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

HOW TO USE: These drills are in order by levels. The first number indicates the level taught on. Those that begin with TR200- are level two drills. Unbullbaited drills and with odd numbers, and bullbaited end in even numbers. Where an odd number seems to be skipped, this indicates only the bullbaited drill is done.

Most of the drills are done within the basic format of the bullbaited and unbullbaited drills, as in the front of this peck; those that do not have their own training stress, position, etc. These are totally drilled out, as you reach them in the pack.

These drills match the order of processes set up for Level II in BTB 9 January 1972R Issue II Grade 4 Processes.

Simply start with the first actions and work through the pack applying the drills unbullbaited and bullbaited, until you are thoroughly familiar with each separate auditing action, end can apply it flawlessly, even with distractions.

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

If a student has trouble on a drill 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; wnatever it is find out why and handle.

A. Repetitive Process

ALWAYS COACH ON A GRADIENT. And build them up to get them tough!

B. Alternate/Repetitive Process

When the student is very familiar with a drill the speed should be increased.

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

NOTE: If coach upset because of restimulation, fruit words should be inserted in the place of the process key words for bullbelted drills onlv.

In Section I of this bulletin, there is a simple drill pattern for each type of process. (When an action does not fall within one of these types of process, a separate drill is provided.) There is also a Dynamic Assessment Drill in Section I. There is also a drill covering Listing and Nulling procedure which was taken from BTB 15 Dec 74 Auditor Expertise Drills Series 2, Basic Session Actions Drill.

Section II of this bulletin lists the auditing drills for Level II. Every drill gives the LRH materials that describe the process, the commands used, and states how each process is drilled. The procedure is:

NAME: Auditing On a Doll Unbullbaited.

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

COMMANDS: As for each separate process.

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

PURPOSE: To train the student to be able to coordinate and apply the commands and procedures of each separate suditing 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 checkouts 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 an E-Meter and worksheets exactly as in a session - as follows:

• TR 400-11 Electing Cause Unbullbaited

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

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

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

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.

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

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

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 & points out any outnesses noted giving a that’s it & restart. Outnesses should be handled one at a time until none exist.

Drill using the Repetitive Process Drill.

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

If a student has trouble on a drill, find out whether the student has a misunderstood, has skipped a gradient, etc., and handle with Standard Study Tech. This can lead back to outnesses on such basics as TRs, Codes or Scales. Whatever it is, find and handle it.

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! Attestation by student is per Superliterate Fast Flow policies.

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.

Name: Auditing on a doll unbullbaited.

COMMANDS: As for each separate auditing action.

Command: As for each separate process.

PURPOSE: To train the student to be able to coordinate nnd 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.

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.

POSITION: Student seated at a table with E-Meter and auditor forms, as needed. In the chair opposite the auditor is the Coach/gullbaiter who gives answers as pc, not about his own case.

Position: Student seated at a table with E-Meter, worksheets and auditing forms as needed. In the chair opposite the student is a doll occupying the position of the pc. (During the drill the coach is seated or standing beside the Auditor. He does not take the position of the doll.)

TRAINING STRESS: The drill is the same as for auditing on e 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 cosch 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. L3RD) he squeezes the cans for reeds.

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

When bullbaiting an auditing action the coach should THROW IN VARIOUS SIGNS OF PC OUT OF SESSIONESS. (Per HCOB on Good and Bad Indicators.) The student auditor must:

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

1. Obnose the out of sessionness.

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

2. Align this to the process run.

3. Have extra pens under the E-Meter.

3. Handle.

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

An example is, on a Listing end Nulling procedure sn out of sessionness is observed, the auditor queries and follows through with an L4B at once. (An L4B is a repair list.)

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

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”.

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.

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

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

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; i.e. flublessly!

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.

Each drill is to be done thoroughly t 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.” ARE.)

Name: Auditing __________ Bullbaited.

When the student auditor has done these steps to his satisfaction he attests as per Fast Flow policies for Superliterates. 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.

Commands: As for each separate auditing action.

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

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.

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.

Ref. Creation of Human Ability - R2-25

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.

STEPS:

When bullbaiting an auditing action the coach should throw in various signs of pc out of sessionness. (Per HCOB 29 July 64 Good Indicators at Lower Levels and BTB 26 April 69 Bad Indicators.) The student. Auditor must:

1. R-Factor to pc: “We are going to run a process called “R2-25 Viewpoint Straightwire”.

1. Obnose the out of sessionness,

2. Clear all words & commands each one as you get to it. Tell pc you are going to run the first flow.

2. Align this to the process run,

3. Say to your pc “This is the process.”

3. Handle.

4. Give the 1st command of Flow One: “Give me some things which it would be comfortable for you to look at.”

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

5. Run it repetitively to EP. (F/N, COG & VGIs.)

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

6. Now give pc R-Factor you sre going to run the second command of Flow One. Clear the command.

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

7. Give the 2nd Command of Flow: “Give me some emotions it would be all right for you to look at.” Run as in Step 5.

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

8. Give R-Factor to pc you are going to run the 3rd Command of Flow 1. Clear the command.

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

9. Give the 3rd Commend of Flow One: “Give me some efforts it would be all right for you to look at.” Run as in Step 5.

Each drill is to be done thoroughly, building up the speed of Auditor commands and actions. (It’s the number of auditing commands per unit of auditing time which makes gains in a session. " LRH)

10. The Auditor must make sure the pc is absolutely certain he is comfortable in viewing such objects. The process fails when the Auditor is incapable of pressing the preclear until this certainty is attained.

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

11. Give your pc the R-Factor you will now run Flow 2 clear the first command of Flow 2 - (Commands given below).

These are the drills that train the student Auditor to handle all the elements in a session, so coach with reality and purpose per HCOB 24 May 68 "Coaching".

12. Say, “This is the process”, and run as in Step 5.

13. Follow the same steps for flow two as in steps 6, 7, 8, 9, & 10.

F2 COMMANDS:

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

“Give me some things which it would be comfortable for another to look at.” to F/N, Cog, VGIs.

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

“Give me some emotions it would be all right for another to look at.” to F/N, Cog, VGIs.

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

“Give me some efforts it would be all right for another to look at.” to F/N, Cog, VGIs.

R-Factor that this is a Repetitive Process.

14. Give R-Factor to pc you will now run Flow Three. Clear the first command of Flow Three. (Commands given below.

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

15. Follow the same steps for Flow Three as given in Steps 3, 4, 5, 6, 7, 8, 9 & 10

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

F3 COMMANDS:

6. Using full TRs 0-4:

“Give me some things which it would be comfortable for others to look at,” to F/N, Cog VGIs.

a. Give the command to the "pc".

“Give me some emotions it would be all right for others to look at.” to F/N, Cog, VGIs.

b. Get the "pc’s" answer.

“Give me some efforts it would be all right for others to look at,” to F/N, Cog, VGIs.

c. Acknowledge.

DRILL FOR R2-25 VIEWPOINT ARC STRAIGHWIRE:

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

16. Give pc R-Factor that you are now going to run a process called “Viewpoint ARC Straightwire”.

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

17. Follow Steps 2 through 15 using the commends of Viewpoint ARC S/W as given below:

R2-25 VIEWPOINT ARC STRAIGHTWIRE:

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

F-1 “Who would it be all right to have like you?” Repetitively to F/N, COG, VGIs.

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

“Who would it be all right to have agree with you?” 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.)

“Who would it be all right to have communicate with you?” Repetitively to F/N, COG, VGIs.

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

F-2 “Who would it be all right for you to like?” Repetitively to F/N, COG, VGIs.

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)

“Who would it be all right for you to agree with?” Repetitively to F/N, COG, VGIs.

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

“Who would it be all right for you to communicate with?” Repetitively to F/N, COG, VGIs.

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

F-3 “Who would it be all right for others to have like them?” Repetitively to F/Nt COG, VGIs.

7. Indicate the F/N to the pc.

“Who would it be all right for others to have agree with them?” Repetitively to F/N, COG, VGIs.

“Who would it be all right for others to have communicate with them?” Repetitively to F/N, COG, VGIs.

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

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

Ref. HCOB 19 Jan 61 ADDITIONAL HAS PROCESSES

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

STEPS:

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

1. Give R-Factor to “pa” you are going to run 8 process called “HAS VIII”.

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

2. Clear all words and clear each command as you get to it.

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)

3. Clear the Flow One Commend & say “This is the process.” (Commands below.)

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

4. Run the process alternately to F/N, Cog & VGIs, indicating F/N after Cog.

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

F1 COMMANDS:

7. Indicate the F/N to the pc.

“Get the idea of people making you friendly,”

“Get the idea of people making you unfriendly.”

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

5. R-Factor to pc you are now going to run Flow Two of HAS VIII.

LRH Ref:

6. Clear the F2 commands & run as in Steps 4 & 5. F2 COMMANDS:

• HCOB 14 Aug 64 Scn Two – Prepcheck Buttons

“Get the idea of making people friendly.”

“Get the idea of making people unfriendly.”

7. R-Factor to pc you are now going to run Flow 5 of HAS VIII.

Ref:

8. Clear the Flow Three commands & run as in Steps 4 & 5, F3 COMMANDS:

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

“Get the idea of people making other people friendly.”

Steps:

“Get the idea of people making other people unfriendly,”

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

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.

Refs.

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

• HCOB 4 Dec 59 ALLOWED PROCESSES 1ST MELBOURNE ACC

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

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)?"

STEPS:

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

1. Give pc R-Factor you are going to run a process called “Melbourne 3”.

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.

2. First you will be doing e Dynamle Assessment, Tell pc, “First I’m going to ask you some questions.”

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.

3. Clear all words; include “Describe” & “Terminal”. Be sure to catch any reads or Tone Arm action while you are clearing the words, especially on the Dynamics.

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.

4. Now you will do an assessment by Tone Arm action per E-Meter Drill 23.

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

5. Ask pc to describe his First Dynamic to you. Note Tone Arm behavior.

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

6. You are looking for an area that the pc can’t describe or makes mistakes one is not sensible about or that he won’t approach.

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

7. Repeat the above with each of the Dynamics, as per Step 5 & 6.

8. When pc has finished describing the Dynsmics to you - take up the Dynamic with the most Tone Arm action gotten either on clearing the Dynsmics or on pc itsa and say to the pc, “Tell me some terminals on the Dynamic.”

9. Watch your meter for reads. (Coach can simulate reads.)

LRH Ref:

10. You are looking for terminal(s) that doesn’t belong on the Dynamic he is talking about at all. For example: A mountain on the 7th Dyn.

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

11. If the Dynamic the pc is talking about F/Ns on this 2 way comm, don’t take it any further.

Ref:

12. When you have your items, give pc R-Factor you are now going to run the process called Melbourne Three. NOTE: Never run a sensible item. (See PAB 155.)

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

13. Clear all words & clear each flow as you get to it,

14. Clear the Flow One command (given below) & say to your pc, “This is the process”.

Steps: (Use Basic Drill Format and Procedure.)

15. Run the commands alternately to F/N, Cog & VGIs indicating the F/N after Cog.

1. R-factor to the pc that you’ll be running an L&N process.

16. Repeat Steps 13, 14 & 15 for Flows 2 & 3.

2. Clear the procedure of L&N with the pc and make sure he understands that he is to give you all his answers to the question.

COMMANDS:

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

F-1 “What part of a (Terminal) could you confront?”

4. Clear the question watching the meter response and noting any read.

“What part of a (Terminal) would you rather not confront?”

5. If no read on clearing the question, call the question out to the pc. Note any read on the listing sheet.

Alternately to F/Ns COG, VGIs.

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

F-2 “What part of a (Terminal) could another confront?”

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

“What part of a (Terminal) would another rather not confront?”

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

Alternately to F/N, COG, VGIs.

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

F-3 “What part of a (Terminal) could others confront?”

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

“What part of a (Terminal) would others rather not confront?”

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

Alternately to F/N, COG, VGIs.

9. Coach uses fruit words for answers.

10. Write each item verbatim, with its reads.

Ref. HCOB 8 Mar 62 “THE BAD AUDITOR”

11. List to a BD F/N item and indicate the item to the pc; then indicate the F/N.

STEPS:

12. If pc runs out of items while listing (without a BD F/N item), check the Listing question. If it reads, extend the List. If it is clean, null the list and give the pc his item. (Ref: HCOB 1 Aug 68, "The Laws of Listing and Nulling")

1. Give R-Factor to your pc that you are going to run a process called “Repetitive Confront Process”.

13. If you cannot get the item, do an L4BR Method 5, handling what you find by following each instruction for each line exactly.

2. Tell your pc that this process has 10 commands.

14. The drill is passed when the student Auditor can do Listing and Nulling confi­dently and flublessly.

3. Clear all words and clear the commands.

4. Say to pc, “This is the process,” and run the commands alternately & repetitively until the pc has F/N, COG, VGIs.

COMMANDS:

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

1. “What could you confront?”

Commands:

2. “What would you permit another to reveal?”

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

3. “What might another confront?”

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

4. “What might another permit you to reveal?”

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

5. “What would you rather not confront?”

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

6. “What would you rather not have another reveal?”

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

7. “What might another hate to confront?”

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

8. “What might another object to your revealing?”

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

9. “What should be confronted?”

10. “What shouldn’t anyone ever have to confront?”

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

1. Clear the flow 1 commands.

Ref. HCOB 14 July 60 CURRENT R/D CONCEPT HELP

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

STEPS:

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

1. Tell your pc you are going to run e process called “Continuous Confront”.

4. Commands:

2. Clear all words & clear each Flow as you come to it. (Commands below.)

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

3. Say to pc, “This is the process and run the Flow to F/N, COG & VGIs, indicating the F/N after COG.

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

COMMANDS:

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

F-1 “What could you continue to confront?”

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

“What would you rather not continue to confront?”

5. Repeat these steps with flows 2 and 3.

Alternately to F/N, COG, VaIs.

Flow 2 Commands:

F-2 “What could another continue to confront?”

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

“What would another rather not continue to confront?”

2. "How have you justified it?"

Alternately to F/N, CCG, VGIs.

Flow 3 Commands:

F-3 “What could others continue to confront?”

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

“what would others rather not continue to confront?”

2. "How have they justified it?"

Alternately to F/N, COG, VGIs.

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

Ref. PHOENIX LECTURES

STEPS:

Commands: "I have a solution. "

1. Tell your pc, you are going to run a process called “Viewpoint Straightwire”.

"I have no solution. "

2. Clear all words and clear all the commands.

Drill using the Alternate/Repetitive Process Drill.

3. Say to pc, “This is the process.”

4. Run the commands 1, 2, 3, 4, 5, 6, 7, 8, repetitively to F/N, Cog & VGIs, indicating the F/N after Cog & VGIs.

Commands: "There is something. "

COMMANDS:

"There is nothing. "

1. “Tell me something you wouldn’t mind knowing.”

Drill using the Alternate/Repetitive Process Drill.

2. “Tell me something you wouldn’t mind looking at.”

3. “Tell me an emotion you wouldn’t mind observing.”

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

4. “Tell me some effort you wouldn’t mind observing.”

"There is _____. "

5. “Tell me some thinking which you wouldn’t mind observing.”

"There is no _____. "

6. “Tell me some symbols which you wouldn’t mind seeing.”

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

7. “TeIl me some eating which you wouldn’t mind inspecting.”

Drill using the Alternate/Repetitive Process Drill.

8. “Tell me some sex which you wouldn’t mind looking at.”

Run 1-8 repetitively to F/N, COG, VGIs.

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

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

STEPS:

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

1. Give an R-Factor to your pc you are going to run a process called “Worry Process”.

F2: "I am preventing _____ from communicating. "

2. Clear all words and clear each Flow as you come to it.

"I am not preventing ____ from communicating.”

3. Say to pc, “This is the process and run each Flow repetitively to F/N, COG & VGIs indicating F/N after Cog.

F3: "_____ is preventing others from communicating. "

COMMANDS:

"____ is not preventing others from communicating. "

F-1 “Get the Idea of another worrying something.”

Drill each flow using the Alternate/Repetitive Process Drill.

“Get the idea of another not worrying something.”

“Get the idea of something being worrisome to another.”

Assess:

F-2 “Get the idea of worrying something.”

• Communication ______

“Get the idea of not worrying something.”

“Get the idea of something being worrisome.”

F-3 “Get the idea of others worrying something,”

“Get the idea of others not worrying something.”

“Get the idea of something being worrisome to others.”

Peoples animals, things can be used in place of “something” (SPECIFIC ITEMS MUST READ).

4. Give pc R-Factor you will now run the second part of the worry process.

5. Handle as in Steps 2 and 3.

COMMANDS:

F-1 “Get the ides of another attacking something.”

“Get the idea of another not attacking something. n

F-2 “Get the idea of attacking something.”

“Get the idea of not attacking something.”

F-3 “Get the idea of others attacking something.”

“Get the idea of others not attacking something.”

Ref. HCOB 13 Oct AD9, A USEFUL PROCESS

STEPS:

1. R-Factor we are going to run a process called “Criticism Straightwlre”.

2. Clear all words, Clear the commands each flow when you get to it.

3. Run each flow alternately to F/N~ Cog & VGIs indicating the F/N efter Cog.

4. NOTE: On these Recall Commands when pc has indicated he has carried out the command, ask the pc “What was it?” (unless pc already told you). This keeps the Itsa Line in from pc to Auditor. Ref. HCOB 30 June 62.

COMMANDS:

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

F-1 “Recall another being critical of you.”

• "There is _____. "

“Recall another withholding criticism of you.”

Alternately to F/N, COG, VGIs.

Drill using the Alternate/Repetitive Process Drill.

F-2 “Recall being critical.”

“Recall withholding criticism.”

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

Alternately to F/N, COG, VGIs.

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

F-3 “Recall another being criticial of others.”

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

“Recall another withholding criticism of others.”

"_____ cannot produce an effect on me. "

Alternately to F/Ns COG, VGIs.

F2. "I can produce an effect on _____”

"I cannot produce an effect on ____. "

Ref. HCOB 15 Mar 62, SUPPRESSORS

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

STEPS:

" ____ cannot produce an effect on others.”

1. Give pc R-Factor you are going to run a process celled “Revelation Process X2”.

Drill each flow using the Alternate/Repetitive Process Drill.

2. Clear all words. Clear commands of each flow as you get to it. (Commands below.)

3. Run each flow to F/N, COG & VGIs, indicating the F/N after Cog.

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

COMMANDS:

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

F-1 “What wouldn’t you want another to present to you?”

F1: "I can have _____ ‘s viewpoint. "

“What has another presented to you?”

"I cannot have _____ ‘s viewpoint. "

Alternately to F/N, COG, VGIs.

F2. " _____ can have my viewpoint. "

F-2 “What wouldn’t another want you to present?”

" _____ cannot have my viewpoint. "

“What have you presented to another?”

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

Alternately to F/N, COG, VGIs.

"Others cannot have _____ ‘s viewpoint. "

F-3 “What wouldn’t another want another to present?”

Drill each flow using the Alternate/Repetitive Process Drill.

“What has another presented to another?”

Alternately to F/N, COG, VGIs.

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

1. "I can _____. "

Ref. PAB 146

2. "I cannot _____. "

STEPS:

Drill using the Alternate/Repetitive Process Drill.

1. Tell pc you are going to run a process called “Recall a Secret”.

2. Clear all words, clear the command “Recall a Secret”. When pc has indicated he has carried out the command ask the pc ‘What was it?” unless pc already told you. This keeps the itss line in from pc to auditor, Ref HCOB 30 June 62,

LRH Ref:

3. Run to F/N, COG & VGIs, indicating F/N after Cog. (Ref: PAB 146)

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

4. Auditor makes up a list of valences, paying great attention to those the preclear considers “unimportant” or is very slow to divulge, The auditor takes this list snd runs repetitive straightwire on all reading items in descending order of reads.

5. Run as in Steps 2 & 3 for Flow 1, 2 & 3 given below.

Ref:

COMMANDS:

• BTB 1 Dec 71 Issue III Rising Scale Processing

F-1 “Think of something (valence) might withhold from you.”

Commands:

Repetitive to F/N, COG, VGIs.

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

F-2 “Think of something you might withhold from (valence),”

2. "Do you have that idea?"

Repetitive to F/N, COG, VGIs.

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

F-3 “Think of something (valence) might withheld from others.”

4. "OK. How close did you come?”

Repetitive to F/N, COG, VGIs.

5. "Thank you. "

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

Ref. HCOB 25 Jan 72 FLOW PROCESS

Use the Bracket Drill.

STEPS:

1. Tell pc you are going to be running a Grade II Process.

• Survives - Dead

2. Clear all words and clear each flow as you come to it.

3. Say to the pc “This is the process” and run each flow repetitively to F/N, COG & VGIs indicating F/N after Cog.

COMMANDS:

F-1 “What had to be outflowed?”

“What had to be withheld?”

“What had to be inflowed?”

“What had to be held off?”

Run 1-2-5-4-1-2-3-4-etc. to F/N, COG, VGIs.

F-2 “What had to be outflowed by another?”

“What had to be withheld by another?”

“What had to be inflowed by another?”

“What had to be held off by another?”

Run 1-2-3-4-1-2-3-4-etc. to F/N, Cog, VGIs.

LRH Ref: Book – Advanced Procedures and Axioms

F-3 “What had to be outflowed by others?”

Ref: BTB 1 Dec 71 Issue IV Effort Processing

“What had to be withheld by others?”

“What had to be inflowed by others?”

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

“What had to be held off by others?”

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

Run 1-2-3-4-1-2-3-4-etc. to F/N, COG, VGIs.

3. Clear the word effort.

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

Refs. HCOB 6 Mar 59 HOW TO DO A DIAGNOSIS IN DYNAMIC

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

STRAIGHTW IRE

6. Clear the words counter-effort.

HCOB 16 Feb 59 HGC PROCESSES FOR THOSE TRAINED IN ENGRAM RUNNING OR TRAINED IN THESE PROCESSES

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

Staff auditors conference of 16 Feb 59.

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

PAB 155

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

STEPS:

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

1. Tell your pc you are going to run a process called “Dynamic Straightwire”.

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

2. You will be doing a dynamic assessment as given in TR200-5, (Or if there were any terminals not run in TR200-5 these can be used here.)

3. Follow steps 2-11 as given in TR200-5.

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

4. When you have your item(s) give pc R-Factor you are now going to run the process called “Dynamic Straightwire”.

Commands:

5. Clear all words & clear each Flow as you get to it.

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

6. Say to your pc “This is the process and run the commends alternately to F/N, COG & VGI, indicating the F/N after Cog.

COMMANDS:

Drill using the Repetitive Process Drill.

F-1 “Thlnk of something _____has done to you.”

“Think of something has withheld from you.”

LRH Ref: HCOB 1 Sept 63 Routine 3SC

F-2 “Think of something you have done to _____.”

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

“Think of something you have withheld from _____.”

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

F-3 “Think of something _____has done to others.”

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

“Think of something _____has withheld from others.”

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

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

BULLBAITED

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

Refs.

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

• HCOB 11 June 59 LOCATION OF TERMINALS

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

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

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

7. Handle Flows 2 and 3 as above.

STEPS:

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

1. Tell your pc you’re going to run a Grade 2 process.

2. Follow Steps 2, 3, 4, 5, 6, 7, 8, 9, 10 & 11 of TR 200-5 (Dynamic Assessment).

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

3. Give R-Factor you will fleer some words (clear all words) & the F1 Commands.

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

4. Say to your pc “This is the Process.”

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

5. Give pc the F1 Command:

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

F-1 “Think of something _____has done to you.”

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

“Think of something _____has withheld from you.”

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

Run alternately to F/N COG VGIs, indicating F/N after Cog.

When pc has indicated he has carried out the command ask the pc “What was it” unless pc already told you. This keeps the itsa line in from pc to auditor. Ref. HCOB 3 June 62.

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

6. Follow steps 3, 4 & 5 for Flows 2 & 3.

COMMANDS:

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

F-2 “Recell something you have done to_____.”

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

“Recall something you have withheld from_____.”

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

Alternately to F/N COG VGIs, indicating F/N after Cog.

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

F-3 “Recall something _____has done to others.”

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

“Recall something _____has withheld from others.”

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

Alternately to F/N, COG, VGIs indicating F/N after Cog.

Commands:

Ref.

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

• HCOB 22 Jan 59 NOT-IS STRAIGHTWIRE

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

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

Drill each flow using the Repetitive Process Drill.

STEPS:

1. Tell your pc you are going to run a process called “Not-is Straightwire”.

2. Clear all words & clear the first part commands.

3. Say to pc “This is the Process”.

4. Give pc the commands as below making sure you get “What was it” to his Answer.

COMMANDS:

• “Recall a time you implied something was unimportant.”

Run alternately to F/N, COG, VGIs, indicating F/N after Cog.

5. Give pc R-Factor you are going to run the second part of Not-Is Straightwire.

(Ref: Staff Auditors’ Conference of 16 Feb 59)

6. Follow steps 2, 3 & 4 for the Commands given below.

COMMANDS:

• “Recall a time when you thought something bad was unimportant.”

Run alternately to F/N, COG, VGIs, indicating F/N after Cog.

7. Give pc R-Factor you are going to run the third part of Not-Is Straightwire. (Ref. Staff Auditors Conference of 16 Feb 59.)

8. Follow steps 2, 3 & 4 for the command:

“Find something unimportant about this room.”

Run repetitively to F/N, COG, VGIs, indicating F/N after Cog.

(Ref. HCOB 12 July 64 More on O/Ws )

STEPS:

1. Tell pc you are going to run a series of processes called “O/W Processes”.

2. Clear all words, clear each command as you get to it.

3. Say to your pc, “this is the process” and run each command repetitively to F/N, COG & VGIs, indicating F/N after Cog.

4. Follow the above procedure on all the following commands:

F-1 “Tell me some things you think another should not have done to you.”

F-2“Tell me some things you think you should not have done.”

F-3 “Tell me some things others think they should not have done to others.”

ALSO

F-1 “Tell me what another has done to you that got him/her into trouble.”

F-2 “Tell me what you’ve done thst got you into trouble.”

F-3 “Tell me what others heve done to others that got them into trouble.”

ALSO “What wouldn’t you do over again?”

ALSO “What are some things a person shouldn’t say?”

ALSO “What gets a person into trouble?”

ALSO

F-1 “What has another done to you that he/she regrets?”

F-2 “What have you done that you regret?”

F-3 “What have others done to others that they regret?”

ALSO

F-1 “What has another said to you he wishes he hadn’t?”

F-2 “Whet have you said you wish you hadn’t?”

F-3 “What have others said to others they wish they hadn’t?”

ALSO

F-1 “What has another advised you to do?”

F-2 “What heve you advised another to do?”

F-3 “What have others advised others to do?”

Ref. HCOB 5 Oct 59 UNIVERSE PROCESS

STEPS:

1. Tell pc “We are going to run a process called ‘Universe O/W Straightwire’.”

2. Clear all words.

3. “The 1st step is an assessment. Clear the action of assessment briefly. Clear the words being assessed backwards.

4. During the assessment you don’t have to say anything.

5. Tell pc “This is the assessment. Assess on the meter: ‘Thetan, Mind, Body, Physical Universe’ to one reading item.

6. Tell pc “That completes the assessment.”

7. Tell pc “We will now run a process on some of those items.”

8. Follow Step 2 and clear-each flow as you come to it. (Command below.)

9. Say toyour pc, “This is the process”.

10. Using the assessed item run the process (a) (b) (a) (b) (a) etc to F/N, COG, VGIs, indicating F/N after Cog.

11. Use the same procedure for all items & flows.

12. Repeat Steps 9 & 10 with each reading assessment item in descending order of reads.

COMMANDS:

F-1 “Recall something _____has done to you.”

“Recall something _____has withheld from you.”

F-2 “Recall something you have done to _____.”

“Recall something you have withheld from _____.”

F-3 “Recall something _____has done to others.”

“Recall something _____has withheld from others.”

Ref.

• HCOB 17 Apr 59 KNOW TO MYSTERY STRAIGHTWIRE for extreme cases.

1. Tell the pc “we are going to run a process called Know to Mystery Straightwlre”.

2. Use the Know to Mystery scale as given on HCOB - Tone Scale in full:

• Know

3. Clear “terminal,” ensure pc gets concept of a terminal being a person or an object, never a condition.

4. Clear “Unknowable”

5. Clear “What terminals could represent unknowable.”

6. Ask pc the question in No. 5. Note all his answers and the read on each. When pc has given as many as he wants, acknowledge. Do not push for more.

7. Clear recall as “remembering”.

8. Choose the biggest reading terminal found in step No. 6.

9. Clear commands; each Flow as you get to it.

F-1 “Recall something_____ has done to you.”

“Recall something _____has withheld from you.”

Alternately to F/N, COG, VGIs.

F-2 “Recall something you have done to_____”.

“Recall something you have withheld from _____.”

Alternately to F/N, COG, VGIs.

F-3 “Recall something _____has done to others.”

“Recall something _____has withheld from others.”

Alternately to F/N, COG, VGIs.

10. Run the process using the terminal in No. 8, repetitively to F/N, COG, VGIs.

11. Choose the next biggest reading terminal found in Step No. 6.

12. Repeat steps 9 & 10 on it.

13. Handle all reading terminals found in No. 6 with steps 9 & 10.

14. When all terminals in No. 6 are handled concerning answers given to “Unknowable” take the next Higher level on the scale i.e. (Unconscious) and repeat steps No. 4-13.

15. Repeat Step No. 14 until one reaches Know and handles the terminals found.

NOTE: Clear minus emotion as lack or absence of emotion.

Clear plus emotion as having or being emotional.

Ref.

• HCOB 6 Oct 60 THIRTY-SIX NEW PRESESSIONS

STEPS:

1. Tell pc you are going to run a process called Regimen 6 O/W.

2. Clear all words. Clear each flow as you get to it.

3. First you will make a list of 6th Dynamlc terminals (not listing and nulling) by asking - “What terminals could represent the 6th dynamic?” (Clear the words FIRST then clear the command.)

4. Give the pc the command and when pc has given all he can think of run the reading terminals in descending order of read as follows.

5. Clear each Flow as you get to it.

6. Say to your pc, “This is the process”.

7. Give the commands:

F-1 “Get the idea of ( terminal) doing something to you.”

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

Run alternately to F/N, COGS VGIs, indicating F/N after Cog & VGIs.

F-2 “Get the idea of doing something to (terminal).”

“Get the ides of withholding something.”

Run alternately to F/N, COG, VGIs, indicating F/N after Cog & VGIs.

F-3 “Get the idea of others doing something to (terminal).”

“Get the idea of others withholding something from (terminal),”

Run alternately to F/N, COG, VGIs, indicating F/N after Cog & VGIs.

8. Tell pc you are now going to run the next part of Regimen 6 O/W.

9. Clear words as necessary. Clear each Flow as you get to it.

COMMANDS:

F-1 “What has (terminal) done to you?”

“Whet has (terminal} withheld from you?”

Run alternately to F/N, COG, VGIs, indicating F/N after Cog.

F-2 “What have you done to (terminal)?”

“What have you withheld from (terminal)?”

Run alternately to F/N, COG, VGIs, indicating F/N after Cog.

F-3 “What have others done to (terminal)?”

“What have others withheld from (terminal)?”

Run alternately to F/N, COG, VGIs, indicating F/N after Cog.

10. Tell pc you are now going to run the next part of Regimen 6 O/W.

11. Follow Step 9 for the following commands:

F-1 “Get the idea of (terminal) having done something to you.”

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

Alternately to F/N, Cog, VGIs, indicating F/N after Cog.

F-2 “Get the idea of having done something to (terminal).

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

Alternately to F/N, Cog, VGIs, indicating F/N after Cog.

F-3 “Get the idea of others having done something to (terminal).”

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

Alternately to F/N, Cog, VGIs, indicating F/N after Cog.

Ref. HCOB 54 Apr 60 NEW PE DATA

STEPS:

1. Tell pc you are going to run a Grade II Process.

2. Clear all words.

3. Clear the command, “What persons do you have problems about?” (Person is changed to persons to eliminate possibility of pc running this as an L&N type list.)

4. Note down all persons & reads.

5. Clear words & commands, (given below) each Flow as you get to it.

6. Say to your pc, “This is the process.”

7. Run the following on each reading item in descending order of rends:

F-1 “What has _____done to you?”

“What has _____withheld from you?”

Alternately to F/N, Cog, VGIs, indicating F/N after Cog.

F-2 “What have you done to_____?”

‘What have you withheld from_____?”

Alternately to F/N, Cog, VGIs, indicating F/N after Cog.

F-3 “What has _____done to others?”

“What has _____withheld from others?”

Alternately to F/N, Cog, VGIs, indicating F/N after Cog.

8. Tell your pc you are now going to run the second part of this process.

9. Clear words end command:

“What part of your life have you been responsible for?”

And run repetitive to F/N, COG VGIs, indicating F/N after Cog.

Ref.

• HCOB 4 Feb 60 THEORY OF RESPONSIBILITY PROCESSING

STEPS:

1. Tell your pc “We are going to run a Grade II Process.”

2. Clear all words. Clear each command es you get to it.

3. Do a Dyn Assessment as in TR200-5.

4. When pc has given his answers give him an R-Factor that you are going to run a process now.

5. Clear the commands each Flow as you get to it.

6. Say to your pc, “This is the process,” and give the command.

COMMANDS:

7. Run

F-1 “What has _____done to you?”

“What has _____withheld from you?”

Alternately to F/N, COG, VGIs, indicating F/N after Cog.

8. Run

F-2 “What have you done to _____?”

“What have you withheld from _____?”

Alternately to F/N, COG, VGIs, indicating F/N after Cog.

9. Run

F-3 “What has _____done to others?”

“What has _____withheld from others?”

Alternately to F/N, COG, VGIs; indicating F/N after Cog.

10. When a terminal has gone to EP on all 3 Flows, choose the terminal with the next largest read (if more than one listed in step 4. And follow steps 8, 9 & 10, until all reading terminals are handled.

NOTE: If you have a non-reading item check it for read and run it only if it reads. DO NOT RUN A NON-READING ITEM. If an item has read when the pc said it, it does not need to be tested for read again.

11. When you have handled as in steps 5 & 6, choose the next area the pc cannot do (next longest reading item if more than one area was listed in step 2). If you have a non-reading item check it for read. DO NOT RUN A NON-READING ITEM, ( If no more items, ask for any more areas where pc cannot do)

12. Exhaust all items found in steps 5 & 6, and follow steps 7, 8, 9 & 10.

Ref. HCOB 14 July 60 CONCEPT HELP

STEPS:

1. Give R-Factor to your pc “We are going to run the Withhold Process”.

2. Clear words; clear each Flow as you get to it.

3. Tell the pc the process will be run repetitively. Run to F/N, COG, VGIs, indicating F/N after Cog.

4. Say to pc, “This is the process”.

5. Give the command: (One Flow at a time.)

F-1 “What could you withhold?”

And run repetitively to F/N, COGs VGIs; indicating F/N after Cog.

F-2 “What could another withhold?”

And run repetitively to F/N, coat VGIs; indicating F/N after Cog.

F-3 “What could others withhold?”

And run repetitively to F/N, COG, VGIs; indicating F/N after Cog,

Ref. SCIENTOLOGY CLEAR PROCEDURE, Issue I

STEPS:

1. Give R-Ractor to your pc “We are going to run a process called “Locational Responsibility”.

2. Clear all words. Clear each command as you get to it. (Commands below.)

3. Say to your pc, “This is the process” & give him the command & run repetitively.

COMMANDS

A. “Look around here and find something you could be responsible for”

to F/N, COG, VGIs, indicating F/N after Cog.

B. “Look around here and find something you don’t have to be responsible for.”

to F/N, COG, VGIs, indicating F/N after Cog.

C. “Look around here and find something you would permit somebody else to be responsible for.”

to F/N, COG, VGIs, indicating F/N after Cog.

Ref.

• HCOB 8 Aug 71 Issue II which Revised

STEPS:

1. Give your pc an R-Factor you are going to run a process called, “Level Two Triple”

2. Clear all words. Clear each flow as you get to it. (Commands below.)

3. Say to your pc, “This is the process” & give the command:

COMMANDS

F-1 “What has another done to you?”

“What has another withheld from you?”

Run alternately to EP.

F-2 “What have you done to another?”

“What have you withheld from another?”

Run alternately to EP.

F-3 “What has another done to another?”

“What has another withheld from another?”

Run alternately to EP.

STEPS:

1. Tell pc you are going to run a Level II Havingness Process.

2. Clear words as necessary. Clear each Flow as you come to it. (Commands given below.)

3. Say to the pc, “This is the process” & give the command:

COMMANDS:

F-1 “Tell me a flow you could be interested in.”

Run repetitively to F/N, COG, VGIs, indicating F/N after Cog.

F-2 “Tell me a flow another would be interested in?”

Run repetitively to F/N, COG, VGIs, indicating F/N after Cog.

F-3 “Tell me a flow another could get others interested in.”

Run repetitively to F/N, COG, VGIs, indicating F/N after Cog.