TR 103 is done between the student auditor and a doll, with a coach sitting beside the student auditor.

TR 103 is done between the student auditor and a doll, with a coach sitting beside the student auditor.

The purpose of this drill is to give the student auditor total certainty on the R3R procedure, handling the meter and the admin at the same time.

The purpose of this drill is to give the student auditor total certainty on the R3R procedure, handling the meter and the admin at the same time.

This is done in the drill by the coach following this gradient:

This is done in the drill by the coach following this gradient:

1) The coach gives the student auditor some "items" to assess on the doll – these must not be real (somatics) but for example, apples, pears, lemons, etc. – to avoid restim.

1) The coach gives the student auditor some "items" to assess on the doll – these must not be real (somatics) but for example, apples, pears, lemons, etc. – to avoid restim.

2) The coach has the student do a proper assessment on the doll – coach indicating reads and interest. The student auditor applies standard data on assessment – and finds the item to run.

2) The coach has the student do a proper assessment on the doll – coach indicating reads and interest. The student auditor applies standard data on assessment – and finds the item to run.

3) The coach has the student do a standard rundown of R3R – to erasure of the "chain" – the coach answering the questions, carrying out the commands for the doll. The coach does not use actual time units giving date and duration of step 2 and 4, but gives for example "15 beans" as a duration. This to avoid any chance of "running" the coach in this drill by moving his time track with the commands.

3) The coach has the student do a standard rundown of R3R – to erasure of the "chain" – the coach answering the questions, carrying out the commands for the doll. The coach does not use actual time units giving date and duration of step 2 and 4, but gives for example "15 beans" as a duration. This to avoid any chance of "running" the coach in this drill by moving his time track with the commands.

The coach creates "situation" by giving answers like: "solid – but can't see anything earlier" or "it's all gone – TA 5.6," etc.

The coach creates "situation" by giving answers like: "solid – but can't see anything earlier" or "it's all gone – TA 5.6," etc.

4) When the student auditor can handle any situation to the coach's satisfaction, the coach now calls command numbers, letters or situations at random for the student auditor to handle to make the student auditor totally certain on all the commands and actions.

4) When the student auditor can handle any situation to the coach's satisfaction, the coach now calls command numbers, letters or situations at random for the student auditor to handle to make the student auditor totally certain on all the commands and actions.

The commands do not have to be carried out or answered by the coach here, but the coach can call a new number or letter or situation immediately after the last command has been given by the student auditor. If the coach does not call out a new number or letter the student auditor just continues down the procedure from the last command. If the coach doesn't call a new number or letter he of course answers the question or carries out the command instead to keep the drill real.

The commands do not have to be carried out or answered by the coach here, but the coach can call a new number or letter or situation immediately after the last command has been given by the student auditor. If the coach does not call out a new number or letter the student auditor just continues down the procedure from the last command. If the coach doesn't call a new number or letter he of course answers the question or carries out the command instead to keep the drill real.

Flunks are given in this drill for failure to do proper assessment, failure to give correct commands with certainty, or failure to handle a situation. Out TRs, comm-lags, etc. are, of course, immediately flunked.

Flunks are given in this drill for failure to do proper assessment, failure to give correct commands with certainty, or failure to handle a situation. Out TRs, comm-lags, etc. are, of course, immediately flunked.

5) When the student auditor has done these steps to the coach's satisfaction he gets a star-rate checkout by the supervisor, the supervisor following these exact steps.

5) When the student auditor has done these steps to the coach's satisfaction he gets a star-rate checkout by the supervisor, the supervisor following these exact steps.

TR 104 is done between the student auditor and a "pc-bullbaiter," with the coach seated beside the student auditor. In other words, 3 persons are present in this drill.

TR 104 is done between the student auditor and a "pc-bullbaiter," with the coach seated beside the student auditor. In other words, 3 persons are present in this drill.

The purpose of this drill is to train the student auditor to deliver a standard session, with standard procedure, using standard commands, without session additives, and to train the student auditor to apply TRs 0-4 in the R3R procedure, here having a "real" pc, E-Meter and admin handled with skill.

The purpose of this drill is to train the student auditor to deliver a standard session, with standard procedure, using standard commands, without session additives, and to train the student auditor to apply TRs 0-4 in the R3R procedure, here having a "real" pc, E-Meter and admin handled with skill.

The drill's purpose is achieved by the following gradient:

The drill's purpose is achieved by the following gradient:

1) coach gives the student auditor items to assess on the pc-bullbaiter – same as in TR 103.

1) coach gives the student auditor items to assess on the pc-bullbaiter – same as in TR 103.

2) The coach has the student auditor do an assessment on the pc-bullbaiter, coach indicating the reads – pc-bullbaiter the in­terest. And the student auditor finds the item to run.

2) The coach has the student auditor do an assessment on the pc-bullbaiter, coach indicating the reads – pc-bullbaiter the in­terest. And the student auditor finds the item to run.

3) The coach has the student do a complete rundown of the "chain" – to erasure, using R3R procedure.

3) The coach has the student do a complete rundown of the "chain" – to erasure, using R3R procedure.

The purpose of the pc-bullbaiter is to be a dummy-pc and to make the drill a "real" session.

The purpose of the pc-bullbaiter is to be a dummy-pc and to make the drill a "real" session.

The pc-bullbaiter is to answer the auditing questions (still not to give time-units), and to carry out the commands. Doing this he can enter commands, originate troubles or gains, be tricky, etc. But he must never lose the sight of HCOB 24 May 1968 "Coaching," especially the second paragraph "coach with reality. " This drill trains the student auditor to handle a Dianetic session!

The pc-bullbaiter is to answer the auditing questions (still not to give time-units), and to carry out the commands. Doing this he can enter commands, originate troubles or gains, be tricky, etc. But he must never lose the sight of HCOB 24 May 1968 "Coaching," especially the second paragraph "coach with reality. " This drill trains the student auditor to handle a Dianetic session!

The coach still creates the situations, as in TR 103.

The coach still creates the situations, as in TR 103.

Stress is put here to train the student auditor to have his TRs 0-4 IN on the pc-bullbaiter.

Stress is put here to train the student auditor to have his TRs 0-4 IN on the pc-bullbaiter.

4) When the student auditor has done a complete and successful rundown of the chain to the coach's satisfaction, the coach now calls command numbers, letters or situations at random, as in TR 103, only difference now that the commands have to be carried out, the questions answered, before coach calls a new number, letter or situation. If the coach does not call a new number or letter after the last command has been carried out or answered – the student auditor continues down the procedure from the last command.

4) When the student auditor has done a complete and successful rundown of the chain to the coach's satisfaction, the coach now calls command numbers, letters or situations at random, as in TR 103, only difference now that the commands have to be carried out, the questions answered, before coach calls a new number, letter or situation. If the coach does not call a new number or letter after the last command has been carried out or answered – the student auditor continues down the procedure from the last command.

Flunks are given in this drill for failure to do proper assess­ment, failure to give correct commands with certainty, or failure to handle a situation. Hesitation, stumble on commands, comm-lags and out TRs are of course flunked instantly.

Flunks are given in this drill for failure to do proper assess­ment, failure to give correct commands with certainty, or failure to handle a situation. Hesitation, stumble on commands, comm-lags and out TRs are of course flunked instantly.

5) When the student auditor has done these steps to the coach's satisfaction, he gets a star-rate checkout by the supervisor, the supervisor following these exact steps.

5) When the student auditor has done these steps to the coach's satisfaction, he gets a star-rate checkout by the supervisor, the supervisor following these exact steps.

These are the drills that train the student auditor to handle all the elements in a session, so be exact and be real, your next step being auditing itself.

These are the drills that train the student auditor to handle all the elements in a session, so be exact and be real, your next step being auditing itself.