Purpose: To improve the quality of auditing by familiarizing Auditors with the exact procedure of each auditing action through the use of drills.
How to use: These drills are in order by levels. The first number indicates the level taught on. Those that begin with TR 00 - are level Zero drills. Unbullbaited drills end with odd numbers; and bullbaited drills end in even numbers.
Simply start with the first actions and work through the drills applying them unbullbaited and bullbaited, until you are thoroughly familiar with each separate auditing action and can apply it flawlessly, even with distractions.
If a student has trouble on a drill, cut back the gradient. On a bullbaited drill this could mean returning the student to the drill on a doll or even to TR 0-4.
Important: Also check that the student himself has no misunderstood words on the bulletin or drill, as this will cause him to alter-is and have difficulty. Get him word cleared.
Note: If coach upset occurs because of restimulation, fruit words should be inserted in the place of the process key words, for bullbaited drills only.
Name: Auditing on a Doll Unbullbaited.
Commands: 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.
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 exactly as in a session - as follows :
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).
3. Have extra pens under the E-Meter.
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.
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, coaching on a gradient handling one outness at a time.
The drill is done on a steeper and steeper gradient until the student can very quickly do the action correctly and flawlessly.
The drill is passed when the student can do the drill flawlessly with good TRs 0-4, correct procedure and commands, without comm lags or confusion; ie flublessly!
Name: Auditing ______________ bullbaited.
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.
Position: Student seated at a table with E-Meter and Auditor forms as needed. In the chair opposite the Auditor is the coach (bullbaiter), as PC.
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 lists 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 (ex. L3RD) 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 on Good Indicators and BTB on Bad Indicators. The student Auditor must:
1. Obnose the out of sessionness.
2. Align this to the process and to his level of training.
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”.
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.
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)
The drill is passed when the student can do the drill flawlessly with excellent TRs 0-4, correct procedure and commands, without comm lags or confusion.
These are the drills that train the student Auditor to handle all the elements in a session, so be exact and be real.
Ref: BTB 5 Jan 72 Rev. 18 June 74, 0-IV Expanded Grade Processes - Triples, Part B, Grade 0 Processes, Grade 0 Expanded Processes
Ref: Creation of Human Ability p. 74.
(Use basic drill format.)
1. R-Factor. “We are going to run an expanded Grade 0 Comm process. It’s called Beingness processing.”
2. Clear each of the following commands as each step is reached, before running that command.
3. Begin using the environment and the vicinity that the auditing is taking place in.
4. Clear this command: “Look around the room and discover some object which you don’t mind being present.”
5. Give the PC the command in No. 4.
6. The PC must answer the question. TR 0-4 is used fully. The PC must actually locate something in the environment, not a picture. Auditor obnoses the PC is looking out not introverted.
7. When the first command is answered, ask the PC to “Locate something else you don’t mind being present.”
8. The Auditor runs the second command until all comm lag on the question is flat, or F/N , Cog, VGIs. When this happens the Auditor indicates the F/N, if one, and then picks out an object which the preclear was comfortable about. For example: the door.
9. Now say to the PC: “Now see this door here.”
10. Immediately when No. 9 is done, say “All right, what else wouldn’t you mind this door being? As the PC answers this the Auditor continues to ask the same question, using the same object, until all comm lag is gone from the question, or F/N, Cog, VGIs.
11. When all comm lag is flat in No. 10, the Auditor selects other objects in the area and uses the same question on them. Ex: “What wouldn’t you mind this chair being?” “What else wouldn’t you mind this chair being?” to no comm lag or F/N, Cog, VGIs.
12. When the preclear is perfectly willing to have anything in the room be a large number of things, including the walls, the ceiling and the floor, ask “Now what wouldn’t you mind your body being?”
13. Take whatever the PC says, acknowledge it.
14. Say “And now what else wouldn’t you mind your body being?” Repeat this question until the PC is doing is comfortably and with no comm lag or F/N, Cog, VGIs.
15. Then ask: “Now lets find something you wouldn’t mind being.” Take the PC’s answer and acknowledge.
16. Then run repetitively “What else wouldn’t you mind being?” to F/N, Cog, VGIs.
Ref: PAB 56
(Use basic drill format)
1. R-Factor, “We are going to run an expanded Grade 0 Comm Process, It’s called Axiom 51 Comm Processing.”
2. A list of reading terminals is culled from the work-sheets, White Form, that read when the PC mentioned them.
Also, “Clara”, (the PC’s wife), should be expanded to “a wife” and “a woman” and added to the culled list. This is an example of how an item can be expanded. One would only run the added items of “a wife” and “a woman” if they read on test, of course. The items do not have to be checked for a read if they once read on the worksheets.
3. Clear the flow one command, “What wouldn’t (same item) mind you communicating with?”
4. Say to PC, “This is the Process.”
5. Run command repetitively, to F/N, Cog, VGIs. Indicate the F/N after PC’s cognition and VGIs.
6. Clear the flow two command and run as above in steps 4 and 5.
7. Clear the flow three command and run as above in steps 4 and 5.
8. Take next best reading item, repeat No. s 3,4 5,6, and 7.
9. Handle all items per No. 8.
Ref: PAB 54
(Use basic drill format.)
1. R-Factor: “We are going to run a Grade 0 communication process. The process is called ‘Comm Process’.”
2. Clear “think” with a dictionary, as a doingness, an action. The PC is on the cans when clearing the command.
3. Clear thought with a dictionary as an idea, consideration, decision.
4. Clear 1st command, “Think a thought”. Ensure PC knows to tell auditor what it was he thought.
5. Say to PCs “This is the process.”
6. Run repetitively “Think a thought”, to F/N, Cog, VGIs. PC will voice the EP that he knows absolutely that he is thinking the thought.
7. Every 5 commands or so ask the PC to place the thought he just thought in an object in the room. This action getting the PC into the practice of placing the thought somewhere, and thoughts are less likely to appear suddenly and magically out of his machinery.
8. When F/N, Cog, VGIs is reached, indicate the F/N after PC’s Cog, then clear the word “receive” with a dictionary.
9. Clear the flow one command, “Tell me a thought you would be willing to receive from another.”
10. Say toPC: “This is the process”.
11. Run to F/N, Cog, VGIs the above command repetitively. Indicate the F/N after PC’s Cog and VGIs.
12. Clear the flow two command: “Tell me a thought another would be willing to receive from you.”
13. Run process as in steps 10 and 11.
14. On flow three, “Tell me a thought others would be willing to receive from others”, clear the command and run as in steps 10 and 11.
Ref: HCOB 17 Mar 60 Standardized Sessions
(Use basic drill format.)
1. R-Factors “We are going to run an expanded Grade 0 process, it’s called ‘An obvious basic process’.” Clear the words: A, about, energy, matter, space, think, time.
2. Give R-Factors “There are 5 commands for this process. Each is run separately.” Run each command repetitively to F/N, Cog, VGIs; the commands are:
“Think about matter”
“Think about energy”
“Think about space”
“Think about time”
“Think about a thetan”
3. Clear the first command and tell the PC that you want him to tell you what he thinks about.
4. Say to the PC, “This is the process.”
5. Run the command to F/N, Cog, VGIs indicating the F/N after the PC’s Cog and VGIs.
6. When the first command has been run to EP run the next command and so on through all 5 commands as per steps 3, 4 and 5.
Ref: HCOB 4 May 1959 An Affinity Process
(Use basic drill format.)
1. R-Factors “We are going to run an expanded Grade 0 comm process; this process is called “An affinity process.”
2. Clear the flow one command. “Recall a time another communicated.”
3. Run repetitively to F/N, Cog, VGIs, indicating the F/N after PC’s Cog and VGIs.
4. Clear the flow two commands “Recall a time you communicated”.
5. Run the process as in step 3.
6. Clear the flow three commands “Recall a time others communicated”.
7. Run the process as in step 3.
Ref: HCOB 2 Mar 1961 New Pre Hav Command
(Use basic drill format.)
1. R-Factor: “We are going to run a Grade 0 process called “In sequence”. It has two commands to each flow.
2. Clear the word “no-communication”.
3. Clear the flow one command:
“Recall another’s communication with you.”
“Recall another’s no-communication with you.”
4. Say to PC: “This is the process.”
5. Run repetitively 1-2-1-2-1 etc. to F/N, Cog, VGIs, indicating F/N after PC has Cog, VGIs.
6. Repeat step 2, 3 and 4 on flows two and three of the process. See BTB 5 Jan 72R Rev 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes for reference.
Ref: HCOB 25 Sept 59 HAS Co Audit
(Use basic drill format.)
1. Give PC R-Factor: “We are going to run a Grade 0 process called ‘Universe Processing’.”
2. Clear the words: The physical universe, a body, a mind, a thetan. Watch for reads while clearing and take up those that read, running largest read first. If none read on clearing, then assess the list. If none read, check the items with suppress and invalidate.
3. Run reading items in the commands listed below, 3 flows to F/N, Cog, VGIs, indicating F/N after Cog VGIs.
4. Say to PC: “This is the process.”
F1. “From where could __________ communicate to you?”
F2. “From where could you communicate to __________?”
F3. “From where could __________ communicate to others?”
Ref: HCOB 21 July 1959 HGC Allowed Processes
(Use basic drill format.)
1. Give PC R-Factors “We are going to run an Expanded Grade 0 process; it’s called Locational Body Comm Process.”
2. Cull reading body parts from worksheets or make a list of body parts, assess them and run reading items, taking largest read first.
3. Say to PC, “This is the process”.
4. Commands are the same as in above drill.
5. Run to F/N , Cog, VGIs indicating the F/N after the Cog VGIs.
Ref: HCOB 21 July 1959 HGC Allowed Processes
(Use basic drill format.)
Training Stress: This drill is the same as Basic Drill Format except that for the assessment that is done on step 3, use the following instead of the real items:
1. R-Factor: “We are going to run an Expanded Grade 0 Comm Process”.
2. “I am going to do an assessment on the meter; you don’t have to say anything. OK?” Handle TRs 0-4.
Assess:
4. Clear the flow one commands “From where could __________ communicate to you?”
(Using best reading item) Run to F/N, Cog, VGIs.
5. Run flows two and three in the same manner.
F2. “From where could you communicate to __________ (item)?”
F3. “From where could __________ communicate to others?”
6. Take the next most reading item, use it in the commands and run to F/N, Cog, VGIs, indicating the F/N after the Cog VGIs.
7. Take all reading items from the assessment and handle as in step 6, in descending order of reads until all are handled.
Ref: HCOB 21 July 1959 HGC Allowed Processes.
(Use basic drill format.)
1. Give PC R-Factor “We are going to run an Expanded Grade 0 process, it’s called ‘Process S-2’ it is run repetitively.”
2. Clear the word “victim”.
3. Clear the commands
F1. “From where could a victim communicate to you?”
4. Say, this is the process run it to F/N, Cog, VGIs indicating the F/N after Cog, VGIs.
5. Clear flows two and three and run as in step 4.
F2. “From where could you communicate to a victim?”
F3. “From where could a victim communicate to another or others?”
Ref: Creation of Human Ability P. 152
Scientology 0-8 p. 110 and p. 112.
(Use basic drill format.)
1. R-Factor: “We are going to run an Expanded Grade 0 Comm Process, it is called R2-60.
2. Clear each of the commands as each step is reached, before running that command, clearing the word “Spot” and the key word first (such as “hidden” and “protected” etc).
3. The commands are as per HCOB 5 Jan 72R Rev. 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes. Run as per Creation of Human Ability - R2 60.
4. Run each command to F/N, Cog. VGIs, indicating the F/N after Cog and VGIs.
Ref: Creation of Human Ability P. 153.
(Use basic drill format.)
1. Give PC R-Factor: “We are going to run an expanded Grade 0 process, it’s called R2-60 Know to Mystery.”
2. Clear each of the commands as each step is reached, before running that command.
3. Run each command repetitively to F/N, Cog, VGIs indicating the F/N after Cog and VGIs.
4. The commands are as per HCOB 5 Jan 72R Rev. 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes.
Ref:
Training Stress: This drill is done with Basic Drill Format except that the student Auditor actually gets the items he uses on the doll from a PC folder. He goes through the folder and culls out reading terminals from the White Form and worksheets and makes up a list as in step 2. He then continues with the steps. The coach also checks to see that the list was correctly made up.
Training Stress: In doing this drill with a PC bullbaiter do not real terminals taken off the worksheets. Use “fruit” words instead. For example, a false apple. The bullbaiter squeezes the cans for reads; and as always uses made up answers, not real answers- flunks are given for out TRs and incorrect session procedure. The drill is passed when the student can do it correctly despite distractions.
1. R-Factor: “We are going to run an Expanded Grade 0 Comm Process. I am going to do an assessment on the meter. You don’t have to say anything. OK?”
2. Assess a group of terminals that have been culled from reading items from the White Form, worksheets, etc. Items would be “mother” or “mothers” not “your mother”. A body not your body. A cat, not your cat.
3. Take the best read, and clear the command. Run each command to EP and then clear and run the next command. The item is the one found by assessment and then fitted in the commands.
4. The commands are as per BTB 5 Jan 72R Rev 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes.
5. Take the next best reading terminal that read on assessment and repeat No. 3 and 4.
6. Continue until all terminals that read are handled. This process can be used over and over, all that changes is the terminals used in the commands.
Of course, the same terminals are not run twice, and terminals are not run that the PC has not mentioned in a session and the terminals must have “read” in order to be run.
Ref: HCOB 7 May 1959 New Processes
(Use basic drill format.)
1. R-Factor: “We are going to run an Expanded Grade 0 Comm Process.”
2. Indicate you are going to assess some questions on the meter.
3. Clear Assess, tell the PC: “I am going to do an assessment on the meter. You don’t have to say anything. Is that OK with you?” and handle with TR 0-4.
4. Assess:
a. From where could another communicate to you?
b. Find a place from which another could communicate to you.
c. Recall a place from which another has communicated to you.
(These are the flow one commands of these processes which are now tripled.)
Check with PC if there was anything he didn’t understand. If so, clear it up and if you had a read on a misunderstood then reassess a, b, and c. If all OK, continue.
5. Take the biggest reading question (SF, F, LF, LFBD) and run that one only repetitively on three flows, each to F/N, Cog, VGIs, indicating the F/N after Cog, VGIs.
Ref: 8-8008 P. 137 “Six Levels of Processing, Issue 5”
(Use basic drill format.)
1. R-Factors “We are going to run Expanded Grade 0 Comm Process; it’s called ‘Remedy of Comm Scarcity’.”
2. Clear each command as you get to it.
3. Say to PCs “This is the process.”
4. Run commands repetitively to F/N, Cog, VGIs.
Fl. “What wouldn’t another mind you communicating with?”
F2. “What wouldn’t you mind another communicating with?”
F3. “What wouldn’t another mind others communicating with?”
Auditor continues to obnose PC and with a wide F/N , Cog, VGIs and PC in PT and no longer “in” the process, the Auditor indicates the F/N, “Thank you. Your needle is floating.”
Refs:
Expanded Grade Processes - Triples Part B Grade 0 Processes.
(Use Basic drill format)
1. R-Factor: “We are going to run Grade 0 - Communications.”
2. R-Factor: “The first process is called Auditor - PC Clearance.”
3. Clear the first two commands on flow one.
00F-A1 “What are you willing for me to talk to you about?”
“What would you like me to tell you about that?”
4. Say, “This is the process.” Run the two commands to F/N, Cog, VGIs. Indicate the F/N and note on W/Ss.
5. If PC bogs use prompters:
a. “Have you found something you think would make me think less of you?”
b. “Is there something you thought of that you think I wouldn’t understand?”
c. “Have you said something you felt I didn’t understand?”
“If so, tell me again.”
d. “Have you found something you haven’t understood?”
“If so, tell me about it.”
6. Do steps 3 - 5 with flow two (00F-A2) and three (00F-A3).
00F-A2 “What are you willing to talk to me about?”
“What would you like to tell me about that?”
00F-A3 “What are you willing for me to talk to others about?”
“What would you like me to tell others about that?”
7. R-Factor: “We are now going to run a process called 0-0.
8. Clear the first two commands on flow one.
00F-l “What are you willing for another to talk to you about?”
“What would you like him/her to tell you about that?”
9. Follow steps 4 and 5.
10. Do step 8 on flow 2 and 3 of 0-0.
00F-2 “What are you willing to talk to another about?”
“What would you like to tell another about that?”
00F-3 “What are you willing for another to talk to others about?”
“What would you like him/her/them to tell others about that?”.
11. Follow steps 4 and 5.
1. Auditor chooses person by making a list of people it would be difficult for that PC to talk to or listen to and taking each item in turn. (Ref. HCOB 26 Dec 64 0-A Expanded.) Gives PC R-Factor: “We are going to run process “0A”.
2. Clear the command for flow 1.
A0 F-1 “If ______ could talk to you, what would he talk about?”
“All right, if he were talking to you about that, what would he/she say exactly?”
3. “This is the process.”
Run each terminal to F/N. Run to F/N, Major Cog, VGIs on process.
4. R-Factors “We are going to run Flow 2.”
5. Clear the commands and clear that in the 2nd command the PC is to answer as if he were actually talking to that terminal.
0A F-2 “If you could talk to ______ what would you talk about?”
“All right, if you were talking to about that, what would you say exactly?”
(PC is expected to speak as though talking to the subject chosen.)
6. “This is the process.” ”
Run each to F/N. Run to F/N, Major Cog, VGIs on Process.
7. R-Factor: “We are going to run flow 3.”
8. Clear the commands.
0A F-3 “If could talk to ________what would he/she/they talk about”
“All right, if ________ was talking to about that what would he/she/they say exactly?”
(Auditor chooses 2 people who would have difficulty talking to each other.)
9. “This is the process.” Run each to F/N. Run to F/N Major Cog, VGIs on process.
(per HCOB 11.12.64, Zero Processes.)
1. R-Factors “We are going to run a process 0B.”
2. The Auditor has canned list which he has made and chooses in turn subjects the PC would find it difficult to hear another talk about.
3. He clears the F-l commands.
0B F-1 “What are you willing to have some one else tell you about ________?”
“Who else could he/she say those things to?’
4. Run each subject to F/N. Run to F/N, Major Cog, VGIs on the on the Process.
5. R-Factor flow 2.
6. (Auditor has made a canned list and chooses in turn subjects the PC would have difficulty talking about.) He clears the commands.
0B F-2 “What are you willing to tell me about? “
“Who else could you say those things to?”
7. Run each subject to F/N. Run to F/N, Major Cog, VGIs on the Process.
8. R-Factor flow 3.
9. The Auditor has a canned list and chooses in turn subjects PC would have difficulty having others discuss.
10. The Auditor clears the commands for flow 3.
0B F-3 “What are you willing to have someone tell others about?”
“Who else could another say those things to?”
11. Run each subject to F/N. Run to F/N, Major Cog, VGIs on the Process.
Ref: 5 Jan 72R Rev. 18 June 74 0-IV Expanded Grade Processes - Triples Part B Grade 0 Processes.
1. R-Factor: “We are going to run a havingness process.”
2. Clear 1st flow command.
0H F-1 “What solid could you understand?”
3. Run repetitively to F/N, Cog, VGIs.
4. Repeat 2 and 3 with the 2nd flow.
0H F-2 “What solid could another understand?”
5. Repeat 2 and 3 with the 3rd flow.
0H F-3 “What solid could another get others to understand?”