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

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.

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

Section II of this bulletin lists the auditing drills for Level 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 I. 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 400-11 Electing Cause Unbullbaited

• TR 100-31 Lower Dichotomy of Failed Help – or Two Way Failed Help, Unbullbaited

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

LRH Ref: HCOB 3 Nov 60 Failed Help

Commands:

Commands:

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

F1:"How could another prevent help?" "How could another fail to help?”

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

Drill using the Repetitive Process Drill.

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

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.

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

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

Name: Auditing on a doll unbullbaited.

Command: As for each separate process.

Name: Auditing on a doll unbullbaited.

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.

Command: As for each separate process.

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.)

Purpose: To train the student to be able to co-ordinate and apply the commands and procedures of each separate auditing action with the actual doingness of auditing.

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

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.)

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

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

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

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

3. Have extra pens under the E-Meter.

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

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

3. Have extra pens under the E-Meter.

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

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

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.

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

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

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 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 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!

Name: Auditing __________ Bullbaited.

Commands: As for each separate auditing action.

Name: Auditing __________ Bullbaited.

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.

Commands: As for each separate auditing action.

Position: Student seated at a table with E-Meter and Auditor forms, as needed. In the chair opposite the Auditor is a doll as pc. Coach sits beside doll and is the bullbaiter and gives answers as pc, not about his own case.

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

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.

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.

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:

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

1. Obnose the out of sessionness,

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

2. Align this to the process run,

1. Obnose the out of sessionness,

3. Handle.

2. Align this to the process run,

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.)

3. Handle.

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".

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.)

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 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".

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

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 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.

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

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

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

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)

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".

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".

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).

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

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

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

R-Factor that this is a Repetitive Process.

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

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

R-Factor that this is a Repetitive Process.

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

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

6. Using full TRs 0-4:

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

a. Give the command to the "pc".

6. Using full TRs 0-4:

b. Get the "pc’s" answer.

a. Give the command to the "pc".

c. Acknowledge.

b. Get the "pc's" answer.

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

c. Acknowledge.

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

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

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

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).

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

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

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

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

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

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)

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

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

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

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

7. Indicate the F/N to the pc.

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.

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.

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

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

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

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

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

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

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

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)

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

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

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)

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

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

7. Indicate the F/N to the pc.

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

7. Indicate the F/N to the pc.

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

LRH Ref:

LRH Ref:

• HCOB 14 Aug 64 Scn Two – Prepcheck Buttons

• HCOB 11 June 57 Training and CCH Processes

Ref:

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

Steps:

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

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

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

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

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

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

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

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

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

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

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

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

6. Run to the EP of that process.

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

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.

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

9. 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.

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

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

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

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

LRH Ref:

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

LRH Ref:

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

Ref:

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

Tapes:

• 5410C05 8ACC-2 2WC Straightwire 8C

Steps: (Use Basic Drill Format and Procedure.)

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.

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.

Ref:

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

• BTB 10 Jul 70 2WC a Class III Action

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

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

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

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

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

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

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

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

9. Coach uses fruit words for answers.

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

10. Write each item verbatim, with its reads.

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

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

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

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")

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

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

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

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

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

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

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

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

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

Commands:

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

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

LRH Ref:

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

• HCOB 14 Aug 64 Scn Two – Prepcheck Buttons

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

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

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

Ref:

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

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

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

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

1. Clear the flow 1 commands.

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

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

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

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

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

4. Commands:

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

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

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

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

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

"(2) 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.

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.

"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

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.

5. Repeat these steps with flows 2 and 3.

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

Flow 2 Commands:

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

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

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

2. "How have you justified it?"

Flow 3 Commands:

LRH Ref:

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

• HCOB 2 Feb 60 The Co-Audit Team

2. "How have they justified it?"

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

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

Commands: "I have a solution. "

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

"I have no solution. "

Clear the word "describe".

Drill using the Alternate/Repetitive Process Drill.

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

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

Commands: "There is something. "

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.

"There is nothing. "

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

Drill using the Alternate/Repetitive Process Drill.

Then give the command.

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.)

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

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

"There is _____. "

8. Exhaust the list of terminals.

"There is no _____. "

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

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

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

Drill using the Alternate/Repetitive Process Drill.

The following processes on Level I require a Dynamic Assessment:

• TR 100-37,38 5 Way Concept Help

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

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

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

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

F2: "I am preventing _____ from communicating. "

b. "Avoid adjectival commands.

"I am not preventing ____ from communicating.”

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

F3: "_____ is preventing others from communicating. "

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

"____ is not preventing others from communicating. "

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.

Drill each flow using the Alternate/Repetitive Process Drill.

Assess:

LRH Ref:

• Communication ______

• HCOB 5 Apr 62 CCH'S Auditing Attitude

Ref:

• BTB 6 Sep 62 CCHs More Information

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

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

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

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

Name: Give Me That Hand. Tone 40.

Auditing Commands: Give Me That Hand.

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

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

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

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

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

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

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

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

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

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

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

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

• "There is _____. "

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

Drill using the Alternate/Repetitive Process Drill.

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

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?"

Name: Tone 40 8C.

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

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

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

You walk over to that wall. Thank you.

"_____ cannot produce an effect on me. "

You touch that wall. Thank you.

F2. "I can produce an effect on _____”

Turn around. Thank you.

"I cannot produce an effect on ____. "

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

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

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

" ____ cannot produce an effect on others.”

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

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

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?"

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

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

F1: "I can have _____ ‘s viewpoint. "

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

"I cannot have _____ ‘s viewpoint. "

F2. " _____ can have my viewpoint. "

Name: Hand Space Mimicry.

" _____ cannot have my viewpoint. "

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

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

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

"Others cannot have _____ ‘s viewpoint. "

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

Drill each flow using the Alternate/Repetitive Process Drill.

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

Tone 40 Motion = Intention without Reservation.

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:

Two Way Communications = One Question – The Right One.

1. "I can _____. "

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

2. "I cannot _____. "

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

Drill using the Alternate/Repetitive Process Drill.

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

LRH Ref:

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

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

Name: Book Mimicry.

Ref:

Auditing Commands: There are no set verbal commands.

• BTB 1 Dec 71 Issue III Rising Scale Processing

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

Commands:

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

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

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

2. "Do you have that idea?"

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

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

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

4. "OK. How close did you come?”

5. "Thank you. "

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

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.

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

Use the Bracket Drill.

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

• Survives - Dead

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Commands:

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

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

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Commands:

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

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

LRH Ref: HCOB 11 June 57 Training & CCH Processes

Commands:

LRH Ref: Book – Advanced Procedures and Axioms

• "Touch that table" "Thank you. "

Ref: BTB 1 Dec 71 Issue IV Effort Processing

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

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

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

3. Clear the word effort.

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

LRH Ref: HCOB 11 June 57 Training & CCH Processes

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

Commands:

6. Clear the words counter-effort.

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

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

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

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

Drill using the data given in HCOB 11 June 57 and the Objective Processing 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 11 June 57 Training & CCH Processes

Commands:

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

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

Commands:

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

Drill using the Repetitive Process Drill.

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

LRH Ref: HCOB 1 Sept 63 Routine 3SC

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

LRH Ref: HCOB 11 June 57 Training & CCH Processes

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

Commands:

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

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

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

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

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

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

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

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

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)?"

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

7. Handle Flows 2 and 3 as above.

Command: "Locate some objects. "

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

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

LRH Ref: PAB 153 CCH

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

Commands:

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

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

"Notice that ______.” "Thank you. "

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

Drill using the Repetitive Process Drill.

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

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

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

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

Drill using the Alternate/Repetitive Process Drill.

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

"Show me that _______.” "Thank you.”

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

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

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

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

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

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

Drill using the Alternate/Repetitive Process Drill.

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

LRH Ref:

Commands:

• HCOB 4 Feb 59 Op Pro By Dup

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

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

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

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

Drill each flow using the Repetitive Process Drill.

Commands:

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

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

LRH Ref:

• HCOB 28 July 58 Clear Procedure

Commands:

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

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

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

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

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

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

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

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

LRH Ref:

• PAB 137 Some More CCH Processes

Commands:

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

Drill each command using the Repetitive Process Drill.

LRH Ref:

• PAB 137 Some More CCH Processes

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

Commands:

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

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

or

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

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

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

LRH Ref:

• Book – Creation of Human Ability R2-16

=Commands:=

• "Do you see that (room object)?"

Then, getting more specific:

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

• "Find a spot in this room."

• "Find a spot in the room."

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

LRH Ref:

• HCOB 5 May 60 Help

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

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

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

Commands:

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

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

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

Drill each flow using the Repetitive Process Drill.

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

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

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

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

Drill each flow using the Repetitive Process Drill.

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

F1: "What help could you confront?"

"What help would you rather not confront?"

F2: "What help could another confront?"

"What help would another rather not confront?"

F3: "What help could others confront?"

"What help would others rather not confront?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 3 Nov 60 Failed Help

Commands:

F1: "How could another prevent help?"

"How could another fail to help?"

F2: "How could you prevent help?"

"How could you fail to help?"

F3: "Hew could others prevent help?"

"How could others fail to help?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 15 Dec 60 Pressession 37

Commands:

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

"Who has helped you?"

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

"Who have you helped?"

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

"Who has helped others?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 15 Dec 60 Presseesion 37

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

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

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

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

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

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

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

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

also

F1: "How could a _______ help you?"

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

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

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

4. Exhaust the list of terminals.

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

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

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

Commands:

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

2. "Think of you helping a ____."

3. "Think of a ____ helping others."

4. "Think of others helping a ____."

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

Drill each flow using the Repetitive Process Drill.

LRH Ref:

• HCOB 14 July 60 Current Rundown Concept Help

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

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

Commands:

F1. "Think of a ____ helping you. "

"Think of a ____ not helping you. "

F2. "Think of helping a ____. »

"Think of not helping a _____."

F3. "Think of a ____ helping others."

"Think of a ____ not helping others."

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 12 May 60 Help Processing

Commands:

F1. "What help has another given you?"

"What help has another not given you?"

F2: "What help have you given?"

"What help have you not given?"

F3: "What help have others given others?"

"What help have others not given others?"

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

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

Commands:

1. "How could you help me?"

2. "How could I help you?"

3. "How could you help another?"

4. "How could another help you?"

5. "How could another help another?"

Drill using the Bracket Drill.

LRH Ref: HCOB 28 July 58 Clear Procedure

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

Commands:

F1: "How could a ____ help you?"

F2: "How could you help a ____?"

F3. "How could a ____ help others?"

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 26 Aug 60 Regimen Two

Commands:

F1: "What motion has helped you?"

"What motion has not helped you?"

F2: "What motion have you helped?"

"What motion have you not helped?"

F3. "What motion has helped others?"

"What motion has not helped others?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 2 Mar 61 Formula 20

Commands:

F1: "Who has failed to control you?"

F2: "Who have you failed to control?"

F3: "Who have others failed to control?"

also

F1: "What has failed to control you?"

F2: "What have you failed to control?"

F3: "What have others failed to control?"

also

F1: "Who has helped you?"

F2: "Who have you helped?"

F3: "Who has helped others?"

Drill using the Repetitive Process Drill.

LRH Ref: HCOB 11 Jan 59 An Amusingly Effective Process

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

Commands:

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

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

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

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

Commands:

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

"Get the idea of not solving a problem. "

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

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

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 16 Dec 57 Present Time Problem

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

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

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

Write down each terminal with its read.

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

Commands:

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

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

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

Drill each flow using the Repetitive Process Drill

Commands:

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

2. "Spot where you are now. "

Drill using the Alternate/Repetitive Process Drill

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

LRH Ref: HCOB 31 Mar 60 The PTP

Commands:

F1: "What problem could you confront?"

F2: "What problem could another confront?"

F3: "What problem could others confront?"

Drill using the Repetitive Process Drill.

also

F1: "Tell me your problem. "

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

F2: "Tell me a problem of another. "

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

F3: "Tell me a problem of others. "

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

Drill using the Alternate/Repetitive Process Drill.

also

F1: "What two things can you confront?"

F2: "What two things can another confront?"

F3: "What two things can others confront?"

Drill using the Repetitive Process Drill.

also

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

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

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

Drill using the Repetitive Process Drill.

LRH Ref:

• HCOB 16 Dec 57 Present Time Problem

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

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

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

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

Commands:

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

"How could that be a problem to you?"

"Can you conceive yourself figuring on that?"

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

"How could that be a problem to ______?"

"Can you conceive ______ figuring on that?"

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

"How could that be a problem to others?"

"Can you conceive others figuring on that?"

Drill each flow using the Bracket Drill.

LRH Ref: HCOB 6 July 61 Routine 1A

Commands:

F1: "What problem could you confront?"

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

F2: "What problem should another confront?"

"What problem wouldn't another confront?"

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

"What problem wouldn't others confront?"

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 3 May 59 Solution to Solutions

Commands:

F1: "What solution could you make stick?"

F2: "What solution could another make stick?"

F3: "What solution could others make stick?"

Drill each flow using the Repetitive Process Drill.

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

Commands:

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

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

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

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

LRH Ref:

• HCOB 27 Sept 62 Problems Intensive Use

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

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

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

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

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

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

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

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

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

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

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

Commands:

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

"What solutions have you had for that problem?"

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

"What solutions has another had for that problem?"

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

"What solutions have they had for that problem?"

Drill each flow using the Alternate/Repetitive Process Drill.

Commands:

F1: "Point out something desirable. "

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

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

Drill each flow using the Repetitive Process Drill.