Purpose: To improve the quality of auditing by familiarizing Auditors with the exact procedure of each auditing action through the use of drills.

Purpose: To improve the quality of auditing by familiarizing Auditors with the exact procedure of each auditing action through the use of drills.

How to use: These drills are numbered as Expertise Drill-1 (ED-1), Expertise Drill-2 (ED-2), etc, and run consecutively throughout the series. The odd numbered drills are unbullbaited. The even numbered drills are bullbaited.

How to use: These drills are numbered as Expertise Drill-1 (ED-1), Expertise Drill-2 (ED-2), etc, and run consecutively throughout the series. The odd numbered drills are unbullbaited. The even numbered drills are bullbaited.

Fruit words should be inserted in place of the process Key Words (for bullbaited drills only) so no coach upset occurs.

Fruit words should be inserted in place of the process Key Words (for bullbaited drills only) so no coach upset occurs.

Each drill is done until you know you can do it flawlessly, even while being bullbaited.

Each drill is done until you know you can do it flawlessly, even while being bullbaited.

If a student has trouble on a drill, locate whether the student has a misunderstood or has skipped a gradient, and handle either or both with standard study tech. This can lead back to outnesses on basics such as TRs, Codes, and Scales. Whatever it is, find out why and handle.

If a student has trouble on a drill, locate whether the student has a misunderstood or has skipped a gradient, and handle either or both with standard study tech. This can lead back to outnesses on basics such as TRs, Codes, and Scales. Whatever it is, find out why and handle.

Name: Auditing on a Doll Unbullbaited.

Name: Auditing on a Doll Unbullbaited.

Commands: As for each separate process.

Commands: As for each separate process.

Purpose: To train the student to be able to co-ordinate and apply the commands and procedures of each separate auditing action with the actual doingness of auditing.

Purpose: To train the student to be able to co-ordinate and apply the commands and procedures of each separate auditing action with the actual doingness of auditing.

Position: Student seated at a table with E-Meter, worksheets and auditing forms as needed. In the chair opposite the student is a doll occupying the position of the pc. (During the drill, the coach is seated or standing beside the Auditor. He does not take the position of the doll.)

Position: Student seated at a table with E-Meter, worksheets and auditing forms as needed. In the chair opposite the student is a doll occupying the position of the pc. (During the drill, the coach is seated or standing beside the Auditor. He does not take the position of the doll.)

Training Stress: This drill is coached. The student sets up the E-Meter and worksheets exactly as in a session as follows:

Training Stress: This drill is coached. The student sets up the E-Meter and worksheets exactly as in a session as follows:

1. Set up E-Meter as for E-Meter Drills.

1. Set up E-Meter as for E-Meter Drills.

2. Set up shield (to prevent TA and admin from being seen by the pc [doll]).

2. Set up shield (to prevent TA and admin from being seen by the pc [doll]).

3. Have extra pens under the E-Meter.

3. Have extra pens under the E-Meter.

4. Have C/S face down between the bottom of the E-Meter and the table.

4. Have C/S face down between the bottom of the E-Meter and the table.

5. Have W/S and Lists readily available in sequence required for the session.

5. Have W/S and Lists readily available in sequence required for the session.

Auditor starts the session and runs a standard session with the particular auditing action being taken up on the doll, keeping full session admin and using all standard procedures of the auditing action. Coach watches the drill and points out any outnesses noted giving a "That's it" and a re-start. Outnesses should be handled one at a time till none exist.

Auditor starts the session and runs a standard session with the particular auditing action being taken up on the doll, keeping full session admin and using all standard procedures of the auditing action. Coach watches the drill and points out any outnesses noted giving a "That's it" and a re-start. Outnesses should be handled one at a time till none exist.

The drill is done on a steeper and steeper gradient, until the student can very quickly do the action correctly.

The drill is done on a steeper and steeper gradient, until the student can very quickly do the action correctly.

The drill is passed when the student can do the drill flawlessly with good TRs 0-4, correct procedure and commands, without comm lags or confusion, i.e. flublessly!

The drill is passed when the student can do the drill flawlessly with good TRs 0-4, correct procedure and commands, without comm lags or confusion, i.e. flublessly!

'Name:' Auditing ______________ Bullbaited.

'Name:' Auditing ______________ Bullbaited.

Commands: As for each separate auditing action.

Commands: As for each separate auditing action.

Purpose: To train the student to be able to co-ordinate and apply the commands and procedures of each separate auditing action in a drill similar to a real auditing session and thereby become flawless in applying it.

Purpose: To train the student to be able to co-ordinate and apply the commands and procedures of each separate auditing action in a drill similar to a real auditing session and thereby become flawless in applying it.

Position: Student seated at a table with E-Meter and Auditor forms as needed. In the chair opposite the Auditor is a doll, as the pc. Coach sits beside the doll and is the bullbaiter. He gives answers as a pc – but not about or from his own case.

Position: Student seated at a table with E-Meter and Auditor forms as needed. In the chair opposite the Auditor is a doll, as the pc. Coach sits beside the doll and is the bullbaiter. He gives answers as a pc – but not about or from his own case.

Training Stress: The drill is the same as for auditing on a doll except that the "Pc" coach bullbaits the student Auditor using "fruit" answers during the session in an attempt to throw the student off session. The coach squeezes the cans to simulate reads.

Training Stress: The drill is the same as for auditing on a doll except that the "Pc" coach bullbaits the student Auditor using "fruit" answers during the session in an attempt to throw the student off session. The coach squeezes the cans to simulate reads.

Once the coach throws out a situation, etc, he must allow the student Auditor to handle that particular situation before the coach calls a new situation.

Once the coach throws out a situation, etc, he must allow the student Auditor to handle that particular situation before the coach calls a new situation.

Stress is on training the student Auditor to have his TRs 0-4 in on the bullbaiter.

Stress is on training the student Auditor to have his TRs 0-4 in on the bullbaiter.

The coach (bullbaiter) does the "Start", flunking or "That's it". Flunks are given for any improper commands, procedure, comm lags, break in TRs or improper session admin.

The coach (bullbaiter) does the "Start", flunking or "That's it". Flunks are given for any improper commands, procedure, comm lags, break in TRs or improper session admin.

Each drill is to be done thoroughly, building up the speed of Auditor commands and actions. "It's the number of Auditing commands per unit of auditing time which makes gains in a session. " LRH

Each drill is to be done thoroughly, building up the speed of Auditor commands and actions. "It's the number of Auditing commands per unit of auditing time which makes gains in a session. " LRH

The drill is passed when the student can do the drill flawlessly with excellent TRs 0-4, correct procedure and commands, without comm lags or confusion.

The drill is passed when the student can do the drill flawlessly with excellent TRs 0-4, correct procedure and commands, without comm lags or confusion.

These are the drills that train the student Auditor to handle all the elements in a session, so be exact and be real.

These are the drills that train the student Auditor to handle all the elements in a session, so be exact and be real.

Ref:

Ref:

• HCOB 6 Sept 68, "When you check for earlier Auditor false reads…"

• HCOB 6 Sept 68, "When you check for earlier Auditor false reads…"

Purpose: To train an Auditor to handle Rudiments expertly.

Purpose: To train an Auditor to handle Rudiments expertly.

Position: Per Basic Drill Format and Procedure.

Position: Per Basic Drill Format and Procedure.

Training Stress: Coach with reality and on a gradient, getting tougher as the student Auditor gets better and until the student Auditor becomes flawless.

Training Stress: Coach with reality and on a gradient, getting tougher as the student Auditor gets better and until the student Auditor becomes flawless.

Commands: As given in the HCOB 15 Aug 69, "Flying Ruds".

Commands: As given in the HCOB 15 Aug 69, "Flying Ruds".

Note: Also see Drill ED-51 & 52 for false read handling.

Note: Also see Drill ED-51 & 52 for false read handling.

Steps: (Use Basic Drill Format and Procedure.)

Steps: (Use Basic Drill Format and Procedure.)

Note: If TA is not in normal range, do not attempt to handle the ARC Break Rud (or any Rud). See HCOB 15 Sept 71, C/S Series 60, "The Worst Tangle" and HCOB 23 Aug 71, C/S Series 1, "Auditors Rights". "ARC Breaks do not cause the TA to go up and so will not bring it down. " LRH

Note: If TA is not in normal range, do not attempt to handle the ARC Break Rud (or any Rud). See HCOB 15 Sept 71, C/S Series 60, "The Worst Tangle" and HCOB 23 Aug 71, C/S Series 1, "Auditors Rights". "ARC Breaks do not cause the TA to go up and so will not bring it down. " LRH

1. On a brand new pc (or pc who is new to you), give an R-factor on what you will be doing.

1. On a brand new pc (or pc who is new to you), give an R-factor on what you will be doing.

2. Clear: Rudiments, ARCU CDEINR and ARC Break. Clear the ARC Break question and the Earlier Similar ARC Break question.

2. Clear: Rudiments, ARCU CDEINR and ARC Break. Clear the ARC Break question and the Earlier Similar ARC Break question.

3. Ask pc: "Do you have an ARC Break?" Watch Meter for read. (If no read, check Suppress.)

3. Ask pc: "Do you have an ARC Break?" Watch Meter for read. (If no read, check Suppress.)

4. If yes, have pc tell you about it.

4. If yes, have pc tell you about it.

5. Tell the pc you are going to assess the ARC Break on the Meter, or just do it.

5. Tell the pc you are going to assess the ARC Break on the Meter, or just do it.

"Is that a Break in

"Is that a Break in

• Affinity

• Affinity

6. Assess once, take largest read.

6. Assess once, take largest read.

Ask pc: "Was it a break in ___ (item assessed)?"

Ask pc: "Was it a break in ___ (item assessed)?"

7. If pc agrees, indicate: "It was a break in ______ (item assessed). "

7. If pc agrees, indicate: "It was a break in ______ (item assessed). "

8. If pc is in disagreement, get (from pc) the correct one or reassess and indicate the correct charge.

8. If pc is in disagreement, get (from pc) the correct one or reassess and indicate the correct charge.

9. The pc may want to ITSA. Let him. Acknowledge what the pc says.

9. The pc may want to ITSA. Let him. Acknowledge what the pc says.

10. Assess CDEINR. Watch for reads. ("Very rarely will the pc have his own item instead of CDEINR and will volunteer it. " LRH)

10. Assess CDEINR. Watch for reads. ("Very rarely will the pc have his own item instead of CDEINR and will volunteer it. " LRH)

11. If no F/N, ask: "Is there an earlier similar ARC Break?"

11. If no F/N, ask: "Is there an earlier similar ARC Break?"

12. Wait for pc to reach around and find one. When he does, repeat earlier steps 4-11 to EP. (See HCOB 21 March 74, "End Phenomena".)

12. Wait for pc to reach around and find one. When he does, repeat earlier steps 4-11 to EP. (See HCOB 21 March 74, "End Phenomena".)

13. If the pc is not ARC Broken, the needle should float.

13. If the pc is not ARC Broken, the needle should float.

14. A read may occur on the question without the pc being ARC Broken. In this case, the situation gets handled by asking the "False Read Button" question: "Who said you had an ARC Break when you didn't have one?"

14. A read may occur on the question without the pc being ARC Broken. In this case, the situation gets handled by asking the "False Read Button" question: "Who said you had an ARC Break when you didn't have one?"

This may well have to be taken E/S to F/N by asking, "Is there an earlier similar time someone said you had an ARC Break when you didn't have one?"

This may well have to be taken E/S to F/N by asking, "Is there an earlier similar time someone said you had an ARC Break when you didn't have one?"

Note:Pc may be ARC Broken to the extent of being unwilling to even talk to the Auditor. The Auditor, without further preamble, handles the ARC Break per steps 5-12.

Note:Pc may be ARC Broken to the extent of being unwilling to even talk to the Auditor. The Auditor, without further preamble, handles the ARC Break per steps 5-12.

1. Clear: Problem, time, present, "Present time problem". Clear the Earlier Similar question (if pc is new).

1. Clear: Problem, time, present, "Present time problem". Clear the Earlier Similar question (if pc is new).

2. Ask pc: "Do you have a Present Time Problem?" Watch Meter for read. (If no read, check Suppress.)

2. Ask pc: "Do you have a Present Time Problem?" Watch Meter for read. (If no read, check Suppress.)

3. If yes, have pc tell you about it.

3. If yes, have pc tell you about it.

4. If no F/N, ask: "Is there an earlier similar Problem?"

4. If no F/N, ask: "Is there an earlier similar Problem?"

5. Let pc reach around and find one. When he does, repeat earlier steps 3-6 to EP.

5. Let pc reach around and find one. When he does, repeat earlier steps 3-6 to EP.

6. False Button can be used – as in ARC Break drill. "Who said you had a Present Time Problem when you didn't have one?" E/S to F/N.

6. False Button can be used – as in ARC Break drill. "Who said you had a Present Time Problem when you didn't have one?" E/S to F/N.

1. Clear: Withhold, missed, Missed withhold. Clear the Missed withhold question and the Earlier Similar question (if pc is new).

1. Clear: Withhold, missed, Missed withhold. Clear the Missed withhold question and the Earlier Similar question (if pc is new).

2. Ask pc: "Has a withhold been missed?" (If no read, check Suppress.)

2. Ask pc: "Has a withhold been missed?" (If no read, check Suppress.)

3. Get what the MWH is and

3. Get what the MWH is and

"Who missed it?"

"Who missed it?"

"What did he/she do that made you think he/she knew?"

"What did he/she do that made you think he/she knew?"

"Is that all of that?"

"Is that all of that?"

4. If no F/N, go E/S to EP.

4. If no F/N, go E/S to EP.

Note:Rudiment questions are not rote. There are many ways to ask for an ARC Break – Upset? Sad? PTP – Worried? Concerned? MWH – Not told? Haven't said?

Note:Rudiment questions are not rote. There are many ways to ask for an ARC Break – Upset? Sad? PTP – Worried? Concerned? MWH – Not told? Haven't said?

If the pc is not fully OK on a rud, although one chain may have F/Ned, there may be another chain in restimulation. If pc is not fully OK – on that rud – check "Do you have another ARC Break (PTP, MWH)?" Handle to EP.

If the pc is not fully OK on a rud, although one chain may have F/Ned, there may be another chain in restimulation. If pc is not fully OK – on that rud – check "Do you have another ARC Break (PTP, MWH)?" Handle to EP.

1. Clear the question and the Earlier Similar question.

1. Clear the question and the Earlier Similar question.

2. Ask pc: "Are you withholding anything?" Watch Meter for read. (If no read, check Suppress.)

2. Ask pc: "Are you withholding anything?" Watch Meter for read. (If no read, check Suppress.)

3. Get "What" the WH is; if discreditable and MWH phenomena turn on (critical-nattery) find out "all?" and "Who nearly found out?" etc, E/S MWH to EP.

3. Get "What" the WH is; if discreditable and MWH phenomena turn on (critical-nattery) find out "all?" and "Who nearly found out?" etc, E/S MWH to EP.

4. Check Suppress when no read and False when pc says, "No" but Meter reads.

4. Check Suppress when no read and False when pc says, "No" but Meter reads.

5. Otherwise go E/S WH to EP.

5. Otherwise go E/S WH to EP.

1. Clear: Overt. Clear the question and the E/S question.

1. Clear: Overt. Clear the question and the E/S question.

2. Ask pc: "Have you committed an Overt?" Watch Meter for read. (If no read, check Suppress.)

2. Ask pc: "Have you committed an Overt?" Watch Meter for read. (If no read, check Suppress.)

3. Get "What" the Overt is and "all".

3. Get "What" the Overt is and "all".

4. If no F/N, go E/S to EP.

4. If no F/N, go E/S to EP.

5. Check False if pc says, "No" but Meter reads.

5. Check False if pc says, "No" but Meter reads.

Note:For Triple Flow Ruds, follow the same procedure as for Single Flow Ruds. The commands are given in BTB 17 June 70R, Issue II, "Triple Rudiments".

Note:For Triple Flow Ruds, follow the same procedure as for Single Flow Ruds. The commands are given in BTB 17 June 70R, Issue II, "Triple Rudiments".

Ref: BTB 8 Jan 71R, "Auditing C/S 1 for Dianetics and Scientology"

Ref: BTB 8 Jan 71R, "Auditing C/S 1 for Dianetics and Scientology"

Purpose: To train the student Auditor to educate his pc so that pc can be audited smoothly and get excellent case gain.

Purpose: To train the student Auditor to educate his pc so that pc can be audited smoothly and get excellent case gain.

Steps: (Use Basic Drill Format.)

Steps: (Use Basic Drill Format.)

1. Collect all the references you will need to do a thorough C/S 1. If necessary, do some research on the material covered in the C/S 1 so that you can refer your pc to Source quickly on any question he might have.

1. Collect all the references you will need to do a thorough C/S 1. If necessary, do some research on the material covered in the C/S 1 so that you can refer your pc to Source quickly on any question he might have.

2. R-factor: Give the pc an R-factor that you are going to do an Auditing C/S 1 to familiarize him with auditing procedure and any basic data that may require clarification.

2. R-factor: Give the pc an R-factor that you are going to do an Auditing C/S 1 to familiarize him with auditing procedure and any basic data that may require clarification.

3. Follow the instructions for each step in the general C/S 1 (BTB 8 Jan 71R) and the Dianetic C/S 1. On a gradient, the pc (coach) is to mock up MUs, questions, and situations that must be handled by the student Auditor.

3. Follow the instructions for each step in the general C/S 1 (BTB 8 Jan 71R) and the Dianetic C/S 1. On a gradient, the pc (coach) is to mock up MUs, questions, and situations that must be handled by the student Auditor.

4. Have the pc (coach) on the cans except when doing demos.

4. Have the pc (coach) on the cans except when doing demos.

5. Obnose the pc. Watch the pc and the Meter for indicators of MUs or confusion. Handle any MUs or questions thoroughly using Word Clearing and study tech as necessary.

5. Obnose the pc. Watch the pc and the Meter for indicators of MUs or confusion. Handle any MUs or questions thoroughly using Word Clearing and study tech as necessary.

6. Handle each area until both you and he are satisfied that he understands it. Make sure he can apply what he is learning and doing in the C/S 1 – to what he will be doing in auditing. Make sure that by the end of the C/S 1 he has no more immediate questions and is ready to be audited.

6. Handle each area until both you and he are satisfied that he understands it. Make sure he can apply what he is learning and doing in the C/S 1 – to what he will be doing in auditing. Make sure that by the end of the C/S 1 he has no more immediate questions and is ready to be audited.

7. The drill is passed when the student Auditor can do a standard C/S 1 on a pc and knows he can get the product of a pc who is educated in the basics of auditing and is ready to be audited.

7. The drill is passed when the student Auditor can do a standard C/S 1 on a pc and knows he can get the product of a pc who is educated in the basics of auditing and is ready to be audited.

Ref:

Ref:

• Tape 6110C11 SH Spec 65, "Problems Intensive Assessment"

• Tape 6110C11 SH Spec 65, "Problems Intensive Assessment"

Purpose: To train the student Auditor in doing a pc Assessment Sheet.

Purpose: To train the student Auditor in doing a pc Assessment Sheet.

Position: Use Basic Drill Format and Procedure.

Position: Use Basic Drill Format and Procedure.

Training Stress: Maintain proper session admin in handling the pc Assessment Sheet until the student Auditor is totally competent.

Training Stress: Maintain proper session admin in handling the pc Assessment Sheet until the student Auditor is totally competent.

Steps:

Steps:

1. Give the pc a brief R-factor on the pc Assessment Sheet and on what you will be doing.

1. Give the pc a brief R-factor on the pc Assessment Sheet and on what you will be doing.

2. Auditor goes over each question on the pc Assessment Sheet as covered on the Tape given in the reference section.

2. Auditor goes over each question on the pc Assessment Sheet as covered on the Tape given in the reference section.

3. Note pc's answer and any physical or emotional reaction to the question.

3. Note pc's answer and any physical or emotional reaction to the question.

4. Mark TA each time it changes. Mark all reads on questions.

4. Mark TA each time it changes. Mark all reads on questions.

5. Indicate any F/Ns that occur with good indicators.

5. Indicate any F/Ns that occur with good indicators.

6. Repeat steps 2, 3, 4 and 5 throughout the pc Assessment Sheet.

6. Repeat steps 2, 3, 4 and 5 throughout the pc Assessment Sheet.

7. Have additional worksheets available and use as needed.

7. Have additional worksheets available and use as needed.

8. Upon completion of the Form, say: "That completes the Form. Thank you very much. "

8. Upon completion of the Form, say: "That completes the Form. Thank you very much. "

9. The drill is passed when the student Auditor can confidently and flublessly handle a pc Assessment Sheet.

9. The drill is passed when the student Auditor can confidently and flublessly handle a pc Assessment Sheet.

Ref: HCOB 23 Aug 71, C/S Series 1, "Auditor's Rights"

Ref: HCOB 23 Aug 71, C/S Series 1, "Auditor's Rights"

Steps:(Use Basic Drill Format and Procedure.)

Steps:(Use Basic Drill Format and Procedure.)

1. The student Auditor does the drill as in TR 4.

1. The student Auditor does the drill as in TR 4.

2. The coach answers and, on a gradient, throws in an out of session indicator as given in C/S Series 1.

2. The coach answers and, on a gradient, throws in an out of session indicator as given in C/S Series 1.

3. At first, the coach is obvious. The Auditor handles per data given in C/S Series 1.

3. At first, the coach is obvious. The Auditor handles per data given in C/S Series 1.

4. The coach gets more subtle as the student Auditor gets more confident. Coach with reality.

4. The coach gets more subtle as the student Auditor gets more confident. Coach with reality.

5. The drill is passed when the Auditor can handle out ruds situations standardly and smoothly and when he knows he can handle any out rud that comes up.

5. The drill is passed when the Auditor can handle out ruds situations standardly and smoothly and when he knows he can handle any out rud that comes up.

Ref:

Ref:

• E-Meter Essentials p. 20 E-Meter Drill 5

• E-Meter Essentials p. 20 E-Meter Drill 5

Purpose: To teach an Auditor to find the right Havingness process for a pc.

Purpose: To teach an Auditor to find the right Havingness process for a pc.

Steps:(Use Basic Drill Format and Procedure.)

Steps:(Use Basic Drill Format and Procedure.)

1. Student Auditor, having already done E-Meter Drill 5 (Book of E-Meter Drills) clears the word Havingness.

1. Student Auditor, having already done E-Meter Drill 5 (Book of E-Meter Drills) clears the word Havingness.

2. Give the pc an R-factor that you're going to find his Havingness process.

2. Give the pc an R-factor that you're going to find his Havingness process.

3. Set the sensitivity knob at one on the sensitivity dial. Adjust the needle to set. Tell the pc to squeeze the cans. (The coach squeezes the cans for the doll.) Ref: E-Meter Drill 5. Make sure pc knows how to squeeze the cans.

3. Set the sensitivity knob at one on the sensitivity dial. Adjust the needle to set. Tell the pc to squeeze the cans. (The coach squeezes the cans for the doll.) Ref: E-Meter Drill 5. Make sure pc knows how to squeeze the cans.

Observe how tight or loose the needle is and how far it goes over to the right. Mark this down.

Observe how tight or loose the needle is and how far it goes over to the right. Mark this down.

4. Pick a Havingness process and clear the words and commands.

4. Pick a Havingness process and clear the words and commands.

5. Run a few commands. The coach simulates reads as necessary. (See Book: E-Meter Essentials p. 20, 1.) [See also HCOB 6 Oct 60, "Thirty-six New Presessions".]

5. Run a few commands. The coach simulates reads as necessary. (See Book: E-Meter Essentials p. 20, 1.) [See also HCOB 6 Oct 60, "Thirty-six New Presessions".]

6. Test the can squeeze again. If it is looser (wider swing) than the first squeeze, then you have found the correct Havingness process.

6. Test the can squeeze again. If it is looser (wider swing) than the first squeeze, then you have found the correct Havingness process.

7. If the process tested for Havingness tightens the needle during the test – get rid of it. Don't bridge off. Tell the pc you're going to try another Havingness process. Repeat steps 3-6.

7. If the process tested for Havingness tightens the needle during the test – get rid of it. Don't bridge off. Tell the pc you're going to try another Havingness process. Repeat steps 3-6.

8. The drill is passed when the student Auditor can do it effortlessly and flawlessly.

8. The drill is passed when the student Auditor can do it effortlessly and flawlessly.

Ref:

Ref:

• HCOB 1 Oct 63, "Scientology All-How to Get TA Action"

• HCOB 1 Oct 63, "Scientology All-How to Get TA Action"

Steps:(Use Basic Drill Format and Procedure.)

Steps:(Use Basic Drill Format and Procedure.)

1. Give R-factor to pc that you will be doing a 2WC.

1. Give R-factor to pc that you will be doing a 2WC.

2. Write out the question on the worksheet. Clear it.

2. Write out the question on the worksheet. Clear it.

3. Ask pc the question and watch for read (if you're 2WC-ing a subject) if no read on question or pc statement, check suppress, inval on the question/subject. If still no read, leave it. (Applies to 2WC on a subject. Does not apply to 2WC "attention on?" or 2WC for data.)

3. Ask pc the question and watch for read (if you're 2WC-ing a subject) if no read on question or pc statement, check suppress, inval on the question/subject. If still no read, leave it. (Applies to 2WC on a subject. Does not apply to 2WC "attention on?" or 2WC for data.)

4. For this drill say to pc, "Tell me about ______ (use fruit words). "

4. For this drill say to pc, "Tell me about ______ (use fruit words). "

5. Listen to what the pc says. Record any reads with the statement the reads occurred on.

5. Listen to what the pc says. Record any reads with the statement the reads occurred on.

6. Don't go off the subject you are 2-Way Comming. You must take what you started to F/N, Cog, VGIs. Sometimes you may have to go earlier similar to F/N.

6. Don't go off the subject you are 2-Way Comming. You must take what you started to F/N, Cog, VGIs. Sometimes you may have to go earlier similar to F/N.

7. 2WC is Listen Style Auditing. Let the pc ITSA. Apply the rules, "A silent Auditor invites ITSA" and "All Auditors talk too much. All Auditors acknowledge too little. " LRH

7. 2WC is Listen Style Auditing. Let the pc ITSA. Apply the rules, "A silent Auditor invites ITSA" and "All Auditors talk too much. All Auditors acknowledge too little. " LRH

8. Don't use questions that start with "Who", "What", "Which" as this instantly turns it into a Listing question if asking for terminals or locations. Ref: HCOB 17 Mar 74, "TWC Checksheets-TWC, Using Wrong Questions".

8. Don't use questions that start with "Who", "What", "Which" as this instantly turns it into a Listing question if asking for terminals or locations. Ref: HCOB 17 Mar 74, "TWC Checksheets-TWC, Using Wrong Questions".

9. 2WC questions must be limited to feelings, reactions, significances; they must never ask for terminals or locations. Two-Way Comm questions are not rote but you must stick to the subject and not Q and A. Ref: HCOB 17 Mar 74, "TWC Checksheets-TWC, Using Wrong Questions".

9. 2WC questions must be limited to feelings, reactions, significances; they must never ask for terminals or locations. Two-Way Comm questions are not rote but you must stick to the subject and not Q and A. Ref: HCOB 17 Mar 74, "TWC Checksheets-TWC, Using Wrong Questions".

10. If any ARC Break, PTP or MWH shows up on the 2WC, they must be handled to EP at once and the 2WC resumed and taken to F/N, Cog, VGIs. Ref: HCOB 20 Nov 73, "F/N What You Ask or Program".

10. If any ARC Break, PTP or MWH shows up on the 2WC, they must be handled to EP at once and the 2WC resumed and taken to F/N, Cog, VGIs. Ref: HCOB 20 Nov 73, "F/N What You Ask or Program".

11. You 2WC the TA out of the subject. Any 2WC question that did read will go to F/N.

11. You 2WC the TA out of the subject. Any 2WC question that did read will go to F/N.

12. The drill is passed when the student Auditor can 2WC smoothly and flublessly with excellent TRs 0-4.

12. The drill is passed when the student Auditor can 2WC smoothly and flublessly with excellent TRs 0-4.

Ref:

Ref:

• HCOB 14 Aug 64, "Scientology Two-Prepcheck Buttons"

• HCOB 14 Aug 64, "Scientology Two-Prepcheck Buttons"

Steps: (Use Basic Drill Format and Procedure.)

Steps: (Use Basic Drill Format and Procedure.)

1. The coach makes a list of fruit items and gives it to the student Auditor.

1. The coach makes a list of fruit items and gives it to the student Auditor.

2. The student Auditor gives the pc an R-factor that he will do an assessment. Clear the action with the pc if he has never had an assessment.

2. The student Auditor gives the pc an R-factor that he will do an assessment. Clear the action with the pc if he has never had an assessment.

3. Auditor does an assessment on the list and gets an item. Coach simulates or indicates reads.

3. Auditor does an assessment on the list and gets an item. Coach simulates or indicates reads.

4. Clear what a Prepcheck is. Clear all words and commands.

4. Clear what a Prepcheck is. Clear all words and commands.

5. Take the largest reading item (from your assessment) and ask pc: "On ______ (item) has anything been _____ (Prepcheck button)?" If a time limiter is used, the command is: "Since _____ (date or time) on ______ has anything been _____ (Prepcheck button)?"

5. Take the largest reading item (from your assessment) and ask pc: "On ______ (item) has anything been _____ (Prepcheck button)?" If a time limiter is used, the command is: "Since _____ (date or time) on ______ has anything been _____ (Prepcheck button)?"

6. Run step 5 repetitively until pc has no more answers.

6. Run step 5 repetitively until pc has no more answers.

7. Then say: "I'll check the question. " Check it and observe the needle. If it reads, look at the pc expectantly; if he doesn't speak up, ask him the question directly,

7. Then say: "I'll check the question. " Check it and observe the needle. If it reads, look at the pc expectantly; if he doesn't speak up, ask him the question directly,

8. Run the question repetitively until the pc has no more answers. Then follow steps 7, 8 & 9 until the button F/Ns. Go on to the next button on the Prepcheck and repeat steps 7-9.

8. Run the question repetitively until the pc has no more answers. Then follow steps 7, 8 & 9 until the button F/Ns. Go on to the next button on the Prepcheck and repeat steps 7-9.

9. If indicators of an ARC Break appear during the Prepcheck, handle the ARC Break per ARC Break drill. When the ARC Break F/Ns, end off on that Prepcheck button. You may run further Prepcheck buttons on the same item if no major Cog with F/N VGIs on the subject being Prepchecked.

9. If indicators of an ARC Break appear during the Prepcheck, handle the ARC Break per ARC Break drill. When the ARC Break F/Ns, end off on that Prepcheck button. You may run further Prepcheck buttons on the same item if no major Cog with F/N VGIs on the subject being Prepchecked.

10. When the item you're handling has gone to EP, take the next largest reading item and handle as in steps 5-11.

10. When the item you're handling has gone to EP, take the next largest reading item and handle as in steps 5-11.

11. Repeat as in step 12 on all reading items.

11. Repeat as in step 12 on all reading items.

12. The drill is passed when the student Auditor can Prepcheck confidently and flublessly.

12. The drill is passed when the student Auditor can Prepcheck confidently and flublessly.

Ref:

Ref:

• HCOB 4 Aug 63, "All Routines-E-Meter Errors Communication Cycle Error"

• HCOB 4 Aug 63, "All Routines-E-Meter Errors Communication Cycle Error"

Steps:(Use Basic Drill Format and Procedure.)

Steps:(Use Basic Drill Format and Procedure.)

Note: If it's the pc's first Rehab, you will have to clear all the words (i.e. Rehab, Release, Key-out, Key-in, Mass, Cognition, Cognite, Suppressed, Invalidated, Unacknowledged) and go through the basic steps of the Rehab procedure with the pc. Make sure he understands why you Rehab. Be alert for an F/N on the subject being rehabbed which could occur at any point during a Rehab.

Note: If it's the pc's first Rehab, you will have to clear all the words (i.e. Rehab, Release, Key-out, Key-in, Mass, Cognition, Cognite, Suppressed, Invalidated, Unacknowledged) and go through the basic steps of the Rehab procedure with the pc. Make sure he understands why you Rehab. Be alert for an F/N on the subject being rehabbed which could occur at any point during a Rehab.

1. Tell the pc: "We are going to check a question. "

1. Tell the pc: "We are going to check a question. "

2. Ask pc: "Were you released on _____ (name of process or state)?" and "How many times were you released on _____?" Get the correct number of times and it will F/N.

2. Ask pc: "Were you released on _____ (name of process or state)?" and "How many times were you released on _____?" Get the correct number of times and it will F/N.

3. If there is a read but the pc says, "No", check "False", or "Protest" or "Assert" or "Decided". Indicate the button if it reads and clean it up. If there was no release, end the Rehab.

3. If there is a read but the pc says, "No", check "False", or "Protest" or "Assert" or "Decided". Indicate the button if it reads and clean it up. If there was no release, end the Rehab.

4. If you get 'no' read on the release check question, but the pc says, "Yes I was," the Auditor puts in the buttons: "On that release, has anything been suppressed?" "Invalidated" until the read turns on.

4. If you get 'no' read on the release check question, but the pc says, "Yes I was," the Auditor puts in the buttons: "On that release, has anything been suppressed?" "Invalidated" until the read turns on.

5. If the pc cannot say how many times he went release, give an R-factor, "We're going to count the number of times you went release," and do so, watching the Meter and the pc. Ask: "Were you released on _____ (process or state) one time, two times, three times, four times, etc?"

5. If the pc cannot say how many times he went release, give an R-factor, "We're going to count the number of times you went release," and do so, watching the Meter and the pc. Ask: "Were you released on _____ (process or state) one time, two times, three times, four times, etc?"

6. Count until you get a read on a number.

6. Count until you get a read on a number.

7. Indicate it to the pc, "You went release 4 times" (for example). If it is correct, the pc will have an F/N. (If you cannot get an F/N by doing Rehab by Count, go to the 65 Method of Rehab – see HCOB references and procedure in the following drill.)

7. Indicate it to the pc, "You went release 4 times" (for example). If it is correct, the pc will have an F/N. (If you cannot get an F/N by doing Rehab by Count, go to the 65 Method of Rehab – see HCOB references and procedure in the following drill.)

8. The drill is passed when the student Auditor can Rehab by Count flawlessly.

8. The drill is passed when the student Auditor can Rehab by Count flawlessly.

Ref:

Ref:

• HCOB 30 June 65, "Release, Rehabilitation of

• HCOB 30 June 65, "Release, Rehabilitation of

Steps: (Use Basic Drill Format and Procedure.)

Steps: (Use Basic Drill Format and Procedure.)

1. Auditor clears all words and commands.

1. Auditor clears all words and commands.

2. Auditor gives pc an R-factor on the procedure.

2. Auditor gives pc an R-factor on the procedure.

3. Then date the session or time to the nearest day the release occurred.

3. Then date the session or time to the nearest day the release occurred.

4. If you know you have just O/R the process, check with pc, "Have we O/R this process?" If pc says, "Yes," then follow step 5, etc.

4. If you know you have just O/R the process, check with pc, "Have we O/R this process?" If pc says, "Yes," then follow step 5, etc.

5. Get in Suppress, Invalidate buttons on the session or time. Indicate anything found to the pc as by-passed charge.

5. Get in Suppress, Invalidate buttons on the session or time. Indicate anything found to the pc as by-passed charge.

6. Get in "Unacknowledged" or "What was unacknowledged on that release point?" Indicate anything found to the pc as by-passed charge.

6. Get in "Unacknowledged" or "What was unacknowledged on that release point?" Indicate anything found to the pc as by-passed charge.

7. Find the Key-in that was keyed out in that time or session (the person went release because something keyed out in that time or session).

7. Find the Key-in that was keyed out in that time or session (the person went release because something keyed out in that time or session).

8. When this is found and recognized by the pc, the pc will then return to Release.

8. When this is found and recognized by the pc, the pc will then return to Release.

9. If this does not happen, find what keyed in that ended the state and repeat steps 3 to 8 on it.

9. If this does not happen, find what keyed in that ended the state and repeat steps 3 to 8 on it.

Note:"In doing a Former Release Rehabilitation… you find the point of key-out of the moment the pc was formerly Released, and then the moment of key-in afterwards and then get the pc to ITSA these alternate points, one after the other, with a bit of guiding when you see a fall (telling the pc – who is thinking – the needle fell by saying, 'What's that?'), and then… you get off any unacknowledgement by the Auditor in the rehabilitation session…

Note:"In doing a Former Release Rehabilitation… you find the point of key-out of the moment the pc was formerly Released, and then the moment of key-in afterwards and then get the pc to ITSA these alternate points, one after the other, with a bit of guiding when you see a fall (telling the pc – who is thinking – the needle fell by saying, 'What's that?'), and then… you get off any unacknowledgement by the Auditor in the rehabilitation session…

"… it isn't a repetitive alternate question, 'What was keyed out then?' 'What was keyed in then?' but a use of these and any such wording one after the other as ITSA invitations, until you get the TA off it and the TA down (and not up again on session comm cycle goofs). " LRH HCOB 21 July 65, "Release Rehabilitation".

"… it isn't a repetitive alternate question, 'What was keyed out then?' 'What was keyed in then?' but a use of these and any such wording one after the other as ITSA invitations, until you get the TA off it and the TA down (and not up again on session comm cycle goofs). " LRH HCOB 21 July 65, "Release Rehabilitation".

10. The drill is passed when the student Auditor can do a Release Rehabilitation confidently and flawlessly.

10. The drill is passed when the student Auditor can do a Release Rehabilitation confidently and flawlessly.

Ref:

Ref:

• HCOB 1 Aug 68, "The Laws of Listing and Nulling"

• HCOB 1 Aug 68, "The Laws of Listing and Nulling"

Steps:(Use Basic Drill Format and Procedure.)

Steps:(Use Basic Drill Format and Procedure.)

1. R-factor to the pc that you'll be running an L&N process.

1. R-factor to the pc that you'll be running an L&N process.

2. Clear the procedure of L&N with the pc and make sure he understands that he is to give you all his answers to the question.

2. Clear the procedure of L&N with the pc and make sure he understands that he is to give you all his answers to the question.

3. Clear words as necessary. Write pc's definitions on the worksheets.

3. Clear words as necessary. Write pc's definitions on the worksheets.

4. Clear the question watching the meter response and noting any read.

4. Clear the question watching the meter response and noting any read.

5. If no read on clearing the question, call the question out to the pc. Note any read on the listing sheet.

5. If no read on clearing the question, call the question out to the pc. Note any read on the listing sheet.

6. If still no read, put in Suppress and Invalidate on the question until you get a read.

6. If still no read, put in Suppress and Invalidate on the question until you get a read.

Example: "On the question: 'What change has another caused in your life?' has anything been suppressed?"

Example: "On the question: 'What change has another caused in your life?' has anything been suppressed?"

Example: "On the question: 'What change has another caused in your life?' has anything been invalidated?"

Example: "On the question: 'What change has another caused in your life?' has anything been invalidated?"

7. If no read on checking the question with Suppress and Invalidate, do not list the question.

7. If no read on checking the question with Suppress and Invalidate, do not list the question.

Note:You can also check "Not-ised" and "Abandoned" as buttons if there is no read using Suppress and Invalidate.

Note:You can also check "Not-ised" and "Abandoned" as buttons if there is no read using Suppress and Invalidate.

8. If the question or button reads, list it by asking the Listing question.

8. If the question or button reads, list it by asking the Listing question.

9. Coach uses fruit words for answers.

9. Coach uses fruit words for answers.

10. Write each item verbatim, with its reads.

10. Write each item verbatim, with its reads.

11. List to a BD F/N item and indicate the item to the pc; then indicate the F/N.

11. List to a BD F/N item and indicate the item to the pc; then indicate the F/N.

12. If pc runs out of items while listing (without a BD F/N item), check the Listing question. If it reads, extend the List. If it is clean, null the list and give the pc his item. (Ref: HCOB 1 Aug 68, "The Laws of Listing and Nulling")

12. If pc runs out of items while listing (without a BD F/N item), check the Listing question. If it reads, extend the List. If it is clean, null the list and give the pc his item. (Ref: HCOB 1 Aug 68, "The Laws of Listing and Nulling")

13. If you cannot get the item, do an L4BR Method 5, handling what you find by following each instruction for each line exactly.

13. If you cannot get the item, do an L4BR Method 5, handling what you find by following each instruction for each line exactly.

14. The drill is passed when the student Auditor can do Listing and Nulling confi­dently and flublessly.

14. The drill is passed when the student Auditor can do Listing and Nulling confi­dently and flublessly.

Purpose: To train a student Auditor in the procedures of setting up for, running and handling whatever comes up in a session and then ending a session.

Purpose: To train a student Auditor in the procedures of setting up for, running and handling whatever comes up in a session and then ending a session.

Training Stress: The Auditor executing the session in a business-like fashion-yet keeping in good comm with the pc and being fully prepared to handle what comes up.

Training Stress: The Auditor executing the session in a business-like fashion-yet keeping in good comm with the pc and being fully prepared to handle what comes up.

Steps: (Use Basic Drill Format and Procedure.)

Steps: (Use Basic Drill Format and Procedure.)

1. The coach will take the various parts of D of P, Tech Services, C/S, pc, Examiner, etc, as required. A third person may be used if required. The coach or third person must be real in assuming these roles.

1. The coach will take the various parts of D of P, Tech Services, C/S, pc, Examiner, etc, as required. A third person may be used if required. The coach or third person must be real in assuming these roles.

2. Coach gives student a start and the student Auditor goes to the D of P to get assigned a pc.

2. Coach gives student a start and the student Auditor goes to the D of P to get assigned a pc.

3. The student Auditor collects the folder from Tech Services and studies the folder and the C/S. If OK, he accepts the C/S as correct.

3. The student Auditor collects the folder from Tech Services and studies the folder and the C/S. If OK, he accepts the C/S as correct.

4. The student Auditor liaises with Tech Services and gets his pc set up for a session. He then sets up his auditing room.

4. The student Auditor liaises with Tech Services and gets his pc set up for a session. He then sets up his auditing room.

5. Tech Services sends the pc to the Auditor per C/S Series 25.

5. Tech Services sends the pc to the Auditor per C/S Series 25.

6. The student Auditor checks with the pc if it is OK for him to be audited in the room. He also observes whether the pc is sessionable and, if questionable, checks with the pc to make sure.

6. The student Auditor checks with the pc if it is OK for him to be audited in the room. He also observes whether the pc is sessionable and, if questionable, checks with the pc to make sure.

7. If all is OK (for this drill) say, "This is the Drill. "

7. If all is OK (for this drill) say, "This is the Drill. "

8. Fly the Ruds per the Ruds Drills.

8. Fly the Ruds per the Ruds Drills.

9. Run a process. Use, "Do birds fly?" or "Do fish swim?" Run to EP.

9. Run a process. Use, "Do birds fly?" or "Do fish swim?" Run to EP.

10. The coach – on a gradient – throws in various Out of Session indicators (per HCOB 23 Aug 71, C/S Series 1), Bad indicators, Overrun, etc, letting the student Auditor handle each type – one at a time.

10. The coach – on a gradient – throws in various Out of Session indicators (per HCOB 23 Aug 71, C/S Series 1), Bad indicators, Overrun, etc, letting the student Auditor handle each type – one at a time.

11. As the student Auditor gets more confident the coach makes the gradient tougher.

11. As the student Auditor gets more confident the coach makes the gradient tougher.

12. Also, drill various session endings:

12. Also, drill various session endings:

A. The C/S action attempted will not run and cannot be handled in the session. Tell pc you are ending the session for further C/S instructions and "That's it".

A. The C/S action attempted will not run and cannot be handled in the session. Tell pc you are ending the session for further C/S instructions and "That's it".

B. Pc has a major win, attains EP of the rundown or Ability Regained.

B. Pc has a major win, attains EP of the rundown or Ability Regained.

C. The C/S actions for that session are all successfully completed.

C. The C/S actions for that session are all successfully completed.

13. When the Auditor has completed the "session" he takes the pc to the Examiner.

13. When the Auditor has completed the "session" he takes the pc to the Examiner.

14. Auditor does the folder admin. He turns the folder in to the C/S.

14. Auditor does the folder admin. He turns the folder in to the C/S.

15. The drill is passed when the student Auditor can do each action smoothly and flublessly.

15. The drill is passed when the student Auditor can do each action smoothly and flublessly.

Ref:

Ref:

• Tape 21 Aug 63, "The Itsa Line Continued"

• Tape 21 Aug 63, "The Itsa Line Continued"

Dating Steps: (Use Basic Drill Format and Procedure.)

Dating Steps: (Use Basic Drill Format and Procedure.)

1. Clear all words and commands you will be using in the Date/Locate actions.

1. Clear all words and commands you will be using in the Date/Locate actions.

2. Coach chooses an incident – using fruit – not an actual incident, and writes down a date for it.

2. Coach chooses an incident – using fruit – not an actual incident, and writes down a date for it.

3. The Auditor tells the pc, "We're going to date that point in years, months, etc, ago until something blows off – some mass or energy, etc. I want you to tell me as soon as that happens. Alright?"

3. The Auditor tells the pc, "We're going to date that point in years, months, etc, ago until something blows off – some mass or energy, etc. I want you to tell me as soon as that happens. Alright?"

If the pc is confused about "blow" the Auditor can do a demo by putting his hand on the pc's arm and taking it away suddenly.

If the pc is confused about "blow" the Auditor can do a demo by putting his hand on the pc's arm and taking it away suddenly.

4. The student does dating by getting the pc to give him the years, months, days, hours, minutes, seconds and fractions of seconds ago to a point when something blows and F/Ns.

4. The student does dating by getting the pc to give him the years, months, days, hours, minutes, seconds and fractions of seconds ago to a point when something blows and F/Ns.

5. The pc coach must indicate that "Something blew", "disappeared", "vanished", "went", "not there any more", "gone", or some such word.

5. The pc coach must indicate that "Something blew", "disappeared", "vanished", "went", "not there any more", "gone", or some such word.

It must be a statement of leavingness. Something like "that handles it", or "that takes care of it", is not a blow statement.

It must be a statement of leavingness. Something like "that handles it", or "that takes care of it", is not a blow statement.

It must be a decided blow.

It must be a decided blow.

6. If the pc gives up on getting the date himself, only then does the Auditor meter date the flat point or incident to a blow-F/N.

6. If the pc gives up on getting the date himself, only then does the Auditor meter date the flat point or incident to a blow-F/N.

LRH data re meter dependency of pcs and echo-metering are to be remembered here.

LRH data re meter dependency of pcs and echo-metering are to be remembered here.

7. If a big BD occurs and the Auditor suspects a blow but the pc will not originate it, the Auditor can ask the pc if it blew.

7. If a big BD occurs and the Auditor suspects a blow but the pc will not originate it, the Auditor can ask the pc if it blew.

8. If no blow occurs the Auditor verifies each part of the date and corrects where necessary to a blow-F/N. If still no blow-F/N, the Auditor then checks for an earlier "incident or flat point". If there is one, the Auditor dates that point to a blow-F/N.

8. If no blow occurs the Auditor verifies each part of the date and corrects where necessary to a blow-F/N. If still no blow-F/N, the Auditor then checks for an earlier "incident or flat point". If there is one, the Auditor dates that point to a blow-F/N.

9. When the date has gone to a blow-F/N and the F/N has been indicated, the Auditor tells the pc, "Now we're going to spot the exact location where that occurred, until something blows off. I want you to tell me when that happens. Alright?" The Auditor is getting the pt physical universe location.

9. When the date has gone to a blow-F/N and the F/N has been indicated, the Auditor tells the pc, "Now we're going to spot the exact location where that occurred, until something blows off. I want you to tell me when that happens. Alright?" The Auditor is getting the pt physical universe location.

10. The Auditor clears the words: stars, planet, galaxy, location, point, if this is the first time Date/Locate is being done on the pc.

10. The Auditor clears the words: stars, planet, galaxy, location, point, if this is the first time Date/Locate is being done on the pc.

11. When the pc understands what's expected of him, the Auditor begins the Locate Steps.

11. When the pc understands what's expected of him, the Auditor begins the Locate Steps.

12. The Auditor says, "Point to that location. " The pc points with his finger until he is satisfied he has the exact direction. Then the Auditor goes down the rest of the steps to a blow-F/N:

12. The Auditor says, "Point to that location. " The pc points with his finger until he is satisfied he has the exact direction. Then the Auditor goes down the rest of the steps to a blow-F/N:

• Distance?

• Distance?

13. If while locating the pc starts running the incident or gives too much "scene", the Auditor has the pc point again, then continues from where he left off on the Locate Steps.

13. If while locating the pc starts running the incident or gives too much "scene", the Auditor has the pc point again, then continues from where he left off on the Locate Steps.

14. If at some point on these steps the location turns out to be in the middle of the ocean or in a field, etc, the Auditor uses available landmarks or reference points to get the location (i.e. distance from nearest point of land? or distance from the big rock?) down to a blow-F/N.

14. If at some point on these steps the location turns out to be in the middle of the ocean or in a field, etc, the Auditor uses available landmarks or reference points to get the location (i.e. distance from nearest point of land? or distance from the big rock?) down to a blow-F/N.

15. If no blow-F/N, the Auditor verifies each part of the Locate Step and corrects any necessary to a blow-F/N.

15. If no blow-F/N, the Auditor verifies each part of the Locate Step and corrects any necessary to a blow-F/N.

16. If the Auditor suspects a blow but the pc doesn't originate it, the Auditor asks, "Did something blow?" If the Auditor suspects he's gone past a blow, he can check, "Did it blow previously?" If so, and no F/N, the Auditor rehabs by asking the pc how long ago that happened and gets the F/N.

16. If the Auditor suspects a blow but the pc doesn't originate it, the Auditor asks, "Did something blow?" If the Auditor suspects he's gone past a blow, he can check, "Did it blow previously?" If so, and no F/N, the Auditor rehabs by asking the pc how long ago that happened and gets the F/N.

17. If the point won't Date/Locate, do the appropriate correction list (i.e. L3RD, Int Corr, L4BR, etc).

17. If the point won't Date/Locate, do the appropriate correction list (i.e. L3RD, Int Corr, L4BR, etc).

18. The drill is passed when the student Auditor can Date/Locate confidently and flublessly.

18. The drill is passed when the student Auditor can Date/Locate confidently and flublessly.

Ref:

Ref:

• BTB 11 Aug 72RA, C/S Series 83RA, "Correction Lists"

• BTB 11 Aug 72RA, C/S Series 83RA, "Correction Lists"

Purpose: To teach the student Auditor to have understanding, familiarity and confident flawless handling of correction lists.

Purpose: To teach the student Auditor to have understanding, familiarity and confident flawless handling of correction lists.

Training Stress: The student uses actual correction list forms in doing this drill but uses the prefix "On apples" (for example) rather than a session prefix. The coach answers with fruit answers and squeezes the cans to make reads. The coach indicates an F/N with his index finger. Flunks are given for out TRs, incorrect procedure or out admin. The drill is passed when the student Auditor can handle each correction list for his level – flawlessly.

Training Stress: The student uses actual correction list forms in doing this drill but uses the prefix "On apples" (for example) rather than a session prefix. The coach answers with fruit answers and squeezes the cans to make reads. The coach indicates an F/N with his index finger. Flunks are given for out TRs, incorrect procedure or out admin. The drill is passed when the student Auditor can handle each correction list for his level – flawlessly.

Steps: (Use Basic Drill Format and Procedure.)

Steps: (Use Basic Drill Format and Procedure.)

1. Read through the entire list and, with a dictionary, clear any words you don't know as you go along. This step could also be done using Method 9 Word Clearing if necessary.

1. Read through the entire list and, with a dictionary, clear any words you don't know as you go along. This step could also be done using Method 9 Word Clearing if necessary.

2. Read through the list again, this time take each line and demo it with another student. Demo:

2. Read through the list again, this time take each line and demo it with another student. Demo:

A. What is happening with the pc and his bank in that situation.

A. What is happening with the pc and his bank in that situation.

B. The handling instruction for each line showing each step of the handling and what is happening with the pc and his bank as it is handled.

B. The handling instruction for each line showing each step of the handling and what is happening with the pc and his bank as it is handled.

3. Drill the handling of each line per the instructions written on the correction list. Drill each line one at a time until you have it. Then, on a gradient, the coach throws in situations that are likely to come up in a real session which the student Auditor must handle.

3. Drill the handling of each line per the instructions written on the correction list. Drill each line one at a time until you have it. Then, on a gradient, the coach throws in situations that are likely to come up in a real session which the student Auditor must handle.

4. This part of the drill is passed when the student Auditor can handle each question on the list-and all the lists for his level-without flubbing.

4. This part of the drill is passed when the student Auditor can handle each question on the list-and all the lists for his level-without flubbing.

5. On this step of the drill, the coach has a pile of the various correction lists, holds each up in any order and asks, "When do you use this?" "How do you use it?" Auditor must answer correctly without comm lag. When the Auditor can do this without error, coach then varies the drill by giving session situations and Auditor must state the appropriate corrective action to be taken.

5. On this step of the drill, the coach has a pile of the various correction lists, holds each up in any order and asks, "When do you use this?" "How do you use it?" Auditor must answer correctly without comm lag. When the Auditor can do this without error, coach then varies the drill by giving session situations and Auditor must state the appropriate corrective action to be taken.

6. A flunk is always handled by having the student Auditor restudy the relevant Bulletin (never by coach interpretation). Any disagreement or confusion is handled by appropriate Word Clearing on the materials concerned.

6. A flunk is always handled by having the student Auditor restudy the relevant Bulletin (never by coach interpretation). Any disagreement or confusion is handled by appropriate Word Clearing on the materials concerned.

7. The student Auditor passes when he can smoothly handle the correction lists drilled and knows when and how to use each.

7. The student Auditor passes when he can smoothly handle the correction lists drilled and knows when and how to use each.

Ref:

Ref:

• HCOB 3 July 71, "Scientology III – Auditing by Lists Revised"

• HCOB 3 July 71, "Scientology III – Auditing by Lists Revised"

Steps: (Use Basic Drill Format and Procedure.)

Steps: (Use Basic Drill Format and Procedure.)

1. Use meter at proper sensitivity so meter needle is loose but it is easy to keep at set.

1. Use meter at proper sensitivity so meter needle is loose but it is easy to keep at set.

2. Have your meter in a position (line of sight) so you can see the list and the needle or you can see the needle and the pc. The meter position is important. "A good Auditor; is expected to see his meter, pc and worksheet all at one time. " LRH HCOB 28 Feb 71, C/S Series 24, "Metering Reading Items"

2. Have your meter in a position (line of sight) so you can see the list and the needle or you can see the needle and the pc. The meter position is important. "A good Auditor; is expected to see his meter, pc and worksheet all at one time. " LRH HCOB 28 Feb 71, C/S Series 24, "Metering Reading Items"

3. Hold the mimeoed list close beside the meter. Have your worksheet more to the right. Keep record on your worksheet. Mark the pc's name and date on the list. Mark what list it is on the worksheet with the time. The list remains in the folder stapled to the worksheets.

3. Hold the mimeoed list close beside the meter. Have your worksheet more to the right. Keep record on your worksheet. Mark the pc's name and date on the list. Mark what list it is on the worksheet with the time. The list remains in the folder stapled to the worksheets.

4. Read the question on the list, note if it reads. Do not read it while looking at the pc, do not read it to yourself and then say it while looking at the pc. It is more important to see the pc's cans than his face as "can fiddle" can fake or upset reads.

4. Read the question on the list, note if it reads. Do not read it while looking at the pc, do not read it to yourself and then say it while looking at the pc. It is more important to see the pc's cans than his face as "can fiddle" can fake or upset reads.

5. TR 1 must be good so the pc clearly hears it.

5. TR 1 must be good so the pc clearly hears it.

6. You are looking for an instant read that occurs at the end of the major thought voiced by the Auditor.

6. You are looking for an instant read that occurs at the end of the major thought voiced by the Auditor.

7. If it does not read, mark the question "X". If the list is being done through an F/N and the F/N just continues, mark the question "F/N".

7. If it does not read, mark the question "X". If the list is being done through an F/N and the F/N just continues, mark the question "F/N".

8. If the question reads, do not say, "That reads. " Mark the read at once (SF, F, LF, LFBD, R/S), transfer the number of the question to the worksheet and look expectantly at the pc. You can repeat the question by just saying it again if the pc doesn't begin to talk. He has probably already begun to answer as the question was live in his bank as noted by the meter.

8. If the question reads, do not say, "That reads. " Mark the read at once (SF, F, LF, LFBD, R/S), transfer the number of the question to the worksheet and look expectantly at the pc. You can repeat the question by just saying it again if the pc doesn't begin to talk. He has probably already begun to answer as the question was live in his bank as noted by the meter.

9. Take down the pc's remarks in shortened form on the worksheets. Note any TA changes on the worksheets.

9. Take down the pc's remarks in shortened form on the worksheets. Note any TA changes on the worksheets.

10. If there is no F/N, at the first pause that looks like the pc thinks he has said it, ask for an "Earlier Similar ______ (whatever the question concerned)?" Do not change the question. Do not fail to repeat what the question is. The pc will answer.

10. If there is no F/N, at the first pause that looks like the pc thinks he has said it, ask for an "Earlier Similar ______ (whatever the question concerned)?" Do not change the question. Do not fail to repeat what the question is. The pc will answer.

11. Follow step 10 until you finally get an F/N and GIs. Use Suppress and/or False as needed. (See ED-51 and 52.)

11. Follow step 10 until you finally get an F/N and GIs. Use Suppress and/or False as needed. (See ED-51 and 52.)

12. When the pc's answer results in an F/N (Cog VGIs sometimes follow, GIs always accompany an F/N), mark it rapidly on the worksheet and say: "Thank you. Your needle is floating. "

12. When the pc's answer results in an F/N (Cog VGIs sometimes follow, GIs always accompany an F/N), mark it rapidly on the worksheet and say: "Thank you. Your needle is floating. "

13. Do not wait endlessly for the pc to say more. If you do, he will go into doubt and find more.

13. Do not wait endlessly for the pc to say more. If you do, he will go into doubt and find more.

14. Take up the list and continue assessing. The next question that reads, you mark it on the list, transfer the question number to the worksheet as in step 8.

14. Take up the list and continue assessing. The next question that reads, you mark it on the list, transfer the question number to the worksheet as in step 8.

15. Take the pc's answer.

15. Take the pc's answer.

16. Follow steps 10-15 until you get an EP for the list.

16. Follow steps 10-15 until you get an EP for the list.

17. If halfway down a prepared list (the last part not yet done) the pc on some question gets a wide F/N, big Cog, VGIs, the Auditor is justified in calling the list complete and going to the next C/S action or ending the session.

17. If halfway down a prepared list (the last part not yet done) the pc on some question gets a wide F/N, big Cog, VGIs, the Auditor is justified in calling the list complete and going to the next C/S action or ending the session.

18. If you got no read on a list question but the pc volunteers some answer to an unreading question, do not take it up. Just ack and carry on with your mimeoed list.

18. If you got no read on a list question but the pc volunteers some answer to an unreading question, do not take it up. Just ack and carry on with your mimeoed list.

19. Believe your meter. Do not take up things that don't read. Don't get "hunches". Don't let the pc run his own case by answering non-reading items and then the Auditor taking them up.

19. Believe your meter. Do not take up things that don't read. Don't get "hunches". Don't let the pc run his own case by answering non-reading items and then the Auditor taking them up.

20. This drill is passed when the student Auditor can smoothly and confidently do Method 3 Assessment.

20. This drill is passed when the student Auditor can smoothly and confidently do Method 3 Assessment.

History: Developed by L. Ron Hubbard in July 1971. Ref: HCOB 3 July 71, "Scientology III – Auditing by Lists Revised".

History: Developed by L. Ron Hubbard in July 1971. Ref: HCOB 3 July 71, "Scientology III – Auditing by Lists Revised".

Ref:

Ref:

• HCOB 3 July 71, "Scientology III – Auditing by Lists Revised"

• HCOB 3 July 71, "Scientology III – Auditing by Lists Revised"

Steps: (Use Basic Drill Format and Procedure.)

Steps: (Use Basic Drill Format and Procedure.)

1. R-factor to the pc.

1. R-factor to the pc.

2. Take the prepared list and assess down it rapidly marking reads and the size of them on the assessment sheet. If no read, mark "X". If stop or F/N, mark such. (Coach squeezes cans for reads.)

2. Take the prepared list and assess down it rapidly marking reads and the size of them on the assessment sheet. If no read, mark "X". If stop or F/N, mark such. (Coach squeezes cans for reads.)

3. Also keep the pc in the field of vision so the pc movement is not mistaken for reads.

3. Also keep the pc in the field of vision so the pc movement is not mistaken for reads.

4. Continue the full assessment without indicating any reads or handling. If the pc originates, just use TR 4.

4. Continue the full assessment without indicating any reads or handling. If the pc originates, just use TR 4.

5. Mark the list in the order you are going to handle, normally in descending size of read or per HCOB 10 June 71, Issue I, C/S Series 44R, "C/S Rules".

5. Mark the list in the order you are going to handle, normally in descending size of read or per HCOB 10 June 71, Issue I, C/S Series 44R, "C/S Rules".

6. R-factor to pc that you're going to handle some of the items. The first one, is _____ (line off list).

6. R-factor to pc that you're going to handle some of the items. The first one, is _____ (line off list).

7. Handle each line that read and mark it with an F/N. Suppress and False can be used where needed to take an item to F/N. (As used in Ruds.)

7. Handle each line that read and mark it with an F/N. Suppress and False can be used where needed to take an item to F/N. (As used in Ruds.)

8. Occasionally, the C/S will order "Assess M 5 and return to me. " In this case, give the pc an R-factor that you are doing an assessment for C/S info only. Do not tell pc what read or if any lines read.

8. Occasionally, the C/S will order "Assess M 5 and return to me. " In this case, give the pc an R-factor that you are doing an assessment for C/S info only. Do not tell pc what read or if any lines read.

9. The drill is passed when the student Auditor can assess Method 5 flublessly with good impingement and is confident in his list handling on all the lists for his level.

9. The drill is passed when the student Auditor can assess Method 5 flublessly with good impingement and is confident in his list handling on all the lists for his level.

Ref:

Ref:

• HCOB 14 Aug 64, "Prepcheck Buttons"

• HCOB 14 Aug 64, "Prepcheck Buttons"

STEPS: (Use Basic Drill Format and Procedure.)

STEPS: (Use Basic Drill Format and Procedure.)

1. The following buttons are used when you get no read on a question, assessment or item:

1. The following buttons are used when you get no read on a question, assessment or item:

• Suppressed

• Suppressed

2. Use "Do birds fly?" as the question. Coach squeezes the cans for reads when needed.

2. Use "Do birds fly?" as the question. Coach squeezes the cans for reads when needed.

3. When the question doesn't read, the Auditor must put in the buttons. If a button reads, ack what comes up; then handle the question.

3. When the question doesn't read, the Auditor must put in the buttons. If a button reads, ack what comes up; then handle the question.

An example of phrasing: "On the question 'Do birds fly?' has anything been suppressed?"

An example of phrasing: "On the question 'Do birds fly?' has anything been suppressed?"

4. If the buttons don't produce a read, don't take up the question or item.

4. If the buttons don't produce a read, don't take up the question or item.

5. The drill is passed when the student Auditor can use the buttons flublessly.

5. The drill is passed when the student Auditor can use the buttons flublessly.

Steps:

Steps:

1. The following signs indicate a false read:

1. The following signs indicate a false read:

A. "On checking question you get a read but pc says, 'No'.

A. "On checking question you get a read but pc says, 'No'.

B. "Follow up of the read seems to bog down, get nowhere and when pc has no answers.

B. "Follow up of the read seems to bog down, get nowhere and when pc has no answers.

C. "When the pc protests, seems ARC Broken by the read or seems resigned.

C. "When the pc protests, seems ARC Broken by the read or seems resigned.

D. "When the pc starts to explain how the thing has been run before.

D. "When the pc starts to explain how the thing has been run before.

E. "When there is protest or inval." LRH

E. "When there is protest or inval." LRH

2. Use "Do birds fly?" for the question. Coach squeezes the cans for reads.

2. Use "Do birds fly?" for the question. Coach squeezes the cans for reads.

3. Coach acts out various false read indicators.

3. Coach acts out various false read indicators.

4. Auditor handles by asking, "Did anyone say you had a ______ when you didn't have one?" and going E/S (if necessary) to F/N. (Make the question fit the action.)

4. Auditor handles by asking, "Did anyone say you had a ______ when you didn't have one?" and going E/S (if necessary) to F/N. (Make the question fit the action.)

5. The drill is passed when the student Auditor can handle false read indicators flawlessly.

5. The drill is passed when the student Auditor can handle false read indicators flawlessly.