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

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 300-3 Changing Minds Unbullbaited

• TR 300-3 Changing Minds Unbullbaited

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

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

Commands:

Commands:

• “Walk over to this spot.”

• “Walk over to this spot.”

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

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

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

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.

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.

Ref:

Ref:

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

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

Steps: (Use Basic Drill Format and Procedure.)

Steps: (Use Basic Drill Format and Procedure.)

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

9. Coach uses fruit words for answers.

9. Coach uses fruit words for answers.

10. Write each item verbatim, with its reads.

10. Write each item verbatim, with its reads.

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

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“)

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.

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

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

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

LRH Ref: Ability Major 6, 1955

LRH Ref: Ability Major 6, 1955

Commands:

Commands:

F1. „What do you want changed?“

F1. „What do you want changed?“

„What do you want unchanged?“

„What do you want unchanged?“

F2. „What does another want changed?“

F2. „What does another want changed?“

„What does another want unchanged?“

„What does another want unchanged?“

F3. „What do others want changed?“

F3. „What do others want changed?“

„What do others want unchanged?“

„What do others want unchanged?“

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

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

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

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

Commands:

Commands:

• “Walk over to this spot.”

• “Walk over to this spot.”

and so on.

and so on.

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

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

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

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

Commands:

Commands:

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

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

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

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

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

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

Commands :

Commands :

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

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

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

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

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

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

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

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

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

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

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

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

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

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?“

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?“

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

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?“

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?“

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

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

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

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

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

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

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

F3: „Can you recall a time when others 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.

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

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

Commands :

Commands :

„Spot something incomprehensible. “

„Spot something incomprehensible. “

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

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

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

Commands :

Commands :

F1: „Get the idea of changing. “

F1: „Get the idea of changing. “

„Get the idea of not changing. “

„Get the idea of not changing. “

F2: „Get the idea of another changing. “

F2: „Get the idea of another changing. “

„Get the idea of another not changing. “

„Get the idea of another not changing. “

F3: „Get the idea of others changing. “

F3: „Get the idea of others changing. “

„Get the idea of others not changing. “

„Get the idea of others not changing. “

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

„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.

„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.

Commands :

Commands :

„Think (get the idea) of a change. “

„Think (get the idea) of a change. “

„Think of a no-change. “

„Think of a no-change. “

„Think of a failed change,“

„Think of a failed change,“

Drill using the Bracket Drill.

Drill using the Bracket Drill.

Commands :

Commands :

„Recall a change. “

„Recall a change. “

„Recall a no-change. “

„Recall a no-change. “

„Recall a failed change. “

„Recall a failed change. “

Drill using the Bracket Drill.

Drill using the Bracket Drill.

Commands :

Commands :

F1: „What change have you avoided”

F1: „What change have you avoided”

„What change have you sought?“

„What change have you sought?“

F2: „What change has another avoided?“

F2: „What change has another avoided?“

„What change has another sought?“

„What change has another sought?“

F3: „What change have others avoided?“

F3: „What change have others avoided?“

„What change have others sought?“

„What change have others sought?“

F1: „What no change have you avoided?“

F1: „What no change have you avoided?“

„What no change have you sought?“

„What no change have you sought?“

F2: „What no change has another avoided?“

F2: „What no change has another avoided?“

„What no change has another sought?“

„What no change has another sought?“

F3: „What no change have others avoided?“

F3: „What no change have others avoided?“

„What no change have others sought?“

„What no change have others sought?“

F1: „What failed change have you avoided?“

F1: „What failed change have you avoided?“

„What failed change have you sought?“

„What failed change have you sought?“

F2: „What failed change has another avoided?

F2: „What failed change has another avoided?

„What failed change has another sought?“

„What failed change has another sought?“

F3: „What failed change have others avoided?“

F3: „What failed change have others avoided?“

„What failed change have others sought?“

„What failed change have others sought?“

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

Commands :

Commands :

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

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

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

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

3. „How has _____ changed another?“

3. „How has _____ changed another?“

4. „How has another changed _____?“

4. „How has another changed _____?“

5. “How has _____ changed (self)?

5. “How has _____ changed (self)?

6. „What have you not changed?“

6. „What have you not changed?“

7. „What has not changed you?“

7. „What has not changed you?“

8. „What has not changed _____?“

8. „What has not changed _____?“

9. „What has _____ not changed?“

9. „What has _____ not changed?“

10. „What has not changed self?“

10. „What has not changed self?“

11. „What have you failed to change?“

11. „What have you failed to change?“

12. „What has failed to change you?“

12. „What has failed to change you?“

13. „What has _____ failed to change?“

13. „What has _____ failed to change?“

14. „What has failed to change _____?“

14. „What has failed to change _____?“

15. „What has failed to change self?“

15. „What has failed to change self?“

Drill using the Bracket Drill.

Drill using the Bracket Drill.

LRH Ref:

LRH Ref:

• HCOB 6 Aug 68 R3H

• HCOB 6 Aug 68 R3H

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

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

Flow 1:

Flow 1:

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.

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.

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

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

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

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

• Affinity

• Affinity

and have the PC examine that briefly.

and have the PC examine that briefly.

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

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

• Curious about_____

• Curious about_____

LRH HCOB 6 Aug 68 R3H

LRH HCOB 6 Aug 68 R3H

E/S ARC Break etc. to EP.

E/S ARC Break etc. to EP.

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

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

Follow the procedure given for Flow 1.

Follow the procedure given for Flow 1.

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

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

Follow the procedure given for Flow 1.

Follow the procedure given for Flow 1.

Commands :

Commands :

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

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

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

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

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

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

Drill each flow using the Repetitive Process Drill.

Drill each flow using the Repetitive Process Drill.