With particular emphasis on correct application of Self Analysis Processing.

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

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.

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:

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

Name: Auditing on a doll unbullbaited.

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

Commands: As for each separate process.

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

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.

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.)

• TR 400-11 Electing Cause Unbullbaited

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

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

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

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

Commands:

3. Have extra pens under the E-Meter.

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

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

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

Drill using the Repetitive Process Drill.

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…

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

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

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

Name: Auditing on a doll unbullbaited.

Name: Auditing _____________ Bullbaited.

Command: As for each separate process.

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 with the actual doingness of auditing.

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.

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.)

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.

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

Training Stress: The drill is the same as for auditing on a doll except that the “PC” coach bullbaits the student Auditor using “fruit” answers during the session in an attempt to throw the student off session. On any list, the coach squeezes the cans to simulate reads. He still uses “fruit” answers (six apples, blue pears) when asked to speak, but as the student Auditor reads off the list items (e.g. L3RF) he squeezes the cans for reads.

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

When bullbaiting an auditing action the coach should throw in various signs of pc out of sessionness. (Per HCOB on Good Indicators and BTB on Bad Indicators.) The student Auditor must:

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

1. Obnose the out of sessionness.

3. Have extra pens under the E-Meter.

2. Align this to the process run.

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

3. Handle.

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

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.)

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

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

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

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.

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!

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

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.

Name: Auditing __________ Bullbaited.

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)

Commands: As for each separate auditing action.

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.

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.

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).

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.

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.

Ref. Dianetics ‘55

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:

Steps:

1. Obnose the out of sessionness,

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

2. Align this to the process run,

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

3. Handle.

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

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.)

4. Run the process repetitively, same command over and over, to 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".

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.

Ref: Staff Auditors Conference of 18 Feb 59

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

Steps:

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.

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

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)

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

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.

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

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".

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

Ref: HCOB 20 Oct 59 An Experimental Process

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

Steps:

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

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.”

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

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

R-Factor that this is a Repetitive Process.

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

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

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

Ref: HCOB 20 Oct 59 An Experimental Process

6. Using full TRs 0-4:

Steps:

a. Give the command to the "pc".

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

b. Get the "pc’s" answer.

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

c. Acknowledge.

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

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

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

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

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

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

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

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

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

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

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

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

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

10. Run the third command 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)

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

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

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

Steps:

7. Indicate the F/N to the pc.

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.

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

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

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

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

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

Ref:

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

• HCOB 8 April 58 A Pair of Processes

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

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)

Steps:

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

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

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

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

7. Indicate the F/N to the pc.

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

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

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

5. Clear the second command.

LRH Ref:

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

• HCOB 14 Aug 64 Scn Two – Prepcheck Buttons

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

Ref:

Ref:

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

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

Steps:

Steps:

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

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.

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.

2. Clear the first command.

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

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

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

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

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)?"

5. Clear the second command.

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

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

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.

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

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.

8. Clear the third command.

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.

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

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

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

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

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

Steps:

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

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

LRH Ref:

2. Clear the first command.

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

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

Ref:

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

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

5. Clear the second command.

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

Steps: (Use Basic Drill Format and Procedure.)

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

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

8. Clear the third command.

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.

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

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

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

Ref: HCOB 20 Oct 59 An Experimental Process

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

Scn 0-8 Expanded Know to Mystery Scale

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

Steps:

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

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.”

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

2. Clear the first command.

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

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

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

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

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

5. Clear the second command.

9. Coach uses fruit words for answers.

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

10. Write each item verbatim, with its reads.

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).

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

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")

Ref:

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

• Book – Self Analysis

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

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.”

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.

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

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.

Commands:

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

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

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.

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

Steps:

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

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.”

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

2. Clear the sense perceptics with the PC.

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

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.

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

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

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

Clear “sound” as those sounds in the incident.

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.

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

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

1. Clear the flow 1 commands.

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

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

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

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

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

4. Commands:

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

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

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

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

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

"(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.

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

"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

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

5. Repeat these steps with flows 2 and 3.

“Can you recall another time when ____________?”

Flow 2 Commands:

“Can you recall the earliest time when ____________?”

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

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

2. "How have you justified it?"

5. To PC – “This is the process.”

Flow 3 Commands:

6. Place the disk over the first question.

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

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.

2. "How have they justified it?"

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.

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

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?”

Commands: "I have a solution. "

12. PC answers and auditor acks.

"I have no solution. "

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

Drill using the Alternate/Repetitive Process Drill.

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

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

Commands: "There is something. "

16. PC answers and Auditor acks.

"There is nothing. "

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

Drill using the Alternate/Repetitive Process Drill.

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

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

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

20. PC answers and auditor acks.

"There is _____. "

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

"There is no _____. "

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

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

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

Drill using the Alternate/Repetitive Process Drill.

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

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

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

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

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

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:

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

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

F2: "I am preventing _____ from communicating. "

“What did you ‘see’ at that time?”

"I am not preventing ____ from communicating.”

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

F3: "_____ is preventing others from communicating. "

“What odors did you smell at that time?”

"____ is not preventing others from communicating. "

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

Drill each flow using the Alternate/Repetitive Process Drill.

“What were you touching at that time?;’

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

Assess:

“What colors did you perceive at that time?”

• Communication ______

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

“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?”

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

“What emotion did you feel at that time?”

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

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

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

“What was your body position at that time?”

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

“What sounds were there at that time?”

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

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

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

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

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

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.

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

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

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

Ref: HCOB 27 Sept 68 ARC Straightwire

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

Steps:

• "There is _____. "

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.

Drill using the Alternate/Repetitive Process Drill.

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.

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

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?"

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

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

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

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

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

"_____ cannot produce an effect on me. "

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

F2. "I can produce an effect on _____”

9. Run Flow 3 as in Step 3.

"I cannot produce an effect on ____. "

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

Ref:

" ____ cannot produce an effect on others.”

• HCOB 3 Dec 56 B. Scn – HAA Techniques

Drill each flow using the Alternate/Repetitive Process Drill.

Steps:

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?"

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.”

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

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

F1: "I can have _____ ‘s viewpoint. "

2. Clear the first command.

"I cannot have _____ ‘s viewpoint. "

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

F2. " _____ can have my viewpoint. "

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

" _____ cannot have my viewpoint. "

5. Clear the command of Flow 2.

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

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

"Others cannot have _____ ‘s viewpoint. "

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

Drill each flow using the Alternate/Repetitive Process Drill.

8. Clear the command of Flow 3.

9. Run Flow 3 repetitively 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 _____. "

2. "I cannot _____. "

Drill using the Alternate/Repetitive Process Drill.

LRH Ref:

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

Ref:

• BTB 1 Dec 71 Issue III Rising Scale Processing

Commands:

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

2. "Do you have that idea?"

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

4. "OK. How close did you come?”

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.

Use the Bracket Drill.

• Survives - Dead

LRH Ref: Book – Advanced Procedures and Axioms

Ref: BTB 1 Dec 71 Issue IV Effort Processing

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.

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.

3. Clear the word effort.

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

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

6. Clear the words counter-effort.

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

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.

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

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.

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

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

Commands:

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

Drill using the Repetitive Process Drill.

LRH Ref: HCOB 1 Sept 63 Routine 3SC

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.)

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

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

"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.

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.

"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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Commands:

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

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.