With particular emphasis on correct application of Self Analysis Processing.

These drills match the order of processes set up for Level I in BTB 6 January 1972R Grade I Processes.

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

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

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.

A. Repetitive Process

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

B. Alternate/Repetitive Process

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.

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

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.

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.)

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.

There is an Objective Processing Drill and a Dynamic Assessment Drill. There is also a drill for 2 Way Comm and a drill for Prepchecking which were taken from BTB 15 Dec 74 Auditor Expertise Drills Series 2, Basic Session Actions Drills.

Section II of this bulletin lists the auditing drills for Level I. 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 coordinate 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 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 100-31 Lower Dichotomy of Failed Help – or Two Way Failed Help, Unbullbaited

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

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

LRH Ref: HCOB 3 Nov 60 Failed 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:"How could another prevent help?" "How could another fail to help?”

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

F2: "How could you prevent help?” "How could you fail to help?”

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…

F3: "How could others prevent help?" "How could others fail to help?”

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

Drill each flow using the Alternate/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; i.e. flawlessly!

If a student has trouble on a drill, find out whether the student has a misunderstood, or 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 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.

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 a doll as PC. Coach sits beside doll and is the bullbaiter and gives answers as PC, not about his own case.

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 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.

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 run.

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.

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.)

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

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”.

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

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.

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.

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

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

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 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!

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)

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.

Name: Auditing __________ Bullbaited.

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).

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. Dianetics ‘55

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.

Steps:

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.

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.

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:

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.

1. Obnose the out of sessionness,

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

2. Align this to the process run,

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

3. Handle.

An example is, on Listing and Nulling procedure an out of sessionness is observed, the auditor queries and follows through with an L4BR at once, (L4BR is a Repair List.)

Ref: Staff Auditors Conference of 18 Feb 59

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".

Steps:

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.

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

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

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

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.

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

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)

3. Run the process repetitively to 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.

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".

Ref: HCOB 20 Oct 59 An Experimental Process

Steps:

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.”

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

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

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

3. Run the process command repetitively 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: HCOB 20 Oct 59 An Experimental Process

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

Steps:

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

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

6. Using full TRs 0-4:

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

a. Give the command to the "pc".

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

b. Get the "pc's" answer.

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

c. Acknowledge.

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

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

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

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

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

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

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

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

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

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

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

R-Factor that this is an Alternate/Repetitive Process.

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

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)

Steps:

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

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.

6. Using full TRs 0-4, run the 2 commands alternately, 1,2, 1,2,1,2 to EP of the process.

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

7. Indicate the F/N to the pc.

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

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

Ref:

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

• HCOB 8 April 58 A Pair of Processes

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

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

Steps:

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

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

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)

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

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

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

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

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

7. Indicate the F/N to the pc.

5. Clear the second command.

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

LRH Ref:

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

• HCOB 11 June 57 Training and CCH Processes

Ref:

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

Steps:

Note: The coach carries a doll. All commands are addressed to and are carried out by the doll. This prevents the coach from actually running the process.

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.

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

2. Clear the first command.

2. Give the "pc" a brief R-Factor on the process.

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

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

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

4. Run the process per LRH instructions and data on that process and (for CCHs) per the data in HCOB 5 April 62 CCH's Auditing Attitude.

5. Clear the second command.

5. "Take up the pc's physical changes as though they were originations. Each time a new one occurs, take it up with 2 way comm as though the pc had spoken. If the same 'origination' happens again and again, only take it up occasionally, not every time it happens. " LRH HCOB 5 April 62 CCH's Auditing Attitude.

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

6. Run to the EP of that process.

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

7. Put the "pc" on the Meter – check for an F/N and indicate it if you see one with VGIs.

8. Clear the third command.

If the TA is high, check for false TA and/or overrun. If overrun, rehab. (If you are not yet trained to rehab, tell the "pc" you'll have to end off, and send the folder to the C/S.)

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

If the process is underrun, flatten it. Then repeat the Meter check for F/N.

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

Steps:

LRH Ref:

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

• HCOB 1 Oct 63 Scientology All – How to Get TA Action

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

2. Clear the first command.

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

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

5. Clear the second command.

Tapes:

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

• 5410C05 8ACC-2 2WC Straightwire 8C

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

8. Clear the third command.

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

Ref: HCOB 20 Oct 59 An Experimental Process

Scn 0-8 Expanded Know to Mystery Scale

Ref:

Steps:

• BTB 10 Jul 70 2WC a Class III Action

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.”

2. Clear the first command.

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

1. Give R-Factor to pc that you will be doing a 2WC.

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

2. Write out the question on the worksheet. Clear it.

5. Clear the second command.

3. Ask pc the question and watch for read (if you're 2WC-ing a subject) if no read on question or pc statement, check suppress, inval on the question/subject. If still no read, leave it. (Applies to 2WC on a subject. Does not apply to 2WC "attention on?" or 2WC for data.)

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

4. For this drill say to pc: "Tell me about ________ (use fruit words). "

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).

5. Listen to what the pc says. Record any reads with the statement the reads occurred on.

6. Don't go off the subject you are 2 Way Comming. You must take what you started to F/N Cog VGIs. Sometimes you may have to go earlier similar to F/N.

Ref:

7. 2WC is Listen Style Auditing. Let the pc ITSA. Apply the rules "A silent auditor invites ITSA" and "All auditors talk too much. All auditors acknowledge too little.” LRH

• Book – Self Analysis

8. Don't use questions that start with "Who", "What", "Which" as this instantly turns it into a Listing question if asking for terminals or locations. Ref: HCOB 17 Mar 74 TWC Checksheets TWC Using Wrong Questions.

9. 2WC questions must be limited to feelings, reactions, significances; they must never ask for terminals or locations. Two Way Comm questions are not rote but you must stick to the subject and not Q and A. Ref: HCOB 20 Nov 73 F/N What You Ask or Program and HCOB 17 Mar 74 TWC Checksheets.

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.”

10. If any ARC Break, PTP or MWH shows up on the 2WC, they must be handled to EP at once and the 2WC resumed and taken to F/N, Cog, VGIs. Ref: HCOB 20 Nov 73 F/N What You Ask or Program.

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.

11. You 2WC the TA out of the subject. Any 2WC question that did read will go to F/N.

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.

12. The drill is passed when the student auditor can 2WC smoothly and flublessly with excellent TRs 0-4.

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.

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.

Steps:

LRH Ref:

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.”

• HCOB 14 Aug 64 Scn Two – Prepcheck Buttons

2. Clear the sense perceptics with the PC.

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.

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

Ref:

Clear “sound” as those sounds in the incident.

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

“Can you recall another time when ____________?”

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

“Can you recall the earliest time when ____________?”

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

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

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

5. To PC – “This is the process.”

6. Place the disk over the first question.

LRH Ref:

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.

• HCOB 2 Feb 60 The Co-Audit Team

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

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

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

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

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

12. PC answers and auditor acks.

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

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

Clear the word "describe".

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

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

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

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

16. PC answers and Auditor acks.

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.

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

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

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

Then give the command.

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

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.)

20. PC answers and auditor acks.

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

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

8. Exhaust the list of terminals.

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

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

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

10. If you haven't reached the EP of the action being done, do another Dynamic Assessment.

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

The following processes on Level I require a Dynamic Assessment:

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

• TR 100-37,38 5 Way Concept Help

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

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:

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

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

“What did you ‘see’ at that time?”

b. "Avoid adjectival commands.

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

c. "Never run a significance. " LRH HCOB 2 Feb 60 The Co-Audit Team

“What odors did you smell at that time?”

Note: A Dynamic Assessment on Help is run using this same drill. Ask the pc what he thinks about Help on each Dynamic. Do not use an auditing type question such as "How could you help yourself?"

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

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.

“What were you touching at that time?;’

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

“What colors did you perceive at that time?”

LRH Ref:

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

• HCOB 5 Apr 62 CCH'S Auditing Attitude

“What tones were present at that time?”

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

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

Ref:

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

• BTB 6 Sep 62 CCHs More Information

“What emotion did you feel at that time?”

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

1. Clear CCH'S – Control – Communication – Havingness Processes.

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

2. Clear the CCH 1 command words in backwards sequence; then clear the CCH 1 command. (Ref: BTB 2 May 72R Clearing Commands)

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

3. Give "pc" a brief R-Factor on how CCH 1 is run before you do it. (e.g. CCH 1 "I'm going to ask you to give me that hand.”)

“What was your body position at that time?”

4. Say: "Start of Process. " or "This is the Process,". Run CCH 1 per the LRH data below:

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

“What sounds were there at that time?”

Name: Give Me That Hand. Tone 40.

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

Auditing Commands: Give Me That Hand.

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

Physical action of taking hand when not given and then replacing it in the pc's lap. Making physical contact with the pc's hand if pc resists. Thank you ending each cycle.

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

All Tone 40 with clear intention, one command in one unit of time. Take up each new physical change manifested as though it were an origin by the pc when it happens, and querying it by asking "What's happening?" This two way comm is not Tone 40. Run only on the right hand.

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

Auditing Position: Auditor and pc seated in chairs without arms. Auditor's knees on outside of both pc's knees.

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

Process Purpose: To demonstrate to pc that control of pc's body is possible, despite revolt of circuits, and inviting pc to directly control it. Absolute control by auditor then passes over towards absolute control of his own body by pc.

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.

Never stop process until a flat place is reached. Freezes may be introduced at end of cycle, this being after the Thank you and before the next command, maintaining a solid comm line, to ascertain information from the pc or to bridge from the process. This is done between two commands, holding the pc's hand after acknowledgement, pc's hand should be clasped with exactly correct pressure. Make every command and cycle separate. Maintain Tone 40, stress on intention from auditor to pc with each command. To leave an instant for pc to do it by own will before auditor decides to take hand or make contact with it. Auditor indicates hand by nod of head.

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

Tone 40 Command = Intention without reservation. Change is any physical, observed manifestation. " LRH HCOB 1 Dec 65 CCHs.

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

Note: The auditor always takes the preclear's hand and puts it back in the preclear's lap. The reason for this is that, if he clings to the auditor's hand at some future time, the auditor's separating the preclear's hand from his then create no ARC Break.

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

"Run a CCH only so long as it produces change in the pc's general aspect.

"If no change in aspect for three commands, with the pc actually doing the commands, go on to next CCH.

Ref: HCOB 27 Sept 68 ARC Straightwire

"If CCH producing change do not go on but flatten that CCH.

Steps:

"Then when for three commands executed by the pc it produces no change go on to next CCH. " LRH HCOB 7 Aug 62 Running CCH's

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.”

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

1. Clear the words of CCH 2 commands in backwards sequence. Clear the CCH 2 commands. Give a brief R-Factor on how CCH 2 is run.

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.

2. Say to pc: "Start of Process. " or "This is the Process. " Run CCH 2 per LRH data below:

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

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

Name: Tone 40 8C.

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

Auditing Commands: You look at that wall. Thank you.

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

You walk over to that wall. Thank you.

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

You touch that wall. Thank you.

9. Run Flow 3 as in Step 3.

Turn around. Thank you.

Take up each new physical change manifested as though it were an origin by the pc, when it happens, and querying it by asking "What's happening?" This two way comm is not Tone 40. Commands smoothly enforced physically when necessary. Tone 40, full intention.

Ref:

Auditing Position: Auditor and pc ambulant, auditor in physical contact with pc as needed.

• HCOB 3 Dec 56 B. Scn – HAA Techniques

Process Purpose: To demonstrate to pc that his body can be controlled and thus inviting him to control it. To orient him in his present time environment. To increase his ability to duplicate and thusly increase his havingness.

Absolute auditor precision. No drops from Tone 40. No flubs. Total present time. Auditor on pc's right side. Auditor body acts as a block to forward motion when pc turns. Auditor gives command, gives pc a moment to obey, then enforces command with physical contact of exactly correct force to get command executed. Auditor does not block pc from executing commands. Method of introduction as in CCH 1. Freezes may be introduced at the end of cycle, this being after the Thank you and before the next command, maintaining a solid comm line, to ascertain information from the pc or to bridge from the process, this being the acknowledgement "Thank you" after the command "Turn around".

Steps:

CCH 1 and CCH 2 were developed by L. Ron Hubbard in Washington, DC in 1957 for the 19th ACC. " LRH HCOB 1 Dec 65 CCHs.

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.”

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

1. Clear the words of CCH 3 commands in backwards sequence. Clear the CCH 3 commands. Give a brief R-Factor on how CCH 3 is run.

2. Clear the first command.

2. Say to pc: "Start of Process. " or "This is the Process. ". Run CCH 3 per the LRH data below:

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

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

Name: Hand Space Mimicry.

5. Clear the command of Flow 2.

Auditing Commands: Auditor raises 2 hands palms facing pc's about an equal distance between the auditor and pc and says "Put your hands against mine, follow them and contribute to their motion". He then makes a simple motion with right hand then left. "Did you contribute to their motion?" Acknowledge answer. Auditor allows pc to break solid comm line. When this is flat, the auditor does this same with a half inch of space between his and the pc's palms. The command being "Put your hands facing mine about ½ inch away, follow them and contribute to their motion". "Did you contribute to their motion?" Acknowledge. When this is flat, auditor does it with a wider space and so on until pc is able to follow motions a yard away.

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

Auditing Position: Auditor and pc seated, close together facing each other, pc's knees between auditor's knees.

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

Process Purpose: To develop reality on the auditor using the reality scale (solid communication line). To get pc into communication by control and duplication. To find auditor.

8. Clear the command of Flow 3.

Auditor should be gentle and accurate in his motions, all motions being Tone 40, giving pc wins. To be free in 2-way communication. Process is introduced and run as a formal process. If pc dopes off in this process auditor may take pc's wrist and help him execute the command one hand at a time. If pc does not answer during anaten to question "Did you contribute to their motion?" Auditor may wait for normal comm lag of that pc acknowledge and continue process.

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

Tone 40 Motion = Intention without Reservation.

Two Way Communications = One Question – The Right One.

History: Developed by L. Ron Hubbard in Washington, DC 1956 as a therapeutic version of Dummy Hand Mimicry. Something was needed to supplant "Look at me" "Who am I?" and "find the auditor" part of rudiments. " LRH HCOB 1 Dec 65 CCHs.

Note:Run Hand Contact Mimicry on each run through CCHs 1-4 until it is flat on giving 3 commands only. Then on the next run through CCHs 1-4, change to Hand Space Mimicry. i.e. CCH 1,2,3 (HCM with change), 4,1,2,3 (HCM with change) 4,1,2,3 (HCM 3 commands only, no change) 4,1,2,3 (Hand Space Mimicry), 4 etc.

1. Give a brief R-Factor on how CCH 4 is run.

2. Say to pc: "Start of Process.” or "This is the Process.” Run CCH 4 per the LRH data below:

Name: Book Mimicry.

Auditing Commands: There are no set verbal commands.

Auditor makes simple motions with a book. Hands book to the pc. Pc makes motion duplicating auditor's mirror-image-wise. Auditor asks pc if he is satisfied that the pc duplicated the motion. If pc is and auditor is also fully satisfied, auditor takes back the book and goes to next command. If pc is not sure that he duplicated any command, auditor repeats it for him and gives him back the book. If pc is sure he did and auditor can see duplication is pretty wrong, auditor accepts pc's answer and continues on a gradient scale of motion either with the left or right hand till pc can do original command correctly. This ensures no invalidation of the pc. Tone 40, only in motions, verbal 2-way quite free.

Auditing Position: Auditor and pc seated facing each other, a comfortable distance apart.

Process Purpose: To bring up pc's communication with control and duplication (control and duplication = communication).

Give pc wins. It is necessary for auditor to duplicate his own commands. Circular motions are more complex than straight lines. Tolerance of plus or minus randomity are apparent here and the auditor should probably begin on the pc with motions that begin in the same place each time and are neither very fast nor very slow, nor very complex. Introduced by the auditor seeing that pc understands what is to be done, as there is no verbal command, formal process.

History: Developed by L. Ron Hubbard for the 16th ACC in Washington, DC 1957, based on duplication. Developed by L. Ron Hubbard in London, 1952. LRH HCOB 1 Dec 65 CCHs.

Continue CCHs 1-4 to EP. See the Process Purpose and LRH instructions for each Objective Process.

If pc exteriorizes during CCHs, just quietly end off, and send the pc to the Examiner.

When EP is reached, put the pc on the Meter; check for and indicate it if you see one with VGIs. If TA high, check for overrun. If the process is overrun (and you are not yet trained to rehab) tell the pc you will end off for C/S instructions. Otherwise, rehab. If the process is under-run, flatten it; then repeat the Meter check.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Commands:

"Touch that (indicated object).” "Thank you. "

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Commands:

• "Touch your (body part). " "Thank you. "

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Commands:

• "Touch that table" "Thank you. "

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Commands:

• "Look around the room and tell me what you could have. "

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Commands:

• "Look at that (indicated room object). "

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Commands:

• "Look at that (indicated room object). "

Drill using the data given in HCOB 11 June 57 and the Objective Processing Drill.

LRH Ref: Book – Creation of Human Ability R2-67 p. 161

Command: "Locate some objects. "

Drill using the LRH data on R2-67 p. 161 of Creation of Human Ability and the Repetitive Process Drill.

LRH Ref: PAB 153 CCH

Commands:

"Notice that ______.” "Thank you. "

Drill using the Repetitive Process Drill.

• "Look at that ______,. " "Thank you. "

Drill using the Alternate/Repetitive Process Drill.

"Show me that _______.” "Thank you.”

Drill using the Repetitive Process Drill first per PAB 153; then run:

• "Show me that ______." "Thank you. "

Drill using the Alternate/Repetitive Process Drill.

LRH Ref:

• HCOB 4 Feb 59 Op Pro By Dup

Ref: BTB 24 Oct 71R I Rev. 2 Jan 75 Op Pro by Dup End Phenomena

Commands:

• "Look at that (alternate 'book' and 'bottle').”

This process is drilled per HCOB 4 Feb 59 Op Pro by Dup (and the other references mentioned above) using the Objective Processing Drill.

LRH Ref:

• HCOB 28 July 58 Clear Procedure

Commands:

Stand Still: "When I tell you to stand still, I want you to make that body stand still. " "All right?" "Stand still. "

Change: "Do you see that spot?" "Good, we will call that Spot A. Now you stand here. O. K. " "Now do you see that other spot?" "Good. " We'll call that spot B. All right, now when I tell you to change the body's position, you move it from Spot A to Spot B, All right?" "Good. Change the body's position. " "Did you change the body's position?" "Thank you. " "Do you see that spot?" "Well, we'll call that Spot C. Now when I tell you to change the body's position, you move the body from Spot B to Spot C. Do you understand that?" "Fine. " "Change the body's position. " "Did you change the body's position?" "Thank you. "

Start: "I am going to tell you to start. And when I tell you to start, you start the body in that direction. Do you understand that?" "Good. " "Start. " "Did you start that body?" "Thank you. "

Stop: "I am going to tell you to get the body moving in that direction. Somewhere along the line I will tell you to stop. Then you stop the body. Do you understand that?" "Good. " "Get the body moving. " "Stop. " "Did you stop the body?" "Thank you. "

Drill using the references listed above and the Objective Processing Drill. SCS is run in this order: Stand Still, Change, Start, Stop.

Note: "Stop Supreme" can also be used. The Commands are as given on p, 17 Book – Scientology Clear Procedure Issue I.

Commands: "Now I want you to get your body moving down the room when I so indicate and when I say Stop, I want you to stop your body absolutely still.” Then the auditor gives the preclear a slight shove and the preclear moves the body down the room, and the auditor says "Stop”, and the preclear tries to stop his body absolutely still in that instant… The auditor then says, "Did you stop your body absolutely still?” The preclear answers this and then the auditor acknowledges.

LRH Book – Scientology Clear Procedure Issue I. This step is drilled according to LRH instructions in Scientology Clear Procedure Issue I, p. 17 using the Objective Processing Drill.

LRH Ref:

• PAB 137 Some More CCH Processes

Commands:

• "Get the idea of having that (indicated object).

Drill each command using the Repetitive Process Drill.

LRH Ref:

• PAB 137 Some More CCH Processes

Note: The change in the first command has been approved by LRH. Ref: HCOB 17 Mar 74 TWC Checksheets, TWC Using Wrong Questions.

Commands:

1. "Tell me something you are absolutely sure will happen in the next 2 minutes," (Increased to one hour, 3 days, one week, 3 months, one year etc.)

2. "Tell me something that you would like to do in the next 2 minutes. "

or

1. "Tell me something that you are sure will be there in 2 minutes. "

2. "Tell me something that you would like to have in 2 minutes. "

Drill according to the LRH data in PABs 137 & 146, using the 2 Way Comm Drill given earlier in this bulletin.

LRH Ref:

• Book – Creation of Human Ability R2-16

=Commands:=

• "Do you see that (room object)?"

Then, getting more specific:

• "Do you see that (black mark) on (the left arm of that chair)?"

• "Find a spot in this room."

• "Find a spot in the room."

Drill R2-16 from the LRH instructions given in Creation of Human Ability and PAB 34 using the Objective Processing Drill.

LRH Ref:

• HCOB 5 May 60 Help

1. Clear the word "Help" to F/N.

2. "One discusses the preclear helping others and others helping the preclear. One gets the preclear's views on the subject of help, and without evaluating for the preclear, lets the preclear express these views. " LRH HCOB 5 May 60 Help.

Drill using the 2 Way Comm Drill given earlier in this bulletin per the data in the LRH references listed above.

Commands:

F1: "What problem could help be to you?"

F2. "What problem could help be to another?"

F3. "What problem could help be to others?"

Drill each flow using the Repetitive Process Drill.

or (If the pc is inventing answers rather than picking them off the track):

F1: "What problem has help been to you?"

F2: "What problem has help been to another?"

F3: "What problem has help been to others?"

Drill each flow using the Repetitive Process Drill.

or (Another remedy for invention where there is no terminal apparently present):

F1: "What help could you confront?"

"What help would you rather not confront?"

F2: "What help could another confront?"

"What help would another rather not confront?"

F3: "What help could others confront?"

"What help would others rather not confront?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 3 Nov 60 Failed Help

Commands:

F1: "How could another prevent help?"

"How could another fail to help?"

F2: "How could you prevent help?"

"How could you fail to help?"

F3: "Hew could others prevent help?"

"How could others fail to help?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 15 Dec 60 Pressession 37

Commands:

F1: "Who has intended not to help you?"

"Who has helped you?"

F2: "Who have you intended not to help?"

"Who have you helped?"

F3: "Who has intended not to help others?"

"Who has helped others?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 15 Dec 60 Presseesion 37

1. Ask the pc if he has ever been to healers, hypnotists, spiritualists etc. (per HCOB 15 Dec 60 Pressession 37, section on formula 17). Watch for reads.

2. Handle all reading areas in order of largest read as follows:

Clear and say "Tell me some terminals involved in (area assessed). "

Write down the terminals the pc gives you, plus reads.

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

F1: "How could a _______ fail to help you?"

F2: "How could you fail to help a __. _____?" •

F3: "How could a _______ fail to help others?"

also

F1: "How could a _______ help you?"

F2: "How could you help a; _____?"

F3: "How could a. _______ help others?"

Drill each flow using the Repetitive Process Drill and according to the data in HCOB 15 Dec 60 Pressession 37.

4. Exhaust the list of terminals.

Exhaust the list of areas. Use Suppress and Invalidate buttons or add to the list as necessary.

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

1. Cull a list of general terminals from worksheets, session reports (the list must be approved by the C/S) or do a Dynamic Assessment per the Dynamic Assessment Drill. Run reading terminals, in order of largest read.

Commands:

1. "Think of a ____, helping you."

2. "Think of you helping a ____."

3. "Think of a ____ helping others."

4. "Think of others helping a ____."

5. "Think of a _____ helping a _____."

Drill each flow using the Repetitive Process Drill.

LRH Ref:

• HCOB 14 July 60 Current Rundown Concept Help

1. Cull a list of general terminals from worksheets, session reports (the list must be approved by the C/S) or do a Dynamic Assessment per the Dynamic Assessment Drill. Run reading terminals in order of largest read.

This process can also be run on "a confusion", "an unconscious person", "a responsible person", "a creative person", per HCOB 21 July 60 Some Help Terminals.

Commands:

F1. "Think of a ____ helping you. "

"Think of a ____ not helping you. "

F2. "Think of helping a ____. »

"Think of not helping a _____."

F3. "Think of a ____ helping others."

"Think of a ____ not helping others."

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 12 May 60 Help Processing

Commands:

F1. "What help has another given you?"

"What help has another not given you?"

F2: "What help have you given?"

"What help have you not given?"

F3: "What help have others given others?"

"What help have others not given others?"

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

LRH Ref: HCOB 5 Nov 65 Level I Five Way Bracket on Help

Commands:

1. "How could you help me?"

2. "How could I help you?"

3. "How could you help another?"

4. "How could another help you?"

5. "How could another help another?"

Drill using the Bracket Drill.

LRH Ref: HCOB 28 July 58 Clear Procedure

1. Cull a list of general terminals from worksheets, session reports (the list must be approved by the C/S) or do a Dynamic Assessment per the Dynamic Assessment Drill. Run reading terminals in order of largest read.

Commands:

F1: "How could a ____ help you?"

F2: "How could you help a ____?"

F3. "How could a ____ help others?"

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 26 Aug 60 Regimen Two

Commands:

F1: "What motion has helped you?"

"What motion has not helped you?"

F2: "What motion have you helped?"

"What motion have you not helped?"

F3. "What motion has helped others?"

"What motion has not helped others?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 2 Mar 61 Formula 20

Commands:

F1: "Who has failed to control you?"

F2: "Who have you failed to control?"

F3: "Who have others failed to control?"

also

F1: "What has failed to control you?"

F2: "What have you failed to control?"

F3: "What have others failed to control?"

also

F1: "Who has helped you?"

F2: "Who have you helped?"

F3: "Who has helped others?"

Drill using the Repetitive Process Drill.

LRH Ref: HCOB 11 Jan 59 An Amusingly Effective Process

1. Ask the "pc" for any worries or maladies he has. Note the reads. Run each reading item in the following commands in order of largest read.

Commands:

F1: "Invent a problem you could have with another for which ______ is the answer. "

F2: "Invent a problem another could have with you for which ______ is the answer. "

F3: "Invent a problem another could have with others for which ______ is the answer. "

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

Commands:

F1: "Get the idea of solving a problem. "

"Get the idea of not solving a problem. "

F2: "Get the idea of another solving a problem,"

"Get the idea of another not solving a problem. "

F3: "Get the idea of others solving a problem. "

"Get the idea of others not solving a problem. "

Drill each flow using the Alternate/Repetitive Process Drill.

If a terminal is added by the C/S, the commands would be:

F1: "Get the idea of solving a problem with ______. "

"Get the idea of not solving a problem with ______. "

F2: "Get the idea of ____ solving a problem with you. "

"Get the idea of ____ not solving a problem with you. "

F3: "Get the idea of,____ solving a problem with others. "

"Get the idea of ____ not solving a problem with others. "

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 16 Dec 57 Present Time Problem

1. Locate the "pc's" PTP(s) by clearing and saying (for example): "Tell me some things which are a present time problem to you. " Write down what the "pc" says, plus read.

Handle each reading PTP in order of largest read as follows:

2. Isolate the terminal(s) most closely associated with "pc's" PTP – by clearing and saying: "Tell me some of the terminals involved in (PTP).”

Write down each terminal with its read.

3. Handle each reading terminal in the commands given below:

Commands:

F1: "Invent something worse for you than ______.”

F2: "Invent something worse for than ______ you. "

F3: "Invent something worse for others than ______.”

Drill each flow using the Repetitive Process Drill

Commands:

1. "Spot where (Key terminal in PTP) is now. "

2. "Spot where you are now. "

Drill using the Alternate/Repetitive Process Drill

Exhaust the list of terminals. Exhaust the list of PTPs.

LRH Ref: HCOB 31 Mar 60 The PTP

Commands:

F1: "What problem could you confront?"

F2: "What problem could another confront?"

F3: "What problem could others confront?"

Drill using the Repetitive Process Drill.

also

F1: "Tell me your problem. "

"What part of that problem have you been responsible for?"

F2: "Tell me a problem of another. "

"What part of that problem has another been responsible for?"

F3: "Tell me a problem of others. "

"What part of that problem have others been responsible for?"

Drill using the Alternate/Repetitive Process Drill.

also

F1: "What two things can you confront?"

F2: "What two things can another confront?"

F3: "What two things can others confront?"

Drill using the Repetitive Process Drill.

also

F1: "What problem have you-been (or might you have been) responsible for?"

F2:"What problem has another been (or might another have been responsible for?"

F3: "What problem have others been (or might others have been responsible for?"

Drill using the Repetitive Process Drill.

LRH Ref:

• HCOB 16 Dec 57 Present Time Problem

1. Locate the "pc's" PTP(s) by clearing and saying – for example: "Tell me some things which are a present time problem to you. " Write down what the pc says, plus read. Handle each reading PTP in order of largest read, as follows:

2. Isolate the terminal(s) most closely associated with the PTP by clearing and saying – for example: "Tell me some of the terminals involved in (PTP). " Write down each terminal with its read.

3. Handle each reading terminal triple flow, using the commands given below. Use the Bracket Drill.

4. Exhaust the list of terminals. Exhaust the list of PTPs.

Commands:

F1: "Invent a problem that is of comparable magnitude to ____ for you. "

"How could that be a problem to you?"

"Can you conceive yourself figuring on that?"

F2: "Invent a problem that is of comparable magnitude to you for ______. "

"How could that be a problem to ______?"

"Can you conceive ______ figuring on that?"

F3: "Invent a problem that is of comparable magnitude to _______ for others. "

"How could that be a problem to others?"

"Can you conceive others figuring on that?"

Drill each flow using the Bracket Drill.

LRH Ref: HCOB 6 July 61 Routine 1A

Commands:

F1: "What problem could you confront?"

"What problem don't you have to confront?"

F2: "What problem should another confront?"

"What problem wouldn't another confront?"

F3: "What problem should be confronted by others?"

"What problem wouldn't others confront?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 3 May 59 Solution to Solutions

Commands:

F1: "What solution could you make stick?"

F2: "What solution could another make stick?"

F3: "What solution could others make stick?"

Drill each flow using the Repetitive Process Drill.

LRH Ref: Book – Creation of Human Ability R2-20 p. 53

Commands:

F1: "What" problems could this object be to you?"

F2: "What problems could this object be to another?"

F3: "What problems could this object be to others. "

Drill per the LRH instructions given in Creation of Human Ability, R2-20, using the Repetitive Process Drill.

LRH Ref:

• HCOB 27 Sept 62 Problems Intensive Use

1. To get the self-determined changes, say: "Tell me some self-determined changes you have made this life. "

2. Write down the pc's answers plus reads.

Handle each reading change – in order of largest re id as follows:

3. Locate the prior confusion to the change by asking the pc for it. You want the time of the prior confusion.

4. Predate the time of the prior confusion by one month.

5. Prepcheck (using the Prepchecking Drill given earlier in this bulletin). "Since (date gotten in step 4) has anything been (Prepcheck button)?"

6. Exhaust the list of self-determined changes. Use Suppress and Invalidate buttons or add to the list – as necessary. (Ref: HCOB 30 July 62 A Smooth HGC 25 Hour Intensive)

1. Find the self-determined changes another has made this lifetime by saying: "Tell me some self-determined changes another has made this lifetime. "

2. Follow the steps given for flow 1 – to EP.

1. Find the self-determined changes others have made this lifetime by saying: "Tell me some self-determined changes others have made this lifetime. "

2. Follow the steps given for Flow 1 – to EP.

Commands:

F1: "What problem have you had with someone?"

"What solutions have you had for that problem?"

F2: "What problem has another had with you?"

"What solutions has another had for that problem?"

F3: "What problem has someone had with another?"

"What solutions have they had for that problem?"

Drill each flow using the Alternate/Repetitive Process Drill.

Commands:

F1: "Point out something desirable. "

F2: "Point out something another would find desirable. "

F3: "Point out some-thing another could get others to desire. "

Drill each flow using the Repetitive Process Drill.