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

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

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

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

A. Repetitive Process

A. Repetitive Process

B. Alternate/Repetitive Process

B. Alternate/Repetitive Process

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

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

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.

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:

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.

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

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

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

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

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

• TR 200-41 Withhold Process Unbullbaited

• TR 400-11 Electing Cause Unbullbaited

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

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

Commands:

Commands:

F1: "What could you withhold?"

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

F2: "What could another withhold?"

F3: "What could others withhold?”

Drill using the Repetitive Process Drill.

Drill each flow using the Repetitive Process Drill.

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.

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.

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

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 on a doll unbullbaited.

Name: Auditing on a doll unbullbaited.

Command: As for each separate process.

Command: As for each separate process.

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

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

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

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

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

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

3. Have extra pens under the E-Meter.

3. Have extra pens under the E-Meter.

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

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.

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 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.

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

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

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

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

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!

Name: Auditing __________ Bullbaited.

Name: Auditing __________ Bullbaited.

Commands: As for each separate auditing action.

Commands: As for each separate auditing action.

Purpose: To train the student to be able to co-ordinate and apply the commands and procedures of each separate auditing action in a drill similar to a real auditing session and thereby become flawless in applying it.

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.

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.

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.

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:

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. Obnose the out of sessionness,

1. Obnose the out of sessionness,

2. Align this to the process run,

2. Align this to the process run,

3. Handle.

3. Handle.

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

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".

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.

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.

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

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.

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)

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)

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

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

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

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".

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

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).

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

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

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

R-Factor that this is a Repetitive Process.

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)

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. ".

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

6. Using full TRs 0-4:

6. Using full TRs 0-4:

a. Give the command to the "pc".

a. Give the command to the "pc".

b. Get the "pc’s" answer.

b. Get the "pc's" answer.

c. Acknowledge.

c. Acknowledge.

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

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

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

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

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

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).

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

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

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

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

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)

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. "

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

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

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

7. Indicate the F/N to the pc.

7. Indicate the F/N to the pc.

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

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.

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).

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

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

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.

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)

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)

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

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

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

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

7. Indicate the F/N to the pc.

7. Indicate the F/N to the pc.

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

LRH Ref:

LRH Ref:

• HCOB 2 Feb 60 The Co-Audit Team

• HCOB 14 Aug 64 Scn Two – Prepcheck Buttons

Steps:

Ref:

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

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

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

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

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.

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

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

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

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. 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)?"

Then give the command.

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

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

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. Exhaust the list of terminals.

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

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

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

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

The following processes on Level 2 require a Dynamic Assessment:

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

• TR 200-5, 6 Melbourne 3

LRH Ref:

Note:

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

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

Ref:

b. "Avoid adjectival commands."

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

c. "Never run a significance."

LRH HCOB 2 Feb 60 The Co-Audit Team

Steps: (Use Basic Drill Format and Procedure.)

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.

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

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.

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

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

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

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

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. "

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

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."

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

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."

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

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

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

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

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

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

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

9. Coach uses fruit words for answers.

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

10. Write each item verbatim, with its reads.

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

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

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

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")

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

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

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

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

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

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

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

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

Commands:

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

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

Commands:

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

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

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

"Get the idea of people making you unfriendly."

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

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

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

"Get the idea of making people unfriendly,"

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

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

1. Clear the flow 1 commands.

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

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

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

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

Commands:

4. Commands:

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

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

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

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

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

"(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.

"What part of a _____ would another rather not 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

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

5. Repeat these steps with flows 2 and 3.

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

Flow 2 Commands:

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

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

2. "How have you justified it?"

LRH Ref: HCOB 8 Mar 62 The Bad Auditor

Flow 3 Commands:

Commands:

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

1. "What could you confront?"

2. "How have they justified it?"

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

3. "What might another confront?"

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

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

5. "What would you rather not confront?"

Commands: "I have a solution. "

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

"I have no solution. "

7. "What might another hate to confront?"

Drill using the Alternate/Repetitive Process Drill.

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

9. "What should be confronted?"

Commands: "There is something. "

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

"There is nothing. "

Drill using the Bracket Drill.

Drill using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

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

Commands:

"There is _____. "

F1: "What could you continue to confront?"

"There is no _____. "

"What would you rather not continue to confront?

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

F2. "What could another continue to confront?"

Drill using the Alternate/Repetitive Process Drill.

"What would another rather not continue to confront?"

F3:"What could others continue to confront?"

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

"What would others rather not continue to confront?"

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

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

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

F2: "I am preventing _____ from communicating. "

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

"I am not preventing ____ from communicating.”

Commands:

F3: "_____ is preventing others from communicating. "

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

"____ is not preventing others from communicating. "

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

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

Assess:

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

• Communication ______

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

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

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

Drill using the Bracket Drill.

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

Commands:

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

"Get the idea of another not worrying something. "

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

F2: "Get the idea of worrying something. "

"Get the idea of not worrying something. "

"Get the idea of something being worrisome. "

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

"Get the idea of others not worrying something. "

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

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

also run:

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

"Get the idea of another not attacking something. "

F2: "Get the idea of attacking something. "

"Get the idea of not attacking something. "

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

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

"Get the idea of others not attacking something. "

• "There is _____. "

Drill each flow using the Alternate/Repetitive Process Drill.

Drill using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 13 Oct 59 A Useful Process

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?"

F1: "Recall another being critical of you. "

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

"Recall another withholding criticism of you. "

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

F2: "Recall being critical. "

"_____ cannot produce an effect on me. "

"Recall withholding criticism. "

F2. "I can produce an effect on _____”

F3. "Recall another being critical of others.”

"I cannot produce an effect on ____. "

"Recall another withholding criticism of others. "

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

Drill each flow using the Alternate/Repetitive Process Drill.

" ____ cannot produce an effect on others.”

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 15 Mar 62 Suppressors

Commands:

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?"

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

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

"What has another presented to you?".

F1: "I can have _____ ‘s viewpoint. "

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

"I cannot have _____ ‘s viewpoint. "

"What have you presented to another?"

F2. " _____ can have my viewpoint. "

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

" _____ cannot have my viewpoint. "

"What has another presented to another?"

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

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

"Others cannot have _____ ‘s viewpoint. "

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: PAB 146 Procedure CCH

Command:

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:

"Recall a secret. "

1. "I can _____. "

Drill using the Repetitive Process Drill.

2. "I cannot _____. "

"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.

Drill using the Alternate/Repetitive Process Drill.

This is done as follows:

1. Clear the word "valence".

LRH Ref:

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

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

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

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

Ref:

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

• BTB 1 Dec 71 Issue III Rising Scale Processing

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

Commands:

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

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

Drill each flow using the Repetitive Process Drill.

2. "Do you have that idea?"

5. Exhaust the list of valences.

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?”

LRH Ref: HCOB 25 Jan 62 Flow Process

5. "Thank you. "

Commands:

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.

F1: "What had to be outflowed?"

Use the Bracket Drill.

"What had to be withheld?"

"What had to be inflowed?"

• Survives - Dead

"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

LRH Ref: Book – Advanced Procedures and Axioms

Ref: BTB 1 Dec 71 Issue IV Effort Processing

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

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

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.

Commands:

3. Clear the word effort.

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

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

"Think of something _____ has withheld from you. "

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

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

6. Clear the words counter-effort.

"Think of something you have withheld from _____. "

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

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

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.

"Think of something _____ has withheld from others. "

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

Drill each flow using the Alternate/Repetitive Process Drill.

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:

• HCOB 24 Feb 59 Technical Bulletin

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

Commands:

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

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

Commands:

Drill using the Repetitive Process Drill.

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

"Recall something _____ has withheld from you. "

LRH Ref: HCOB 1 Sept 63 Routine 3SC

F2: "Recall 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.)

"Recall something you have withheld from _____. "

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

F3: "Recall 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?"

"Recall 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.

Drill each flow using the Alternate/Repetitive Process Drill.

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.

LRH Ref:

"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 3 July 59 General Information

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.

Commands:

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

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

"Recall something somebody else thought was important. "

Drill using the Alternate/Repetitive Process Drill.

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

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

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

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

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

Drill using the Alternate/Repetitive Process Drill.

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

3. "Find something unimportant about this room. "

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

Drill using the Repetitive Process Drill.

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

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

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

Commands:

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

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

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

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

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

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

Drill each flow using the Repetitive Process Drill.

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

also

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

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

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

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. "

Commands:

Drill each flow using the Repetitive Process Drill,

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

also

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

"What wouldn't you do over again?"

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

Drill using the Repetitive Process Drill.

Drill each flow 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.