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 TR200- are level two drills. Unbullbaited drills and with odd numbers, and bullbaited end in even numbers. Where an odd number seems to be skipped, this indicates only the bullbaited drill is done.

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

Most of the drills are done within the basic format of the bullbaited and unbullbaited drills, as in the front of this peck; those that do not have their own training stress, position, etc. These are totally drilled out, as you reach them in the pack.

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 pack applying the drills unbullbaited and bullbaited, until you are thoroughly familiar with each separate auditing action, end can apply it flawlessly, even with distractions.

A. Repetitive Process

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; wnatever it is find out why and handle.

B. Alternate/Repetitive Process

ALWAYS COACH ON A GRADIENT. And build them up to get them tough!

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

When the student is very familiar with a drill the speed should be increased.

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.)

NOTE: If coach upset because of restimulation, fruit words should be inserted in the place of the process key words for bullbelted drills onlv.

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.

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:

NAME: Auditing On a Doll Unbullbaited.

1. Study and understand the LRH data on the process.

COMMANDS: As for each separate process.

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

PURPOSE: To train the student to be able to coordinate and apply the commands and procedures of each separate suditing action with the actual doingness of auditing.

3. Drill each process with the auditing style that applies – see HCOB 6 Nov 64 Styles 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 checkouts 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 an E-Meter and worksheets exactly as in a session - as follows:

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

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

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

LRH Ref: HCOB 3 Nov 60 Failed Help

3. Have extra pens under the E-Meter.

Commands:

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

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

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

F2: "How could you prevent help?” "How could you 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. Coach watches Drill & points out any outnesses noted giving a that’s it & restart. Outnesses should be handled one at a time until none exist.

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

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! Attestation by student is per Superliterate Fast Flow policies.

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.

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

NAME: Auditing Bullbaited.

COMMANDS: As for each separate auditing action.

Name: Auditing on a doll unbullbaited.

PURPOSE: To train the student to be able to coordinate nnd 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.

Command: As for each separate process.

POSITION: Student seated at a table with E-Meter and auditor forms, as needed. In the chair opposite the auditor is the Coach/gullbaiter who gives answers as pc, not about his own case.

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.

TRAINING STRESS: The drill is the same as for auditing on e 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 cosch 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. L3RD) he squeezes the cans for reeds.

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.)

When bullbaiting an auditing action the coach should THROW IN VARIOUS SIGNS OF PC OUT OF SESSIONESS. (Per HCOB on Good and Bad Indicators.) The student auditor must:

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

1. Obnose the out of sessionness.

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

2. Align this to the process run.

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

3. Handle.

3. Have extra pens under the E-Meter.

An example is, on a Listing end Nulling procedure sn out of sessionness is observed, the auditor queries and follows through with an L4B at once. (An L4B is a repair list.)

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

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”.

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

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

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.

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

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

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 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!

Each drill is to be done thoroughly t 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.” ARE.)

When the student auditor has done these steps to his satisfaction he attests as per Fast Flow policies for Superliterates. 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.

Name: Auditing __________ Bullbaited.

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

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.

Ref. Creation of Human Ability - R2-25

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.

STEPS:

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 to pc: “We are going to run a process called “R2-25 Viewpoint Straightwire”.

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 all words & commands each one as you get to it. Tell pc you are going to run the first flow.

1. Obnose the out of sessionness,

3. Say to your pc “This is the process.”

2. Align this to the process run,

4. Give the 1st command of Flow One: “Give me some things which it would be comfortable for you to look at.”

3. Handle.

5. Run it repetitively to EP. (F/N, COG & VGIs.)

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. Now give pc R-Factor you sre going to run the second command of Flow One. Clear the command.

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. Give the 2nd Command of Flow: “Give me some emotions it would be all right for you to look at.” Run as in Step 5.

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. Give R-Factor to pc you are going to run the 3rd Command of Flow 1. Clear the command.

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

9. Give the 3rd Commend of Flow One: “Give me some efforts it would be all right for you to look at.” Run as in Step 5.

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. The Auditor must make sure the pc is absolutely certain he is comfortable in viewing such objects. The process fails when the Auditor is incapable of pressing the preclear until this certainty is attained.

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. Give your pc the R-Factor you will now run Flow 2 clear the first command of Flow 2 - (Commands given below).

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. Say, “This is the process”, and run as in Step 5.

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. Follow the same steps for flow two as in steps 6, 7, 8, 9, & 10.

F2 COMMANDS:

“Give me some things which it would be comfortable for another to look at.” to F/N, Cog, VGIs.

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

“Give me some emotions it would be all right for another to look at.” to F/N, Cog, VGIs.

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

“Give me some efforts it would be all right for another to look at.” to F/N, Cog, VGIs.

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

14. Give R-Factor to pc you will now run Flow Three. Clear the first command of Flow Three. (Commands given below.

R-Factor that this is a Repetitive Process.

15. Follow the same steps for Flow Three as given in Steps 3, 4, 5, 6, 7, 8, 9 & 10

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

F3 COMMANDS:

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

“Give me some things which it would be comfortable for others to look at,” to F/N, Cog VGIs.

6. Using full TRs 0-4:

“Give me some emotions it would be all right for others to look at.” to F/N, Cog, VGIs.

a. Give the command to the "pc".

“Give me some efforts it would be all right for others to look at,” to F/N, Cog, VGIs.

b. Get the "pc's" answer.

DRILL FOR R2-25 VIEWPOINT ARC STRAIGHWIRE:

c. Acknowledge.

16. Give pc R-Factor that you are now going to run a process called “Viewpoint ARC Straightwire”.

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

17. Follow Steps 2 through 15 using the commends of Viewpoint ARC S/W as given below:

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

R2-25 VIEWPOINT ARC STRAIGHTWIRE:

F-1 “Who would it be all right to have like you?” Repetitively to F/N, COG, VGIs.

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

“Who would it be all right to have agree with you?” Repetitively to F/N, COG, VGIs.

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

“Who would it be all right to have communicate with you?” Repetitively to F/N, COG, VGIs.

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

F-2 “Who would it be all right for you to like?” Repetitively to F/N, COG, VGIs.

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

“Who would it be all right for you to agree with?” Repetitively to F/N, COG, VGIs.

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)

“Who would it be all right for you to communicate with?” Repetitively to F/N, COG, VGIs.

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

F-3 “Who would it be all right for others to have like them?” Repetitively to F/Nt COG, VGIs.

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

“Who would it be all right for others to have agree with them?” Repetitively to F/N, COG, VGIs.

7. Indicate the F/N to the pc.

“Who would it be all right for others to have communicate with them?” Repetitively to F/N, COG, VGIs.

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

Ref. HCOB 19 Jan 61 ADDITIONAL HAS PROCESSES

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

STEPS:

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

1. Give R-Factor to “pa” you are going to run 8 process called “HAS VIII”.

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

2. Clear all words and clear each command as you get to it.

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

3. Clear the Flow One Commend & say “This is the process.” (Commands below.)

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)

4. Run the process alternately to F/N, Cog & VGIs, indicating F/N after Cog.

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

F1 COMMANDS:

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

“Get the idea of people making you friendly,”

7. Indicate the F/N to the pc.

“Get the idea of people making you unfriendly.”

5. R-Factor to pc you are now going to run Flow Two of HAS VIII.

LRH Ref:

6. Clear the F2 commands & run as in Steps 4 & 5. F2 COMMANDS:

• HCOB 11 June 57 Training and CCH Processes

“Get the idea of making people friendly.”

“Get the idea of making people unfriendly.”

7. R-Factor to pc you are now going to run Flow 5 of HAS VIII.

8. Clear the Flow Three commands & run as in Steps 4 & 5, F3 COMMANDS:

“Get the idea of people making other people friendly.”

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.

“Get the idea of people making other people unfriendly,”

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

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

Refs.

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

• HCOB 4 Dec 59 ALLOWED PROCESSES 1ST MELBOURNE ACC

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.

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.

STEPS:

6. Run to the EP of that process.

1. Give pc R-Factor you are going to run a process called “Melbourne 3”.

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

2. First you will be doing e Dynamle Assessment, Tell pc, “First I’m going to ask you some questions.”

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.)

3. Clear all words; include “Describe” & “Terminal”. Be sure to catch any reads or Tone Arm action while you are clearing the words, especially on the Dynamics.

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

4. Now you will do an assessment by Tone Arm action per E-Meter Drill 23.

5. Ask pc to describe his First Dynamic to you. Note Tone Arm behavior.

6. You are looking for an area that the pc can’t describe or makes mistakes one is not sensible about or that he won’t approach.

LRH Ref:

7. Repeat the above with each of the Dynamics, as per Step 5 & 6.

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

8. When pc has finished describing the Dynsmics to you - take up the Dynamic with the most Tone Arm action gotten either on clearing the Dynsmics or on pc itsa and say to the pc, “Tell me some terminals on the Dynamic.”

9. Watch your meter for reads. (Coach can simulate reads.)

10. You are looking for terminal(s) that doesn’t belong on the Dynamic he is talking about at all. For example: A mountain on the 7th Dyn.

11. If the Dynamic the pc is talking about F/Ns on this 2 way comm, don’t take it any further.

12. When you have your items, give pc R-Factor you are now going to run the process called Melbourne Three. NOTE: Never run a sensible item. (See PAB 155.)

Tapes:

13. Clear all words & clear each flow as you get to it,

• 5410C05 8ACC-2 2WC Straightwire 8C

14. Clear the Flow One command (given below) & say to your pc, “This is the process”.

15. Run the commands alternately to F/N, Cog & VGIs indicating the F/N after Cog.

16. Repeat Steps 13, 14 & 15 for Flows 2 & 3.

COMMANDS:

F-1 “What part of a (Terminal) could you confront?”

“What part of a (Terminal) would you rather not confront?”

Ref:

Alternately to F/Ns COG, VGIs.

• BTB 10 Jul 70 2WC a Class III Action

F-2 “What part of a (Terminal) could another confront?”

“What part of a (Terminal) would another rather not confront?”

Alternately to F/N, COG, VGIs.

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

F-3 “What part of a (Terminal) could others confront?”

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

“What part of a (Terminal) would others rather not confront?”

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.)

Alternately to F/N, COG, VGIs.

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

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

Ref. HCOB 8 Mar 62 “THE BAD AUDITOR”

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.

STEPS:

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

1. Give R-Factor to your pc that you are going to run a process called “Repetitive Confront Process”.

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.

2. Tell your pc that this process has 10 commands.

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.

3. Clear all words and clear the commands.

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.

4. Say to pc, “This is the process,” and run the commands alternately & repetitively until the pc has F/N, COG, VGIs.

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

COMMANDS:

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

1. “What could you confront?”

2. “What would you permit another to reveal?”

3. “What might another confront?”

LRH Ref:

4. “What might another permit you to reveal?”

• HCOB 14 Aug 64 Scn Two – Prepcheck Buttons

5. “What would you rather not confront?”

6. “What would you rather not have another reveal?”

7. “What might another hate to confront?”

Ref:

8. “What might another object to your revealing?”

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

9. “What should be confronted?”

10. “What shouldn’t anyone ever have to confront?”

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

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

Ref. HCOB 14 July 60 CURRENT R/D CONCEPT HELP

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

STEPS:

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

1. Tell your pc you are going to run e process called “Continuous Confront”.

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)?"

2. Clear all words & clear each Flow as you come to it. (Commands below.)

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

3. Say to pc, “This is the process and run the Flow to F/N, COG & VGIs, indicating the F/N after COG.

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.

COMMANDS:

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.

F-1 “What could you continue to confront?”

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.

“What would you rather not continue to confront?”

10. When the item you're handling has gone to EP, take the next largest reading item and handle as in steps 5-9.

Alternately to F/N, COG, VaIs.

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

F-2 “What could another continue to confront?”

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

“What would another rather not continue to confront?”

Alternately to F/N, CCG, VGIs.

LRH Ref:

F-3 “What could others continue to confront?”

• HCOB 2 Feb 60 The Co-Audit Team

“what would others rather not continue to confront?”

Alternately to F/N, COG, VGIs.

Ref. PHOENIX LECTURES

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

STEPS:

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

1. Tell your pc, you are going to run a process called “Viewpoint Straightwire”.

Clear the word "describe".

2. Clear all words and clear all the commands.

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

3. Say to pc, “This is the process.”

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

4. Run the commands 1, 2, 3, 4, 5, 6, 7, 8, repetitively to F/N, Cog & VGIs, indicating the F/N after Cog & VGIs.

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.

COMMANDS:

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

1. “Tell me something you wouldn’t mind knowing.”

Then give the command.

2. “Tell me something you wouldn’t mind looking at.”

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.)

3. “Tell me an emotion you wouldn’t mind observing.”

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

4. “Tell me some effort you wouldn’t mind observing.”

8. Exhaust the list of terminals.

5. “Tell me some thinking which you wouldn’t mind observing.”

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

6. “Tell me some symbols which you wouldn’t mind seeing.”

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

7. “TeIl me some eating which you wouldn’t mind inspecting.”

The following processes on Level I require a Dynamic Assessment:

8. “Tell me some sex which you wouldn’t mind looking at.”

• TR 100-37,38 5 Way Concept Help

Run 1-8 repetitively to F/N, COG, VGIs.

STEPS:

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

1. Give an R-Factor to your pc you are going to run a process called “Worry Process”.

b. "Avoid adjectival commands.

2. Clear all words and clear each Flow as you come to it.

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

3. Say to pc, “This is the process and run each Flow repetitively to F/N, COG & VGIs indicating F/N after Cog.

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?"

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.

F-1 “Get the Idea of another worrying something.”

“Get the idea of another not worrying something.”

“Get the idea of something being worrisome to another.”

LRH Ref:

F-2 “Get the idea of worrying something.”

• HCOB 5 Apr 62 CCH'S Auditing Attitude

“Get the idea of not worrying something.”

“Get the idea of something being worrisome.”

F-3 “Get the idea of others worrying something,”

Ref:

“Get the idea of others not worrying something.”

• BTB 6 Sep 62 CCHs More Information

“Get the idea of something being worrisome to others.”

Peoples animals, things can be used in place of “something” (SPECIFIC ITEMS MUST READ).

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

4. Give pc R-Factor you will now run the second part of the worry process.

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

5. Handle as in Steps 2 and 3.

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.”)

COMMANDS:

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

F-1 “Get the ides of another attacking something.”

“Get the idea of another not attacking something. n

Name: Give Me That Hand. Tone 40.

F-2 “Get the idea of attacking something.”

Auditing Commands: Give Me That Hand.

“Get the idea of not attacking something.”

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.

F-3 “Get the idea of others attacking something.”

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.

“Get the idea of others not attacking something.”

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

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.

Ref. HCOB 13 Oct AD9, A USEFUL PROCESS

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.

STEPS:

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

1. R-Factor we are going to run a process called “Criticism Straightwlre”.

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.

2. Clear all words, Clear the commands each flow when you get to it.

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

3. Run each flow alternately to F/N~ Cog & VGIs indicating the F/N efter Cog.

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

4. NOTE: On these Recall Commands when pc has indicated he has carried out the command, ask the pc “What was it?” (unless pc already told you). This keeps the Itsa Line in from pc to Auditor. Ref. HCOB 30 June 62.

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

COMMANDS:

"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

F-1 “Recall another being critical of you.”

“Recall another withholding criticism of you.”

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.

Alternately to F/N, COG, VGIs.

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

F-2 “Recall being critical.”

“Recall withholding criticism.”

Name: Tone 40 8C.

Alternately to F/N, COG, VGIs.

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

F-3 “Recall another being criticial of others.”

You walk over to that wall. Thank you.

“Recall another withholding criticism of others.”

You touch that wall. Thank you.

Alternately to F/Ns COG, VGIs.

Turn around. Thank you.

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.

Ref. HCOB 15 Mar 62, SUPPRESSORS

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

STEPS:

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.

1. Give pc R-Factor you are going to run a process celled “Revelation Process X2”.

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".

2. Clear all words. Clear commands of each flow as you get to it. (Commands below.)

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.

3. Run each flow to F/N, COG & VGIs, indicating the F/N after Cog.

COMMANDS:

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.

F-1 “What wouldn’t you want another to present to you?”

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

“What has another presented to you?”

Alternately to F/N, COG, VGIs.

Name: Hand Space Mimicry.

F-2 “What wouldn’t another want you to present?”

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.

“What have you presented to another?”

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

Alternately to F/N, COG, VGIs.

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.

F-3 “What wouldn’t another want another to present?”

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.

“What has another presented to another?”

Tone 40 Motion = Intention without Reservation.

Alternately to F/N, COG, VGIs.

Two Way Communications = One Question – The Right One.

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.

Ref. PAB 146

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.

STEPS:

1. Tell pc you are going to run a process called “Recall a Secret”.

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

2. Clear all words, clear the command “Recall a Secret”. When pc has indicated he has carried out the command ask the pc ‘What was it?” unless pc already told you. This keeps the itss line in from pc to auditor, Ref HCOB 30 June 62,

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

3. Run to F/N, COG & VGIs, indicating F/N after Cog. (Ref: PAB 146)

4. Auditor makes up a list of valences, paying great attention to those the preclear considers “unimportant” or is very slow to divulge, The auditor takes this list snd runs repetitive straightwire on all reading items in descending order of reads.

Name: Book Mimicry.

5. Run as in Steps 2 & 3 for Flow 1, 2 & 3 given below.

Auditing Commands: There are no set verbal commands.

COMMANDS:

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.

F-1 “Think of something (valence) might withhold from you.”

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

Repetitive to F/N, COG, VGIs.

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

F-2 “Think of something you might withhold from (valence),”

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.

Repetitive to F/N, COG, VGIs.

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.

F-3 “Think of something (valence) might withheld from others.”

Repetitive to F/N, COG, VGIs.

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.

Ref. HCOB 25 Jan 72 FLOW PROCESS

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.

STEPS:

1. Tell pc you are going to be running a Grade II Process.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

2. Clear all words and clear each flow as you come to it.

Commands:

3. Say to the pc “This is the process” and run each flow repetitively to F/N, COG & VGIs indicating F/N after Cog.

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

COMMANDS:

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

F-1 “What had to be outflowed?”

“What had to be withheld?”

LRH Ref: HCOB 11 June 57 Training & CCH Processes

“What had to be inflowed?”

Commands:

“What had to be held off?”

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

Run 1-2-5-4-1-2-3-4-etc. to F/N, COG, VGIs.

F-2 “What had to be outflowed by another?”

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

“What had to be withheld by another?”

“What had to be inflowed by another?”

LRH Ref: HCOB 11 June 57 Training & CCH Processes

“What had to be held off by another?”

Commands:

Run 1-2-3-4-1-2-3-4-etc. to F/N, Cog, VGIs.

• "Touch that table" "Thank you. "

F-3 “What had to be outflowed by others?”

“What had to be withheld by others?”

“What had to be inflowed by others?”

“What had to be held off by others?”

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

Run 1-2-3-4-1-2-3-4-etc. to F/N, COG, VGIs.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Refs. HCOB 6 Mar 59 HOW TO DO A DIAGNOSIS IN DYNAMIC

Commands:

STRAIGHTW IRE

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

HCOB 16 Feb 59 HGC PROCESSES FOR THOSE TRAINED IN ENGRAM RUNNING OR TRAINED IN THESE PROCESSES

Staff auditors conference of 16 Feb 59.

PAB 155

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

STEPS:

1. Tell your pc you are going to run a process called “Dynamic Straightwire”.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

2. You will be doing a dynamic assessment as given in TR200-5, (Or if there were any terminals not run in TR200-5 these can be used here.)

Commands:

3. Follow steps 2-11 as given in TR200-5.

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

4. When you have your item(s) give pc R-Factor you are now going to run the process called “Dynamic Straightwire”.

5. Clear all words & clear each Flow as you get to it.

6. Say to your pc “This is the process and run the commends alternately to F/N, COG & VGI, indicating the F/N after Cog.

COMMANDS:

F-1 “Thlnk of something _____has done to you.”

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

“Think of something has withheld from you.”

F-2 “Think of something you have done to _____.”

LRH Ref: HCOB 11 June 57 Training & CCH Processes

“Think of something you have withheld from _____.”

Commands:

F-3 “Think of something _____has done to others.”

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

“Think of something _____has withheld from others.”

BULLBAITED

Refs.

• HCOB 11 June 59 LOCATION OF TERMINALS

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

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

Command: "Locate some objects. "

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

STEPS:

1. Tell your pc you’re going to run a Grade 2 process.

LRH Ref: PAB 153 CCH

2. Follow Steps 2, 3, 4, 5, 6, 7, 8, 9, 10 & 11 of TR 200-5 (Dynamic Assessment).

Commands:

3. Give R-Factor you will fleer some words (clear all words) & the F1 Commands.

4. Say to your pc “This is the Process.”

"Notice that ______.” "Thank you. "

5. Give pc the F1 Command:

Drill using the Repetitive Process Drill.

F-1 “Think of something _____has done to you.”

“Think of something _____has withheld from you.”

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

Run alternately to F/N COG VGIs, indicating F/N after Cog.

When pc has indicated he has carried out the command ask the pc “What was it” unless pc already told you. This keeps the itsa line in from pc to auditor. Ref. HCOB 3 June 62.

Drill using the Alternate/Repetitive Process Drill.

6. Follow steps 3, 4 & 5 for Flows 2 & 3.

COMMANDS:

"Show me that _______.” "Thank you.”

F-2 “Recell something you have done to_____.”

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

“Recall something you have withheld from_____.”

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

Alternately to F/N COG VGIs, indicating F/N after Cog.

F-3 “Recall something _____has done to others.”

Drill using the Alternate/Repetitive Process Drill.

“Recall something _____has withheld from others.”

Alternately to F/N, COG, VGIs indicating F/N after Cog.

LRH Ref:

• HCOB 4 Feb 59 Op Pro By Dup

Ref.

• HCOB 22 Jan 59 NOT-IS STRAIGHTWIRE

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

Commands:

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

STEPS:

1. Tell your pc you are going to run a process called “Not-is Straightwire”.

2. Clear all words & clear the first part commands.

3. Say to pc “This is the Process”.

4. Give pc the commands as below making sure you get “What was it” to his Answer.

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

COMMANDS:

• “Recall a time you implied something was unimportant.”

LRH Ref:

• HCOB 28 July 58 Clear Procedure

Run alternately to F/N, COG, VGIs, indicating F/N after Cog.

5. Give pc R-Factor you are going to run the second part of Not-Is Straightwire.

(Ref: Staff Auditors’ Conference of 16 Feb 59)

6. Follow steps 2, 3 & 4 for the Commands given below.

Commands:

COMMANDS:

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

• “Recall a time when you thought something bad was unimportant.”

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. "

Run alternately to F/N, COG, VGIs, indicating F/N after Cog.

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. "

7. Give pc R-Factor you are going to run the third part of Not-Is Straightwire. (Ref. Staff Auditors Conference of 16 Feb 59.)

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

8. Follow steps 2, 3 & 4 for the command:

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

“Find something unimportant about this room.”

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.

Run repetitively to F/N, COG, VGIs, indicating F/N after Cog.

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.

(Ref. HCOB 12 July 64 More on O/Ws )

LRH Ref:

STEPS:

• PAB 137 Some More CCH Processes

1. Tell pc you are going to run a series of processes called “O/W Processes”.

2. Clear all words, clear each command as you get to it.

Commands:

3. Say to your pc, “this is the process” and run each command repetitively to F/N, COG & VGIs, indicating F/N after Cog.

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

4. Follow the above procedure on all the following commands:

F-1 “Tell me some things you think another should not have done to you.”

F-2“Tell me some things you think you should not have done.”

Drill each command using the Repetitive Process Drill.

F-3 “Tell me some things others think they should not have done to others.”

ALSO

LRH Ref:

F-1 “Tell me what another has done to you that got him/her into trouble.”

• PAB 137 Some More CCH Processes

F-2 “Tell me what you’ve done thst got you into trouble.”

F-3 “Tell me what others heve done to others that got them into trouble.”

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

ALSO “What wouldn’t you do over again?”

Commands:

ALSO “What are some things a person shouldn’t say?”

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.)

ALSO “What gets a person into trouble?”

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

ALSO

or

F-1 “What has another done to you that he/she regrets?”

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

F-2 “What have you done that you regret?”

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

F-3 “What have others done to others that they regret?”

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

ALSO

F-1 “What has another said to you he wishes he hadn’t?”

LRH Ref:

F-2 “Whet have you said you wish you hadn’t?”

• Book – Creation of Human Ability R2-16

F-3 “What have others said to others they wish they hadn’t?”

ALSO

=Commands:=

F-1 “What has another advised you to do?”

F-2 “What heve you advised another to do?”

• "Do you see that (room object)?"

F-3 “What have others advised others to do?”

Ref. HCOB 5 Oct 59 UNIVERSE PROCESS

STEPS:

Then, getting more specific:

1. Tell pc “We are going to run a process called ‘Universe O/W Straightwire’.”

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

2. Clear all words.

3. “The 1st step is an assessment. Clear the action of assessment briefly. Clear the words being assessed backwards.

4. During the assessment you don’t have to say anything.

• "Find a spot in this room."

5. Tell pc “This is the assessment. Assess on the meter: ‘Thetan, Mind, Body, Physical Universe’ to one reading item.

6. Tell pc “That completes the assessment.”

7. Tell pc “We will now run a process on some of those items.”

8. Follow Step 2 and clear-each flow as you come to it. (Command below.)

• "Find a spot in the room."

9. Say toyour pc, “This is the process”.

10. Using the assessed item run the process (a) (b) (a) (b) (a) etc to F/N, COG, VGIs, indicating F/N after Cog.

11. Use the same procedure for all items & flows.

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

12. Repeat Steps 9 & 10 with each reading assessment item in descending order of reads.

COMMANDS:

LRH Ref:

F-1 “Recall something _____has done to you.”

• HCOB 5 May 60 Help

“Recall something _____has withheld from you.”

F-2 “Recall something you have done to _____.”

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

“Recall something you have withheld from _____.”

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.

F-3 “Recall something _____has done to others.”

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

“Recall something _____has withheld from others.”

Commands:

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

Ref.

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

• HCOB 17 Apr 59 KNOW TO MYSTERY STRAIGHTWIRE for extreme cases.

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

Drill each flow using the Repetitive Process Drill.

1. Tell the pc “we are going to run a process called Know to Mystery Straightwlre”.

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

2. Use the Know to Mystery scale as given on HCOB - Tone Scale in full:

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

• Know

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?"

3. Clear “terminal,” ensure pc gets concept of a terminal being a person or an object, never a condition.

"How could another fail to help?"

4. Clear “Unknowable”

F2: "How could you prevent help?"

5. Clear “What terminals could represent unknowable.”

"How could you fail to help?"

6. Ask pc the question in No. 5. Note all his answers and the read on each. When pc has given as many as he wants, acknowledge. Do not push for more.

F3: "Hew could others prevent help?"

7. Clear recall as “remembering”.

"How could others fail to help?"

8. Choose the biggest reading terminal found in step No. 6.

Drill each flow using the Alternate/Repetitive Process Drill.

9. Clear commands; each Flow as you get to it.

F-1 “Recall something_____ has done to you.”

LRH Ref: HCOB 15 Dec 60 Pressession 37

“Recall something _____has withheld from you.”

Commands:

Alternately to F/N, COG, VGIs.

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

F-2 “Recall something you have done to_____”.

"Who has helped you?"

“Recall something you have withheld from _____.”

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

Alternately to F/N, COG, VGIs.

"Who have you helped?"

F-3 “Recall something _____has done to others.”

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

“Recall something _____has withheld from others.”

"Who has helped others?"

Alternately to F/N, COG, VGIs.

Drill each flow using the Alternate/Repetitive Process Drill.

10. Run the process using the terminal in No. 8, repetitively to F/N, COG, VGIs.

11. Choose the next biggest reading terminal found in Step No. 6.

LRH Ref: HCOB 15 Dec 60 Presseesion 37

12. Repeat steps 9 & 10 on it.

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.

13. Handle all reading terminals found in No. 6 with steps 9 & 10.

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

14. When all terminals in No. 6 are handled concerning answers given to “Unknowable” take the next Higher level on the scale i.e. (Unconscious) and repeat steps No. 4-13.

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

15. Repeat Step No. 14 until one reaches Know and handles the terminals found.

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

NOTE: Clear minus emotion as lack or absence of emotion.

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

Clear plus emotion as having or being emotional.

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

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

Ref.

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

• HCOB 6 Oct 60 THIRTY-SIX NEW PRESESSIONS

also

F1: "How could a _______ help you?"

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

STEPS:

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

1. Tell pc you are going to run a process called Regimen 6 O/W.

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

2. Clear all words. Clear each flow as you get to it.

4. Exhaust the list of terminals.

3. First you will make a list of 6th Dynamlc terminals (not listing and nulling) by asking - “What terminals could represent the 6th dynamic?” (Clear the words FIRST then clear the command.)

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

4. Give the pc the command and when pc has given all he can think of run the reading terminals in descending order of read as follows.

5. Clear each Flow as you get to it.

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

6. Say to your pc, “This is the process”.

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.

7. Give the commands:

Commands:

F-1 “Get the idea of ( terminal) doing something to you.”

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

“Get the idea of (terminal) withholding something from you.”

2. "Think of you helping a ____."

Run alternately to F/N, COGS VGIs, indicating F/N after Cog & VGIs.

3. "Think of a ____ helping others."

F-2 “Get the idea of doing something to (terminal).”

4. "Think of others helping a ____."

“Get the ides of withholding something.”

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

Run alternately to F/N, COG, VGIs, indicating F/N after Cog & VGIs.

Drill each flow using the Repetitive Process Drill.

F-3 “Get the idea of others doing something to (terminal).”

“Get the idea of others withholding something from (terminal),”

LRH Ref:

Run alternately to F/N, COG, VGIs, indicating F/N after Cog & VGIs.

• HCOB 14 July 60 Current Rundown Concept Help

8. Tell pc you are now going to run the next part of Regimen 6 O/W.

9. Clear words as necessary. Clear each Flow as you get to it.

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:

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.

F-1 “What has (terminal) done to you?”

Commands:

“Whet has (terminal} withheld from you?”

F1. "Think of a ____ helping you. "

Run alternately to F/N, COG, VGIs, indicating F/N after Cog.

"Think of a ____ not helping you. "

F-2 “What have you done to (terminal)?”

F2. "Think of helping a ____. »

“What have you withheld from (terminal)?”

"Think of not helping a _____."

Run alternately to F/N, COG, VGIs, indicating F/N after Cog.

F3. "Think of a ____ helping others."

F-3 “What have others done to (terminal)?”

"Think of a ____ not helping others."

“What have others withheld from (terminal)?”

Drill each flow using the Alternate/Repetitive Process Drill.

Run alternately to F/N, COG, VGIs, indicating F/N after Cog.

10. Tell pc you are now going to run the next part of Regimen 6 O/W.

LRH Ref: HCOB 12 May 60 Help Processing

11. Follow Step 9 for the following commands:

Commands:

F-1 “Get the idea of (terminal) having done something to you.”

F1. "What help has another given you?"

“Get the idea of (terminal) having withheld something from you.”

"What help has another not given you?"

Alternately to F/N, Cog, VGIs, indicating F/N after Cog.

F2: "What help have you given?"

F-2 “Get the idea of having done something to (terminal).

"What help have you not given?"

“Get the idea of having withheld something from (terminal).”

F3: "What help have others given others?"

Alternately to F/N, Cog, VGIs, indicating F/N after Cog.

"What help have others not given others?"

F-3 “Get the idea of others having done something to (terminal).”

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

“Get the idea of others having withheld something from (terminal).”

Alternately to F/N, Cog, VGIs, indicating F/N after Cog.

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

Commands:

Ref. HCOB 54 Apr 60 NEW PE DATA

1. "How could you help me?"

STEPS:

2. "How could I help you?"

1. Tell pc you are going to run a Grade II Process.

3. "How could you help another?"

2. Clear all words.

4. "How could another help you?"

3. Clear the command, “What persons do you have problems about?” (Person is changed to persons to eliminate possibility of pc running this as an L&N type list.)

5. "How could another help another?"

4. Note down all persons & reads.

Drill using the Bracket Drill.

5. Clear words & commands, (given below) each Flow as you get to it.

6. Say to your pc, “This is the process.”

LRH Ref: HCOB 28 July 58 Clear Procedure

7. Run the following on each reading item in descending order of rends:

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.

F-1 “What has _____done to you?”

Commands:

“What has _____withheld from you?”

F1: "How could a ____ help you?"

Alternately to F/N, Cog, VGIs, indicating F/N after Cog.

F2: "How could you help a ____?"

F-2 “What have you done to_____?”

F3. "How could a ____ help others?"

‘What have you withheld from_____?”

Drill each flow using the Repetitive Process Drill.

Alternately to F/N, Cog, VGIs, indicating F/N after Cog.

F-3 “What has _____done to others?”

LRH Ref: HCOB 26 Aug 60 Regimen Two

“What has _____withheld from others?”

Commands:

Alternately to F/N, Cog, VGIs, indicating F/N after Cog.

F1: "What motion has helped you?"

8. Tell your pc you are now going to run the second part of this process.

"What motion has not helped you?"

9. Clear words end command:

F2: "What motion have you helped?"

“What part of your life have you been responsible for?”

"What motion have you not helped?"

And run repetitive to F/N, COG VGIs, indicating F/N after Cog.

F3. "What motion has helped others?"

"What motion has not helped others?"

Ref.

Drill each flow using the Alternate/Repetitive Process Drill.

• HCOB 4 Feb 60 THEORY OF RESPONSIBILITY PROCESSING

LRH Ref: HCOB 2 Mar 61 Formula 20

STEPS:

Commands:

1. Tell your pc “We are going to run a Grade II Process.”

F1: "Who has failed to control you?"

2. Clear all words. Clear each command es you get to it.

F2: "Who have you failed to control?"

3. Do a Dyn Assessment as in TR200-5.

F3: "Who have others failed to control?"

4. When pc has given his answers give him an R-Factor that you are going to run a process now.

also

5. Clear the commands each Flow as you get to it.

F1: "What has failed to control you?"

6. Say to your pc, “This is the process,” and give the command.

F2: "What have you failed to control?"

COMMANDS:

F3: "What have others failed to control?"

7. Run

also

F-1 “What has _____done to you?”

F1: "Who has helped you?"

“What has _____withheld from you?”

F2: "Who have you helped?"

Alternately to F/N, COG, VGIs, indicating F/N after Cog.

F3: "Who has helped others?"

8. Run

Drill using the Repetitive Process Drill.

F-2 “What have you done to _____?”

“What have you withheld from _____?”

LRH Ref: HCOB 11 Jan 59 An Amusingly Effective Process

Alternately to F/N, COG, VGIs, indicating F/N after Cog.

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.

9. Run

Commands:

F-3 “What has _____done to others?”

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

“What has _____withheld from others?”

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

Alternately to F/N, COG, VGIs; indicating F/N after Cog.

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

10. When a terminal has gone to EP on all 3 Flows, choose the terminal with the next largest read (if more than one listed in step 4. And follow steps 8, 9 & 10, until all reading terminals are handled.

Drill each flow using the Repetitive Process Drill.

NOTE: If you have a non-reading item check it for read and run it only if it reads. DO NOT RUN A NON-READING ITEM. If an item has read when the pc said it, it does not need to be tested for read again.

11. When you have handled as in steps 5 & 6, choose the next area the pc cannot do (next longest reading item if more than one area was listed in step 2). If you have a non-reading item check it for read. DO NOT RUN A NON-READING ITEM, ( If no more items, ask for any more areas where pc cannot do)

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

12. Exhaust all items found in steps 5 & 6, and follow steps 7, 8, 9 & 10.

Commands:

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

Ref. HCOB 14 July 60 CONCEPT HELP

"Get the idea of not solving a problem. "

STEPS:

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

1. Give R-Factor to your pc “We are going to run the Withhold Process”.

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

2. Clear words; clear each Flow as you get to it.

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

3. Tell the pc the process will be run repetitively. Run to F/N, COG, VGIs, indicating F/N after Cog.

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

4. Say to pc, “This is the process”.

Drill each flow using the Alternate/Repetitive Process Drill.

5. Give the command: (One Flow at a time.)

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

F-1 “What could you withhold?”

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

And run repetitively to F/N, COGs VGIs; indicating F/N after Cog.

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

F-2 “What could another withhold?”

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

And run repetitively to F/N, coat VGIs; indicating F/N after Cog.

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

F-3 “What could others withhold?”

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

And run repetitively to F/N, COG, VGIs; indicating F/N after Cog,

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

Drill each flow using the Alternate/Repetitive Process Drill.

Ref. SCIENTOLOGY CLEAR PROCEDURE, Issue I

STEPS:

LRH Ref: HCOB 16 Dec 57 Present Time Problem

1. Give R-Ractor to your pc “We are going to run a process called “Locational Responsibility”.

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.

2. Clear all words. Clear each command as you get to it. (Commands below.)

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

3. Say to your pc, “This is the process” & give him the command & run repetitively.

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).”

COMMANDS

Write down each terminal with its read.

A. “Look around here and find something you could be responsible for”

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

to F/N, COG, VGIs, indicating F/N after Cog.

Commands:

B. “Look around here and find something you don’t have to be responsible for.”

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

to F/N, COG, VGIs, indicating F/N after Cog.

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

C. “Look around here and find something you would permit somebody else to be responsible for.”

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

to F/N, COG, VGIs, indicating F/N after Cog.

Drill each flow using the Repetitive Process Drill

Commands:

Ref.

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

• HCOB 8 Aug 71 Issue II which Revised

2. "Spot where you are now. "

Drill using the Alternate/Repetitive Process Drill

STEPS:

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

1. Give your pc an R-Factor you are going to run a process called, “Level Two Triple”

2. Clear all words. Clear each flow as you get to it. (Commands below.)

LRH Ref: HCOB 31 Mar 60 The PTP

3. Say to your pc, “This is the process” & give the command:

Commands:

COMMANDS

F1: "What problem could you confront?"

F-1 “What has another done to you?”

F2: "What problem could another confront?"

“What has another withheld from you?”

F3: "What problem could others confront?"

Run alternately to EP.

Drill using the Repetitive Process Drill.

F-2 “What have you done to another?”

also

“What have you withheld from another?”

F1: "Tell me your problem. "

Run alternately to EP.

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

F-3 “What has another done to another?”

F2: "Tell me a problem of another. "

“What has another withheld from another?”

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

Run alternately to EP.

F3: "Tell me a problem of others. "

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

STEPS:

Drill using the Alternate/Repetitive Process Drill.

1. Tell pc you are going to run a Level II Havingness Process.

also

2. Clear words as necessary. Clear each Flow as you come to it. (Commands given below.)

F1: "What two things can you confront?"

3. Say to the pc, “This is the process” & give the command:

F2: "What two things can another confront?"

COMMANDS:

F3: "What two things can others confront?"

F-1 “Tell me a flow you could be interested in.”

Drill using the Repetitive Process Drill.

Run repetitively to F/N, COG, VGIs, indicating F/N after Cog.

also

F-2 “Tell me a flow another would be interested in?”

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

Run repetitively to F/N, COG, VGIs, indicating F/N after Cog.

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

F-3 “Tell me a flow another could get others interested in.”

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

Run repetitively to F/N, COG, VGIs, indicating F/N after Cog.

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.