With particular emphasis on correct application of Self Analysis Processing.

With particular emphasis on correct application of Self Analysis Processing.

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 in order by levels. The first number indicates the level taught on. Those that begin with TR 00 – (drill No.) are Level Zero Drills. The double zero is to differentiate the drills from TR 0-4. Unbullbaited drills end in odd numbers; and bullbaited end in even numbers.

How to use: These drills are in order by levels. The first number indicates the level taught on. Those that begin with TR 00 – (drill No.) are Level Zero Drills. The double zero is to differentiate the drills from TR 0-4. Unbullbaited drills end in odd numbers; and bullbaited end in even numbers.

Most drills are done within the basic formats as laid out. Any that don’t will be fully covered in the specific drills themselves.

Most drills are done within the basic formats as laid out. Any that don’t will be fully covered in the specific drills themselves.

Simply start with the first actions and work through the drills in the order given as it’s the same order as the ARC SW. Wire Expanded Grade BTB 4 Jan 72 RA. Each drill is done until you know you can do it flawlessly, even while being bullbaited.

Simply start with the first actions and work through the drills in the order given as it’s the same order as the ARC SW. Wire Expanded Grade BTB 4 Jan 72 RA. 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 a skipped gradient and handle either or both with standard Study Tech. This can lead back to outnesses on basics such as TRs, codes or 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 a skipped gradient and handle either or both with standard Study Tech. This can lead back to outnesses on basics such as TRs, codes or scales. Whatever it is, find out why and handle.

Note: If coach upset occurs because of restimulation, fruit words should be inserted in the place of the process Key Words, for bullbaited drills only.

Note: If coach upset occurs because of restimulation, fruit words should be inserted in the place of the process Key Words, for bullbaited drills only.

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 coordinate 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 coordinate 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 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 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 being seen by PC (doll).

2. Set up shield to prevent TA and admin being seen by 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 drill and points out any outnesses noted giving a “that’s it” and a re-start. Outnesses should be handled one at a time until 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 drill and points out any outnesses noted giving a “that’s it” and a re-start. Outnesses should be handled one at a time until 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. flawlessly!

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. flawlessly!

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 coordinate 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 coordinate 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 PC. Coach sits beside doll and is the bullbaiter and gives answers as PC, not about 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 PC. Coach sits beside doll and is the bullbaiter and gives answers as PC, not about 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. On any list, the coach squeezes the cans to simulate reads. He still uses “fruit” answers (six apples, blue pears) when asked to speak, but as the student Auditor reads off the list items (e.g. L3RF) he squeezes the cans for 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. On any list, the coach squeezes the cans to simulate reads. He still uses “fruit” answers (six apples, blue pears) when asked to speak, but as the student Auditor reads off the list items (e.g. L3RF) he squeezes the cans for reads.

When bullbaiting an auditing action the coach should throw in various signs of pc out of sessionness. (Per HCOB on Good Indicators and BTB on Bad Indicators.) The student Auditor must:

When bullbaiting an auditing action the coach should throw in various signs of pc out of sessionness. (Per HCOB on Good Indicators and BTB on Bad Indicators.) The student Auditor must:

1. Obnose the out of sessionness.

1. Obnose the out of sessionness.

2. Align this to the process run.

2. Align this to the process run.

3. Handle.

3. Handle.

An example is, on a Listing and Nulling procedure an out of sessionness is observed, the Auditor queries and follows through with an L4BRA at once. (An L4BRA is a repair list.)

An example is, on a Listing and Nulling procedure an out of sessionness is observed, the Auditor queries and follows through with an L4BRA at once. (An L4BRA is a repair list.)

The PC bullbaiter can throw in situations, originate troubles or gains, be tricky, etc. But he must never lose sight of HCOB 24 May 1968 “Coaching”, especially the second paragraph – “Coach with reality”.

The PC bullbaiter can throw in situations, originate troubles or gains, be tricky, etc. But he must never lose sight of HCOB 24 May 1968 “Coaching”, especially the second paragraph – “Coach with reality”.

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

Once the coach throws out a situation, etc. he must allow the student Auditor to carry it out, and handle the 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)

When the student Auditor has done these steps to his satisfaction, he gets a starrate checkout. 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.

When the student Auditor has done these steps to his satisfaction, he gets a starrate checkout. 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.

Note: Clearing of commands is per BTB 2 May 72R and other Bulletins and PLs on the subject (i.e. clearing each word of command backwards).

Note: Clearing of commands is per BTB 2 May 72R and other Bulletins and PLs on the subject (i.e. clearing each word of command backwards).

Ref. Dianetics ‘55

Ref. Dianetics ‘55

Steps:

Steps:

1. R-factor to PC that you are going to run ARC Straightwire Expanded processes. Clear “ARC”, “What does ARC mean to you?” Then clear the words “Straightwire and expanded” in the same way. Use a Scientology and regular dictionary do clear up any the PC doesn’t know or has confusion on. Make sure the PC understands what is going to happen and is happy to be run on the processes, and that a good Auditor-PC-Auditor Comm Cycle is in.

1. R-factor to PC that you are going to run ARC Straightwire Expanded processes. Clear “ARC”, “What does ARC mean to you?” Then clear the words “Straightwire and expanded” in the same way. Use a Scientology and regular dictionary do clear up any the PC doesn’t know or has confusion on. Make sure the PC understands what is going to happen and is happy to be run on the processes, and that a good Auditor-PC-Auditor Comm Cycle is in.

2. Tell the PC “The first process of ARC SW Expanded is a repetitive process.” Clear the word “repetitive” so that the PC understands how the process is to be run. Tell the PC that when he has carried out the auditing command he should tell you what he recalled or thought of, not just an answer like “yes” to the command (ref. HCOB 30 June 62). This applies to all processes of this level and PC must understand this.

2. Tell the PC “The first process of ARC SW Expanded is a repetitive process.” Clear the word “repetitive” so that the PC understands how the process is to be run. Tell the PC that when he has carried out the auditing command he should tell you what he recalled or thought of, not just an answer like “yes” to the command (ref. HCOB 30 June 62). This applies to all processes of this level and PC must understand this.

3. Clear the command with the PC – “What is the definition of the word ___________?” Clear the word “something” first – then the word “remember”.

3. Clear the command with the PC – “What is the definition of the word ___________?” Clear the word “something” first – then the word “remember”.

4. Run the process repetitively, same command over and over, to F/N Cog VGIs.

4. Run the process repetitively, same command over and over, to F/N Cog VGIs.

Ref: Staff Auditors Conference of 18 Feb 59

Ref: Staff Auditors Conference of 18 Feb 59

Steps:

Steps:

l. R-factor – “We are going to run an ARC SW process. This is a repetitive process.”

l. R-factor – “We are going to run an ARC SW process. This is a repetitive process.”

2. Clear the command – “What is the definition of the word __________?” clear “Time, A, Recall” in that order.

2. Clear the command – “What is the definition of the word __________?” clear “Time, A, Recall” in that order.

Be sure to use the Scientology Dictionary definition of “recall”.

Be sure to use the Scientology Dictionary definition of “recall”.

3. Run the process repetitively to F/N Cog VGIs.

3. Run the process repetitively to F/N Cog VGIs.

Ref: HCOB 20 Oct 59 An Experimental Process

Ref: HCOB 20 Oct 59 An Experimental Process

Steps:

Steps:

1. R-factor – “We are going to run a process called Comm Recall Process. “Make sure PC understands that “Comm” is short for “Communication”. Tell PC – “This is a repetitive process.”

1. R-factor – “We are going to run a process called Comm Recall Process. “Make sure PC understands that “Comm” is short for “Communication”. Tell PC – “This is a repetitive process.”

2. Clear the command word by word backwards as in the above drills.

2. Clear the command word by word backwards as in the above drills.

3. Run the process command repetitively to F/N Cog VGIs.

3. Run the process command repetitively to F/N Cog VGIs.

Ref: HCOB 20 Oct 59 An Experimental Process

Ref: HCOB 20 Oct 59 An Experimental Process

Steps:

Steps:

1. R-factor – “We are going to run a process called The Only Basic Affinity Process.”

1. R-factor – “We are going to run a process called The Only Basic Affinity Process.”

2. Tell PC “This process has three commands, each is run separately in a repetitive manner.”

2. Tell PC “This process has three commands, each is run separately in a repetitive manner.”

3. Clear the first command as in the earlier drills.

3. Clear the first command as in the earlier drills.

4. Run the first process command repetitively to F/N Cog VGIs.

4. Run the first process command repetitively to F/N Cog VGIs.

5. R-factor – “Now we’ll run the second command.”

5. R-factor – “Now we’ll run the second command.”

6. Clear the second command as in the earlier drills.

6. Clear the second command as in the earlier drills.

7. Run the second command repetitively to F/N Cog VGIs.

7. Run the second command repetitively to F/N Cog VGIs.

8. R-factor – “Now we’ll run the third command.”

8. R-factor – “Now we’ll run the third command.”

9. Clear the third command as in the earlier drills.

9. Clear the third command as in the earlier drills.

10. Run the third command repetitively to F/N Cog VGIs.

10. Run the third command repetitively to F/N Cog VGIs.

Ref: HCOB 16 Feb 59 HGC Processes for Those Trained in Engram Running or Trained in These Processes.

Ref: HCOB 16 Feb 59 HGC Processes for Those Trained in Engram Running or Trained in These Processes.

Steps:

Steps:

1. R-factor – “We are going to run a process called “Past and Future Experience”. This process has two commands which are run alternately, one after the other, over and over.

1. R-factor – “We are going to run a process called “Past and Future Experience”. This process has two commands which are run alternately, one after the other, over and over.

2. Clear the first command as in earlier drills. Then clear the second command.

2. Clear the first command as in earlier drills. Then clear the second command.

3. Run the process commands alternately (1-2-1-2, etc.) over and over until the PC has F/N Cog VGIs.

3. Run the process commands alternately (1-2-1-2, etc.) over and over until the PC has F/N Cog VGIs.

Ref:

Ref:

• HCOB 8 April 58 A Pair of Processes

• HCOB 8 April 58 A Pair of Processes

Steps:

Steps:

1. R-factor – “We are going to run a process called ‘Forgetting’. It has six commands, each of which is run by itself repetitively.”

1. R-factor – “We are going to run a process called ‘Forgetting’. It has six commands, each of which is run by itself repetitively.”

2. Clear the first command as in earlier drills. PC must understand that he is to recall when he himself forgot something.

2. Clear the first command as in earlier drills. PC must understand that he is to recall when he himself forgot something.

3. Run the first command repetitively to F/N Cog VGIs.

3. Run the first command repetitively to F/N Cog VGIs.

4. R-factor. “Now we’ll run the second command.”

4. R-factor. “Now we’ll run the second command.”

5. Clear the second command.

5. Clear the second command.

6. Run the second command repetitively to F/N Cog VGIs.

6. Run the second command repetitively to F/N Cog VGIs.

7. Repeat steps 4-7 on each command 3 through 6 in turn (R-factor each time refers to “third command”, “fourth command”, etc.)

7. Repeat steps 4-7 on each command 3 through 6 in turn (R-factor each time refers to “third command”, “fourth command”, etc.)

Ref:

Ref:

• HCOB 9 Mar 60 Expansion of OT-3A Procedure, step two HGC allowed processes.

• HCOB 9 Mar 60 Expansion of OT-3A Procedure, step two HGC allowed processes.

Steps:

Steps:

1. R-factor – “We are going to run a process called ‘Cause Elementary Straightwire’. Clear the words “Cause” and “Elementary”. This process has three commands; each is run by itself repetitively. Itself repetitively.

1. R-factor – “We are going to run a process called ‘Cause Elementary Straightwire’. Clear the words “Cause” and “Elementary”. This process has three commands; each is run by itself repetitively. Itself repetitively.

2. Clear the first command.

2. Clear the first command.

3. Run the first command of the process repetitively to F/N Cog VGIs.

3. Run the first command of the process repetitively to F/N Cog VGIs.

4. R-factor “Now we are going to run the second command.”

4. R-factor “Now we are going to run the second command.”

5. Clear the second command.

5. Clear the second command.

6. Run the second command of the process repetitively to F/N Cog VGIs.

6. Run the second command of the process repetitively to F/N Cog VGIs.

7. R-factor – “Now we are going to run the third command.”

7. R-factor – “Now we are going to run the third command.”

8. Clear the third command.

8. Clear the third command.

9. Run the third command repetitively to F/N Cog VGIs.

9. Run the third command repetitively to F/N Cog VGIs.

Ref: HCOB 9 Mar 60 Expansion of OT-3A Procedure, step two HGC Allowed Processes.

Ref: HCOB 9 Mar 60 Expansion of OT-3A Procedure, step two HGC Allowed Processes.

Steps:

Steps:

1. R-factor – “We are going to run a process called ‘Duplication Straightwire’.” Clear the word “Duplication” with the PC.

1. R-factor – “We are going to run a process called ‘Duplication Straightwire’.” Clear the word “Duplication” with the PC.

“This process has three commands, each run by itself repetitively.”

“This process has three commands, each run by itself repetitively.”

2. Clear the first command.

2. Clear the first command.

3. Run the first command repetitively to F/N Cog VGIs.

3. Run the first command repetitively to F/N Cog VGIs.

4. R-factor “Now we are going to run the second command.”

4. R-factor “Now we are going to run the second command.”

5. Clear the second command.

5. Clear the second command.

6. Run the second command repetitively to F/N Cog VGIs.

6. Run the second command repetitively to F/N Cog VGIs.

7. R-Factor “Now we are going to run the third command.”

7. R-Factor “Now we are going to run the third command.”

8. Clear the third command.

8. Clear the third command.

9. Run the third command repetitively to F/N Cog VGIs.

9. Run the third command repetitively to F/N Cog VGIs.

Ref: HCOB 20 Oct 59 An Experimental Process

Ref: HCOB 20 Oct 59 An Experimental Process

Scn 0-8 Expanded Know to Mystery Scale

Scn 0-8 Expanded Know to Mystery Scale

Steps:

Steps:

1. R-factor “We are going to run the ‘Know to Mystery Recall Process’. This process is used with a scale called the Know to Mystery Scale. It has a number of commands, each of which is run by itself repetitively.”

1. R-factor “We are going to run the ‘Know to Mystery Recall Process’. This process is used with a scale called the Know to Mystery Scale. It has a number of commands, each of which is run by itself repetitively.”

2. Clear the first command.

2. Clear the first command.

3. Run the first command repetitively to F/N Cog VGIs.

3. Run the first command repetitively to F/N Cog VGIs.

4. R-factor – “Now we are going to run the second command.”

4. R-factor – “Now we are going to run the second command.”

5. Clear the second command.

5. Clear the second command.

6. Run the second command repetitively to F/N Cog VGIs.

6. Run the second command repetitively to F/N Cog VGIs.

7. Do steps 4-6 on each command in turn 3 through 13 (R-factor on each matches the number of the command” third command”,” fourth command”, etc. Also that command is the one cleared and then run).

7. Do steps 4-6 on each command in turn 3 through 13 (R-factor on each matches the number of the command” third command”,” fourth command”, etc. Also that command is the one cleared and then run).

Ref:

Ref:

• Book – Self Analysis

• Book – Self Analysis

R-Factor to Auditor: It is very important that the Auditor have a full understanding of the purpose and technique of Self Analysis processing. This data is contained in the book and must be thoroughly studied with particular attention to the “Processing Section.”

R-Factor to Auditor: It is very important that the Auditor have a full understanding of the purpose and technique of Self Analysis processing. This data is contained in the book and must be thoroughly studied with particular attention to the “Processing Section.”

These processes prepare the pc’s case for auditing on Dianetics. In running these lists the Auditor directs the PC to moments action took place, not when somebody said it took place or merely the concept that it did happen. You get the actual physical occurrence. Each time you ask the PC to recall an incident of a certain kind you then ask, after he recalls it, to pay attention to a certain sense channel which was present during the time he experienced it. The circular disc is provided for the purpose of directing which sense to pay particular attention to. You place the disc over the question you are going to ask and the sense perception at the top is asked for. When you go to the next list question you move the disc over it and rotate it one sense counter-clock-wise so that you have a new sense to ask for.

These processes prepare the pc’s case for auditing on Dianetics. In running these lists the Auditor directs the PC to moments action took place, not when somebody said it took place or merely the concept that it did happen. You get the actual physical occurrence. Each time you ask the PC to recall an incident of a certain kind you then ask, after he recalls it, to pay attention to a certain sense channel which was present during the time he experienced it. The circular disc is provided for the purpose of directing which sense to pay particular attention to. You place the disc over the question you are going to ask and the sense perception at the top is asked for. When you go to the next list question you move the disc over it and rotate it one sense counter-clock-wise so that you have a new sense to ask for.

When you go to a new page of questions in the book you turn over the disc so that you have a new set of senses to ask for. If you don’t have a disc use the same senses as listed on the bottom of each page and tick them off one after the other as you go along.

When you go to a new page of questions in the book you turn over the disc so that you have a new set of senses to ask for. If you don’t have a disc use the same senses as listed on the bottom of each page and tick them off one after the other as you go along.

The Auditor should make sure that the PC speaks aloud the things he is recalling. The preclear’s nod or “yes” to signify that he has recalled something is insufficient. Have him select an actual moment in his life called for by the question. Try to get him to re-sense that moment with the perceptic called for on the disc.

The Auditor should make sure that the PC speaks aloud the things he is recalling. The preclear’s nod or “yes” to signify that he has recalled something is insufficient. Have him select an actual moment in his life called for by the question. Try to get him to re-sense that moment with the perceptic called for on the disc.

If the PC finds it extremely difficult to recall any one question in these lists, simply pass over it and go to the next question. You can go over a list more than once if the PC does not reach EP the first time through.

If the PC finds it extremely difficult to recall any one question in these lists, simply pass over it and go to the next question. You can go over a list more than once if the PC does not reach EP the first time through.

Steps:

Steps:

1. R-factor to PC – “We are now going to run the Self Analysis lists from the book Self Analysis. I will be asking you to recall specific incidents in your life. Try to recall the moment it actually occurred, not just the concept that it did occur. When you have recalled it tell me what it is. Then I will ask you to pay particular attention to a certain sense perception in the incident. Try to re-sense that moment with the perceptic called for.”

1. R-factor to PC – “We are now going to run the Self Analysis lists from the book Self Analysis. I will be asking you to recall specific incidents in your life. Try to recall the moment it actually occurred, not just the concept that it did occur. When you have recalled it tell me what it is. Then I will ask you to pay particular attention to a certain sense perception in the incident. Try to re-sense that moment with the perceptic called for.”

2. Clear the sense perceptics with the PC.

2. Clear the sense perceptics with the PC.

Clear “emotion” as that emotion the PC felt at the time of the incident. Clear “loudness” as the loudness of the various sounds in the incident.

Clear “emotion” as that emotion the PC felt at the time of the incident. Clear “loudness” as the loudness of the various sounds in the incident.

Clear “body position” as the position of his own body at the time the incident occurred.

Clear “body position” as the position of his own body at the time the incident occurred.

Clear “sound” as those sounds in the incident.

Clear “sound” as those sounds in the incident.

Clear “weight” as the heaviness of the things, including the pull of gravity on the PC and the weight of anything he may actually be supporting in the incident such as his clothes, a ball or and other thing which he is actually holding at the time the incident occurred.

Clear “weight” as the heaviness of the things, including the pull of gravity on the PC and the weight of anything he may actually be supporting in the incident such as his clothes, a ball or and other thing which he is actually holding at the time the incident occurred.

Clear “personal motion” as the motion which the PC himself was undertaking at the time the incident occurred.

Clear “personal motion” as the motion which the PC himself was undertaking at the time the incident occurred.

Clear “sight” as what the PC actually saw at the time the incident was taking place.

Clear “sight” as what the PC actually saw at the time the incident was taking place.

Clear “smell” as what odors were present during the scene he is recalling.

Clear “smell” as what odors were present during the scene he is recalling.

Clear “touch” as anything he was actually touching at the time with the sensation of touch including pressure.

Clear “touch” as anything he was actually touching at the time with the sensation of touch including pressure.

Clear “colour” as the actual colour contained in the scene called for.

Clear “colour” as the actual colour contained in the scene called for.

Clear “tone” as the quality of the sound present when the scene occurred.

Clear “tone” as the quality of the sound present when the scene occurred.

Clear “external motion” as the motion of other people or objects or of energy.

Clear “external motion” as the motion of other people or objects or of energy.

3. Clear the commands for List 1, clearing each word of the basic question backwards. “What is the definition of the word ____________?”

3. Clear the commands for List 1, clearing each word of the basic question backwards. “What is the definition of the word ____________?”

Clear – “Can you recall a time when _____________?”

Clear – “Can you recall a time when _____________?”

“Can you recall another time when ____________?”

“Can you recall another time when ____________?”

“Can you recall the earliest time when ____________?”

“Can you recall the earliest time when ____________?”

4. R-factor to PC “We will clear the additional words to each list question as we go along.”

4. R-factor to PC “We will clear the additional words to each list question as we go along.”

5. To PC – “This is the process.”

5. To PC – “This is the process.”

6. Place the disk over the first question.

6. Place the disk over the first question.

7. Clear the first question – “What is the definition of the word _________?” Clear “happy” and “were”. “You” has already been cleared so needn’t be again. In clearing the list questions the words that are repeated need only be cleared the first time they come up.

7. Clear the first question – “What is the definition of the word _________?” Clear “happy” and “were”. “You” has already been cleared so needn’t be again. In clearing the list questions the words that are repeated need only be cleared the first time they come up.

8. Ask PC – “Can you recall a time when you were happy?”

8. Ask PC – “Can you recall a time when you were happy?”

9. PC answers and Auditor acknowledges. If PC only nods or says “yes” Auditor asks “What was it?”, gets the answer and acknowledges PC.

9. PC answers and Auditor acknowledges. If PC only nods or says “yes” Auditor asks “What was it?”, gets the answer and acknowledges PC.

10. Auditor says “Try to see what you saw in the incident.” (Or whatever perceptic you start with.)

10. Auditor says “Try to see what you saw in the incident.” (Or whatever perceptic you start with.)

11. PC indicates he has, Auditor acks and then asks – “What did you ‘see’ at that time?”

11. PC indicates he has, Auditor acks and then asks – “What did you ‘see’ at that time?”

12. PC answers and auditor acks.

12. PC answers and auditor acks.

13. Auditor asks PC – “Can you recall another time when you were happy?”

13. Auditor asks PC – “Can you recall another time when you were happy?”

14. PC answers and auditor acks and then says – “Try to ‘see’ what you saw in the incident.”

14. PC answers and auditor acks and then says – “Try to ‘see’ what you saw in the incident.”

15. PC indicates that he has, Auditor acks and then asks “What did you ‘see’ at that time?”

15. PC indicates that he has, Auditor acks and then asks “What did you ‘see’ at that time?”

16. PC answers and Auditor acks.

16. PC answers and Auditor acks.

17. Auditor asks PC – “Can you recall the earliest time when you were happy?”

17. Auditor asks PC – “Can you recall the earliest time when you were happy?”

18. PC answers and Auditor acks and then says – “Try to ‘see’ what you saw in the incident.”

18. PC answers and Auditor acks and then says – “Try to ‘see’ what you saw in the incident.”

19. PC indicates he has, auditor acks and then asks “What did you ‘see’ at that time?”

19. PC indicates he has, auditor acks and then asks “What did you ‘see’ at that time?”

20. PC answers and auditor acks.

20. PC answers and auditor acks.

21. Auditor moves the disc down to question 2 and rotates the disc one perceptic counter-clockwise.

21. Auditor moves the disc down to question 2 and rotates the disc one perceptic counter-clockwise.

22. Clear the new words that are in question No. 2 – “What is the definition of _______?” (Clear – something, constructing, finished, just, had).

22. Clear the new words that are in question No. 2 – “What is the definition of _______?” (Clear – something, constructing, finished, just, had).

23. Auditor asks PC – “Can you recall a time when you had just finished constructing something?”

23. Auditor asks PC – “Can you recall a time when you had just finished constructing something?”

24. PC answers by telling auditor what it is and auditor acks.

24. PC answers by telling auditor what it is and auditor acks.

25. Auditor says to PC – “Recall the odors that you smelled in the incident.”

25. Auditor says to PC – “Recall the odors that you smelled in the incident.”

26. PC indicates he has, Auditor acks and then asks – “What odors did you smell at that time?”

26. PC indicates he has, Auditor acks and then asks – “What odors did you smell at that time?”

27. Auditor continues as above handling each list question – by rotating the disc for each new question and asking for an incident, another incident and the earliest incident that he can recall. The questions to direct the PC to re-sense the different perceptions are not all the same exact patter as each must communicate as itself. The questions – would be:

27. Auditor continues as above handling each list question – by rotating the disc for each new question and asking for an incident, another incident and the earliest incident that he can recall. The questions to direct the PC to re-sense the different perceptions are not all the same exact patter as each must communicate as itself. The questions – would be:

Sight: “Try to ‘see’ what you saw in the incident.”

Sight: “Try to ‘see’ what you saw in the incident.”

“What did you ‘see’ at that time?”

“What did you ‘see’ at that time?”

Smell: “Recall the odors that you smelled in the incident”

Smell: “Recall the odors that you smelled in the incident”

“What odors did you smell at that time?”

“What odors did you smell at that time?”

Touch: “Recall what you were touching in the incident.”

Touch: “Recall what you were touching in the incident.”

“What were you touching at that time?;’

“What were you touching at that time?;’

Color: “Try to perceive the colors in the incident.”

Color: “Try to perceive the colors in the incident.”

“What colors did you perceive at that time?”

“What colors did you perceive at that time?”

Tone: “Try to contact the tone of the sounds present in the incident.”

Tone: “Try to contact the tone of the sounds present in the incident.”

“What tones were present at that time?”

“What tones were present at that time?”

External “Try to perceive the external motion in the incident.”

External “Try to perceive the external motion in the incident.”

Motion: “What external motion did you perceive at that time?”

Motion: “What external motion did you perceive at that time?”

Emotion: “Try to recall and feel again the emotion you felt in the incident.”

Emotion: “Try to recall and feel again the emotion you felt in the incident.”

“What emotion did you feel at that time?”

“What emotion did you feel at that time?”

Loudness: “Pay particular attention to the loudness of the sounds in the incident.”

Loudness: “Pay particular attention to the loudness of the sounds in the incident.”

“What was the loudness of the sounds at that time?”

“What was the loudness of the sounds at that time?”

Body Position:“Pay particular attention to your own body position in the incident.”

Body Position:“Pay particular attention to your own body position in the incident.”

“What was your body position at that time?”

“What was your body position at that time?”

Sound: “Pay particular attention to the sounds in the incident.”

Sound: “Pay particular attention to the sounds in the incident.”

“What sounds were there at that time?”

“What sounds were there at that time?”

Weight: “Pay attention to the weight of things in the incident.”

Weight: “Pay attention to the weight of things in the incident.”

“What was the weight of things at that time?”

“What was the weight of things at that time?”

Personal “Pay attention to your personal motion in the incident.”

Personal “Pay attention to your personal motion in the incident.”

Motion: “What personal motion was there at that time?”

Motion: “What personal motion was there at that time?”

Each list is run to F/N Cog VGIs. You would then go on to the next list.

Each list is run to F/N Cog VGIs. You would then go on to the next list.

In List 2 each list question has sub-questions which are also asked, such as – “Can you recall an incident which happened a long time ago?” “What year was it?” “What was the month?” “What was the date?” “What was the hour?” You would then direct him to pay particular attention to one of the senses and so on as in the earlier list.

In List 2 each list question has sub-questions which are also asked, such as – “Can you recall an incident which happened a long time ago?” “What year was it?” “What was the month?” “What was the date?” “What was the hour?” You would then direct him to pay particular attention to one of the senses and so on as in the earlier list.

All new words must be cleared as you go along, clearing the words of the questions backwards.

All new words must be cleared as you go along, clearing the words of the questions backwards.

When starting List 5 give the PC an R-factor:

When starting List 5 give the PC an R-factor:

“In answering these questions particular attention should be paid to happier incidents. (See preface to List 5)

“In answering these questions particular attention should be paid to happier incidents. (See preface to List 5)

Ref: HCOB 27 Sept 68 ARC Straightwire

Ref: HCOB 27 Sept 68 ARC Straightwire

Steps:

Steps:

1. R-factor – “We are going to run an ARC SW Expanded process called ‘ARC SW Triples’. This process has three sets of commands with 4 commands in each set. Each set will be run separately with the commands in that set run alternately, one after the other, over and over.”

1. R-factor – “We are going to run an ARC SW Expanded process called ‘ARC SW Triples’. This process has three sets of commands with 4 commands in each set. Each set will be run separately with the commands in that set run alternately, one after the other, over and over.”

2. Clear the first set of commands starting with the first command clearing each word going backwards through the command.

2. Clear the first set of commands starting with the first command clearing each word going backwards through the command.

3. Run the first set of commands alternately, over and over 1-2-3-4, 1-2-3-4, etc.) to F/N Cog VGIs. End off the series of commands for that flow when F/N Cog VGIs is reached.

3. Run the first set of commands alternately, over and over 1-2-3-4, 1-2-3-4, etc.) to F/N Cog VGIs. End off the series of commands for that flow when F/N Cog VGIs is reached.

4. R-factor “Now we are going to run the second set of commands.”

4. R-factor “Now we are going to run the second set of commands.”

5. Clear the commands of Flow 2 in the same way as in Step 2.

5. Clear the commands of Flow 2 in the same way as in Step 2.

6. Run the second Flow in the same way as in Step 3 to F/N Cog VGIs.

6. Run the second Flow in the same way as in Step 3 to F/N Cog VGIs.

7. R-factor “Now we are going to run the third set of commands”

7. R-factor “Now we are going to run the third set of commands”

8. Clear the commands of Flow 3 as in Step 2.

8. Clear the commands of Flow 3 as in Step 2.

9. Run Flow 3 as in Step 3.

9. Run Flow 3 as in Step 3.

Ref:

Ref:

• HCOB 3 Dec 56 B. Scn – HAA Techniques

• HCOB 3 Dec 56 B. Scn – HAA Techniques

Steps:

Steps:

1. R-factor “We are going to run the Havingness process for ARC SW.” Clear the word “Havingness”. “This process has three commands; each is run by itself repetitively.”

1. R-factor “We are going to run the Havingness process for ARC SW.” Clear the word “Havingness”. “This process has three commands; each is run by itself repetitively.”

(Note: As with the other processes PC is to tell you what he found when he did the command.)

(Note: As with the other processes PC is to tell you what he found when he did the command.)

2. Clear the first command.

2. Clear the first command.

3. Run the first command repetitively to F/N Cog VGIs.

3. Run the first command repetitively to F/N Cog VGIs.

4. R-factor – “Now we are going to run the second command.”

4. R-factor – “Now we are going to run the second command.”

5. Clear the command of Flow 2.

5. Clear the command of Flow 2.

6. Run Flow 2 repetitively to F/N Cog VGIs.

6. Run Flow 2 repetitively to F/N Cog VGIs.

7. R-factor – “Now we are going to run the third command.”

7. R-factor – “Now we are going to run the third command.”

8. Clear the command of Flow 3.

8. Clear the command of Flow 3.

9. Run Flow 3 repetitively to F/N Cog VGIs.

9. Run Flow 3 repetitively to F/N Cog VGIs.