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.

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.

These drills match the order of processes set up for Level II in BTB 8 January 1972 Issue III Grade 3 Processes.

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.

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

A. Repetitive Process

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

B. Alternate/Repetitive Process

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

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

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

In Section I of this bulletin, there is a simple drill pattern for each type of process. (When an action does not fall within one of these types of process, a separate drill is provided.) There is also a Dynamic Assessment Drill in Section I. There is also a drill covering Listing and Nulling procedure which was taken from BTB 15 Dec 74 Auditor Expertise Drills Series 2, Basic Session Actions Drill.

Section II of this bulletin lists the auditing drills for Level II. 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 300-3 Changing Minds 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: Book – Creation of Human Ability R2-50 p. 128, 129

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.

• “Walk over to this spot.”

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.

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.

Drill per LRH instructions given in Creation of Human Ability R2-50. Use the Bracket Drill.

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

NAME: Auditing Bullbaited.

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

COMMANDS: As for each separate auditing action.

PURPOSE: To train the student to be able to 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.

Name: Auditing on a doll unbullbaited.

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

Command: As for each separate process.

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.

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

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

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

1. Obnose the out of sessionness.

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

2. Align this to the process run.

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

3. Handle.

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

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.)

3. Have extra pens under the E-Meter.

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”.

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

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.

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

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

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

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.)

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!

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.

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

Name: Auditing __________ Bullbaited.

Commands: As for each separate auditing action.

Ref. Creation of Human Ability - R2-25

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.

STEPS:

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.

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

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.

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

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:

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

1. Obnose the out of sessionness,

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

2. Align this to the process run,

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

3. Handle.

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

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.)

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.

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“.

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

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.

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.

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

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.

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.

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

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)

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

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.

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

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“.

F2 COMMANDS:

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

“Give me some emotions it would be all right 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 efforts 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).

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

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

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

R-Factor that this is a Repetitive Process.

F3 COMMANDS:

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

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

5. Say: „Start of Process. “ or „This is the Process. “.

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

6. Using full TRs 0-4:

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

a. Give the command to the „pc“.

DRILL FOR R2-25 VIEWPOINT ARC STRAIGHWIRE:

b. Get the „pc’s“ answer.

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

c. Acknowledge.

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

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

R2-25 VIEWPOINT ARC STRAIGHTWIRE:

8. Indicate the F/N to the „pc“.

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

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

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

F-2 “Who would it be all right for you to like?” 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.)

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

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

“Who would it be all right for you to communicate 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)

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

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

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

7. Indicate the F/N to the pc.

Ref. HCOB 19 Jan 61 ADDITIONAL HAS PROCESSES

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

STEPS:

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

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

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

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

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

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

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

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

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)

F1 COMMANDS:

5. Say: „Start of Process. “ or „This is the Process. “.

“Get the idea of people making you friendly,”

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

“Get the idea of people making you unfriendly.”

7. Indicate the F/N to the pc.

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

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

Ref:

“Get the idea of making people friendly.”

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

“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:

Steps: (Use Basic Drill Format and Procedure.)

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

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

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

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

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

Refs.

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

• HCOB 4 Dec 59 ALLOWED PROCESSES 1ST MELBOURNE ACC

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

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

STEPS:

Example: „On the question: ‘What change has another caused in your life?’ has anything been suppressed?“

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

Example: „On the question: ‘What change has another caused in your life?’ has anything been invalidated?“

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

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

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.

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

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

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

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

9. Coach uses fruit words for answers.

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.

10. Write each item verbatim, with its reads.

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

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

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.”

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

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

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

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.

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

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.)

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

LRH Ref: Ability Major 6, 1955

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

Commands:

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

F1. „What do you want changed?“

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

„What do you want unchanged?“

COMMANDS:

F2. „What does another want changed?“

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

„What does another want unchanged?“

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

F3. „What do others want changed?“

Alternately to F/Ns COG, VGIs.

„What do others want unchanged?“

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

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

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

Alternately to F/N, COG, VGIs.

LRH Ref: Book – Creation of Human Ability R2-50 p. 128, 129

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

Commands:

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

• “Walk over to this spot.”

Alternately to F/N, COG, VGIs.

Ref. HCOB 8 Mar 62 “THE BAD AUDITOR”

STEPS:

and so on.

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

Drill per LRH instructions given in Creation of Human Ability R2-50. Use the Bracket Drill.

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

3. Clear all words and clear the commands.

LRH Ref: Book – Creation of Human Ability R2-63 p. 157, 158

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

Commands:

COMMANDS:

• „Find something about yourself which you can accept. “

1. “What could you confront?”

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

3. “What might another confront?”

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

5. “What would you rather not confront?”

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

Drill each command to EP per LRH instructions given in Creation of Human Ability R2-63, using the Repetitive Process Drill.

7. “What might another hate to confront?”

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

LRH Ref: Book – Creation of Human Ability R2-65 p. 159

9. “What should be confronted?”

Commands :

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

F1: „Can you recall a time when you failed to change some energy in this Universe?“

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

F2: „Can you recall a time when another failed – to change some energy in this Universe?“

STEPS:

F2: „Can you recall a time when others failed to change some energy in this Universe?“

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

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

F1: „Can you recall a time when you failed to change some space?“

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

F2: „Can you recall a time when another failed to change some space?“

COMMANDS:

F3: „Can you recall a time when others failed to change some space?“

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

“What would you rather not continue to confront?”

F1: „Can you recall a time when you failed to change a Body?“

Alternately to F/N, COG, VaIs.

F2: „Can you recall a time when another failed to change a Body?“

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

F3: „Can you recall a time when others failed to change a Body?“

“What would another rather not continue to confront?”

Note: „He may get nothing on space at all but such incidents are in his recall or space would not exist for him at all. “ LRH

Alternately to F/N, CCG, VGIs.

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

F1: „Can you recall a time when you failed to change a memory?“

“what would others rather not continue to confront?”

F2:. „Can you recall a time when another failed to change a memory?“

Alternately to F/N, COG, VGIs.

F3: „Can you recall a time when others failed to change memories?“

Ref. PHOENIX LECTURES

F1: ”Can you recall a time when you successfully changed something?“

STEPS:

F2: „Can you recall a time when another successfully changed something?“

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

F3: „Can you recall a time when others successfully changed something?“

2. Clear all words and clear all the commands.

Drill each flow in each part A-E using the repetitive process drill.

3. Say to pc, “This is the process.”

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.

LRH Ref: Book – Creation of Human Ability R2-68 p. 161, 162

COMMANDS:

Commands :

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

„Spot something incomprehensible. “

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

Drill per LRH instructions given in Creation of Human Ability R2-68 – using the Repetitive Process Drill.

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

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

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

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

Commands :

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

F1: „Get the idea of changing. “

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

„Get the idea of not changing. “

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

F2: „Get the idea of another changing. “

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

„Get the idea of another not changing. “

F3: „Get the idea of others changing. “

STEPS:

„Get the idea of others not changing. “

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

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

LRH Ref: HCOB 30 Apr 61R Change Brackets and Commands Rev. 25 Nov 73 Reissued 19 Sep 74

COMMANDS:

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

„Sort out ‘Think’ or ‘Get the idea’ by Meter’s reaction. Use one that produces the most fall. “. LRH HCOB 30 Apr 61R Change Brackets and Commands.

“Get the idea of another not worrying something.”

Commands :

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

„Think (get the idea) of a change. “

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

„Think of a no-change. “

“Get the idea of not worrying something.”

„Think of a failed change,“

“Get the idea of something being worrisome.”

Drill using the Bracket Drill.

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

“Get the idea of others not worrying something.”

Commands :

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

„Recall a change. “

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

„Recall a no-change. “

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

„Recall a failed change. “

5. Handle as in Steps 2 and 3.

Drill using the Bracket Drill.

COMMANDS:

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

Commands :

“Get the idea of another not attacking something. n

F1: „What change have you avoided”

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

„What change have you sought?“

“Get the idea of not attacking something.”

F2: „What change has another avoided?“

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

„What change has another sought?“

“Get the idea of others not attacking something.”

F3: „What change have others avoided?“

„What change have others sought?“

Ref. HCOB 13 Oct AD9, A USEFUL PROCESS

F1: „What no change have you avoided?“

STEPS:

„What no change have you sought?“

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

F2: „What no change has another avoided?“

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

„What no change has another sought?“

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

F3: „What no change have others avoided?“

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.

„What no change have others sought?“

COMMANDS:

F1: „What failed change have you avoided?“

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

„What failed change have you sought?“

“Recall another withholding criticism of you.”

F2: „What failed change has another avoided?

Alternately to F/N, COG, VGIs.

„What failed change has another sought?“

F-2 “Recall being critical.”

F3: „What failed change have others avoided?“

“Recall withholding criticism.”

„What failed change have others sought?“

Alternately to F/N, COG, VGIs.

Drill each flow using the Alternate/Repetitive Process Drill.

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

“Recall another withholding criticism of others.”

Commands :

Alternately to F/Ns COG, VGIs.

1. „How have you changed _____?“ (something or somebody)

2. „How has _____ tried to change you?“

Ref. HCOB 15 Mar 62, SUPPRESSORS

3. „How has _____ changed another?“

STEPS:

4. „How has another changed _____?“

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

5. “How has _____ changed (self)?

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

6. „What have you not changed?“

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

7. „What has not changed you?“

COMMANDS:

8. „What has not changed _____?“

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

9. „What has _____ not changed?“

“What has another presented to you?”

10. „What has not changed self?“

Alternately to F/N, COG, VGIs.

11. „What have you failed to change?“

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

12. „What has failed to change you?“

“What have you presented to another?”

13. „What has _____ failed to change?“

Alternately to F/N, COG, VGIs.

14. „What has failed to change _____?“

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

15. „What has failed to change self?“

“What has another presented to another?”

Drill using the Bracket Drill.

Alternately to F/N, COG, VGIs.

LRH Ref:

Ref. PAB 146

• HCOB 6 Aug 68 R3H

STEPS:

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

Note: The commands of this process have been revised so they are „non-permissive“.

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,

Flow 1:

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

1. Locate a change in life by listing to a BD F/H item „What change has another caused in your life?“ Use the L&N Drill earlier in this bulletin.

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.

2. „Get some of the data of it (don’t run as an engram) so you know what the change was.

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

3. „Find out by assessment if this was a Break in

COMMANDS:

• Affinity

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.

and have the PC examine that briefly.

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

4. „Taking the one found in (3) find out by assessment if it was:

Repetitive to F/N, COG, VGIs.

• Curious about_____

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.

LRH HCOB 6 Aug 68 R3H

COMMANDS:

E/S ARC Break etc. to EP.

F-1 “What had to be outflowed?”

Flow 2: Listing Question: „What change have you caused in another’s life?“

“What had to be withheld?”

Follow the procedure given for Flow 1.

“What had to be inflowed?”

Flow 3: Listing Question! „What change has another caused in another’s life?“

“What had to be held off?”

Follow the procedure given for Flow 1.

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

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

Commands :

“What had to be withheld by another?”

F1: „What is unknown about that (room object)?“

“What had to be inflowed by another?”

F2: „What doesn’t another know about that (room object)?“

“What had to be held off by another?”

F3: „What about that (room object) could someone make unknown to others?“

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

Drill each flow using the Repetitive Process Drill.

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.