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 9 January 1972R Issue II Grade 4 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 400-11 Electing Cause 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 R2-66, Electing Cause

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.

• "Point out some things which are causing things. "

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.

Drill using the Repetitive Process Drill.

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!

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 such basics 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 ______________ bullbaited.

Commands: As for each separate auditing action.

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 in a drill similar to a real auditing session and thereby become flawless in applying it.

Command: As for each separate process.

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.

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: 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.

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.)

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:

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

1. Obnose the out of sessionness.

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

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

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

3. Handle.

3. Have extra pens under the E-Meter.

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

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

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

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

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

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

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

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

Each drill is to be done thoroughly 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; 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.

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

Name: Auditing __________ Bullbaited.

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

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.

Ref: Creation of Human Ability p. 74.

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.

(Use basic drill format.)

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:

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

1. Obnose the out of sessionness,

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

2. Align this to the process run,

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

3. Handle.

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

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.)

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

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".

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.

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.

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

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

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.

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.

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

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)

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 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.

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.

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".

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?”

13. Take whatever the PC says, acknowledge it.

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.

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

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

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

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

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.

Ref: PAB 56

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

(Use basic drill format)

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

6. Using full TRs 0-4:

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

a. Give the command to the "pc".

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

b. Get the "pc’s" answer.

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.

c. Acknowledge.

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

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

4. Say to PC, “This is the Process.”

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

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

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

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

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

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

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

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

9. Handle all items per No. 8.

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)

Ref: PAB 54

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

(Use basic drill format.)

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.

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

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

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

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

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

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

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

5. Say to PCs “This is the process.”

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

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.

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

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.

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)

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

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

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

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

10. Say toPC: “This is the process”.

7. Indicate the F/N to the pc.

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

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

(Taken from BTB 15 Dec 74 Auditor Expertise Drills Series 2)

13. Run process as in steps 10 and 11.

LRH Ref:

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.

• HCOB 14 Aug 64 Scn Two – Prepcheck Buttons

Ref: HCOB 17 Mar 60 Standardized Sessions

(Use basic drill format.)

Ref:

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

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.

Steps:

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:

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

“Think about matter”

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

“Think about energy”

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

“Think about space”

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

“Think about time”

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

“Think about a thetan”

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

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

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

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

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

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

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

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.

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

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

Ref: HCOB 4 May 1959 An Affinity Process

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

(Use basic drill format.)

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

LRH Ref:

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

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

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

Ref:

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

• BTB 7 Nov 72R, Issue III, "L&N Lists"

5. Run the process as in step 3.

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

Steps: (Use Basic Drill Format and Procedure.)

7. Run the process as in step 3.

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.

Ref: HCOB 2 Mar 1961 New Pre Hav Command

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

(Use basic drill format.)

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.

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

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

2. Clear the word “no-communication”.

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

3. Clear the flow one command:

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

“Recall another’s communication with you.”

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

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

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

4. Say to PC: “This is the process.”

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

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

9. Coach uses fruit words for answers.

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.

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.

Ref: HCOB 25 Sept 59 HAS Co Audit

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")

(Use basic drill format.)

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.

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

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.

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

LRH Ref: Book: Creation of Human Ability R2-44 p. 120

4. Say to PC: “This is the process.”

Commands:

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

F1: "Tell me some things you wouldn’t want to have happen again. "

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

"Tell me some things you would like to have happen again. "

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

F2: "Tell me some things another wouldn’t want to have happen again. "

"Tell me some things another would like to have happen again. "

Ref: HCOB 21 July 1959 HGC Allowed Processes

F3: "Tell me some things others wouldn’t want to have happen again. "

(Use basic drill format.)

"Tell me some things others would like to have happen again. "

Drill per LRH instructions in Creation of Human Ability R2-44 – using the Alternate/Repetitive Process Drill on each flow.

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

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

LRH Ref: HCOB 7 July 64 Scientology III & IV Justifications

3. Say to PC, “This is the process”.

1. Clear the flow 1 commands.

4. Commands are the same as in above drill.

2. Give the pc a brief R-Factor on how this process is run.

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

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

4. Commands:

Ref: HCOB 21 July 1959 HGC Allowed Processes

Flow 1: 1. "In this life-time what overt has another committed?”

(Use basic drill format.)

2. "How has he/she justified it?"

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:

"(2) is run flat until the overt given in (1) is knocked out. Then a new overt is found and (2) is done thoroughly and repetitively on it.

• pink oranges

"Note it is not an alternate command. Note that a cycle of action is completed with question (2) or (1) before you leave off processing this particular overt. Only when you have all the justifications and cognitions possible on (1) do you ask for a new overt from the pc. " LRH HCOB 7 64 Scn III & IV Justifications

5. Repeat these steps with flows 2 and 3.

Flow 2 Commands:

1. "In this lifetime what overt have you committed?"

2. "How have you justified it?"

Flow 3 Commands:

1. "In this lifetime what overt have others committed?"

2. "How have they justified it?"

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

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

LRH Ref: Book: Scientology 8-8008, Chapter on Certainty Processing

Assess:

• Male bodies

Commands: "I have a solution. "

"I have no solution. "

Drill using the Alternate/Repetitive Process Drill.

Commands: "There is something. "

"There is nothing. "

Drill using the Alternate/Repetitive Process Drill.

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

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

Ask the pc for the terms he uses to describe each Dynamic 1-8. Then run each Dynamic, in turn in the following commands:

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

"There is _____. "

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

"There is no _____. "

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

(Example: on the 1st Dynamic – "There is myself. " "There is no self. ")

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.

Drill using the Alternate/Repetitive Process Drill.

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

Using the same words the pc gave to describe the Dynamics in Part 3, run each Dynamic in the following commands:

Ref: HCOB 21 July 1959 HGC Allowed Processes.

F1: "(Any Dynamic) is preventing me from communicating. "

(Use basic drill format.)

"(Any Dynamic) is not preventing me from communicating. "

F2: "I am preventing _____ from communicating. "

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.”

"I am not preventing ____ from communicating.”

2. Clear the word “victim”.

F3: "_____ is preventing others from communicating. "

3. Clear the commands

"____ is not preventing others from communicating. "

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

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

Assess:

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

• Communication ______

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

Ref: Creation of Human Ability P. 152

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

(Use basic drill format.)

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

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).

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.

Ref: Creation of Human Ability P. 153.

(Use basic drill format.)

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

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

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

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.

Ref:

• HCOB 13 Oct 1959 DEI Expanded Scale

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.

In order of largest read, run reading items in the following commands:

• "There is _____. "

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.

Drill using the Alternate/Repetitive Process Drill.

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?”

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.

Draw up a list of reading allies or terminals the pc is fixated on – either by culling a list of such terminals from worksheets and session reports (list must be approved by the C/S) or by clearing and asking the pc directly: "Are there any terminals that you consider to be allies?" or "Are there any terminals that you think about/have constant trouble with/depend on/etc?"

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.

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

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.

F1: "_____ can produce an effect on me.”

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

"_____ cannot produce an effect on me. "

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.

F2. "I can produce an effect on _____”

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.

"I cannot produce an effect on ____. "

F3: "_____ can produce an effect on others. "

Ref: HCOB 7 May 1959 New Processes

" ____ cannot produce an effect on others.”

(Use basic drill format.)

Drill each flow using the Alternate/Repetitive Process Drill.

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

Draw up a list of terminals the pc is closely associated with – either by culling a list of such reading terminals from worksheets and session reports (list must be approved by the C/S) or by clearing and asking the pc directly: "Are there any terminals that you are closely associated with?"

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

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

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.

F1: "I can have _____ ‘s viewpoint. "

4. Assess:

"I cannot have _____ ‘s viewpoint. "

a. From where could another communicate to you?

F2. " _____ can have my viewpoint. "

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

" _____ cannot have my viewpoint. "

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

F3: "Others can have _____ ‘s viewpoint. "

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

"Others cannot have _____ ‘s viewpoint. "

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.

Drill each flow using the Alternate/Repetitive Process Drill.

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.

Assess for creative abilities that the pc has lost or has wanted to have by clearing and asking 1. "Are there any abilities that you feel you’ve lost?" and 2. "Are there any abilities you’ve wanted to have?" In order of largest read, run reading items in the following commands:

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

1. "I can _____. "

(Use basic drill format.)

2. "I cannot _____. "

Drill using the Alternate/Repetitive Process Drill.

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

2. Clear each command as you get to it.

LRH Ref:

3. Say to PCs “This is the process.”

• Book – Scientology 8-8008, Chapter on Differentiation, Association, Identifi­cation

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

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

Ref:

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

• BTB 1 Dec 71 Issue III Rising Scale Processing

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

Commands:

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.”

1. "Get the idea of (bottom of scale, e.g. dead). "

2. "Do you have that idea?"

Refs:

3. "All right. Now change that idea as nearly as you can to (top of scale, e.g. Survive)."

• HCOB 11 Dec 64 Scientology 0 Processes

4. "OK. How close did you come?”

5. "Thank you. "

These commands are run 1-5, 1-5, 1-5 on the same pair (e.g. dead – survive) until the end phenomena of F/N, Cog, VGIs on the pair being run is reached.

Expanded Grade Processes - Triples Part B Grade 0 Processes.

Use the Bracket Drill.

(Use Basic drill format)

• Survives - Dead

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

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

3. Clear the first two commands on flow one.

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

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

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

5. If PC bogs use prompters:

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?”

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

“If so, tell me again.”

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

“If so, tell me about it.”

LRH Ref: Book – Advanced Procedures and Axioms

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

Ref: BTB 1 Dec 71 Issue IV Effort Processing

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

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

1. The Auditor asks the pc what physical disabilities he has. These are noted down with the read each disability gave when the pc said it. Physical disabilities is cleared with the pc before asking the question in this step.

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

2. Effort usually requires education in re-experiencing it. Have the pc shove against a wall. Then have him sit back and re-experience it.

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

3. Clear the word effort.

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

4. Take the largest reading disability. Any disability run must be one that reads.

8. Clear the first two commands on flow one.

5. Clear the command "Get the (disability) effort."

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

6. Clear the words counter-effort.

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

7. Clear the command "Get the (disability) counter-effort,"

9. Follow steps 4 and 5.

6. These commands are run alternate-repetitively (effort, counter-effort, effort, counter-effort, effort, etc.) until a) the emotion concerning the disability is voiced by the pc, b) the consideration is voiced by the pc. The process is continued on the disability being run until both the emotion and the consideration are voiced by the pc. This is the EP of the item being run, it’s always accompanied by F/N and VGIs.

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

9. Then take the next largest reading disability and run the process on it to EP.

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

10. All reading disabilities are run. The pc can be asked for other disabilities when all reading ones already given by the pc are run. The process is run until the pc gives no more reading disabilities.

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

11. Care must be taken not to chop the pc when he mentions the emotion. Get the emotion and the consideration.

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?”.

LRH Ref: Book – Creation of Human Ability R2-66 Electing Cause

11. Follow steps 4 and 5.

Commands:

• "Point out some things which are causing things. "

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.

Drill using the Repetitive Process Drill.

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?”

LRH Ref: HCOB 1 Sept 63 Routine 3SC

3. “This is the process.”

1. Clear and list the Flow 1 Listing Question: "In this lifetime what does another use to make you wrong?" (Use the Listing and Nulling drill given earlier in this bulletin.)

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

2. Give the pc a brief R-Factor on how this process is run.

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

3. Using the Service Facsimile found in 1, clear and run the first question "In this lifetime how would (Ser Fac) make another right?"

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.

"Don’t keep repeating the question unless pc needs it. Just let pc answer and answer and answer. Let pc come to a cog­nition or run out of answers or try to answer the next question prematurely and switch question to second question (clear first) ‘In this lifetime how would (Ser Fac) make you wrong?’. Treat this the same way. Let the pc come to a cog, or run out of answers or accidently start to answer the first question. Go back to first question. Do the same with it. Then to second question. Then to first question again, then to second. …on any big cognition, end the process.

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

4. "Using the same method of auditing as in 3 above, use the third question: ‘In this lifetime how would (Ser Fac) help another escape domination?’ When this seems cooled off use fourth question ‘In this lifetime how would (Ser Fac) help another dominate you?’ Use third question and fourth question again until pc has it all cooled off or a big cognition.

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

5. "Using the same method as in 3 above use the fifth question ‘In this lifetime how would (Ser Fac) aid another’s survival?’ and then sixth question: ‘In this lifetime how would (Ser Fac) hinder your survival?’ Use five and six as long as is necessary to cool it all off or to produce a big cognition.

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

"The idea is not to beat the process to death… The pc will have automaticities (answers coming too fast to be said easily) early in the run. These must be gone and pc bright when you end. You are only trying to end the compulsive character of the Service Facsimile so found and get it off automatic and get pc to see it better, not to remove all TA action from the process. " LRH HCOB 1 Sept 63 R3SC

6. “This is the process.” ”

6. "That which doesn’t run on ‘Right-Wrong’ you prepcheck to EP." LRH Tape 6309C05 SH Spec 303 Service Facsimile Assessment.

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

Occasionally you may not get a cog and EP on running the brackets or it may not run at all in brackets, in this case, you would prepcheck the Service Facsimile. (Ref. Tape 6309C05 SH Spec 303 Service Facsimile Assessment.)

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

Drill the prepcheck per the Prepcheck Drill given earlier in this bulletin. The preface is: "In this lifetime on (Ser Fac) has anything been (Prepcheck button)?"

8. Clear the commands.

7. Handle Flows 2 and 3 as above.

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?”

"In this lifetime what do you use to make others wrong?"

(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.

1. "In this lifetime how would (Ser Fac) make you right?"

2. "In this lifetime how would (Ser Fac) make others wrong?”

(per HCOB 11.12.64, Zero Processes.)

3. "In this lifetime how would (Ser Fac) help you escape domination?"

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

4. "In this lifetime how would (Ser Fac) help you to dominate others?"

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.

5. "In this lifetime how would (Ser Fac) aid your survival?”

3. He clears the F-l commands.

6. "In this lifetime how would (Ser Fac) hinder the survival of others?"

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

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

"In this lifetime what does another use to make others wrong?"

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

5. R-Factor flow 2.

1. "In t is lifetime how would (Ser Fac) make another right.”

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

2. "In this lifetime how would (Ser Fac) make others wrong?”

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

3. "In this lifetime how would (Ser Fac) help another escape domination?"

“Who else could you say those things to?”

4. "In this lifetime how would (Ser Fac) help another dominate others?"

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

5. "In this lifetime how would (Ser Fac) aid another’s survival?”

8. R-Factor flow 3.

6. "In this lifetime how would (Ser Fac) hinder the survival of others?"

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.

Commands:

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

F1: "Tell me a flow you know something about.”

“Who else could another say those things to?”

F2: "Tell me a flow another could know something about. "

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

F3: "Tell me a flow someone could get others to know about. "

Drill each flow using the Repetitive Process Drill.

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?”