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

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

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.

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

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.

A. Repetitive 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.

B. Alternate/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.

C. Bracket Process – with 3 or more commands run consecutively, in sequence.

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.

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.

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:

Name: Auditing on a Doll Unbullbaited.

1. Study and understand the LRH data on the process.

Commands: As for each separate process.

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

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.

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

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

• TR 200-41 Withhold Process Unbullbaited

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).

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

3. Have extra pens under the E-Meter.

Commands:

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

F1: "What could you withhold?"

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

F2: "What could another withhold?"

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.

F3: "What could others withhold?”

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

Drill each flow 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 basics such as TRs, Codes or Scales. Whatever it is, find and handle it.

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

Name: Auditing ______________ 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.”

LRH Ref:

13. Run process as in steps 10 and 11.

• HCOB 2 Feb 60 The Co-Audit Team

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 17 Mar 60 Standardized Sessions

Steps:

(Use basic drill format.)

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

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

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.

Clear the word "describe".

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:

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

“Think about matter”

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

“Think about energy”

5. "If the tone arm (not the needle) is moved by a Dynamic, then using the needle motion, find the hottest terminal that represents that Dynamic…" LRH HCOB 2 Feb 60 The Co-Audit Team.

“Think about space”

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

“Think about time”

Then give the command.

“Think about a thetan”

6. Write down each terminal the pc gives – with its read. (If the pc gives a particular terminal like "Marge" – his wife, translate it into a general terminal such as "a wife" or "a woman". Get the reads on the general terminals.)

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

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

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

8. Exhaust the list of terminals.

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

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

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

The following processes on Level 2 require a Dynamic Assessment:

Ref: HCOB 4 May 1959 An Affinity Process

• TR 200-5, 6 Melbourne 3

(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.”

Note:

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

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

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

b. "Avoid adjectival commands."

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

c. "Never run a significance."

5. Run the process as in step 3.

LRH HCOB 2 Feb 60 The Co-Audit Team

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

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

7. Run the process as in step 3.

Ref: HCOB 2 Mar 1961 New Pre Hav Command

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

(Use basic drill format.)

F1: "Give me some things which it would be comfortable for you to look at." "Give me some emotions it would be all right for you to look at. " "Give me some efforts it would be all right for you to look at. "

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

F2: "Give me some things which it would be comfortable for another to look at." "Give me some emotions it would be all right for another to look at." "Give me some efforts it would be all right for another to look at."

2. Clear the word “no-communication”.

F3: "Give me some things which it would be comfortable for others to look at." "Give me some emotions it would be all right for others to look at." "Give me some efforts it would be all right for others to look at."

3. Clear the flow one command:

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

“Recall another’s communication with you.”

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

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

4. Say to PC: “This is the process.”

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

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

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

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.

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

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

Ref: HCOB 25 Sept 59 HAS Co Audit

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

(Use basic drill format.)

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

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

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

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

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.

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

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

4. Say to PC: “This is the process.”

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

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

Commands:

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

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

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

"Get the idea of people making you unfriendly."

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

Ref: HCOB 21 July 1959 HGC Allowed Processes

"Get the idea of making people unfriendly,"

(Use basic drill format.)

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

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”.

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

4. Commands are the same as in above drill.

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

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

Commands:

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

Ref: HCOB 21 July 1959 HGC Allowed Processes

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

(Use basic drill format.)

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

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:

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

• pink oranges

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

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

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

LRH Ref: HCOB 8 Mar 62 The Bad Auditor

Commands:

1. "What could you confront?"

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

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

3. "What might another confront?"

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

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

Assess:

5. "What would you rather not confront?"

• Male bodies

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

7. "What might another hate to confront?"

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

9. "What should be confronted?"

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

Drill using the Bracket Drill.

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

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

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

Commands:

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

F1: "What could you continue to confront?"

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

"What would you rather not continue to confront?

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

F2. "What could another continue to confront?"

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.

"What would another rather not continue to confront?"

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

F3:"What could others continue to confront?"

"What would others rather not continue to confront?"

Ref: HCOB 21 July 1959 HGC Allowed Processes.

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

(Use basic drill format.)

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

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.”

Commands:

2. Clear the word “victim”.

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

3. Clear the commands

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

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

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

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

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

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

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

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

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

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

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

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

Ref: Creation of Human Ability P. 152

Drill using the Bracket Drill.

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

(Use basic drill format.)

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

Commands:

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

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

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).

"Get the idea of another not worrying something. "

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.

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

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

F2: "Get the idea of worrying something. "

"Get the idea of not worrying something. "

Ref: Creation of Human Ability P. 153.

"Get the idea of something being worrisome. "

(Use basic drill format.)

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

"Get the idea of others not worrying something. "

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

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

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

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

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

also run:

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.

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

"Get the idea of another not attacking something. "

Ref:

F2: "Get the idea of attacking something. "

• HCOB 13 Oct 1959 DEI Expanded Scale

"Get the idea of not attacking something. "

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

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.

"Get the idea of others not attacking something. "

Drill each flow using the Alternate/Repetitive Process Drill.

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.

LRH Ref: HCOB 13 Oct 59 A Useful Process

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?”

Commands:

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.

F1: "Recall another being critical of you. "

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.

"Recall another withholding criticism of you. "

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.

F2: "Recall being critical. "

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

"Recall withholding criticism. "

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.

F3. "Recall another being critical of others.”

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.

"Recall another withholding criticism of others. "

Drill each flow using the Alternate/Repetitive Process Drill.

Ref: HCOB 7 May 1959 New Processes

(Use basic drill format.)

LRH Ref: HCOB 15 Mar 62 Suppressors

Commands:

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

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

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

"What has another presented to you?".

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.

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

4. Assess:

"What have you presented to another?"

a. From where could another communicate to you?

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

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

"What has another presented to another?"

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

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

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

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.

LRH Ref: PAB 146 Procedure CCH

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.

Command:

"Recall a secret. "

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

Drill using the Repetitive Process Drill.

(Use basic drill format.)

"The Auditor explains to the preclear that he is not looking for hidden data to evaluate it. He is only asking the preclear to look at the data. He then makes a list of valences, paying great attention to those the preclear considers 'unimportant' or is very slow to divulge. " LRH PAB 146.

This is done as follows:

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

1. Clear the word "valence".

2. Clear each command as you get to it.

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

3. Say to PCs “This is the process.”

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

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

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

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

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

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

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

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

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

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.”

Drill each flow using the Repetitive Process Drill.

5. Exhaust the list of valences.

Refs:

• HCOB 11 Dec 64 Scientology 0 Processes

LRH Ref: HCOB 25 Jan 62 Flow Process

Commands:

F1: "What had to be outflowed?"

Expanded Grade Processes - Triples Part B Grade 0 Processes.

"What had to be withheld?"

(Use Basic drill format)

"What had to be inflowed?"

"What had to be held off?"

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

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

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

"What had to be withheld by another?"

3. Clear the first two commands on flow one.

"What had to be inflowed "by another?"

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

"What had to be held off by another?"

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

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

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

"What had to be withheld by others?"

5. If PC bogs use prompters:

"What had to be inflowed by others?"

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

"What had to be held off by others?"

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

Drill each flow using the Bracket Drill.

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

“If so, tell me again.”

LRH Ref:

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

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

“If so, tell me about it.”

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?”

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

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

2. Run reading terminals in order pf largest read – in the following commands:

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

Commands:

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

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

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

"Think of something _____ has withheld from you. "

8. Clear the first two commands on flow one.

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

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

"Think of something you have withheld from _____. "

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

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

9. Follow steps 4 and 5.

"Think of something _____ has withheld from others. "

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

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

LRH Ref:

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

• HCOB 24 Feb 59 Technical Bulletin

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

11. Follow steps 4 and 5.

1. Do a Dynamic Assessment per the Dynamic Assessment Drill. Run reading terminals in order of largest read – using the following commands t

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”.

Commands:

2. Clear the command for flow 1.

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

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

"Recall something _____ has withheld from you. "

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

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

3. “This is the process.”

"Recall something you have withheld from _____. "

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

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

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

"Recall something _____ has withheld from others. "

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.

Drill each flow using the Alternate/Repetitive Process Drill.

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?”

LRH Ref:

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

• HCOB 3 July 59 General Information

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.

Commands:

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

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

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

"Recall something somebody else thought was important. "

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

Drill using the Alternate/Repetitive Process Drill.

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

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

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

(per HCOB 11.12.64, Zero Processes.)

Drill using the Alternate/Repetitive Process Drill.

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

3. "Find something unimportant about this room. "

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.

Drill using the Repetitive Process Drill.

3. He clears the F-l commands.

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

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

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

Commands:

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

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

5. R-Factor flow 2.

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

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

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

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

Drill each flow using the Repetitive Process Drill.

“Who else could you say those things to?”

also

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

F1: "Tell me what another has done to you that got him/her into trouble.

8. R-Factor flow 3.

F2: "Tell me what you've done that got you into trouble. "

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

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

10. The Auditor clears the commands for flow 3.

Drill each flow using the Repetitive Process Drill,

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

also

“Who else could another say those things to?”

"What wouldn't you do over again?"

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

Drill using the Repetitive Process Drill.

also

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

"What are some things a person shouldn't say?”

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

Drill using the Repetitive Process Drill.

2. Clear 1st flow command.

also

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

"What gets a person into trouble?"

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

Drill using the Repetitive Process Drill.

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

also

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

F1: "What has another done to you that he/she regrets?"

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

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

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

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

Drill each flow using the Repetitive Process Drill.

also

F1: "What has another said to you he wishes he hadn't?"

F2: "What have you said you wish you hadn't?"

F3. "What have others said to others they wish they hadn't?"

Drill each flow using the Repetitive Process Drill.

also

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

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

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

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 5 Oct 59 Universe Process

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

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

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

Commands:

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

"Recall something _____ has withheld from you. "

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

"Recall something you have withheld from _____. "

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

"Recall something _____ has withheld from others. "

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref:

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

1. Clear the word terminal.

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

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

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

Commands:

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

"Recall something _____ has withheld from you. "

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

"Recall something you have withheld from __­__. "

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

"Recall something ___­_ has withheld from others.

Drill using the Alternate/Repetitive Process Drill.

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

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

• Know

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

1. Clear the question "Give me some terminals that could represent the 6th Dynamic. "

2. Ask pc the question. Write down his answers exactly – plus read on each answer. This is not Listing and Nulling.

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

Commands:

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

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

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

also

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

"What has (terminal) withheld from you?"

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

"What have you withheld from (terminal)?"

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

"What have others withheld from (terminal)?"

Drill each flow using the Alternate/Repetitive Process Drill.

also

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

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

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 14 April 60 New PE Data

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

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

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

Commands:

F1: "What has _____ done to you?"

"What has _____ withheld from you?"

F2: "What have you done to _____?"

"What have you withheld from?"

F3. "What has _____ done to others?"

"What has _____ withheld from others?"

Drill each flow using the Alternate/Repetitive Process Drill.

Command:

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

Drill using the Repetitive Process Drill.

LRH Ref:

• HCOB 4 Feb 60 Theory of Responsibility Processing

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

Clear first, then say: "Give me some areas where you have difficulty (or "cannot do" or "cannot take responsibility”.). Write down the pc's answers plus reads. Handle all reading areas in order of largest read, as follows:

2. Find the charged terminals that represent that area by clearing and saying (for example): "Tell me some terminals that could represent (the area,). " Write down the pc's answers plus reads.

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

Commands:

F1: "What has _____ done to you?"

"What has _____ withheld from you?"

F2: "What have you done to _____?"

"What have you withheld from _____?"

F3. "What has _____ done to others?"

"What has _____ withheld from others?"

Drill each flow using the Alternate/Repetitive Process Drill.

4. Exhaust the list of terminals.

Exhaust the list of areas by repeating the above steps.

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

Commands:

F1: "What could you withhold?"

F2: "What could another withhold?"

F3. "What could others withhold?"

Drill each flow using the Repetitive Process Drill.

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

Commands:

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

"You look around here and find something you don't have to be responsible for. "

"You look around here and find something you would permit somebody else to be responsible for. "

Drill each command using the Repetitive Process Drill.

Commands:

F1: "What has another done to you?"

"What has another withheld from you?"

F2: "What have you done to another?"

"What have you withheld from another?"

F3: "What has another done to another?"

"What has another withheld from another?"

Drill each flow using the Alternate/Repetitive Process Drill.

Commands:

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

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

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

Drill each flow using the Repetitive Process Drill.