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FREEZONE BIBLE ASSOCIATION TECH POST
NEW TECH VOL XII 02/17 (1980-4)
**************************************************
NEW TECH VOLUME XII 1980-84
(As issued in 1991 by CofS)
==================
[Because of its large size, the complete contents only appears
in part 0 and part 1.]
CONTENTS:
Part 2
011. HCOB 22 APR 80R ASSESSMENT DRILLS
012. HCOB 29 APR 80R r. 26 Jul 86 PREPARED LISTS, THEIR VALUE AND PURPOSE
013. HCOB 3 MAY 80 PC INDICATORS
014. HCOB 12 MAY 80 DRUGS AND THE BACKTRACK
015. HCOB 18 MAY 80R r. 26 Jul 86 START-CHANGE-STOP COMMANDS
**************************************************
STATEMENT OF PURPOSE
Our purpose is to promote religious freedom and the Scientology
Religion by spreading the Scientology Tech across the internet.
The Cof$ abusively suppresses the practice and use of
Scientology Tech by FreeZone Scientologists. It misuses the
copyright laws as part of its suppression of religious freedom.
They think that all freezoner's are "squirrels" who should be
stamped out as heritics. By their standards, all Christians,
Moslems, Mormons, and even non-Hassidic Jews would be considered
to be squirrels of the Jewish Religion.
The writings of LRH form our Old Testament just as the writings
of Judiasm form the Old Testament of Christianity.
We might not be good and obedient Scientologists according
to the definitions of the Cof$ whom we are in protest against.
But even though the Christians are not good and obedient Jews,
the rules of religious freedom allow them to have their old
testament regardless of any Jewish opinion.
We ask for the same rights, namely to practice our religion
as we see fit and to have access to our holy scriptures
without fear of the Cof$ copyright terrorists.
We ask for others to help in our fight. Even if you do
not believe in Scientology or the Scientology Tech, we hope
that you do believe in religious freedom and will choose
to aid us for that reason.
Thank You,
The FZ Bible Association
**************************************************
==================
011. HCOB 22 APR 80R ASSESSMENT DRILLS
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 22 APRIL 1980R
REVISED 26 JULY 1986
Remimeo
Auditors
Surveyors
Examiners
Ethics Officers
ASSESSMENT DRILLS
Refs:
HCOB 6 Dec. 73 C/S Series 90 THE PRIMARY FAILURE
HCOB 28 Feb. 71 C/S Series 24 METERING READING ITEMS
HCOB 15 Oct. 73RC C/S Series 87RC Rev. 26.7.86 NULLING
AND F/Ning PREPARED LISTS
HCOB 22 July 78 ASSESSMENT TRs
Book: The Book of E.-Meter Drills
According to HCOB 6 Dec. 73, the make or break point of an
auditor was his ability to get reads on a prepared list.
This depended upon (a) his TR 1 and (b) his metering.
In 1978 this was further studied, and in HCOB 22 July 78,
ASSESSMENT TRs, it was found that correct voice pitches had
everything to do with assessment.
I have just developed drills which improve this ability to
make lists read and to improve an auditor's auditing in
general.
These drills will also be found to have great value to
people who do surveys, to Examiners and to Ethics Officers.
LEVELS OF USAGE
There are three levels of usage of these drills:
1 . AUDITOR TRAINING: A student auditor must become expert in
the handling of prepared lists. Training the student to make a
list read is the first usage level for the Assessment
Drills. The prerequisites for this level of use are a
Professional TRs Course, Upper Indoc TRs and the drills of
the E-Meter Drills book.
Before starting the Assessment Drills, the auditor should
review his E-Meter drills and practice E-Meter Drill 27,
E-Meter Drill CR0000-4 and, if found necessary, E-Meter
Drill CR0000-3. It is called to attention that E-Meter
Drill 5 of The Book of E-Meter Drills has been replaced
with E-Meter Drill 5RA and, if not done, should be done.
Being able to see and read and operate an E-Meter has
everything to do with getting reads off a prepared list.
Where an auditor misses, it is simply that he has not
adequately done the drills in The Book of E-Meter Drills
and has not practiced up to a point of full, easy
familiarity with the E-Meter.
The point of being able to make lists read is pointless
unless the auditor can set up, handle and read an E-Meter.
But the skill is easily acquired.
2. SURVEYORS, ETHICS OFFICERS, EXAMINERS (and others not yet
trained as auditors): The Assessment Drills are extremely
valuable tools for those whose duties involve asking and
getting answers to questions, as in surveying and doing
interviews. Where the skill of asking questions well is
needed, but E-Meter training hasn't yet been completed, the
prerequisite to doing the Assessment Drills would be
successful completion of TRs 0-4 and 6-9. Such a student
would not do any of the Assessment Drills calling for use
of the meter.
3. AUDITOR CORRECTION: Sometimes a C/S needs to handle an auditor
who is having trouble getting prepared lists to read and in
such a case the Assessment Drills are the answer. So the
third use level is simply a C/S ordering an auditor through
Assessment Drills, where his lists are suspect. One is
presupposing here that the auditor has already done the
necessary courses as in 1 above.
ASSESSMENT TRAINING DRILLS
The following drills have the letter Q after them to mean
that they are used for QUESTIONS. The Q is followed by a
number to show that they are drilled in that sequence.
In these Q drills, the practice of twinning and any other
TR tech normal to TRs is followed.
TR 1-Q1
NUMBER: TR 1-Q1
NAME: Pitch of the Statement and Question.
POSITION: Coach sitting at the keyboard of a piano or organ
or any useable instrument, student standing beside instrument.
PURPOSE: To establish the pitch differences of statements
and questions.
DATA:
TRAINING PROCEDURE: If the student is a girl, the coach
asks her to say "apple" as a statement. The coach then
strikes the C above middle C (as given in the data above)
and then the G above middle C. If the student is a man, the
coach asks him to say "apple" as a statement and then
strikes middle C and then the F below middle C.
This is repeated-saying "apple" and striking the two notes
until the pitch of a statement can be duplicated by the
student.
(In the event the student has a voice pitch at variance
with these notes, other notes can be found and used by the
coach so long as the higher note is first and the second
note is four or five whole notes below the first note. It
must sound like a statement with the higher, then lower
note.) Once the student has grasped this and can duplicate
it, have the student use other two-syllable words (or
single-syllable words preceded by an article), using these
notes of the statement. Then, using these two notes, have
the student make up sentences as statements, the bulk of
the sentence said at the pitch of the higher note, but the
end of the sentence at the pitch of the lower note. Once
the student has this down and can easily do it and it
sounds natural and he is satisfied that it does, go on to
the question step.
The coach has the student say "apple" as a question. Then
the coach (for a male student) strikes the F below middle C
and then middle C. For a woman the coach strikes the A
above middle C and then the D an octave above middle C. (In
case this does not agree with the voice pitch of the
student, the coach must work it out providing only that the
upper note is three or four whole notes above the lower
note. It must sound natural and must sound like a
question.) The coach has the student say "apple" as a
question and then strikes the lower and higher note until
the student can duplicate it. Now take other two-syllable
words (or single-syllable words preceded by an article) and
have the student say these as a question, following each
one with the two instrument notes, lower to higher. When
the student can do this, is satisfied that it sounds
natural and doesn't have to think about doing it, go.on to
the next step. Here the student makes up banal questions.
The first part of the question is said at the lower note
and the last part is said at the higher note. At each
question, the coach strikes the lower note and then the
upper note. When this sounds natural and the student does
not have to think to do it and is satisfied with it, the
drill is ended.
END PHENOMENA: A person who can state statements and
questions that sound like statements or questions.
HISTORY: Developed by L. Ron Hubbard, April 1980, while
doing the script for the soon-to-be-produced training film
"Tone 40 Assessment."
TR 1-Q2
NUMBER: TR 1-Q2
NAME: Walkabout Questions.
POSITION: There is no coach. Two students separate and walk
around their neighborhood and then meet and compare notes.
The object is to detect personal habits in questioning.
PURPOSE: To enlighten the student as to his own
communication habits and people's reactions to his questions.
COMMANDS: The most common everyday social questions such as
"How's it going?" "Do you like the weather?" etc., appropriate
to the activities and circumstances of the person. Only one or
two questions to a separate person. The questions must be
banal, social and ordinary, but they must be questions.
TRAINING STRESS: The two students agree on the areas they
will cover and the time they will meet again. They then go
off individually, not together. The student pauses next to
people encountered and asks a social question, listens to
his OWN voice tones and notes the reaction of the person
asked. In this drill the student does not necessarily try
to use TR l-Q1 but is just himself, speaking as he would
normally speak. The students then meet and compare notes
and discuss what they have discovered about themselves on
the subject of asking questions. If they have not learned
or observed anything, the drill must be repeated.
END PHENOMENA: A person who has detected any habits he has
in handling pitch of voice in asking questions so that he
can cure these in subsequent drills.
HISTORY: Recommended by L. Ron Hubbard in February 1978 in
the pilot for HCOB 22 July 78, ASSESSMENT TRs. Developed
into a TR in April 1980 by L. Ron Hubbard.
TR 1-Q3
NUMBER: TR 1-Q3
NAME: Single Word Question.
POSITION: Student and coach facing each other with a table
in between them. The E-Meter is not used. The Book of
E-Meter Drills used by student and another copy by coach.
PURPOSE: To be able to ask questions using a single word
read from a list.
COMMANDS: The coach uses the usual TR directions of
"Start," "Flunk," "That's it." The student uses single
words from the prepared lists of The Book of E-Meter Drills.
TRAINING STRESS: To get the student to use the pitch of his
voice to deliver a question consisting of a single word. It
must sound like a question per TR 1-Q1 and use similar
pitches to TR 1-Q1. The student is flunked for out-TR 1,
for keeping his eyes glued to the list, for sounding
unnatural. The student is also flunked for slow or
comm-laggy delivery or pauses. The coach designates the
list to be used, changes lists. When the student can do
this easily, a second part of the drill is entered and the
coach begins to use the Preclear Origination Sheet so as to
interrupt the student and make him combine his questions
with TR 4. In this case, the student acknowledges
appropriately, uses "I will repeat the question," and does so.
END PHENOMENA: The ability to ask single-word questions
that will be responded to as questions and to be able to
handle pc origins while doing so.
HISTORY: Developed in April 1980 by L. Ron Hubbard.
TR 1-Q4A
NUMBER: TR 1-Q4A (For meter-trained students only)
NAME: Whole Sentence Questions.
POSITION: Student and coach sit facing each other across a
table. The E-Meter is set up and used. Copies of The Book
of E-Meter Drills are used.
PURPOSE: To train the student to ask whole questions that
sound like questions, read an E-Meter and handle a session
at the same time.
COMMANDS: The usual coach commands of TR drills. The
prepared lists in The Book of E-Meter Drills; the questions
in these drills are reworded so that the item occurs as the
last word. Example: List 2 of The Book of E-Meter Drills
states that the assessment question is "Which tree do you
like best?" This is converted, for each question, to "Do
you like ?" Prepared List 4 is converted to "Do you dislike
?" etc. A whole sentence is used in every case.
TRAINING STRESS: The usual TR commands are used by the
coach. E-Meter Drill 5RA must be used to start. Any TR
errors or metering errors may be flunked, but special
attention is paid to the student's ability to ask a
question that sounds like a question (in accordance with TR
1-Q1) and that sounds natural. The drill has three parts.
In the first part, although the coach is on the meter, the
ability to ask the question is concentrated upon. The
second part concentrates upon the student's ability to look
at the written questions and then ask the coach directly
without undue comm lag or hesitation. The third part is to
do the first two parts and read the meter (in accordance
with E-Meter Drills 27 and CR0000-4 which may have to be
reviewed if flubby) and to keep session admin, all smoothly
and accurately. If a question arises about meter accuracy,
a third person who can read a meter or a video tape is
employed to ensure that the student is actually not missing
or dubbing in reads.
END PHENOMENA: A person who can do all the necessary
actions of asking questions from a prepared list and
run a session smoothly without errors or confusions
and be confident he can.
HISTORY: Developed by L. Ron Hubbard in April 1980.
TR 1-Q4B
NUMBER: TR 1-Q4B (For nonmeter-trained students only)
NAME: Whole Sentence Questions (nonmetered).
POSITION: Student and coach sit facing each other across a
table, if that is the position the student would take when
using this tech on post. If the student would do his post
activities standing up (as in doing a survey), then that is
the position used for the drill. The E-Meter is not used in
this drill, but the tools of the student's post, such as a
clipboard and survey forms, for a surveyor, are set up and
used. Copies of The Book of E-Meter Drills are used.
PURPOSE: To train the student to ask whole questions that
sound like questions, handle any admin he might have to
handle in an interview (or while doing a survey, etc.) and
carry on the interview at the same time.
COMMANDS: The usual coach commands of TR drills. The
prepared lists in The Book of E-Meter Drills; the questions
in these drills are reworded so that the item occurs as the
last word. Example: List 2 of The Book of E-Meter Drills
states that the assessment question is "Which tree do you
like best?" This is converted, for each question, to "Do
you like ?" Prepared List 4 is converted to "Do you dislike
?" etc. A whole sentence is used in every case.
TRAINING STRESS: Special attention is paid to the student's
ability to ask a question that sounds like a question in
accordance to TR 1-Q1 and that sounds natural. The drill
has three parts:
1. In the first part the ability to ask the question is
concentrated upon.
2 . The second part concentrates upon the student's ability
to look at the written question and then ask the coach
directly without undue comm lag or hesitation.
3. The third part is to do the first two parts and keep
interview admin, all smoothly and accurately, as well as
keep the interview going.
END PHENOMENA: A person who can do all the necessary actions
of asking questions from a prepared list and run an interview
smoothly without errors or confusions and be confident he can.
TR 8-Q
NUMBER: TR 8-Q
NAME: Tone 40 Assessment.
POSITION: Same as TR 8 where the student is in one chair
facing another chair on which sits an ashtray, the coach
sitting beside the student in a third chair. A square,
four-cornered ashtray is used.
PURPOSE: To deliver the THOUGHT of a question into an exact
position, wide or narrow at decision, that is a question,
with or without words.
COMMANDS: For the first part of the drill: "Are you an
ashtray?" "Are you made of glass?" "Are you sitting there?"
Second part of drill: Same questions silently. Third part
of drill: "Are you a corner?" to each corner of the
ashtray, verbal and with intention at the same time. Fourth
part of drill: Any applicable question, verbal and with
intention at the same time, put broad and narrow at choice
into the ashtray, exact parts of it and the surroundings.
TRAINING STRESS: The coach uses usual TR coaching commands.
There are four stages to the drill. The first stage is to
land a verbal command into the ashtray. The second stage is
to put the question with full intention silently into the
ashtray. The third stage is to put verbal command and
silent intention at the same time into exact parts of the
ashtray. The fourth stage is to put any applicable question
both verbally and with intention into any narrow or any
broad portion of the ashtray or its surrounds at choice and
at will. The coach puts out his finger or his hands to
indicate various spots and locations in space around the
ashtray. The coach also makes the student put thoughts
precisely into areas, some narrow and some wide, above the
student's head and behind his back by putting his finger or
hands in those places. (Coach doesn't touch student's
body.) At the conclusion of the whole drill imagine the
ashtray saying, "Yes, yes, yes, yes" in an avalanche of
"yeses" to balance the flow (in actual life, people, pcs
and meters do respond and return the flow).
END PHENOMENA: The ability to land a question with full
intention into an exact target area, broad or narrow, at
will and effectively, whether verbally or silently.
HISTORY: Developed by L. Ron Hubbard in April 1980 as an
extension of all earlier work on intention and Tone 40, as
now applied to questions and assessments.
TR 4/8-Q1
NUMBER: TR 4/8-Q1 (TR 4 for Pc Origin, TR 8 Intention and Q
for Question, 1 for first part)
NAME: Tone 40 Assessment Prepared List Session Drill.
POSITION: Student and coach sitting across from each other
at a table, E-Meter set up and in use, session admin, using
prepared lists.
PURPOSE: To train a student to do all the actions necessary
to a full, smooth, accurate session using prepared lists
and to do Tone 40 Assessment of them.
COMMANDS: Coach commands are the usual TR commands of "Start,"
"Flunk," "That's it." For the student, all commands relating
to starting a session, giving an R-factor, assessing a
prepared list, keeping the admin, indicating any item found
and ending a session. The Book of E-Meter Drills for
prepared lists as in TR 1-Q4. Origins for coach as per the
Preclear Origination Sheet of that book. "Squeeze the
cans." "Take a deep breath and let it out." "This is the
session." "We are going to assess a prepared list."
(Assessment.) "Your item is ." (Indicate any F/N.) "End of
Assessment." "End of Session."
TRAINING STRESS: Permit the student to continue to his
first error; then have him drill and correct that error and
continue. Finally, to conclude, let the student go through
the entire sequence of the drill beginning to end three
times without error or flunk for a final pass. It is
expected that the student will not flub any TRs or metering
or session patter. Metering may be finally verified by a
third student or video. All assessing must be in proper
Tone 40 with full intention exactly placed. The student
must not wait to see if the meter read but catch the read
of the last question as he starts the next one. His vision
may shift from list to pc but at all times must embrace
list, meter and pc.
(This drill also would be the one used for tape or video
passes as it includes all elements of metering and TRs.)
END PHENOMENA: A person who can do a flawless and
productive assessment session, Tone 40.
HISTORY: Developed by L. Ron Hubbard, April 1980.
TR 4/8-Q2
NUMBER: TR 4/8-Q2
NAME: Listing and Nulling Tone 40 Assessment.
POSITION: Same as TR 4/8-Q1.
PURPOSE: To teach a student to do the action of Listing and
Nulling with all metering and admin, using Tone 40 Assessment.
COMMANDS: The usual coach TR commands. Two copies of The Book
of E-Meter Drills. A prepared list is chosen by the coach and
both use the same prepared list. The student reads the question
and asks it and the coach reads the replies from the same list
but in his own copy. The student must write down the
answers in a proper session worksheet and note and write
down any reads. (An F/N terminates the listing if it
occurs.) The coach need not use the whole list of replies
but only half a dozen chosen at random. The sequence of
commands is the same as TR 4/8-Q1 except that the R-factor
is " We are going to list a question." And, if no item F/Ns
and no significant read has occurred, the additional action
of nulling the list is undertaken with the command "I will
now assess the list."
TRAINING STRESS: THE LAWS OF LISTING AND NULLING, HCOB 1 Aug. 68,
apply in full as these are very important laws and ignoring
them can result in severe ARC breaks, not so much in this
drill, but in actual sessions. The coach may also require
Suppress and Invalidate buttons be put in on the whole
list. All errors, omissions, hesitations and lapses from
Tone 40 on the part of the student are flunked.
Coach similarly to TR 4/8-Q1. Pass when the student can do
it flawlessly three consecutive times. (This drill may be
used for internship tapes and videos for assessing and
metering passes.)
END PHENOMENA: A person able to do a flawless L&N list as
the session or as part of a session, with all TRs in, with
perfect metering and proper admin and using Tone 40 in his
listing and assessing.
HISTORY: Developed by L. Ron Hubbard in April 1980.
SUMMARY
The purpose of these drills is to train the student to ask
questions that will get answers and to assess prepared
lists that will get accurate reads. If a student doing
these drills has difficulty, it will be traced to false
data, misunderstood words or not having passed earlier TRs,
including Upper Indoc, or his metering drills as contained
in The Book of E-Meter Drills. If a satisfactory result is
not obtained, the faults in the above items should be
located and remedied and these drills repeated. If any
earlier omissions are found and repaired and if these
drills are honestly done, heightened success as an auditor
(or a Surveyor or Examiner or Ethics Officer) is assured.
L. RON HUBBARD
Founder
Revision assisted by
LRH Technical Research
and Compilations
==================
012. HCOB 29 APR 80R r. 26 Jul 86 PREPARED LISTS, THEIR VALUE AND PURPOSE
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 29 APRIL 1980R
REVISED 26 JULY 1986
Remimeo
PREPARED LISTS, THEIR VALUE AND PURPOSE
No matter how complicated or confusing the environment is
getting, if you have a stable datum of exact action it can
see you through.
The prepared list provides the auditor with a stable action
when a session or case is confusing and can bring things
under control.
The idea of such lists and their development are original
to Dianetics and Scientology. They are made possible
because these subjects embrace the full extent of thought,
the spirit and actual and potential aberration. Thousands
of hours of research and development have gone into these
lists. Thousands of case histories have been reviewed and
condensed to make the lists possible. They are, in
themselves, a considerable tour de force.
They have often meant the difference between a failed case
and a spectacular result. Just as they are important, a
knowledge of them and skill in their use is vital to
auditing success.
HISTORY
Probably the oldest "prepared list" is the White Form (now
called the ORIGINAL ASSESSMENT SHEET - HCOB 24 June 78R).
This provided a series of questions which would give one the
background of the preclear. It dates from 1950.
By it one can get the probable this-life areas of the
preclear's heaviest charge. Done on a meter, it provides a
case entrance.
Self Analysis was written in 1951. It contains processing
lists a preclear could run on himself.
Group Auditing materials of the middle 50s contained lists
of commands which were run on groups.
The "Joburg" of 1961 is probably the next historical point.
It was a list of the possible withholds a preclear might
have. It was called the "Joburg" because it was developed
in Johannesburg, South Africa.
The "L1" was probably next. The original gave a list of
session rudiments which might have gone out and enabled the
auditor to get the session rudiments back in. It is still
in use as "L1C" or "List One C."
The "Green Form" was developed in the early 60s so that
Qual Review at Saint Hill would have a tool to analyze a case.
Correction lists for various auditing actions began to
appear. These corrected an action in progress that had gone
awry.
In 1973, the famous "C/S 53" (meaning "Case Supervisor Series 53")
was devised and continued to be improved and reissued.
Today there are dozens of prepared lists. There is even a
prepared list to repair prepared lists in general.
THEORY OF PREPARED LISTS
A prepared list is an assembly of the majority of things
which can be wrong in a case, an auditing action or a session.
Such lists are quite remarkable, actually. Only a thorough
knowledge of
aberration makes such a list possible. When you look over
the extent of prepared lists, you will see that they
contain a grasp of the subject of aberration never before
available.
USE
While an auditor is expected to have studied and mastered
all this theory, it is a bit much to expect that in the
confusion of a case or session gone wrong he will be able
to spot instantly, without help, exactly WHAT has gone
wrong. Prepared lists, where they exist, and his E-Meter
will sort this out for him. All the auditor has to have is
a general insight that something is going wrong, know in
general what is being handled in the case, know what list
to use and then, with good TRs and metering, do an
assessment of the prepared list. Usually the trouble will
come right, since the exact point will have been located.
It is sometimes enough to merely indicate the point found
to discharge it somewhat. One can F/N what is found or one
can go into very wide, extensive handling. The point is,
the use of the prepared list has spotted the trouble. What
is demanded of the auditor or C/S is WHICH prepared list to
use, but this is determined by what has been going on.
TYPES OF PREPARED LISTS
There are four general types of prepared lists. These are:
A. An ANALYSIS list. This is a type of prepared list which
analyzes a case broadly or analyzes a session. The purpose
of it is to find out what to address in the case in order
to program it. The White Form, the Green Form and the C/S
53 can all be used for this purpose. There are other such
lists and there is even a prepared list to debug production.
B. A direct AUDITING list. Prepared lists exist which
deliver direct auditing commands or questions which, run on
the pc, produce an auditing result. The lists of Self
Analysis and the various Confessional lists form this type
of prepared list.
C . A CORRECTION list. This type of list corrects an
ongoing action.
Examples are the Word Clearing Correction List, the Int
Rundown Correction List, the Dianetic Correction List.
There is a bit of a gray area in this type of list 38
as one can also use some of them for analysis as in the
case of a Course Supervisor Correction List or a Student
Correction List. The C/S 53 can also serve as a correction
list. The real difference is what the list is being used
for-to analyze to find out what to program or start or to
correct something already in progress.
D. DRILL lists. These are used in training as dummy lists
to get an auditor used to handling the meter and prepared
lists. Such lists are contained in The Book of E-Meter Drills.
METHOD OF HANDLING
There are three methods of handling prepared lists,
depending on the type of list.
There is simply the method of asking the questions in
sequence and getting the answer from the preclear. This
would apply to a White Form or to auditing prepared lists
as in Self Analysis or in Group Auditing. Very few lists
are handled in this way.
The second way is called "Method 3" wherein the list is
assessed on a meter, and when a read is noted, the
meter-reading question is taken up with the preclear and
F/Ned. Method 3 is covered in HCOB 3 July 71, AUDITING BY
LISTS.
The third way is called "Method 5." This type of assessment
assesses the whole prepared list rapidly, without getting
the preclear to talk, and the reads are then noted.
The largest read or reads are then taken up and F/Ned.
Method 5 is covered in HCOB 3 July 71, AUDITING BY LISTS.
When using a correction list on an OT III or above, the
auditor must know and apply the tech given in HCOB 4 July 79,
HANDLING CORRECTION LISTS ON OTs. This HCOB concerns the
handling of reading questions and applies regardless of the
method of assessment used.
TRs AND METERING
Whether or not a prepared list reads depends upon the auditor's
TRs and metering. At one time or another Case Supervisors
have had a great deal of trouble with this. Accuracy as to
what really read was greatly in question. This came to view
on Flag in the early 70s when prepared lists that had been
assessed by Class IV trainees were then reassessed, same
list, same pc, shortly after the first list assessment, by
Class XIIs. Totally different results were found-lists on
which few or no reads were obtained by the Class IV
trainees were found to be very live by the Class XIIs.
The difference of quality of TRs and metering were what
made the difference with the prepared list response. HCOB
22 Apr. 80R, ASSESSMENT DRILLS, contains the drills which
remedy this. It is the TRs and metering of the auditor that
makes a prepared list reliable, not the list itself.
C/S SERIES 53
The champion list of all time is the C/S 53. On one page
any general thing that can be aberrated in a thetan has
been assembled. There are two forms of it-Short Form for
preclears who know the terms and Long Form for preclears
who are unindoctrinated (they are the same lists but the
Short Form is a single word and the Long Form is a full
question).
A Director of Processing giving a D of P interview can use
one of these and obtain enough material to enormously help
a Case Supervisor. It is not the only D of P interview
action but it is very helpful when used.
An auditor can debug a program or a session with it.
It can analyze a case for programing and it can also be
used to correct a program or to correct a session.
Originally, it was developed to handle high and low tone
arm cases, and although it still says this, it also says
it can "correct case outnesses." And today, this is its
greatest use.
PRIORITY of handling outnesses is a vital part of C/S 53.
The first three groups of items-A (Interiorization
outnesses), B (List errors) and C (Rudiments) -give the
necessary order of handling. If Int is reading, nothing
else can be handled until it is.
List errors take the next priority. Then rudiments. If one
were to try to repair a case out of sequence, a mess could
occur. So this prepared list also gives the sequence in
which outnesses must be handled.
It is always done Method 5, whether it is being assessed
once through or taken to an F/Ning assessment. It is never
done Method 3. (Ref: HCOB 30 Oct. 78R, C/S SERIES 53, USE OF)
The main fault in using a C/S 53 is overuse-an auditor
reaching for it when he gets in trouble instead of
improving the auditor' s own TRs, metering or knowledge of
programing in the first place.
But the C/S 53 is one of the most valuable tools an auditor
or a Case Supervisor has.
GENERAL CASE HANDLING
The prepared lists of all types place in the hands of the
Case Supervisor and the auditor a procedure by which a case
can be analyzed and programed.
Some auditing can be done direct from prepared lists.
Actions can be corrected from prepared lists.
WORD CLEARING PREPARED LISTS
It can happen that a prepared list gets stalled on
misunderstood words.
For many prepared lists there are also full Word Clearing
lists which can be done on the pc.
At one time it was thought that before one did a list one
should ALWAYS word clear it. However, this has the
liability that a pc who is in one kind of trouble can't sit
still until a full Word Clearing action is done.
The amount of trouble which came from prepared lists came more
from assessing and metering errors than it did from misunderstood
words.
When one is using a prepared list on a pc who has never had
it word cleared, it is usually enough to check that the
read isn't coming from a Mis-U.
Early in a pc's auditing, about the time he gets a C/S-1,
the more critical prepared lists should be word cleared and
the fact noted in his folder. But when one is doing this
Word Clearing, tone arm action or significant reads should
also be noted.
One is liable to think he is word clearing whereas he is
actually assessing.
True, there are a lot of tech words on a prepared list that
the pc isn't likely to know. Unfortunately, the discoveries
of Scientology exceed common language and require terms of
their own. But a pc catches on to this quite rapidly. They
are new ideas to him (even though he has been living with
them all the eons of his existence).
When the word is cleared, the idea is also thrown into
action. So it is important to note meter reads and tone arm
action when clearing the words of prepared lists.
No hard and fast rules can be drawn on this point of word
clearing prepared lists. If you have already word cleared
the key words of a key prepared list before you need it,
thank your stars. Otherwise, carry on and hope.
SUMMARY
A Case Supervisor and an auditor owe it to themselves to
have a good command of this subject of prepared lists.
There are many issues on the subject. There are dozens of
prepared lists.
Knowing what prepared lists exist is a vital step for a
Case Supervisor and auditor. Knowing what each is used for
is equally important. Knowing which lists have Word
Clearing lists already prepared is of assistance.
One has to know enough general tech in order to select what
prepared list to use.
The ability to assess, as it applies to TRs and metering,
is extremely important in using prepared lists.
When it comes to analyzing, auditing and correcting cases
and actions, the prepared lists are a jewel box that
glitters with potential success.
L. RON HUBBARD
Founder
Revision assisted by
LRH Technical Research
and Compilations
==================
013. HCOB 3 MAY 80 PC INDICATORS
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 3 MAY 1980
Remimeo
Tech/Qual
All Auditors
C/Ses
PC INDICATORS
Refs:
HCOB 3 May 62R ARC BREAKS, MISSED WITHHOLDS Rev. 5.9.78
HCOB 28 Dec. 63 INDICATORS, PART ONE: GOOD INDICATORS
HCOB 29 July 64 GOOD INDICATORS AT LOWER LEVELS
HCOB 7 May 69R V FLOATING NEEDLE Rev. 15.7.77
HCOB 21 July 78 WHAT IS A FLOATING NEEDLE?
HCOB 16 June 70 C/S Series 6 WHAT THE C/S IS DOING
HCOB 23 May 71R VIII Rev. 4.12.74 RECOGNITION OF RIGHTNESS OF THE BEING
HCOB 22 Sept. 71 C/S Series 61 THE THREE GOLDEN RULES OF
THE C/S, HANDLING AUDITORS
HCOB 25 Sept. 71RB TONE SCALE IN FULL Rev. 1.4.78
HCOB 18 Sept. 67 SCALES
HCO PL 8 Mar. 71 Auditor Admin Series 11 EXAMINER'S FORM
HCOB 18 Mar. 74R E-METERS, SENSITIVITY ERRORS Rev. 22.2.79
HCOB 10 Nov. 87 Auditor Admin Series 20RA MISCELLANEOUS REPORTS
______________
In this new issue, bad indicators have been reviewed and
reorganized, and an entirely new list of good indicators
has been introduced.
INDICATORS: DEFINITION AND USE
INDICATE: To direct attention to; point to or point out; show.
- Webster's New World Dictionary of the American Language
INDICATOR: A person or thing that indicates.
- Webster's New World Dictionary of the American Language
AN "INDICATOR" IS A CONDITION OR CIRCUMSTANCE ARISING IN A
SESSION (OR BEFORE OR AFTER IT FOR THAT MATTER) WHICH
INDICATES WHETHER THE SESSION (OR CASE) IS RUNNING WELL OR
BADLY. IT IS SOMETHING ONE OBSERVES.
OBNOSIS means observing the obvious. It is something you do
with your eyes.
And your meter.
Indicators are used to program the case. Good indicators
mean keep it going.
Bad indicators mean correction must be done.
You have to be able to SEE them, KNOW what they are and
write them down in the worksheets when they occur.
BAD INDICATORS
1. CHART OF HUMAN EVALUATION. Pc not moving up the Tone Scale in an
intensive or during a program.
2. CHART OF HUMAN EVALUATION. Pc's chronic tone unchanging despite
one or more intensives.
3 . CHART OF HUMAN EVALUATION. Pc's chronic tone dropping despite
intensives.
4 . WORKSHEETS. MISCELLANEOUS REPORTS. Pc not wanting more Auditing.
5 . WORKSHEETS. MISCELLANEOUS REPORTS. Pc protesting another
session.
6. EXAM REPORTS. OBNOSIS. Pc looking worse after session.
7 . WORKSHEETS. MISCELLANEOUS REPORTS. Pc doesn't seem to have
time to get audited.
8. WORKSHEETS. METER. Pc not able to locate incidents easily.
9. CHART OF HUMAN EVALUATION. WORKSHEETS. OBNOSIS. Pc less
certain about things than he/she was formerly.
10. CHART OF HUMAN EVALUATION. WORKSHEETS. MISCELLANEOUS
REPORTS. Pc not doing as well in life as he/she was.
11. METER. WORKSHEETS. Pc's somatics don't seem to blow or erase.
12. MISCELLANEOUS REPORTS. ETHICS REPORTS. Pc in ethics
trouble after last auditing.
13. WORKSHEETS. METER. Pc protesting auditing actions.
14. WORKSHEETS. OBNOSIS. Pc wandering all over the track,
unable to stay with an incident to handle.
15. WORKSHEETS. EXAM REPORTS. OBNOSIS. Pc misemotional at
session end.
16. WORKSHEETS. EXAM REPORTS. MISCELLANEOUS REPORTS. Pc
demanding unusual solutions.
17 . WORKSHEETS. EXAM REPORTS. MISCELLANEOUS REPORTS. Pc
trying to explain condition to auditor or others, either
verbally or by writing notes.
18. WORKSHEETS. EXAM REPORTS. Pc continuing to complain of somatics
after they have been run.
19. WORKSHEETS. MISCELLANEOUS REPORTS. EXAM REPORTS. Pc
self-auditing after session.
20. WORKSHEETS. EXAM REPORTS. MISCELLANEOUS REPORTS. Pc
dependence on medicine not lessening.
21. WORKSHEETS. EXAM REPORTS. MISCELLANEOUS REPORTS. Pc
continuing other practices.
22. OBNOSIS. EXAM REPORTS. Skin tone dull.
23. OBNOSIS. EXAM REPORTS. Eyes dull.
24. OBNOSIS. EXAM REPORTS. Pc lethargic.
25. TONE SCALE. WORKSHEETS. EXAM REPORTS. OBNOSIS. Pc not
becoming more cheerful under auditing.
26. WORKSHEETS. EXAM REPORTS. MISCELLANEOUS REPORTS. Pc
wanting special auditing.
27. METER. WORKSHEETS. No tone arm action on running
incidents or getting audited.
28. WORKSHEETS. Pc not cogniting.
29. OBNOSIS. WORKSHEETS. Pc dispersed.
30. OBNOSIS. METER. WORKSHEETS. Pc overwhelmed.
31. OBNOSIS. WORKSHEETS. Pc bored with auditing.
32. OBNOSIS. MISCELLANEOUS REPORTS. Pc not available for sessions.
33. OBNOSIS. WORKSHEETS. EXAM REPORTS. Pc tired.
34. OBNOSIS. WORKSHEETS. EXAM REPORTS. Pc has attention on auditor.
35. WORKSHEETS. OBNOSIS. Pc not wanting to run process or incident.
36. WORKSHEETS. OBNOSIS. MISCELLANEOUS REPORTS. Pc taking drugs
or excessive alcohol.
37. WORKSHEETS. EXAM REPORTS. MISCELLANEOUS REPORTS. Pc not
sure auditing works for him/her.
38. CHART OF HUMAN EVALUATION. WORKSHEETS. Pc not handling
environment more easily.
39. MEDICAL OFFICER REPORTS. WORKSHEETS. EXAM REPORTS.
MISCELLANEOUS REPORTS. Pc ill after last session. (Usually
a list error.)
40. WORKSHEETS. EXAM REPORTS. OBNOSIS. Pc critical of auditor or
organizations. (Means missed withholds.)
41. WORKSHEETS. OBNOSIS. Pc dopey or boiling off.
42. GRADE CHART. Pc not going up to the next grade or level.
43. METER. WORKSHEETS. EXAM REPORTS. Pc has dirty needle.
44. METER. WORKSHEETS. Pc gets no reads on the meter or has
a stuck needle.
45. METER. WORKSHEETS. Despite corrections for false TA,
the pc has a chronic high TA.
46. METER. WORKSHEETS. Despite corrections for low TA, pc
has a chronic low TA.
47. METER. WORKSHEETS. EXAM REPORTS. No F/Ns.
48. METER. WORKSHEETS. No change of meter characteristic.
49. EXAM REPORTS. No change in Exam Reports.
50. CHART OF HUMAN EVALUATION. OBNOSIS. WORKSHEETS. No
change.
(Note: There is additional data on indicators in HCOB 3 May
62R, ARC BREAKS, MISSED WITHHOLDS, where indicators concern
missed withholds.)
GOOD INDICATORS
1. WORKSHEETS. OBNOSIS. Pc willing to talk to the auditor.
2. WORKSHEETS. OBNOSIS. While in session, pc interested in
own case.
3. METER. WORKSHEETS. A good read on the breath test shows
pc is eating and sleeping well.
4. WORKSHEETS. Rudiments, session to session, easier to get
in and stay in.
5. OBNOSIS. TONE SCALE. WORKSHEETS. EXAM REPORTS. Pc cheerful.
6. METER. WORKSHEETS. Needle F/Ning at session start.
7. METER. Tone arm moving in the range of 3.0 to 2.0.
8. METER. Needle moving easily as pc does the process.
9. METER. WORKSHEETS. Blowdowns occur on right items and
cognitions.
10. METER. Tone arm counter showing normal or better TA for
the session.
11. METER. WORKSHEETS. Change of characteristic in meter
behavior every few sessions.
12. METER. WORKSHEETS. Tone arm blows down on cognitions.
13. METER. WORKSHEETS. Cognitions and F/Ns go together.
14. WORKSHEETS. EXAM REPORTS. Somatics vanish in processing.
15. WORKSHEETS. EXAM REPORTS. Pc blowing somatics and
aberrations more easily.
16. WORKSHEETS. METER. CHART OF HUMAN EVALUATION. Pc
responses associated with what is being run.
17. TONE SCALE. CHART OF HUMAN EVALUATION. Pc moves on the
Tone Scale.
18. WORKSHEETS. EXAM REPORTS. CHART OF HUMAN EVALUATION.
Pc understanding self better.
19. OBNOSIS. EXAM REPORTS. Eyes are brighter.
20. OBNOSIS. EXAM REPORTS. Improved skin tone.
21. WORKSHEETS. EXAM REPORTS. Ears pop more open.
22. WORKSHEETS. Pc cogniting.
23. WORKSHEETS. EXAM REPORTS. CHART OF HUMAN EVALUATION.
Life problems lessening.
24. WORKSHEETS. EXAM REPORTS. Pc getting through the
program okay with wins.
25. WORKSHEETS. EXAM REPORTS. CHART OF HUMAN EVALUATION.
Pc's havingness in life and livingness is improving.
26. WORKSHEETS. EXAM REPORTS. CHART OF HUMAN EVALUATION.
Pc getting case gain.
27. EXAM REPORTS. Change of characteristic of Exam Reports.
28. WORKSHEETS. MISCELLANEOUS REPORTS. Pc wanting more auditing.
29. GRADE CHART. SUCCESS STORIES. WORKSHEETS. EXAM REPORTS.
Pc going on up the Grade Chart not quickied and winning.
L. RON HUBBARD
Founder
==================
014. HCOB 12 MAY 80 DRUGS AND THE BACKTRACK
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 12 MAY 1980
Remimeo
DRUGS AND OBJECTIVE PROCESSES
DRUGS AND THE BACKTRACK
There was a discovery about a decade ago that drug
withdrawal symptoms could be eased by Objective Processes.
Such processes as the CCHs, 8-C, remedies of havingness and
even TRs were found to aid a person in coming off drugs and
became part of standard routines to accomplish this.
In 1973 another observation was made, that the current
civilization seemed to be regressing. "Regression" means a
"return to earlier or more infantile behavior patterns."
Men's shoe styles had become little-boy shoe styles; the
most popular women singers were singing lullabies; cars
were being treated like toys and abused rather than
maintained. More recently it was observed that life
attitudes had become less responsible, that "playing" took
a higher value, that productivity was declining steeply,
that people seemed to require more and more care by the
state - and all of these things seemed to indicate that
people were getting stuck at or going back to childhood or
infancy.
There is another observation: people taking drugs tend to
go backtrack.
Sometimes, when seeking to get a druggie to run engrams, he
will balk and adversely react; apparently he has already
hit the backtrack while on "trips" and it terrified him.
On such evidences one could construct a theory that drugs
tend to throw people out of present time and park them on
the backtrack. Experiments of the late forties did show
that certain drugs and gases did throw people backtrack and
into engrams. The "visions" that turn on under the
influence of such a drug as peyote or when inhaling
volcanic gases are probably simply the restimulation of
backtrack. (It should be noted in passing that inducing
engrams with drugs and gases in the hope of running them
out does NOT work-one only runs them IN.) So it can
workably be assumed that drugs do throw people out of
present time.
OBJECTIVE PROCESSES
The thing that characterizes OBJECTIVE Processes is that
they bring about interaction between the individual and the
existing physical universe. This is different than
SUBJECTIVE Processes in that these interact between the
individual and his past or himself.
Objective Processes do several things: they remedy
havingness; they locate the person in his environment; they
establish direct communication with the auditor; and last
but not least, they bring a person to present time.
"Present time" is a very important factor in mental and
spiritual sanity and ability. A human being can be stuck in
literally thousands of different past moments.
His behavior and attitudes are influenced by such past
incidents and experiences. As a matter of fact, a person
can be totally regressed and can be in an incident of the
past to the entire exclusion of present time.
As an example, if you were to walk through an insane asylum
and say, to each patient you met, "Come up to present
time," as an authoritative command, you would get a small
percentage of complete recoveries. In one instance when
this was done, those on whom this had been done got up in
"group session" that night and volunteered how glad they
were to be here. What would have happened is that the
person would have come out of his past-track incident or
incidents and would have moved up to present time and
sanity. While this process is not a "sure cure" for all
insane, it does demonstrate the point. Those on whom it did
not work can be supposed to have been just too mired down
in their backtrack.
Drugs, of course, do not only regress a person. They do
other things. And amongst these is a communication dulling.
This is best observed when drugs are seen to reduce pain.
This is simply a communication shut-off. Drugs can also
temporarily stimulate (before they ruin them) body glands
and produce momentary feelings of well-being. Part of this
is probably a communication shut-off from the bank. Drugs
can also speed up the burning of reserves of vitamins;
alcohol probably burns up rapidly all reserves of vitamin
B1; other drugs also burn up all available niacin and C.
This speeded burn-up can also bring about a temporary
feeling of well-being. But when the reserves are gone, the
delusions called delirium tremens (D.T.'s) and withdrawal
symptoms are nightmares indeed. But this again is simply
the bank caving in on someone, and he is now parked back on
the track, not only with the nightmare but with the
incidents in the past which caused them.
CONCLUSION
Objective Processes, properly chosen and run, bring the
person gradually more and more into present time.
As the process is orienting the person in the present time
of the physical universe and as this present time is not
threatening, he has a time point and a location point from
which to sort out his confusions. His attention has been
pulled out of his bank and has been placed on the physical
universe around him.
Because it is the backtrack that is causing his aberration,
putting his attention on the physical universe tends to
de-aberrate him.
The backtrack contains mass, and taking his attention off
of this backtrack mass tends to lose it for him. But the
masses around him in the physical universe substitute for
the track mass and he receives a remedy of havingness.
Objective Processes are not in themselves a total answer; a
certain amount of Subjective Processes must be run to
remove the reasons he is being called back into the past.
Vitamin, mineral and nutrition reserves must also be
replaced or the body also pulls him in and affects him.
This tells you as well why "mest work" and exercise have a
de-aberrating effect upon a person. They are a sort of
Objective Process in themselves even though they do not
replace Objectives.
Objectives also bypass misunderstood words and
significances. This makes them runnable with a minimum of
Word Clearing and error.
Having an idea of why Objective Processes work assists one
in applying them.
One can see the person change masses, become located, and
above that come bit by bit more and more into present time.
It is not that the physical universe itself is therapeutic.
It is that it provides a single reference point including
time, location and mass.
Without Objectives, no being is likely to recover in his
infinity of future.
L. RON HUBBARD
Founder
==================
015. HCOB 18 MAY 80R r. 26 Jul 86 START-CHANGE-STOP COMMANDS
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 18 MAY 1980R
REVISED 26 JULY 1986
Remimeo
Tech/Qual
Class I Auditors
and Above
Academy Level I
START-CHANGE-STOP
COMMANDS
Refs:
The Journal of Scientology, Issue 7-G, Nov. 52
PAB 85, 22 May 56 THE PARTS OF MAN
PAB 87, 5 June 56 SCIENTOLOGY PROCESSING
Tape: 5608C56 "Start, Change and Stop"
HCOB 20 Aug. 56 HGC PROCEDURE OF AUG. 20
HCO PROCESSING SHEET OF 20 SEPTEMBER 1956
PAB 97, 1 Oct. 56 START-CHANGE-STOP
Booklet: Control and the Mechanics of SCS
PAB 106, 15 Feb. 57 GOOD PROCESSES
Scientology: Clear Procedure, Issue One, Dec. 57
HCOB 28 July 58 CLEAR PROCEDURE
HCOB 15 Oct. 58 ACC CLEAR PROCEDURE
PAB 149, 1 Dec. 58 DUMMY AUDITING
HCOB 3 Feb. 59 FLATTENING A PROCESS
HCOB 2 Feb. 61 UK CASES DIFFERENT
HCOB 14 May 62 CASE REPAIR
HCOB 5 May 65 APPLICATION-MORE ON THE APPLICATION OF SCIENTOLOGY TO CHILDREN
Technical Training Film TR 8: "Start, Change and Stop,"
as shown on Academy Level I and above.
Start, Change and Stop is the anatomy of control.
Running Start, Change and Stop on an individual brings
aboul a greater self-determinism.
The process Start-Change-Stop (SCS) has two parts:
1. START-CHANGE-STOP ON AN OBJECT, and
2. START-CHANGE-STOP ON A BODY.
SCS ON AN OBJECT
SCS ON AN OBJECT is run on a gradient by first using a
small object, such as a paper clip. Each stage-Start,
Change and then Stop-is first run to a flat point, meaning
that the preclear has had a win or has carried out at least
3 consecutive sets of commands with no change in his
motions or attitude. When Start, Change and Stop are flat
with the first object, the auditor uses a larger object
(such as a brick, a beach ball, etc.) until the process is
flat with that object. The auditor then goes to a larger
object, and so on, until the EP is reached.
These are the commands for SCS ON AN OBJECT:
START:
1 . "I AM GOING TO ASK YOU TO START THE (indicated obiect) AND
WHEN I TELL YOU TO START, YOU START THE IN THAT DIRECTION.
(Auditor indicates a direction with his hand.) DO YOU UNDERSTAND
THAT?"
2. "START."
3. "DID YOU START THE _____ ?"
(Repeat commands 1, 2, 3, 1, 2, 3, etc., until START has
been run to a flat point.)
CHANGE:
1. "THIS SPOT WE ARE GOING TO CALL 'A.' " (Auditor indicates
spot "A" with a piece of marked tape on the table or a marked piece
of paper on the floor or a chalkmark or an imaginary spot
as appropriate.)
2. "THIS SPOT WE ARE GOING TO CALL 'B.' " (Auditor indicates
spot "B" with a piece of marked tape on the table or a marked
piece of paper on the floor or a chalkmark or an imaginary spot
as appropriate.)
3. "THIS SPOT WE ARE GOING TO CALL 'C.' " (Auditor indicates
spot "C" with a piece of marked tape on the table or a marked
piece of paper on the floor or a chalkmark or an imaginary spot
as appropriate.)
4. "THIS SPOT WE ARE GOING TO CALL 'D.' " (Auditor indicates
spot "D" with a piece of marked tape on the table or a marked
piece of paper on the floor or a chalkmark or an imaginary spot
as appropriate.)
5. "WHEN I ASK YOU TO CHANGE THE (indicated object), I WANT YOU TO
CHANGE THE ______'S POSITION FROM 'A' TO 'B.' DO YOU
UNDERSTAND THAT?"
6. "CHANGE."
7. "DID YOU CHANGE THE _____ ?"
8. "WHEN I ASK YOU TO CHANGE THE _____, I WANT YOU TO CHANGE
THE _____'S POSITION FROM 'B' TO 'C.' DO YOU UNDERSTAND THAT?"
9. "CHANGE."
10. "DID YOU CHANGE THE _____ ?"
11. "WHEN I ASK YOU TO CHANGE THE _____, I WANT YOU TO CHANGE
THE _____'S POSITION FROM 'C' TO 'D.' DO YOU UNDERSTAND THAT?"
12. "CHANGE."
13. "DID YOU CHANGE THE _____ ?"
(Repeat commands 1-13, 1-13, etc., until CHANGE has been
run to a flat point.) (Note: When the commands 1-13 are
repeated, the locations of the designated spots do not have
to be the same each time as this can make the process too
much like duplication and bring the preclear to predict the
process too easily and do it machinewise.)
STOP:
1. "I AM GOING TO TELL YOU TO GET THE (indicated obiect) MOVING IN
THAT DIRECTION." (Auditor indicates direction with his hand.)
"SOMEWHERE ALONG THE LINE I WILL TELL YOU TO STOP. THEN
YOU STOP THE _____. DO YOU UNDERSTAND THAT?"
2. "GET THE _____ MOVING."
3. "STOP!"
4. "DID YOU STOP THE _____ ?"
(Repeat commands 1, 2, 3, 4, 1, 2, 3, 4, etc., until STOP
on that object has been run to a flat point.)
These three steps (Start, Change, Stop) are done in that
order and then repeated.
It will be discovered that once Stop has been flattened,
Start is now unflattened and can be flattened all over
again by running it anew. Similarly, Change will be found
to be unflat and again Stop will be found to be unflat.
Thus, one runs Start and one runs Change and then one runs
Stop, in that order, over and over and over again until all
three are flat and the pc has a cognition and very good
indicators. (An F/N will also be present if the pc is put
on the meter. Ref: HCOB 20 Feb. 70, FLOATING NEEDLES AND
END PHENOMENA) The pc might
go exterior before all three stages (Start, Change, Stop)
have been run, and if this occurs, the auditor should end
off the SCS ON AN OBJECT process at that point.
SCS ON A BODY
The second part of Start-Change-Stop is "SCS ON A BODY."
There are four stages to SCS ON A BODY: START, CHANGE, STOP and
STOP SUPREME.
These are the commands for SCS ON A BODY:
START:
1. "I AM GOING TO ASK YOU TO START THE BODY. I AM NOT GOING
TO ASK YOU TO STOP."
2. "WHEN I ASK YOU TO START THE BODY, START THE BODY. OKAY?"
3. "START!"
4. "DID YOU START THE BODY?"
(Repeat commands 1, 2, 3, 4, l, 2, 3, 4, etc., until START
has been run to a flat point.)
CHANGE:
1. "THIS SPOT WE ARE GOING TO CALL 'A.' " (Auditor indicates
spot "A" with a marked piece of paper on the floor or a chalkmark
or an imaginary spot as appropriate.)
2. "THIS SPOT WE ARE GOING TO CALL 'B.' " (Auditor indicates
spot "B" with a marked piece of paper on the floor or a chalkmark
or an imaginary spot as appropriate.)
3. "THIS SPOT WE ARE GOING TO CALL 'C.' " (Auditor indicates
spot "C" with a marked piece of paper on the floor or a chalkmark
or an imaginary spot as appropriate.)
4. "THIS SPOT WE ARE GOING TO CALL 'D.' " (Auditor indicates
spot "D" with a marked piece of paper on the floor or a chalkmark
or an imaginary spot as appropriate.)
5 . "WHEN I ASK YOU TO CHANGE THE BODY, I WANT YOU TO CHANGE
THE BODY'S POSITION FROM 'A' TO 'B.' DO YOU UNDERSTAND THAT?"
6. "CHANGE."
7. "DID YOU CHANGE THE BODY?"
8. "WHEN I ASK YOU TO CHANGE THE BODY, I WANT YOU TO CHANGE
THE BODY'S POSITION FROM 'B' TO 'C.' DO YOU UNDERSTAND THAT?"
9. "CHANGE."
10. "DID YOU CHANGE THE BODY?"
11. "WHEN I ASK YOU TO CHANGE THE BODY, I WANT YOU TO CHANGE
THE BODY'S POSITION FROM 'C' TO 'D.' DO YOU UNDERSTAND THAT?"
12. "CHANGE."
13. "DID YOU CHANGE THE BODY?"
(Repeat commands 1-13, 1-13, etc., until CHANGE has been
run to a flat point.)
(Note: When the commands 1-13 are repeated, the locations
of the designated spots do not have to be the same each
time as this can make the process too much like duplication
and bring the preclear to predict the process too easily
and do it machinewise.)
STOP:
1. "I AM GOING TO TELL YOU TO GET THE BODY MOVING IN THAT
DIRECTION." (Auditor indicates direction with his hand.)
"THEN AT SOME POINT ALONG THE LINE I WILL TELL YOU TO STOP.
WHEN I DO, I WANT YOU TO STOP THE BODY. DO YOU UNDERSTAND?"
2. "GET THE BODY MOVING IN THAT DIRECTION."
3. "STOP! "
4. "DID YOU STOP THE BODY?"
(Repeat commands 1, 2, 3, 4, 1, 2, 3, 4, etc., until STOP
has been run to a flat point.)
These three steps (Start, Change, Stop) are done in that
order and then repeated.
It will be found that once Stop has been flattened, Start
is now unflattened and can be flattened all over again by
running it anew. Similarly, Change will be found to be
unflat and again Stop will be found to be unflat. Thus, one
runs Start and one runs Change and then one runs Stop, in
that order, over and over and over again until all three
appear to be flat.
One should not then suppose that the whole of
Start-Change-Stop is flat since he still has STOP SUPREME
to run.
STOP SUPREME:
1. "I'M GOING TO ASK YOU TO GET THE BODY MOVING. AND AT
SOME POINT I AM GOING TO TELL YOU TO STOP. AND WHEN I DO, I
WANT YOU TO STOP THE BODY AS FAST AS YOU CAN AND HOLD IT
AS STILL AS YOU CAN. OKAY?"
2. "GET THE BODY MOVING."
3. "STOP! "
4. "DID YOU DO IT?"
(Repeat commands 1, 2, 3, 4, l, 2, 3, 4, etc., until STOP
SUPREME has been run to a flat point.)
The auditor would now run Start again on the body and so on
until neither Start, Change, Stop nor Stop Supreme produces
change and the pc has a cognition and very good indicators.
(An F/N will also be present if the pc is put on the meter.
Ref: HCOB 20 Feb. 70, FLOATING NEEDLES AND END PHENOMENA)
The pc might go exterior before all four stages (Start,
Change, Stop, Stop Supreme) have been run, and if this
occurs, the auditor should end off the SCS ON A BODY
process at that point.
The auditor always acknowledges the pc for every execution
of an auditing command.
Whenever the pc is standing to execute a command, the
auditor is standing next to the pc. The auditor should
guide the pc around slightly-not by touching him very much,
but occasionally attracting his attention with a tap on the
elbow. This puts a reality there and brings about greater
ARC in the session.
SCS can be run very sloppily by some auditors who do not
have very much
experience with it. The only way to err on running SCS is
in the direction of imprecision and bad ARC. ARC does not
mean nonconfronting. It is perfectly easy to be precise
with high ARC.
L. RON HUBBARD
Founder
Revision assisted by
LRH Technical Research
and Compilations
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