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

These drills match the order of processes set up for Level II in BTB 8 January 1972 Issue III Grade 3 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.) There is also a Dynamic Assessment Drill in Section I.

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:

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:

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 300-3 Changing Minds Unbullbaited

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

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

Commands:

Commands:

F1: "What could you withhold?"

• “Walk over to this spot.”

F2: "What could another withhold?"

F3: "What could others withhold?”

Drill each flow using the 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.

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

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

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.

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.

Command: As for each separate process.

Name: Auditing on a doll unbullbaited.

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.

Command: As for each separate process.

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.)

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

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

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

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

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

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

3. Have extra pens under the E-Meter.

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

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

3. Have extra pens under the E-Meter.

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

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

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.

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

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

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 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 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!

Name: Auditing __________ Bullbaited.

Commands: As for each separate auditing action.

Name: Auditing __________ Bullbaited.

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.

Commands: As for each separate auditing action.

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.

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.

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.

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.

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:

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

1. Obnose the out of sessionness,

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

2. Align this to the process run,

1. Obnose the out of sessionness,

3. Handle.

2. Align this to the process run,

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.)

3. Handle.

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".

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.)

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.

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“.

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

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.

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.

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

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

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

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)

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".

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“.

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).

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

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

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

R-Factor that this is a Repetitive Process.

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

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

R-Factor that this is a Repetitive Process.

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

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

6. Using full TRs 0-4:

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

a. Give the command to the "pc".

6. Using full TRs 0-4:

b. Get the "pc's" answer.

a. Give the command to the „pc“.

c. Acknowledge.

b. Get the „pc’s“ answer.

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

c. Acknowledge.

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

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

8. Indicate the F/N to the „pc“.

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).

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

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

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

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

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

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)

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

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

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

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

7. Indicate the F/N to the pc.

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.

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.

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

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

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

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

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

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

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

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)

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

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

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)

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

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

7. Indicate the F/N to the pc.

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

7. Indicate the F/N to the pc.

LRH Ref:

• HCOB 2 Feb 60 The Co-Audit Team

Ref:

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

Steps:

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

Steps: (Use Basic Drill Format and Procedure.)

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

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

Clear the word "describe".

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

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

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

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

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.

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

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

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

Then give the command.

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

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.)

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

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

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

8. Exhaust the list of terminals.

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

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

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

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

9. Coach uses fruit words for answers.

The following processes on Level 2 require a Dynamic Assessment:

10. Write each item verbatim, with its reads.

• TR 200-5, 6 Melbourne 3

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

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“)

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

Note:

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

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

b. "Avoid adjectival commands."

c. "Never run a significance."

LRH Ref: Ability Major 6, 1955

LRH HCOB 2 Feb 60 The Co-Audit Team

Commands:

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

F1. „What do you want changed?“

„What do you want unchanged?“

F2. „What does another want changed?“

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

„What does another want unchanged?“

F3. „What do others want changed?“

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. "

„What do others want unchanged?“

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."

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

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.

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

Commands:

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

• “Walk over to this spot.”

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

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

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

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

and so on.

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

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

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

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

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

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

Commands:

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

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

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

Commands:

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

"Get the idea of people making you unfriendly."

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

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

"Get the idea of making people unfriendly,"

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

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

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

Commands :

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

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

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

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

Commands:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

LRH Ref: HCOB 8 Mar 62 The Bad Auditor

Commands:

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

1. "What could you confront?"

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

2. "What would you permit another to reveal?"

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

3. "What might another confront?"

4. "What might another permit you to reveal?"

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

5. "What would you rather not confront?"

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

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

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

7. "What might another hate to confront?"

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

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

9. "What should be confronted?"

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

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

Commands :

Drill using the Bracket Drill.

„Spot something incomprehensible. “

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

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

Commands:

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

F1: "What could you continue to confront?"

Commands :

"What would you rather not continue to confront?

F1: „Get the idea of changing. “

F2. "What could another continue to confront?"

„Get the idea of not changing. “

"What would another rather not continue to confront?"

F2: „Get the idea of another changing. “

F3:"What could others continue to confront?"

„Get the idea of another not changing. “

"What would others rather not continue to confront?"

F3: „Get the idea of others changing. “

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

„Get the idea of others not changing. “

Drill each flow using the Alternate/Repetitive Process Drill.

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

Commands:

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

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

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

„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.

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

Commands :

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

„Think (get the idea) of a change. “

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

„Think of a no-change. “

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

„Think of a failed change,“

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

Drill using the Bracket Drill.

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

Drill using the Bracket Drill.

Commands :

„Recall a change. “

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

„Recall a no-change. “

Commands:

„Recall a failed change. “

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

Drill using the Bracket Drill.

"Get the idea of another not worrying something. "

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

Commands :

F2: "Get the idea of worrying something. "

F1: „What change have you avoided”

"Get the idea of not worrying something. "

„What change have you sought?“

"Get the idea of something being worrisome. "

F2: „What change has another avoided?“

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

„What change has another sought?“

"Get the idea of others not worrying something. "

F3: „What change have others avoided?“

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

„What change have others sought?“

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

F1: „What no change have you avoided?“

also run:

„What no change have you sought?“

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

F2: „What no change has another avoided?“

"Get the idea of another not attacking something. "

„What no change has another sought?“

F2: "Get the idea of attacking something. "

F3: „What no change have others avoided?“

"Get the idea of not attacking something. "

„What no change have others sought?“

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

F1: „What failed change have you avoided?“

"Get the idea of others not attacking something. "

„What failed change have you sought?“

Drill each flow using the Alternate/Repetitive Process Drill.

F2: „What failed change has another avoided?

„What failed change has another sought?“

LRH Ref: HCOB 13 Oct 59 A Useful Process

F3: „What failed change have others avoided?“

Commands:

„What failed change have others sought?“

F1: "Recall another being critical of you. "

Drill each flow using the Alternate/Repetitive Process Drill.

"Recall another withholding criticism of you. "

F2: "Recall being critical. "

Commands :

"Recall withholding criticism. "

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

F3. "Recall another being critical of others.”

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

"Recall another withholding criticism of others. "

3. „How has _____ changed another?“

Drill each flow using the Alternate/Repetitive Process Drill.

4. „How has another changed _____?“

5. “How has _____ changed (self)?

LRH Ref: HCOB 15 Mar 62 Suppressors

6. „What have you not changed?“

Commands:

7. „What has not changed you?“

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

8. „What has not changed _____?“

"What has another presented to you?".

9. „What has _____ not changed?“

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

10. „What has not changed self?“

"What have you presented to another?"

11. „What have you failed to change?“

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

12. „What has failed to change you?“

"What has another presented to another?"

13. „What has _____ failed to change?“

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

14. „What has failed to change _____?“

15. „What has failed to change self?“

LRH Ref: PAB 146 Procedure CCH

Drill using the Bracket Drill.

Command:

"Recall a secret. "

LRH Ref:

Drill using the Repetitive Process Drill.

• HCOB 6 Aug 68 R3H

"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:

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

1. Clear the word "valence".

Flow 1:

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

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.

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

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

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

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

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

• Affinity

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

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

Drill each flow using the Repetitive Process Drill.

5. Exhaust the list of valences.

and have the PC examine that briefly.

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

LRH Ref: HCOB 25 Jan 62 Flow Process

• Curious about_____

Commands:

F1: "What had to be outflowed?"

"What had to be withheld?"

"What had to be inflowed?"

"What had to be held off?"

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

LRH HCOB 6 Aug 68 R3H

"What had to be withheld by another?"

E/S ARC Break etc. to EP.

"What had to be inflowed "by another?"

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

"What had to be held off by another?"

Follow the procedure given for Flow 1.

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

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

"What had to be withheld by others?"

Follow the procedure given for Flow 1.

"What had to be inflowed by others?"

"What had to be held off by others?"

Commands :

Drill each flow using the Bracket Drill.

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

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

LRH Ref:

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

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

Drill each flow using the Repetitive Process Drill.

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:

Commands:

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

"Think of something _____ has withheld from you. "

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

"Think of something you have withheld from _____. "

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

"Think of something _____ has withheld from others. "

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref:

• HCOB 24 Feb 59 Technical Bulletin

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. "

"Recall something _____ has withheld from you. "

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

"Recall something you have withheld from _____. "

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

"Recall something _____ has withheld from others. "

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref:

• HCOB 3 July 59 General Information

Commands:

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

"Recall something somebody else thought was important. "

Drill using the Alternate/Repetitive Process Drill.

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

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

Drill using the Alternate/Repetitive Process Drill.

3. "Find something unimportant about this room. "

Drill using the Repetitive Process Drill.

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

Commands:

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

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

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

Drill each flow using the Repetitive Process Drill.

also

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. "

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

Drill each flow using the Repetitive Process Drill,

also

"What wouldn't you do over again?"

Drill using the Repetitive Process Drill.

also

"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?"

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

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

Drill each flow using the Repetitive Process Drill.

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?"

Drill each flow using the Repetitive Process Drill.

also

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

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

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

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 5 Oct 59 Universe Process

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

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

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

Commands:

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

"Recall something _____ has withheld from you. "

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

"Recall something you have withheld from _____. "

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

"Recall something _____ has withheld from others. "

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref:

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

1. Clear the word terminal.

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

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

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

Commands:

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

"Recall something _____ has withheld from you. "

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

"Recall something you have withheld from __­__. "

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

"Recall something ___­_ has withheld from others.

Drill using the Alternate/Repetitive Process Drill.

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

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

• Know

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

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.

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

Commands:

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

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

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

also

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

"What has (terminal) withheld from you?"

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

"What have you withheld from (terminal)?"

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

"What have others withheld from (terminal)?"

Drill each flow using the Alternate/Repetitive Process Drill.

also

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

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

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 14 April 60 New PE Data

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

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

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

Commands:

F1: "What has _____ done to you?"

"What has _____ withheld from you?"

F2: "What have you done to _____?"

"What have you withheld from?"

F3. "What has _____ done to others?"

"What has _____ withheld from others?"

Drill each flow using the Alternate/Repetitive Process Drill.

Command:

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

Drill using the Repetitive Process Drill.

LRH Ref:

• HCOB 4 Feb 60 Theory of Responsibility Processing

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

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:

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.

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

Commands:

F1: "What has _____ done to you?"

"What has _____ withheld from you?"

F2: "What have you done to _____?"

"What have you withheld from _____?"

F3. "What has _____ done to others?"

"What has _____ withheld from others?"

Drill each flow using the Alternate/Repetitive Process Drill.

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

Commands:

F1: "What could you withhold?"

F2: "What could another withhold?"

F3. "What could others withhold?"

Drill each flow using the Repetitive Process Drill.

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

Commands:

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

"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. "

Drill each command using the Repetitive Process Drill.

Commands:

F1: "What has another done to you?"

"What has another withheld from you?"

F2: "What have you done to another?"

"What have you withheld from another?"

F3: "What has another done to another?"

"What has another withheld from another?"

Drill each flow using the Alternate/Repetitive Process Drill.

Commands:

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

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

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

Drill each flow using the Repetitive Process Drill.