NAME: ARC Break

NAME: ARC Break

POSITION: Student and coach sit facing each other a comfortable distance apart.

POSITION: Student and coach sit facing each other a comfortable distance apart.

COMMANDS: The coach makes up his mind there has been an actual specific ARC break. He doesn’t tell the student. He then says, “Start”. Then the student says:

COMMANDS: The coach makes up his mind there has been an actual specific ARC break. He doesn’t tell the student. He then says, “Start”. Then the student says:

• “HAVE I DONE SOMETHING WRONG?”

• “HAVE I DONE SOMETHING WRONG?”

The coach answers this appropriately and the student says:

The coach answers this appropriately and the student says:

• “WHAT WAS IT?”

• “WHAT WAS IT?”

The coach answers, and then the student says:

The coach answers, and then the student says:

• “WHEN WAS IT?”

• “WHEN WAS IT?”

The student gets it described and then says:

The student gets it described and then says:

• “HOW IS IT NOW?”

• “HOW IS IT NOW?”

Then when he’s got it more or less stamped out here then he takes it on the other side of the picture and says:

Then when he’s got it more or less stamped out here then he takes it on the other side of the picture and says:

• “HAVE YOU DONE SOMETHING WRONG IN THIS SESSION?”

• “HAVE YOU DONE SOMETHING WRONG IN THIS SESSION?”

The coach answers that appropriately and the student auditor asks:

The coach answers that appropriately and the student auditor asks:

• “WHAT WAS IT?” “WHEN WAS IT?” and “HOW IS IT NOW?”

• “WHAT WAS IT?” “WHEN WAS IT?” and “HOW IS IT NOW?”

When all have been handled satisfactorily the coach ends that cycle of action and then starts a new one.

When all have been handled satisfactorily the coach ends that cycle of action and then starts a new one.

PURPOSE: Is to train the student to handle ARC breaks in a session and to get them handled quickly and effectively on both the overt and motivator side, since there’s always an overt connected with an auditing ARC break of one kind or another.

PURPOSE: Is to train the student to handle ARC breaks in a session and to get them handled quickly and effectively on both the overt and motivator side, since there’s always an overt connected with an auditing ARC break of one kind or another.

TRAINING STRESS: The training stress is on the reality and actuality of ARC breaks and the necessity of handling them. It should be pointed out that on an E-Meter it is the ARC break that causes the rising needle and also it must be pointed out that in actual auditing he will be using an E-Meter since he’s not running this with a meter in his hand. In real auditing he flattens it until his meter shows no change on the subject. In running this TR he is simply going to flatten it by the seat of his pants and the satisfaction of the coach.

TRAINING STRESS: The training stress is on the reality and actuality of ARC breaks and the necessity of handling them. It should be pointed out that on an E-Meter it is the ARC break that causes the rising needle and also it must be pointed out that in actual auditing he will be using an E-Meter since he’s not running this with a meter in his hand. In real auditing he flattens it until his meter shows no change on the subject. In running this TR he is simply going to flatten it by the seat of his pants and the satisfaction of the coach.

This is a 2-way comm formal auditing non-duplicative process and is only used to patch up ARC breaks when one occurs. It is not a repetitive command process which is supposed to do something terrific for the pc. It doesn’t. It is just supposed to keep the session on the road and is not in itself therapeutic.

This is a 2-way comm formal auditing non-duplicative process and is only used to patch up ARC breaks when one occurs. It is not a repetitive command process which is supposed to do something terrific for the pc. It doesn’t. It is just supposed to keep the session on the road and is not in itself therapeutic.

The student never answers or explains to the coach about the ARC break. In other words, we must keep the Auditor’s Code while running an ARC break out. Probably more strongly than we would ordinarily keep an Auditor’s Code. No evaluating questions. No invalidating questions. No explanations.

The student never answers or explains to the coach about the ARC break. In other words, we must keep the Auditor’s Code while running an ARC break out. Probably more strongly than we would ordinarily keep an Auditor’s Code. No evaluating questions. No invalidating questions. No explanations.

It should be understood that an ARC break is the only thing that will depress a profile. Nothing else will depress a profile except an ARC break. Handling ARC breaks is the only thing which keeps the profile from being depressed so this is a pretty important TR and it’s really got to be smooth and free. It is the one thing that can submerge an engram or foul the session. It should be understood that in actual auditing if the pc gives the auditor the Break as soon as the auditor asks for it, the question “What is it?” is dropped.

It should be understood that an ARC break is the only thing that will depress a profile. Nothing else will depress a profile except an ARC break. Handling ARC breaks is the only thing which keeps the profile from being depressed so this is a pretty important TR and it’s really got to be smooth and free. It is the one thing that can submerge an engram or foul the session. It should be understood that in actual auditing if the pc gives the auditor the Break as soon as the auditor asks for it, the question “What is it?” is dropped.