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

These drills match the order of processes set up for Level II in BTB 14 March 1974R Grade 2 Processes.

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

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

A. Repetitive Process

A. Repetitive Process

B. Alternate/Repetitive Process

B. Alternate/Repetitive Process

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

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

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.)

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

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

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

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

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

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

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

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

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

• TR 200-41 Withhold Process Unbullbaited

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

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

LRH Ref: HCOB 3 Nov 60 Failed Help

Commands:

Commands:

F1: "What could you withhold?"

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

F2: "What could another withhold?"

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

F3: "What could others withhold?”

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

Drill each flow using the Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

If a student has trouble on a drill, find out whether, the student has a misunderstood, 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.

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

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

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

Name: Auditing on a doll unbullbaited.

Name: Auditing on a doll unbullbaited.

Command: As for each separate process.

Command: As for each separate process.

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

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.

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.)

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.)

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

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

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

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

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

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

3. Have extra pens under the E-Meter.

3. Have extra pens under the E-Meter.

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

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

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

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

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

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

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

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

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

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!

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 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.

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.

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

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

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

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

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

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.)

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

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

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

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

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

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

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

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

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

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

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

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

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".

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".

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

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

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

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

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

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

R-Factor that this is a Repetitive Process.

R-Factor that this is a Repetitive Process.

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

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

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

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

6. Using full TRs 0-4:

6. Using full TRs 0-4:

a. Give the command to the "pc".

a. Give the command to the "pc".

b. Get the "pc's" answer.

b. Get the "pc's" answer.

c. Acknowledge.

c. Acknowledge.

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

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

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

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

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

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

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

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

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

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

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

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

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)

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)

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

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

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

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

7. Indicate the F/N to the pc.

7. Indicate the F/N to the pc.

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

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

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

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

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

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

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

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

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

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

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

4. 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)

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

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

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

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

7. Indicate the F/N to the pc.

7. Indicate the F/N to the pc.

LRH Ref:

LRH Ref:

• HCOB 2 Feb 60 The Co-Audit Team

• HCOB 11 June 57 Training and CCH Processes

Steps:

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

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

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

Clear the word "describe".

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

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

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

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

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

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

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

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

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

Then give the command.

6. Run to the EP of that process.

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

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

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

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

8. Exhaust the list of terminals.

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

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

10. If you haven't reached the EP of the action being done, do another Dynamic Assessment, steps 3-9.

The following processes on Level 2 require a Dynamic Assessment:

LRH Ref:

• TR 200-5, 6 Melbourne 3

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

Note:

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

b. "Avoid adjectival commands."

Tapes:

c. "Never run a significance."

• 5410C05 8ACC-2 2WC Straightwire 8C

LRH HCOB 2 Feb 60 The Co-Audit Team

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

LRH Ref: Book – Creation of Human Ability R2-25 p. 65, 6

Ref:

F1: "Give me some things which it would be comfortable for you to look at." "Give me some emotions it would be all right for you to look at. " "Give me some efforts it would be all right for you to look at. "

• BTB 10 Jul 70 2WC a Class III Action

F2: "Give me some things which it would be comfortable for another to look at." "Give me some emotions it would be all right for another to look at." "Give me some efforts it would be all right for another to look at."

F3: "Give me some things which it would be comfortable for others to look at." "Give me some emotions it would be all right for others to look at." "Give me some efforts it would be all right for others to look at."

Drill per Creation of Human Ability R2-25, using the Repetitive Process Drill on each command of each flow.

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

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

F1: "Who would it be all right to have like you. "

3. Ask pc the question and watch for read (if you're 2WC-ing a subject) if no read on question or pc statement, check suppress, inval on the question/subject. If still no read, leave it. (Applies to 2WC on a subject. Does not apply to 2WC "attention on?" or 2WC for data.)

"Who would it be all right to have agreed with you. "

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

"Who would it be all right communicate with you?"

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

F2: "Who would it be all right for you to like?"

6. Don't go off the subject you are 2 Way Comming. You must take what you started to F/N Cog VGIs. Sometimes you may have to go earlier similar to F/N.

"Who would it be all right for you to agree with?"

7. 2WC is Listen Style Auditing. Let the pc ITSA. Apply the rules "A silent auditor invites ITSA" and "All auditors talk too much. All auditors acknowledge too little.” LRH

"Who would it be all right for you to communicate with?"

8. Don't use questions that start with "Who", "What", "Which" as this instantly turns it into a Listing question if asking for terminals or locations. Ref: HCOB 17 Mar 74 TWC Checksheets TWC Using Wrong Questions.

F3. "Who would it be all right for others to have like them?"

9. 2WC questions must be limited to feelings, reactions, significances; they must never ask for terminals or locations. Two Way Comm questions are not rote but you must stick to the subject and not Q and A. Ref: HCOB 20 Nov 73 F/N What You Ask or Program and HCOB 17 Mar 74 TWC Checksheets.

"Who would it be all right for others to have agree with them?"

10. If any ARC Break, PTP or MWH shows up on the 2WC, they must be handled to EP at once and the 2WC resumed and taken to F/N, Cog, VGIs. Ref: HCOB 20 Nov 73 F/N What You Ask or Program.

"Who would it be all right for others to have communicate with them?"

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

Drill per Creation of Human Ability R2-25, using the Repetitive Process Drill on each command of each flow.

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

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

Commands:

LRH Ref:

F1: "Get the idea of people making you friendly."

• HCOB 14 Aug 64 Scn Two – Prepcheck Buttons

"Get the idea of people making you unfriendly."

F2: "Get the idea of making people friendly."

"Get the idea of making people unfriendly,"

Ref:

F3: "Get the idea of people making other people friendly,"

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

"Get the idea of people making other people unfriendly,"

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

LRH Ref: HCOB 4 Dec 59 Allowed Processes 1st Melbourne ACC

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

Do a Dynamic Assessment per the Dynamic Assessment Drill given earlier in this bulletin.

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

Commands:

5. Take the largest reading item (from your assessment) and ask pc: "On ______ (item) has anything been ______ (Prepcheck button)?" If a time limiter is used, the command is: "Since ______(Date or time) on ______ (item) has anything been (Prepcheck button)?"

1. "What part of a _____ could you confront?"

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

"What part of a _____ would you rather not confront?"

7. Then say: "I'll check the question. " Check it and observe the needle. If it reads, look at the pc expectantly; if he doesn't speak up, ask him the question directly.

2. "What part of a _____ could another confront?"

8. Run the question repetitively until the pc has no more answers. Then follow steps 7, 8, & 9 until the button F/Ns. Go on to the next button on the Prepcheck and repeat steps 7-9.

"What part of a _____ would another rather not confront?"

9. If indicators of an ARC Break appear during the Prepcheck, handle the ARC Break per ARC Break drill (BTB 15 Dec 74 Auditor Expertise Drill Series 2). When the ARC Break F/Ns, end off on that Prepcheck button. You may run further Prepcheck buttons on the same item if no major cog with F/N VGIs on the subject being Prepchecked.

3. "What part of a _____ could others confront?"

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

"What part of a _____ would others rather not confront?"

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

Drill each pair of commands using the Alternate/Repeti­tive Process Drill.

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

LRH Ref: HCOB 8 Mar 62 The Bad Auditor

LRH Ref:

Commands:

• HCOB 2 Feb 60 The Co-Audit Team

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?"

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

5. "What would you rather not confront?"

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

6. "What would you rather not have another reveal?"

Clear the word "describe".

7. "What might another hate to confront?"

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

8. "What might another object to your re­vealing? "

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

9. "What should be confronted?"

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

10. "What shouldn't anyone ever have to confront?"

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

Drill using the Bracket Drill.

Then give the command.

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

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

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

Commands:

8. Exhaust the list of terminals.

F1: "What could you continue to confront?"

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

"What would you rather not continue to confront?

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

F2. "What could another continue to confront?"

The following processes on Level I require a Dynamic Assessment:

"What would another rather not continue to confront?"

• TR 100-37,38 5 Way Concept Help

F3:"What could others continue to confront?"

"What would others rather not continue to confront?"

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

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

b. "Avoid adjectival commands.

LRH Ref: Book – The Phoenix Lectures p. 260 (1971 edition)

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

Commands:

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

1. "Tell me something you wouldn't mind knowing. "

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

2. "Tell me something you wouldn't mind looking at. ".

3. "Tell me an emotion you wouldn't mind observing. "

4. "Tell me some effort you wouldn't mind observing. "

LRH Ref:

5. "Tell me some thinking which you wouldn't mind observing. "

• HCOB 5 Apr 62 CCH'S Auditing Attitude

6. "Tell me some symbols which you wouldn't mind seeing. "

7. "Tell me some eating which you wouldn't mind inspecting. "

8. "Tell me some sex which you wouldn't mind looking at. "

Ref:

Drill using the Bracket Drill.

• BTB 6 Sep 62 CCHs More Information

LRH Ref: HCOB 5 Jan 61 O-W A Limited Theory

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

Commands:

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

F1: "Get the idea of another worrying something. "

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

"Get the idea of another not worrying something. "

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

"Get the idea of something being worrisome to another. "

F2: "Get the idea of worrying something. "

Name: Give Me That Hand. Tone 40.

"Get the idea of not worrying something. "

Auditing Commands: Give Me That Hand.

"Get the idea of something being worrisome. "

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

F3: "Get the idea of others worrying something. "

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

"Get the idea of others not worrying something. "

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

"Get the idea of something being worrisome to others. "

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

Drill each flow using the Bracket Drill. (People, animals and things can be used in place of "something". Speci­fic items must read.)

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

also run:

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

F1:"Get the idea of another attacking something. "

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

"Get the idea of another not attacking something. "

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

F2: "Get the idea of attacking something. "

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

"Get the idea of not attacking something. "

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

F3: "Get the idea of others attacking something. "

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

"Get the idea of others not attacking something. "

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

LRH Ref: HCOB 13 Oct 59 A Useful Process

Commands:

Name: Tone 40 8C.

F1: "Recall another being critical of you. "

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

"Recall another withholding criticism of you. "

You walk over to that wall. Thank you.

F2: "Recall being critical. "

You touch that wall. Thank you.

"Recall withholding criticism. "

Turn around. Thank you.

F3. "Recall another being critical of others.”

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

"Recall another withholding criticism of others. "

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

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

LRH Ref: HCOB 15 Mar 62 Suppressors

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

Commands:

F1: "What wouldn't you want another to present to you?"

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

"What has another presented to you?".

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

F2: "What wouldn't another want you to present?”

"What have you presented to another?"

Name: Hand Space Mimicry.

F3: "What wouldn't another want another to present?"

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

"What has another presented to another?"

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

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

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

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

LRH Ref: PAB 146 Procedure CCH

Tone 40 Motion = Intention without Reservation.

Command:

Two Way Communications = One Question – The Right One.

"Recall a secret. "

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

Drill using the Repetitive Process Drill.

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

"The Auditor explains to the preclear that he is not looking for hidden data to evaluate it. He is only asking the preclear to look at the data. He then makes a list of valences, paying great attention to those the preclear considers 'unimportant' or is very slow to divulge. " LRH PAB 146.

This is done as follows:

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

1. Clear the word "valence".

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

2. Clear first, then say "Tell me some valences.”

3. Write down the valences the "pc" gives, plus reads.

Name: Book Mimicry.

4. In order of largest read, run all reading valences in the following commands:

Auditing Commands: There are no set verbal commands.

F1: "Think of something (valence) might withhold from you. "

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

F2: "Think of something you might withhold from (valence). "

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

F3: "Think of Something (valence) might withhold from others,"

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

Drill each flow using the Repetitive Process Drill.

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

5. Exhaust the list of valences.

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

LRH Ref: HCOB 25 Jan 62 Flow Process

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

Commands:

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

F1: "What had to be outflowed?"

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

"What had to be withheld?"

"What had to be inflowed?"

LRH Ref: HCOB 11 June 57 Training & CCH Processes

"What had to be held off?"

Commands:

F2: "What had to be outflowed by another?"

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

"What had to be withheld by another?"

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

"What had to be inflowed "by another?"

"What had to be held off by another?"

LRH Ref: HCOB 11 June 57 Training & CCH Processes

F3. "What had to be outflowed by others?"

Commands:

"What had to be withheld by others?"

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

"What had to be inflowed by others?"

"What had to be held off by others?"

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

Drill each flow using the Bracket Drill.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

LRH Ref:

Commands:

• HCOB 16 Feb 59 HGC Processes for those Trained in Engram Running or Trained in These Processes

• "Touch that table" "Thank you. "

1. Do the Dynamic Assessment per the Dynamic Assessment Drill given earlier in this bulletin.

2. Run reading terminals in order pf largest read – in the following commands:

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

Commands:

F1: "Think of something _____ has done to you. "

LRH Ref: HCOB 11 June 57 Training & CCH Processes

"Think of something _____ has withheld from you. "

Commands:

F2: "Think of something you have done to ______.”

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

"Think of something you have withheld from _____. "

F3. "Think of something _____ has done to others. "

"Think of something _____ has withheld from others. "

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

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

LRH Ref:

Commands:

• HCOB 24 Feb 59 Technical Bulletin

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

1. Do a Dynamic Assessment per the Dynamic Assessment Drill. Run reading terminals in order of largest read – using the following commands t

Commands:

F1: "Recall something _____ has done to you. "

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

"Recall something _____ has withheld from you. "

F2: "Recall something you have done to _____.”

LRH Ref: HCOB 11 June 57 Training & CCH Processes

"Recall something you have withheld from _____. "

Commands:

F3: "Recall something _____ has done to others.”

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

"Recall something _____ has withheld from others. "

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref:

• HCOB 3 July 59 General Information

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

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

Command: "Locate some objects. "

Commands:

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

1. "Recall something that you implied was unimportant. "

"Recall something somebody else thought was important. "

LRH Ref: PAB 153 CCH

Drill using the Alternate/Repetitive Process Drill.

Commands:

2. "Recall a time when you thought something bad was unimportant. "

"Recall a time somebody else thought something bad was important. "

"Notice that ______.” "Thank you. "

Drill using the Alternate/Repetitive Process Drill.

Drill using the Repetitive Process Drill.

3. "Find something unimportant about this room. "

Drill using the Repetitive Process Drill.

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

LRH Ref: HCOB 12 July 64 Scientology I to IV More on O/Ws

Drill using the Alternate/Repetitive Process Drill.

Commands:

F1: "Tell me some things you think another should not have done to you. "

"Show me that _______.” "Thank you.”

F2: "Tell me some things you think you should not have done. "

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

F3: "Tell me some things others think they should not have done to others. "

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

Drill each flow using the Repetitive Process Drill.

also

Drill using the Alternate/Repetitive Process Drill.

F1: "Tell me what another has done to you that got him/her into trouble.

F2: "Tell me what you've done that got you into trouble. "

LRH Ref:

F3: "Tell me what others have done to others that got them into trouble. "

• HCOB 4 Feb 59 Op Pro By Dup

Drill each flow using the Repetitive Process Drill,

also

"What wouldn't you do over again?"

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

Drill using the Repetitive Process Drill.

Commands:

also

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

"What are some things a person shouldn't say?”

Drill using the Repetitive Process Drill.

also

"What gets a person into trouble?"

Drill using the Repetitive Process Drill.

also

F1: "What has another done to you that he/she regrets?"

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

F2: "What have you done that you regret?"

F3: "What have others done to others that they regret?”

LRH Ref:

Drill each flow using the Repetitive Process Drill.

• HCOB 28 July 58 Clear Procedure

also

F1: "What has another said to you he wishes he hadn't?"

F2: "What have you said you wish you hadn't?"

F3. "What have others said to others they wish they hadn't?"

Commands:

Drill each flow using the Repetitive Process Drill.

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

also

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

F1: "What has another advised you to do?"

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

F2: "What have you advised another to do?"

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

F3: "What have others advised others to do?"

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

Drill each flow using the Repetitive Process Drill.

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

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

LRH Ref: HCOB 5 Oct 59 Universe Process

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

1. Drill E-Meter Drill No. 24 Assessment by Instant Read.

2. Assess: Thetan, Mind, Body, Physical Universe. (On bullbaited drill, use fruit words.)

LRH Ref:

3. Run reading items in order of largest read – using the following commands:

• PAB 137 Some More CCH Processes

Commands:

F1: "Recall something _____ has done to you. "

Commands:

"Recall something _____ has withheld from you. "

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

F2: "Recall something you have done to _____. "

"Recall something you have withheld from _____. "

F3. "Recall something _____ has done to others. "

Drill each command using the Repetitive Process Drill.

"Recall something _____ has withheld from others. "

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref:

• PAB 137 Some More CCH Processes

LRH Ref:

• HCOB 17 Apr 59 Know to Mystery Straightwire for Extreme Cases

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

Commands:

1. Clear the word terminal.

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

2. Clear the question "Give me some terminals that could represent 'unknowable'. "

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

3. Ask the question. Write down pc's answers exactly and the read on each answer. This is not Listing and Nulling.

or

4. Run each reading terminal in order of largest read – using the following commands:

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

Commands:

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

F1: "Recall something _____ has done to you. "

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

"Recall something _____ has withheld from you. "

F2: "Recall something you have done to _____.”

LRH Ref:

"Recall something you have withheld from __­__. "

• Book – Creation of Human Ability R2-16

F3. "Recall something ___­_ has done to others. "

"Recall something ___­_ has withheld from others.

=Commands:=

Drill using the Alternate/Repetitive Process Drill.

5. Repeat steps 1-4 on each line of the Know to Mystery Scale – moving-upwards.

• "Do you see that (room object)?"

Know to Mystery Scale (Ref. HCOB 21 Sept 71R The Tone Scale in Full)

• Know

Then, getting more specific:

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

• "Find a spot in this room."

• "Find a spot in the room."

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

LRH Ref:

LRH Ref: HCOB 6 Sept 10R Rev, 8 May 7436 New Presessions

• HCOB 5 May 60 Help

1. Clear the question "Give me some terminals that could represent the 6th Dynamic. "

2. Ask pc the question. Write down his answers exactly – plus read on each answer. This is not Listing and Nulling.

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

3. Run the reading terminals in order of largest read – using the following commands:

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

Commands:

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

F1: "Get the idea of (terminal) doing some­thing to you. "

Commands:

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

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

F2: "Get the idea of doing something to (terminal.”

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

"Get the idea of withholding something from (terminal.”

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

F3. "Get the idea of others doing something to (terminal).”

Drill each flow using the Repetitive Process Drill.

"Get the idea of others withholding something from (terminal.”

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

Drill each flow using the Alternate/Repetitive Process Drill.

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

also

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

F1: "What has (terminal) done to you?"

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

"What has (terminal) withheld from you?"

Drill each flow using the Repetitive Process Drill.

F2: "What have you done to (terminal)?"

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

"What have you withheld from (terminal)?"

F1: "What help could you confront?"

F3: "What have others done to (terminal)?"

"What help would you rather not confront?"

"What have others withheld from (terminal)?"

F2: "What help could another confront?"

Drill each flow using the Alternate/Repetitive Process Drill.

"What help would another rather not confront?"

also

F3: "What help could others confront?"

F1. "Get the idea of (terminal) having done something to you. "

"What help would others rather not confront?"

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

Drill each flow using the Alternate/Repetitive Process Drill.

F2. "Get the idea of having done something to (terminal). "

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

LRH Ref: HCOB 3 Nov 60 Failed Help

F3. "Get the idea of others having done something to (terminal). "

Commands:

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

F1: "How could another prevent help?"

Drill each flow using the Alternate/Repetitive Process Drill.

"How could another fail to help?"

F2: "How could you prevent help?"

LRH Ref: HCOB 14 April 60 New PE Data

"How could you fail to help?"

1. Clear the question "Tell me some persons you've had problems about. "

F3: "Hew could others prevent help?"

2. Ask the pc the question. Write down his answers ex­actly – plus the read on each answer.

"How could others fail to help?"

3. Run the reading terminals in order of largest read – in the following commands:

Drill each flow using the Alternate/Repetitive Process Drill.

Commands:

F1: "What has _____ done to you?"

LRH Ref: HCOB 15 Dec 60 Pressession 37

"What has _____ withheld from you?"

Commands:

F2: "What have you done to _____?"

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

"What have you withheld from?"

"Who has helped you?"

F3. "What has _____ done to others?"

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

"What has _____ withheld from others?"

"Who have you helped?"

Drill each flow using the Alternate/Repetitive Process Drill.

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

Command:

"Who has helped others?"

"What part of your life have you been re­sponsible for?"

Drill each flow using the Alternate/Repetitive Process Drill.

Drill using the Repetitive Process Drill.

LRH Ref: HCOB 15 Dec 60 Presseesion 37

LRH Ref:

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

• HCOB 4 Feb 60 Theory of Responsibility Processing

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

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

1. Locate an area where the pc cannot do, is having troubles or cannot take responsibility.

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

Clear first, then say: "Give me some areas where you have difficulty (or "cannot do" or "cannot take responsibility”.). Write down the pc's answers plus reads. Handle all reading areas in order of largest read, as follows:

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

2. Find the charged terminals that represent that area by clearing and saying (for example): "Tell me some terminals that could represent (the area,). " Write down the pc's answers plus reads.

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

3. In order of largest read, run each reading terminal in the following commands:

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

Commands:

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

F1: "What has _____ done to you?"

also

"What has _____ withheld from you?"

F1: "How could a _______ help you?"

F2: "What have you done to _____?"

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

"What have you withheld from _____?"

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

F3. "What has _____ done to others?"

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

"What has _____ withheld from others?"

4. Exhaust the list of terminals.

Drill each flow using the Alternate/Repetitive Process Drill.

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

4. Exhaust the list of terminals.

Exhaust the list of areas by repeating the above steps.

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

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

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

Commands:

Commands:

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

F1: "What could you withhold?"

2. "Think of you helping a ____."

F2: "What could another withhold?"

3. "Think of a ____ helping others."

F3. "What could others withhold?"

4. "Think of others helping a ____."

Drill each flow using the Repetitive Process Drill.

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

Drill each flow using the Repetitive Process Drill.

LRH Ref: Book – Scientology Clear Procedure Issue I p. 22

Commands:

LRH Ref:

"You look around here and find something you could be responsible for. "

• HCOB 14 July 60 Current Rundown Concept Help

"You look around here and find something you don't have to be responsible for. "

"You look around here and find something you would permit somebody else to be responsible for. "

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

Drill each command using the Repetitive Process Drill.

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

Commands:

Commands:

F1. "Think of a ____ helping you. "

F1: "What has another done to you?"

"Think of a ____ not helping you. "

"What has another withheld from you?"

F2. "Think of helping a ____. »

F2: "What have you done to another?"

"Think of not helping a _____."

"What have you withheld from another?"

F3. "Think of a ____ helping others."

F3: "What has another done to another?"

"Think of a ____ not helping others."

"What has another withheld from another?"

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 12 May 60 Help Processing

Commands:

Commands:

F1: "Tell me a flow you could be interested in."

F1. "What help has another given you?"

F2: "Tell me a flow another would be interested in."

"What help has another not given you?"

F3: "Tell me a flow another could get others interested in."

F2: "What help have you given?"

Drill each flow using the Repetitive Process Drill.

"What help have you not given?"

F3: "What help have others given others?"

"What help have others not given others?"

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

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

Commands:

1. "How could you help me?"

2. "How could I help you?"

3. "How could you help another?"

4. "How could another help you?"

5. "How could another help another?"

Drill using the Bracket Drill.

LRH Ref: HCOB 28 July 58 Clear Procedure

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

Commands:

F1: "How could a ____ help you?"

F2: "How could you help a ____?"

F3. "How could a ____ help others?"

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 26 Aug 60 Regimen Two

Commands:

F1: "What motion has helped you?"

"What motion has not helped you?"

F2: "What motion have you helped?"

"What motion have you not helped?"

F3. "What motion has helped others?"

"What motion has not helped others?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 2 Mar 61 Formula 20

Commands:

F1: "Who has failed to control you?"

F2: "Who have you failed to control?"

F3: "Who have others failed to control?"

also

F1: "What has failed to control you?"

F2: "What have you failed to control?"

F3: "What have others failed to control?"

also

F1: "Who has helped you?"

F2: "Who have you helped?"

F3: "Who has helped others?"

Drill using the Repetitive Process Drill.

LRH Ref: HCOB 11 Jan 59 An Amusingly Effective Process

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

Commands:

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

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

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

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

Commands:

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

"Get the idea of not solving a problem. "

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

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

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 16 Dec 57 Present Time Problem

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

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

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

Write down each terminal with its read.

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

Commands:

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

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

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

Drill each flow using the Repetitive Process Drill

Commands:

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

2. "Spot where you are now. "

Drill using the Alternate/Repetitive Process Drill

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

LRH Ref: HCOB 31 Mar 60 The PTP

Commands:

F1: "What problem could you confront?"

F2: "What problem could another confront?"

F3: "What problem could others confront?"

Drill using the Repetitive Process Drill.

also

F1: "Tell me your problem. "

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

F2: "Tell me a problem of another. "

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

F3: "Tell me a problem of others. "

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

Drill using the Alternate/Repetitive Process Drill.

also

F1: "What two things can you confront?"

F2: "What two things can another confront?"

F3: "What two things can others confront?"

Drill using the Repetitive Process Drill.

also

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

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

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

Drill using the Repetitive Process Drill.

LRH Ref:

• HCOB 16 Dec 57 Present Time Problem

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

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

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

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

Commands:

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

"How could that be a problem to you?"

"Can you conceive yourself figuring on that?"

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

"How could that be a problem to ______?"

"Can you conceive ______ figuring on that?"

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

"How could that be a problem to others?"

"Can you conceive others figuring on that?"

Drill each flow using the Bracket Drill.

LRH Ref: HCOB 6 July 61 Routine 1A

Commands:

F1: "What problem could you confront?"

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

F2: "What problem should another confront?"

"What problem wouldn't another confront?"

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

"What problem wouldn't others confront?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 3 May 59 Solution to Solutions

Commands:

F1: "What solution could you make stick?"

F2: "What solution could another make stick?"

F3: "What solution could others make stick?"

Drill each flow using the Repetitive Process Drill.

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

Commands:

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

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

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

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

LRH Ref:

• HCOB 27 Sept 62 Problems Intensive Use

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

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

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

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

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

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

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

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

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

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

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

Commands:

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

"What solutions have you had for that problem?"

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

"What solutions has another had for that problem?"

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

"What solutions have they had for that problem?"

Drill each flow using the Alternate/Repetitive Process Drill.

Commands:

F1: "Point out something desirable. "

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

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

Drill each flow using the Repetitive Process Drill.