1. Getting into communication with your preclear.

1. Getting into communication with your preclear.

A. Mimicry (psycho rushes around in the middle of the room and jumps up and screams; and you rush around in the middle of the room and jump up and scream).

A. Mimicry (psycho rushes around in the middle of the room and jumps up and screams; and you rush around in the middle of the room and jump up and scream).

B. Touching the preclear (on locational or any other process where you walk the preclear around, you are in communication with him to the degree that you touch him). Gradient scale, touching him on the elbow, taking hold of his elbow and eventually making his body turn this way and that.

B. Touching the preclear (on locational or any other process where you walk the preclear around, you are in communication with him to the degree that you touch him). Gradient scale, touching him on the elbow, taking hold of his elbow and eventually making his body turn this way and that.

Commands: "Look at me. Who am I?" "Who does this hand belong to?" (Auditor indicating own hand or various parts of his body, being sure to maintain some physical contact with preclears below 2.0 on Tone Scale, where communication is solid.)

Commands: "Look at me. Who am I?" "Who does this hand belong to?" (Auditor indicating own hand or various parts of his body, being sure to maintain some physical contact with preclears below 2.0 on Tone Scale, where communication is solid.)

2. Havingness, subjective. (This is just a patch-up of havingness so that if the preclear caves in you have something to fish him out with which he has been conditioned to.) "Mock up a ______." "Push it into the body."

2. Havingness, subjective. (This is just a patch-up of havingness so that if the preclear caves in you have something to fish him out with which he has been conditioned to.) "Mock up a ______." "Push it into the body."

3. Part A of 8-C. "Do you see that ______?" (auditor indicates wall or object), "Walk over to it." "Touch it." "Let go of it."

3. Part A of 8-C. "Do you see that ______?" (auditor indicates wall or object), "Walk over to it." "Touch it." "Let go of it."

4. Control Process, tactile 8-Cb. "Look around the room and find something you wouldn't mind having," or "______ could have." "Walk over to it and feel it."

4. Control Process, tactile 8-Cb. "Look around the room and find something you wouldn't mind having," or "______ could have." "Walk over to it and feel it."

5. Start-C-S. (Don't run any part of it very long.) "When I say start, you start the body," or " _______ the (object)." "Start." "When I say change, you change the (body or object) from ______ to ______" (locations designated by auditor). "Change." "When I say stop, you stop the (body or object)." "Stop."

5. Start-C-S. (Don't run any part of it very long.) "When I say start, you start the body," or " _______ the (object)." "Start." "When I say change, you change the (body or object) from ______ to ______" (locations designated by auditor). "Change." "When I say stop, you stop the (body or object)." "Stop."

6. Keep it from Going Away. "Find some objects in the room you don't dislike." (Have him spot quite a few, maybe 20. You select out of these three you are sure are nonsignificant to this preclear. Have him go and get them and place them some distance apart — at least three feet between object 1 and object 3 — and not directly in front of him; two objects on one side, one way off side, the other slightly off side, and one way off the other side.)

6. Keep it from Going Away. "Find some objects in the room you don't dislike." (Have him spot quite a few, maybe 20. You select out of these three you are sure are nonsignificant to this preclear. Have him go and get them and place them some distance apart — at least three feet between object 1 and object 3 — and not directly in front of him; two objects on one side, one way off side, the other slightly off side, and one way off the other side.)

A. "Look at ______" (auditor mentions object 1).

A. "Look at ______" (auditor mentions object 1).

• "Pick it up."

• "Pick it up."

B. "Look at ______(object 1)."

B. "Look at ______(object 1)."

• "Pick it up."

• "Pick it up."

Part A is run several times before running part B.

Part A is run several times before running part B.

7. Keep it from going away on the body. (Everything you run on the right foot you run on the left foot, everything you run on the right ear you run on the left ear, everything you run on the head you run on the feet, etc.)

7. Keep it from going away on the body. (Everything you run on the right foot you run on the left foot, everything you run on the right ear you run on the left ear, everything you run on the head you run on the feet, etc.)

• "Keep your hand from going away."

• "Keep your hand from going away."

8. Keep it from going away by sight.

8. Keep it from going away by sight.

• "Look around and find something you wouldn't mind making connect with you."

• "Look around and find something you wouldn't mind making connect with you."

10. Handling of confusion. "Make the wall say to (preclear, his body, part of his body, etc.), 'This means go to ______,'" (Preclear furnishes the name, a different name each time, for each of the six sides of the room.) Then, "Make the wall say to (as above), 'This means don't go to ______.'" (As above.) Alternate, once around the six sides of the room on "This means go to ______," then on "______ don't go to ______" until fairly flat.

10. Handling of confusion. "Make the wall say to (preclear, his body, part of his body, etc.), 'This means go to ______,'" (Preclear furnishes the name, a different name each time, for each of the six sides of the room.) Then, "Make the wall say to (as above), 'This means don't go to ______.'" (As above.) Alternate, once around the six sides of the room on "This means go to ______," then on "______ don't go to ______" until fairly flat.

Then, "This means stay in ______," "This means don't stay in _____." (run as above).

Then, "This means stay in ______," "This means don't stay in _____." (run as above).

11. "Confuse that wall."

11. "Confuse that wall."

• "A confusion which you could cause." "Mock up a confusion."

• "A confusion which you could cause." "Mock up a confusion."

13. Stop-C-S.

13. Stop-C-S.

A. "Now, I'm going to give you a little process — a little drill that we have here in Scientology. First, I want you to get your body moving toward that wall over there, and somewhere along the line, I'll say 'stop,' and I want YOU to stop your body. Got that? All right." "Now get it moving." "Stop." "That's fine."

A. "Now, I'm going to give you a little process — a little drill that we have here in Scientology. First, I want you to get your body moving toward that wall over there, and somewhere along the line, I'll say 'stop,' and I want YOU to stop your body. Got that? All right." "Now get it moving." "Stop." "That's fine."

"All right, now turn around here" (taking him by the elbow). "Now, we're going to run a little process. I'm going to ask you to get your body moving toward that wall, and somewhere along the line, I'm going to say 'stop,' and when I say stop, I want YOU to stop your body."

"All right, now turn around here" (taking him by the elbow). "Now, we're going to run a little process. I'm going to ask you to get your body moving toward that wall, and somewhere along the line, I'm going to say 'stop,' and when I say stop, I want YOU to stop your body."

• "_______ stop your body absolutely still."

• "_______ stop your body absolutely still."

B. "When I ask you to change your body, I want you to change the body's position from a to b." (Locations designated by auditor.) "Let's see how rapidly you can change the body's position."

B. "When I ask you to change your body, I want you to change the body's position from a to b." (Locations designated by auditor.) "Let's see how rapidly you can change the body's position."

C. "When I say 'start', I want you to start the body moving." "Start."

C. "When I say 'start', I want you to start the body moving." "Start."

14. Tolerance of motion and stillness. Preclear sitting at a window or ambulatory. "Look at the street." "Now find something still." "Now find something in motion." "Find something still." "Find something in motion."

14. Tolerance of motion and stillness. Preclear sitting at a window or ambulatory. "Look at the street." "Now find something still." "Now find something in motion." "Find something still." "Find something in motion."

15. "With what could you ally your control," or "Invent a way to control people," or "Look around and find something that would assist you in controlling people."

15. "With what could you ally your control," or "Invent a way to control people," or "Look around and find something that would assist you in controlling people."

16. Over and Under solids. Have him pick the center of his life, an engram in the middle of his life; the commands are before and after this point.

16. Over and Under solids. Have him pick the center of his life, an engram in the middle of his life; the commands are before and after this point.

• "Get a facsimile of something after that."

• "Get a facsimile of something after that."

• or "Make it solid," "Let go of it."

• or "Make it solid," "Let go of it."

17. Time Process. Select command wording to communicate to the preclear. "Invent a way to (best, overcome, overwhelm, beat, whip, make subservient, put in the background, make know it's been licked) time."

17. Time Process. Select command wording to communicate to the preclear. "Invent a way to (best, overcome, overwhelm, beat, whip, make subservient, put in the background, make know it's been licked) time."

18. Valences.

18. Valences.

• "Mock up a woman," then, "Mock up ______" (first significant woman in this lifetime, then a later one, etc.).

• "Mock up a woman," then, "Mock up ______" (first significant woman in this lifetime, then a later one, etc.).

19. "Invent an individuality to cope with it," alternate with "Invent a worse situation."

19. "Invent an individuality to cope with it," alternate with "Invent a worse situation."

20. "Invent an enemy."

20. "Invent an enemy."

• Get the valence to fight the wall, will strip valences.

• Get the valence to fight the wall, will strip valences.

21. Keep it from going away on the body.

21. Keep it from going away on the body.

• "Keep your body from going away," alternate with

• "Keep your body from going away," alternate with

22. Mock-up Start-C-S. Start-C-S on mocked up body.

22. Mock-up Start-C-S. Start-C-S on mocked up body.

23. Mock-up Stop-C-S. Stop-C-S on mocked up body. Change run as, "Mock up the body." "Make it flip-flop."

23. Mock-up Stop-C-S. Stop-C-S on mocked up body. Change run as, "Mock up the body." "Make it flip-flop."

24. Rehabilitation of abilities. For any ability the preclear always wanted to have and couldn't do. For example, for speaking Arabic:

24. Rehabilitation of abilities. For any ability the preclear always wanted to have and couldn't do. For example, for speaking Arabic:

"Mock up ______" (Arabic objects), "Keep it from going away," then "Mock up (Arab men, women and children)," "Keep (him, her) from going away," then "Mock up (Arab men, women, children)," "Stop (him, her) from talking," "Start (him, her) talking."

"Mock up ______" (Arabic objects), "Keep it from going away," then "Mock up (Arab men, women and children)," "Keep (him, her) from going away," then "Mock up (Arab men, women, children)," "Stop (him, her) from talking," "Start (him, her) talking."