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.

With particular emphasis on correct application of Self Analysis Processing.

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.

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

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.

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

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.

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

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

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

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

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

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

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

NAME: Auditing On a Doll Unbullbaited.

Name: Auditing on a doll unbullbaited.

COMMANDS: As for each separate process.

Commands: As for each separate process.

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

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

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

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

TRAINING STRESS: This drill is coached. The student sets up an E-Meter and worksheets exactly as in a session - as follows:

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

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

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

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

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

3. Have extra pens under the E-Meter.

3. Have extra pens under the E-Meter.

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

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

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

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

Auditor starts the session and runs a standard session with the particular auditing action being taken up on the doll, keeping full session admin and using all standard procedures of the auditing action. Coach watches Drill & points out any outnesses noted giving a that’s it & restart. Outnesses should be handled one at a time until none exist.

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

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

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

The drill is passed when the student can do the drill flawlessly with good TRs 0-4, correct procedure and commands, without comm lags or confusion; i.e. flawlessly! Attestation by student is per Superliterate Fast Flow policies.

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

NAME: Auditing Bullbaited.

Name: Auditing _____________ Bullbaited.

COMMANDS: As for each separate auditing action.

Commands: As for each separate auditing action.

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

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

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

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

TRAINING STRESS: The drill is the same as for auditing on 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.

Training Stress: The drill is the same as for auditing on a doll except that the “PC” coach bullbaits the student Auditor using “fruit” answers during the session in an attempt to throw the student off session. On any list, the coach squeezes the cans to simulate reads. He still uses “fruit” answers (six apples, blue pears) when asked to speak, but as the student Auditor reads off the list items (e.g. L3RF) he squeezes the cans for reads.

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

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

1. Obnose the out of sessionness.

1. Obnose the out of sessionness.

2. Align this to the process run.

2. Align this to the process run.

3. Handle.

3. Handle.

An example is, on a Listing 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.)

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

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

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

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

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

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

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

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

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

Each drill is to be done thoroughly 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.)

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

When the student auditor has done these steps to his satisfaction he 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.

When the student Auditor has done these steps to his satisfaction, he gets a starrate checkout. The drill is passed when the student can do the drill flawlessly with excellent TRs 0-4, correct procedure and commands, without comm lags or confusion. These are the drills that train the student Auditor to handle all the elements in a session, so be exact and be real.

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

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

Ref. Creation of Human Ability - R2-25

Ref. Dianetics ‘55

STEPS:

Steps:

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

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

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

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

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

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

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

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

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

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

Ref: Staff Auditors Conference of 18 Feb 59

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.

Steps:

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

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

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.

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

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.

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

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

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

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

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

Ref: HCOB 20 Oct 59 An Experimental Process

F2 COMMANDS:

Steps:

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

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

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

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

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

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

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

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

Ref: HCOB 20 Oct 59 An Experimental Process

F3 COMMANDS:

Steps:

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

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

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

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

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

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

DRILL FOR R2-25 VIEWPOINT ARC STRAIGHWIRE:

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

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

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

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

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

R2-25 VIEWPOINT ARC STRAIGHTWIRE:

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

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

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

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

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

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

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

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

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

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

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

Steps:

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

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

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

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

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

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

Ref. HCOB 19 Jan 61 ADDITIONAL HAS PROCESSES

Ref:

STEPS:

• HCOB 8 April 58 A Pair of Processes

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

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

Steps:

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

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

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

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

F1 COMMANDS:

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

“Get the idea of people making you friendly,”

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

“Get the idea of people making you unfriendly.”

5. Clear the second command.

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

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

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

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

“Get the idea of making people friendly.”

“Get the idea of making people unfriendly.”

Ref:

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

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

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

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

Steps:

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

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

2. Clear the first command.

Refs.

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

• HCOB 4 Dec 59 ALLOWED PROCESSES 1ST MELBOURNE ACC

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

5. Clear the second command.

STEPS:

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

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

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

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

8. Clear the third command.

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.

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

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.

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

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.

Steps:

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

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

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.”

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

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

2. Clear the first command.

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.

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

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

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

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.)

5. Clear the second command.

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

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

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

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

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

8. Clear the third command.

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

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

COMMANDS:

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

Ref: HCOB 20 Oct 59 An Experimental Process

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

Scn 0-8 Expanded Know to Mystery Scale

Alternately to F/Ns COG, VGIs.

Steps:

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

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

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

2. Clear the first command.

Alternately to F/N, COG, VGIs.

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

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

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

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

5. Clear the second command.

Alternately to F/N, COG, VGIs.

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

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

Ref. HCOB 8 Mar 62 “THE BAD AUDITOR”

STEPS:

Ref:

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

• Book – Self Analysis

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

3. Clear all words and clear the commands.

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

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

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

COMMANDS:

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

1. “What could you confront?”

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

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

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

3. “What might another confront?”

Steps:

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

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

5. “What would you rather not confront?”

2. Clear the sense perceptics with the PC.

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

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

7. “What might another hate to confront?”

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

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

Clear “sound” as those sounds in the incident.

9. “What should be confronted?”

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

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

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

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

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

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

STEPS:

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

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

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

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

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

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

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

COMMANDS:

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

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

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

“What would you rather not continue to confront?”

“Can you recall another time when ____________?”

Alternately to F/N, COG, VaIs.

“Can you recall the earliest time when ____________?”

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

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

“What would another rather not continue to confront?”

5. To PC – “This is the process.”

Alternately to F/N, CCG, VGIs.

6. Place the disk over the first question.

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

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

“what would others rather not continue to confront?”

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

Alternately to F/N, COG, VGIs.

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

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

Ref. PHOENIX LECTURES

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

STEPS:

12. PC answers and auditor acks.

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

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

2. Clear all words and clear all the commands.

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

3. Say to pc, “This is the process.”

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

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.

16. PC answers and Auditor acks.

COMMANDS:

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

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

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

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

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

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

20. PC answers and auditor acks.

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

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

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

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

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

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

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

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

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

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

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

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

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

STEPS:

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

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

“What did you ‘see’ at that time?”

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

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

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

“What odors did you smell at that time?”

COMMANDS:

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

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

“What were you touching at that time?;’

“Get the idea of another not worrying something.”

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

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

“What colors did you perceive at that time?”

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

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

“Get the idea of not worrying something.”

“What tones were present at that time?”

“Get the idea of something being worrisome.”

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

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

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

“Get the idea of others not worrying something.”

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

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

“What emotion did you feel at that time?”

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

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

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

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

5. Handle as in Steps 2 and 3.

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

COMMANDS:

“What was your body position at that time?”

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

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

“Get the idea of another not attacking something. n

“What sounds were there at that time?”

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

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

“Get the idea of not attacking something.”

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

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

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

“Get the idea of others not attacking something.”

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

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

Ref. HCOB 13 Oct AD9, A USEFUL PROCESS

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

STEPS:

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

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

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

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

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

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

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.

Ref: HCOB 27 Sept 68 ARC Straightwire

COMMANDS:

Steps:

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

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

“Recall another withholding criticism of you.”

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

Alternately to F/N, COG, VGIs.

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

F-2 “Recall being critical.”

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

“Recall withholding criticism.”

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

Alternately to F/N, COG, VGIs.

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

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

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

“Recall another withholding criticism of others.”

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

Alternately to F/Ns COG, VGIs.

9. Run Flow 3 as in Step 3.

Ref. HCOB 15 Mar 62, SUPPRESSORS

Ref:

STEPS:

• HCOB 3 Dec 56 B. Scn – HAA Techniques

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

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

Steps:

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

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

COMMANDS:

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

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

2. Clear the first command.

“What has another presented to you?”

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

Alternately to F/N, COG, VGIs.

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

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

5. Clear the command of Flow 2.

“What have you presented to another?”

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

Alternately to F/N, COG, VGIs.

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

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

8. Clear the command of Flow 3.

“What has another presented to another?”

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

Alternately to F/N, COG, VGIs.

Ref. PAB 146

STEPS:

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

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,

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.

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

COMMANDS:

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

Repetitive to F/N, COG, VGIs.

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

Repetitive to F/N, COG, VGIs.

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

Repetitive to F/N, COG, VGIs.

Ref. HCOB 25 Jan 72 FLOW PROCESS

STEPS:

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

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

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

COMMANDS:

F-1 “What had to be outflowed?”

“What had to be withheld?”

“What had to be inflowed?”

“What had to be held off?”

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

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

“What had to be withheld by another?”

“What had to be inflowed by another?”

“What had to be held off by another?”

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

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?”

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

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

STRAIGHTW IRE

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

STEPS:

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

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.)

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

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.”

“Think of something has withheld from you.”

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

“Think of something you have withheld from _____.”

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

“Think of something _____has withheld from others.”

BULLBAITED

Refs.

• HCOB 11 June 59 LOCATION OF TERMINALS

STEPS:

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

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

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

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

5. Give pc the F1 Command:

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

“Think of something _____has withheld from 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.

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

COMMANDS:

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

“Recall something you have withheld from_____.”

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

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

“Recall something _____has withheld from others.”

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

Ref.

• HCOB 22 Jan 59 NOT-IS STRAIGHTWIRE

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.

COMMANDS:

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

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:

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

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

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.)

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

“Find something unimportant about this room.”

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

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

STEPS:

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.

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

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.”

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

ALSO

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

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.”

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

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

ALSO “What gets a person into trouble?”

ALSO

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

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

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

ALSO

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

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

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

ALSO

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

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

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

Ref. HCOB 5 Oct 59 UNIVERSE PROCESS

STEPS:

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

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.

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.)

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.

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

COMMANDS:

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

“Recall something _____has withheld from you.”

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

“Recall something you have withheld from _____.”

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

“Recall something _____has withheld from others.”

Ref.

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

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

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

• Know

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

4. Clear “Unknowable”

5. Clear “What terminals could represent unknowable.”

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.

7. Clear recall as “remembering”.

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

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

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

“Recall something _____has withheld from you.”

Alternately to F/N, COG, VGIs.

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

“Recall something you have withheld from _____.”

Alternately to F/N, COG, VGIs.

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

“Recall something _____has withheld from others.”

Alternately to F/N, COG, VGIs.

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.

12. Repeat steps 9 & 10 on it.

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

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.

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

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

Clear plus emotion as having or being emotional.

Ref.

• HCOB 6 Oct 60 THIRTY-SIX NEW PRESESSIONS

STEPS:

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

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

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.)

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.

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

7. Give the commands:

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

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

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

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

“Get the ides of withholding something.”

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

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

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

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

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.

COMMANDS:

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

“Whet has (terminal} withheld from you?”

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

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

“What have you withheld from (terminal)?”

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

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

“What have others withheld from (terminal)?”

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.

11. Follow Step 9 for the following commands:

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

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

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

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

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

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

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

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

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

Ref. HCOB 54 Apr 60 NEW PE DATA

STEPS:

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

2. Clear all words.

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.)

4. Note down all persons & reads.

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

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

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

F-1 “What has _____done to you?”

“What has _____withheld from you?”

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

F-2 “What have you done to_____?”

‘What have you withheld from_____?”

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

F-3 “What has _____done to others?”

“What has _____withheld from others?”

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

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

9. Clear words end command:

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

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

Ref.

• HCOB 4 Feb 60 THEORY OF RESPONSIBILITY PROCESSING

STEPS:

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

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

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

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

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

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

COMMANDS:

7. Run

F-1 “What has _____done to you?”

“What has _____withheld from you?”

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

8. Run

F-2 “What have you done to _____?”

“What have you withheld from _____?”

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

9. Run

F-3 “What has _____done to others?”

“What has _____withheld from others?”

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

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.

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)

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

Ref. HCOB 14 July 60 CONCEPT HELP

STEPS:

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

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

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

4. Say to pc, “This is the process”.

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

F-1 “What could you withhold?”

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

F-2 “What could another withhold?”

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

F-3 “What could others withhold?”

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

Ref. SCIENTOLOGY CLEAR PROCEDURE, Issue I

STEPS:

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

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

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

COMMANDS

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

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

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

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

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

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

Ref.

• HCOB 8 Aug 71 Issue II which Revised

STEPS:

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.)

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

COMMANDS

F-1 “What has another done to you?”

“What has another withheld from you?”

Run alternately to EP.

F-2 “What have you done to another?”

“What have you withheld from another?”

Run alternately to EP.

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

“What has another withheld from another?”

Run alternately to EP.

STEPS:

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

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

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

COMMANDS:

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

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

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

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

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

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