В соответствии со следующими факторами, я усовершенствовал ТУ от 0 до 4:

1. Мастерство одитинга любого студента остается лишь настолько высоким, насколько он может делать свои ТУ.

2. Недостатки в выполнении ТУ являются основой все путаницы в последующих попытках одитировать.

3. Если студент не выучит хорошо ТУ в начале саентологических курсов обучения, НАРУШИТСЯ СОРАЗМЕРНОСТЬ КУРСОВ И СУПЕРВАЙЗЕРЫ НА ВЫСШИХ УРОВНЯХ БУДУТ ОБУЧАТЬ НЕ СВОИМ ПРЕДМЕТАМ, а ТУ.

4. Студент, который не овладел своими ТУ, ничем дальше не овладеет.

…

В ЭТОМ РАЗДЕЛЕ ИМЕЕТСЯ В ВИДУ ТОЛЬКО ТО, ЧТО ГОВОРИТСЯ. ЗДЕСЬ НЕ ИМЕЕТСЯ В ВИДУ НИЧЕГО ДРУГОГО. ЗДЕСЬ НЕ ПОДРАЗУМЕВАЕТСЯ ДРУГОГО ЗНАЧЕНИЯ. ЭТОТ РАЗДЕЛ НЕ ПОДДАЕТСЯ ИНТЕРПРЕТАЦИЯМ ИЗ ДРУГОГО ИСТОЧНИКА.

This HCOB cancels the following:

ЭТИ ТУ ВЫПОЛНЯЮТСЯ ТОЧНО В СООТВЕТСТВИИ С ЭТИМ РАЗДЕЛОМ БЕЗ ДОПОЛНИТЕЛЬНЫХ ДЕЙСТВИЙ ИЛИ ИЗМЕНЕНИЙ.

• Original: HCOB 17 Apr 61 Training Drills Modernized

НАЗВАНИЕ: Противостояние действующему тэтану (ОТ).

КОМАНДЫ: Нет.

ПОЗИЦИЯ: Студент и тренер сидят напротив друг друга с закрытыми глазами на удобном расстоянии - около метра.

(References:

ЦЕЛЬ: Обучить студента с удобством быть здесь и противостоять другому человеку. Идея в том, чтобы сделать студента способным БЫТЬ здесь в позиции на метр перед другим человеком, БЫТЬ здесь и не делать ничего другого, а только БЫТЬ здесь.

• HCOB 5 Apr 73R Axiom 28 Amended Rev. 4.9. 80

УДАРЕНИЕ В ОБУЧЕНИИ: Студент и тренер сидят лицом друг к другу с закрытыми глазами. Они не разговаривают. Это безмолвное упражнение. НЕТ подергиваний, движений, противостояния с помощью части тела, для противостояния не используется “система” или промежуточные точки, к БЫТЬ здесь ничего не добавляется. Обычно при закрытых глазах видна чернота или область комнаты. БУДЬТЕ ЗДЕСЬ С УДОБСТВОМ И ПРОТИВОСТОЙТЕ.

Когда студент может БЫТЬ здесь с удобством и противостоять и достиг БОЛЬШОГО УСТОЙЧИВОГО ДОСТИЖЕНИЯ, упражнение принимается.

ИСТОРИЯ: Разработано Л. Роном Хаббардом в июне 1971 года, чтобы дать дополнительную ступень в противостоянии и устранить противостояние студентов с помощью своих глаз, моргания и т.д.

НАЗВАНИЕ: Противостояние преклиру.

This HCOB is to replace all other issues of TRs 0-4 in all packs and checksheets, excepting those TRs Booklets specifically designed for Div 6 Courses.

КОМАНДЫ: Нет.

ПОЗИЦИЯ: Студент и тренер сидят лицом друг к другу на удобном расстоянии - около метра.

The term "TRs" is an abbreviation for Training Regimen or Routine. TRs are also often referred to as Training Drills.

ЦЕЛЬ: Обучить студента противостоять преклиру только с помощью одитинга или без ничего. Вся идея в том, чтобы сделать студента способным быть здесь с удобством в позиции на метр перед преклиром, БЫТЬ здесь и не делать ничего другого кроме этого.

While each individual TR drill has its own specific purpose, the overall purpose and definition of TRs is given here fully and finally:

УДАРЕНИЕ В ОБУЧЕНИИ: Побудите студента и тренера сидеть друг перед другом, чтобы при этом никто из них не говорил и не пытался быть интересным. Побудите их сидеть и смотреть друг на друга, и ничего не говорить и не делать несколько часов. Студент не должен говорить, моргать, ерзать, хихикать, смущаться или входить в анапон. Окажется, что студент склонен противостоять С ПОМОЩЬЮ части тела, а не просто противостоять, склонен использовать “систему” противостояния, а не просто БЫТЬ здесь. Упражнение неправильно называется, если под “противостоять” имеется я виду ДЕЛАТЬ что-то преклиру. Все действие состоит в том, чтобы приучить одитора БЫТЬ ЗДЕСЬ на метр перед преклиром, при этом не извиняясь, не двигаясь, не пугаясь, не смущаясь и не защищая себя. Противостояние с помощью части тела может вызвать соматику в той части тела, которая используется для противостояния. Решение состоит в том, чтобы просто противостоять и БЫТЬ здесь. Упражнение принимается, когда студент может просто БЫТЬ здесь и он получил БОЛЬШОЕ УСТОЙЧИВОЕ ДОСТИЖЕНИЕ.

TRs are methods of drilling the communication formula and becoming expert in its handling and use.

ИСТОРИЯ: Разработано Л. Роном Хаббардом в Вашингтоне в марте 1957 года, чтобы обучать студентов противостоять преклирам без социальных уловок и без разговора, и преодолеть навязчивые неудержимые желания быть “интересным”.

That definition applies to any TR. At times over the years when it has been dropped out or obscured or misunderstood, auditor training quality and results have suffered.

Therefore, this full and final definition is to be posted in large letters in any course room where Professional TRs are taught. It should be emblazoned upon the foreheads and minds of TR Course Supervisors and all students on TRs Courses in training to become auditors. It should be known broadly and understood and emphasized.

НАЗВАНИЕ: Противостоять при поддразнивании.

In 1971, due to the following factors, I found it necessary to modernize TRs 0 to 4.

КОМАНДЫ: Тренер: "Начали", "Закончили", "Провал".

1. The auditing skill of any student remains only as good as he can do his TRs.

ПОЗИЦИЯ: Студент и тренер сидят напротив друг друга на удобном расстоянии - около метра.

2. Flubs in TRs are the basis of all confusion in subsequent efforts to audit.

ЦЕЛЬ: Научить студента противостоять преклиру только с помощью одитинга или без ничего. Вся идея в том, чтобы сделать студента способным БЫТЬ здесь с удобством в позиции на метр перед преклиром, не сбиваясь, не отвлекаясь и никак не реагируя на то, что преклир говорит или делает.

3. If the TRs are not well learned early in Scientology training courses, the balance of the course will fail and supervisors at Upper Levels will be teaching not their subjects but TRs.

УДАРЕНИЕ В ОБУЧЕНИИ: После того, как студент сдал ТУ 0 и он может просто БЫТЬ здесь с удобством, можно начать “поддразнивание быка”. Все, что добавляется к БЫТЬ ЗДЕСЬ, строго проваливается тренером. Подергивания, моргания, вздохи, ерзания, все кроме просто “быть здесь”, сразу же проваливается с объяснением почему.

4. Almost all confusions on Meter, Model Sessions and Scientology or Dianetic processes stem directly from inability to do the TRs.

СЛОВА: Студент кашлянул. Тренер: “Провал! Ты кашлянул. Начали”. Это все слова тренера как тренера.

5. A student who has not mastered his TRs will not master anything further.

СЛОВА КАК ТОГО, КОМУ ПРОТИВОСТОЯТ: Тренер может говорить все что угодно и делать все что угодно, но не покидая стула. Можно найти “кнопки” студента и сильно на них нажимать. Любые слова, кроме команд упражнения, НЕ должны получать реакции студента. Если студент реагирует, тренер сразу же становиться тренером (см. слова выше). Упражнение принимается, когда студент может БЫТЬ здесь с удобством, не сбиваясь, не отвлекаясь и никак не реагируя на все, что тренер говорит или делает, и получил БОЛЬШОЕ УСТОЙЧИВОЕ ДОСТИЖЕНИЕ.

6. Scientology or Dianetic processes will not function in the presence of bad TRs. The preclear is already being overwhelmed by process velocity and cannot bear up to TR flubs without ARC breaks.

ИСТОРИЯ: Разработано Л. Роном Хаббардом в Вашингтоне в марте 1957 года, чтобы обучать студентов противостоять преклирам без социальных уловок и без разговора, и преодолеть навязчивые неудержимые желания быть “интересным”.

These factors hold very true today and always will.

Academies were tough on TRs up to 1958 and have since tended to soften. Professional TRs Courses are not a tea party.

НАЗВАНИЕ: Дорогая Алиса.

The TRs given here should be put in use at once in all auditor training, in Academy and HGC and in the future should never be relaxed.

ЦЕЛЬ: Научить студента заново и в новую единицу времени подавать команду преклиру, не отступая, не пытаясь ошеломить и не используя промежуточные точки.

A more gradient approach to TRs is taught on specially packaged co-audits for those with no prior technical training, where the same degree of flawlessness and skill demanded of a professional auditor is not demanded of the untrained co-auditor.

КОМАНДЫ: Из книги “Алиса в стране чудес” выбирается фраза (без слов “он сказал”, “она сказала”) и читается тренеру. Она повторяется, пока тренер не удовлетворится тем, что фраза прибыла туда, где находится тренер.

And there is still another gradient of TRs found on courses for new public in Division 6, where the person is getting his first experience in handling communication in his life and livingness.

ПОЗИЦИЯ: Студент и тренер сидят друг против друга на удобном расстоянии.

But on a Professional TRs Course for auditors absolutely no standards are lowered. Professional auditors in training are given real TRs – rough, tough and hard. To do otherwise is to lose 90% of the results. There is nothing pale and patty-cake about TRs.

УДАРЕНИЕ В ОБУЧЕНИИ: Команда идет из книги к студенту и, как его собственная, к тренеру. Она должна звучать естественно, а не искусственно. Дикция и ораторское искусство не участвуют в этом. Громкость, может быть, участвует.

This HCOB means what it says. It does not mean something else. It does not imply another meaning. It is not open to interpretation from another source.

Тренер должен отчетливо получить команду (или вопрос) и понять ее, прежде чем он скажет “Хорошо”.

… These TRs are done exactly per this HCOB without added actions or change.

СЛОВА: Тренер говорит: “Начали”, говорит “Хорошо” без нового начала, если команда получена, или говорит “Провал”, если команда не получена. “Начали” используется один раз. Для перерыва на обсуждение или для завершения упражнения используется “Закончили”. Если сессия прерывается на обсуждение, тренер должен сказать “Начали” перед ее продолжением.

Это упражнение принимается только тогда, когда студент может естественно передать команду, без напряжения, без искусственных и ораторских добавок и жестов, и когда студент может делать это легко и расслаблено.

As TRs are methods of drilling the communication cycle, one cannot expect to master TRs without familiarity with that cycle. And basic to the drilling or any real use of the comm cycle is an understanding of Affinity, Reality and Communication, which make up the ARC Triangle.

ИСТОРИЯ: Разработано Л. Роном Хаббардом в Лондоне в апреле 1956 года, чтобы обучать новых студентов формуле общения.

There is no attempt here to repeat all of the existing data on the ARC Triangle and its use. Any student put on TRs must first have done a sound study of this theory. The data exists in the books:

• THE PROBLEMS OF WORK, Chapter 6: Affinity, Reality and Communication

НАЗВАНИЕ: Подтверждение.

ЦЕЛЬ: Обучить студента тому, что подтверждение - это метод управления сообщениями преклира, и тому, что подтверждение является полной остановкой сообщения.

КОМАНДЫ: Тренер читает реплику из “Алисы в стране чудес”, пропуская “он сказал”, “она сказала”, и студент тщательно подтверждает ее. Тренер повторяет любую реплику, если он чувствует, что она не была по настоящему подтверждена.

ПОЗИЦИЯ: Студент и тренер сидят друг напротив друга на удобном расстоянии.

A student ready for TR drills would know and would have demonstrated how Affinity, Reality and Communication interrelate. He would be familiar with how one improves the level of ARC by first raising one side of this important triangle in order to raise the next side and the next, and how ARC brings about Understanding.

УДАРЕНИЕ В ОБУЧЕНИИ: Научить студента подтверждать именно то, что сказано, чтобы преклир знал, что его услышали. Спрашивайте студента время от времени, что БЫЛО сказано. Срезайте (проваливайте) излишние и недостаточные подтверждения. Сначала давайте студенту делать все, чтобы передать подтверждение, а затем выровняйте его. Научите его тому, что подтверждения - это прекращение, а не начало нового цикла общения, и не поощрение преклиру продолжать.

When he has that data he's better prepared to handle the comm cycle.

Кроме того, научите его тому, что можно не передать подтверждение, можно не остановить преклира с помощью подтверждения, и можно ошарашить преклира подтверждением.

СЛОВА: Тренер говорит: “Начали”, читает реплику и говорит “Провал” каждый раз, когда чувствует, что подтверждение было неподходящим. Каждый раз, когда тренер говорит “Провал”, он повторяет ту же реплику. Для перерыва на обсуждение и для завершения сессии используется “Закончили”. Для начала тренировки после “Закончили” должно использоваться “Начали”.

ИСТОРИЯ: Разработано Л. Роном Хаббардом в Лондоне в апреле 1956 года, чтобы обучать новых студентов тому, что подтверждение заканчивает цикл общения и отрезок времени, и тому, что с новой команды начинается новый отрезок времени.

If one were to put it very simply, it could be said, correctly, that communication is the interchange of ideas across space.

A finer statement of this is given in the following definition from Axiom 28:

НАЗВАНИЕ: Дублируемый вопрос.

Communication is the consideration and action of impelling an impulse or particle from source-point across a distance to receipt-point, with the intention of bringing into being at the receipt-point a duplication and understanding of that which emanated from the source-point.

ЦЕЛЬ: Научить студента дублировать без изменений вопрос одитинга, каждый раз заново, в свою собственную единицу времени, не смешивая с другими вопросами, и подтверждать получение ответа. Научить тому, что одитор никогда не задает второй вопрос, не получив ответа на тот, который задал.

The simplest statement of the formula of communication is Cause-Distance-Effect.

КОМАНДЫ: “Умеют ли рыбы плавать?” или “Умеют ли птицы летать?”.

When we do a close inspection of this formula and the cycle involved, its many elements come to view.

ПОЗИЦИЯ: Студент и тренер сидят на удобном расстоянии друг от друга.

УДАРЕНИЕ В ОБУЧЕНИИ: Один вопрос студента и подтверждение получения ответа в одну единицу времени, которая на этом завершается. Удерживать студента, чтобы он не вдавался в вариации команды. Даже хотя задается один и тот же вопрос, он задается так, как будто он раньше никогда никому не приходил в голову.

The full cycle of communication is made up of these components:

Студент должен научиться подавать команду, получать ответ и подтверждать получение ответа в одну единицу времени.

Observation, Confront, Consideration, Intention, Attention, Cause, Source-point, Particle or Impulse or Message, Distance, Estimation of Distance, Control (Start-Change-Continue-Stop), Direction, Time and Timing, Velocity, Volume, Clarity, Interest, Impingement, Effect, Receipt-point, Duplication, Answer, Acknowledgement, Understanding. It also includes Nothingness or Somethingness.

Студент проваливается, если он или она не получает ответа на заданный вопрос, если он или она не повторяет в точности вопросы, если он или она играет в “Вопрос и ответ”, когда преклир уходит от темы.

Each TR drill is designed to train the student in one or more of these various components, until he has become expert in handling each part of the communication cycle and the communication cycle as a whole.

СЛОВА: Тренер использует “Начали” и “Закончили”, как в предыдущих ТУ. После начала тренер не обязан отвечать на вопрос студента, а может давать задержку общения или ответ комментирующего типа, чтобы сбить студента. Тренер должен довольно часто отвечать. Немного менее часто тренер пытается втянуть студента в “Вопрос и ответ” или вывести его из равновесия. Пример:

When a student understands and has fully demonstrated the basic theory of communication in clay, including the theory of the ARC Triangle and how it works in practice and the use of the communication cycle and all of its parts, he is well equipped to begin his training in TRs.

Студент: "Умеют ли рыбы плавать?"

Тренер: "Да".

The student first studies the TR, clears any misunderstood words in it and makes sure he understands it. Then he drills it. He must do TRs.

Студент: "Хорошо".

If during the drilling he has questions about the TR, he restudies it and gets right back onto drilling it.

Студент: "Умеют ли рыбы плавать?"

At no time may a coach or supervisor give a verbal interpretation of the HCOB. All queries and questions are handled by referring the student to the HCOB, getting him to restudy or re-word clear the drill. Then getting him to do the drill.

Тренер: "Ты хочешь кушать?"

In addition to this Bulletin, the supervisor may have the student and his twin study, in HCOB 18 Apr 80 TR CRITICISM, the section on the specific TR drill they are trying to do.

Студент: "Да".

On professional TRs, done the hard way, students drill each TR to a pass, one at a time.

Тренер: "Провал".

This is the rough, tough way it was done earlier, in the '60s, with results. The earlier action of getting a student through each TR itself, one at a time, and increasing the gradient of toughness as he does that TR, is what has proven successful.

Когда вопрос не получает ответа, студент должен мягко сказать: “Я повторяю вопрос одитинга”, и делать это, пока он не получит ответ. Все, кроме команд, подтверждений и, при необходимости, заявлений о повторении, проваливается. Излишнее использование заявления о повторении проваливается. Плохая команда проваливается. Плохое подтверждение проваливается. “Вопрос и ответ” проваливается (как в примере). Неприятные эмоции и замешательство студента проваливаются. Неспособность студента произнести следующую команду без длительной задержки общения проваливается. Отсутствие подтверждения (или подтверждение с отчетливой задержкой общения) проваливается. Любые слова тренера, кроме ответов на вопрос, “Начали”, “Провал”, “Хорошо” или “Закончили” не должны оказывать никакого влияния на студента, а только заставлять его давать заявление о повторении и опять ту же команду. Под заявлением о повторении имеется в виду: “Я повторяю команду одитинга”.

If a student has trouble and hangs up and can't pass an upper TR, he hasn't made it on the lower TRs. This has been proven conclusively. Start him back at the beginning of the TRs again. He re-drills each TR until he does it competently to a pass.

“Начали”, “Провал”, “Хорошо” и “Закончили” нельзя использовать для того, чтобы запутывать и ловить студента. Любое другое утверждение этого мира можно использовать. В этом ТУ тренер может пытаться покинуть свой стул. Если у него это получается, это провал. Тренер не должен использовать сосредоточенные на самом себе утверждения, например: “У меня только что было озарение”. Все “отвлекающие” утверждения тренера должны касаться студента, и их нужно придумывать так, чтобы сбить студента и заставить его потерять управление сессией и суть того, что он делает. Работа студента состоит в том, чтобы продолжать сессию несмотря ни на что, используя только команду, заявление о повторении и подтверждение. Студент может использовать свои руки, чтобы предотвратить срыв (покидание сессии) тренера. Если студент делает что-то кроме вышеуказанного, это провал и тренер должен это сказать.

If he then hangs up on the lower TRs, you would put him all the way back to restudy ARC and the cycle of communication, as there will be something there he hasn't grasped.

ИСТОРИЯ: Разработано Л. Роном Хаббардом в Лондоне в апреле 1956 года, чтобы преодолеть вариации и внезапные изменения в сессиях.

TRs are coached and supervised with attention and with the intention of getting the student to win. By win we mean honestly mastering each TR as he goes.

There's got to be a supervisor there to ensure this occurs.

НАЗВАНИЕ: Сообщения, произведенные преклиром.

Lax, permissive coaching or lax, permissive supervision have no place on a Professional TRs Course. They are simply an extension of the permissiveness of modern education where nobody winds up educated. This is not how we train. Permissiveness is nothing more than a symptom of the inability to confront.

ЦЕЛЬ: Научить студента не быть косноязычным, пораженным или сбитым с сессии из-за сообщений, произведенных преклиром, и поддерживать БОР с преклиром на протяжении произведенного сообщения.

A professional TRs Course is taught and taught hard, not permissively.

КОМАНДЫ: Студент проводит “Умеют ли рыбы плавать?” или “Умеют ли птицы летать?” с тренером. Тренер отвечает, но иногда делает сбивающие с толку комментарии из приготовленного списка. Студент должен справляться с произведенными сообщениями, удовлетворяя тренера.

The above points are those which make up the expertise of how it is done. There are not many of these points but they have to be emphasized.

ПОЗИЦИЯ: Студент и тренер сидят лицом друг к другу на удобном расстоянии.

УДАРЕНИЕ В ОБУЧЕНИИ: Студента учат выслушать произведенное сообщение и сделать три вещи:

These TRs are done exactly per this HCOB without added actions or change.

(1) понять его;

(2) подтвердить его и

NAME: Operating Thetan Being There

(3) вернуть преклира в сессию.

THEORY: OT TR 0 is the drill which provides an undercut to the actual use of the communication formula. For any communication to take place, it requires somebody there. On OT TR 0 the student is drilling simply being there as potential Cause or Source-point or potential Effect or Receipt-point.

Если тренер ощущает внезапность или что расходуется слишком много времени, или ощущает недостаток понимания, он поправляет студента, чтобы тот лучше справлялся с сообщениями.

COMMANDS: None.

СЛОВА: Все произведенные сообщения касаются тренера, его идей, реакций или затруднений, ни одно из них не касается одитора (студента). В остальном слова те же, что и в предыдущих ТУ.

POSITION: Two students sit facing each other with eyes closed, a comfortable distance apart – about three feet.

Слова студента определяются:

PURPOSE: To train the student simply to be there comfortably. The idea is to get the student able to be there comfortably in a position three feet in front of another person, to be there and not do anything else but be there.

(1) прояснением и пониманием произведенного сообщения,

TRAINING STRESS: Students sit facing each other with eyes closed. There is no conversation. This is a silent drill. There is no twitching, moving, confronting with a body part, "system" or vias used or anything else added to be there.

(2) подтверждением произведенного сообщения,

One will usually see blackness or an area of the room when one's eyes are closed. Be there, comfortably. This does not mean the student is supposed to be completely unfeeling or unaware. And he does not get into a figure-figure or go into weird additives or considerations. There is no complexity to this drill. It means exactly what it says – simply be there, comfortably.

(3) выдачей заявления о повторении “Я повторяю команду одитинга”, а затем подачей команды.

Students do not coach each other on OT TR 0. The Supervisor does the coaching, covering the whole classroom, spotting any twitches, squirming, etc., and flunking them. If a student goes to sleep or starts boiling off, the supervisor gets him back onto the drill. He simply keeps the students at it.

Все остальное - это провал.

PATTER: None for students. Supervisor starts the drill with "Start" and uses "That's it" to terminate the drill. When he needs to flunk a student he uses "Flunk" and indicates what the flunk is on. When a student can BE there comfortably for some time, the drill is passed.

Одитора нужно научить предотвращать разрывы БОРа и отличать важную проблему, касающуюся преклира, от простой попытки сорвать сессию (ТУ 3). Даются провалы, если студент делает больше, чем:

NOTE: OT TR 0 would only be coached on a student by his twin if the student had flunked a later TR and been put back onto OT TR 0. It is then up to his twin to get him through, coaching him as the supervisor would, with the supervisor also keeping an eye on it. This means the student coach (who would have his eyes open for this coaching) sits across from the student who is doing OT TR 0, observing him and flunking twitches, squirming, etc. During this coaching, the coach would use "Start" "Flunk" and "That's it" as given in the Patter section above.

(1) понимает;

HISTORY: Developed by L. Ron Hubbard in June 71 to give an additional gradient to confronting and eliminate students Confronting with their eyes, blinking, etc. Revised by L. Ron Hubbard in August 1971 after research discoveries on TRs. Further revised by L. Ron Hubbard in 1980 to clarify coaching of OT TR 0 and emphasize the drill as a gradient to actual confronting.

(2) подтверждает;

(3) возвращает преклира в сессию.

NAME: Confronting …. Preclear

Тренер может вставлять замечания, касающиеся студента, как в ТУ 3. Неспособность студента отличить их от замечаний тренера о себе как о “преклире” (попытки справиться с ними) - это провал.

THEORY: On TR 0, in addition to potential Cause or Source-point or potential Effect or Receipt-point, the following parts of the comm cycle are entered in: Observation, Distance, Consideration, Attention, Confront.

Неспособность студента настойчиво продолжать - это всегда провал в любом ТУ, а здесь тем более. Тренер должен не всегда читать список, чтобы произвести сообщение, и не всегда смотреть на студента, прежде чем сделать комментарий. Под произведенным сообщением имеется в виду заявление или высказывание, относящееся к состоянию тренера или вымышленного кейса. Под комментарием имеется в виду заявление или высказывание, направленное только на студента или на комнату. С произведенными сообщениями студент справляется, на комментарии он не обращает внимания.

COMMANDS: None.

ИСТОРИЯ: Разработано Л. Роном Хаббардом в Лондоне в апреле 1956 года, чтобы научить одиторов оставаться в сессии, когда преклир пытается выйти из сессии.

POSITION: Student and coach sit facing each other with eyes open, a comfortable distance apart – about three feet.

PURPOSE: To train student to confront another person with auditing only or with nothing. The whole idea is to get the student able to be there comfortably in a position three feet in front of another person, to be there comfortably and confront and not do anything else but be there and confront.

Лучше несколько раз пройти через эти ТУ, каждый раз ужесточая требования, чем вечно оставаться на одном ТУ или быть настолько требовательным вначале, что состояние студента из-за этого ухудшается.

TRAINING STRESS: Have student and coach sit facing each other, neither making any conversation or effort to be interesting. Have them sit and look at each other and say and do nothing for some hours. Student must not speak, … blink, fidget, giggle, be embarrassed or anaten, or exhibit any reactive body motion which would be distractive to a preclear.

TR 0 requires some coaching. It can be done uncoached for an initial period to accustom students to confronting and to permit some time for student to get through the initial manifestations he may encounter when first doing the drills. Thereafter, the drill is coached on a student by his twin, and vice versa, on a turnabout basis.

It will be found the student tends to confront with a body part, rather than just confront, or tends to use a system of confronting rather than just be there. This can show up in any number of ways including fidgeting, giggling, twitching, or any distractive motion or manifestation. Flunks are given for those as they are indications of non-confront, and they would be taken up and coached on the drill.

Automatic body functions which are not distractive, such as normal breathing, swallowing, blinking, are not taken up by the coach or the supervisor.

To clarify what has been known in the past as "Blinkless TR 0", the statement should be made that this does not mean the person never blinks. It is defined here finally and in full to mean that when a person's TR 0 is in he doesn't exhibit manifestations of inability to confront, including blinking nervously or flinching or doing anything else that would be distractive to a pc and shows a non-confront.

PATTER: When TR 0 is coached, coach uses "Start" to begin the coaching period. He uses "Flunk" when the student shows any manifestation of non-confront, indicates what the non-confront is, and uses "Start" to begin the drill again. "That's it" is used to terminate the drill.

NOTE: The drill is mis-named if confronting means to do something to the person. The whole action is to accustom an auditor to being there three feet in front of another person without apologizing or moving or being startled or embarrassed or defending self. Confronting with a body part can cause somatics in that body part being used to confront. The solution is just to be there and confront.

On a Professional TRs Course the student passes when he can just be there and do a straight, uninterrupted 2 hours of good, acceptable confront.

HISTORY: Developed by L. Ron Hubbard in Washington in March 1957 to train students to confront preclears in the absence of social tricks or conversation and to overcome obsessive compulsions to be "interesting". Revised by L. Ron Hubbard April 1961 on finding that SOP Goals required for its success a much higher level of technical skill than earlier processes. Revised by L. Ron Hubbard in August 1971 after research discoveries on TRs. Further revised in 1980 by L. Ron Hubbard to clarify "Blinkless TR 0" and coaching, and to include theory on the communication cycle.

NAME: Confronting Preclear Bullbaited.

THEORY: On TR 0 Bullbaited the student drills being there as potential Cause or Source-point and being there as Effect or Receipt-point, with Duplication. He is also drilling Observation, Distance, Consideration, Attention, Confront and particularly confronting a preclear who is being Cause or Source-point. The gradient of confront is increased on this drill, with emphasis on the fact that the student is confronting a preclear no matter what the preclear says or does.

COMMANDS: Coach: "Start" "That's it" "Flunk".

POSITION: Student and coach sit facing each other a comfortable distance apart – about three feet.

PURPOSE: To train student to confront a preclear with auditing or with nothing. The whole idea is to get the student able to be there comfortably and confront a preclear in a position three feet in front of the preclear without being thrown off, distracted or reacting in any way to what the preclear says or does. It is on TR 0 Bullbaited that the student learns to confront a preclear.

TRAINING STRESS: After the student has passed TR 0 and he can just be there comfortably and confront, "bull baiting" can begin. Anything added to being there and confronting the preclear is sharply flunked by the coach. Twitches, … blinks sighs, fidgets, anything except just being there is promptly flunked, with the reason why.

PATTER: Student coughs. Coach: "Flunk! You coughed. Start. " This is the whole of the coach's patter as a coach. Coach then repeats whatever he had said or done that caused the student to react. He continues to coach the student on that "button", flattening it to a win for the student before going on to another button or other bullbaiting.

Button: An item, word, phrase, subject, voice tone, mannerism, anything that causes a person to react, causes him discomfort, embarrassment, upset or to laugh uncontrollably, etc. It is called a "button" because when you push it you get a reaction.

PATTER AS A CONFRONTED SUBJECT: Bullbaiting is done on a gradient, giving the student lighter situations to begin with so student is not plunged into overwhelm at the start. Coach gets the student through the lighter situations and confronting those, then gradually stiffens the gradient, giving the student more and more to confront. The coach may say anything or do anything except leave the chair. The student's "buttons" should be found (these will be spotted by the coach during drilling) and each button flattened before it is left. A button is never left unflat. Any words that are not coaching words may receive no response from the student. If the student responds, the coach is instantly a coach (see patter above). Student passes when he can be there comfortably and confront a preclear without being thrown off or distracted or reacting in any way to anything the coach says or does …. and has reached a major stable win.

HISTORY: Developed by L. Ron Hubbard in Washington in March 1957 to train students to confront preclears in the absence of social tricks or conversation and to overcome obsessive compulsions to be "interesting". Revised by L. Ron Hubbard April 1961 on finding that SOP Goals required for its success a much higher level technical skill than earlier processes. Revised by L. Ron Hubbard in August 1971 after research discoveries on TRs. Further revised by L. Ron Hubbard in 1980 to emphasize the purpose of TR 0 Bullbaited and to include data on "buttons" and the comm cycle.

NAME: Dear Alice

THEORY: On TR 1, the student is using Observation, Consideration and confront as previously drilled. He is also drilling being Cause or Source-point, awareness of Effect or Receipt-Point, and as Cause getting a Message (or Impulse or Particle) across a Distance to Receipt-point with Attention, Interest, Control, correct Direction, correct estimation of Distance, Time and correct Timing, correct Velocity, correct Volume, Clarity and Impingement, and with the Intention that it is received and duplicated at Receipt-point.

PURPOSE: To train the student to deliver a command newly and in a new unit of time to a preclear without flinching or trying to overwhelm or using a via, and to deliver a command with the intention that it is received.

COMMANDS: A phrase (with the "he said" omitted) is picked out of the book Alice in Wonderland and read to the coach. It is repeated until the coach is satisfied it arrived where he is. In other words it must be received by the coach.

POSITION: Student and coach are seated facing each other a comfortable distance apart.

TRAINING STRESS: The command goes from the book to the student and, as his own, to the coach. It must not go from book to coach. It must sound natural not artificial. Diction and elocution have no part in it. Loudness may have.

The coach must have received the command (or question) clearly and have understood it before he says "Good". The operative word here is received. The communication must be received at Receipt-point as when that has occurred duplication can take place.

Any datum that every command must sound exactly like the last command is false. Each question or command is delivered in a new unit of time. When that does not occur the same tonality will be noted, command after command, and the student appears robotic. A command delivered naturally is one that is delivered newly in a new unit of time.

Don't buy an unchanging student or a wrongly done TR.

If a student is unchanging (delivers 3 or 4 robotic TR-1s in a row) flunk him, coax him to do it correctly, make sure he knows and understands the drill and do all possible to get him delivering a command naturally that arrives. But if there is still no change, put him back on OT TR 0 as he hasn't made it on his lower TRs.

PATTER: The coach says "Start", says "Good" without a new start if the command is received. … or He says "Flunk" if the command is not received. "Start" is not used again. "That's it" is used to end the activity or to terminate for a brief discussion. Any discussion is kept to a minimum. If student has a question it is acknowledged, student studies the TR again for any necessary clarification and is put back on the drill. If session is terminated for a discussion, coach must say "Start" again before it resumes.

This drill is passed only when the student can put across a command naturally, without strain or artificiality or elocutionary bobs and gestures, and when the student can do it easily and relaxedly. When the coach thinks the student has done it he asks the student if he has done it. If the coach is satisfied that he is receiving the commands, each newly in a new unit of time, and the student is satisfied that he has done it, he passes on to the next TR.

HISTORY: Developed by L. Ron Hubbard in London, April 1956, to teach the communication formula to new students. Revised by L. Ron Hubbard 1961 to increase auditing ability. Further revised by L. Ron Hubbard in 1980 to emphasize the purpose of the drill and to include theory on the comm cycle.

NAME: Acknowledgments.

THEORY: On TR 2, the student is using all of those parts of the comm cycle previously drilled. He is also drilling switching from Cause (Source-point) to Effect (Receipt-point) in order to receive, Understand and Duplicate the preclear's Answer, and then back to Cause to give the Acknowledgement.

The real emphasis here is on the drilling of Control (the Start-Change-Stop of a communication), as he uses the Acknowledgement to bring the communication to a full stop. Timing, Velocity, Volume and Impingement also enter into this drill.

PURPOSE: To teach the student that an acknowledgement is a method of controlling preclear communication and that an acknowledgement is a full stop. The student must understand and appropriately acknowledge the comm and in such a way that it does not continue the comm.

COMMANDS: The coach reads lines from "Alice in Wonderland" omitting the "He said" and the student thoroughly acknowledges them. The student says "Good", "Fine", "Okay", "I heard that", anything only so long as it is appropriate to the pc's comm – in such a way as actually to convince the person who is sitting there as the preclear that he has heard it. The coach repeats any line he feels was not truly acknowledged.

POSITION: Student and coach are seated facing each other at a comfortable distance apart.

TRAINING STRESS: Teach student to acknowledge exactly what was said so preclear knows it was heard. Ask student from time to time what was said. Curb over and under acknowledgement. Let student do anything at first to get acknowledgement across, then even him out. Teach him that an acknowledgement is a stop, not beginning of a new cycle of communication or an encouragement to the preclear to go on and that an acknowledgement must be appropriate for the pc's comm. The student must be broken of the habit of robotically using "Good", "Thank you" as the only acks.

To teach further that one can fail to get an acknowledgement across or can fail to stop a pc with an acknowledgement or can take a pc's head off with an acknowledgement.

PATTER: The coach says "Start", reads a line and says "Flunk" every time the coach feels there has been an improper acknowledgement. The coach repeats the same line each time the coach says "Flunk". "That's it" may be used to terminate for discussion or terminate the session. "Start" must be used to begin a new coaching after a "That's it".

HISTORY: Developed by L. Ron Hubbard in London in April 1956 to teach new students that an acknowledgement ends a communication cycle and a period of time, that a new command begins a new period of time. Revised 1961 and again in 1978 by L. Ron Hubbard. Further revised by L. Ron Hubbard in 1980 to include theory on the comm cycle.

NAME: Half Acks.

THEORY: The same parts of the comm cycle are drilled on TR 2½ as on TR 2, with one exception; the emphasis here is on drilling Acknowledgement and Control in such a way as to bring about the "Continue" (or "change") part of the Control cycle.

PURPOSE: To teach the student that a half acknowledgement is a method of encouraging a pc to communicate.

COMMANDS: The coach reads lines from "Alice in Wonderland" omitting the "he said" and the student half acks the coach. The coach repeats any line he feels was not half acked.

POSITION: The student and coach are seated facing each other at a comfortable distance apart.

TRAINING STRESS: Teach student that a half acknowledgement is an encouragement to the pc to continue talking. Curb over-acknowledgement that stops a pc from talking. Teach him further that a half ack is a way of keeping a pc talking by giving the pc the feeling that he is being heard.

PATTER: The coach says "Start", reads a line and says "Flunk" every time the coach feels there has been an improper half ack. The coach repeats the same line each time the coach says "Flunk". "That's it" may be used to terminate for discussion or terminate the session. If the session is terminated for discussion, the coach must say "Start" again before it resumes.

HISTORY: Developed by L. Ron Hubbard in July 1978 to train auditors in how to get a pc to continue talking as in R3RA. Revised by L. Ron Hubbard in 1980 to include theory on the comm cycle.

NAME: Duplicative Question.

THEORY: On TR 3 the student is drilling using all the parts of the comm cycle, with emphasis on getting a communication duplicated and completed.

PURPOSE: To teach a student to duplicate without variation an auditing question, each time newly, in its own unit of time, not as a blur with other questions, and to acknowledge it. To teach that one never asks a second question until he has received an answer to the one asked.

COMMANDS: "Do fish swim?" or "Do birds fly?"

POSITION: Student and coach seated a comfortable distance apart.

TRAINING STRESS: One question and student acknowledgement of its answer in one unit of time which is then finished. To keep student from straying into variations of command. Even though the same question is asked, it is asked as though it had never occurred to anyone before.

Duplicating the auditing question without variation in a new unit of time does not mean a robotic duplication of tone of voice, command after command. It means that the original question asked is asked in a new unit of time without variation of the question. Any idea that the student must give every command sounding exactly like the last command is a false datum and only serves to mis-train the student into robotic delivery.

The student must learn to give a command and receive an answer and to acknowledge it in one unit of time. The student is flunked if he or she fails to get an answer to the question asked, if he or she fails to repeat the exact questions, if he or she "Q and As" with excursions taken by the coach.

Q and A means: Asking a question that is based on the last answer. It never completes any cycle. (Ref: HCOB 5 Apr 1980, Q & A, THE REAL DEFINITION.) The student is also flunked for robotic delivery of the question or command.

PATTER: The coach uses "Start" and "Flunk". "That's it" is used to terminate the session. "Start" must be used to begin a coaching session again after a "That's it".

The coach is not bound after starting to answer the student's question but may comm lag or give a commenting type answer to throw the student off. Often the coach should answer. Somewhat less often the coach attempts to pull the student in to a Q and A or upset the student. Example:

Student: "Do fish swim?"

Coach: "Yes"

Student: "Good"

Student: "Do fish swim?"

Coach: "Aren't you hungry?"

Student: "Yes. "

Coach: "Flunk"

When the question is not answered, the student must say, gently, "I'll repeat the auditing question", and do so until he gets an answer. Anything except commands, acknowledgement and as needed, the repeat statement is flunked. Unnecessary use of the repeat statement is flunked. A poor command is flunked. A poor acknowledgement is flunked. A Q and A is flunked (as in example). Student misemotion or confusion is flunked. Student failure to utter the next command (or with a long comm lag) is flunked. A choppy or premature acknowledgement is flunked. Lack of an acknowledgement (or with a distinct comm lag) is flunked. Any words from the coach except an answer to the question, "Start", "Flunk", "Good" or "That's it" should have no influence on the student except to get him to give a repeat statement and the command again. By repeat statement is meant, "I'll repeat the auditing command. "

"Start", "Flunk", "Good" and "That's it" may not be used to fluster or trap the student. Any other statement under the sun may be. The coach may try to leave his chair in this TR. If he succeeds it is a flunk. The coach should not use introverted statements such as "I just had a cognition. " 'Coach divertive' statements should all concern the student, and should be designed to throw the student off and cause the student to lose session control or track of what the student is doing. The student's job is to keep a session going in spite of anything, using only command, the repeat statement or the acknowledgement. The student may use his or her hands to prevent a 'Blow' (leaving) of the coach. If the student does anything else than the above, it is a flunk and the coach must say so.

HISTORY: Developed by L. Ron Hubbard in London in April 1956, to overcome variations and sudden changes in sessions. Revised 1961 by L. Ron Hubbard. The old TR has a comm bridge as part of its training but this is now part of and is taught in Model Session and is no longer needed at this level. Auditors have been frail in getting their questions answered. This TR was redesigned to improve that frailty. Further revised by L. Ron Hubbard in 1980 to include the definition of Q and A, flunks for robotic delivery of question, and to include theory on the comm cycle.

NAME: Preclear Originations.

THEORY: On TR 4 the student drills handling another's origination of a communication cycle as well as handling his own cycle of communication, and ensuring that both of these cycles are completed. All the parts of the cycle of communication come into play in this drill.

PURPOSE: To teach the student not to be tongue-tied or startled or thrown off session by originations of preclear and to maintain ARC with preclear throughout an origination.

COMMANDS: The student runs "Do fish swim?" or "Do birds fly?" on coach. Coach answers but now and then makes startling comments from a prepared list … given by supervisor. (see Attachment of this HCOB, taken from the Preclear Origination Sheet at the back of The Book of E-Meter Drills). Student must handle originations to satisfaction of coach.

POSITION: Student and coach sit facing each other at a comfortable distance apart.

TRAINING STRESS: The student is taught to hear origination and do three things.

1. Understand it;

2. Acknowledge it; and

3. Return preclear to session.

If the coach feels abruptness or too much time consumed or lack of comprehension, he corrects the student into better handling.

PATTER: All originations concern the coach, his ideas, reactions or difficulties, none concern the auditor. Otherwise the coach's patter is the same as in TR 3 ("Start", "Flunk", "That's it" and "Start" to resume the coaching session after a "That's it").

The student's patter is governed by:

1. Clarifying and understanding the origin.

2. Acknowledging the origin.

3. Giving the repeat statement "I'll repeat the auditing command", and then giving it.

Anything else is a flunk.

The auditor must be taught to prevent ARC breaks and differentiate between a vital problem that concerns the pc and a mere effort to blow session. (TR 3 … Revised) Flunks are given if the student does more than

1. Understand;

2. Acknowledge;

3. Return pc to session.

Flunks are also given for too abrupt a shift of attention or too slow a shift of attention back to the session, or for failure to return the pc to session at all.

Coach may throw in remarks personal to student as on TR 3. Student's failure to differentiate between these (by trying to handle them) and coach's remarks about self as "pc" is a flunk.

Student's failure to persist is always a flunk in any TR but here more so. Coach should not always read from list to originate, and not always look at student when about to comment. By Originate is meant a statement or remark referring to the state of the coach or fancied case. By Comment is meant a statement or remark aimed only at student or room. Originations are handled, Comments are disregarded by the student.

The coach uses the Comments & Originations Sheet, attached to this issue, choosing items at random to drill the student in handling.

When the student has mastered

1. Understanding;

2. Acknowledging;

3. Returning pc to session,

the gradient is upped and the student is flunked for any part of the comm cycle being out. This would include non-confront, failure to get a communication across, using a half acknowledgement improperly (and thus inviting the pc to continue endlessly when the pc isn't even answering the question asked) when a full stop acknowledgement is required, failure to encourage the pc to continue when it is necessary, failure to get the question answered or to deliver each command in a new unit of time, as well as any flub in handling preclear originations.

The drill is passed when the student can handle cycles of communication smoothly and naturally.

HISTORY: Developed by L. Ron Hubbard in London in April 1956, to teach auditors to stay in session when preclear dives out. Revised by L. Ron Hubbard in 1961 to teach an auditor more about handling origins and preventing ARC breaks. Further revised by L. Ron Hubbard in 1980 to include theory on the comm cycle.

As TR 5 is also part of the CCHs it can be disregarded in the comm course TRs despite its appearance on earlier lists for students and staff auditors.

Stiff, unnatural TRs are robotic TRs. Students and auditors who haven't mastered the TRs will handle communication robotically.

It can be said of robots that:

1. They don't know what a comm cycle is.

2. They have never really passed OT TR 0.

3. They have never really passed TR 0.

4. They have never really passed TR 0 Bullbait.

5. They don't do TR 1 in a new unit of time each time they give it, so they all sound alike and they probably have TR 3 mixed up with TR 1, or they are stuck in an unflat 0 Series (OT TR 0, TR 0, TR 0 BB).

6. They don't realize their TRs are addressed to the person in front of them but are probably addressed to the instructors for a pass.

And so, with a combination of the above, these students and auditors will look like robots. They would never get the product of a pc interested in his own case and willing to talk to the auditor. And it's possible that they don't know that that is their product. The point is, however, that it would be almost impossible for any student or auditor to go on looking like a robot if he actually did the TRs. The remedy for robotic TRs is to put the student back onto restudy of the basics, the ARC Triangle and the cycle of communication, and then to re-drill the TRs from OT TR 0 on up, each one this time to a real pass. With these standard actions done he will reach the EP and wind up a Valuable Final Product.

The Primary Valuable Final Product of TRs is:

A Professional auditor who with comm handling alone can keep a pc interested in his own case and willing to talk to the auditor.

The Secondary Valuable Final Product of TRs is:

A person with the session and social presence of a professional auditor and that presence can be summed up as a being who can handle anyone with communication alone and whose communication can stand up faultlessly to any session or social situation no matter how rough.

The End Phenomenon of TRs is:

A being who knows he can achieve both of the above flawlessly and from here on out.

With honest drilling of the cycle of communication on TRs these skills are fully achievable. And any being mastering these skills is capable in the extreme.

COMMENT: A statement or remark aimed at the student or the room.

ORIGINATION: A statement or remark referring to the state of the coach or his fancied case.

• I have a pain in my stomach.