" and let him run with it. He will have a rush of answers, answers coming too fast to be said easily, at this stage. Don't repeat the question unless the pc needs it. Just let him answer (he may give you as many as 50 answers) until he comes to a cognition or runs out of answers or inadvertently answers question 2.

Then switch to question 2: "In this lifetime, how would (service fac) make others wrong?" Treat this the same way, i.e., let him answer 2-2-2-2-2-2-2-2 until he cognites or runs out of answers or starts to answer question 1. Then switch back to question 1, same handling, back to question 2, same handling, as long as pc has answers coming easily. Upon cognition and F/N, acknowledge, indicate the F/N and end off on I and 2.

Now give him question 3: "In this lifetime, how would (service fac) help you escape domination?" and let it run by the same method as above. When this seems cooled off, use question 4: "In this lifetime, how would (service fac) help you to dominate others?" Use questions 3 and 4 as above, as long as pc has answers coming easily. Upon cognition and F/N, acknowledge, indicate the F/N and go on to the next bracket.

Using the same method as above, give him question 5: "In this lifetime, how would (service fac) aid your survival?" When he's run out on 5-5-5-5-5-5, switch to question 6: "In this lifetime, how would (service fac) hinder the survival of others?" Use questions 5 and 6 as above as long as pc has answers coming easily. Let him get off all the autornaticities and come to a cognition and F/N. Acknowledge and indicate the F/N.

NOTE: If the item found on the service facsimile list did not run on any of the brackets, you must prepcheck it to EP (F/N, cognition, VGIs, release) using HCOB 7 Sept. 78R, MODERN REPETITIVE PREPCHECKING.

IV. Repeat steps II and III, using the following listing questions one at a time in step 11:

b. IN THIS LIFETIME, WHAT DO YOU USE TO DOMINATE OTHERS?

(Run the item per step III, to EP.)

C. IN THIS LIFETIME, WHAT DO YOU USE TO AID YOUR OWN SURVIVAL?

(Run the item per step III, to EP.)

d. IN THIS LIFETIME, WHAT DO YOU USE TO MAKE YOURSELF RIGHT?

(Run the item per step III, to EP.)

e. IN THIS LIFETIME, WHAT DO YOU USE TO ESCAPE DOMINATION?

(Run the item per step III, to EP.)

f. IN THIS LIFETIME, WHAT DO YOU USE TO HINDER THE SURVIVAL OF OTHERS?

(Run the item per step III, to EP.)

WHAT COULD ANOTHER MAKE CONNECT WITH YOU?

(Run repetitively to EP.)

WHAT COULD YOU MAKE CONNECT WITH ANOTHER?

(Run repetitively to EP.)

WHAT COULD OTHERS MAKE CONNECT WITH OTHERS?

(Run repetitively to EP.)

WHAT COULD YOU MAKE CONNECT WITH YOU?

(Run repetitively to EP.)

LOOK AROUND HERE AND FIND SOMETHING YOU ARE ABSOLUTELY SURE WILL BE HERE FOR ____ (auditor extends time bit by bit).

(Run repetitively to EP.)

LOOK AROUND HERE AND FIND SOMETHING ANOTHER WOULD BE ABSOLUTELY CERTAIN WOULD BE HERE FOR ____ (auditor extends time).

(Run repetitively to EP.)

LOOK AROUND HERE AND FIND SOMETHING OTHERS WOULD BE ABSOLUTELY CERTAIN WOULD BE HERE FOR ____ (auditor extends time).

(Run repetitively to EP.)

FIND SOMETHING IN OR ON YOURSELF YOU ARE ABSOLUTELY CERTAIN WILL BE HERE FOR ____ (auditor extends time).

(Run repetitively to EP.) __________

An auditor must not and cannot be required by anyone to audit processes above his class.