With particular emphasis on correct application of Self Analysis Processing.

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

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 200-41 Withhold Process 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: HCOB 14 July 60 Current Rundown Concept Help

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

Commands:

3. Have extra pens under the E-Meter.

F1: "What could you withhold?"

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

F2: "What could another withhold?"

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

F3: "What could others withhold?”

Auditor starts the session and runs a standard session with the particular auditing action being taken up on the doll, keeping full session admin and using all standard procedures of the auditing action. 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…

Drill each flow 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 basics such 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!

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 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.

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 a doll as PC. Coach sits beside doll and is the bullbaiter and 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 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.

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 sessionness. (Per HCOB on Good Indicators and BTB on 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 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.)

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 Auditor 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, 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)

Name: Auditing __________ Bullbaited.

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.

Commands: As for each separate auditing action.

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).

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. Dianetics ‘55

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 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.

1. Obnose the out of sessionness,

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.

2. Align this to the process run,

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

3. Handle.

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

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.)

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".

Ref: Staff Auditors Conference of 18 Feb 59

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.

Steps:

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

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

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.

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

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)

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

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.

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

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

Ref: HCOB 20 Oct 59 An Experimental Process

Steps:

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

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.”

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

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

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

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

R-Factor that this is a Repetitive Process.

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

Ref: HCOB 20 Oct 59 An Experimental Process

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

Steps:

6. Using full TRs 0-4:

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

a. Give the command to the "pc".

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

b. Get the "pc's" answer.

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

c. Acknowledge.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Steps:

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

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

7. Indicate the F/N to the pc.

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

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

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

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

Ref:

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

• HCOB 8 April 58 A Pair of Processes

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

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

Steps:

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)

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

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

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

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

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

7. Indicate the F/N to the pc.

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

5. Clear the second command.

LRH Ref:

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

• HCOB 2 Feb 60 The Co-Audit Team

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:

Steps:

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

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

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

Steps:

Clear the word "describe".

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.

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

2. Clear the first command.

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

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

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

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

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

5. Clear the second command.

Then give the command.

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

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

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

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

8. Clear the third command.

8. Exhaust the list of terminals.

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

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

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

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

The following processes on Level 2 require a Dynamic Assessment:

Steps:

• TR 200-5, 6 Melbourne 3

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.”

2. Clear the first command.

Note:

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

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

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

b. "Avoid adjectival commands."

5. Clear the second command.

c. "Never run a significance."

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

LRH HCOB 2 Feb 60 The Co-Audit Team

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

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

8. Clear the third command.

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

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

Ref: HCOB 20 Oct 59 An Experimental Process

Scn 0-8 Expanded Know to Mystery Scale

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

Steps:

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

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.”

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

2. Clear the first command.

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

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

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

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

5. Clear the second command.

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

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

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

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).

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

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

Ref:

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

• Book – Self Analysis

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

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

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.”

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

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.

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

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.

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.

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

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.

Commands:

Steps:

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

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.”

"Get the idea of people making you unfriendly."

2. Clear the sense perceptics with the PC.

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

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.

"Get the idea of making people unfriendly,"

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

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

Clear “sound” as those sounds in the incident.

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

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.

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

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

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

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

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

Commands:

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

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

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

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

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

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

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

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

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

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

“Can you recall another time when ____________?”

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

“Can you recall the earliest time when ____________?”

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

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

5. To PC – “This is the process.”

LRH Ref: HCOB 8 Mar 62 The Bad Auditor

6. Place the disk over the first question.

Commands:

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.

1. "What could you confront?"

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

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

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

3. "What might another confront?"

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

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

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

5. "What would you rather not confront?"

12. PC answers and auditor acks.

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

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

7. "What might another hate to confront?"

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

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

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

9. "What should be confronted?"

16. PC answers and Auditor acks.

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

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

Drill using the Bracket 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?”

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

20. PC answers and auditor acks.

Commands:

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

F1: "What could you continue to confront?"

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

"What would you rather not continue to confront?

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

F2. "What could another continue to confront?"

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

"What would another rather not continue to confront?"

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

F3:"What could others continue to confront?"

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

"What would others rather not continue to confront?"

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:

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

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

“What did you ‘see’ at that time?”

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

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

Commands:

“What odors did you smell at that time?”

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

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

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

“What were you touching at that time?;’

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

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

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

“What colors did you perceive at that time?”

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

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

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

“What tones were present at that time?”

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

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

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

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

Drill using the Bracket Drill.

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

“What emotion did you feel at that time?”

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

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

Commands:

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

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

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

"Get the idea of another not worrying something. "

“What was your body position at that time?”

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

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

F2: "Get the idea of worrying something. "

“What sounds were there at that time?”

"Get the idea of not worrying something. "

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

"Get the idea of something being worrisome. "

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

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

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

"Get the idea of others not worrying something. "

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

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

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

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

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.

also run:

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

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

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

"Get the idea of another not attacking something. "

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

F2: "Get the idea of attacking something. "

"Get the idea of not attacking something. "

Ref: HCOB 27 Sept 68 ARC Straightwire

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

Steps:

"Get the idea of others not attacking something. "

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.”

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

LRH Ref: HCOB 13 Oct 59 A Useful Process

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

Commands:

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

F1: "Recall another being critical of you. "

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

"Recall another withholding criticism of you. "

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

F2: "Recall being critical. "

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

"Recall withholding criticism. "

9. Run Flow 3 as in Step 3.

F3. "Recall another being critical of others.”

"Recall another withholding criticism of others. "

Ref:

Drill each flow using the Alternate/Repetitive Process Drill.

• HCOB 3 Dec 56 B. Scn – HAA Techniques

LRH Ref: HCOB 15 Mar 62 Suppressors

Steps:

Commands:

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.”

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

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

"What has another presented to you?".

2. Clear the first command.

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

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

"What have you presented to another?"

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

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

5. Clear the command of Flow 2.

"What has another presented to another?"

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

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

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

8. Clear the command of Flow 3.

LRH Ref: PAB 146 Procedure CCH

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

Command:

"Recall a secret. "

Drill using the Repetitive Process Drill.

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

This is done as follows:

1. Clear the word "valence".

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

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

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

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

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

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

Drill each flow using the Repetitive Process Drill.

5. Exhaust the list of valences.

LRH Ref: HCOB 25 Jan 62 Flow Process

Commands:

F1: "What had to be outflowed?"

"What had to be withheld?"

"What had to be inflowed?"

"What had to be held off?"

F2: "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?"

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

"What had to be withheld by others?"

"What had to be inflowed by others?"

"What had to be held off by others?"

Drill each flow using the Bracket Drill.

LRH Ref:

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

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

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

Commands:

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

"Think of something _____ has withheld from you. "

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

"Think of something you have withheld from _____. "

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

"Think of something _____ has withheld from others. "

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref:

• HCOB 24 Feb 59 Technical Bulletin

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

Commands:

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

"Recall something _____ has withheld from you. "

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

"Recall something you have withheld from _____. "

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

"Recall something _____ has withheld from others. "

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref:

• HCOB 3 July 59 General Information

Commands:

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

"Recall something somebody else thought was important. "

Drill using the Alternate/Repetitive Process Drill.

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

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

Drill using the Alternate/Repetitive Process Drill.

3. "Find something unimportant about this room. "

Drill using the Repetitive Process Drill.

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

Commands:

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

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

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

Drill each flow using the Repetitive Process Drill.

also

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

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

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

Drill each flow using the Repetitive Process Drill,

also

"What wouldn't you do over again?"

Drill using the Repetitive Process Drill.

also

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

Drill using the Repetitive Process Drill.

also

"What gets a person into trouble?"

Drill using the Repetitive Process Drill.

also

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

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

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

Drill each flow using the Repetitive Process Drill.

also

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

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

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

Drill each flow using the Repetitive Process Drill.

also

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

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

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

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 5 Oct 59 Universe Process

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

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

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

Commands:

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

"Recall something _____ has withheld from you. "

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

"Recall something you have withheld from _____. "

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

"Recall something _____ has withheld from others. "

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref:

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

1. Clear the word terminal.

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

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

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

Commands:

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

"Recall something _____ has withheld from you. "

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

"Recall something you have withheld from __­__. "

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

"Recall something ___­_ has withheld from others.

Drill using the Alternate/Repetitive Process Drill.

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

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

• Know

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

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

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

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

Commands:

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

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

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

also

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

"What has (terminal) withheld from you?"

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

"What have you withheld from (terminal)?"

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

"What have others withheld from (terminal)?"

Drill each flow using the Alternate/Repetitive Process Drill.

also

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

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

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 14 April 60 New PE Data

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

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

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

Commands:

F1: "What has _____ done to you?"

"What has _____ withheld from you?"

F2: "What have you done to _____?"

"What have you withheld from?"

F3. "What has _____ done to others?"

"What has _____ withheld from others?"

Drill each flow using the Alternate/Repetitive Process Drill.

Command:

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

Drill using the Repetitive Process Drill.

LRH Ref:

• HCOB 4 Feb 60 Theory of Responsibility Processing

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

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

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

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

Commands:

F1: "What has _____ done to you?"

"What has _____ withheld from you?"

F2: "What have you done to _____?"

"What have you withheld from _____?"

F3. "What has _____ done to others?"

"What has _____ withheld from others?"

Drill each flow using the Alternate/Repetitive Process Drill.

4. Exhaust the list of terminals.

Exhaust the list of areas by repeating the above steps.

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

Commands:

F1: "What could you withhold?"

F2: "What could another withhold?"

F3. "What could others withhold?"

Drill each flow using the Repetitive Process Drill.

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

Commands:

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

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

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

Drill each command using the Repetitive Process Drill.

Commands:

F1: "What has another done to you?"

"What has another withheld from you?"

F2: "What have you done to another?"

"What have you withheld from another?"

F3: "What has another done to another?"

"What has another withheld from another?"

Drill each flow using the Alternate/Repetitive Process Drill.

Commands:

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

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

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

Drill each flow using the Repetitive Process Drill.