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

How to use: These drills are in order by levels. The first number indicates the level taught on. Those that begin with TR 00 - are level Zero drills. Unbullbaited drills end with odd numbers; and bullbaited drills end in even numbers.

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

Simply start with the first actions and work through the drills applying them unbullbaited and bullbaited, until you are thoroughly familiar with each separate auditing action and can apply it flawlessly, even with distractions.

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

If a student has trouble on a drill, cut back the gradient. On a bullbaited drill this could mean returning the student to the drill on a doll or even to TR 0-4.

A. Repetitive Process

Important: Also check that the student himself has no misunderstood words on the bulletin or drill, as this will cause him to alter-is and have difficulty. Get him word cleared.

B. Alternate/Repetitive Process

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

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. 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.

Name: Auditing on a Doll Unbullbaited.

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:

Commands: As for each separate process.

1. Study and understand the LRH data on the 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.

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

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.)

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

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

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

• TR 300-3 Changing Minds Unbullbaited

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

3. Have extra pens under the E-Meter.

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

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

Commands:

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

• “Walk over to this spot.”

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, coaching on a gradient handling one outness at a time.

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

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

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

Name: Auditing ______________ bullbaited.

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.

Commands: As for each separate auditing action.

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

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 the coach (bullbaiter), as PC.

Name: Auditing on a doll unbullbaited.

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 lists 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 (ex. L3RD) he squeezes the cans for reads.

Command: As for each separate process.

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

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.

1. Obnose the out of sessionness.

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.)

2. Align this to the process and to his level of training.

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

3. Handle.

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

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”.

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

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.

3. Have extra pens under the E-Meter.

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

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

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.

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

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)

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.

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

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

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!

Ref: BTB 5 Jan 72 Rev. 18 June 74, 0-IV Expanded Grade Processes - Triples, Part B, Grade 0 Processes, Grade 0 Expanded Processes

Name: Auditing __________ Bullbaited.

Ref: Creation of Human Ability p. 74.

Commands: As for each separate auditing action.

(Use basic drill format.)

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.

1. R-Factor. “We are going to run an expanded Grade 0 Comm process. It’s called Beingness processing.”

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

2. Clear each of the following commands as each step is reached, before running that command.

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

3. Begin using the environment and the vicinity that the auditing is taking place in.

1. Obnose the out of sessionness,

4. Clear this command: “Look around the room and discover some object which you don’t mind being present.”

2. Align this to the process run,

5. Give the PC the command in No. 4.

3. Handle.

6. The PC must answer the question. TR 0-4 is used fully. The PC must actually locate something in the environment, not a picture. Auditor obnoses the PC is looking out not introverted.

An example is, on Listing and Nulling procedure an out of sessionness is observed, the Auditor queries and follows through with an L4BR at once, (L4BR is a Repair List.)

7. When the first command is answered, ask the PC to “Locate something else you don’t mind being present.”

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

8. The Auditor runs the second command until all comm lag on the question is flat, or F/N , Cog, VGIs. When this happens the Auditor indicates the F/N, if one, and then picks out an object which the preclear was comfortable about. For example: the door.

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

9. Now say to the PC: “Now see this door here.”

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

10. Immediately when No. 9 is done, say “All right, what else wouldn’t you mind this door being? As the PC answers this the Auditor continues to ask the same question, using the same object, until all comm lag is gone from the question, or F/N, Cog, VGIs.

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

11. When all comm lag is flat in No. 10, the Auditor selects other objects in the area and uses the same question on them. Ex: “What wouldn’t you mind this chair being?” “What else wouldn’t you mind this chair being?” to no comm lag or F/N, Cog, VGIs.

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

12. When the preclear is perfectly willing to have anything in the room be a large number of things, including the walls, the ceiling and the floor, ask “Now what wouldn’t you mind your body being?”

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

13. Take whatever the PC says, acknowledge it.

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“.

14. Say “And now what else wouldn’t you mind your body being?” Repeat this question until the PC is doing is comfortably and with no comm lag or F/N, Cog, VGIs.

15. Then ask: “Now lets find something you wouldn’t mind being.” Take the PC’s answer and acknowledge.

16. Then run repetitively “What else wouldn’t you mind being?” to F/N, Cog, VGIs.

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).

Ref: PAB 56

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

(Use basic drill format)

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)

1. R-Factor, “We are going to run an expanded Grade 0 Comm Process, It’s called Axiom 51 Comm Processing.”

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

2. A list of reading terminals is culled from the work-sheets, White Form, that read when the PC mentioned them.

6. Using full TRs 0-4:

Also, “Clara”, (the PC’s wife), should be expanded to “a wife” and “a woman” and added to the culled list. This is an example of how an item can be expanded. One would only run the added items of “a wife” and “a woman” if they read on test, of course. The items do not have to be checked for a read if they once read on the worksheets.

a. Give the command to the „pc“.

3. Clear the flow one command, “What wouldn’t (same item) mind you communicating with?”

b. Get the „pc’s“ answer.

4. Say to PC, “This is the Process.”

c. Acknowledge.

5. Run command repetitively, to F/N, Cog, VGIs. Indicate the F/N after PC’s cognition and VGIs.

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

6. Clear the flow two command and run as above in steps 4 and 5.

8. Indicate the F/N to the „pc“.

7. Clear the flow three command and run as above in steps 4 and 5.

8. Take next best reading item, repeat No. s 3,4 5,6, and 7.

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

9. Handle all items per No. 8.

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.)

Ref: PAB 54

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

(Use basic drill format.)

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. “

1. R-Factor: “We are going to run a Grade 0 communication process. The process is called ‘Comm Process’.”

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

2. Clear “think” with a dictionary, as a doingness, an action. The PC is on the cans when clearing the command.

7. Indicate the F/N to the pc.

3. Clear thought with a dictionary as an idea, consideration, decision.

4. Clear 1st command, “Think a thought”. Ensure PC knows to tell auditor what it was he thought.

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

5. Say to PCs “This is the process.”

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

6. Run repetitively “Think a thought”, to F/N, Cog, VGIs. PC will voice the EP that he knows absolutely that he is thinking the thought.

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

7. Every 5 commands or so ask the PC to place the thought he just thought in an object in the room. This action getting the PC into the practice of placing the thought somewhere, and thoughts are less likely to appear suddenly and magically out of his machinery.

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

8. When F/N, Cog, VGIs is reached, indicate the F/N after PC’s Cog, then clear the word “receive” with a dictionary.

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

9. Clear the flow one command, “Tell me a thought you would be willing to receive from another.”

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)

10. Say toPC: “This is the process”.

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

11. Run to F/N, Cog, VGIs the above command repetitively. Indicate the F/N after PC’s Cog and VGIs.

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

12. Clear the flow two command: “Tell me a thought another would be willing to receive from you.”

7. Indicate the F/N to the pc.

13. Run process as in steps 10 and 11.

14. On flow three, “Tell me a thought others would be willing to receive from others”, clear the command and run as in steps 10 and 11.

Ref:

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

Ref: HCOB 17 Mar 60 Standardized Sessions

(Use basic drill format.)

Steps: (Use Basic Drill Format and Procedure.)

1. R-Factors “We are going to run an expanded Grade 0 process, it’s called ‘An obvious basic process’.” Clear the words: A, about, energy, matter, space, think, time.

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

2. Give R-Factors “There are 5 commands for this process. Each is run separately.” Run each command repetitively to F/N, Cog, VGIs; the commands are:

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.

“Think about matter”

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

“Think about energy”

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

“Think about space”

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

“Think about time”

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

“Think about a thetan”

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

3. Clear the first command and tell the PC that you want him to tell you what he thinks about.

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

4. Say to the PC, “This is the process.”

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

5. Run the command to F/N, Cog, VGIs indicating the F/N after the PC’s Cog and VGIs.

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

6. When the first command has been run to EP run the next command and so on through all 5 commands as per steps 3, 4 and 5.

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

9. Coach uses fruit words for answers.

Ref: HCOB 4 May 1959 An Affinity Process

10. Write each item verbatim, with its reads.

(Use basic drill format.)

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“)

1. R-Factors “We are going to run an expanded Grade 0 comm process; this process is called “An affinity process.”

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

2. Clear the flow one command. “Recall a time another communicated.”

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

3. Run repetitively to F/N, Cog, VGIs, indicating the F/N after PC’s Cog and VGIs.

4. Clear the flow two commands “Recall a time you communicated”.

5. Run the process as in step 3.

LRH Ref: Ability Major 6, 1955

6. Clear the flow three commands “Recall a time others communicated”.

Commands:

7. Run the process as in step 3.

F1. „What do you want changed?“

„What do you want unchanged?“

Ref: HCOB 2 Mar 1961 New Pre Hav Command

F2. „What does another want changed?“

(Use basic drill format.)

„What does another want unchanged?“

F3. „What do others want changed?“

1. R-Factor: “We are going to run a Grade 0 process called “In sequence”. It has two commands to each flow.

„What do others want unchanged?“

2. Clear the word “no-communication”.

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

3. Clear the flow one command:

“Recall another’s communication with you.”

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

“Recall another’s no-communication with you.”

Commands:

4. Say to PC: “This is the process.”

• “Walk over to this spot.”

5. Run repetitively 1-2-1-2-1 etc. to F/N, Cog, VGIs, indicating F/N after PC has Cog, VGIs.

6. Repeat step 2, 3 and 4 on flows two and three of the process. See BTB 5 Jan 72R Rev 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes for reference.

Ref: HCOB 25 Sept 59 HAS Co Audit

and so on.

(Use basic drill format.)

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

1. Give PC R-Factor: “We are going to run a Grade 0 process called ‘Universe Processing’.”

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

2. Clear the words: The physical universe, a body, a mind, a thetan. Watch for reads while clearing and take up those that read, running largest read first. If none read on clearing, then assess the list. If none read, check the items with suppress and invalidate.

Commands:

3. Run reading items in the commands listed below, 3 flows to F/N, Cog, VGIs, indicating F/N after Cog VGIs.

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

4. Say to PC: “This is the process.”

F1. “From where could __________ communicate to you?”

F2. “From where could you communicate to __________?”

F3. “From where could __________ communicate to others?”

Ref: HCOB 21 July 1959 HGC Allowed Processes

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

(Use basic drill format.)

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

1. Give PC R-Factors “We are going to run an Expanded Grade 0 process; it’s called Locational Body Comm Process.”

Commands :

2. Cull reading body parts from worksheets or make a list of body parts, assess them and run reading items, taking largest read first.

3. Say to PC, “This is the process”.

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

4. Commands are the same as in above drill.

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

5. Run to F/N , Cog, VGIs indicating the F/N after the Cog VGIs.

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

Ref: HCOB 21 July 1959 HGC Allowed Processes

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

(Use basic drill format.)

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

Training Stress: This drill is the same as Basic Drill Format except that for the assessment that is done on step 3, use the following instead of the real items:

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

• pink oranges

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

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

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

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

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

1. R-Factor: “We are going to run an Expanded Grade 0 Comm Process”.

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

2. “I am going to do an assessment on the meter; you don’t have to say anything. OK?” Handle TRs 0-4.

Assess:

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

• Male bodies

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

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

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

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

Commands :

„Spot something incomprehensible. “

4. Clear the flow one commands “From where could __________ communicate to you?”

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

(Using best reading item) Run to F/N, Cog, VGIs.

5. Run flows two and three in the same manner.

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

F2. “From where could you communicate to __________ (item)?”

Commands :

F3. “From where could __________ communicate to others?”

F1: „Get the idea of changing. “

6. Take the next most reading item, use it in the commands and run to F/N, Cog, VGIs, indicating the F/N after the Cog VGIs.

„Get the idea of not changing. “

7. Take all reading items from the assessment and handle as in step 6, in descending order of reads until all are handled.

F2: „Get the idea of another changing. “

„Get the idea of another not changing. “

Ref: HCOB 21 July 1959 HGC Allowed Processes.

F3: „Get the idea of others changing. “

(Use basic drill format.)

„Get the idea of others not changing. “

Drill each flow using the Alternate/Repetitive Process Drill.

1. Give PC R-Factor “We are going to run an Expanded Grade 0 process, it’s called ‘Process S-2’ it is run repetitively.”

2. Clear the word “victim”.

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

3. Clear the commands

F1. “From where could a victim communicate to you?”

„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.

4. Say, this is the process run it to F/N, Cog, VGIs indicating the F/N after Cog, VGIs.

Commands :

5. Clear flows two and three and run as in step 4.

„Think (get the idea) of a change. “

F2. “From where could you communicate to a victim?”

„Think of a no-change. “

F3. “From where could a victim communicate to another or others?”

„Think of a failed change,“

Drill using the Bracket Drill.

Ref: Creation of Human Ability P. 152

Scientology 0-8 p. 110 and p. 112.

Commands :

(Use basic drill format.)

„Recall a change. “

„Recall a no-change. “

1. R-Factor: “We are going to run an Expanded Grade 0 Comm Process, it is called R2-60.

„Recall a failed change. “

2. Clear each of the commands as each step is reached, before running that command, clearing the word “Spot” and the key word first (such as “hidden” and “protected” etc).

Drill using the Bracket Drill.

3. The commands are as per HCOB 5 Jan 72R Rev. 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes. Run as per Creation of Human Ability - R2 60.

4. Run each command to F/N, Cog. VGIs, indicating the F/N after Cog and VGIs.

Commands :

F1: „What change have you avoided”

Ref: Creation of Human Ability P. 153.

„What change have you sought?“

(Use basic drill format.)

F2: „What change has another avoided?“

„What change has another sought?“

1. Give PC R-Factor: “We are going to run an expanded Grade 0 process, it’s called R2-60 Know to Mystery.”

F3: „What change have others avoided?“

2. Clear each of the commands as each step is reached, before running that command.

„What change have others sought?“

3. Run each command repetitively to F/N, Cog, VGIs indicating the F/N after Cog and VGIs.

F1: „What no change have you avoided?“

4. The commands are as per HCOB 5 Jan 72R Rev. 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes.

„What no change have you sought?“

F2: „What no change has another avoided?“

Ref:

„What no change has another sought?“

• HCOB 13 Oct 1959 DEI Expanded Scale

F3: „What no change have others avoided?“

„What no change have others sought?“

Training Stress: This drill is done with Basic Drill Format except that the student Auditor actually gets the items he uses on the doll from a PC folder. He goes through the folder and culls out reading terminals from the White Form and worksheets and makes up a list as in step 2. He then continues with the steps. The coach also checks to see that the list was correctly made up.

F1: „What failed change have you avoided?“

„What failed change have you sought?“

Training Stress: In doing this drill with a PC bullbaiter do not real terminals taken off the worksheets. Use “fruit” words instead. For example, a false apple. The bullbaiter squeezes the cans for reads; and as always uses made up answers, not real answers- flunks are given for out TRs and incorrect session procedure. The drill is passed when the student can do it correctly despite distractions.

F2: „What failed change has another avoided?

„What failed change has another sought?“

1. R-Factor: “We are going to run an Expanded Grade 0 Comm Process. I am going to do an assessment on the meter. You don’t have to say anything. OK?”

F3: „What failed change have others avoided?“

2. Assess a group of terminals that have been culled from reading items from the White Form, worksheets, etc. Items would be “mother” or “mothers” not “your mother”. A body not your body. A cat, not your cat.

„What failed change have others sought?“

3. Take the best read, and clear the command. Run each command to EP and then clear and run the next command. The item is the one found by assessment and then fitted in the commands.

Drill each flow using the Alternate/Repetitive Process Drill.

4. The commands are as per BTB 5 Jan 72R Rev 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes.

5. Take the next best reading terminal that read on assessment and repeat No. 3 and 4.

Commands :

6. Continue until all terminals that read are handled. This process can be used over and over, all that changes is the terminals used in the commands.

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

Of course, the same terminals are not run twice, and terminals are not run that the PC has not mentioned in a session and the terminals must have “read” in order to be run.

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

3. „How has _____ changed another?“

Ref: HCOB 7 May 1959 New Processes

4. „How has another changed _____?“

(Use basic drill format.)

5. “How has _____ changed (self)?

6. „What have you not changed?“

1. R-Factor: “We are going to run an Expanded Grade 0 Comm Process.”

7. „What has not changed you?“

2. Indicate you are going to assess some questions on the meter.

8. „What has not changed _____?“

3. Clear Assess, tell the PC: “I am going to do an assessment on the meter. You don’t have to say anything. Is that OK with you?” and handle with TR 0-4.

9. „What has _____ not changed?“

4. Assess:

10. „What has not changed self?“

a. From where could another communicate to you?

11. „What have you failed to change?“

b. Find a place from which another could communicate to you.

12. „What has failed to change you?“

c. Recall a place from which another has communicated to you.

13. „What has _____ failed to change?“

(These are the flow one commands of these processes which are now tripled.)

14. „What has failed to change _____?“

Check with PC if there was anything he didn’t understand. If so, clear it up and if you had a read on a misunderstood then reassess a, b, and c. If all OK, continue.

15. „What has failed to change self?“

5. Take the biggest reading question (SF, F, LF, LFBD) and run that one only repetitively on three flows, each to F/N, Cog, VGIs, indicating the F/N after Cog, VGIs.

Drill using the Bracket Drill.

Ref: 8-8008 P. 137 “Six Levels of Processing, Issue 5”

LRH Ref:

(Use basic drill format.)

• HCOB 6 Aug 68 R3H

1. R-Factors “We are going to run Expanded Grade 0 Comm Process; it’s called ‘Remedy of Comm Scarcity’.”

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

2. Clear each command as you get to it.

Flow 1:

3. Say to PCs “This is the process.”

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

4. Run commands repetitively to F/N, Cog, VGIs.

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

Fl. “What wouldn’t another mind you communicating with?”

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

F2. “What wouldn’t you mind another communicating with?”

• Affinity

F3. “What wouldn’t another mind others communicating with?”

Auditor continues to obnose PC and with a wide F/N , Cog, VGIs and PC in PT and no longer “in” the process, the Auditor indicates the F/N, “Thank you. Your needle is floating.”

Refs:

and have the PC examine that briefly.

• HCOB 11 Dec 64 Scientology 0 Processes

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

• Curious about_____

Expanded Grade Processes - Triples Part B Grade 0 Processes.

(Use Basic drill format)

1. R-Factor: “We are going to run Grade 0 - Communications.”

2. R-Factor: “The first process is called Auditor - PC Clearance.”

LRH HCOB 6 Aug 68 R3H

3. Clear the first two commands on flow one.

E/S ARC Break etc. to EP.

00F-A1 “What are you willing for me to talk to you about?”

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

“What would you like me to tell you about that?”

Follow the procedure given for Flow 1.

4. Say, “This is the process.” Run the two commands to F/N, Cog, VGIs. Indicate the F/N and note on W/Ss.

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

5. If PC bogs use prompters:

Follow the procedure given for Flow 1.

a. “Have you found something you think would make me think less of you?”

b. “Is there something you thought of that you think I wouldn’t understand?”

Commands :

c. “Have you said something you felt I didn’t understand?”

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

“If so, tell me again.”

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

d. “Have you found something you haven’t understood?”

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

“If so, tell me about it.”

Drill each flow using the Repetitive Process Drill.

6. Do steps 3 - 5 with flow two (00F-A2) and three (00F-A3).

00F-A2 “What are you willing to talk to me about?”

“What would you like to tell me about that?”

00F-A3 “What are you willing for me to talk to others about?”

“What would you like me to tell others about that?”

7. R-Factor: “We are now going to run a process called 0-0.

8. Clear the first two commands on flow one.

00F-l “What are you willing for another to talk to you about?”

“What would you like him/her to tell you about that?”

9. Follow steps 4 and 5.

10. Do step 8 on flow 2 and 3 of 0-0.

00F-2 “What are you willing to talk to another about?”

“What would you like to tell another about that?”

00F-3 “What are you willing for another to talk to others about?”

“What would you like him/her/them to tell others about that?”.

11. Follow steps 4 and 5.

1. Auditor chooses person by making a list of people it would be difficult for that PC to talk to or listen to and taking each item in turn. (Ref. HCOB 26 Dec 64 0-A Expanded.) Gives PC R-Factor: “We are going to run process “0A”.

2. Clear the command for flow 1.

A0 F-1 “If ______ could talk to you, what would he talk about?”

“All right, if he were talking to you about that, what would he/she say exactly?”

3. “This is the process.”

Run each terminal to F/N. Run to F/N, Major Cog, VGIs on process.

4. R-Factors “We are going to run Flow 2.”

5. Clear the commands and clear that in the 2nd command the PC is to answer as if he were actually talking to that terminal.

0A F-2 “If you could talk to ______ what would you talk about?”

“All right, if you were talking to about that, what would you say exactly?”

(PC is expected to speak as though talking to the subject chosen.)

6. “This is the process.” ”

Run each to F/N. Run to F/N, Major Cog, VGIs on Process.

7. R-Factor: “We are going to run flow 3.”

8. Clear the commands.

0A F-3 “If could talk to ________what would he/she/they talk about”

“All right, if ________ was talking to about that what would he/she/they say exactly?”

(Auditor chooses 2 people who would have difficulty talking to each other.)

9. “This is the process.” Run each to F/N. Run to F/N Major Cog, VGIs on process.

(per HCOB 11.12.64, Zero Processes.)

1. R-Factors “We are going to run a process 0B.”

2. The Auditor has canned list which he has made and chooses in turn subjects the PC would find it difficult to hear another talk about.

3. He clears the F-l commands.

0B F-1 “What are you willing to have some one else tell you about ________?”

“Who else could he/she say those things to?’

4. Run each subject to F/N. Run to F/N, Major Cog, VGIs on the on the Process.

5. R-Factor flow 2.

6. (Auditor has made a canned list and chooses in turn subjects the PC would have difficulty talking about.) He clears the commands.

0B F-2 “What are you willing to tell me about? “

“Who else could you say those things to?”

7. Run each subject to F/N. Run to F/N, Major Cog, VGIs on the Process.

8. R-Factor flow 3.

9. The Auditor has a canned list and chooses in turn subjects PC would have difficulty having others discuss.

10. The Auditor clears the commands for flow 3.

0B F-3 “What are you willing to have someone tell others about?”

“Who else could another say those things to?”

11. Run each subject to F/N. Run to F/N, Major Cog, VGIs on the Process.

Ref: 5 Jan 72R Rev. 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes.

1. R-Factor: “We are going to run a havingness process.”

2. Clear 1st flow command.

0H F-1 “What solid could you understand?”

3. Run repetitively to F/N, Cog, VGIs.

4. Repeat 2 and 3 with the 2nd flow.

0H F-2 “What solid could another understand?”

5. Repeat 2 and 3 with the 3rd flow.

0H F-3 “What solid could another get others to understand?”