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

These drills match the order of processes set up for Level I in BTB 6 January 1972R Grade I Processes.

How to use: These drills are in order by levels. The first number indicates the level taught on. Those that begin with TR 00 - are level Zero drills. Unbullbaited drills end with odd numbers; and bullbaited drills end in even numbers.

Most of the auditing actions on this Level fall within one of 3 types of process:

Simply start with the first actions and work through the drills applying them unbullbaited and bullbaited, until you are thoroughly familiar with each separate auditing action and can apply it flawlessly, even with distractions.

A. Repetitive Process

If a student has trouble on a drill, cut back the gradient. On a bullbaited drill this could mean returning the student to the drill on a doll or even to TR 0-4.

B. Alternate/Repetitive Process

Important: Also check that the student himself has no misunderstood words on the bulletin or drill, as this will cause him to alter-is and have difficulty. Get him word cleared.

C. Bracket Process – with 3 or more commands run consecutively, in sequence.

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.

In Section I of this bulletin, there is a simple drill pattern for each type of process. (When an action does not fall within one of these types of process, a separate drill is provided.)

There is an Objective Processing Drill and a Dynamic Assessment Drill. There is also a drill for 2 Way Comm and a drill for Prepchecking which were taken from BTB 15 Dec 74 Auditor Expertise Drills Series 2, Basic Session Actions Drills.

Name: Auditing on a Doll Unbullbaited.

Section II of this bulletin lists the auditing drills for Level I. Every drill gives the LRH materials that describe the process, the commands used, and states how each process is drilled. The procedure is:

Commands: As for each separate process.

1. Study and understand the LRH data on the 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.

2. With this understanding, drill the action using the drill indicated.

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.)

3. Drill each process with the auditing style that applies – see HCOB 6 Nov 64 Styles of Auditing.

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.

• TR 100-31 Lower Dichotomy of Failed Help – or Two Way Failed Help, Unbullbaited

2. Set up shield (to prevent TA and admin from being seen by PC (doll).

3. Have extra pens under the E-Meter.

LRH Ref: HCOB 3 Nov 60 Failed Help

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

Commands:

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

F1:"How could another prevent help?" "How could another fail to help?”

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, coaching on a gradient handling one outness at a time.

F2: "How could you prevent help?” "How could you fail to help?”

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

F3: "How could others prevent help?" "How could others fail to help?”

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; ie flublessly!

Drill each flow using the Alternate/Repetitive Process Drill.

If a student has trouble on a drill, find out whether the student has a misunderstood, or has skipped a gradient etc., and handle with Standard Study Tech. This can lead back to outnesses on basics such as TRs, Codes or Scales. Whatever it is, find and handle it.

Name: Auditing ______________ bullbaited.

Note: To avoid coach upset or restimulation, fruit words should be inserted in the place of – the process Key Words – on bullbaited drills only.

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.

Name: Auditing on a doll unbullbaited.

Position: Student seated at a table with E-Meter and Auditor forms as needed. In the chair opposite the Auditor is the coach (bullbaiter), as PC.

Command: As for each separate process.

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 lists 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 (ex. L3RD) he squeezes the cans for reads.

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.

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:

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.)

1. Obnose the out of sessionness.

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

2. Align this to the process and to his level of training.

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

3. Handle.

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

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”.

3. Have extra pens under the E-Meter.

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.

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

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

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

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.

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.

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 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 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; i.e. flublessly!

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

Ref: BTB 5 Jan 72 Rev. 18 June 74, 0-IV Expanded Grade Processes - Triples, Part B, Grade 0 Processes, Grade 0 Expanded Processes

Name: Auditing __________ Bullbaited.

Commands: As for each separate auditing action.

Ref: Creation of Human Ability p. 74.

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.

(Use basic drill format.)

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 he squeezes the cans for reads.

1. R-Factor. “We are going to run an expanded Grade 0 Comm process. It’s called Beingness processing.”

When bullbaiting an auditing action the coach should throw in various signs of pc out of sessionness. (Per HCOB 29 July 64 Good Indicators at Lower Levels and BTB 26 April 69 Bad Indicators.) The student. Auditor must:

2. Clear each of the following commands as each step is reached, before running that command.

1. Obnose the out of sessionness,

3. Begin using the environment and the vicinity that the auditing is taking place in.

2. Align this to the process run,

4. Clear this command: “Look around the room and discover some object which you don’t mind being present.”

3. Handle.

5. Give the PC the command in No. 4.

An example is, on Listing and Nulling procedure an out of sessionness is observed, the auditor queries and follows through with an L4BR at once, (L4BR is a Repair List.)

6. The PC must answer the question. TR 0-4 is used fully. The PC must actually locate something in the environment, not a picture. Auditor obnoses the PC is looking out not introverted.

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".

7. When the first command is answered, ask the PC to “Locate something else you don’t mind being present.”

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.

8. The Auditor runs the second command until all comm lag on the question is flat, or F/N , Cog, VGIs. When this happens the Auditor indicates the F/N, if one, and then picks out an object which the preclear was comfortable about. For example: the door.

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

9. Now say to the PC: “Now see this door here.”

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.

10. Immediately when No. 9 is done, say “All right, what else wouldn’t you mind this door being? As the PC answers this the Auditor continues to ask the same question, using the same object, until all comm lag is gone from the question, or F/N, Cog, VGIs.

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)

11. When all comm lag is flat in No. 10, the Auditor selects other objects in the area and uses the same question on them. Ex: “What wouldn’t you mind this chair being?” “What else wouldn’t you mind this chair being?” to no comm lag or F/N, Cog, VGIs.

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.

12. When the preclear is perfectly willing to have anything in the room be a large number of things, including the walls, the ceiling and the floor, ask “Now what wouldn’t you mind your body being?”

These are the drills that train the student auditor to handle all the elements in a session, so coach with reality and purpose per HCOB 24 May 68 "Coaching".

13. Take whatever the PC says, acknowledge it.

14. Say “And now what else wouldn’t you mind your body being?” Repeat this question until the PC is doing is comfortably and with no comm lag or F/N, Cog, VGIs.

15. Then ask: “Now lets find something you wouldn’t mind being.” Take the PC’s answer and acknowledge.

1. Study and understand the LRH data referenced for the process you will be running.

16. Then run repetitively “What else wouldn’t you mind being?” to F/N, Cog, VGIs.

2. Tell the pc you are going to run (name of process).

3. (The first time a pc runs this type of process, explain how a Repetitive Process is run.)

Ref: PAB 56

R-Factor that this is a Repetitive Process.

(Use basic drill format)

4. Clear the words of the process command in backwards sequence; then clear the command. (Ref: BTB 2 May 72R Clearing Commands)

5. Say: "Start of Process. " or "This is the Process. ".

1. R-Factor, “We are going to run an expanded Grade 0 Comm Process, It’s called Axiom 51 Comm Processing.”

6. Using full TRs 0-4:

2. A list of reading terminals is culled from the work-sheets, White Form, that read when the PC mentioned them.

a. Give the command to the "pc".

Also, “Clara”, (the PC’s wife), should be expanded to “a wife” and “a woman” and added to the culled list. This is an example of how an item can be expanded. One would only run the added items of “a wife” and “a woman” if they read on test, of course. The items do not have to be checked for a read if they once read on the worksheets.

b. Get the "pc's" answer.

3. Clear the flow one command, “What wouldn’t (same item) mind you communicating with?”

c. Acknowledge.

4. Say to PC, “This is the Process.”

7. Continue a, b, c to EP of the process.

5. Run command repetitively, to F/N, Cog, VGIs. Indicate the F/N after PC’s cognition and VGIs.

8. Indicate the F/N to the "pc".

6. Clear the flow two command and run as above in steps 4 and 5.

7. Clear the flow three command and run as above in steps 4 and 5.

1. Study and understand the LRH data referenced for the process you will be running.

8. Take next best reading item, repeat No. s 3,4 5,6, and 7.

2. Tell the pc you are going to run (name of process).

9. Handle all items per No. 8.

3. (The first time a pc runs this type of process, explain how an Alternate/Repetitive Process is run.)

R-Factor that this is an Alternate/Repetitive Process.

Ref: PAB 54

4. Clear each command of the process. Clear the words of the command in backwards sequence, then clear the command itself. (Ref: BTB 2 May 72R Clearing Commands)

(Use basic drill format.)

5. Say: "Start of Process," or "This is the Process. "

6. Using full TRs 0-4, run the 2 commands alternately, 1,2, 1,2,1,2 to EP of the process.

1. R-Factor: “We are going to run a Grade 0 communication process. The process is called ‘Comm Process’.”

7. Indicate the F/N to the pc.

2. Clear “think” with a dictionary, as a doingness, an action. The PC is on the cans when clearing the command.

3. Clear thought with a dictionary as an idea, consideration, decision.

for processes with 3 or more commands run consecutively, in sequence.

4. Clear 1st command, “Think a thought”. Ensure PC knows to tell auditor what it was he thought.

1. Study and understand the LRH data referenced for the process you will be running.

5. Say to PCs “This is the process.”

2. Tell the "pc" you are going to run (name of process).

6. Run repetitively “Think a thought”, to F/N, Cog, VGIs. PC will voice the EP that he knows absolutely that he is thinking the thought.

3. (The first time a pc runs this type of process, explain how it is run.)

7. Every 5 commands or so ask the PC to place the thought he just thought in an object in the room. This action getting the PC into the practice of placing the thought somewhere, and thoughts are less likely to appear suddenly and magically out of his machinery.

R-Factor that this process has several commands that will be run 1,2,3,4, 1,2,3,4 etc.

8. When F/N, Cog, VGIs is reached, indicate the F/N after PC’s Cog, then clear the word “receive” with a dictionary.

4. Clear each command in the series. Clear the words of the command in backwards sequence) then clear the command. (Ref: BTB 2 May 72R Clearing Commands)

9. Clear the flow one command, “Tell me a thought you would be willing to receive from another.”

5. Say: "Start of Process. " or "This is the Process. ".

10. Say toPC: “This is the process”.

6. Run the commands consecutively – 1,2,3,4 etc. to EP for the process.

11. Run to F/N, Cog, VGIs the above command repetitively. Indicate the F/N after PC’s Cog and VGIs.

7. Indicate the F/N to the pc.

12. Clear the flow two command: “Tell me a thought another would be willing to receive from you.”

13. Run process as in steps 10 and 11.

LRH Ref:

14. On flow three, “Tell me a thought others would be willing to receive from others”, clear the command and run as in steps 10 and 11.

• HCOB 11 June 57 Training and CCH Processes

Ref: HCOB 17 Mar 60 Standardized Sessions

(Use basic drill format.)

1. R-Factors “We are going to run an expanded Grade 0 process, it’s called ‘An obvious basic process’.” Clear the words: A, about, energy, matter, space, think, time.

Note: The coach carries a doll. All commands are addressed to and are carried out by the doll. This prevents the coach from actually running the process.

2. Give R-Factors “There are 5 commands for this process. Each is run separately.” Run each command repetitively to F/N, Cog, VGIs; the commands are:

1. Clear the command words in backwards sequence; then clear the command(s). (Ref: BTB 2 May 72R Clearing Commands)

“Think about matter”

2. Give the "pc" a brief R-Factor on the process.

“Think about energy”

3. Say: "Start of Process. " or "This is the Process.”

“Think about space”

4. Run the process per LRH instructions and data on that process and (for CCHs) per the data in HCOB 5 April 62 CCH's Auditing Attitude.

“Think about time”

5. "Take up the pc's physical changes as though they were originations. Each time a new one occurs, take it up with 2 way comm as though the pc had spoken. If the same 'origination' happens again and again, only take it up occasionally, not every time it happens. " LRH HCOB 5 April 62 CCH's Auditing Attitude.

“Think about a thetan”

6. Run to the EP of that process.

3. Clear the first command and tell the PC that you want him to tell you what he thinks about.

7. Put the "pc" on the Meter – check for an F/N and indicate it if you see one with VGIs.

4. Say to the PC, “This is the process.”

If the TA is high, check for false TA and/or overrun. If overrun, rehab. (If you are not yet trained to rehab, tell the "pc" you'll have to end off, and send the folder to the C/S.)

5. Run the command to F/N, Cog, VGIs indicating the F/N after the PC’s Cog and VGIs.

If the process is underrun, flatten it. Then repeat the Meter check for F/N.

6. When the first command has been run to EP run the next command and so on through all 5 commands as per steps 3, 4 and 5.

Ref: HCOB 4 May 1959 An Affinity Process

LRH Ref:

(Use basic drill format.)

• HCOB 1 Oct 63 Scientology All – How to Get TA Action

1. R-Factors “We are going to run an expanded Grade 0 comm process; this process is called “An affinity process.”

2. Clear the flow one command. “Recall a time another communicated.”

3. Run repetitively to F/N, Cog, VGIs, indicating the F/N after PC’s Cog and VGIs.

4. Clear the flow two commands “Recall a time you communicated”.

Tapes:

5. Run the process as in step 3.

• 5410C05 8ACC-2 2WC Straightwire 8C

6. Clear the flow three commands “Recall a time others communicated”.

7. Run the process as in step 3.

Ref: HCOB 2 Mar 1961 New Pre Hav Command

(Use basic drill format.)

Ref:

1. R-Factor: “We are going to run a Grade 0 process called “In sequence”. It has two commands to each flow.

• BTB 10 Jul 70 2WC a Class III Action

2. Clear the word “no-communication”.

3. Clear the flow one command:

“Recall another’s communication with you.”

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

“Recall another’s no-communication with you.”

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

4. Say to PC: “This is the process.”

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.)

5. Run repetitively 1-2-1-2-1 etc. to F/N, Cog, VGIs, indicating F/N after PC has Cog, VGIs.

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

6. Repeat step 2, 3 and 4 on flows two and three of the process. See BTB 5 Jan 72R Rev 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes for reference.

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.

Ref: HCOB 25 Sept 59 HAS Co Audit

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

(Use basic drill format.)

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 20 Nov 73 F/N What You Ask or Program and HCOB 17 Mar 74 TWC Checksheets.

1. Give PC R-Factor: “We are going to run a Grade 0 process called ‘Universe Processing’.”

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.

2. Clear the words: The physical universe, a body, a mind, a thetan. Watch for reads while clearing and take up those that read, running largest read first. If none read on clearing, then assess the list. If none read, check the items with suppress and invalidate.

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

3. Run reading items in the commands listed below, 3 flows to F/N, Cog, VGIs, indicating F/N after Cog VGIs.

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

4. Say to PC: “This is the process.”

F1. “From where could __________ communicate to you?”

F2. “From where could you communicate to __________?”

LRH Ref:

F3. “From where could __________ communicate to others?”

• HCOB 14 Aug 64 Scn Two – Prepcheck Buttons

Ref: HCOB 21 July 1959 HGC Allowed Processes

(Use basic drill format.)

Ref:

• BTB 10 Apr 72 Prepchecks (Rev. 17 Nov. 74)

1. Give PC R-Factors “We are going to run an Expanded Grade 0 process; it’s called Locational Body Comm Process.”

2. Cull reading body parts from worksheets or make a list of body parts, assess them and run reading items, taking largest read first.

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

3. Say to PC, “This is the process”.

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.

4. Commands are the same as in above drill.

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

5. Run to F/N , Cog, VGIs indicating the F/N after the Cog VGIs.

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 ______ (item) has anything been (Prepcheck button)?"

Ref: HCOB 21 July 1959 HGC Allowed Processes

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

(Use basic drill format.)

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.

Training Stress: This drill is the same as Basic Drill Format except that for the assessment that is done on step 3, use the following instead of the real items:

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.

• pink oranges

9. If indicators of an ARC Break appear during the Prepcheck, handle the ARC Break per ARC Break drill (BTB 15 Dec 74 Auditor Expertise Drill Series 2). 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 5-9.

11. Repeat as in step 10 on all reading items.

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

LRH Ref:

• HCOB 2 Feb 60 The Co-Audit Team

1. R-Factor: “We are going to run an Expanded Grade 0 Comm Process”.

2. “I am going to do an assessment on the meter; you don’t have to say anything. OK?” Handle TRs 0-4.

Assess:

1. Clear the word "Dynamic" per the Scientology Dictionary.

• Male bodies

2. Clear the Dynamics 1-8 per the Scientology Dictionary. (Note any tone arm action while clearing each Dynamic.)

Clear the word "describe".

3. Ask the pc to describe each Dynamic 1-8.

4. Find "…where the tone arm is moved by one or another of the Dynamics.

5. "If the tone arm (not the needle) is moved by a Dynamic, then using the needle motion, find the hottest terminal that represents that Dynamic…" LRH HCOB 2 Feb 60 The Co-Audit Team.

Clear the command: "Tell me some terminals on the _____ Dynamic. " (Or whatever terms will get the idea of that Dynamic across to the pc.)

Then give the command.

4. Clear the flow one commands “From where could __________ communicate to you?”

6. Write down each terminal the pc gives – with its read. (If the pc gives a particular terminal like "Marge" – his wife, translate it into a general terminal such as "a wife" or "a woman". Get the reads on the general terminals.)

(Using best reading item) Run to F/N, Cog, VGIs.

7. All reading terminals are run in order of largest read. Use Suppress and Invalidate buttons, or add to the list as necessary.

5. Run flows two and three in the same manner.

8. Exhaust the list of terminals.

F2. “From where could you communicate to __________ (item)?”

9. Repeat steps 5-8 on each Dynamic that gives tone arm motion. Handle in order of greatest TA.

F3. “From where could __________ communicate to others?”

10. If you haven't reached the EP of the action being done, do another Dynamic Assessment.

6. Take the next most reading item, use it in the commands and run to F/N, Cog, VGIs, indicating the F/N after the Cog VGIs.

The following processes on Level I require a Dynamic Assessment:

7. Take all reading items from the assessment and handle as in step 6, in descending order of reads until all are handled.

• TR 100-37,38 5 Way Concept Help

Ref: HCOB 21 July 1959 HGC Allowed Processes.

(Use basic drill format.)

Note: a. "Always use general rather than particular terminals.

b. "Avoid adjectival commands.

1. Give PC R-Factor “We are going to run an Expanded Grade 0 process, it’s called ‘Process S-2’ it is run repetitively.”

c. "Never run a significance. " LRH HCOB 2 Feb 60 The Co-Audit Team

2. Clear the word “victim”.

Note: A Dynamic Assessment on Help is run using this same drill. Ask the pc what he thinks about Help on each Dynamic. Do not use an auditing type question such as "How could you help yourself?"

3. Clear the commands

Note: If the pc gives you a terminal that doesn't belong on the Dynamic you are working with, that is another indicator of a charged area. See HCOB 6 March 1959 How to do a Diagnosis on Dynamic Straightwire.

F1. “From where could a victim communicate to you?”

4. Say, this is the process run it to F/N, Cog, VGIs indicating the F/N after Cog, VGIs.

5. Clear flows two and three and run as in step 4.

LRH Ref:

F2. “From where could you communicate to a victim?”

• HCOB 5 Apr 62 CCH'S Auditing Attitude

F3. “From where could a victim communicate to another or others?”

Ref: Creation of Human Ability P. 152

Ref:

Scientology 0-8 p. 110 and p. 112.

• BTB 6 Sep 62 CCHs More Information

(Use basic drill format.)

1. Clear CCH'S – Control – Communication – Havingness Processes.

1. R-Factor: “We are going to run an Expanded Grade 0 Comm Process, it is called R2-60.

2. Clear the CCH 1 command words in backwards sequence; then clear the CCH 1 command. (Ref: BTB 2 May 72R Clearing Commands)

2. Clear each of the commands as each step is reached, before running that command, clearing the word “Spot” and the key word first (such as “hidden” and “protected” etc).

3. Give "pc" a brief R-Factor on how CCH 1 is run before you do it. (e.g. CCH 1 "I'm going to ask you to give me that hand.”)

3. The commands are as per HCOB 5 Jan 72R Rev. 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes. Run as per Creation of Human Ability - R2 60.

4. Say: "Start of Process. " or "This is the Process,". Run CCH 1 per the LRH data below:

4. Run each command to F/N, Cog. VGIs, indicating the F/N after Cog and VGIs.

Name: Give Me That Hand. Tone 40.

Ref: Creation of Human Ability P. 153.

Auditing Commands: Give Me That Hand.

(Use basic drill format.)

Physical action of taking hand when not given and then replacing it in the pc's lap. Making physical contact with the pc's hand if pc resists. Thank you ending each cycle.

All Tone 40 with clear intention, one command in one unit of time. Take up each new physical change manifested as though it were an origin by the pc when it happens, and querying it by asking "What's happening?" This two way comm is not Tone 40. Run only on the right hand.

1. Give PC R-Factor: “We are going to run an expanded Grade 0 process, it’s called R2-60 Know to Mystery.”

Auditing Position: Auditor and pc seated in chairs without arms. Auditor's knees on outside of both pc's knees.

2. Clear each of the commands as each step is reached, before running that command.

Process Purpose: To demonstrate to pc that control of pc's body is possible, despite revolt of circuits, and inviting pc to directly control it. Absolute control by auditor then passes over towards absolute control of his own body by pc.

3. Run each command repetitively to F/N, Cog, VGIs indicating the F/N after Cog and VGIs.

Never stop process until a flat place is reached. Freezes may be introduced at end of cycle, this being after the Thank you and before the next command, maintaining a solid comm line, to ascertain information from the pc or to bridge from the process. This is done between two commands, holding the pc's hand after acknowledgement, pc's hand should be clasped with exactly correct pressure. Make every command and cycle separate. Maintain Tone 40, stress on intention from auditor to pc with each command. To leave an instant for pc to do it by own will before auditor decides to take hand or make contact with it. Auditor indicates hand by nod of head.

4. The commands are as per HCOB 5 Jan 72R Rev. 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes.

Tone 40 Command = Intention without reservation. Change is any physical, observed manifestation. " LRH HCOB 1 Dec 65 CCHs.

Note: The auditor always takes the preclear's hand and puts it back in the preclear's lap. The reason for this is that, if he clings to the auditor's hand at some future time, the auditor's separating the preclear's hand from his then create no ARC Break.

Ref:

"Run a CCH only so long as it produces change in the pc's general aspect.

• HCOB 13 Oct 1959 DEI Expanded Scale

"If no change in aspect for three commands, with the pc actually doing the commands, go on to next CCH.

"If CCH producing change do not go on but flatten that CCH.

Training Stress: This drill is done with Basic Drill Format except that the student Auditor actually gets the items he uses on the doll from a PC folder. He goes through the folder and culls out reading terminals from the White Form and worksheets and makes up a list as in step 2. He then continues with the steps. The coach also checks to see that the list was correctly made up.

"Then when for three commands executed by the pc it produces no change go on to next CCH. " LRH HCOB 7 Aug 62 Running CCH's

Training Stress: In doing this drill with a PC bullbaiter do not real terminals taken off the worksheets. Use “fruit” words instead. For example, a false apple. The bullbaiter squeezes the cans for reads; and as always uses made up answers, not real answers- flunks are given for out TRs and incorrect session procedure. The drill is passed when the student can do it correctly despite distractions.

1. Clear the words of CCH 2 commands in backwards sequence. Clear the CCH 2 commands. Give a brief R-Factor on how CCH 2 is run.

2. Say to pc: "Start of Process. " or "This is the Process. " Run CCH 2 per LRH data below:

1. R-Factor: “We are going to run an Expanded Grade 0 Comm Process. I am going to do an assessment on the meter. You don’t have to say anything. OK?”

2. Assess a group of terminals that have been culled from reading items from the White Form, worksheets, etc. Items would be “mother” or “mothers” not “your mother”. A body not your body. A cat, not your cat.

Name: Tone 40 8C.

3. Take the best read, and clear the command. Run each command to EP and then clear and run the next command. The item is the one found by assessment and then fitted in the commands.

Auditing Commands: You look at that wall. Thank you.

4. The commands are as per BTB 5 Jan 72R Rev 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes.

You walk over to that wall. Thank you.

5. Take the next best reading terminal that read on assessment and repeat No. 3 and 4.

You touch that wall. Thank you.

6. Continue until all terminals that read are handled. This process can be used over and over, all that changes is the terminals used in the commands.

Turn around. Thank you.

Of course, the same terminals are not run twice, and terminals are not run that the PC has not mentioned in a session and the terminals must have “read” in order to be run.

Take up each new physical change manifested as though it were an origin by the pc, when it happens, and querying it by asking "What's happening?" This two way comm is not Tone 40. Commands smoothly enforced physically when necessary. Tone 40, full intention.

Auditing Position: Auditor and pc ambulant, auditor in physical contact with pc as needed.

Ref: HCOB 7 May 1959 New Processes

Process Purpose: To demonstrate to pc that his body can be controlled and thus inviting him to control it. To orient him in his present time environment. To increase his ability to duplicate and thusly increase his havingness.

(Use basic drill format.)

Absolute auditor precision. No drops from Tone 40. No flubs. Total present time. Auditor on pc's right side. Auditor body acts as a block to forward motion when pc turns. Auditor gives command, gives pc a moment to obey, then enforces command with physical contact of exactly correct force to get command executed. Auditor does not block pc from executing commands. Method of introduction as in CCH 1. Freezes may be introduced at the end of cycle, this being after the Thank you and before the next command, maintaining a solid comm line, to ascertain information from the pc or to bridge from the process, this being the acknowledgement "Thank you" after the command "Turn around".

CCH 1 and CCH 2 were developed by L. Ron Hubbard in Washington, DC in 1957 for the 19th ACC. " LRH HCOB 1 Dec 65 CCHs.

1. R-Factor: “We are going to run an Expanded Grade 0 Comm Process.”

2. Indicate you are going to assess some questions on the meter.

1. Clear the words of CCH 3 commands in backwards sequence. Clear the CCH 3 commands. Give a brief R-Factor on how CCH 3 is run.

3. Clear Assess, tell the PC: “I am going to do an assessment on the meter. You don’t have to say anything. Is that OK with you?” and handle with TR 0-4.

2. Say to pc: "Start of Process. " or "This is the Process. ". Run CCH 3 per the LRH data below:

4. Assess:

a. From where could another communicate to you?

Name: Hand Space Mimicry.

b. Find a place from which another could communicate to you.

Auditing Commands: Auditor raises 2 hands palms facing pc's about an equal distance between the auditor and pc and says "Put your hands against mine, follow them and contribute to their motion". He then makes a simple motion with right hand then left. "Did you contribute to their motion?" Acknowledge answer. Auditor allows pc to break solid comm line. When this is flat, the auditor does this same with a half inch of space between his and the pc's palms. The command being "Put your hands facing mine about ½ inch away, follow them and contribute to their motion". "Did you contribute to their motion?" Acknowledge. When this is flat, auditor does it with a wider space and so on until pc is able to follow motions a yard away.

c. Recall a place from which another has communicated to you.

Auditing Position: Auditor and pc seated, close together facing each other, pc's knees between auditor's knees.

(These are the flow one commands of these processes which are now tripled.)

Process Purpose: To develop reality on the auditor using the reality scale (solid communication line). To get pc into communication by control and duplication. To find auditor.

Check with PC if there was anything he didn’t understand. If so, clear it up and if you had a read on a misunderstood then reassess a, b, and c. If all OK, continue.

Auditor should be gentle and accurate in his motions, all motions being Tone 40, giving pc wins. To be free in 2-way communication. Process is introduced and run as a formal process. If pc dopes off in this process auditor may take pc's wrist and help him execute the command one hand at a time. If pc does not answer during anaten to question "Did you contribute to their motion?" Auditor may wait for normal comm lag of that pc acknowledge and continue process.

5. Take the biggest reading question (SF, F, LF, LFBD) and run that one only repetitively on three flows, each to F/N, Cog, VGIs, indicating the F/N after Cog, VGIs.

Tone 40 Motion = Intention without Reservation.

Two Way Communications = One Question – The Right One.

Ref: 8-8008 P. 137 “Six Levels of Processing, Issue 5”

History: Developed by L. Ron Hubbard in Washington, DC 1956 as a therapeutic version of Dummy Hand Mimicry. Something was needed to supplant "Look at me" "Who am I?" and "find the auditor" part of rudiments. " LRH HCOB 1 Dec 65 CCHs.

(Use basic drill format.)

Note:Run Hand Contact Mimicry on each run through CCHs 1-4 until it is flat on giving 3 commands only. Then on the next run through CCHs 1-4, change to Hand Space Mimicry. i.e. CCH 1,2,3 (HCM with change), 4,1,2,3 (HCM with change) 4,1,2,3 (HCM 3 commands only, no change) 4,1,2,3 (Hand Space Mimicry), 4 etc.

1. R-Factors “We are going to run Expanded Grade 0 Comm Process; it’s called ‘Remedy of Comm Scarcity’.”

1. Give a brief R-Factor on how CCH 4 is run.

2. Clear each command as you get to it.

2. Say to pc: "Start of Process.” or "This is the Process.” Run CCH 4 per the LRH data below:

3. Say to PCs “This is the process.”

4. Run commands repetitively to F/N, Cog, VGIs.

Name: Book Mimicry.

Fl. “What wouldn’t another mind you communicating with?”

Auditing Commands: There are no set verbal commands.

F2. “What wouldn’t you mind another communicating with?”

Auditor makes simple motions with a book. Hands book to the pc. Pc makes motion duplicating auditor's mirror-image-wise. Auditor asks pc if he is satisfied that the pc duplicated the motion. If pc is and auditor is also fully satisfied, auditor takes back the book and goes to next command. If pc is not sure that he duplicated any command, auditor repeats it for him and gives him back the book. If pc is sure he did and auditor can see duplication is pretty wrong, auditor accepts pc's answer and continues on a gradient scale of motion either with the left or right hand till pc can do original command correctly. This ensures no invalidation of the pc. Tone 40, only in motions, verbal 2-way quite free.

F3. “What wouldn’t another mind others communicating with?”

Auditing Position: Auditor and pc seated facing each other, a comfortable distance apart.

Auditor continues to obnose PC and with a wide F/N , Cog, VGIs and PC in PT and no longer “in” the process, the Auditor indicates the F/N, “Thank you. Your needle is floating.”

Process Purpose: To bring up pc's communication with control and duplication (control and duplication = communication).

Give pc wins. It is necessary for auditor to duplicate his own commands. Circular motions are more complex than straight lines. Tolerance of plus or minus randomity are apparent here and the auditor should probably begin on the pc with motions that begin in the same place each time and are neither very fast nor very slow, nor very complex. Introduced by the auditor seeing that pc understands what is to be done, as there is no verbal command, formal process.

Refs:

History: Developed by L. Ron Hubbard for the 16th ACC in Washington, DC 1957, based on duplication. Developed by L. Ron Hubbard in London, 1952. LRH HCOB 1 Dec 65 CCHs.

• HCOB 11 Dec 64 Scientology 0 Processes

Continue CCHs 1-4 to EP. See the Process Purpose and LRH instructions for each Objective Process.

If pc exteriorizes during CCHs, just quietly end off, and send the pc to the Examiner.

Expanded Grade Processes - Triples Part B Grade 0 Processes.

When EP is reached, put the pc on the Meter; check for and indicate it if you see one with VGIs. If TA high, check for overrun. If the process is overrun (and you are not yet trained to rehab) tell the pc you will end off for C/S instructions. Otherwise, rehab. If the process is under-run, flatten it; then repeat the Meter check.

(Use Basic drill format)

LRH Ref: HCOB 11 June 57 Training & CCH Processes

1. R-Factor: “We are going to run Grade 0 - Communications.”

Commands:

2. R-Factor: “The first process is called Auditor - PC Clearance.”

"Touch that (indicated object).” "Thank you. "

3. Clear the first two commands on flow one.

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

00F-A1 “What are you willing for me to talk to you about?”

“What would you like me to tell you about that?”

LRH Ref: HCOB 11 June 57 Training & CCH Processes

4. Say, “This is the process.” Run the two commands to F/N, Cog, VGIs. Indicate the F/N and note on W/Ss.

Commands:

5. If PC bogs use prompters:

• "Touch your (body part). " "Thank you. "

a. “Have you found something you think would make me think less of you?”

b. “Is there something you thought of that you think I wouldn’t understand?”

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

c. “Have you said something you felt I didn’t understand?”

“If so, tell me again.”

LRH Ref: HCOB 11 June 57 Training & CCH Processes

d. “Have you found something you haven’t understood?”

Commands:

“If so, tell me about it.”

• "Touch that table" "Thank you. "

6. Do steps 3 - 5 with flow two (00F-A2) and three (00F-A3).

00F-A2 “What are you willing to talk to me about?”

“What would you like to tell me about that?”

00F-A3 “What are you willing for me to talk to others about?”

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

“What would you like me to tell others about that?”

7. R-Factor: “We are now going to run a process called 0-0.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

8. Clear the first two commands on flow one.

Commands:

00F-l “What are you willing for another to talk to you about?”

• "Look around the room and tell me what you could have. "

“What would you like him/her to tell you about that?”

9. Follow steps 4 and 5.

10. Do step 8 on flow 2 and 3 of 0-0.

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

00F-2 “What are you willing to talk to another about?”

“What would you like to tell another about that?”

LRH Ref: HCOB 11 June 57 Training & CCH Processes

00F-3 “What are you willing for another to talk to others about?”

Commands:

“What would you like him/her/them to tell others about that?”.

• "Look at that (indicated room object). "

11. Follow steps 4 and 5.

1. Auditor chooses person by making a list of people it would be difficult for that PC to talk to or listen to and taking each item in turn. (Ref. HCOB 26 Dec 64 0-A Expanded.) Gives PC R-Factor: “We are going to run process “0A”.

2. Clear the command for flow 1.

A0 F-1 “If ______ could talk to you, what would he talk about?”

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

“All right, if he were talking to you about that, what would he/she say exactly?”

3. “This is the process.”

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Run each terminal to F/N. Run to F/N, Major Cog, VGIs on process.

Commands:

4. R-Factors “We are going to run Flow 2.”

• "Look at that (indicated room object). "

5. Clear the commands and clear that in the 2nd command the PC is to answer as if he were actually talking to that terminal.

0A F-2 “If you could talk to ______ what would you talk about?”

“All right, if you were talking to about that, what would you say exactly?”

(PC is expected to speak as though talking to the subject chosen.)

6. “This is the process.” ”

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

Run each to F/N. Run to F/N, Major Cog, VGIs on Process.

7. R-Factor: “We are going to run flow 3.”

LRH Ref: Book – Creation of Human Ability R2-67 p. 161

8. Clear the commands.

Command: "Locate some objects. "

0A F-3 “If could talk to ________what would he/she/they talk about”

Drill using the LRH data on R2-67 p. 161 of Creation of Human Ability and the Repetitive Process Drill.

“All right, if ________ was talking to about that what would he/she/they say exactly?”

(Auditor chooses 2 people who would have difficulty talking to each other.)

LRH Ref: PAB 153 CCH

9. “This is the process.” Run each to F/N. Run to F/N Major Cog, VGIs on process.

Commands:

(per HCOB 11.12.64, Zero Processes.)

"Notice that ______.” "Thank you. "

1. R-Factors “We are going to run a process 0B.”

Drill using the Repetitive Process Drill.

2. The Auditor has canned list which he has made and chooses in turn subjects the PC would find it difficult to hear another talk about.

3. He clears the F-l commands.

• "Look at that ______,. " "Thank you. "

0B F-1 “What are you willing to have some one else tell you about ________?”

“Who else could he/she say those things to?’

Drill using the Alternate/Repetitive Process Drill.

4. Run each subject to F/N. Run to F/N, Major Cog, VGIs on the on the Process.

5. R-Factor flow 2.

"Show me that _______.” "Thank you.”

6. (Auditor has made a canned list and chooses in turn subjects the PC would have difficulty talking about.) He clears the commands.

Drill using the Repetitive Process Drill first per PAB 153; then run:

0B F-2 “What are you willing to tell me about? “

• "Show me that ______." "Thank you. "

“Who else could you say those things to?”

7. Run each subject to F/N. Run to F/N, Major Cog, VGIs on the Process.

Drill using the Alternate/Repetitive Process Drill.

8. R-Factor flow 3.

9. The Auditor has a canned list and chooses in turn subjects PC would have difficulty having others discuss.

LRH Ref:

10. The Auditor clears the commands for flow 3.

• HCOB 4 Feb 59 Op Pro By Dup

0B F-3 “What are you willing to have someone tell others about?”

“Who else could another say those things to?”

11. Run each subject to F/N. Run to F/N, Major Cog, VGIs on the Process.

Ref: BTB 24 Oct 71R I Rev. 2 Jan 75 Op Pro by Dup End Phenomena

Commands:

Ref: 5 Jan 72R Rev. 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes.

• "Look at that (alternate 'book' and 'bottle').”

1. R-Factor: “We are going to run a havingness process.”

2. Clear 1st flow command.

0H F-1 “What solid could you understand?”

3. Run repetitively to F/N, Cog, VGIs.

4. Repeat 2 and 3 with the 2nd flow.

0H F-2 “What solid could another understand?”

5. Repeat 2 and 3 with the 3rd flow.

This process is drilled per HCOB 4 Feb 59 Op Pro by Dup (and the other references mentioned above) using the Objective Processing Drill.

0H F-3 “What solid could another get others to understand?”

LRH Ref:

• HCOB 28 July 58 Clear Procedure

Commands:

Stand Still: "When I tell you to stand still, I want you to make that body stand still. " "All right?" "Stand still. "

Change: "Do you see that spot?" "Good, we will call that Spot A. Now you stand here. O. K. " "Now do you see that other spot?" "Good. " We'll call that spot B. All right, now when I tell you to change the body's position, you move it from Spot A to Spot B, All right?" "Good. Change the body's position. " "Did you change the body's position?" "Thank you. " "Do you see that spot?" "Well, we'll call that Spot C. Now when I tell you to change the body's position, you move the body from Spot B to Spot C. Do you understand that?" "Fine. " "Change the body's position. " "Did you change the body's position?" "Thank you. "

Start: "I am going to tell you to start. And when I tell you to start, you start the body in that direction. Do you understand that?" "Good. " "Start. " "Did you start that body?" "Thank you. "

Stop: "I am going to tell you to get the body moving in that direction. Somewhere along the line I will tell you to stop. Then you stop the body. Do you understand that?" "Good. " "Get the body moving. " "Stop. " "Did you stop the body?" "Thank you. "

Drill using the references listed above and the Objective Processing Drill. SCS is run in this order: Stand Still, Change, Start, Stop.

Note: "Stop Supreme" can also be used. The Commands are as given on p, 17 Book – Scientology Clear Procedure Issue I.

Commands: "Now I want you to get your body moving down the room when I so indicate and when I say Stop, I want you to stop your body absolutely still.” Then the auditor gives the preclear a slight shove and the preclear moves the body down the room, and the auditor says "Stop”, and the preclear tries to stop his body absolutely still in that instant… The auditor then says, "Did you stop your body absolutely still?” The preclear answers this and then the auditor acknowledges.

LRH Book – Scientology Clear Procedure Issue I. This step is drilled according to LRH instructions in Scientology Clear Procedure Issue I, p. 17 using the Objective Processing Drill.

LRH Ref:

• PAB 137 Some More CCH Processes

Commands:

• "Get the idea of having that (indicated object).

Drill each command using the Repetitive Process Drill.

LRH Ref:

• PAB 137 Some More CCH Processes

Note: The change in the first command has been approved by LRH. Ref: HCOB 17 Mar 74 TWC Checksheets, TWC Using Wrong Questions.

Commands:

1. "Tell me something you are absolutely sure will happen in the next 2 minutes," (Increased to one hour, 3 days, one week, 3 months, one year etc.)

2. "Tell me something that you would like to do in the next 2 minutes. "

or

1. "Tell me something that you are sure will be there in 2 minutes. "

2. "Tell me something that you would like to have in 2 minutes. "

Drill according to the LRH data in PABs 137 & 146, using the 2 Way Comm Drill given earlier in this bulletin.

LRH Ref:

• Book – Creation of Human Ability R2-16

=Commands:=

• "Do you see that (room object)?"

Then, getting more specific:

• "Do you see that (black mark) on (the left arm of that chair)?"

• "Find a spot in this room."

• "Find a spot in the room."

Drill R2-16 from the LRH instructions given in Creation of Human Ability and PAB 34 using the Objective Processing Drill.

LRH Ref:

• HCOB 5 May 60 Help

1. Clear the word "Help" to F/N.

2. "One discusses the preclear helping others and others helping the preclear. One gets the preclear's views on the subject of help, and without evaluating for the preclear, lets the preclear express these views. " LRH HCOB 5 May 60 Help.

Drill using the 2 Way Comm Drill given earlier in this bulletin per the data in the LRH references listed above.

Commands:

F1: "What problem could help be to you?"

F2. "What problem could help be to another?"

F3. "What problem could help be to others?"

Drill each flow using the Repetitive Process Drill.

or (If the pc is inventing answers rather than picking them off the track):

F1: "What problem has help been to you?"

F2: "What problem has help been to another?"

F3: "What problem has help been to others?"

Drill each flow using the Repetitive Process Drill.

or (Another remedy for invention where there is no terminal apparently present):

F1: "What help could you confront?"

"What help would you rather not confront?"

F2: "What help could another confront?"

"What help would another rather not confront?"

F3: "What help could others confront?"

"What help would others rather not confront?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 3 Nov 60 Failed Help

Commands:

F1: "How could another prevent help?"

"How could another fail to help?"

F2: "How could you prevent help?"

"How could you fail to help?"

F3: "Hew could others prevent help?"

"How could others fail to help?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 15 Dec 60 Pressession 37

Commands:

F1: "Who has intended not to help you?"

"Who has helped you?"

F2: "Who have you intended not to help?"

"Who have you helped?"

F3: "Who has intended not to help others?"

"Who has helped others?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 15 Dec 60 Presseesion 37

1. Ask the pc if he has ever been to healers, hypnotists, spiritualists etc. (per HCOB 15 Dec 60 Pressession 37, section on formula 17). Watch for reads.

2. Handle all reading areas in order of largest read as follows:

Clear and say "Tell me some terminals involved in (area assessed). "

Write down the terminals the pc gives you, plus reads.

3. In order of largest read, run all reading terminals in the following commands:

F1: "How could a _______ fail to help you?"

F2: "How could you fail to help a __. _____?" •

F3: "How could a _______ fail to help others?"

also

F1: "How could a _______ help you?"

F2: "How could you help a; _____?"

F3: "How could a. _______ help others?"

Drill each flow using the Repetitive Process Drill and according to the data in HCOB 15 Dec 60 Pressession 37.

4. Exhaust the list of terminals.

Exhaust the list of areas. Use Suppress and Invalidate buttons or add to the list as necessary.

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

1. Cull a list of general terminals from worksheets, session reports (the list must be approved by the C/S) or do a Dynamic Assessment per the Dynamic Assessment Drill. Run reading terminals, in order of largest read.

Commands:

1. "Think of a ____, helping you."

2. "Think of you helping a ____."

3. "Think of a ____ helping others."

4. "Think of others helping a ____."

5. "Think of a _____ helping a _____."

Drill each flow using the Repetitive Process Drill.

LRH Ref:

• HCOB 14 July 60 Current Rundown Concept Help

1. Cull a list of general terminals from worksheets, session reports (the list must be approved by the C/S) or do a Dynamic Assessment per the Dynamic Assessment Drill. Run reading terminals in order of largest read.

This process can also be run on "a confusion", "an unconscious person", "a responsible person", "a creative person", per HCOB 21 July 60 Some Help Terminals.

Commands:

F1. "Think of a ____ helping you. "

"Think of a ____ not helping you. "

F2. "Think of helping a ____. »

"Think of not helping a _____."

F3. "Think of a ____ helping others."

"Think of a ____ not helping others."

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 12 May 60 Help Processing

Commands:

F1. "What help has another given you?"

"What help has another not given you?"

F2: "What help have you given?"

"What help have you not given?"

F3: "What help have others given others?"

"What help have others not given others?"

Drill each flow using the Alternate/Repetitive Process) Drill.

LRH Ref: HCOB 5 Nov 65 Level I Five Way Bracket on Help

Commands:

1. "How could you help me?"

2. "How could I help you?"

3. "How could you help another?"

4. "How could another help you?"

5. "How could another help another?"

Drill using the Bracket Drill.

LRH Ref: HCOB 28 July 58 Clear Procedure

1. Cull a list of general terminals from worksheets, session reports (the list must be approved by the C/S) or do a Dynamic Assessment per the Dynamic Assessment Drill. Run reading terminals in order of largest read.

Commands:

F1: "How could a ____ help you?"

F2: "How could you help a ____?"

F3. "How could a ____ help others?"

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 26 Aug 60 Regimen Two

Commands:

F1: "What motion has helped you?"

"What motion has not helped you?"

F2: "What motion have you helped?"

"What motion have you not helped?"

F3. "What motion has helped others?"

"What motion has not helped others?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 2 Mar 61 Formula 20

Commands:

F1: "Who has failed to control you?"

F2: "Who have you failed to control?"

F3: "Who have others failed to control?"

also

F1: "What has failed to control you?"

F2: "What have you failed to control?"

F3: "What have others failed to control?"

also

F1: "Who has helped you?"

F2: "Who have you helped?"

F3: "Who has helped others?"

Drill using the Repetitive Process Drill.

LRH Ref: HCOB 11 Jan 59 An Amusingly Effective Process

1. Ask the "pc" for any worries or maladies he has. Note the reads. Run each reading item in the following commands in order of largest read.

Commands:

F1: "Invent a problem you could have with another for which ______ is the answer. "

F2: "Invent a problem another could have with you for which ______ is the answer. "

F3: "Invent a problem another could have with others for which ______ is the answer. "

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

Commands:

F1: "Get the idea of solving a problem. "

"Get the idea of not solving a problem. "

F2: "Get the idea of another solving a problem,"

"Get the idea of another not solving a problem. "

F3: "Get the idea of others solving a problem. "

"Get the idea of others not solving a problem. "

Drill each flow using the Alternate/Repetitive Process Drill.

If a terminal is added by the C/S, the commands would be:

F1: "Get the idea of solving a problem with ______. "

"Get the idea of not solving a problem with ______. "

F2: "Get the idea of ____ solving a problem with you. "

"Get the idea of ____ not solving a problem with you. "

F3: "Get the idea of,____ solving a problem with others. "

"Get the idea of ____ not solving a problem with others. "

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 16 Dec 57 Present Time Problem

1. Locate the "pc's" PTP(s) by clearing and saying (for example): "Tell me some things which are a present time problem to you. " Write down what the "pc" says, plus read.

Handle each reading PTP in order of largest read as follows:

2. Isolate the terminal(s) most closely associated with "pc's" PTP – by clearing and saying: "Tell me some of the terminals involved in (PTP).”

Write down each terminal with its read.

3. Handle each reading terminal in the commands given below:

Commands:

F1: "Invent something worse for you than ______.”

F2: "Invent something worse for than ______ you. "

F3: "Invent something worse for others than ______.”

Drill each flow using the Repetitive Process Drill

Commands:

1. "Spot where (Key terminal in PTP) is now. "

2. "Spot where you are now. "

Drill using the Alternate/Repetitive Process Drill

Exhaust the list of terminals. Exhaust the list of PTPs.

LRH Ref: HCOB 31 Mar 60 The PTP

Commands:

F1: "What problem could you confront?"

F2: "What problem could another confront?"

F3: "What problem could others confront?"

Drill using the Repetitive Process Drill.

also

F1: "Tell me your problem. "

"What part of that problem have you been responsible for?"

F2: "Tell me a problem of another. "

"What part of that problem has another been responsible for?"

F3: "Tell me a problem of others. "

"What part of that problem have others been responsible for?"

Drill using the Alternate/Repetitive Process Drill.

also

F1: "What two things can you confront?"

F2: "What two things can another confront?"

F3: "What two things can others confront?"

Drill using the Repetitive Process Drill.

also

F1: "What problem have you-been (or might you have been) responsible for?"

F2:"What problem has another been (or might another have been responsible for?"

F3: "What problem have others been (or might others have been responsible for?"

Drill using the Repetitive Process Drill.

LRH Ref:

• HCOB 16 Dec 57 Present Time Problem

1. Locate the "pc's" PTP(s) by clearing and saying – for example: "Tell me some things which are a present time problem to you. " Write down what the pc says, plus read. Handle each reading PTP in order of largest read, as follows:

2. Isolate the terminal(s) most closely associated with the PTP by clearing and saying – for example: "Tell me some of the terminals involved in (PTP). " Write down each terminal with its read.

3. Handle each reading terminal triple flow, using the commands given below. Use the Bracket Drill.

4. Exhaust the list of terminals. Exhaust the list of PTPs.

Commands:

F1: "Invent a problem that is of comparable magnitude to ____ for you. "

"How could that be a problem to you?"

"Can you conceive yourself figuring on that?"

F2: "Invent a problem that is of comparable magnitude to you for ______. "

"How could that be a problem to ______?"

"Can you conceive ______ figuring on that?"

F3: "Invent a problem that is of comparable magnitude to _______ for others. "

"How could that be a problem to others?"

"Can you conceive others figuring on that?"

Drill each flow using the Bracket Drill.

LRH Ref: HCOB 6 July 61 Routine 1A

Commands:

F1: "What problem could you confront?"

"What problem don't you have to confront?"

F2: "What problem should another confront?"

"What problem wouldn't another confront?"

F3: "What problem should be confronted by others?"

"What problem wouldn't others confront?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 3 May 59 Solution to Solutions

Commands:

F1: "What solution could you make stick?"

F2: "What solution could another make stick?"

F3: "What solution could others make stick?"

Drill each flow using the Repetitive Process Drill.

LRH Ref: Book – Creation of Human Ability R2-20 p. 53

Commands:

F1: "What" problems could this object be to you?"

F2: "What problems could this object be to another?"

F3: "What problems could this object be to others. "

Drill per the LRH instructions given in Creation of Human Ability, R2-20, using the Repetitive Process Drill.

LRH Ref:

• HCOB 27 Sept 62 Problems Intensive Use

1. To get the self-determined changes, say: "Tell me some self-determined changes you have made this life. "

2. Write down the pc's answers plus reads.

Handle each reading change – in order of largest re id as follows:

3. Locate the prior confusion to the change by asking the pc for it. You want the time of the prior confusion.

4. Predate the time of the prior confusion by one month.

5. Prepcheck (using the Prepchecking Drill given earlier in this bulletin). "Since (date gotten in step 4) has anything been (Prepcheck button)?"

6. Exhaust the list of self-determined changes. Use Suppress and Invalidate buttons or add to the list – as necessary. (Ref: HCOB 30 July 62 A Smooth HGC 25 Hour Intensive)

1. Find the self-determined changes another has made this lifetime by saying: "Tell me some self-determined changes another has made this lifetime. "

2. Follow the steps given for flow 1 – to EP.

1. Find the self-determined changes others have made this lifetime by saying: "Tell me some self-determined changes others have made this lifetime. "

2. Follow the steps given for Flow 1 – to EP.

Commands:

F1: "What problem have you had with someone?"

"What solutions have you had for that problem?"

F2: "What problem has another had with you?"

"What solutions has another had for that problem?"

F3: "What problem has someone had with another?"

"What solutions have they had for that problem?"

Drill each flow using the Alternate/Repetitive Process Drill.

Commands:

F1: "Point out something desirable. "

F2: "Point out something another would find desirable. "

F3: "Point out some-thing another could get others to desire. "

Drill each flow using the Repetitive Process Drill.