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 14 March 1974R Grade 2 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.

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 200-41 Withhold Process Unbullbaited

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

Commands:

Commands:

F1: "What could you withhold?"

F1: "What could you withhold?"

F2: "What could another withhold?"

F2: "What could another withhold?"

F3: "What could others withhold?”

F3: "What could others withhold?”

Drill each flow 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 basics such 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.

LRH Ref:

LRH Ref:

• HCOB 2 Feb 60 The Co-Audit Team

• HCOB 2 Feb 60 The Co-Audit Team

Steps:

Steps:

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

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

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

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

Clear the word "describe".

Clear the word "describe".

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

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.

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

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.

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.

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

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

Then give the command.

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.)

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

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

8. Exhaust the list of terminals.

8. Exhaust the list of terminals.

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

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

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

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

The following processes on Level 2 require a Dynamic Assessment:

The following processes on Level 2 require a Dynamic Assessment:

• TR 200-5, 6 Melbourne 3

• TR 200-5, 6 Melbourne 3

Note:

Note:

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

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

b. "Avoid adjectival commands."

b. "Avoid adjectival commands."

c. "Never run a significance."

c. "Never run a significance."

LRH HCOB 2 Feb 60 The Co-Audit Team

LRH HCOB 2 Feb 60 The Co-Audit Team

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.

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.

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

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

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. "

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. "

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."

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."

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."

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."

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

"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?"

"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.

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

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

LRH Ref: HCOB 19 Jan 61 Additional HAS Processes

Commands:

Commands:

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

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

"Get the idea of people making you unfriendly."

"Get the idea of people making you unfriendly."

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

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

"Get the idea of making people unfriendly,"

"Get the idea of making people unfriendly,"

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

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

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

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

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

Commands:

Commands:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

LRH Ref: HCOB 8 Mar 62 The Bad Auditor

LRH Ref: HCOB 8 Mar 62 The Bad Auditor

Commands:

Commands:

1. "What could you confront?"

1. "What could you confront?"

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

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

3. "What might another confront?"

3. "What might another confront?"

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

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

5. "What would you rather not confront?"

5. "What would you rather not confront?"

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

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

7. "What might another hate to confront?"

7. "What might another hate to confront?"

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

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

9. "What should be confronted?"

9. "What should be confronted?"

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

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

Drill using the Bracket Drill.

Drill using the Bracket Drill.

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

Commands:

Commands:

F1: "What could you continue to confront?"

F1: "What could you continue to confront?"

"What would you rather not continue to confront?

"What would you rather not continue to confront?

F2. "What could another continue to confront?"

F2. "What could another continue to confront?"

"What would another rather not continue to confront?"

"What would another rather not continue to confront?"

F3:"What could others continue to confront?"

F3:"What could others continue to confront?"

"What would others rather not continue to confront?"

"What would others rather not continue to confront?"

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

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

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

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

Commands:

Commands:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Drill using the Bracket Drill.

Drill using the Bracket Drill.

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

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

Commands:

Commands:

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

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

"Get the idea of another not worrying something. "

"Get the idea of another not worrying something. "

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

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

F2: "Get the idea of worrying something. "

F2: "Get the idea of worrying something. "

"Get the idea of not worrying something. "

"Get the idea of not worrying something. "

"Get the idea of something being worrisome. "

"Get the idea of something being worrisome. "

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

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

"Get the idea of others not worrying something. "

"Get the idea of others not worrying something. "

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

"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.)

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

also run:

also run:

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

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

"Get the idea of another not attacking something. "

"Get the idea of another not attacking something. "

F2: "Get the idea of attacking something. "

F2: "Get the idea of attacking something. "

"Get the idea of not attacking something. "

"Get the idea of not attacking something. "

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

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

"Get the idea of others not attacking something. "

"Get the idea of others not attacking something. "

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 13 Oct 59 A Useful Process

LRH Ref: HCOB 13 Oct 59 A Useful Process

Commands:

Commands:

F1: "Recall another being critical of you. "

F1: "Recall another being critical of you. "

"Recall another withholding criticism of you. "

"Recall another withholding criticism of you. "

F2: "Recall being critical. "

F2: "Recall being critical. "

"Recall withholding criticism. "

"Recall withholding criticism. "

F3. "Recall another being critical of others.”

F3. "Recall another being critical of others.”

"Recall another withholding criticism of others. "

"Recall another withholding criticism of others. "

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 15 Mar 62 Suppressors

LRH Ref: HCOB 15 Mar 62 Suppressors

Commands:

Commands:

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

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

"What has another presented to you?".

"What has another presented to you?".

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

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

"What have you presented to another?"

"What have you presented to another?"

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

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

"What has another presented to another?"

"What has another presented to another?"

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

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

LRH Ref: PAB 146 Procedure CCH

LRH Ref: PAB 146 Procedure CCH

Command:

Command:

"Recall a secret. "

"Recall a secret. "

Drill using the Repetitive Process Drill.

Drill using the Repetitive Process Drill.

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

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

This is done as follows:

This is done as follows:

1. Clear the word "valence".

1. Clear the word "valence".

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

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

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

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

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

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

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

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

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

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

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

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

Drill each flow using the Repetitive Process Drill.

Drill each flow using the Repetitive Process Drill.

5. Exhaust the list of valences.

5. Exhaust the list of valences.

LRH Ref: HCOB 25 Jan 62 Flow Process

LRH Ref: HCOB 25 Jan 62 Flow Process

Commands:

Commands:

F1: "What had to be outflowed?"

F1: "What had to be outflowed?"

"What had to be withheld?"

"What had to be withheld?"

"What had to be inflowed?"

"What had to be inflowed?"

"What had to be held off?"

"What had to be held off?"

F2: "What had to be outflowed by another?"

F2: "What had to be outflowed by another?"

"What had to be withheld by another?"

"What had to be withheld by another?"

"What had to be inflowed "by another?"

"What had to be inflowed "by another?"

"What had to be held off by another?"

"What had to be held off by another?"

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

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

"What had to be withheld by others?"

"What had to be withheld by others?"

"What had to be inflowed by others?"

"What had to be inflowed by others?"

"What had to be held off by others?"

"What had to be held off by others?"

Drill each flow using the Bracket Drill.

Drill each flow using the Bracket Drill.

LRH Ref:

LRH Ref:

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

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

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

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

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

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

Commands:

Commands:

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

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

"Think of something _____ has withheld from you. "

"Think of something _____ has withheld from you. "

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

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

"Think of something you have withheld from _____. "

"Think of something you have withheld from _____. "

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

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

"Think of something _____ has withheld from others. "

"Think of something _____ has withheld from others. "

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref:

LRH Ref:

• HCOB 24 Feb 59 Technical Bulletin

• HCOB 24 Feb 59 Technical Bulletin

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

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

Commands:

Commands:

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

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

"Recall something _____ has withheld from you. "

"Recall something _____ has withheld from you. "

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

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

"Recall something you have withheld from _____. "

"Recall something you have withheld from _____. "

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

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

"Recall something _____ has withheld from others. "

"Recall something _____ has withheld from others. "

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref:

LRH Ref:

• HCOB 3 July 59 General Information

• HCOB 3 July 59 General Information

Commands:

Commands:

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

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

"Recall something somebody else thought was important. "

"Recall something somebody else thought was important. "

Drill using the Alternate/Repetitive Process Drill.

Drill using the Alternate/Repetitive Process Drill.

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

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

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

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

Drill using the Alternate/Repetitive Process Drill.

Drill using the Alternate/Repetitive Process Drill.

3. "Find something unimportant about this room. "

3. "Find something unimportant about this room. "

Drill using the Repetitive Process Drill.

Drill using the Repetitive Process Drill.

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

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

Commands:

Commands:

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

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

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

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

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

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

Drill each flow using the Repetitive Process Drill.

Drill each flow using the Repetitive Process Drill.

also

also

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

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

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

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. "

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

Drill each flow using the Repetitive Process Drill,

Drill each flow using the Repetitive Process Drill,

also

also

"What wouldn't you do over again?"

"What wouldn't you do over again?"

Drill using the Repetitive Process Drill.

Drill using the Repetitive Process Drill.

also

also

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

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

Drill using the Repetitive Process Drill.

Drill using the Repetitive Process Drill.

also

also

"What gets a person into trouble?"

"What gets a person into trouble?"

Drill using the Repetitive Process Drill.

Drill using the Repetitive Process Drill.

also

also

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

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

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

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

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

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

Drill each flow using the Repetitive Process Drill.

Drill each flow using the Repetitive Process Drill.

also

also

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

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

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

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

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

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

Drill each flow using the Repetitive Process Drill.

Drill each flow using the Repetitive Process Drill.

also

also

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

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

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

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

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

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

Drill each flow using the Repetitive Process Drill.

Drill each flow using the Repetitive Process Drill.

LRH Ref: HCOB 5 Oct 59 Universe Process

LRH Ref: HCOB 5 Oct 59 Universe Process

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

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

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

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:

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

Commands:

Commands:

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

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

"Recall something _____ has withheld from you. "

"Recall something _____ has withheld from you. "

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

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

"Recall something you have withheld from _____. "

"Recall something you have withheld from _____. "

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

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

"Recall something _____ has withheld from others. "

"Recall something _____ has withheld from others. "

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref:

LRH Ref:

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

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

1. Clear the word terminal.

1. Clear the word terminal.

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

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.

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:

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

Commands:

Commands:

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

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

"Recall something _____ has withheld from you. "

"Recall something _____ has withheld from you. "

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

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

"Recall something you have withheld from __­__. "

"Recall something you have withheld from __­__. "

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

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

"Recall something ___­_ has withheld from others.

"Recall something ___­_ has withheld from others.

Drill using the Alternate/Repetitive Process Drill.

Drill using the Alternate/Repetitive Process Drill.

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

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

• Know

• Know

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

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. "

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.

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:

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

Commands:

Commands:

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

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

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

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

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

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

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

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

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

also

also

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

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

"What has (terminal) withheld from you?"

"What has (terminal) withheld from you?"

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

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

"What have you withheld from (terminal)?"

"What have you withheld from (terminal)?"

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

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

"What have others withheld from (terminal)?"

"What have others withheld from (terminal)?"

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

also

also

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

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

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

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

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

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

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

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

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

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

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

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

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

LRH Ref: HCOB 14 April 60 New PE Data

LRH Ref: HCOB 14 April 60 New PE Data

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

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.

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:

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

Commands:

Commands:

F1: "What has _____ done to you?"

F1: "What has _____ done to you?"

"What has _____ withheld from you?"

"What has _____ withheld from you?"

F2: "What have you done to _____?"

F2: "What have you done to _____?"

"What have you withheld from?"

"What have you withheld from?"

F3. "What has _____ done to others?"

F3. "What has _____ done to others?"

"What has _____ withheld from others?"

"What has _____ withheld from others?"

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

Command:

Command:

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

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

Drill using the Repetitive Process Drill.

Drill using the Repetitive Process Drill.

LRH Ref:

LRH Ref:

• HCOB 4 Feb 60 Theory of Responsibility Processing

• HCOB 4 Feb 60 Theory of Responsibility Processing

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

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:

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.

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:

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

Commands:

Commands:

F1: "What has _____ done to you?"

F1: "What has _____ done to you?"

"What has _____ withheld from you?"

"What has _____ withheld from you?"

F2: "What have you done to _____?"

F2: "What have you done to _____?"

"What have you withheld from _____?"

"What have you withheld from _____?"

F3. "What has _____ done to others?"

F3. "What has _____ done to others?"

"What has _____ withheld from others?"

"What has _____ withheld from others?"

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

4. Exhaust the list of terminals.

4. Exhaust the list of terminals.

Exhaust the list of areas by repeating the above steps.

Exhaust the list of areas by repeating the above steps.

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

LRH Ref: HCOB 14 July 60 Current Rundown Concept Help

Commands:

Commands:

F1: "What could you withhold?"

F1: "What could you withhold?"

F2: "What could another withhold?"

F2: "What could another withhold?"

F3. "What could others withhold?"

F3. "What could others withhold?"

Drill each flow using the Repetitive Process Drill.

Drill each flow using the Repetitive Process Drill.

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

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

Commands:

Commands:

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

"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 don't have to be responsible for. "

"You look around here and find something you would permit somebody else 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.

Drill each command using the Repetitive Process Drill.

Commands:

Commands:

F1: "What has another done to you?"

F1: "What has another done to you?"

"What has another withheld from you?"

"What has another withheld from you?"

F2: "What have you done to another?"

F2: "What have you done to another?"

"What have you withheld from another?"

"What have you withheld from another?"

F3: "What has another done to another?"

F3: "What has another done to another?"

"What has another withheld from another?"

"What has another withheld from another?"

Drill each flow using the Alternate/Repetitive Process Drill.

Drill each flow using the Alternate/Repetitive Process Drill.

Commands:

Commands:

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

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

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

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

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

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

Drill each flow using the Repetitive Process Drill.

Drill each flow using the Repetitive Process Drill.