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

With particular emphasis on correct application of Self Analysis Processing.

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.

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

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.

How to use: These drills are in order by levels. The first number indicates the level taught on. Those that begin with TR 00 – (drill No.) are Level Zero Drills. The double zero is to differentiate the drills from TR 0-4. Unbullbaited drills end in odd numbers; and bullbaited end in even numbers.

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.

Most drills are done within the basic formats as laid out. Any that don’t will be fully covered in the specific drills themselves.

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.

Simply start with the first actions and work through the drills in the order given as it’s the same order as the ARC SW. Wire Expanded Grade BTB 4 Jan 72 RA. Each drill is done until you know you can do it flawlessly, even while being bullbaited.

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.

If a student has trouble on a drill, locate whether the student has a misunderstood or has a skipped gradient and handle either or both with standard Study Tech. This can lead back to outnesses on basics such as TRs, codes or scales. Whatever it is, find out why and handle.

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.

Name: Auditing on a Doll Unbullbaited.

Commands: As for each separate process.

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 with the actual doingness of auditing.

Commands: As for each separate process.

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.)

Purpose: To train the student to be able to coordinate and apply the commands and procedures of each separate auditing action with the actual doingness of auditing.

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

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 drill the coach is seated or standing beside the Auditor. He does not take the position of the doll.)

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

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

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

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

3. Have extra pens under the E-Meter.

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

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

3. Have extra pens under the E-Meter.

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

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

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.

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

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

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

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

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

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

Name: Auditing ______________ bullbaited.

Commands: As for each separate auditing action.

Name: Auditing _____________ Bullbaited.

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.

Commands: As for each separate auditing action.

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 coordinate 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.

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 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.

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: 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 (e.g. L3RF) he squeezes the cans for reads.

1. Obnose the out of sessionness.

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:

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

1. Obnose the out of sessionness.

3. Handle.

2. Align this to the process run.

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”.

3. Handle.

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.

An example is, on a Listing and Nulling procedure an out of sessionness is observed, the Auditor queries and follows through with an L4BRA at once. (An L4BRA is a repair list.)

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

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

The 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.

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.

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)

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

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

The 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.

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

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)

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

When the student Auditor has done these steps to his satisfaction, he gets a starrate checkout. 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.

Note: Clearing of commands is per BTB 2 May 72R and other Bulletins and PLs on the subject (i.e. clearing each word of command backwards).

Ref: Creation of Human Ability p. 74.

(Use basic drill format.)

Ref. Dianetics ‘55

Steps:

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

1. R-factor to PC that you are going to run ARC Straightwire Expanded processes. Clear “ARC”, “What does ARC mean to you?” Then clear the words “Straightwire and expanded” in the same way. Use a Scientology and regular dictionary do clear up any the PC doesn’t know or has confusion on. Make sure the PC understands what is going to happen and is happy to be run on the processes, and that a good Auditor-PC-Auditor Comm Cycle is in.

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

2. Tell the PC “The first process of ARC SW Expanded is a repetitive process.” Clear the word “repetitive” so that the PC understands how the process is to be run. Tell the PC that when he has carried out the auditing command he should tell you what he recalled or thought of, not just an answer like “yes” to the command (ref. HCOB 30 June 62). This applies to all processes of this level and PC must understand this.

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

3. Clear the command with the PC – “What is the definition of the word ___________?” Clear the word “something” first – then the word “remember”.

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

4. Run the process repetitively, same command over and over, to F/N Cog VGIs.

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

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.

Ref: Staff Auditors Conference of 18 Feb 59

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

Steps:

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.

l. R-factor – “We are going to run an ARC SW process. This is a repetitive process.”

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

2. Clear the command – “What is the definition of the word __________?” clear “Time, A, Recall” in that order.

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.

Be sure to use the Scientology Dictionary definition of “recall”.

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.

3. Run the process repetitively to F/N Cog VGIs.

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.

Ref: HCOB 20 Oct 59 An Experimental Process

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.

Steps:

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

1. R-factor – “We are going to run a process called Comm Recall Process. “Make sure PC understands that “Comm” is short for “Communication”. Tell PC – “This is a repetitive process.”

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

2. Clear the command word by word backwards as in the above drills.

3. Run the process command repetitively to F/N Cog VGIs.

Ref: PAB 56

(Use basic drill format)

Ref: HCOB 20 Oct 59 An Experimental Process

Steps:

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

1. R-factor – “We are going to run a process called The Only Basic Affinity Process.”

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

2. Tell PC “This process has three commands, each is run separately in a repetitive manner.”

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.

3. Clear the first command as in the earlier drills.

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

4. Run the first process command repetitively to F/N Cog VGIs.

4. Say to PC, “This is the Process.”

5. R-factor – “Now we’ll run the second command.”

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

6. Clear the second command as in the earlier drills.

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

7. Run the second command repetitively to F/N Cog VGIs.

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

8. R-factor – “Now we’ll run the third command.”

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

9. Clear the third command as in the earlier drills.

9. Handle all items per No. 8.

10. Run the third command repetitively to F/N Cog VGIs.

Ref: PAB 54

Ref: HCOB 16 Feb 59 HGC Processes for Those Trained in Engram Running or Trained in These Processes.

(Use basic drill format.)

Steps:

1. R-factor – “We are going to run a process called “Past and Future Experience”. This process has two commands which are run alternately, one after the other, over and over.

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

2. Clear the first command as in earlier drills. Then clear the second command.

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

3. Run the process commands alternately (1-2-1-2, etc.) over and over until the PC has F/N Cog VGIs.

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

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

Ref:

5. Say to PCs “This is the process.”

• HCOB 8 April 58 A Pair of Processes

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.

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.

Steps:

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

1. R-factor – “We are going to run a process called ‘Forgetting’. It has six commands, each of which is run by itself repetitively.”

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

2. Clear the first command as in earlier drills. PC must understand that he is to recall when he himself forgot something.

10. Say toPC: “This is the process”.

3. Run the first command repetitively to F/N Cog VGIs.

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

4. R-factor. “Now we’ll run the second command.”

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

5. Clear the second command.

13. Run process as in steps 10 and 11.

6. Run the second command repetitively to F/N Cog VGIs.

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.

7. Repeat steps 4-7 on each command 3 through 6 in turn (R-factor each time refers to “third command”, “fourth command”, etc.)

Ref: HCOB 17 Mar 60 Standardized Sessions

Ref:

(Use basic drill format.)

• HCOB 9 Mar 60 Expansion of OT-3A Procedure, step two HGC allowed processes.

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. R-factor – “We are going to run a process called ‘Cause Elementary Straightwire’. Clear the words “Cause” and “Elementary”. This process has three commands; each is run by itself repetitively. Itself repetitively.

“Think about matter”

2. Clear the first command.

“Think about energy”

3. Run the first command of the process repetitively to F/N Cog VGIs.

“Think about space”

4. R-factor “Now we are going to run the second command.”

“Think about time”

5. Clear the second command.

“Think about a thetan”

6. Run the second command of the process repetitively to F/N Cog VGIs.

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

7. R-factor – “Now we are going to run the third command.”

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

8. Clear the third command.

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

9. Run the third command repetitively to F/N Cog VGIs.

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.

Ref: HCOB 9 Mar 60 Expansion of OT-3A Procedure, step two HGC Allowed Processes.

Ref: HCOB 4 May 1959 An Affinity Process

Steps:

(Use basic drill format.)

1. R-factor – “We are going to run a process called ‘Duplication Straightwire’.” Clear the word “Duplication” with the PC.

“This process has three commands, each run by itself repetitively.”

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

2. Clear the first command.

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

3. Run the first command repetitively to F/N Cog VGIs.

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

4. R-factor “Now we are going to run the second command.”

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

5. Clear the second command.

5. Run the process as in step 3.

6. Run the second command repetitively to F/N Cog VGIs.

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

7. R-Factor “Now we are going to run the third command.”

7. Run the process as in step 3.

8. Clear the third command.

9. Run the third command repetitively to F/N Cog VGIs.

Ref: HCOB 2 Mar 1961 New Pre Hav Command

(Use basic drill format.)

Ref: HCOB 20 Oct 59 An Experimental Process

Scn 0-8 Expanded Know to Mystery Scale

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

Steps:

2. Clear the word “no-communication”.

1. R-factor “We are going to run the ‘Know to Mystery Recall Process’. This process is used with a scale called the Know to Mystery Scale. It has a number of commands, each of which is run by itself repetitively.”

3. Clear the flow one command:

2. Clear the first command.

“Recall another’s communication with you.”

3. Run the first command repetitively to F/N Cog VGIs.

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

4. R-factor – “Now we are going to run the second command.”

4. Say to PC: “This is the process.”

5. Clear the second command.

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

6. Run the second command repetitively to F/N Cog VGIs.

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

7. Do steps 4-6 on each command in turn 3 through 13 (R-factor on each matches the number of the command” third command”,” fourth command”, etc. Also that command is the one cleared and then run).

Ref: HCOB 25 Sept 59 HAS Co Audit

Ref:

(Use basic drill format.)

• Book – Self Analysis

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

R-Factor to Auditor: It is very important that the Auditor have a full understanding of the purpose and technique of Self Analysis processing. This data is contained in the book and must be thoroughly studied with particular attention to the “Processing Section.”

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.

These processes prepare the pc’s case for auditing on Dianetics. In running these lists the Auditor directs the PC to moments action took place, not when somebody said it took place or merely the concept that it did happen. You get the actual physical occurrence. Each time you ask the PC to recall an incident of a certain kind you then ask, after he recalls it, to pay attention to a certain sense channel which was present during the time he experienced it. The circular disc is provided for the purpose of directing which sense to pay particular attention to. You place the disc over the question you are going to ask and the sense perception at the top is asked for. When you go to the next list question you move the disc over it and rotate it one sense counter-clock-wise so that you have a new sense to ask for.

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

When you go to a new page of questions in the book you turn over the disc so that you have a new set of senses to ask for. If you don’t have a disc use the same senses as listed on the bottom of each page and tick them off one after the other as you go along.

4. Say to PC: “This is the process.”

The Auditor should make sure that the PC speaks aloud the things he is recalling. The preclear’s nod or “yes” to signify that he has recalled something is insufficient. Have him select an actual moment in his life called for by the question. Try to get him to re-sense that moment with the perceptic called for on the disc.

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

If the PC finds it extremely difficult to recall any one question in these lists, simply pass over it and go to the next question. You can go over a list more than once if the PC does not reach EP the first time through.

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

Steps:

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

1. R-factor to PC – “We are now going to run the Self Analysis lists from the book Self Analysis. I will be asking you to recall specific incidents in your life. Try to recall the moment it actually occurred, not just the concept that it did occur. When you have recalled it tell me what it is. Then I will ask you to pay particular attention to a certain sense perception in the incident. Try to re-sense that moment with the perceptic called for.”

2. Clear the sense perceptics with the PC.

Ref: HCOB 21 July 1959 HGC Allowed Processes

Clear “emotion” as that emotion the PC felt at the time of the incident. Clear “loudness” as the loudness of the various sounds in the incident.

(Use basic drill format.)

Clear “body position” as the position of his own body at the time the incident occurred.

Clear “sound” as those sounds in the incident.

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

Clear “weight” as the heaviness of the things, including the pull of gravity on the PC and the weight of anything he may actually be supporting in the incident such as his clothes, a ball or and other thing which he is actually holding at the time the incident occurred.

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

Clear “personal motion” as the motion which the PC himself was undertaking at the time the incident occurred.

3. Say to PC, “This is the process”.

Clear “sight” as what the PC actually saw at the time the incident was taking place.

4. Commands are the same as in above drill.

Clear “smell” as what odors were present during the scene he is recalling.

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

Clear “touch” as anything he was actually touching at the time with the sensation of touch including pressure.

Clear “colour” as the actual colour contained in the scene called for.

Ref: HCOB 21 July 1959 HGC Allowed Processes

Clear “tone” as the quality of the sound present when the scene occurred.

(Use basic drill format.)

Clear “external motion” as the motion of other people or objects or of energy.

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:

3. Clear the commands for List 1, clearing each word of the basic question backwards. “What is the definition of the word ____________?”

• pink oranges

Clear – “Can you recall a time when _____________?”

“Can you recall another time when ____________?”

“Can you recall the earliest time when ____________?”

4. R-factor to PC “We will clear the additional words to each list question as we go along.”

5. To PC – “This is the process.”

6. Place the disk over the first question.

7. Clear the first question – “What is the definition of the word _________?” Clear “happy” and “were”. “You” has already been cleared so needn’t be again. In clearing the list questions the words that are repeated need only be cleared the first time they come up.

8. Ask PC – “Can you recall a time when you were happy?”

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

9. PC answers and Auditor acknowledges. If PC only nods or says “yes” Auditor asks “What was it?”, gets the answer and acknowledges PC.

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

10. Auditor says “Try to see what you saw in the incident.” (Or whatever perceptic you start with.)

Assess:

11. PC indicates he has, Auditor acks and then asks – “What did you ‘see’ at that time?”

• Male bodies

12. PC answers and auditor acks.

13. Auditor asks PC – “Can you recall another time when you were happy?”

14. PC answers and auditor acks and then says – “Try to ‘see’ what you saw in the incident.”

15. PC indicates that he has, Auditor acks and then asks “What did you ‘see’ at that time?”

16. PC answers and Auditor acks.

17. Auditor asks PC – “Can you recall the earliest time when you were happy?”

18. PC answers and Auditor acks and then says – “Try to ‘see’ what you saw in the incident.”

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

19. PC indicates he has, auditor acks and then asks “What did you ‘see’ at that time?”

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

20. PC answers and auditor acks.

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

21. Auditor moves the disc down to question 2 and rotates the disc one perceptic counter-clockwise.

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

22. Clear the new words that are in question No. 2 – “What is the definition of _______?” (Clear – something, constructing, finished, just, had).

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

23. Auditor asks PC – “Can you recall a time when you had just finished constructing something?”

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.

24. PC answers by telling auditor what it is and auditor acks.

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

25. Auditor says to PC – “Recall the odors that you smelled in the incident.”

26. PC indicates he has, Auditor acks and then asks – “What odors did you smell at that time?”

Ref: HCOB 21 July 1959 HGC Allowed Processes.

27. Auditor continues as above handling each list question – by rotating the disc for each new question and asking for an incident, another incident and the earliest incident that he can recall. The questions to direct the PC to re-sense the different perceptions are not all the same exact patter as each must communicate as itself. The questions – would be:

(Use basic drill format.)

Sight: “Try to ‘see’ what you saw in the incident.”

“What did you ‘see’ at that time?”

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.”

Smell: “Recall the odors that you smelled in the incident”

2. Clear the word “victim”.

“What odors did you smell at that time?”

3. Clear the commands

Touch: “Recall what you were touching in the incident.”

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

“What were you touching at that time?;’

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

Color: “Try to perceive the colors in the incident.”

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

“What colors did you perceive at that time?”

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

Tone: “Try to contact the tone of the sounds present in the incident.”

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

“What tones were present at that time?”

External “Try to perceive the external motion in the incident.”

Ref: Creation of Human Ability P. 152

Motion: “What external motion did you perceive at that time?”

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

Emotion: “Try to recall and feel again the emotion you felt in the incident.”

(Use basic drill format.)

“What emotion did you feel at that time?”

Loudness: “Pay particular attention to the loudness of the sounds in the incident.”

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

“What was the loudness of the sounds at that time?”

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).

Body Position:“Pay particular attention to your own body position in the incident.”

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.

“What was your body position at that time?”

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

Sound: “Pay particular attention to the sounds in the incident.”

“What sounds were there at that time?”

Ref: Creation of Human Ability P. 153.

Weight: “Pay attention to the weight of things in the incident.”

(Use basic drill format.)

“What was the weight of things at that time?”

Personal “Pay attention to your personal motion in the incident.”

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

Motion: “What personal motion was there at that time?”

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

Each list is run to F/N Cog VGIs. You would then go on to the next list.

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

In List 2 each list question has sub-questions which are also asked, such as – “Can you recall an incident which happened a long time ago?” “What year was it?” “What was the month?” “What was the date?” “What was the hour?” You would then direct him to pay particular attention to one of the senses and so on as in the earlier list.

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.

All new words must be cleared as you go along, clearing the words of the questions backwards.

When starting List 5 give the PC an R-factor:

Ref:

“In answering these questions particular attention should be paid to happier incidents. (See preface to List 5)

• HCOB 13 Oct 1959 DEI Expanded Scale

Ref: HCOB 27 Sept 68 ARC Straightwire

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.

Steps:

1. R-factor – “We are going to run an ARC SW Expanded process called ‘ARC SW Triples’. This process has three sets of commands with 4 commands in each set. Each set will be run separately with the commands in that set run alternately, one after the other, over and over.”

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.

2. Clear the first set of commands starting with the first command clearing each word going backwards through the command.

3. Run the first set of commands alternately, over and over 1-2-3-4, 1-2-3-4, etc.) to F/N Cog VGIs. End off the series of commands for that flow when F/N Cog VGIs is reached.

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?”

4. R-factor “Now we are going to run the second set of 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.

5. Clear the commands of Flow 2 in the same way as in Step 2.

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.

6. Run the second Flow in the same way as in Step 3 to F/N Cog VGIs.

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.

7. R-factor “Now we are going to run the third set of commands”

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

8. Clear the commands of Flow 3 as in Step 2.

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.

9. Run Flow 3 as in Step 3.

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.

Ref:

Ref: HCOB 7 May 1959 New Processes

• HCOB 3 Dec 56 B. Scn – HAA Techniques

(Use basic drill format.)

Steps:

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

1. R-factor “We are going to run the Havingness process for ARC SW.” Clear the word “Havingness”. “This process has three commands; each is run by itself repetitively.”

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

(Note: As with the other processes PC is to tell you what he found when he did the command.)

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.

2. Clear the first command.

4. Assess:

3. Run the first command repetitively to F/N Cog VGIs.

a. From where could another communicate to you?

4. R-factor – “Now we are going to run the second command.”

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

5. Clear the command of Flow 2.

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

6. Run Flow 2 repetitively to F/N Cog VGIs.

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

7. R-factor – “Now we are going to run the third command.”

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.

8. Clear the command of Flow 3.

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.

9. Run Flow 3 repetitively to F/N Cog VGIs.

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

(Use basic drill format.)

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.

3. Say to PCs “This is the process.”

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

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

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

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

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

Refs:

• HCOB 11 Dec 64 Scientology 0 Processes

Expanded Grade Processes - Triples Part B Grade 0 Processes.

(Use Basic drill format)

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

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

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.”

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

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

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

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

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

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

8. Clear the first two commands on flow one.

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

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

9. Follow steps 4 and 5.

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

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

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

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

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

11. Follow steps 4 and 5.

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

2. Clear the command for flow 1.

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

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

3. “This is the process.”

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

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

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

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

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

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

6. “This is the process.” ”

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

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

8. Clear the commands.

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

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

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

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

(per HCOB 11.12.64, Zero Processes.)

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

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

3. He clears the F-l commands.

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

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

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

5. R-Factor flow 2.

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

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

“Who else could you say those things to?”

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

8. R-Factor flow 3.

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

10. The Auditor clears the commands for flow 3.

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

“Who else could another say those things to?”

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

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

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

2. Clear 1st flow command.

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

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

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

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

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

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