0b. ACADEMY LEVEL 0 CHECKSHEET

HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex

HCO POLICY LETTER OF 22 SEPTEMBER 1978RB Issue I REVISED 21 NOVEMBER 1987

Remimeo Scn Orgs Academies Level 0 Students

(Reissued 16 March 1988. Only changes are updating of Metering section
following the release of the 1988 edition of the E-Meter books and addition
of a conditional step for the Examiner.

Corrections in script.)

SCIENTOLOGY LEVEL 0 STANDARD ACADEMY CHECKSHEET HUBBARD RECOGNIZED
SCIENTOLOGIST (HRS)

"THE ACADEMY LEVELS CONTAIN SOME OF THE MOST FUNDAMENTAL DISCOVERIES
REGARDING LIFE AND THE HUMAN MIND THAT HAVE EVER BEEN DISCOVERED IN THE
HISTORY OF THIS UNIVERSE. THEY ARE A BASIC, SWEEPING TRAINING GROUND IN
HANDLING LIFE AND PEOPLE." -LRH

NAME:________________________ORG:_________________________
POST:_____________________________________________________ DATE STARTED:
_______________DATE COMPLETED:______________

This checksheet contains the vital survival knowledge of Scientology ARC
Straightwire and Level 0 technology. It covers the technology dealing with
memory and communication.

PREREQUISITES: 1. The Student Hat 2. A Professional TR Course 3. Method One
Word Clearing

(Method One Word Clearing is a prerequisite for training at this level,
except where waived by a qualified C/S as covered in HCO PL 25 Sept. 79RB
11, Rev. 1.7.85, METHOD ONE WORD CLEARING.)

STUDY TECH: Study tech is to be applied in full throughout this course. The
materials are to be studied and drilled in sequence.

By initialing the blank after each checksheet entry, you are attesting that
you fully understand and can apply the data.

DRILLS ARE TO BE DONE FULLY TO THEIR RESULT. If you are not a fast flow
student, you must star-rate check out on all items marked with an asterisk
(*). (Ref. HCOB 13 Aug. 72RA, FAST FLOW TRAINING) The course does not
require twinning.

BASIC TEXTS: Books: Self Analysis Dianetics 55! Introducing the E-Meter
E-Meter Essentials The Book of E-Meter Drills Dianetics and Scientology
Technical Dictionary Hubbard Recognized Scientologist course pack Level 0
Academy lectures

The student must have these books, course pack and lectures.

The student also must have his own E-Meter, as it will be needed during
this course to do the required drills and auditing.

You are required to maintain a standard course schedule. Study and work
during your class periods and outside of class. You have a lot to study and
get checked out on in order to complete this course. You can't afford to
waste time. You may be credited with materials you have studied on previous
checksheets.

TECHNICAL TRAINING FILMS:

"THE TECHNICAL TRAINING FILMS ARE DESIGNED SPECIFICALLY TO CLARIFY AND
GREATLY IMPROVE AND SPEED THE TRAINING OF AUDITORS." -LRH

These LRH films can help you achieve a high level of skill and certainty as
an auditor and are a vital part of Academy training.

Before you may graduate from this course, each of the films assigned to it
is viewed along with the student body in regularly scheduled showings.

You must also have seen all films assigned to earlier courses before
completing this checksheet.

You may view each film as many times as needed to ensure you have fully
grasped the tech presented in it. Viewing these films more than once is
recommended: Number of times over the material equals certainty and
results.

After the first viewing of a single film, you must be word cleared on that
film before viewing it again or viewing the next film.

PRODUCT: A Hubbard Recognized Scientologist who is able to audit others to
ARC Straightwire Recall Release and Grade 0 Communications Release
standardly.

CERTIFICATE: On completion of this checksheet you may be awarded a
provisional HUBBARD RECOGNIZED SCIENTOLOGIST certificate. A provisional
certificate is only valid for one year unless validated by successful
completion of the Class IV Internship.

LENGTH OF COURSE: 2 weeks full time.

================================================================= SECTION
A: ORIENTATION

_____*1. HCO PL 7 Feb. 65 - KSW Series 1 KEEPING SCIENTOLOGY WORKING

_____*2. HCO PL 17 June 70RB, Re-rev. 25.10.83 - KSW Series 5R TECHNICAL
DEGRADES

================================================================= SECTION
B: TECHNICAL TRAINING FILMS

(NOTE: The films assigned to this course and its prerequisite courses,
along with any drills called for in those films, are listed in a directive
issued to Course Administrators.)

1. (To be done before the end of this course.) View any films assigned to
courses which are prerequisites for this course that you have not already
viewed. Any drill that is specified in a particular film is to be done
after viewing that film. These films and their drills are to be filled in
by the Course Administrator.

a. Film:____________________________________ _____ To be viewed before the
end of this course.

_____ Drill:______________________________________

b. Film:____________________________________ _____ To be viewed before the
end of this course.

_____ Drill:______________________________________

c. Film:____________________________________ _____ To be viewed before the
end of this course.

_____ Drill:______________________________________

d. Film:____________________________________ _____ To be viewed before the
end of this course.

_____ Drill:______________________________________

2. The Course Administrator fills in the films assigned to this course in
the blanks provided below before you begin this checksheet. The point on
the checksheet where each film should be viewed is also filled in, as well
as any drill called for in that film. Any drill that is specified in a
particular film is to be done after viewing that film.

If a film is not scheduled for showing when you reach the indicated point
on your checksheet, continue on with your study and see the film at its
next scheduled showing.

Once you have viewed and been word cleared on a film, put your initials and
the date in the blanks provided next to each film's title. When you do any
drill called for in that film, put your initials and date in the blank
provided.

a. Film:_____________________________________ _____ To be viewed while
studying section _________.

_____ Drill:_______________________________________

b. Film:_____________________________________ _____ To be viewed while
studying section _________.

_____ Drill:_______________________________________

c. Film:_____________________________________ _____ To be viewed while
studying section _________.

_____ Drill:_______________________________________

d. Film:_____________________________________ _____ To be viewed while
studying section _________.

_____ Drill:_______________________________________

================================================================= SECTION
C: CLASS 0 AND GRADE 0

_____*1. CLASSIFICATION, GRADATION AND AWARENESS CHART OF LEVELS AND
CERTIFICATE - Class 0 Auditor section, ARC Straightwire Expanded and Grade
0 Expanded section.

_____ 2. HCO PL 23 Oct. 80R II, Rev. 16.11.87 - CHART OF ABILITIES GAINED
FOR LOWER LEVELS AND EXPANDED LOWER GRADES

_____ 3. DEMO: The Abilities Gained for ARC Straightwire Release.

_____ 4. DEMO: The Abilities Gained for Grade 0 Release on each flow.

_____ _____

================================================================= SECTION
D: SELF ANALYSIS

_____ 1. Introduction

_____ 2. Chapter: "On Getting to Know Ourselves"

_____ 3. Chapter: "On the Laws of Survival and Abundance"

_____ 4. DEMO: The relationship of abundance to survival and how you can
apply this in life.

_____ 5. Chapter: "On the Death of Consciousness"

_____ 6. Chapter: "On Our Efforts for Immortality"

_____ 7. DEMO: What happiness is.

_____ 8. Chapter: "On Raising Our Level of Consciousness"

_____ 9. DEMO: Restore an individual's full consciousness and you restore
his full life potential.

_____ 10. Chapter: "On Raising Our Level of Life and Behavior"

_____ 11. Chapter: "The Hubbard Chart of Human Evaluation"

_____ 12. DRILL: Use the Chart of Human Evaluation and find the
characteristics of someone you like on the chart.

_____ 13. ESSAY: Write an essay specifically on how you could have used the
Chart of Human Evaluation as an employer, in choosing a partner or in
forming a friendship, and if you had used this Chart what would have
happened.

_____ 14. Chapter: "Tone Scale Tests"

_____ 15. DRILL: Do Test Number One.

_____ 16. Chapter: "How to Use the Disc"

_____ 17. DRILL: Drill using the disc on a doll, as described.

Use List 1, giving the questions to the doll.

_____ 18. Chapter: "Processing Section"

_____ 19. DEMO: How the recall of the type of incidents called for in Self
Analysis can benefit a preclear.

_____ 20. List 1: "General Incidents"

_____ 21. List 2: "Time Orientation"

22. List 3: "Orientation of Senses" _____ a. "Time Sense" _____ b. "Sight"
_____ c. "Relative Sizes" _____ d. "Sound" _____ e. "Olfactory" _____ f.
"Touch" _____ g. "Personal Emotion" _____ h. "Organic Sensation" _____ i.
"Motion Personal" _____ j. "Motion External" _____ k. "Body Position"

_____ 23. List 4: "Standard Processing"

_____ 24. List 5: "Assists to Remembering"

_____ 25. List 6: "Forgetter Section"

_____ 26. List 7: "Survival Factors"

_____ 27. List 8: "Imagination"

_____ 28. List 9: "Valences"

_____ 29. List 10: "Interruptions"

_____ 30. List 11: "Invalidation Section"

_____ 31. List 12: "The Elements"

_____ 32. Chapter: "Special Session Lists"

================================================================= SECTION
E: THE TONE SCALE

_____ 1. HCOB 25 Sept. 71RB, Rev. 1.4.78 - TONE SCALE IN FULL

_____ 2. HCOB 26 Oct. 70 III - OBNOSIS AND THE TONE SCALE

_____ 3. DRILL: With another student (who acts as coach) go around the
course room. The coach takes the student around so the student can clearly
see other individual students (without interrupting them) and asks the
student doing this drill, "What do you see?" The Coach accepts nothing that
isn't plainly visible. The drill is passed when the student has
demonstrated that he can see just what is there, visible and plain to the
eye.

================================================================= SECTION
F: THE AUDITOR'S CODE

_____*1. HCO PL 14 Oct. 68RA, Rev. 19.6.80 - THE AUDITOR'S CODE

2. DEMO: Each point of the Auditor's Code: 1_____ 11_____ 21_____

2_____ 12_____ 22_____

3_____ 13_____ 23_____

4_____ 14_____ 24_____

5_____ 15_____ 25_____

6_____ 16_____ 26_____

7_____ 17_____ 27_____

8_____ 18_____ 28_____

9_____ 19_____ 29_____

10_____ 20_____

================================================================= SECTION
G: METERING

NOTE: The student first reads and then thoroughly drills each of the
E-Meter drills in this section.

1. Book: Introducing the E-meter

Have an E-Meter at hand while you study this book. Do the actions described
in the book with your meter. The student must perform each step as called
for in the book. (Refer to the owner's manual for your meter as needed.)

_____ a. Chapter: "How the E-Meter Works" _____ b. Chapter: "Setting Up the
E-Meter" _____ c. Chapter: "The Sensitivity Knob" _____ d. Chapter: "The
Needle" _____ e. Chapter: "The Tone Arm" _____ f. Chapter: "Needle Actions"
_____ g. Chapter: "Meter Repair" _____ h. Chapter: "Get E-Meter Training"

_____ 2. Book: E-Meter Essentials, Chapter A

_____ 3. Book: The Book Of E-Meter Drills, Foreword

_____ 4. HCOB 10 Dec. 65, E-METER DRILL COACHING

_____ 5. DRILL: E-Meter Drill 1: "Touch and Let Go of the E-Meter"

_____ 6. DRILL: E-Meter Drill 2: "E-Meter Familiarization"

_____ 7. DRILL: E-Meter Drill 3: "Setting up and reading a Tone Arm
Counter" (Refer to the owner's manual for your meter as needed)

_____ 8. DRILL: E-Meter Drill 3A: "Calibration Check of the EMeter by
External Precision Resistors." (Refer to the owner's manual for your meter
as needed.)

_____ 9. DRILL: E-Meter Drill 4: "Setting Up an E-Meter" (Refer to the
owner's manual for your meter as needed.)

_____ 10. HCOB 11 May 69R, Rev. 8.7.78 - METER TRIM CHECK

_____ 11. DRILL: Doing a meter trim check per HCOB 11 May 69R. The Coach
adjusts the meter so that it is slightly out of trim before the student
does the check. He then turns the meter over to the student, who does a
standard after-session meter trim check and notes down the TA position
found on the check. Coach gives a flunk for any departure from standard
procedure and shows the student the exact point of the meter trim check
HCOB violated. The drill is passed when the student has demonstrated he can
do a standard and accurate meter trim check.

*12. Book: E-Meter Essentials _____ a. Chapter B _____ b. Chapter C _____
c. PRACTICAL: Demonstrate what tone arm action is by moving the tone arm of
your meter to the positions described in Chapter C of E-Meter Essentials.

_____ d. Chapter D _____ e. Chapter E

_____ 13. DRILL: E-Meter Drill 5RB: "Can Squeeze"

_____ 14. HCOB 14 Oct. 68 - METER POSITION

_____ 15. HCOB 23 May 71 IX - Basic Auditing Series 11, METERING

_____ 16. DRILL: E-Meter Drill 6: "Handling the Tone Arm and Sensitivity"

_____ 17. DRILL: E-Meter Drill 7: "Tone Arm Reading"

_____ 18. HCOB 21 Jan 77RB, Re-rev. 25.5.80 - FALSE TA CHECKLIST

_____ 19. DRILL: Checking for false TA using the False TA Checklist. Coach
holds the cans and the student does each step of the checklist including
going through the actual physical universe handlings for each step if that
step were found to be out. For example, student checks the coach's hands to
see if they are too dry, and does the handling that would be done if he
found that they were actually too dry. (The last two steps of the checklist
include audited handlings which would have to be done by a higherclassed
auditor: these audited handlings are not drilled as part of this drill.) On
any flunk, the coach shows the student the exact LRH reference violated.
The drill is passed when the student has demonstrated he can do each step
of the checklist and that he can use the checklist to find and handle the
reason(s) for a false TA.

_____ 20. DRILL: E-Meter Drill 8: "Tone Arm Motion and No Motion
Recognition"

_____ 21. DRILL: E-Meter Drill 9: "Tone Arm Motion and Body Motion"

_____ 22. DRILL: E-Meter Drill 10: "Tone Arm Blowdowns"

_____ 23. DRILL: E-Meter Drill 11: "Superlative Tone Arm Handling"

*24. Book: E-Meter Essentials _____ a. Chapter F _____ b. Chapter G _____
c. Chapter H _____ d. Chapter I _____ e. Chapter J _____ f. Chapter K _____
g. Chapter L

_____ 25. DRILL: E-Meter Drill 12: "Needle Actions"

_____ 26. DRILL: E-Meter Drill 13: "Body Reactions"

_____ 27. DRILL: E-Meter Drill 14: "Needle Motion and No Motion
Recognition"

_____ 28. DRILL: E-Meter Drill 15: "Familiarization with Reading an
E-Meter"

_____ 29. DRILL: E-Meter Drill 16: "The Production of Needle Actions"

_____ 30. DRILL: E-Meter Drill 17: "What Makes the E-Meter Read and
Cleaning a Read"

_____ 31. DRILL: E-Meter Drill 18: "Instant Rudiment Reads"

_____*32. HCOB 5 Aug. 78 - INSTANT READS

_____ 33. Tape: 6205C24 SHSBC-148 - E-METER DATA-INSTANT READS (Part I)

_____ 34. Tape: 6205C24 SHSBC-149 - E-METER DATA-INSTANT READS (Part II)

_____*35. HCOB 28 Feb. 71 - C/S Series 24, METERING READING ITEMS

_____*36. HCOB 20 Sept. 78 - AN INSTANT F/N IS A READ

_____ 37. DEMO: What an instant F/N on an item means and when this should
be taken up by the auditor.

_____ 38. DRILL: E-Meter Drill 19: "Instant Reads"

_____ 39. DRILL: E-Meter Drill 20: "How to Dirty and Clean a Needle"

_____ 40. DRILL: E-Meter Drill 24: "Assessment by Instant Read"

_____ 41. DRILL: E-Meter Drill 26: "Differentiation Between Sizes of Needle
Reads"

_____ 42. DRILL: E-Meter Drill 27: "Needle Observation"

================================================================= SECTION
H: F/N DATA

_____*1. HCOB 20 Feb. 70 - FLOATING NEEDLES AND END PHENOMENA

_____ 2. CLAY DEMO: The end phenomena of a Scientology process.

_____*3. HCOB 8 Oct. 70 - C/S Series 20, KSW Series 19, PERSISTENT F/N

_____ 4. DEMO: A persistent F/N and what the auditor does when he sees one
in session.

_____ 5. HCOB 10 Dec. 76RB, C/S Series 99RB, SCIENTOLOGY F/N AND TA
POSITION

_____ 6. DRILL: On a doll, drill the correct auditor procedure for
out-of-range F/Ns in a session. Coach answers for the doll and holds the
cans, changing his grip on the cans to simulate TA positions. On any flunk,
the coach shows the student the exact LRH reference violated. The drill is
passed when the student has demonstrated he can standardly handle
out-of-range F/Ns in session.

================================================================= SECTION
I: DIANETICS 55!

_____ 1. Foreword

_____ 2. Chapter: "Dianetics"

_____ 3. Chapter: "The Fundamentals of Life"

_____ 4. Chapter: "The Awareness of Awareness Unit"

_____ 5. DEMO: An awareness of awareness unit in relation to an analytical
mind, a reactive mind, a body, clothes, etc.

_____ 6. Chapter: "Accent of Ability"

_____ 7. DEMO: The ARC triangle, its component parts, and how they equate
into understanding.

_____ 8. Chapter: "The Auditor's Code"

_____ 9. Chapter: "Trapped"

_____ 10. DEMO: The factors of entrapment and how communication relates to
bringing about freedom.

_____ 11. Chapter: "Communication"

_____ 12. DEMO: The cycle of communication.

_____ 13. Chapter: "The Application of Communication"

_____ 14. Chapter: "Two-Way Communication"

_____ 15. DEMO: Two-way communication.

_____ 16. ESSAY: Write up how you will apply two-way communication to
handle a specific situation in your life.

_____ 17. Chapter: "Communication Lag"

_____ 18. Chapter: "Pan-Determinism"

_____ 19. Chapter: "The Six Basic Processes"

_____ 20. Chapter: "The Processing of Communication"

_____ 21. Chapter: "The One-Shot Clear"

_____ 22. Chapter: "ARC Processing"

_____ 23. DEMO: What is meant by "processing toward truth" and why this is
important.

_____ 24. Chapter: "Exteriorization"

================================================================= SECTION
J: THE COMMUNICATION CYCLE IN AUDITING

_____ 1. HCOB 5 Apr. 73, Reinstated 25.5.86 - AXIOM 28 AMENDED

_____ 2. DEMO: Axiom 28

_____ 3. Tape: 6402C06 SH Spec-5 - THE COMMUNICATION CYCLE IN AUDITING

_____ 4. HCOB 23 May 71R I, Rev. 4.12.74 - Basic Auditing Series 1R THE
MAGIC OF THE COMMUNICATION CYCLE

_____*5. HCOB 23 May 71R II, Rev. 6.12.74 - Basic Auditing Series 2R THE
TWO PARTS OF AUDITING

_____*6. HCOB 30 Apr. 71 - AUDITING COMM CYCLE

_____ 7. Tape: 6308C20 SHSBC-296 - THE ITSA LINE

_____ 8. Tape: 6308C21 SHSBC-297 - THE ITSA LINE (cont.)

_____*9. HCOB 23 May 71 III - Basic Auditing Series 3, THE THREE IMPORTANT
COMMUNICATION LINES

_____ 10. CLAY DEMO: Demonstrate in clay the three important communication
lines, showing their relationship to the auditing comm cycle.

_____ 11. HCOB 14 Aug. 63 - LECTURE GRAPHS (Use with tape 6307C25)

_____ 12. Tape: 6307C25 SHSBC-290 - COMM CYCLES IN AUDITING

_____ 13. Tape: 6308C06 SHSBC-291 - AUDITING COMM CYCLES

_____*14. HCOB 23 May 71R IV, Rev. 4.12.74 - Basic Auditing Series 4R,
COMMUNICATION CYCLES WITHIN THE AUDITING CYCLE

_____ 15. HCOB 23 May 71R V, Rev. 29.11.74 - Basic Auditing Series 5R, THE
COMMUNICATION CYCLE IN AUDITING

_____ 16. DEMO: Each part of the Auditing Comm Cycle.

_____*17. HCOB 23 May 71 VI - Basic Auditing Series 6, AUDITOR FAILURE TO
UNDERSTAND

_____*18. HCOB 23 May 71 VII - Basic Auditing Series 7, PREMATURE
ACKNOWLEDGMENTS

_____*19. HCOB 5 Feb. 66 II - Basic Auditing Series 8, "LETTING THE PC
ITSA," THE PROPERLY TRAINED AUDITOR

_____*20. HCOB 23 May 71 X - Basic Auditing Series 9, COMM CYCLE ADDITIVES

_____ 21. DEMO: Three examples of comm cycle additives.

_____ _____

_____ 22. HCOB 1 Oct. 63 - HOW TO GET TONE ARM ACTION

_____ 23. DEMO: What causes TA motion and how.

================================================================= SECTION
K: STYLES OF AUDITING

_____*1. HCOB 6 Nov. 64 - STYLES OF AUDITING (Section headed LEVEL 0,
LISTEN STYLE)

_____ 2. DEMO: What is meant by "Listen-Style Auditing"?

================================================================= SECTION
L: AUDITOR MUST-NOTS

_____*1. HCOB 5 Apr. 80 - Q&A, THE REAL DEFINITION

_____ 2. DEMO: Three examples of Q&A and what the auditor should do.

_____ 3. HCOB 3. Aug. 65 - AUDITING GOOFS, BLOWDOWN INTERRUPTION

4. DEMO: _____ a. The effect on a pc of interrupting a blowdown.

_____ b. Correct auditor procedure when a blowdown is occurring.

_____*5. HCO PL 27 May 65 - KSW Series 31, PROCESSING

_____ 6. DEMO: The three oldest rules in processing.

_____ _____

================================================================= SECTION
M: AUDITOR ADMIN

_____ 1.HCOB 6 Nov. 87 - Auditor Admin Series 14RA THE WORKSHEETS

_____ 2. DEMO: The purpose of the session worksheets.

_____ 3. HCOB 5 Nov. 87 - Auditor Admin Series 13RA THE AUDITOR'S REPORT
FORM

_____ 4. DEMO: The purpose of the Auditor's Report Form.

_____ 5. HCOB 17 Mar. 69R, Rev. 12.11.87 - Auditor Admin Series 12RA,
SUMMARY REPORT FORM

_____ 6. DEMO: The purpose of the Summary Report Form.

_____ 7. HCOB 5 Mar. 71 - C/S Series 25, Auditor Admin Series 10, THE
FANTASTIC NEW HGC LINE

8. DEMO: _____ a. The purpose of the C/S form the auditor fills out after
each session _____ b. Why the C/S gives each session a grade.

_____ 9. HCOB 31 Oct. 87 - Auditor Admin Series 7RA, THE FOLDER SUMMARY

_____ 10. DEMO: The purpose of the Folder Summary.

_____ 11. HCO PL 8 Mar. 71 - Auditor Admin Series 11, EXAMINER'S FORM

_____ 12. HCOB 13 Nov. 87 - Auditor Admin Series 3RA, THE PC FOLDER AND ITS
CONTENTS

13. PRACTICAL: Make up the following, assemble them in proper sequence and
turn them in to the Supervisor for a pass: _____ a. A dummy set of
worksheets showing the process "Do birds fly?" run to EP.

_____ b. A dummy Auditor's Report Form showing the session where the
process "Do birds fly?" was run.

_____ c. A dummy Summary Report for the above session.

_____ d. A dummy Examiner's Report.

_____ e. A dummy Auditor's C/S showing the next process to run is "Do fish
swim?" _____ f. A dummy Folder Summary for the session.

================================================================= SECTION
N: PREPARING THE PC

_____*1. HCOB 21 June 72 I - Word Clearing Series 38, METHOD 5

_____*2. HCOB 8 July 74R I, Rev. 24.7.74 - Word Clearing Series 53R, CLEAR
TO F/N

_____ 3. DRILL: Method 5 Word Clearing on a doll. Coach answers for the
doll and holds the cans. On any flunk, the coach shows the student the
exact LRH reference violated. The drill is passed when the student has
demonstrated he can standardly do Method 5 Word Clearing on a meter,
keeping accurate worksheets.

_____*4. HCOB 9 Aug. 78 II - CLEARING COMMANDS

5. DRILL: Clearing commands on a doll. Coach answers for the doll and holds
the cans, squeezing them to simulate reads. Student clears the commands "Do
fish swim?" and "Do birds fly?" per HCOB 9 Aug. 78, CLEARING COMMANDS. On
Any flunk, the coach shows the student the exact LRH reference violated.
The drill is passed when the student has demonstrated he can standardly
clear a command, keeping accurate worksheets.

_____ Unbullbaited _____ Bullbaited

_____*6. HCOB 15 July 74 RA, Rev. 10.3.84 - SCIENTOLOGY AUDITNG C/S-1

_____ 7. DEMO: The purpose of doing a Scientology C/S-1.

_____*8. HCOB 7 Aug. 78 - HAVINGNESS, FINDING AND RUNNING THE PC'S
HAVINGNESS PROCESS

9. DEMO: _____ a. The final definition of havingness.

_____ b. No-havingness

_____ 10. HCOB 6 Oct. 60R, Rev. 8.5.74 - THIRTY-SIX NEW PRESESSIONS

_____ 11. DRILL: Finding and running a Havingness Process on a doll. Coach
answers for the doll and holds the cans, squeezing them to simulate reads.
Any flunks are handled by the coach showing the student the exact LRH
reference violated. The drill is passed when the student has demonstrated
that he can smoothly and standardly find and run a pc's Havingness Process.

_____*12. HCOB 23 Aug. 71 - C/S Series 1, AUDITOR'S RIGHTS

================================================================= SECTION
O: MODEL SESSION AND RUDIMENTS

_____ 1. HCOB 4 Dec. 77R, Rev. 19.8.87 - CHECKLIST FOR SETTING UP SESSIONS
AND AN E-METER

_____ 2. DRILL: Drill doing the steps of setting up for a session per HCOB
4 Dec. 77R. Coach observes each step the student does, following along on a
copy of the checklist. Flunks are given for any step missed or incompletely
or incorrectly done, with reference to the exact checklist point violated.
The drill is passed when the student has demonstrated he can quickly set up
a session with all checklist points in.

_____*3. HCOB 11 Aug. 78 I - RUDIMENTS, DEFINITIONS AND PATTER

_____*4. HCOB 6 June 84 III - MISSED WITHHOLD HANDLING

_____ 5. CLAY DEMO: _____ a. ARC break _____ b. Present time problem _____
c. Missed withhold

_____ 6. DEMO: A pc who is in session.

_____ 7. DRILL: E-Meter Drill CR0000-4: "See the Session"

8. DRILL: Flying ruds on a doll. Coach answers for the doll and holds the
cans, squeezing them to simulate reads. On any flunk, the coach shows
student the exact LRH reference violated.

Each part of the drill is done on a gradient, building up to the point
where the student can do the action bullbaited, handling the meter and
keeping worksheets. Each step includes drilling the standard use of
Suppress and False buttons.

a. Drill flying the ARC break rud.

_____ Unbullbaited _____ Bullbaited b. Drill flying the present time
problem rud.

_____ Unbullbaited _____ Bullbaited c. Drill flying the missed withhold
rud.

_____ Unbullbaited _____ Bullbaited d. Drill flying three ruds.

_____ Unbullbaited _____ Bullbaited

_____*9. HCOB 11 Aug. 78 II - MODEL SESSION

10. DRILL: Running a session on a doll from start to end using full Model
Session procedure. (Process to be run in the session is "Do birds fly?")
Coach answers for the doll and squeezes the cans to simulate reads. Coach
shows the student the exact LRH reference violated after any flunk. The
drill is passed when he has demonstrated he can run full, Standard Model
Session.

_____ a. Unbullbaited _____ b. Bullbaited

_____ 11. HCOB 7 Mar. 75 - EXT AND ENDING SESSION

_____ 12. DRILL: On a doll, drill the standard auditor action when a pc
goes exterior in session. Student runs "Do birds fly?" on a doll, with the
coach holding the cans and answering for the doll.

Coach shows the student the exact LRH reference violated after any flunk.
The drill is passed when the student has demonstrated he can smoothly take
the standard action when a pc goes exterior in session.

================================================================= SECTION
P: COMMUNICATION PROCESSES

_____*1. HCOB 10 Dec. 64 - LISTEN-STYLE AUDITING

_____ 2. DEMO: When a prompter is used.

_____*3. HCOB 11 Dec. 64 - PROCESSES

_____*4. HCOB 26 Dec. 64 - ROUTINE 0A (EXPANDED)

_____ 5. CLAY DEMO: The whole design of Level 0 is "Recover the pc's
ability to talk to others freely."

_____*6. HCOB 23 June 80RA, Rev. 25.10.83 - CHECKING QUESTIONS ON GRADES
PROCESSES

_____ 7. DEMO: The rule regarding checking questions or commands on Grades
Processes.

_____*8. HCOB 3 Dec. 78 - UNREADING FLOWS

_____ 9. DRILL: Checking process questions for a read, on a doll.

Coach answers for the doll and holds the cans, squeezing them to simulate
reads. Student checks the questions "Do birds fly?" and "Do fish swim?" for
a read, including use of buttons when needed.

Coach shows the student the exact LRH reference violated after any flunk.
The drill is passed when the student can smoothly and standardly check
process questions for a read.

_____ 10. HCOB 7 Aug. 59 - THE HANDLING OF COMMUNICATION PROCESSES, SOME
RAPID DATA

_____ 11. DEMO: Why generalized terminals are used in auditing commands.

_____ 12. HCOB 8 Sept. 78RB, Rev. 16.11.87 - MINI LIST OF GRADE 0IV
PROCESSES (1, 2, 3, 4)

13. DRILL: a. Study the commands for #1 in HCOB 8 Sept. 78RB and drill it
on a doll with full session setup. Coach answers for the doll and holds the
cans, squeezing them to simulate reads. On any flunk, the coach shows the
student the exact LRH reference violated. The drill is passed when the
student can standardly run the process with the meter and keep session
admin.

_____ Unbullbaited _____ Bullbaited

b. Study the commands for #2 in HCOB 8 Sept. 78RB and drill it on a doll
with full session setup. Coach answers for the doll and holds the cans,
squeezing them to simulate reads. On any flunk, the coach shows the student
the exact LRH reference violated. The drill is passed when the student can
standardly run the process with the meter and keep session admin.

_____ Unbullbaited _____ Bullbaited

c. Study the commands for #3 in HCOB 8 Sept. 78RB and drill it on a doll
with full session setup. Coach answers for the doll and holds the cans,
squeezing them to simulate reads. From time to time the coach (as pc) gives
the student a situation requiring use of the prompters, and the student
must handle. On any flunk, the coach shows the student the exact LRH
reference violated. The drill is passed when the student can standardly run
the process with the meter and keep session admin.

_____ Unbullbaited _____ Bullbaited

d. Study the commands for #4 in HCOB 8 Sept. 78RB and drill it on a doll
with full session setup. Coach answers for the doll and holds the cans,
squeezing them to simulate reads. On any flunk, the coach shows the student
the exact LRH reference violated. The drill is passed when the student can
standardly run the process with the meter and keep session admin.

_____ Unbullbaited _____ Bullbaited

================================================================= SECTION
Q: EXPANDED GRADE 0

_____ 1. HCOB 14 Nov. 87 I - EXPANDED ARC STRAIGHTWIRE GRADE PROCESS
CHECKLIST

_____ 2. HCOB 14 Nov. 87 II - EXPANDED GRADE 0 PROCESS CHECKLIST

_____ 3. HCOB 17 Mar. 74 - TWO-WAY COMM, USING WRONG QUESTIONS

_____ 4. DEMO: Why you would not use the question "Who have you had trouble
communicating with?" to find terminals to use in running a process on
Expanded Grade 0.

================================================================= SECTION
R: STUDENT AUDITING

_____ 1. HCO PL 8 June 70RC II, Rev. 11.1.85 - STUDENT AUDITING

================================================================= SECTION
S: STUDENT THEORY COMPLETION

1. STUDENT ATTEST:

The following attest is to be signed off, point by point, before the
student begins to audit ARC Straightwire or Grade 0 processes.

If the student has any question or reservation about attesting to any of
the points below, he should retread himself in that area.

Only when the student has acquired these skills without question will he or
she achieve good results on ARC straightwire and Grade 0 processes.

I attest that:

_____ a. I know and can fully apply the study technology given in the
Student Hat.

_____ b. I have applied the study technology of the Student Hat fully while
on this course.

_____ c. I have seen and I understand all Technical Training Films assigned
to the Professional TR Course and Academy Level 0.

_____ d. I understand the E-Meter and how to use it.

_____ e. I have acquired good TRs 0 to 4 on a Pro TR Course.

_____ f. I fully understand and can apply the Auditor's Code.

_____ g. I have, without reservation, a good grasp of the theory of
communication and can apply it.

_____ h. I know and can apply the steps of setting up for an auditing
session.

_____ i. I understand session admin and can do a standard session report
and enter it correctly in the pc's folder.

_____ j. I understand the Scientology Auditing C/S-1 and can apply it.

_____ k. I understand and can apply the data on clearing commands.

_____ l. I am able to find and run a Havingness Process.

_____ m. I understand rudiments procedure and can fly the ruds.

_____ n. I know Model Session and can run a session using it.

_____ o.I fully understand the theory and procedure for checking questions
or commands on Grades processes and can apply them.

_____ p. I understand Listen-Style Auditing and can apply it.

_____ q. I understand use of the prompters and am able to use them
correctly.

2. CONDITIONAL:

If the student has not completed Method One Word Clearing, an examination
is fully passed in Qual on the materials of this checksheet.

STUDENT EXAMINER: _____________________________DATE: ____________

================================================================= SECTION
T: STUDENT AUDITING

The student now begins student auditing of ARC Straightwire and Grade 0
processes. Pcs are procured per HCO PL 8 June 70RC II, STUDENT AUDITING.

The student must not and cannot be required by anyone to audit processes
above his training level. Where upper-level processes are necessary for a
case, upper-level students should be called upon to audit the actions.

NOTE: YOU ARE NOW QUALIFIED TO BEGIN CO-AUDITING OF EXPANDED ARC
STRAIGHTWIRE AND EXPANDED GRADE 0 (WITH C/S OK), AND MAY DO SO IF YOU WISH.
YOU ARE NOT REQUIRED TO AUDIT THESE EXPANDED GRADES IN ORDER TO COMPLETE
THIS CHECKSHEET.

Ref: HCOB 8 Sept. 78RB, Rev. 16.11.87 - MINI LIST OF GRADE 0-IV PROCESSES

_____ 1. PRACTICAL: Audit #1 per HCOB 8 Sept. 78RB on a pc to completely
satisfactory results by exam report and C/S attest.

_____ 2. PRACTICAL: Audit #2 per HCOB 8 Sept. 78RB on a pc to completely
satisfactory results by exam report and C/S attest.

_____ 3. PRACTICAL: Audit #3 per HCOB 8 Sept. 78RB on a pc to completely
satisfactory results by exam report and C/S attest.

_____ 4. PRACTICAL: Audit #4 per HCOB 8 Sept. 78RB on a pc to completely
satisfactory results by exam report and C/S attest.

_____ 5. CONDITIONAL: Get any errors or misunderstandings on the standard
application of the materials of ARC Straightwire and Level 0 reviewed and
corrected.

6. ATTESTATIONS:

I attest that I have successfully fulfilled the auditing requirements for
certification on Level 0, as given above.

STUDENT ATTEST: _______________________________DATE: ____________

I attest this student has successfully fulfilled the Level 0 auditing
requirements for certification, as given above, and has demonstrated his
competence in auditing the style of this level.

SUPERVISOR ATTEST: ____________________________DATE: ____________

STUDENT C/S ATTEST: ___________________________DATE: ____________

CONDITIONAL: If the student is not fast flow, the Examiner inspects
auditing reports from sessions that the student has given, verifying that
they are legible, properly kept and show success with pcs on the processes
of the level.

EXAMINER: _____________________________________DATE: ____________

================================================================= SECTION
U: STUDENT COURSE COMPLETION

1. STUDENT COMPLETION:

I have completed the requirements of this checksheet and I know and can
apply this material.

STUDENT ATTEST: _______________________________DATE: ____________

I have trained this student to the best of my ability and he has completed
the requirements of this checksheet and knows and can apply the checksheet
data.

SUPERVISOR ATTEST: ____________________________DATE: ____________

2. STUDENT ATTESTATION AT C&A:

I attest: (a) I have enrolled on the course, (b) I have paid for the
course, (c) I have studied and understand all the materials on the
checksheet, (d) I have done all the drills on this checksheet, (e) I can
produce the results required in the materials of the course.

STUDENT ATTEST: _______________________________DATE: ____________

C&A: __________________________________________DATE: ____________

3. STUDENT INFORMED RE: CERTIFICATE VALIDATION BY C&A:

I hereby attest that I have informed the student that to make his
provisional certificate permanent he will have to be interned within one
year.

C&A: __________________________________________DATE: ____________

4. CERTS AND AWARDS:

This graduate has been issued a certificate of HUBBARD RECOGNIZED
SCIENTOLOGIST (Provisional).

C&A: __________________________________________DATE: ____________

(Route this form to the Course Administrator for filing in the student's
folder)

L. RON HUBBARD Founder

Revision assisted by LRH Technical Research and Compilations

Adopted as official Church policy by CHURCH OF SCIENTOLOGY INTERNATIONAL

LRH:CSI:RTRC:dr.bk.fa.rw.gm

(The directions, drills and study assignments which make up this course
checksheet were written by LRH Technical Research and Compilations staff.
The compilation of this checksheet was done according to specific LRH
advices on what materials should be on this course, as well as LRH policies
and instructions which prescribe the standard format for course
checksheets.)

1. HCO PL 7 Feb. 1965 Keeping Scientology Working Keeping Scientology
Working Series 1

HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex

HCO POLICY LETTER OF 7 FEBRUARY 1965

Remimeo Sthil Students Assoc/Org Sec Hat HCO Sec Hat Case Sup Hat Ds of P
Hat Ds of T Hat Staff Member Hat Franchise

Keeping Scientology Working Series 1

Note: Neglect of this PL has caused great hardship on staffs, has cost
countless millions and made it necessary in 1970 to engage in an all-out,
international effort to restore basic Scientology over the world. Within 5
years after the issue of this PL, with me off the lines, violation had
almost destroyed orgs. "Quickie grades" entered in and denied gain to tens
of thousands of cases. Therefore actions which neglect or violate this
policy letter are HIGH CRIMES resulting in Comm Evs on ADMINISTRATORS and
EXECUTIVES. It is not "entirely a tech matter," as its neglect destroys
orgs and caused a 2-year slump. IT IS THE BUSINESS OF EVERY STAFF MEMBER to
enforce it.

SPECIAL MESSAGE

THE FOLLOWING POLICY LETTER MEANS WHAT IT SAYS.

IT WAS TRUE IN 1965 WHEN I WROTE IT. IT WAS TRUE IN 1970 WHEN I HAD IT
REISSUED. I AM REISSUING IT NOW, IN 1980, TO AVOID AGAIN SLIPPING BACK INTO
A PERIOD OF OMITTED AND QUICKIED FUNDAMENTAL GRADE CHART ACTIONS ON CASES,
THEREBY DENYING GAINS AND THREATENING THE VIABILITY OF SCIENTOLOGY AND OF
ORGS. SCIENTOLOGY WILL KEEP WORKING ONLY AS LONG AS YOU DO YOUR PART TO
KEEP IT WORKING BY APPLYING THIS POLICY LETTER.

WHAT I SAY IN THESE PAGES HAS ALWAYS BEEN TRUE, IT HOLDS TRUE TODAY, IT
WILL STILL HOLD TRUE IN THE YEAR 2000 AND IT WILL CONTINUE TO HOLD TRUE
FROM THERE ON OUT

NO MATTER WHERE YOU ARE IN SCIENTOLOGY, ON STAFF OR NOT, THIS POLICY LETTER
HAS SOMETHING TO DO WITH YOU.

ALL LEVELS

KEEPING SCIENTOLOGY WORKING

HCO Sec or Communicator hat check on all personnel and all new personnel as
taken on.

We have some time since passed the point of achieving uniformly workable
technology.

The only thing now is getting the technology applied.

If you can't get the technology applied, then you can't deliver what's
promised. It's as simple as that. If you can get the technology applied,
you can deliver what's promised.

The only thing you can be upbraided for by students or pcs is "no results."
Trouble spots occur only where there are "no results." Attacks from
governments or monopolies occur only where there are "no results" or "bad
results."

Therefore the road before Scientology is clear and its ultimate success is
assured if the technology is applied.

So it is the task of the Assoc or Org Sec, the HCO Sec, the Case
Supervisor, the D of P, the D of T and all staff members to get the correct
technology applied.

Getting the correct technology applied consists of

One: Having the correct technology.

Two: Knowing the technology.

Three: Knowing it is correct.

Four: Teaching correctly the correct technology.

Five: Applying the technology.

Six: Seeing that the technology is correctly applied.

Seven: Hammering out of existence incorrect technology.

Eight: Knocking out incorrect applications.

Nine: Closing the door on any possibility of incorrect technology.

Ten: Closing the door on incorrect application.

One above has been done.

Two has been achieved by many.

Three is achieved by the individual applying the correct technology in a
proper manner and observing that it works that way.

Four is being done daily successfully in most parts of the world.

Five is consistently accomplished daily.

Six is achieved by Instructors and Supervisors consistently.

Seven is done by a few but is a weak point.

Eight is not worked on hard enough.

Nine is impeded by the "reasonable" attitude of the not-quitebright.

Ten is seldom done with enough ferocity.

Seven, Eight, Nine and Ten are the only places Scientology can bog down in
any area.

The reasons for this are not hard to find. (a) A weak certainty that it
works in Three above can lead to weakness in Seven, Eight, Nine and Ten.
(b) Further, the not-too-bright have a bad point on the button
Self-Importance. (c) The lower the IQ, the more the individual is shut off
from the fruits of observation. (d) The service facs of people make them
defend themselves against anything they confront, good or bad, and seek to
make it wrong. (e) The bank seeks to knock out the good and perpetuate the
bad.

Thus, we as Scientologists and as an organization must be very alert to
Seven, Eight, Nine and Ten.

In all the years I have been engaged in research I have kept my comm lines
wide open for research data. I once had the idea that a group could evolve
truth. A third of a century has thoroughly disabused me of that idea.
Willing as I was to accept suggestions and data, only a handful of
suggestions (less than twenty) had long-run value and none were major or
basic; and when I did accept major or basic suggestions and used them, we
went astray and I repented and eventually had to "eat crow."

On the other hand there have been thousands and thousands of suggestions
and writings which, if accepted and acted upon, would have resulted in the
complete destruction of all our work as well as the sanity of pcs. So I
know what a group of people will do and how insane they will go in
accepting unworkable "technology." By actual record the percentages are
about twenty to 100,000 that a group of human beings will dream up bad
technology to destroy good technology. As we could have gotten along
without suggestions, then, we had better steel ourselves to continue to do
so now that we have made it. This point will, of course, be attacked as
"unpopular," egotistical" and "undemocratic." It very well may be. But it
is also a survival point. And I don't see that popular measures,
selfabnegation and democracy have done anything for Man but push him
further into the mud. Currently, popularity endorses degraded novels,
self-abnegation has filled the Southeast Asian jungles with stone idols and
corpses, and democracy has given us inflation and income tax.

Our technology has not been discovered by a group. True, if the group had
not supported me in many ways, I could not have discovered it either. But
it remains that if in its formative stages it was not discovered by a
group, then group efforts, one can safely assume, will not add to it or
successfully alter it in the future. I can only say this now that it is
done. There remains, of course, group tabulation or coordination of what
has been done, which will be valuable -- only so long as it does not seek
to alter basic principles and successful applications.

The contributions that were worthwhile in this period of forming the
technology were help in the form of friendship, of defense, of
organization, of dissemination, of application, of advices on results and
of finance. These were great contributions and were, and are, appreciated.
Many thousands contributed in this way and made us what we are. Discovery
contribution was not however part of the broad picture.

We will not speculate here on why this was so or how I came to rise above
the bank. We are dealing only in facts and the above is a fact -- the group
left to its own devices would not have evolved Scientology but with wild
dramatizations of the bank called "new ideas" would have wiped it out.
Supporting this is the fact that Man has never before evolved workable
mental technology and emphasizing it is the vicious technology he did
evolve -- psychiatry, psychology, surgery, shock treatment, whips, duress,
punishment, etc., ad infinitum.

So realize that we have climbed out of the mud by whatever good luck and
good sense, and refuse to sink back into it again. See that Seven, Eight,
Nine and Ten above are ruthlessly followed and we will never be stopped.
Relax them, get reasonable about it and we will perish.

So far, while keeping myself in complete communication with all
suggestions, I have not failed on Seven, Eight, Nine and Ten in areas I
could supervise closely. But it's not good enough for just myself and a few
others to work at this.

Whenever this control as per Seven, Eight, Nine and Ten has been relaxed,
the whole organizational area has failed. Witness Elizabeth, N.J.; Wichita;
the early organizations and groups. They crashed only because I no longer
did Seven, Eight, Nine and Ten.

Then, when they were all messed up, you saw the obvious "reasons" for
failure. But ahead of that they ceased to deliver and that involved them in
other reasons.

The common denominator of a group is the reactive bank. Thetans without
banks have different responses. They only have their banks in common. They
agree then only on bank principles. Person to person the bank is identical.
So constructive ideas are individual and seldom get broad agreement in a
human group. An individual must rise above an avid craving for agreement
from a humanoid group to get anything decent done. The bank-agreement has
been what has made Earth a Hell -- and if you were looking for Hell and
found Earth, it would certainly serve. War, famine, agony and disease has
been the lot of Man. Right now the great governments of Earth have
developed the means of frying every Man, Woman and Child on the planet.
That is bank. That is the result of Collective-thought Agreement. The
decent, pleasant things on this planet come from individual actions and
ideas that have somehow gotten by the Group Idea. For that matter, look how
we ourselves are attacked by "public opinion" media. Yet there is no more
ethical group on this planet than ourselves.

Thus each one of us can rise above the domination of the bank and then, as
a group of freed beings, achieve freedom and reason. It is only the
aberrated group, the mob, that is destructive.

When you don't do Seven, Eight, Nine and Ten actively, you are working for
the bank-dominated mob. For it will surely, surely (a) introduce incorrect
technology and swear by it, (b) apply technology as incorrectly as
possible, (c) open the door to any destructive idea, and (d) encourage
incorrect application.

It's the bank that says the group is all and the individual nothing.

It's the bank that says we must fail.

So just don't play that game. Do Seven, Eight, Nine and Ten and you will
knock out of your road all the future thorns.

Here's an actual example in which a senior executive had to interfere
because of a pc spin: A Case Supervisor told Instructor A to have Auditor B
run Process X on Preclear C. Auditor B afterwards told Instructor A that
"It didn't work." Instructor A was weak on Three above and didn't really
believe in Seven, Eight, Nine and Ten.

So Instructor A told the Case Supervisor, "Process X didn't work on
Preclear C." Now this strikes directly at each of One to Six above in
Preclear C, Auditor B, Instructor A and the Case Supervisor. It opens the
door to the introduction of "new technology" and to failure.

What happened here? Instructor A didn't jump down Auditor B's throat,
that's all that happened. This is what he should have done: Grabbed the
Auditor's Report and looked it over. When a higher executive on this case
did so, she found what the Case Supervisor and the rest missed: that
Process X increased Preclear C's TA to 25 TA divisions for the session but
that near session end Auditor B Qand-Aed with a cognition and abandoned
Process X while it still gave high TA and went off running one of Auditor
B's own manufacture, which nearly spun Preclear C. Auditor B's IQ on
examination turned out to be about 75. Instructor A was found to have huge
ideas of how you must never invalidate anyone, even a lunatic. The Case
Supervisor was found to be "too busy with admin to have any time for actual
cases."

All right, there's an all-too-typical example. The Instructor should have
done Seven, Eight, Nine and Ten. This would have begun this way. Auditor B:
"That Process X didn't work." Instructor A: "What exactly did you do
wrong?" Instant attack. "Where's your Auditor's Report for the session?
Good. Look here, you were getting a lot of TA when you stopped Process X.
What did you do?" Then the pc wouldn't have come close to a spin and all
four of these would have retained their certainty.

In a year, I had four instances in one small group where the correct
process recommended was reported not to have worked. But on review found
that each one had (a) increased the TA, (b) had been abandoned, and (c) had
been falsely reported as unworkable. Also, despite this abuse, in each of
these four cases the recommended, correct process cracked the case. Yet
they were reported as not having worked!

Similar examples exist in instruction and these are all the more deadly as
every time instruction in correct technology is flubbed, then the resulting
error, uncorrected in the auditor, is perpetuated on every pc that auditor
audits thereafter. So Seven, Eight, Nine and Ten are even more important in
a course than in supervision of cases.

Here's an example: A rave recommendation is given a graduating student
"because he gets more TA on pcs than any other student on the course!"
Figures of 435 TA divisions a session are reported. "Of course his Model
Session is poor but it's Just a knack he has" is also included in the
recommendation. A careful review is undertaken because nobody at Levels 0
to IV is going to get that much TA on pcs. It is found that this student
was never taught to read an EMeter TA dial! And no Instructor observed his
handling of a meter and it was not discovered that he "overcompensated"
nervously, swinging the TA 2 or 3 divisions beyond where it needed to go to
place the needle at "set." So everyone was about to throw away standard
processes and Model Session because this one student "got such remarkable
TA." They only read the reports and listened to the brags and never looked
at this student. The pcs in actual fact were making slightly less than
average gain, impeded by a rough Model Session and misworded processes.
Thus, what was making the pcs win (actual Scientology) was hidden under a
lot of departures and errors.

I recall one student who was squirreling on an Academy course and running a
lot of offbeat whole track on other students after course hours. The
Academy students were in a state of electrification on all these new
experiences and weren't quickly brought under control, and the student
himself never was given the works on Seven, Eight, Nine and Ten so they
stuck. Subsequently, this student prevented another squirrel from being
straightened out and his wife died of cancer resulting from physical abuse.
A hard, tough instructor at that moment could have salvaged two squirrels
and saved the life of a girl. But no, students had a right to do whatever
they pleased.

Squirreling (going off into weird practices or altering Scientology) only
comes about from noncomprehension. Usually the noncomprehension is not of
Scientology but some earlier contact with an offbeat humanoid practice
which in its turn was not understood.

When people can't get results from what they think is standard practice,
they can be counted upon to squirrel to some degree. The most trouble in
the past two years came from orgs where an executive in each could not
assimilate straight Scientology. Under instruction in Scientology, they
were unable to define terms or demonstrate examples of principles. And the
orgs where they were got into plenty of trouble. And worse, it could not be
straightened out easily because neither one of these people could or would
duplicate instructions. Hence, a debacle resulted in two places, directly
traced to failures of instruction earlier. So proper instruction is vital.
The D of T and his Instructors and all Scientology Instructors must be
merciless in getting Four, Seven, Eight, Nine and Ten into effective
action. That one student, dumb and impossible though he may seem and of no
use to anyone, may yet someday be the cause of untold upset because nobody
was interested enough to make sure Scientology got home to him.

With what we know now, there is no student we enroll who cannot be properly
trained. As an Instructor, one should be very alert to slow progress and
should turn the sluggards inside out personally. No system will do it, only
you or me with our sleeves rolled up can crack the back of bad studenting
and we can only do it on an individual student, never on a whole class
only. He's slow = something is awful wrong. Take fast action to correct it.
Don't wait until next week. By then he's got other messes stuck to him. If
you can't graduate them with their good sense appealed to and wisdom
shining, graduate them in such a state of shock they'll have nightmares if
they contemplate squirreling. Then experience will gradually bring about
Three in them and they'll know better than to chase butterflies when they
should be auditing.

When somebody enrolls, consider he or she has Joined up for the duration of
the universe -- never permit an "open-minded" approach.

If they're going to quit let them quit fast. If they enrolled, they're
aboard; and if they're aboard, they're here on the same terms as the rest
of us -- win or die in the attempt. Never let them be half-minded about
being Scientologists. The finest organizations in history have been tough,
dedicated organizations. Not one nambypamby bunch of panty-waist
dilettantes have ever made anything. It's a tough universe. The social
veneer makes it seem mild. But only the tigers survive -- and even they
have a hard time. We'll survive because we are tough and are dedicated.
When we do instruct somebody properly, he becomes more and more tiger. When
we instruct halfmindedly and are afraid to offend, scared to enforce, we
don't make students into good Scientologists and that lets everybody down.
When Mrs. Pattycake comes to us to be taught, turn that wandering doubt in
her eye into a fixed, dedicated glare and she'll win and we'll all win.
Humor her and we all die a little. The proper instruction attitude is
"You're here so you're a Scientologist. Now we're going to make you into an
expert auditor no matter what happens. We'd rather have you dead than
incapable."

Fit that into the economics of the situation and lack of adequate time and
you see the cross we have to bear.

But we won't have to bear it forever. The bigger we get, the more economics
and time we will have to do our job. And the only things which can prevent
us from getting that big fast are areas in from One to Ten. Keep those in
mind and we'll be able to grow. Fast. And as we grow, our shackles will be
less and less. Failing to keep One to Ten will make us grow less.

So the ogre which might eat us up is not the government or the High
Priests. It's our possible failure to retain and practice our technology.

An Instructor or Supervisor or Executive must challenge with ferocity
instances of "unworkability." They must uncover what did happen, what was
run and what was done or not done.

If you have One and Two, you can only acquire Three for all by making sure
of all the rest.

We're not playing some minor game in Scientology. It isn't cute or
something to do for lack of something better.

The whole agonized future of this planet, every Man, Woman and Child on it,
and your own destiny for the next endless trillions of years depend on what
you do here and now with and in Scientology.

This is a deadly serious activity. And if we miss getting out of the trap
now, we may never again have another chance.

Remember, this is our first chance to do so in all the endless trillions of
years of the past. Don't muff it now because it seems unpleasant or
unsocial to do Seven, Eight, Nine and Ten.

Do them and we'll win.

L. RON HUBBARD Founder

Adopted as official Church policy by CHURCH OF SCIENTOLOGY INTERNATIONAL

LRH:CSI:jw.rr.nt.ka.mes.rd.bk.gm

******************************************************************

2. HCO PL 17 June 1970RB Technical Degrades Keeping Scientology Working
Series 5R

HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex

HCO POLICY LETTER OF 17 JUNE 1970RB RE-REVISED 25 OCTOBER 1983

Remimeo Applies to all SHs and Academies HGCs Franchises

Keeping Scientology Working Series 5R

URGENT AND IMPORTANT

TECHNICAL DEGRADES

(This PL and HCO PL 7 Feb. 65 must be made part of every study pack as the
first items and must be listed on checksheets.)

Any checksheet in use or in stock which carries on it any degrading
statement must be destroyed and issued without qualifying statements.

Example: Level 0 to IV checksheets SH carry "A. Background Material - This
section is included as an historical background but has much interest and
value to the student. Most of the processes are no longer used, having been
replaced by more modern technology. The student is only required to read
this material and ensure he leaves no misunderstood." This heading covers
such vital things as TRs, Op Pro by Dup! The statement is a falsehood.

These checksheets were not approved by myself; all the material of the
Academy and SH courses IS in use.

Such actions as this gave us "quickie grades," ARC broke the field and
downgraded the Academy and SH courses.

A condition of TREASON or cancellation of certificates or dismissal and a
full investigation of the background of any person found guilty will be
activated in the case of anyone committing the following HIGH CRIMES:

1. Abbreviating an official course in Dianetics and Scientology so as to
lose the full theory, processes and effectiveness of the subjects.

2. Adding comments to checksheets or instructions labeling any material
"background" or "not used now" or "old" or any similar action which will
result in the student not knowing, using and applying the data in which he
is being trained.

3. Employing after I Sept. 1970 any checksheet for any course not
authorized by myself or the Authority, Verification and Correction Unit
International (AVC Int).

(Hat checksheets may be authorized locally per HCO PL 30 Sept. 70,
CHECKSHEET FORMAT.)

4. Failing to strike from any checksheet remaining in use meanwhile any
such comments as "historical," "background," "not used," "old," etc., or
VERBALLY STATING IT TO STUDENTS.

5. Permitting a pc to attest to more than one grade at a time on the pc's
own determinism without hint or evaluation.

6. Running only one process for a lower grade between 0 to IV, where the
grade EP has not been attained.

7. Failing to use all processes for a level where the EP has not been
attained.

8. Boasting as to speed of delivery in a session, such as "I put in Grade
Zero in 3 minutes." Etc.

9. Shortening time of application of auditing for financial or labor-saving
considerations.

10. Acting in any way calculated to lose the technology of Dianetics and
Scientology to use or impede its use or shorten its materials or its
application.

REASON: The effort to get students through courses and get pcs processed in
orgs was considered best handled by reducing materials or deleting
processes from grades. The pressure exerted to speed up student completions
and auditing completions was mistakenly answered by just not delivering.

The correct way to speed up a student's progress is by using twoway comm
and applying the study materials to students.

The best way to really handle pcs is to ensure they make each level fully
before going on to the next and repairing them when they do not.

The puzzle of the decline of the entire Scientology network in the late 60s
is entirely answered by the actions taken to shorten time in study and in
processing by deleting materials and actions.

Reinstituting full use and delivery of Dianetics and Scientology is the
answer to any recovery.

The product of an org is well-taught students and thoroughly audited pcs.
When the product vanishes, so does the org. The orgs must survive for the
sake of this planet.

L. RON HUBBARD Founder

Adopted as official Church policy by CHURCH OF SCIENTOLOGY INTERNATIONAL

LRH:CSI:iw.gm

HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex

HCO BULLETIN OF 11 MAY 1969R REVISED 8 JULY 1978

Remimeo All Orgs Exec Sees Tech Sec Qual Sec All Tech Hats All Qual Hats
Dianetic Course

TECH DIVISION QUAL DIVISION

METER TRIM CHECK

E-Meters can go out of trim during a session because of temperature
changes.

Thus, even if the meter is properly calibrated and reads at 2.0 with a
5,000 ohm resistor across the leads and 3.0 with 12,500 ohms, by the end of
the session a pc can be apparently reading below 2.0 because the meter is
off trim.

The following meter procedure is therefore to be followed AT THE END OF
EACH SESSION (AFTER GIVING "END OF SESSION"):

1. DON'T MOVE THE TRIM KNOB

2. PULL OUT THE JACK PLUG

3. MOVE THE TA UNTIL THE NEEDLE IS ON "SET" AT THE SENSITIVITY YOU WERE
USING IN THE SESSION

4. RECORD THE TA POSITION AT THE BOTTOM OF THE AUDITOR'S REPORT FORM AS

"Trim Check - TA = ______"

5. IF YOUR METER IS KNOWN TO BE OUT OF CALIBRATION (as in paragraph two
above), RECORD ALSO "Calibration error - ______ on meter = 2.0 actual" at
the bottom of the form.

L. RON HUBBARD Founder

LRH:lb-r.cs.an.ei.cden.nc.gm

HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex

HCO BULLETIN OF 5 APRIL 1973 REINSTATED 25 MAY 1986

Remimeo HAS Course

(Also issued as an HCO PL, same date and title)

AXIOM 28 AMENDED

AXIOM 28.

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.

The formula of Communication is Cause, Distance, Effect, with Intention,
Attention and Duplication WITH UNDERSTANDING.

The component parts of Communication are Consideration, Intention,
Attention, Cause, Source-point, Distance, Effect, Receipt-point,
Duplication, Understanding, the Velocity of the impulse or particle,
Nothingness or Somethingness. A noncommunication consists of Barriers.
Barriers consist of Space, Interpositions (such as walls and screens of
fast-moving particles) and Time. A communication, by definition, does not
need to be two-way.

When a communication is returned, the formula is repeated, with the
receipt-point now becoming a source-point and the former source-point now
becoming a receipt-point.

L. RON HUBBARD Founder

LRH:nt.fa.sep.gm

30. HCOB 1 Oct. 1963 How to Get Tone Arm Action

HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex

HCO BULLETIN OF 1 OCTOBER 1963

Franchise CenOCon

SCIENTOLOGY ALL

HOW TO GET TONE ARM ACTION

The most vital necessity of auditing at any level of Scientology is to get
tone arm action. Not to worry the pc about it but just to get TA action.
Not to find something that will get future TA.

But just to get TA NOW.

Many auditors are still measuring their successes by things found or
accomplished in the session. Though this is important too (mainly at Level
IV), it is secondary to tone arm action.

1. Get good tone arm action.

2. Get things done in the session to increase tone arm action.

-------

NEW DATA ON THE E-METER

The most elementary error in trying to get tone arm action is, of course,
found under the fundamentals of auditing -- reading an EMeter.

This point is so easily skipped over and seems so obvious that auditors
routinely miss it. Until they understand this one point, an auditor will
continue to get minimal TA and be content with 15 divisions down per
session -- which in my book isn't TA but a meter stuck most of the session.

There is something to know about meter reading and getting TA.

Until this is known, nothing else can be known.

TONE ARM ASSESSMENT

The tone arm provides assessment actions. Like the needle reacts on list
items, so does the tone arm react on things that will give TA.

You don't usually needle assess in doing Levels I, II and III.

You tone arm assess.

The rule is, THAT WHICH MOVES THE TONE ARM DOWN WILL GIVE TONE ARM ACTION.

Conversely, another rule: THAT WHICH MOVES ONLY THE NEEDLE SELDOM GIVES
GOOD TA.

So for Levels I, II and III (and not Level IV) you can actually paste a
paper over the needle dial, leaving only the bottom of the needle shaft
visible so the TA can be set by it and do all assessments needed with the
tone arm. If the TA moves on a subject then that subject will produce TA if
the pc is permitted to talk about it (itsa it).

Almost all auditors, when the itsa line first came out, tried only to find
FUTURE TA ACTION and never took any PRESENT TA ACTION. The result was
continuous listing of problems and needle nulling in an endless search to
find something that "would produce TA action." They looked frantically all
around to find some subject that would produce TA action and never looked
at the tone arm of their meter or tried to find what was moving it NOW.

This seems almost a foolish thing to stress -- that what is producing TA
will produce TA. But it is the first lesson to learn. And it takes a lot of
learning.

Auditors also went frantic trying to understand what an ITSA LINE was. They
thought it was a comm line. Or part of the CCHs or almost anything but what
it is. It is too simple.

There are two things of great importance in an auditing cycle.

One is the whatsit, the other is the itsa. Confuse them and you get no TA.

If the auditor puts in the itsa and the preclear the whatsit, the result is
no TA. The auditor puts in the whatsit and the pc the itsa, always. It is
so easy to reverse the role in auditing that most auditors do it at first.
The preclear is very willing to talk about his difficulties, problems and
confusions. The auditor is so willing to itsa (discover) what is troubling
the preclear that an auditor, green in this, will then work, work, work to
try to itsa something "that will give the pc TA," that he causes the pc to
"Whatsit whatsit whatsit that's wrong with me." Listing is not really good
itsaing; it's whatsiting as the pc is in the mood "Is it this? Is it that?"
even when "solutions" are being listed for assessment. The result is poor
TA.

TA comes from the pc saying, "it IS" not "Is it?"

Examples of whatsit and itsa: Auditor: "What's here?" (whatsit) Pc: "An
auditor, a preclear, a meter." (itsa)

Itsa really isn't even a comm line. It's what travels on a comm line from
the pc to the auditor, if that which travels is saying with certainty "It
IS."

I can sit down with a pc and meter, put in about three minutes "assessing"
by tone arm action and using only RIC get 35 divisions of TA in 2 1/2hours
with no more work than writing down TA reads and my auditor's report. Why?
Because the pc is not being stopped from itsaing and because I don't lead
the pc into whatsiting. And also because I don't think auditing is
complicated.

Tone arm action has to have been prevented if it didn't occur.

Example: An auditor, noting a whatsit moved the TA, every time, promptly
changed the whatsit to a different whatsit. Actually happened. Yet in being
asked what he was doing in session said: "I ask the pc for a problem he has
had and every time he comes up with one I ask for solutions to it." He
didn't add that he frantically changed the whatsit each time the TA started
to move.

Result -- 9 divisions of TA in 2 1/2 hours, pc laden with bypassed charge.
If he had only done what he said he had he would have had TA.

If it didn't occur, tone arm action has to have been prevented! It doesn't
just "not occur."

In confirmation of auditors being too anxious to get in the itsa line
themselves and not let the pc is the fad of using the meter as a Ouija
board. The auditor asks it questions continually and never asks the pc. Up
the spout go divisions of TA. "Is this item a terminal?" the auditor asks
the meter. Why not ask the pc? If you ask the pc, you get an itsa, "No, I
think it's an oppterm because ..." and the TA moves.

-------

Now to give you some idea of how crazy simple it is to get in an itsa line
on the pc, try this:

Start the session and just sit back and look at the pc. Don't say anything.
Just sit there looking at the pc. The pc will of course start talking. And
if you just nod now and then and keep your auditor's report going
unobtrusively so as not to cut the itsa, you'll have a talking pc and most
of the time good TA. At the end of 2 1/2 hours, end the session. Add up the
TA you've gotten and you will usually find that it was far more than in
previous sessions.

TA action, if absent, had to be prevented! It doesn't just fail to occur.

But this is not just a stunt. It is a vital and valuable rule in getting
TA.

RULE: A SILENT AUDITOR INVITES ITSA.

This is not all good, however. In doing R4 work or R3R or R4N the silent
auditor lets the pc itsa all over the whole track and causes
overrestimulation which locks up the TA. But in lower levels of auditing,
inviting an itsa with silence is an ordinary action.

In Scientology Levels I, II and III the auditor is usually silent much
longer, proportionally, in the session, than he or she is talking -- about
100 of silence to I of talking. As soon as you get into Level IV auditing,
however, on the pc's actual GPMs, the auditor has to be crisp and busy to
get TA, and a silent, idle auditor can mess up the pc and get very little
TA. This is all under "controlling the pc's attention." Each level of
auditing controls the pc's attention a little more than the last and the
leap from Level III to IV is huge.

Level I hardly controls at all. The rule above about the silent auditor is
employed to the full.

Level II takes the pc's life-and-livingness goals (or session goals) for
the pc to itsa and lets the pc roll, the auditor intruding only to keep the
pc giving solutions, attempts, dones, decisions about his life and
livingness or session goals rather than difficulties, problems and natter
about them.

Level III adds the rapid search (by TA assessment) for the service
facsimile (maybe 20 minutes out of 2 1/2hours) and then guides the preclear
into it with R3SC processes. The rule here is that if the thing found that
moved the TA wouldn't make others wrong but would make the pc wrong, then
it is an oppterm lock and one prepchecks it. (The two top RIs of the pc's
PT GPM is the service facsimile. One is a terminal, the pc's, and the other
is an oppterm. They each have thousands of lock RIs. Any pair of lock RIs
counts as a service facsimile, giving TA.) A good slow Prepcheck but still
a Prepcheck. Whether running Right-WrongDominate-Survive R3SC or
Prepchecking (the only 2 processes used), one lets the pc really answer
before acking. One question may get 50 answers! Which is, I whatsit from
the auditor gets 50 itsas from the pc.

Level IV auditing finds the auditor smoothly letting the pc itsa RIs and
lists but the auditor going at it like a small steam engine finding RIs,
RIs, RIs, goals, RIs, RIs, RIs. For the total TA in an R4 session only is
proportional to the number of RIs found without goofs, wrong goals or other
errors which rob TA action.

So the higher the level the more control of the pc's attention.

But in the lower levels, as you go back down, the processes used require
less and less control, less auditor action to get TA. The level is designed
to give TA at that level of control. And if the auditor actions get busier
than called for in the lower levels, the TA is cut down per session.

-------

OVERRESTIMULATION

As will be found in another HCO Bulletin and in the lectures of summer and
autumn of 1963, the thing that seizes a TA up is overrestimulation.

THE RULE IS, THE LESS ACTIVE THE TA THE MORE OVERRESTIMULATION IS PRESENT.
(THOUGH RESTIMULATION CAN ALSO BE ABSENT.)

Therefore, an auditor auditing a pc whose TA action is low (below 20 TA
divisions down for a 2 1/2-hour session) must be careful not to
overrestimulate the pc (or to gently restimulate the pc).

This is true of all levels. At Level IV this becomes: don't find that next
goal, bleed the GPM you're working of all possible charge. And at Level III
this becomes: don't find too many new service facs before you've bled the
TA out of what you already have. And at Level II this becomes: don't fool
about with a new illness until the pc feels the lumbosis you started on is
handled utterly. And at Level I this becomes: "Let the pc do the talking."

Overrestimulation is the auditor's most serious problem.

Underrestimulation is just an auditor not putting the pc's attention on
anything.

The sources of restimulation are:

1. Life-and-livingness environment. This is the workaday world of the pc.
The auditor handles this with itsa or "Since big mid ruds" and even by
regulating or changing some of the pc's life by just telling the pc to not
do this or that during an intensive or even making the pc change residence
for a while if that's a source. This is subdivided into past and present.

2. The session and its environment. This is handled by itsaing the subject
of session environments and other ways. This is subdivided into past and
present.

3. The subject matter of Scientology. This is done by assessing (by TA
motion) the old Scientology List One and then itsaing or prepchecking
what's found.

4. The auditor. This is handled by What would you be willing to tell me,
Who would you be willing to talk to. And other such things for the pc to
itsa. This is subdivided into past and present.

5. This lifetime. This is handled by slow assessments and lots of itsa on
what's found whenever it is found to be moving the TA during slow
assessment. (You don't null a list or claw through ten hours of listing and
nulling to find something to itsa at Levels I to III. You see what moves
the TA and bleed it of itsa right now.)

6. Pc's case. In Levels I to III this is only indirectly attacked as above.

And in addition to the actions above, you can handle each one of these or
what's found with a slow Prepcheck.

LIST FOR ASSESSMENT

Assess for TA motion the following list:

The surroundings in which you live

The surroundings you used to live in

Our surroundings here

Past surroundings for auditing or treatment

Things connected with Scientology (Scientology List One)

Myself as your auditor

Past auditors or practitioners

Your personal history in this lifetime

Goals you have set for yourself

Your case.

-------

At Level II one gets the pc to simply set life-and-livingness goals and
goals for the session, or takes up these on old report forms and gets the
decisions, actions, considerations, etc., on them as the itsa, cleaning
each one fairly well of TA. One usually takes the goal the pc seems most
interested in (or has gone into apathy about) as it will be found to
produce the most TA.

Whatever you assess by tone arm, once you have it, get the TA out of it
before you drop it. And don't cut the itsa.

-------

MEASURE OF AUDITORS

The skill of an auditor is directly measured by the amount of TA he or she
can get. Pcs are not more difficult one than another.

Any pc can be made to produce TA. But some auditors cut TA more than
others.

Also, in passing, an auditor can't falsify TA. It's written all over the pc
after a session. Lots of TA = bright pc. Small TA = dull pc.

And body motion doesn't count. Extreme body motion on some pcs can produce
a division of TA! Some pcs try to squirm their way to Clear! A good way to
cure a TA-conscious body-moving pc is to say, "I can't record TA caused
while you're moving."

-------

As you may suspect, the pc's case doesn't do a great deal until run on R4
processes. But destimulation of the case can produce some astonishing
changes in beingness. Key-out is the principal function of Levels I to III.
But charge off a case is charge off.

Unless destimulated, a case can't get a rocket read or present the auditor
with a valid goal. Levels I to III produce a Book One Clear. Level R4
produces an OT. But case conditioning (clearing) is necessary before R4 can
be run. And an auditor who can't handle Levels I to III surely won't be
able to handle the one-man band processes at Level IV. So get good on
Levels I to III before you even study IV.

THE FIRST THING TO LEARN

By slow assessment is meant letting the pc itsa while assessing.

This consists of rapid auditor action, very crisp, to get something that
moves the TA and then immediate shift into letting the pc itsa during which
be quiet! The slowness is overall action. It takes hours and hours to do an
old preclear assessment form this way but the TA flies.

The actual auditing in Level III looks like this -- auditor going like mad
over a list or form with an eye cocked on the TA. The first movement of the
TA (not caused by body motion) the auditor goes a tiny bit further if that
and then sits back and just looks at the pc. The pc comes out of it, sees
the auditor waiting and starts talking. The auditor unobtrusively records
the TA, sometimes nods. TA action dies down in a couple minutes or an hour.
As soon as the TA looks like it hasn't got much more action in it, the
auditor sits up, lets the pc finish what he or she was saying and then gets
busy busy again. But no action taken by the auditor cuts into the TA
action. In Levels I to III no assessment list is continued beyond seeing a
TA move until that TA motion is handled.

In doing a Scientology List One assessment one goes down the list until the
TA moves (not because of body motion). Then, because a TA is not very
pinpointed, the auditor covers the one or two above where he first saw TA
and, watching the pc for interest and the TA, circles around that area
until he is sure he has what made the TA move and then bleeds that for TA
by itsa or Prepcheck.

Yes, you say, but doesn't the auditor do TRs on the pc? One question -- one
answer ratio? NO!

Let the pc finish what the pc was saying. And let the pc be satisfied the
pc has said it without a lot of chatter about it.

TA NOT MOVING SIGNALS AUDITOR TO ACT.

TA MOVING SIGNALS AUDITOR NOT TO ACT.

Only the auditor can kill the TA motion. So when the TA starts to move,
stop acting and start listening. When the TA stops moving or seems about
to, stop listening and start acting again.

Only act when the TA is relatively motionless. And then act just enough to
start it again.

Now, if you can learn just this, as given here, to act when there's no TA
and not act when there is TA, you can make your own start on getting good
TA on your preclear.

With this you buy leisure to look over what's happening. With half a
hundred rules and your own confusion to worry about also, you'll never get
a beginning. So, to begin to get TA on your pc, first learn the trick of
silent invitation. Just start the session and sit there expectantly. You'll
get some TA.

When you've mastered this (and what a fight it is not to act, act, act and
talk ten times as hard as the pc), then move to the next step.

Cover the primary sources of overrestimulation listed above by asking for
solutions to them.

Learn to spot TA action when it occurs and note what the pc was saying just
then. Coordinate these two facts -- pc talking about something and TA
moving. That's assessment Levels I to III. Just that. You see the TA move
and relate it to what the pc is saying just that moment. Now you know that
if the pc talks about "Bugs" he gets TA action. Note that down on your
report. BUT don't otherwise call it to pc's attention as pc is already
getting TA on another subject. This pc also gets TA on bugs. Store up 5 or
10 of these odd bits, without doing anything to the pc but letting him talk
about things.

Now, a few sessions later, the pc will have told all concerning the prime
sources of overrestimulation I hope you were covering with him or her by
only getting the pc started when he or she ran down. But you will now have
a list of several other things that get TA. THE HOTTEST TA PRODUCER ON THIS
LIST WILL GET A PC'S GOAL AS IT IS HIS SERVICE FAC. You can now get TA on
this pc at will.

All you have to do is get an itsa going on one of these things.

ANY TA is the sole target of Levels I to III. It doesn't matter a
continental what generates it. Only Level IV (R4 processes) are vital on
what you get TA on (for if you're not accurate you will get no TA at Level
IV).

>From Levels I to III the pc's happiness or recovery depends only on that
waving TA arm. How much does it wave? That's how much the case advances.
Only at Level IV do you care what it waves on.

You're as good an auditor in Levels I to III as you can get TA on the pc
and that's all. And in Level IV you'll get only as much TA as you're dead
on with the right goals and RIs in the right places and those you don't
want lying there inert and undisturbed.

Your enemy is overrestimulation of the pc. As soon as the pc goes into more
charge than he or she can itsa easily, the TA slows down. And as soon as
the pc drowns in the overrestimulation, the TA stops clank! Now your
problem is correcting the case. And that's harder than just getting TA in
the first place.

-------

Yes, you say, but how do you start "getting in an itsa line?" "What is an
itsa?"

All right-small child comes in room. You say, "What's troubling you?" The
child says, "I'm worried about Mummy and I can't get Daddy to talk to me
and ..." NO TA. This child is not saying anything is it. This child is
saying, "Confusion, chaos, worry." No TA. The child is speaking in
oppterms.

Small child comes in room. You say, "What's in this room?" Child says, "You
and couch and rug ..." That's itsa. That's TA.

Only in R4 where you're dead on the pc's GPMs and the pc is allowed to say
it is or isn't can you get good TA action out of listing and nulling. And
even then a failure to let the pc say it is it can cut the TA down
enormously.

Auditor says, "You've been getting TA movement whenever you mention houses.
In this lifetime what solutions have you had about houses?" And there's the
next two sessions all laid out with plenty of TA and nothing to do but
record it and nod now and then.

-------

THE THEORY OF TONE ARM ACTION

TA motion is caused by the energy contained in confusions blowing off the
case. The confusion is held in place by aberrated stable data.

The aberrated (nonfactual) stable datum is there to hold back a confusion
but in actual fact the confusion gathered there only because of an
aberrated consideration or postulate in the first place. So when you get
the pc to as-is these aberrated stable data, the confusion blows off and
you get TA.

So long as the aberrated stable datum is in place the confusion (and its
energy) won't flow.

Ask for confusions (worries, problems, difficulties) and you just
overrestimulate the pc because his attention is on the mass of energy, not
the aberrated stable datum holding it in place.

Ask for the aberrated stable datum (considerations, postulates, even
attempts or actions or any button) and the pc as-ises it, the confusion
starts flowing off as energy (not as confusion), and you get TA.

Just restimulate old confusions without touching the actual stable data
holding them back and the pc gets the mass but no release of it and so no
TA.

The pc has to say, "It's a ________(some consideration or postulate)" to
release the pent-up energy held back by it.

Thus, an auditor's worst fault that prevents TA is permitting the dwelling
on confusions without getting the pc to give up with certainty the
considerations and postulates that hold the confusions in place.

And that's "itsa." It's letting the pc say what's there that was put there
to hold back a confusion or problem.

-------

If the pc is unwilling to talk to the auditor, that's what to itsa --
"decisions you've made about auditors" for one example.

If the pc can't seem to be audited in that environment, get old
environments itsaed. If the pc has lots of PTPs at session start, get the
pc's solutions to similar problems in the past.

Or just prepcheck, slow, the zone of upset or interest of the pc.

And you'll get TA. Lots of it.

Unless you stop it.

-------

There's no reason at all why a truly expert auditor can't get plenty of TA
divisions down per 2 1/2-hour session running any old thing that crops up
on a pc.

But a truly expert auditor isn't trying to itsa the pc. He's trying to get
the pc to itsa. And that's the difference.

Honest, it's simpler than you think.

L. RON HUBBARD Founder

LRH:gw.cden,gm

35. HCOB 6 Nov. 1987 The Worksheets Auditor Admin Series 14RA

HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex

HCO BULLETIN OF 6 NOVEMBER 1987

Remimeo Tech/Qual Academies

Auditor Admin Series 14RA

THE WORKSHEETS

Refs.

HCOB 7 May 69 VI SUMMARY OF HOW TO WRITE AN AUDITOR'S REPORT, WORKSHEETS
AND SUMMARY REPORT, WITH SOME ADDITIONAL INFORMATION HCOB 3 Nov. 71 Auditor
Admin Series 15 C/S Series 66 AUDITOR'S WORKSHEETS

Cancels: BTB 6 Nov. 72R VII Auditor Admin Series 14R THE WORKSHEETS

An auditor's worksheet (abbreviation: W/S) is supposed to be a complete
running record of the session from beginning to end. The auditor should not
be skipping from one page to another but should just be writing page after
page as the session goes along.

A worksheet is always on 8" x 13" or 8 1/2" x 14" paper. It is written on
both sides of the page, 2 columns on each side and with every page numbered
front and back. The pc's name is written on each separate sheet.

Numbering the worksheet pages is important, as it makes it possible to
quickly refer to something that occurred in a session.

"The rock slam occurred on page 26" in a report to the C/S tells him
exactly where in the worksheets to find this and can save more time than
you ever cared to look at. Numbering the pages also gives you the proper
number of pages the session went.

WORKSHEET CONTENT

During auditing one keeps his worksheet in PT as the session progresses,
with comments, time and TA.

The important points of a session worksheet are:

A. When the TA goes up (on what?).

B. When the TA goes down (on what?).

C. When an F/N occurs (on what?).

D. When GIs or VGIs occur (on what?).

E. Any cognitions that occur (on what?).

F. When BIs occur (on what?).

G. The process being run, including time it was started, process command
numbers and time it was completed.

H. Reads on questions, commands, items, etc. (e.g., sF, F, LF, LFBD).

TA and time notations should be made at regular intervals throughout the
session.

When a process EP is reached, mark the F/N and note whether it was
indicated, the pc's indicators, cognition, time and TA position.

Good worksheet action results in a communication -- a communication of
truth. The C/S should be able to look the worksheets over and see what the
auditor did, what the meter said, the key things that the pc did or said
and how the session went. It is a running record of the session.

CORRECTION

One NEVER writes up the worksheet after the session from notes.

One never copies the worksheet into "more readable form" from "notes taken
in session." A worksheet is the worksheet.

The auditor should always read over his worksheets before turning in the
folder to the Case Supervisor and if any words or letters are missing or
cannot be read, they should be written in with red ink in block print.

Example: UNCONSCIOUS (red) I must have been -unconsi- at the time.

People often do this too extensively. It is just the word which is not
decipherable that is marked in block letters. At the most this would be
about one or two corrections to a page,

If the auditor is having to do a lot of correction of his worksheets, he
should learn how to write more clearly faster.

"STENOGRAPHIC" AUDITING

Admin must not be used to stop or slow a pc.

Sometimes one sees an auditor sit there trying to write everything down and
interrupting the pc with "Just a minute, just a minute -wait a minute, wait
a minute ..." That is stenographic auditing, and it violates the Auditor's
Code.

If you start writing down every word said, all you do is slow up the
session and you really slow up the C/S, too. An honest auditing report is
not necessarily a verbose auditing report.

SHORTHAND

Auditors sometimes develop a sort of shorthand. For example, any time
anybody says "without" it is written "w/o" and every time somebody says
"understanding" it is written "U." That is all right just as long as the
auditor and the C/S know what is meant.

Remember, a worksheet must result in a communication.

ROCK SLAMS, EVIL PURPOSES AND SERVICE FACSIMILES

If a rock slam occurs in a session, make sure it isn't a mechanical fault
of the E-Meter and note that a check for a mechanically caused R/S was
done. Then write the R/S down BIG on the worksheet, write down EXACTLY what
the pc was saying and note EXACTLY what question was asked. After the
session go back and circle your notes at that point in red. During the
session you can simply put a bar on the worksheet alongside the portion to
be circled; it could be very distractive to the pc if he noticed you
picking up another pen and heard a circle being drawn.

If the pc voices an evil purpose or service facsimile during a session,
note it down in full, put a bar beside it and circle it in red after the
session.

FALSIFYING WORKSHEETS

Falsifying a worksheet makes it so the C/S can't C/S and nobody can trace
what happened to the pc. It is quite an overt act. It is a violation of the
Auditor's Code and in fact is probably the most covert and vicious crime in
auditing. A falsified auditing report is inevitably detected and the
penalty is severe. (Ref: HCOB 26 Oct. 76 1, C/S Series 97, Auditor Admin
Series 25, AUDITING REPORTS, FALSIFYING OF)

--------

Keeping accurate session worksheets will ensure the Case Supervisor has all
the data he needs to keep you and your preclears winning with the correct
application of standard tech.

L. RON HUBBARD Founder

Compilation assisted by LRH Technical Research and Compilations

LRH:RTRC:rw.gm

45. HCOB 15 July 1978RA Scientology Auditing C/S-1

HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex

HCO BULLETIN OF 15 JULY 1978RA RE-REVISED 10 MARCH 1984

Remimeo All C/Ses All Auditors Tech/Qual

SCIENTOLOGY AUDITING C/S-1

A C/S-1 is a general C/S (Case Supervisor direction) which covers the
actions necessary to orient the pc to the basic factors of auditing and
thus prepares him to receive auditing.

For this purpose, because of the differences in Dianetic and Scientology
auditing terms and procedures, there exists this Scientology C/S-1 as well
as a Dianetic C/S-1 (HCOB 9 July 76R, Rev. 4.9.78),

The Scientology C/S-1 is done to give a pc new to Scientology or a
previously audited pc, as needed, the necessary data and Rfactor on
Scientology basics, terminology and auditing procedure so that he
understands and is able and willing to be audited successfully.

Note: When the Case Supervisor orders a C/S-1 for a pc who has been trained
or audited previously, the pc may protest that he knows the terms and
procedure. Should this occur, the auditor must acknowledge with excellent
TRs. Without invalidation or evaluation, he can let the pc know that this
C/S is intended to make auditing more effective for him and to ensure that
anything he might have missed is picked up and cleared. If the auditor's
TRs are good, if he gives an honest R-factor and if he does not clean
cleans (attempt to handle something the pc has already grasped), no ARC
break should ever occur. A C/S-1 standardly delivered to the pc who needs
it will give tremendous wins.

It is not necessary to reclear those sections of this Scn C/S-1 which the
pc may have already covered in a recent and thorough Dianetics C/S-1,
provided the auditor is certain of the pc's understanding of the terms.

The auditor should be fully familiar with this issue as well as:

HCOB 17 Oct. 64 III GETTING THE PC SESSIONABLE HCOB 5 Apr. 69 NEW
PRECLEARS, THE WORKABILITY OF SCIENTOLOGY HCOB 16 June 70 C/S Series 6 WHAT
THE C/S IS DOING

He will need to take a very thorough look at what has to be covered with
the pc in this C/S-1 and know his materials very well and have them ready
in the C/S-1 session for reference and clearing any misunderstoods or
questions the pc may have.

The following will be needed in the auditing room:

Technical Dictionary

Admin Dictionary

A good English dictionary

A good dictionary in the pc's native language, and for a foreign language
case a dual dictionary (English-to-foreign language and foreign language
itself)

Scn C/S-1 Definitions Sheet - Attachment No. 1 of this issue

The Basic Scientology Picture Book

The Fundamentals of Thought

HCOB 14 Oct. 68RA, Rev. 19.6.80, THE AUDITOR'S CODE

Demo Kit.

The auditor makes full use of these as necessary. If further references are
needed, ensure source materials are used.

A. Clear with the pc each Scientology (or other) term, using the
definitions on the attachment sheet and other references as needed. Ensure
you fully handle any word or term that is obviously misunderstood or any
word or term the pc is hesitant about or unsure of.

(Note: When having the pc define a word using Method 5 Word Clearing, you
don't ask "Do you know what this word means?" You ask "What is the
definition of _____?")

When the pc has defined a word or term, have him use it correctly in
several sentences. Where it is applicable, have him give you examples,
using his experiences where possible or those of relatives or friends,
and/or have him demonstrate the item, using a demo kit. Cover by exact
definition all terms used.

B. Check for any questions (or misunderstoods) as you go along and ensure
any such get handled so the pc winds up with a clear understanding of the
word, item or procedure.

Don't settle for glibness that does not show understanding, but on the
other hand, don't overrun or put duress on the pc either.

Ensure that each word cleared on the pc is taken to F/N.

SCIENTOLOGY C/S-1 PROCEDURE:

1. Give pc the R-factor that you are going to do a Scientology Auditing
C/S-1 to familiarize him with auditing procedure and any basic data that
may require clarification.

2. Clear the word Scientology.

3. Clear the words a. auditing b. auditing session c. auditor d. Clear e.
preclear.

4. Clear the words a. thetan b. mind c. body.

Have pc use the demo kit as well as the references to ensure he gets the
relationship between these.

5. Now clear the words a. picture b. mental image picture c. reactive mind
and 1. engram 2. secondary 3. lock d. bank.

Have the pc give you examples of how the reactive mind works on a
stimulus-response basis, and have him demo it.

6. Clear with the pc

a. the communication cycle Get the pc to give you examples he has observed.
Have him demo the communication cycle.

b. the auditing comm cycle Get the pc to explain the difference between a
comm cycle and the auditing comm cycle. Have him demonstrate it.

If it is necessary to clarify this further, you can demonstrate the steps
of the auditing comm cycle to the pc using simple, nonrestimulative
questions.

Example: Ask "Have you eaten dinner?" (or breakfast or lunch).

And when he replies and has been acknowledged, ask "What did you do when I
asked that question?" Then have him ask you a similar type of question.
Answer him and be sure he acknowledges you.

Really establish your comm cycle with the pc.

7. Go over the TRs with the pc, demonstrating each with him, until he has a
good idea of how they are used in auditing.

8. Clear the words a. charge b. mental mass.

9. Go over with the pc what the meter does (registers charge/mental mass).

For demonstration, you can do a "pinch test" where you explain to the pc
that to show him how the meter registers mental mass you will give him a
pinch as part of the demonstration. Do so.

Then get him to think of the pinch (while he is holding the cans), showing
him the meter reaction and explaining how it registers mental mass.

10. a. Clear the words 1. key-in 2. key-out and have the pc demo and give
you examples of each.

b. Clear the word Release. Have the pc demo it.

c. Clear the word: rehabilitate (rehab). Ensure the pc understands its use
in auditing. Have the pc demo it.

11. a. Clear the word postulate.

b. Have pc give you examples of a time or two when he postulated something
and got it.

12. a. Clear the word cognition.

b. Have the pc give you some examples of a cognition.

13. Clear floating needle.

14. a. Give the pc an R-factor on rudiments and when these would be used.

b. Clear the word rudiment.

c. Clear 1. affinity 2. reality 3. communication.

Have pc give you examples of each.

d. Clear the term ARC.

Demonstrate to the pc how A, R and C equate to understanding.

Have the pc give you examples of how A, R and C together equate to
understanding.

e. Clear ARC break.

Have the pc demo it for you.

f. Using an appropriate dictionary, clear the words curious, desired,
enforced, inhibited, no, refused.

g. Clear 1. problem 2. present time problem.

Have the pc demo 1. a problem 2. a present time problem.

h. Clear 1. overt 2. withhold 3. missed withhold.

Have the pc demo 1. an overt 2. withhold 3. missed withhold.

(Use definitions sheet or other references as needed.)

15. a. Using an appropriate dictionary, clear the words 1. similar 2.
earlier.

b. Then clear "earlier-similar." Give the pc examples of where it would be
used.

c. Have the pc give you an example of something "earlier-similar."

16. Briefly clear with the pc how the rudiments are flown and the procedure
for each rudiment.

17. Clear with the pc what a repetitive process is. Ensure he understands
why and how it is done. Have the pc demo it for you.

18. a. Clear the word flow.

b. Demonstrate for the pc each of the flows 1, 2, 3, 0.

c. Then have the pc demo and give you an example of each.

19. Clear the words a. assess b. assessment.

20. a. Explain to the pc that if at any time there is any difficulty in the
auditing, you (or another auditor) will be using a prepared list to find
and handle the exact difficulty.

b. Ensure he understands that when such a list is being assessed he sits
quietly holding the cans while the auditor calls the list and takes meter
reads to locate the difficulty.

21. Go over the Auditor's Code, items 1, 2, 3, 4, 5, 6, 8, 9, 14, 17, 18,
19 and 22.

Check for and clear up any questions or misunderstoods the pc may have on
this.

22. a. Clear Examiner.

b. Give the pc an R-factor on the Examiner and the fact that he will go to
the Examiner immediately after each auditing session. Ensure he understands
the Examiner says nothing to the preclear at that time, only recording what
the pc says and noting down the tone arm position and state of the needle.

Also, be sure the pc understands that the Examiner is the person he sees if
he wishes to make any sort of statement regarding his case between
sessions.

c. Conditional: To familiarize the pc more fully with this step, if it is
feasible, take the pc to the Examiner's space, introduce him to the
Examiner, briefly orient him to the space and go over with him again the
functions the Examiner performs.

Then return to the auditing room.

23. Turn the folder in to the C/S.

The C/S can also order any additional actions to the above.

The Scientology Auditing C/S-1 can usually be completed in one session. If
it takes more than one session, the first session should be ended off at
the end of a step or completion of a word or demonstration -- never in the
middle of an action.

Make sure you do not leave your preclear with a question or a misunderstood
or confusion. Know the preclear in front of you and get your product of an
educated pc who can run Scientology processes easily and with gain.

--------

CLEARING COMMANDS

The Scientology Auditing C/S-1 does not preclude clearing the commands of
each process or clearing a procedure in a session where the pc is begun on
a new process or procedure. (Ref. HCOB 9 Aug. 78 II, CLEARING COMMANDS)

This would include the first time the pc is given a two-way comm session, a
listing and nulling session, etc. With any new action, the procedure would
first be fully cleared on the pc by the auditor.

CLEARING WORDS ON CORRECTION LISTS

In addition to the C/S-1, to fully prepare the pc for his auditing up the
Grade Chart, it is standard to clear the words on the various correction
lists very early in auditing, before the need for them arises. (Otherwise,
it is difficult to clear the words of a correction list over heavy bypassed
charge.) Thus, when the need for correction lists does arise, the words
have already been cleared and the correction list can be used without
delay. (Ref. HCOB 9 Aug. 78 II, CLEARING COMMANDS, items 7 and 8)

This would be done as ordered by the C/S.

L. RON HUBBARD Founder

LRH:dr.bk.iw.gm

49. HCOB 4 Dec. 1977R Checklist for Setting Up Sessions and an E-Meter

HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex

HCO BULLETIN OF 4 DECEMBER 1977R REVISED 19 AUGUST 1987

Remimeo All Levels All Auditors

CHECKLIST FOR SETTING UP SESSIONS AND AN E-METER

In order to prevent constant interruptions of a session to get
dictionaries, prepared lists, etc., etc., and in the vital interest of
keeping the pc smoothly in-session -- interested in own case and willing to
talk to the auditor-the following checklist has been made.

An auditor should drill this checklist until he has it down thoroughly,
without reference to it.

A. PRE-APPOINTMENT:

1. Paid invoice slip of pc. ______

2. Pc folders - 2a. Current ______ 2b. Old. ______

3. Pc folder study by auditor. ______

4. Folder Error Summary. ______

5. A C/S for the session. ______

6. Any cramming actions on the C/S. ______

B. CALL IN:

7. Enough time to do session. ______

8. Appointment (made by auditor or Technical Services). ______

9. Scheduling board (auditor, pc, room, time). ______

C. ROOM READINESS:

10. Clean up room. ______

11. Smells removed. ______

12. Room temperature handled. ______

13. Area and hall silence signs made. ______

14. Silence signs placed. ______

15. Knowing where the water closet is. ______

16. Right sized table, sturdy, doesn't squeak. ______

17. Side table. ______

18. Adequate light if room gets dark. ______

19. Flashlight in case power fails. ______

20. Quiet clock or watch. ______

21. Blanket for pc in case gets cold. ______

22. Fan or air conditioner in case pc gets too hot. ______

D. AUDITING MATERIEL:

23. Paper for worksheets and lists. ______

24. Ballpoints or pencils. ______

25. Kleenex. ______

26. Antiperspirant for sweaty palms. ______

27. Hand cream for dry palms. ______

28. Dictionaries including Tech and Admin Dictionaries and a nondinky one
in language. ______

29. Grammar.

30. Auditing materiel, Original Assessment Sheets, prepared lists,
including those that might be called for on other prepared lists. ______

31. E-Meter. ______

32. Spare meter. ______

33. Preliminary meter check for charge and operational condition. ______

34. Meter shield (to obscure meter from pc). ______

35. In Session sign for door. ______

36. Extra meter lead. ______

37. Different sized cans. ______

38. A plastic bag to cover one can for pcs who knock cans together. ______

39. Finalize setting up room for session. ______

E. PC ENTRANCE TO AUDITING ROOM:

40. In Session sign on door. ______

41. Phone shut off. ______

42. Putting pc in chair. ______

43. Comfort of chair -- check with pc and handle. ______

44. Adjusting pc's chair. ______

45. Check pc clothes, shoes for tightness and handle. ______

46. Check with pc if room is all right and handle. ______

F. METER SET UP FOR SESSION:

47. Check test (for charge). ______

48. See that needle is not dancing by itself or auditing itself. ______

49. Make sure 2.0 = 2.0 by trim. ______

50. Snap in leads. ______

51. Verify trim by calibration resistor onto alligator clips. ______

52. Put needle on set. ______

53. Put pc on. ______

54. Adjust pc sensitivity for 1/3-dial drop by pc can squeeze. ______

55. Go through False TA correction as needed including change of cans,
cream, antiperspirant as needed. ______

56. Have pc take a deep breath, hold it for just a moment, then let it out
through his mouth. See if needle gives a latent fall (which it should).
______

57. Check for adequate sleep. ______

58. Check to be sure pc has eaten and is not hungry. ______

59. Ask for any reason not to begin session. ______

G. START THE SESSION.

L. RON HUBBARD Founder

Revision assisted by LRH Technical Research and Compilations

LRH:dr.ahg.ja.gm

59. HCOB 7 Aug. 1959 The Handling of Communication Processes, Some Rapid
Data

HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex

HCO BULLETIN OF 7 AUGUST 1959

All HCO Franchise Holders All Staffs Central Orgs All HCOs

THE HANDLING OF COMMUNICATION PROCESSES

SOME RAPID DATA

The most important research development of recent times is the
"Communication Process." It has gradually been evolved for nine years,
beginning in July of 1950 when I isolated Communication as one of the three
important pivots on which all mental association turned, the other two
being Affinity and Reality.

Much could be said about this evolution and the search, but the important
gain remains that today I have evolved finally a single-command-type
process that answers all requirements of all levels of clearing and
violates no rules of auditing.

An auditor today could audit with just three packages:

1. The CCHs;

2. SCS and Connectedness; and

3. The Communication Processes.

Using these, he would certainly achieve Releases and Clears on all cases he
could keep on the auditing roster. I must call your attention to the facts
of this: We have achieved our finite goals in auditing, and clearing can be
done easily and broadly without kickbacks. Therefore, all programs should
be geared with these steps:

1. Make a Clear or two.

2. Use Communication Processes in co-audit toward clearing.

3. Groove in administratively to clear your area.

I will shortly write a small book on Communication Processes which will
give all. Meantime, the essentials of use are as follows:

1. By Communication Process is meant any process which places the preclear
at cause and uses communication as the principal command phrase.

A typical wording, now standard, is, "From where could you communicate to a
_________?"

2. The terminals to which Communication Processes are addressed must be
real terminals, never significances only.

Right "From, etc., to a 'husband.'" Wrong "From, etc., to a 'thought.'"
Right "From, etc., to a 'dog.'" Wrong "From, etc., to a 'mistake.'"

3. All terminals employed in the command should be generalized.

Don't peg pc to one lifetime with a proper name. Always use a generalized
name, since Communication Processes span lives too fast to be limited too
much.

Right "From, etc., to a 'husband."' Wrong "From, etc., to 'Bill."' Wrong
"From, etc., to 'your husband."'

If you isolate Bill as the terminal that needs running, find out what Bill
is to the pc. Use what the pc describes Bill to be or what rises on the
meter. Bill will turn out to be "a husband" or "a friend" or "a mechanic"
or some generalized terminal. He is never run as "Bill," as that pegs pc to
one life and rarely clears Bill whereas the general terminal does clear
Bill.

4. Run a Communication Process more or less muzzled. The smoother, the more
confident, the more experienced the auditor, the less muzzle is needed. The
process wins totally muzzled so err in the direction of more muzzle, not
less.

5. A Communication Process is flat when none of that class of terminal
produces change or a comm lag or a cyclic aspect on the time track. If the
pc no longer goes into past on a continuous long run, the process is flat.

6. Use a meter. This alone tells you when a terminal is really flat. This
alone diagnoses a terminal properly. A good electrometer can save you three
hours in every five. Lack of meters means lack of Clears. Only a meter
keeps the auditor from clearing the auditor's buttons out of the preclear.
Only a meter keeps processes from being left unflat. Only a meter can show
when a terminal is clear or a preclear is Clear. Use a meter if you want to
clear people. Insist on your auditor using a meter if you want to get
Clear.

7. Know meter behavior. There's lots of data on this. But I've recently
found a new one.

A terminal needs to be run if it drops, and then when ignored, any further
questioning causes a needle to rise only. The right terminal found again
sticks the needle and stops the rise.

If a terminal is left unflat (if it is run and then dropped before it is
flat), the needle in future sessions will only rise.

A steadily rising needle is by definition, then, the symptom of an
abandoned terminal. That terminal must be found again. If found it will
stop the rise of the needle. It must then be run and flattened. This is why
some cases bog down and this is how it is remedied.

A further discovery is that a terminal clears on the meter just like a pc
clears on a meter. Example-an unclear person doesn't read steadily at male
or female Clear reading, but goes above or below that reading and the
reading changes. Similarly, a terminal found on a pc reads above or below
male or female Clear reading.

If the terminal is run by a Communication Process, it makes the tone arm
read higher or lower than male or female Clear. The running of the terminal
changes the tone arm position, making it rise and fall, rise and fall. The
rises of the tone arm get easier, the falls more rapid until at last the
tone arm does not rise or fall but sits at male or female Clear, depending
on the sex of the pc (not the terminal). The more flexible the tone arm,
the looser the needle.

If that's Greek to you, better grab plane or train to a Central Org and
study the E-Meter because you won't make any Clears until you do.

8. A preclear is Mest Clear when no terminal selected is, when run by a
Communication Process, productive of variation of the tone arm from male or
female Clear reading. A preclear is Theta Clear when he can handle engrams
without producing a change from Clear reading.

9. Cases do not improve if they are in a victim valence, as they
self-invalidate between sessions.

Communication Process S2 or S22 must be run to remedy this.

10. If an assist is done by a Communication Process, the terminal chosen
(usually a body part) must be flattened fully (see 7 above) before the case
can be expected to move again on a new terminal.

11. When an auditor finds a steadily climbing needle on a pc new to him but
not auditing, he must suspect that a terminal has been run but isn't flat.
He should query past auditing or living until he finds a terminal that
stops the rise. He then runs this flat before he goes on.

12. Old pcs benefit from a Communication Process using "an auditor" as a
terminal to clean off the case. This is done when the auditor fails with
(11) above.

13. Old auditors can be smoothed out as cases by running a Communication
Process on "an auditor" and "a preclear." Run each flat.

14. In general, run any terminal selected back down until the tone arm
reads male or female Clear stably for many commands and pc is no longer
cycling on track with that terminal.

15. Process illnesses with Communication Processes if the illness is in the
way of the session. Assess by finding out what part of body pc considers
ill. Run what he says. Run it in one or several sessions until that part
reads Clear on the tone arm.

---------

These are some of the rules above of Communication Processes.

A few cautions, however, should be emphasized.

Don't self-audit with a Communication Process. Use a Touch Assist on body
or room instead.

Don't clip a terminal into action on a case and leave it unflat.

Flatten it in one or many sessions instead or make sure you tell the next
auditor that it is unflat.

Communication Processes are so simple. They are apparently innocent and
charming. They are in actuality strong enough to move a whole bank. So they
should be handled with accuracy and the same respect you'd give 90%
dynamite.

---------

Note to HCO Secs, Ds of P and Assoc Secs and heads of organizations: It
would be well worth your while to study this bulletin thoroughly, then have
your people study it and take an examination on it. Those who can't pass it
eventually shouldn't be handling paying preclears until well audited and
retrained, for we have no passing fancy here in Communication Processes and
we use in them the cream of everything in technique and procedure we have
learned in nine years.

L. RON HUBBARD Founder

LRH:brb.cden.gm

62. HCOB 14 Nov. 1987 II Expanded Grade 0 Process Checklist

HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex

HCO BULLETIN OF 14 NOVEMBER 1987 Issue II

Remimeo Class 0 Auditors and above C/Ses

(This HCOB gives the full list of processes for Expanded Grade 0, assembled
per HCOB 24 Jan. 77, TECH CORRECTION ROUNDUP. It is to be run on all cases
programmed for Expanded Grade 0, effective immediately.)

EXPANDED GRADE 0 PROCESS CHECKLIST

Refs: CLASSIFICATION, GRADATION AND AWARENESS CHART OF LEVELS &
CERTIFICATES Tape: 6607C26 SH Spec 71 CLASSIFICATION CHART AND AUDITING

Cancels: BTB 15 Nov. 76 II 0-IV EXPANDED GRADE PROCESSES QUADS PART B,
GRADE 0 PROCESSES

PC __________________________________ DATE ___________________

AUDITOR ______________________________________________________

CASE SUPERVISOR ______________________________________________

NOTE: This HCOB is to be used ONE FOR EACH PC as a checklist for that pc
and belongs in his/her folder. IT IS DONE DURING session, not filled in
after.

Each process is run to F/N, cognition, VGIs and release per HCOB 20 Feb.
70, FLOATING NEEDLES AND END PHENOMENA. As each process or flow is run to
EP (or found not to be reading, per HCOB 23 June 80RA, CHECKING QUESTIONS
ON GRADES PROCESSES), it is clearly marked off with the date.

On any of these processes, if the pc answers only "yes" to the command,
find out what it was by asking "What was it?" (Ref. HCOB 30 June 62, ARC
PROCESS)

Some of the processes on the checklist require that the auditor find
terminals to use in the process commands. The following are references for
use in finding terminals: HCOB 7 Aug. 59, THE HANDLING OF COMMUNICATION
PROCESSES, SOME RAPID DATA; HCOB 28 Sept.

71, C/S Series 62, KNOW BEFORE YOU GO; HCOB 30 June 67, EVIDENCES OF AN
ABERRATED AREA; HCOB 27 May 70R, UNREADING QUESTIONS AND ITEMS; HCOB 19
Aug. 59, HAS CO-AUDIT-FINDING TERMINALS; and HCOB 10 Nov. 60, FORMULA 13.

All the reading processes and flows on this checklist are run on the pc,
with the Quad Grade Process and its Havingness Process run last.

1. A BASIC COMM PROCESS (Ref: HCOB 4 May 59, AN AFFINITY PROCESS)

F1 RECALL A TIME ANOTHER COMMUNICATED TO YOU.

(Run repetitively to EP.) ________

F2 RECALL A TIME YOU COMMUNICATED TO ANOTHER.

(Run repetitively to EP.) ________

F3 RECALL A TIME OTHERS COMMUNICATED TO OTHERS.

(Run repetitively to EP.) ________

F0 RECALL A TIME YOU COMMUNICATED TO YOURSELF.

(Run repetitively to EP.) ________

2. A NEW COMM PROCESS (Ref: HCOB 2 Mar. 61, NEW PREHAV COMMAND)

Part One:

1. RECALL NOT WANTING TO COMMUNICATE.

2. RECALL ANOTHER NOT WANTING TO COMMUNICATE.

3. RECALL NOT WANTING ANOTHER TO COMMUNICATE.

4. RECALL ANOTHER NOT WANTING YOU TO COMMUNICATE.

5. RECALL ANOTHER NOT WANTING OTHERS TO COMMUNICATE.

(Run consecutively, i.e., 1,2,3,4,5,1,2, etc., to EP.) ________

Part Two:

F1 1. RECALL ANOTHER'S COMMUNICATION TO YOU.

2. RECALL ANOTHER'S NO-COMMUNICATION TO YOU.

(Run alternately to EP.) ________

F2 1. RECALL A COMMUNICATION OF YOURS TO ANOTHER.

2. RECALL A NO-COMMUNICATION OF YOURS TO ANOTHER.

(Run alternately to EP.) ________

F3 1. RECALL OTHERS' COMMUNICATION TO OTHERS.

2. RECALL OTHERS' NO-COMMUNICATION TO OTHERS.

(Run alternately to EP.) ________

F0 1. RECALL A COMMUNICATION OF YOURS, TO YOURSELF.

2. RECALL A NO-COMMUNICATION OF YOURS, TO YOURSELF.

(Run alternately to EP.) ________

3. LOCATIONAL COMMUNICATION PROCESS (Ref: HCOB 7 May 59, NEW PROCESS)

Part One:

F1 RECALL A PLACE FROM WHICH ANOTHER HAS COMMUNICATED TO YOU.

(Run repetitively to EP.) ________

F2 RECALL A PLACE FROM WHICH YOU HAVE COMMUNICATED TO ANOTHER.

(Run repetitively to EP.) ________

F3 RECALL A PLACE FROM WHICH OTHERS HAVE COMMUNICATED TO OTHERS.

(Run repetitively to EP.) ________

F0 RECALL A PLACE FROM WHICH YOU HAVE COMMUNICATED TO YOURSELF.

(Run repetitively to EP.) ________

Part Two:

F1 FROM WHERE COULD ANOTHER COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO ANOTHER?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD OTHERS COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF?

(Run repetitively to EP.) ________

Part Three:

F1 FIND A PLACE FROM WHICH ANOTHER COULD COMMUNICATE TO YOU.

(Run repetitively to EP.) ________

F2 FIND A PLACE FROM WHICH YOU COULD COMMUNICATE TO ANOTHER.

(Run repetitively to EP.) ________

F3 FIND A PLACE FROM WHICH OTHERS COULD COMMUNICATE TO OTHERS.

(Run repetitively to EP.) ________

F0 FIND A PLACE FROM WHICH YOU COULD COMMUNICATE TO YOURSELF.

(Run repetitively to EP.) ________

4. R2-31: BEINGNESS PROCESSING (Ref. Book: Creation of Human Ability,
Section on Route 2, R2-3)

Part A:

1. LOOK AROUND THE ROOM AND DISCOVER SOME OBJECT WHICH YOU DON'T MIND BEING
PRESENT.

2. LOCATE SOMETHING ELSE YOU DON'T MIND BEING PRESENT.

(Give the first command, then run second command repetitively to EP.)
________

Part B:

1. NOW SEE THIS (room object) HERE.

2. ALL RIGHT, WHAT ELSE WOULDN'T YOU MIND THIS (room object) BEING?

To start with, the auditor picks an object that the pc was comfortable with
in running Part A and uses it in commands 1 and 2 above. Command 2 is run
repetitively on that object until all comm lag is gone from the question.

The auditor then selects other objects in the area and uses the same
question on them. This is continued, i.e., l,2,2,2,2,l,2,2,l,2,2,2,2, etc.,
each time selecting a different object in 1 and then running 2 on it
repetitively until there is no comm lag.

(Run per instructions above to EP.) ________

Part C:

1. NOW WHAT WOULDN'T YOU MIND YOUR BODY BEING?

2. AND NOW WHAT ELSE WOULDN'T YOU MIND YOUR BODY BEING?

(Give the first command, then run second command repetitively to EP.)
________

Part D:

1. NOW LET'S FIND SOMETHING YOU WOULDN'T MIND BEING.

2. WHAT ELSE WOULDN'T YOU MIND BEING?

(Give the first command, then run second command repetitively to EP.)
________

5. VIEWPOINT STRAIGHTWIRE (Ref: VIEWPOINT STRAIGHTWIRE, 3 May 54)

NOTE: Clear the second command for part A of this process with both
"another" and "others" and run whichever reads best. Then use the same
version (either "another" or "others") in clearing and running the
remaining parts.

A. 1. WHAT QUESTION WOULDN'T YOU MIND ASKING?

2. WHAT QUESTION WOULDN'T YOU MIND ANOTHER (OTHERS) ASKING?

(Run alternately to EP.) ________

B. 1. WHAT WOULDN'T YOU MIND KNOWING?

2. WHAT WOULDN'T YOU MIND ANOTHER (OTHERS) KNOWING?

(Run alternately to EP.) ________

C. 1. WHAT WOULDN'T YOU MIND LOOKING AT?

2. WHAT WOULDN'T YOU MIND ANOTHER (OTHERS) LOOKING AT?

(Run alternately to EP.) ________

D. 1. WHAT EMOTION WOULDN'T YOU MIND OBSERVING?

2. WHAT EMOTION WOULDN'T YOU MIND ANOTHER (OTHERS) OBSERVING?

(Run alternately to EP.) ________

E. 1. WHAT EMOTION WOULDN'T YOU MIND EXPERIENCING?

2. WHAT EMOTION WOULDN'T YOU MIND ANOTHER (OTHERS) EXPERIENCING?

(Run alternately to EP.) ________

F. 1. WHAT EFFORT WOULDN'T YOU MIND OBSERVING?

2. WHAT EFFORT WOULDN'T YOU MIND ANOTHER (OTHERS) OBSERVING?

(Run alternately to EP.) ________

G. 1. WHAT EFFORT WOULDN'T YOU MIND EXPERIENCING?

2. WHAT EFFORT WOULDN'T YOU MIND ANOTHER (OTHERS) EXPERIENCING?

(Run alternately to EP.) ________

H. 1. WHAT WOULDN'T YOU MIND THINKING ABOUT?

2. WHAT WOULDN'T YOU MIND ANOTHER (OTHERS) THINKING ABOUT?

(Run alternately to EP.) ________

I. 1. WHAT SYMBOL WOULDN'T YOU MIND OBSERVING?

2. WHAT SYMBOL WOULDN'T YOU MIND ANOTHER (OTHERS) OBSERVING?

(Run alternately to EP.) ________

J. 1. WHAT EATINGNESS WOULDN'T YOU MIND VIEWING?

2. WHAT EATINGNESS WOULDN'T YOU MIND ANOTHER (OTHERS) VIEWING?

(Run alternately to EP.) ________

K. 1. WHAT WOULDN'T YOU MIND EATING?

2. WHAT WOULDN'T YOU MIND ANOTHER (OTHERS) EATING?

(Run alternately to EP.) ________

L. 1. WHAT SEXUAL ACTIVITY WOULDN'T YOU MIND OBSERVING?

2. WHAT SEXUAL ACTIVITY WOULDN'T YOU MIND ANOTHER (OTHERS) OBSERVING?

(Run alternately to EP.) ________

M. 1. WHAT SEXUAL ACTIVITY WOULDN'T YOU MIND EXPERIENCING?

2. WHAT SEXUAL ACTIVITY WOULDN'T YOU MIND ANOTHER (OTHERS) EXPERIENCING?

(Run alternately to EP.) ________

N. 1. WHAT SOUND WOULDN'T YOU MIND HEARING?

2. WHAT SOUND WOULDN'T YOU MIND ANOTHER (OTHERS) HEARING?

(Run alternately to EP.) ________

O. 1. WHAT MOTION WOULDN'T YOU MIND OBSERVING?

2. WHAT MOTION WOULDN'T YOU MIND ANOTHER (OTHERS) OBSERVING?

(Run alternately to EP.) ________

NOTE: Clear the first command for part P of this process with both "what"
and "who" and run whichever reads best. Then use the same version (either
"what" or "who") in clearing and running parts P through U. Continue using
"another" or "others" in the second part of the process as determined in
part A above.

P. 1. WHAT (WHO) WOULD IT BE ALL RIGHT TO LIKE?

2. WHAT (WHO) WOULD IT BE ALL RIGHT FOR ANOTHER (OTHERS) TO LIKE?

(Run alternately to EP.) ________

Q. 1. WHAT (WHO) WOULD IT BE ALL RIGHT FOR YOU TO DISLIKE?

2. WHAT (WHO) WOULD IT BE ALL RIGHT FOR ANOTHER (OTHERS) TO DISLIKE?

(Run alternately to EP.) ________

R. 1. WHAT (WHO) WOULD IT BE ALL RIGHT FOR YOU TO AGREE WITH?

2. WHAT (WHO) WOULD IT BE ALL RIGHT FOR ANOTHER (OTHERS) TO AGREE WITH?

(Run alternately to EP.) ________

S. 1. WHAT (WHO) WOULD IT BE ALL RIGHT FOR YOU TO DISAGREE WITH?

2. WHAT (WHO) WOULD IT BE ALL RIGHT FOR ANOTHER (OTHERS) TO DISAGREE WITH?

(Run alternately to EP.) ________

T. 1. WHAT (WHO) WOULD IT BE ALL RIGHT FOR YOU TO COMMUNICATE WITH?

2. WHAT (WHO) WOULD IT BE ALL RIGHT FOR ANOTHER (OTHERS) TO COMMUNICATE
WITH?

(Run alternately to EP.) ________

U. 1. WHAT (WHO) WOULD IT BE ALL RIGHT FOR YOU TO REFUSE TO COMMUNICATE
WITH?

2. WHAT (WHO) WOULD IT BE ALL RIGHT FOR ANOTHER (OTHERS) TO REFUSE TO
COMMUNICATE WITH?

(Run alternately to EP.) ________

V. 1. WHAT WOULD IT BE ALL RIGHT FOR YOU TO REMAIN IGNORANT OF?

2. WHAT WOULD IT BE ALL RIGHT FOR ANOTHER (OTHERS) TO REMAIN IGNORANT OF?

(Run alternately to EP.) ________

6. AN OBVIOUS PROCESS (Ref: HCOB 17 Mar. 60, STANDARDIZED SESSIONS)

Part One:

Find by folder study what forms of life and mest the preclear's attention
is fixed upon. Write down the terminals found and assess them on the meter.
On any terminals that are not reading, put in the Suppress and Invalidate
buttons. Run all reading terminals in order of largest read, using the
following command:

THINK OF A ______.

(Run repetitively to EP.) ________

When all reading terminals have been run, go on to the next part of the
process.

Part Two:

A. THINK ABOUT MATTER.

(Run repetitively to EP.) ________

B. THINK ABOUT ENERGY.

(Run repetitively to EP.) ________

C. THINK ABOUT SPACE.

(Run repetitively to EP.) ________

D. THINK ABOUT TIME.

(Run repetitively to EP.) ________

E. THINK ABOUT A THETAN.

(Run repetitively to EP.) ________

7. VALENCE SPLITTING PROCESS (Ref: HCOB 18 Nov. 59, 1ST MELBOURNE ACC
MATERIAL)

Write down a list of terminals found by folder study. These can be either
specific terminals (e.g., "Bill" or "Mary") or general terminals (e.g., "a
husband" or "a policeman").

Either type of terminal can be used in this process.

Assess them on the meter. On any terminals that are not reading, put in the
Suppress and Invalidate buttons.

Run each reading terminal in the following process, in order of largest
read.

1. TELL ME A DIFFERENCE BETWEEN ______ AND YOURSELF.

2. TELL ME A SIMILARITY BETWEEN ______ AND YOURSELF.

(Run alternately to EP.) ________

8. R2-60: THE HIDDEN COMMUNICATION (Ref. Book: Creation of Human Ability,
Section on Route 2, R2-60)

Part One:

In running this process the auditor may have to direct the preclear closely
with "Point to the spot," "How far away does it seem?" "Are you spotting a
hidden communication there?" and such questions, meanwhile keeping good
ARC.

F1 SPOT SOME COMMUNICATIONS ANOTHER HAS HIDDEN FROM YOU.

(Run per instructions above, to EP.) ________

F2 SPOT SOME COMMUNICATIONS YOU HAVE HIDDEN FROM ANOTHER.

(Run per instructions above, to EP.) ________

F3 SPOT SOME COMMUNICATIONS OTHERS HAVE HIDDEN FROM OTHERS.

(Run per instructions above, to EP.) ________

F0 SPOT SOME COMMUNICATIONS YOU HAVE HIDDEN FROM YOURSELF.

(Run per instructions above, to EP.) ________

Part Two:

In running this process the auditor may have to direct the preclear closely
with "Point to the spot," "How far away does it seem?" "Are you spotting a
protected communication there?" and such questions, meanwhile keeping good
ARC.

F1 SPOT SOME COMMUNICATIONS ANOTHER HAS PROTECTED FROM YOU.

(Run per instructions above, to EP.) ________

F2 SPOT SOME COMMUNICATIONS YOU HAVE PROTECTED FROM ANOTHER.

(Run per instructions above, to EP.) ________

F3 SPOT SOME COMMUNICATIONS OTHERS HAVE PROTECTED FROM OTHERS.

(Run per instructions above, to EP.) ________

F0 SPOT SOME COMMUNICATIONS YOU HAVE PROTECTED FROM YOURSELF.

(Run per instructions above, to EP.) ________

Part Three:

In running this process the auditor may have to direct the preclear closely
with "Point to the spot," "How far away does it seem?" "Are you spotting an
owned communication there?" and such questions, meanwhile keeping good ARC.

F1 SPOT SOME COMMUNICATIONS OF YOURS THAT ANOTHER HAS OWNED.

(Run per instructions above, to EP.) ________

F2 SPOT SOME COMMUNICATIONS OF ANOTHER THAT YOU HAVE OWNED.

(Run per instructions above, to EP.) ________

F3 SPOT SOME COMMUNICATIONS OF OTHERS THAT OTHERS HAVE OWNED.

(Run per instructions above, to EP.) ________

F0 SPOT SOME COMMUNICATIONS OF YOURS THAT YOU HAVE OWNED.

(Run per instructions above, to EP.) ________

Part Four:

In running this process the auditor may have to direct the preclear closely
with "Point to the spot," "How far away does it seem?" "Are you spotting an
inhibited communication there?" and such questions, meanwhile keeping good
ARC.

F1 SPOT SOME COMMUNICATIONS OF YOURS THAT ANOTHER HAS INHIBITED.

(Run per instructions above, to EP.) ________

F2 SPOT SOME COMMUNICATIONS OF ANOTHER THAT YOU HAVE INHIBITED.

(Run per instructions above, to EP.) ________

F3 SPOT SOME COMMUNICATIONS OF OTHERS THAT OTHERS HAVE INHIBITED.

(Run per instructions above, to EP.) ________

F0 SPOT SOME COMMUNICATIONS OF YOURS THAT YOU HAVE INHIBITED.

(Run per instructions above, to EP.) ________

Part Five:

In running this process the auditor may have to direct the preclear closely
with "Point to the spot," "How far away does it seem?" "Are you spotting an
enforced communication there?" and such questions, meanwhile keeping good
ARC.

F1 SPOT SOME COMMUNICATIONS ANOTHER HAS ENFORCED ON YOU.

(Run per instructions above, to EP.) ________

F2 SPOT SOME COMMUNICATIONS YOU HAVE ENFORCED ON ANOTHER.

(Run per instructions above, to EP.) ________

F3 SPOT SOME COMMUNICATIONS OTHERS HAVE ENFORCED ON OTHERS.

(Run per instructions above, to EP.) ________

F0 SPOT SOME COMMUNICATIONS YOU HAVE ENFORCED ON YOURSELF.

(Run per instructions above, to EP.) ________

Part Six:

In running this process the auditor may have to direct the preclear closely
with "Point to the spot," "How far away does it seem?" "Are you spotting a
desired communication there?" and such questions, meanwhile keeping good
ARC.

F1 SPOT SOME COMMUNICATIONS ANOTHER HAS DESIRED FROM YOU.

(Run per instructions above, to EP.) ________

F2 SPOT SOME COMMUNICATIONS YOU HAVE DESIRED FROM ANOTHER.

(Run per instructions above, to EP.) ________

F3 SPOT SOME COMMUNICATIONS OTHERS HAVE DESIRED FROM OTHERS.

(Run per instructions above, to EP.) ________

F0 SPOT SOME COMMUNICATIONS YOU HAVE DESIRED FROM YOURSELF.

(Run per instructions above, to EP.) ________

Part Seven:

In running the remaining steps of this process, once the preclear has
spotted the thing asked for, ask: "Are you spotting it in the physical
universe?" If so, "All right, point to it," "How far away does it seem?"
"Spot some more ______" and so on, using these commands consecutively.

A. SPOT SOME HIDDEN KNOWINGNESS.

(Run per instructions above, to EP.) ________

B. SPOT SOME PROTECTED KNOWINGNESS.

(Run per instructions above, to EP.) ________

C. SPOT SOME OWNED KNOWINGNESS.

(Run per instructions above, to EP.) ________

D. SPOT SOME INHIBITED KNOWINGNESS.

(Run per instructions above, to EP.) ________

E. SPOT SOME ENFORCED KNOWINGNESS.

(Run per instructions above, to EP.) ________

F. SPOT SOME DESIRED KNOWINGNESS.

(Run per instructions above, to EP.) ________

G. SPOT SOME KNOWINGNESS THAT PEOPLE COULD BE CURIOUS ABOUT.

(Run per instructions above, to EP.) ________

9. R2-60: HIDDEN KNOWINGNESS (KNOW TO MYSTERY) (Ref: Book: Creation of
Human Ability, Section on Route 2, R2-60)

In running each leg of this process, once the preclear has spotted the
thing asked for, ask: "Are you spotting it in the physical universe?" If
so, "All right, point to it," "How far away does it seem?" "Spot some more
______" and so on, using these commands consecutively.

A1. SPOT SOME MYSTERIES.

(Run per instructions above, to EP.) ________

A2. SPOT SOME HIDDEN SEX.

(Run per instructions above, to EP.) ________

A3. SPOT SOME HIDDEN EATING.

(Run per instructions above, to EP.) ________

A4. SPOT SOME HIDDEN SYMBOLS.

(Run per instructions above, to EP.) ________

A5. SPOT SOME HIDDEN THINKING.

(Run per instructions above, to EP.) ________

A6. SPOT SOME HIDDEN EFFORTS.

(Run per instructions above, to EP.) ________

A7. SPOT SOME HIDDEN EMOTIONS.

(Run per instructions above, to EP.) ________

A8. SPOT SOME HIDDEN LOOKING.

(Run per instructions above, to EP.) ________

A9. SPOT SOME HIDDEN KNOWING.

(Run per instructions above, to EP.) ________

B1. SPOT SOME PROTECTED MYSTERIES.

(Run per instructions above, to EP.) ________

B2. SPOT SOME PROTECTED SEX.

(Run per instructions above, to EP.) ________

B3. SPOT SOME PROTECTED EATING.

(Run per instructions above, to EP.) ________

B4. SPOT SOME PROTECTED SYMBOLS.

(Run per instructions above, to EP.) ________

B5. SPOT SOME PROTECTED THINKING.

(Run per instructions above, to EP.) ________

B6. SPOT SOME PROTECTED EFFORTS.

(Run per instructions above, to EP.) ________

B7. SPOT SOME PROTECTED EMOTIONS.

(Run per instructions above, to EP.) ________

B8. SPOT SOME PROTECTED LOOKING.

(Run per instructions above, to EP.) ________

B9. SPOT SOME PROTECTED KNOWING.

(Run per instructions above, to EP.) ________

C1. SPOT SOME OWNED MYSTERIES.

(Run per instructions above, to EP.) ________

C2. SPOT SOME OWNED SEX.

(Run per instructions above, to EP.) ________

C3. SPOT SOME OWNED EATING.

(Run per instructions above, to EP.) ________

C4. SPOT SOME OWNED SYMBOLS.

(Run per instructions above, to EP.) ________

C5. SPOT SOME OWNED THINKING.

(Run per instructions above, to EP.) ________

C6. SPOT SOME OWNED EFFORTS.

(Run per instructions above, to EP.) ________

C7. SPOT SOME OWNED EMOTIONS.

(Run per instructions above, to EP.) ________

C8. SPOT SOME OWNED LOOKING.

(Run per instructions above, to EP.) ________

C9. SPOT SOME OWNED KNOWING.

(Run per instructions above, to EP.) ________

D1. SPOT SOME INHIBITED MYSTERIES.

(Run per instructions above, to EP.) ________

D2. SPOT SOME INHIBITED SEX.

(Run per instructions above, to EP.) ________

D3. SPOT SOME INHIBITED EATING.

(Run per instructions above, to EP.) ________

D4. SPOT SOME INHIBITED SYMBOLS.

(Run per instructions above, to EP.) ________

D5. SPOT SOME INHIBITED THINKING.

(Run per instructions above, to EP.) ________

D6. SPOT SOME INHIBITED EFFORTS.

(Run per instructions above, to EP.) ________

D7. SPOT SOME INHIBITED EMOTIONS.

(Run per instructions above, to EP.) ________

D8. SPOT SOME INHIBITED LOOKING.

(Run per instructions above, to EP.) ________

D9. SPOT SOME INHIBITED KNOWING.

(Run per instructions above, to EP.) ________

E1. SPOT SOME ENFORCED MYSTERIES.

(Run per instructions above, to EP.) ________

E2. SPOT SOME ENFORCED SEX.

(Run per instructions above, to EP.) ________

E3. SPOT SOME ENFORCED EATING.

(Run per instructions above, to EP.) ________

E4. SPOT SOME ENFORCED SYMBOLS.

(Run per instructions above, to EP.) ________

E5. SPOT SOME ENFORCED THINKING.

(Run per instructions above, to EP.) ________

E6. SPOT SOME ENFORCED EFFORTS.

(Run per instructions above, to EP.) ________

E7. SPOT SOME ENFORCED EMOTIONS.

(Run per instructions above, to EP.) ________

E8. SPOT SOME ENFORCED LOOKING.

(Run per instructions above, to EP.) ________

E9. SPOT SOME ENFORCED KNOWING.

(Run per instructions above, to EP.) ________

F1. SPOT SOME DESIRED MYSTERIES.

(Run per instructions above, to EP.) ________

F2. SPOT SOME DESIRED SEX.

(Run per instructions above, to EP.) ________

F3. SPOT SOME DESIRED EATING.

(Run per instructions above, to EP.) ________

F4. SPOT SOME DESIRED SYMBOLS.

(Run per instructions above, to EP.) ________

F5. SPOT SOME DESIRED THINKING.

(Run per instructions above, to EP.) ________

F6. SPOT SOME DESIRED EFFORTS.

(Run per instructions above, to EP.) ________

F7. SPOT SOME DESIRED EMOTIONS.

(Run per instructions above, to EP.) ________

F8. SPOT SOME DESIRED LOOKING.

(Run per instructions above, to EP.) ________

F9. SPOT SOME DESIRED KNOWING.

(Run per instructions above, to EP.) ________

G1. SPOT SOME MYSTERIES THAT PEOPLE COULD BE CURIOUS ABOUT.

(Run per instructions above, to EP.) ________

G2. SPOT SOME SEX THAT PEOPLE COULD BE CURIOUS ABOUT (Run per instructions
above, to EP.) ________

G3. SPOT SOME EATING THAT PEOPLE COULD BE CURIOUS ABOUT.

(Run per instructions above, to EP.) ________

G4. SPOT SOME SYMBOLS THAT PEOPLE COULD BE CURIOUS ABOUT.

(Run per instructions above, to EP.) ________

G5. SPOT SOME THINKING THAT PEOPLE COULD BE CURIOUS ABOUT.

(Run per instructions above, to EP.) ________

G6. SPOT SOME EFFORTS THAT PEOPLE COULD BE CURIOUS ABOUT.

(Run per instructions above, to EP.) ________

G7. SPOT SOME EMOTIONS THAT PEOPLE COULD BE CURIOUS ABOUT.

(Run per instructions above, to EP.) ________

G8. SPOT SOME LOOKING THAT PEOPLE COULD BE CURIOUS ABOUT.

(Run per instructions above, to EP.) ________

G9. SPOT SOME KNOWING THAT PEOPLE COULD BE CURIOUS ABOUT.

(Run per instructions above, to EP.) ________

10. PREHAV SCALE COMM PROCESSES (Ref. HCOB 2 Feb. 61, COMMAND SHEET
PREHAVINGNESS SCALE)

Part One:

1. WHAT COMMUNICATION WOULD YOU CONSIDER BAD?

2. WHAT COMMUNICATION WOULD ANOTHER CONSIDER GOOD?

(Run alternately to EP.) ________

Part Two:

1. WHO HAS FAILED TO COMMUNICATE TO YOU?

2. WITH WHOM HAVE YOU FAILED TO COMMUNICATE?

3. WHAT HAS FAILED TO COMMUNICATE TO YOU?

4. WITH WHAT HAVE YOU FAILED TO COMMUNICATE?

(Run consecutively, i.e., 1,2,3,4,1,2, etc., to EP.) ________

Part Three:

1. WHO HAS COMMUNICATED TO YOU?

2. WITH WHOM HAVE YOU COMMUNICATED?

3. WHAT HAS COMMUNICATED TO YOU?

4. WITH WHAT HAVE YOU COMMUNICATED?

(Run consecutively, i.e., 1,2,3,4,1,2, etc., to EP.) ________

11. AXIOM 51 COMM PROCESS (Ref: PAB 56, AXIOM 51 AND COMMUNICATION
PROCESSING)

Write down a list of terminals found by folder study.

If any of these are specific terminals (e.g., "Bill"), convert each one to
a general terminal. Don't peg the pc to one lifetime with a proper name.

Right: "a husband"

Wrong: "Bill"

Wrong: "your husband"

For example, if the terminal is worded as "Bill," find out what Bill is to
the pc. Use what the pc describes Bill to be. Bill will turn out to be "a
husband" or "a friend" or "a mechanic" or some generalized terminal.

Watch the meter while doing this and note any read as pc gives the
generalized form of the terminal.

Any terminals found by folder study that are already in generalized form
should simply be assessed on the meter to see if they now read.

On any terminals that are not reading, put in the Suppress and Invalidate
buttons.

Run each reading general terminal in the following process, in order of
largest read.

F1 WHAT WOULDN'T ______ MIND YOU COMMUNICATING WITH?

(Run repetitively to EP.) ________

F2 WHAT WOULDN'T YOU MIND ______ COMMUNICATING WITH?

(Run repetitively to EP.) ________

F3 WHAT WOULDN'T OTHERS MIND ______ COMMUNICATING WITH?

(Run repetitively to EP.) ________

F0 WHAT WOULDN'T YOU MIND COMMUNICATING TO YOURSELF ABOUT ______?

(Run repetitively to EP.) ________

12. PAB 54 COMMUNICATION PROCESS (Ref: PAB 54, REALITY LEVEL OF PRECLEAR)

Part One:

THINK A THOUGHT.

The preclear is given this command time and time again, and he vocalizes
the thought back to the auditor, and the auditor acknowledges the fact that
he has received that thought, aloud.

Part of the "Think a thought" process is to have the preclear place the
thought in various locations after he has thought it. Have his shoe think a
thought, have his hat think a thought, have a lamp think the thought, have
a rug think the thought. This gets the preclear into the practice of
placing the thought somewhere.

(Run per the instructions to EP.) ________

Part Two:

F1 TELL ME A THOUGHT YOU WOULD BE WILLING TO RECEIVE FROM ANOTHER.

(Run repetitively to EP.) ________

F2 TELL ME A THOUGHT ANOTHER WOULD BE WILLING TO RECEIVE FROM YOU.

(Run repetitively to EP.) ________

F3 TELL ME A THOUGHT OTHERS WOULD BE WILLING TO RECEIVE FROM OTHERS.

(Run repetitively to EP.) ________

F0 TELL ME A THOUGHT YOU WOULD BE WILLING TO RECEIVE FROM YOURSELF.

(Run repetitively to EP.) ________

13. UNIVERSAL PROCESSES (Ref: HCOB 25 Sept. 59, HAS CO-AUDIT)

Assess the following:

a. the physical universe ________ b. a body ________ c. a mind ________ d.
a thetan ________

Run each reading item, in order of largest read, in the following process.

F1 FROM WHERE COULD ______ COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO ______?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD ______ COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF ABOUT ______?

(Run repetitively to EP.) ________

14. LOCATION BODY COMM PROCESS (Ref: HCOB 14 Apr. 60, NEW PE DATA)

Make a list of body parts and assess them on a meter.

Assess for a body part that falls, not what the pc says.

The body parts that fall will be real to the pc. An obviously ill part may
not be real. On any body parts that are not reading, put in the Suppress
and Invalidate buttons. Run each reading body part, in order of largest
read, in the following process.

F1 FROM WHERE COULD A ______ COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO A ______?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD A ______ COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF ABOUT A ______?

(Run repetitively to EP.) ________

15. PAB 60 COMM PROCESS (Ref: PAB 60, "ANYTHING-EVERYTHING-NOTHING")

1. GIVE ME SOME THINGS YOUR BODY WOULDN'T MIND COMMUNICATING WITH.

2. GIVE ME SOME THINGS YOU WOULDN'T MIND YOUR BODY COMMUNICATING WITH.

(Run alternately to EP.) ________

16. SEPARATING UNIVERSES (Ref: PAB 60, "ANYTHING-EVERYTHING-NOTHING")

Find out from the preclear what people in his family he thinks he most
resembles. (Do not ask the pc, "Who do you think you most resemble?" Ask,
"Tell me some people in your family you think you most resemble.") Write
down the terminals pc gives, noting any reads.

All terminals run on this process should be general terminals.

Example: If the pc says "my father" (LF), the auditor would run "a father"
in the process. (No further meter read is needed, as the terminal "father"
is reading.)

Example: If the pc says, "I most resemble Jane" (F), the auditor needs to
get the generalized form of this terminal. This is done by asking the pc,
"What is Jane to you?" and watching the meter as the pc replies, noting any
read. The pc will say, "She is my sister" (F), and the auditor would then
run "a sister" in the process.

On any terminals that are not reading, put in the Suppress and Invalidate
buttons.

Run each reading general terminal in the following process, in order of
largest read.

F1 GIVE ME SOME THINGS YOU WOULDN'T MIND ______ SAYING TO YOU.

(Run repetitively to EP.) ________

F2 GIVE ME SOME THINGS YOU WOULDN'T MIND SAYING TO ______ (Run repetitively
to EP.) ________

F3 GIVE ME SOME THINGS YOU WOULDN'T MIND ______ SAYING TO OTHERS.

(Run repetitively to EP.) ________

F0 GIVE ME SOME THINGS YOU WOULDN'T MIND SAYING TO YOURSELF ABOUT ______
(Run repetitively to EP.) ________

17. A CLEARING PROCEDURE (Ref. HCOB 21 July 59, HGC ALLOWED PROCESSES)

Assess the following:

a. male bodies ________ b. female bodies ________ c. bodies ________ d.
mest ________

Run each reading item, in order of largest read, in the following process.
On any items that are not reading, put in the Suppress and Invalidate
buttons.

F1 FROM WHERE COULD ______ COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO ______?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD ______ COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF ABOUT ______?

(Run repetitively to EP.) ________

18. A COMM PROCESS (Ref. HCOB 21 July 59, HGC ALLOWED PROCESSES)

Ask the pc, "Tell me any persons or things you have been most sorry for or
pitied." Note down the answers and their meter reads. (This is not listing
and nulling.)

Any generalized terminals given by the pc (e.g., "a nun") are runnable as
they are, providing they read on the meter.

Any specific terminals given by the pc (e.g., "George") must be converted
to their generalized form. For example, if the pc said, "I have often
pitied George" (F), the auditor needs to get the generalized form of this
terminal.

This is done by asking the pc, "What is George to you?" and watching the
meter as the pc replies, noting any read. If the pc says, "George is a
beggar" (F), the auditor would then run "a beggar" in the process.

On any generalized terminals that are not reading put in the Suppress and
Invalidate buttons.

Run each reading general terminal in the following process in order of
largest read.

F1 FROM WHERE COULD A ______ COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO A ______?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD A ______ COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF ABOUT A ______?

(Run repetitively to EP.) ________

19. AN HGC PROCESS (Ref. HCOB 5 Aug. 59, HGC PROCESSES)

F1 FROM WHERE COULD A PERSON WITH DIFFICULTIES COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO A PERSON WITH DIFFICULTIES?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD A PERSON WITH DIFFICULTIES COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF ABOUT A PERSON WITH
DIFFICULTIES?

(Run repetitively to EP.) ________

20. EXPANDED CDEI COMM PROCESS (Ref. HCOB 13 Oct. 59, DEI EXPANDED SCALE
HCOB 11 Aug. 78 1, RUDIMENTS, DEFINITIONS AND PATTER Book: Scientology 0-8,
Chapter V, part viii, "DEI to CDEI")

Write down a list of terminals found by folder study.

If any of these are specific terminals (e.g., "Bill"), convert each one to
a generalized form.

Right: "a husband" Wrong: "Bill" Wrong: "your husband"

For example, if the terminal is worded as "Bill," find out what Bill is to
the pc. Use what the pc describes Bill to be. Bill will turn out to be "a
husband" or "a friend" or "a mechanic" or some generalized terminal. Watch
the meter while doing this and note any read as pc gives the generalized
form of the terminal.

Any terminals found by folder study that are already in generalized form
should simply be assessed on the meter to see if they now read.

On any terminals that are not reading, put in the Suppress and Invalidate
buttons.

Run each reading general terminal in the following process, in order of
largest read.

Part One:

F1 FROM WHERE COULD A REFUSED ______ COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO A REFUSED ______?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD A REFUSED ______ COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF ABOUT A REFUSED ______?

(Run repetitively to EP.) ________

Part Two:

F1 FROM WHERE COULD A NO-______ COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO A NO- ______?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD A NO-______ COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF ABOUT A NO-______?

(Run repetitively to EP.) ________

Part Three:

F1 FROM WHERE COULD AN UNWANTED ______ COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO AN UNWANTED ______?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD AN UNWANTED ______ COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF ABOUT AN UNWANTED ______?

(Run repetitively to EP.) ________

Part Four:

F1 FROM WHERE COULD A NECESSARY ______ COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO A NECESSARY ______?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD A NECESSARY ______ COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF ABOUT A NECESSARY ______?

(Run repetitively to EP.) ________

Part Five:

F1 FROM WHERE COULD A DESIRABLE ______ COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO A DESIRABLE ______?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD A DESIRABLE ______ COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF ABOUT A DESIRABLE ______?

(Run repetitively to EP.) ________

Part Six:

F1 FROM WHERE COULD AN INTERESTING ______ COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO AN INTERESTING ______?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD AN INTERESTING ______ COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF ABOUT AN INTERESTING ______
(Run repetitively to EP.) ________

Part Seven:

F1 FROM WHERE COULD AN UNKNOWN ______ COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO AN UNKNOWN ______?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD AN UNKNOWN ______ COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF ABOUT AN UNKNOWN ______?

(Run repetitively to EP.) ________

Part Eight:

F1 FROM WHERE COULD A KNOWN ______ COMMUNICATE TO YOU?

(Run repetitively to EP.) ________

F2 FROM WHERE COULD YOU COMMUNICATE TO A KNOWN ______?

(Run repetitively to EP.) ________

F3 FROM WHERE COULD A KNOWN ______ COMMUNICATE TO OTHERS?

(Run repetitively to EP.) ________

F0 FROM WHERE COULD YOU COMMUNICATE TO YOURSELF ABOUT A KNOWN ______?

(Run repetitively to EP.) ________

21. REMEDY OF COMMUNICATION SCARCITY (Ref: Book: Scientology 8-8008,
Chapter Six, "Levels of Processing - Issue 5")

F1 WHAT WOULDN'T ANOTHER MIND YOU COMMUNICATING WITH?

(Run repetitively to EP.) ________

F2 WHAT WOULDN'T YOU MIND ANOTHER COMMUNICATING WITH?

(Run repetitively to EP.) ________

F3 WHAT WOULDN'T OTHERS MIND OTHERS COMMUNICATING WITH?

(Run repetitively to EP.) ________

F0 WHAT WOULDN'T YOU MIND YOURSELF COMMUNICATING WITH?

(Run repetitively to EP.) ________

22. GRADE 0 PROCESSES (Ref: HCOB 11 Dec. 64, SCIENTOLOGY 0 PROCESSES HCOB
26 Dec. 64, ROUTINE 0A [EXPANDED])

A. ROUTINE 0-0

00 F1 1. WHAT ARE YOU WILLING FOR ME TO TALK TO YOU ABOUT?

2. WHAT WOULD YOU LIKE ME TO TELL YOU ABOUT THAT?

(Run alternately to EP.) ________

00 F2 1. WHAT ARE YOU WILLING TO TALK TO ME ABOUT?

2. WHAT WOULD YOU LIKE TO TELL ME ABOUT THAT?

(Run alternately to EP.) ________

00 F3 1. WHAT ARE YOU WILLING FOR ME TO TALK TO OTHERS ABOUT?

2. WHAT WOULD YOU LIKE ME TO TELL THEM ABOUT THAT?

(Run alternately to EP.) ________

00 F0 1. WHAT ARE YOU WILLING TO TALK TO YOURSELF ABOUT BECAUSE OF ME?

2. WHAT WOULD YOU LIKE TO SAY ABOUT THAT?

(Run alternately to EP.) ________

B. ROUTINE 0A

The auditor makes a list of things people generally can't talk to easily.
That includes parents, policemen, governments and God. But it's a far
longer list. The auditor must compile this list himself or herself out of
session. It may be added to by the auditor from time to time. It must never
be published as a "canned list." Scientology Instructors and Scientology
personnel should not be listed on it as it leads to upset in sessions. The
list is assessed on the pc and the longest reading item is used in all four
flows of 0A as given below.

Then the remaining items are taken up and run in the same way, in order of
largest read, until all reading items have been run. Each reading item is
run on all four flows before the next reading item is run in the process.
On any items that are not reading, put in the Suppress and Invalidate
buttons.

0A F1 1. IF (chosen subject) COULD TALK TO YOU, WHAT WOULD HE/SHE TALK
ABOUT?

(Pc answers one or more things at greater or shorter length. When the pc
seems satisfied the question has been answered, the auditor then says:)

2. ALL RIGHT, IF (chosen subject) WERE TALKING TO YOU ABOUT THAT, WHAT
WOULD HE/SHE SAY, EXACTLY?

(The pc is expected to give what would be said as though he were the
subject in 1, talking.)

(Run 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP)
________

0A F2 1. IF YOU COULD TALK TO (chosen subject), WHAT WOULD YOU TALK ABOUT?

(Pc answers one or more things at greater or shorter length. When the pc
seems satisfied the question has been answered, the auditor then says:)

2. ALL RIGHT, IF YOU WERE TALKING TO (chosen subject) ABOUT THAT, WHAT
WOULD YOU SAY, EXACTLY?

(The pc is expected to speak as though talking to the subject chosen in 1.)

(Run 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP)
________

0A F3 1. IF OTHERS COULD TALK TO (chosen subject) WHAT WOULD THEY TALK
ABOUT?

(Pc answers one or more things at greater or shorter length. When the pc
seems satisfied the question has been answered, the auditor then says:)

2. ALL RIGHT, IF OTHERS WERE TALKING TO (chosen subject) ABOUT THAT WHAT
WOULD THEY SAY, EXACTLY?

(The pc is expected to speak as though he were the the others talking to
the chosen subject.)

(Run 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP)
________

0A F0 1. IF YOU COULD TALK TO YOURSELF ABOUT (chosen subject) WHAT WOULD
YOU TALK ABOUT?

(Pc answers one or more things at greater or shorter length. When the pc
seems satisfied the question has been answered, the auditor then says:)

2. ALL RIGHT, IF YOU WERE TALKING TO YOURSELF ABOUT (chosen subject) WHAT
WOULD YOU SAY, EXACTLY?

(The pc is expected to speak as though talking to himself about the subject
chonsen in 1.)

(Run 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP)
________

C. ROUTINE 0B

The auditor makes a list (not from the pc but himself) of everything he can
think of that is banned for any reason from conversation or is not
generally considered acceptable for social communication. This includes
nonsocial subjects like sexual experiences, water closet details,
embarrassing experiences, thefts one has done, etc. Things nobody would
calmly discuss in mixed company.

The list is assessed on the pc and the largest reading subject is run in
all four flows of 0B. Then the next largest reading subject is run in all
four flows, followed by the rest of the reading subjects in order of
largest read. On any subjects that are not reading, put in the Suppress and
Invalidate buttons.

0B F1 1. WHAT WOULD YOU BE WILLING TO HAVE SOMEONE ELSE TELL YOU ABOUT
______?

(When the pc has "run down" [as in clocks] ask:)

2. WHO ELSE COULD HE OR SHE SAY THOSE THINGS TO?

(Continue running 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1,
etc., to EP.) ________

0B F2 1. WHAT WOULD YOU BE WILLING TO TELL ME ABOUT ______?

(When the pc has "run down" [as in clocks] ask:)

2. WHO ELSE COULD YOU SAY THOSE THINGS TO?

(Continue running 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1,
etc., to EP.) ________

0B F3 1. WHAT WOULD YOU BE WILLING TO HAVE OTHERS TELL OTHERS ABOUT ______?

(When the pc has "run down" [as in clocks] ask:)

2. WHO ELSE COULD THEY SAY THOSE THINGS TO?

(Continue running 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1,
etc., to EP.) ________

0B F0 1. WHAT WOULD YOU BE WILLING TO TELL YOURSELF ABOUT ______?

(When the pc has "run down" [as in clocks] ask:)

2. WHO ELSE COULD YOU SAY THOSE THINGS TO?

(Continue running 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1,
etc., to EP.) ________

23. GRADE 0 HAVINGNESS

0H F1 LOOK AROUND HERE AND FIND SOMETHING YOU COULD TOUCH.

(Run repetitively to EP.) ________

0H F2 LOOK AROUND HERE AND FIND SOMETHING ANOTHER COULD TOUCH.

(Run repetitively to EP.) ________

0H F3 LOOK AROUND HERE AND FIND SOMETHING OTHERS COULD TOUCH.

(Run repetitively to EP.) ________

0H F0 FIND SOMETHING IN OR ON YOURSELF YOU COULD TOUCH.

(Run repetitively to EP.) ________

L. RON HUBBARD Founder

Compilation assisted by LRH Technical Research and Compilations

LRH:RTRC:rw.gm
