No matching fragments found in this document.
[?]
Type = 11
iDate=13/1/77
Volnum=0
Issue=0
Rev=3
rDate=25/5/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
HANDLING A FALSE TA
Remimeo
Tech & Qual
All Levels
All Auditors
All Tech
Checksheets
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 13 JANUARY 1977RB
Remimeo RE-REVISED 25 MAY 1980
Tech & Qual
All Levels
All Auditors
All Tech
Checksheets
(This revision removes the data not written by myself which inferred
one would use aluminum tubing to remedy a false TA. It also removes
reference to any specific brand of hand cream.)
(Revisions in Script)
(Ellipsis indicates deletion)
HANDLING A FALSE TA
Ref: HCOB 8 Jun 70 LOW TA HANDLING
HCOB 16 Aug 70R C/S Series 15R, GETTING
THE F/N TO THE EXAMINER
HCOB 24 Oct 71RA FALSE TA
HCOB 12 Nov 71RB FALSE TA ADDITION
HCOB 15 Feb 72R FALSE TA ADDITION 2
HCOB 18 Feb 72RA FALSE TA ADDITION 3
HCOB 16 Feb 72 C/S Series 74, TALKING
THE TA DOWN MODIFIED
HCOB 23 Nov 73RB DRY AND WET HANDS MAKE FALSE TA
HCOB 24 Nov 73RD C/S 53RL SHORT FORM
HCOB 24 Nov 73RE C/S 53RL LONG FORM
HCOB 19 Apr 75R OUT BASICS AND HOW TO GET THEM IN
HCOB 23 Apr 75RA VANISHING CREAM AND FALSE TA
HCOB 24 Oct 76RA C/S Series 96RA, DELIVERY REPAIR LISTS
HCOB 10 Dec 76RB C/S Series 99RB, SCIENTOLOGY
F/N AND TA POSITION
HCOB 21 Jan 77RB FALSE TA CHECKLIST
HCOB 24 Jan 77 TECH CORRECTION ROUND-UP
HCOB 26 Jan 77R FOOTPLATES USE FORBIDDEN
HCOB 30 Jan 77R FALSE TA DATA
HCOB 4 Dec 77 CHECKLIST FOR SETTING UP
SESSIONS AND AN E-METER
HCOB 7 Feb 79R E-METER DRILL 5RA
BTB 24 Jan 73R II EXAMINER AND FALSE TA
BOOK: E-METER ESSENTIALS
BOOK: INTRODUCTION TO THE E-METER
OWNER'S MANUAL, HUBBARD PROFESSIONAL MARK VI,
HOW TO SET UP YOUR MARK VI E-METER
It has recently been discovered that auditors have been mishandling
false TA by assessing with the meter to find what the cause of the false TA
is instead of directly checking the pc themselves.
A recent example of this is the original False TA Checklist (HCOB 29
Feb 72RA Revised 23 April 75 now HCOB 21 Jan 1977RB, FALSE TA CHECKLIST)
was being used by assessment on the meter to try to find the pc's false TA
cause. The false TA was not remedied as the auditor never even felt the
pc's hands:
Never even checked the pc's grip: Never felt what the pc's hands felt like
with cream on them: The auditor just checked the lines on the meter and
when
a read was obtained the pc was asked and nothing came of it. The false TA,
now being unhandled, due to the auditor's confusion caused the pc
HCOB 13.1.77RB - 2 -
Re-rev. 25.5.80
to be audited over further false TA and drove the pc into desperation. I
had to jump in and handle this one. All I did was check the grip and I
found that the can size was way too big and part of the pc's hand (the palm
cup) was not touching the can thus causing the TA to read higher = false
TA. The cans had to be reduced to 11/4 inch diameter ... tubing! This
particular pc was also misapplying hand cream. The quantity was incorrect
and the way the pc was putting it on was not handling the false TA. This
pc needed to put hand cream on extensively then wipe off the hands with
Kleenex and then put a bit more on and rub it all over the hands and ensure
that the thumbs were being covered. One more factor that messed up the
case was the sensitivity was set too high and consequently F/Ns were missed
and the TA shot up.
Once in a while a pc will sit with his legs crossed for some time,
cutting off circulation and causing a false high TA. This corrects itself
when legs are once again returned to the normal sitting position.
So you have to watch it. Make sure that the sensitivity is set
correctly for that pc so you don't miss the F/Ns.
NONE OF THIS WAS DONE BY AUDITOR ASSESSING A LIST. IT WAS DONE BY
OBSERVING THE PC'S HANDLING OF CANS AND POSITIONS AND SEEING WHAT IT DID TO
TA
POSITION.
The main point here was the auditor thought that a false TA was think
and would register on the meter. That is as silly as asking the meter if
you should buy ice cream today or not. The meter can't answer when the
answer is required of the preclear. How the hell would the meter know if
the pc's hands were dry or cold. The auditor has to feel them, touch them,
check for dryness by feeling them. Do they FEEL dry? Do they FEEL cold?
Are the pc's feet so cold that no circulation gets through? Do you knew
without feeling them? Does the hand cream you are using dry up? How do
you know without feeling the pc's hands? I have known a pc to say no it
hasn't dried up because the pc hated wearing cream and didn't want to put
more on. So feel the hands. Don't just ask the pc and then assume that
that is it. You will mess up cases and won't handle the false TA.
False TA is in the physical universe. It is something that really
exists. When you start checking for meter reads you are violating this
law. It is in the physical universe not the pc's think or bank. It can
badly mess up a case to not find the cause of false TAs and then carry on
with auditing.
Understanding the meter and what the meter reads on and understanding
false TA and what causes it are the basics behind finding a false TA and
remedying it so that the pc can happily continue on with auditing and
advance.
If you think that you have solved a false TA yet the pc still has
high
or low TA F/Ns then you haven't solved it at all and you had better roll up
your sleeves and get bright and go in there and find it. And the way you
do
this is to check the pc. What do the hands feel like? What type of
clothing
is the pc wearing? Feel for tight clothes. Don't just take the pc's word.
Maybe they like wearing tight shoes but look at that 4.5 F/N. Let them wear
tight shoes out of
HCOB 13.1.77RB - 3 -
Re-rev. 25.5.80
session but get rid of those tight shoes in session so you can get an
accurate reading meter.
Don't use this to hassle pcs and interject it into sessions whenever
you please. When you see a false TA phenomena note it down and the C/S
will include it in the program to be handled. This is covered in HCOB 10
Dec 76RB F/N AND TA POSITION.
There is no pc on this planet or any planet who wants to experience
over-repair and misery due to false TAs. You will be doing pcs a great
service to handle it for them so they can happily be audited after that.
Don't Q&A with the pc's considerations just find what "in the physical
universe" is causing the false TA and remedy that in the physical universe.
Note: The False TA Checklist has been rewritten and issued as HCOB 21
Jan 77RB.
L. RON HUBBARD
FOUNDER
LRH:bk
Copyright $c 1977, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=10/12/76
Volnum=0
Issue=0
Rev=3
rDate=25/5/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
C/S Series 99RB
SCIENTOLOGY F/N AND TA POSITION
URGENT-IMPORTANT
Remimeo
All Auditors
All Interne
Supervisors
All C/Ses
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 10 DECEMBER 1976RB
Remimeo RE-REVISED 25 MAY 1980
All Auditors
All Interne This issue is re-revised
Supervisors to update reference HCOBs
All C/Ses for False TA.
URGENT-IMPORTANT
C/S Series 99RB
SCIENTOLOGY F/N AND TA POSITION
Through verbal tech just located, it has been found that some
auditors have been ordered to disregard all F/Ns that were above 3.0 or
below 2.0 on the meter.
Auditors have also called F/Ns which were ARC break needles, thus
falsely indicating to the pc.
These two actions-disregarding actual F/Ns because the TA was not
between 2.0 and 3.0 and calling "F/Ns" that were actually ARC break needles-
have upset many preclears.
The outnesses here are: A. not considering pc indicators as senior
and B. not noting pc indicators when calling an F/N and C. ignoring and
giving junior importance to the technology covered in false TAs. (See list
of references at end of this HCOB or the Subject Index of the HCOB
Volumes.)
Auditors have even been led to falsify worksheets (giving TA as in
range when it actually was not when calling an F/N) because they might "get
in trouble" for calling an F/N in the wrong range, such as 1.8 or 3.2.
The CORRECT procedure for out of range F/Ns is:
1. Look at the pc's indicators.
2. Call the F/N regardless of its range.
3. Mark down the ACTUAL TA position.
4. Handle the false TA at the earliest opportunity when it will not
intrude into the current cycle on which the pc is being audited.
(You don't interrupt a Quad R3RA, for instance, to handle false TA; you
complete it and then, when directed by the C/S, you handle the false TA.)
5. On any pc you suspect has had his F/Ns disregarded
because of false TA, you C/S for and get run a repair and rehab of
this error.
E-Meter cans can monitor or change TA position when the palms are too
dry or too wet or when the cans are too big or too small or when the wrong
hand cream is used. The E-Meter does not read on hand moisture along as was
long believed by people in electronics. But TA depends upon resistance to
electrical current in the palms, leads, and meter as well as its main
resistance which happens to be mental masses or lack of them.
HCOB 10.12.76RB
Re-revised 25.5.80 - 2 -
To simply tell some interne "Always disregard an F/N not in correct
range" is to set him up for loses and set the pc up for crashes. The
correct information is that an F/N which isn't in range is accompanied by
pc indicators that indicate whether it is an F/N or not. AND indicator you
better get the false TA handled fast as soon as it won't interrupt the
current cycle. AND you always note where it F/Ned so the C/S can C/S for
false TA handling.
Where an ARC break needle (which looks like an F/N) is observed,
whether it is in range or out of range (2.0 to 3.0 or below 2.0 or above
3.0) you LOOK at the pc and establish the pc's indicators before falsely
calling an F/N. A pc who is about to cry is NOT an F/Ning pc and if you
indicate an F/N to that pc you will further the ARC break and suppress the
emotional charge that is about to come off.
REPAIR
Where the above matters have not been fully understood and errors have
occurred on pcs, it must be assumed that:
1. Auditors have falsified their worksheets as to TA position and
thus built up withholds and make themselves blowy.
2. That every pc who has ever had high or low TA trouble has had
F/Ns
disregarded and ARC break F/Ns falsely indicated.
3. That a briefing and drilling of all internes and auditors must
occur on this HCOB.
4. That a brief program or clean-up of disregarded F/Ns and falsely
called ARC break F/Ns be done on every pc.
5. That every such pc be considered as having false TA troubles and
these must be C/Sed for and corrected.
6. That all auditors and internes be drilled on all HCOBs relating
to pc indicators.
SAMPLE CLEAN-UP C/S
Disregard TA position, use only F/Ns and pc indicators in doing this
C/S.
1. It has been found that some of your F/Ns (release points) may
have
been disregarded by past or present auditors.
2. Have you ever felt an F/N (release point or end of an action) had
been bypassed on your case?
3. Find and rehab the overrun of the release point to F/N. Check
for
any other bypassed F/Ns and rehab them.
4. Have you ever felt an F/N should not have been indicated by the
auditor when it was?
5. Find the point and get in suppress on it and complete the action.
Check "Are there any other F/Ns which should not have been
indicated by the auditor when they were?" and handle as above.
HCOB 10.12.76RB - 3 -
Re-revised 25.5.80
6. Find and run the ARC breaks bypassed, with ARC break handling.
7. Find and handle the false TA in totality.
DIANETIC F/Ns
An F/N seen by the auditor in running R3RA is not called until the
full Dianetic EP is reached.
An auditor running R3RA is NOT looking for F/Ns. He is looking for
the
postulate which is sitting at the bottom of the chain he is running.
The EP of a Dianetic chain is always always always the postulate
coming off. The postulate is what holds the chain in its place. Release
the postulate and the chain blows. That's it.
The auditor must recognize the postulate when the pc gives it, note
the VGIs, call the F/N and end off auditing that chain.
An F/N seen as the incident is erasing is not called.
The pc does not have to state that the incident has erased. Once he
has given up the postulate, the erasure has occurred. The auditor will see
an F/N and VGIs. NOW the F/N is called. F/Ns are not indicated until the
EP of postulate off, F/N and VGIs is reached.
It's the postulate-not the F/N that we are going for in New Era
Dianetics.
POWER F/Ns
F/Ns are disregarded in power.
Each Power Process has its own end phenomena and is ended only when
that is obtained.
REFERENCE HCOBs FOR FALSE TA
HCOB 8 Jun 70 LOW TA HANDLING
HCOB 16 Aug 70R C/S Series 15R, GETTING
THE F/N TO THE EXAMINER
HCOB 24 Oct 71RA FALSE TA
HCOB 12 Nov 71RB FALSE TA ADDITION
HCOB 15 Feb 72R FALSE TA ADDITION 2
HCOB 18 Feb 72RA FALSE TA ADDITION 3
HCOB 16 Feb 72 C/S Series 74, TALKING
THE TA DOWN MODIFIED
HCOB 23 Nov 73RB DRY AND WET HANDS MAKE FALSE TA
HCOB 24 Nov 73RD C/S 53RL SHORT FORM
HCOB 24 Nov 73RE C/S 53RL LONG FORM
HCOB 19 Apr 75R OUT BASICS AND HOW TO GET THEM IN
HCOB 23 Apr 75RA VANISHING CREAM AND FALSE TA
HCOB 24 Oct 76RA C/S Series 96RA, DELIVERY
REPAIR LISTS
HCOB 10 Dec 76RB C/S Series 99RB, SCIENTOLOGY
F/N AND TA POSITION
HCOB 21 Jan 77RB FALSE TA CHECKLIST
HCOB 10.12.76RB
Re-revised 25.5.80 - 4 -
HCOB 24 Jan 77 TECH CORRECTION ROUND-UP
HCOB 26 Jan 77R FOOTPLATES USE FORBIDDEN
HCOB 30 Jan 77R FALSE TA DATA
HCOB 4 Dec 77 CHECKLIST FOR SETTING UP
SESSIONS AND AN E-METER
HCOB 13 Jan 77RB HANDLING A FALSE TA
OWNER'S MANUAL, HUBBARD PROFESSIONAL MARK VI, HOW
TO SET UP YOUR MARK VI E-METER
PC INDICATORS HCOBs
References:
HCOB 29 Jul 64 GOOD INDICATORS
AT LOWER LEVELS
HCOB 28 Dec 63 INDICATORS PART ONE,
GOOD INDICATORS
HCOB 23 May 71R VIII RECOGNITION OF RIGHTNESS
Rev. 4.12.74 OF THE BEING
HCOB 22 Sep 71 THE THREE GOLDEN RULES OF
THE C/S HANDLING AUDITORS
HCOB 21 Oct 68R FLOATING NEEDLE
L. RON HUBBARD
FOUNDER
Revision assisted by
LRH Technical
Compilations Unit
LRH:RTCU:djm
Copyright $c 1976, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Revision assisted by
LRH Technical
Compilations Unit
[?]
Type = 11
iDate=6/12/76
Volnum=0
Issue=0
Rev=1
rDate=27/5/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
ILLEGAL PCS, ACCEPTANCE OF
HIGH CRIME BULLETIN
Remimeo
All Registrars
All Case
Supervisors
All Ds of P
All Auditors
GO
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 6 DECEMBER 1976R
Remimeo REVISED 27 MAY 1980
All Registrars (Also HCO PL 6 Dec 76R)
All Case
Supervisors (Revisions in Script)
All Ds of P
All Auditors
GO
ILLEGAL PCS, ACCEPTANCE OF
HIGH CRIME BULLETIN
It shall be a Committee of Evidence offense for a Case Supervisor or
Auditor to C/S or accept for processing and process any pc:
1. Who is terminally (fatally) ill, regardless of what the org or
Registrars may have promised or asserted. Such diseases as
advanced cancer are included.
2. Who has an extensive psychiatric history which includes heavy
drugs, or shocks of various kinds, or so-called psychiatric brain
operations or institutionalization.
3. Who has been denied processing by the Guardian Office for reason
of past history or connections or current state as it may affect
the safety and security of the org.
It shall also be a Committee of Evidence offense for any ED/CO, Org
Exec Sec, Technical Secretary, Director of Processing or other executive or
staff member to bring pressure or persuasion upon any Case Supervisor or
Auditor to process such persons.
It is not that such cases cannot in many instances be handled. It is
that neither Scientology nor the org, but doctors and psychiatrists, have
brought about the condition and such conditions are outside the zone of
responsibility of the org.
Registering such pcs is already illegal, but where it has occurred
intentionally or accidentally, no one has the right to force such persons
upon Case Supervisors or Auditors for any reason.
Any promise made by an org to such a person or his relatives is not
binding upon an organization or its staff and such promises are also a Comm
Ev offense.
Special Petition may be made by the person concerned to the Guardian
Office, the representatives of which may act to correct injustices or
erroneous use of this policy Letter. But the Guardian Office itself does
not have the right to persuade or insist that Case Supervisors or Auditors
accept the person for processing unless it is very clearly demonstrated
that the person does not fall under any of the above three categories.
Doctors are too often careless and incompetent, psychiatrists are
simply
outright murderers. The solution is not to pick up their pieces for them
but
to demand medical
HCOB 6.12.76R - 2 -
Rev. 27.5.80
doctors become competent and to abolish psychiatry and psychiatrists as
well as psychologists and other infamous Nazi criminal outgrowths. Society
and police agencies should deal with such offenses. It is not up to
Scientologists to salvage the wreckage created by these professions, but to
prevent it from happening in the first place by reforming a degraded
society.
Until such time as doctors have become fully competent and psychiatry
and
psychology have been recognized for what they are and abolished, Case
Supervisors and Auditors are actionable for surrendering their rights and
handling such. It is not that they cannot. They must not.
L. RON HUBBARD
FOUNDER
Revisions assisted by
Ellen Grover
AVC I/A
for the
BOARDS OF DIRECTORS
of the
CHURCHES OF SCIENTOLOGY
BDCS:LRH:EG:nt:nsp
Copyright $c 1976, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Revisions assisted by
Ellen Grover
AVC I/A
for the
BOARDS OF DIRECTORS
of the
CHURCHES OF SCIENTOLOGY
[?]
Type = 11
iDate=23/4/75
Volnum=0
Issue=0
Rev=2
rDate=25/5/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
VANISHING CREAM AND FALSE TA
Remimeo
Tech & Qual
All Levels
All Auditors
All Tech
Checksheets
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 23 APRIL 1975RA
Remimeo RE-REVISED 25 MAY 1980
Tech & Qual
All Levels (This issue is re-revised to update
All Auditors references and delete reference
All Tech to a specific brand of hand cream.)
Checksheets
(Revisions not in Script)
VANISHING CREAM AND FALSE TA
Ref: HCOB 8 Jun 70 LOW TA HANDLING
HCOB 16 Aug 70R C/S Series 15R, GETTING THE
F/N TO THE EXAMINER
HCOB 24 Oct 71RA FALSE TA
HCOB 12 Nov 71RB FALSE TA ADDITION
HCOB 15 Feb 72R FALSE TA ADDITION 2
HCOB 18 Feb 72RA FALSE TA ADDITION 3
HCOB 16 Feb 72 C/S Series 74, TALKING
THE TA DOWN MODIFIED
HCOB 23 Nov 73RB DRY AND WET HANDS MAKE FALSE TA
HCOB 24 Nov 73RD C/S 53RL SHORT FORM
HCOB 24 Nov 73RE C/S 53RL LONG FORM
HCOB 19 Apr 75R OUT BASICS AND HOW TO GET THEM IN
HCOB 23 Apr 75RA VANISHING CREAM AND FALSE TA
HCOB 24 Oct 76RA C/S Series 96RA, DELIVERY
REPAIR LISTS
HCOB 10 Dec 76RB C/S Series 99RB, SCIENTOLOGY
F/N AND TA POSITION
HCOB 21 Jan 77RB FALSE TA CHECKLIST
HCOB 24 Jan 77 TECH CORRECTION ROUND-UP
HCOB 26 Jan 77R FOOTPLATES USE FORBIDDEN
HCOB 30 Jan 77R FALSE TA DATA
HCOB 4 Dec 77 CHECKLIST FOR SETTING UP
SESSIONS AND AN E-METER
HCOB 13 Jan 77RB HANDLING A FALSE TA
OWNER'S MANUAL, HUBBARD PROFESSIONAL MARK VI, HOW TO
SET UP YOUR MARK VI E-METER
After further and more extensive tests vanishing creams have proven
unsuitable as a solution to dry hands.
In some cases vanishing creams have actually dried out pcs' hands and
caused a false high TA.
Some hand creams have been workable when applied to a pc's hands,
rubbed in and any excess wiped off.
A cream called Locorten was found workable but it contains cortisone
which burns the eyes if you rub them with your hands. Further tests are
underway on Locorten without cortisone but these are not yet complete.
Another hand cream formula was found 90% effective upon test and is
somewhat similar to the Locorten formula without cortisone. Its formula
is:
75 grams Emulsified Cetomacrofolis Wax
(80% cetostearyl alcohol and 20% cetomacrofol 1000)
100 grams Cetyl Alcohol
20 grams Sorbitol Solution - 70%
1 gram Sorbic Acid
up to
500 grams water.
HCOB 23.4.75RA - 2 -
Re-rev. 25.5.80
You could have this cream made up by any pharmacist.
A NOTE ON FOOTPLATES
Footplates obscure F/Ns and reads.
Their use is hereby cancelled.
FALSE TA HANDLING
It has never been OK to call a pc's attention to his hands or TA or
meter during a session. Therefore when handling a false TA get the TA in
range with hand cream or can size or grip before session.
Don't check for hand cream or can grip or change cans during the
session except as directed on correction lists such as a C/S Series 53
under false TA.
Otherwise it throws the pc out of session and puts his attention on
his
TA.
Use the session for auditing.
L. RON HUBBARD
FOUNDER
Revision assisted by LRH
Technical Compilations Unit
LRH:RTCU:bk
Copyright $c 1975, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Revision assisted by LRH
Technical Compilations Unit
[?]
Type = 11
iDate=18/3/75
Volnum=0
Issue=0
Rev=1
rDate=25/8/81
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Cramming Series 15R
METER USE IN QUAL
Remimeo
Cramming
Officers
All Qual
Personnel
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 18 MARCH 1975R
Remimeo REVISED 25 AUGUST 1981
Cramming
Officers (Revised to delete the reference
All Qual to Why Finding as it is currently
Personnel suspended as part of the Cramming
procedure, and to make reference
to additional Cramming tools
recently developed which are
carried out as metered actions.)
(Revisions in Script)
(Ellipsis Indicates Deletion)
Cramming Series 15R
METER USE IN QUAL
Ref: HCOB 20 Aug 81 Cramming Series 4 CRAMMING TOOLS
With very few exceptions, all Cramming actions done in Qual must be
done on a meter. This means metered rudiments, checks for misunderstoods,
scouting for areas of uncertainty, completion of clay demos (verifying it
by F/N) and word clearing, etc., to name a few of the many tools of
Cramming. (Ref. HCOB 20 Aug 81 Cramming Series 4, CRAMMING TOOLS)
It also means that in Cramming False Data Stripping, Crashing Mis-U
Finding, and the Product Debug Checklist, etc., are done on the meter,
regardless of how they may be done elsewhere.
The only exceptions to this would be where an action is specifically
designed to be done off the meter (e.g., Method 9 Word Clearing), or those
specific instances where someone may need to be crammed off the meter as
given in HCOB 21 Aug 81 Cramming Series 5, HOW A CRAMMING OFFICER ENSURES
THAT HE HAS NO BACKLOGS.
Neglect of the full use of the meter in the past has led to half done,
ineffective and often repeat Cramming cycles as the real cause of the
trouble and the person's MUs were never found in the first place. . . .
Every Cramming Officer must know and use all his tools. This includes
metering.
The meter reveals all.
Use it.
L. RON HUBBARD
FOUNDER
Revisions assisted by
Research and Technical
Compilations Unit
Accepted by the
BDCSC:LRH:RTC:bk BOARD OF DIRECTORS
Copyright $c 1975, 1981 of the
by L. Ron Hubbard CHURCH OF SCIENTOLOGY
ALL RIGHTS RESERVED of CALIFORNIA
L. RON HUBBARD
FOUNDER
Revisions assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=23/11/73
Volnum=0
Issue=0
Rev=3
rDate=25/5/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
DRY AND WET HANDS
MAKE FALSE TA
Remimeo
Tech & Qual
All Levels
All Auditors
All Tech
Checksheets
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 23 NOVEMBER 1973RB
Remimeo RE-REVISED 25 MAY 1980
Tech & Qual
All Levels References to footplates and
All Auditors any specific brand of hand cream
All Tech have been deleted.
Checksheets
(Revisions not in Script)
DRY AND WET HANDS
MAKE FALSE TA
References:
HCOB 8 Jun 70 LOW TA HANDLING
HCOB 18 Aug 70R C/S Series 15R, GETTING THE
F/N TO THE EXAMINER
HCOB 24 Oct 71RA FALSE TA
HCOB 12 Nov 71RB FALSE TA ADDITION
HCOB 15 Feb 72R FALSE TA ADDITION 2
HCOB 18 Feb 72RA FALSE TA ADDITION 3
HCOB 16 Feb 72 C/S Series 74, TALKING THE TA
DOWN MODIFIED
HCOB 23 Nov 73RB DRY AND WET HANDS MAKE FALSE TA
HCOB 24 Nov 73RD C/S 53RL SHORT FORM
HCOB 24 Nov 73RE C/S 53RL LONG FORM
HCOB 19 Apr 75R OUT BASICS AND HOW TO GET THEM IN
HCOB 23 Apr 75RA VANISHING CREAM AND FALSE TA
HCOB 24 Oct 76RA C/S Series 96RA, DELIVERY
REPAIR LISTS
HCOB 10 Dec 76RB C/S Series 99RB, SCIENTOLOGY F/N
AND TA POSITION
HCOB 21 Jan 77RB FALSE TA CHECKLIST
HCOB 24 Jan 77 TECH CORRECTION ROUND-UP
HCOB 26 Jan 77R FOOTPLATES USE FORBIDDEN
HCOB 30 Jan 77R FALSE TA DATA
HCOB 4 Dec 77 CHECKLIST FOR SETTING UP
SESSIONS AND AN E-METER
HCOB 13 Jan 77RB HANDLING A FALSE TA
OWNER'S MANUAL, HUBBARD PROFESSIONAL MARK VI,
HOW TO SET UP YOUR MARK VI E-METER
A couple of years ago some auditors were solving high TA problems by
putting hand cream on the pcs' hands when they were calloused and talcum
powder on a pc's hands when they were too wet. Since no research had
been done they were censured.
Research has now been done on this matter of dry and wet hands.
Apparently when a person has taken certain medicines or chemicals, or
uses detergent soaps or is in contact with certain chemicals (such as those
in some furniture polishes) the ordinary skin oils vanish. These oils are
needed to make an electrical contact with the cans.
When these oils are absent, there is no adequate electrical contact
and the "TA is high".
When a person is deficient in certain minerals or vitamins such as
magnesium or B Complex, his hands can be excessively wet.
Either of these two conditions in hands can produce an incorrect TA
position.
HCOB 23.11.73RB - 2 -
Re-Rev. 25.5.80
The dry condition produces a false high TA.
The overly wet condition produces a false low TA.
The TA depends on normally moist hands. This does not mean the meter
works on "sweat". It does mean the meter works only when there is a
correct electrical contact.
Too much and too greasy hand cream could produce too low a TA.
Vanishing creams don't work as they are found to actually dry out the
skin after repeated application and so produce a falsely high TA.
Too much powder or drier could produce too high a TA.
Therefore one must not go to extremes.
DRY HANDS
The excessively "dry" hand is seen as shiny or polished looking. It
feels very dry.
The correct treatment is to use a hand cream, but not a greasy hand
cream or vanishing cream.
A good hand cream rubs all the way into the skin and leaves no excess
grease.
This restores normal electrical contact.
Such a hand cream would only have to be applied once per session-at
session start-as it lasts for a long while. Hand cream is never applied
during session.
If a cream leaves smears on a can, it is too heavily applied or too
little absorbed.
Hand cream is usually smeared on, rubbed in and can then be thoroughly
wiped off. The hands will usually produce, then, a normal TA and meter
response.
WET HANDS
Anti-perspirants can be applied to too wet hands. There are many
brands
of these, often a powder or spray.
It can be wiped off after application and should work for two or three
hours.
If the TA then goes too high, use hand cream on top of it.
SUMMARY
While much work could be done still, the above is enough for a
practical result.
WARNING
Hi TAs and Lo TAs do not widely F/N. If you are getting wide
persistent F/N with the TA too high (above 3) or too low (below 2) you have
a pc whose hands are too dry or too wet. Using this HCOB should correct it
and in future sessions you should continue the remedy on that pc.
HCOB 23.11.73RB - 3 -
Re-rev. 25.5.80
NOTHING in this HCOB excuses the misreading or falsifying of a TA.
Get the TA in normal range with this HCOB before you start calling
processes ended.
CS-53RL and the False TA Checklist HCOB 21 Jan 1977RB are your tools
for handling too high and too low TAs.
The only other conditions I know of that make an auditor mess up a
pc's TA are:
(a) A discharged meter (registers high).
(b) An incorrectly set meter by trim button.
� A "fleeting F/N" where the pc F/Ns so briefly
the auditor misses it and overruns.
(d) Bad TRs.
(e) Unflat processes.
(f) Overrun processes.
(g) Heavy drugs or medicines.
False TA often comes to light when the auditor runs out of reasons it
is hi or low and it dawns on him that he is dealing with false TA. In the
latter case he should know all MATERIALS ON THIS SUBJECT OF FALSE TA (given
on HCOB 21 Jan 1977RB FALSE TA CHECKLIST as references) AND REMEDY THE
FALSE TA SITUATION AND THEN RESUME NORMAL AUDITING. He must not go on
calling hi or low TA F/Ns just by assuming the TA is false.
Given a contact the meter always tells the truth.
L. RON HUBBARD
FOUNDER
Revision assisted by
LRH Technical
Compilations Unit
LRH:RTCU:djm:bk
Copyright $c 1973, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Revision assisted by
LRH Technical
Compilations Unit
[?]
Type = 11
iDate=10/6/73
Volnum=0
Issue=1
Rev=3
rDate=12/8/81
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Cramming Series 10RB
CRAMMING
Remimeo
Qual Secs
Cramming
Offs
Execs
Tech
Qual
KOTs
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 10 JUNE 1973RB
ISSUE I
RE-REVISED 12 AUGUST 1981
Remimeo
Qual Secs
Cramming (Revised to delete Why Finding
Offs as part of the Cramming Procedure.)
Execs
Tech (Revisions in Script)
Qual
KOTs
Cramming Series 10RB
CRAMMING
The datum that "Qual does not take orders" solves the Admin Cramming
dilemma of the staff member crammed four times on the Dev-T Pack.
It is up to Qual to handle, fully and totally. This means, not
following the exact order, but locating the real cause of the trouble and
handling it at once.
Qual's function is correction. By policy Qual does not take orders on
What to do to correct.
Where an exec wants certain material covered, that's okay. Cover it.
But find out exactly what needs to be handled and cram on that! And on a
repeat order, realize you did not get to the actual source of the outness
or the wrong area was addressed. So this time really work it over.
Several staff have been crammed several times on the Dev-T Pack.
Means Qual takes orders.
The PRODUCT of Qual Admin Cramming is a functioning producing staff
member who can produce on post.
L. RON HUBBARD
FOUNDER
Revisions assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1973, 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Revisions assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=5/4/73
Volnum=0
Issue=0
Rev=1
rDate=24/9/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
AXIOM 28 AMENDED
Remimeo
HAS Course
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 5 APRIL 1973R
Remimeo REVISED 24 SEPTEMBER 1980
HAS Course
(Revisions in Script)
(Revised to include the full list of the
component parts of Communication.)
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 the full Communication cycle are:
Observation, Confront, Consideration, Intention, Attention, Cause,
Source-point, Particle or Impulse or Message, Distance, Estimation of
Distance, Control (Start-Change-Continue-Stop), Direction, Time and Timing,
the Velocity of the impulse or particle or message, Volume, Clarity,
Interest, Impingement, Effect, Receipt-point, Duplication, Answer,
Acknowledgement, Understanding, Nothingness or Somethingness.
A non-communication 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:dr
Copyright $c 1973, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=30/1/73
Volnum=0
Issue=0
Rev=5
rDate=13/9/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Word Clearing Series 46RD
METHOD 9 WORD CLEARING THE RIGHT WAY
Remimeo
All
Supervisors
All Word
Clearers
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 30 JANUARY 1973RD
Remimeo REVISED 19 DECEMBER 1979
All RE-REVISED 13 SEPTEMBER 1980
Supervisors
All Word (Revisions in Script)
Clearers
Word Clearing Series 46RD
METHOD 9 WORD CLEARING THE RIGHT WAY
(Cancels BTB 30 January 1973RA
Word Clearing Series 46RA
METHOD 9)
(Ref: M9 PICTURE BOOK-which will be issued in due time as
part of a special course. HCOB 23 March 78RA Revised 14 Nov 79, Word
Clearing Series 59RA, CLEARING WORDS.)
Word Clearing Series 46RB was the first HCOB which gave the full and
correct use and handling of M9. It was revised 19 Dec 79 to include
developments on how one goes about clearing a word. This revision is on
page
7, section 7 "CLEAR THE WORD". There were five other changes, all minor.
This
13 Sept 80 revision (of Step 8 of the procedure and the examples of correct
M9 that follow) serves as 4 clarification and elaboration of the fact the
Method 9 Word Clearing must be done with comprehension of the material
being word cleared. Earlier write-ups on this subject, not by myself,
stated that the person's Mis-U was that word on which he stumbled. This is
not the case. It is only occasionally the word on which he stumbles that is
misunderstood.
Usually, as was covered long since in study Tech, it is the earlier
word or symbol which has caused the stumble or twitch or blink or omit or
mispronunciation or what have you.
HISTORICAL
Method 9 word clearing was first developed in a pilot project which
sought to teach people to read who were not reading in their native tongue.
The first versions of M9 were not correctly written up but the technology
nevertheless began to spread in use. It was found that not only non-English
students didn't know what they were reading but as the educational
standards of the culture deteriorated, it was found that people reading in
their native tongue could benefit with the use of M9. It was then found
that college students could not get through M9. And the latest survey has
demonstrated that 31 school teachers taken at random throughout the school
systems flunked M9 on their common reading materials. What has apparently
happened here is that we have drifted down in literacy to a point where the
culture can't read or hear. In a technical culture such as this, one
should not ask further why it is failing.
Because there are not enough supervisors to personally M9 all the
people on
the planet, much less a medium, size class, has to be done on a turnabout
basis by the students themselves. This caused a difficulty with M9 because
one was asking students who couldn't read to understand how to do the
Method 9
which would find the things which prevented them from reading. Here
again we
have the chicken and egg problem. Therefore, the procedure has been
demonstrated in a picture book which will be
HCOB 30.1.73RD - 2 -
Re-Rev. 13.9.80
issued in due time as a part of a special course. This picture book shows
the student how to M9 another student and he can, after being drilled by
the Supervisor on the picture book. So this has also been solved.
M9 is probably the top key method of word clearing today. You
would be utterly amazed to find somebody who habitually reads Western
stories cannot pass an M9 on them. He sees, "He mounted his roan (a type
of horse)" and he understands from this, "He roamed around the mountains."
He has become so accustomed to not-ising his inability to understand what
he is reading that he thinks it is ordinary. Isn't that the way everybody
reads?
M9 brings it home forcefully to him that he really doesn't understand
what he is reading. This is not why one uses it. One uses it to produce
somebody who can read. But, like one of the English teachers who was M9ed
on his own text, although he may begin with hostile protest that of course
he knows what he is reading, he soon gets into the real reality of it and
sees where he is at. His willingness to continue then has, already been
secured.
It will be found that the simple things are the main things on which
he stumbles. Thus M9ing is usually preceded by M8 as covered in the new
basic comprehensive reading course. This shows him by picture book how to
use a dictionary and gets him to define the simple words of the language.
Commas, semicolons, even capital letters will be found to be commonly
misunderstood.
The usefulness of M9 has gone then from a way of spotting the points
whirl a foreign language student is falling down to detecting and handling
the professors and the rest of the culture. It is an extremely important
method of word clearing and should be learned very well.
HOW TO LEARN METHOD 9
Method 9 word clearing is a way of finding the words a person doesn't
understand in a book or other written material by having him read it aloud
to the word clearer.
It is very simple and precise and it can be done by students on one
another with great success as will as by a professional word clearer.
Method 9 does not require expertise and it does not require a meter as many
other methods of word clearing do. Method 2 word clearing is very similar
to Method 9 but it requires the use of a meter to pick up the
misunderstoods. The virtue of Method 9 is that, while it is very thorough
and effective, it is not restricted in use to those who can operate a meter
and who have other expertise needed for Method 2. It can therefore be
learned very easily and used very broadly. To teach M9 the Supervisor gets
the student through the picture book version of M9, which will be issued in
due time as part of a special course and drills him so that he can do
Method 9 word clearing and he can M9 other students. One can also learn
how to do it all by himself hy going through this picture book and this
HCOB.
MISUNDERSTOOD WORDS
A student, when reading by himself, often does not know he has gone
past misunderstood words. But whenever he does go by misunderstood words,
he will have trouble with what he is reading.
A misunderstood word keeps a person from duplicating what the written
material, actually say. It causes the Communication Formula to go out.
HCOB 30.1.73RD - 3 -
Re-Rev. 13.9.80
A word can be misunderstood in many different ways and it is important
that these different types of misunderstoods are known to the person doing
Method 9. A word can be misunderstood because of a false (totally wrong)
definition, an incorrect definition, an incomplete definition, an
unsuitable definition, a homonymic (one word which has two or more
distinctly separate meanings) definition, a substitute (synonym-a word
which has a similar but not the same meaning) definition, a no (omitted)
definition, a rejected (by the person himself, usually due to a false
datum) definition or an invented (by the person himself, usually due to a
false datum) definition. This is covered more fully on HCOB 17 Jul 79
Issue I, THE MISUNDERSTOOD WORD DEFINED.
If a person has habitually gone past many, many misunderstood words in
his reading or his education (which most everybody in this present culture
has), not only will his ability to read be lowered but also his
intelligence. What he himself writes and says won't be understood, what he
reads and hears he won't understand, and he will be out of communication.
The probability is that he will have sunk back to the first dynamic, the
world will look like a very peculiar place to him, he will feel that he is
"not understood" (how true!) and life will look a bit miserable to him. He
can even appear to others to be criminal. At best he will become a sort
of robot or zombie. So you see, it is very important to clear
misunderstood words. Lack of the ability to communicate probably underlies
the causes for the current drug culture.
You will be amazed that somebody who appears to be a criminal idiot
all of a sudden begins to look comparatively like a genius after he has
been M9ed.
WHY METHOD 9 WORKS
A student who understands all the words on the page he is reading will
be able to read the page aloud perfectly. He will feel bright and alert
and will fully understand what he reads. But when a student passes a word
or symbol he doesn't understand, the misunderstood causes an interruption
of his voice or physical beingness. His voice may change, or he may
stumble on a word or make a face or squint his eyes or react in some other
way.
This is easy to understand if you remember that a person can go blank
after he passes a word or symbol he doesn't understand. He may make a
mistake in his reading right there at the point of the misunderstood, or he
may continue reading past the misunderstood and make a mistake on a later
word or symbol. He will feel duller and he will try to make up for the
dull feeling by reading with more effort. This will always be expressed by
a non-optimum action of some kind which must be noted and handled at once
by the word clearer.
A non-optimum reaction is anything the student does besides read the
page easily, naturally, and perfectly. Examples of some of the non-optimum
reactions that may show up are:
1. Student adding a word or leaving out a word or changing a word in the
sentence he is reading.
2. Student stumbling on a word or saying it incorrectly.
3. Student pausing or reading more slowly.
4. Student frowning or looking uncertain.
5. Student going stiff or tensing a body part, such as squinting his eyes
or tightening the grip of his hands, or biting his lip or some other
physical reaction.
HCOB 30.1.73RD - 4 -
Re-Rev. 13.9.80
6. Student reading with effort.
7. Student reading with a glib, robotic attitude (which is how he gets
after he has been forced to read "correctly" by someone who doesn't
know anything about Mis-Us).
Other manifestations can occur.
Note that the above is not a complete list of reactions but is
intended to give an idea of what to look for. In all fairness, one can
stumble when reading if he is trying to read in a dim light or he is having
eye trouble or the print or handwriting or pencilled corrections in the
text are very hard to make out. Thus it is necessary to do M9 word
clearing only in bright light and if the fellow is supposed to be wearing
glasses, he should be wearing glasses, and the material being M9ed must not
contain smudges and deletions itself. All possible reasons why he cannot
see the text and unclear text must be removed. Otherwise, the student will
simply say he couldn't see it or the light was bad or some other wrong why.
Anytime the person makes an error in his reading or reacts in some non-
optimum way, a misunderstood will ALWAYS be found just before that point or
sometimes at that point itself.
Example: The student is reading the page aloud. He reads, "Raymond
walked home slowly and thoughtfully," then he frowns. The other student,
who is M9ing him says: "That's it. Is there some word or symbol there
that you didn't understand?" (If the student wonders why he was stopped,
the word clearer tells him what reaction he noticed.)
The student looks over what he has read. He feels uncertain about the
word "slowly". He tells this to the word clearer and the word "slowly" is
looked up in the dictionary and used in sentences until the student fully
understands it.
When the word that was misunderstood is located and cleared, the
student will brighten up and will begin reading clearly and correctly once
again.
THE GLIB STUDENT
Glibness is often trained into students by the current educational
methods used in schools. The student is drilled to suppress or go by
misunderstood words and to robotically answer back with what the book says.
If he can do this, he is said to be a "good student" and a "good reader".
With this method, a student's understanding of what he has read is
actually considered to be separate from the act of reading. If the
educators bother with comprehension at all, it is only to measure
memorization, not understanding.
In today's schools, students are actually instructed to go right on
past words they don't understand; to figure out how to say them and to
continue reading whether they understand the text or not. One textbook
even advises, "If you find a hard word, read it as best you can and
continue to read." Students are expressly drilled to suppress reactions
such as mispronouncing words, substituting one word for another, inserting
extra words, repeating words, and omitting words. These reactions indicate
misunderstoods have been bypassed, but under heavy drilling a student can
learn to become robotic enough to suppress even these reactions, and read
on, leaving misunderstoods piled up behind him.
HCOB 30.1.73RD - 5 -
Re-Rev. 13.9.80
In all fairness, his teachers were not just trying to victimize him. The
discovery of the effects of a misunderstood word and the reasons for such
stumbles had not been discovered. Teachers did not know about them. Thus
they invented various drills to force the student not to make these
"comprehension errors". They did not have the tech or even know what
caused these manifestations. You hate the reasons for them in Method 9 and
in Study Tech.
You can spot a glib student on Method 9 because he sounds and looks
robotic when he reads. One step to take on such a glib student is to ask
him if he has ever been taught to suppress reactions on words which, when
he read them, he did not understand. One is asking him to take the
"suppress" off. He will tell you immediately that he has been when this is
true, and some emotional reaction can occur. One simply lets him talk
about it until the charge seems to be off of it and then gets him to start
his M9ing again. Some of it may be left, of course, but he will gradually
get into it and become more honest and more there. He thinks, of course,
when you're M9ing him that you simply want him to utter certain sounds.
This is what he has been trained to expect. If he is supposed to read
aloud, he is supposed to utter certain sounds. These sounds, of course,
are meaningless to him but that doesn't matter. Previously, his whole
purpose and training pattern in reading aloud was narrowed into getting
passed. So it may be necessary for the Supervisor to take up why he is
being M9ed. But even though he is reading like a robot and suppressing
everything, you will be able to see the suppression deepen when he hits the
really big Mis-Us. He reads them even more robotically than he does the
other parts of the text, so these too can be detected. As soon as he has
found a few of these things out and found out what you are trying to do, he
will begin to respond much more readily with M9. Method 9 on common
reading materials will show up a student's lack of reading comprehension
and show up his misunderstoods so that he can really see it for himself.
It may be an entirely new idea to him that written pages and sound waves
communicate something.
Another method, an extreme one, of handling the extensively mis-
trained glib student is to get him to read a paragraph and then, employing
a method known as "clay table", get him to demonstrate it. He won't be
able to do so. Furthermore, he will realize he isn't able to do so. It
was just sounds.
METHOD 9 ON COMMON READING MATERIALS
To do Method 9 on common reading materials, the student chooses a
paperback book or something that he reads for his own pleasure and he reads
it aloud to the word clearer.
If he cannot read it perfectly, it is because he has gone by
misunderstood words. At first it may not be real to the student that he
has misunderstood words. But after he has found and cleared a number of
them using Method 9, the student will realize that he does have
misunderstood words and that his misunderstoods are getting in the way of
his ability to read.
When the student reaches the point of realizing that he does actually
have misunderstood words on the materials he commonly reads for his own
pleasure, he becomes very willing to find his own misunderstood words and
he can usually do so easily. Method 9 of common reading materials can be
ended at this point. The student is now much more aware of and able to
find and handle his own misunderstoods and he is on his way toward reading
naturally, correctly and with understanding.
HCOB 30.1.73RD - 6 -
Re-Rev. 13.9.80
HOW TO DO METHOD 9
1. STUDENT AND WORD CLEARED SIT ACROSS FROM EACH OTHER.
The student and the word clearer sit across from each other at a table
or desk. Each person has his own copy of the text to be word cleared. The
word clearer must be able to see the student and the page in front of him
at the same time.
2. DICTIONARIES ARE AVAILABLE.
A good, simple English language dictionary, and any other dictionaries
the student may need are available. (Above all things, do not use what is
called a "dinky dictionary". This is different than a simple well-
expressed dictionary. A dinky dictionary is what you commonly get off the
paperback racks in drug stores. It quite often defines word A as word B
and then defines word B as word A. It also omits all the alternative
definitions and all the technical definitions. Always have to hand, at
least in the classroom, the most extensive and voluminous set of
dictionaries anybody ever heard of on all the subjects ever heard of under
the sun, plus any encyclopedias that you can round up.)
3. STUDENT RECOGNITION OF MISUNDERSTOODS.
Before the student starts reading, he should be told that if he sees a
word he doesn't know the meaning of, he should stop and look the word up
and clear it instead of going on past it. And the student should be
encouraged to find and clear misunderstood words himself. M9 brings about
the ability to do this, so that the student will find and clear his own
misunderstoods in future. The word clearer on M9 would never prevent the
student from clearing a word that the student recognizes as misunderstood.
Correctly done M9 will bring about the ability of the student to find and
clear his own misunderstoods. ... (If you don't want to spend ten years
M9ing one page, it is best to get him through Method 8 on simple English
words. This will be part of a special course which will greatly improve
someone's level of literacy.)
4. STUDENT READS THE TEXT ALOUD TO THE WORD CLEARER.
The student reads the text aloud to the word clearer. He is not on
the
meter. While the student reads, the word clearer follows his own copy
of the
same text, watches the student and listens to him.
The word clearer must be very alert and see or hear any non-optimum
reactions of the student while he is reading.
5. NON-OPTIMUM REACTION EQUALS MISUNDERSTOOD WORD.
A non-optimum reaction by the student to what he is reading is the
clue to the word clearer that the student has encountered a misunderstood
word. The word clearer and student must now locate the exact misunderstood
word or symbol. It will be found just before or sometimes at the point the
non-optimum reaction occurred.
6. FIND THE MISUNDERSTOOD.
If it is not obvious to the student that he has reacted and he just
continues reading, the word clearer says, "That's it. Is there some word
or symbol there that you didn't understand?" It is the duty of the word
clearer to steer the student to the misunderstood. It is either at the
point of the non-optimum reaction or before it. The point is that the
student must be steered onto it. And it then is looked up.
HCOB 30.1.73RD - 7 -
Re-Rev. 13.9.80
The student may be able to spot his misunderstood word right away and
tell the word clearer what it is. Or he may have difficulty finding it and
the word clearer will have to help him find it.
The word clearer helps the student by getting him to look earlier and
earlier in the text from the point where he reacted until the misunderstood
work is found. The word clearer can also spot-check the student. Spot-
checking means choosing words from the text the student has already read
and checking with him to see if he knows the definitions of those words.
If the student is uncertain about any word or gives a wrong
definition, then that word is taken up and cleared in the dictionary.
7. CLEAR THE WORD.
Once the misunderstood is found it must be fully cleared in the
dictionary. The person will be hung up on the definition of the word as it
is used in the context of what is being word cleared, which will not
necessarily be the first definition given in the dictionary. To try and
clear any other definition before clearing the one he is stuck in would
cause him to try and clear a word over misunderstoods. Therefore he would
rapidly go over the definitions to find the one that fits the context and
clear that first. Then the remaining definitions would be cleared.
This is how a word is cleared:
The first step is to look rapidly over the definitions to find the one
which applies to the context in which the word was misunderstood. One
reads the definition and uses it in sentences until one has a clear concept
of that meaning of the word. This could require ten or more sentences.
Then one clears each of the other definitions of that word, using each
in sentences until one has a conceptual understanding of each definition.
The next thing to do is to clear the derivation-which is the
explanation of where the word came from originally. This will help gain a
basic understanding of the word.
Don't clear the technical or specialized definitions (Math., Biology,
etc.) or obsolete (no longer used) or archaic (ancient and no longer in
general use) definitions unless the word is being used that way in the
context where it was misunderstood.
Most dictionaries give the idioms of a word. An idiom is a phrase or
expression whose meaning cannot be understood from the ordinary meanings of
the words. For example "give in" is an English idiom meaning "yield".
Quite a few words in English have idiomatic uses and these are usually
given in a dictionary after the definitions of the word itself. These
idioms have to be cleared.
One must also clear any other information given about the word, such
as notes on its usage, synonyms, etc. so as to have a full understanding of
the word.
If one encounters a misunderstood word or symbol in the definition of
a word being cleared, one must clear it right away using this same
procedure and then return to the definition one was clearing. (Dictionary
symbols and abbreviations are usually given in the front of the
dictionary.)
HCOB 30.1.73RD - 8 -
Re-Rev. 13.9.80
8. READ THE SENTENCE OR PARAGRAPH AGAIN.
The word cleared then asks the student to read once again the sentence
in the text in which the misunderstood word or symbol was found. The
student does so. The word clearer must now ensure that the student
understands the sentence and/or paragraph that contained The misunderstood.
If the student does not originate this The word cleared must ask him to
tell him what the sentence or paragraph means. He does not just let the
student continue reading with no comprehension of the text that contained
the misunderstood.
If the student still doesn't understand the sentence or paragraph
there will be another misunderstood word or symbol probably earlier in the
text, that needs to be found and cleared. Only when he fully understands
the section of the text that contained the misunderstood does the student
continue on with the M9. He would continue reading from the sentence that
had the misunderstood in it, not just the point where he had the non-
optimum reaction.
Any further non-optimum reactions are handled by finding the next
misunderstood word or symbol and clearing it, as above.
9. METHOD 9 IS CONTINUED UNTIL THE TEXT HAS BEEN COMPLETED.
Method 9 is continued until the text to be word cleared is completed.
10. STUDENT GOES TO EXAMINER AT THE END OF METHOD 9 WORD CLEARING.
The student is always sent to the PC Examiner at the end of a Method 9
session.
And that's all there is to doing Method 9!
METHOD 9 CAUTION
When the word clearer has misunderstoods of his own on the material
being word cleared, he tends to go "wooden" and just sits and does nothing
to handle the student. The word clearer must always clear his own
misunderstood words or else when the student stumbles on a word, the word
clearer won't even see it or hear it because of his own misunderstoods. He
can miss the student's stumble and never get the student's misunderstood
word.
The word clearer can also miss a student's reactions when he has so
much attention on the page that he becomes unaware of the student or
doesn't even look at the student.
When students are M9ing each other on the same study materials, they
do NOT first just read the materials as this will only give them
misunderstoods. They take the materials being word cleared one paragraph
or section at a time and M9 each other on it. This is done by a student
first M9ing his twin on one section, and then getting M9ed on what he just
word cleared his twin on, plus the next section. It then turns around
again. The twin gets M9ed on what he just word cleared the other student
on, and on the next section. In this way one person is not constantly
leading. Unless the M9ing reversals are done in this fashion,
misunderstoods could be missed. The whole text would be covered in this
way.
HCOB 30.1.73RD - 9 -
Re-Rev. 13.9.80
EXAMPLES OF STUDENT REACTIONS
AND THEIR CORRECT HANDLING
There are many, many different kinds of reactions that can occur when
a student passes a word he doesn't understand. There are also many
different ways a student will respond to Method 9. All that is needed for
success with Method 9 is for the word clearer to understand Method 9 and to
apply it exactly according to this bulletin.
Given here are some examples of student reactions and correct
handlings by the word clearer:
A. The student changes a word in the sentence.
Example:
The page says: "The boy then reached down and patted his dog."
The student says: "The boy than reached down and patted his dog."
The word clearer says, "That's it. Is there some word or symbol there
that you didn't understand?"
The student looks at the words "then", "boy" and "the". He knows
those
words. So he looks in the sentence before that one. In that sentence
he sees
the word "collie". Be's not sure what that is.
He tells the word clearer and they clear the word "collie".
The word clearer now has the student re-read the sentence that had the
misunderstood in it and the following sentence. The student does this and
the word clearer ensures he now understands the sentences.
They continue on with the M9 starting with the sentence that has the
word "collie" in it.
B. The student adds an extra word.
Example:
The page says: "The child went to school."
The student says: "The child went to the school."
The word clearer says, "That's it. Is there some word or symbol there
that you didn't understand?"
The student looks over the sentence. He says he understands all the
words, but thinks the sentence should say, "A child went to school" rather
than, "The child went to school."
The word clearer says, "Okay, let's spot-check some words. What does
'the' mean in this sentence?"
The student looks blank for a moment and doesn't say anything. The
word clearer says, "All right. We're going to look up the definition of
'the'."
"The" is then looked up and cleared.
HCOB 30.1.73RD - 10 -
Re-Rev. 13.9.80
After clearing the word "the" the word clearer has the student take a
look at the sentence again and tell him what it means. The student now
understands the sentence perfectly so the M9 is continued from that
sentence.
C. The student leaves out a word.
Example:
The page says: "Robert then visited the city."
The student says: "Robert visited the city."
The word clearer says, "That's it. Is there some word or symbol there
that you didn't understand?"
The student reads over the sentence. He can't find anything he
doesn't understand. The word clearer asks him to look over the next
earlier sentence for a misunderstood word. The student can't find any
there, either. The word clearer has the student keep looking earlier and
earlier in the text and finally the student spots the misunderstood word in
the first sentence of the page.
The word found is then cleared.
The word clearer now has him re-read the sentence that the
misunderstood was in.
The student reads the sentence and frowns.
The word clearer says: "All right, is there another word or symbol
there that you don't understand?"
They look even earlier in the text and find another word that the
student
went by that he didn't understand. The word is cleared fully and the word
cleared has him read the earlier passage where the misunderstood was found
again. The word clearer then has the student tell him what that
passage
means. The student does so and now understands the passage, so the M9
is
continued from that point in the text.
D. The student leaves off a part of a word, such as an "s" or an "ed" at
the end.
Example:
The page says: "There was a huge pile of assorted tools in the
woodshed."
The student says: "There was a huge pile of assorted tool in the
woodshed."
The word clearer says, "That's it. You left the 's' off 'tools'.
Have a
look over that sentence or page and tell me what word or symbol was
misunderstood."
The student says, "I don't have any misunderstood words on this page."
The word clearer acknowledges him and asks him once again to have a
look for the misunderstood word or symbol.
The student looks over the entire page but still says he has no
misunderstoods. So the word clearer starts spot checking the student on
the definitions of the words on the page.
HCOB 30.1.73RD - 11 -
Re-Rev. 13.9.80
The word clearer asks, "What's the definition of 'tools'?" The student
says, "It means 'implements of work'." The word clearer says, "That's fine.
What's the definition of 'assorted'?" The student gives it to him
correctly, so the word clearer simply backs up the sentence words one by
one, getting the definition of each one until he hits the word "was".
Student says, "It's something you saw with." The word clearer says,
"Let's have a look at 'was' in the dictionary." Each definition of "was" is
then cleared and it is suddenly discovered that the person has never
understood that it had anything to do with the conjugation of the verb "to
be".
After this is fully cleared up the word clearer has the student re-
read the sentence and tell him what it means.
The student says: "There was a huge pile of assorted tools in the
woodshed. Oh yes, I understand that, it means that there was a large pile
of different sorts of tools in the woodshed. That makes sense."
The word clearer now has him continue on with the M9.
E. The student stumbles on a word or says it incorrectly.
Example:
The page says: "I think I'll go shopping."
The student says: "I th-think...."
The student stops after he stumbles. The word clearer says, "Is there
some word or symbol there that you don't understand?"
The student says, "Well, it just doesn't make sense."
The word clearer asks, "What doesn't make sense?"
The student says, "I don't see why it says 'think' here."
The word clearer says, "All right. Let's have a look at 'think' in
the dictionary."
"Think" is then looked up in the dictionary, but the student can't
seem to get it, even though he understands all the words in the definition.
The word clearer asks, "Tell me, what part of speech is 'think' in
that sentence?"
The student says, "Uh, I don't know."
The word clearer says, "Okay. Well, right here in the dictionary it
says 'Verb'. What does that mean to you?"
Student: "Mm..." (long pause).
The word clearer says, "All right." He gets a grammar book and says,
"Have a look at this definition of 'verb'."
"Verb" is then cleared but while clearing it, the student says, "Hey,
I always thought you could only have one verb in one sentence and that
sentence has two verbs in it. Somebody threw me a curve." And as he has
cognited and has now got it straight M9ing continues. He uses it in
sentences until he's really got it, then they go on to the next definition
of "think" in the dictionary.
HCOB 30.1.73RD - 12 -
Re-Rev. 13.9.80
After all the definitions of "think" are cleared the word cleaner has
the student re-read the sentence. The student does so, with no error. The
word clearer asks him what the sentence means and the student tells him
accurately with understanding.
The M9 is continued from that point in the text.
F. The student hesitates or pauses while he is reading or begins reading
more slowly.
Example:
The page says: "The sun was shining on the flowers."
The student says: "The sun----was shining on the flowers."
The word clearer says, "That's it. What word or symbol was
misunderstood just before that point?"
The student very carefully looks back over the page, but he can't find
any words he doesn't understand.
The word clearer says, "Okay. I'll spot-check you." He gives the
student a thorough spot-check, but no misunderstood words are found.
The word clearer then asks, "Show me where you were last doing really
well on this text."
The student shows him. It's three paragraphs back.
The word clearer says, "Good. We're going to check from this point
back for any misunderstood words."
He extensively spot-checks the student in that area, and the student's
misunderstood word is finally found and cleared.
After ensuring that the student understands the part of the text where
the misunderstood was found, the M9 is continued from the sentence in which
the misunderstood occurred.
G. The student frowns, looks uncertain, goes stiff, or in some way shows
lack of comprehension.
Example:
The page says: "The family ate dinner together every night."
The student says: "The family ate dinner together every night."
While the student is reading, there is a slight look of uncertainty on
his face.
The word clearer says, "That's it. Look over this section you've just
read and tell me what word or symbol has been misunderstood."
The student says, "But why did you stop me?"
The word clearer says, "You were looking uncertain as you read that
last sentence."
The student says, "Well, actually, I did have some attention back on
the sentence before last."
The word clearer says, "Okay. Was there any misunderstood word or
symbol there?"
HCOB 30.1.73RD - 13 -
Re-Rev. 13.9.80
The student says, "I have some attention on the word 'for', but I've
looked that up before."
The word clearer says, "Well, let's have another look at it."
"For" is then cleared and the student realizes that he hasn't fully
cleared all of the definitions when he had previously looked it up.
Each definition of "for" is cleared fully and then the word clearer
asks the student to re-read these sentences and tell him what they mean.
The student has a good grasp of the material and so the M9 is continued
from the sentence that had the word "for" in it, with the student reading
smoothly and effortlessly.
H. The student tenses his body in some way. This could be tightening his
grip, squinting, tensing his jaw, jerking his body, stiffening any body
part, etc.
1 -- The page says: "The girls were delighted to see one another."
The student says: "The girls (tightens the muscles in his jaw) were
delighted to see one another."
The word clearer says, "That's it. Look back over this section you
have just read. Was there a misunderstood word or symbol there?"
The student looks at the page a long time. The word clearer can see
he is looking earlier and earlier on the page. Finally the student says, "I
can't see any words I don't understand, but this line seems a bit strange
to me:
'It was Christmas Eve. Alice was listening to "Silent Night" when Carol
came into the room.'"
The word clearer says, "All right. Let's do a spot-check in that
area.
What does 'Carol' mean?"
The student says, "That's a girl's name."
The word clearer says, "Good. What do the quotation marks show in
that sentence?"
The student says, "Hm. Well, someone said 'Silent Night' to Alice."
The word clearer says, "All right. I want you to read this section in
the grammar book on quotation marks."
The student reads the section aloud and says, "Oh, I see. 'Silent
Night' is a song and you use quotation marks around the names of songs.
I've got it now!"
The word clearer says, "Great," and has the student give some examples
of the use of quotation marks. They then return to the text.
2 -- The page says: "The men walked quietly through the dockyard."
The student says: "The men walked quietly through the dockyard."
(Student leans forward and looks at the page more
intently.)
The word clearer says, "That's it. Is there some word or symbol there
that you didn't understand?"
The student looks over the sentence. "Well, I've never seen
'dockyard'
used like that before. It doesn't make sense."
HCOB 30.1.73RD - 14 -
Re-Rev. 13.9.80
The word clearer acknowledges him and has him look it up. The
student reads the definition and starts brightening up. He turns to the
word clearer and says, "And all this time I thought a dockyard was a place
where you built docks, I never could understand why....."
3 -- The page says: "The car drove off, leaving a trail of dust
in the air."
The student says: "The car drove off, leaving a trail
(student squints his eyes at the page) of dust in the
air."
The word clearer says, "Is there some misunderstood word or symbol in
that area?"
Student looks bewildered. "No, the sentence just doesn't make
sense."
Word Clearer says, "All right. What is the definition of 'trail'?"
"Oh, that's the impression of a horse hoof where a horse has been."
The word clearer says, "Okay, look up the word 'trail'." The word is
cleared and the student sees that he had a totally wrong definition.
The word clearer now has him read that sentence again and tell him
what it means. The student is still confused about the sentence and thinks
it means that the car drove off a cliff or something.
They clear the word "off" fully and find that the sentence now makes
perfect sense to the student. The M9 is continued from that sentence.
I. The student yawns, suppresses a yawn, gets watery eyes, etc.
The page says: "A bright red apple was on the table."
The student says: "A bright red apple was (yawn)..."
The word clearer says, "Okay. Let's find the word or symbol that was
misunderstood in this section."
The student says, "I'm not sure I have the right definition for
'bright'. Could we look it up?"
The word clearer says, "Sure," and they look up the word "bright".
The student then re-reads the sentence and tells the word clearer what
it means. The M9 is continued from that sentence.
J. The student begins reading with more effort. This includes
reading very carefully or unnaturally or robotically or reading in
such a way as to show that the words have no meaning to him, or that he
doesn't understand what he is reading.
The page says: "The families were having a picnic on the beach."
The student says: "The families were having a picnic on the
beach."
HCOB 30.1.73RD - 15 -
Re-rev. 13.9.80
The student reads the page correctly, but he is being very careful not
to make any mistakes.
The word clearer says, "That's it. Let's find the misunderstood word
or symbol that you didn't understand before this sentence."
The student says, "Yes, I started feeling uncomfortable while I was
reading the sentence before last."
The word clearer says, "Good. Let's look just before that for the
misunderstood word."
The student finds his misunderstood and it is cleared.
After ensuring that the student understands this section of the text,
the M9 is continued from the sentence where the student found the
misunderstood.
The important point for the word clearer to remember is that WHERE
THERE
IS A STUDENT REACTION, A MISUNDERSTOOD WORD WILL BE FOUND, USUALLY JUST
BEFORE THE POINT HE REACTED.
The misunderstood word can always, always be located with good
communication, persistence and a totally standard application of Method 9
tech, as given in this HCOB. If the student can't easily achieve this, he
must go to the Supervisor for help.
TRs AND M9
To be a very successful M9 word clearer, one's TRs must be in. One
has
to be able to TR-3 the question and get the actual misunderstood, yet at
the
same time, one should never go robotic or rote on the Method 9 procedure.
For
example it may happen that half-way through a sentence, the student stops,
smiles, and then continues on. Upon questioning, you find that a
bulletin he
has read many, many times before is now finally making sense. You wouldn't
then ask him for him misunderstood. Just acknowledge his win and carry on
with your word clearing with your TRs in and your application of this
bulletin 100% standard. The wins and gains of those you word clear
will by no means be slight.
QUARRELS OR UPSETS
It occasionally happens that the students doing the word clearing get
into a quarrel or upset. If this happens, you know that one of two things
has happened, either:
1. "Misunderstoods" that were really understood were forced off on the
student, or
2. Actual misunderstoods were not detected and were passed by.
1. If this happens, you can clean up any falsely looked-up words by
asking him if he was made to look up words he understood. If this is the
case, the student will brighten up and tell you the word or words he was
wrongly made to clear. This done, the M9ing can be resumed.
2. If the above doesn't handle it, then one knows that
misunderstoods have been missed. Have the twin who is doing the word
clearing take him back to when he was last doing well and then come forward
in the text, M9ing as he goes, picking up the missed misunderstoods. It
will usually be found that several misunderstoods have been missed, not
just one.
HCOB 30.1.73RD - 16 -
Re-rev. 13.9.80
WORKSHEETS
Worksheets are a written record of the word clearing session. They
contain the student's name, the word clearer's name, the date and the name
or title of what is being word cleared. The word clearer keeps worksheets
during the word clearing session and writes down which words have been
looked up and cleared and any other important information concerning the
word clearing.
Worksheets are stapled to the student's exam form when word clearing
is complete. They are filed in his pc folder.
TEACHING THE STUDENT
TO DO METHOD 9
This is done using this HCOB or the M9 Picture Book (which will be
issued in due time as part of a special course). This is a simple picture
book which is handed to the student. He goes through the book and then
does some M9 drilling as contained in the back of it. The Supervisor
checks him out and corrects him if needed, using only the data in the M9
Picture Book and this HCOB. No verbal Tech or opinions are thrown in.
The end result of a well done Method 9 is a student who is certain he
has no misunderstoods on that material so that he can easily study the
material and apply it.
Method 9 is a great civilization saver.
It is easy to do. It's fun and it gives tremendous gains.
It is vital that Method 9 is done correctly, exactly by the book.
Otherwise, people will be denied the enormous wins that can be attained
with it.
L. RON HUBBARD
FOUNDER
LRH:dr:nc:dr
Copyright $c 1973, 1979, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=19/6/72
Volnum=0
Issue=0
Rev=1
rDate=15/2/81
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Word Clearing Series 37R
DINKY DICTIONARIES
Remimeo
Student Hat
Supervisors
Word Clearers
Cramming
Officers
Tech
Qual
Auditors
C/Ses
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 19 JUNE 1972R
Remimeo REVISED 15 FEBRUARY 1981
Student Hat
Supervisors (This HCOB has been revised
Word Clearers to delete the recommendation
Cramming of the WORLD BOOK DICTIONARY,
Officers as in 1976 it underwent a
Tech major revision so that it now
Qual contains many grammatical and
Auditors other errors and the entry defining
C/Ses Dianetics was removed.
In its place this HCOB
recommends some good dictionaries
to use.)
(Revisions not in Script)
Word Clearing Series 37R
DINKY DICTIONARIES
(Dinky: Small, insignificant)
In learning the meaning of words small dictionaries are very often a
greater liability than they are a help.
The meanings they give are often circular: Like "CAT: An Animal."
"ANIMAL: A Cat." They do not give enough meaning to escape the circle.
The meanings given are often inadequate to get a real concept of the
word.
The words are too few and even common words are often missing.
HUGE dictionaries can also be confusing as the words they use to
define are often too big or too rare and make one chase through 20 new
words to get the meaning of the original.
HCOB 13 Feb 81 DICTIONARIES contains considerable data on the subject
of dictionaries and their use. There is no one dictionary that is perfect
for all; on the contrary, each person must find a dictionary that is the
correct gradient for him.
Following are the dictionaries recommended in HCOB 13 Feb 81, Word
Clearing Series 67, DICTIONARIES as being the best dictionaries available.
From these one should be able to find a dictionary that suits him.
WEBSTER'S NEW WORLD DICTIONARY FOR YOUNG READERS, published by William
Collins, is a very good simple American dictionary. It does not contain
derivations, but is very good for those students who do not have a large
vocabulary. (When using this dictionary the student would look up the
derivations in a larger dictionary.)
The OXFORD AMERICAN DICTIONARY is an excellent dictionary. It has
very
good definitions and is simpler than the college-sized dictionaries listed
below. It does not contain derivations. It is published in paperback
by Avon
Books, a division of the Hearst Corporation, 959 Eighth Ave., New York, New
York and in hardback by Oxford University Press, New York.
HCOB 19.6.72R - 2 -
Rev. 15.2.81
There are two American college dictionaries recommended: THE RANDOM
HOUSE COLLEGE DICTIONARY REVISED EDITION published in the U.S. by Random
House Inc., New York and in Canada by Random House of Canada Limited,
Toronto and WEBSTER'S NEW WORLD DICTIONARY OF THE AMERICAN LANGUAGE COLLEGE
EDITION published by Simon and Schuster, New York. These are both one-
volume dictionaries and are higher gradients than the beginning
dictionaries. A person with a limited vocabulary may find the
definitions too complicated. These two dictionaries do give good
derivations.
One of the best American dictionaries is the FUNK AND WAGNALLS NEW
COMPREHENSIVE DICTIONARY OF THE ENGLISH LANGUAGE INTERNATIONAL EDITION.
This dictionary is published by Publishers International Press in New York
City at 9 Madison Ave. and in Los Angeles at 1543 West Olympic Blvd.,
90015. This is a two-volume set and is one of the best American
dictionaries you'll find.
The CHAMBERS TWENTIETH CENTURY DICTIONARY (printed in Edinburgh,
Scotland) is a good English dictionary. The definitions are quite thorough
but few examples are given. It is suitable for fairly literate students.
The two-volume set published by the Oxford University Press called THE
SHORTER OXFORD ENGLISH DICTIONARY is an excellent dictionary, especially
for the English. This dictionary is based on THE OXFORD ENGLISH
DICTIONARY, which is the largest and most comprehensive English dictionary
in existence. Although many students will not use THE OXFORD ENGLISH
DICTIONARY as their only dictionary (as it is quite large, comprising over
12 volumes), it is an invaluable reference dictionary and is sometimes the
only dictionary that correctly defines a particular word.
The Oxford University Press also puts out a smaller Oxford dictionary
called THE CONCISE OXFORD DICTIONARY. It is a one-volume dictionary and
uses a lot of abbreviations in its definitions. The definitions are very
good and it gives good derivations.
I have found these dictionaries listed above to be better than most.
(And they aren't determined on a course of propaganda to re-educate the
public unlike Merriam Websters and World Book dictionaries.)
Little pocket book dictionaries may have their uses for traveling and
reading newspapers, but they do get people in trouble. I have seen people
find a word in them and then look around in total confusion. For the dinky
dictionary did not give the full meaning or the second meaning they really
needed.
So the dinky dictionary may fit in your pocket but not in your mind.
L. RON HUBBARD
FOUNDER
LRH:bk
Copyright $c 1972, 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=19/4/72
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
C/S Series 77
Keeping Scientology Working Series 8
"QUICKIE" DEFINED
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Mill Manor, East Grinstead, Sussex
HCO BULLETIN OF 19 APRIL 1972
Remimeo REISSUED 30 AUGUST 1980
(Reissued as part of
Keeping Scientology Working Series)
C/S Series 77
Keeping Scientology Working Series 8
"QUICKIE" DEFINED
The reason an auditor can say he doesn't "quickie a rundown" (and none
ever say they do) is because he has no definition for the word QUICKIE.
The word has been used to designate rundowns that were not completely
and fully done.
It is not a slang word.
In the dictionary you will find "Quickie also quicky: something done
or made in a hurry. Also: a hurriedly planned and executed program (as of
studies)."
What happens in auditing, for instance, is a "Grade Zero Expanded" is
"done" by just doing a single flow to its first F/N.
That is obviously "quickie".
A more subtle one is to do a "PTS Rundown" with no Ethics action to
begin and no check for stability, holding gain and not ill a week or two
after the RD. Only if both these actions were done would one have a
"Complete PTS Rundown" as it would give a PRODUCT-A PC no longer PTS.
So what makes a Quickie "completion" quickie?
Is it length of time? Not necessarily.
Is it fewness of processes? Not necessarily as power can be done
quickie simply by not hanging on for the EP and only going to F/N.
To define COMPLETE gives us the reverse of Quickie.
"COMPLETE: To make whole, entire or perfect; and after satisfying all
demands or requirements." A Completion is "the act or action of completing,
becoming complete or making complete".
So "completing" something is not a loose term. It means an exact
thing. "End after satisfying all demands or requirements" does not mean
"doing as little as possible" or "doing what one can call complete without
being detected".
Anything that does not fully satisfy all requirements is QUICKIE.
HCOB 19.4.72 - 2 -
Reiss. 30.8.80
So "quickie" really means "omitting actions for whatever reason that
would satisfy all demands or requirements and doing something less than
could be achieved".
In short a quickie is not doing all the steps and actions that could
be done to make a perfect whole.
Standard auditing actions required for ages that auditors cleared each
word of each command. Yet when they went quickie they dropped this. When
this was dropped, GAINS ON 75% OF ALL PCS LESSENED OR VANISHED. We are
right now achieving spectacular wins on pcs just by clearing up commands
and words on all lists. We are finding that these pcs did not recover and
NEVER BEFORE HAD BEEN IN SESSION even though previously "audited" hundreds
of hours.
By omitting an essential action of clearing commands, processing did
not work because the pc never understood the auditing commands!
So quickie action did not save any time, did it? It wasted hundreds
of hours!
Quickie Programs are those which omit essential steps like Vital lists
or 2wcs to get data. FESs for past errors are often omitted.
To slow down the torrent of quickie actions on clearing commands HCO
PL 4 Apr 72 Issue III ETHICS AND STUDY TECH has Clause 4 "An auditor
failing to clear each and every word of every command or list used may be
summoned before a Court of Ethics. The charge is OUT TECH.'
Ethics has to enter in after Quickie Tech has gotten in. Because
quickie tech is a symptom of out-ethics. HCO PL 3 April 72 (Est 0 Series
13) DOING WORK and HCO PL 4 Apr 72 (Est 0 Series 14) ETHICS are vital know-
how where a C/S is faced with Quickie actions-or flubby ones that will not
cure.
Essentially Quickie Tech is simply dishonest. Auditors who do it have
their own Ethics out in some way.
To be sure their confront is down.
There are numerous remedies for the quickie impulse. The above
mentioned Policy Letters and plain simple TR 0 are standard remedies. TR 0
properly done and completed itself usually cures it.
Quickie study in '67 and '68 almost destroyed auditing quality. LRH
ED 174 INT which really pushes in Study Tech will achieve the primary
really for quickie-the auditor didn't understand the words himself.
Wherever Quickie tendencies or false stats (the quickest quickie
possible) show up, the above PLs had better be gotten into full use fast.
L. RON HUBBARD
FOUNDER
LRH:mes:rd:bk
Copyright $c 1972, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=27/3/72
Volnum=0
Issue=3
Rev=3
rDate=9/11/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Study Corr List 3RB
AUDITOR CORRECTION LIST
AUDITOR RECOVERY
Type = 12
iDate=27/3/72
Volnum=0
Issue=3
Rev=1
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Remimeo
All Auditors
All C/Ses
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 27 MARCH 1972RB
Remimeo ISSUE III
All Auditors REVISED 9 NOVEMBER 1980
All C/Ses
(Cancels BTB of 27 March 1972R
Issue III, same title.)
(Revised to clarify the use of
this correction list and to
align with recent technical
developments.)
(Revisions in Script)
Study Corr List 3RB
AUDITOR CORRECTION LIST
AUDITOR RECOVERY
Reference: HCOB 24 October 76R C/S Series 96R
DELIVERY REPAIR LISTS
This list is designed to get the auditor back in the chair.
Assessed properly with good assessment TRs, this list will allow the
auditor to recognize which way his tech has been out.
The list can be assessed Method 3 or Method 5. A second bracket in
the handling shows the further actions to be done after the list has been
F/Ned on all Reading Items.
It can be followed up by other auditing/Debug actions as adjudicated
by the C/S or Cramming Officer to fully handle areas the auditor is having
difficulty with as disclosed by the assessment of this list.
NAME: _________________________________ DATE:
_________________________________
AUDITOR: ______________________________
1. GIVEN A WRONG WHY? _______
(L4BRA and handle.)
2. GIVEN A WRONG WHY FOR AUDITING FAILURES? _______
(L4BRA and handle.)
3. CRAMMING GAVE A WRONG WHY? _______
(L4BRA and handle.)
4. GIVEN A WRONG ETHICS CONDITION? _______
(L4BRA and handle.)
5. TOLD YOU WERE PTS AND YOU WEREN'T? _______
(2wc E/S to F/N. L4BRA if any trouble.)
6. AS AN AUDITOR HAVE YOU HAD AN ARC BREAK? _______
(ARCU CDEINR E/S to F/N.)
HCOB 27.3.72RB III - 2 -
Rev. 9.11.80
7. UPSET WITH A C/S? _______
D OF P? _______
TECH SEC? _______
SENIOR EXEC? _______
(ARCU CDEINR E/S to F/N.)
8. AS AN AUDITOR HAVE YOU HAD A PROBLEM? _______
(2wc E/S to F/N.)
9. PROBLEMS WITH PCs? _______
(Do C/S Series 50, HCOB 15 July 71.)
10. AS AN AUDITOR, HAS A W/H BEEN MISSED? _______
(Pull it, 2wc E/S to F/N.)
11. OVERTS ON PCs? _______
(Pull them, 2wc E/S to F/N.)
12. W/Hs ABOUT PCs? _______
(Pull them, 2wc E/S to F/N.)
13. AUDITING WITHOUT STUDYING THE FOLDER AND UNDERSTANDING
THE PC'S CASE? _______ (2wc E/S
to F/N.)
14. AUDITING WITHOUT AN FES? _______
(2wc E/S to F/N.)
15. BREAKING THE AUDITOR'S CODE? _______
(2wc what E/S to F/N.)
16. HAD SOME SORT OF OUT ETHICS? _______
(2wc E/S to F/N.)
17. DISCUSSING PCS' CASES? _______
(2wc E/S to F/N.)
18. AUDITING A PC OVER AN: ARC BREAK? _______
(ARCU CDEINR E/S to F/N.)
PROBLEM? _______
(2wc E/S to F/N.)
W/H? _______
(2wc E/S to F/N.)
OVERT? _______
(2wc E/S to F/N.)
OUT ETHICS? _______
(2wc E/S to F/N.)
19. OUT 2D? _______
(2wc E/S to F/N, handle as a W/H.)
20. OUT 2D WITH PCs? _______
(2wc E/S to F/N, handle as a W/H.)
21. EVALUATION? _______
(2wc E/S to F/N.)
22. INVALIDATION? _______
(2wc E/S to F/N.)
23. FORCED A PC TO RUN A PROCESS? _______
(2wc E/S to F/N.)
24. DISINTERESTED? _______
(2wc E/S to F/N, handle any out ruds.)
HCOB 27.3.72RB III - 3 -
Rev. 9.11.80
25. FALSELY PASSED TRS? _______
(2wc E/S to F/N.)
26. FLUBBED COMMANDS? _______
(2wc E/S to F/N.)
27. NOT AUDITING FOR THE PC? _______
(2wc E/S to F/N.)
28. DIDN'T WRITE IT DOWN ON THE W/S? _______
(2wc E/S to F/N, handle as a W/H.)
29. FALSIFIED A W/S? _______
(2wc E/S to F/N, handle as a W/H.)
30. AUDITING FOR SPECIAL FAVORS? _______
(2wc E/S to F/N, handle as a W/H.)
31. COLLECTED FALSE BONUSES? _______
(2wc E/S to F/N, handle as a W/H.)
32. DIDN'T STARRATE PROCESSES? _______
(2wc E/S to F/N.)
33. DIDN'T WANT THE LIST TO READ? _______
(2wc E/S to F/N.)
34. CALLED AN F/N WHEN THERE WASN'T ONE? _______
(2wc E/S to F/N, handle as a W/H.)
35. DIDN'T CALL AN F/N WHEN THERE WAS ONE? _______
(2wc E/S to F/N, handle as a W/H.)
36. SAID THE LIST F/NED WHEN IT DIDN'T? _______
(2wc E/S to F/N, handle as a W/H.)
37. DOG CASES? _______
(2wc E/S to F/N. Pull all W/Hs.)
38. RABBITED? _______
(2wc E/S to F/N.)
39. GOT DESPERATE? _______
(2wc E/S to F/N.)
40. SQUIRRELLING? _______
(2wc E/S to F/N, handle as a W/H.)
41. TRIED UNUSUAL SOLUTIONS? _______
(2wc E/S to F/N, handle as a W/H.)
42. AUDITING WITHOUT A METER? _______
(2wc E/S to F/N, handle as a W/H.)
43. COFFEE SHOP AUDITING? _______
(2wc E/S to F/N, handle as a W/H.)
44. USING NON-STANDARD PROCESSES? _______
(2wc E/S to F/N, handle as a W/H.)
45. USING CONFIDENTIAL PROCESSES ON LOWER LEVEL PCs? _______
(2wc E/S to F/N, handle as a W/H.)
46. AUDITING ORG PCS OUTSIDE THE ORG? _______
(2wc E/S to F/N, handle as a W/H.)
HCOB 27.3.72RB III - 4 -
Rev. 9.11.80
47. C/SING IN THE CHAIR? _______
(2wc E/S to F/N, handle as a W/H.)
48. AUDITING WITHOUT A C/S? _______
(2wc E/S to F/N, handle as a W/H.)
49. AVOIDING CRAMMING? _______
(2wc E/S to F/N.)
50. DIDN'T GET ALL OF THE WITHHOLDS? _______
(2wc E/S to F/N.)
51. AUDITED UNSESSIONABLE PCS? _______
(2wc E/S to F/N.)
52. MOONLIGHTING? _______
(2wc E/S to F/N.)
53. SHOULD BE RETRAINED? _______
(2wc E/S to F/N. STUDENT REHAB LIST.)
54. PTS TO SOMEONE IN THE ENVIRONMENT? _______
(2wc to F/N.) (C/S to program as needed for further PTS handling.)
55. NEVER AUDITED? _______
(2wc E/S to F/N.)
56. NO HELP FROM A D OF P? _______
(2wc E/S to F/N.)
57. TROUBLE WITH TECH SERVICES? _______
(2wc E/S to F/N.)
58. AUDITING A WRONG C/S? _______
(2wc E/S to F/N.)
59. AUDITING A WRONG PROGRAM? _______
(2wc E/S to F/N.)
60. LOSSES ON PCS? _______
(2wc E/S to F/N.)
61. WERE YOU TAKEN OFF AUDITING? _______
(2wc E/S to F/N.)
62. A PC YOU FAILED TO HELP? _______
(2wc E/S to F/N.) (3 Way Help/3 Way Failed Help Triple or Quad.)
63. AUDITING AN NCG? _______
(2wc E/S to F/N.)
64. COULDN'T HELP A PC? _______
(2wc E/S to F/N.) (3 Way Help/3 Way Failed Help Triple or Quad.)
65. AN EARLIER TIME YOU FAILED TO HELP? _______
(2wc E/S to F/N.)
66. COULDN'T SOLVE IT? _______
(2wc E/S to F/N.)
67. CAN'T GET A PC IN SESSION? _______
(2wc E/S to F/N.)
68. MISUNDERSTOOD WORDS IN AUDITING? _______
(Find and clear them, each to F/N.)
HCOB 27.3.72RB III - 5 -
Rev. 9.11.80
69. MISUNDERSTOOD WORDS IN DIANETICS AND SCIENTOLOGY? _______
(Find and clear them, each to F/N.)
70. COULDN'T UNDERSTAND THE TECHNICAL TERMS? _______
(Find and clear them, each to F/N.)
71. AN EARLIER SIMILAR SUBJECT WAS MISUNDERSTOOD? _______
(2wc, find what word in the subject was Mis-U and clear it up.
Clear each word to F/N.)
72. WAS YOUR TRAINING INADEQUATE? _______
(2wc E/S to F/N and STUDENT REHAB LIST.)
73. RUSHED THROUGH COURSES? _______
(2wc E/S to F/N and STUDENT REHAB LIST.)
74. SEEKING STATUS? _______
(2wc E/S to F/N.)
75. YOU HAD DISAGREEMENTS? _______
(Find out what, find the Mis-U words and clear to F/N.)
76. EARLIER PRACTICE IN YOUR ROAD? _______
(2wc E/S to F/N.) (Pgm for GF 40 Expanded Handling.)
77. AFRAID OF AUDITING SOMEONE? _______
(2wc E/S to F/N.) (Fear of People RD.)
(Note: Do not run R3RA on a Clear or OT.)
78. TROUBLE WITH: TR 0? _______
TR 1? _______
TR 2? _______
TR 2 �? _______
TR 3? _______
TR 4? _______
ASSESSMENT DRILLS? _______
(2wc E/S to F/N.) (TIP for handling.) _______
79. YOUR TRS WERE INVALIDATED? _______
(2wc E/S to F/N. Rehab any win.)
80. COULDN'T GET YOUR QUESTION ANSWERED? _______
(2wc E/S to F/N.)
81. COULDN'T GET PAID? _______
(2wc E/S to F/N.)
82. COULDN'T MASTER AN E-METER? _______
(2wc, find out what he didn't understand about it and clear up to
F/N.)
83. METER IN THE WRONG PLACE? _______
(2wc E/S to F/N.)
84. NOT ENOUGH DRILLING ON PROCESSES? _______
(2wc E/S to F/N.)
85. COULDN'T GET READS? _______
(2wc E/S to F/N.)
86. WEREN'T SURE OF E-METER READS? _______
(2wc E/S to F/N.)
HCOB 27.3.72RB III - 6 -
Rev. 9.11.80
87. CAN'T TELL AN F/N? _______
(2wc E/S to F/N.)
88. WORRIED ABOUT TA? _______
(2wc E/S to F/N.)
89. COULDN'T F/N A LIST? _______
(2wc E/S to F/N.)
90. COULDN'T TELL AN R/S? _______
(2wc E/S to F/N.)
91. TROUBLE WITH THE ASSESSMENT? _______
(2wc E/S to F/N.)
92. TROUBLE WITH L&N? _______
(2wc E/S to F/N.)
93. NOBODY TO AUDIT? _______
(2wc E/S to F/N.)
94. PREVENTED FROM AUDITING? _______
(2wc E/S to F/N.)
95. FORCED TO AUDIT UNDER BAD CIRCUMSTANCES? _______
(2wc E/S to F/N.)
96. NOT GETTING ANY CRAMMING? _______
(2wc E/S to F/N.)
97. WAS TOLD TO RETRAIN WHEN IT WASN'T WARRANTED? _______
(2wc E/S to F/N.)
98. TECH DOESN'T WORK FOR YOU? _______
(2wc E/S to F/N.) (Note for further handling by Qual.)
99. TECH DOESN'T WORK ON YOU? _______
(C/S 53RL GF M5 and handle.)
100. SOMETHING WRONG WITH YOUR EYESIGHT? _______
(2wc what E/S to F/N.)
101. RESTIM? _______
(C/S 53RL.)
102. TROUBLE WITH YOUR OWN CASE? _______
(C/S 53RL.)
103. SOMETHING ELSE WRONG? _______
(2wc what and if no joy GF M5 and handle.)
L. RON HUBBARD
FOUNDER
Update assisted by
Mission Issues Revision
BDCSC:LRH:KM:nc Accepted by the
Copyright $c 1972, 1980 BOARD OF DIRECTORS
by L. Ron Hubbard of the
ALL RIGHTS RESERVED CHURCH OF SCIENTOLOGY
of CALIFORNIA
L. RON HUBBARD
FOUNDER
Update assisted by
Mission Issues Revision
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
[?]
Type = 11
iDate=27/3/72
Volnum=0
Issue=1
Rev=4
rDate=31/3/82
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
STUDENT CORRECTION LIST-REVISED
Study Corr List 1RC
Remimeo
Tech
Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 27 MARCH 1972RC
Remimeo ISSUE I
Tech RE-REVISED 31 MARCH 1982
Qual
(Revised 28.1.81 to change distribution of issue and to update,
clarify and broaden the handlings on the list. Further revised 31.3.82 to
include missed withhold handling to include and to add questions 39 and 40
to the list.)
(Revisions in Script)
STUDENT CORRECTION LIST-REVISED
Study Corr List 1RC
The Student Correction List is designed to help locate the reasons a
student is not doing well on course.
The list is normally done in Qual. It is assessed Method Five and
handled as indicated. A second bracket in the handling shows the further
actions to be done after the list has been F/Ned on all reading items.
It must be done by an auditor who can make a prepared list read.
PC NAME: ______________________________ DATE:
_______________________________
AUDITOR: ______________________________ COURSE:
_______________________________
0. DO YOU HAVE A REASON YOU ARE NOT USING STUDY TECH? _______
(L&N "What reason do you have for not using study tech?")
(Handle the reason for the person not using Study Tech with
cramming or retread of BSM, Student Hat or PRD as applicable.)
00. HAS A WRONG WHY BEEN FOUND FOR YOUR NOT USING STUDY TECH? _______
(L4BRA and handle.)
000. HASN'T A WORD CLEARING CORRECTION LIST BEEN DONE? _______
(Get it done.)
0000. DID YOU HAVE TROUBLE AFTER WORD CLEARING? _______
(WCCL and handle.)
1. CONCERNING COURSE DO YOU HAVE AN ARC BREAK? _______
CONCERNING COURSE HAVE YOU ARC BROKEN ANOTHER? _______
CONCERNING COURSE HAVE OTHERS ARC BROKEN SOMEONE ELSE? _______
QUAD PCs ONLY:
CONCERNING COURSE HAVE YOU ARC BROKEN YOURSELF? _______
(Handle each of the above with ARCU CDEINR E/S to F/N.)
2. CONCERNING COURSE DO YOU HAVE A PROBLEM? _______
CONCERNING COURSE HAVE YOU GIVEN A PROBLEM TO ANOTHER? _______
CONCERNING COURSE HAVE OTHERS GIVEN A PROBLEM TO SOMEONE ELSE?
_______
QUAD PCs ONLY:
CONCERNING COURSE HAVE YOU GIVEN A PROBLEM TO YOURSELF?
_______ (Handle above with Itsa E/S Itsa to F/N.)
HCOB 27.3.72RC I - 2 -
Re-rev. 31.3.82
3. CONCERNING COURSE HAVE YOU HAD A W/H? _______
CONCERNING COURSE HAS ANOTHER WITHHELD SOMETHING FROM YOU? _______
CONCERNING COURSE HAVE OTHERS HAD A WITHHOLD FROM SOMEONE ELSE?
_______
QUAD PCs ONLY:
CONCERNING COURSE HAVE YOU HAD A WITHHOLD FROM YOURSELF? _______
(Handle by pulling it E/S to F/N.)
4. CONCERNING COURSE HAS ANOTHER COMMITTED AN OVERT ON YOU? _______
CONCERNING COURSE HAVE YOU COMMITTED ANY OVERTS? _______
CONCERNING COURSE HAVE OTHERS COMMITTED OVERTS ON SOMEONE ELSE?
_______
QUAD PCs ONLY:
CONCERNING COURSE HAVE YOU COMMITTED AN OVERT ON YOURSELF? _______
(Handle any overt found by pulling it E/S to F/N.)
5. ARE YOU STUDYING OVER WITHHOLDS? _______
(Pull them E/S to F/N.)
6. DO YOU HAVE OVERTS ON FELLOW STUDENTS? _______
(Pull them E/S to F/N.)
7. DO YOU HAVE OVERTS ON SUPERVISORS? _______
(Pull them E/S to F/N.)
8. DO YOU HAVE OVERTS ON COURSE MATERIALS? _______
(Pull them E/S to F/N.)
9. DISAGREEMENTS WITH THE COURSE? _______
(2WC disagreements with course E/S to F/N.) (Complete the handling per
HCOB 19 Jan 66 DANGER CONDITIONS TECHNICAL DATA FOR REVIEW AUDITORS if
needed.)
10. DISAGREEMENTS WITH YOUR SUPERVISOR? _______
(2WC E/S to F/N.)
11. DISAGREEMENTS WITH THE COURSE MATERIALS? _______
(Get the disagreements-Word Clear the materials until fully handled,
taking each M/U found to F/N.)
12. PTS TO SOMEONE IN THE ENVIRONMENT? _______
(2WC E/S to F/N.) (Pgm for PTS handling.)
13. TOLD YOU WERE PTS AND YOU WEREN'T? _______
(2WC E/S to F/N-L4BRA if any trouble.)
14. HAVE YOU BEEN MADE FUN OF FOR NOT UNDERSTANDING SOMETHING? _______
(2WC E/S to F/N.)
15. DID YOU FALSIFY YOUR STATS? _______
(2WC E/S to F/N, handle as a W/H.) (Get the stats corrected.)
16. DID YOU FALSELY ATTEST TO THE PREREQUISITES OF THIS COURSE? _______
(2WC E/S to F/N-handle as a W/H.)
17. DID YOU FALSELY ATTEST TO A COURSE COMPLETION? _______
(2WC E/S to F/N-handle as a W/H.) (Handle the False Attest with
Ethics, Cramming, Retread or Retrain on the course materials as
applicable.)
18. STUDYING UNDER DURESS? _______
(2WC E/S to F/N.)
19. ARE YOU UNDER THREAT? _______
(2WC E/S to F/N.) (If any misemotion or evidence of a PTS situation,
PTS Interview and handle.)
HCOB 27.3.72RC I - 3 -
Re-rev. 31.3.82
20. NOT STUDYING ON YOUR OWN DETERMINISM? _______
(2WC E/S to F/N.) (If any indication of PTSness do PTS Interview and
handle.) (Route person to the the Reg to get signed up for the correct
service or to the Ethics Officer for further handling as appropriate.)
21. SEEKING STATUS? _______
(2WC E/S to F/N.)
22. HAVEN'T HAD METHOD ONE WORD CLEARING? _______
(2WC E/S to F/N.) (Pgm for M1 Word Clearing.)
23. NO METHOD ONE IN YOUR OWN LANGUAGE? _______
(2WC E/S to F/N.) (Pgm for M1 Word Clearing in own language.)
24. ARE THERE MISUNDERSTOOD WORDS IN DIANETICS AND SCIENTOLOGY? _______
(Find and clear them, each to F/N.)
25. AN EARLIER SIMILAR SUBJECT TO DIANETICS AND SCIENTOLOGY
WAS MISUNDERSTOOD? _______ (2WC-find
what word(s) in the subject(s) was misunderstood and clear each word found
to F/N.)
26. ON COURSE ARE YOU NOT USING METHOD 3 WORD CLEARING? _______
(2WC E/S to F/N.) (Have pc study, M4 and drill BTB 7 Feb 72R W/C
Series 31RA M3 WORD CLEARING and HCOB 23 Mar 78RA Word Clearing Series 59RA
CLEARING WORDS.)
27. NOT GETTING ANY WORD CLEARING? _______
(2WC E/S to F/N.) (Use Word Clearing tech to find and handle any area
of confusion, M/Us, etc.)
28. DON'T KNOW HOW TO CLEAR WORDS? _______
(2WC E/S to F/N.) (Have pc study, M4 and drill HCOB 23 Mar 78RA Word
Clearing Series 59RA CLEARING WORDS. Then clear any words still
misunderstood due to not having known how to clear a word.)
29. WORD CLEARING TECH DIDN'T WORK ON YOU? _______
(WCCL and handle.)
30. NOT GETTING ANY CRAMMING? _______
(2WC E/S to F/N.) (To Qual for cramming if necessary.)
31. NEVER DID STUDENT HAT OR BASIC STUDY MANUAL? _______
(2WC E/S to F/N.) (Get it done.)
32. MISUNDERSTOODS ON THE STUDY MATERIALS? _______
(Clear the M/Us and retread as needed.)
33. STUDY TECH DOESN'T WORK ON YOU? _______
(2WC to find what didn't work and handle it appropriately to F/N and
a win.)
34. NO DICTIONARIES AVAILABLE? _______
(2WC E/S to F/N.) (Find and clean up any M/Us from this-each to F/N.)
(Have him get some dictionaries.)
35. DICTIONARIES TOO COMPLICATED TO FOLLOW? _______
(2WC E/S to F/N.) (Find and clean up any M/Us from this-each to F/N.)
(Have him get some simple, dictionaries.)
36. TROUBLE USING A DICTIONARY? _______
(2WC E/S to F/N.) (Have pc study and M4 HCOB 23 Mar 78RA W/C Series
59RA CLEARING WORDS.)
37. NO DICTIONARY AVAILABLE IN YOUR NATIVE LANGUAGE? _______
(2WC E/S to F/N.) (Find and clean up any M/Us-each to F/N.)
(Have him get a dictionary in his native language.)
HCOB 27.3.72RC I - 4 -
Re-rev. 31.3.82
38. GOING PAST WORDS YOU CAN'T DEFINE? _______
(Pull the missed withhold of going past MUs, as a missed withhold,
E/S to F/N. Then clear the MUs, each to F/N.)
39. DO YOU HAVE ANY WITHHOLD ABOUT GOING PAST MISUNDERSTOODS? _______
(Handle as above.)
40. HAVE YOU GONE PAST MISUNDERSTOOD WORDS OR ABBREVIATIONS
IN YOUR WORK? _______ (Pull the
missed withhold of going past MUs, as a missed withhold, E/S to F/N. Then
clear the MUs, each to F/N.)
41. CAN'T FIND DEFINITIONS OF SCIENTOLOGY TERMS? _______
(Get which terms and clear each to F/N.)
42. NO PACK OF MATERIALS? _______
(2WC E/S to F/N.) (Get the pack of materials.)
43. MATERIALS MISSING FROM PACKS? _______
(2WC E/S to F/N.) (Get the missing materials into the pack.)
44. PRINTED MATERIALS DIFFICULT TO READ? _______
(2WC E/S to F/N.) (If there are M/Us from a bad printing job, clear
each to F/N.) (Also, ensure the proper org terminals are notified of the
situation.)
45. TROUBLED BY TYPOGRAPHICAL ERRORS? _______
(2WC E/S to F/N.) (Find and clear any confusions this caused to F/N.)
(Also, ensure proper org terminals are notified of the situation.)
46. EARLIER FAILED OR INCOMPLETE COURSES? _______
(2WC E/S to F/N.) (Pgm for Student Rehab List.)
47. DISINTERESTED? _______
(2WC E/S to F/N-handle with M4 or other methods of word clearing if
necessary.)
48. OUT 2-D? _______
(2WC E/S to F/N-handle as a W/H.)
49. OUT 2-D WITH SUPERVISOR? _______
(2WC E/S to F/N-handle as a W/H.)
50. OUT 2-D WITH ANOTHER STUDENT? _______
(2WC E/S to F/N-handle as a W/H.)
51. TROUBLE WITH DEMOS? _______
(Find out why and handle to F/N and a win.)
52. ARE YOUR CLAY DEMOS TOO SMALL? _______
(2WC E/S to F/N.) (Have pc study, W/C M4 HCOB 10 Dec 70R I CLAY TABLE
WORK IN TRAINING in Qual.)
53. DON'T HAVE A CHECKSHEET? _______
(2WC E/S to F/N.) (Get the student a checksheet.)
54. DOING OTHER WORK IN CLASS TIME? _______
(2WC E/S to F/N-handle as a W/H.)
55. BREAKING STUDENT'S GUIDE TO ACCEPTABLE BEHAVIOR? _______
(2WC E/S to F/N-handle as a W/H.)
56. DISAGREEMENTS WITH STUDENT'S GUIDE TO ACCEPTABLE BEHAVIOR? _______
(2WC E/S to F/N.) (Clear up any M/Us.)
57. NO SUPERVISOR FOR THE COURSE? _______
(2WC E/S to F/N.) (Report the situation to the Qual Sec for
handling.)
HCOB 27.3.72RC I - 5 -
Re-rev. 31.3.82
58. SUPERVISOR THERE BUT DOING SOMETHING ELSE? _______
(2WC E/S to F/N.) (If warranted, report it to the Qual Sec for
handling of the supervisor.)
59. CAN'T HEAR THE SUPERVISOR? _______
(2WC E/S to F/N.) (If the supervisor's TRs are out notify the Qual
Sec of this for handling.)
60. TROUBLE LISTENING TO TAPE? _______
(Find out why and handle to F/N.) (If necessary, handle with Word
Clearing on the relevant tape(s).)
61. YOU DON'T SPEAK THE SAME LANGUAGE YOU ARE STUDYING IN? _______
(2WC E/S to F/N-handle any M/us found each to F/N.) (Pgm for Method 1
in languages he speaks-earliest one learned first.)
62. PHYSICALLY ILL? _______
(2WC E/S to F/N.) (Do full Assist Checklist for injury and Illness-
HCOB 1 Feb 81 and pgm for New Era Dianetic Case Completion if pc is not yet
Clear or OT.)
63A. ARE YOU ON DRUGS? _______
63B. ARE YOU ON MEDICINE? _______
63C. ARE YOU ON ALCOHOL? _______
(2WC E/S to F/N.) (Pgm for full drug handling according to person's
case level, or repair of it if drug handling has been done. Complete any
drug handling if unflat.)
64. IS THERE SOMETHING WRONG WITH YOUR PERSONAL LIFE? _______
(2WC E/S to F/N-handle any out ruds.) (If any evidence of a PTS
situation-pgm for a PTS Interview.)
65. THE COURSE ROOM IS TOO HOT? _______
(2WC E/S to F/N.) (Work out a handling.)
66. THE COURSE BOOM IS TOO COLD? _______
(2WC E/S to F/N.) (Work out a handling.)
67. THE COURSE ROOM IS TOO NOISY? _______
(2WC E/S to F/N.) (Work out a handling.)
68. POOR VENTILATION IN THE COURSE ROOM? _______
(2WC E/S to F/N.) (Work out a handling.)
69. BAD LIGHTING IN THE COURSE ROOM? _______
(2WC E/S to F/N.) (Work out a handling.)
70. SOME OTHER COURSE ROOM DISTRACTION? _______
(2WC E/S to F/N.) (Work out a handling.)
71. UPSET BY NOT BEING ABLE TO SMOKE ON COURSE? _______
(2WC E/S to F/N. Handle any ARC break.) (Pgm for full drug
handling according to person's case level, or repair of it if drug
handling has been done. Complete any drug handling if unflat.)
72. SOMETHING WRONG WITH YOUR EYESIGHT? _______
(2WC E/S to F/N.) (Handle with auditing-Dianetics, Effort Processing,
Rising Scale Processing-and/or Medical.) (No Dianetics is run on Clears or
OT's.)
73. ARE YOU REALLY SUPPOSED TO BE DOING SOMETHING ELSE? _______
(2WC E/S to F/N.) (Get him properly TIPed or if an out-ethics
situation, send him to the Ethics Officer for handling.)
74. HAS SOMEBODY SAID YOU SHOULDN'T BE STUDYING? _______
(2WC F/S to F/N.) (If any PTS situation evident-pgm for PTS Int.)
(Can also run out times he was prevented from studying -- R3RA Triple or
Quad.)
(No Dianetics is run on Clears or OTs.)
HCOB 27.3.72RC I - 6 -
Re-rev. 31.3.82
75. NO TIME TO DO THE COURSE? _______
(2WC E/S to F/N.) (Work out a handling.)
76. HAVE YOU ALREADY DECIDED YOU WON'T FINISH THE COURSE? _______
(2WC E/S to F/N.) (Get the student properly targeted for course
completion or if out-ethics, send him to the E.O. for handling.)
77. ANY OTHER CONSIDERATION ABOUT FINISHING THE COURSE? _______
(2WC E/S to F/N.)
78. AFRAID TO USE WHAT YOU'VE LEARNED? _______
(2WC E/S to F/N.)
79. DID YOU THINK YOU WERE STUDYING SOMETHING ELSE? _______
(2WC E/S to F/N.)
80. DO YOU HAVE SOME TRICK METHOD OF STUDYING? _______
(2WC E/S to F/N.) (Find the 1st subject where pc started using this
method and pgm to handle the subject with M1 Word Clearing to EP. Then use
Word Clearing to find and clear any M/Us on the current subject being
studied.)
81. DO YOU USE A MEMORY SYSTEM? _______
(2WC E/S to F/N.) (Find the 1st subject where pc started using this
system and pgm to handle the subject with M1 Word Clearing to EP. Then use
Word Clearing to find any M/Us in the current subject.)
82. ARE YOU STUDYING FOR SOMEONE ELSE? _______
(2WC E/S to F/N.) (If any evidence of a PTS situation, do a PTS Int
and handle.)
83. ARE YOU STUDYING TO BE SOMETHING YOU DON'T WANT TO BE? _______
(2WC E/S to F/N.)
84. NOT GETTING ENOUGH TO EAT? _______
(2WC E/S to F/N.) (Work out a handling.)
85. ARE YOU ON A DIET? _______
(2WC E/S to F/N.) (If diet classifies as an "Other Practice" handle
it per Section H of the Exp GF 40.)
86. TOO TIRED TO STUDY? _______
(2WC E/S to F/N.) (Work out a handling.)
87. HAVE YOU BEEN INVALIDATED ON COURSE? _______
(2WC E/S to F/N.)
88. HAS STUDY BEEN INVALIDATED TO YOU? _______
(2WC E/S to F/N.)
89. HAVE MATERIALS BEEN INTERPRETED FOR YOU? _______
(2WC E/S to F/N.)
90. HAS SOMEONE TOLD YOU WHAT THE WORDS MEAN? _______
(2WC E/S to F/N.) (Reclear any words as necessary-taking each word to
F/N.)
91. HAVE YOU INTERPRETED MATERIALS FOR SOMEONE ELSE? _______
(Get off the W/H E/S to F/N. Find out why he felt he had to do it
and clean it up to F/N.)
92. ARE YOU GETTING DATA FROM SOME OTHER SOURCE? _______
(2WC E/S to F/N, watch for M/Us or confused areas and handle with
Word Clearing or False Data Stripping.)
93. HAVE YOU BEEN GIVEN VERBAL TECH? _______
(2WC E/S to F/N.) (False Data Stripping as necessary.)
94. NO HELP FROM THE SUPERVISOR? _______
(2WC E/S to F/N.) (If necessary, report the situation to the Qual
Sec.)
HCOB 27.3.72RC I - 7 -
Re-rev. 31.3.82
95. NO HELP FROM THE COURSE ADMIN? _______
(2WC E/S to F/N.) (If necessary, report the situation to the Qual
Sec.)
96. NO TWIN? _______
(2WC E/S to F/N.) (Work out a handling.)
97. TOO MANY INTERRUPTIONS? _______
(2WC E/S to F/N-handle any protest.) (If there is an outpoint on the
course, report the matter to Qual Sec for handling.)
98. RUSHED? _______
(2WC E/S to F/N-handle any protest.)
99. IS THE SUPERVISOR NOT AVAILABLE WHEN YOU NEED HIM? _______
(2WC E/S to F/N.) (Report the situation to the Qual Sec for
handling.)
100. DISTRACTED? _______
(2WC E/S to F/N.) (If there are distractions which warrant handling,
report it to the supervisor and/or Qual Sec.)
101. HAVE YOU HAD A FREQUENT CHANGE OF SUPERVISORS?
_______
(2WC E/S to F/N.)
102. DON'T LIKE THE SUPERVISOR? _______
(2WC E/S to F/N.) (General O/Ws on supervisor.)
103. DON'T LIKE A FELLOW STUDENT? _______
(2WC E/S to F/N.) (General O/Ws on student or each student if pc
mentions more than one.)
104. HAVE YOU BEEN MADE TO HAVE A TWIN YOU DIDN'T WANT? _______
(2WC E/S to F/N.)
105. HAVE YOU GONE ON TO ANOTHER SECTION OF STUDY WITHOUT FULLY GETTING
AN EARLIER SECTION? _______ (2WC E/S
to F/N.) (Handle earlier section with Word Clearing, restudy, and any
needed drilling.)
106. SKIPPED GRADIENT? _______
(2WC E/S to F/N.) (Handle as in 105.)
107. ARE YOU CONFUSED BY ANY PART OF THE MATERIALS? _______
(Find what and handle with Word Clearing.)
108. NOT STUDYING FOR APPLICATION? _______
(2WC E/S to F/N.)
109. NO PRACTICAL ON YOUR COURSE? _______
(2WC E/S to F/N.) (Report the situation to the Qual Sec if
necessary.)
110. HAD YOU MADE IT, AND SOMEONE SAID YOU HADN'T? _______
(If so, get off the inval, then rehab.)
111. HAS SOMEONE SAID YOU MADE IT WHEN YOU HADN'T? _______
(2WC E/S to F/N.) (Report it to Qual for handling.)
112. HAVE YOU SAID YOU MADE IT WHEN YOU HADN'T? _______
(2WC E/S to F/N-handle as a W/H.)
113. SELF-INVALIDATION? _______
(2WC E/S to F/N.) (Pgm for Ser Facs handling.)
114. LACK OF MASS WHEN YOU STUDY? _______
(2WC E/S to F/N.) (Notify supervisor for handling or send to Cramming
if necessary.)
115. UNREAL TARGETS SET FOR YOU? _______
(2WC E/S to F/N.) (Get him correctly targeted.)
116. DON'T USE A DEMO KIT? _______
(2WC E/S to F/N.) (Notify supervisor for handling or send to Cramming
if necessary.)
HCOB 27.3.72RC I - 8 -
Re-rev. 31.3.82
117. WOULD YOU RATHER BE STUDYING SOMETHING ELSE? _______
(2WC E/S to F/N.) (Get him correctly TIPed if appropriate.)
118. YOU DON'T LIKE TO PARTICIPATE AS A STUDENT? _______
(2WC E/S to F/N.) (Student Rehab List if appropriate.)
119. ARE YOU MIXING YOUR COURSE STUDIES WITH SOME OTHER SUBJECT
OR PRACTICE? _______ (2WC E/S
to F/N.) (Pgm to handle the other subject(s) or practice(s) with M1 Word
Clearing. Word Clear HCO PL 24 May 65 STUDENT'S GUIDE TO ACCEPTABLE
BEHAVIOR.)
120. HAS THE SUPERVISOR REFUSED TO LISTEN TO YOU? _______
(2WC E/S to F/N. If any upset or misemotion, handle as an ARC break.)
121. IS SOMETHING DISTRACTING YOU FROM STUDY? _______
(2WC E/S to F/N.) (If necessary, work out a handling.)
122. ARE YOU ON THE WRONG COURSE? _______
(2WC E/S to F/N.) (Get him properly TIPed if appropriate.)
123. IS THERE A MORE BASIC COURSE YOU SHOULD HAVE DONE FIRST? _______
(2WC E/S to F/N.) (Get him properly TIPed.)
124. DID YOU KNOW IT ALL ALREADY? _______
(2WC F/S to F/N.)
125. DID YOU HIT A WIN AND LOSE IT? _______
(If so, rehab.) (Check for PTSness and handle, if appropriate.)
126. CAN'T YOU REMEMBER THE DATA? _______
(2WC E/S to F/N.) (Handle with Word Clearing and either Cramming or
retread on the data he can't remember.)
127. RESTIM? _______
(C/S 53RL)
128. TROUBLE WITH YOUR CASE? _______
(C/S 53RL)
129. IS THERE SOME OTHER REASON YOU CAN'T STUDY? _______
(2WC E/S to F/N.) (Pgm for Student Rescue Intensive as appropriate.)
130. SOMETHING ELSE WRONG? _______
(2WC what, and if no joy, GF M5 and handle.)
Re-revised by
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
LRH:DM:nt:bk
Copyright $c 1972, 1981, 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
Re-revised by
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
[?]
Type = 11
iDate=18/2/72
Volnum=0
Issue=1
Rev=2
rDate=25/5/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
FALSE TA ADDITION 3
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 18 FEBRUARY 1972RA
Remimeo ISSUE I
RE-REVISED 25 MAY 1980
(References for footplates have been deleted.)
(This issue is re-revised to update the references.)
FALSE TA ADDITION 3
Ref: HCOB 8 Jun 70 LOW TA HANDLING
HCOB 16 Aug 70R C/S Series 15R, GETTING
THE F/N TO THE EXAMINER
HCOB 24 Oct 71RA FALSE TA
HCOB 12 Nov 71RB FALSE TA ADDITION
HCOB 15 Feb 72R FALSE TA ADDITION 2
HCOB 18 Feb 72RA FALSE TA ADDITION 3
HCOB 16 Feb 72 C/S Series 74, TALKING
THE TA DOWN MODIFIED
HCOB 23 Nov 73RB DRY AND WET HANDS
MAKE FALSE TA
HCOB 24 Nov 73RD C/S 53RL SHORT FORM
HCOB 24 Nov 73RE C/S 53RL LONG FORM
HCOB 19 Apr 75R OUT BASICS AND HOW TO
GET THEM IN
HCOB 23 Apr 75RA VANISHING CREAM AND
FALSE TA
HCOB 24 Oct 76RA C/S Series 96RA, DELIVERY
REPAIR LISTS
HCOB 10 Dec 76RB C/S Series 99RB, SCIENTOLOGY
F/N AND TA POSITION
HCOB 21 Jan 77RB FALSE TA CHECKLIST
HCOB 24 Jan 77 TECH CORRECTION ROUND-UP
HCOB 26 Jan 77R FOOTPLATES USE FORBIDDEN
HCOB 30 Jan 77R FALSE TA DATA
HCOB 4 Dec 77 CHECKLIST FOR SETTING UP
SESSIONS AND AN E-METER
HCOB 13 Jan 77RB HANDLING A FALSE TA
OWNER'S MANUAL, HUBBARD PROFESSIONAL MARK VI,
HOW TO SET UP YOUR MARK VI E-METER
A meter is a meter.
Meters are used to measure water, natural gas, and many other things.
An E meter is used to measure a pc.
If you rig a meter up so as to falsify its reads you get a wrong
result.
You could rig up a water meter so it read that twice as much water had
flowed and then sit around and wonder all week why the swimming pool never
filled up.
The ACCURACY of a meter depends upon its being honestly set up and
honestly used.
The HONESTY of the auditor determines his results.
The whole field of psychotherapy was dishonest from the days of witch
doctors to psychiatry. Falsified data came from lack of knowledge of the
mind. This made its practitioners DISHONEST.
HCOB 18.2.72RA I - 2 -
Re-rev. 25.5.80
We do not and must not follow that fatal road.
The technology we have WORKS to definite positive predictable
results.
Results are obtained if the auditor has honestly studied and
understood his materials and honestly applies them.
Falsifying study leads to falsifying meters and this gives bad
results on pcs.
HONEST use of the materials and the meter gives an honest result.
One who does not know his materials and who cannot do his drills then
thinks he has to make a meter cheat.
HONEST use of the meter by an HONEST auditor is the route to GOOD
RESULTS.
LOW TAs
A bad practice has arisen to "beat" the low TA.
This is to have the pc wipe his hands every few minutes to get the TA
up above 2.0.
Not only does this distract the pc and yank him out of session, but
it is by inference putting his attention on the meter, a thing a good
auditor does NOT do in a formal session. The pc's attention must be on his
own case in a session, not on the meter or his hands.
But the best answer is to get the pc up scale so he doesn't have
perspiring hands.
Overwhelming TRs is the commonest reason for low TAs. Not all the
hand wiping in the world will cure poor TRs.
Some auditors "spook" (leap off the road like a horse frightened by
something blowing along) at the very thought of high or low TAs. This is
because they haven't got the TRs to handle a low TA nor the tech to handle
a high one.
Making a meter read falsely low with cream or falsely high with
talcum powder or wiping hands continually will not handle the pc's CASE.
That is what the auditor is there to do, not make his session look
good!
The funniest one I have ever heard was a Solo auditor who had high TA
trouble. So he used to fill up a bathtub with scalding water, fill the
bathroom full of clouds of steam and then sit in the bath, holding onto his
electrodes "Solo auditing."
It gave him a lower TA but it sure didn't give him any case result.
We maybe ought to have a contest as to who can come up with the most
comical actual instances of falsifying meter reads.
HCOB 18.2.72RA I - 3 -
Re-rev. 25.5.80
One "auditor" "solved it" by just calling F/Ns whenever she got tired
of the pc regardless of TA position. After a year or more of this she saw
the light and put herself in Ethics.
The funny part is that her co-auditor had been doing the same thing on
her!
HONEST TA IS THE BEST POLICY.
L. RON HUBBARD
FOUNDER
Revisions assisted by
LRH Technical
Compilations Unit
LRH:RTCU:bk
Copyright $c 1972, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Revisions assisted by
LRH Technical
Compilations Unit
[?]
Type = 11
iDate=12/11/71
Volnum=0
Issue=0
Rev=3
rDate=25/5/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
FALSE TA ADDITION
Remimeo
Add to
E-Meter Books
Studies
Checksheets
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 12 NOVEMBER 1971RB
Remimeo RE-REVISED 25 MAY 1980
Add to
E-Meter Books This issue is re-revised to update references.
Studies
Checksheets
(Revisions not in Script)
FALSE TA ADDITION
References:
HCOB 8 Jun 70 LOW TA HANDLING
HCOB 16 Aug 70R C/S Series 15R, GETTING
THE F/N TO THE EXAMINER
HCOB 24 Oct 71RA FALSE TA
HCOB 12 Nov 71RB FALSE TA ADDITION
HCOB 15 Feb 72R FALSE TA ADDITION 2
HCOB 18 Feb 72RA FALSE TA ADDITION 3
HCOB 16 Feb 72 C/S Series 74, TALKING
THE TA DOWN MODIFIED
HCOB 23 Nov 73RB DRY AND WET HANDS MAKE FALSE TA
HCOB 24 Nov 73RD C/S 53RL SHORT FORM
HCOB 24 Nov 73RE C/S 53RL LONG FORM
HCOB 19 Apr 75R OUT BASICS HOW TO GET THEM IN
HCOB 23 Apr 75RA VANISHING CREAM AND FALSE TA
HCOB 24 Oct 76RA C/S Series 96RA DELIVERY
REPAIR LISTS
HCOB 10 Dec 76RB C/S Series 99RB SCIENTOLOGY
F/N AND TA POSITION
HCOB 21 Jan 77RB FALSE TA CHECKLIST
HCOB 24 Jan 77 TECH CORRECTION ROUNDUP
HCOB 26 Jan 77R FOOTPLATES USE FORBIDDEN
HCOB 30 Jan 77R FALSE TA DATA
HCOB 4 Dec 77 CHECKLIST FOR SETTING UP
SESSIONS AND AN E-METER
HCOB 13 Jan 77RB HANDLING A FALSE TA
OWNER'S MANUAL, HUBBARD PROFESSIONAL MARK VI,
HOW TO SET UP YOUR MARK VI E-METER
Regardless of can size, cold E-Meter electrodes tend to give a much
higher tone arm reading particularly on some pcs.
Until the cans warm up, the reading is generally false and is false in
the direction of high.
A chilled pc almost always has a high TA until he or she gets warm.
Just throwing a coat over the pc's shoulders can bring down a TA in a cool
room. But some pcs are "cool blooded" and the shock of ice cold cans can
drive the TA up and it takes a while to drift down.
This has a great effect on examinations where the cans are used very
briefly.
A practice which gets around this is for the auditor or Examiner to
hold the cans briefly until they are warm and then give them to the pc. A
variation is for the auditor or Examiner to put the cans under his armpits
while setting up. This warms them.
There are probably many other ways to warm up cans to body
temperature.
HCOB 12.11.71RB
Re-revised 25.5.80 - 2 -
FOOTPLATES
Tests show that footplates do not read on the meter. The use of
footplates is thereby cancelled.
PCs WHO FALSIFY
Some pcs (rare) take mistaken pride in being able to push the TA up by
straining or tensing.
By just moving into the body the TA can be sent up by an otherwise
exterior pc.
Some pcs also take a road out by "getting an F/N at will." They have
various tricks that do this, the main one being to "think of something
else" and get an F/N.
Any of these (rare) pcs are manifesting out-of-sessionness. They
aren't in session.
The definition of in session is "interested in own case and willing to
talk to the auditor." Remedy that and they cease such tricks.
Usually they aren't being run on what they are interested in or have
comm blocks or withholds or no confidence.
They are easy to detect and easy to handle.
L. RON HUBBARD
FOUNDER
Revision assisted by
LRH Technical Compilations
Unit
LRH:RTCU:djm
Copyright $c 1971, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Revision assisted by
LRH Technical Compilations
Unit
[?]
Type = 11
iDate=24/10/71
Volnum=0
Issue=0
Rev=2
rDate=25/5/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
FALSE TA
Remimeo
Add to
E-Meter Books,
Studies,
Checksheets
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 24 OCTOBER 1971RA
Remimeo RE-REVISED 25 MAY 1980
Add to
E-Meter Books,
Studies, (This issue is re-revised to include
Checksheets data on the Mark VI meter.)
(References to footplates have been deleted)
(Revisions not in Script)
Ref: HCOB 8 Jun 70 LOW TA HANDLING
HCOB 16 Aug 70R C/S Series 15R, GETTING
THE F/N TO THE EXAMINER
HCOB 24 Oct 71RA FALSE TA
HCOB 12 Nov 71RB FALSE TA ADDITION
HCOB 15 Feb 72R FALSE TA ADDITION 2
HCOB 18 Feb 72RA FALSE TA ADDITION 3
HCOB 16 Feb 72 C/S Series 74, TALKING
THE TA DOWN MODIFIED
HCOB 23 Nov 73RB DRY AND WET HANDS
MAKE FALSE TA
HCOB 24 Nov 73RD C/S 53RL SHORT FORM
HCOB 24 Nov 73RE C/S 53RL LONG FORM
HCOB 19 Apr 75R OUT BASICS AND HOW TO
GET THEM IN
HCOB 23 Apr 75RA VANISHING CREAM AND
FALSE TA
HCOB 24 Oct 76RA C/S Series 96RA, DELIVERY
REPAIR LISTS
HCOB 10 Dec 76RB C/S Series 99RB, SCIENTOLOGY
F/N AND TA POSITION
HCOB 21 Jan 77RB FALSE TA CHECKLIST
HCOB 24 Jan 77 TECH CORRECTION ROUND-UP
HCOB 26 Jan 77R FOOTPLATES USE FORBIDDEN
HCOB 30 Jan 77R FALSE TA DATA
HCOB 4 Dec 77 CHECKLIST FOR SETTING UP
SESSIONS AND AN E-METER
HCOB 13 Jan 77RB HANDLING A FALSE TA
OWNER'S MANUAL, HUBBARD PROFESSIONAL MARK VI,
HOW TO SET UP YOUR MARK VI E-METER
FALSE TA
Some pcs have a very difficult time in auditing due solely to can
(electrode) outnesses.
Some auditors have heavy losses because they do not realize the
troubles that can come from electrodes and thus remedy them.
TA USE
The TA must be between 2 and 3 for a correct F/N.
When the TA is reading falsely a pc can be butchered.
Example: Auditor talking the TA down. It gets to "3.1" by his meter.
So he gets the pc to talk a bit more to get the TA between 2 and 3 and F/N.
The TA suddenly rises to 3.8.
Pc and auditor go desperate. What has happened is that the TA was a
false read. It was really reading 2.9 and
HCOB 24.10.71RA - 2 -
Re-rev. 25.5.80
F/Ning but for reasons given below it read "3.1". Thus the auditor overran
the F/N and by keeping on invalidated the release, pulled the pc's
attention out of session and demanded more than the pc had to give.
Example: Auditor two-way communicating with pc to get the TA up from
"1.8". The TA suddenly sinks to 1.6, pc goes into apathy.
What happened was a missed F/N. For reasons covered below the TA at
1.8 was false and was really at 2.1 and F/Ning.
Example: Pc being asked for an earlier similar incident because TA is
at "4.0". Pc can't get one, gets desperate, TA goes to 5.0.
For reasons given below the TA was at 3.0 but was reading falsely at
"4.0".
Some cases get upset at the very idea of F/N when these mistakes are
made.
More than one case has missed all his wins for a year because of a
false
TA.
So it is very important to know how a false TA comes about and how to
avoid it.
A properly set up meter with cans (electrodes) fitted to a pc who is
holding them properly IS ALWAYS CORRECT.
However, totally false tone arm readings can exist and an auditor must
know how these come about.
TRIM
A meter can be improperly trimmed (not set at 2.0 with the trim knob)
and can give a false TA position.
Further, when a meter is not left on a minute or two before trimming,
it can drift in the session and give a slightly false TA.
The trim can be quietly checked in mid-session by snapping out the
jack where the cord goes into the box and putting the TA on 2, seeing if
the needle is now on SET. If not, the trim knob can be moved to adjust
it. The jack is quietly slipped back in. All without distracting the pc.
DISCHARGED
A cadmium cell meter discharges very suddenly when it does go flat.
In mid-session the meter can run out of battery. The TA will cease to
act well and may go very false.
The remedy is to keep a meter charged at least one hour for every 10
of auditing for 240 AC volt charging current, or 2 hours for every 10 of
auditing on a 110 AC volt charging current. (1 hour for every 6 of
auditing with a Mark VI.)
HCOB 24.10.71RA - 3 -
Re-rev. 25.5.80
A meter lasts much longer than this in practice but the above is very
safe.
Before each session snap the knob over to TEST. The needle should hit
hard on the right side of the face. It can even bounce. Thus guarantees
lots of charge in the battery and no chance of a meter going flat in
session.
If the needle doesn't snap to the right hard or if it doesn't quite
get there on TEST, then that meter will go flat in mid-session and give
false TA and no reads or TA on hot subjects.
ONE-HAND ELECTRODE
A single hand electrode with two terminals separated by a rubber
works.
BUT it always gives a falsely high TA.
A Solo auditor who does not know this can get a release point and go
half mad wondering why he is F/Ning at 4.0!
The answer is to make a "single hand" electrode out of two small cans
(about 3 � inches by 2 1/8 inches or 9 � cm by 5 � cm) (or even smaller for
a very small handed pc). Glue a thin circle of foam rubber solidly to the
bottom of one can so it reaches out slightly around the bottom. (Don't
glue it up the sides.)
Put the alligator jaw clips one to each can. Now put the can bottoms
together and hold them in one hand. Mark the TA (1)-meaning one hand (such
as 3.75 (1)). Now take the cans one in each hand and mark the TA (2)-
meaning two hands (such as 3.0 (2)).
Audit with them in one hand. Keep your worksheets with (1) marks
(such as 3.5 (1)). Check at start and middle and end by taking a can in
each hand and putting down the 2 can read (such as 2.5 (2)).
It is too much trouble to totally change cans and the distraction can
change the TA read.
This two small can arrangement is not quite accurate. It gives a
lower TA than big cans. But the difference is slight. It can scare you
with a 1.9 when trim is 2.0 and real TA is 2.0. If this happens check with
big cans.
(As an added tip a Solo auditor usually keeps the back of his hand on
his leg while Solo auditing. The small 7 � volt current gives a tingle to
the leg that is distracting when one's hand is moist. put a piece of foam
rubber in a plastic sack. Lay the sack on the leg, put your hand on this
pad. It insulates the area and is very comfortable.)
MOIST HANDS
When a pc's hands sweat a lot you will get a low TA.
Contrary to 19th century superstition the meter does not work on
sweat.
Very sweaty hands as found on nervous persons gives a false TA. It goes
low.
HCOB 24.10.71RA - 4 -
Re-Rev. 25.5.80
Many "low TA cases" are just sweaty hand cases.
Paper handkerchiefs (Kleenex) are a standard item for an auditing room-
for grief charges and burning eyes, etc. These should be available.
If the TA is low, check if the pc's hands are wet. If so have him
wipe them and get a new read. It is usually found that the 1.6 was really
2.0. Or the 1.6 was really 1.8 and the trim was 1.8 = 2.0.
Have the pc wipe hands, check and correct trim before you bypass all a
"low TA's" F/Ns!
TAs can go low. Invalidation of the pc, lousy TRs can drive one low.
If so the TA comes back up on repair.
But don't brand a case a low TA case until you make sure his hands are
dried and the meter trimmed.
Also, very small cans or cans too small for the pc can give a slightly
low reading.
DRY HANDS
Some pcs have extremely dry hands, usually from industrial chemicals
such as chlorine in dishwater or skin scale.
This can give a wildly high TA.
The pc can be worries to death with high TA repairs when in fact he
just doesn't have contact with the electrode.
A quick test is have the pc put the cans under his armpits and you'll
see if it's his calloused or chemically dried out hands.
ARTHRITIC HANDS
A rare pc is so crippled with arthritis that he doesn't make contact
fully with the cans.
This gives a high TA.
Use wide wrist straps and you'll get a right read.
SLACK GRIP
Sometimes a rare pc lets his hands go slack on the cans, particularly
if they are the wrong size cans, too big.
This gives a mysterious "high TA." It is false. The TA will come down
only to 3.2 and F/N and of course an overrun then really gives a high TA.
And the pc goes a bit frantic and begins to believe things don't erase or
release.
Keep the pc's hands in sight. Check the pc's grip. Get smaller cans.
CAN SIZE
The most common fault is wrong can size.
HCOB 24.10.177RA - 5 -
Re-rev. 25.5.80
For a normal or large handed pc the can size is about 4 7/8ths inches
by 2 5/8ths inches or 12 � cm by 7 cm. This can be altered as big as 4 �
inches by 3 inches diameter or 11 cm by 8 cm. This is standard.
This can is too large for people with small hands. These should use a
can 3 � inches by 2 1/8th inches or 9 cm by 5 cm diameter or thereabouts.
A small child would be lost even with that can. So a small 35 mm film
can could be used. This is 2 inches long by 1 3/16ths diameter or 5 cm by
3 cm. This works but watch it as these cans are aluminum. They do work
but test for true read with a slightly larger can and then trim to adjust
for the aluminum if any different.
Cans of course should be STEEL with a thin tin plating. Regular soup
cans.
Can size to match the pc avoids slack can grip or tiring the hands
into going slack, giving the auditor 3.2 F/Ns and trouble.
COLD PC
A pc who is too cold sometimes has a falsely high TA.
Wrap him in a blanket or get a warmer auditing room.
The auditing environment is the responsibility of the auditor.
LATE AT NIGHT
Between 2 and 3 A.M. or late at night a pc's TA may be very high.
The time depends on when he sleeps usually.
This TA will be found normal in regular hours.
RINGS
Rings on the pc's hands must always be removed. They don't influence
TA but they give a false rock slam.
FLOATING TA
Many an auditor before now has gone a bit mad trying to handle a
floating TA. They are not very common and are startling.
What happens is the pc is so released the needle can't be gotten onto
the dial. The needle is swinging wider than the meter dial both ways from
center and appears to lay first on one side then the other. The TA can't
be moved fast enough to keep the extreme floating needle on the dial.
This gives a false TA of sorts as it can't be read.
Some auditors seeing it for the first time have even sent the pc out
of the room so they could "adjust" the meter or get another one!
Thus the very highest state of release can be invalidated as where is
the
TA?
HCOB 24.10.71RA - 6 -
Re-rev. 25.5.80
RUSTY CORRODED CANS
You'd think soup was very expensive the way some auditors hold onto
old cans.
Corroded cans can falsify TA. Get new ones now and then.
TIGHT SHOES
And then there was the vain lady who wore shoes too small for her
feet.
She removed them every session. The session went well each time.
Then she put on her agonizing shoes and went to the Examiner and the
C/Ses and auditors all went mad trying find out why every exam had a high
TA.
Tight shoes.
The E-Meter is accurate. It is a lovely instrument.
You have to fit the pc to it.
Good luck.
L. RON HUBBARD
FOUNDER
Revisions assisted by
LRH Technical
Compilations Unit
LRH:RTCU:bk
Copyright $c 1971, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Revisions assisted by
LRH Technical
Compilations Unit
[?]
Type = 11
iDate=16/8/71
Volnum=0
Issue=2
Rev=2
rDate=4/9/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
TRAINING DRILLS REMODERNIZED
Remimeo
Courses
Checksheets
Professional
TRs Course
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 16 AUGUST 1971RA
Remimeo ISSUE II
Courses REVISED 5 JULY 1978
Checksheets RE-REVISED 4 SEPTEMBER 1980
Professional
TRs Course (Revisions not in Script)
(This Bulletin has been revised to fully define TRs and to include
data on the cycle of communication upon which the TRs are based.)
TRAINING DRILLS REMODERNIZED
This HCOB cancels the following:
Original HCOB 17 Apr 61 TRAINING DRILLS MODERNIZED
Revised HCOB 5 Jan 71 TRAINING DRILLS MODERNIZED
Revised HCOB 21 Jun 71 III TRAINING DRILLS MODERNIZED
HCOB 25 May 71 THE TR COURSE
(REFERENCES:
HCOB 5 Apr 73R AXIOM 28 AMENDED
Rev. 4.9.80
HCOB 23 Sep 79 CANCELLATION OF DESTRUCTIVE BTBs
AND BPLs ON TRS
HCOB 24 Dec 79 TRS BASICS RESURRECTED
HCOB 18 Apr 80 TR CRITICISM
HCOB 5 Apr 80 Q & A, THE REAL DEFINITION)
This HCOB is to replace all other issues of TRs 0-4 in all packs and
checksheets, excepting those TRs Booklets specifically designed for Div 6
Courses.
TRS DEFINITION
The term "TRs" is an abbreviation for Training Regimen or Routine.
TRs are also often referred to as Training Drills.
While each individual TR drill has its own specific purpose, the
overall purpose and definition of TRs is given here fully and finally:
TRS ARE METHODS OF DRILLING THE COMMUNICATION FORMULA AND BECOMING
EXPERT IN ITS HANDLING AND USE.
That definition applies to any TR. At times over the years when it
has been dropped out or obscured or misunderstood, auditor training quality
and results have suffered.
Therefore, this full and final definition is to be posted in LARGE
letters in any course room where Professional TRs are taught. It should be
emblazoned upon the foreheads and minds of TR Course Supervisors and all
students on TRs Courses in training to become auditors. It should be known
broadly and understood and emphasized.
In 1971, due to the following factors, I found it necessary to
modernize TRs 0 to 4.
1. The auditing skill of any student remains only as good as he
can do his TRs.
HCOB 16.8.71RA II - 2 -
Re-Rev. 4.9.80
2. Flubs in TRs are the basis of all confusion in subsequent efforts
to audit.
3. If the TRs are not well learned early in Scientology training
courses, THE BALANCE OF THE COURSE WILL FAIL AND SUPERVISORS AT
UPPER LEVELS WILL BE TEACHING NOT THEIR SUBJECTS BUT TRs.
4. Almost all confusions on Meter, Model Sessions and Scientology or
Dianetic processes stem directly from inability to do the TRs.
5. A student who has not mastered his TRs will not master anything
further.
6. Scientology or Dianetic processes will not function in the
presence
of bad TRs. The preclear is already being overwhelmed by process
velocity and cannot bear up to TR flubs without ARC breaks.
THESE FACTORS HOLD VERY TRUE TODAY AND ALWAYS WILL.
Academies were tough on TRs up to 1958 and have since tended to
soften.
Professional TRs Courses are not a tea party.
The TRs given here should be put in use at once in all auditor
training, in Academy and HGC and in the future should never be relaxed.
A more gradient approach to TRs is taught on specially packaged co-
audits for those with no prior technical training, where the same degree of
flawlessness and skill demanded of a professional auditor is not demanded
of the untrained co-auditor.
And there is still another gradient of TRs found on courses for new
public in Division 6, where the person is getting his first experience in
handling communication in his life and livingness.
But on a Professional TRs Course for auditors absolutely standards are
lowered. PROFESSIONAL AUDITORS IN TRAINING ARE GIVEN REAL TRs-ROUGH, TOUGH
AND HARD. To do otherwise is to lose 90% of the results. There is nothing
pale and patty-cake about TRs.
THIS HCOB MEANS WHAT IT SAYS. IT DOES NOT MEAN SOMETHING ELSE. IT
DOES
NOT IMPLY ANOTHER MEANING. IT IS NOT OPEN TO INTERPRETATION FROM ANOTHER
SOURCE.
THE A-R-C TRIANGLE
As TRs are methods of drilling the communication cycle, one cannot
expect to master TRs without familiarity with that cycle. And basic to the
drilling or any real use of the comm cycle is an understanding of Affinity,
Reality and Communication, which make up the ARC Triangle. There is no
attempt here to repeat all of the existing data on the ARC Triangle and its
use. Any student put on TRs must first have done a sound study of this
theory. The data exists in the books:
THE PROBLEMS OF WORK, Chapter 6: Affinity, Reality and Communication
THE FUNDAMENTALS OF THOUGHT, Chapter 5: The ARC Triangle
HCOB 16.8.71RA II - 3 -
Re-Rev. 4.9.80
DIANETICS 55!
and in various HCOB Bulletins in the Technical Volumes.
A student ready for TR drills would know and would have demonstrated
how Affinity, Reality and Communication interrelate. He would be familiar
with how one improves the level of ARC by first raising one side of this
important triangle in order to raise the next side and the next, and how
ARC brings about Understanding.
When he has that data he's better prepared to handle the comm cycle.
THE FULL CYCLE OF COMMUNICATION
Communication Defined
If one were to put it very simply, it could be said, correctly, that
communication is the interchange of ideas across space.
A finer statement of this is given in the following definition from
Axiom 28:
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 simplest statement of the formula of communication is
CAUSE-DISTANCE-EFFECT.
When we do a close inspection of this formula and the cycle involved,
its many elements come to view.
The Parts Of The Full Communication Cycle
The full cycle of communication is made up of these components:
Observation, Confront, Consideration, Intention, Attention, Cause,
Source-point, Particle or Impulse or Message, Distance, Estimation of
Distance, Control (Start-Change-Continue-Stop), Direction, Time and Timing,
Velocity, Volume, Clarity, Interest, Impingement, Effect, Receipt-point,
Duplication, Answer, Acknowledgement, Understanding. It also includes
Nothingness or Somethingness.
Each TR drill is designed to train the student in one or more of these
various components, until he has become expert in handling each part of the
communication cycle and the communication cycle as a whole.
When a student understands and has fully demonstrated the basic theory
of communication in clay, including the theory of the ARC Triangle and how
it works in practice and the use of the communication cycle and all of its
parts, he is well equipped to begin his training in TRs.
DRILLING TRS ON A PROFESSIONAL TRS COURSE
The student first studies the TR, clears any misunderstood words in it
and makes sure he understands it. Then he DRILLS it. He must DO TRs.
HCOB 16.8.71RA II - 4 -
Re-Rev. 4.9.80
If during the drilling he has questions about the TR, he restudies it
and gets right back onto drilling it.
AT NO TIME MAY A COACH OR SUPERVISOR GIVE A VERBAL INTERPRETATION OF
THE
HCOB. All queries and questions are handled by referring the student to
the HCOB, getting him to restudy or re-word clear the drill. Then getting
him to DO the drill.
In addition to this Bulletin, the supervisor may have the student and
his twin study, in HCOB 18 Apr 80 TR CRITICISM, the section on the specific
TR drill they are trying to do.
ON PROFESSIONAL TRS, DONE THE HARD WAY, STUDENTS DRILL EACH TR TO A
PASS,
ONE AT A TIME.
This is the rough, tough way it was done earlier, in the '60s, with
results. The earlier action of getting a student through each TR itself,
one at a time, and increasing the gradient of toughness as he does that TR,
is what has proven successful.
IF A STUDENT HAS TROUBLE AND HANGS UP AND CAN'T PASS AN UPPER TR, HE
HASN'T MADE IT ON THE LOWER TRS. THIS HAS BEEN PROVEN CONCLUSIVELY. START
HIM BACK AT THE BEGINNING OF THE TRS AGAIN. HE RE-DRILLS EACH TR UNTIL HE
DOES IT COMPETENTLY TO A PASS.
If he then hangs up on the lower TRs, you would put him all the way
back to restudy ARC and the cycle of communication, as there will be
something there he hasn't grasped.
TRs are coached and supervised with attention and with the intention
of getting the student to win. By win we mean honestly mastering each TR
as he goes.
There's got to be a supervisor THERE to ensure this occurs.
Lax, permissive coaching or lax, permissive supervision have no place
on a Professional TRs Course. They are simply an extension of the
permissiveness of modern education where nobody winds up educated. This is
not how we train. Permissiveness is nothing more than a symptom of the
inability to confront.
A professional TRs Course is TAUGHT and taught HARD, not permissively.
The above points are those which make up the expertise of how it is
done. There are not many of these points but they have to be emphasized.
TRAINING DRILLS 0-4
THESE TRS ARE DONE EXACTLY PER THIS HCOB WITHOUT ADDED ACTIONS OR
CHANGE.
NUMBER: OT TR 0 1971 REVISED 1980
NAME: Operating Thetan Being There
THEORY: OT TR 0 is the drill which provides an undercut to the actual use
of the communication formula. For any communication to take place, it
requires somebody there. On OT TR 0 the student is drilling simply being
there as potential Cause or Source-point or potential Effect or Receipt-
point.
COMMANDS: None.
HCOB 16.8.7R11A II - 5 -
Re-Rev. 4.9.80
POSITION: Two students sit facing each other with eyes closed, a
comfortable distance apart-about three feet.
PURPOSE: To train the student simply to be there comfortably. The
idea is to get the student able to BE there comfortably in a position three
feet in front of another person, to BE there and not do anything else but
BE there.
TRAINING STRESS: Students sit facing each other with eyes closed. There
is no conversation. This is a silent drill. There is NO twitching,
moving, confronting with a body part, "system" or vias used or anything
else added to BE there. One will usually see blackness or an area of the
room when one's eyes are closed. THERE, COMFORTABLY. This does not mean
the student is supposed to be completely unfeeling or unaware. And he does
not get into a figure-figure or go into weird additives or considerations.
There is NO complexity to this drill. It means exactly what it says-simply
BE THERE, COMFORTABLY.
Students do not coach each other on OT TR 0. The Supervisor does the
coaching, covering the whole classroom, spotting any twitches, squirming,
etc., and flunking them. If a student goes to sleep or starts boiling off,
the supervisor gets him back onto the drill. He simply keeps the students
at it.
PATTER: None for students. Supervisor starts the drill with "Start" and
uses "That's it" to terminate the drill. When he needs to flunk a student
he uses "Flunk" and indicates what the flunk is on.
When a student can BE there comfortably for some time, the drill is
passed.
NOTE: OT TR 0 would only be coached on a student by this twin if the
student had flunked a later TR and been put back onto OT TR 0. It is
then up to his twin to get him through, coaching him as the supervisor
would, with the supervisor also keeping an eye on it. This means the
student coach (who would have his eyes open for this coaching) sits across
from the student who is doing OT TR 0, observing him and flunking twitches,
squirming, etc. During this coaching, the coach would use "Start" "Flunk"
and "That's it" as given in the Patter section above.
HISTORY: Developed by L. Ron Hubbard in June 71 to give an additional
gradient to confronting and eliminate students Confronting with their eyes,
blinking, etc. Revised by L. Ron Hubbard in August 1971 after research
discoveries on TRs. Further revised by L. Ron Hubbard in 1980 to clarify
coaching of OT TR 0 and emphasize the drill as a gradient to actual
confronting.
NUMBER: TR 0 CONFRONTING REVISED 1961 RE-REVISED 1980
NAME: Confronting.
THEORY: On TR 0, in addition to potential Cause or Source-point or
potential Effect or Receipt-point, the following parts of the comm cycle
are entered in: Observation, Distance, Consideration Attention, Confront.
COMMANDS: None.
POSITION: Student and coach sit facing each other with eyes open, a
comfortable distance apart-about three feet.
PURPOSE: To train student to confront another person with auditing only or
with nothing. The whole idea is to get the student able to be there
comfortably in a position three feet in front of another person, to BE
there comfortably and CONFRONT and not do anything else but BE THERE AND
CONFRONT.
HCOB 16.8.71RA II - 6 -
Re-Rev. 4.9.80
TRAINING STRESS: Have student and coach sit facing each other, neither
making any conversation or effort to be interesting. Have them sit and
look at each other and say and do nothing for some hours. Student must not
speak, fidget, giggle, be embarrassed or anaten, or exhibit any reactive
body motion which would be distractive to a preclear.
TR 0 requires some coaching. It can be done uncoached for an initial
period to accustom students to confronting and to permit some time for
student to get through the initial manifestations he may encounter when
first doing the drills. Thereafter, the drill is coached on a student by
his twin, and vice versa, on a turnabout basis.
It will be found the student tends to confront WITH a body part,
rather than just confront, or tends to use a system of confronting rather
than just BE there. This can show up in any number of ways including
fidgeting, giggling, twitching, or any distractive motion or manifestation.
Flunks are given for those as they are indications of non-confront, and
they would be taken up and coached on the drill.
Automatic body functions which are not distractive, such as normal
breathing, swallowing, blinking, are not taken up by the coach or the
supervisor.
To clarify what has been known in the past as "Blinkless TR 0", the
statement should be made that this does NOT mean the person never blinks.
It is defined here finally and in full to mean that when a person's TR 0 is
in he doesn't exhibit manifestations of inability to confront, including
blinking nervously or flinching or doing anything else that would be
distractive to a pc and shows a non-confront.
PATTER: When TR 0 is coached, coach uses "Start" to begin the coaching
period. He uses "Flunk" when the student shows any manifestation of non-
confront, indicates what the non-confront is, and uses "Start" to begin the
drill again. "That's it" is used to terminate the drill.
NOTE: The drill is mis-named if Confronting means to DO something to the
person. The whole action is to accustom an auditor to BEING THERE three
feet in front if another person without apologizing or moving or being
startled or embarrassed or defending self. Confronting with a body part can
cause somatics in that body part being used to confront. The solution is
just to BE there and CONFRONT.
On a Professional TRs Course the student passes when he can just be
there and do a straight, uninterrupted 2 hours of good, acceptable
confront.
HISTORY: Developed by L. Ron Hubbard in Washington in March 1957 to train
students to confront preclears in the absence of social tricks or
conversation and to overcome obsessive compulsions to be "interesting".
Revised by L. Ron Hubbard April 1961 on finding that SOP Goals required for
its success a much higher level of technical skill that earlier processes.
Revised by L. Ron Hubbard in August 1971 after research discoveries on TRs.
Further revised in 1980 by L. Ron Hubbard to clarify "Blinkless TR 0" and
coaching, and to include theory on the communication cycle.
NUMBER: TR 0 BULLBAIT REVISED 1961 RE-REVISED 1980
NAME: Confronting Preclear Bullbaited.
HCOB 16.8.71RA II - 7 -
Re-Rev. 4.9.80
THEORY: On TR 0 Bullbaited the student drills being there as potential
Cause or Source-point and being there as Effect or Receipt-point, with
Duplication, He is also drilling Observation, Distance, Consideration,
Attention, Confront and particularly confronting a preclear who is being
Cause of Source-point. The gradient of confront is increased on this
drill, with emphasis on the fact that the student is confronting a preclear
no matter what the preclear says or does.
COMMANDS: Coach: "Start" "That's it" "Flunk".
POSITION: Student and coach sit facing each other a comfortable distance
apart-about three feet.
PURPOSE: To train student to confront a preclear with auditing or with
nothing. The whole idea is to get the student able to BE there comfortably
and confront a preclear in a position three feet in front of the preclear
without being thrown off, distracted or reacting in any way to what the
preclear says or does. It is on TR 0 Bullbaited that the student learns to
CONFRONT A PRECLEAR.
TRAINING STRESS: After the student has passed TR 0 and he can just BE
there comfortably and confront, "bull baiting" can begin. Anything added
to BEING THERE AND CONFRONTING THE PRECLEAR is sharply flunked by the
coach. Twitches, sighs fidgets, anything except just being there is
promptly flunked, with the reason why.
PATTER: Student coughs. Coach: "Flunk! you coughed. Start." This is
the whole of the coach's patter as a coach. Coach then repeats whatever he
had said or does that caused the student to react. He continues to coach
the student on that "button", flattening it to a win for the student before
going on to another button or other bullbaiting.
Button: An item, word, phrase, subject, voice tone, mannerism, anything
that
causes a person to react, causes him discomfort, embarrassment,
upset or to laugh uncontrollably, etc. It is called a "button" because
when you push it you get a reaction.
PATTER AS A CONFRONTED SUBJECT: Bullbaiting is done on a gradient, giving
the student lighter situations to begin with so student is not plunged into
overwhelm at the start. Coach gets the student through the lighter
situations and confronting those, then gradually stiffens the gradient,
giving the student more and more to confront. The coach may say anything
or do anything except leave the chair. The student's "buttons" should be
found (these will be spotted by the coach during drilling) and each button
flattened before it is left. A button is never left unflat. Any words
that are not coaching words may receive no response from the student. If
the student responds, the coach is instantly a coach (see patter above).
Student passes when he can BE there comfortably and confront a preclear
without being thrown off or distracted or reacting in any way to anything
the coach says or does.
HISTORY: Developed by L. Ron Hubbard in Washington in March 1957 to train
students to confront preclears in the absence of social tricks or
conversation and to overcome obsessive compulsions to be "interesting".
Revised by L. Ron Hubbard April 1961 on finding that SOP Goals required for
its success a much higher level technical skill than earlier processes.
Revised by L. Ron Hubbard in August 1971 after research discoveries on TRs.
Further revised by L. Ron Hubbard in 1980 to emphasize the purpose of TR 0
Bullbaited and to include data on "buttons" and the comm cycle.
NUMBER: TR-1 REVISED 1961 RE-REVISED 1980
NAME: Dear Alice.
HCOB 16.8.71RA II - 8 -
Re-Rev. 4.9.80
THEORY: On TR 1, the student is using Observation, Consideration and
confront as previously drilled. He is also drilling being Cause or Source-
point, awareness of Effect of Receipt-Point, and as Cause getting a Message
(or Impulse or Particle) across a Distance to Receipt-point with Attention,
Interest, Control, correct Direction, correct estimation of Distance, Time
and correct Timing, correct Velocity, correct Volume, Clarity and
Impingement, and with the Intention that it is received and duplicated at
Receipt-point.
PURPOSE: To train the student to deliver a command newly and an a new unit
of time to a preclear without flinching or trying to overwhelm or using a
via, and to deliver a command with the intention that it is received.
COMMANDS: A phrase (with the "he saids" omitted) is picked out of the book
"Alice in Wonderland" and read to the coach. It is repeated until the
coach is satisfied it arrived where he is. In other words it must be
received by the coach. POSITION: Student and coach are seated facing each
other a comfortable distance apart.
TRAINING STRESS: The command goes from the book to the student and, as his
own, to the coach. It must not go from book to coach.
It must sound natural not artificial. Diction and elocution have no part
in it. Loudness may have.
The coach must have received the command (or question) clearly and
have understood it before he says "Good". The operative word here is
received. The communication must be received at Receipt-point as when that
has occurred duplication can take place.
Any datum that every command must sound exactly like the last command
is false. Each question or command is delivered in a new unit of time.
When that does not occur the same tonality will be noted, command after
command, and the student appears robotic. A command delivered naturally is
one that is delivered newly in a new unit of time.
Don't buy an unchanging student or a wrongly done TR.
If a student is unchanging (delivers 3 or 4 robotic TR-1s in a row)
flunk him, coax him to do it correctly, make sure he knows and understands
the drill and do all possible to get him delivering a command naturally
that arrives. But if there is still no change, put him back on OT TR 0 as
he hasn't made it on his lower TRs.
PATTER: The coach says "Start", says "Good" without a new start if the
command is received. He says "Flunk" if the command is not received.
"Start" is not used again. "That's it" is used to end the activity or to
terminate for a brief discussion. Any discussion is kept to a minimum. If
student has a question it is acknowledged, student studies the TR again for
any necessary clarification and is put back on the drill. If session is
terminated for a discussion, coach must say "Start" again before it
resumes.
This drill is passed only when the student can put across a command
naturally, without strain or artificiality or elocutionary bobs and
gestures, and when the student can do it easily and relaxedly. When the
coach thinks the student has done it he asks the student if he has done it.
If the coach is satisfied that he is receiving the commands, each newly in
a new unit of time, and the student is satisfied that he has done it, he
passes on to the next TR.
HCOB 16.8.71RA II - 9 -
Re-Rev. 4.9.80
HISTORY: Developed by L. Ron Hubbard in London, April 1956, to teach the
communication formula to new students. Revised by L. Ron Hubbard 1961 to
increase auditing ability. Further revised by L. Ron Hubbard in 1960 to
emphasize the purpose of the drill and to include theory on the comm cycle.
NUMBER: TR 2 REVISED 1978 RE-REVISED 1980
NAME: Acknowledgements.
THEORY: On TR 2, the student is using all of those parts of the comm cycle
previously drilled. He is also drilling switching from Cause (Source-
point) to Effect (Receipt-point) in order to receive, Understand and
Duplicate the preclear's Answer, and then back to Cause to give the
Acknowledgement.
The real emphasis here is on the drilling of Control (the Start-Change-
Stop of a communication), is he uses the Acknowledgement to bring the
communication to a full stop. Timing, Velocity, Volume and Impingement
also enter into this drill.
PURPOSE: To teach the student that an acknowledgement is a method of
controlling preclear communication and that an acknowledgement is a full
stop. The student must understand and appropriately acknowledge the comm
and in such a way that it does not continue the comm.
COMMANDS: The coach reads lines from "Alice in Wonderland" omitting the
"He saids" and the student thoroughly acknowledges them. The student says
"Good", "Fine", "Okay", "I heard that", anything only so long as it is
appropriate to the pc's comm-in such a way as actually to convince the
person who is sitting there as the preclear that he has heard it. The
coach repeats any line he feels was not truly acknowledged.
POSITION: Student and coach are seated facing each other at a comfortable
distance apart.
TRAINING STRESS: Teach student to acknowledge exactly what was said so
preclear knows it was heard. Ask student from time to time what was said.
Curb over and under acknowledgement. Let student do anything at first to
get acknowledgement across, then even him out. Teach him that an
acknowledgement is a stop, not beginning of a new cycle of communication or
an encouragement to the preclear to go on and that an acknowledgement must
be appropriate for the pc's comm. The student must be broken of the habit
of robotically using "Good", "Thank you" as the only acks.
To teach further that one can fail to get an acknowledgement across or
can fail to stop a pc with an acknowledgement or can take a pc's head off
with an acknowledgement.
PATTER: The coach says "Start", reads a line and says "Flunk" every time
the coach feels there has been au improper acknowledgement. The coach
repeats the same line each time the coach says "Flunk". "That's it" may be
used to terminate for discussion or terminate the session. "Start" must be
used to begin a new coaching after a "That's it".
HISTORY: Developed by L. Ron Hubbard in London in April 1956 to teach new
students that au acknowledgement ends a communication cycle and a period of
time, that a new comm and begins a new period of time. Revised 1961 and
again
in 1978 by L. Ron Hubbard. Further revised by L. Ron Hubbard in 1980 to
include theory on the comm cycle.
NUMBER: TR 2 � REVISED 1978 RE-REVISED 1980
HCOB 16.8.71RA II - 10 -
Re-Rev. 4.9.80
NAME: Half Acks.
THEORY: The same parts of the comm cycle are drilled on TR 2 � as on TR 2,
with one exception; the emphasis here is on drilling Acknowledgement and
Control in such a way as to bring about the "Continue" (or "change") part
of the Control cycle.
PURPOSE: To teach the student that a half acknowledgement is a method of
encouraging a pc to communicate.
COMMANDS: The coach reads lines from "Alice in Wonderland" omitting the
"He saids" and the student half acks the coach. The coach repeats any line
he feels was not half acked.
POSITION: The student and coach are seated facing each other at a
comfortable distance apart.
TRAINING STRESS: Teach student that a half acknowledgement is an
encouragement to the pc to continue talking. Curb over-acknowledgement
that stops a pc from talking. Teach him further that a half ack is a way
of keeping a pc talking by giving the pc the feeling that he is being
heard.
PATTER: The coach says "Start", reads a line and says "Flunk" every time
the coach feels there has been an improper half ack. The coach repeats the
same line each time the coach says "Flunk". "That's it" may be used to
terminate for discussion or terminate the session. If the session is
terminated for discussion, the coach must say "Start" again before it
resumes.
HISTORY: Developed by L. Ron Hubbard in July 1978 to train auditors in how
to get a pc to continue talking as in R3RA. Revised by L. Ron Hubbard in
1980 to include theory on the comm cycle.
NUMBER: TR 3 REVISED 1961 RE-REVISED 1980
NAME: Duplicative Question.
THEORY: On TR 3 the student is drilling using all the parts of the comm
cycle, with emphasis on getting a communication duplicated and completed.
PURPOSE: To teach a student to duplicate without variation an auditing
question, each time newly, in its own unit of time, not as a blur with
other questions, and to acknowledge it. To teach that one never asks a
second question until he has received an answer to the one asked.
COMMANDS: "Do fish swim?" or "Do birds fly?"
POSITION: Student and coach seated a comfortable distance apart.
TRAINING STRESS: One question and student acknowledgement of its answer in
one unit of time which is then finished. To keep student from straying
into variations of command. Even though the same question is asked, it is
asked as though it had never occurred to anyone before.
Duplicating the auditing question without variation in a new unit of
time does NOT mean a robotic duplication of tone of voice, command after
command. It means that the original question asked is asked in a new unit
of time without variation of the question. Any idea that the student must
give every command sounding exactly like the last command is a false datum
and only serves to mis-train the student into robotic delivery.
HCOB 16.8.71RA II - 11 -
Re-Rev. 4.9.80
The student must learn to give a command and receive an answer and to
acknowledge it in one unit of time.
The student is flunked if he or she fails to get an answer to the
question asked, if he or she fails to repeat the exact questions, if he or
she "Q and As" with excursions taken by the coach.
Q and A means: Asking a question that is based on the last answer.
It never completes any cycle. (Ref: HCOB 5 Apr 1980, Q & A, THE REAL
DEFINITION.)
The student is also flunked for robotic delivery of the question or
command.
PATTER: The coach uses "Start" and "Flunk". "That's it" is used to
terminate the session. "Start" must be used to begin a coaching session
again after a "That's it".
The coach is not bound after starting to answer the student's question
but may comm lag or give a commenting type answer to throw the student off.
Often the coach should answer. Somewhat less often the coach attempts to
pull
the student in to a Q and A or upset the student. Example:
Student: "Do fish swim?"
Coach: "Yes"
Student: "Good"
Student: "Do fish swim?"
Coach: "Aren't you hungry?"
Student: "Yes"
Coach: "Flunk"
When the question is not answered, the student must say, gently, "I'll
repeat the auditing question", and do so until he gets an answer. Anything
except commands, acknowledgement and as needed, the repeat statement is
flunked. Unnecessary use of the repeat statement is flunked. A poor
command is flunked. A poor acknowledgement is flunked. A Q and A is
flunked (as in example). Student misemotion or confusion is flunked.
Student failure to utter the next command (or with a long comm lag) is
flunked. A choppy or premature acknowledgement is flunked. Lack of an
acknowledgement (or with a distinct comm lag) is flunked. Any words
from the coach except an answer to the question, "Start", "Flunk", "Good"
or "That's it" should have no influence on the student except to get him to
give a repeat statement and the command again. By repeat statement is
meant, "I'll repeat the auditing command."
"Start", "Flunk", "Good" and "That's it" may not be used to fluster or
trap the student. Any other statement under the sun may be. The coach may
try to leave his chair in this TR. If he succeeds it is a flunk. The
coach should not use introverted statements such as "I just had a
cognition." 'Coach divertive' statements should all concern the student,
and should be designed to throw the student off and cause the student to
lose session control or track of what the student is doing. The student's
job is to keep a session going in spite of anything, using only command,
the repeat statement or the acknowledgement. The student may use his or
her hands to prevent a 'Blow' (leaving) of the coach. If the student does
anything else than the above, it is a flunk and the coach must say so.
HISTORY: Developed by L. Ron Hubbard in London in April 1956, to overcome
variations and sudden changes in sessions. Revised 1961 by L. Ron Hubbard.
The old TR has a comm bridge as part of its training but this is now part
of
and is taught in Model
HCOB 16.8.71RA II - 12 -
Re-Rev. 4.9.80
Session and is no longer needed at this level. Auditors have been frail
in getting their questions answered. This TR was redesigned to improve
that frailty. Further revised by L. Ron Hubbard in 1980 to include the
definition of Q and A, flunks for robotic delivery of question, and to
include theory on the comm cycle.
NUMBER: TR 4 REVISED 1961 RE-REVISED 1980
NAME: Preclear Originations.
THEORY: On TR 4 the student drills handling another's origination of a
communication cycle as well as handling his own cycle of communication, and
ensuring that both of these cycles are completed. All the parts of the
cycle of communication come into play is this drill.
PURPOSE: To teach the student not to be tongue-tied or startled or thrown
off session by originations of preclear and to maintain ARC with preclear
throughout as origination.
COMMANDS: The student runs "Do fish swim?" or "Do birds fly?" on coach.
Coach answers but now and then makes startling comments from , prepared
list (see Attachment of this HCOB, taken from the Preclear Origination
Sheet at the back of The Book of E-Meter Drills). Student must handle
originations to satisfaction of coach.
POSITION: Student and coach sit facing each other at a comfortable
distance apart.
TRAINING STRESS: The student is taught to hear origination and do three
things.
1. Understand it;
2. Acknowledge it;
and 3. Return preclear to session.
If the coach feels abruptness or too much time consumed or lack of
comprehension, he corrects the student into better handling.
PATTER: All originations concern the coach, his ideas, reactions or
difficulties, none concern the auditor. Otherwise the coach's patter is the
same as in TR 3 ("Start", "Flunk", "That's it" and "Start" to resume the
coaching session after a "That's It").
The student's patter is governed by:
1. Clarifying and understanding the origin.
2. Acknowledging the origin.
3. Giving the repeat statement "I'll repeat the auditing command", and
then giving it.
Anything else is a flunk.
The auditor must be taught to prevent ARC breaks and differentiate
between a vital problem that concerns the pc and a mere effort to blow
session. (TR 3.) Flunks are given if the student does more than
1. Understand;
2. Acknowledge;
3. Return pc to session.
Flunks are also given for too abrupt a shift of attention or too slow
a shift of attention back to the session, or for failure to return the pc
to session at all.
Coach may throw in remarks personal to student as on TR 3. Student's
failure to differentiate between these (by trying to handle them) and
coach's remarks about self as "pc" is a flunk.
Student's failure to persist is always a flunk in any TR but here more
so. Coach should not always read from list to originate, and not always
look at student when about to comment. By Originate is meant a statement
or remark referring to the state of the coach or fancied case. By Comment
is meant a statement or remark aimed only at student or room. Originations
are handled, Comments are disregarded by the student.
HCOB 16.8.71RA II - 13 -
Re-Rev. 4.9.80
The coach uses the Comments & Originations Sheet, attached to this
issue, choosing items at random to drill the student in handling.
When the student has mastered 1. Understanding; 2. Acknowledging; 3.
Returning pc to session, the gradient is upped and the student is flunked
for any part of the comm cycle being out. This would include non-confront,
failure to get a communication across, using a half acknowledgement
improperly (and thus inviting the pc to continue endlessly when the pc
isn't even answering the question asked) when a full stop acknowledgement
is required, failure to encourage the pc to continue when it is necessary,
failure to get the question answered or to deliver each command in a new
unit of time, as well as any flub in handling preclear originations.
The drill is passed when the student can handle cycles of
communication smoothly and naturally.
HISTORY: Developed by L. Ron Hubbard in London in April 1956, to teach
auditors to stay in session when preclear dives out. Revised by L. Ron
Hubbard in 1961 to teach an auditor more about handling origins and
preventing ARC breaks, Further revised by L. Ron Hubbard in 1980 to
include theory on the comm cycle.
As TR 5 is also part of the CCHs it can be disregarded in the comm
course TRs despite its appearance on earlier lists for students and staff
auditors.
ROBOTIC TRS
Stiff, unnatural TRs are robotic TRs. Students and auditors who
haven't mastered the TRs will handle communication robotically.
Anatomy Of A Robot
It can be said of robots that:
1. They don't know what a comm cycle is.
2. They have never really passed OT TR 0.
3. They have never really passed TR 0.
4. They have never really passed TR 0 Bullbait.
5. They don't do TR 1 in a new unit of time each time they give it,
so they all sound alike and they probably have TR 3 mixed up with
TR 1, or they are stuck in an unflat 0 Series (OT TR 0, TR 0,
TR 0 BB).
6. They don't realize their TRs are addressed to the person in
front
of them but are probably addressed to the instructors for a pass.
And so, with a combination of the above, these students and auditors
will look like robots. They would never get the product of a pc interested
in his own case and willing to talk to the auditor. And it's possible that
they don't know that that is their product.
The point is, however, that it would be almost impossible for any
student or auditor to go on looking like a robot if he actually did the
TRs.
HCOB 16.8.71RA II - 14 -
Re-Rev. 4.9.80
The remedy for robotic TRs is to put the student back onto restudy of
the basics, the ARC Triangle and the cycle of communication, and then to re-
drill the TRs from OT TR 0 on up, each one this time to a real pass.
With these standard actions done he will reach the EP and wind up a
Valuable Final Product.
VALUABLE FINAL PRODUCT AND END PHENOMENON
OF TRS ON A PROFESSIONAL TRS COURSE
The PRIMARY VALUABLE FINAL PRODUCT of TRs is:
A Professional auditor who with comm handling alone can keep a pc
interested in his own case and willing to talk to the auditor.
The SECONDARY VALUABLE FINAL PRODUCT of TRs is:
A person with the session and social presence of a professional
auditor and that presence can be summed up as a being who can handle anyone
with communication alone and whose communication can stand up faultlessly
to any session or social situation no matter how rough.
The END PHENOMENON of TRs is:
A being who knows he can achieve both of the above flawlessly and from
here on out.
With honest drilling of the cycle of communication on TRs these skills
are fully achievably.
And any being mastering these skills is capable in the extreme.
L. RON HUBBARD
FOUNDER
LRH:dr
Copyright $c 1971, 1978, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=19/7/71
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
C/S Series 52
INTERNES
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 19 JULY 1971
Remimeo REISSUED 7 JULY 1981
C/S Series 52
INTERNES
The word INTERN or INTERNE means "An advanced graduate or a recent
graduate in a professional field who is getting practice experience under
the Supervision of an experienced worker".
An Interneship then is serving a period as an Interne, or an activity
offered by an org by which EXPERIENCE can be gained.
Interneships have been arranged this long while for every auditing
class.
The apprenticeship of an auditor is done as an org Interne.
C/Ses very often have Internes on their lines and sometimes have
trouble with getting them to audit.
The WHY of this is that the Interne seldom knows the definition of the
word "Interne" (which is as above). They sometimes think they are still
students. They do not know this fact:
A COURSE GRADUATE BECOMES AN AUDITOR BY AUDITING.
That means LOTS of auditing.
The failure of "auditors" is that they go from one level to the next,
HDC to IV to VIII, without ever becoming an auditor for that Class.
Thus you can get a silly situation where a Class IX can't audit or C/S
well. Thus you get tech going out.
An HDC graduate who doesn't then audit under an experienced Case
Supervisor who knows and demands the standard actions rarely gets to be a
HDC AUDITOR. It takes tons of hours to make a real Dianetic auditor who can
toss off standard sessions and get his routine miracles.
So if an HDC doesn't INTERNE, but simply goes on to the Academy
Courses or SHSBC he has skipped his apprenticeship as a Dianetic Auditor.
If he gets his Class VI and never Internes but goes on to VIII-well,
we now have somebody who has long since lost touch with the reality of why
he is studying.
Therefore you CAN'T take a Class VI graduate who was never a Dianetic
Auditor and Interne him as a VI. He'll goof-goof-goof. So you have to
Interne him as a HDC.
WHEN he can turn out flawless Dianetic sessions on all kinds of pcs
you can Interne him as a IV etc.
In other words you have to catch up all neglected Apprenticeships.
I don't care if the guy is an VIII, if he wasn't ever a Dianetic
Auditor and a Class VI Auditor and isn't Interning as an VIII then he is
only a provisional.
Flubby auditors are the biggest time wasters a C/S has. If auditors on
his lines aren't good, he'll take forever to get his C/S work done. And he
won't get results.
The answer is, regardless of Class as a course graduate, a C/S MUST
INTERNE HIS AUDITORS FOR EACH INTERNESHIP MISSED ON THE WAY UP.
The "ok to audit" system is used.
One takes any graduate and Internes him on the lowest Interneship he
has
missed. He reviews his material, gets his drills checked, gets his
misunderstood words cleared
and gets an "ok to audit" for that level. If he goofs he is crammed. And
sometimes wholly retreaded. The "ok to audit Dianetics" would be his first
okay. This suspends if be has to retread.
When he then has turned out pcs, pcs, pcs, pcs, 5, 6, 8, 10 hours a
day for weeks and weeks and is a total success as a Dianetic Auditor, he
can go on up.
At first as a Dianetic Interne he is part time studying Dianetics.
Then as he gets flawless and while he is getting experience and practice on
Dianetics, he can gradually phase over into re-studying his next
Interneship, usually IV or VI.
Then one day he is word cleared, checked out on his drills, and he
qualifies for "ok to audit" for IV or VI.
Now it begins all over again. Flubs-Cramming, midnight oil, audit
audit cramming audit audit new word clear new drill work audit audit audit
audit 5, 6, 8, 10 hours a day.
Now he if a IV or VI auditor.
His next real step is a VI or VII Interne at an SH. If he has been a
good IV Interne Auditor his VI Interneship after his SHSBC will be a VII
Interneship. VII is an Interne activity.
When he's an Auditor that can do VI and Power, he is ready for VIII
and
IX.
If he is going to be a good VIII-IX auditor he will Interne in an AO
or SH under an experienced C/S.
Now when he goes to his own org, you have a real honest to goodness
C/S.
And as a C/S he must know how you use Interneships to make auditors.
Wherever this function is neglected, you don't get auditors. You get
doubtful students and out-tech.
On Flag C/Ses have to catch up every missed Interneship to make a high
volume high quality auditor.
The world renowned Superiority of Flag Auditors is built just like I
am telling you here.
There is no reason just that same quality can't be built in any org.
One does it by the Interne method.
By using this method you get IN tech and high volume.
Any auditor in any org that is limping and fumbling simply has never
been properly Interned.
The way to remedy it is to set up a good Cramming that uses only HCO
Bs and has them available (and no verbal tradition), a Good Word Clearer
and a Qual "okay to audit" Interne system. The Internes are a Section in
Qual. They have a Course Supervisor. They study and audit cram audit cram
study audit, audit audit audit.
And one day you have IN tech and high volume high Class auditing all
over the place.
Otherwise you just have a bunch of students, in doubt, chewing on
their misunderstood words and failed tech.
There IS a right way to go about it.
It is by Interneship.
L. RON HUBBARD
FOUNDER
BDCSC:LRH:nt:rd
Copyright $c 1971, 1981 Accepted by the
by L. Ron Hubbard BOARD OF DIRECTORS
ALL RIGHTS RESERVED of the
CHURCH OF
SCIENTOLOGY OF
CALIFORNIA
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF
SCIENTOLOGY OF
CALIFORNIA
[?]
Type = 11
iDate=30/6/71
Volnum=0
Issue=0
Rev=4
rDate=26/3/81
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
EXPANDED GREEN FORM 40RE
GR 40XRE
Type = 11
iDate=3/12/71
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Remimeo
Class IV
Grad Auditor
Checksheets
SHSBC Level F
Checksheets
Class IV Grad and
above auditors
C/Ses
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 30 JUNE 1971RC
Remimeo RE-REVISED 26 MARCH 1981
Class IV
Grad Auditor CANCELS HCOB 3 DEC 71
Checksheets HANDLING SHEET
SHSBC Level F (Revisions Not in Script)
Checksheets
Class IV Grad and
above auditors
C/Ses
EXPANDED GREEN FORM 40RE
GR 40XRE
The Expanded Green Form 40RE is used with the Resistive Cases
Assessment on a resistive case to precisely locate and solve its
resistiveness.
The assessment of the Resistive Cases will direct the auditor to the
type of the pc's resistiveness. Further assessment is then done in the
section of the Expanded Green Form 40RE appropriate to what has read on the
Resistive Cases Assessment and handlings are given for what has been found.
This list provides a fast and direct method for solving resistive
cases.
Before using this list on any pc the auditor must have first checked
out on HCOB 8 Dec 78 II GREEN FORM AND EXPANDED GREEN FORM 40RD, USE OF.
RESISTIVE CASES ASSESSMENT
(If this assessment has just been done on the Green Form #40 question,
it is not repeated. Go right into the Expanded Green Form 40RE
assessments.)
Assess Method 5 the following Resistive Cases. If any item reads, go
to
its corresponding section on the Expanded Green Form 40RE and assess Method
5
all the items in that section. Assess the section on the Expanded Green
Form
40RE that corresponds to each reading item.
When all sections corresponding to the reading Resistive Cases items
are assessed you will have a full picture of the pc's resistiveness.
Then, if you have C/S okay, take up each reading section on the GF
40XRE in the order in which they are listed below and handle reads per the
instructions given.
Otherwise, return to the C/S for programming.
IMPORTANT NOTE ON HANDLING READS ON THIS LIST:
A. Recalls, as well as R3RA Preassessment and Engram running have been
added
to the handlings on some sections of the list. Where these are
included on a handling, use the Recall steps on Dianetic Clears, OTs and
anyone who is on the Dianetic Clear Special Intensive. Do not run any
Dianetics on such pcs or OTs. (This applies to any of the items or
sections where Recalls and R3RA Narrative and Engram running are given as
handlings.)
B. If this list is done as part of the Dianetic Clear Special Intensive
and
if it is established in that Intensive that the pc is not yet Clear,
the pc should then, on completion of the DCSI, be run on the R3RA steps if
necessary (providing the flows read when checked).
C. Cases in the Non Reference Zone would not receive this list.
D. All cases other than those listed in A and C above are run
HCOB 30.6.71RC - 2 -
Re-rev. 26.3.81
on the R3RA Narrative and Engram running handlings. (NOTE: Recalls
would not be run on these cases unless specifically ordered by the C/S.
This might be done, for example, on a case where the pc was not yet capable
of running engrams and required a more gradient approach.)
*A-1. WENT DIANETIC CLEAR AND NEVER ATTESTED? _______
*A-2. HAVE HAD ENGRAMS RUN AFTER BEING DIANETIC CLEAR? _______
B. DON'T WANT AUDITING? _______
C. AUDITED WITH RUDIMENTS OUT? _______
D. OVERWHELMED? _______
E. CONTINUOUSLY COMMITTING OVERTS ON SCIENTOLOGY? _______
F-1. SUPPRESSED? _______
F-2. CONNECTED TO AN ANTAGONISTIC PERSON? _______
G. SERIOUSLY PHYSICALLY ILL? _______
H. HAVE NOT HAD AUDITING? _______
I-1. SEEKING THE SAME THRILL ATTAINED FROM DRUGS? _______
I-2. HAVE TAKEN DRUGS? _______
J. FORMER THERAPY BEFORE SCIENTOLOGY? _______
K. HAVE BEEN PART OF EARLIER PRACTICES? _______
L-1. OUT OF VALENCE? _______
L-2. ARE YOU BEING SOMEONE ELSE? _______
M-1. PRETENDING TRAINING OR GRADES NOT ATTAINED? _______
M-2. PRETENDING "STATES" NOT ATTAINED? _______
N. AUDITED WITH PRIOR GRADES OUT? _______
O. MISUNDERSTOODS IN AUDITING? _______
SECTION A-WENT DIANETIC CLEAR AND NEVER ATTESTED
*If items A-1 or A-2 read, 2WC to F/N and return folder to the C/S. (Items
A-1 and A-2 are not assessed when doing a DCSI.)
SECTION B-DOESN'T WANT AUDITING
B-1. DO YOU NOT WANT AUDITING? _______
2WC to find out why not. It will be an out-rud or an out-list.
Handle appropriately.
B-2. ARE YOU REFUSING AUDITING? _______
2WC to find out why. It will be an out-rud or an out-list.
Handle appropriately.
B-3. ARE YOU PROTESTING AUDITING? _______
Itsa E/S Itsa to F/N.
B-4. DO YOU DISLIKE TALKING TO AN AUDITOR? _______
If so, run "Look at me. Who am I?" to F/N. Then "What could you
say?" to F/N.
HCOB 30.6.71RC - 3 -
Re-rev. 26.3.81
B-5. HAS NO ONE ASKED WHAT YOU REALLY WANT? _______
Itsa E/S Itsa to F/N.
B-6. HAS THERE BEEN ANYTHING WRONG WITH F/Ns? _______
Find the fault and handle with False TA HCOBs. Rehab any overruns due
to false TA.
SECTION C-AUDITED WITH RUDIMENTS OUT
C-1. HAVE YOU BEEN AUDITED WITH RUDIMENTS OUT? _______
Find out which and handle to F/N.
C-2. HAVE YOU BEEN AUDITED OVER AN ARC BREAK? _______
ARCU CDEINR E/S to F/N.
C-3. HAVE YOU BEEN AUDITED OVER A PROBLEM? _______
Itsa E/S Itsa to F/N.
C-4. HAVE YOU BEEN AUDITED OVER A WITHHOLD? _______
What was the withhold? Who missed it? E/S to F/N.
C-5. HAVE YOU BEEN AUDITED OVER AN OVERT? _______
What was the overt? E/S overt to F/N.
C-6. ARE YOU LYING TO PEOPLE? _______
Itsa E/S Itsa to F/N.
C-7. DO YOU HAVE SECRETS? _______
2WC what secrets E/S to F/N.
C-8. ARE YOU HERE FOR REASONS NOT DISCLOSED? _______
If so, L&N "What was your original reason for coming here?"
R3RA Triple or Quad if an evil purpose. Program for EXDN.
(On a Dianetic Clear or OT, do the L&N step only.)
If the person's reason for being here is suspect, such as to harm or
get data for another agency, etc. HCO must be notified after the section.
The person may not admit to having a discreditable reason for being in the
org and so might need a special HCO Confessional to find out all the data.
C-9. DO YOU HAVE AN EVIL PURPOSE? _______
L&N "What evil purpose do you have?" R3RA Triple or Quad. Program
for EXDN. (On a Dianetic Clear or OT, do the L&N step only.)
SECTION D-OVERWHELMED
D-1. HAVE YOU BEEN OVERWHELMED BY AUDITING? _______
Run out the incident of overwhelm R3RA Narrative Triple or Quad. (On
Flow 1, acknowledge what the pc says and continue with R3RA Narrative
commands 2-9, A-EYE.)
F2: Return to the time you caused another to be overwhelmed by
auditing and tell me when you are there.
F3: Return to the time others caused others to be overwhelmed
by auditing and tell me when you are there.
F0: Return to the time you caused yourself to be overwhelmed by
auditing and tell me when you are there.
(Progress Program.)
HCOB 30.6.71RC - 4 -
Re-rev. 26.3.81
(On a Dianetic Clear or OT 2WC for data and use the appropriate
correction list to locate and indicate the by-passed charge.)
D-2. HAVE YOU BEEN OVERWHELMED BY LIFE? _______
Handle as in D-1 with Narrative R3RA Triple or Quad, substituting "by
life". (Progress Program.) 2WC and the appropriate correction list on
Dianetic Clears or OTs.
D-3. HAVE YOU BEEN OVERWHELMED BY FAMILY CONNECTIONS? _______
Handle as In D-1 with Narrative R3RA Triple or Quad, substituting "by
family connections". (Progress Program.) 2WC and the appropriate
correction list on Dianetic Clears or OTs.
D-4. HAVE YOU BEEN OVERWHELMED ON YOUR POST? _______
(ON YOUR JOB?)
Handle as in D-1 with Narrative R3RA Triple or Quad, substituting "on
your post" or "on your job" whichever is appropriate and has read.
(Progress Program.) 2WC and the appropriate correction list on Dianetic
Clears or OTs.
D-5. ARE YOU RESTIMULATED IN YOUR CURRENT ENVIRONMENT? _______
Run out the time he felt restimulated in his environment R3RA
Narrative Triple or Quad. (Progress Program.) 2WC and the appropriate
correction list on Dianetic Clears or OTs.
SECTION E-CONTINUOUSLY COMMITTING OVERTS ON SCIENTOLOGY
E-1. ARE YOU CONTINUOUSLY COMMITTING OVERTS ON SCIENTOLOGY? _______
L&N "What are you trying to prevent?" R3RA Triple/Quad preventing
_______ (item).
2WC committing continuous overts and pull them, E/S to F/N.
On a Dianetic Clear or OT the handling is:
L&N "What are you trying to prevent?"
2WC committing continuous overts and pull them, E/S to F/N.
E-2. DO YOU KEEP ON GOOFING? _______
Handle as in E-1.
E-3. ARE YOU COMMITTING CONTINUOUS OVERTS IN LIFE? _______
Handle as in E-1.
SECTION F-SUPPRESSED
CONNECTED TO AN ANTAGONISTIC PERSON
F-1. ARE YOU CONNECTED TO SOMEONE HOSTILE OR ANTAGONISTIC
TO SCIENTOLOGY? _______ PTS
Interview. C/S to program as needed for further PTS handling.
F-2. ARE OTHERS ANTAGONISTIC TO WHAT YOU ARE DOING? _______
PTS interview. C/S to program as needed for further PTS handling.
F-3. HAVE YOU BEEN SUPPRESSED BY ANOTHER? _______
2WC to F/N. C/S to program as needed for further PTS handling
including a PTS C/S-1 per HCOB 31 Dec 78 III, EDUCATING THE POTENTIAL
TROUBLE SOURCE, THE FIRST STEP TOWARD HANDLING: PTS C/S-1.
HCOB 30.6.71RC - 5 -
Re-rev. 26.3.81
F-4. DO YOU MAKE GAINS AND THEN LOSE THEM? _______
PTS Interview. C/S to program as needed for further PTS handling
including a PTS C/S-1 per HCOB 31 Dec 78 III, EDUCATING THE POTENTIAL
TROUBLE SOURCE, THE FIRST STEP TOWARD HANDLING:
PTS C/S-1.
F-5. DO YOU RECEIVE GAINS OR BENEFITS FROM BEING ILL OR DISABLED? _______
2WC to F/N. Return to C/S.
SECTION G-SERIOUSLY PHYSICALLY ILL
G-1. ARE YOU SERIOUSLY PHYSICALLY ILL? _______
2WC to find out what the illness or symptoms are. Return the
folder to the C/S. Program per HCOB 24 Jul 69R SERIOUSLY ILL PCS and
BTB 28 May 74RB FULL ASSIST CHECKLIST FOR INJURIES AND ILLNESSES.
G-2. IS YOUR BODY ILL? _______
2WC "What seems to be wrong with your body?" to F/N. Program per BTB
28 May 74RB FULL ASSIST CHECKLIST FOR INJURIES AND ILLNESSES.
G-3. ARE YOU MENTALLY ILL? _______
Handle as a withhold. E/S "Is there an earlier time you were mentally
ill?" to F/N. R3RA Narrative Triple/Quad. Then do a full Preassessment on
it and run R3RA Triple/Quad.
Omit the R3RA Narrative and engram running steps on a Dianetic Clear
or OT or a person being run on the Dianetic Clear Special Intensive. On a
Dianetic Clear or OT, the C/S would determine any other handling needed.
If the list is done as a part of the Dianetic Clear Special Intensive and
if it is established in that intensive that the pc is not yet Clear, the pc
should then, on completion of the DCSI, be run on the R3RA steps if
necessary (providing the flows read when checked).
G-4. DO YOU HAVE ANY BROKEN BONES? _______
2WC to F/N. Medical treatment followed by a program per BTB 28 May
74RB FULL ASSIST CHECKLIST FOR INJURIES AND ILLNESSES.
G-5. DO YOU HAVE ANY INFECTIOUS DISEASE? _______
2WC to get the data on what it is to F/N. Medical treatment
followed by a program per BTB 28 May 74RB FULL ASSIST CHECKLIST FOR
INJURIES AND ILLNESSES.
G-6. DO YOU HAVE ANY HIDDEN ILLNESSES? _______
2WC to F/N. Program per BTB 28 May 74RB FULL ASSIST CHECKLIST FOR
INJURIES AND ILLNESSES.
G-7. DO YOU HAVE ANY TOOTH DECAY? _______
2WC to F/N. Dental treatment followed by a program per BTB 28 May
74RB FULL ASSIST CHECKLIST FOR INJURIES AND ILLNESSES.
G-8. DO YOU HAVE ANY PHYSICALLY DAMAGED PARTS? _______
2WC to find out what, to F/N, Program per BTB 28 May 74RB
FULL ASSIST CHECKLIST FOR INJURIES AND ILLNESSES.
G-9. DO YOU HAVE ANY BODY PARTS MISSING? _______
2WC to find out what, to F/N. Program per BTB 28 May 74RB FULL ASSIST
CHECKLIST FOR INJURIES AND ILLNESSES.
HCOB 30.6.71RC - 6 -
Re-rev. 26.3.81
G-10 HAVE YOU HAD ANY BODY PARTS REMOVED? _______
2WC to find out what, to F/N. Program per BTB 28 May 74RB FULL ASSIST
CHECKLIST FOR INJURIES AND ILLNESSES.
SECTION H-HAS NOT HAD AUDITING
H-1. HAVE YOU NOT HAD AUDITING? _______
L&N "Who or what would prevent auditing?" Triple or Quad Ruds and
overts on the item.
H-2. HAVE YOU BEEN SELF AUDITING? _______
2WC to find out when the pc first started self auditing. Do an L1C on
the prior upset. If the prior upset was in auditing, use the appropriate
correction list.
H-3. HAVE YOU BEEN AUDITED IN AN EARLIER LIFE? _______
2WC to F/N. C/S to program to handle any overrun or other
difficulties with past auditing. If needed.
SECTION I-SEEKING THE SAME THRILL ATTAINED FROM DRUGS
HAS TAKEN DRUGS
I-1. ARE YOU SEEKING THE SAME THRILL ATTAINED FROM DRUGS? _______
2WC to F/N. (E/S if needed "Is there an earlier time you were seeking
the same thrill attained from drugs?")
A. If the pc has had the Purification Rundown, Survival
Rundown or a Drug Rundown, FES the actions and fully repair any
errors found including use of the appropriate repair list (i.e. Survival
RD Repair List, L3RG for Dianetic errors, End of Endless Drug Rundowns
Repair List, etc. If needed, complete the Rundown(s)).
B. If the pc has not had these Rundowns, Advance Program
for the Purification Rundown, Survival Rundown and:
1. For Pre-Clears: Full Drug handling per C/S Series 48RD.
2. For Dianetic Clears: The Scientology Drug Rundown.
3. For OT III or above: The OT Drug Rundown.
I-2. HAVE YOU TAKEN DRUGS? _______
2WC to F/N. Handle as in I-1.
I-3. DO YOU WANT TO CONTINUE TO TAKE DRUGS? _______
2WC to F/N. Handle as in I-1.
I-4. HAVE YOU NEVER TAKEN DRUGS? _______
2WC to F/N. (E/S if needed "Is there an earlier time you never took
drugs?")
I-5. ARE YOU CURIOUS ABOUT DRUGS? _______
2WC to F/N. (E/S if needed "Is there an earlier time you were curious
about drugs?")
I-6. HAS MEDICINE ACTED AS DRUGS? _______
2WC to F/N. Handle as in I-1.
HCOB 30.6.71RC - 7 -
Re-rev. 26.3.81
I-7. HAVE YOU REVERTED TO DRUGS? MEDICINE? ALCOHOL? _______
2WC to F/N any reads. Handle as in I-1.
SECTION J-FORMER THERAPY BEFORE SCIENTOLOGY
J-1. HAVE YOU HAD A FORMER THERAPY BEFORE SCIENTOLOGY? _______
Handle per Note at bottom of Page 1.
Triple or Qual Recall: (Each reading flow is run repetitively to F/N,
Cog, VGIs.)
F-1: "Recall a time you had a former therapy before Scientology."
F-2: "Recall a time you gave a former therapy to another."
F-3: "Recall a time another gave a former therapy to another or
others."
F-0: "Recall a time you gave yourself a former therapy."
Narrative R3RA Triple or Quad on having a former therapy:
F-1: Return to the time you had a former therapy and tell me
when you are there.
F-2: Return to the time you gave a former therapy to another
and tell me when you are there.
F-3: Return to the time others gave a former therapy to another
or others and tell me when you are there.
F-0: Return to the time you gave a former therapy to yourself
and tell me when you are there.
Then do a full Preassessment on it and run R3RA, Triple or Quad.
J-2. HAVE YOU HAD MEDICAL THERAPY? _______
Handle as in J-1, substituting "Medical Therapy".
J-3. HAVE YOU HAD PSYCHIATRIC THERAPY? _______
2WC to F/N. Find out the nature of the therapy. Note: Report it to
HCO after session. (Ref. HCO PL/HCOB 6 Dec 76R ILLEGAL PCS, ACCEPTANCE OF)
HCO must handle in liaison with the C/S before any more auditing is
delivered unless clearance for auditing has already been obtained with
evidence in the folder.
A. If pc has okay to be processes and if no electric shock, insulin
shock or other type of shock or heavy drug therapy is involved, C/S
programs for handling per HCOB 13 Jun 70, C/S Series 3, SESSION PRIORITIES,
other applicable C/S Series, and per note at bottom of Page 1 of the GF
40XRE. Program might include:
Handle as in J-1 and per note at bottom of Page 1 of GF 40XRE
substituting "Psychiatric Therapy".
B. If pc has okay to be processed and psychiatric treatment involved
electric or insulin or other shock or heavy drug therapy, the C/S programs
the case for handling per: THE BOOK OF CASE REMEDIES; applicable C/S
Series including HCOB 13 Jun 70, C/S Series 3, SESSION PRIORITIES; and all
Tech Volume references on shock.
HCOB 30.6.71RC - 8 -
Re-rev. 26.3.81
J-4. HAVE YOU HAD PSYCHOLOGY THERAPY? _______
Handle as in J-1, substituting "Psychology Therapy".
J-5. HAVE YOU HAD DENTAL THERAPY? _______
Handle as in J-1, substituting "Dental Therapy".
J-6. HAVE YOU HAD ELECTRIC SHOCK? _______
2WC to F/N. Find out the nature/extent of the electric shock.
A. If pc has been electric shocked at the hands of
psychiatrists, handle per J-3.
B. If pc received electric shock accidentally or some such, and
it is more than a minor shock, the C/S programs the case for
handling per: THE BOOK OF CASE REMEDIES; applicable C/S Series including
HCOB 13 Jun 70, C/S Series 3, SESSION PRIORITIES and all Tech Volume
references on shock.
C. If pc has received only very minor shock do nothing more than
the 2WC to F/N.
SECTION K-HAS BEEN PART OF EARLIER PRACTICES
K-1. ARE YOU CURRENTLY DOING ANY BODY PRACTICES? _______
Handle per note at the bottom of Page 1.
Triple or Quad Recall: (Each reading flow is run repetitively to F/N,
Cog, VGIs.)
F-1: "Recall a time you took part in body practices."
F-2: "Recall a time you caused another to take part in body
practices."
F-3: "Recall a time another caused another or others to take part in
body practices."
F-0: "Recall a time you caused yourself to take part in body
practices."
Narrative R3RA Triple or Quad on body practices:
F-1: Return to the time you took part in body practices and tell me
when you are there.
F-2: Return to the time you caused another to take part in body
practices and tell me when you are there.
F-3: Return to the time others caused another or others to take part
in body practices and tell me when you are there.
F-0: Return to the time you caused yourself to take part in body
practices and tell me when you are there.
Then do a full Preassessment on it and run R3RA, Triple/Quad.
K-2. ARE YOU CURRENTLY DOING ANY EXERCISES? _______
Handle as in K-1, substituting "Exercises".
K-3. ARE YOU CURRENTLY PRACTICING ANY RITES? _______
Handle as in K-1, substituting "Rites".
K-4. ARE YOU CURRENTLY PRACTICING YOGA? _______
Handle as in K-1, substituting "Yoga".
HCOB 30.6.71RC - 9 -
Re-rev. 26.3.81
K-5. DO YOU HOLD ANY EASTERN BELIEFS? _______
Handle as in K-1, substituting "Eastern Beliefs".
K-6. ARE YOU DOING ANY MENTAL EXERCISES? _______
Handle as in K-1, substituting "Mental Exercises".
K-7. DO YOU CURRENTLY PRACTICE MEDITATION? _______
Handle as in K-1, substituting "Meditation".
K-8. HAVE YOU TAKEN PART IN EARLIER PRACTICES BEFORE SCIENTOLOGY? _______
Handle as in K-1, substituting "Earlier Practices Before
Scientology".
K-9. HAVE YOU TAKEN PART IN EARLIER RELIGIONS? _______
Handle as in K-1, substituting "Earlier Religions".
K-10. HAVE YOU TAKEN PART IN EARLIER RITES? _______
Handle as in K-1, substituting "Earlier Rites".
K-11. HAVE YOU TAKEN PART IN EARLIER EXERCISES? _______
Handle as in K-1, substituting "Earlier Exercises".
K-12. HAVE YOU TAKEN PART IN HYPNOTISM? _______
Handle as in K-1, substituting "Hypnotism".
K-13. HAVE YOU HELD EASTERN BELIEFS? _______
Handle as in K-1, substituting "Eastern Beliefs".
K-14. HAVE YOU TAKEN PART IN EARLIER INDOCTRINATIONS? _______
Handle as in K-1, substituting "Earlier Indoctrinations".
K-15. HAVE YOU TAKEN PART IN EARLIER SCIENTIFIC PRACTICES? _______
Handle as in K-1, substituting "Earlier Scientific Practices".
K-16. HAVE YOU TAKEN PART IN ELECTRONIC PRACTICES? _______
Handle as in K-1, substituting "Earlier Electronic Practices".
K-17. HAVE YOU TAKEN PART IN EARLIER THOUGHT PRACTICES? _______
Handle as in K-1, substituting "Earlier Thought Practices".
K-18. HAVE YOU TAKEN PART IN EARLIER SPIRITUAL PRACTICES? _______
Handle as in K-1, substituting "Earlier Spiritual Practices".
K-19. HAVE YOU TAKEN PART IN EARLIER EASTERN RITES? _______
Handle as in K-1, substituting "Earlier Eastern Rites".
K-20. HAVE YOU TAKEN PART IN EARLIER EASTERN PRACTICES? _______
Handle as in K-1, substituting "Earlier Eastern Practices".
K-21. HAVE YOU TAKEN PART IN EARLIER IMPLANTING TECHNIQUES? _______
Handle as in K-1, substituting "Earlier Implanting Techniques".
K-22. HAVE YOU PRACTICED WITCHCRAFT? _______
Handle per note at the bottom of Page 1.
Triple or Quad Recall: (Each reading flow is run repetitively to
F/N, Cog, VGIs.)
HCOB 30.6.71RC - 10 -
Re-rev. 26.3.81
F-1: "Recall a time you had witchcraft practiced on you."
F-2: "Recall a time you practiced witchcraft on another."
F-3: "Recall a time another practiced witchcraft on another or
others."
F-0: "Recall a time you practiced witchcraft on yourself."
Narrative R3RA Triple or Quad on practicing witchcraft.
F-1: Return to the time you had witchcraft practiced on you and tell
me when you are there.
F-2: Return to the time you practiced witchcraft on another and tell
me when you are there.
F-3: Return to the time others practiced witchcraft on another or
others and tell me when you are there.
F-0: Return to the time you practiced witchcraft on yourself and
tell
me when you are there.
Then do a full Preassessment on it and run R3RA, Triple/Quad.
K-23. HAVE YOU CAST SPELLS? _______
Handle per note at the bottom of Page 1.
Triple or Quad Recall: (Each reading flow is run repetitively to
F/N, Cog, VGIs.)
F-1: "Recall a time a spell was cast on you."
F-2: "Recall a time you cast a spell on another."
F-3: "Recall a time another cast a spell on another or others."
F-0: "Recall a time you cast a spell on yourself."
Narrative R3RA Triple or Quad on casting spells.
F-1: Return to the time a spell was cast on you and tell me when you
are there.
F-2: Return to the time you cast a spell on another and tell me when
you are there.
F-3: Return to the time others cast spells on another or others and
tell me when you are there.
F-0: Return to the time you cast a spell on yourself and tell me
when
you are there.
Then do a full Preassessment on it and run R3RA, Triple/Quad.
K-24. ARE YOU DOING SOME EXERCISES BETWEEN SESSIONS? _______
Handle as in K-1, substituting "Exercises".
SECTION L-OUT OF VALENCE
ARE YOU BEING SOMEONE ELSE
If Items L-1 or L-2 read, the handling is LX3, LX2, LX1 and 220H if
necessary.
HCOB 30.6.71RC - 11 -
Re-rev. 26.3.81
Ref: HCOB 2 Aug 68R "LX" Lists
HCOB 5 Nov 69R V, LX3 (Attitudes)
HCOB 3 Aug 69R LX2 (Emotional Assessment List)
HCOB 9 Aug 69R LX1 (Conditions)
HCOB 20 Sep 78 II LX LIST HANDLING
(In running the LX Lists on a Dianetic Clear, OT or a person receiving
the DCSI, do not do any engram running. Use the recalls on the LX Lists
only.
If, as a result of a completed DCSI, it turns out the pc is not Clear,
be should then be run on the R3RA steps of the LX Lists if necessary
providing the flows read when checked.)
SECTION M-PRETENDING TRAINING OR GRADES NOT ATTAINED
NOTE: If more than one item below reads (i.e. say M-1 and M-3 both read)
handling one item with the Recalls or R3RA actions also serves to
handle the other reading item(s) because the handling is the same for all
items in this section. Items M-4 and M-5 have additional 2WCs which are
done if either M-4 or M-5 reads.
M-1. ARE YOU PRETENDING? _______
Handle per Note at bottom of Page 1.
Triple or Quad Recall: (Each reading flow is run repetitively to F/N,
Cog, VGIs.)
F-1: "Recall a time another pretended to you."
F-2: "Recall a time you pretended to another."
F-3: "Recall a time another pretended to another or others."
F-0: "Recall a time you pretended to yourself."
Narrative R3RA Triple or Quad on pretending:
F-1: Return to the time another pretended to you and tell me when you
are there.
F-2: Return to the time you pretended to another and tell me when you
are there.
F-3: Return to the time others pretended to another or others and
tell
me when you are there.
F-0: Return to the time you pretended to yourself and tell me when
you
are there.
Then do a full Preassessment on it and run R3RA, Triple/Quad.
M-2. ARE YOU PRETENDING TRAINING NOT ATTAINED? _______
Handle as In M-1.
M-3. ARE YOU PRETENDING ATTAINMENTS IN LIFE NOT REALLY ATTAINED? _______
Handle as In M-1.
M-4. ARE YOU PRETENDING GRADES NOT ATTAINED? _______
2WC to find out the Grades the person is pretending to have attained
and F/N the 2WC. Then handle as in M-1.
Note for C/S. C/S is to program as needed for handling. (Ref. HCOB
31 Aug 80, KSW Series 25, PROGRAMMING AND HANDLING CASES WHO HAVE BEEN
QUICKIED OR FALSELY DECLARED.)
HCOB 30.6.71RC - 12 -
Re-rev. 26.3.81
M-5. ARE YOU PRETENDING "STATES" NOT REALLY ATTAINED? _______
2WC to find out the "states" the person is pretending to have attained
and F/N the 2WC. Then handle as in M-1. Note for C/S. C/S is to program as
needed for handling. (Ref. HCOB 31 Aug 80, KSW Series 25, PROGRAMMING AND
HANDLING CASES WHO HAVE BEEN QUICKIED OR FALSELY DECLARED)
SECTION N-AUDITED WITH PRIOR GRADES OUT
N-1. HAVE YOU BEEN AUDITED WITH PRIOR GRADES OUT? _______
2WC to find out what Grades the pc feels are out. Indicate it.
If no F/N, "Is there an earlier time you were audited over that/those
out Grade(s)?" Note for C/S. Program to handle the out-Grade(s).
N-2. IS YOUR DIANETICS INCOMPLETE? _______
2WC to F/N. Note for C/S. Program to handle.
NOTE: No Dianetics would be run on a Dianetic Clear or OT or on a
person being given the DCSI.
N-3. DO ENGRAMS FAIL TO ERASE? _______
"L3RD Rundown" done using an L3RG per instructions in BTB 10 June
1972R I, Rev. and Reiss. 6.6.74 THE L3RD RUNDOWN. (R-Factor: "We are
looking for engrams contacted in your early auditing and not fully
handled.") Assess L3RG Method 5 with the preface "In your early Dianetics
_______ ?"
Handle per L3RG instructions and the BTB.
(On a Clear or OT simply indicate the read. If no F/N you may do an
L3RG if needed, however do no handling beyond indicating the reading
questions, to F/N.)
N-4. IS YOUR COMMUNICATION GRADE OUT? _______
2WC to F/N. Program for Expanded Grade 0 or to handle the unflat
Grade.
N-5. IS YOUR PROBLEMS GRADE OUT? _______
2WC to F/N. Program for Expanded Grade 1 or to handle the unflat
Grade.
N-6. IS YOUR OVERT/WITHHOLD GRADE OUT? _______
2WC to F/N. Program for Expanded Grade 2 or to handle the unflat
Grade.
N-7. DO YOU HAVE PERSISTING ARC BREAKS? _______
2WC to F/N. Program for Expanded Grade 3 or to handle the unflat
Grade.
N-8. ARE YOU ANXIOUS ABOUT CHANGE? _______
2WC to F/N. Program for Expanded Grade 3 or to handle the unflat
Grade.
N-9. DO YOU HAVE SERVICE FACSIMILES? _______
2WC to F/N. Program for Expanded Grade 4 or to handle the unflat
Grade.
N-10.DO YOU HAVE FIXED IDEAS? _______
2WC to F/N. Program for Expanded Grade 4 or to handle the unflat
Grade.
HCOB 30.6.71 RC - 13 -
Re-rev. 26.3.81
N-11.ARE YOU CONCERNED ABOUT BEING RIGHT OR WRONG? _______
2WC to F/N. Program for Expanded Grade 4 or to handle the unflat
Grade.
N-12.HAVE YOU FAILED TO ATTAIN OTHER GRADES? _______
2WC to F/N. Note for C/S. Program to handle the Grades he failed to
attain.
N-13.HAVE WINS ON GRADES BEEN BY-PASSED? _______
Rehab each to F/N.
SECTION O-MISUNDERSTOODS IN AUDITING
O-1. HAVE YOU HAD MISUNDERSTOODS IN AUDITING? _______
Find and clear the misunderstoods or do a WCCL prefaced with "In
Auditing". Dianetic C/S-1 and/or Scientology C/S-1 if needed.
O-2. HAVE YOU HAD TROUBLE UNDERSTANDING WHAT WAS GOING ON IN A SESSION?
_______
Clear this up with word clearing on the action that wasn't understood.
Dianetic C/S-1 and/or Scientology C/S-1 if needed.
O-3. HAVE YOU HAD TROUBLE UNDERSTANDING AN AUDITOR? _______
2WC to F/N. Handle any MUs with word clearing on the area the pc
didn't understand. Dianetic C/S-1 and/or Scientology C/S-1 if needed.
O-4. HAVE YOU HAD TROUBLE IN AUDITING BECAUSE OF MISUNDERSTOODS? _______
Find the misunderstoods and clear them up. Note what actions were
done over misunderstood words and handle with the proper repair list if
needed. Dianetic C/S-1 and/or Scientology C/S-1 if needed.
L. RON HUBBARD
FOUNDER
Approved by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:jk:dr:bk
Copyright $c 1971, 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Approved by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=19/6/71
Volnum=0
Issue=2
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
C/S Series 46
Keeping Scientology Working Series 18
DECLARES
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 19 JUNE 1971
Remimeo ISSUE II
REISSUED 30 AUGUST 1980
(Reissued as part of
Keeping Scientology Working Series)
C/S Series 46
Keeping Scientology Working Series 18
DECLARES
It is the C/S's responsibility that a pc or Pre-OT is sent to Declare?
This is not an Admin point I'm making. It is a technical point.
Every so often a pc is found hung up in not having declared and
attested the state attained.
A Declare Completes his cycle of action and is a vital part of the
action.
One never forces or feeds one to the pc. I recall one org where the
entire tech and income structure crashed, the C/O and several personnel had
to be removed because they were forcing "clear cogs" on their Dianetic pcs
who hadn't had them (and then telling them they couldn't be audited further
on Scientology) (Connie Broadbent, ASHO), March '70).
So this goes 2 ways.
THE PC OR PRE-OT WHO KNOWS HE MADE IT MUST BE SENT TO EXAMS AND C & A
TO
ATTEST.
THE PC OR PRE-OT WHO HASN'T MADE IT MUST NEVER BE SENT TO EXAMS TO
DECLARE AND ATTEST.
This gives us a third:
PCs AND PRE-OTs WHO HAVEN'T MADE IT MUST BE HANDLED UNTIL THEY HAVE
MADE
THAT SPECIFIC DECLARE, EVEN THOUGH IT MEANS SIGNING UP FOR MORE AUDITING.
TRUTH is the keynote, the essence, the point here.
All the "PR" (slang for promotional talk) in the world will not
supplant truth.
The pc KNOWS he made something. Therefore he must be sent to declare
it whether it's a standard grade or not!
The pc who hasn't made it KNOWS he hasn't and so when forced to
declare or ordered to attest tends to cave in.
His concept of the validity of the org and honesty of Scientology
depends on this, and really on this alone.
HCOB 19.6.71 II - 2 -
Reiss. 30.8.80
The correct declare or not declare decision of the C/S is a vital C/S
action.
L. RON HUBBARD
FOUNDER
LRH:nt:bk
Copyright $c 1971, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=11/4/71
Volnum=0
Issue=0
Rev=5
rDate=31/5/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
L3RG
DIANETICS AND INT RD REPAIR LIST
IMPORTANT
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 11 APRIL 1971RD
Remimeo REVISED 14 JULY 1978
RE-REVISED 31 MAY 1980
(Only changes are in question numbers 74 and 78)
(Revisions in Script)
I M P O R T A N T
L3RG
DIANETICS AND INT RD REPAIR LIST
This list includes the most frequent Dianetic errors.
A high or low TA and a bogged case can result from failures to erase a
chain of incidents.
DO NOT ATTEMPT TO REPAIR A CHAIN OR ENGRAM WITHOUT USING THIS LIST as
it can have different or several errors.
REMEMBER TO CLEAR EACH WORD ON THIS LIST. IF A QUESTION READS AND
THE PC SAYS HE DOESN'T UNDERSTAND IT, CLEAR IT AND REASSESS (don't explain
it and take it as it read on a misunderstood not on a fact).
RUNNING PCS ON DIANETICS WITHOUT A FULL AND COMPLETE DN C/S 1
INDOCTRINATION IS A FOOLISH ACTION.
TAKE ANY READ FOUND TO F/N BY FULL REPAIR OF IT PER THE INSTRUCTIONS.
1. WAS THERE AN EARLIER SIMILAR INCIDENT? _______
Indicate it. Run the chain to full EP.
2. WAS THERE NO EARLIER SIMILAR INCIDENT? _______
Indicate it. Determine if the chain erased or if the last incident
needs to be run through again. Complete the chain to full EP by indication
or by running it to full EP. Scn handling would include Date/Locate if
needed.
3. WAS THERE AN EARLIER BEGINNING? _______
Indicate it. Handle with R3RA and complete the chain to full EP.
4. WAS THERE NO EARLIER BEGINNING? _______
Indicate it. Complete the chain to full EP R3RA DEF on last incident
if unflat.
5. WAS AN F/N INDICATED TOO SOON? _______
Indicate it. Run the last incident (or chain) to full EP.
6. DID THE AUDITOR STOP JUST BECAUSE THERE WAS AN F/N? _______
Indicate it. Complete the chain to full EP using commands DEF on the
last incident run.
7. WAS AN F/N INDICATED TOO LATE? _______
Indicate it. Get off the postulate made at the time of the incident.
Indicate the overrun.
(Scn handling would include D/L if needed.) Then, if the pc jumped to
another chain, get last incident pc ran on the jumped-to chain and do an
L3RG on it.
HCOB 11.4.71RD - 2 -
Re-Rev. 31.5.80
8. WAS THE POSTULATE BY-PASSED? _______
Indicate. Get the postulate. Indicate that the chain was
overrun. (Scn handling would include a D/L if necessary.) If
pc jumped chains, handle as above.
9. HAS THE INCIDENT ERASED? _______
Indicate. Get the postulate made at the time of the incident.
Indicate the overrun. (If any difficulty, Scn handling would
include a D/L.)
10. WAS AN F/N NOT INDICATED AT ALL? _______
Indicate. Get off the postulate if not already given. Indicate the
overrun. (D/L by Scn auditor if necessary.) If jumped chains, handle as in
7.
11. WAS THERE NO CHARGE ON THE ITEM IN THE FIRST PLACE? _______
Indicate it, and that it shouldn't have been run. Scn handling would
include D/L if necessary.
12. DID YOU JUMP CHAINS? _______
Indicate it. Reorient to the original chain. Find out if it erased
and get the postulate if not previously given. Indicate the overrun, or
run the chain to full EP. Then locate last incident pc ran on the chain he
jumped to. As this has now been restimulated but not run, do an L3RG on
it. Scn handling would include D/L if necessary.
13. DID YOU JUMP FLOWS? _______
Indicate it. Reorient to the original chain and take it to full EP
using commands DEF. If necessary and the pc is still upset about the other
flow, do an L3RG on it.
14. WERE THERE FLUBBED COMMANDS? _______
Indicate it, E/S to F/N.
15. DID THE AUDITOR GOOF ON A SEQUENCE OF COMMANDS? _______
Indicate it, E/S to F/N.
16. DID YOU NOT HAVE A COMMAND? _______
Indicate it, E/S to F/N.
17. DID YOU HAVE A MISUNDERSTOOD ON THE COMMAND? _______
Find it and clear it.
18. SHOULD THE INCIDENT BE RUN THROUGH ONE MORE TIME? _______
Indicate it. R3RA DEF on the incident, run chain to full EP.
19. TOO LATE ON THE CHAIN? _______
Indicate it. Get the Earlier Similar incident and complete the chain
with R3RA to full EP.
20. WAS A CHAIN NOT COMPLETED? _______
Indicate it. DEF on the incident, fun chain to full EP.
21. INCIDENT GONE MORE SOLID? _______
Indicate it. Check for earlier incident or earlier beginning and
complete the chain to full EP.
HCOB 11.4.71RD - 3 -
Re-Rev. 31.5.80
22. WAS AN INCIDENT SKIPPED? _______
Indicate it. Find out what it was, run it and complete the chain to
full EP.
23. WAS AN INCIDENT LEFT TOO HEAVILY CHARGED? _______
Indicate it. Find out what it was, run it through again.
Complete the chain to full EP.
24. DID YOU SAY SOMETHING WAS ERASED JUST BECAUSE YOU WERE TIRED
OF RUNNING IT? _______ Indicate
it. Complete the chain to full EP with R3RA DEF on the last incident run.
25. STOPPED RUNNING AN INCIDENT THAT WAS ERASING? _______
Indicate it. DEF on the incident and erase it. Get full EP.
26. WENT PAST BASIC ON A CHAIN? _______
Indicate it. Get full EP. Then, if pc jumped to another chain, get
last incident pc ran on the jumped-to chain and do an L3RG on it. Scn
handling would include D/L if necessary.
27. WAS AN EARLIER MISRUN INCIDENT RESTIMULATED? _______
Indicate it. Find out what it was and do an L3RG on it.
28. DID TWO OR MORE INCIDENTS GET CONFUSED? _______
Indicate it, sort it out with an L3RG on it.
29. WAS AN IMPLANT RESTIMULATED? _______
Indicate it. If no joy do an L3RG on the time of the restimulation.
30. WAS THE INCIDENT REALLY AN IMPLANT? _______
Indicate it. If necessary do an L3RG on it. Scn handling would
include D/L if needed.
31. WRONG ITEM? _______
Indicate it was a wrong Item and that all other actions connected
with it were wrong. If it is from an L&N list or if any question or
difficulty, turn the pc over to an Scn auditor who is classed to do an
L4BRA.
32. NOT YOUR ITEM? _______
Indicate it, E/S to F/N.
33. NOT YOUR INCIDENT? _______
Indicate it, E/S to F/N. L3RG if any trouble.
34. DID THE PREASSESSMENT ITEM GOTTEN HAVE NO CHARGE ON IT? _______
Indicate the item was uncharged and should not have been taken up and
all items connected with it should not have been run. (Scn handling would
include D/L if necessary.)
35. WAS THERE ANOTHER PREASSESSMENT ITEM THAT SHOULD HAVE READ? _______
Get what it was and note its read as the pc gives it. Find out if
the Preassessment item taken up is uncharged. If so handle as above.
If not, continue with the action you are on to EP and handle the new item
given in its order.
HCOB 11.4.71RD - 4 -
Re-Rev. 31.5.80
36. WAS THE ORIGINAL ITEM ALREADY HANDLED? _______
Indicate that the original item was already handled and that items
connected with it should not have been run. (Scn handling would include a
D/L if necessary.)
37. (OMIT WHEN RUNNING DRUGS)
WAS THERE NO INTEREST IN RUNNING AN ITEM? _______
Indicate it, and that it shouldn't have been run. Scn handling would
include D/L if needed.
38. WAS THE SAME THING RUN TWICE? _______
Indicate it. Spot the first erasure, indicate the overrun.
Scn handling would include D/L if needed.
39. WAS THERE A WRONG DATE? _______
Indicate it. Get the correct date and run the incident (if unflat)
and chain to full EP.
40. WAS THERE NO DATE FOR THE INCIDENT? _______
Indicate it. Get the date and run the incident (if unflat) and chain
to full EP.
41. WAS IT A FALSE DATE? _______
Indicate it. Get the correct date and run the incident (if unflat)
and any chain to full EP.
42. WAS THERE AN INCORRECT DURATION? _______
Indicate it. Get the correct duration and run the incident (if
unflat) and any chain to full EP.
43. WAS NO DURATION FOUND FOR THE INCIDENT? _______
Indicate it. Get the duration and run the incident (if unflat) and
any chain to full EP.
44. WAS THERE A FALSE DURATION? _______
Indicate it. Get the correct duration and run the incident (if
unflat) and any chain to full EP.
45. DID YOU RESENT DURATIONS? _______
Indicate it. E/S to F/N. Run the incident (if unflat) and any chain
to full EP.
46. WAS AN EARLIER DIANETIC UPSET RESTIMULATED? _______
Locate what it was, indicate it. Sort out with an L3RG if
necessary.
47. WAS AN EARLIER ARC BREAK ON ENGRAMS RESTIMULATED? _______
Indicate it. Sort it out with an L3RD.
48. WAS THERE AN ARC BREAK IN THE INCIDENT? _______
Indicate it. Run the incident, if unflat, to full EP.
49. WERE YOU PROTESTING? _______
Indicate it, clean it up E/S to F/N.
50. DID THE AUDITOR DEMAND MORE THAN YOU COULD SEE? _______
Indicate it, E/S to F/N. If any difficulty, turn the pc over
to an Scn auditor classed to do an L1C if necessary.
51. DID THE AUDITOR REFUSE TO ACCEPT WHAT YOU WERE SAYING? _______
Indicate it, E/S to F/N. If any difficulty, turn the pc over
to an Scn auditor classed to do an L1C as necessary.
HCOB 11.4.71RD - 5 -
Re-Rev. 31.5.80
52. WERE YOU PREVENTED FROM RUNNING AN INCIDENT? _______
Indicate it, E/S to F/N. Run the incident (if unflat) to full
EP. If any difficulty turn the pc over to an Scn auditor classed to
do an L1C on it.
53. DID THE AUDITOR SIMPLY STOP GIVING COMMANDS? _______
Indicate it. Complete the chain by running the last incident found
DEF to full EP.
54. WAS A COGNITION INTERRUPTED? _______
Indicate it. Get the cognition and any postulate connected with it.
(If any difficulty at this point turn pc over to an Scn auditor for an
L1C.) Continue chain if unflat, or indicate the overrun.
55. WAS THERE A POSTULATE THAT WAS NOT EXPRESSED? _______
Indicate it. Get the postulate and indicate the overrun. (Scn
handling would include L1C or D/L if needed.)
56. WERE YOU DISTRACTED WHILE RUNNING AN INCIDENT? _______
Indicate it, E/S to F/N. Run the incident (if unflat) and any
chain to full EP. If any difficulty, turn pc over to a classed Scn
auditor for L1C.
57. WERE YOU AUDITED OVER AN ARC BREAK? _______
PROBLEM? _______
WITHHOLD? _______
Indicate it. If you are trained to do so, handle the out-rud. If
not, turn the pc over to an Scn auditor classed to handle out-ruds. Do not
pull W/Hs before the engram or chain is repaired or it will mush engrams.
58. WERE YOU HELD UP BY THE AUDITOR? _______
Indicate it, E/S to F/N.
59. WAS AN ITEM SUPPRESSED? _______
Indicate it. Get the suppress off E/S to F/N, then run the item and
any chain to full EP.
60. WAS AN ITEM INVALIDATED? _______
Indicate it. Get the inval off E/S to F/N, then run the item and any
chain to full EP.
61. WAS AN ITEM ABANDONED? _______
Indicate it, get the item back and run the item and any chain to full
EP.
62. WAS A CHAIN ABANDONED? _______
Indicate it, get the chain bask and run to full EP.
63. WAS THE ITEM ORIGINALLY MISWORDED? _______
Indicate it. Get the correct wording and give it to him.
Handle to full EP if unflat.
64. WAS THE WORDING OF THE ITEM CHANGED? _______
Indicate it. Get the correct wording and give it to him. Run it (if
unflat) to full EP.
65. WERE YOU RUNNING AN ITEM THAT WAS DIFFERENT THAN THE
ONE ASSESSED? _______ Indicate
it. Get the item the pc was actually running, handle to full EP. Then
L3RG on the item actually assessed.
HCOB 11.4.71RD - 6 -
Re-Rev. 31.5.80
66. STUCK PICTURE? _______
Indicate it. Do an L3RG on it. You can also unstick it by having
him recall a time before it and a time after it.
67. ALL BLACK? _______
Spot the black field or picture. Get the correct duration. If
no go, L3RG on it.
68. INVISIBLE? _______
Spot the invisible field or picture. L3RG on it.
69. CONSTANTLY CHANGING PICTURES? _______
Indicate there was a misassessment and a wrong item was taken off the
list. Get the correct item and run it, or L3RG on that session.
70. WHEN YOU SAID IT WAS ERASED DID IT STILL HAVE A MASS? _______
Indicate it. DEF, checking for earlier beginning, run to erasure and
full EP. If necessary do an L3RG on it.
71. WAS THERE A PERSISTENT MASS? _______
L3RG on it.
72. WAS THERE TROUBLE WITH A PRESSURE ITEM OR PRESSURE ON AN ITEM?
_______
L3RG on it.
73. DID YOU GO EXTERIOR? _______
Indicate it. Handle if you are an Scn auditor. Turn the pc over to
an Scn auditor for a full Int RD or become a classed Scn auditor and
handle.
74. WAS YOUR INT RD MESSED UP? _______
If so, indicate it to pc. If properly trained to do so, do an Int RD
Correction List (HCOB 29 Oct 71RA). If Int Correction has already been
done on the pc get an FES of the Int RD and its corrections. When all
errors are corrected the C/S may order the End of Endless Int Repair RD per
Int Series 4RA.
75. WERE YOU AUDITED OVER DRUGS, MEDICINE OR ALCOHOL? _______
Indicate it. L3RG on that time, then verify all chains to ensure
they erased. Note for C/S attention to verify if Objectives and all other
points of full drug handling have been done.
76. WAS A PAST DEATH RESTIMULATED? _______
Indicate it. If it doesn't blow run it out Narrative Secondary R3RA.
77. DID YOU ATTAIN SOME STATE AND IT WAS INVALIDATED? _______
Indicate it. Return folder to C/S for handling.
78. DID YOU GO CLEAR AND NOBODY WOULD LET YOU DECLARE? _______
If so, 2WC to F/N. Send the folder to C/S for programming. One
would never simply send the person to Declare without having done a full
and complete Dianetic Clear Special Intensive which showed beyond any doubt
that the person was indeed Clear. To do otherwise can wreck the person's
chances for making any case gain.
79. WAS THERE NOTHING WRONG IN THE FIRST PLACE? _______
Indicate it. Continue the action you were on.
HCOB 11.4.71RD - 7 -
Re-Rev. 31.5.80
80. WAS THIS LIST UNNECESSARY? _______
Indicate it. If it doesn't F/N turn the pc over to an Scn auditor
for a rehab or become an Scn auditor to handle.
81. WAS THE REAL REASON BEEN MISSED? _______
Indicate it. Locate the real reason and handle.
82. WAS SOMETHING ELSE WRONG? _______
Locate what it is and sort it out.
L. RON HUBBARD
FOUNDER
LRH:ldv:dr
Copyright $c 1971, 1978, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=16/3/71
Volnum=0
Issue=0
Rev=1
rDate=16/2/81
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Keeping Scientology Working Series 27
WHAT IS A COURSE?
Remimeo
Course Super
Course
Course Super
Checksheets
LRH Comm to
Enforce.
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 16 MARCH 1971R
REVISED 29 JANUARY 1975
Remimeo REISSUED 16 FEBRUARY 1981
Course Super
Course (Revisions remain in Script, p. 2)
Course Super
Checksheets (Reissued as part of Keeping
LRH Comm to Scientology Working Series)
Enforce.
(Also issued as HCO PL same date, same title.)
Keeping Scientology Working Series 27
WHAT IS A COURSE?
In Scientology a course consists of a checksheet with all the actions
and material listed on it and all the materials on the checksheet available
in the same order.
"Checksheet Material" means the Policy letters, bulletins, tapes,
mimeo issues, any reference book or any books mentioned.
"Materials" also include clay, furniture, tape players, bulletin
boards, routing forms, supplies of pink sheets, roll book, student files,
file cabinets and any other items that will be needed.
If you look this over carefully, it does not say, "Materials on order"
or "except for those we haven't got" or "in different order." It means what
it says exactly.
If a student is to have auditing or word clearing rundowns or must do
auditing those are under ACTIONS and appear on the checksheet.
A course must have a Supervisor. He may or may not be a graduate and
experienced practitioner of the course he is supervising but HE MUST BE A
TRAINED COURSE SUPERVISOR.
He is not expected to teach. He is expected to get the students
there, rolls called, checkouts properly done, misunderstoods handled by
finding what the student doesn't dig and getting the student to dig it.
The Supervisor who tells students answers is a waste of time and a course
destroyer as he enters out data into the scene even if trained and actually
especially if trained in the subject. The Supervisor is NOT an
"instructor" that's why he's called a "supervisor."
A Supervisor's skill is in spotting dope-off, glee and other
manifestations of misunderstoods, and getting it cleaned up, not in knowing
the data so he can tell the student.
A Supervisor should have an idea of what questions he will be asked
and know where to direct the student for the answer.
Student blows follow misunderstoods. A Supervisor who is on the ball,
never has blows as he caught them before they happened by observing the
student's misunderstanding before the student does and getting it tracked
down by the student.
It is the Supervisor's job to get the student through the checksheet
fully and swiftly with minimum lost time.
HCOB 16.3.71R - 2 -
Rev. 29.1.75
Reiss. 16.2.81
The successful Supervisor is tough. He is not a kindly old fumbler.
He sets high checksheet targets for each student for the day and forces it
to be met or else.
The Supervisor is spending Supervisor Minutes. He has just so many
to spend. He is spending Student Hours. He has just so many of these to
spend so he gets them spent wisely and saves any waste of them.
A Supervisor in a course of any size has a Course Administrator who
has very exact duties is keeping Up Course Admin and handing out and
getting back materials and not losing any to damage or carelessness.
If Paragraphs One to Three above are violated it is the Course
Administrator who is at fault. He must have checksheets and the matching
material in adequate quantity to serve the Course. If he doesn't he has
telexes flying and mimeo sweating. The Course Admin is in charge of
routing lines and proper send off and return of students to Cramming or
Auditing or Ethics.
The final and essential part of a course is students.
If a course conforms with this HCOB exactly with no quibbles, is
tough, precisely time scheduled and run hard, it will be a full expanding
course and very Successful. If it varies from this HCOB it will stack up
bodies in the shop, get blows and incompetent graduates.
The final valuable product of any course is graduates who can apply
successfully the material they studied and be successful in the subject.
This answers the question What is a Course? If any of these points
are out it is NOT a Scientology Course and it will not be successful.
Thus, the order "Put a Course there!" means this HCOB in full force.
So here's the order, WHEN OFFERING TRAINING PUT A COURSE THERE.
L. RON HUBBARD
FOUNDER
LRH:nt:bk
Copyright $c 1971, 1975, 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=10/12/70
Volnum=0
Issue=1
Rev=1
rDate=10/2/81
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
CLAY TABLE WORK IN TRAINING
Remimeo
All Levels
Training
Tech
Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 10 DECEMBER 1970R
Remimeo ISSUE I
All Levels REVISED 10 FEBRUARY 1981
Training
Tech
Qual
Cancels:
BTB 22 Apr 70R CLAY TABLE DEMO CHECKOUTS
BTB 30 Oct 70R CLAY DEMO
BTB 6 Jul 71R CLAY DEMO ERRORS
Issue II
(Revised to include the valid data from the above BTBs, to add
a section on "Handling Clay" and to delete references to the Instructor's
use of Clay Table as a method of instruction. Instructors have been
replaced in the Academy by Supervisors. References to Clay Table use in
the HGC have also been deleted as this data is still contained in HCOB 17
Aug AD14 SCIENTOLOGY I TO IV CLAY TABLE WORK IN TRAINING AND PROCESSING and
is not needed in this particular bulletin.)
(Revisions in Script)
(Ellipses indicate Deletions)
CLAY TABLE WORK IN TRAINING
(Ref: HCOB 11 Oct 67 CLAY TABLE TRAINING)
THE ONLY REASON ANY STUDENT IS SLOW OR BLOWS LIES IN FAILURE TO
UNDERSTAND THE WORDS USED IN HIS OR HER TRAINING.
You will find that students at any level in any course will benefit
greatly from Clay Table work on definitions.
The importance of this will become apparent as you study our ...
educational technology, now mainly to be found on the Study Tapes.
THE CLAY TABLE
A Clay Table is any platform at which a student, standing or sitting,
can work comfortable. In an Academy it may be 3 feet by 3 feet or 5 feet
by 3 feet or any larger size. Smaller sizes are not useful. ...
The surface must be smooth. A table built of rough timber will serve
but the top surface where the work is done should be oilcloth or linoleum.
Otherwise the clay sticks to it and it cannot be cleaned and will soon lead
to an inability io see clearly what is being done because it is stained
with clay leavings.
In the Academy castors (wheels) can be put on the legs of both the
clay table and the clay container where they will be moved a lot.
Large classes should have several clay tables.
HCOB 10.12.70R I - 2 -
Rev. 10.2.81
CLAY
Several different colors of clay should be procured. The best source
is a school supply house where educational supplies are sold. Artists'
clay is not as good as the school type. (Ask for kindergarten clay.)
A receptacle, also of wood or metal and having a separate stand of
its own of any type, is also valuable. It should have subdivisions in it
for the different colored clays.
The amount of each color is not important so long as there is at
least a pound or two of each color in a small class. ...
In the Academy colors are only used to make a student see the
difference between one object and another and have no other significance as
the objects in the mind are not uniformly colored. While "ridges" are
black, they can become white. Engrams may be a number of colors all in
one engram, just as Technicolor is a colored motion picture. However, some
persons see engrams only in black and white. So the color in the Academy
is for instruction only, assisting to tell the difference between one
object or another. ...
USE ON COURSES
Any part of the mind or any term in Scientology can be demonstrated
on a Clay Table.
This is an important point to grasp. The use of the table is not
just for a few terms. It can be used for all definitions.
The ingenuity of ... the student and his understanding of the terms
being demonstrated are the only limits on a Clay Table.
Simplicity is the keynote. Nothing is too insignificant or
unimportant to demonstrate on a clay table.
Anything can be so demonstrated if you work at it. And just by
working on how to demonstrate it or make it into clay and labels brings
about renewed understanding.
In the phrase "how do I represent it in clay" is contained the secret
of the teaching. If one can represent it in clay one understands it. If
one can't, one really doesn't understand what it is. So clay and labels
work only if the term or things are truly understood. And working them out
in clay brings about an understanding of them.
Therefore one can predict that the clay table will be most used in a
practice or organization which understands the most and will be least used
in an organization that understands the least (and is least successful).
Let us look over the level of simplicity of the terms to be used in a
course of instruction.
Let us take BODY. All right, make a few lumps and call it a body and
put a sign on it "BODY".
Now that doesn't seem to be much to do. But it is a lot to do to
forward understanding.
HCOB 10.12.70R I - 3 -
Rev. 10.2.81
Let us make a yellow ring of clay beside the body or on it or in it
and label it "A Thetan".
We can thereupon see the relationship between the two most used terms
in Scientology, "Body" and "Thetan". And cognitions will result. The
student's attention is brought right to the room and the subject.
Getting the student to do this by himself . . . produces a new
result. Getting the student to do it 25 times with his own hands almost
exteriorizes him. Getting the student to contrive how it can be done
better in clay or how many ways it can be done in clay drives home the
whole idea of the location of the thetan in the body.
ART is no object in clay table work. The forms are crude.
Take a large lump of clay of any color, and cover up both "thetan"
and "body" with it and you have MIND.
Take every part of the mind and make it in clay by making a thetan,
making a body and making one or more parts of the mind (Machine, facsimile,
ridge, engram, lock, what have you-all Scientology terms) and get the
student to demonstrate in clay what it is and we begin to clarify what
we're about.
Get a student to make a Present Time Problem. Make him put in all
its parts represented in clay (boss, mother, self) and have each one done
with a body, a thetan and a mind and some rather remarkable insights begin
to occur.
The quantity of things that can be made has no limit.
LABELLING CLAY DEMONSTRATIONS
Any part of the mind can be represented by a piece of clay and a
label.
The mass parts are done by clay, the significance or thought parts by
label.
A piece of clay and a label are usually both used for any part of the
mind. A thin-edged ring of clay with a large hole in it is usually used to
signify a pure significance.
Everything is labelled that is made on the clay table, no matter how
crude the label is. Students usually do labels with scraps of paper
written on with a ball-point. ...
The procedure should go-student makes one object, labels it, makes
another object, labels it, makes a third object and puts a label on it and
so on in sequence.
If a student makes all the masses of his demonstration at once,
without labelling them, he is sitting there with all those significances
stacking up in his mind instead of putting down each one (in the form of a
label) as he goes.
The correct procedure is label each mass as you go along.
SIZE OF CLAY DEMOS
The size of the demo can be important.
A clay demo should be rather large. (One or two inches high is
usually
inadequate.) Large demos help to increase the
HCOB 10.12.70R I - 4 -
Rev. 10.2.81
student's reality on what he is demonstrating. More reality means more
affinity and communication and therefore more understanding.
CHECKOUTS
The clay demonstration must show that the student's understanding of
the
materials being demonstrated is present. The clay shows the thing, not the
labels or the imagination. If a student's clay demonstration isn't
correctly
done or doesn't show what is to be demonstrated it must be flunked with
reference to the material. In such case, the student must be referred to
the
correct Bulletin, Policy, Book or Tape reference from the materials of the
course. Another student's demo is never referred to or used as an example.
HANDLING CLAY
Clay is messy. Until we fund or unless we find a totally non-oily
clay, precautions must be taken to keep students clean, and if not clean,
cleaned up afterwards. Therefore the course administrator can provide
liberal quantities of cheap cleaning tissue and odorless solvent.
The clinging quality of clay and the odor of bad solvents could put an
end to the great value of clay table work. So safeguard against this.
The principal thing is to GET EVERY SCIENTOLOGY TERM MADE IN CLAY AND
LABELS by the individual student.
You will see a new era drawn in training. You will see Academy blows
vanish and time on course cut to one fifth in many instances. These are
desirable attainments in any course so Clay Table work is serious Academy
business.
Ingenuity and understanding are the only limits on the use of the clay
table and the attainments of excellent results with it.
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
BDCSC:LRH:nc
Copyright $c 1970, 1971, 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
[?]
Type = 11
iDate=8/10/70
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
C/S Series 20
Keeping Scientology Working Series 19
PERSISTENT F/N
Remimeo
C/Ses
All
Auditors
Level 0
HGC
Checksheet
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 8 OCTOBER 1970
Remimeo REISSUED 30 AUGUST 1980
C/Ses (Reissued as part of
All Keeping Scientology Working Series)
Auditors
Level 0
HGC
Checksheet
C/S Series 20
Keeping Scientology Working Series 19
PERSISTENT F/N
A FLOATING NEEDLE can persist.
This fact tells you at once why you cannot do three major actions in
a row in the same ten minutes.
This was the bug behind "Quickie Grades" (0 to IV in one session.
This also occurred in power when it was run all in one day). The auditor
would attain a bonafide full dial F/N. The pc was still cogniting, still
in a big win. The auditor would "clear the next process command", he would
see an F/N. He would "clear the next process command", and see an F/N.
BUT IT WAS THE SAME F/N!
Result was that processes 2 and 3 WERE NEVER RUN ON THE CASE.
This is really what is meant by "Quickie Grades".
In 1958 we got real Releases. You could not kill the F/N for days,
weeks.
Several processes had this effect. Today's real Clear also goes this
way. You couldn't kill the F/N with an axe.
By running a lot of Level Zero processes, for instance, you can get a
real swinging unkillable F/N.
It not only gets to the Examiner, it comes in at the start of the
next day's session!
Now if in one session you ran all of Level Zero and went on up to
Level One, you would just be auditing a persistent F/N. The pc would get
no benefit at all from Level One. He's still going "Wow" on Level Zero.
If you ran Level Zero with one process that got a big wide floating
F/N and then "ran" Level I, II, III and IV, you would have just a Level
Zero Release. The pc's bank was nowhere to be found. So next week he has
problems (Level I) or a Service Fac (Level IV) and he is only a Grade Zero
yet it says right there in Certs and Awards log he's a Grade IV. So now we
have a "Grade IV" who has Level I, II, III and IV troubles!
A session that tries to go beyond a big dial-wide drifting floating
F/N only distracts the pc from his win. BIG WIN.
HCOB 8.10.70 - 2 -
Reiss. 30.8.80
Any big win (F/N dial-wide, Cog, VGIs) gives you this kind of
persistent
F/N.
You at least have to let it go until tomorrow and let the pc have his
win.
That is what is meant by letting the pc have his win. When you get
one of these dial-wide F/Ns, Cog, VGIs WOW you may as well pack it up for
the day.
GRADUAL WIDENING
In running a Dianetic chain to basic in triple you will sometimes see
in one session a half dial on Flow 1, � of a dial on Flow 2, a full dial on
Flow 3.
Or you may have 4 subjects to two-way comm or prepcheck in one
session.
First action 1/3 dial F/N. Then no F/N, TA up. Second action a dial F/N.
Then no F/N. Third action � dial F/N. Fourth action full dial-wide
floating swinging idling F/N.
You will also notice in the same session-long time for 1st action,
shorter, shorter, shorter for the next three actions.
Now you have an F/N that anything you try to clear and run will just
F/N
WITHOUT AFFECTING THE CASE AT ALL.
If you audit past that you are vasting your time and processes.
You have hit an "unkillable F/N", properly called a persistent F/N.
It's persistent at least for that day. Do any more and it's wasted.
If an auditor has never seen this be bad better get his TR 0 bullbait
flat for 2 hours at one unflunked go and his other TRs in and drill out his
flubs. For that's what's supposed to happen.
F/Ns on pcs audited up to (for that session) a persistent F/N always
get to the Examiner.
If you only have a "small F/N" it won't get to the Examiner.
However, on some pcs maybe that's good enough. May take him several
sessions, each one getting a final session F/N a bit wider. Then he gets
an F/N that gets to the Examiner. After that, well audited on a continuing
basis, the F/N lasts longer and longer.
One day the pc comms into session with a dial-wide floating swinging
F/N and anything you say or do does nothing whatever to disturb that F/N.
It's a real Release man. It may last weeks, months, years.
Tell him to come back when he feels he needs some auditing and chalk
up the remaining hours (if sold by the hour) as undelivered. Or if sold by
result, chalk up the result.
If the F/N is truly persistent he will have no objections. If it
isn't he will object. So have him come back tomorrow and carry on whatever
you were doing.
HCOB 8.10.70 - 3 -
Reiss. 30.8.80
SUMMARY
The technical bug back of Quickie Grades or Quickie Tower was the
Persistent F/N.
This is not to be confused with a Stage 4 (sweep, stick, sweep, stick)
or an ARC Broke needle (pc Bad Indicators while F/Ning).
This is not to be used to refuse all further auditing to a pc.
It is to be used to determine when to end a series of major actions in
a session.
L. RON HUBBARD
FOUNDER
LRH:rr:rd:bk
Copyright $c 1970, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=28/8/70
Volnum=0
Issue=0
Rev=3
rDate=27/1/81
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
HC OUT-POINT PLUS-POINT LISTS RB
Type = 11
iDate=6/1/79
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Remimeo
Tech
Qual
C/Ses
HGCs
Cramming
Officers
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 28 AUGUST 1970RB
REVISED AND REINSTATED 27 JANUARY 1981
Remimeo
Tech CANCELS HCOB 6 JAN 79
Qual
C/Ses (Revisions in Script)
HGCs (Ellipsis indicates Deletion)
Cramming
Officers
HC OUT-POINT PLUS-POINT LISTS RB
(Reference Data Series HCO PLs)
(Revised to include additional out-points issued since
original HCO B)
Because of the fantastic workability of the HC Out-Point Plus-Point
Lists I am happy to announce their reinstitution for general use.
The Out-Point Plus-Point Lists were originally issued in August of
1970 and since then, Data Series which contain additional out-points and
plus-points have been released. So I am taking this opportunity to expand
and update the Out-Point Plus-Point Lists.
These lists will not be restricted to any one particular rundown.
Such is their power that auditors, C/Ses and Qual terminals should put them
to use wherever applicable.
The HC Lists are capable of straightening out someone's thinking as
many will attest-and in a drugged, illiterate culture such as ours this
makes these lists a valuable tool indeed!
The ... lists are used:
(a) To assess for a read.
(b) Clear up with 2-way comm.
PROCEDURE
One assesses the Out-Point List and goes as far as a good read. One
clears that up to F/N VGIs (very good indicators). He then leaves off that
list for now.
One then takes up the Plus-Point List. One assesses it as far as one
needs to go to get a good read. One then takes that up with the preclear
with 2-way comm until there is an F/N and VGIs.
One now resumes where he left off on the Out-Point List and assesses
until he gets a new good read. He takes that up with 2-way comm until he
gets
an F/N VGIs.
One now takes up the Plus-Point List where he left off until he gets
a good read. He takes that up with 2-way comm until he gets an F/N VGIs.
In this way the lists are alternated.
They can be done over and over.
HCOB 28.8.70RB - 2 -
Rev. & Reiss. 27.1.81
These are the elements of illogic and insanity on the Out-Point List.
They are the elements of logic and sanity on the Plus-Point List.
The lists may be done on Clears and OTs.
A meter must be used.
It is done exactly by the Auditor's Code. Never tell the person what
he thinks. Never invalidate what he has said. Just acknowledge and let
him/her tell you about it.
The reads of course disclose things which have charge on them.
Take a good read.
2-way comm on: "Any example of _______ in your life?" to F/N.
Assess again.
Same process.
Continue as long as you have TA on it.
Stop with any win.
Can be done to full F/Ning assessment on both lists.
The list items can be used in 2 ways.
A. They can be called off straight.
B. They can be given a prior statement.
In A one would say, "Knowing something is right _______ " noting read
or lack of it. "Knowing a datum is correct _______ " noting read.
In B one would be directing the person's attention to some sphere of
action like "In your work knowing something is right" noting read, etc.
One would go on using this same prior statement on all the assessment until
the whole subject, "work," was cleaned up. That would be a work
consultation. Or one could say, for marriage problems, "In marriage
knowing something is right" "In marriage knowing a datum is correct _______
."
One uses the same subject for both Out-Point and Plus-Point Lists
until that one subject is cleaned up.
ALWAYS FINISH OFF WITH THE PLUS-POINT LIST.
HCOB 28.8.70RB - 3 -
Rev. & Reiss. 27.1.81
OUT-POINT LIST
1. Omitted Fact _______
2. Omitted Terminal _______
3. Omitted Data _______
4. Omitted Location _______
5. Omitted Matter _______
6. Omitted Energy _______
7. Omitted Space _______
8. Omitted Form _______
9. Missing Scene _______
10. Missing Person _______
11. Changed Sequence of Facts _______
12. Changed Sequence of Data _______
13. Changed Sequence of Particles _______
14. Changed Sequence of Locations _______
15. Changed Sequence of Objects _______
16. Changed Sequence of Spaces _______
17. Changed Sequence of Forms _______
18. Twisted Ideas _______
19. Dropped Out Time _______
20. Incorrect Time _______
21. False Time _______
22. Invented Time _______
23. Condensed Time _______
24. Rushed Time _______
25. Endless Time _______
26. Waiting Time _______
26a. Added Time _______
26b. Unexpected Time _______
27. Delusion _______
28. Hallucination _______
29. False Fact _______
HCOB 28.8.70RB - 4 -
Rev. & Reiss. 27.1.81
30. False Terminal _______
31. False Being _______
32. False Datum _______
33. False Location _______
34. False Matter _______
35. False Energy _______
36. False Space _______
37. Fixed Idea _______
38. Altered Importance _______
39. Altered Value _______
40. Decreased Importance _______
41. Decreased Value _______
42. Over Valued _______
43. Too Important _______
44. Too Insignificant _______
45. Things all the same _______
46. Not Associated _______
47. Everything Different _______
48. Wrong Terminal _______
49. Wrong Location _______
50. Wrong Time _______
51. Wrong Event _______
52. Wrong Target _______
53. Wrong Objective _______
54. Wrong Goal _______
55. Wrong Space _______
56. Wrong Form _______
57. Impossible Occurrence _______
58. Impossible Terminal _______
59. Impossible Time _______
60. Impossible Event _______
61. Unbelievable Idea _______
62. Unbelievable Action _______
63. Unbelievable Event _______
HCOB 28.8.70RB - 5 -
Rev. & Reiss. 27.1.81
64. Unbelievable Circumstance _______
65. Unbelievable Being _______
66. Wrong Source _______
67. Incorrect Origin _______
68. From Wrong Place _______
69. From Wrong Person _______
70. Wrong Authority _______
71. False Source _______
72. Conflicting Data _______
73. Contrary Facts _______
74. Impossible Situation _______
75. Not Matching Reality _______
76. Added In-Applicable Data _______
77. Added In-Applicable Facts _______
78. Added In-Applicable Terminals _______
79. Added In-Applicable Matter _______
80. Added In-Applicable Energy _______
81. Added In-Applicable Space _______
82. Added In-Applicable Form _______
83. Added In-Applicable Event _______
84. Assumed Identities Not Identical _______
85. Facts Assumed To Be Identical Not Identical _______
86. Data Assumed To Be Identical Not Identical _______
87. Things Assumed To Be Identical Not Identical _______
88. Actions Assumed To Be Identical Not Identical _______
89. Events Assumed To Be Identical Not Identical _______
90. Circumstances Assumed To Be Identical Not Identical _______
91. Assumed Similarities Not Similar _______
92. Facts Assumed To Be Similar Are Similar _______
93. Data Assumed To Be Similar Not Similar _______
94. Things Assumed To Be Similar Not Similar _______
95. Things Grouped Into The Same Classes Not Similar _______
96. Actions Assumed To Be Similar Not Similar _______
97. Events Assumed To Be Similar Not Similar _______
98. Circumstances Assumed To Be Similar Not Similar _______
HCOB 28.8.70RB - 6 -
Rev. & Reiss. 27.1.81
99. Assumed Differences Not Different _______
100. Facts Assumed To Be Different Not Different _______
101. Data Assumed To Be Different Not Different _______
102. Things Assumed To Be Different Not Different _______
103. Actions Assumed To Be Different Not Different _______
104. Events Assumed To Be Different Not Different _______
105. Circumstances Assumed To Be Different Not Different _______
PLUS-POINT LIST
1. Knowing Something is Right _______
2. Knowing a Datum is Correct _______
3. A Known Being _______
4. A Correct Location _______
5. A Known Form _______
6. Something About Which All Data is Known _______
7. Events in Correct Sequence _______
8. Things in Proper Order _______
9. Actions Done in the Right Way _______
10. Data in Proper Alignment _______
11. People in the Right Places _______
12. Things Correctly Counted _______
13. A Known Time _______
14. A Correct Time _______
15. An Exact Time _______
16. A Proper Time _______
16a. Expected Time _______
16b. Adequate Time _______
17. Known Times _______
18. Something Correctly Located in Time _______
19. A Past Time _______
20. A Well Timed Action _______
21. A Person at the Right Time _______
22. A Truth _______
23. Something That is True _______
24. A Factual Location _______
HCOB 28.8.70RB - 7 -
Rev. & Reiss. 27.1.81
25. Telling the Truth _______
26. The True Facts _______
27. A True Object _______
28. A Truthful Being _______
29. Knowing the Truth _______
30. The Correct Importance _______
31. Something that was Really Important _______
32. Something that was Unimportant _______
33. Knowing What was and What wasn't Important _______
34. Things more Important than Others _______
35. Things Less Important than Others _______
36. Knowing the Relative Importance of Things _______
37. Things Alike _______
38. Things Similar _______
39. Things Different _______
40. The Right Answer _______
41. The Right Target _______
42. The Correct Goal _______
43. The Correct Person _______
44. The Right Direction _______
45. The Correct Objective _______
46. The Right Intention _______
47. Something Believable _______
48. A Credible Fact _______
49. Something You Knew was Plausible _______
50. Obviously Factual _______
51. Acceptable Datum _______
52. An Acceptable Person _______
53. A Believable Location _______
54. A Believable Form _______
55. Acceptable Energy _______
56. Acceptable Sensation _______
57. A Feeling of Rightness _______
58. Correct Source _______
59. Correct Origin _______
HCOB 28.8.70RB - 8 -
Rev. & Reiss. 27.1.81
60. From Right Place _______
61. From Right Person _______
62. Correct Authority _______
63. True Source _______
64. Data in Agreement _______
65. Facts Align _______
66. Possible Situation _______
67. Matching Data _______
68. Matching Reality _______
69. Adequate Data _______
70. Adequate Terminals _______
71. Adequate Matter _______
72. Adequate Energy _______
73. Adequate Space _______
74. Adequate Form _______
75. Applicable Data _______
76. Applicable Facts _______
77. Applicable Terminals _______
78. Applicable Matter _______
79. Applicable Energy _______
80. Applicable Space _______
81. Applicable Form _______
82. Applicable Event _______
83. Assumed Identities Are Identical _______
84. Facts Assumed To Be Identical Are Identical _______
85. Data Assumed To Be Identical Is Identical _______
86. Things Assumed To Be Identical Are Identical _______
87. Actions Assumed To Be Identical Are Identical _______
88. Events Assumed To Be Identical Are Identical _______
89. Circumstances Assumed To Be Identical Are Identical _______
90. Assumed Similarities Are Similar _______
91. Facts Assumed To Be Similar Are Similar _______
92. Data Assumed To Be Similar Is Similar _______
93. Things Assumed To Be Similar Are Similar _______
94. Things Grouped Into Proper Classes _______
HCOB 28.8.70RB - 9 -
Rev. & Reiss. 27.1.81
95. Actions Assumed To Be Similar Are Similar _______
96. Events Assumed To Be Similar Are Similar _______
97. Circumstances Assumed To Be Similar Are Similar _______
98. Assumed Differences Are Different _______
99. Facts Assumed To Be Different Are Different _______
100. Data Assumed To Be Different Is Different _______
101. Things Assumed To Be Different Are Different _______
102. Actions Assumed To Be Different Are Different _______
103. Events Assumed To Be Different Are Different _______
104. Circumstances Assumed To Be Different Are Different _______
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:nt:jh:nsp:bk
Copyright $c 1970, 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=26/8/70
Volnum=0
Issue=0
Rev=1
rDate=22/9/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
C/S Series 17R
Keeping Scientology Working Series 15
INCOMPLETE CASES
Remimeo
Tech
Qual
C/Ses
Class VIII
Checksheet
Class VIII
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 26 AUGUST 1970R
Remimeo REVISED 22 SEPTEMBER 1980
Tech
Qual Revised and Reissued as part of
C/Ses Keeping Scientology Working Series.
Class VIII
Checksheet (Revisions in Script)
Class VIII
(Only revisions are under Quickie Grades and Actions,
second paragraph, "OT IV" to "Grade IV", to align with the discovery that
one must not run Dianetics on a Clear or OT, and in fifth paragraph, same
section, to align with New Era Dianetics.)
C/S Series 17R
Keeping Scientology Working Series 15
INCOMPLETE CASES
OVERSHOOTING and UNDERSHOOTING are two very defeating errors in
C/Sing.
OVERSHOOTING would be defined as going beyond a completion or
completing a completion.
In such a circumstance the pc for instance reaches an F/N VGI point
in Review and then the C/S decides to handle the case in Review.
Example: 2 or 3 sessions have been goofed. Review patches them all
up to F/N VGIs all okay. Then a C/S C/Ses to Review the case to repair the
errors. The case feels invalidated, caves in, needs further repair.
I have seen more than one folder where this cycle has been done three
times! In one of these an action had to be taken to patch up a goof so
the pc
could go back onto a grade. The goof was patched up to F/N VGIs. The
correct action would have been to put the pc back on the incomplete grade.
But no, a new Review cycle was laid out, audited, pc caved in. A new cycle
to repair this was entered in upon. It was successful. The pc got F/N
VGIs at Exam. The C/S ordered a new Review of the case, the case caved in,
was then patched up and finally got an F/N VGIs. And was ordered to be
reviewed..........
Studying what was wrong with the cases I found the above. I ordered
an assessment of a list, got "unnecessary actions" and got the cases back
onto the incomplete cycle of the grade and they did fine.
This can be done with a grade. It was the fault of early Power.
UNDERSHOOTING would be to leave a cycle incomplete and go off to
something else.
HCOB 26.8.70R - 2 -
Rev. 22.9.80
Example: Case sent to Review or given a Review session to repair
goofs. One goof is handled but there are three to handle. Case
returned to
the grade before being set up.
This can be so bad that the case never made any grade at all.
The modern Repair (Progress) Pgm as outlined in this C/S series takes
care of this.
QUICKIE GRADES AND ACTIONS
Quickie grades left us with a totality of incomplete cases.
You look over a folder and you see the pc at "Grade IV". The
folder is
thick. He has had lots of auditing. He has aches and pains, problems,
makes
people wrong.
Probably he could be audited for another thousand hours without ever
coming right! Unless there was an orderly program to complete his case
level by level on the Class and Grade Chart.
It would take a Repair (Progress) Pgm and then an Advance Pgm that
included each grade to completion.
He would have to have his ruds put in, any flubs at once handled
session to session, just to complete Dianetics. Finally, his chronic
somatics gone, he would simply F/N on the Health Form (now the Original
Assessment Sheet) and you would have a well and happy pc who remained that
way. That would complete his Dianetics with his attestation.
And so on right on up the Grades, each one done fully to the
voluntary declare for that grade as per the Grade and Class Chart.
In doing Dianetics, Grades, etc. you still have to get in ruds and
handle the case so it is set up for each major action and repair the flubs
at once when they occur.
While completing an action you have to keep the case running, not
audit over ARC Brks, PTPs, W/Hs and flubs.
The best answer is NO FLUBS. But when they occur they must be
repaired in 24 hours.
When repaired (and not re-repaired and re-re-repaired with
overshoots) you get the case back on the same cycle that was incomplete.
COMPLETE CASES
A case is not complete unless the lowest incomplete Grade Chart
action is complete and then each completed in turn on up.
As you look over current folders who have had years of auditing, some
of them you generally don't find any completed actions and you do find
overshoots on Reviews.
It is not the least bit hard to handle these cases. This C/S series
shows you how. Auditing and Life Repairs (Progress), Advance Pgm
completing fully each incomplete grade.
HCOB 26.8.70R - 3 -
Rev. 22.9.80
The C/S is blessed who follows these two rules:
RECOGNIZE A COMPLETION OF AN ACTION AND END IT OFF.
RECOGNIZE AN INCOMPLETE ACTION AND COMPLETE IT.
Don't overshoot, don't undershoot.
Follow the rules.
L. RON HUBBARD
FOUNDER
LRH:rr:rd:dr
Copyright $c 1970, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=25/6/70
Volnum=0
Issue=2
Rev=3
rDate=27/9/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
C/S Series 12RB
Keeping Scientology Working Series 9
GLOSSARY OF C/S TERMS
Remimeo
C/Ses
Tech
Qual
Keeping
Scientology
Working
Technical
Checksheet
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 25 JUNE 1970RB
Remimeo ISSUE II
C/Ses RE-REVISED AND REISSUED 27 SEPTEMBER 1980
Tech (Revisions in Script)
Qual
Keeping
Scientology
Working
Technical
Checksheet
(This bulletin has been revised to give additional references for
handling cases who have had "Quickie" Grades; to delete the reference to
expansion of the Non-Interference Zone in regard to Dianetic Clears, as
this was misinterpreted by some to mean no Grades could be run on a
Dianetic Clear whereas it is Dianetics that is not to be run on Dianetic
Clears; and to update the bulletin and include it in the Keeping
Scientology Working Series.)
C/S Series 12RB
Keeping Scientology Working Series 9
GLOSSARY OF C/S TERMS
REFERENCE:
HCOB 5 Apr 77 EXPANDED GRADES
HCOB 24 Sep 78 III DIANETIC CLEAR
HCOB 22 Jun 78R NED Series 2R
NEW ERA DIANETICS FULL PC PROGRAM OUTLINE
THE CLASSIFICATION, GRADATION AND AWARENESS CHART
HCOB 1 Dec 78R PROGRAMMING THE DIANETIC CLEAR FOR HIS NEXT
STEP
HCOB 23 Jun 80 CHECKING QUESTIONS ON GRADES PROCESSES
HCOB/PL 27 Aug 80 Keeping Scientology Working Series 21
EXAMPLES OF QUICKYING AND FALSE DECLARES
HCOB/PL 28 Aug 80 Keeping Scientology Working Series 22
HOW TO HANDLE THE QUICKIE IMPULSE
HCOB/PL 29 Aug 80 Keeping Scientology Working Series 23
HOW NOT TO MISS OUT ON GAINS FROM YOUR AUDITING
HCOB/PL 30 Aug 80 Keeping Scientology Working Series 24
WINS, "STATES" AND GRADE CHART DECLARES
HCOB/PL 31 Aug 80 Keeping Scientology Working Series 25
PROGRAMMING AND HANDLING CASES WHO
HAVE BEEN QUICKIED OR FALSELY DECLARED
When this bulletin was first issued in 1970, the RECOVERY PROGRAM
included:
The pack of
LRH EDs 100 INT 10 May 70 LOWER GRADES UPGRADED
102 INT 20 May 70 THE IDEAL ORG
103 INT 21 May 70 FAST FLOW GRADES CANCELLED
104 INT 2 Jun 70 AUDITING SALES AND DELIVERY PGM NO. 1
106 INT 3 Jun 70 WHAT WAS WRONG
107 INT 3 Jun 70 ORDERS TO DIVISIONS FOR IMMEDIATE
COMPLIANCE
HCOB 25.6.70RB II - 2 -
Rev. & Reiss. 27.9.80
10 SH 6 Jun 70 SH PCS
108 INT 11 Jun 70 AUDITING MYSTERY SOLVED
101 INT 21 Jun 70 POPULAR NAMES OF DEVELOPMENTS
which comprised the program to recover full use and results of EXPANDED
LOWER GRADES.
(With the revision and reissue of this bulletin in 1980, LRH EDs 106R
INT and 107R INT have been updated and reissued. A new Classification and
Gradation Chart is being issued and the full Keeping Scientology Working
Series is being released, all of which are to be used to again recover and
maintain full use and results of EXPANDED LOWER GRADES.)
PROGRESS PROGRAM:
What was called a "Repair Program" on the first issue of the C/S
Series (HCOB 24 May 70, now HCOB 23 Aug 71, C/S Series 1, AUDITOR'S RIGHTS)
has since been renamed a PROGRESS PROGRAM. It has been found that case
gain which has not been earlier achieved can be consolidated by a PROGRESS
PROGRAM. It can take 25 hours or more, and can be done by any Classed
Auditor who is qualified to run the needed processes, as long as it is
C/Sed by a qualified C/S who has also starrated the C/S Series and the
HCOBs referenced at the beginning of this issue. The PROGRESS PROGRAM is
quite a technical development in itself. It is the answer to a pc who had
"Quickie Grades" and didn't actually reach full abilities in earlier
Scientology auditing. It is followed by an Advance Program which follows
below.
ADVANCE PROGRAM:
This is what was called a "Return Program" in the first issue of C/S
Series 1. The name has since been changed from "Return" to "Advance" as
more appropriate. It gets the pc really up to where he should be. It may
take 50 hours or more.
EXPANDED LOWER GRADES:
Pcs won't like being told they "have to have their lower grades
rerun". Actually that's not a factual statement anyway. The lower grades
harmonic into the OT Levels. They can be run again with full 1950-1960 to
1970 processes as given on the Saint Hill courses all through the 1960s.
These are now regrouped and sorted out and are called EXPANDED LOWER
GRADES. See also HCOB 5 Apr 77, EXPANDED GRADES and HCOB 22 Jun 78R, New
Era Dianetics Series 2R, NED FULL PC PROGRAM OUTLINE. There are no
Dianetic or Scientology single or "Quickie" lower grades anymore.
DIANETIC CLEAR:
The state of Clear can be achieved on Dianetics.
It is not however attained by feeding people cognitions; Clears are
made through auditing.
A Dianetic Clear must not be run on engrams, R3RA or any version of
R3R or Dianetics.
HCOB 25.6.70RB II - 3 -
Rev. & Reiss. 27.9.80
After Dianetic Clear, you can and must run Grades 0-IV if the pc has
not yet had Scientology Grades. You do not run the pc on the R3RA section
of the new Service Fac handling, however. He can be given Touch or Contact
Assists (as can Clears and OTs), but not a Dianetic Auditing Assist nor any
Dianetic auditing.
A Dianetic Clear does the Purification Rundown and the Survival
Rundown if he has not had these. He is given the Scientology Drug Rundown
(unless he has previously completed a full NED Drug Rundown or other
Dianetic Drug Rundown). He is run on Expanded ARC Straightwire and
Expanded Grades 0-IV, to full Ability Gained for each Grade not previously
standardly declared.
When each Grade has been fully handled to Ability Gained, the next
step is the Solo Auditor Course at a Saint Hill or Advanced Org.
A Dianetic Clear is not run on Power, R6EW or the Clearing Course,
but, upon completion of the Solo Auditor Course, goes directly onto OT 1.
CLASSIFICATION CHART:
This chart "Classification and Gradation Chart" has been reissued many
times. All issues are more or less valid. All the processes listed in
the Processes Run Column and more are used in Expanded Lower Grades. The
chart is valid.
QUICKIE GRADES:
Persons were too demanding to be done quickly. On many cases these
grades as given were valid but a large number of cases needed Expanded
Lower Grades. 20 minutes from Grade 0 to IV and 5 minutes Power was far
more than many could stand up to. These and all others who haven't fully
made it need a PROGRESS PGM and an ADVANCE PGM "to pick up all the latent
gain they missed".
DIANETIC PCS:
Dianetic pcs should be audited on New Era Dianetics until no somatics,
then go up through ... Expanded Lower Grades to Power, R6EW, Clearing
Course and OT Levels.
TRAINING:
Any pc who has trouble needs training and the amount of time required
in Expanded Lower Grades and so on makes it cheaper to be trained.
L. RON HUBBARD
FOUNDER
LRH:sb:rd:nc:dr
Copyright $c 1970, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=21/6/70
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
C/S Series 9
Keeping Scientology Working Series 10
SUPERFICIAL ACTIONS
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 21 JUNE 1970
Remimeo REISSUED 30 AUGUST 1980
(Reissued as part of
Keeping Scientology Working Series)
C/S Series 9
Keeping Scientology Working Series 10
SUPERFICIAL ACTIONS
One of the reasons Scientology tended toward disuse in the late 1960s
was not its workability. It was a growing cultural disinclination to do
things thoroughly.
"Fast, quick results" was interpreted as seconds or minutes. In old
psychotherapy as practiced in the 18th Century it required ONE YEAR of
weekly consultation to see if anything could be done about a case and FOUR
MORE YEARS to produce a meager superficial result. Compared to that two or
three hundred hours of processing was nothing.
As we began to dominate this field in terms of persons handled and
results obtained, psychiatry invented "instant psychiatry" by which no
result was gotten in no time.
SPEED became the primary consideration of the culture. Jet planes,
fast cars "saved time". But an old Chinese, when told by a driver that he
had saved 4 minutes in speeding back from town asked, "What are you going
to do with the 4 minutes?"
Time itself is a basis of aberration. Dropping time out is the
consideration of factory managers of production lines as "the faster
something can be made the more you have of it". But look at this again.
Something can be done so fast it isn't done at all! The difference between
a very fine camera and a cheap one is speed of manufacture. Cheap cameras
don't get their parts carefully machined of matched-they don't fit together-
they break, cease to work. A fine Run can be told by the lack of tool
marks on the hidden places. A cheap gun's inner bolt is a mess of scars.
It isn't smooth in operation. It didn't take much time to make but it also
jams and freezes up when you try to use it. Maybe you've heard of "hotter
than a 2 dollar pistol". A 2 dollar pistol is "hot" because it's so
quickie made it usually blows up and blows off a hand.
There is a point where SPEED is simply a cover for a cheap worthless
product.
Let us take a filthy room. A lazy housekeeper comes in and sweeps a
few bits of dust under the carpet, leaves soot all over the windows and
garbage on the mantle and says it's clean. Somebody else not afraid of
work spends an hour at it and leaves a really clean room.
SHORT PGMS
A short pc program is economically and efficiently for the birds.
HCOB 21.6.70 - 2 -
Reiss. 30.8.80
In the first place a C/S has to know the extent of his tech will to be
able to think up light processes in quantity.
It one heard a C/S say, "But I don't have time to spend an hour doing
a long program for the pc," one is listening to something peculiar. If one
spent an hour or two doing up a real long 20 action program to repair the
pc, then for the next 20 C/Ses it takes only a few minutes to look over the
session and order the next action on the list. If one had no program
one would have to study the folder each time. One actually saves C/S time
by doing long programs both to repair and to get the pc back on the Class
Chart where he'd gotten to.
Further, auditing is sold by the hour and it WASTES money and income
and pcs to short program them.
"Yes but we sell result! If we can get 200 pcs done in 100 auditing
minutes we would make #18,233 clear profit........"
Well the cruel answer to that was when orgs began to do that on lower
grades they didn't attain the result on the pc and stats went DOWN!
Power was once priced against the fact of 50 to 100 hours of auditing.
It retained the price and by cutting out all End Phenomena or real gain it
was at last being given in 20 minutes. And after just so many years of
this economic dishonesty, SHs crashed! They had sold out the real value of
the product for a quick buck. The "field" became "ARC Broken" and few
takers came to an SH. It is a very long hard road back. And it is very
costly one.
"Quickie Grades", instead of making fortunes for one and all, crashed
the whole Scientology network.
BECAUSE QUICKIE RESULTS ARE LAZY AND DISHONEST.
Let's just face up to the facts of life!
Selling out the integrity of the subject for a buck wrecks the
subject.
SUCCESS
The real stat of an org is Success Stories.
Honest grades and time spent in C/Sing and in auditing to obtain them
add up to success for the individual, the org, its field, the country and
the planet.
The time it takes to process somebody is how long it takes to get each
single result available. It is not how slowly or quickly it is done. A
book is not a good book if it takes 7 years to write. And a bad book isn't
always written in 2 weeks. It takes as long to write a good book as you
get a good book. The result is the result and TIME IS JUST AN ENTERED
ARBITRARY.
A person who overwhelms at Grade IV is an easily overwhelmed person.
It might take 50 hours just to repair the case and the person's life. That
might be 20 or 30 steps on the program.
If the C/S can't dream up 8 or 9 ways to repair past auditing and 15
or 20 ways to repair a life, then it's time to go back and read THE
ORIGINAL THESIS, EVOLUTION OF A SCIENCE, DMSMH, 8-80, 8-8008 and listen to
a hundred or so SHSBC tapes.
HCOB 21.6.70 - 3 -
Reiss. 30.8.80
"Yes, but I have no time to _______ ." Well, that's also saying "It
can't be done well."
But there is time. If anyone looked over his area he would be able to
throw out the time-wasting actions if it comes to that.
"Look. I'm the C/S, the D of P and have to audit 3 _______ ."
That's a statement that the job has already been done so badly that no
persons show up to take over the extra hats! And the no-result programs
cripple the economics and that becomes no help.
I have seen Mary Sue take over an HGC that had tons of unsolved cases
and too few auditors and have watched her solve one case at a time and
within 2 weeks have 35 auditors and no backlogs and in six weeks no
unsolved cases! She was using the "old", "historical", "background", "we
don't use them anymore" processes!
So it not only can be done, it is the thing to do.
That org's stats soared. It became solvent. It ran at a high run and
was a happy org.
SICK PCs
When there are sick people on a list one doesn't just "give a Dianetic
Assist" and send to a doctor and write them off.
If one knows his tech, there was a reason the person got sick. One
also knows a sick person goes into overwhelm easily.
One can do a touch assist, a contact assist, two-way comm, ruds on the
accident, ruds before the accident, Dianetic Assist, medical treatment,
life ruds, HCOB 24 July '68, two-way comm on suppression, 3 S & Ds,
assessment for area of illness, prepcheck on area, ruds on area, hello and
okay with the affected area, reach and withdraw from area, two-way comm,
recall on persons similarly ill, location of the postulate that caused it
with itsa earlier itsa, prepcheck on the body or its part, more HCOB 24
July '69, more ruds, assessment of failed purposes, two-way comm on the
sickness.
That's not a program. It's just a helter-skelter list of a lot of
things
to do. It would not greatly matter what order they were done in but
lighter
actions should be the earlier. And in a program auditing repair comes
before
life repair.
EXPECTANCY
Now if a C/S or an auditor has a magical complex, he expects ONE
process to run a person from wog to OT VI and in ONE minute.
The missing knowledge is "gradient scales". Stairs and ladders have
steps and rungs. It takes TIME to climb a tower.
The magical complex thinks of processes as incantations or charms. A
person C/Sing would always be trying to find THE process the Pc should be
run
on. The think is that THE process, once discovered, would take no time at
all
and the pc would
HCOB 21.6.70 - 4 -
Reiss. 30.8.80
magically become well!
Pardon me, but that's pure goofiness.
And it would set the C/S up for constant FAILURE.
One sees such a person scrambling through processes, trying to guess
"which one which one which one. Oh there's one! Now we run it for 3
minutes
on the pc. Oh dear. It didn't work. He isn't well. Let's see what's
here
still. Scramble scramble. Oh, here's one. This green paper is
probably the
right color. Auditor! Run this on the pc. Oh dear, it didn't work. He
isn't well yet. So! We will take these 5 major processes and run them all
in one session and add six grades. Do that! Do it! It's a desperate
situation. Oh dear, the pc blew. Well I guess the subject doesn't work or
I'm a failure .... ...."
That is NOT how one should C/S.
If a workman was supposed to cure an ox hide and was told salt would
do it and he had a magical complex, what would he do. Well, he might take
a small salt shaker and sprinkle the corner of the hide (thinking the right
thought) and find that the hide rotted in a few days. He could then
conclude salt didn't cure ox hides. If someone kept hammering at him to
cure ox hides with salt and he kept sprinkling the corner (knowing it
wouldn't work) he'd get a very odd idea about his orders! But who would
suspect that this workman thought it was magic! An honest rubbing of salt
all over and into the ox hide is the meaning of "salt will cure ox hides"!
But that would take work. It would take TIME! It would have to be
honestly and thoroughly done. But one would have cured ox hides and gotten
shoes and a profit and pay and everything for one had a product.
Magical thought in auditing isn't likely to give anyone a product of
really able people!
SHORT-CUTTING PROCESSES
Processes can be short-cut as well as programs.
Take an early (means basic, useful, useable) version of Rising Scale.
There are 18 pairs. Each pair should be run to F/N, Cog, VGIs.
An auditor told to run Rising Scale can run along the 18 pairs until
one F/Ns. And leave it.
The process has been short-cut. And with that shortcut went its
ability to restore fertility:
So one hears Rising Scale will sometimes restore fertility or change
eyesight. Orders it done. It is done to 1 F/N. No real result occurs.
Or take Dianetics. Dianetics can be chopped "to save TIME". First
feeble flutter of an F/N, no Cog, no VGIs, auditor barking "Did it erase?
Did it erase?" Final result, no real gain. There goes the subject. Half
an hour to run chain, no extra 30 seconds for the real F/N, the Cog, the
VGIs.
SO ONE WASTES A RESULT FOR THE SAKE OF SAVED TIME.
HCOB 21.6.70 - 5 -
Reiss. 30.8.80
THE AGE
It is a symptom of the age that there is no time. But in the Data
Series
PLs one finds that "omitted time" is a basic insanity.
That a body lives only about 70 years puts an awful limit on Man.
Man's Empires endure at most only about 300 years if that.
70 years is not enough time to make a real career and 300 years is not
enough time to even groove in a civil service.
Man pays for it with poor lives and rotten governments.
But it doesn't take 70 years or 300 years to process a pc. A year
maybe up to homo novis. A few years to OT. Even traveling it casually
slow.
25 hours to repair someone's life and 50 to 100 hours to get him up to
no somatics with Dianetics is pretty satisfactorily fast.
What's this take? A week to repair. 2 to 4 weeks for full Dianetics.
At 25 hours a week. That's very little.
And it's enough to tell him to get trained so he can have all he
wants.
SPEED LIABILITY
When speed is the consideration, not results, you get a very cheap
camera or car. And you can expect it to fall apart very soon. You also
get a cheap reputation.
We are in the Leica and Cadillac and Rolls Royce product class without
trying.
Why settle for "Quickie Grades"?
You get no students that way and that's the heavy org income. You get
no expanding field. And you won't ever get a cleared planet.
We've learned all this the hard way. So let's not let it go unheeded.
The place to handle the situation is with C/Sing.
And to gain the co-operation of C/Ses to make results real results by
insisting that speed is the fast road to poverty in the long run.
If the C/S burden is too heavy, start pushing training. Then you'll
get help.
Honest C/Sing gives an honest result.
It takes as long to correct a case as it takes. It takes as long to
make a person well as it takes. It takes as long to get a real lasting
grade result as it takes.
And that's a lot longer than the time spent on it in the late 60s.
HCOB 21.6.70 - 6 -
Reiss. 30.8.80
ALL pcs "have to be OT tomorrow". Why let them C/S their case by
demanding it only take 2 minutes?
Self C/Sing is no more effective than self auditing.
Registrars as well as pcs try to grab the C/S hat. "I will sell you a
marital intensive because you have such a bad cold." And Execs, "Run this
staff member on money......"
Well, a C/S's hat is the C/S's. And he should wear it for honest
results. And damn others trying to C/S and wreck his job.
THERE ARE NO CONSIDERATIONS WHICH FORGIVE ANY RESULT THAT IS NOT
THOROUGH
AND HONEST FOR EVERY PROGRAM OR GRADE.
L. RON HUBBARD
FOUNDER
LRH:dz:rd:bk
Copyright $c 1970, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=16/6/70
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
C/S Series 6
Keeping Scientology Working Series 20
WHAT THE C/S IS DOING
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 16 JUNE 1970
Remimeo REISSUED 30 AUGUST 1980
(Reissued as part of
Keeping Scientology Working Series)
C/S Series 6
Keeping Scientology Working Series 20
WHAT THE C/S IS DOING
In DIANETICS: THE MODERN SCIENCE OF MENTAL HEALTH considerable stress
is placed on the words and phrases in engrams. This is still functional.
However as I did further research I found that (a) many pcs were unable to
get the words in the engram and (b) the apparent force of the words was
derived wholly from the pain, emotion, effort contained in the engram.
In Standard Dianetics the words in an engram play no major role in the
auditing.
The use of the words to de-aberrate and concentration on phrases in
engrams is valid but junior in force to the pain, misemotion, etc. in the
engram. Thus if you run out the force the words drop into insignificance.
This is often how the pc gets cognitions: the words and meaning concealed
in the engram are changing value and devaluating. The pc can then think
clearly again on a subject previously pinned down by the force. Get the
force out and the words take care of themselves and need no special
handling.
The meaning of things plays a secondary role in processing to forces.
Thetans find counter-forces objectionable. Almost all chronic
(continual) somatics have their root in force of one kind or another.
In that the handling of things with bodies involves force to greater
or lesser degree, incapability and derangement of mental values is
proportional to the thetan's objection to force.
This objection descends down to a wish to stop things. It goes below
that into overwhelmedness in which propitiation and obsessive agreement
manifest themselves.
LOW TAs
The low TA is a symptom of an overwhelmed being.
When a pc's TA goes low he is being overwhelmed by too heavy a
process, too steep a gradient in applying processes or by rough TRs or
invalidative auditing or auditing errors.
A low TA means that the thetan has gone past a desire to stop things
and is likely to behave in life as though unable to resist real or
imaginary forces.
HCOB 16.6.80 - 2 -
Reiss. 30.8.80
HIGH TA
Chronically high TAs mean the person can still stop things and is
trying to do so.
However, all one has to do is restimulate and leave unflat an engram
chain to have a high TA. High TA is reflecting the force contained in the
chain.
An "over-run" means doing something too long that has engrams
connected with it which means an engram chain with too many engrams on it
being restimulated by life or auditing. Hence Over-run.
If this overrun persisted unhandled eventually the pc would be
overwhelmed and one, in theory, would have a low TA.
MENTAL MASSES
Mental masses, forces, energy are the items being handled by the C/S
on any pc.
If the C/S loses sight of this he can wander off the road and go into
the thickets of significance.
Engrams, secondaries, locks all add up to mental masses, forces,
energies, time, which express themselves in countless different ways such
as pain, misemotion, feelings, old perceptions and a billion billion
thought combinations buried in the masses as significances.
A thetan can postulate or say or reason anything. Thus there is an
infinity of significances.
A thetan is natively capable of logical thought. This becomes muddied
by out-points held in by mental forces such as pictures of heavy
experiences.
As the masses and forces accumulated and copied from living build up,
the logic potential becomes reduced and illogical results occur.
PC SEARCH
The pc is continually searching for the significance of a mass or
force
-- what is it, why is it.
The C/S is easily led astray by this.
All forces in the bank contain significances.
All forces can be unburdened and lightened up by the various
procedures of auditing.
The search of the pc is for significance.
The action of the C/S is reduction of forces.
THE E-METER
The E-Meter records what force is being discharged in every slash,
fall and blowdown. The amount of TA per session is the C/S's index of
gain.
HCOB 16.6.70 - 3 -
Reiss. 30.8.80
Note that a discharged process no longer gives TA and gives case gain.
The amount of significance recovered or realized by the pc only shows
up as cognitions.
As the TA works off the case, then one has two indicators:
1. There is needle and TA action.
2. The pc cognites.
One shows that force is coming off. Two shows that thought is
releasing from force.
BACKWARDS C/Sing
If a C/S processes toward significance only he will get cases that do
not progress.
The needle action detects not so much significance as where the force
is.
Diving toward significance the C/S winds up shortening grades, looking
for "magic one-shot buttons" and overwhelming cases by shooting them on up
the gardes while levels remain loaded with force.
RELIABLE INDICATORS
When a pc gets no more TA action on Level I he will have made Level I
and will know it. He will therefore attest to "No problems".
The reliable indicators are TA action and cognitions while a level is
still charged.
Diminished TA action and cognitions mean the purpose of the level has
been reached.
A feeling of freedom and expansion on a subject is expressed in a
normal TA and a loose needle.
The pc will now attest to an ability regained.
F/N ABUSE
To process only to F/N and even chop off the cognitions on a process
abuses the indicator of the F/N.
You can find many pcs who bitterly resent F/N indications. They have
been:
A. Not run on all the processes of a level;
B. Still have force on the subject;
C. Were chopped off before they could cognite.
The ARC Break in this is UNFINISHED CYCLE OF ACTION.
The proper End Phenomena for a process is F/N Cognition VGIs. Now
look at that carefully. That is the proper end phenomena of a PROCESS. It
is not the end phenomena of a LEVEL or even of a TYPE of process.
HCOB 16.6.70 - 4 -
Reiss. 30.8.80
Let us say there are 15 possible Scientology processes for orienting a
pc in his present location.
To run one of these 15 and say, "F/N that's it. You're complete." is
a Quickie impatient action that rebounds on the pc eventually. If there
are 15, run 15!
Possibly the pc on no. 12 will cognite he's really right where he is.
Only then could you cease to work at it.
An F/N Cog VGIs tells you a process is finished, not a whole class of
actions!
Thus 2 � minutes from 0 to IV is not only impossible, it is murderous.
It will result in an overwhelm, a low TA or a high TA eventually.
Level I says, amongst other things, "Problems Processes". There
are certainly half a dozen. Each would be run to F/N Cog VGIs. When these
and the other processes of the Level are run, the pc will come to have no
further reaction to problems and will be able to handle them.
A cognition on lower levels is not necessarily an ability regained.
Thirty or forty cognitions on one lower level might add up to (and probably
would) the realization that one is free of the whole subject of the level.
It is safe to run more processes. It is unsafe to run too few.
PC ABILITIES
It is not enough for the pc to have only negative gains of deleting
force. Sooner or later he will have to begin to confront force.
This comes along naturally and is sometimes aided by processes
directly aimed at further confront. "What problem could you have?" sooner
or later is needed in one form or another.
What force can the pc now handle?
All auditing in a body-and any living in a body-makes a being
vulnerable. Bodies break, suffer, intensify pain.
Sooner or later a pc will go Exterior. The Interiorization Rundown
must be ordered as the next action or you will have a pc with a high TA. 2-
way comm Ext-Int must be given in a following session (not the same one) so
the full cognitions will occur.
After this the pc is less subject to the body and his ability to
confront force will improve.
Do not be too worried or surprised if after this the pc has some minor
accident with the body. Exterior he forgets its frailty. However, such
things are minor. He is "learning how to walk" a new way and will run into
chairs! He gets this figured out after a while.
Pcs sometimes improve their ability to handle force while interior so
as to have mysterious headaches or new body pressures. Invitably they have
been exterior and need Interiorization run. They were just using too much
force while still inside!
HCOB 16.6.70 - 5 -
Reiss. 30.8.80
Thus force is the thing, significance very secondary.
Force of course is made up of time, matter, energy, flows, particles,
masses, solids, liquids, gasses, space and locations. All this gets
inherently handled in processes published long since.
The pc tends to dive for the thought imbedded in the force. He will
tell you he's being processed to find out who his parents were or why he is
sterile or who did him in, etc., etc. The C/S who chases after this is a
deerhound illegally chasing mice!
C/S PURPOSE
The C/S is there to make certain that the pc makes gains and attains
the actual abilities of the level.
The C/S is for the pc.
C/S auditor control exists only to keep the auditing standard, the TRs
good, the processes ordered done and to End Phenomena each one.
No other reasons for C/Sing exist.
L. RON HUBBARD
FOUNDER
LRH:nt:rd:bk
Copyright $c 1970, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=15/1/70
Volnum=0
Issue=2
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Keeping Scientology Working Series 17
HANDLING WITH AUDITING
Remimeo
Registrar's
Hat
Ltr Reg Hat
OES Hat
Tech Sec Hat
Qual Sec Hat
Dir Success
Hat
Dn C/S
Checksheet
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 15 JANUARY 1970
Remimeo ISSUE II
Registrar's REISSUED 30 AUGUST 1980
Hat (Reissued as part of
Ltr Reg Hat Keeping Scientology Working Series)
OES Hat
Tech Sec Hat
Qual Sec Hat
Dir Success
Hat Keeping Scientology Working Series 17
Dn C/S
Checksheet
HANDLING WITH AUDITING
There is no reason or excuse not to actually HANDLE a pc's desire or
complaint with auditing.
By handle is meant finish off, complete, end cycle on.
To give you an idea of the reverse-in admin we sometimes find
terminals that refer despatches to others, let them drift, give excuses why
not. This all adds up to NOT HANDLING. This is the basic reason for DEV T
(Developed, meaning excessive, traffic). Like the stationery company
writes somebody in the org to please specify the number of sheets wanted.
So whoever's hat it is refers it to somebody else who refers it to another
who fails to answer. In this way, the org can look industrious while
accomplishing nothing. Nobody HANDLES it.
You can get a similar situation going with pcs. Nobody HANDLES the
pc. And if you keep this up, your whole area fills up with unhandled pcs,
the org's repute goes down and stats eventually crash.
The org is being paid to HANDLE pcs. It is not being paid to put them
off or explain or let them drift away.
Here is an example from the early 1960s. An org had it going that
anybody who was feeling bad and demanding help got a review. The review
consisted of a Green Form to F/N. While this would clean up an ARC Brk or
PTP or a poor prior session, it sure wasn't about to remedy a feeling of
nausea. So a pc would cone in with a feeling of nausea. He would be sent
to Review, get a Green Form and F/N on an ARC Break. Then Review would
shrug off the fact that the pc was still nauseated by saying all it could
do was a GF! In short, it wouldn't handle the pc.
Another recent case-pc with migraine headaches. Got some (evidently
poor) Dianetic Auditing. No change. When the pc's friend complained, he
was told it was "the illegal life she was living" and no action was taken.
So the pc went to another org and there they refused auditing due to
painkillers (instead of waiting 2 or 3 days until it wore off).
These are cases of NOT HANDLING.
The idea of non-handling can also go into fees. A pc once paid a
Franchise for auditing to be done in an org. The Franchise did not forward
the fee so the org sent the pc back home.
Service and HANDLING are the same thing. When you give service you
handle.
HCOB 15.1.70 II - 2 -
Reiss. 30.8.80
There are thousands of ways of not handling. Letting backlogs occur
in Tech and Qual is probably the most serious to org income and to field
repute. Also if a person is goofed up in Tech he probably is suffering and
to be put off in Qual for any reason at all is a severe blow to the org. A
3 hour Qual backlog is too long.
So, part of HANDLING cases is HANDLE N - O - W !
I recall a Qual backlog I once found of 10 pcs. They were of all
varieties-but the main fault was just nobody had the idea except the pcs
that they should be handled NOW. And HANDLED. I sat down and did four
of them in the next four hours and grabbed off auditors from Admin and Exec
areas and handled the rest. Within 6 hours of finding this backlog, they
were all HANDLED, happily, finally and wholly satisfied.
What was required was (a) a determination to handle cases, (b) a
surety they could be handled and � the actual handling. All three points
are needful.
Only two things prevent the above. When the help factor is low in the
org or its auditors, there is no real determination to handle cases. A
commercialism enters where the payment of the money is more interesting
than the delivery of the service. This is self-defeative. One has to have
the money but one won't continue to get money unless one is vitally
interested in actually delivering service-which means actually handling the
cases.
The certainty that one can handle case, depends in the main upon good
training and exact application of the technology. There can be an awful
lot of tech to apply but the point is to apply the tech that is applied
with exactness. "Squirrelling" is not really different processes-it is
careless, incomplete, messed up auditing procedure. An auditor auditing a
process that reads with excellent TRs to an F/N with good indicators seldom
has any loses. But even given good procedure, one occasionally gets a
lose. This tends to reduce one's certainty that he can get a result on a
pc. Usually it isn't one's own pcs that cause this-it's hearing about some
pc who didn't get a result, but not hearing the whole story.
If one's command of the subject of auditing is poor he doesn't
recognize why there was a lose. A pc lies about having eaten or slept or
is being audited on someone else's determination or some such thing and
because of these, the pc gets a lose. This causes the auditor to have a
lose.
Some auditors can get 20 wins and 1 lose and then mourn only about the
1 lose.
What is missed here-with pc loses-is that it is almost always a short-
term lose. They lost in this one but nobody thinks to KEEP AT IT WITH
DIANETICS AND SCIENTOLOGY UNTIL IT'S A WIN.
I've seen somebody audited for years before he finally and forever
lost his chronic trouble. He would get better and then relapse, never
quite so bad. And finally he recovered totally.
So there must be some idea extant amongst auditors that all "wins" in
auditing must be fast, total and appreciated volubly. This isn't always
the case. In fact, it is in the minority.
HCOB 15.1.70 II - 3 -
Reiss. 30.8.80
So an auditor's and an org's certainty should depend only on being
certain of eventual permanent result and to be very extra happy when it is
fast, total and appreciated.
To handle a case one keeps at it. So the pc got an intensive. So
the pc wasn't handled in that intensive. Well, one doesn't just dust it
off and say that's it forever. The Case Supervisor looks harder and gets
the Registrar to get more auditing bought.
If Dianetics didn't handle, Scientology will. If this process didn't
handle completely, that process may.
This is the winning attitude. I know one case that's still goofed up
after a decade. The medics put a steel pipe in his leg bone. He won't get
it taken out and insists on auditing only. So every few months somebody
tries again. Sooner or later this case will be handled. The point is
to keep trying to handle, not dream up reasons it can't be.
Auditor, brought up with the idea that 5 hours of auditing should
always resurrect a decayed corpse haven't been brought up right. Some SP
around them has been making demands of the subject and auditing that BUILD
IN LOSES.
Girl with migraine, 15 hours of Dianetics, still has migraine. Okay.
So we don't brush her off. We get her to buy a good long Scientology
intensive and do a full "GF 40". Still has migraine. So we now do another
Dianetic Intensive.
We don's mislead her. We say, "Okay, you want to get rid of your
migraine. So we'll stay with you if you'll work along with us as long as
it
takes. It might happen fast, it might happen slow. You might have to
go all
the way to OT Grades. But we'll try all the way.
A Registrar that promises instant miracles is cutting the Tech Sec's
throat and the GI as well!
The condition can be handled. The whole point is, for the good of
the pc and the org it eventually must be handled.
There are literally thousands of processes and approaches available
for use.
The pc expects the condition to be handled. So one way or another
one gets the pc handled. To do otherwise is to court disaster for the org.
Now and then a pc gets away, nearly always because of errors that get
the pc upset with the subject of auditing, never when the org wasn't still
trying to handle. A session was goofed and not repaired, somebody in the
org inferred the condition couldn't be handled, that's the sort of thing
that loses pcs.
Keep on trying to handle and you will succeed.
Auditing is remarkable enough already not to cripple it by leading
pcs to expect instant results every time.
But the main point is, you audit a pc with Dianetics and Scientology
until the pc's case is handled.
And sooner or later, it will be.
LRH:jz:rd:bk L. RON HUBBARD
Copyright $c 1970, 1980 FOUNDER
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=3/3/69
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Keeping Scientology Working Series 32
CASE GAIN
COMPLETING LEVELS
Remimeo
Class VIII
Level IV
Tech Sec
Qual Sec
Staff Auditor's
Hat
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 3 MARCH 1969
Remimeo REISSUED 12 APRIL 1983
Class VIII
Level IV (Reissued as part of the
Tech Sec Keeping Scientology Working Series.)
Qual Sec
Staff Auditor's
Hat
Keeping Scientology Working Series 32
CASE GAIN
COMPLETING LEVELS
Anyone who interprets "the real gains of a case consist of going up
the levels" (which is true and was stated in order to prevent over-review)
as meaning that the level a case is on is not to be conclusive or put the
pc into good case condition, has a tech alter-is going.
The registrar can use "You need the next level" but when Tech or Qual
buy this as an excuse not to run levels right or to get gains on any given
level it's time to look this fact over HARD.
ANY LEVEL IS ITSELF CAPABLE OF STABLE CASE GAIN. If a level does not
THEN THE CASE IS LOUSED UP ON EARLIER LEVELS and is a standard case of
someone with a lower level out! This is all covered in Class VIII.
This is true of ARC Straight Wire and OT VI alike.
The rule holds.
Any level is capable of giving a stable case gain and if it does not
THERE IS SOMETHING VERY WRONG with the way it or an earlier level was run.
To chase a pc on up the levels to cure an outness on earlier levels is
idiocy. It is WASTING AUDITING. It is a shabby excuse for not setting a
case up to be audited or auditing badly.
To solve an earlier out tech situation one does not "give the next
level".
If a pc ends up at Level II (or OT II) without a stable gain attained
then the set-up of the case or the handling of is SOUR.
This is the most elementary situation in case repair.
ANY LEVEL is capable of case gain and of being stable, the pc feeling
good, etc. The drive to get the next level is very natural but when it
becomes obsessive to get a case gain then it isn't the next level that's
needed.
ARC Straight Wire is more tech than Man ever had before. It produces
a stable gain. This is true of every level on up.
We have just had a PreOT whose case at every level "was going to be
solved by the next level". People kept saying he "needed the next level"
to
solve his case. Bull. He got all the way to OT II before I caught wind of
it. He "had to have OT III" to solve his case according to the Qual Sec.
HCOB 3.3.69 - 2 -
Reiss. 12.4.83
That case probably never made ARC Straight Wire! One or more earlier
levels or ruds or 7 cases are out. That's the trouble with that case.
If you now let him go on to OT III he'd cop it.
The tech you are handling is capable of giving spectacular gains at
every level. If it does not then the case has missed somewhere, comes
under 7 resistive cases or out ruds or one or more missed or overrun
levels.
This is one of these things which seems to have been going around
("needs the next level to solve his case") for some time without my finding
out about it. Sure they need their next level. But do they have their
levels up to where they are? If they aren't in good shape at the end of
any one level then there's a miss on the case and it must be repaired by
standard tech.
L. RON HUBBARD
FOUNDER
LRH:hk:ei:rd:iw
Copyright $c 1969, 1983
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=29/9/68
Volnum=0
Issue=0
Rev=1
rDate=31/5/80
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
LIST CORRECTION-THE SHORT L4
Class VIII
Class III and
above
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 29 SEPTEMBER 1968R
REVISED & REISSUED 31 MAY 1980
Class VIII
Class III and (Changes not in Script)
above
LIST CORRECTION-THE SHORT L4
(Only valid for a list recently done)
This list is the shorter version of the standard L4BRA. Its use is for
sorting out the error in a current listing and nulling action or on a
recently done L&N list. It contains the most common errors that foul
up L&N actions. Its virtue is in its brevity which itself can increase
results by pinpointing the error quickly, thus enabling the auditor to
handle it quickly.
Assess the list M5.
If the situation does not resolve completely use an L4BRA.
1. WAS IT THE FIRST TIME ON THE LIST?
(Indicate and give pc his item.)
2. WAS THE LIST INCOMPLETE?
(Complete the list and give the pc his item.)
3. WAS THE ITEM BYPASSED?
(Locate which one.)
4. WAS THE ITEM SUPPRESSED?
(If so, the list may have to be nulled with Suppress, the nulling
question being "On (item) has anything been suppressed?". Rehab the item
by getting the Suppress button in on the item if necessary and clean it up
and give it to the pc again.)
5. WAS THE ITEM INVALIDATED?
(If so, the list may have to be nulled with Invalidate, the nulling
question being "On (item) has anything been invalidated?". Rehab the item
by getting the Invalidate button in on the item if necessary and clean it
up and give it to the pc again.)
6. WAS THE QUESTION MEANINGLESS?
(If so, check for MUs on the question. If question still meaningless
indicate it to the pc.)
7. WAS THE LIST OVERLISTED?
(If so, indicate the list was overlisted. Get the item by nulling the
list with Suppress, the nulling question being "On _______ has anything
been suppressed?" for each item on the overlong list. Give the pc his
item.)
8. WERE ITEMS THOUGHT OF THAT WEREN'T PUT DOWN?
(Add them to the list. Renull the whole list and give the pc his
item.)
9. WAS IT LISTED OUT OF SESSION?
(Reconstruct the list from recall and add the items to the list.
Get the item and give it to the pc.)
HCOB 29.9.68R - 2 -
Rev. & Reiss. 31.5.80
10. WAS THE ITEM DIFFERENT WHEN SAID BY THE AUDITOR?
(Find out what the item was and give it to the pc correctly.)
11. WAS THE ITEM NOT GIVEN TO YOU?
(Find what the item is, clean it up with Suppress and Invalidate and
give it to the pc.)
L. RON HUBBARD
FOUNDER
LRH:jp:de:bk
Copyright $c 1968, 1980
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=13/9/65
Volnum=0
Issue=0
Rev=1
rDate=16/2/81
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Keeping Scientology Working Series 26
OUT TECH
AND HOW TO GET IT IN
Remimeo
Vital data for
Tech Secs
Ds of P
HGC Training
Officers
Ds of T
Course
Supervisors
All Students
Tech/Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 13 SEPTEMBER 1965R
Remimeo REVISED AND REISSUED 16 FEBRUARY 1981
Vital data for
Tech Secs Revised and Reissued as part of
Ds of P Keeping Scientology Working Series.
HGC Training
Officers (Also issued as HCO PL same
Ds of T date, same title)
Course
Supervisors (Revisions in Script)
All Students
Tech/Qual
(Paragraph three under the ASSESSMENT section on page 4
of this HCOB has been revised to update and expand upon the use of Prepared
Lists in handling cases.)
Keeping Scientology Working Series 26
OUT TECH
AND HOW TO GET IT IN
The term "OUT TECH" means that Scientology is not being applied or is
not being correctly applied. When Tech is IN we mean that Scientology is
being applied and is being correctly applied. By TECH is meant technology,
referring of course to the application of the precise scientific drills and
processes of Scientology. Technology means the methods of application of
an art or science as opposed to mere knowledge of the science or art
itself. One could know all about the theory of motor cars and the science
of building them and the art of designing them and still not be able to
build, plan or drive one. The practices of building, planning or driving a
motor car are quite distinct from the theory, science and art of motor
cars.
An auditor is not just a Scientologist. He or she is one who can
apply it. Thus the technology of Scientology is its actual application to
oneself, a preclear or the situations one encounters in life.
Tech implies USE. There is a wide gap between mere knowledge and the
application of that knowledge.
When we say tech is out, we might also say "While that unit or person
may know all about Scientology, that person does not actually apply it."
A skilled auditor knows not only Scientology but how to apply the
technology to self, pcs and life.
Many persons auditing have not yet crossed over from "knowing about"
to "applying." Thus you see them fooling about with pcs. When a skilled
auditor sees a critical pc he knows BANG-pc has a withhold and pulls it.
That's because this auditor's tech is in. Meaning he knows what to do with
his data.
Some other person, who knows a lot of Scientology, has had courses and
all that, yet sees a critical pc and then tries to add up everything he
knows about pcs and stumbles about and then decides on a zero pc it's a new
thing that's wrong that's never been seen before.
HCOB 13.9.65R - 2 -
Rev. & Reiss. 16.2.81
What's the difference here? It's the difference between a person who
knows but cannot apply and a skilled technician who can apply the
knowledge.
Most golfers know that you have to keep your eye on the ball just
before, during and after you hit it. That's the basic datum of powerful,
long drives down the fairway. So if this is so well known then why do so
few golfers do it? They have arrived at a point of knowing they must.
They have not yet arrived at a point of being able to. Then their heads
get so scrambled, seeing all their bad drives which didn't go down the
fairway, that they buy rabbits feet or new clubs or study ballistics.
In short, not being able to do it, they disperse and do something else.
All auditors go through this. All of them, once trained, know the
right processes. Then they have to graduate up to doing the right
processes.
Observation plays an enormous role in this. The auditor is so all
thumbs with his meter and unfamiliar tools he has no time or attention to
see what goes on with the pc. So for 15 years lots of auditors made
releases without ever noticing it. They were so involved in knowing and so
unskilled in applying, they never saw the ball go down the fairway for a
200 yard drive!
So they began to do something else and squirrel. There was the pc
going release, but the auditor, unskilled as a technician for all his
knowledge of the science never saw the auditing work even though even the
auditing done that badly did work.
Do you get the point?
You have to know your tools very very well to see past them! An
auditor who squirrels, who fools about with a pc, who fumbles around and
seldom gets results just isn't sufficiently familiar with a session, its
patter, his meter and the mind to see past them to the pc.
Drill overcomes this. The keynote of the skilled technician is that
he is a product of practice. He has to know what he is trying to do and
what elements he is handling. Then he can produce a result.
I'll give you an example: I told an auditor to look over a past
session
of known date on a pc and find what was missed in that session. Something
must have been missed as the pc's tone arm action collapsed in that session
and ever afterwards was nil. So this auditor looked for a "missed withhold
from the auditor in that session." The ordered repair was a complete dud.
Why? This auditor did not know that anything could be missed except a
withhold of the hidden overt type. He didn't know there could be an
inadvertent withhold wherein the pc thinks he is withholding because the
auditor didn't hear or acknowledge. This auditor didn't know that an item
on a list could be missed and tie up TA. But if he did know these things
he didn't know them well enough to do them. A second more skilled auditor
took over and bang! The missed item on the list was quickly found.
The more skilled auditor simply asked "In that session what was missed?"
and promptly got it. The former auditor had taken a simple order "Find
what was missed in that session" and turned into something else: "What
withhold was missed in that session?"
HCOB 13.9.65R - 3 -
Rev. & Reiss. 16.2.81
His skill did not include applying a simple direct order as auditing looked
very complex to him as he had so much trouble with doing it.
You can train somebody in all the data and not have an auditor. A real
auditor has to be able to apply the data to the pc.
Importances play a huge part in this. I had a newly graduated darkroom
photographic technician at work. It was pathetic to see the inability to
apply important data. The virtues of ancient equipment and strange tricks
to get seldom required effects were all at his fingertips. But he did not
know that you wiped developer off your hands before loading fresh film.
Consequently he ruined every picture taken with any film he loaded. He did
not know you washed chemicals out of bottles before you put different
chemicals in them. Yet he could quote by the yard formulas not in use for
50
years! He knew photography. He could not apply what he knew. Soon he
was
straying all over the place trying to find new developers and papers and
new methods. Whereas all he had to do was learn how to wash his hands and
dry them before handling new film.
I also recall a 90 day wonder in World War II who came aboard in fresh
new gold braid and with popped eyes stared at the wheel and compass. He
said he'd studied all about them but had never seen any before and had
often wondered if they really were used. How he imagined ships were
steered and guided beyond the sight of land is a mystery. Maybe he thought
it was all done by telepathy or an order from the Bureau of Navigation!
Alter-is and poor results do not really come from not-know. They come
from can't-apply.
Drills, drills, drills and the continual repetition of the important
data handle this condition of can't-apply. If you drill auditors hard and
repeat often enough basic auditing facts, they eventually disentangle
themselves and begin to do a job of application.
IMPORTANT DATA
The truly important data in an auditing session are so few that one
could easily memorize them in a few minutes.
From case supervisor or auditor viewpoint:
(1) If an auditor isn't getting results either he or the pc is doing
something else.
(2) There is no substitute for knowing how to run and read a meter
perfectly.
(3) An auditor must be able to read, comprehend and apply HCO Bs and
instructions.
(4) An auditor must be familiar enough with what he's doing and the
mechanics
of the mind to be able to observe what is happening with the pc.
(5) There is no substitute for perfect TRs.
HCOB 13.9.65R - 4 -
Rev. & Reiss. 16.2.81
(6) An auditor must be able to duplicate the auditing command and observe
what
is happening and continue or end processes according to their results
on the pc.
(7) An auditor must be able to see when he's released the pc and end off
quickly and easily with no shock or overrun.
(8) An auditor must have observed results of his standard auditing and have
confidence in it.
CASE REACTION
The auditor and the Case Supervisor must know the only six reasons a
case does not advance. They are:
(1) PC is Suppressive.
(2) PC is ALWAYS a Potential Trouble Source if he Roller Coasters and only
finding the RIGHT suppressive will clean it up. No other action will.
There are no other reasons for a Roller Coaster (loss of gain obtained in
auditing).
(3) One must never audit an ARC Broken pc for a minute even but must locate
and indicate the by-passed charge at once. To do otherwise will
injure the pc's case.
(4) A present time problem of long duration prevents good gain and sends
the
pc into the back track.
(5) The only reasons a pc is critical are a withhold or a misunderstood
word
and there is NO reason other than those. And in trying to locate a
withhold it is not a motivator done to the pc but something the pc has
done.
(6) Continuing overts hidden from view are the cause of no gain (see number
1,
Suppressive).
The only other possible reason a pc does not gain on standard
processing is the pc or the auditor failed to appear for the session.
Now honestly, aren't those easy?
But a trainee fumbling about with meter and what he learned in a bog of
unfamiliarity will always tell you it is something else than the above.
Such pull motivators, audit ARC Broken pcs who won't even look at them,
think Roller Coaster is caused by eating the wrong cereal and remedy it all
with some new wonderful action that collapses the lot.
ASSESSMENT
You could meter assess the first group (1) to (8) on an auditor and the
right one would fall and you could fix it up.
You could meter assess the second group (1) to (6) on a pc and get the
right answer every time that would remedy the case.
You have a C/S Series 53 which lists any general thing that can be
aberrated in a thetan and you have a Green Form which covers the things
bugging a case. Plus there are dozens
HCOB 13.9.65R - 5 -
Rev. & Reiss. 16.2.81
of other Prepared Lists which are designed to handle various things that
can be wrong in a case, an auditing action or a session. HCOB 29 April 80
PREPARED LISTS, THEIR VALUE AND PURPOSE, summarizes the various types of
Prepared Lists and their use.
When I tell you these are the answers, I mean it. I don't use
anything else. And I catch my sinning auditor or bogged down pc every
time.
To give you an idea of the simplicity of it, a pc says she is
"tired"
and therefore has a somatic. Well, that can't be it because it's still
there. So I ask for a problem and after a few given the pc hasn't
changed so
it's not a problem. I ask for an ARC Break and bang! I find one. Knowing
the principles of the mind, and as I observe pcs, I see it's better but not
gone and ask for a previous one like it. Bang! That's the one and it
blows completely. I know that if the pc says it's A and it doesn't blow,
it must be something else. I know that it's one of six things. I assess
by starting down the list. I know when I've got it by looking at the pc's
reactions (or the meter's). And I handle it accordingly.
Also, quite vitally, I know it's a limited number of things. And even
more vitally I know by long experience as a technician that I can handle it
fully and proceed to do so.
There is no "magic" touch in auditing like the psychiatrist believes.
There is only skilled touch, using known data and applying it.
Until you have an auditor familiar with his tools, cases and results
you don't have an auditor. You have a collected confusion of hope and
despair rampant amongst non-stable data.
Study, drill and familiarity overcome these things. A skilled
technician knows what gets results and gets them.
So drill them. Drill into them the above data until they chant them
in
their sleep. And finally comes the dawn. They observe the pc before them,
they apply standard tech. And wonderful to behold there are the results of
Scientology, complete. Tech is IN.
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:ml:ldm:mes:bm:bk
Copyright $c 1965, 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=30/8/65
Volnum=0
Issue=0
Rev=1
rDate=30/12/79
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Art Series 1
ART
Remimeo
Saint Hill
Executives
Saint Hill
Students
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 30 AUGUST AD15R
Remimeo REVISED 30 DECEMBER 1979
Saint Hill
Executives (Only revision is series number.)
Saint Hill
Students
Art Series 1
ART
For some fifteen years I have been studying, amongst other branches of
philosophy, the subject of ART.
The reason for this is: Art is the least codified of human endeavors
and the most misunderstood. What is Art? is one of the least answered of
human questions.
Art abounds with authorities. It was chosen because "that field
containing the most authorities contains the least codified knowledge." The
obvious invitation is to answer the question and codify the subject. This
has now been done.
The subject was originally brought up in a conversation with Donald H.
Rogers at 42 Aberdeen Road, Elizabeth, New Jersey, in 1950.
As this zone of human activity seemed to stand outside the Field of
Dianetics and Scientology, I thereafter worked with it on a casual basis.
Having published 15,000,000 words between 1929 and 1941, I was not
unacquainted with the arts. Since 1950 I have worked with other arts than
that of literature in order io make an advance on the general subject of
ART.
I have made a breakthrough at last in this matter. And I find it is
applicable to what we are doing and therefore also has practical value.
To make it a matter of record rather than a filed sheaf of notes, I am
publishing these findings as an HCOB. I also feel they will be of some
assistance in forwarding Scientology.
As in the case of all "pure research" (by which is meant study without
thought of possible application) there is a sudden payoff in these answers
including the better dissemination of Scientology and the rehabilitation of
the artist.
My incidental studies in the fields of photography and music
materially assisted these discoveries.
Approaching the state of Clear has also assisted in comprehending this
rather vast subject of ART. It is adventurous to state one has solved such
a sweeping subject but here at least are the fundamentals and basics.
The following are rough notes but are in fact the basics of that
branch of activity we call ART.
THE FUNDAMENTALS OF ART
BASIC DEFINITION
ART is a word which summarizes THE QUALITY OF COMMUNICATION.
HCOB 30.8.AD15R - 2 -
Rev. 30.12.79
It therefore follows the laws of communication.
Too much originality throws the audience into unfamiliarity and
therefore disagreement, as communication contains duplication and
"originality" is the foe of duplication.
TECHNIQUE should not rise above the level of workability for the
purpose of communication.
PERFECTION cannot be attained at the expense of communication.
Seeking perfection is a wrong target in art. One should primarily
seek communication with it and then perfect it as far as reasonable. One
attempts communication within the framework of applicable skill. If
perfection greater than that which can be attained for communication is
sought, one will not communicate.
Example: A camera that shoots perfectly but is not mobile enough to
get pictures. One must settle for the highest level of technical
perfection obtainable below the ability to obtain the picture.
The order of importance in art is:
(1) The resultant communication
(2) The technical rendition.
(2) is always subordinate to (1). (2) may be as high as possible but
never so high as to injure (1).
The communication is the primary target. The technical quality of it
is the secondary consideration. A person pushes (2) as high as possible
within the reality of (1).
A being can take a lot of trouble with (2) to achieve (1) but there is
a point where attempting (2) prevents (1).
If the ardures of (2) prevent (1), then modify (2), don't modify (1).
Perfection is defined as the quality obtainable which still permits
the delivery of the communication.
Too much time on (2) of course prevents (1).
It is usually necessary to lower a standard from absolute perfection
to achieve communication. The test of the artist is how little it is
lowered not how high it is pushed.
A professional in the arts is one who obtains communication with the
art form at the minimum sacrifice of technical quality. There is always
some sacrifice of quality to communicate at all.
The reduction of mass or time or impedimenta or facilities toward the
ability to render a result is the exact measurement of how much technical
perfection can be attempted. The rule is
HCOB 30. 8.AD15R - 3 -
Rev. 30.12.79
if one is being too perfectionistic to actually achieve a communication,
reduce the mass, time, impedimenta or facilities sufficiently low to
accomplish the communication but maintain the technique and perfection as
high as is reconcilable with the result to be achieved and within one's
power to act.
No communication is no art. To not do the communication for lack of
technical perfection is the primary error. It is also an error not to push
up the technical aspects of the result as high as possible.
One measures the degree of perfection to be achieved by the degree of
communication that will be accomplished.
This is seen even in a workman and tools. The workman who cannot
accomplish anything but must have tools is an artistic failure.
"Art for art's sake" is a complete paradox as a remark. "Art for the
sake of communication" and "Attempted perfection without communicating" are
the plus and minus of it all.
One can of course communicate to oneself, if one wishes to be both
cause and effect.
One studies art only if one wishes to communicate and the search for
artistic perfection is the result of past failures to communicate.
Self improvement is based entirely on earlier lack of communicating.
Living itself can be an art.
The search for freedom is either the retreat from past failures to
communicate or the effort to attain new communication. To that degree
then the search for freedom is a sick or well impulse.
Searching for and discovering one's past failures to communicate an
art form or idea about it will therefore inevitably rehabilitate the
artist.
However, due to the nature of the Reactive Mind, full rehabilitation
is achieved only through releasing and clearing.
How much art is enough art? The amount necessary to produce an
approximation of the desired effect on its receiver or beholder, within the
reality of the possibility of doing so.
A concept of the beholder and some understanding of his or her
acceptance level is necessary to the formulation of a successful art form
or presentation. This includes an approximation of what is familiar to him
and is associated with the desired effect.
All Art depends for its success upon the former experience and
associations of the beholder. There is no pure general form since it must
assume a sweeping generality of former experiences in the beholder.
Artists all, to a greater or lesser degree, need comprehension of the
minds and viewpoints of others in order to have their work accepted; since
the acceptability of a communication depends upon the mental composition of
the receiver. Scientology then is a must for any artist if he would
succeed without heartbreak.
HCOB 30. 8.AD15R - 4 -
Rev. 30.12.79
In any art form or activity one must conceive of the beholder (if only
himself). To fail to do so is to invite disappointment and eventual
dissatisfaction with one's own creations.
An artist who disagrees thoroughly with the "taste" of his potential
audience cannot of course communicate with that audience easily. His
disagreement is actually not based on the audience but on former abilities
to communicate with such audiences or rejections by a vaguely similar
audience.
The lack of desire to communicate with an art form may stem from an
entirely different inability than the one supposed to exist.
Professionals often get into such disputes on how to present the art
form that the entirety becomes a technology, not an art, and, lacking
progress and newness of acceptance, dies. This is probably the genus of
all decline or vanishment of art forms. The idea of contemporary
communication is lost. All old forms become beset by technical musts and
must nots and so cease to communicate. The art is the form that
communicates not the technology of how, the last contributing to the ease
of creating the effect and preservation of the steps used in doing it. A
form's reach, blunted, becomes involved with the perfection alone, and
ceases to be an art form in its proper definition.
A communication can be blunted by suppressing its art form: Example:
bad tape reproduction, scratched film, releasing bits not authorized. This
then is the primary suppression.
On the other hand, failing continuously to permit a non-destructive
communication on the grounds of its lack of art is also suppressive.
Between these two extremes there is communication and the task is to
attain the highest art form possible that can be maintained in the act of
communicating. To do otherwise is inartistic and objectionable.
These, therefore, are the fundamentals of ART.
L. RON HUBBARD
FOUNDER
Revision assisted by
Maggie Sibersky
LRH Comps I/C
for the
BOARDS OF DIRECTORS
of the
CHURCHES OF SCIENTOLOGY
BDCS:LRH:MS:dr
Copyright $c 1965, 1979
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Revision assisted by
Maggie Sibersky
LRH Comps I/C
for the
BOARDS OF DIRECTORS
of the
CHURCHES OF SCIENTOLOGY
[?]
Type = 11
iDate=10/6/60
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Keeping Scientology Working Series 33
WHAT WE EXPECT OF A SCIENTOLOGIST
MA
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 10 JUNE 1960
MA REISSUED 12 APRIL 1983
(Reissued as part of the
Keeping Scientology Working Series.)
Keeping Scientology Working Series 33
WHAT WE EXPECT OF A SCIENTOLOGIST
We inherited, when we began, a great many hidden errors in the
society,
so deeply laid they seemed right. "Everybody knows that...." is a
tombstone
of progress for it contains uninspected lies that bring the wittiest of us
to
grief. "Everybody knows that Man is Evil" was only one of the many
things we
found wrong, exposed and dropped from our own knowledge.
However, in the field of what is expected of a Scientologist, we have
for ten years carried along an inherited error. It is this: "Everybody
knows that a specialist in a science hangs out a shingle and, if a
professional, becomes a private practitioner."
Now listen. Psycho-analysis was developed in 1894 by Sigmund Freud.
Everybody who studied it was expected to hang out a shingle and start
practising. It took half a century for psycho-analysis to become generally
known by the people. Yet how could it miss? Its tenet was that if you
were sexually uninhibited you would be happy.
The psycho-analyst took his cue from the medico of his day. If you
could heal you were a healer with a shingle.
Well, I'm afraid a lot of us have bought this too. If we were trained
in Scientology as a professional we should hang out our shingle as a
practitioner. With all due respect to the Scientologist in professional
practice (where they have every right to be) this is not a true idea. It
is a borrowed idea. It's as old as the witch doctor.
A Scientologist is the being three feet behind society's head. And
society runs on eight dynamics, not in a sick room. Some of us, of course,
would become professional practitioners. But a professional Scientologist
is one who expertly uses Scientology on any area or level of the society.
A housewife who does not have professional level skill in Scientology
could not expect to run a wholly successful family or keep order in her
neighborhood and keep her family well. A factory foreman could not
possibly
handle his crews with full effectiveness without professional Scientology
skill. The personal assistant to a corporation executive could not do
a fully
effective job without being a professional Scientologist. A corporation
president without a certificate will someday fail. And the head of a
country would go to pieces if he didn't know Scientology from a
professional angle.
How can these people handle life if they have no expert knowledge of
how to handle life.
Now we don't expect everyone in the world to become trained auditor.
But we expect the people who are making the world to have a knowledge of
how to make it go.
HCOB 10.6.60 - 2 -
Reiss. 12.4.83
A trained Scientologist is not a doctor. He is someone with special
knowledge in the handling of life.
We have many, many personal success stories in Scientology. They
begin with a book acquaintance and bloom when professional skill enters the
background. These people, small people, big people, drove a wedge for
themselves into companies, societies, with Scientology and then took over
control of the area. They succeeded where they never would have dreamed
they could. And every time one of us drives in such a wedge, we all win
because the world is brought nearer to a sane and decent world.
The factories, the marts of trade, the homes, the neighborhoods, these
are the places we want trained Scientologists. In that way alone, we're
on the busy, still healthy communication lines of the world.
Some of us need to run centers and schools just to give the rest of us
service when required. Training at a pro level must continue and must be
kept good. And service and communication must be given. Hence, we have
Central Organizations on every continent and HCOs. But if we avoid the
throbbing comm lines of the world and act like doctors, we will not win
soon enough as a group.
Any trained Scientologist can win to success in society. Heightened
IQ, a knowledge of life, a forthright attitude-with these things it is easy
for him or her to improve a social or business position, to get higher pay,
to exert wider personal influence. This we know we can do, ws have done it
so often so let's improve the ability.
Process people weekends, run a co-audit some evenings of the week at
home, but get on the active lines of the world and make your presence felt.
It takes full training to do it. It's been done from our books alone
but not always well. It takes tough Academy training to make a
Scientologist, so don't go at it half armed.
And stop feeling apologetic because you are not a "full time auditor".
We are the auditors to the world, not to a handful of the sick.
We are not doctors. We are the world's trouble shooters. When we
make a company win, the whole world wins, when we make a neighborhood win,
we all win.
A full time Scientologist makes life better wherever he is. And that
is enough pro activity for anyone.
What do we expect of you? To become the best Scientologist that can
be and to get on the comm lines of the world and bring a big win where it
counts. We don't expect you to hang up a shingle as a doctor and have a
private practice. We'll respect you if you do. But we'll respect you just
as much and even more if you get trained as a pro and go out and up in the
world of action and of life.
Hit for the key spots by whatever means, the head of the women's club,
the personnel director of a company, the leader of a good orchestra, the
president's secretary, the advisor of the trade union-any key spot. Make a
good sound living at it, drive a good car, but get your job done, handle
and better the people you meet and bring about a better earth.
HCOB 10.6.60 - 3 -
Reiss. 12.4.83
And stop feeling hangdog because you "aren't auditing full time".
Nobody expects you to.
We'll keep centers going to service your needs, some of us, we'll
provide ammunition and books. And the rest of us had better invade every
activity there is on a high level of success and make our influence felt on
the comm lines of the world.
Scientology is the only game on Earth where everybody wins.
So let's help the world win.
L. RON HUBBARD
LRH:js:rd:iw
Copyright $c 1960, 1983
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
[?]
Type = 11
iDate=27/12/82
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TRAINING AND OT
Remimeo
BPI
PreOT Solo Auditors
Solo Courses
Solo NOT, Auditing Course
Ds of T
Registrars
C/Ses
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 27 DECEMBER 1982
Remimeo
BPI
PreOT Solo Auditors
Solo Courses
Solo NOT, Auditing Course
Ds of T
Registrars
C/Ses
TRAINING AND OT
On Solo levels you deserve the best auditor you can get: You.
Auditor training is highly recommended whether you plan to audit
professionally or not. "Getting trained", as a Solo auditor, does not
simply mean to do the Solo courses. Training up to the level of a Class
IV/NED auditor who knows his business is the most positive assurance there
is that you will make it to OT.
It's all right for these guys in lower grades to be pcs-that's fine.
But there comes a point as you move up the Grade Chart when your lack of
auditing skill starts hitting you in the teeth and you won't make it to OT
at all. You're walking straight into the tiger's lair on New OT VII and
you'd better be good!
Recently some Solo NOTs auditors reported that they were just giving
themselves a session a week "to keep their ruds in". What was actually
occurring was that they were trying to make it to OT without being
sufficiently trained, and giving as an excuse that, well, they're just
keeping their ruds in. If those Solo NOTs auditors knew what was ahead of
them up the line they sure would not be monkeying with that.
The plain truth of it is, if anybody is really going to make it to OT
he has to know how to audit. That's the long and short of it.
You wouldn't put yourself and your case in the hands of an untrained
or poorly trained auditor, would you?
You owe yourself the best auditor in the world on Solo, and that is
you.
So get trained.
L. RON HUBBARD
FOUNDER
LRH:rm:lw
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=13/10/82
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C/S Series 116
ETHICS AND THE C/S
Remimeo
All C/Ses
All Auditors
Ethics Officers
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 13 OCTOBER 1982
Remimeo
All C/Ses
All Auditors
Ethics Officers
C/S Series 116
ETHICS AND THE C/S
(Ref: HCO PL 18 Jun 68 ETHICS
HCO PL 17 Jun 65 STAFF AUDITOR ADVICES
HCO PL 1 May 65 STAFF MEMBER REPORTS
HCO PL 22 Jul 82 IMPORTANT
Corr. & Reiss. 26.8.82 KNOWLEDGE REPORTS
HCO PL 29 Apr 65 III ETHICS REVIEW
HCO PL 30 Jul 65 PRECLEAR ROUTING TO ETHICS
HCO PL 4 Jul 65 PC ROUTING REVIEW CODE
HCOB 24 Apr 72 I C/S Series 79
PTS INTERVIEWS
HCOB 29 Mar 70 AUDITING AND ETHICS
HCOB 25 Jun 70 C/S SERIES 11
HCOB 28 Oct 76 C/S Series 98
AUDITING FOLDERS,
OMISSIONS IN COMPLETENESS
B.T.B. 7 Nov 72R V Auditor Admin Series 20R
MISCELLANEOUS REPORTS
HCO PL 16 May 65 II INDICATORS OF ORGS
HCO PL 7 May 69 POLICIES ON "SOURCES OF TROUBLE"
HCO PL 16 Oct 67 Admin Know-How #16
SUPPRESSIVES, AND THE ADMINISTRATOR
HOW TO DETECT SPs AS AN ADMINISTRATOR
HCO PL 23 Feb 78 BOARD OF REVIEW)
It has just been brought to my attention that over the last few years
a C/S had been advising staffs that C/S approval was required before
somebody could be handled in Ethics!
(The real problem he was solving was that he had an out-ethics
situation of his own going on and didn't want an Ethics Officer anywhere
around. He has since been removed from post.)
The above was not known at the time C/S Series 115 was written and
it's possible some people could use HCOB C/S Series 115 to inadvertently or
otherwise deny needed ethics actions on a person.
Technically, it is very proper indeed to get a C/S okay before
somebody meddles with a case, regardless of the circumstances. But let's
put this into a proper framework: if some pc is standing over a body with
a smoking gun in his hand it certainly does not require a C/S okay to take
him to jail!
HCOB 28 Sep 82, C/S Series 115 does not specifically state that C/S
okay is required before someone can get ethics handling, but people could
alter-is it and say, "See, this person has an out-ethics situation but he
can't be sent to Ethics because he is on the Grade Chart."
HCOB 13.10.82 - 2 -
HANDLING PC ETHICS
To handle pc ethics, a C/S must, first of all, have data.
He must ensure that the various reports and worksheets, such as for
Cramming or Word Clearing or Product Debug actions, do get filed in pcs'
folders, as such reports often alert the C/S to existing ethics situations.
(Ref: HCO PL 28 Oct 76, C/S Series 98, AUDITING FOLDERS, OMISSIONS IN
COMPLETENESS, and BTB 7 Nov 72R, Issue V, Auditor Admin Series 20R,
MISCELLANEOUS REPORTS.)
For example, the C/S sees a report that the pc has an unhandled PTS
situation. He would have the pc routed to Ethics via Review. (Ref: HCO
PL 29 Apr 65, Issue III, ETHICS REVIEW and HCO PL 4 Jul 65, PC ROUTING
REVIEW CODE.)
Once the pc's ethics handling in complete, he's returned jack to
auditing lines via Review, and copies of any Ethics interview must be filed
in his pc folder.
When ethics action on a pc is originated by a terminal other than
the C/S (a lower condition, Court of Ethics or Comm Ev), the D of P should
be advised and make note of this in the pc's folder. The pc's auditing is
then suspended until the action is complete. (Ref: HCO PL 29 Mar 70,
AUDITING AND ETHICS.)
When the pc is off auditing for any of these handlings there must be a
tight liaison maintained with Ethics and/or Review (via the D of P) to
ensure pcs aren't lost off lines or kept waiting interminably for handling.
Where any auditing handling such as a Confessional, etc., is
recommended by a Court or Comm Ev, C/S okay must of course be obtained and
the C/S would oversee the action from his hat.
PC PROGRAMS AND ETHICS
There is a difference between a program-which is a general plan for
the case-and the day-to-day C/Sing which, of course, is gauged to keep the
program going forward.
Thus it is often found that additional steps have to be added to a
program to handle outnesses as they turn up, without violating the program
itself.
Example: One pc had gotten into ethics trouble and was given a repair
program to unsnarl him, the first step of which was to get up through the
conditions which he was already on. He got hung up at Doubt, couldn't get
through it and virtually went off post. Step one of the program was then
unbugged by pointing out that the Doubt would either be false data or
PTSness. The PTS condition was then found and, by report, the pc was then
able to get up through the conditions.
Thus the program discovered an earlier tech outness: a PTS pc was
being audited on grades. Because of this an additional step had to be
added to the program, Step 1A to get the PTSness handled. With that
resolved the remainder of the program could be continued.
That is an example of a program in action which is unsnarling the
case, but it requires considerable alertness. From it it can be seen that
C/Ses are necessary and valuable on an ethics line, but they must know what
they're doing.
HCOB 13.10.82 - 3 -
HOW MUCH ETHICS IS CORRECT?
There is (or can appear to be) a conflict of targets between a C/S and
an Ethics Officer. An Ethics Officer is trying to get in discipline and a
C/S is trying to improve a case. But it is true that an out-ethics pc does
not make case gain.
So one could say that one measures the amount of ethics which must go
in to satisfy the viewpoint of the Ethics Officer who is charged with
maintaining discipline and to still keep in Rule 4 of HCOB C/S Series 115
to C/S the pc for his own case gain.
In normal operating practice, the way I handle ethics in relationship
to C/Sing is to:
1. Take the ethics actions necessary for the benefit of discipline in the
group, and when this has been done:
2. Salvage the being independently of the organizational requirements.
So I would say that a C/S must not forbid ethics actions but that he
follows Steps 1 and 2 above, in that sequence. For it is very certain that
tech won't go in unless ethics is in.
Thus the two viewpoints (Ethics Officer and C/S) are maintained.
HCO BOARD OF REVIEW
As the pendulum can swing too far in either direction (too much or too
little ethics), there is a third port of call in this scene. That is the
HCO Board of Review action.
The HCO Board of Review exists in Department 21. In an org, the Board
is convened by any LRH Comm or KOT who appoints a Chairman and two other
members.
Its function is to look into injustices or technically incorrect
findings and cancel any miscarriage of justice or incorrect handlings.
(Ref: HCO PL 23 Feb 78, BOARD OF REVIEW.)
A properly established HCO Board of Review is obviously necessary as a
point of recourse to keep some sanity in between the ethics actions and the
C/Sing.
SUMMARY
The data in this HCOB and in the references listed at the beginning
should resolve any conflict between a C/S and Ethics and prevent a majority
of pendulum-swings from occurring.
The basic datum upon which all of these references are founded is just
this: TECH WILL NOT GO IN WHEN ETHICS IS OUT.
As a note, with mis-use of this datum it can also go to total ethics,
no tech! In one org, many years ago, the C/Ses and auditors handily got
rid of all the evidence of their out-tech and their inactivity and put
themselves on a long loaf by simply sending every pc that came on the lines
over to the Ethics Officer. The pcs, unhandled, then moved out of the org
and no cases were finished at all.
So there can be abuses both ways in case handling and ethics. Ethics
can be over-used or it can be not used at all when needed. A C/S has
simply got to know his stuff and steer a sane path on the subject.
HCOB 13.10.82 - 4 -
It is the correct ethics and the correct tech action used in the
correct amounts, that result in winning pcs.
L. RON HUBBARD
FOUNDER
LRH:dr
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=28/9/82
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
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C/S Series 115
MIXING RUNDOWNS & REPAIRS
Remimeo
All C/Ses
All Auditors
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 28 SEPTEMBER 1982
Remimeo
All C/Ses
All Auditors
C/S Series 115
MIXING RUNDOWNS & REPAIRS
(REF: HCOB 6 Mar 74 INTROSPECTION RD, SECOND ADDITION
INFORMATION TO C/SES (Section: "Integrity")
HCOB 3 Jun 71 II C/S Series 42 C/S RULES
HCOB 20 Nov 73 II C/S Series 89
F/N WHAT YOU ASK OR PROGRAM
HCOB 26 May 71 C/S Series 38
TRS COURSE AND AUDITING MIXING MAJOR ACTIONS
HCOB 20 Jun 71 C/S Series 47
THE SUPREME TEST OF A C/S
HCOB 4 Aug 71R POST PURPOSE CLEARING
Rev. 26.11.74
HCOB 17 Dec 81 POST PURPOSE CLEARING REVIVED
HCOB 20 Dec 71 C/S Series 72
Reiss. 27.9.77 USE OF CORRECTION LISTS
HCOB 16 Jun 70 C/S Series 6
WHAT THE C/S IS DOING (Section: "C/S Purpose")
HCOB 8 Aug 71 C/S Series 55
THE IVORY TOWER
DIANETICS: THE MODERN SCIENCE OF MENTAL HEALTH
Book Three, Chapter III, The Auditor's Role
SCIENTOLOGY 0-8, THE BOOK OF BASICS
Book One, Chapter 3, Consideration and Mechanics.)
WHEN C/SING A RUNDOWN ONE C/SES THAT RUNDOWN, NOT A MIXTURE OF
DIFFERENT
RUNDOWNS. EACH RUNDOWN IS ITSELF AND NO OTHER, AND EACH RUNDOWN HAS ITS
OWN
REPAIR.
To do otherwise is violent and actionable out-tech.
EXAMPLES OF MIXED RUNDOWNS AND REPAIRS
Recently one particular (now removed) C/S was found to have an
"anything goes" pattern of C/Sing and programming cases. This C/S mixed
rundowns one with another into hash and did not do the standard rundown or
repair it standardly as its own rundown.
Example: A case was being run on Post Purpose Clearing and got up
through the L&N step. The C/S decided something was wrong with the purpose
that had been listed and ordered an Expanded Dianetics action on it. The
result was an evaluated-for and caved in pc. PPC is just PPC, it is not
mixed with other rundowns.
Example: A Pre-OT on the level of Solo III was solo auditing as per
the
directions given in the OT III materials. At one point the Pre-OT ran into
some BPC. Instead of C/Sing for the repair list for that level, the C/S
took
parts of another rundown (Audited NOTs) and wrote out C/S instructions for
the
solo auditor to run solo, as part of OT III. Before this was caught by
another
HCOB 28.9.82 - 2 -
C/S and handled the Pre-OT had dome a number of attempted solo sessions and
gotten her case into quite a snarl. OT III and New OT V (Audited NOTs) are
two entirely separate rundowns and must not be mish-mashed together.
Example. A Pre-OT was left incomplete on a NOTs Drug RD and put
onto the HRD. Then, with the HRD only half done, was put onto a rundown of
HC lists "on your marriage", and then put onto yet another action.
Needless to say, the end product of these mixed rundowns was a totally and
utterly messed-up case.
Example (taken from earlier C/S errors): A pc was C/Sed for Book
One
Dianetics, was audited halfway down a chain and was left there. Then,
because
he was upset, was C/Sed to be "repaired" by flying Scientology ruds instead
of
a Dianetics Repair prepared
Example: A pc on Grade IV was given a wrong item, got upset, was
"repaired" with an O/W session! And blew.
Example: A pc was started on NED and, with it incomplete, was begun
on Scientology Grades. Then, with Grade 0 incomplete, was C/Sed to begin
Book One auditing, and when this bogged was "repaired" with an L&N prepared
list!
The result in all these cases was a thoroughly snarled up case. It
required expert C/Sing and auditing to handle and can cause a lot of
trouble (including for the C/S found doing it).
Mixing rundowns or repairs for rundowns as in the above examples is
out-tech of a very serious nature and must not be done. It is the job of
the C/S to make sure it doesn't happen and handle it when he finds other
doing it.
CORRECT C/SING
The right way to go about C/Sing is:
1. Ensure the pc is set up for rundown "X".
2. C/S the pc standardly through rundown "X".
3. If trouble, repair the pc using the repair action or repair list
designated for rundown "X".
4. Get rundown "X" completed to its full EP and attested.
Then you can C/S the case for rundown "Y" or rundown "Z" or whatever
the
next grade or level on the Grade Chart is that pc's next step.
When you find a case where "C/Sing" has not followed the proper Grade
Chart or the case has been snarled up with each rundown interrupted with
something else or wrong repairs used, the following is the proper
procedure:
A. Go back in the folder to find where the case was doing well.
(Or spot it on a meter with dating and get the data that why if folders are
unavailable or suspected false.)
B. Plot out the rundowns run but incomplete.
C. Spot the wrong prepared lists that were used to "repair".
D. Program the case to:
i) Complete each action in sequence of incompletes OR use the
correct prepared list to repair it.
HCOB 28.9.82 - 3 -
ii) Get the case back onto an Advance Program that follows the
Grade Chart.
CRAMS, PPC AND CONFESSIONALS
It would be thought that, by this, no one could ever cram a person or
do a PPC or require a confessional.
There is a dicey point here. If a case cannot be crammed or Post
Purpose Cleared or have a current withhold pulled while he is on a rundown,
then no one could be hatted or corrected or gotten back if blown.
This is why it is mandatory to get a C/S okay to cram or PPC or pull
O/Ws on a pc.
The safe rules for giving a C/S okay are as follows:
RULE ONE: DO NOT do or permit a cram or PPC or Qual Why Finding on a
pc who is NOT at a rest point or win on an RD. Get the pc to a rest point
or win on his current RD before these are done.
RULE TWO: ALWAYS require ruds be flown before a cram or PPC.
RULE THREE: ALWAYS use only the repair actions or prepared lists for
the RD the pc is ON, not some other "repair" action for some other RD or
some action that is squirrel tech.
RULE FOUR: ALWAYS C/S the pc for his own gain, not for any other
purpose. The purpose of auditing is to help the pc, not to remedy social
or organizational ills. If this is followed, those same ills vanish. If
this is not followed, the ills multiply.
The purpose of auditing is to help the pc become more able as a being and
has no part of discipline or "getting even".
RULE FIVE: It is the C/S who C/Ses the case, NOT the pc or his or
her spouse or the Ethics Officer or some senior.
RULE SIX: All cramming, PPCing, withhold pulling and even coffee
shop auditing must be part of the pc's auditing folder.
RULE SEVEN: Get the pc on the Grade Chart and keep him progressing
up it smoothly, repairing what he is on with what was designed and intended
to repair it and not with something else.
RULE EIGHT: C/Sing and auditing are very straightforward procedures,
well laid out. If no one in the near infinity of years behind us in this
universe came up with a precise and double system to unsnarl a being-and
they didn't-the auditor in the chair and the C/S are not going to find any
new and wonderfuls off the cuff. Or any "different" cases or pcs either.
RULE NINE: C/Sing and auditing are a straight silver path to a
golden future for the pc. It is there to be followed step by step with
standard tech and all side trips lead only into grief and thorns.
RULE TEN: All C/Ses and Auditors are trusted beings. They earn that
trust by being very standard. When they depart from standard tech, when
they mix up RDs or repairs, they betray that trust, the pc and themselves
and block the way to a better being and far better universe.
RULE ELEVEN: Standard, straight tech will get the pc there every
time.
It is only auditors and C/Ses who fail and they fail only when they don't
apply completely available, fully published
HCOB 28.9.82 - 4 -
standard tech. So don't scatter around on the Grade Chart or mix RDs or
use
wrong repairs, and handle the hell out of it when you find another has done
it. And when you find it, report it swiftly to the Senior C/S Int and the
new Inspector General N/W via Flag. Standard Dianetics and Scientology
tech has never been known to harm anyone. Pretending to apply it when
not doing so is applying something else and falsely calling it Dianetics
and Scientology. Thus non-standard actions become a violation, not only of
trust but of trademark and copyright law and can be actionable.
RULE TWELVE: You are safe and secure doing standard tech.
L. RON HUBBARD
FOUNDER
Data collected by
Cmdr R. Mithoff
Snr C/S Int
Adopted by
CHURCH OF SCIENTOLOGY
INTERNATIONAL
P.S. What happened to the "C/Ses" and "Auditors" who did the above
examples?
Don't ask! This is a bulletin not a horror movie!
CSI:LRH:RM:dr/iw
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Data collected by
Cmdr R. Mithoff
Snr C/S Int
Adopted by
CHURCH OF SCIENTOLOGY
INTERNATIONAL
[?]
Type = 11
iDate=26/8/82
Volnum=0
Issue=0
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rDate=0/0/0
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aDate=0/0/0
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PAIN AND SEX
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 26 AUGUST 1982
Remimeo
PAIN AND SEX
(NOTE. This HCOB probably won't increase my popularity but would be
very remiss if I did not pass on an important discovery.)
There are two items in this universe that cause more trouble than many
others combined.
One is PAIN.
The other is SEX.
One should know more about these things.
They may have applications but they are used by destructive beings in
great volume to cave others in.
Despite the false data of Freud, psychologists, psychiatrists and
other criminals, they are not native to a being. They are only artificial
wave lengths. They have exact frequencies that can be manufactured. A
being or a machine can synthesize either one.
Pain becomes a lock on a being's abhorrence for misalignment of his
own electrical flows. It is a lock upon unconsciousness which shuts off
knowingness.
Sex is a lock on and perversion of the "joy of creation" which
involves a whole being and expands him, but by using just one wave length,
sex, this can be perverted and he contracts.
When pain enters a scene a being withdraws, contracts and can go
unconscious.
When sex enters the scene a being fixates and loses power.
Destructive creatures who do not want people big or reaching-since
they are terrified of punishment due to their crimes-invented pain and sex
to shrink people and cut their alertness, knowingness, power and reach.
Thus you see people who are "experiencing" either pain or sex
introverting and not producing much.
Pain and sex were the INVENTED tools of degradation.
Believe it or not, a being can be so overwhelmed by either, that he or
she becomes an addict of it. Priests become flagellants and cut themselves
to
pieces with self-whipping. Torturers drool over pain. Lovers are very
seldom
happy. People do the most irrational things when overcharged with sex
and
prostitutes use it as a knowing stock-in-trade. Combined, pain and sex
make up the insane Jack-The-Rippers (who killed only prostitutes) and the
whole strange body of sex-murder freaks, including Hinckley, and the
devotees of late night horror movies. Under the false data of the psychs
(who have been on the track a long time and are the sole cause of decline
in this universe) both pain and sex are gaining ground in this society and,
coupled with robbery which is a hooded companion of both, may very soon
make the land a true jungle of crime.
HCOB 26.8.82 - 2 -
Go into an asylum or a prison and look at the increasing institutional
population and know what you are looking at. In the main, there are pain
and
sex addicts, decadent and degraded and no longer capable. They were sent
on
that route down through the ages by the psychs and here they are still in
the
psych's hands! And do they get well or go straight? Oh no. Whether in
prisons or insane asylums they just get worse. And the psychs in both
places
rub their bloodied hands as they turn their products loose again upon the
remaining population! It's no accident. And the stocks-in-trade of psychs
are PAIN and SEX. They will even tell you it's "natural" to steal!
To compound their felony-if that is possible-they tell you it's the
body doing it. Another crashing big false datum on top of all their other
lies.
These are data which emerged from recent thorough research of the whole
track. This is not theory or some strange opinion. It is provable
electronic
fact. The waves are just synthesized.
They are the most used tools in the campaign against beings in
furthering the general goal of those creatures whose sole ambition is
destruction. The universe does not happen to be either destructive or
chaotic except as such obsessed creeps make it. Statements it is otherwise
are just more false data from the same suspect "authorities". It fits
their purposes to make seem natural what they make artificially. The
universe only seems that way to a being because such loathsome psychotics
make it seem so. They destroyed every great civilization to date and are
hard at work on this one. The one thing they can't stand is the light of
truth so, despite their objections, one must turn it on them. Only in its
glare do their lies wither. It is the potent weapon they can't fend off.
These facts may not be very palatable. But they could clean up some
mysteries for you.
For wherever there is a mystery (and both pain and sex have been these
for Man) there are answers. As both pain and sex could have messed up your
life, the above may be some answers you've been looking for.
L. RON HUBBARD
FOUNDER
LRH:dr
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=25/8/82
Volnum=0
Issue=0
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Art Series 10
THE JOY OF CREATING
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 25 AUGUST 1982
Remimeo
Art Series 10
THE JOY OF CREATING
Force yourself to smile and you'll soon stop frowning.
Force yourself to laugh and you'll soon find something to laugh about.
Wax enthusiastic and you'll very soon feel so.
A being causes his own feelings.
The greatest joy there is in life is creating.
Splurge on it!
L. RON HUBBARD
FOUNDER
LRH:dr
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=10/8/82
Volnum=0
Issue=0
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rDate=0/0/0
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OT MAXIMS
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 10 AUGUST 1982
OT MAXIMS
For some time now I've been engaged on a path of OT research,
resulting in the new OT Levels and which will result in never before
dreamed of states of being for Thetans.
These new OT Levels and others to follow will advance a Thetan to
levels he hasn't even imagined for eons.
And hear this! In order to help you along the road to OT, I'm going
to release the following OT data that you can use to pull up your theta
bootstraps and get along up the road.
These are OT Maxims! Know them well!!
THE POWER (defined as light-year kilo-tons per microsecond) OF A
THETAN IS MEASURED BY NOTHING ELSE THAN THE DISTANCE (defined as spherical
spatial length) AROUND HIM IN HIS ENVIRONMENT THAT HE CAN CONTROL.
And that is the power of a thetan; the totality of it, believe it or
not.
WHEN A THETAN EXERTS THIS POWER UNCLEVERLY, HE BRINGS ABOUT
DESTRUCTION.
And thus you get a Fascist State that destroys itself. It's got the
control but not good sense.
And so that is where good sense and judgement enter in.
WHEN GOOD SENSE AND GOOD JUDGEMENT ARE NOT ADDED INTO CONTROL, CONTROL
GETS A BAD NAME.
And that is where you get the idea that people shouldn't control.
A WAY TO IMPROVE YOUR CONTROL OR ANOTHER'S IS TO DO IT ON A GRADIENT.
If a thetan is having trouble controlling things, get him to control
things on a gradient and he'll snap right out of it.
DEFINITIONS
GOOD CONTROL: Harmonious alignment.
BAD CONTROL: Disharmonious alignment.
And by the way, you have art here, too:
WAR: Bad control having to be exerted because good control wasn't
exerted. And this also defines destruction.
HCOB 10.8.82 - 2 -
So there you are! Use these maxims well. Our future depends on
it:
L. RON HUBBARD
FOUNDER
LRH:gal
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=11/7/82
Volnum=0
Issue=1
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
QUESTIONABLE AUDITING REPAIR LIST
Remimeo
All Auditors
All C/Ses
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 11 JULY 1982
Remimeo ISSUE I
All Auditors
All C/Ses
QUESTIONABLE AUDITING REPAIR LIST
Ref: HCOB 8 Mar 62 THE BAD AUDITOR
HCOB 15 Mar 62 SUPPRESSORS
HCOB 26 Oct 76 AUDITING REPORTS
Issue I FALSIFYING OF
This list is for use in cleaning up pcs who have been audited by a
questionable auditor. Often a questionable auditor or SP falsifies the
worksheets and thus errors made in the session would not necessarily be
visible in the pc's folder.
If a pc has been found to have been audited by a questionable auditor
or by an SP, that auditing should be FESed and any needed repair actions
done. Additionally the C/S can order this prepared list assessed on the pc
to detect hidden errors in the auditing.
This prepared list would ordinarily be done Method 5.
This assessment may be prefixed by the line "IN YOUR AUDITING WITH
_______ (Name of auditor) ....." or used without the prefix.
1. WERE YOU GIVEN A WRONG ITEM? _______
(Repair the list with L4BRA.)
2. WERE YOU GIVEN SOMEBODY ELSE'S ITEM? _______
(Handle as in 1.)
3. WERE YOU GIVEN A WRONG INDICATION? _______
(Handle as in 1.)
4. DID YOU EVER THINK IT WAS ONE THING WHEN THE AUDITOR SAID IT WAS
ANOTHER? _______
(Indicate the BPC and 2WC E/S to F/N.)
5. WERE YOU AUDITED OVER AN ARC BREAK? _______
(Fly the ARC break.)
6. WERE YOU AUDITED OVER A PRESENT TIME PROBLEM? _______
(Fly the PTP.)
7. WERE YOU AUDITED OVER A WITHHOLD? _______
(Pull the W/H.)
8. WERE YOU PERSUADED TO GET THE SAME WITHHOLD OFF MORE THAN ONCE?
_______
(Usually comes from a false or protest read so find out which
it was. E/S to find if pc had same thing happen before.
Indicate to pc it did erase-for pcs, when this happens think
they cannot erase.)
HCOB 11.7.82 I - 2 -
9. DID YOU AND AUDITOR AGREE IN ANY WAY NOT TO PUT SOMETHING DOWN ON
THE WORKSHEET? _______
(Get it fully and enter it on current worksheet.)
10. DID AUDITOR PUT SOMETHING ON WORKSHEET YOU DIDN'T WANT? _______
(Find out if there is any false entry on worksheet.)
11. WERE YOU THREATENED WITH BLACKMAIL? _______
(Handle.)
12. DID YOU FEEL YOU WERE RUNNING THE SESSION? _______
(2WC E/S to F/N.)
13. WAS THERE SOME KIND OF MYSTERY? _______
(2WC E/S to F/N.)
14. DID THE AUDITOR EVALUATE FOR YOU? _______
(2WC E/S to F/N.)
15. DID THE AUDITOR TELL YOU WHAT YOU SHOULD THINK ABOUT YOUR CASE?
_______
(2WC E/S to F/N.)
16. WAS THERE ANY INVALIDATION OF YOUR CASE OR GAINS? _______
(2WC E/S to F/N.)
17. DID THE AUDITOR GIVE YOU A PROBLEM? _______
(2WC E/S to F/N.)
18. WAS THE AUDITOR CHATTERING AT YOU? _______
(2WC E/S to F/N.)
19. WERE YOU DISTRACTED BY THE AUDITOR? _______
(2WC E/S to F/N.)
20. WAS YOUR COMMUNICATION CHOPPED? _______
(2WC E/S to F/N.)
21. DID THE AUDITOR GET ANGRY AT YOU? _______
(If this happened indicate it is illegal to do so. 2WC E/S to F/N.
Clean up any ARC Break.)
22. WERE ORIGINATIONS IGNORED? _______
(2WC E/S to F/N.)
23. WERE THERE AUDITOR'S CODE VIOLATIONS? _______
(2WC E/S to F/N.)
24. WERE YOU TOLD SOMETHING READ WHEN YOU DIDN'T SEE HOW IT
COULD HAVE? _______
(Get what, indicate it was a false read. ITSA E/S to F/N.)
25. WERE YOU TOLD THAT SOMETHING DIDN'T READ ON THE METER WHEN YOU
FELT IT SHOULD HAVE? _______ (2WC E/S
to F/N.) (Note for C/S.)
26. DID YOU FEEL AN F/N SHOULD NOT HAVE BEEN INDICATED WHEN IT WAS?
_______
(Find the point and get in Suppress on it and complete the action.
Check "Are there any other F/N, which should not have been indicated by the
auditor when they were?" and handle as above. Then find and run the ARC
Breaks bypassed, with ARC Break handling.)
HCOB 11.7.82 I - 3 -
27. WAS AN F/N OR RELEASE POINT BYPASSED? _______
(Find and Rehab the overrun of the release point to F/N. Check
for any other bypassed F/Ns and rehab them.)
28. WERE YOU PREVENTED FROM GETTING OFF A WITHHOLD? _______
(Indicate the BPC, then pull the W/H.)
29. WAS AN OVERT OR WITHHOLD NOT ACCEPTED? _______
(Get what, get off any protest and inval and clean it up E/S to F/N.)
30. DID THE AUDITOR TRY TO PULL A WITHHOLD THAT YOU DIDN'T HAVE? _______
(Indicate if so. 2WC E/S to F/N.)
31. DID YOU FEEL GUILTY AFTER HAVING GOTTEN OFF A W/H? _______
(Get what. Get off any protest and inval and clean it up E/S to
F/N.)
32. WERE YOU MADE TO WITHHOLD SOMETHING? _______
(Indicate. Then clean up the W/H E/S to F/N.)
33. WERE YOU MADE WRONG FOR SOMETHING YOU SAID? _______
(2WC E/S to F/N. Clean up any ARC Break to F/N.)
34. DID THE AUDITOR TRY TO DOMINATE YOU? _______
(2WC E/S to F/N.)
35. DID YOU GO PTS TO THE AUDITOR? _______
(Indicate. 2WC to F/N. Note for C/S for further handling.)
36. WERE YOU RUN ON SOMETHING THAT WAS ACTUALLY PART OF THE AUDITOR'S
CASE? _______ (2WC E/S to
F/N.)
37. DID THE AUDITOR TALK TO YOU ABOUT HIS/HER OWN CASE OR PROBLEMS?
_______
(2WC E/S to F/N.)
38. DID YOU EVER HAVE THE IMPRESSION THAT THINGS YOU'D SAID IN
SESSION HADN'T BEEN REPORTED TO THE C/S? _______
(2WC E/S to F/N.)
39. DID THE AUDITOR FAIL TO DO A NEEDED REPAIR? _______
(2WC E/S to F/N.) (Note for C/S.)
40. WERE YOU GIVEN UNNECESSARY REPAIRS? _______
(Indicate. 2WC E/S to F/N.)
41. WERE YOU FORCED TO RUN SOMETHING OVER PROTEST? _______
(Indicate. 2WC E/S to F/N.)
42. DID YOU EVER FEEL THAT THE AUDITOR HAD SOME OTHER MOTIVE THAN TO
HELP YOU? _______ (2WC E/S to
F/N.)
43. WERE THERE FLUBBED COMMANDS OR OTHER TECH VIOLATIONS? _______
(2WC E/S to F/N.)
44. WERE YOU PREVENTED FROM EXECUTING AN AUDITING COMMAND? _______
(2WC E/S to F/N.) (Note for C/S.)
HCOB 11.7.82 I - 4 -
45. WAS A PROCESS LEFT UNFLAT? _______
(Get in suppress on it and complete the action.)
46. DID THE AUDITOR SYMPATHIZE WITH YOU INSTEAD OF BEING EFFECTIVE?
_______
(2WC E/S to F/N. If an action left unflat, get in suppress on it and
complete the action.)
47. DID THE AUDITOR RABBIT? _______
(Handle as in 46.)
48. WERE YOU PERMITTED TO END PROCESSES OR SESSIONS ON YOUR OWN
VOLITION? _______ (Handle as
in 46.)
49. DID YOU COMMIT ANY OVERTS ON (name of auditor) OR THE AUDITOR? _______
(Pull the overts.)
50. DID YOU GO INTO AGREEMENT WITH THE AUDITOR ABOUT SOMETHING? _______
(2WC E/S to F/N.)
L. RON HUBBARD
FOUNDER
as assisted by
Senior C/S FLB
LRH:MM:gal
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
as assisted by
Senior C/S FLB
[?]
Type = 11
iDate=11/7/82
Volnum=0
Issue=2
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
QUESTIONABLE AUDITING
C/Ses
Auditors
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 11 JULY 1982
C/Ses ISSUE II
Auditors
QUESTIONABLE AUDITING
Every once in a while a C/S finds himself in the position where he's
had an auditor of questionable reputation on his lines, and he is now faced
with the task of cleaning up pcs audited by that auditor and ensuring there
are no hidden errors on pcs he has audited. HCOB 11 July 82 Issue I
QUESTIONABLE AUDITING REPAIR LIST was written for this purpose, but there
is an additional handling that should be done as well.
The handling is as follows:
A. Explain the Auditor's Code (R-factor).
B. Ask the pc if any of the following were violated in any way by
the auditor (or any auditor).
C. Read to the pc (on a meter) the Auditor's Code line by line.
Clear up all reads.
This will of course detect and clear up code breaks on pcs and get them
back in the correct frame of mind about being audited.
Very few auditors, of course, get into the situation described above.
And of this we can all be proud. But for those who have strayed we have
these tools to remedy the matter.
I hope they are of some help to you.
L. RON HUBBARD
FOUNDER
as assisted by
Mike Eldredge
Commodore's Messenger
LRH:ME:gal
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
as assisted by
Mike Eldredge
Commodore's Messenger
[?]
Type = 11
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OT LEVELS
BPI
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 10 MAY 1982
BPI
OT LEVELS
Psychotics deal with doing people in. Their whole mission in life is
destruction.
They inveigh against lower level gains and seek to discredit them
since these run contrary to their aberrated purpose.
But when it gets to Clears and OT levels, psychos go berzerk!
They are, it happens, terrified of punishment for their own crimes.
The thought of someone being sensible or powerful enough to punish
them (the way they would do) is more than they can stand.
You can, with the utmost certainty, identify a criminal psychotic by
the way he vilifies or degrades or seeks to stop Clears and OTs from coming
into existence.
It is lost on him that immorality and crime in others stem from the
very things he is doing to them.
So look well at psychs and anti-religious campaigners. They are
speaking from their own blackened souls, and they speak from terror.
That people when they grow saner are less inclined to vengeance is an
argument they cannot assimilate. They know if they had the power to
torture and kill everyone they would do so.
Thus the psychs with their rantings and electric shocks wear their
own brand clearly marked on them by their own conduct in life.
Recognize them for what they are: psychotic criminals-and handle them
accordingly.
Don't let them stop Man from going free.
L. RON HUBBARD
FOUNDER
LRH:bk
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=6/5/82
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THE CAUSE OF CRIME
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 6 MAY 1982
Remimeo
THE CAUSE OF CRIME
They say poverty makes crime. They say if one improved education
there would be less crime. They say if one cured the lot of the
underprivileged one would have solved crime.
All these "remedies" have proven blatantly false.
In very poor countries there is little crime. The "improving"
education, it was tailored to "social reform," not teaching skills. And it
is a total failure. The fact that rewarding the underprivileged has simply
wrecked schools and neighborhoods and cost billions is missing.
So who is "they"? The psychologist and psychiatrist of course.
These were their crackpot remedies for crime. And it's wrecked a
civilization.
So what IS the cause of crime? The treatment of course!
Electric shocks, behavior modification, abuse of the soul. These are the
causes of crime. There would be no criminals at all if the psychs had not
begun to oppress beings into vengeance against society.
There's only one remedy for crime-get rid of the psychs! They are
causing it!
Ah yes, it's true on cases and cases of research on criminals. And
what's it all go back to? The psychs!
Their brutality and heartlessness is renowned.
The data is rolling in. Any more you pick up off a criminal or
anyone, send it in.
On crime we have an epidemic running on this planet. The wrong
causes psychs assign for crime plus their own "treatments" make them a
deadly virus.
The psychs should not be let to get away with "treatment" which
amounts to criminal acts, mayhem and murder. They are not above the law.
In fact there are no lairs at all which protect them for what sane society
would sanction crime against its citizens even as science? They should be
handled like any other criminals. They are at best dramatizing psychotics
and dangerous, but more dangerous to society at large than the psychotics
they keep in their offices and looney bins because they lie and are
treacherous. Why the government funds them I do not know. They are the
last ones that should be let loose to handle children.
L. RON HUBBARD
FOUNDER
LRH:bk
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=8/5/82
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OP PRO BY DUP-END PHENOMENA
Remimeo
Tech
Qual
Level 1 Cksheet
SRD TRs & Co-Audit
Cksheet
HQS Cksheet
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 8 MAY 1982
Remimeo
Tech
Qual
Level 1 Cksheet
SRD TRs & Co-Audit
Cksheet
HQS Cksheet
OP PRO BY DUP-END PHENOMENA
The following quote is from my comments to the C/S on a session of
Opening Procedure by Duplication:
"This is the first time I have seen Op Pro by Dup stressed as the Ext
[Exteriorization] process. Pcs Ext on many, many processes. The reason Op
Pro by Dup has an EP of Ext is because we did not have Int-Ext* then and
had to end it off on the first Ext."
"In the presence of heavy overts ... it is possible the pc won't Ext
on it [Op Pro by Dup]."
A, B and C below are possible EPs for Op Pro by Dup. The definitions
given can be found in the Dianetics and Scientology Technical Dictionary,
unless otherwise noted.
A. Flattened comm lags and no more change on the process (per
Professional
Auditor's Bulletin 48).
FLAT PROCESS:
1. A process is continued as long as it produces change and no
longer,
at which time the process is flat.
2. A question is flat when the communication lag has been similar
for
three successive questions. Now that's a flat question. The comm
lag might be five seconds, five seconds and five seconds. We would still
say with some justice that the question lag was flat. However, the process
lag would not be flat until the actual normal exchange lag was present.
The question would no longer influence the communication factors of the
preclear when the process was flat.
B. A real big win with F/N, Cog, VGIs and ability regained.
BIG WIN, F/N dial-wide, Cog, VGIs (from HCOB 8 Oct 70 C/S Series 20,
KSW
Series 19, PERSISTENT F/N).
COG (Cognition), a pc origination indicating he has "Come to
realize."
It's a "What do you know, I ... " statement. Something a pc suddenly
understands or feels. "Well what do you know about that?"
ABILITY GAIN, pc's recognition that pc can now do things he couldn't
do
before (from HCOB 28 Feb 59 ANALYSIS OF CASES). Compare to ability
regained.
C. Exterior with an F/N, Cog, VGIs (per THE PHOENIX LECTURES,
page 246).
EXTERIOR, the fellow would just move out, away from the body and
be
aware of himself as independent of a body but still able to
control
and handle a body.
*Int-Ext-Int-Ext Rundown, or Interiorization-Exteriorization Rundown (also
known as Interiorization or Int Rundown): A remedy designed to permit the
pc to be further audited after he has gone exterior.
HCOB 8.5.82 - 2 -
If A, B or C occurs, it shows the pc has been released on the
process, and the process should be ended at that point.
Nothing in this HCOB should be used to quickie Op Pro by Dun.
L. RON HUBBARD
FOUNDER
Assisted by
Mission Issues
Revision I/C
LRH:SW:bk
Copyright $c 1974, 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Mission Issues
Revision I/C
[?]
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THE CRIMINAL MIND AND THE PSYCHS
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 26 APRIL 1982
Remimeo
THE CRIMINAL MIND AND THE PSYCHS
It has often been noted (and reported routinely in the papers) that
criminals "treated" by psychologists and psychiatrists go out and commit
crimes.
It could be suspected that these "practitioners" used Pain Drug
Hypnosis and other means (under the guise of treatment) to induce the
criminal to go out and commit more crimes. And possibly they do.
But I have just made a discovery that sheds some light on this scene.
Morality and good conduct are sensible. That is the theme of "The Way
To Happiness." It follows (and can be proven) that immorality and bad
conduct are stupid.
This bears out under further investigation. One could lay aside the
ancient Greek speculations of "Good and Bad" and go on an easier and less
contentious logic of "Bright and Stupid."
Anything that a criminal seeks to obtain can be obtained without crime
if one is bright enough. Criminals, as police can tell you, are usually
very, very stupid. The things they do and clues they leave around are
hallmarks of very low IQ. The "bright" criminal is found only in fiction.
Now and then a Hitler comes along and begins a myth that the highly
positioned are criminal -- but Hitler (and Napoleon and all their ilk) were
stupid beyond belief. Hitler destroyed himself and Germany didn't he? And
Napoleon destroyed himself and France. So not even the highly placed
criminals are bright. Had they really been bright they could have
accomplished a successful reign without crime.
The bones of old civilizations are signboards of stupidity. The jails
are bursting with people so stupid they did bad things and even those
uncleverly.
So let us look at psychs again-what they call "treatment" is a
suppression (by shocks, drugs, etc.) of the ability to think. They are not
honest enough, these psychs, being just dramatizing psychotics themselves
for the most part, to publish the fact that all their "treatments" (mayhem
really when it is not murder) make people more stupid.
These actions of shock and crazy evaluative counselling etc. lower IQ
like an express elevator going down to the basement.
They do not tell legislators this or put it in their books. This is
why they say "no one can change IQ." They are hiding the fact that they
ruin it.
So the psych in prisons is engaging in an action (shocking or
whatever) that makes people who are already criminal even stupider.
HCOB 26.4.82 - 2 -
Although they obviously tell their victims to go out and commit more
crimes (the psychoanalyst urged wives to commit adultery for instance),
they would not have to do this at all to manufacture more crime.
Their "treatments" make the criminals more stupid. The stupid commit
more crimes.
It is pretty simple, really, when you look at it.
Why does the state support psychiatrists and psychologists? Because
the state is stupid? Or does it want more citizens robbed and killed?
It's one or the other. Take your choice.
One is bright and is moral and honest and does well or one is stupid
and does badly.
The answer to crime is raising IQ. But only the Scientologist can do
that.
L. RON HUBBARD
FOUNDER
LRH:dfg
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=16/4/82
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MORE ON PTS HANDLING
Remimeo
HCO Area
Sec Hat
Dir I&R Hat
E/O Hat
MAA Hat
Tech/Qual
Ds of P
PTS Pack
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 16 APRIL 1982
Remimeo
HCO Area
Sec Hat
Dir I&R Hat
E/O Hat
MAA Hat
Tech/Qual
Ds of P
PTS Pack
(Excerpted from an LRH despatch of 10 Aug 1973. Also
note there are additional tools developed since this despatch was written
for handling PTSes, e.g. Can We Ever Be Friends cassette, Suppressed Person
Rundown, etc.)
MORE ON PTS HANDLING
Ref: HCOB 10 Aug 73 PTS HANDLING
HCOB 20 Oct 76 PTS DATA
HCOB 31 Dec 78 II OUTLINE OF PTS HANDLING
BPL 31 May 71RG PTS AND SP DETECTION, ROUTING
Re-Rev. 13.11.77 AND HANDLING CHECKSHEET
PTS is a connection to an SP. That is true. But what may be
overlooked is that persons of the middle class (which is a culture, not an
income bracket, to which belong all the puritan hypocritical mores of the
cop and the get-a-job-be-a-moderate-plugging-success) frown very terribly
on anything that the least bit tries to make a better world. The middle
class wants the world of a job and order and even hypocrisy and cops
because they are AFRAID. They hold their narrow views because any other
views may disturb their 20 year house mortgage, the store, the job. So
when someone decides to make a better world they look on him as a direct
menace even though the dull middle class world is a sort of slavery and
suicide. It is the middle class that tries the hardest to keep the down-
and-outer out and down, who go along with a cop America and hate support of
anything not their class. And nearly every PTS you have will be found one
way or another to be PTS to the middle class. As a group, not as
individuals, the middle-class parent world suppresses anything different.
So you have PTSes.
The bulk of your PTSes may very well be PTS to a class, the middle
class of which their particular SP is simply a member. Few of them realize
this or even that the middle class (bourgeoisie) ARE very suppressive to
anyone who tries to do something in the world besides support the system.
My attitude in this is that both the capitalist and communist are alike old
hat and a bore, that they've made a ruddy mess of things, exhausted the
planet and, with their senseless wars, smashed up mankind.
I have sometimes heard that less PTSes are found than are found people
with the question "Do you have problems in your environment?" reading on a
meter. I began to wonder about it. Then I heard of PTSes being simply
transferred or demoted. Now listen, these people are PTS and there must be
a total grasp on that tech. It IS a tech.
It is definitely out-tech to either (1) transfer someone who is PTS to
another area yet still keep the person on one's lines or (2) to put someone
who is PTS on a lower post, AS A MEANS OF HANDLING, as it is not handling
at all.
HCOB 16.4.82 - 2 -
The person has to handle. If he does so he will begin to get well
and
cease to have problems. The reasons he cannot handle are because he tries
to do it in the heroic fashion that is required in a disconnect. Handling
can be very, very gradient. I have seen a case where the person was simply
coached to give his parents good roads and good weather and not take up any
entheta and have seen the person pull right out of it and get well. It
doesn't have to be an explosive handling. It can be very gentle. All you
want is the person at cause and that is attained on a gradient toward the
SP.
The whole crux of PTSes is HANDLE. And the misunderstood on it is how
gently one can handle.
Many of them are caught up in the mystery of why they are snarled at
and have no conception of the Middle Class as a formidable and jealous
force that goes psychotic when it feels anyone may get away from the
treadmill and threaten their uneasy and doomed lives.
One tries to find what it is and then persuades them into handling.
That's the tech.
EVERY ONE OF THOSE PEOPLE CAN BE STRAIGHTENED OUT. EVERY ONE OF THEM
SHOULD BE.
Every one who reads on "problems in your environment" is to some
degree PTS. Most of them don't even know what the letters PTS stand for.
So there is an educational step, the PTS/SP Checksheet. It does not mean
they have been connected to ogres. It means they are suppressed by someone
or something, OFTEN FAR EXTERIOR TO THEIR PRESENT POSITION OR AREA. So
there is an educational step. The tech is in HCO PLs and HCOBs. It is
perhaps given more directly herein, as it applies to that exact scene.
So go to it. Really get a grip on it. And handle the hell out of
them yourselves.
L. RON HUBBARD
FOUNDER
Assisted by
Mission Issues Revision 2nd
LRH:BM:dr
Copyright $c 1973, 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Mission Issues Revision 2nd
[?]
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STILL NEEDLE AND CONFESSIONALS
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 13 APRIL 1982
Remimeo
STILL NEEDLE AND CONFESSIONALS
REF: HCOB 11 Apr 82 SEC-CHECKING IMPLANTS
The still needle which does not react on ordinary things it should
react on is an indicator of withholds.
This is covered in the recent HCOB of 11 April 82 SEC-CHECKING
IMPLANTS but there is more data.
The "withhold" can be partially gotten off and one can get a strange
F/N. It is strange because, while it is an F/N, it is less than normal
width and has a sort of spring on each end, as though the needle was
hitting a spring or cushion. It is not a nice flowing F/N. And if you
look close you can see it is sort of springing back. It is not flowing
clean. The F/N also tends to stop too soon, does not carry over.
It indicates the subject of the withhold or area of life is still
somewhat withheld.
When you clean the withholds up all the way on the subject or area
being sec-checked, you get a free flowing F/N.
As it is fatal to miss a withhold, realize it is also fatal to miss
part of a withhold.
Although the person is always a party to the withhold, it is not
necessarily true that he or she committed the overts being withheld. It
still registers as a still needle. And still behaves when partly clean
with that F/N.
However, the person, in all cases so found, is either the one who
committed the overts personally or was withholding for somebody else. It
won't clean up just by seeking to shift the responsibility and get off the
hook. It may even go "stiller." The is-ness of it is the is-ness of it.
This tech is new. It resulted from research I did on sec-checks with
the Mark VI E-meter. It may or may not apply to the Mark V, but the
probability is that it does. The Mark VI however is dead on with this
subject.
See a chronically still needle in answer to your questions? It tends
to indicate a withhold. See an F/N that does not flow and springs at the
end? The subject you are sec-checking is not fully clean.
Nice to know, eh?
Good hunting!
L. RON HUBBARD
FOUNDER
LRH:dr
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
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SEC-CHECKING IMPLANTS
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 11 APRIL 1982
Remimeo
SEC-CHECKING IMPLANTS
(The end of Auditors missing withholds while sec-
checking!)
An implant is an enforced command or series of commands installed in
the reactive mind below the awareness level of the individual to cause him
to react or behave in a prearranged way without his "knowing it."
There are several methods of implanting.
IMPOSED SILENCE: The simplest and most common implant-and its
lightest but not least deadly form-is the command to withhold. Implants
could be said to be "methods of preventing knowledge or communication" and
this can extend to the point of the person himself denying himself the
data. The commonest "imposed silence" is probably the threatened child-an
"if you tell, you will be punished." Or simply ordering him not to tell.
This tends to occlude his own memory and can be classified as an implant.
HYPNOTISM: This is without physical duress. Western hypnotism is
effective on only about 22% of the people on whom it is attempted. It
requires some cooperation from the subject and he often can tell you he has
been hypnotized, even when he cannot tell you the content of the implant at
once. It can be exposed and erased rather easily when found, often by
simply recall of the content. Psychiatrists and psychologists use it
and they are not very expert.
DRUGS: These are often used, by psychiatrists and psychologists in
connection with or independent of hypnotism to increase the percentage of
effectiveness and to deepen the effect. Anyone who has been given
psychiatric drugs-or street drugs-can be suspected of having been
implanted. For most of the drugs alone produce a trance state and
environmental incidents can "go in" as an implant. The intensity of a
received engram is increased when the subject is on drugs. For example, an
auto accident, on a drugged person, makes a heavier engram than if he were
not on drugs. Any druggie who has also been in the hands of psychiatrists
or psychologists can also be suspected of having been implanted by them.
Anyone psychiatrists or psychologists have given drugs to directly is a
definite suspect of having been implanted by them.
ELECTRIC SHOCK: Although they pretend it is the shock that is the
"therapy" (their word for mayhem and murder), an electric shock was usually
just a method of implanting their "patient." The criminals usually
accompany the shock with hypnotic suggestions to the unconscious person
before, during and after shock. This is why persons who have been
"electric shocked", sometimes go and commit crimes. It could be concluded
they have been told to do so while being shocked. (There is no therapeutic
reason for shocking anyone and there are no authentic cases on record of
anyone having been cured of anything by shock.)
DRUGS AND SHOCK: It is stated by psychiatrists and psychologists that
they have to drug patients before they shock them to prevent them from
breaking their teeth and spines from the convulsions. This is a lie. The
reason they shock patients (with electricity or insulin or other means) is,
by
their own texts, to produce a convulsion. (They do this because the Greeks
did it, no other reason, and the Greeks did it because a convulsion is
"evidence" the person has been visited by a god.) The real reason
psychiatrists and psychologists give drugs before shock
HCOB 11.4.82 - 2 -
is to hide from the patient he has been shocked and to deepen the implant.
One can find people who do not know they have been shocked-think they only
have been drugged. Yet below that drugged state one can find, with careful
search, one or a hundred vicious shocks and implants.
PAIN - DRUG - HYPNOSIS: Using administered pain, drugs and hypnotism
the psychiatrist, psychologist and other criminals such as CIA or other
government agents, seek to cause victims to become robots and commit crimes
or act in an irrational way. "PDH" is the psychiatrists' gift to the
police state. PDH is not very effective but it is very damaging to the
person.
BRAINWASHING: This is a wrong use term to describe implanting by
deprivation and physical and mental duress. It is said to be based on the
Pavlov dog experiments (but was not developed by Pavlov). The theory is
that when a victim is subjected to enough punishment, he will forget his
former allegiances and can be "re-educated" politically. Despite the usual
advertising lies of psychiatry and psychology (criminals seldom tell the
truth) the workability of "brainwashing" is laughable. Dianetics can undo
"brainwashing" rather rapidly when detected. To call the remedy for
brainwashing "brainwashing" merely shows public ignorance of what
"brainwashing" is.
NON-EXISTENT IMPLANTS: Part of the criminal tricks of implanting is
to give the person an "implant" that doesn't happen. The motions are all
gone through but the content is blank. It introverts the person and
sometimes makes him pull implants up from his past where they may exist.
NEEDLE BEHAVIOR
When encountering an implant in a session, an auditor may be baffled
by not getting any reads on it. BUT there IS a needle manifestation that
no implant, no matter how buried, can escape.
New research on this subject has revealed that:
IN THE PRESENCE OF AN IMPLANT THE NEEDLE CAN GO STILL.
This is because of the hidden and withhold character of the implant.
One runs into a track area where "nothing registers on the meter."
Things which should register do not. Example: The question, "How old were
you then?" would ordinarily get some sort of read. In the presence of an
implant, it does not.
The needle simply goes very still and unreacting. It is different
than the normal needle reaction of the same pc.
The pc too can begin to go vague and unresponsive, very introverted
and not reacting. But with or without this pc reaction, the needle goes
quite still.
An auditor sometimes has to work like mad to get the needle
responding.
It is VERY easy at this point to miss a withhold!
The auditor, faced with an implant in the pc he does not suspect, can
see this still needle and suppose there is nothing there and writes "clean
needle" on the worksheet. And this is a mistake. For one thing, if you
cannot get an area of track (or list) to F/N, there is something wrong.
(One can of course have a false read or a suppress or an assert or out
session ruds to prevent an F/N.)
HCOB 11.4.82 - 3 -
This still needle will not respond. If one puts in ruds, asks for
false reads, asserts, one may continue to get that same still needle.
If so, it means an implant-any one of the above listed methods.
One should work with various questions now that concern the
possibility of an implant.
One could even draw up a prepared list that would cover all angles of
an implant.
Confronted with a still needle that should react but doesn't, one
begins with, "Is there something you are not supposed to tell?" and
continues on with various approaches ("Ever see a psychiatrist or
psychologist?" "Did anyone give you drugs?" "Is there something here that
you yourself don't know?", etc.). Sooner or later, as the auditor guesses
and fishes his way through this, the still needle will jar loose and,
slightly at first, begin to respond as he gets off the obscure trail and
onto the main road of it.
The art is to GET THAT NEEDLE ACTIVE AGAIN.
It will only get active when you find out what it is that is making
it so unresponsive. Something there has frozen the person's wits and comm
and he himself may know nothing of it.
Oddly enough, the person is not likely to blow up at you as he will
when you are missing a withhold he knows about. He just gets more and more
introverted.
The end phenomena, so far as the meter is concerned, occurs only when
the needle is no longer so unresponsive. It is now reading with small
falls, falls and even blow downs and, when you have it all, F/Ns.
One must beware of mistaking out ruds for an implant, but in no case,
once you have a real still needle before you that won't react, is it
anything but one of the implants listed above.
If you understand this data I am giving you and use it cleverly,
there goes the danger of missing withholds!
Pretty good, huh?
You're welcome!
L. RON HUBBARD
FOUNDER
LRH:dr
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=31/3/82
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Study Series 11
Word Clearing Series 68
BASIC STUDY MISSED WITHHOLD
Remimeo
Tech/Qual
Supervisors
Divs 4 & 6
Hat, STO & SSO
Ethics Officers
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 31 MARCH 1982
Remimeo
Tech/Qual
Supervisors
Divs 4 & 6
Hat, STO & SSO
Ethics Officers
Study Series 11
Word Clearing Series 68
BASIC STUDY MISSED WITHHOLD
I think I have spotted the basic missed withhold on study which may
underlie why many execs don't study. They go by MISUNDERSTOODS all the
time in their work!
It is probably the missed withhold of going past MUs and of course
those MUs won't then clean up because they are also a missed withhold.
So, probably, a reason MUs don't clean up is that they are also a
missed withhold.
Also, accumulating missed withholds of having gone past MUs, the
student is likely to blow course or study (whether that blow is by sudden
departure from course room, failure to attend course or to study and
neglecting to study on post or get hatted).
The remedy is to get off the withhold of having gone past MUs,
handling it as a missed withhold earlier similar to F/N (per HCOB 11 Aug
78, Issue I, RUDIMENTS, DEFINITIONS AND PATTER). Then clear the MU word(s)
to F/N.
The above has now been added to the various student correction lists
and word clearing correction list. It will handle the majority of
students, providing the handling of the missed withhold and of the MU and
the correction list itself is well done.
But there are two possibilities which would require further handling:
A) The student has other missed withholds or out-ethics on course or
in his studies or
B) The student has gone by MUs in earlier subjects.
In the case of (A) get a Student Confessional done and in the case of
(B) get Method One Word Clearing done.
(On Public Courses or on persons new to Scientology there are lower
gradients which should be used, such as THE BOOK OF CASE REMEDIES, Remedy
A, Remedy B, Remedy C, Remedy H, Remedy I, Remedy J.)
Both MUs and missed withholds can cause upsets and blows. By
handling both the missed withhold of having gone past an MU and the MU
itself, we can prevent blows, recover students and greatly improve student
attendance.
HCOB 31.3.82 - 2 -
I think we have here the answer to many a course supervisor's
difficulties, to staff and execs who don't study and the means to bring
about higher competence and success for all!
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
LRH:DM:bk
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
[?]
Type = 11
iDate=25/3/82
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
OBJECTIVES NOT BITING
Remimeo
C/Ses
Auditors
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 25 MARCH 1982
Remimeo
C/Ses
Auditors
OBJECTIVES NOT BITING
Ref. Tape 5511C08 SIX LEVELS OF PROCESSING,
Issue 5, Level 2
HCOB 19 Mar 78 QUICKIE OBJECTIVES
This HCOB contains data on Objectives, based on current folder study,
which is VITAL to C/Ses.
A major reason for the quickying of Objectives is running too-steep-a-
gradient Objectives on cases that need lower gradient Objectives first.
(Running too steep a gradient can also lead to grinding on with no change.)
During a study of folders of pcs currently being run on Objectives
during Purif and pcs being run on Objectives after Purif, there were cases
who were said to be "flattening" processes such as S-C-S and Op Pro by Dup
in very short amounts of time (like 20 mins, 40 mins). These cases were
not getting any real EP-more an assertion that they were done or a very
minor win, often just a statement from the auditor that the process was
"flat"- sometimes the process was ended on pc protest.
Those same cases, when put on very low gradient Objectives, started
running the process and winning like mad!
By low gradient Objectives, I mean: Mimicry; PT Differentiation
(getting the pc to tell the difference between objects by actual touch);
Dangerous Environment Process ("Look around the environment and find
something that isn't being a threat to you."); "Notice that ..."; "Feel my
arm. Feel your arm."; the Animal process and other Objective processes for
invalids and children (such as those given in the Introductory and
Demonstration Processes and Assists pack).
On those cases, these low gradient Objectives bit, turned somatics on
and off and the pc ended up with a real cognition and very good exam
report.
One of the pcs went through the Treason and Enemy conditions in
session on the Objective process, PT Body Orientation (Have the pc locate a
part of his body and recognize it as such). He had thought that he was
"brown hair" (his hair color is brown) and went up through various
recognitions that he wasn't body parts and that he wasn't his past and
arrived at the cognition that he really is a thetan-which was quite a win!
The folders reviewed and handled as above were not all heavy druggies,
nor were they what would be called especially rough cases; some were what
would be called "average" cases on a Class IV org's or mission's lines,
these days. These were ordinary people who hold jobs, etc.
This is further confirmation of the necessity to undercut due to the
deterioration of society. Indeed, the world-thanks to psychologists, drugs
and TV-is going down the tubes.
Today a high percentage of cases starting out in auditing have a very
short attention span and can only respond to very light processes.
HCOB 25.3.82 - 2 -
C/Ses and auditors who have been used to handling the cases of persons
who have had Scientology processing and training could easily overlook just
how low one has to go to undercut the cases or beginning pcs today. One
very experienced C/S, who has mainly C/Sed for Scientologists and upper
level cases in recent years, was somewhat shocked to find that processes
ordinarily reserved for the more difficult cases a decade ago, were
necessary for the majority of beginning pcs today. Sometimes we as
Scientologists tend to overlook how far we have progressed and how rapidly
society is going down.
Undercutting cases has been necessary since the early '50s and will
go on being continuously necessary in the future. So auditors and C/Ses are
again alerted to this. Success with beginning pcs and lower level cases is
dependent on correctly choosing a process that the pc can do and make gains
on. It is also necessary to be able to detect when a pc is not running a
process successfully because it is too high.
WHEN TO UNDERCUT
In 1955, London, I gave a dissertation on Objectives not biting in the
second lecture of the Hubbard Professional Course (Tape 5511C08). The main
points were as follows:
A. When a pc is being run on too high a process, the auditor is running
the
process on a machine; no matter how brightly the pc may answer, the
process is being run on a machine.
B. If you are running the pc too high, there are two things missing:
communication lag and cognition; the pc will trot like a well-trained
horse through the whole process, without any communication lag, without any
cognitions.
Thus we have the rule:
AN OBJECTIVE PROCESS THAT PRODUCES A COMMUNICATION LAG, WILL PRODUCE A
COGNITION; A PROCESS THAT DOES NOT DEVELOP A COMMUNICATION LAG, WILL NOT
PRODUCE A COGNITION.
The only thing that has changed since 1955 is how far one must
undercut today, to get a process that is within the ability of the pc to do
and which will produce change.
CAUTIONS
Not every case needs to be undercut as far as those described above;
on the other hand, some cases will have to be undercut lower than those
described.
C/Ses and auditors can also err in the other extreme and try to re-run
all of a pc's Objectives over again (as has already happened in some
areas). Doing so is out tech and results in the pc grinding on and on or
becoming protesty-sometimes surprisingly so.
There is a vast difference between flattening a process that is
producing change and forcing on over pc protest or other bad indicators (or
a lack of good indicators).
Objective processes (or any other processes for that matter) that
have been run to EP, must not be run again; it violates the Auditor's Code
to do so.
HCOB 25.3.82 - 3 -
SUMMARY
C/Ses and auditors should look over cases being run on Objective
processes and if these are not running very well and going to a full EP,
then there are either auditor errors or the case is being run on too high a
gradient or the same process or processes are being run again after they
have already been flattened.
This data, hot off my research line, is being issued to you now
(pending a full publication regarding Objective Processes) so that faster
and better results can be obtained on pcs being run on Objective processes
and in Objective Co-audits, right away.
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
LRH:DM:bk
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
[?]
Type = 11
iDate=13/3/82
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
INTRODUCTORY AND DEMONSTRATION PROCESSES
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 13 MARCH 1982
Remimeo
INTRODUCTORY AND DEMONSTRATION PROCESSES
Reference: HCOB 12 Nov 81RA GRADE CHART STREAMLINED
Rev. 18.1.82 FOR LOWER GRADES
Introductory and Demonstration Processes are those processes commonly
used by orgs and auditors on new pcs; these processes belong at step 0 of
the NEW GRADE CHART.
Their use ranges from giving a person new to Dianetics and Scientology
his first interest and reality on auditing on through what has been
previously known as "Life Repair".
Without such processes, auditors, FSMs and Scientologists would have
nothing to get a new pc started with, to get his first wins in auditing and
to get hope that his case can be handled. The necessity for this is
described in THE BOOK OF CASE REMEDIES. People would have a problem if
they thought new pcs should instantly be shunted onto the purification
Rundown.
Actions such as these were published on the bottom of the original
(SH) Grade Chart. But, when Ron was working on streamlining the New Grade
Chart, he discovered that Introductory and Demonstration Processes had
fallen out of the line up and he promptly restored them to use.
There is a very real need for such processes in disseminating, in
coffee shop auditing and in situations requiring assists. Every
Scientologist should be able to run processes on people for the purposes of
demonstration and to help with an assist.
In HGCs, in missions and in field auditing, Introductory and
Demonstration Processes and Assists are vital and every auditor and C/S
needs these processes to prepare new pcs' cases for major Grade Chart
actions, to repair their immediate life and conditions and to bring them up
through the lower awareness levels to a personal reality that auditing
really works for them and awareness of the way to personal freedom.
If these processes were not included on the Grade Chart and no mention
was made of them, people could get the idea that they had been abandoned or
even start altering them or squirrelling by inventing their own. As an
example, Ron discovered a mis-use of the WHITE FORM: some auditors were
flying to F/N by 2WC or Ruds, whatever read on it and were calling this a
"Life Repair". (This is not OK as by doing that, these charged items
would no longer read when a NED auditor came to assess them-as the read had
been taken to an F/N by getting off the surface charge-and the NED auditor
would have lost his Dianetic indicators.)
Introductory and Demonstration Processes and Assists do not include
processes that are part of another Grade or rundown; it is out tech to use
processes that are part of a Grade or rundown outside of that Grade or
rundown. Ron arranged the sequence of the Grades and rundowns for maximum
gain for the pc.
HCOB 13.3.82 - 2 -
But, Introductory and Demonstration Processes, Assists and Group
Processing can be run on any new pc (provided only that the pc isn't in the
middle of an intensive or auditing program). Parents will find the
processes for children of great value-not only to handle misemotion or
tantrums of a child because of a key-in-but also to improve the child's
memory, intelligence, personality and general tone level.
Book One auditing was so popular in the '50s that whole congress
halls of people were filled with Book One Seminars and co-audit Book One
auditing. Ron pointed out the value of Book One auditing a couple of years
ago and today, Book One auditing is spreading like wildfire again. Many a
Book One auditor would be able to improve his results considerably by using
some of the simple but very effective Introductory Scientology processes
that Ron developed in the early '50s to increase Book One results. And
after the pc has had some Book One auditing, there are even more wins and
gains available for him in Introductory and Demonstration processing. Some
cases may even need a little case preparation with Introductory and
Demonstration Processes in order to be able to run Book One techniques
successfully. So it is a wise Book One auditor who is also well versed in
Introductory and Demonstration processing.
There is a vast sea of technology that Ron has developed under the
heading of Introductory and Demonstration Processes, Assists and Group
Processing. Ron is having these collected up and complied from the earlier
publications and tapes so that he can publish them in books to make them
easily and readily available for auditors and Scientologists to use.
In the meantime he has had some or these -- 101 Introductory and
Demonstration Processes, including 15 processes for children and an animal
process for pets (!) and 65 assists-made available in the Introductory &
Demonstration Processes and Assists Pack.
The pack even contains articles by Ron on how to get a pc into
session, basic theory of auditing and how to run the processes.
Anyone can use it; auditors and C/Ses will find it essential. It's a
boon to FSMs and Scientologists. Parents will wonder how they survived
without it! New pcs can get such wins from it that they will demand that
their friends must experience this, too-and don't be surprised if they get
a pack and start auditing their friends!!
While Ron has been busy researching new OT levels at the top of the
Bridge, he has also made Standard Tech, a better gradient and lots, lots
more wins more readily available at the beginning of the Bridge.
Use it and watch out for the results. The processes are simple and
easy to use but the results can be mighty spectacular!
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
LRH:DM:pc
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
[?]
Type = 11
iDate=10/3/82
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
CONFESSIONALS-ETHICS REPORTS REQUIRED
Remimeo
All staff
Ethics Officers
Auditors
Case Supervisors
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 10 MARCH 1982
Remimeo
All staff (Also issued as an
Ethics Officers HCO PL, same date)
Auditors
Case Supervisors
CONFESSIONALS-ETHICS REPORTS REQUIRED
Ref:
HCO PL 2 Apr 65 URGENT URGENT URGENT,
FALSE REPORTS
HCO PL 1 May 65 STAFF MEMBER REPORTS
HCO PL 17 Jun 65 STAFF AUDITOR ADVICES
HCO PL 7 Mar 65R III OFFENSES & PENALTIES
Rev. 24.10.75
HCO PL 16 May 80 II ETHICS, SUPPRESSIVE ACTS,
SUPPRESSION OF SCIENTOLOGY
& SCIENTOLOGISTS
HCO PL 5 Mar 68 JOB ENDANGERMENT CHITS
HCO PL 24 Feb 69 JUSTICE
It has recently been noticed that there was an omission on the part of
ministers doing Confessionals: they were not writing reports to Ethics
on matters relating to the offences of others that were revealed during a
Confessional. Doing so, is required per HCO PL 17 Jun 65 STAFF AUDITOR
ADVICES and is implicit in HCO PL 2 Apr 65 URGENT URGENT URGENT, FALSE
REPORTS and in HCO PL 1 May 65 STAFF MEMBER REPORTS.
Apparently this was due to a failure to differentiate between a pc
"getting off" only other people's withholds and a pc revealing knowledge of
another's overt or crime against Scientology, its organizations or
Scientologists.
A person who only talks about others' overts or withholds is often
withholding an overt of his own or engaging in a Black PR campaign.
But a person who has knowledge of another's overts or crimes against
Scientology should have made out an ethics report himself and having failed
to do so, would have a withhold of knowing about another's offence and not
having reported it, even if it were only suspected.
There are various reasons why a person might withhold from reporting
the offences of another: similar overts or withholds of one's own; fear of
consequences or retaliation from the person being reported on; not having
all the facts and so only suspecting the offence and not being certain
enough, are among more common reasons.
None of these are valid because a staff member can only be disciplined
for making a knowing false report or for a no report. And if the matter is
only suspected, the report should say so and it is the Ethics Officer's hat
to investigate and determine the facts.
Thus, when a minister discovers that a pc has knowledge of an overt or
crime against Scientology or against the codes of the Church but has not
reported the matter to Ethics, this should be handled as a withhold and
must be the subject of an ethics report. This applies both to HCO
Confessionals and to any other session.
HCOB 10.3.82 - 2 -
OFFENCES AGAINST SCIENTOLOGY OR ITS CODES BY ANOTHER PERSON THAN THE
PC, MUST BE REPORTED TO ETHICS FOR INVESTIGATION (EVEN IF ONLY SUSPECTED OR
WHEN FULL FACTS ARE NOT KNOWN).
This is important because persons who get off their own overts have a
higher responsibility level than those who don't and these last, who don't
get off their overts, are sometimes only detectable and handleable by the
reports of others.
The more serious the ethics offence, the more necessary and vital it
is that such reports be made. Failure to make such a report can result in
the pc (or staff member) being named as an accessory or at least being
charged with condoning the offence.
There is another side to this. Some pcs, viciously, can begin a Black
PR campaign against another by "getting off the other's withholds" which
are false.
Some people unfortunately, can be very wily and spread all sorts of
rumors or trouble in this way. Doing so is the very lifeblood of such
criminal organizations as the FBI and Interpol.
So the ministers reporting all overts reported by the pc serves a
triple purpose.
A) It catches actual crimes by others which might otherwise remain
undetected.
B) It gets rid of withholds from the pc which he knows he should have
reported and
C) It gives evidence of a Black PR campaign in progress against
principal people of Scientology and executives.
The use that the Ethics Officer puts these reports to is very precise.
They are:
In case of (A) he can at once investigate and sec check the others
named and get Ethics in.
In the case of � he can order a full rollback of the rumor or report
and usually catch a real tiger operating in an org or area with Black PR
designed to paralyze the place.
So the reports are VERY valuable.
An honest executive would be very foolish to discourage these from
being filed and even more foolish not to make sure they get fully followed
up and investigated.
Doing this is a heavy blow to criminals and to the enemy who seek to
stop Scientology.
For instance, finance crimes cannot occur without collaboration or
someone noticing.
Black PR with its false reports is covering up real withholds and
overts, which, remaining undetected, can cave the whole place in.
HCOB 10.3.82 - 3 -
A person can be helped by Scientology only when he has clean hands
with it. One cannot be helped by it when he has overts against it, its
principal names or organizations.
So this policy assists greatly, not only in protecting execs but in
saving people. It must NOT be looked on as a way to victimize anyone.
It is
an instrument of salvage.
And on an organizational strata, no org can prosper when its staff has
overts. Recent investigation has shown that below EVERY outness in an org
or down stat there lay heavy withholds and overts. The many should not be
penalized by the criminal few.
By following these policies, ethics investigations will be speeded,
statistics raised and a much cleaner, happier and more productive
environment will be achieved. Only the guilty will ever protest such
reports and that, too, is indicator for urgent action.
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
CSI:LRH:DM:bk
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
[?]
Type = 11
iDate=7/3/82
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
CONFESSIONALS INCLUDED IN
EXPANDED GRADE 2 PROCESSES
Remimeo
Level II
Checksheets
Supervisors
Auditors
C/Ses
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 7 MARCH 1982
Remimeo
Level II
Checksheets
Supervisors
Auditors
C/Ses
CONFESSIONALS INCLUDED IN
EXPANDED GRADE 2 PROCESSES
Ref: BTB 15 Nov 76 0-IV EXPANDED GRADE
Issue IV PROCESSES-QUADS
PART D-GRADE 2 PROCESSES
HCOB 8 Sep 78RA MINI LIST OF GRADE 0-IV
Re-rev. 6.3.82 PROCESSES
Scientology Level Two covers the vital survival technology of dealing
with contra-survival acts of commission and omission (overts and withholds)
and this includes the technology of Confessional procedure.
It is on Grade 2 processing that a pc is audited to relief from the
hostilities and sufferings of life, using all of the technology which
applies at that Level to achieve the result.
Therefore, any list of Expanded Grade 2 Processes must include:
1. A Joburg (HCO PL 7 Apr 61RB, Rev. 22.10.80,
JOHANNESBURG CONFESSIONAL LIST REVISED).
2. Any other prepared Confessional List which may be C/Sed for the
case by the Case Supervisor to ensure that the pc is fully cleaned
up on this lifetime overts and withholds.
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
LRH:DM:bk
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
[?]
Type = 11
iDate=6/3/82
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
CONFESSIONAL TECH POLICIES
URGENT
Remimeo
All orgs
All staff
Executives
Ethics Officers
Auditors, C/Ses
Supervisors
D of T
HCO
Tech/Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
U R G E N T
HCO BULLETIN OF 6 MARCH 1982
Remimeo
All orgs
All staff (Also issued as
Executives HCO PL, same date.)
Ethics Officers
Auditors, C/Ses
Supervisors
D of T
HCO
Tech/Qual
CONFESSIONAL TECH POLICIES
(Effective on Receipt.)
(Adds to and Amends HCO PL/B 28 Nov 78, AUDITORS WHO MISS
WITHHOLDS, PENALTY)
Recent investigations into failures of executives and staff to produce
constructive products (and who produced no products and overts products),
into case failures and into training failures, all revealed the following
common denominator: missed withholds (including offences of a criminal
nature and High Crimes against Scientology, its churches and members and
against Standard Tech and Policy) and the omission of Confessional
Technology.
EXECUTIVES AND CONFESSIONAL TECH
Any executive found to be discouraging or forbidding Confessionals or
refusing to permit the tech to be applied or omitting the application of it
or dismissing persons who seek to get tech or policy in is subject to
immediate suspension from post, is to receive a Confessional and a Comm Ev
on a charge of: NON-COOPERATION WITH ENFORCING CONFESSIONAL TECHNOLOGY.
By issuing an order to omit Confessionals or that could be applied as
such or failing to keep the tech in or refusing have a Confessional, the
person has at that moment just by act, automatically suspended himself from
post and his orders would not apply. It is thereafter only subject to HCO
Board of Review.
It is a High Crime for an executive to penalize auditors, C/Ses,
Tech/Qual or Ethics Officers for following HCOBs or HCO PLs, especially
when it is due to the executive's withholds. (It is also a High Crime to
falsely charge an executive with the above.)
MINISTERS AND CONFESSIONAL TECH
A pastor or minister who refuses to hear the Confessionals of persons
or who recommends or urges persons not to hear Confessionals or who omits
to hear Confessionals can be suspended at once as a minister until he
himself has received a Confessional and refusing, remains suspended until
reinstated by an HCO Board of Review.
Such a person is subject to being declared and expulsion from the
Church.
HCOB 6.3.82 - 2 -
ETHICS OFFICERS AND CONFESSIONAL TECH
Ethics Officers must be ministers and the failure of an Ethics Officer
to train himself to hear Confessionals subjects him to post removal and
Comm Ev.
CASE SUPERVISION AND TRAINING
AND CONFESSIONAL TECH
On any failed case or training failure (Tech or Admin training) a
Confessional is required on those responsible (i.e., auditors C/S, Supers,
Word Clearers, D of T or other Tech/Qual personnel involved).
A failed case pc or failed student is also required to receive a
Confessional as it has long been known that No Case Gain in auditing or in
training is due to continuous overts and withholds.
Any Solo auditor who red-tags is sent to Review and Cramming and any
Solo C/S and Solo Course Super whose pcs or students are red-tagging must
be given a Confessional.
Any minister whose pcs are red-tagging, get sick after auditing, blow
or are dissatisfied with their results or lack gains, must be given a
Confessional.
REPORTS
Anyone who refuses a Confessional or who refuses to answer a reading
question should be turned over to the Ethics Officer and the Guardian's
Office notified then and there.
Any anti-Scientology overts or intentions disclosed are to be reported
to the Ethics Officer and the Guardian's Office.
PENANCES
A minister who misses withholds on a parishioner is required to
receive Confessionals himself (including a "Joburg" Confessional and an
Auditor Confessional) and if repeated is subject to Comm Ev.
A parishioner who knowingly withholds during a Confessional is also
subject to being named an Interested Party at the minister's Comm Ev.
A parishioner who knowingly withholds during an HCO Confessional is
subject to double penances.
The charge (in addition to any other charges) is: NON-COOPERATION
WITH
ENFORCING CONFESSIONAL TECHNOLOGY.
BENEFITS
Those who apply Confessional Technology are highly valued and produce
great gains for their pcs and produce an improved environment generally.
HCOB 6.3.82 - 3 -
Confessional Technology and its application is essential to the
attainment of spiritual freedom, heightened responsibility and
causativeness and the betterment of conditions.
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
for the
CHURCH OF SCIENTOLOGY
CSI:LRH:DM:pc INTERNATIONAL
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
for the
CHURCH OF SCIENTOLOGY
INTERNATIONAL
[?]
Type = 11
iDate=18/2/82
Volnum=0
Issue=0
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rDate=0/0/0
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aDate=0/0/0
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THE BODY COMMUNICATION PROCESS
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 18 FEBRUARY 1982
Remimeo
THE BODY COMMUNICATION PROCESS
(This was previously issued as HCOB 7 Feb 69, authorized by L. Ron
Hubbard. It contains an objective process developed under the case
supervision of L. Ron Hubbard. In addition to its original use, this
process has proven to be very effective in helping drug addicts to overcome
withdrawal symptoms. The original issue was later incorrectly revised,
then cancelled by others, resulting in lost LRH Tech. It is hereby
restored to full use and reissued as an HCOB at the request of L. Ron
Hubbard.)
PURPOSE: To enable the Thetan to re-establish fuller communication with
his
body.
The degree of communication attainable on a gradient scale is limited
only by the level of awareness of the Thetan.
INTRODUCTION: The Life Static "has the ability to postulate and to
perceive."
-- From Scientology Axiom One (Definition).
Thus there is an OUTFLOW and an INFLOW.
The Thetan, to operate a mest body in a mest environment, outflows
THETAN - MIND - BODY. The inflow is likewise BODY - MIND - THETAN.
To and from all parts of the body messages and perceptions flow by
way of the brain, spinal cord and the network of nerves.
Throughout the life of the body there is a continual flow of
electrical impulses through the brain and nervous system. This fact
enables the body to be ready to serve the will of the Thetan at all times.
Masses, ridges, charge and unbalanced flows can build up in
relationship to the body, resulting in transient or chronic breaks in
communication between Thetan and body. This may be in respect of the whole
body, or, more usually, with a specific body part or area.
Thus occur transient or chronic pains and disorders in the body.
These flow lines in the body are the pathways by which the
psychomatic disorders and illnesses are created by the Thetan. They are
also the pathways by which the Thetan is informed of the state of his
psychosomatic creation.
Thus the Life Static and its OUTFLOW and INFLOW related to a body.
METHOD:
"Bringing the static to view as-is any condition devaluates that
condition."-Scientology Axiom 19.
HCOB 18.2.82 - 2 -
The individual lies on his back on a couch, bed, or mattress on a
table. In an intensive the position may be varied to advantage by
lying face
downwards at alternate sessions.
The clothed body with shoes removed gives satisfactory results. For
optimum results, men in brief shorts, women shorts plus a bra, naturally in
a warmed room.
First the purpose is cleared. A dictionary is kept present and
available
for use. Purpose given to be cleared is,
"COMMUNICATION WITH MY BODY."
Auditor gives the command, "Close your eyes," and acknowledges the
action with "Thank you."
Auditor: "Start of Session."
Then: "This is the process."
Auditor places his hands on the individual's shoulders with a firm
but gentle "A.R.C." grip, using an "agreed" firmness. That is a firmness
which the Auditor knows is as agreeable to the individual as it is to the
Auditor.
The Auditor must BE there with INTENTION and ATTENTION. i.e. have
good TRs in throughout. This is to achieve optimum A.R.C. and the best
results.
The command is: "Feel my hands." ("Feel my hand" on the occasions
when one hand is applied.)
The individual's reply is acknowledged with "Thank you," (or "Good,"
"Fine," "Alright" or "O.K.").
He continues to complete similar cycles down the body, over the
chest,
front of chest, sides of chest, hands on both sides of abdomen at the
waist,
then one hand going around the abdomen in a clockwise direction.
(Clockwise
because this is the direction of flow of the large bowel.) One hand placed
over the upper abdomen pointed vertically towards the head. Both hands on
the
small of the back, one from each side and lift firmly. A hand over each
hip
with firmer pressure on these bony parts. Down one leg to the knee with
both
hands. Down the other leg to the knee with both hands. Back to the
other leg
and down over the calf, the lower calf, the ankle, the foot and the toes.
The other leg from the knee to toes similarly.
Then work upwards in a flow towards the shoulders. Down each arm.
Back to the shoulders. Both hands behind the neck, one from each side.
Sides of face. Forehead and back of head. Sides of head.
The Auditor will know where next to place his hands or hand. An
infinite variety of placings is available avoiding, of course, only the
actual genital areas in both sexes. So the process proceeds up and down
the body.
As A.R.C. builds up, even as early sometimes as after the first
command, the Auditor will notice that something is happening with the
individual. It may be a comm lag, a slight suffusion of the face, a
somatic or twitch of the body, or in some way he will know that a
communication is available to him. He should then ask, "What happened?"
The individual describes what just happened or what is happening.
The Auditor leaves his hands in position with exactly the same pressure
sustained while the individual is talking. The communication is
acknowledged and the Auditor continues with the process.
HCOB 18.2.82 - 3 -
The process is terminated with "That's it!" immediately after
acknowledgement of the first COGNITION.
The Auditor will know whether one session is sufficient, or whether a
further session is needed towards flattening the process.
An Auditor's Report is written up immediately after the session. It
should include a record of moments of Emotion or Misemotion, any comm lags,
individual's appearance, somatics, how he is doing, physical manifestations
(e.g. yawning, body twitching), the cognition achieved, whether or not a
flat point has been reached, and the presence or absence of good
indicators.
After a successful session good indicators are apparent ;n both
Auditor and the individual who has experienced the Body Communication
Process.
L. RON HUBBARD
FOUNDER
Assisted by
Dr. Steve Jarvis, M.B., Ch.B.
Reissued by
Senior C/S International
LRH:DM:SJ:sdp:bk
Copyright $c 1969, 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Dr. Steve Jarvis, M.B., Ch.B.
Reissued by
Senior C/S International
[?]
Type = 11
iDate=19/1/82
Volnum=0
Issue=2
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
HIGH SCHOOL INDOCTRINATION
Remimeo
Tech
Qual
SRD, Level I,
NED, SHSBC
Checksheets
Upper Indoc TRs
Checksheets
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 19 JANUARY 1982
Remimeo ISSUE II
Tech
Qual
SRD, Level I,
NED, SHSBC
Checksheets
Upper Indoc TRs
Checksheets
HIGH SCHOOL INDOCTRINATION
(Excerpted from the ACC Preparatory Manual for Advanced
Students in Scientology, Copyright 1957.)
REF: HCOB 4 Oct 56 HIGH SCHOOL INDOCTRINATION
PAB 152 THE FIVE LEVELS OF INDOCTRINATION
15 Jan 5
HCOB 7 May 68 UPPER INDOC TRs
The following chapter on High School Indoctrination has been
excerpted from the ACC Manual and published in HCOB form to ensure its data
is easily available to students on Upper Indoc TRs.
There are five levels of auditor indoctrination, five levels of skill
in which he must be versed. One of these is High School Indoctrination.
Every auditor has, from time to time, found himself in difficult and
peculiar circumstances while auditing a preclear. How about the PC who
makes
a perfectly frank sexual pass at you? What about the time you said, "Walk
over to the wall?" and the preclear looked at you intently and asked, "Are
you
a Theta clear?" Then there's the pc who sits down, presumably to be
audited,
and launches forth: "Oh, what a pretty tie you're wearing today. I got
one
just like it for my husband-except it's green instead of blue, the one I
got for him I mean. And it was supposed to be three-fifty, but I got it at
wholesale for two-ninety-five because I know the owner of the store. I
went
to his daughter's wedding last week. My niece was supposed to be a
bridesmaid, but right at the last minute..." Non-stop. Or perhaps you've
run
into a "Tone Twenty": "Do I see that wall? Why, I can see right through
the wall! I can see the entire MEST universe, any time at all. Right now
the Solar System looks about the size of a printed period to me."
Unreality, unreality, unreality.
So what did you do? Did you get a trifle tensed up when the PC
started to paw you affectionately? Did you get a little brusque, as you
scraped him or her off with a putty knife? Did you get decoyed into a
discussion of the history of your case and current state of exteriorization
by the chap who wanted to know if you were clear? A little huffy, maybe?
And what about the preclear who talks, and talks, and talks, and talks?
Ever sat there wondering, "Is this a 'preclear origination?' Should I
acknowledge? Should I ignore it? Is there any way of gagging her, till I
can get 'Locate the ceiling' out?
Maybe
HCOB 19.1.82 II - 2 -
she's blowing locks. Or is this her present time problem? And if so,
which of the sixteen items she's covered in the last three minutes is it?"
Perhaps you've got the obsessive talker taped, but how do you make out with
the fake Tone Twenty? A little baffled about how to have him find a wall
without bringing forth torrents of anguished protest? "You're invalidating
me! You ought to be running me on 8-0. You're just trying to stick me in
my head, because you're a Black Five yourself. All my theta perceptics
just turned off! What do you do then?
Well, here comes the United States Cavalry to the aid of the stopped,
badgered, and harassed auditor. It's called High School Indoctrination.
And it should never happen to homo sapiens; he'd never survive it.
Auditors, fortunately, are sterner stuff than homo sap. They come out of
it, bright as a dollar, crying, "Bring on the lions!"
Here's how it goes. An instructor, who will act as preclear, leads a
student-auditor to a large, secluded room. As soon as the words, "Start of
session" are out of his mouth, the instructor-preclear may drop to the
floor in a dead faint, burst into a wild grief charge, bolt for the door,
or balk like a donkey with a glazed, blank stare. Or perhaps he may just
stroke the student-auditor's hair, murmuring, "You're awfully cute, really.
Why don't we drop this pretense ..." Whatever the instructor-preclear
elects to do by way of randomity. If the student-auditor bogs utterly, a
soft-hearted instructor-preclear might say, "End of session," and give him
a couple of tips. Tougher instructor-preclears frown on this, and believe
in letting the student-auditor work his own way out of the situation,
though he plow through 76,000,000,000,000 years of track, year by year, to
accomplish it.
The instructor-preclear may run from manic enthusiasm to deepest
apathy in a fraction of a second, and if the student-auditor doesn't
instantly detect the change in "case level," and handle it properly, he
will be hearing from the instructor-preclear. One of the more unsettling
things the instructor-preclear does is to behave like a nice, sane, high-
toned preclear for minutes at a stretch. The student-auditor knows this
state of affairs can't last for long. He will get thoroughly tensed up,
expecting from instant to instant the next horrid outburst. It's like
marching a lighted firecracker around the room. When the strain becomes
obvious, the instructor-preclear will say, "End of session." And he may
say, "What are you all tensed up for?
Relax. Start of session." Three seconds later, he's throwing an
epileptic fit
on the floor, complete with froth.
There is a second step of High School Indoc which is run seated. By
this time the student-auditor has a fair certainty that he can cope with a
preclear's going out of control on a general physical level. The seated
form takes a more insidious turn. Some very simple process, Locational, or
"Look at me. Who am I?" is used. The instructor-preclear will go out
of control much more subtly. He will try to get the student-auditor to
change the process, on one pretext or another. The nastiest thing to most
student-auditors on seated Indoc is an avalanche of highly personal
criticism and button pushing aimed directly at the student-auditor. When
he winces noticeably, the instructor-preclear pursues the same topic to the
bitter end. "Your hands smell funny. Don't you ever wash them? There's a
lot of dirt under the nails, too. Careful you don't scratch me, and start
an infection."
Or, perhaps, "If Scientology's so good, what are you still wearing glasses
for?" In other words, the
HCOB 19.1.82 II - 3 -
instructor-preclear opens up with both barrels on anything he suspects the
student-auditor might actually be a little sensitive about. When a student-
auditor has survived this phase of High School Indoc, and discovers that he
can still give an auditing command and see that it is executed, he has
achieved a nearly unshakable poise and composure!
It may sound inhuman, but it's not out of reach. Students are arriving
at this goal every day-students who mumbled, and students who fidgeted.
Students who couldn't confront or control a PC, and ran a process on the
nth. level of abstraction. (You know, they were "running 8C on a preclear
for an hour," not having this preclear walk over to that wall, right now.)
They can make every minute of a session count now, because everything they
do in session is AUDITING. This is the routine expectancy for a present
day ACC graduate. It can be taught anyone who is willing to learn it.
L. RON HUBBARD
FOUNDER
Assisted by
Research & Technical
Compilations Unit
LRH:RTC:bk
Copyright $c 1957, 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research & Technical
Compilations Unit
[?]
Type = 11
iDate=19/1/82
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
NEW-STREAMLINED
CLASSIFICATION AND GRADATION CHART
BPI
Auditors
C/Ses
Tech/Qual
Registrars
Dissem
Execs
Orgs & Missions
Magazine insert
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 19 JANUARY 1982
BPI
Auditors
C/Ses
Tech/Qual
Registrars
Dissem
Execs
Orgs & Missions
Magazine insert
NEW-STREAMLINED
CLASSIFICATION AND GRADATION CHART
Ref: HCOB 12 Nov 81RA GRADE CHART STREAMLINED
Re-rev. 18.1.82 FOR LOWER LEVELS
HCOB 12 Dec 81 THE THEORY OF THE
NEW GRADE CHART
HCOB 14 Dec 81 THE STATE OF CLEAR
TEMPORARY ISSUE
(This is a temporary issue of the New Streamlined Class & Grade
Chart. The full final issue will be in this general pattern.)
Technical advances made by L. Ron Hubbard have resulted in a
streamlined Class and Grade Chart, giving a better, faster Bridge, both on
the training side and the processing side of the Chart. These are being
published in the attachments so that all may benefit from these advances
right away.
Attachment #1: The Grade Chart (Processing).
Attachment #2: The Class Chart (Training).
Until the full final Chart can be printed, this issue is provided for
Scientologists, for registration, auditing and C/Sing purposes. It may be
reproduced in magazines or reproduced on lightweight paper for mailings or
as an insert. Registrars and orgs can take these mimeo sheets and with
scotch tape make a larger chart and display them.
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
LRH:DM:bk
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
[?]
Type = 21
iDate=23/1/83
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
AUDITOR TRAINING PREREQUISITE
URGENT-IMPORTANT
Remimeo
All Orgs
All Missions
Tech
Qual
HCO
All C/Ses
Supervisors
Auditors
All Auditor
Training
Checksheets
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO POLICY LETTER OF 23 JANUARY 1983
Remimeo
All Orgs
All Missions
Tech
Qual
HCO
All C/Ses
Supervisors URGENT-IMPORTANT
Auditors
All Auditor AUDITOR TRAINING PREREQUISITE
Training
Checksheets
This Policy Letter MODIFIES:
The Class Chart, of HCOB 19 Jan 1982, NEW-STREAMLINED
CLASSIFICATION AND GRADATION CHART in its Prerequisites Sections for:
Academy Levels 0-4, NED Course, HRD Auditor Course, NED for OTs
Advanced Courses Specialist Course, Class IV Graduate Auditor Course, the
Saint Hill Special Briefing Course, Class VII Auditor Course, Class VIII
Auditor Course, and the Class IX, X, XI and XII Auditor Courses.
(These named courses are defined as "Professional Auditor Courses.")
THE PROFESSIONAL TR COURSE IS A PREREQUISITE FOR ALL PROFESSIONAL
AUDITOR
TRAINING COURSES BEGINNING WITH LEVEL 0 AND INCLUDING NED AUDITOR TRAINING
AND
ANY OR ALL AUDITOR TRAINING COURSES ABOVE THOSE LEVELS.
This now becomes firm, irrevocable policy, borne out of the hard, cold
truth recognized many years back that YOU CANNOT TRAIN AN AUDITOR WHO HAS
NOT DONE A TRs COURSE.
Additionally, IT IS A COMM EV OFFENSE TO DRAG OUT A PROFESSIONAL TR
COURSE ENDLESSLY as, taught and supervised standardly per my HCOBs on the
subject, getting a student auditor's TRs in to professional level is not an
interminable activity.
In 1950 it was found that raw public had no slightest idea of a
communication cycle and you could not possibly make auditors out of them
without it. The solution to this which was worked out and which proved
very, very effective was the TRs Course. After that was introduced and
particularly when Hard TRs were forced through for professional auditors,
the problem was solved and did not exist thereafter as long as auditors
were trained in auditor TRs.
TRs are key and basic to any other auditor training.
From time to time over the years the vital importance of professional
TRs as a requisite in auditor training has been alter-ised, not-ised or
even cross-ordered, which has always necessitated putting it back in by
hammer and pound and emphasis and more emphasis and then more re-emphasis.
Thus, the rule, THE PROFESSIONAL TR COURSE IS A PREREQUISITE FOR ALL
PROFESSIONAL AUDITOR TRAINING COURSES, should be set forth in concrete.
HCO PL 23.1.83 - 2 -
Auditors beginning their training should be put through the
Professional TR Course before starting any other auditor training
checksheet.
Auditors now in training who have not had the Professional TR Course
should, at their first next Class completion (before receiving
certification on their current level of training) be required to take a
Professional TR Course.
Any "auditor" who has been "trained" without a Professional TRs Course
had better be put onto one and gotten through it forthwith or risk
suspension of certificates.
The importance is this: In-TRs are key not only to technical
effectiveness at all levels of the Bridge but key as well to the
effectiveness of every other sector of Scientology operations.
Train with them rigorously.
Use them implicitly.
L. RON HUBBARD
FOUNDER
Adopted as Official
Church Policy by the
CHURCH OF SCIENTOLOGY
INTERNATIONAL
CSI:LRH:sk
Copyright $c 1983
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Adopted as Official
Church Policy by the
CHURCH OF SCIENTOLOGY
INTERNATIONAL
[?]
Type = 11
iDate=26/12/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
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arDate=0/0/0
POST PURPOSE CLEARING
FOR MANAGEMENT TEAMS AND EXECUTIVES
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 26 DECEMBER 1981
Remimeo
POST PURPOSE CLEARING
FOR MANAGEMENT TEAMS AND EXECUTIVES
References: HCOB 17 Dec 81 POST PURPOSE CLEARING REVIVED
HCOB 4 Aug 71R POST PURPOSE CLEARING
Rev. 26.11.74
The two necessary ideas a management team or executive must have:
1. That a long term view as well as immediate remedies is vital.
2. That an increase in state and betterment of organization health is
desirable.
Management staff members or executives who do not have these concepts
or intentions have no business on a management team or on post as these two
basics are why they are there.
A member of management or an exec can always short-sightedly operate
for a quick profit (i.e. get lots of service sold but none delivered; buy a
cheap machine that will look good on an FP but will break down in a month;
do a fast, bad job to get up stats and then involve others for months
trying to handle the botch; falsely reassure seniors that all is well when,
in a short time, a crash will expose them; operate on short term stats and
ignore the gradual drift down over the months).
When only short term views are taken, disaster is being courted.
A betterment of the organization and its prosperity has to be intended
by
management or an executive in order to bring it about. When a management
team
or an executive has other-intentioned items at work, they harm or destroy
not only the organization but also themselves. (I.e., not have to work so
hard; be powerful personally; get even with others; have more time for the
family; keep up with my golf; live better; wear better clothes; escape the
ethics officer; and of course simply intending to do the place and staff
in.)
Upper echelon intentions bring about the state or the division, org or
network not only in the present but in the future. If they intend to make
things go right, they will, of course, observe their area and study
successful policies and actions of proven worth and apply them.
The state of state, long term, of an executive or management team
gives a definite revelation of their real intentions.
SUMMARY
Where any management team or executive is failing, it will be found
that their view is very short term and they are other-intentioned on post.
HCOB 26.12.81 - 2 -
In management and executive post purpose clearing, one has to keep
these two things in view.
A good manager or executive works hard hour by hour to keep the show
on the road but always with a long term view as well. And he intends that
org and staff will prosper.
The auditor in post purpose clearing will get a lot of glib answers.
The stats, the honest ones, and the true long term performance of the
executive, measured by the health of his zone of responsibility tell the
tale and should be consulted when in doubt.
The PPC auditor must be sure these two principles above are really the
case and if not, handle the executive so that they are.
L. RON HUBBARD
FOUNDER
LRH:pc
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=17/12/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
POST PURPOSE CLEARING REVIVED
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 17 DECEMBER 1981
Remimeo
POST PURPOSE CLEARING REVIVED
Reference: HCOB 4 August 71R Revised 26 Nov 74,
Tech Volumes, Volume VIII, page 363
Recently some new technology, known as De-oppression, was developed
for and is being used on orgs. (Deop is part of mission tech and is the
subject of Flag Orders.)
There is a piece of good technology that has fallen out of use: It is
Post Purpose Clearing. It is quite successful in raising the general tone
level and production of orgs. All by itself it produces an increase in
production.
It should be undertaken, for sure after a De-oppression of an org is
done. And, factually, it should be done in any case.
The tech of it is contained in the reference HCOB. But to that HCOB
could be added additional steps.
PPC 12A. One asks, "What is your intention toward your post?" One
takes
this to F/N.
PPC 12B. One asks, "What is your post product?" One takes this to
F/N.
PPC 12C is done, "What is your intention in getting out that
product?"
To F/N.
PPC 12D "What volume of product do you intend to get out?" To F/N.
PPC 12E "What degree of quality do you intend your products to
have?"
To F/N.
PPC 13 and PPC 14 are as given in the reference HCOB.
There is an added note to Post Purpose Clearing. It probably
accidentally got swept aside when some Quals abused What, How and Why in
questions and got org staff snarled up because these were listing
questions. Qual was arbitrarily forbidden to use such listing questions and
this may have influenced this action of Post Purpose Clearing, so necessary
to orgs and the tech got lost. The result has been, in some cases,
confused and unproductive staffs.
Also, some seniors, not knowing how their own departments or divisions
were supposed to run, tended to knock off hats and put people on posts
doing the wrong things, resulting in a "Hey, you," org board.
The remedies for these two errors are quite plain.
1. When any step results in a BD F/N result. Indicate it to the pc.
In case of any bog, treat the TWC pc statements as though they were L&N
items. Any bog can be repaired with an L4B.
2. In the case of executives and seniors, clear them on the various
posts over which they have command, using the. OEC volumes for reference.
This will tend to make them hold the form of the org.
Various outnesses will be found by any Qual attempting to do this on
an org. They may discover, for instance, that the org has no hats: but
this should not stop them, although it should be remedied fast as well.
HCOB 17.12.81 - 2 -
By adding the intention step, Qual is certainly going to collide with
a few rock slams regarding products or the org. But this is all to the
good:
We don't want rock slammers messing up products or the org. Any plants or
people of evil intentions will show up, though PPC is not intended as an
ethics cycle.
PPC is an organizing step and should not be used to stop production.
But, at the same time, it should not be forbidden because it is an
organizing step.
The speed with which a PPC can be done is not forever. At PPC 2, if
the person is set up to have one as in this step, the PPC should, for most
posts, simply sail along like a June breeze. With a VGIs at the end.
QUAL'S OBJECT IN GETTING THIS DONE ON A STAFF AND NEW STAFF MEMBERS IS
TO
IMPROVE THE QUALITY OF PRODUCTION OF THE ORG AND TO INCREASE THE PRODUCTION
OF
THE ORG.
It is quite true that the pay of the org depends upon the individual
quality and volume productivity of each individual org member. A PPC
well done throughout an org inevitably should raise, by making a better org
org income and pay.
Remember that orgs which have had the highest stats were those orgs
which ran closest to OEC Policy. This is an historical fact, borne out
time after time. So in all Post Purpose Clearing, your main reference is
Green on White, the Policy Letters and these should be handy and referred
to in any case where the duties of the staff member are unclear.
It will also come about that you are handling someone who holds two
or three posts. In that case, clear all of them but add a step PPC 12F "Is
there any conflict with your other hats and posts?" If it reads, "What are
the conflicts?" and "How are you going to resolve that?"
All cautions and directions in the reference HCOB apply in doing any
Post Purpose Clearing.
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
INTERNATIONAL
BDCSI:LRH:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
INTERNATIONAL
[?]
Type = 11
iDate=15/12/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
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arDate=0/0/0
NEW GRADE CHART PC/PRE OT PROGRAMMING
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 15 DECEMBER 1981
Remimeo
NEW GRADE CHART PC/PRE OT PROGRAMMING
Do NOT take people in progress of following the old grade chart off
in
the middle of an action and put them on the new chart. Example: Someone
half
through NED taken off and put on Scientology grades. Complete the major
action of the program before any change of the action on the PC or Pre OT.
L. RON HUBBARD
FOUNDER
LRH:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=14/12/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
THE STATE OF CLEAR
All C/Ses
All Auditors
Tech/Qual
Registrars
Dissem
Orgs and
Missions
"The Auditor"
BPI
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 14 DECEMBER 1981
All C/Ses
All Auditors
Tech/Qual
Registrars
Dissem
Orgs and
Missions
"The Auditor"
BPI
THE STATE OF CLEAR
There has been some confusion lately on exactly what is the state of
Clear.
The confusion was introduced by a statement, not mine, that the State
of Clear had harmonics, which is to say there were different states of
Clear.
This is not true. Although it is quite impossible to obtain an
absolute in this universe, the state of Clear is, actually, about as close
as one can come to it.
I have given some time to it, lately, and have come up with a
definition which fits all cases. It is as follows:
A CLEAR IS A BEING WHO NO LONGER HAS HIS OWN REACTIVE MIND.
The only exception, very, very, very rare, is one who didn't have a
reactive mind in the first place.
The Book One definition of Clear is valid.
I believe I know what has been happening that caused the confusion.
Without invalidating the case gain of anyone (and NED for quite some
time now has been making true and valid Clears) a few pcs and technical
personnel have been mistaking the state of RELEASE for that of CLEAR.
You see, there are an awful lot of gains that can be made with
auditing. Few people, walking on the street, have any idea whatever of how
much better they can get. It is really a question of how much better is
better.
A person hits a floating TA that simply won't turn off, his wife and
girl friend oo and an on how much better he looks, he hasn't kicked the cat
for days and is no longer coughing. He says, "By golly, I must be Clear!"
even though he really can't pass the test. So the technical people, seeing
him glow. say, "I don't want to invalidate this guy," and they let him
declare and he goes to an SH or AO and falls on his head when he starts to
climb the next ten light years to OT. He was just a RELEASE.
There are MANY levels of release. It means simply that one has lost a
fixation or an aberration of one kind or another. One should get a reality
on the light years of gain obtainable between the guy on the street and the
state of Clear.
HCOB 14.12.81 - 2 -
It's simply that we are too good at making Releases today.
So I looked over this problem and found an outness in the line up
which I have described more fully in HCOB 12 December 1981, THE THEORY OF
THE NEW GRADE CHART.
There has just been a change in the Grade Chart (HCOB 12 November 1981
which has been reissued as HCOB 12 November 1981R Revised 14 December 1981
to correct an error in it where someone else redefined Clear).
This change in the Grade Chart will go far to handling personal
misconceptions. Scientology Lower Grades can produce an abundance of wins.
These releases go far to straightening out one's environment and life and
set one up to have, most usually, a far easier run of it in New Era
Dianetics.
Scientology Lower Grades sometimes exteriorize a person but to date,
to my knowledge, have never produced a Clear: That was not their purpose.
Remember that with Dianetics Book One techniques, I could produce
Clears. But it took decades of development of auditor training skills and
precise statements of processes to bring it up to where others could. That
point has now been with us for some time in developed training technology
and New Era Dianetics.
We are making Clears today with NED, make no mistake about it. But it
should prove even easier to do so once the pc's own life and environment
have been straightened out with all those releases available lower on the
new chart.
There is even another chance at Clear if the person misses it in NED.
He still can go on to an SH for his Solo Auditor's Course and an AO for the
old Clearing Course. It is even being worked out now so that he can begin
his Solo Auditor's Course right in his local org-he'll need it to go on to
OT.
A tiny percentage of people who haven't made it, want to declare
themselves Clear as a status symbol but when they try to go on to OT it
catches up with them and in any event can be handled. The releases, given
good auditing and a cooperative pc, are there to be had and in cases that
have not been wiped out by the psychs or who can be gotten into
communication by an auditor and cooperate, the state of Clear is there to
be had.
And it is just as worth while as it ever was.
L. RON HUBBARD
FOUNDER
LRH:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=12/12/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
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arDate=0/0/0
THE THEORY OF THE NEW GRADE CHART
All C/Ses
All Auditors
Tech/Qual
Registrars
Dissem
Execs
Orgs &
Missions
"The Auditor"
BPI
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 12 DECEMBER 1981
All C/Ses
All Auditors
Tech/Qual
Registrars
Dissem
Execs
Orgs &
Missions
"The Auditor"
BPI
THE THEORY OF THE NEW GRADE CHART
The effectiveness of auditing, according to records and results,
tests and hours in session, has increased enormously in the past thirty-
four years (1947/1981). This is due to research-a casual estimate of the
time I have put in on this approaches now a hundred thousand hours and half
a century. In that time, as could be expected, there have been
breakthroughs and breakthroughs and it can be expected that, because of
these, the line-up from time to time would change. It is probably
remarkable that the Grade Chart has not changed more than it has.
Improvements in auditor training as well as technical revelations
have contributed to these refinements.
In the final analysis, it is the individual who receives the benefits
from this. Increased percentage of results, shortened time to obtain them,
more stable gains, broader application.
But it probably has not occurred to anyone that for the past thirty-
two years, I have been researching DOWNWARDS. That's right. Remember that
I myself was producing results thirty-two years ago. So what has been
happening?
As broader and broader numbers of people were being addressed, more
and more types of cases had to be handled.
Meanwhile, the society itself was going downhill. Outside the
perimeter of Dianetics and Scientology, the level of cases was DECLINING.
More and more problems were being generated by the Establishment for its
population: The psychologists were let loose on the schools and educational
levels began to collapse; the doctors and psychologists and psychiatrists
began to flood drugs into the culture; assisted by the FBI, crime
statistics began to go out the roof; crushed by tax people, the economy
began to generate more and more problems for the individual; the
psychiatrist stepped up his program of injuring people and then compounded
the Establishment tolerated felony of covering up his crimes by drugging
his patient and keeping it a secret from him that he had been electric-
shocked; soldiers began to be brainwashed, not just by the enemy but by
their own governments. No need to go on, even if there are hundreds more,
for this is not a rabble-rouse, it is just a brief comment on the society's
decline and because members of that society were being audited as they came
in and because each year the average case found was rougher than last
year's cases, it affected the line-up of the Grade Chart. 1949 is not
1981.
The key word of all this is UNDERCUT. In research, whatever other
considerations existed, there was always the necessity to go into a lower
UNDERCUT of the cases.
HCOB 12.12.81 - 2 -
Book One, DIANETICS: THE MODERN SCIENCE OF MENTAL HEALTH, contains
the bulk of the elements and philosophy that we use today.
Of course there have been MANY breakthroughs that were not downwards,
but upwards. However, the bulk of work has been devoted to finding where
current cases were at and undercutting them to get positive results.
Don't be unduly alarmed by what I am saying about the social decline
as it may influence Dianetics and Scientology: We are WAY out ahead of it.
As the society went down, our percentages of successful handlings were
going up and up. And this shift in the Grade Chart is part of a program to
keep it so.
The main change in the New Grade Chart is that Dianetics and
Scientology have been switched around. One gets his Scientology, per this
chart, before he gets his Dianetics.
Chronologically, then, Dianetics came before Scientology; and it
would seem natural that one would give Dianetics to a pc before he gave him
Scientology auditing. But wait, Scientology ARC Straight Wire and Grades
were developed as an undercut to Dianetics.
It was Dianetics that made the first Clears. Scientology Grades do
not make Clears, even though they sometimes exteriorize a person.
So this has now been made real on the New Grade Chart. Lower
Scientology Grades have been placed below NED.
There are other technical reasons for this change: The pc usually
needs a lot of work on his life, his relationships to his environment today
before he has an easy time confronting his bank as in NED. By giving him
Scientology first, things are made much easier for him when he sails into
NED and when he goes Clear.
The Scientology Lower Grades unburden an awful lot of bank and
environment when properly applied to a cooperative pc and can give him
wins, wins, wins in his normal life.
This makes, too, for a happier end result.
In most cases, it shouldn't add to time in session, but on the
contrary, can shorten it up.
Also, there should be no particular reason to give lower grades after
a person has gone Clear if his life problems have already been unburdened.
What is happening, with this New Grade Chart, is that one is
correcting the relative positions of NED and Scientology lower grades.
I trust we can look forward now to even more Clears coming off the
line.
L. RON HUBBARD
FOUNDER
LRH:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=5/12/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Tape Course Series 7
SETTING UP AND USING A TAPE PLAYER
Type = 12
iDate=25/11/71
Issue=0
Rev=1
rDate=0/0/0
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aDate=0/0/0
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Remimeo
Students
Supervisors
Course Admins
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 5 DECEMBER 1981
Remimeo
Students CANCELS BTB 25 Nov 71R
Supervisors Tape Course Series 7
Course Admins SETTING UP AND USING
A TAPE PLAYER
Tape Course Series 7
SETTING UP AND USING A TAPE PLAYER
Years ago I found that student comprehension and tape playing quality
went hand in hand. (Ref. HCO PL 6 May 71 AUDIENCE ALERTNESS AND TAPE
PLAYERS) I made some experiments with this and I found that on bad
quality equipment most of the students went to sleep, but as the quality of
the equipment improved their comprehension also improved. And that
students got the best grades on high quality equipment.
The tape player must be of high quality to reproduce the sound without
adding to or distorting what is one the tape. Poor quality sound is
difficult and annoying to listen to and causes misunderstoods by preventing
the listener from hearing exactly what is said. The poorer the equipment,
the poorer the comprehension. The better the equipment, the better the
comprehension.
This also applies to the headphones. Course tapes must always be
listened to through high quality, high fidelity headphones. This permits
the listener to be undisturbed by other noises in the area, as well as
prevents others from being disturbed by the tape being played. High
fidelity headphones permit the listener to have his undivided attention on
the tape and produce a pleasant and easy to listen to sound which closely
duplicates what is spoken on the tape.
THE TAPE PLAYER CONTROLS
In an Academy you may find both tape players and tape recorders. A
tape recorder is a machine that records sound onto tape and also can play
back the sound. A tape player is a machine that only plays back the sound
that is already recorded on tape.
Tape recorders should, in effect, be converted to tape players by
having the "record" button removed or sealed up, so that it cannot be used.
It will erase the tape and lose the valuable materials on the tape if
pushed accidentally by the student.
Tape recorders and tape players come in many makes and models. The
controls and switches are arranged in various places and the machines are
of various styles.
Following is a description of the basic controls of a tape player.
The arrangement of these controls will vary from machine to machine but
their functions will be the same on most machines.
1. On/Off Switch or Power Switch.
2. Volume Control (often in combination with the On/Off Switch).
3. Tone Control (omitted on some machines).
HCOB 5.12.81 - 2 -
The tape controls of a tape player are usually in the form of a switch
which is turned to various positions or in the form of a series of buttons.
SWITCH TYPE CONTROLS:
STOP
REWIND PLAY
PAUSE
FAST FORWARD
BUTTON CONTROLS:
PAUSE FAST REWIND STOP PLAY
FORWARD
4. PLAY (sometimes called FORWARD): Press this button or turn the switch
to
this position to play the tape.
5. FAST FORWARD: Rapidly runs the tape forward without playing the tape.
6. REWIND: Rapidly runs the tape back without playing the tape.
7. STOP: Stops the tape. Always stop the tape before fast forwarding or
rewinding the tape. Also bring the tape to a complete stop after fast
forwarding or rewinding the tape before playing the tape.
8. PAUSE: Use to temporarily pause a tape that is being played. On a
machine with a Pause Button, press the Pause Button to hold the tape;
press the button again to release it. On a machine that has a switch with
a Pause Position turn the switch to the pause position to pause the tape
then back to play to play the tape.
9. FOOT PEDAL: This is exactly the same as the Pause Button is function
except that it is operated by the foot. Academy tape players should
have a Foot Pedal so the student can have his hands free to look up words,
take notes, demonstrate something with his demo kit, etc.
(Most tape players do not have Foot Pedals, but they can and should be
installed on tape machines that don't already have them.)
HCOB 5.12.81 - 3 -
CAUTION: If you are using a tape recorder that has a RECORD BUTTON, never
press this button, as it will erase the section of tape being played while
the record button is pressed. (The record button is used when recording
something onto a tape. But when it is used with a pre-recorded tape, it
will also erase any section of that tape that is played.) The Record Button
is usually red.
SETTING UP THE TAPE PLAYER
1. The tape player is set on a steady bench, table or platform at a
comfortable height so the student can easily operate the controls,
take notes, etc.
2. The tape player should be set up so that the student is facing the
Course Supervisor, rather than having his back to the Supervisor.
This enables the Supervisor to see how the student is doing and he can
easily spot if the student has gone dull or sleepy from a misunderstood
word.
3. The tape machine is plugged in and switched on to check if the power
is
on and that the machine is operating.
4. Plug in the headphones.
5. Plug in the foot pedal and position it on the floor so that it can
comfortably be reached by the foot.
6. The tape is put on the tape player and the colored leader is threaded
around the tape guides and playing head and in between the capstan and
rubber pinch roller as shown the following diagram.
reel of empty
tape reel
tape
tape guide
tape guide
capstan (pulls the
playing head tape forward and regulates
(picks up the sound recorded the speed of the tape when
on the tape.) being played.)
rubber pinch roller
(holds the tape firmly against the
capstan when the tape is being played.)
Be sure not to twist the tape as it is threaded past the head and guides.
The tape should come off the reel flat and lie flat against the guides and
should go onto the empty reel without a single twist.
HCOB 5.12.81 - 4 -
7. Set the speed at which the tape will be played at the correct speed
for
the tape. (The usual speeds for a tape player are 7 �, 3 �, or 1
7/8 inches per second or their equivalent, 19, 9.5, or 4.8 cm per
second.) Most of the tapes you will play are played at 3 � inches per
second (9.5 cm per second).
8. Run the tape to the beginning of the lecture and set the tape counter
at
zero (unless your machine is not equipped with a tape counter).
9. Play the tape. Adjust the Volume and Tone Controls as needed, while
playing the tape.
POINTS ON THE USE OF THE TAPE PLAYER
a) To rewind a tape or to fast forward it always press the stop button
first. And after rewinding the tape or fast forwarding it press the
stop button and wait for the tape to stop before pressing the play
button. Suddenly jerking the tape forward or back can cause it to
break
or stretch or the tape can even come off the reel and get caught in
between the side of the reel and the wound tape.
b) The magnets inside headphones can erase part or all of a tape so
never
leave headphones lying near a tape.
c) Keep dirt and dust away from the tape machine and when not in use
replace the cover on the tape machine.
d) Handle a tape gently. Don't do anything that would cause it to
become
stretched, tangled or broken. Be sure to place the tape in its
correct
box when done and don't permit loose ends to protrude from the tape
box.
e) Don't leave long loose ends sticking out from a reel when playing a
tape. These could get caught in the machine.
f) After the tape has been played store it in its box without rewinding
it. Rewinding the tape serves no purpose and fast winding causes the
tape to be wound rather sloppily. This can cause the tape to
distort.
Tapes store better and last longer when wound at playing speed.
g) Never put a piece of paper or anything else into the tape to register
your place. Use the tape counter to find your place.
h) Always switch the tape player off when not in use, even on short
breaks. This lets the machine cool off and helps to prevent it from
overheating.
i) At the first sign of any fault with the tape player or a tape report
it
to the Course Admin or your Supervisor.
j) Never twist or knot the headphone cord as this may lead to inner wire
breakage.
k) If a word or phrase cannot be understood call the Supervisor, or
check
a good transcript, if one is available.
l) If the sound becomes blurred or of poor quality ask the Course Admin
to
clean the playing head across which the the tape moves. The playing
head
must be cleaned regularly as it picks up some of the coating from the
tape which results in a blurred, poor quality sound.
HCOB 5.12.81 - 5 -
m) If you cannot clearly hear the tape or the quality of the recording is
poor tell the Course Admin or your Supervisor. The playing head may
need
to be cleaned or the tape player may need to be demagnetized. You may
also have a bad tape. Don't jeopardize your comprehension of the
materials by listening to a lecture through poor equipment. Get it
handled or switch to a better machine.
n) Consult the instruction book or manual if you need additional
information
on the particular tape player or tape recorder that you are using.
o) If a student has trouble running the tape player or has difficulty
with
it, he should be run on Reach and Withdraw on the tape player by
another
student as a drill per HCOB 10 Apr 81 REACH AND WITHDRAW. He
should also
be word cleared on this HCOB, and also the tape player manual if
needed.
TAPE COURSES
(Tape courses are courses that are taught in languages other
than English where the materials have been translated and recorded on
tape.)'
1. Mark the tape counter reading of each item on the checksheet as you
come
to that item on the tape. This gives you a reference by which you
can find any item later on.
2. If a word or phrase cannot be understood the student should call the
Supervisor. The Supervisor listens to the tape and if he can't
distinguish what is being said, he gets hold of the English text and
locates the word or phrase and using a good foreign language dictionary
translates the word or phrase for the student.
3. If a student bogs or can't understand something on a translated tape,
he
is first word cleared. If the confusion does not resolve the
translated tape is compared to the English material and if found to be a
translation error the Supervisor or Word Clearer makes a note of the
translation error by entering it on a card which is then kept in the tape
box for that tape. He also sends a report to the Translations Secretary at
New Era Publications.
The vast majority of the technology of Dianetics and Scientology is
recorded on tape. Use good equipment and use it properly so that you can
hear these materials in their utmost clarity.
L. RON HUBBARD
FOUNDER
Assisted by
Research & Technical
Compilations Unit
LRH:RTC:bk
Copyright $c 1982
by L. Ron Hubbard
L. RON HUBBARD
FOUNDER
Assisted by
Research & Technical
Compilations Unit
[?]
Type = 11
iDate=29/11/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
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aDate=0/0/0
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DIANETICS AND SCIENTOLOGY
COMPARED TO 19TH CENTURY PRACTICES
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 29 NOVEMBER 1981
Remimeo
DIANETICS AND SCIENTOLOGY
COMPARED TO 19TH CENTURY PRACTICES
A comparison between Dianetics and Scientology and psychology and
psychiatry is nonsense.
The two 19th century subjects, psychology and psychiatry, do not
achieve ANY good results. On the contrary they are destructive beyond
belief. They make crackpots, sexpots and vegetables when they do not
outright kill.
The greatest crime of our times is the use of psychology and
psychiatry to teach little children in schools with them and manufacture
crime and a whole world of immorality and unhappiness.
The character of the Governments themselves is established by their
tolerance and use of psychology and psychiatry. In no human race of any
civilized repute has any law condoned broad mayhem and murder of their
populations. Yet under modern governments psychology and psychiatry not
only have carte blanche but also get insistence on their use.
Murderers flock to murderers according to old sages. The governments
only smile at the brand of Cain upon their heads.
Is this a civilized world we're living in?
I'm afraid it only will be when Dianetics and Scientology can bring
wisdom enough to Man to blunt his furious efforts to do himself in.
So laugh in people's faces if they compare Dianetics and Scientology
to the "orthodox mental subjects." They are insulting you.
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
INTERNATIONAL
BDCSI:LRH:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
INTERNATIONAL
[?]
Type = 11
iDate=28/11/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
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PROGRAMMING GRADES, NED, DCSI AND SUNSHINE RD
Tech/Qual
Registrars
Execs
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 28 NOVEMBER 1981
Tech/Qual
Registrars
Execs
PROGRAMMING GRADES, NED, DCSI AND SUNSHINE RD
(Ref: HCOB 12 Nov 81 GRADE CHART STREAMLINED FOR LOWER GRADES
HCOB 30 Oct 81 C/S-ING FOR THE PC)
This issue gives further data to clarify how to program cases who have
already had part of the Lower Grade Chart.
The important rules in HCOB 12 Nov 81 that apply to cases that have
already had part of the Lower Grade Chart are:
A. IT IS NED (OR R3R) THAT MAKES CLEARS,
B. THE CHANCES OF A PERSON GOING CLEAR ON GRADES ARE SO REMOTE
THAT IT
IS VERY UNLIKELY,,
C. EXPANDED GRADES MAKE IT EASIER FOR A PERSON TO GO CLEAR ON
NED.
If a person has already had a DCSI and/or has already attested to the
State of Clear, the C/S must inspect the folder to determine whether the
person went Clear on NED.
If the person did not go Clear on NED auditing (or R3R), the chances
that he or she is Clear are remote. Such a person is to be programmed to
fill in missing parts of the Lower Grade Chart per HCOB 12 Nov 81 and is
not to be put onto the Sunshine Rundown.
If the person did go Clear on NED auditing (or R3R), then the next step
is the DCSI (if not already correctly done) and then the Sunshine Rundown.
(Do not resume or continue grade auditing on a person who has gone Clear on
NED auditing or R3R.)
There are two technical discoveries which modify earlier issues.
First, that Expanded Grades make it easier for a person to go Clear on NED.
Second, that it is NED auditing that is making Clears, not grade auditing.
Do not use any of this material to invalidate preclears or their gains.
Persons who did not go Clear on NED can be shown HCOB 12 Nov 81 so that
they understand the technical reasons, but not in a manner that would ARC
break, Invalidate or Evaluate. The truth is that the state of Clear
attained on NED auditing is valid but there have been instances where a
person has attested mistakenly or falsely thinking that he or she went
Clear on other auditing than NED auditing (or R3R).
There has also been confusion on the subject of Clear and what is a
valid Clear attest and what is not. The recent discoveries clarify that and
make a smoother and surer route to Clear or OT.
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
Accepted by the
BDCSC:LRH:DM:drm BOARD OF DIRECTORS
Copyright $c 1981 of the
by L. Ron Hubbard CHURCH OF SCIENTOLOGY
ALL RIGHTS RESERVED OF CALIFORNIA
L. RON HUBBARD
FOUNDER
Assisted by
Senior C/S International
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
[?]
Type = 11
iDate=18/11/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
FOLDER ERROR SUMMARIES-CLARIFIED
Remimeo
Auditors
FESers
Internes
C/Ses
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 18 NOVEMBER 1981
Remimeo
Auditors
FESers
Internes
C/Ses
FOLDER ERROR SUMMARIES-CLARIFIED
REFS: HCOB 6 Oct 70 C/S Series 19
FOLDER ERROR SUMMARIES
HCOB 19 Mar 71 C/S Series 30
C/S-ing AUDITOR-C/Ses
HCOB 6 Apr 71 C/S Series 34
NON F/N CASES
HCOB 3 May 80 PC INDICATORS
E-METER INSTRUCTION FILM NUMBER 10 -- "PC INDICATORS"
A surprisingly large percentage of FESes done contain unnecessary data
or omit vital data.
An FES (Folder Error Summary) is a summary of auditing errors in a
folder and on a pc's case not corrected at the time the summary is done
which keep the case from running.
One does an FES when the case isn't running right or has bogged and
one wants to know the reason why, so the case can be put to rights again.
The usual action is to find where the case was last running well and
come forward from there noting the bug or bugs which can then be repaired.
It does not take days to do this FES or even hours if the bog is recent.
A full FES or an "FES to PT" is not a long-winded account of
everything in the pc's entire folder. It should simply consist of a
consecutive series of times when the case bogged after doing well, what the
goof(s) was that caused the bog, whether the error(s) was corrected and the
name of the auditor and C/S who goofed.
Some of the so-called "errors" recently found listed in FESes would be
laughable if it were not for the amount of wasted time and expense caused
the auditor and C/S and the trouble made for the pc.
EXAMPLE:
A folder picked at random contained an FES with the following
consecutive entries:
"(date) Note from Supervisor-Bogged on course."
"(date) Pc finally gets CS 53 completed to F/Ning-a nice thorough
job."
"(date) Is on SRD. Routes on MO lines. Teeth hurting."
"(date) Origin-Cramps (gas)."
"(date) Attests SRD."
"(date) 2D upset."
And so it goes throughout the entire "FES."
What does any of it have to do with a proper FES? Nothing!
HCOB 18.11.81 - 2 -
The FESer couldn't have had a clue about C/S Series 19, 30 or 34 which
are the relevant issues and was just filling sheet after sheet of paper
with useless data and wasting his own time and the time of anyone having to
read it and stalling the pc's progress.
Such FESes can have the liability of throwing the C/S totally off the
track of what is really bugging the case. An unthinking C/S may buy an FES
like the above and totally misprogram the case, resulting in more wrong
targeted auditing and more trouble for the pc.
The things that bog a case are detailed in the C/S Series issues
referenced above.
It does take study of the folder to find the bug. But it has to be a
bug
that is affecting the case, or else the case won't resolve.
Don't waste your and others' time with improper FESes. They
invariably arrive at no product through great expense.
Understand the target of an FES, get useful FESes done and watch tech
quality in your area increase.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
and
Senior C/S International
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
BDCSC:LRH:RTCU:DM:dm
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
and
Senior C/S International
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
[?]
Type = 11
iDate=15/11/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
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arDate=0/0/0
THE SUNSHINE RUNDOWN
BPI
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 15 NOVEMBER 1981
BPI
THE SUNSHINE RUNDOWN
The Sunshine Rundown is a bright new rundown which adds extra shine to
the State of Clear. It is the next step on the Grade Chart after the
Dianetic Clear Special Intensive and is done by Clears directly after they
attest to having attained the State of Clear. It may also be done by those
who have attained the State of Clear and who have previously had a DCSI.
The Sunshine Rundown gives the Clear a fresh, new outlook and really
orients him to present time as a Clear.
The rundown is done solo, by the Clear himself, and is usually
completed in one session. Solo auditor training is not needed in order to
audit the Sunshine Rundown. The confidential Sunshine Rundown instructions
are easily followed, even by those with no previous tech training.
The Sunshine Rundown is available from Class IV orgs and higher orgs.
New Clears, already shining and bright, will come out shinier and
brighter still-and ready to continue up the Bridge to OT. Their next step
is the Solo Auditor Course.
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
BDCSC:LRH:drm
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
[?]
Type = 11
iDate=13/11/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
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arDate=0/0/0
WHAT TONE 40 IS
Type = 12
iDate=27/7/77
Volnum=0
Issue=1
Rev=0
rDate=0/0/0
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arDate=0/0/0
Remimeo
Tech
Qual
Div VI
Missions
Group Auditors
Group Auditor
Courses
Assessment
Drills Course
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 13 NOVEMBER 1981
Remimeo
Tech (Cancels BTB 27 July 77 Issue I
Qual WHAT TONE 40 IS.)
Div VI
Missions
Group Auditors
Group Auditor
Courses
Assessment
Drills Course
WHAT TONE 40 IS
"Tone 40" refers to the highest tone (40) shown on the scale of the
various tone levels for a thetan. (Ref: HCOB 25 Sep 71RB, Rev. 1.4.78,
TONE SCALE IN FULL)
The term "Tone 40" as we use it to describe an action is most simply
defined as:
AN EXECUTION OF INTENTION.
(Execution in this context means: to carry out, to accomplish; to
fulfill. Intention = an idea that one is going to accomplish-do-
something; it is positive direction of an idea. An intention is not words,
nor is it dependent upon words.)
To define it more comprehensively:
Tone 40 is a positive postulate with no counter thought expected,
anticipated or anything else; that is, total control.
It can also be defined as giving a command and just knowing that it
will be executed despite any contrary appearances. In other words, Tone 40
is positive postulating.
A Tone 40 intention includes nothing else-no counter intention
specifically. (Counter intention is any intention which counters an
intention.) Any emotion is mis-emotion at Tone 40.
For one to achieve a Tone 40 intention, he must have a reality on
space; otherwise he has no place in which to create an intention. Actually
at Tone 40 one has unlimited space at will. That doesn't mean "the
greatest space" (which would happen at about Tone 20 or 22). It means
space at will.
One must have a reality on objects and other beings; otherwise he has
no terminal in which to create an intention.
He must have a reality that he can create an effect in a given space,
and he must be able to create this effect with no liability.
And, as executing a Tone 40 intention is, in essence, total control,
confront enters into it. The ability to control is largely dependent upon
the ability to confront.
TONE 40 AUDITING
Tone 40 Auditing is defined as: Positive, knowing, predictable
control by a known source of control toward the pc's willingness to be at
cause concerning his body and his attention.
HCOB 13.11.81 - 2 -
All Tone 40 auditing is done completely in present time, without
remembering or anticipating. One observes and handles in present time.
A Tone 40 acknowledgement totally ends the cycle of action and totally
ends the creation of the intention. In other words, it ends the cycle
completely and also acknowledges everything both auditor and pc have done,
whether it was a Tone 40 action, execution of command or bank reaction. A
true Tone 40 acknowledgement ends all preceding action.
There are three parts of man: Thetan, Mind, Body.
You cannot damage a thetan by exercising Tone 40 control over him.
The above is a brief summation of stable data concerning Tone 40.
There is considerably more data on this subject to be studied and known,
including drills on the use of Tons 40 intention, to be found in the full
works of Scientology. The following is a list of some of the main
references on the subject:
Book: SCIENTOLOGY 0-8, THE BOOK OF BASICS
Book: SCIENCE OF SURVIVAL
Book: ADVANCED PROCEDURES AND AXIOMS
Technical Volumes, especially Vols I, II and III
HCOB 25 Sep 71RB, Rev. 1.4.78, TONE SCALE IN FULL
PAB (Professional Auditors Bulletin) Nbrs: 133, 134,
135, 137, 147, 151, 152, 153, 154
Secretarial to the Executive Director, April 20, 1959,
UPPER INDOC HAT MATERIAL
HCOB 8 Apr 57 GROUP AUDITING
HCOB 11 Jun 57 TRAINING AND CCH PROCESSES
Reiss. 12.5.72
HCOB 2 Apr 58 ARC IN COMM COURSE
HCOB 15 Oct AD8 ACC CLEAR PROCEDURE
HCOB 23 Aug 65 ABBREVIATIONS AND SYMBOLS OF DIANETICS
AND SCIENTOLOGY
HCOB 1 Dec 65 CCHs
HCOB 7 May 68 UPPER INDOC TRs
HCOB 22 Apr 80 ASSESSMENT DRILLS
TAPE 5707C25 SCALES (EFFECT SCALE)
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
BDCSC:LRH:dr
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
[?]
Type = 11
iDate=12/11/81
Volnum=0
Issue=0
Rev=2
rDate=18/1/82
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
GRADE CHART STREAMLINED
FOR LOWER GRADES
URGENT-IMPORTANT
Remimeo
All C/Ses
All Auditors
Tech/Qual
Registrars
Dissem
Execs
Orgs & Missions
"The Auditor"
BPI
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 12 NOVEMBER 1981RA
RE-REVISED 18 JANUARY 1982
Remimeo
All C/Ses CANCEL THE ORIGINAL ISSUE
All Auditors
Tech/Qual
Registrars (Revisions in Script)
Dissem
Execs
Orgs & Missions URGENT-IMPORTANT
"The Auditor"
BPI
GRADE CHART STREAMLINED
FOR LOWER GRADES
I recently reworked the Grade Chart in the interest of greater gain
for the pc. I forwarded the notes for issue and they were added to by
others. Some of the additions were done because of an unnecessary
confusion on the State of Clear: They have no bearing on this new Grade
Chart and so have been deleted. Two additional HCOBs have been written by
me, HCOB 12 Dec 81, THEORY OF THE NEW GRADE CHART and HCOB 14 Dec 81, THE
STATE OF CLEAR. This New Grade Chart as follows is for use at once. A
full new Grade Chart will be issued later.
NEW GRADE CHART
0. Introductory and Assist actions as commonly used in orgs and by
auditors
on new pcs.
1. PURIFICATION RD
2. OBJECTIVES as required
3. SCIENTOLOGY DRUG RD (OPTIONAL, only for those who need it per HCOB
4 Apr 81, THE BIOCHEMICAL PERSONALITY)
4. EXPANDED ARC STRAIGHTWIRE GRADE (Quad)
5. EXPANDED GRADE 0 (Quad)
6. EXPANDED GRADE 1 (Quad)
7. EXPANDED GRADE 2 (Quad)
8. EXPANDED GRADE 3 (Quad)
9. EXPANDED GRADE 4 (Quad)
10. NED DRUG RD
11. NED
12. If goes Clear on NED, DCSI
13. SUNSHINE RUNDOWN if goes Clear on NED
13A. If not Cleared on NED goes to an AO for Clearing Course
14. SOLO AUDITOR COURSE whether Clear or not (or Class 0-4 Academy
courses,
prior to Solo Auditor Course)
HCOB 12.11.81RA - 2 -
Re-Rev. 18.1.82
INTRODUCTORY AND ASSIST ACTIONS
It is quite common for auditors and orgs to give introductory or
demonstration sessions. There are several of these: They have been issued
under various names including "Life Repair." They should not be excluded
from the chart. Group processing comes under this category, despite the
real gains it can give.
Division 6s often have counseling services which, although they can
be done at any time, should be mentioned at this level.
Assists are, quite often, the first auditing a pc gets and while most
assists can be done at any time (excluding R3R or NED on Clears or above)
they should not be omitted.
OPTIONAL OR CONDITIONAL STEPS
Objectives
During the period of coming off drugs, Objectives are needed. For
pcs who cannot follow commands, Objectives are needed. Purification in
many cases has to be accompanied with auditing on Objectives to permit
withdrawal.
Purification, on a heavy druggie, should be followed by Objectives.
This is a matter of C/S programming. The C/S should estimate the
case and use or omit Objectives as indicated on an individual programming
basis.
Registrars are forbidden to C/S and when the Purification is done (or
when they sell it) simply state that it should be accompanied or followed
by personal auditing. And regges should sell intensives.
The reg can show the Grade Chart and say where it goes but should
state
-- must state-that what is given is up to the C/S.
A low OCA, right or left, indicates a need of Objectives.
This means that C/Ses can either program the case for Objectives
(optional) or straight onto Scn Drug RD (optional) or Expanded Straight
Wire (not optional) and lower grades (not optional) and NED DRD (not
optional) and NED.
Scientology DRD or NED DRD
It may be necessary on some cases heavily affected by drugs to handle
the effects of drugs in order for the preclear to make case gain on the
grades. Not all cases have been so affected and many of those who were,
will be found to have been handled on drugs by the PURIF RD and Objectives
sufficiently that they will make adequate case gain on grades. Where
further drug handling is deemed necessary by the C/S, a Scientology Drug RD
should be done after Objectives and before ARC Straightwire or the case
smoothly shifted over to a Scientology Drug RD from grades if it is
discovered later. There may be some cases who still will not be able to
run grades due to the effects of drugs and thus would need not only a
Scientology Drug ND but also a NED Drug RD; such would be rarer and the
exception rather than the rule.
HCOB 12.11.81RA - 3 -
Re-Rev. 18.1.82
Green Form 40 Expanded
There are seven factors which can make a case resistive if not handled
as covered in earlier materials on the original Class VIII. Handle this
with a Green Form 40 Expanded by "2WC and Recalls only," preferably after
Expanded ARC Straightwire Grade or any point thereafter. (Secondary and
engram running is not recommended before NED on the Grade Chart as the
handling of locks and key-ins by 2WC and Recalls is usually adequate and a
better gradient is achieved this way.)
Happiness RD
The Happiness RD can be fitted-according to the case-before or
after lower grades, before or after NED, before or after Clear. BUT to get
OPTIMUM results from it, as clearly proved by pilot, is just before lower
grades and after Objectives. So that is where it really belongs on the
Grade
Chart and will be positioned there on the final chart. And people who
haven't
had Purification or any needed drug handling and Objectives don't do too
well on it.
It should not be run, of course, in the non-interference zone. It
even works brilliantly on OTs!
The Happiness Rp is the most popular RD. But it won't run, of course,
on a person who needs a Purification. And it won't run on someone who
needs Objectives before he can follow auditing commands at all. A C/S has
to know what any RD is supposed to do.
Method One Word Clearing
Method One is strongly recommended for students, auditors and anyone
who wants to recover his past education and increase his ability to study.
It ideally would be done after Objectives and before the NED Drug RD or
NED. It can however be done at any point except during the Non-
Interference Zone. It can be done by Method One Co-Audit in orgs and
Missions. Method One is necessary in order to be a fast flow student.
PTS RDs and PTS Handlings
There are various PTS handlings and rundowns which are used to handle
PTS conditions. These are not assigned to a specific point on the Grade
Chart as they are used when a PTS condition is encountered and are done to
a point where the PTS condition will no longer block case progress or cause
rollercoaster. There are many published PTS handlings and rundowns.
Those which do not contain engram running can be done early on the Grade
Chart (and only these would be done after Clear). The PTS RD containing
R3RA should be done at the level of NED on the Grade Chart. The stable
datum to use in deciding which PTS handling or rundown to use is the Chart
of Human Evaluation. The New Vitality Rundown (NVRD) (Flag only) would be
done at the level of NED or just before NED as it contains R3RA.
INT RUNDOWNS
The remedies known as the INTERIORIZATION RD and the END OF ENDLESS
INT
RD are used after a preclear has gone Exterior in auditing. When
completed,
the pc is continued from the point he was on on the Grade Chart. The End
of
Endless Int RD is preferred at points earlier on the Grade Chart than NED
as
it does not contain R3RA and is thus easier for the pc to run; some pcs are
not
HCOB 12.11.81RA - 4 -
Re-Rev. 18.1.82
up to running R3RA easily at lower points of the Grade Chart. The INT RD
containing R3RA should be used at the level of NED; the End of Endless Int
ND should be used before NED or after Clear.
PROGRAMMING
Cases divide up into four general groups:
Case 1: ON DRUGS, will go through withdrawal = Needs Objectives and
Purification at same time. Then up the Chart.
Case 2: HAS BEEN ON DRUGS. OCA BELOW CENTER LINE ON RIGHT OR LEFT.
Needs Purification, Objectives before can respond well to think processes
or auditing commands. Then up full Chart. Happiness RD before NED.
Case 3: NO HEAVY DRUGS. OCA MIDDLE RANGE. Purification, Objectives,
Expanded Straight Wire, Lower Grades, Happiness RD, NED on up.
Case 4: OCA ALL IN THE UPPER HALF OF GRAPH. NO HEAVY DRUG HISTORY.
Purification optional, ARC Straight Wire, Expanded Lower Grades, Happiness
RD, NED, etc.
Regges must not sell the pc a program. A reg sells auditing. Person
wants a certain rundown-reg only has to say, "Good, you'll get it," and the
C/S, informed, can put it on the program in its proper place.
Refunds came from non-delivery or mis-programming. As all cases are
not in the same state, one cannot run them all on the same program. A raw
pc can have every RD there is but not in a sequence that will not match his
case.
Pcs will turn up who have had a Happiness RD in a mission but who need
Objectives. Pcs will turn up who have had intro services or assists. One
simply notes it and doesn't repeat or overrun those processes. Pcs
will turn up who need repair of earlier auditing. Pcs will appear who have
had Book One auditing. Each needs his own program. That is all the
business of the C/S, not the reg.
The reg can tell the pc all about this RD or that but must always say
"I am here to be sure you obtain enough hours so you can receive what you
want. It is up to the Technical staff to give your case individual
programming. We know where you want to go, the C/S will be told and we are
here to help you get there. Not all cases are the same and the Tech staff
will tailor your program to fit you. The rundown you have requested will
be on that program. We want you to get the maximum obtainable benefit from
it and that is done by preparation. If you cooperate, we will do the best
we can."
If you show them the routes you can stress individual programming.
Every pc likes individual attention. The honest fact is that a Grade Chart
can give only the big pattern one should travel. How to get the pc up it
is between the C/S and the pc's individual case.
There is no Royal Road that has an exact starting point for every pc.
There is a series of wins that people can attain and these are in a proper
sequence of case levels. A Grade Chart is the sequence for all cases but
cases start at different points when they begin to ascend it. And so a C/S
has to use it that way.
HCOB 12.11.81RA - 5 -
Re-Rev. 18.1.82
ALTERNATE CLEAR ROUTE
Please note that at 12 on the above list, provision begins to be made
for those who do not go Clear on NED. The DCSI is not given to someone who
has not gone Clear on NED. 13. The SUNSHINE RUNDOWN is also not given to
those who do not go Clear on NED. Instead of these two (12 and 13), the
person can go on to an Advanced Org for his Clearing Course.
But, please note, whether a person goes Clear on NED or not, it is
planned that he can begin his Solo Auditor's Course (necessary for OT
steps) in his home org. Part I of the Solo Auditor's Course can be begun
right after the Sunshine Rundown or, not having gone Clear, and Part II,
completing it, can be done in an SH or AO.
L. RON HUBBARD
FOUNDER
LRH:dm
Copyright $c 1981, 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
[?]
Type = 11
iDate=7/11/82
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
C/S SERIES 114 CANCELLED
KSW SERIES 28 CANCELLED
Type = 11
iDate=30/10/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Type = 21
iDate=30/10/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
All HCO, Tech,
Qual
Execs
HRD Auditors
and C/Ses
DCSI Auditors
and C/Ses
Cramming Officers
Ethics Officers
KOTs
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
[HCO BULLETIN OF 7 NOVEMBER 1982]
HCO BULLETIN OF 30 OCTOBER 1981
All HCO, Tech, CANCELLED 7 NOVEMBER 1982
Qual
Execs HCO PL 30 OCTOBER 1981
HRD Auditors CANCELLED 7 NOVEMBER 1982
and C/Ses
DCSI Auditors
and C/Ses
Cramming Officers
Ethics Officers
KOTs
C/S SERIES 114 CANCELLED
KSW SERIES 28 CANCELLED
HCOB 30 Oct 81, C/S Series 114, KSW Series 28, C/SING FOR THE PC, also
issued as an HCO PL of the same date, is hereby CANCELLED, because of the
false and arbitrary data it put forth regarding ethics actions on pcs.
This issue, never seen by myself and assisted by another, contained
paragraphs not written by myself, one of which stated unequivocally that
ethics-type case actions were not to be done in or out of session on
persons on any major rundown or grade.
This is a FALSE DATUM and conflicts with the TRUE DATUM that TECH WILL
NOT GO IN WHEN ETHICS IS OUT. This false datum served to cut the line for
any needed ethics action a pc might require in order to actually make it on
a major rundown or grade.
There are numerous valid HCOBs and PLs written by myself which cover
the correct handling of pcs requiring ethics actions. Specifically, the
correct data for both C/Ses and Ethics Officers on this subject is
contained in HCOB 13 October 1982, C/S Series 116, ETHICS AND THE C/S, and
the issues it references.
The valid data that was included in C/S Series 114 has already been
covered in existing source materials.
Data on C/Sing for the pc is to be found in the book, DIANETICS: THE
ORIGINAL THESIS, HCOB 30 Apr 69, AUDITOR TRUST, HCOB 8 Aug 71, C/S Series
55, THE IVORY TOWER and, in fact, the whole of the C/S Series HCOBs.
Data on the following subjects taken up in the now-cancelled C/S
Series 114: Declares, folder study and FESes, Auditor Code breaks,
technical misinterpretations and how these are handled and Tech and Qual
personnel going PTS is already contained in the following existing LRH
materials listed specifically, as well as in related HCOBs contained in the
Technical Volumes:
HCOB 19 Jun 71, C/S Series 46, DECLARES
HCOB 5 Mar 79RA, DIANETIC CLEAR FALSE DECLARES
Re-rev. 31.3.81
HCOB 9 Jun 73 III, C/S Series 43, C/S RULES
HCOB 6 Oct 70, C/S Series 19, FOLDER ERROR SUMMARIES
HCO PL 14 Oct 68RA, THE AUDITOR'S CODE
Rev. 19.6.80
HCOB/PL 9 Feb 79, HOW TO DEFEAT VERBAL TECH
HCOB/PL 15 Feb 79, VERBAL TECH PENALTIES
HCOB 23 Oct 75, TECHNICAL QUERIES
HCOB 30.10.81 - 2 -
Cancelled 7.11.82
HCO PL 13 Jan AD29, ORDERS, ILLEGAL AND CROSS (Corr. &
Reiss. 2 May 79)
HCOB/PL 7 Aug 79, Product Debug Series 8, Esto Series 36,
FALSE DATA STRIPPING
HCO PL 1 Jul 65, TECH-QUAL ETHICS CHITS
HCOB 15 Jul 71 II, C/S Series 50, C/S CASE GAIN
PAB 39, 12 Nov 54, THE AUDITOR'S CODE 1954
L. RON HUBBARD
FOUNDER
Adopted as Official
Church Policy by the
CHURCH OF SCIENTOLOGY
INTERNATIONAL
CSI:LRH:iw
Copyright $c 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Adopted as Official
Church Policy by the
CHURCH OF SCIENTOLOGY
INTERNATIONAL
[?]
Type = 11
iDate=24/10/81
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GROUP PROCESSING SESSION
"ACCEPT"-"REJECT"
Type = 12
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Issue=1
Rev=0
rDate=0/0/0
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aDate=0/0/0
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Remimeo
All Orgs
Public
Divisions
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 24 OCTOBER 1981
Remimeo
All Orgs (CANCELS AND REPLACES
Public BTB 20 Jan 78 I,
Divisions Same Title)
GROUP PROCESSING SESSION
"ACCEPT"-"REJECT"
Reference:
LRH Tape 5501C05C PPS "Group Processing"
This issue provides the Group Auditor with:
(a) The commands for the actual process used in the session.
(b) A transcript of the LRH Session to serve not only as a model
Formal
Group Auditing Session but also for reference when studying Group
Auditing Tech.
OPENING PROCEDURE:
R-Factor as required.
Locational Processing.
BODY OF SESSION:
Commands:
"Find something you can accept."
"Find something you can reject."
ENDING SESSION:
Locational Processing.
L. RON HUBBARD
FOUNDER
Edited by
Bill Morey
Flag Compilations Bureau
Accepted by the
BOARD OF DIRECTORS
BDCSC:LRH:BM:bk of the
Copyright $c 1955, 1981 CHURCH OF SCIENTOLOGY
by L. Ron Hubbard of CALIFORNIA
ALL RIGHTS RESERVED
HCOB 24.10.81
ATTACHMENT
Now I want you to find a floor. Any floor will do.
Find a floor. Any floor.
You got a floor?
Well, what're you doing using your feet to find it?
Now let's just find a floor.
Shall we just find a floor.
Got a floor?
Are you using your feet? All right.
Just find the floor. Just straight away.
Got a floor there? Well, fine.
Now without using your eyes, let's find the ceiling.
Got a ceiling? Fine.
Without using your eyes now, let's find the right wall.
You got that pretty eyes? All right.
Now let's find the left wall.
That very easy? Well good. Good.
Now let's make the head bob gently.
Just make the head bob. That's right.
Look at me up here, just make your head bob. That's fine. Come on.
Let's make the head bob. Come on. Just gently. That's right.
Let's just make the head bob. That's right. That's fine.
Just make the head bob. Good.
Now let's make it nod.
Look at me here.
Let's make the head nod.
Now let's make it bob.
Got a head?
Is it loose on the neck? Well, that's real good.
Let's make it nod.
Let's make it nod now. OK.
Make your head nod.
Now let's make it bob. All right, that's just fine.
Make it bob. Good, that's fine.
Now make it nod. Good. That's really fine. That's just swell. OK.
Now stop your head.
Now let's start your head moving again nodding.
Now let's stop your head. Good. Good.
Now we're going to start nodding and we're going to change it to bobbing.
All right.
Start nodding. OK.
Now change it to bobbing. That's right. OK.
And now change it to nodding. That's swell. That's fine.
HCOB 24.10.81 - 2 -
ATTACHMENT
Now stop your head. All right.
Now start your head bobbing. All right.
Now stop your head. Good.
Now let's start your head bobbing, and we're going to change it to nodding.
OK. All right.
Now let's change it.
Now let's change it again. Good, good.
Now let's start nodding. Good.
Now let's start bobbing. Fine.
Now let's stop it up. Good.
Now let's start and stop it down.
Now let's start it up and stop it up.
Now let's start it down and stop it down. Good.
Now let's start it bobbing.
Let's change it to nodding. Good. Good.
Now let's stop it nodding. All right.
Let's start it nodding to the right and stop it. All right.
Now let's start it nodding to the left and stop it. Good.
Now let's just start it nodding. All right.
Now let's find the floor. That's good.
You feel dizzy?
Do you think you have a head?
You any less sure of a head?
You more sure of it?
Now let me ask you a question: Can you control your head?
Well fine.
You sure you can? All right.
Anybody have any doubt that he can control his head? All right.
Well that's just fine.
Now let's find something now that you can accept.
Find something you can accept and then find some more things you can
accept.
There must be something. OK, that's real good.
Now let's find some more things you can accept. Diamond studded
sandwiches.
Anything.
Some more things you can accept. OK.
You found some things you can accept?
Anybody fail to find something he can accept? All right.
Now let's find something you can reject.
Let's find some more things you can reject. OK.
And some more things you can reject. OK. That's fine.
Let's find some more things you can reject. OK. That's fine.
Let's find some more things you can reject. OK. That's fine.
Some more things you can reject. OK.
HCOB 24.10.81 - 3 -
ATTACHMENT
How you making out?
Making out real good? Well swell. Swell.
Now is there anybody present that hasn't been able to find
a single thing he could reject?
Everybody's found something he could accept? Well good.
Let's find some more things you could accept. OK.
Let's find some more things you could accept. OK.
Let's find some more things you could accept. All right.
You find some things?
You did?
Was that real easy? Well good.
Now let's find some things you can reject. All right.
How's that now?
Well, let's find some more things you can reject. OK.
How's that now? Well, good.
Let's find some more things you could reject. All right.
How's that now? Well good. Well good.
Now let's find some things-you all right? OK? All right. OK.
Let's find some more things now that you can accept. OK.
You got that? All right.
Now let's find some more things you can accept. OK.
How you doing now?
Doing all right?
Anybody having any difficulty? Well all right.
Let's find some more things you can accept. All right.
Now how you doing now?
You doing better?
Easier?
Is anybody pulling in mock ups with this or something like that?
Now you don't have to do that you know.
Just get some things now that you can reject. Some things you
can reject. All right.
How's that?
That pretty good? All right.
Let's get some more things you can reject. All right.
How's that?
That getting easier?
It's getting easier? All right.
Now let's find some more things you can reject. OK.
How's that now?
Getting easier?
Harder?
What? All right.
HCOB 24.10.81 - 4 -
ATTACHMENT
Now let's discover some things you can accept. OK.
Some things you can accept.
How's that? All right.
How some things you can reject. OK.
Some more things you can reject. All right.
How's that now?
That pretty good?
What's the matter. All right.
Now just for the fun of it, let's find the floor. With our feet. OK.
Find your chair.
Find the floor.
Find the chair.
Find the floor.
Find the chair.
Find the floor. OK.
Find your chair.
Got it? All right.
Find the floor. OK.
Find your chair.
You got a chair there?
I don't think you believe it's a chair. You sure it's a chair?
I don't believe it's a chair. Let's see some action on this.
You sure it's a chair?
You got a chair really?
You sure you got a chair?
Or you got a floor?
You got a chair? Well OK.
You got a floor? Well OK.
You got a chair? Well OK.
You got a floor? OK.
You got a chair? OK.
You got a floor? All right.
You got a chair? All right.
You got a floor? All right.
You got a chair? All right.
You got a floor?
You sure?
Are you absolutely certain? All right.
Are you sure?
What are you sure about? All right.
Have you got a floor? All right.
HCOB 24.10.81 - 5 -
ATTACHMENT
Is there a floor there? Good.
Do you know there's a floor there? Well all right.
Is there a floor there? Well good.
Is there a chair there? Well fine.
(Repeated 3 more times.)
There's a chair there? All right.
(Repeated two more times.)
Is there a floor there? Well OK.
(Repeated two more times.)
Is there a chair there? All right.
Is there a chair there?
Well is there a chair there? Well all right.
Is there a chair there? Well OK.
Is there a chair there? Well, if you say so.
Is there a floor there? Well all right. If you say so.
OK. All right. We're agreed more.
L. RON HUBBARD
FOUNDER
Edited by
Bill Morey
Flag Compilations Bureau
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=8/10/81
Volnum=0
Issue=3
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Word Clearing Series 6RA
Tape Course Series 9R
WORD CLEARING METHOD 2
Remimeo
Word Clearers
Supervisors
Cramming
Officers
Tech
Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 8 OCTOBER 1981
Remimeo ISSUE III
Word Clearers
Supervisors (Cancels BTB 28 June 71R
Cramming W/C Series 6R
Officers METHOD TWO METERED WORD CLEARING
Tech IN THE COURSE ROOM
Qual and
BTB 27 Nov 71R Tape Course Series 9
W/C Series 27R METHOD 2 WORD CLEARING
ON TAPES AND TAPE COURSES)
Word Clearing Series 6RA
Tape Course Series 9R
WORD CLEARING METHOD 2
Method 2 utilizes the E-Meter to locate misunderstood words that may
not be detectable otherwise. It is a very thorough form of Word Clearing.
Method 2 Word Clearing is only done on an individual who has received
Method One Word Clearing to completion.
There are two ways in which Method 2 Word Clearing can be used:
1) As a routine method of Word Clearing in Qual or in the Course
Room to handle bogs, confusions, misapplications, misunderstandings, etc.,
or as part of a cramming order or checksheet requirement. This does not
require any C/S OK.
2) On a large body of data. This is often done after it has
already been studied, to clean up any misunderstoods in that body of data.
It can be done on such things as a staff member's hat, the materials of an
auditor's level of training, the C/S Series, one's first Scientology
materials, etc. This action is usually part of a program such as a retread
program or part of someone's TIP. It does require C/S OK before the action
can be begun.
The Word Clearer doing the Method 2 must be trained in the use of the
E-Meter and instant reads.
Method 2 is not attempted if the student's TA is either High or Low.
The Word Clearer would ensure that there is no false TA, using the False TA
Checklist. If the TA remains high or low and is not false, the student
would be sent to Review for handling.
METHOD 2 PROCEDURE
a) On Written Materials
The student is put on the meter and the Word Clearer (or Supervisor)
gives him the R-factor "I am not auditing you."
The student is told that if he comes to a word or phrase he doesn't
understand he should tell the Word Clearer, so that
HCOB 8.10.81 - 2 -
the misunderstood can be cleared. The student should be encouraged to find
and clear misunderstood words himself, and should not become dependent on
the meter.
The Word Clearer has the student read aloud to him starting at the
very top of the first page.
The Word Clearer watches the meter carefully. As soon as the needle
reads (sF, F, LF, LFBD) the Word Clearer stops the student and finds the
word that read in a good dictionary, whether the student says he knows the
meaning or not. If it is a technical word or term in the subject being
addressed, it is looked up in a glossary or technical dictionary. (Note:
In using various glossaries and technical dictionaries, care must be taken
to find a dictionary definition that is on the correct gradient for the
student.)
The Word Clearer first clears the word for himself, then the word is
cleared on the student per HCOB 23 Mar 78RA W/C Series 59RA CLEARING WORDS.
The dictionary is handled by the Word Clearer, the student does not let go
of the cans.
If a technical word or term is being cleared from a glossary or
technical dictionary, then the student reads the definition aloud while the
Word Clearer watches the needle. Any word in the definition that reads is
looked up and cleared per HCOB 23 Mar 78RA W/C Series 59RA CLEARING WORDS.
Each word cleared is taken to F/N.
The Word Clearer then has the student re-read the sentence that
contains the word that was misunderstood. The Word Clearer must ensure
that the student understands the section of the text that contains the
word. If the student does not originate this fact, the Word Clearer should
ask the student what that part of the text means. He wouldn't let the
student continue reading if the student did not comprehend what he just
read.
If the student doesn't understand something about what he just read
then there will be another misunderstood word, probably earlier in the
text, in which case the Word Clearer would have the student go to an
earlier point in the text and start reading.
Only when he fully understands the section of the text that contains
the word that was misunderstood does the student continue reading.
The student continues reading aloud to the end of the last page of the
materials being covered. Any further reads of the meter are handled as
above.
At the end of the Word Clearing session, send the student to the
examiner.
b) On Tapes
This is done exactly as in Method 2 on written materials except that
the student listens to the tape with headphones on while the Word Clearer
watches the meter for a read.
The Word Clearer operates the controls of the tape player while the
student listens. The Word Clearer does not listen to the tape himself.
HCOB 8.10.81 - 3 -
As soon as the needle reads, the Word Clearer stops the machine and
asks what word or term the student just heard. (Note: It is important
that the tape player is stopped at the exact moment that the meter reads,
otherwise the word clearer may be asking the student for a word 3 or 4
words later than the reading word. On some machines it is fastest to rest
the thumb or a finger on the pause button while the tape is playing, using
the pause button to immediately stop the machine when a read occurs. The
most ideal set-up for Method 2 on tapes is to have a foot pedal that the
Word Clearer uses to operate the tape player with. This then frees up the
Word Clearer's hands.)
If the student can't spot the word the Word Clearer helps him find it
by replaying the last short section of tape. If the student still can't
tell him what the word is, the tape is replayed from an even earlier point.
As soon as the meter reads, the Word Clearer stops the machine and
gets the word from the student. The word is then cleared as in Method 2 on
Written Materials.
HANDLING THE BOGGED OR NON-F/NING STUDENT
Method 2 can be done on a student in trouble to get him F/Ning again,
to handle a bog, confusion, etc.
The student is put on the meter and is given the proper R-factors as
covered in Method 2 on written materials, above.
He is asked at what point in his materials he started having
difficulty.
The Word Clearer takes the student back to a point earlier than where
the student started having trouble and has the student read aloud to him.
The Word Clearer watches the meter and handles all reads as described
in Method 2 on written materials, above.
The materials are so covered up to the point where he was having
trouble.
If the difficulty does not resolve, the Word Clearer has the student
start reading from an even earlier point in the material. It may go back
to an earlier issue, tape, earlier course, or even an earlier subject.
(Ref. Tape 6408C06 SHSBC-34, Study Tape 4, STUDY-GRADIENTS AND
NOMENCLATURE and Tape 6510C14 SHSBC-68, BRIEFING TO REVIEW AUDITORS)
End off when the difficulty has been resolved and the student is once
again bright and F/Ning, and send the student to the examiner.
METHOD 2 ON LARGE BODIES OF DATA
This requires C/S OK to ensure that the student is not in the middle
of
an auditing action or process or in the need of a repair, etc. (NOTE:
Method
2 on just an issue or two, such as for a Cramming Order would not need C/S
OK, but any large amount of Method 2 work would.)
HCOB 8.10.81 - 4 -
The Word Clearer starts the student at the very top of the first page
of the materials and the whole of the materials are covered by Method 2.
All reading words are cleared including any words originated by the student
as misunderstood.
Done on one's first Scientology materials (first materials read, or
first tape heard), it uncovers basic misunderstoods on Scientology. Done
on one's hat or other material, it handles the basic reason behind post
failures or difficulty with any material.
The EP is a continuous F/N on the materials being word cleared.
COMPREHENSION
Ref: HCOB 30 Jan 73RD Word Clearing Series 46RD
METHOD 9 WORD CLEARING THE RIGHT WAY
Glibness is often trained into students by the current educational
methods as students are taught to read aloud without understanding what
they are reading. Understanding is actually considered to be something
separate from reading.
Therefore the Word Clearer must see that the student understands that
he should be comprehending the materials as he reads them.
And if a student starts reading a section without comprehension (goes
blank, robotic) or if any other manifestations of misunderstoods appear,
then the Word Clearer should have the student go back to the last point in
the materials when he was doing well and reading with comprehension. The
student would then come forward from there and the misunderstood word or
symbol should be found and cleared.
After all, the reason Method 2 is being done is to bring about a
comprehension of the materials.
CAUTIONS
The most common source of trouble in Method 2 Word Clearing is in the
Word Clearer not knowing his meter reads and either missing actual reads or
incorrectly calling reads, such as calling the right swing of an F/N a
read. The remedy for this of course is for the Word Clearer to get his
misunderstoods off on the subject of the E-Meter and its needle
manifestations and to re-do the drills in THE BOOK OF E-METER DRILLS until
his metering is flawless.
Method 2 can fail if the Word Clearer does not locate the earlier
material that contains the misunderstood word. This is remedied by word
clearing the Word Clearer on the Study Tapes, especially Study Tape 4 STUDY-
GRADIENTS AND NOMENCLATURE and word clearing him on Tape 6510C14 SHSBC-68
BRIEFING TO REVIEW AUDITORS.
A bog or the lack of a good result on Method 2 is handled by giving
the student a Word Clearing Correction List (HCOB 27 Nov 78 W/C Series
35RF).
HCOB 8.10.81 - 5 -
(NOTE: Just because a student has had a Word Clearing Correction List
does
not now mean that that's the end of the Method 2. The purpose of the Word
Clearing Correction List is to pick up the errors made in Word Clearing.
It in no way replaces Method 2 and actually getting the misunderstoods
found and cleared. When the student has been cleaned up with the WCCL, he
is returned to Method 2 Word Clearing so any remaining misunderstood words
can be found and cleared.)
Method 2 is simple to do and will produce astonishing results,
provided the Word Clearer knows his Study Tech and his metering well.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=7/10/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Word Clearing Series 31RC
METHOD 3 WORD CLEARING
Type = 11
iDate=7/2/72
Volnum=0
Issue=2
Rev=3
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Remimeo
All Students
All Supervisors
All Word Clearers
All Cramming
Officers
Tech
Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 7 OCTOBER 1981
Remimeo
All Students (Cancels BTB 7 Feb 72RB II
All Supervisors Word Clearing Series 31RB
All Word Clearers METHOD 3 WORD CLEARING)
All Cramming
Officers
Tech
Qual Word Clearing Series 31RC
METHOD 3 WORD CLEARING
Method 3 is the method of finding a student's misunderstood word by
having him look earlier in the text than where he is having trouble for a
word he doesn't understand. The student simply looks for the word, the
word is found, and then cleared using a good dictionary.
Method 3 is routinely used by the supervisor. It is done by twins on
each other as needed. And of course the student should use it himself
whenever he runs into any trouble.
It is very simple to do. It doesn't require a meter. But it does
require an ability to get in good comm with the student and an
understanding of the following theory.
THEORY
References:
TAPE: 6407C09 SHSBC-28 Study Tape 2 STUDYING-DATA ASSIMILATION
TAPE: 6408C06 SHSBC-34 Study Tape 4 STUDY-GRADIENTS AND
NOMENCLATURE
TAPE: 6510C14 SHSBC-68 BRIEFING TO REVIEW AUDITORS
HCO PL 24 Oct 68 II SUPERVISOR KNOW-HOW HANDLING THE STUDENT
HCO PL 24 Oct 68 IV SUPERVISOR KNOW-HOW TIPS IN HANDLING
STUDENTS
HCOB 26 Jun 71R II W/C Series 4R, SUPERVISOR TWO-WAY COMM AND
Rev. 30.11.74 THE MISUNDERSTOOD WORD
HCOB 27 Jun 71R W/C Series 5R, SUPERVISOR TWO-WAY COMM
EXPLAINED
Rev. 2.12.74
HCOB 31 Aug 71R W/C Series 16R CONFUSED IDEAS
HCOB 4 Sep 71 II W/C Series 19, ALTERATIONS
HCO PL 24 Sep 64 INSTRUCTION AND EXAMINATION: RAISING THE
STANDARD OF
HCOB 10 Mar 65 WORDS, MISUNDERSTOOD GOOFS
A student who knows his Study Tech will look up each word he comes
across that he doesn't understand. If he comes to something he doesn't
grasp he will look over it carefully for any misunderstood words and clear
these up.
HCOB 7.10.81 - 2 -
But when a student has cleared all the words and he can't understand
it or disagrees with it; or when a student bogs down, or becomes dull, or
is just not as bright as before, it is because the student has passed a
word he didn't understand before he started having trouble.
This will be very clear to you if you understand that IF IT IS NOT
RESOLVING, THE THING THE STUDENT IS APPARENTLY HAVING TROUBLE WITH IS NOT
THE
THING THE STUDENT IS HAVING TROUBLE WITH. Otherwise it would resolve,
wouldn't it? The trouble is earlier. If he knew what he didn't understand
he could resolve it himself. So to talk with him about what he thinks he
doesn't understand just gets nowhere.
Good Word Clearing is a system of backtracking. You have to look
earlier than the point the student became dull or confused and you'll find
that there's a word that he doesn't understand somewhere before the trouble
started. The student will brighten up the moment he spots the word, even
before the word is cleared. And if he doesn't brighten up there will be a
misunderstood word even before that one.
PROCEDURE
The student is not as bright, or feels dull or disinterested, or is
doping off, has bogged down or is going slower; or he just can't understand
something or disagrees with it and has done all the usual actions such as
clearing the words in it, but it still won't resolve.
The student is asked to look earlier in the text for the misunderstood
word. There is one always. There are no exceptions. It may be that the
misunderstood word is two pages or more back but it is always earlier in
the text from where the student is now.
The word is found. The student brightens up.
The misunderstood word is looked up in a good dictionary and cleared
per HCOB 23 Mar 78RA Word Clearing Series 59RA CLEARING WORDS.
The student reads the text that contains the word that was
misunderstood. If the student is not now bright then there is a
misunderstood word even earlier in the text that must be found.
When the student is bright and cheerful he is told to come forward,
restudying the text, to the area of the subject he did not understand.
The difficulty he was having should now resolve. If the difficulty
does not resolve then there are still one or more misunderstood words
earlier which must be found.
If the word can't be found with Method 3, then it would be permissible
to use one or more of the other methods of word clearing to get the word
found.
HCOB 7.10.81 - 3 -
ZEROING IN ON THE WORD
The formula is to find out where the student wasn't having any trouble
and find out where the student is now having trouble and the misunderstood
word will be in between. It will be at the tag end of where he wasn't
having trouble. (See Tape 6408C06 SHSBC-34, Study Tape 4, STUDY-GRADIENTS
AND NOMENCLATURE and HCO PL 24 Oct 68 IV SUPERVISOR KNOW-HOW TIPS IN
HANDLING STUDENTS.)
The student can also be spot-checked on the words in the area to help
him find the word, if necessary. The student is asked for the definitions
of various words in the area and any that the student is uncertain of or
doesn't know are looked up.
The end result of doing Method 3 is the student is now bright and any
difficulty he has had is cleared up.
Method 3 is tremendously effective when done as described herein.
If it were done every time a student hit a bog or slow or every time a
student became dull or his study stats dropped your students would
gradually get faster and faster and brighter and brighter. Study stats
would soar and the Academy would turn out more and more auditors as well as
other trained individuals the org could really be proud of.
So get a good reality on it and become expert in its use. Use it
to Keep Scientology Working.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=6/10/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
TECH FILMS AND VERBAL TECH
URGENT-IMPORTANT
All Orgs
Course
Supervisors
Film
Supervisors
C/Ses
Ds of T
Cramming
Officers
Students
Tech
Qual
HCO
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 6 OCTOBER 1981
All Orgs
Course (Also issued as an HCO PL
Supervisors of the same date and title.)
Film
Supervisors
C/Ses
Ds of T URGENT-IMPORTANT
Cramming
Officers
Students
Tech
Qual
HCO TECH FILMS AND VERBAL TECH
References:
HCOB/PL 9 Feb 79 HOW TO DEFEAT VERBAL TECH
HCOB/PL 15 Feb 79 VERBAL TECH: PENALTIES
HCOB 29 Aug 81 Cramming Series 16 CRAMMING AND VERBAL TECH
HCO PL 16 Apr 65 THE "HIDDEN DATA LINE"
HCOB 23 Oct 75 TECHNICAL QUERIES
With the release of the Technical Training Films, the policies
forbidding verbal tech must be extended to apply to any Technical Training
Film as well as to HCO Bulletins, Policy Letters, books, tapes or other
source references.
HCOB/HCO PL 15 Feb 79 VERBAL TECH: PENALTIES defines verbal tech as
follows:
GIVING OUT DATA WHICH IS CONTRARY TO HCO BULLETINS OR POLICY LETTERS,
OR OBSTRUCTING THEIR USE OR APPLICATION, CORRUPTING THEIR INTENT, ALTERING
THEIR CONTENT IN ANY WAY, INTERPRETING THEM VERBALLY OR OTHERWISE FOR
ANOTHER, OR PRETENDING TO QUOTE THEM WITHOUT SHOWING THE ACTUAL ISSUE.
The above definition applies equally to the Technical Training Films,
and to it is added:
GIVING OUT TECHNICAL DATA VERBALLY OR OTHERWISE FROM A TECHNICAL
FILM, OR ANY DISCUSSION, INTERPRETATION OR QUOTING OF THE TECHNICAL CONTENT
OF A TECHNICAL FILM WITHOUT HAVING THE FILM VIEWED BY THE PERSON OR PERSONS
CONCERNED SHALL CONSTITUTE VERBAL TECH.
Violations of this Policy Letter must be dealt with per HCOB/PL 15
Feb 79 VERBAL TECH: PENALTIES, and HCOB 29 Aug 81 Cramming Series 16
CRAMMING AND VERBAL TECH.
This Policy Letter is not to be used to curb enthusiam or prevent
word-of-mouth promotion of these vital films.
It is to be fully understood and applied in terms of the following
maxim:
THE TECH OF ANY TECHNICAL TRAINING FILM IS IMPARTED BY THE FILM
ITSELF, NOT BY ANY DISCUSSION OF IT.
HCOB 6.10.81 - 2 -
This issue is to be prominently displayed in all course rooms for those
courses to which Technical Training Films are assigned, as well as in the
film viewing area itself.
L. RON HUBBARD
FOUNDER
Assisted by
Research & Technical
Complications Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research & Technical
Complications Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=15/9/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
THE CRIMINAL MIND
Remimeo
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 15 SEPTEMBER 1981
Remimeo
THE CRIMINAL MIND
Definition: A criminal is one who is motivated by evil intentions
and who has committed so many harmful overt acts that he considers such
activities ordinary.
There is a datum of value in detecting overts and withholds in
criminal individuals:
THE CRIMINAL ACCUSES OTHERS OF THINGS WHICH HE HIMSELF IS DOING.
As an example, the psychiatrist accuses others engaged in mental
practice of harming others or worsening their condition yet the majority of
psychiatrists maim and kill their patients and by record, in all history,
have only worsened mental conditions. After all, that's what they seem to
be paid to do by the Government.
The psychologist accuses others of misrepresenting what they do and
lobbies in legislature continually to outlaw others on the accusation of
misrepresenting but there is no psychologist who doesn't know that he
himself is a fake, can accomplish nothing of value and that his
certificates aren't even worth the printing ink. The psychologist goes
further: He educates little children in all the schools to believe all men
are soulless animals and criminals so that when the possible day of
reckoning cones and the psychologist is exposed for what he is, the
population will not be the least bit surprised and will consider the
psychologist is "normal."
The psychologist accuses others of sexual irregularities when this
is, actually, his entire profession.
Jack the Ripper of English fame who gruesomely murdered prostitutes
now turns out to have been a medical doctor and was undoubtedly of enormous
assistance to the police in pointing out "the real murderer."
The FBI agent or executive accuses others of graft and even sets up
"abscams" to manufacture the crime. But an FBI agent regularly pockets
money supposed to be paid to informers and then screams to protect informer
sources that do not exist.
The FBI agent is terrified of being infiltrated and accuses others of
it when, as standard practice, he infiltrates groups, manufactures evidence
and then gets others charged for crimes his own plants have committed.
The FBI acts like a terrorist group posing as law enforcement
officers. Their targets seem to be legislators and congress and public
individuals who might someday have power over public opinion such as Martin
Luther King, Jr.
From all this we get another datum:
THE CRIMINAL MIND RELENTLESSLY SEEKS TO DESTROY ANYONE IT IMAGINES
MIGHT
EXPOSE IT.
You have to be very alert when criminals are around.
HCOB 15.9.81 - 2 -
J. Edgar Hoover, who organized the present FBI and still deified by
it
-- they have his name in huge, brass letters on Washington D.C.'s biggest
thoroughfare-and that town doesn't even have the names of former Presidents
up in lights-has been shown by subsequent records to have been a
blackmailer and traitor to his country. He carefully, personally, sat on
the information for four months that Pearl Harbor was going to happen.
Right up to the US entrance into World War II he was autographing his photo
for pals in the deadly German SS. He even sacked an FBI agent (Tureau) who
dared to catch some German spies.
Doctors, psychologists, psychiatrists and the Government form a tight
clique. Only the Government would support such people as the public hates
them.
From all this we get another datum:
INDIVIDUALS WITH CRIMINAL MINDS TEND TO BAND TOGETHER SINCE THE
PRESENCE
OF OTHER CRIMINALS ABOUT THEM TENDS TO PROVE THEIR OWN DISTORTED IDEAS OF
MAN
IN GENERAL.
It is not true that where any person accuses another of a crime the
accuser is always guilty of the crime or that type of crime. But it is
true that when a criminal is doing the accusing it is more than probable
that the criminal is disclosing his own type of crime.
Apparently they add it up this way: "If I accuse him of robbing,
then it would be assumed by others that I have not robbed a bank." By
loudly voicing a condemnation of a crime, the criminal, with a crooked
think, supposes people will now suppose he is above bank robbery and won't
suspect him.
Groups like psychologists who declare as fact that all men are
criminals are of course just dramatizing their own inclinations.
People assume that others have their own case. The psychologist
pushes his own case off on the whole world.
Anyone researching in the mind should be very aware of this point and
be sure not to do it. Subjective reality seems to then to be the only
reality there is, for such people are too introverted to really know the
minds and motivations of others.
When working with the criminal, one can get a very good idea of that
person's own mental state by getting him to say what other people want and
do or are guilty of.
It is inconceivable to the criminal that anyone could possibly be
decent or honest or do a selfless act. It would do no good whatever to try
to convince him for he knows all men are like himself.
Thus one gets another datum of value:
THE CRIMINAL ONLY SEES OTHERS AS HE HIMSELF IS.
One of the reasons he does this, of course, is to justify injuring
others. Because everyone else is useless, worthless, criminal, an animal
and insane, why then, he reasons, it is perfectly all right to injure them.
HCOB 15.9.81 - 3 -
Thus we come to another datum:
THE CRIMINAL IS NOT MUCH BENEFITED BY THE GIVING OFF OF CURRENT
WITHHOLDS AND IS NOT LIKELY TO REFORM BECAUSE OF THIS.
One, therefore, has to get down to the basic evil intentions as in
Expanded Dianetics.
There is another approach in that same area of technology which is
finding what act the person really can take responsibility for. It is a
gradient approach.
The criminal is basically so subjective that an auditor will find, in
the short run, that improving the reality of such a person is needful
before any effective, overall improvement is obtained through pulling
withholds.
Thus TRs and 8-C and even ARC Straight Wire are indicated as first
steps. If these are done, and as responsibility rises, expect that
overts could begin to pop up almost of their own accord.
It is interesting that if a criminal were to face up suddenly to the
enormity of his crimes he would go into degradation and self-destruction.
Thus a gradient scale is definitely indicated.
As the person has more R (reality) he can take more responsibility
and only then with pulling withholds can he have any real benefit.
This HCOB is simply some data on the criminal mind that might help.
At the very least it should give some understanding of why some
individuals insist with such apparent conviction that all men are evil, why
all men are insane, why all men are criminals.
And it also tells you how silly it is to try to argue with them.
Who's there?
The criminal mind is a bitter and unsavory subject. The percentage
of criminals is relatively small but the majority of grief and turmoil in
the world caused by criminals is a majority percent. Thus the criminal
mind is a subject one cannot avoid in research as it is a major factor in
the distortion of a culture.
It is a mind like any other mind but it has gone wrong. It is
motivated by evil intentions which, even if idiotic, are greater than the
possessor's ability to reason. The criminal, even when he seems most
clever, is really very, very stupid. The evil intentions get dramatized by
senseless overt acts which are then withheld and the final result is a
person who is more dead than alive and who faces a future so agonizing that
any person would shudder at it. The criminal, in fact, has forfeited his
life and any meaning to it even when he remains "uncaught" and "unpunished"
for in the long run, he has caught himself and punishes himself for all
eternity. No common judge can give a sentence as stiff as that. They
know down deep that this is true and that is why they scream with such
ferocity that men have no souls. They can't confront the smallest part of
what awaits them.
HCOB 15.9.81 - 4 -
When you understand what the criminal mind consists of you can also
understand how ghastly must be the feelings or lack of them with which the
criminal has to live within himself and for all his days forever. He is
more
to be pitied than punished. Neither bold nor brave, for all his pretense,
he
is really just a panicky, whimpering coward inside. When he bares his
breast against the bullets, he does so with the actual hope that he will be
killed. But of course that doesn't save him. He's got an eternity of it
left to go. And his scoff of any such data hides the whimper for he knows,
deep down, it's true.
Thus we have another datum:
THE CRIMINAL, NO MATTER WHAT HARM HE IS DOING TO OTHERS, IS ALSO
SEEKING
TO DESTROY HIMSELF. HE IS IN PROTEST AGAINST HIS OWN SURVIVAL.
If you have to work with criminals in pastoring, recognize what you
are working with. He can be helped-if he will let you near him.
Fortunately, there are still a lot of decent people left in the world.
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=13/9/81
Volnum=0
Issue=2
Rev=1
rDate=14/1/82
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
REVISION OF ACADEMY LEVELS 0-IV
AUDITING REQUIREMENTS
Remimeo
All Orgs
Tech/Qual
Academy
Supervisors
Academy
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 13 SEPTEMBER 1981R
Remimeo ISSUE II
All Orgs REVISED 14 JANUARY 1982
Tech/Qual
Academy (Also issued as an HCO PL,
Supervisors same date & title.)
Academy
(Revised to delete the last Students paragraph, as the intention
of the issue is clearly stated in the paragraph which preceded it.)
(Ellipsis Indicates Deletion)
REVISION OF ACADEMY LEVELS 0-IV
AUDITING REQUIREMENTS
In order to handle an international situation of Academy students
being required to audit a pc on Expanded Grades for each Level before the
student can be certified for that Level, this Bulletin revises the auditing
requirements for each of the Level 0-IV Academy Level Checksheets as
follows:
The student must successfully audit at least one preclear on each of
the processes of the Level to the EP of each process and the attainment of
the ability gained for that Level, OR produce consistent well-done auditing
hours in the style of auditing taught on the Level and get a definite good
pc result (remarkable case change). No student is to be certified for a
Level unless he has demonstrated his competence at auditing that Level, as
stated above.
L. RON HUBBARD
FOUNDER
Assisted by
Research & Technical
Compilations Unit
LRH:RTC:dr:bk
Copyright $c 1981, 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research & Technical
Compilations Unit
[?]
Type = 11
iDate=31/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Cramming Series 23
STABLE DATA FOR CRAMMING OFFICERS
Remimeo
Cramming
Officers
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 31 AUGUST 1981
Remimeo
Cramming
Officers
Cramming Series 23
STABLE DATA FOR CRAMMING OFFICERS
There is a cause for any situation. If cramming is to teach the
student what he missed, it must handle:
a) what he missed, and
b) why he missed it.
Thus it becomes a matter of getting at the root of the situation, if
the situation is not to recur.
This gives us the following:
1. Things are CAUSED, they do not "just happen."
2. The cause lies earlier than the effect.
3. The following humanoid "stable data" are false:
"It is human to err."
"It is reasonable to forget."
"There are people who are naturally slow."
4. Though stupidity comes about in general from charge on the case,
thoroughly remarkable changes can be effected in rate and thoroughness
of data assimilation, independent of general auditing, by USE of study
technology.
5. Basic, when blown, discharges the rest of the chain. Basic is
earliest.
6. If it didn't resolve the trouble the person was having, the correct
cause hasn't been found.
7. A successful cramming action always ends with the person F/Ning and
VGIs
and handled on the outness he came to Cramming to resolve.
Hammering the same point over and over doesn't ever find the CAUSE of
a repeating error. (And there shouldn't even be a first error if he did
his course or post hat properly.) In practice, in the case of a suddenly
slowed rate of study or in the case of a sudden rash of overt products, one
looks just before the change occurred and handles what is found there.
Sometimes it's necessary to carry it earlier to get the real cause of the
trouble found and handled. When HE's found (not when YOU've found) what is
out you'll have all the VGIs you could ask for and the error will not
repeat.
This brings us to the final stable datum:
8. The route to 100% results in cramming is PERSISTENCE in finding the
actual cause of the trouble.
HCOB 31.8.81 - 2 -
A Cramming Officer can increase his results by knowing and using this
data.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=2/9/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
THE CRAMMING OFFICER
Remimeo
All Orgs
All Missions
All Executives
All Staff
Qual Div
Cramming
Officer Hats
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 2 SEPTEMBER 1981
Remimeo
All Orgs (Also issued as an HCO PL,
All Missions same date & title.)
All Executives
All Staff (This issue cancels BTB 10 Jun 73RB IV,
Qual Div Cramming Series 11RB, CRAMMING OFFICER
Cramming POST REQUIREMENTS, as it changes the
Officer Hats specific requirements now expected of
a Cramming Officer.)
THE CRAMMING OFFICER
Ref:
HCO PL 16 Aug 81 THE PURPOSE AND FUNCTION OF CRAMMING
HCO PL 9 Sep 80R CLASS IV ORGS
ISSUE II QUALIFICATIONS DIVISION FIVE
Revised 11 Mar 81 ORG BOARD
HCOB 21 Dec 79 AUDITOR ASSIGNMENT POLICIES,
CRAMMING ASSIGNMENT POLICIES
HCO PL 30 Oct 78 COURSES-THEIR IDEAL SCENE
HCO PL 16 Mar 71R WHAT IS A COURSE?
Revised 29 Jan 75
LRH TAPE 7109C05 A TALK ON A BASIC QUAL
If a Cramming Officer thinks he has to know all about subject before
he can cram someone then he doesn't know the tech of cramming. If I were a
Cramming Officer and knew nothing about a subject I was cramming someone
on, I would simply put the guy on the meter and find out what he didn't
know about the subject and clean up what came up on that and then order the
guy to word clear the materials concerned.
A Cramming Officer is an expert in the technology of cramming. He
does not have to be an expert in the subject on which he is cramming
someone.
What is important is that he have the tools and technology of cramming
under his belt.
CRAMMING OFFICER POST REQUIREMENTS
The following are the minimum requirements a Cramming Officer would
need in any organization in order to competently carry out the functions of
his post:
a) STUDENT HAT COURSE
b) PROFESSIONAL TRS COURSE OR FULL PASS ON TRS 0-IV THE HARD WAY ON
A
DULY AUTHORIZED TRAINING CHECKSHEET (Ref. HCO PL 17 June 70RA
TECHNICAL DEGRADES)
c) MINI COURSE SUPERVISOR COURSE
d) HUBBARD E-METER COURSE
e) QUAL OK TO OPERATE AN E-METER
f) QUAL OK TO FLY RUDS
g) QUAL OK TO ASSESS PREPARED LISTS
h) HUBBARD MINI WORD CLEARING COURSE
i) APPLICABLE CRAMMING SERIES ISSUES HIGH CRIMED (OR NEW CRAMMING
OFFICER COURSE DONE FOR NEWLY TRAINED CRAMMING OFFICERS)
HCOB 2.9.81 - 2 -
j) PRODUCT DEBUG SERIES HIGH CRIMED
k) FULL CRAMMING OFFICER A-I HAT COMPLETED
Providing that the guidelines of HCOB 21 Dec 79 AUDITOR ASSIGNMENT
POLICIES, CRAMMING ASSIGNMENT POLICIES are adhered to there is no reason
for anything less than uniformly excellent cramming results as long as the
above requirements are not skimped.
Any posted Cramming Officer who is lacking one or more of these
requirements had better get very, very busy fulfilling any he is missing.
SENIOR CRAMMING OFFICER
Once an org has a hatted, functioning Cramming Officer on post, the
ideal scene to work toward is to have the person trained to the level of
Senior Cramming Officer. This parallels the Course Supervisor training
line-up where we have a Mini Course Supervisor (MCSC), Professional Course
Supervisor (HPCSC) and Senior Course Supervisor (HSCSC).
A person trained to the level of Senior Cramming Officer would most
likely hold the post of Chief Cramming Officer in an org. However, all
Cramming Officers should aim at attaining the level of Senior Cramming
Officer.
Senior Cramming Officer Requirements
The requirements for a Senior Cramming Officer are:
a) STUDENT HAT COURSE
b) PROFESSIONAL TRS COURSE OR FULL PASS ON TRS 0-IV ON A DULY
AUTHORIZED CHECKSHEET (Ref. HCO PL 17 June 70RA Re-rev. 27.4.81
TECHNICAL DEGRADES)
c) MINI COURSE SUPERVISOR COURSE AND INTERNESHIP
d) HUBBARD E-METER COURSE
e) QUAL OK TO OPERATE AN E-METER AND FLAWLESS IN ITS USE
f) QUAL OK TO FLY RUDS
g) ASSESSMENT DRILL COURSE
h) QUAL OK TO ASSESS PREPARED LISTS
i) KEEPING SCIENTOLOGY WORKING TECHNICAL CHECKSHEET
j) PROFESSIONAL WORD CLEARERS COURSE AND INTERNESHIP
k) PRODUCT DEBUG COURSE
l) APPLICABLE CRAMMING SERIES ISSUES HIGH CRIMED (OR NEW CRAMMING
OFFICER COURSE DONE)
m) VOLUME V OEC COMPLETED
n) A PROVEN RECORD AS A GOOD CRAMMING OFFICER
The functions of a Senior Cramming Officer are the same as those of
any Cramming Officer, the difference being that he more highly skilled and
experienced. Additionally, he would have the responsibility of correctly
apprenticing any Cramming Officer in training.
This, then, gives the direction an org should take in hatting and
training up its Cramming Officers, if it is to become a truly affluent org.
All Cramming Officers whether they are Senior Cramming Officers or
not need to be kept abreast of all developments in corrective technology as
they occur.
HCOB 2.9.81 - 3 -
CRAMMING OFFICER ENHANCEMENT
A Cramming Officer must get daily enhancement and must become fully
hatted with no delay. Only in this way can he be expected to operate at
the very high level of technical quality which is required of him.
In order that he can cram people of all case levels it is necessary
that he advance up the Grade Chart as well.
RESPONSIBILITIES OF A CRAMMING OFFICER
In addition to doing regular cramming cycles, product debug cycles
and other corrective actions, the Cramming Officer is responsible to ensure
that all High Crime checkouts are done with no delay and that the technical
staff stay abreast of all new technical developments up to the level that
they are trained. (Ref. HCOB 19 Aug 79R Rev. 30 June 80 HIGH CRIME-
ADDITION HIGH CRIME CHECKOUTS AND WORD CLEARING)
The Cramming Officer holds a great deal of responsibility for seeing
that Verbal Tech in the org is stamped out and anyone found as a source or
carrier of Verbal Tech is handled in ethics.
Ensuring the standardness of the courses being taught, and handling
those responsible for any outnesses in the tech of course supervision is
also the concern of the Cramming Officer. He is in an excellent position
to detect outnesses in the training of auditors, execs or others as all
overt products from any course will be sure to end up on the cramming lines
one way or another.
THE IMPORTANCE OF WORD CLEARERS
TO THE CRAMMING OFFICER
Once it has been determined which materials the student or staff
member has misapplied or not applied, the Cramming Officer relies on word
clearing tech to get him through those materials with any and all
misunderstoods found and cleared. The Cramming Officer does the word
clearing or has the person's twin in cramming do the word clearing if he
doesn't have a Qual Word Clearer available, but ideally he would have one
posted in his Cramming Unit. In a very busy cramming area this posting
would be vital.
HANDLING CRAMMING IN A LARGE ORG
The high degree of personal attention required in cramming brings
about a situation whereby a second Cramming Officer must be added to
reinforce the area when there are regularly more than 8 staff and/or
students requiring service at one time.
In a large org it would, of course, be mandatory to have both a Tech
and an Admin Cramming Officer permanently posted. There is no additional
hatting required for either of these posts. The Tech Cramming Officer is
not required to be top auditor, nor is the Admin Cramming Officer required
to be an FEBC or OEC graduate. Regardless of any other tech or admin
training a Cramming Officer has, it is the tech or Cramming in which he
must be an expert.
HCOB 2.9.81 - 4 -
CARING FOR THE INDIVIDUAL
A really successful Cramming Officer cares about the individuals who
come to him for help. How these staff members and students progress after
being crammed should be of interest to him and checking on this should be a
routine part of his weekly actions.
SUMMARY
The Cramming Officer is there to debug internes, students, staff
members and executives as needed and when needed. He does whatever is
required to achieve an honest product (a terminatedly handled individual
who will not return to cramming again on the subject crammed).
This issue lays out clearly what a Cramming Officer needs to know to
be able to do the functions bf his post successfully.
I'm looking forward to hearing of more trained and effective Cramming
Officers in your org.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=30/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Cramming Series 22
CRAMMING OFFICER PITFALLS
Remimeo
Cramming
Officers
Qual Secs
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 30 AUGUST 1981
Remimeo
Cramming
Officers
Qual Secs
Cramming Series 22
CRAMMING OFFICER PITFALLS
Cramming Officers on the whole do their jobs well and conscientiously.
Where they do get into difficulty or fail, the most common causes
usually boil down to one or more of just a few main factors.
These most common pitfalls are listed here as a checklist for the
Cramming Officer to use when examining his own actions or expertise in
handling cramming cycles. They are also helpful for a Qual Sec or other
senior tech terminal to use when the need arises to correct the Cramming
Officer himself.
1. NOT KNOWING THE STUDY TAPES.
If a Cramming Officer doesn't know the Study Tapes cold he is missing
the data which lies at the heart of almost any correction cycle.
If he isn't familiar with and relaxed about all aspects of Study Tech
as covered on these tapes, and if he can't USE this data, he's going to
miss.
Since any goof usually traces back to a lapse in application of some
aspect of Study Tech, it is important for a Cramming Officer to know his
Study Tapes. That doesn't mean he has heard them once or twice. It
means he has duplicated them soundly and well; that he understands the data
they contain and has made the data his own, for USE.
2. NOT KNOWING WORD CLEARING TECH COLD.
A Cramming Officer's ability to handle Word Clearing tech rests on his
understanding of the Study Tapes and their coverage of the datum of the
misunderstood word.
Armed with these basic principles, he is well prepared to master the
various methods of Word Clearing.
If a Cramming Officer doesn't have certainty on the misunderstood word
tech, and unless he is totally unreasonable about getting it applied and
can find the misunderstood word(s) when they exist every time, he will fall
short of success.
He must have total certainty on this, as possibly others won't. He
will have people tell him it isn't a word, it's something else. And it may
be, but if he buys this without investigating for himself and ensuring any
existing misunderstoods are cleared in addition to the "something else,"
he's had it.
HCOB 30.8.81 - 2 -
At the bottom of any confusion or conflict of ideas, lies a
misunderstood word.
A Cramming Officer who doesn't have unshakeabie certainty on this
should
re-study the Study Tapes and get himself word cleared by a competent word
clearer on them and the Word Clearing Series. He should then drill the
word clearing tech until he has a high reality on it and can find and clear
the misunderstood words every time.
3. TURNING THE PERSON BEING CRAMMED OVER TO A WORD CLEARER WHO CAN'T WORD
CLEAR.
If a Cramming Officer turns someone over to a word clearer who can't
get the misunderstood words found and handled he is not likely to get good
Cramming results.
The word clearer should have the same reality on the application of
misunderstood word tech that the Cramming Officer should have. If not,
then he should be trained and drilled until he's got it.
True, one sometimes has to twin people up in Cramming to have the
twins get each other's misunderstood words found and cleared. But one
should watch such word clearing closely. And if the misunderstoods don't
get found then turn the person over to someone who can find and handle
them. Or the Cramming Officer should find and handle them himself and then
handle the terminals who are goofing at it.
One cannot rely on skimpy, half-done or out tech word clearing and
expect to wind up with any kind of good cramming result. One's product is
at stake.
4. VIOLATING "LOOK DON'T LISTEN."
(Ref. HCO PL 16 Mar 72 I, Esto Series 8, LOOK DON'T LISTEN)
A Cramming Officer can totally miss by relying on an auditor's account
of a session or an admin staff member's account of his application of a
Policy Letter.
The auditor may be of the impression his TRs are totally natural but a
taped or videoed session might reveal this is far from the truth. If the
auditor knew exactly what was wrong he could probably correct it himself.
Asking him, you're likely to only find out what he already knows. The way
the Cramming Officer handles it is to look. Read the worksheets, look at
the Exam report, see how the auditor's other pcs are doing. Check out his
TRs. Put him through a drill. And the real error will spring into view.
In cramming admin staff, examine their products, watch them work, have
them show you exactly what they did.
Blindly buying the reason for a goof without looking for yourself is
asking for a possible loss.
LOOK DON'T LISTEN.
HCOB 30.8.81 - 3 -
5. TRYING TO GET SOMEONE TO "SEE SOMETHING" THAT IS NOT WRITTEN IN AN
HCOB
OR HCO PL.
This is actually a form of verbal tech-a very insidious form, as it
often pretends to use HCOBs and HCO PLs. It is often done with evaluative
or leading questions, some even as blatant as "Well, does the HCOB (or PL)
say you can't do such and such?" Some C/Ses and seniors do this at times
via cramming orders. They cram or instruct the auditor or a junior,
sometimes even giving references, on points that are not actually stated in
an HCOB or PL. Cramming Officers should watch out for this and should cram
the C/S or senior where this occurs.
If it is not written in an HCOB, PL or book or stated on a tape then
the point should not be made.
It is also a very serious error for a Cramming Officer to attempt to
get the person to "see the point" by asking various leading questions when
the data in question is contained in an HCOB, PL or other source reference.
To do so is a disservice to the person being crammed as it amounts to
attempting to force understanding in over a misunderstood. It can also be
classed as interpreting tech or policy, and is a sorry admission that the
Cramming Officer does not know Study and Word Clearing tech.
An individual who is crammed correctly with any misunderstoods or
false data handled standardly will duplicate the data as presented in
source materials. That is the result the Cramming Officer should be
working for.
6. ABSENCE OF DRILLING.
A Cramming Officer can err in thinking that because he's gotten the
misunderstood words found and cleared and all the false data off that the
job is complete. This comes about most frequently when the person being
crammed has an especially big win in word clearing or false data stripping,
etc.
Often, however, drilling is the final action needed in order to:
a. Give the person enough familiarity with doing the action so that he
can
do it smoothly.
b. Give the Cramming Officer visible proof that the person can now do the
action correctly. Good drilling is essential. When drilling is needed
to ensure a cramming result, don't neglect it.
7. ACCEPTING DATA ON HOW AN ACTION IS DONE BECAUSE OTHERS DO IT THAT WAY.
This is just another form of verbal tech. Auditors or staff
members mimic each other and an agreement is formed on how something should
be done. This soon spreads throughout the org. This really is nothing
more than group agreement. (Ref. HCO PL 7 Feb 65 Reiss. 27.8.80 KEEPING
SCIENTOLOGY WORKING) It is also wrong source.
It is always easier to copy someone else than it is to dig up the
references and clear up one's misunderstood words.
HCOB 30.8.81 - 4 -
The pity of it is that "tech" gotten this way is usually incorrect or
altered.
Not only does a successful Cramming Officer never rely on such data,
he must stamp out any such verbal tech or hidden data line when he comes
across it. He goes to source references for the correct tech or policy and
must insist that others do the same.
8. FAILURE TO PULL WITHHOLDS ESPECIALLY ON THE SUBJECT OF THE CRAM.
Failure to pull someone's withhold when a withhold is evident is a
violation of HCOB 15 Oct 74 Cramming Series 14 CRAMMING OVER OUT RUDS.
When the person being crammed is nattery or critical or just doesn't want
to say, pull the withhold.
The Cramming Officer who backs off and fails to get this done when it
is indicated and needed is setting both the person and himself up for a
loss and a failed cram.
Overts can block discovery of the misunderstoods in back of the goof.
It is a bad goof not to pull the overts when they manifest. A cram can
hang up on the person defending his actions. Getting the overts off then
allows the misunderstoods to be found. (See HCOB 8 Sep 64 OVERTS, WHAT
LIES BEHIND THEM?)
9. WRONG (INCORRECT) CRAMMING ORDERS.
A cramming order which attempts to handle an outness which does not in
fact exist is actually an invalidation and may bring about a deterioration
in the performance of the person being crammed. It often causes
considerable upset.
A Cramming Officer must ensure that cramming orders conform to HCOB 24
Aug 81 Cramming Series 8 HOW TO WRITE A CRAMMING ORDER.
Where a cram is incorrect, the Cramming Officer must tell the person
that it is incorrect and if necessary fly the person's ruds. The person is
still sent to the examiner afterwards and the cramming order and worksheets
must still be gotten into the person's pc folder.
The person who wrote the incorrect cramming order may also need to be
crammed.
It should be noted that some crams may be incorrect only in that they
indicate the wrong area needing cramming. In this case the Cramming
Officer would find out what does need to be crammed and cram that.
A Cramming Officer avoids the pitfall of trying to execute a wrong or
incorrect cramming order by applying Qual Senior Datum and also the sound
rule: KNOW BEFORE YOU GO.
HCOB 30.8.81 - 5 -
10. FAILURE TO GET HIS OWN MISUNDERSTOODS CLEARED UP.
A Cramming Officer does not need to be trained on or be an expert in
the materials or subject on which he is cramming another. The liability,
if he is so trained, and is himself out-ethics, is that often he may enter
his own false data, misunderstoods, confusions and/or misinterpretations
into the scene. However, the Cramming Officer must be able to readily
locate the correct source materials or other valid materials that apply to
the cram, and get these studied, duplicated and drilled by the individual
who needs correction.
It is important that if he encounters a misunderstood of his own in
such materials he gets it cleared so that he is capable of handling the
cramming action correctly.
Flubbed or half-done crams can result from the Cramming Officer
dramatizing his own misunderstoods.
11. DOING THE CRAM ROBOTICALLY.
A Cramming Officer can fall into the trap of going rote and simply
carrying out a cramming order robotically. This is a sort of non-
involvement on the Cramming Officer's part. He goes through the motions of
the cram and does exactly what was ordered, without question. He does not
really participate in the cram and, at best, hopes for a result.
This sometimes occurs on incorrect cramming orders where the person
being crammed and the Cramming Officer both just resign themselves to doing
the cram, without getting the matter properly resolved.
It also occurs sometimes because the Cramming Officer thinks he has to
know all about the subject before he can cram the person on it. So the
Cramming Officer just robotically does what was ordered.
That is a confession that the Cramming Officer doesn't know Study Tech
and Cramming Tech. These are his tools. If a Cramming Officer knows these
then he can handle anyone, even if the person is having trouble learning
Chinese!
There is no excuse ever for a Cramming Officer to robotically or
rotely handle a cramming action or any part of it.
12. CRAMMING OFFICER BEING INVALIDATIVE.
(Ref. HCOB 22 Jan 77 Reiss. 7.12.78, IN-TECH, THE ONLY WAY TO ACHIEVE
IT)
Invalidation of the person being crammed is not going to result in an
F/Ning, VGIs, terminatedly handled staff member or individual. The
Cramming Officer who engages in this has just knocked out the preliminary
step to cramming-flying the person's ruds.
This is not to say that a Cramming Officer doesn't maintain an ethics
presence or that he buys excuses or allows the person to be a case in
cramming or doesn't ensure the person's mistakes and misunderstoods get
corrected. But he must never, never invalidate the person himself nor his
willingness to work or help or get corrected.
HCOB 30.8.81 - 6 -
The willingness of the person in cramming is one of the basic factors
one has to work with in getting excellent cramming results. A wise
Cramming Officer cultivates it and gets the errors corrected and the
correct data duplicated, without invalidating the person being crammed.
13. CRAMMING OFFICER BEING SYMPATHETIC.
Sympathy does not get a person's misunderstoods found. It does not
teach him how to handle his post correctly. It will not make him a better
auditor or staff member. It has no place in the cramming cycle. Why be
sympathetic when you can be effective?
Sympathy is no substitute for positive, spot-on correction in
cramming.
Don't indulge in it. One gets the job done with ARC-not sympathy.
14. NOT DOING THE CRAMMING ORDER AT ALL.
There can be various reasons for this such as not being able to
confront
the person being crammed, not being able to push through a review cycle
which
needs to be completed before the person can be crammed, not being able to
get
the person into cramming, etc. Many of these and their handlings are
covered
in HCOB 21 Aug 81 Cramming Series 5, HOW A CRAMMING OFFICER ENSURES THAT HE
HAS NO BACKLOGS.
The point is that the goal of a corrected individual cannot be
obtained if the cramming order is not done at all.
The Cramming Officer who is aware of these pitfalls can ensure that
neither he nor any of the people he crams will fall into one of them.
His best insurance against this goes back to the very basics-a full
familiarity with and ability to USE the data contained in the Study Tapes
as the first fundamental.
When the Cramming Officer is thus armed it makes the road out for all
of us that much smoother and faster.
L. RON HUBBARD
FOUNDER
As assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
As assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=29/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Cramming Series 16
CRAMMING AND VERBAL TECH
Remimeo
Cramming
Officers
Tech
Qual
HCO
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 29 AUGUST 1981
Remimeo
Cramming
Officers
Tech Cramming Series 16
Qual
HCO
CRAMMING AND VERBAL TECH
Ref:
HCOB/HCO PL 8 Feb 78 HOW TO DEFEAT VERBAL TECH
HCOB/HCO PL 15 Feb 79 VERBAL TECH: PENALTIES
HCO PL 16 Apr 65 THE "HIDDEN DATA LINE"
HCOB 23 Oct 75 TECHNICAL QUERIES
HCOB/HCO PL 7 Aug 79 Product Debug Series 8
Esto Series 36
FALSE DATA STRIPPING
Verbal tech, unchecked, can spread through an area like a forest fire.
VERBAL TECH: GIVING OUT DATA WHICH IS CONTRARY TO HCO BULLETINS OR
POLICY LETTERS, OR OBSTRUCTING THEIR USE OR APPLICATION, CORRUPTING THEIR
INTENT, ALTERING THEIR CONTENT IN ANY WAY, INTERPRETING THEM VERBALLY OR
OTHERWISE FOR ANOTHER, OR PRETENDING TO QUOTE THEM WITHOUT SHOWING THE
ACTUAL ISSUE. (HCOB/HCO PL 15 Feb 79 VERBAL TECH: PENALTIES)
Every staff member has the responsibility of stamping out verbal tech
when it is encountered. The Cramming Officer, however, is in a better
position than most to spot and handle this plague, as the evidences of
verbal tech will often show up in Cramming.
There are any number of ways in which verbal tech may come to the
Cramming Officer's attention. False Data Stripping, for example, quite
frequently may turn up verbal tech. Finding the source of a goof or error
may reveal it. Two or more terminals making the same mistake in an area is
an indication that verbal tech may be afoot there. A number of people in
an area making the same error is often a sure sign the area is permeated
with it. Occasionally a cramming order itself may contain verbal tech.
Cramming orders should be written on any individuals using or giving
out verbal data. This is in addition to the fact that the person is
subject to a Court of Ethics per HCOB 15 Feb 79 VERBAL TECH: PENALTIES.
When a valid instance of verbal tech is brought to the attention of
the Cramming Officer or when he spots it himself he must act to get it
handled.
Verbal tech can come in many forms and guises, some blatant, some more
subtle.
The more blatant forms are usually easily recognizable but the more
subtle forms can sometimes be missed. These can include such things as
asking
leading questions designed to get someone to "see the point." This may be
hard
to detect as the person sometimes uses actual references but uses them out
of
context and sometimes they are even unrelated to the
HCOB 29.8.81 - 2 -
subject. The apparency may be that he is using source reference, but
unrelated quotes used out of context to push a point can have the same
effect as verbal data. Only by fully studying the entire HCOB or Policy
Letter, etc. and relating it to any other applicable references, does one
get the data in its true perspective.
Another subtle type of verbal tech that can show up is with a person
who tells you he is doing something a particular way because it says to do
it that way in an HCOB or a PL, but he never produces the HCOB or PL that
states it. And one has probably heard such lines as, "I'm sure this
process is run repetitively, but I won't give you verbal tech on it." (He
has just done so!)
The way to defeat verbal tech is covered in the simple steps of the
issue of the same name: HCOB/PL 9 Feb 79 HOW TO DEFEAT VERBAL TECH. A
Cramming Officer must set an example in getting this applied.
Presented with an incorrect datum or one he suspects may be incorrect,
his immediate response is: "What is the reference for that?" And if the
datum didn't come from an issue, book, tape or other valid reference, the
Cramming Officer must find out Who the datum came from and get it knocked
out.
Verbal tech is always handled by cramming and false data stripping as
needed on all those who have been infected.
The source of the verbal tech must also be isolated and handled to
prevent it spreading further. This means ethics and also cramming on the
correct materials.
Most, if not all, of those who deal in verbal tech will cross paths
with the Cramming Officer sooner or later. And if the Cramming Officer is
watchful he can use his position to put an end to the practice once and for
all.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=28/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Cramming Series 13
HANDLING THE BADLY BOGGED INDIVIDUAL
Type = 12
iDate=12/6/73
Volnum=0
Issue=2
Rev=2
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Remimeo
Cramming
Officers
C/Ses
Auditors
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 28 AUGUST 1981
Remimeo
Cramming (Cancels BTB 12 Jun 73RA Iss II,
Officers Cramming Series 13RA, CRAMMING
C/Ses HEAVY HUSSAR HANDLING FOR A BADLY
Auditors BOGGED TECH PERSONNEL OR STAFF
MEMBER, which contained an incorrect
procedure for handling the badly
bogged staff member.)
Cramming Series 13
HANDLING THE BADLY BOGGED INDIVIDUAL
Now and then a Cramming Officer is called upon to handle a horribly
bogged Tech or Admin staff member or Interne.
They can be recognized by the following manifestations:
A. Person overwhelmed on post and "too busy" to come to Qual for
handling.
B. Person has a stack of undone cramming orders but was never hatted in
the
first place.
C. Auditor hopeless about handling a particular case or aspect of his
tech.
D. Person has been made resistive to cramming/correction because of too
many invalidative cramming orders or invalidative handlings.
E. Person has had messed up cramming/corrective actions.
F. Person has been glib in his training and in cramming and so cannot
apply
(with its attendant difficulties).
G. Person never got crammed and so never got corrected on his post goofs.
Messed up cramming/corrective actions such as crams done over out
ruds, Crashing MU Finding done in the middle of False Data Stripping done
in the middle of Method 9 Word Clearing, different terminals doing
different actions on the person unbeknownst to each other has been known to
make a staff member decline an offer for more "correction" and to beg to be
left alone to do his post.
When a person is discovered to be in such a state a red tag should be
slapped on his pc folder and left there until the flubbed
cramming/correction has been corrected and the person is F/Ning.
Bogged cramming can be hell on an auditor or staff member and it is
surely hell on the rest of the org affected by the bogged person's post or
activities.
Sequence of Handling
Though it is not a rote procedure, any handling of the badly bogged
individual should roughly follow this sequence:
HCOB 28.8.81 - 2 -
1. Familiarize yourself with the person's situation before you even call
him into Cramming. Check the person's pc folder, obtain reports from
the person's seniors, study over his past cramming/corrective actions
plus any outstanding crams the person has stacked up, etc.
Case outnesses may be intertwined with his post troubles and these
must
be handled. Always enlist the C/S's help in determining what is
going
on with the person. Often, an FES and auditing program may be needed
to
handle BPC or a case outness the person is sitting in before you can
begin to handle his post difficulties.
If repair is needed, ensure this is actually initiated and that the
person does get handled. The Cramming Officer cannot really begin
his
job until the review auditor finishes his, so the Cramming Officer
has an interest in seeing that the repair gets done.
2. Call the person into cramming.
3. If a repair is not needed, thoroughly handle the person's ruds per
Cramming Series 19R FLYING RUDS IN CRAMMING.
4. Go over the overall scene with the person. Go over his past
cramming/corrective actions, any pertinent reports, etc. Get
from the
person any other areas of confusion or difficulty or uncertainty
which may not have been noted previously. Get him to lay everything out.
This may take some coaxing but it is important if your handling is to be
successful.
5. Isolate the biggest outness or the main situation. It must be real to
the person that this is the main bug that needs to be handled.
6. Thoroughly handle the main situation by doing a full Debug Tech
Checklist or direct cramming on it. A program may need to be drawn
up
to ensure a full handling of other outnesses brought up during
earlier
steps.
If the person doesn't experience a resurgence in his attitude about
his
post or area, the debug or cram is incomplete or the actual outness
needing correction has not been isolated. Determine which it is and
handle.
The handling is not a rote, mechanical procedure. The tools used to
handle are never varied. But it would be impossible to rotely
assign a
sequence of actions "First you do List A, then use Debug B, then do
Word Clearing C ... " for every handling.
Ethics
Where attempts to handle the person are met with overt or covert
counter-intention, one should suspect an out-ethics situation present which
will need to be resolved before tech will go in.
But don't confuse the out-ethics cat who runs from you when he sees
you coming or tries to chop you up when you do get him in for handling with
the person who is blowy because of Mis-Us or snarling from BPC.
HCOB 28.8.81 - 3 -
None of the above justifies case on post and HCO PL 21 Feb 64 STAFF
REGULATIONS AUDITING VERSUS JOB still applies.
Terminated Handling
The ultimate aim of the Cramming Officer in all of this is a
terminated handling of the individual on the area or areas on which he was
bogged. Handling his BPC on cramming, correction, etc. is necessary if it
is preventing handling of the bog.
The person may experience a resurgence at just handling his out ruds
or BPC and a big win like this should certainly be acknowledged. But it
isn't the EP of what you are trying to do.
For instance, he may be F/N, VGIs and hopeful now about getting his TR-
4 really handled and willing to work at it, but that would not be the EP of
the debug. He still has to get his TR-4 handled.
See the difference?
The time it takes to handle the badly bogged individual will vary, and
to do an honest and complete job may take many hours. In such cases the
Cramming Officer should schedule a time daily where he can work with the
person while still leaving himself time to handle his other cramming
traffic.
Related Handlings
For a staff member, auditor or interne to get very badly bogged, one
must ask the question: Where was that person's senior or supervisor while
the person was digging himself into trouble? The fact of having a badly
bogged individual to handle would usually mean that the person or persons
who previously attempted to handle the badly bogged person need cramming as
well.
By knowing and using the gamut of our corrective technology there is
no reason to have Tech or Admin personnel in an org who are bogged and
unable to successfully do their jobs.
It takes willingness to apply the tech with no compromise and some
patience while the person works out of his tangles. But the benefits to
the org and individual are well worth the efforts.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BDCSC:LRH:RTC:bk BOARD OF DIRECTORS
Copyright $c 1981 of the
by L. Ron Hubbard CHURCH OF SCIENTOLOGY
ALL RIGHTS RESERVED OF CALIFORNIA
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
[?]
Type = 11
iDate=27/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Remimeo
Cramming
Officers
C/Ses
Execs
Staff
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 27 AUGUST 1981
Remimeo
Cramming
Officers
C/Ses
Execs
Staff
(This HCOB replaces BTB 12 Jun 73 I, Cramming
Series 12, THE TOOLS OF CRAMMING, which was cancelled by
HCOB/PL 1 Sep 81 CRAMMING BTBs AND BPLs CANCELLED.
The sample LRH cramming orders from that BTB
have been included in this HCOB and additional
LRH cramming orders have been added. Data on
the tools of cramming is now contained in the
new Cramming Series 4, HCOB 20 Aug 81 entitled
CRAMMING TOOLS.)
Cramming Series 12
EXAMPLES OF LRH CRAMMING ORDERS
(Ref. HCOB/HCO PL 24 Aug 81 Cramming Series 8, C/S Series 70
HOW TO WRITE A CRAMMING ORDER)
This HCOB lays out actual cramming orders which I have issued in the
past to correct tech and admin personnel under my supervision.
They are not presented as examples to be followed rotely. They
are simply given to provide practical examples and practical guidance both
to those who write cramming orders and to Cramming Officers.
The following cramming orders are grouped under the headings of
"Auditors," "C/Ses and C/Ses I/T," "Examiners," "Execs and Admin
Personnel," "Marketing" and "Film Crew."
AUDITORS:
1. "Auditor missed an F/N. Check meter position and general admin habits
that would cause this. She must be able to see the meter, pc and
admin in one look. Check eyesight. Also Code and TRs, of course."
LRH 13 May 72
2. "Worksheets utterly indecipherable. She 'clarifies' by overwriting
words
in blue, instead of correctly printing above in red. Have her
practice legible handwriting rapidly until she can."
LRH 13 May 72
HCOB 27.8.81 - 2 -
3. "Does not put enough down in a worksheet to make sense. She must
learn
what to put down, what not to. Things that move TA, Dn step numbers,
items that fall on 2WC and overts and withholds. And enough sense so a C/S
can use it and see what happened."
LRH 13 May 72
4. "Commits auditing error, blames pc. Get off her overts on pcs. Check
her out on Standard Dianetic C/Sing."
LRH 12 May 72
5. "Missed first item's F/N on list. L&N laws. Metering. Check it for
position during admin."
LRH 3 June 72
6. "Metering. Placement of meter may have been upset by concentration on
admin. Missed a no-read on the pc. Or isn't checking. Get metering
and admin sorted out as a coordination."
LRH 2 June 72
7. "Flubbed ARC Break handling. Look at folder. Get the Mis-U and drill
her on ARC Break handling."
LRH 6 June 72
8. "WCing over out lists, out ruds. M6 on key words of her post. M4 on
programming sequences. In clay purpose of a program. In clay purpose
of an auditor."
LRH 18 July 72
9. "Auditor breaks up when pcs say something funny by report. Clobbered
the
F/N. He also assessed an uncleared list and missed Mis-U words and
didn't handle even when it read. TRs the HARD WAY."
LRH 16 April 72
10. "Auditor's pc is talking long long long. Clear Invalidation. Then
work
out in clay what invalidation is and what it would do to a pc. Then
in clay how a pc would Itsa overlong on out TR2. Then TRs."
LRH 21 May 72
11. "Couldn't follow an ARC Break chain down or pull a withhold. Just sat
and watched a meter. Didn't do C/S. No session control.
'Auditor
Rights' unknown. Retread Academy Levels 0 to IV. TRs."
LRH 10 Sept 72
12. "Cramming on missed withholds. Let a pc get off an overt without
telling
him (the auditor) what the overt was. The pc even revived but
wouldn't say."
LRH 10 Jan 72
13. "Missed pc being wholly out of session. Session admin out-can't
easily follow it. Practice writing. 1. Definition of in session-
Word Clear M4 and in clay. 2. Rapid writing LEGIBLY."
LRH 7 Mar 72
HCOB 27.8.81 - 3 -
14. "Apparently thinks sending an auditor to cramming is an Ethics or
punishment action. Was very aggrieved at having been sent to cramming
by me. 0. Review last cramming action. 1. Meter check for overts and
withholds on pcs and C/Ses. 2. Find out where she hasn't really completed
a grade or study. 3. Meter check for Mis-Us on tech. 4. Mis-Us on
cramming and the purpose of it."
LRH 27 Jan 72
15. "Violation of HCO PL 21 Nov 62 CSW. C/S opinion requested but no
folder,
no data. Pack of Dev-T PLs starrate. CSW in clay and how Dev-T
overloads lines."
LRH 2 Mar 72
16. "Dev-T-challenging a cramming order on a Dev-T folder with more
Dev-T."
LRH 1 Mar 72
17. "Aside from any Out Tech, this auditor, out of two folders, has in
each
one left one item on a list unhandled. Causes C/S Dev-T. M4 and
starrate Dev-T pack."
LRH 12 Apr 72
C/Ses AND C/Ses I/T:
1. "C/S Series M4. Then study it. He missed obvious things and doesn't
head auditors into a dead right correction."
LRH
2. "Get this C/S to do C/S Series 57 as a familiarity action on the HGC.
It can be done a bit each day. It must be metered as honestly done."
LRH 15 June 72
3. "Gave a well done to an Auditor for word clearing over an Out List,
Out
Rud pc. M6 on his post. M4 on C/S Series, about sequence of Out
Lists, ruds in programming. In clay on purpose and actions of a C/S in
handling cases. In clay on purpose and actions of a C/S in handling
Auditors."
LRH 10 Sept 72
4. "Q and A C/Sing. 1. HCOB 19 Jun 70, C/S Q AND A. Get off the
misunderstood word. 2. C/S Series 1 -- AUDITORS RIGHTS. MWHs =
critical."
LRH 5 Dec 71
5. "Submitted a C/S with no program. C/S and her review auditor are in
the
dangerous practice of C/Sing without a program. Review auditor never
ordered corrected. 1. Get all programming misunderstoods found and off.
C/S Series 31, #6 especially. Must be misunderstood words on programming.
2. Find misunderstood words in her 'Areas of C/S uncertainty' as she says
she is uncertain."
LRH 17 Jan 72
HCOB 27.8.81 - 4 -
6. "Noted pc in sad effect and placed ARC Bk (Ruds) of long duration
after
L3B. 1. C/S Series 44R addition is missed. Doesn't realize
consequences
of running pc over out ruds. Mis-Us on programs. C/S 44R addition."
LRH 2 Mar 72
7. "Lost Pre-OT off lines who was to complete OT III. Do in clay Solo
C/S's flow lines. How do they lose people? Essays. How could they
prevent it? In clay."
LRH 23 Dec 71
EXAMINERS:
1. "As Examiner, runs words together on Exam Reports. Makes it hard to
read. 1. Clear up any Mis-Us on USE of Exam Reports. 2. Practice
rapid writing, spacing words so they are legible."
LRH 23 Feb 72
2. "False Exam. Did not distinguish an ARC Break needle even when the pc
challenged it with 'Was it?' 1. Check out on meter reads. 2. Drill
on obnosis. 3. Cure the stare people don't like."
LRH 10 Feb 72
EXECS AND ADMIN PERSONNEL:
1. "Sent an incomplete program up. Cram her on PL NOT DONES, HALF DONES
AND BACKLOGS. On Dev-T pack."
LRH 9 Aug 72
2. "Is flunking on evaluation. Method 7 WC Handle. Method 4 Data
Series.
Get him to define a Why per Data Series. Have him rattle off all the
outpoints until he can, with examples of each."
LRH 11 July 72
3. "There is something adrift here. Possibly confront or people or
getting
people to work. She operates as an HCO Expeditor. She is perfectly
willing to work personally and does a good job. However, her actions here
tell us why her org fell apart with her as Org Officer. Instead of
organizing-org boarding people, recruiting, training, hatting, putting in
Ethics, etc., she clears up backlogs as an HCO Expeditor. She does not get
people to get the work done but does the work. Establish the fact -- (1)
Can she handle PEOPLE. (2) Can she recruit? (3) Can she train? (4) Can
she compile packs? (5) Does she know theory of org board and posting? (6)
Does she know Ethics, including investigation? (7) Does she believe she
can get people to work? Or is it 'faster to do it yourself?' Straighten
out what is found."
LRH 22 Jan 72
4. "Did not follow orders. 1. Meter check for Mis-Us related to orders,
key
post terms. Clear up. 2. Check up on his attitude to his post. 3. Find
the bug on reasonableness on post."
LRH 10 Feb 72
HCOB 27.8.81 - 5 -
5. "Posting with a gap in Qual. No formal coverage of Interne Super
functions while Interne Super on leave, thus overloading the QEO with
interne Super. HAS-HCO Cope Off Hat M4. In clay, posting an org board
from the top down to cover all lower functions and why one does, shown in
clay."
LRH 12 Mar 72
6. "Let her area collapse. 1. Check WC1. 2. Check managing by stats PLs
for Mis-Us. 3. WC4 Data Series. 4. Have her do evals that don't
blame wrong targets."
LRH 27 Jan 72
7. "Cut a comm line. Messed up an evening schedule by saying she 'didn't
know'. Is wholly unaware of an existing scene. Attention fixed on
something, easily upset, withholdy. M4 on 'Policy'. M4 on post. Dev-T
pack starrate."
LRH 5 Mar 72
8. "Blames other activities for own low stats and failures instead of
policing and handling own area. Does not know a Why by definition is
something you can use to improve a scene. 1. Check WC1 for errors. 2.
WC4 on Data Series. Get her to do numerous evals that have Whys you can
handle (that don't put it on God or other Divs).
LRH 27 Jan 72
9. "Data Series M4 and in clay. Gave me an eval lacking in CONSISTENCY
(why
on one subject area-program on another). Did not locate the right
Why."
LRH 9 Mar 72
10. "She is to be crammed on 1. What files are. 2. What the uses of files
are. 3. What her products are."
LRH 15 Mar 72
11. "Is not being a Product Off for his Div. Stats way down. Out
admin and
Out Ethics in Div. Find out Why he can't get production or quality.
Cram."
LRH 22 Mar 72
MARKETING:
1. "Get the Crashing Mis-U which underlies surveys, use of surveys,
buttons,
positioning, etc. Also find out what trouble she is having in writing
English. Handle."
LRH 1 Oct 79
2. "He apparently doesn't know the difference between a poster and a
handout
and he's also about to waste a piece of artwork into a poster form.
Please get him cleared up on these terms and find out what false data he's
sitting on."
LRH 15 Oct 79
3. "She has just been crammed and yet she has just done a submission
which
could not be further off the rails on the subject of this poster.
It
doesn't have anything to do
HCOB 27.8.81 - 6 -
with the subject she is trying to sell. It is in fact disassociated.
Some sort of a Crashing Mis-U has been missed on the basics of Marketing or
some cramming has been mis-done here. Please review this quickly."
LRH 18 Sept 79
4. "These surveys show an ignorance of survey tech or PR or how you name
things. The questions do not lead to any solution of it.
"Actually they decided what the name should be and then surveyed some
people to find out what it was, according to the surveys I can find here.
"There is some Crashing MU or something of the sort on the subject of
survey tech, positioning and so forth PLs. And there is certainly an
inability to view things from an audience or public viewpoint to see how
they sound.
"Please handle."
LRH 6 Sept 79
FILM CREW:
1. "The editors don't understand the sequence and use of their equipment
and that's why they won't even get it in shape or take care of it.
Get these Crashing MUs or false data out of the line so we can get some
movies out.
"They are out of ARC with their equipment and their films and
therefore they can't cut it.
"It requires ruds flown on equipment and post and Reach and Withdraw
on everything in the space. This is in addition to their Crashing MUs and
any false data. Let's get this handled.
"Get this done on all of the editors."
LRH 15 Sept 79
2. "Cram the lighting technicians and drill them on manual dexterity.
"They took an age to light the set once they had to change some bulbs.
"It shouldn't take that long."
LRH 18 Sept 79
In these cases, when the basic outnesses were corrected the flubs were
found to have occurred most commonly because of one or more of the
following:
1. Didn't know the material (hadn't studied it).
2. Hadn't drilled the material sufficiently.
3. Misunderstood words.
HCOB 27.8.81 - 7 -
In some cases the person had a Crashing Mis-U underlying the whole
subject. And false data on the subject or action also often turned up on
these crams.
In each case, with the outnesses fully handled in Cramming, the
difficulty straightened out and the person began improving in his or her
area.
While these crams do not cover every section of an org, nor the use of
all the Cramming tools available, they do give enough examples to show how
Cramming can be used to good advantage to achieve the product of a
corrected individual.
A cramming order needn't be lengthy. But the more exactly and
accurately it names the outness observed, the more easily the Cramming
Officer can do his job and the more swiftly the person can be corrected to
a win.
L. RON HUBBARD
FOUNDER
Assisted by Research and
Technical Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
BDCSC:LRH:RTCU:dr
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by Research and
Technical Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
[?]
Type = 11
iDate=26/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
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aDate=0/0/0
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arDate=0/0/0
Cramming Series 11
HIGH CRIME CHECKOUTS AND TECHNICAL OKS
Remimeo
Cramming
Officers
Interne Sups
Tech
Qual
HCO
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 26 AUGUST 1981
Remimeo
Cramming
Officers
Interne Sups Cramming Series 11
Tech
Qual
HCO
HIGH CRIME CHECKOUTS AND TECHNICAL OKS
Ref:
HCO PL 8 Mar 66 URGENT-HIGH CRIME
Reiss. 30.8.80
HCO B 28 Apr 71 OKAYS TO AUDIT IN HGCs
HCO B 19 Aug 79R HIGH CRIME-ADDITION
Rev. 30.6.80 HIGH CRIME CHECKOUTS AND WORD CLEARING
The Cramming Officer has, as one of his major responsibilities, the
task of ensuring that High Crime checkouts are kept in PT.
New bulletins and technical policies are High Crimed on all C/Ses,
auditors, supervisors and internes according to their class and training
level in accordance with HCO PL 8 Mar 66 HIGH CRIME. HCOB 19 Aug 79R
HIGH CRIME-
ADDITION HIGH CRIME CHECKOUTS AND WORD CLEARING is followed to the letter
and the checkouts should be done within 24 hours of receipt of the issue.
High Crime Checkouts
High Crime checkouts are done by auditors to their highest class.
For example, Class VIII auditors must High Crime checkout on all relevant
issues designated to Class VIIIs or below. A NED auditor would check out
on any relevant Dianetic issues.
The C/S High Crimes all issues applicable to his C/Sing level.
Internes do their High Crime checkouts under the Interne Supervisor
usually on a twinning basis with another interne.
High Crime checkouts are always done in Qual. They can be done by the
Cramming Officer himself or the Interne Supervisor or preferably on a
twinning basis under the supervision of either.
Attestations are never accepted on any High Crime checkout. (Ref.
HCO) PL 25 Sep 79 I URGENT-IMPORTANT, SUCCESSFUL TRAINING LINEUP) Each must
be done per HCOB 19 Aug 79R HIGH CRIME-ADDITION HIGH CRIME CHECKOUTS AND
WORD CLEARING.
Any confusions, disagreements or strange ideas found while doing High
Crimes are handled immediately with word clearing, false data stripping or
any other corrective tool needed.
The High Crime Log
The Cramming Officer must have and maintain a log book in which new
issues and High Crime checkouts are recorded.
HCOB 26.8.81 - 2 -
When a new issue arrives in an org a copy must go immediately to the
Cramming Officer, who logs it in his book and then sees to it that
sufficient copies are made available at once to ensure that checkouts can
be done with no delay.
Following is an example of how the pages of the log could be arranged.
NAME | ISSUE A | ISSUE B | ISSUE C | ISSUE D | ISSUE E | ISSUE F |
ISSUE G
| (Title | (Title | (Title | (Title | (Title | (Title |
(Title
| & Date) | & Date) | & Date) | & Date) | & Date) | & Date) | &
Date)
-----------|---------|---------|---------|---------|---------|---------|----
----
Fred Black | Date | Date | Date | Date | Date | Date
| Date
Cl VIII | | | | | | |
-----------|---------|---------|---------|---------|---------|---------|----
----
Joe Howard | Date | Date | xxxxxxx | Date | xxxxxxx | Date |
xxxxxxx
Cl IV | | | xxxxxxx | | xxxxxxx | |
xxxxxxx
-----------|---------|---------|---------|---------|---------|---------|----
----
Mel Morrey | Date | Date | Date | Date | Date | Date
| Date
HSST | | | | | | |
-----------|---------|---------|---------|---------|---------|---------|----
----
Anne Moyer | Date | xxxxxxx | xxxxxxx | xxxxxxx | xxxxxxx | Date
| xxxxxxx
NED | | xxxxxxx | xxxxxxx | xxxxxxx | xxxxxxx | |
xxxxxxx
-----------|---------|---------|---------|---------|---------|---------|----
----
(Etc.) | | | | | | |
| | | | | | |
The log is dated when the person does his High Crime checkout for the
issue entered at the top of the log. If the
person is not required to do a High Crime checkout on the issue a slash is
drawn through the appropriate box opposite his name.
When an interne passes a High Crime checkout it is signed off on his
interneship checksheet rather than in the log book.
The Cramming Officer retains the High Crime Log and must keep it up to
date at all times.
Mimeo Delays
Mimeo delays can be very destructive to an organization and the
Cramming Officer must scream long and loud if new bulletins or policy
letters are delayed by Mimeo either locally or at a higher level. Reports
should be sent to the HAS, LRH Comm, Keeper of Tech and/or the ED if the
delay is local or to the Keeper of Tech International at Flag if the delay
is other than local.
Mimeo checklists of all issues should be sent out from Flag
periodically to all orgs and the Cramming Officer should use these to check
against the issues he has received.
HCOB 26.8.81 - 3 -
Department 3 Inspections
The High Crime Log should be inspected weekly by the Inspections
Officer or the Dir I & R to ensure that the High Crime checkouts are in PT.
Violations of High Crime policies are not to be treated lightly. The
Cramming Officer can expect ethics action to be taken on him by HCO in
accordance with HCO PL 8 Mar 66 HIGH CRIME if the High Crime Log shows
backlogged High Crime checkouts. The Qual Sec is also culpable in the
matter.
Okays to Audit
Anyone doing technical actions in an org, whether as an HGC auditor,
Interne or otherwise, must first acquire a "Qual okay to audit" the action.
Internes, of course, acquire their OKs on their interneships. Staff
auditors do new courses and interneships as well.
If a new process or technique is released which is not yet part of a
course, but is designated to a course that the auditor has previously
completed, the auditor would obtain his "OK to audit" the action from the
Cramming Officer or Interne Supervisor before doing the action.
"Okays to audit" never replace the need to do a full course. For
instance, one would never be allowed to merely High Crime the Happiness
Rundown issues and then audit the HRD. One would have to do the Happiness
Rundown course first and then do the HRD Interneship which gives one his
okay to audit the HRD?. It's never one without the other and never in any
other sequence than (1) Course done (2) "Okay to audit" obtained in Qual on
the Interneship.
This holds true for C/Ses as well. One does his course and then his
interneship and receives his "okays to C/S" in this fashion. "OKs" for new
techniques or processes which are not yet part of a course, but are
designated to a course that the C/S has previously done, are obtained from
the Cramming Officer or Intern Supervisor.
There are some posts in the org other than auditor, C/S or interne
which call for technical actions to be done as part of the duties of the
post. Examples are Ethics Officers doing PTS interviews or other metered
interviews, word clearers, those doing metered debugs, D of Ps, Estos doing
Product Clearing, etc.
These terminals must High Crime check out on issues pertinent to the
action and must obtain Qual OKs to do the specific action required by their
post duties or do a course and interneship if applicable, such as in the
case of word clearers.
The Qual Sec, Cramming Officer or C/S may withdraw a specific "okay to
audit" or "okay to C/S" or any other "okay" if found to have been falsely
issued by reason of numerous flubs.
References which cover interneships and the "okay to audit" system
are:
HCO PL 24 Aug 71 INTERNE CHECKSHEETS OKAYS TO AUDIT
HCO B 28 Apr 71 OKAYS TO AUDIT IN HGCs
HCOB 26.8.81 - 4 -
HCO B 19 Jul 71 C/S Series 52, INTERNES
HCO B 7 Jan 72 TRAINING AND INTERNING STAFF AUDITORS
HCO B 26 Feb 78 INTERNESHIPS VS COURSES
It has been clearly established over the years that the omission of
High Crime checkouts always leads to a crashed Div IV statistic.
Therefore, the Cramming Officer should make it a big point of personal
pride that the High Crime checkouts never get backlogged in his org.
The future of the org depends to a great extent on the policies on
High Crime checkouts and "okays to audit" being followed zealously.
With these policies in, the standard of Technical delivery in the org
will only improve.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=25/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Cramming Series 9R
C/S Series 68R
THE C/S AND CRAMMING CYCLES
Remimeo
All C/Ses
Cramming
Offices
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 25 AUGUST 1981
Remimeo
All C/Ses
Cramming (Cancels and replaces BTB 8 Dec 71,
Offices same title, which incorrectly stated
that a C/S should know the Data Series
in order to be able to handle
incomplete cramming orders.)
(Revisions in Script)
(Ellipsis Indicates Deletion)
Cramming Series 9R
C/S Series 68R
THE C/S AND CRAMMING CYCLES
A fast way for any C/S to go into Doubt about the skills of his
Auditors is to send them to Cramming and get only a "done" back.
Cramming is there to find the real cause of any error. So if this is
not made known to the C/S he has a "something is wrong with Joe's TRs"
which hangs up in time and never is resolved.
A response from Cramming to an order from the C/S to "check his TRs-
Pc's TA went low in session-" which states: "I checked his TRs and they
are good. But he audited the Pc in a room that was overhot and the cans
were too big. He has been drilled on Auditor's Code and session
environment handling and HCOBs on TA Errors and now has this down pat. It
won't happen again," leaves the C/S in no doubt as to what really happened.
What's more he can order this repaired on the Pc by a "2wc on times he felt
worried about his TA or F/Ns" taken E/Sim to F/N (which will clear it up).
Furthermore the Auditor now knows that the C/S knows what the real
error was, doesn't get hung with a withhold or a false idea about his TRs
from the C/S.
In essence one is putting the Exact Truth on the line.
So the following rule is now mandatory in all HGCs and Quals:
THE CRAMMING OFFICER IS ALWAYS ON ANY CRAMMING ORDER TO REPORT THE
EXACT
OUTNESSES FOUND OR THE EXACT SESSION GOOFS, WITH ANY ADDITIONAL DATA, IN
DETAIL, TO THE C/S.
A C/S receiving a Cramming Order back which hasn't found the real
cause of the error or which is incomplete or does not make sense when
compared with the session and its results MUST return the Cramming Slip to
the Cramming Officer requiring the cram be completed or the actual outness
found and corrected.
A good C/S should . . . be able to spot such outpoints at once.
He would go over the session with the Cramming Officer and point out what
it is he wants handled.
HCOB 25.8.81 - 2 -
This data is not theoretical but is taken from actual practical
experience in C/Sing.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:HTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=24/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Cramming Series 8
C/S Series 70
HOW TO WRITE A CRAMMING ORDER
Type = 12
iDate=12/12/71
Volnum=0
Issue=14
Rev=1
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Remimeo
All Execs
All Staff
All Orgs
All Missions
Cramming
Officer Hat
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 24 AUGUST 1981
Remimeo
All Execs (Also issued as an HCO Policy Letter
All Staff of the same date and same title.)
All Orgs
All Missions (This HCOB/PL replaces BTB 12 Dec 71R XIV,
Cramming Cramming Series 8R, C/S Series 70R, HOW
Officer Hat TO WRITE UP A CRAMMING ORDER, which has
been cancelled by HCOB/PL 1 Sep 81, CRAMMING
BTBs AND BPLs CANCELLED, and expands upon
the data originally given in the BTB on
writing cramming orders. The data herein
applies equally to both technical and admin
cramming.)
Cramming Series 8
C/S Series 70
HOW TO WRITE A CRAMMING ORDER
(Refs: HCO PL 28 Dec 67 QUAL SENIOR DATUM
BOOK: DIANETICS 55!, Chapter IV, Accent on Ability)
NOTE: With the issuance of this HCOB/PL it becomes mandatory
that any technical or administrative staff must word clear and be
starrate checked out on this issue before writing a cramming order on any
staff member, student or other individual.
To fail to write cramming orders on tech or admin staff when cramming
is needed can lower the quality of products and technical application at an
alarming rate.
Next to the importance of writing the cramming order at all is the
necessity of ensuring it is written clearly and correctly.
THERE IS A STANDARD WAY TO WRITE A CRAMMING ORDER.
Here are the simple rules that apply:
a) ISOLATE THE EXACT ERROR OR ERRORS AND STATE THESE CLEARLY (i.e.,
VIOLATION OF A POLICY LETTER, HCOB, etc.) NOT JUST THE SITUATION
RESULTING FROM THE ERROR OR ERRORS.
b) INDICATE THE EXACT HCOBs, POLICY LETTERS, BOOKS, TAPES OR OTHER
REFERENCES THAT HAVE BEEN VIOLATED.
c) WRITE THE ORDER IN A POSITIVE, NON-INVALIDATIVE WAY.
d) ENSURE THAT THE ORDER CONTAINS SPECIFICS, NOT GENERALITIES.
e) ENSURE THAT THE ORDER IS BASED ON FACTUAL, NOT FALSE, DATA.
HCOB 24.8.81 - 2 -
A standard, spot-on cramming order that gives specifics and is in-ARC,
helps to ensure standard cramming results.
QUAL SENIOR DATUM
The fact that a senior, C/S, executive or any other staff member has
written a cramming order per the above rules does not relieve the Cramming
Officer of his responsibility to apply the Qual Senior Datum:
QUAL NEVER NEVER NEVER TAKES THE ORDER OR DIRECTION OF ANY OTHER
DIVISION
OR STAFF MEMBER ON WHAT TO DO TECHNICALLY WITH A STUDENT OR PC. (Ref.
HCO PL 28 Dec 67 QUAL SENIOR DATUM)
The same rule would apply when staff are being handled in Qual.
Thus, according to Qual Senior Datum, the Cramming Officer must not
rotely take orders but must do his own investigation and handling. It will
be found that there is usually a valid corrective action to be made.
CRAMMING ORDER MIS-USE
Cramming Orders are never written based on hearsay or when an outness
is not observable. To do so is laziness. It not only creates dev-t but
can be destructive. And in doing so one runs the risk of acting on a false
or altered report. The issuer of a cramming order has the responsibility
of finding out what the error was. It is almost always possible to isolate
the error if the person writing the cramming order bothers to look.
Even when the exact error can't be pinpointed, one doesn't enter
generalities into the cramming order but gives all the specifics possible.
In Tech, questionable tech points should not be crammed. This is well
covered in HCOB 9 June 71 III, C/S Series 43, C/S RULES.
In Admin, cramming a staff member on a questionable admin point
creates dev-t or ill will or, worst of all, can submerge the staff member's
initiative. Further data on this is contained in Cramming Series 7, ADMIN
CRAMMING.
At times it may be necessary to send a staff member to cramming with
the request to do a full Product Debug, if other actions taken to correct
the person's post production have been fruitless. But again specifics on
the exact situation and what actions have already been done to handle must
be clearly stated. (This in no way negates the responsibility of
executives and staff to use debug tech themselves as a part of their daily
post functions.)
One doesn't use cramming orders in place of on-the-job hatting, which
is a senior's or Org Officer's function, nor in place of a deserved ethics
chit, nor as a substitute for use of the comm cycle. And one does not
enter invalidation or entheta into the cram.
HCOB 24.8.81 - 3 -
Invalidative Cramming Orders
To enter entheta or derogatory or invalidative remarks or comments
into a cramming order is never okay, as it simply defeats the purpose of
cramming and can cause a staff member to go downhill fast. Negative
criticism is also included under this subject. Just as negative criticism
can undermine an auditor (HCOB 22 Jan 77 IN-TECH, THE ONLY WAY TO ACHIEVE
IT and HCOB 28 Jun 69RA Re-rev. 21.9.78, C/S, HOW TO CASE SUPERVISE
DIANETIC FOLDERS), so can it undermine any other staff member.
When a cramming order is received that violates any of the above, the
Cramming Officer is responsible for correcting the person writing the
order.
The whole purpose of writing cramming orders and cramming staff is to
help them do their jobs better and to enhance their abilities. Chapter
IV, Accent on Ability, DIANETICS 55! should be studied along with this HCOB
as an aid to writing proper cramming orders.
GRADIENTS
When a staff member or student first makes a technical or
administrative error, his senior or the person finding the error (C/S,
Examiner, executive or fellow staff member) should write an "instruct,"
indicating the error made and giving the reference material in which the
correct data and its application can be found.
If the person who received the instruction then makes the same error
again he should then be sent to cramming to ensure it gets terminatedly
handled.
A third error means a retread is called for. (See C/S Series 84,
FLUBLESS C/SING.)
A senior has the responsibility to his juniors and to the
organization to ensure these gradients are carried out.
(NOTE: The instruction step may be omitted and the individual sent
directly to cramming if the error is of a nature that is immediately and
severely affecting org lines or products.)
CONFIDENTIAL CRAMMING ORDERS
Confidential cramming orders (those on confidential technical
materials or other confidential matters) are always put in a sealed
envelope or inside the pc folder with the word CONFIDENTIAL clearly written
on it and the level of material clearly marked.
Confidential cramming orders never go off org lines or to lower orgs
not okayed to have the data.
MAKING COPIES OF CRAMMING ORDERS
In the case of the C/S writing a cramming order, three copies are
made.
The original goes to the Cramming Officer.
HCOB 24.8.81 - 4 -
The second copy stays in the pc folder and is not removed, since it serves
as proof that the C/S caught the errors and ordered the needed correction
on the auditor. The C/S keeps the remaining copy so he has a record of
what crams have or have not been done and can chase them up and ensure his
cramming orders are complied with.
All other cramming orders are always written in duplicate at least,
with the original sent to the Cramming Officer and the copy to the person
being crammed.
Where others, such as seniors, other networks or senior orgs need to
be informed, extra copies would be made and sent to the appropriate
terminals on standard routing lines.
No matter how many copies are made the original always goes to the
Cramming Officer and the first copy goes to the person being crammed.
Production and morale are usually high in an org that has a standard
Cramming Unit and whose staff know how to write correct cramming orders and
who do so when these are needed.
Following the simple guidelines in this issue will raise the quality
of cramming orders written and will also help to raise the quality of
cramming results.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=23/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Cramming Series 7
ADMIN CRAMMING
Remimeo
Cramming Officers
Qual Div
Execs
HCO
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 23 AUGUST 1981
Remimeo
Cramming Officers
Qual Div
Execs
HCO
Cramming Series 7
ADMIN CRAMMING
(Ref. HCO PL 11 April 70, THIRD DYNAMIC TECH)
A prosperous org is one which has its ethics, tech and admin
effectively in.
(ADMIN: The abbreviation for ADMINISTRATION, which is the subject of
how to organize or establish or correct the spaces, terminals, flows, line
duties, equipment, material and so forth of a production group so as to
establish optimum volume, quality and visibility.)
We have arrived at a point in our progression where Admin Cramming
must come into its own.
There is no intention and there must never be any intention that Admin
Cramming be emphasized to the exclusion or neglect of Tech Cramming.
Rather the two must exist side by side and Admin Cramming brought up to the
same high level of precision and accuracy as Tech Cramming. For one
corrects and improves the application of First Dynamic Tech and the other
corrects and improves the application of Third Dynamic Tech. It takes both
to add up to a high level of survival for an org. (Ref: HCO PL 11 Apr 70,
THIRD DYNAMIC TECH) This issue covers several points of importance
pertaining to Admin Cramming.
HANDLING THE CRAMMING LOAD
Permitting admin crams to backlog or go into neglect is courting
trouble. Where it is permitted to happen there is either a lack of care in
regard to the administrative areas of the org or the Cramming Officer is
too overloaded and a second Cramming Officer is needed.
If the workload of the Cramming Unit is such that there are enough
tech crams to take up the whole day then an additional Cramming Officer
must be gotten on post without delay.
In the meantime the Qual Sec must ensure that admin crams do get done.
HANDLING THE ADMIN CRAMMING CYCLE
The Basic Cramming Procedure laid out in Cramming Series 2 applies
equally to both admin and tech cramming.
It is important to understand that, while this is the basic procedure,
it is not a rote procedure.
HCOB 23.8.81 - 2 -
In admin, the real outness can seem to be obscure. The basic knowledge
is there, well covered in HCO Policy Letters, tapes and the OEC Volumes.
But with administration there is a fairly wide, diversified range of
actions to cover. The apparency can be that it is complex.
This is an apparency and is certainly not true for the person who
knows his org basics, the structure of an org, lines and terminals and who
knows the route on which particles must flow. But the mere fact that this
apparency can exist (if not for the Cramming Officer himself it often can
exist for the person being crammed) -- makes the "LOOK, DON'T LISTEN" rule
doubly important when handling admin cramming cycles.
To dig out exactly where the trouble lies, a smart Cramming Officer
will get the person to SHOW him what he did. Get him to demonstrate it by
going through the motions. How does the Receptionist greet and handle a
public person? What does the Cashier actually do when making out an
invoice, and where does he route it or file it? Can the Mimeo Operator
operate his machine competently, per it, instruction manual? Or, in the
case of an exec, how does he conduct his product conferences? Or his
inspection of the areas under him? Go into the staff member's area with
him, if needed.
In many instances, if a person is asked what was done, he may not
report accurately what was done due to confusions in the area. If at all
possible, a Cramming Officer should get person to SHOW him what he did.
Clay Demos
Don't underestimate the value of clay demos in admin cramming. Once
the MUs are found and handled, a clay demo based on the applicable
reference can make the difference between a fully handled cramming cycle
and a partially handled one.
Admin Cramming And Drilling
Another tool which too often gets neglected in Admin Cramming is
drilling.
Certainty of action is gained through drilling on the correct action
after all the misunderstoods are cleared up and the key materials studied.
An organization runs as smoothly as each of the individuals knows and
can do the functions of his post.
Scientology Basics
The admin basics are a knowledge of the org board, lines, terminals,
cycles of action, dispatch routing, Dev-T, etc. But all the tools of tech
cramming can also apply. There is not an org post that doesn't require use
of Scientology tech basics, such as TRs, the ARC Triangle, and the like.
What post doesn't need and use the comm formula? So where it's a lack of
knowledge or use of these basics that's causing the trouble, the Cramming
Officer handling admin cramming cycles ensures they go in.
HCOB 23.8.81 - 3 -
Getting The Actual Area Of Confusion
To always take up what seems on first appearance to be the area of
confusion can lead to crams which do not end in terminated cycles of
action.
Unlike Tech areas where errors usually show themselves very quickly
(with red tag pcs and non-F/N students) bad goofs in Admin can occur but
often fail to appear until some time later.
The Cramming Officer should suspect that he hasn't got the right area
to cram (or that he has not discovered the actual outness), if the cram
doesn't seem to be going anywhere or if the person is not brightening up
during the cram. The actual outness needing handling will bring in GIs on
the person being crammed once it is located.
ARBITRARIES AND VERBAL DATA
In some orgs, the administrative areas of the organization can often
be prone to false data and arbitraries. This is especially the case in an
org where there are many green staff and/or relatively untrained execs.
Where this is the case, it tends to show up during a cramming cycle or even
in the cramming orders themselves, and anyone handling admin cramming
should be on the lookout for it.
The Glib Cramming Order
If there is one thing that can add hours to the Cramming Officer's
day and cause misses in cramming, it is the glib type of cramming order.
Examples of this are: "This staff member can't do his post properly,
so cram him," or "Joe isn't making it in Treasury. He is creating all
kinds of Dev-T. Please cram him."
The way for the Cramming Officer to handle is to return the cramming
order to the originator to be clarified and made specific. He would also
cram the originator on the correct way to write a cramming order.
Mis-Use Of Admin Crams
Admin crams can be mis-used.
Sometimes a senior employees a cramming order to attempt to get an
outness corrected which he should actually be handling himself. Some
seniors use cramming orders instead of the actual on-the-job hatting that
should be taking place in the junior's area. Executives have a
responsibility for training their juniors (Ref. HCO PL 15 Sep 70R ETHICS
IMPORTANT EXECUTIVE RESPONSIBILITY FOR TRAINING STAFF), and the Cramming
Officer should return any cramming order which seeks to have cramming
handle that which the originator himself should be handling.
A cramming order is sometimes even used in place of the comm cycle!
Where this is detected, the Cramming Officer must handle the senior (as
well as any valid cram on the junior) and get him wearing his senior hat
correctly. Why can't he get in comm with his junior before resorting to
cramming? Has he tried? If there's a situation there it's up to the
Cramming Officer to spot it and handle.
HCOB 23.8.81 - 4 -
Admin crams have even, on some occasions, been used in place of
chits. When this happens, cramming is landed with an ethics particle (if
the chit is deserved) rather than a Qual particle. For instance, an
annoyance report is the subject of an ethics chit, not a cramming order.
A sharp Cramming Officer soon learns to detect mis-crams and acts to
get admin cramming used properly.
LACK OF HATTING
One doesn't try to hat an as-yet-unhatted staff member through
cramming. It is pointless to try to cram, cram, cram a flubby staff member
into being a success on post when he hasn't even done his hat. This is
not to say that you shouldn't cram flubby staff. But why not invest your
energy towards achieving a terminated handling of the staff member, namely
by seeing to it he gets hatted!
TOO NARROW A VIEW
From all the above, it can be seen that a Cramming Officer who takes
too narrow a view, who doesn't inspect for the actual situation, but simply
sits at his desk taking orders from anywhere and anyone, will not make it.
He's got to handle admin cramming cycles realistically, and get at
the actual root of the trouble. So he'd better fast get ADMINISTRATION
defined and known and under his belt. Then he'll wind up with successes.
CORRECTING ADMIN COURSES AND SUPERVISION
The same routine inspection that is done of tech courses and
supervision must be done of admin courses and their supervision.
Admin courses are where the staff get their post training and where
they learn the organizational basics. They are also where the org's execs
are trained.
So these courses must be run per "What Is a Course?" PL and per the
PL on "Courses-Their Ideal Scene."
It is the responsibility of the Org Review and Correction Officer
(even if held from above by the Dir of Review) to inspect and issue
cramming orders on outnesses spotted and it is the responsibility of the
Cramming Officer to fully handle such.
And where outnesses or negligence on admin courses is found, the
supervisor (and sometimes the STO or D of T) must be crammed.
FOLLOWING UP ADMIN CRAMMING
A good Cramming Officer always keeps a record of the persons he has
crammed and follows up the cram by checking on their progress back on post
a few days later.
This is to ensure that a real and terminatedly handled product was
achieved, and the person is now doing well on the area that he was crammed
on.
HCOB 23.8.81 - 5 -
All of this adds up to the need for an adequately manned Cramming Unit
in any org.
In an organization where the cramming load is greater than can be
handled by one Cramming Officer, I am relying on the senior executives to
get a second Cramming Officer on post without delay. It is, after all, our
Third Dynamic Tech which is at stake.
And I am relying on those who handle admin cramming cycles to
recognize the scope of Third Dynamic Tech and the value of its correct
application.
If this is made into a reality we can make giant strides in increasing
our survival potential.
L. RON HUBBARD
FOUNDER
Assisted by Research and
Technical Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
BDCSC:LRH:RTCU:dr
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by Research and
Technical Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
[?]
Type = 11
iDate=22/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
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Cramming Series 6
TECH CRAMMING
Remimeo
Cramming
Officers
C/Ses
Tech
Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 22 AUGUST 1981
Remimeo
Cramming
Officers
C/Ses
Tech
Qual Cramming Series 6
TECH CRAMMING
There are certain points the Cramming Officer should know about Tech
cramming (as opposed to Admin cramming which is covered in the next issue
in this series). Though Tech and Admin cramming procedures and tools are
basically the same, the differences which do exist warrant mention.
Cramming Auditors Who Have Goofed
In a service org, a large part of the Cramming Officer's day is spent
cramming auditors.
The procedure as laid out in Cramming Series 2 is followed, but the
key to most cramming done on flubbed auditors is the folder of the pc on
whom the goof was made.
The session worksheets usually reveal the goof straight away and then,
in most cases, it is a simple matter of getting the material which covers
that area of tech and locating the auditor's misunderstoods or false data,
followed by any needed clay demos, drilling, etc.
The thing to ensure is that all the session errors are located,
especially the first one. The most obvious goof is usually the result of
an earlier, less obvious goof or auditor confusion in the session.
Example:
Dianetic chain bogged. An L3RG is done but doesn't resolve it and instead
sends the TA out the roof. Obvious flub-auditor has poor assessment TR-1.
Cramming Officer, smart bunny that he is, traces this back earlier and
finds that the auditor ignored the fact that there was no fall on the
metabolism test, bought pc's PR that he was "sessionable" and attempted to
audit a pc who wasn't actually sessionable and so couldn't properly
confront and erase engrams that day.
So, in addition to handling the auditor's assessment TR-1, the
Cramming Officer also thoroughly crams him on references dealing with pc
sessionability, metabolism, obnosis of sessionable and unsessionable pcs
and bullbaiting on confronting unsessionable pcs trying to PR their way
into receiving a session. This isn't a rote handling or even necessarily a
complete handling but it gives one an idea.
Checking "what happened just before" the goof often reveals either
something the auditor didn't understand or something he couldn't control.
Such things may not be apparent in the worksheets and may not present
themselves until you ask, "What happened just before (the error)?"
HCOB 22.8.81 - 2 -
If it remains unclear what the error is, and it has been established
that there is an error somewhere due to a non-optimum result on the pc, the
Cramming Officer should look into factors which do not usually show up in
an auditing report. The main points to check into are:
a) Out TRs.
b) Out metering.
c) Code breaks.
d) False or incomplete auditing reports.
e) Auditor inability tp co-ordinate all the actions of an auditing
session smoothly:
f) Mis-Us on basics, e.g., the Mind, ARC, Comm Cycle, the Axioms, etc.
g) Auditor does not set up an auditing session properly.
h) Auditor has a physical defect such as bad eyesight which is
affecting
his performance.
i) Auditor has been trying to audit a wrong C/S or program that does
not
apply to the case.
Checking over the above points with the auditor, such as by getting
him to demonstrate, usually enables the Cramming Officer to locate the
outness.
Still in doubt? Then a TV demo session or tape recorded session will
reveal all, and it is well within the Cramming Officer's rights to request
that either of these be done as part of a cramming cycle.
Get the auditor to show you exactly what he did in the session, get
him to demonstrate his session patter and procedure, check over his TRs and
metering or get a TV demo or taped session done and the error will be
spotted. Usually it doesn't have to go this far, however, and remember
most auditors are only too happy io get their confusions sorted out and
improve their auditing skills.
Auditor's Enhancement
From time to time we find that an auditor with out tech on his own
case will tend to dramatize that on cases he is auditing (or C/Sing if he
is a C/S). The auditor who has been given quickied Objectives may tend to
quickie his pcs on Objectives. This isn't always the case, but it has
happened.
This is not mentioned in license to throw away cramming tech on flubby
auditors, but to point out that thorough correction of a flubby auditor may
call for correction of outnesses on his own case in addition to the usual
cramming/ retreading/retaining.
Correcting Courses and Supervisors
If the Cramming Officer starts to see a high percentage of auditors
from
a specific course are landing in cramming. It is way past the time when he
should have been looking into the
HCOB 22.8.81 - 3 -
supervisor and course concerned. He'd better make a thorough inspection of
the course room and supervisor in question, and fast!
The issues used to spot the outnesses in courses are HCO PL 16 Mar
71R, Rev. 29 Jan 75, WHAT IS A COURSE? and HCOB 30 Oct 78 COURSES-THEIR
IDEAL SCENE. The existing course room scene is simply compared with
these issues and all is revealed!
Unless Qual is also correcting training where needed, cramming will be
overloaded with flubbed products who didn't get the data in the first
place.
A wise Cramming Officer inspects the course rooms regularly to avoid
this and he takes a look at things such as the following:
Does the supervisor have his meter get up to handle students who need
M2 or M4 Word Clearing?
Does the supervisor move around the classroom ensuring that his
students are F/Ning by using Pink Sheets and supervisor 2 W/C?
Are the student graphs in PT and used as indicators?
Are all students on course who should be with "no-shows" being handled
and no students off schedule?
Are the students applying LRH Study Tech? etc.
In short, is the course run on policy per WHAT IS A COURSE? and
COURSES
-- THEIR IDEAL SCENE, and is the supervisor applying his supervisor
technology?
A well-trained supervisor who turns out top quality course graduates
is a very valuable person and therefore, time spent by the Cramming Officer
in ensuring he is corrected, when needed, is time well spent.
Drilling Procedures
If a student auditor or any tech terminal does not do a thorough job
of drilling the procedures he is to use, then it is a near certainty he
will make errors and end up in cramming. Therefore, not to insist that
students get drilled for blood on their courses and in cramming, is to
guarantee yourself an awful lot of out tech and extra work in correcting
it.
Cramming and the Red Tag Line
Per the Red Tag Line as laid out in C/S Series 86RD, the Cramming
Officer should receive a list of any Red Tags from the Examiner daily. From
this he establishes who should report to cramming within 24 hours.
A Red Tag denotes a serious goof and it is important that the flubbing
auditor and the C/S, if warranted, are handled thoroughly so the scene does
not perpetuate.
Cramming and the C/S
The line between the C/S and Cramming Officer has more to do with Tech
quality than any other line in the org. The liaison should be close and
the Cramming Officer has a right to get clarification of points made by the
C/S on cramming orders when needed.
HCOB 22.8.81 - 4 -
Whenever needed, the C/S himself is sent to or called in for cramming.
C/Ses goof sometimes, too, and when they do it is dastardly not to correct
them. A C/S will get into a a dwindling spiral as a C/S and hinder org
delivery if never corrected for his goofs. Don't let it happen to your
C/Ses and your org.
Tech Cramming Officer Efficiency
In any busy service organization the Cramming Officer can have a whole
bunch of auditors arrive in cramming early in the morning, all wanting to
be handled first in order to get into session and onto production.
He should base his activities on maximizing auditor production and
minimizing the number of auditing hours lost that day due to auditors being
in cramming. He would handle the auditor first who could complete his cram
and get into session first. Those with longer crams or with multiple crams
he'd handle afterwards.
Once he has found the cause of the person's troubles the Cramming
Officer can save a lot of time and increase his efficiency by twinning up
auditors to word clear, starrate, coach and drill each other on their
cramming assignments.
Final checkouts and the responsibility of supervision of the twinning
are of course the Cramming Officer's, but if he tries to do all the actions
himself at times like this he is going to be very overloaded and will hold
up org production.
With efficient organization, such an inflow can be easily serviced.
Summary
Superlative Tech Cramming is vital to all orgs that want to have happy
pcs and successful auditors.
Auditors love to audit and want very much to help their pcs. When
they feel they are not doing this they take themselves off the lines very
quickly, one way or another.
Whenever I hear of an area where there is a shortage of auditors I
know whatever else is out in that area, one thing is sure: cramming has
become non-existent or very poor.
Where an area starts to really flourish and do well, I know that there
is a Cramming Officer there who knows his business.
Where the pcs are raving about the excellent tech, and org stats are
going up, up, up, the Cramming Officer should be looked upon with great
respect. He will deserve it!
L. RON HUBBARD
FOUNDER
Assisted by Research and
Technical Compilations Unit
Accepted by the
BDCSC:LRH:RTC:cu/bk BOARD OF DIRECTORS
Copyright $c 1981 of the
by L. Ron Hubbard CHURCH OF SCIENTOLOGY
ALL RIGHTS RESERVED of CALIFORNIA
L. RON HUBBARD
FOUNDER
Assisted by Research and
Technical Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=21/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Cramming Series 5
HOW A CRAMMING OFFICER ENSURES
THAT HE HAS NO BACKLOGS
Remimeo
Cramming
Officers
Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 21 AUGUST 1981
Remimeo
Cramming
Officers
Qual Cramming Series 5
HOW A CRAMMING OFFICER ENSURES
THAT HE HAS NO BACKLOGS
Ref:
HCO PL 4 Oct 70 QUAL HAS NO BACKLOG
HCOB 21 Dec 79 C/S Series 107
Cramming Series 20
Qual Corrective Actions on OTs Series 1
AUDITOR ASSIGNMENT POLICIES,
CRAMMING ASSIGNMENT POLICIES
HCOB 11 Jan 80 I C/S Series 108
Cramming Series 21
QUAL CORRECTIVE ACTIONS ON OTs
The Cramming Officer must never, ever have a backlog of crams to do.
(Ref. HCO PL 4 Oct 70 QUAL HAS NO BACKLOG)
Certain situations can occur which threaten the Cramming Unit with a
backlog. This issue delineates these situations and provides handlings for
them.
1. AN OT NEEDS A CRAM DONE ON NON-CONFIDENTIAL MATERIALS BUT THE CRAMMING
OFFICER IS NOT AN OT.
(Ref. Cramming Series 20 and 21)
Cramming Series 20 (HCOB 21 Dec 79, AUDITOR ASSIGNMENT POLICIES,
CRAMMING ASSIGNMENT POLICIES) states:
"IT IS POLICY NOT TO ASSIGN NON-OT CRAMMING OFFICERS TO OTs AND THE
CRAMMING OFFICER MUST NOT BE OF LOWER CASE LEVEL THAN THE OT."
Where the situation of OTs needing cramming but no OT Cramming Officer
in the org happens frequently an OT Cramming Officer must be posted, at
least on a part-time basis.
Where such a situation does not occur too frequently, the following is
the procedure for handling:
a. A qualified OT (i.e., of the same case level as the person being
crammed) checks the folder to ensure the OT needing cramming is not in the
middle of a major action or repair cycle.
b. If okay to do so, a qualified OT first shows the person the
cramming order and then flies the person's ruds per Cramming Series 19RA,
FLYING RUDS IN CRAMMING.
HCOB 21.8.81 - 2 -
c. The non-OT Cramming Officer takes over after the ruds are flown,
and does an unmetered cram on the OT being crammed.
In essence, the action would consist of sitting down with the
person, off the meter, finding out where the errors lie and getting the
person to study the relevant material. Word Clearing (except Method One
Word Clearing which asks "Earlier/similar"), demos, clay demos, drills and
starrates may be done, as specified by the Cramming Officer.
Cramming Series 20 and 21 clearly lay out what is okay to do and
what is not okay when cramming an OT in this situation.
d. There is one major precaution: NO SUBJECTIVE QUESTIONS ARE
ASKED.
Cramming Series 20 and 21 cover this point.
e. If a bog occurs which does not resolve the person is sent to the
examiner and the exam and all cramming worksheets are gotten to the
person's pc folder and sent to the C/S at once.
NOTE: Worksheets done during an unmetered cram go in the person's
pc folder the same as with metered crams.
NOTE: Under no circumstances can a Cramming Officer cram a person
on confidential data if he himself is not at least at a case level to which
the confidential data pertains.
2. THE PERSON NEEDS CRAMMING BUT CANNOT BE PUT ON THE METER.
Every now and then you will find somebody with a cram who is in the
middle of an Int Rundown or who has out lists or who for some other case
reason can't have his ruds flown, can't be put on a meter in cramming or
can't be word cleared.
Even though Cramming does not treat people as cases-it treats them as
students or auditors or staff members-a person with out Int or an out list
is not in a position casewise to be crammed and any cramming must wait
until the out Int or BPC from the out list is handled. The Cramming
Officer should ensure such cases on his lines with cramming orders to do
are handled so he can do his own job. It is out-tech to leave a pc with an
out list, for example, and if this sort of thing is going unrepaired, those
responsible must be handled with cramming and ethics.
In rare instances there may be certain other cases where the person
needs cramming but cannot be metered for some reason. At these times, C/S
okay must be obtained before any cramming is done.
When this is obtained an unmetered cram is done.
The Cramming Officer sits down with the person off the meter, asking
no subjective questions, and finds out what errors were made and gets the
person to study and drill the correct references and procedures. Demos,
clay demos and star-rate checkouts are okay and ordinarily any non-metered
word clearing could be done.
HCOB 21.8.81 - 3 -
The precautions that must be taken are: (1) NEVER ASK A SUBJECTIVE
QUESTION. This can restimulate the person's case, bog the cram and further
mess up the case. The less two way comm the better. (2) DON'T FORCE THE
PERSON TO DO THE CRAM IF HIS RUDS ARE OBVIOUSLY OUT OR IF HE IS PROTESTING.
NOTE: IF FOR SOME REASON A BOG OCCURS DURING SUCH AN UNMETERED CRAM
AND
IT IS NOT RESOLVING, GET THE PC EXAMINED AND HUSH THE WORKSHEETS WITH FULL
DATA INTO THE PC FOLDER AND SEND TO THE C/S AT ONCE.
WHETHER A CRAM IS DONE ON A METER OR NOT IT MUST END WITH AN F/N AT
THE
EXAMINER AND MIST BE ACCOMPANIED BY AN ACCEPTABLE SUCCESS STORY.
While it is true that cramming is never done over out ruds, out Int or
out Lists, nor a metered cram done on an OT by a non-OT Cramming Officer,
one would not reprimand a Cramming Officer for giving a person a correct
reference for a subject or action so long as he did not get off into trying
to handle a cramming cycle or get into off-line case actions as covered in
C/S Series 29. The Cramming Officer who provides assistance to those
needing references is not violating any existing policy but is, in fact,
simply Keeping Scientology Working.
3. THE PERSON CANNOT BE GOTTEN INTO CRAMMING.
There may be many reasons why a person cannot be gotten into cramming
such as "too busy" unsessionability due to post pressures, BIs in general
on cramming or the person simply refuses to report. These and any other
reasons stem from either:
a) the person has BIs on cramming and/or study
b) out-ethics.
One could handle (a) by doing a Cramming Repair Assessment List per
HCOB 2 Jun 78RA Cramming Series 18RA and/or one or more of the several
correction lists on the subject of study. But other case factors may be
present (see Cramming Series 13 HANDLING THE BADLY BOGGED INDIVIDUAL) and
it is up to the C/S to determine what is needed.
If it is (b) out-ethics, the Cramming Officer normally first assesses
and handles a Cramming Repair Assessment List (assuming he is qualified to
do so) or gets this done to be sure that the person is not presenting an
out-ethics aspect because of BPC on cramming. If this doesn't resolve it,
then the person is sent to Ethics or handled by applying the Levels of
Ethics Actions as found in HCO PL 28 Apr 65 II ETHICS REVIEW.
The Cramming Officer may also have the pay withheld from any staff
member who does not report to cramming upon receiving a valid cramming
order, or who will not come in to complete a cram. The Cramming Officer
need only despatch the Payroll Officer referring to this HCOB and the pay
of the staff member must be withheld until such time as the staff member
reports to cramming and completes his cram. At that time, the person's pay
is given him.
The out-ethics person may make a gesture of doing his cram, but in
reality will be uninvolved and unwilling to participate in the cramming
action.
HCOB 21.8.81 - 4 -
If a Cramming Officer cannot spot out-ethics (or PTSness, which can
cause havoc if not located and handled) when it exists then he may get
failures on a small percentage of those he handles. If unsure, the
Cramming Officer can always write up his observations and send the person
to a competent Ethics Officer with a request to check for any out-ethics
situation as this person is not making any progress in cramming.
HCOB 28 Aug 81 Cramming Series 13, HANDLING THE BADLY BOGGED
INDIVIDUAL is relevant to the matter of handling the person who cannot be
gotten into cramming and must be studied and known.
4. ETHICS IS BACKLOGGING CYCLES.
This can be a source of a backlog in cramming and so it bears mention.
In the event the Cramming Officer has had to send a person to Ethics
and Ethics has not swiftly handled, a backlog develops.
The Cramming Officer cannot simply say it's not his fault should such
occur and let it go. It is still his responsibility to get the crams done
and if Ethics is backlogging his cycles then it is up to him to get these
rolling.
The Cramming Officer can handle by (a) demanding Ethics do its job,
(b) cramming the Ethics Officer responsible for the backlog-if necessary
the Cramming Officer can do a debug or have someone else do one per HCO PL
23 Aug 79 I Product Debug Series 1, Esto Series 37, DEBUG TECH and HCO PL
23 Aug 78 II Product Debug Series 2, Esto Series 38, DEBUG TECH CHECKLIST,
� requesting ethics action be taken on the Ethics Officer concerned.
The point is the Cramming Officer does not allow incomplete crams to
stack up because Ethics is backlogging ethics cycles. He pushes the ethics
cycles through and then gets the crams done!
The other way crams can get backlogged is simply too many cramming
orders for one Cramming Officer to do. The handling is simple: Call an
all hands to clean up the backlog, or better still, post another Cramming
Officer!
Summary
The Cramming Officer has the responsibility of ensuring that undone
cramming orders do not accumulate.
If he does not do this and backlogs do develop which do not get
cleaned up, the Dir Correction and Qual Sec must handle rapidly.
QUAL HAS NO BACKLOGS.
L. RON HUBBARD
FOUNDER
Assisted by Research and
Technical Compilations Unit
BDCSC:LRH:HTC:bk Accepted by the
Copyright $c 1981 BOARD OF DIRECTORS of the
by L. Ron Hubbard CHURCH OF SCIENTOLOGY
ALL RIGHTS RESERVED of CALIFORNIA
L. RON HUBBARD
FOUNDER
Assisted by Research and
Technical Compilations Unit
Accepted by the
BOARD OF DIRECTORS of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=20/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Cramming Series 4
CRAMMING TOOLS
Remimeo
Cramming
Officers
C/Ses
Supervisors
Executives
Qual
Tech
HCO
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 20 AUGUST 1981
Remimeo
Cramming
Officers
C/Ses Cramming Series 4
Supervisors
Executives
Qual
Tech
HCO
CRAMMING TOOLS
When one sees staff or students being returned to Cramming repeatedly
for the same or similar outnesses, it's a pretty sure sign there's a
Cramming Officer sitting on the post who doesn't know his tools.
He either doesn't know what his tools are or he doesn't know how to
use them.
The Cramming Officer of today is fortunate in that he has at his
disposal the wide array of debug and corrective materials researched and
proven over the last 30 years.
A comprehensive list of these materials is laid out in this issue.
The list does not substitute for nor change the basic cramming procedure
given in Cramming Series 2, which shows the simple steps the whole cramming
cycle goes through. What it does do is provide a concise view of the keg
materials available to a Cramming Officer to use in following the basic
cramming procedure to get cramming successfully done and achieve his
product.
THE TOOLS OF CRAMMING
The list below, while broad, does not pretend to be a full and final
list of all the materials a Cramming Officer might need or use, nor is he
limited to these alone. There are additional correction lists, additional
remedies which might be employed, and there may be new debug or corrective
actions developed from time to time.
What is given here are the tools most frequently used in standard
cramming actions. There is no particular significance to the sequence in
which they are listed.
ALL FORMS OF WORD CLEARING
ALL FORMS OF STUDY TECH
THE STUDY TAPES
CLAY DEMOS
TRS
UPPER INDOC TRS
LRH MODEL AUDITING TAPES
ADMIN TRS
DRILLING OF SPECIFIC ACTIONS, PROCESSES OR ROUTINES
VERBAL TECH CHECKLIST
BASIC AUDITING TAPES (ESSENTIALS OF AUDITING SERIES)
BASIC AUDITING SERIES HCOBs
HCOB 20.8.81 - 2 -
USE OF TAPING AND VIDEO
FALSE DATA STRIPPING
CRASHING MU FINDING
E-METER DRILLS
ASSESSMENT DRILLS
ANTI Q AND A DRILL
WORD CLEARING CORRECTION LIST
CRAMMING REPAIR ASSESSMENT LIST
SHORT CRAMMING REPAIR LIST
STUDY CORRECTION LIST
STUDENT CORRECTION LIST
STUDY GREEN FORM
STUDENT REHABILITATION LIST
FULL PRODUCT DEBUG
LEARNING DRILLS
REMEDY A
REMEDY B
STUDENT RESCUE INTENSIVE
STRESS ANALYSIS
NED AUDITOR ANALYSIS LIST
AUDITOR CORRECTION LIST
HC OUT POINT-PLUS POINT LISTS
VARIOUS POST CORRECTION LISTS
The majority of these actions can be done as a part of the cramming
cycle without any specific C/S okay. However, any which are major case
actions, such as a Student Rescue Intensive, Study Green Form, etc., must
be C/Sed for.
Whether the Cramming Officer does the action himself or has a classed
auditor do it does not change the fact that he is the person responsible
for seeing that the cycle is taken to a done.
THE BASIC TOOL
THE BASIC TOOL OF CRAMMING IS THE TECHNOLOGY OF FINDING AND CLEARING
MISUNDERSTOOD WORDS.
The data on this is fully covered in the Study Tapes and the Word
Clearing Series, and there is no need to repeat the whole of that
technology here.
However:
a) as a Cramming Officer is concerned with the cause of the trouble,
and
b) as the cycle of an overt begins with a misunderstood word or
symbol,
one can easily see the importance of Word Clearing in cramming.
HCOB 20.8.81 - 3 -
There is the simple, standard action of taking the Bulletin or Policy
Letter the person is hung up on, locating the misunderstood word in it (or
in an earlier Bulletin or Policy Letter) and clearing what is found. This
alone can work quite magically, often to resolve the entire situation.
Sometimes the person has even gone past 20 or 30 misunderstoods and
each one has to be found and defined if he is to be terminatedly handled
and gotten back on the rails.
THE CHOICE OF TOOLS
Deciding which tools are needed in order to attain a fully handled
cramming cycle is not some magical ability which some Cramming Officers
have and others do not.
It's a matter of knowing the whole range of tools available, knowing
how to use them and what they can accomplish, used correctly. It's also a
matter of a Cramming Officer studying and drilling the use of his tools in
order to be flawless in their application.
After studying this issue, one should review Cramming Series 2 and
work out at which point in the procedure each of the tools in this issue
might be likely to be used.
THE E-METER
The E-Meter as a tool for the Cramming Officer deserves its own
special mention here.
A Cramming Officer must be able to operate an E-Meter, be able to fly
ruds and assess and handle prepared lists. He must also be able to find
areas of confusion and uncertainty using the meter.
In the hands of a competent operator the meter becomes an invaluable
tool in determining where an area of trouble lies, what needs to be done
and when to do it.
KEEPING A CRAMMING LOG BOOK
An admin tool for the Cramming Officer is the Cramming Log Book.
In this he logs every cramming cycle.
The Cramming Log Book should contain a brief but complete record of
the
cycle. The following might be necessary to provide a complete enough
record:
a) Name of the person crammed.
b) Post title/student (note on which course).
c) Date the cramming started.
d) Reason sent to cramming/subject needing to be crammed on.
e) Cramming actions taken.
f) Date the cramming cycle is completed.
g) Name of the Cramming Officer.
HCOB 20.8.81 - 4 -
A cramming log need not cover all of these points, as the needs will
be different for different Cramming Officers. However the log should at
least contain items (a), (c), (d), (e) and (f).
The cramming cycle is entered in the log book when the cram is begun
and checked off when fully done. Thus incomplete cycles can be spotted by
glancing through the book at any time.
The Log Book provides the Cramming Officer with a record of all the
persons who come to cramming, from what areas and on what subjects. He can
then easily locate any area which is a high percentage cramming area,
investigate for unhattedness, out tech, out supervision, etc., and, if
warranted, get the area itself corrected.
It also gives a record that he can review in order to check up on
those who have left cramming, to ensure they are now doing well.
Additionally, it provides data for executive or HCO inspections.
A system of baskets is also helpful in monitoring the load of crams.
One successful system consists of an IN Basket (for crams received but not
yet started), an IN PROGRESS Basket, a CRAMS COMPLETED Basket (where the
cram goes prior to the cramming report being written to the originator) and
a HOLD Basket (for crams which cannot be done at the time due to the person
being in the middle of a repair action, or being away from the org, etc.).
TECHNICAL REFERENCES FOR CRAMMING TOOLS
The following list of technical references is provided to assist the
Cramming Officer in becoming thoroughly familiar with the tools at his
disposal.
THE FULL WORD CLEARING SERIES (Technical Volumes)
THE STUDY TAPES
THE STUDY SERIES (Technical Volumes)
THE BASIC AUDITING SERIES HCOBs (Technical Volumes)
HCOB 8 Sep 64, OVERTS, WHAT LIES BEHIND THEM
HCOB 11 Oct 67, CLAY TABLE TRAINING
HCOB 10 Dec 70R I Rev. 10.2.81, CLAY TABLE WORK IN TRAINING
HCOB 16 Aug 71RA Re-rev. 4.8.80, TRAINING DRILLS REMODERNIZED
HCOB 17 May 80, ADMINISTRATIVE TRAINING DRILLS, ADMIN TRS
HCOB 7 May 68, UPPER INDOC TRS
THE BOOK OF E-METER DRILLS
HCOB 22 Apr 80, ASSESSMENT DRILLS
HCOB 20 Nov 73 I, 21st ADVANCE CLINICAL COURSE TRAINING DRILLS
(Anti Q and A Drill)
THE BOOK OF CASE REMEDIES (Remedy A & B)
HCOB 13 Sep 67, REMEDY B
HCOB 21 Feb 66, DEFINITION PROCESSES
HCOB 13 Jun 70 II, HUBBARD CONSULTANT STUDY STRESS ANALYSIS
HCOB/PL 7 Aug 79, Product Debug Series 8, Esto Series 36,
FALSE DATA STRIPPING
HCOB 17 Jun 79, W/C Series 61, Product Debug Series 3, URGENT-
IMPORTANT, CRASHING MIS-Us: THE KEY TO COMPLETED CYCLES
OF ACTION AND PRODUCTS
HCOB 20.8.81 - 5 -
HCOB 27 Nov 78, W/C Series 35RF, WORD CLEARING CORRECTION LIST
HCOB 23 Nov 68RB III Re-rev. 4.9.78, STUDENT RESCUE INTENSIVE
BTB 4 Feb 72RE Rev. 22.2.77, Study Series 7, STUDY CORRECTION LIST
REVISED
HCOB 4 May 81, Study Series 10, THE STUDY GREEN FORM
HCO PL 23 Aug 79 II, Esto Series 38, Product Debug Series 2,
DEBUG TECH CHECKLIST
HCOB 23 Aug 79 II, Product Debug Series 10, PRODUCT DEBUG REPAIR LIST
HCO)B 2 June 78RA Re-rev. 30.8.81, Cramming Series 18RA,
CRAMMING REPAIR ASSESSMENT LIST
HCOB 5 May 81, Cramming Series 3, SHORT CRAMMING REPAIR LIST
HCOB 27 Mar 72RB I Re-rev. 28.1.81, STUDENT CORRECTION LIST-REVISED
HCOB 15 Nov 74, STUDENT REHABILITATION LIST
HCOB 28 Aug 70RB Rev. & Reinstated 27.1.81, HC OUT-POINT
PLUS-POINT LISTS RB
HCOB 27 Mar 72RB III Rev. 8.11.80, Study Corr List 3RB,
AUDITOR CORRECTION LIST AUDITOR
RECOVERY
HCOB 20 Sep 78 III, NED Series 18, C/S Series 103,
NED AUDITOR ANALYSIS CHECKLIST
HCOB 9 Feb 79, HOW TO DEFEAT VERBAL TECH
LRH MODEL AUDITING TAPES (Tech Vol VIII, Page 33)
HCOB 26 Jun 81, USE OF LRH MODEL AUDITING TAPES
The Technical Volumes, the OEC Volumes, the Technical Dictionary, and
the Admin Dictionary, as well as the full list of Dianetics and Scientology
Books, also exist as tools for the Cramming Officer.
SUMMARY
Whichever of the available tools he uses, the Cramming Officer is
aiming at the product of a person who is terminatedly handled on the area
with which he has been having trouble.
A repeat cram on the same area indicates a flubbed product and a
failure on the part of the Cramming Officer to locate the actual reason for
the trouble or to make the right choice of the tools needed to handle it.
So it's a matter of the Cramming Officer knowing what his tools are,
knowing how to use them, and knowing when to use them. That is the key to
his
achieving 100% uniformly excellent results and high quality products.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
BDCSC:LRH:RTC:bk Accepted by the
Copyright $c 1981 BOARD OF DIRECTORS of the
by L. Ron Hubbard CHURCH OF SCIENTOLOGY
ALL RIGHTS RESERVED of CALIFORNIA
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=19/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Cramming Series 3
SHORT CRAMMING REPAIR LIST
Remimeo
Cramming
Officers
C/Ses
Tech
Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 19 AUGUST 1981
Remimeo
Cramming
Officers
C/Ses
Tech Cramming Series 3
Qual
SHORT CRAMMING REPAIR LIST
Ref: HCOB 21 Dec 79 C/S Series 107 Cramming Series 20
Qual Corrective Actions on OTs Series 1
AUDITOR ASSIGNMENT POLICIES,
CRAMMING ASSIGNMENT POLICIES
This list is for use by Cramming Officers (qualified to fly Ruds) to
quickly sort out the reason why a cramming cycle in progress is bogging.
It contains the most likely reasons that would bog a cram and saves
doing a full Cramming Repair Assessment List when the cramming cycle is
hanging up on, say, a bypassed Mis-U. It does not replace or cancel HCOB 2
Jun 78RA, Revised 30 Aug 81, Cramming Series 18RA CRAMMING REPAIR
ASSESSMENT LIST.
Assess this list Method 3 and handle each read as instructed. When
the bog is cleared up, complete the cramming cycle.
If an item will not go to F/N or if the bog doesn't resolve, either
do a Cramming Repair Assessment List if you are qualified to do so or end
off and send all worksheets, etc. from the cramming cycle along with the
person's folder to the C/S.
NAME: _________________________________ DATE:
_________________________________
Prefix: "On this cramming cycle..."
1. IS A WRONG AREA BEING ADDRESSED? _______
(If so, indicate it, Itsa E/S to F/N. Then locate the correct
area.)
2. IS THERE AN ARC BREAK? _______
(ARCU CDEINR E/S to F/N.)
3. IS THERE A PRESENT TIME PROBLEM? _______
(Itsa E/S to F/N.)
4. HAS A WITHHOLD BEEN MISSED? _______
(Handle the missed W/H E/S to F/N.)
5. HAS THERE BEEN AN INVALIDATION? _______
(Itsa F/S Itsa to F/N.)
6. HAS THERE BEEN AN EVALUATION? _______
(Itsa E/S Itsa to F/N.)
HCOB 19.8.81 - 2 -
7. HAVE YOU BEEN UPSET BECAUSE SOMEONE SEEMED MAD AT YOU? _______
(ARCU CDEINR E/S to F/N.)
8. HAS A MISUNDERSTOOD BEEN MISSED? _______
(Locate it and clear it to F/N.)
9. HAS AN AREA OF CONFUSION BEEN MISSED? _______
(Locate it and handle by finding the MUs and clearing each to
F/N.)
10. IS THERE SOMETHING YOU STILL DON'T UNDERSTAND? _______
(Find out what and handle per Word Clearing Tech.)
11. IS THERE AN UNDISCLOSED OUT-ETHICS SITUATION? _______
(Handle as a withhold E/S to F/N. Then, if the situation is serious
enough to warrant breaking off the cram, send the person to Ethics.)
12. IS THERE SOMETHING ELSE WRONG? _______
(Find out what and handle to F/N if possible. If it is something
beyond the scope of Cramming like a case problem send the folder with all
the data to the C/S.)
L. RON HUBBARD
FOUNDER
Assisted by Research and
Technical Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
BDCSC:LRH:RTCU:cu
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by Research and
Technical Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
[?]
Type = 11
iDate=18/8/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Cramming Series 2
THE BASIC CRAMMING PROCEDURE
Remimeo
Cramming
Officers
Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 18 AUGUST 1981
Remimeo
Cramming
Officers
Qual
Cramming Series 2
THE BASIC CRAMMING PROCEDURE
Cramming someone is a very direct and in most cases a very simple
procedure.
Actually, cramming was never complex, but due to a lack of a full
understanding of the whole subject on the part of some Cramming Officers,
it was at times made to seem that way.
The Simplicity of the Procedure
When I am engaged in any corrective activity, I automatically assume
that it is going to be a very fast and easy job to handle, and in most
cases it is.
Procedure
Listed out here are the steps of the basic cramming procedure. They
are not rote steps. They are monitored by the product the Cramming Officer
is going for which is: THE PERSON CAN ACTUALLY NOW GET THE PRODUCT HE
REQUIRED CRAMMING ON.
This is how a Cramming Officer would operate if he wants to get such a
product:
1. Check the person's pc folder to ensure it is all right for him to be
crammed (i.e. he's not sitting there with an outlist or is not already
in the middle of some other correction action, etc.).
2. Familiarize himself with the cramming order.
3. (a) With the person on the meter, show him the cramming order.
(b) If he isn't F/Ning and ready to get on with the cram, assess the
ruds and fly any which read (a simple action which is sometimes
overcomplicated by those who don't understand what rudiments are
or
how to handle them).
4. Go over the cram with the person and determine the actual error made.
5. Loosely locate and then narrow down the area of the outness underlying
the error. Determine exactly what it was that the person missed,
didn't grasp or hadn't drilled.
6. Draw up the cramming program for the person to do (unless the cramming
order itself covers everything sufficiently).
HCOB 18.8.81 - 2 -
7. Send the person to do the assignment (Cramming Officer oversees study,
word clearing, starrates and drilling).
8. Interview the person after completion of the assignment to ensure the
situation is handled and that the person can actually now get the
product.
Each of these steps is amplified below to impart further technique,
but the above are the basic steps which have to be accomplished in a cram.
STEP ONE-Checking the Person's PC Folder
Ensure that you are qualified to cram the person per HCOB 21 Dec 79
C/S Series 107 Cramming Series 20 AUDITOR ASSIGNMENT POLICIES, CRAMMING
ASSIGNMENT POLICIES. If you are not qualified to cram him or her yourself
due to case level then you must send the individual to the staff member who
has been set up to handle such emergencies by the Qual Sec.
If you are qualified to cram the person, look over his or her pc
folder to ensure that there is no auditing or other correction cycle in
progress which would need completing before the cramming cycle can be
started. Flying ruds and cramming, for example, would never be done over
Out Int or Out Lists, nor would it be done in the middle of an engram chain
or other Qual corrective action nor if the pc was C/Sed to get a flubbed
action repaired. (Ref. HCOB 24 Sep 79R Cramming Series 19R FLYING RUDS IN
CRAMMING)
If, on checking the folder, it is found that the person is in the
middle of an Int repair or Int handling, or the handing of Out Lists, or
that he has been C/Sed to receive either of these, or if he has been C/Sed
to get a flubbed action repaired, or has already been started on a Qual
corrective action, the Cramming Officer must ensure the needed action is
actively being carried out and gets completed so the person can be gotten
into cramming. He liaises with the C/S and SSO as needed to ensure this
gets done.
STEP TWO-Familiarizing Yourself with the Cramming Order
Simply make sure you understand the cramming order itself before you
try and cram someone on it.
If the cram is on an area or subject you are unfamiliar with, you can
quickly obtain and scan through the basic or key issues on the area or
subject to get a rudimentary knowledge of the area being addressed so as to
be able to spot outpoints.
In cramming auditors it is helpful to go over the session worksheets
to isolate the errors before attempting to cram the person. Often
additional errors are found this way. The errors can be marked in a
different color ink so that when you go over it with the auditor these
points will be in plain view.
In doing admin crams you may want to examine the flubbed product
yourself, where this is feasible, before sitting down with the person.
This is often very revealing and can save time later.
Note of this can be used to delay or backlog cramming actions,
however. The Cramming Officer must be very competent at doing any such
preliminary checking with speed and certainty.
HCOB 18.8.81 - 3 -
STEP THREE-Beginning the Cram
a) Once it is clearly established that all is OK to begin the
cramming action, show the person the cramming order. (At this point you do
not want to go into detail on it, but just ensure that the individual
understands what action is being started. This Way any bypassed charge on
the cramming cycle itself will be picked up and handled in the ruds.)
b) Assess the ruds exactly per HCOB 24 Sep 79R, FLYING RUDS IN
CRAMMING. Fly any that read.
This step has been made overly complex by some. One Cramming Officer
had an auditor take the person into a formal session. The person was F/N
and VGIs at the start of the session but the auditor then proceeded to "fly
his ruds" for half an hour. But the person was already F/N, VGIs!
Cramming Series 14 CRAMMING OVER OUT RUDS and Cramming Series 19R
FLYING RUDS IN CRAMMING must be understood or all sorts of wild
complexities will be added to the simple datum: DO NOT CRAM SOMEBODY OVER
OUT RUDS.
STEP FOUR-Determining the Error
a) With the person still on the meter now go over the cramming order
in detail. Make sure that the cram is fully understood and that there are
no MUs on the cramming order itself. This can include M4 word clearing the
order if necessary.
The cramming order should state what the specific error is and list
the specific HCOB, Policy Letter, book, tape, etc., which has been
violated.
b) Establish with the person that that is the error he made, or if
not, what error he did make.
NOTE: He may have a different version of what he actually did, or he may
come up with additional errors not mentioned in the cramming order. In any
case, something went wrong which landed the person in cramming, so at this
point establish with the person (so that he has a good reality on it) what
did occur.
c) Find out what reference(s) or data the person was operating on
when he made the error. Establish that these are the correct references
that cover the action, and if there are additional HCOBs, PLs, etc. that
specifically apply dig these up as well.
d) With the person on the meter, determine the following:
1. Has he never studied the correct references?
2. Has he been given verbal data on the subject or action?
3. Has he been given false data on it?
(Note: False data is checked at this point to permit the person to
get off at once any false data he knows he has been given. However, false
data may need to be checked again later in the cram after the person has
been given the correct data on the subject and if he has difficulty
assimilating the correct data. Ref. HCOB 7 Aug 79 Product Debug Series 8
FALSE DATA STRIPPING)
HCOB 18.8.81 - 4 -
4. Has he never been drilled on the actions to a point of confidence
in applying them?
5. Does he have any known confusions on the applicable references?
6. Is he aware of any confusions in other related areas?
Note: This is done as metered Two-Way Comm. Ask the person about the
above possibilities, observe his indicators, get his data, etc. This is
not a rote action but is an outline of the things one would want to check
into.
With the above data you will have a good picture of what will need
handling in regard to the immediate and obvious goof.
STEP FIVE-Locating The Underlying Outness
If the person has never read the correct reference, find out why not.
If the reference concerned is found to be missing from his hat
checksheet and if that reference belongs on the checksheet his senior
should be informed and the matter remedied, with the particular reference
added to his hat.
You may sometimes find that a person is doing an action he was never
trained on. This could be an ethics matter if it's a technical action such
as auditing. Get the data and write any needed ethics chits. Then send
the person to the SSO to get the needed training added to his TIP.
If the person has previously studied the correct references, yet
still goofed, you now (a) loosely locate, then (b) narrow down the area of
the outness underlying the error.
This needn't and shouldn't be a lengthy step but it must not be
excluded if the cram is to be taken to a full and complete done.
(During the course of the cram, the Cramming Officer is going to
ensure the person does understand the materials that apply to the immediate
and the obvious goof. But the originator of the cram may have seen only
the error resulting from an earlier outness. Qual's job is to locate the
cause of the error and get it handled. Otherwise, the person is going to
repeat the same goof and the Cramming Officer will get into a repeating
cycle of mere outpoint-correct. Ref. HCOB 10 June 73RB, Cramming Series
10RB CRAMMING)
Sometimes this step may be accomplished fairly quickly by simply
asking, "What didn't you understand (or "What difficulty were you
having..." or "What were you uncertain about...") just before you made the
error?" and you may get it immediately. In some instances it may require
more sort out, and the Cramming Officer would isolate the underlying cause
of the error by determining:
Where was the person last doing well?
Where did he run into trouble?
To establish that point exactly, come forward from the point the
person
was doing well (going over the materials or the action with him) to the
point
where he first hit a confusion or difficulty. The underlying cause of his
error (the misunderstoods and/or skipped gradient, etc.) will be found
immediately before that point. Determine exactly what it was
HCOB 18.8.81 - 5 -
there that he missed, didn't grasp and/or didn't drill thoroughly enough,
and you have what needs to be handled.
If the Cramming Officer knows his Study Tech and Cramming Tech he can
isolate the underlying outness swiftly.
STEP SIX-Drawing Up The Program
With the data from Steps 4 and 5 you will have isolated fairly
closely what it is you are dealing with, and the reference materials that
apply.
YOU NOW DRAW UP THE CRAMMING PROGRAM (unless of course the cramming
order itself covers everything that's needed).
The program is done in duplicate and will consist of the series of
actions the person is to do under the Cramming Officer in order to
terminatedly handle the situation.
The original is given to the student and the copy is kept by the
Cramming Officer.
In making up this program, the Cramming Officer has all the tools of
cramming at his disposal. (Ref. HCOB 20 Aug 81 Cramming Series 4, CRAMMING
TOOLS) The program should consist of standard Scientology study and
corrective actions. He uses the exact tools required to most swiftly and
thoroughly resolve the situation so that it will not recur. He makes sure
the program is designed to handle the error and the outness that preceded
it.
Should the program be lengthy and begin to look like a course
checksheet, then the person would need io be retreaded. A program that is
to be done in the cramming area should be one that can be completed with
rapidity.
MUs are handled with standard Word Clearing. False Data is handled
exactly per HCOB 7 Aug 79 FALSE DATA STRIPPING. Inadequate drilling is
handled by simply finding out what has not been drilled to proficiency and
drilling it until he has total confidence in doing it.
If drilling gets into a long drawn out cycle realize you may be
dealing with a skipped gradient, MUs or false data. (Ref. HCOB 25 Jun 71R,
W/C Series 3R, BARRIERS TO STUDY, HCOB 4 Sep 71 II, W/C Series 19,
ALTERATIONS, HCOB 7 Aug 79 FALSE DATA STRIPPING, Tape: 6408C06 SHSBC - 34
Study Tape 4 STUDY-
GRADIENTS AND NOMENCLATURE)
Don't neglect to include clay demos in the program when these seem to
be indicated, as they may be what is needed to bring the person to a full
understanding of the materials on which he is being crammed.
STEP SEVEN-Doing The Program
The individual now goes about doing the cramming order program as
laid out by the Cramming Officer.
The Cramming Unit Word Clearer does as much of the required word
clearing as possible. He would never sit idle and allow the Cramming
Officer
to word clear when there is word clearing
to be done.
HCOB 18.8.81 - 6 -
However, if there is heavy traffic in cramming, the person being
crammed, wherever possible, would be twinned up with another cramming
student preferably of comparable training level. If trained to do so they
can do Word Clearing on each other and drill and starrate each other as
needed.
This does not relieve the Cramming Officer of his responsibility to
do final checkouts on key issues and clay demos and to oversee the drills
as they are done.
STEP EIGHT-Completing The Cram
Upon completion of the cramming cycle, interview the student or staff
member on the meter to ensure that the causes for the errors have been
fully handled and the person now feels confident in the area or actions on
which he was crammed.
(This is a flub catch step to make sure that the person is F/Ning and
VGIs on each step done on the cramming program.)
If the interview uncovers an incomplete or quickied step the Cramming
Officer must establish exactly what has been omitted or left incomplete on
the cramming cycle and see to it that the exact outness is then
terminatedly handled.
A person who has not validly completed the cycle or is still in some
confusion will be very easy to spot as he will not be F/Ning or VGIs.
To aid in catching incomplete cramming cycles the Cramming Officer
should have a very thorough grasp of HCOB 3 May 80 PC INDICATORS, as these
indicators are also very applicable to a person being crammed.
When the exact situation is handled and the person is VGIs, the
Cramming Officer sends him to get an after cramming exam and to write a
success story.
A report on the completed cram is then sent to the originator of the
cramming order (with a copy to the person's pc folder), stating fully what
was found, how it was handled and the results.
The folder copy of the cramming report plus worksheets of all
cramming actions (ruds, word clearing, Cramming Repair Lists, Product Debug
actions, False Data Stripping, etc.) along with any Exam Reports, the
cramming order and/or the cramming program, are put in the person's pc
folder when the cram is completed. The folder is then routed to the Case
Supervisor. (With an extensive cram or if the person being crammed is
currently being audited, the worksheets and any correction lists should be
put into the person's pc folder at once.) The Case Supervisor must verify
that correct tech was applied and also see to it that any out tech or
failure to handle is corrected. (Ref. HCOB 24 Sep 79R, Cramming Series
19R, FLYING RUDS IN CRAMMING)
WHEN THE BASIC CRAMMING PROCEDURE
DOES NOT SEEM TO BE HANDLING
If at any time during the Basic Cramming Procedure it starts to get
into a vagueness or the student is showing signs of uncertainty that what
is being addressed is the real area of trouble, you are most likely way off
the correct area that needs handling.
HCOB 18.8.81 - 7 -
First look earlier than the point you are examining as the error may
have a more basic source. If that does not reveal the correct area of
trouble, go back and establish exactly what was done that resulted in the
cramming order being issued. This could mean, in the case of cramming an
auditor, going over the pc folder again. Or, if you are doing an admin
cram, going into the person's area to have him show exactly what he did.
(In extreme cases you may need to go over the situation with the C/S or the
staff member's senior. If this is needed, it is best done in writing,
especially when a C/S is involved.)
Taking an action such as going to the registrar's office to see how
the Reg does an interview can save a Cramming Officer hours of floundering
in trying to find what the Reg does wrong during his reg interviews. The
Cramming Officer may go in there and find him telling a public person that
he's not quite sure what the course donations are!
Having the auditor set up and drill all the actions of a session in
front of you can be as revealing as any crystal ball. He may fumble with
his pen and worksheets, drop his lists, fail to keep the meter needle on
set, etc. This very quickly shows why his pcs aren't fully in session and
a program can then be drawn up for him to do to terminatedly handle the
situation.
Whether by going into the person's area to see him perform the
action, having him drill the action in cramming, or even getting him to
clay demo the cycle, you are still going to clearly see the outnesses,
which are usually quite big. You simply have to compare what he is doing
to the correct tech or policy relating to the activity.
If the cram bogs down or indicators of by-passed charge from the cram
become evident, a Short Cramming Repair List (HCOB 19 Aug 81 Cramming
Series 3) should be done.
Additionally the Cramming Officer has the benefit of the use of the
appropriate correction list for the difficulty that is not resolving, an
Auditor Correction List for an auditor having a rough time, for example.
(Ref. HCOB 24 Oct 76R C/S Series 96R, DELIVERY REPAIR LISTS) In such cases,
the Cramming Officer would have the action done by the Review Auditor.
Note:
C/S OK would have to be obtained before many of these lists could be done.
DOING THE FULL DEBUG
PROCEDURE
If you have gone through the above steps and the situation has not
been resolved, then it's time for a full debug. This is done exactly per
HCO PL 23 Aug 79 II Product Debug Series 2, DEBUG TECH CHECKLIST.
In some instances a full product debug per the Product Debug Series
is indicated right at the start and in such a case one would not even waste
time going through the lower gradients of handling.
HCOB 18.8.81 - 8 -
The types of situations which would prove more profitable to handle
with a full debug right from the start are:
a) A person making lots of different errors in various areas in spite of
previous standard cramming.
b) Repeated crams on the same area.
c) There is a lack of viable products from the person's area, again
despite good standard cramming.
d) A person who no matter what has been done to correct him just can not
get out a product.
However, if a person is badly bogged he would need handling as laid
out
in HCOB 28 Aug 81 Cramming Series 13, HANDLING THE BADLY BOGGED INDIVIDUAL.
In an organization where there is a full time Debug Specialist
posted in addition to a Cramming Officer, the Cramming Officer would turn
over the debug to him.
In a small org without the facility of a full time Debug Specialist,
the Cramming Officer would get his other cramming students moving along on
their cycles in order to prevent any backlogs from occurring; then he would
return to do the full Debug Cycle. It has been found that a very
successful way to do the debug on a staff member is for a few hours each
day and then have the person return to his post. This would have to be
judged on an individual basis depending upon the person's post, the type of
bog that he was in, and whether or not the person is able to get any post
production done at all.
STUDENT HAT OMISSION
If during cramming it is found that the person cannot or does not
know how to assimilate data and you discover that he has never done or has
falsely passed the Student Hat or the Basic Study Manual, you had better
get that handled before trying to have him study any more material. (Ref.
HCO PL 25 Sep 79 I URGENT-IMPORTANT, SUCCESSFUL TRAINING LINEUP)
Continuing to study over that situation would result in very slow, if
any, progress as the very basics of being a student are not in.
THE IMPORTANCE OF BASICS
If the person is not correcting easily, very often you will find that
the trouble is caused by out-basics on the subject or action with which he
is having difficulty.
When you see someone moving like molasses, unable to get something
done, it's normally because they lack the basics of the subject where it
exists. This can result in the person thinking all data is as important as
all other data and all advices are as important as all other advices. What
they have missed is that the right data they would need is the simple
basics that underlie all the other data and which, if applied, get you the
product. A datum is just as valid as it gets you the product. So when the
person is slow and fumbly, know what you're looking at-an absence of
basics.
HCOB 18.8.81 - 9 -
Any time you are trying to cram someone and getting nowhere, you'll
find it's a lack of basics. You can't handle someone who has a multitude
of misunderstood words for which he has no basics, and you can't clear up
false data on a person who has no basics on the subject.
Tech basics would include suck things as data on the mind, the
Auditors Code, Axioms, the Tone Scale, TRs and metering, etc. Admin basics
cover such things as data on Dev-T, Hats, cycles of action, and terminals,
dispatch routing, Org Boards, CSW procedure, etc.
One of the more successful actions in getting in basics is to have
the person word clear and demo or, more preferably, in clay the basic terms
of a subject. (Ref. HCOB 10 Dec 70R I CLAY TABLE WORK IN TRAINING, HCO PL
20 Nov 70 Personnel Series 12, Org Series 15 ORGANIZATION MISUNDERSTOODS,
HCOB 21 Jun 72 II, W/C Series 39, METHOD 6)
The only trouble a Cramming Officer is doing to run into when he
tries to solve this is his own lack of realization that every subject has
its own specific basic laws and the only problem he's going to run into is
where to find them. If he can't solve that he isn't going to get much of
any place. When he is trying to cram Dianetics and Scientology, that's a
piece of cake. He's got the Dianetic and Scientology Axioms, the HCOB
volumes, the OEC volumes, you name it. In other subjects the Cramming
Officer has more of a problem. Not all subjects have valid texts available
and there are many false texts around. This is the problem the Cramming
Officer has when he is trying to cram personnel on another technical area.
But there are also valid texts on the various technical subjects around.
They are usually the older texts on the subject. So when the person is
having trouble on a subject other than Dianetics or Scientology a valid
text will have to be tracked down and used for the cramming.
In any cramming, when the person isn't really grasping it, one must
check for out basics. Out basics on a subject (or on earlier similar
subjects) will hang things up until found and handled.
The watchword, when you have any false data somewhat stripped off, is
to cram the person on the actual basics and let him put the real basic in
place to hold back the confusion. When a real basic is there, the
confusions disappear.
SUMMARY
Remember that situations do not just happen, they are created.
Someone did something or failed to do something which then resulted in that
situation, as he was operating on some sort of aberrated datum. If this
datum is allowed to continue to exist and be operated with then the same
situation is going to recur. This datum can be anything from not having the
correct data and thus substituting some other data which does not apply, to
MUs, False Data, fixed ideas, etc.
The Cramming Officer is expected to unearth and clear up this datum
so that it ceases to be effective on that person and in this way clear that
aberration out of the Third Dynamic so the situation does not recur and
another cram become necessary on the same subject, or even lead into a
Third Dynamic Justice action.
HCOB 18.8.81 - 10 -
The person is there in front of you now, so handle him terminatedly.
This way you get your product, the org survives that much better and
everyone wins.
The Basic Cramming Procedure is laid out here very simply and is
easily followed.
All the corrective technology that a Cramming Officer needs to know in
order to be able to get uniformly excellent results is contained in the
HCOBs which now comprise the Cramming Series and their references.
Providing that the Cramming Officer is an expert in E-Meter reading,
has good TRs and recognizes the importance of basics, he will win every
time and so will the individuals that he crams.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
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Cramming Series 1
AN INTRODUCTION TO THE NEW CRAMMING SERIES
Remimeo
Cramming
Officers
C/Ses
Supervisors
Auditors
Tech
Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 17 AUGUST 1981
Remimeo
Cramming
Officers
C/Ses
Supervisors Cramming Series 1
Auditors
Tech
Qual
AN INTRODUCTION TO THE NEW CRAMMING SERIES
If there is any one section of an org that can make the difference
between long term prosperity and hardship, it is Cramming.
It has long been known that it is essential to any organization to
have a strong and effective Cramming Section.
Therefore the technology of cramming must be clearly laid out, known
and fully applied.
Until now a large section of the Cramming Series has been in the form
of BTBs and BPLs written by others. On reviewing them to find out why they
have not resulted in uniformly superlative cramming in orgs all over the
planet, it was found that some false data and questionable tech points had
gotten into them.
Complexity had been entered into something which is essentially a
simple procedure. This led to the possibility of missing the very obvious
misunderstoods and false data.
A new Cramming Series has now been developed, tested and proven,
which covers the full tech of cramming in its simplicity.
In this Series, new HCOBs have been added to the HCOBs already
existing as part of the Cramming Series. The BTBs and BPLs formerly a part
of the Series are cancelled by HCOB/PL 1 Sept 81 CRAMMING BTBs AND BPLs
CANCELLED.
Veteran Cramming Officers will find the data in these new issues a
validation of what they knew to be successful in their cramming actions.
Where they were unsuccessful, this new Series gives the technology to
ensure successful cramming in all cases.
Incorporation of many recent breakthroughs such as Debug Tech,
Crashing Mis-U Finding and False Data Stripping into the cramming procedure
now makes the subject of cramming very, very complete.
Additionally, there is now a course to teach Cramming Officers the
tech of cramming and this will further ensure standard and successful
cramming actions.
Following is the full list of the new Cramming Series with a brief
description of the contents of each issue:
HCOB 17 Aug 1981 Cramming Series 1
AN INTRODUCTION TO THE CRAMMING SERIES
HCOB 18 Aug 1981 Cramming Series 2
THE BASIC CRAMMING PROCEDURE
HCOB 17.8.81 - 2 -
The Basic Cramming Procedure Step by Step
What to do when the Basic Cramming Procedure doesn't seem to be
handling
Doing a Full Product Debug
Student Hat Omission
The Importance of Basics
HCOB 19 Aug 1981 Cramming Series 3
SHORT CRAMMING REPAIR LIST
When the list is used
How the list is done
What to do if this list does not resolve
HCOB 20 Aug 1981 Cramming Series 4
CRAMMING TOOLS
The Key Cramming Tools which a Cramming Officer may have to use
The Basic Tool of Cramming
The Choice of Tools
Keeping a Cramming Log Book
Technical References for Cramming Tools
HCOB 21 Aug 1981 Cramming Series 5
HOW A CRAMMING OFFICER ENSURES THAT HE HAS NO BACKLOGS
What to do if an OT needs a cram done and the Cram Off is not an OT
What to do if the person being crammed can't be put on the meter
What to do if the person can't be gotten into cramming
What to do if the person is out-ethics
What to do if Ethics is backlogging cycles
What to do if Cramming Backlogs Develop
HCOB 22 Aug 1981 Cramming Series 6
TECH CRAMMING
Cramming Auditors Who Have Goofed
Auditor's Enhancement and Handling Auditors who Dramatize out-tech
on own case
Correcting Courses and Supervisors
Cramming and the Red Tag Line
Cramming and the C/S
How to handle a Number of Auditors with Crams Arriving at the Same
Time
HCOB 23 Aug 1981 Cramming Series 7
ADMIN CRAMMING
The Importance of Admin Cramming
Handling the Cramming Load
Handling Admin Crams
Clay Demos in Admin Cramming
Admin Cramming and Drilling
Scientology Basics
Getting the Actual Area of Confusion
Arbitraries and Verbal Data
HCOB 17.8.81 - 3 -
The Glib Cramming Order
Mis-Use of Admin Crams
Lack of Hatting
Too Narrow A View
Correcting Admin Courses and Supervision
Following Up Admin Cramming
HCOB/PL 24 Aug 1981 Cramming Series 8
C/S Series 70
HOW TO WRITE A CRAMMING ORDER
How to Write a Cramming Order
Qual Senior Datum
Cramming Order Mis-Use
Invalidative Cramming Orders
When to Write an Instruct
When to Write a Cram
When a Retread is Called For
Confidential Cramming Orders
Making Copies of Cramming Orders
HCOB 25 Aug 1981 Cramming Series 9R
C/S Series 68R
THE C/S AND CRAMMING CYCLES
Reporting the exact outness found on the cram to the C/S
HCOB 10 June 1973RB Cramming Series 10RB
Issue I CRAMMING
Re-rev. 12.8.81
Repeat Cramming Orders
Qual Does not Take Orders
HCOB 26 Aug 1981 Cramming Series 11
HIGH CRIME CHECKOUTS AND TECHNICAL OKs
High Crime Checkouts
High Crime Log
Inspection of High Crime Log
Okays to Audit and other Technical Okays
HCOB 27 Aug 1981 Cramming Series 12
EXAMPLES OF LRH CRAMMING ORDERS
Samples of LRH Crams on Auditors, C/Ses, Examiners, Execs, Admin
Personnel, Marketing Personnel and Film Crew
HCOB 28 Aug 1981 Cramming Series 13
HANDLING THE BADLY BOGGED INDIVIDUAL
The Basic Steps for Handling a Badly Bogged Individual
Earlier Messed Up Actions
Sort Out
Sequence of Handling
Ethics Situations
Terminated Handling
Related Handlings
HCOB 17.8.81 - 4 -
HCOB 15 Oct 1974 Cramming Series 14
CRAMMING OVER OUT RUDS
The Consequences of Cramming Over Out Ruds
The Broader Area of Situation that Must Also be Handled
HCOB 18 Mar 1975R Cramming Series 15R
Rev. 25.8.81 METER USE IN QUAL
The Use of the Meter in Cramming
Why the Meter is Used
HCOB 29 Aug 1981 Cramming Series 16
CRAMMING AND VERBAL TECH
Definition of Verbal Tech
Examples of Verbal Tech
Handling Verbal Tech
HCOB 1 May 78R Cramming Series 17R
Rev. 30.8.81 TECH QUALITY
Handling the General Outness of Out-TRs and Metering
HCOB 2 June 1978RA Cramming Series 18RA
Re-rev. 30.8.81 CRAMMING REPAIR ASSESSMENT LIST
Why the Cramming Repair Assessment List was Developed
When the List is Used
How the List is Used
HCOB 24 Sep 1979R Cramming Series 19R
Rev. 26.8.81 FLYING RUDS IN CRAMMING
How to Fly Ruds in Cramming
The Way to Handle Someone Who has been Crammed over Out Ruds in the
Past
Cramming Officer Requirements for Flying Ruds
Cramming Worksheets
C/S OK for Flying Ruds in Cramming
Folder Check before Cramming
How to Handle Someone Who has been "Crammed" or has had other Qual
Corrective Actions and has Gotten Worse, or Made No Improvement
HCOB 21 Dec 1979 C/S Series 107
Cramming Series 20
Qual Corrective Actions on OTs Series 1
AUDITOR ASSIGNMENT POLICIES,
CRAMMING ASSIGNMENT POLICIES
Auditor Assignment Policies
Policies on Assigning Cramming Officers to OTs
Subjective Questions and Actions
Objective Questions and Actions
Actions which are OK on OTs
Actions which are Not OK on OTs
HCOB 17.8.81 - 5 -
HCOB 11 Jan 1980 I C/S Series 108
Cramming Series 21
QUAL CORRECTIVE ACTIONS ON OTS
Why it is Necessary to have OT Versions of the Various Qual
Corrective
Actions
Actions which are Not OK on OTs
How to Detect Flubbed Cramming
Actions that Can be Done
HCOB 30 Aug 1981 Cramming Series 22
CRAMMING OFFICER PITFALLS
The Most Common Cramming Officer Pitfalls
HCOB 31 Aug 1881 Cramming Series 23
STABLE DATA FOR CRAMMING OFFICERS
8 Stable Data for Cramming Officers
Additional New Cramming Issues are:
HCOB/PL 1 Sep 1981 CRAMMING BTBs AND BPLs CANCELLED
Why the Cramming BTBs and BPLs were cancelled
HCOB/PL 2 Sep 1981 THE CRAMMING OFFICER
A Cramming Officer does Not Have to be an Expert in the Subject He is
Cramming Someone on
Cramming Officer Post Requirements
The Senior Cramming Officer
Senior Cramming Officer Requirements
Cramming Officer Enhancement
Responsibilities of a Cramming Officer
The Importance of Word Clearers
Handling Cramming in a Large Org
Caring for the Individual
HCOB/PL 16 Aug 1981 THE PURPOSE AND FUNCTION OF CRAMMING
The Definition of Cramming
The Definition of the Cramming Unit
The Evolution of Cramming
Cramming and Production
The Purpose of the Cramming Unit
Functions of Cramming
The Product of the Cramming Unit
The Importance of Cramming
New cramming HCOBs may be added to this Series from time to time.
HCOB 17.8.81 - 6 -
All Cramming Officers have the responsibility of learning the data in
this Series, including doing the necessary High Crime checkouts, without
delay.
This new Cramming Series, put to use, will bring about a new era for
Qualifications Divisions by strengthening the effectiveness of their
corrective actions. This will in turn strengthen our organizations.
So put it to good use!
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=16/8/81
Volnum=0
Issue=0
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rDate=0/0/0
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aDate=0/0/0
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THE PURPOSE AND FUNCTION OF CRAMMING
Remimeo
All Orgs
All Missions
All Executives
All Staff
Qual Div
Cramming Off
Hats
KOTs
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 16 AUGUST 1981
Remimeo
All Orgs (Also issued as an HCO PL,
All Missions same date and title.)
All Executives
All Staff
Qual Div
Cramming Off
Hats
KOTs
THE PURPOSE AND FUNCTION OF CRAMMING
Ref:
HCO PL 24 Apr 65 REVIEW
HCO PL 31 Jul 65 KSW Series 12
Reiss. 30.8.80 PURPOSES OF THE
QUALIFICATIONS DIVISION
HCO PL 29 Oct 70 Org Series 10, THE ANALYSIS
OF ORGANIZATION BY PRODUCT
HCO PL 9 Sep 80R II CLASS IV ORGS,
Rev. 11.3.81 QUALIFICATIONS DIVISION FIVE
ORG BOARD
HCO PL 28 Dec 67 QUAL SENIOR DATUM
The staffing of the Qual Division, with particular attention given to
cramming and the standardness of its operations, is vital to an
organization's survival and expansion. Therefore it is the responsibility
of the senior executives in any org to ensure that this occurs.
It is very important that all staff in an organization fully
understand what cramming is and what its purpose and function is in
relation to themselves and the org as a whole.
Without this understanding you are not likely to use cramming to get
yourself corrected or to correct your juniors or fellow staff members.
With this understanding you will be more receptive to correction and
cramming and you will also know what to expect and demand from cramming in
terms of results.
THE CRAMMING UNIT AND CRAMMING
The Tech and Admin dictionaries contain valid definitions of
cramming.
However, the following is the most accurate definition and should be known.
THE DEFINITION OF CRAMMING:
AN ACTIVITY DONE TO LOCATE AND TERMINATEDLY HANDLE THE CAUSE OF TECHNICAL
AND ADMINISTRATIVE POST DIFFICULTIES AND SLOW OR INEFFECTIVE STUDY.
THE DEFINITION OF THE CRAMMING UNIT:
A UNIT IN THE DEPARTMENT OF REVIEW OF THE QUALIFICATIONS DIVISION IN ANY
ORGANIZATION WHERE CAUSES FOR TECHNICAL AND ADMINISTRATIVE POST
DIFFICULTIES AND SLOW OR INEFFECTIVE STUDY ARE LOCATED AND TERMINATEDLY
HANDLED. IT HAS THE ADDITIONAL FUNCTIONS OF BRINGING STAFF UP-TO-DATE ON
NEW TECHNICAL DEVELOPMENTS THROUGH HIGH CRIME CHECKOUTS AND THE ISSUANCE OF
"QUAL OKs" FOR SPECIFIC TECHNICAL ACTIONS.
HCOB 16.8.81 - 2 -
THE EVOLUTION OF CRAMMING
Cramming in its present form evolved mainly as a result of the
tremendous breakthroughs made in the mid-sixties concerning the subject of
organizations and the Qual Division in particular.
While I was researching the subject of organizations I was able to
trace back the demise of great civilizations and organizations on the whole
track and in more recent history to the lack of a Qualifications Division.
I was then able to work out the component parts that would be needed
to make up the Qual Division and one of the key functions developed out of
this was cramming as its exists today.
(The whole subject of organizations and the above discovery is
covered in the tape 6504C06 SAINT HILL SPECIAL 57, ORG BOARD AND
LIVINGNESS.)
CRAMMING AND PRODUCTION
Without effective cramming, production is threatened. Good
correction is of such importance that the lack of it can slow a production
line to a snail's pace and in some cases stop it all together.
With first-rate cramming an organization can correct not only its
products but itself as well, resulting in increased org efficiency with
greater public demand for its products.
The reverse can occur if there is no Cramming Unit or an ineffective
Cramming Unit. Those who need correction in order to be able to turn out
products of high enough quality to create public demand, do not get
corrected and the volume of traffic into the organization soon drops off.
The answer to this is simply to establish and keep established an
effective Cramming Unit.
THE PURPOSE OF THE CRAMMING UNIT
The Cramming Unit is in the Qualifications Division, Department of
Review.
The purpose of the Cramming Unit is:
TO TEACH STUDENTS AND STAFF WHAT THEY HAVE MISSED.
This encompasses their Technical and Administrative duties and
studies and includes as well handling the failure to apply Standard Tech
that caused the miss in the first place.
Cramming is not just a desk job. The Cramming Officer does not sit
behind a desk all day waiting for business to come to him.
He can and should get out into the org and examine key areas such as
the course rooms and public flow lines to ensure that the staff are doing
their posts standardly.
He does this by taking the key Policy Letter or HCOB relating to that
area and checking what is actually going on in the area against that Policy
Letter or HCOB. When needed he crams the individuals concerned.
HCOB 16.8.81 - 3 -
FUNCTIONS OF CRAMMING
The Cramming Officer's functions align with the definitions and
purpose stated earlier.
He handles those staff and public who have flubbed in application of
materials they have studied. He isolates the reason for the flub and
handles with word clearing and any other other cramming tool necessary to
the point where he and the person being crammed are satisfied that the
error will not recur.
The other basic function of cramming is to see that High Crime
checkouts get done rapidly where needed and that "Qual OKs" for specific
technical actions are obtained by Technical or other org staff where these
actions are part of their post duties.
STAFF AND STUDENT CONFIDENCE IN CRAMMING
When you have a Cramming Unit in operation where students and staff
can go with confidence, knowing they are going to get the cause of any post
or study difficulties terminatedly handled, you will find staff and
students enthusiastic about cramming.
The quality of the products which come out of cramming is the main
thing which will bring this about. Therefore quality is the thing a
Cramming Officer should aim for.
PRODUCT
THE PRODUCT OF THE CRAMMING UNIT is:
A CORRECTED PERSON WHO CAN NOW GET THE PRODUCT HE REQUIRED CRAMMING
ON.
PROMOTE THE IMPORTANCE OF CRAMMING
The following signs should be permanently positioned in a prominent
place in the Tech and Admin Cramming areas:
"GOOD CRAMMING IS THE KEY TO FLUBLESS AUDITORS AND AUDITING."
L. RON HUBBARD
"GOOD CRAMMING IS THE KEY TO WELL RUN AND PROSPEROUS ORGANIZATIONS."
L. RON HUBBARD
SUMMARY
With a very standard Cramming Unit handling both Tech and Admin areas,
the org's lines get smoother and smoother, the tech stays pure and the
public start flooding into the org for services.
HCOB 16.8.81 - 4 -
It is not an exaggeration to say that the organization's future could
well depend on having an excellent Cramming Unit.
If your org does not have a good Cramming Unit then you had better
demand of HCO and Senior Execs that one be put there. Then watch things
start to go right!
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=29/7/81
Volnum=0
Issue=1
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
FULL ASSIST CHECKLISTS
FOR INJURIES AND ILLNESSES
Type = 12
iDate=28/5/74
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Remimeo
Auditors
C/Ses
Tech/Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 29 JULY 1981
Remimeo ISSUE I
Auditors
C/Ses (Cancels BTB 28 May 74 FULL ASSIST
Tech/Qual CHECKLISTS FOR INJURIES AND ILLNESSES
which was incomplete and which failed
to list the source references for running
the processes listed on the checklists.)
FULL ASSIST CHECKLISTS
FOR INJURIES AND ILLNESSES
REFERENCES:
ABILITY 73 TECHNICAL VOLUME III, pages 259-264
HCOB 29 Jul 81 II ADDITIONAL ASSIST PROCESSES AND DATA
HCOB 27 Jul 69 ANTIBIOTICS
HCOB 5 Jul 71RB C/S Series 49RB, ASSISTS
Re-rev. 20.9.78
HCOB 11 Jul 73RB ASSIST SUMMARY
Re-rev. 21.9.78
HCOB 23 Jul 71R ASSISTS
Rev. 16.7.78
HCOB 21 Oct 71 ASSISTS IN SCIENTOLOGY
Reiss. 21.9.74
B.T.B. 7 Apr 72R TOUCH ASSISTS, CORRECT ONES
Rev. & Reiss. 23.6.74
HCOB 24 Jul 69R SERIOUSLY ILL PCs
Rev. 24.7.78
HCOB 31 Dec 78 II OUTLINE OF PTS HANDLING
HCOB 2 Apr 69RA DIANETIC ASSISTS
Rev. 28.7.78
HCOB 16 Aug 69R HANDLING ILLNESS IN SCIENTOLOGY
Rev. 25.9.78
HCOB 15 Nov 78 DATING AND LOCATING
HCOB 15 Jul 70R UNRESOLVED PAINS
Rev. 17.7.78
HCOB 23 Dec 71 Solo C/S Series 10, C/S Series 73,
THE NO-INTERFERENCE AREA
HCOB 12 Mar 69 II PHYSICALLY ILL PCS AND PRE OTS
HCOB 4 Sep 68 Don't force a pc....
HCOB 13 Jun 70 C/S Series 3, SESSION PRIORITIES
REPAIR PGMS AND THEIR PRIORITY
HCOB 29 Mar 75R ANTI-BIOTICS, ADMINISTERING OF
Rev. 23.10.78
HCOB 21 Feb 66 DEFINITION PROCESSES
TAPE 5406C17 6ACC-50A & 50B ASSISTS
TAPE 5608C.. HPC A-18 CHRONIC SOMATIC
TAPE 5905C21 6-LACC-6 CLEARING: PROCESS-SPECIAL CASES
TAPE 6110C03 SH SPEC 61 THE PRIOR CONFUSION
BOOK: DIANETICS 55!
IMPORTANT NOTE: DIANETICS IS FORBIDDEN ON CLEARS, OTs AND DIANETIC CLEARS,
PER HCOB 12 Sep 78 DIANETICS FORBIDDEN ON CLEARS AND OTS.
There is a tremendous amount that can be done mentally and spiritually
by an auditor to assist someone who is sick or hurt. We have known for
years in Dianetics and Scientology that the tech of assists is very
powerful and can work miracles when correctly applied.
HCOB 29.7.81 I - 2 -
The purpose of this bulletin is to lay out the available technology on
assists for handling the ill or injured.
The processes presented in this issue are in checklist form which will
greatly aid the C/S and auditor in drawing up and executing a proper assist
program.
USING THE CHECKLISTS
In 1974 I developed the system of using a preliminary assessment of
the pc's condition and checklists as aids to programming and C/Sing the
case.
Attacked to this bulletin are separate checklists which list symptoms
for both injuries and illnesses and one comprehensive handling sheet which
lists out the many assist actions and their references one uses to handle
either.
To use the checklists:
1. Look up the symptom or symptoms the pc may have on the
appropriate
preliminary assessment skeet (injury or illness). Below each
symptom are listed many possible handlings.
2. Look up the handlings on the handling sheet (which covers
handlings
for both injuries and illnesses).
3. Use these handlings and their references in C/Sing and
programming
the case.
4. Draw up the program and C/S.
5. The C/S can then circle the actions to be done on the handling
sheet
and number them in sequence. The handling sheet can be kept in
the folder and signed off as each step is done.
6. Audit the pc regularly until the illness, injury or condition is
handled.
C/SING AND PROGRAMMING
The Assist Summary bulletins were never intended to be used as a rote
sequence of handling assists, which vary based on the circumstances of the
pc.
It could be a serious mistake to simply robotically copy down in order
the handlings listed for the pc's symptoms and then audit them on the pc.
One reason for this is that the case levels of people differ. An OT
with a sprained ankle would be handled differently than a Dianetic pc with
one.
Also, injuries and illnesses are two separate subjects and are handled
differently.
Therefore, data has to be gotten where available, from medical
reports, session reports, interviews and exam statements, and the C/S has
to understand the case before him and program and C/S accordingly.
HCOB 29.7.81 I - 3 -
ANY ASSIST ACTION MUST BE SUITED THE THAT PC'S CASE AND CURRENT
CONDITION.
CAUTION
The injured or ill person is overwhelmed easily. One must beware of
keying the person in.
The operating basis is to take it easy on the pc and try not to run
anything too heavy on him. Going earlier similar on 2WCs should be avoided
as due to his condition E/S tends to make the ill or injured pc dive back
to the year zero. This is more than a sick person can stand up to.
Along with this, NEVER MISS AN F/N ON A SICK PERSON.
NOTE ON HIGH CRIMING REFERENCES
It well behooves any auditor or C/S to get his high crime checkouts in
PT for the assist actions listed in this bulletin. The circumstances
requiring assists often crop up unexpectedly and a well prepared auditor
will be more successful than an unprepared one.
One would always do whatever one could to help a person in difficulty
regardless. Still, it is a matter of technical integrity and professional
pride that one would get his high crime checkouts in PT for assist actions
to his class.
Factually, there is no group but ourselves which possesses a body of
technology to effectively assist the spiritual condition of the ill or
injured person. Our knowledge in this area is considerable.
So don't skimp on your study and drilling of these procedures and the
theory behind them. You can do much to relieve the misery suffered by the
ill or injured.
With full understanding and application of assists you may appear to
others to be a miracle worker.
L. RON HUBBARD
FOUNDER
Compilation assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
HCOB 29.7.81 I
ATTACHMENT 1
PRELIMINARY ASSESSMENT FOR INJURIES
PC: ___________________________________ DATE:
________________________________
1. SYMPTOM: ILL AND HAS DONE A BUNK. _______
HANDLINGS: 2, 3, 1, 4A/4B/4C, 6B, 6C, 6D, 6E, 6F, 6K, 6M, 60,
6Q, 6R, 6S, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA, 6BB, 6CC,
6DD, 6EE, 6FF, 6GG, 6HH, 6II, 6KK, 6LL, 8A, 8B, 8C, 8D, 8E.
2. SYMPTOM: SEVERELY INJURED AND CLOSE TO DEATH.
_______
HANDLINGS: 2, 1, 4A/4B/4C, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J,
6L, 6P, 6Q, 6S, 6T, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA,
6BB, 6CC, 6DD, 6FF, 6GG, 6HH, 6II, 6JJ, 6KK, 6LL, 8A, 8B, 8C,
8D, 8E.
3. SYMPTOM: HAS HAD AN ELECTRIC SHOCK. _______
HANDLINGS: 2, 1, 5, 4A/4B/4C, 6A, 6B, 6C, 6E, 6F, 6G, 6H, 61,
6J, 6L, 6N, 6P, 6Q, 6S, 6T, 6U, 6V, 6W, 6X, 6Y, 6Z,
6AA, 6BB, 6CC, 6DD, 6FF, 6GG, 6HH, 6II, 6JJ, 6KK, 6LL, 8A, 8B,
8C, 8D, 8E.
4. SYMPTOM: SEVERELY INJURED AND BLEEDING/BROKEN BONES.
_______
HANDLINGS: 2, 1, 6A, 6B, 6C, 6E, 6F, 6G, 6H, 61, 6J, 6L, 6N,
6P, 6Q, 6S, 6T, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA, 6BB,
6CC, 6DD, 6FF, 6GG, 6HH, 6II, 6JJ, 6KK, 6LL, 8A, 8B, 8C, 8D,
8E.
5. SYMPTOM: INJURED AND IN A COMA. _______
HANDLINGS: 2, 1, 4A/4B/4C, 6A, 6B, 6C, 6E, 6F, 6G, 6H, 61, 6J,
6L, 6N, 6P, 6Q, 6S, 6T, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA,
6BB, 6CC, 6DD, 6FF, 6GG, 6HH, 611, 6JJ, 6KK, 6LL, 8A, 8B, 8C,
8D, 8E.
6. SYMPTOM: IN OR WAS IN A STATE OF SHOCK. _______
HANDLINGS: 2, 5, 1, 4A/4B/4C, 6A, 6B, 6C, 6E, 6F, 6G, 6H, 61,
6J, 6L, 6N, 60, 6P, 6Q, 6R, 6S, 6T, 6U, 6V, 6W, 6X,
6Y, 6Z, 6AA, 6BB, 6CC, 6DD, 6EE, 6FF, 6GG, 6HH, 6II, 6JJ, 6KK,
6LL, 8A, 8B, 8C, 8D, 8E.
7. SYMPTOM: INJURED AND UNCONSCIOUS. _______
HANDLINGS: 2, 1, 4A/4B/4C, 6A, 6B, 6C, 6E, 6F, 6G, 6H, 61, 6J,
6L, 6N, 6P, 6Q, 6S, 6T, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA,
6BB, 6CC, 6EE, 6FF, 6GG, 6HH, 6II, 6JJ, 6KK, 6LL, 8A, 8B, 8C,
8D, 8E.
HCOB 29.7.81 I - 2 -
ATTACHMENT 1
8. SYMPTOM: INJURED AND IN PAIN. _______
HANDLINGS: 2, 1, 6A, 6B, 6C, 6E, 6F, 6G, 6H, 6I, 6J, 6L, 6N, 6P,
6Q, 6S, 6T, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA, 6BB, 6CC,
6DD, 6FF, 6GG, 6HH, 6II, 6JJ, 6KK, 6LL, 8A, 8B, 8C, 8D, 8E.
9. SYMPTOM: INJURED WITH EXTREME DISCOMFORT. _______
HANDLINGS: 2, 1, 6A, 6B, 6C, 6E, 6F, 6G, 6H, 6I, 6J, 6L, 6N, 6P,
6Q, 6S, 6T, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA, 6BB, 6CC,
6DD, 6FF, 6GG, 6HH, 6II, 6JJ, 6KK, 6LL, 8A, 8B, 8C.
8D. 8E.
10. SYMPTOM: INJURED WITH AN INFECTION/TEMPERATURE.
_______
HANDLINGS: 2, 1 (ANTIBIOTICS), 7, 6A, 6B, 6C, 6E, 6F, 6G, 6H, 6I,
6J, 6L, 6N, 6P, 6Q, 6S, 6T, 6U, 6V, 6W, 6X, 6Y, 6Z,
6AA, 6BB, 6CC, 6DD, 6FF, 6GG, 6HH, 6II, 6JJ, 6KK, 6LL, 8A, 8B,
8C, 8D, 8E.
11. SYMPTOM: INJURED AND TAKING DRUGS. _______
HANDLINGS: 2, 1, 6A, 6B, 6C, 6E, 6F, 6G, 6H, 6I, 6J, 6L, 6N, 6P,
6Q, 6S, 6T, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA, 6BB, 6CC,
6DD, 6FF, 6GG, 6HH, 6II, 6JJ, 6KK, 6LL, 8A, 8B, 8C, 8D, 8E.
12. SYMPTOM: INJURED WITH LITTLE/NO DISCOMFORT. _______
HANDLINGS: 2, 1, 6A, 6B, 6C, 6E, 6F, 6G, 61, 6S, 6T, 6V, (Other
processes from Section 6 may be used as needed), 8A, 8B, 8C,
8D, 8E.
13. SYMPTOM: INJURY NOT HEALING. _______
HANDLINGS: 6V, 6W, 6DD, 6FF, 8A, 8B, 8C, 8D, 8E, 9A, 9B, 9C, 9D.
14. SYMPTOM: INJURED AFTER OR WHILE INCOMPLETE ON AN AUDITING ACTION.
_______
HANDLINGS: Handle with appropriate handlings depending on the
injury. Then do #10 from handling sheet as soon as possible.
15. SYMPTOM: OLD INJURY RECURRING OR RESTIMULATED. _______
HANDLINGS: 6S, 6T, 6U, 6V, 6FF, 8A, 8B, 8C, 8D, 8E, 9A, 9B.
16. SYMPTOM: INJURED AND IN THE NO-INTERFERENCE AREA. _______
HANDLING: 14.
17. SYMPTOM: HIGH OR LO TA: _______
HANDLING: 13.
HCOB 29.7.81 I - 3 -
ATTACHMENT 1
18. SYMPTOM: REPEATING INJURIES/ACCIDENTS (ACCIDENT PRONE). _______
HANDLING: 15, as soon as injury handlings are complete.
19. SYMPTOM: PC CAN'T RECALL RECENT ENGRAM. _______
HANDLINGS: 6V until pc recalls engram. Then 6S, 6U and complete
6V. Then proceed as above based on current symptoms.
20. CHILDREN SYMPTOM: INJURED AND IN PAIN. _______
HANDLINGS: 2, 1, 6A, 6B, 6C, 11A.
PREGNANCY
SYMPTOM: GOING TO GIVE BIRTH OR HAS GIVEN BIRTH.
HANDLING: 12.
HCOB 29.7.81 I ATTACHMENT 2
PRELIMINARY ASSESSMENT FOR ILLNESSES
PC: ___________________________________ DATE:
________________________________
1. SYMPTOM: ILL AND HAS DONE A BUNK. _______
HANDLINGS: 3, 2, 1, 4A/4B/4C, 6B, 6C, 6D, 6E, 6F, 6H, 6K, 6M,
6N, 60, 6P, 6Q, 6R, 6S, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA,
6BB, 6CC, 6DD, 6EE, 6FF, 6GG, 6HH, 6KK, 6LL, 8A, 8C, 8D, 8E.
2. SYMPTOM: SEVERELY ILL AND CLOSE TO DEATH. _______
HANDLINGS: 1, 4A/4B/4C, 6B, 6C, 6D, 6E, 6F, 6H, 6K, 6M, 6N,
60, 6P, 6Q, 6R, 6S, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA, 6BB, 6CC,
6DD, 6EE, 6FF, 6GG, 6HH, 6KK, 6LL, 8A, 8C, 8D, 8E.
3. SYMPTOM: SEVERELY ILL. _______
HANDLINGS: 1, 4A/4B/4C, 6B, 6C, 6D, 6E, 6F, 6H, 6K, 6M, 6N, 6O,
6P, 6Q, 6R, 6S, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA, 6BB,
6CC, 6DD, 6EE, 6FF, 6GG, 6HH, 6KK, 6LL, 8A, 8C, 8D, 8E
4. SYMPTOM: ILL AND IN A COMA/UNCONSCIOUS.
_______
HANDLINGS: 1, 4A/4B/4C, 6B, 6C, 6D, 6E, 6F, 6H, 6K, 6M, 6N, 60,
6P, 6Q, 6R, 6S, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA, 6BB,
6CC, 6DD, 6EE, 6FF, 6GG, 6HH, 6KK, 6LL, 8A, 8C, 8D, 8E.
5. SYMPTOM: ILL AND IN A STATE OF SHOCK (OR WAS).
_______
HANDLINGS: 1, 5, 4A/4B/4C, 6B, 6C, 6D, 6E, 6F, 6H, 6K, 6M, 6N,
60, 6P, 6Q, 6R, 6S, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA, 6BB, 6CC,
6DD, 6EE, 6FF, 6GG, 6HH, 6KK, 6LL, 8A, 8C, 8D, 8E.
6. SYMPTOM: ILL AND IN PAIN/EXTREME DISCOMFORT.
_______
HANDLINGS: 1, 6B, 6C, 6D, 6E, 6F, 6H, 6K, 6M, 6N, 6O, 6P, 6Q,
6R, 6S, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA, 6BB, 6CC, 6DD,
6EE, 6FF, 6GG, 6HH, 6KK, 6LL, 8A, 8C, 8D, 8E.
7. SYMPTOM: ILL WITH AN INFECTION/TEMPERATURE. _______
HANDLINGS: 1 (ANTIBIOTICS), 7, 6B, 6C, 6D, 6E, 6F, 6H, 6K, 6M,
6N, 6O, 6P, 6R, 6Q, 6S, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA,
6BB, 6CC, 6DD, 6EE, 6FF, 6GG, 6HH, 6KK, 6LL, 8A, 8C, 8D, 8E.
8. SYMPTOM: ILL AND TAKING DRUGS. _______
HANDLINGS: 1, 6B, 6C, 6D, 6E, 6F, 6H, 6K, 6M, 6N, 6O, 6P, 6Q,
6R, 6S, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA, 6BB, 6CC, 6DD,
6EE, 6FF, 6GG, 6HH, 6KK, 6LL, 8A, 8C, 8D, 8E.
HCOB 29.7.81 I - 2 -
ATTACHMENT 2
9. SYMPTOM: ILL WITH LITTLE/NO DISCOMFORT. _______
HANDLINGS: 1, 6B, 6C, 6D, 6E, 6F, 6H, 6K, 6M, 6N, 6O, 6P, 6Q,
6R, 6S, 6U, 6V, 6W, 6X, 6Y, 6Z, 6AA, 6BB, 6CC, 6DD,
6EE, 6FF, 6GG, 6HH, 6KK, 6LL, 8A, 8C, 8D, 8E.
10. SYMPTOM: ILLNESS NOT HEALING. _______
HANDLINGS: 6V, 6DD, 6FF, 8A, 8C, 8D, 8E, 9A, 8B, 9C, 9D.
11. SYMPTOM: ILL DURING/AFTER AUDITING. _______
HANDLING: 10.
12. SYMPTOM: AN OLD ILLNESS RECURRING (CHRONICALLY ILL).
_______
HANDLINGS: 6V, 6FF, 8A, 8C, 8D, 8E, 9A, 9B, 9C, 9D.
13. SYMPTOM: ILL AND IN NO-INTERFERENCE AREA. _______
HANDLING: 14.
14. SYMPTOM: HIGH OR LO TA. _______
HANDLING: 13.
15. SYMPTOM: NOTHING WORKS. _______
HANDLING: 9D.
16. CHILDREN SYMPTOM: PHYSICAL DEFECT OR PSYCHOSOMATIC ILL.
_______
HANDLINGS: 1, 11B.
17. SYMPTOM: TIREDNESS. _______
HANDLING: 16.
HCOB 29.7.81 ATTACHMENT 3
1. MEDICAL TREATMENT
An assist is not a substitute for medical attention and does not
attempt to cure injuries requiring medical aid. First, call the doctor.
Then assist the person as you can. (Ref. ABILITY 73 ASSIST'S IN
SCIENTOLOGY)
Medical examination and diagnosis should be sought where needed,
and where treatment is routinely successful, medical treatment
should be obtained. As an assist can at times cover up an
actual injury or broken bone, no chances should be taken,
especially if the condition does not easily respond. In other
words where something is merely thought to be a slight sprain,
to be on the safe side an X-ray should be obtained, particularly
if it does not at once respond. An assist is not a substitute
for medical treatment but is complementary to it. It is even
doubtful if full healing can be accomplished by medical
treatment alone and it is certain that an assist greatly speeds
recovery. In short, one should realize that physical healing
does not take into account the being and the repercussion on the
spiritual beingness of the person. (Ref. HCOB 11 Jul 73RB
Re-rev. 21.9.78 ASSIST SUMMARY) _______
2. FIRST AID AND ENVIRONMENTAL CONTROL
Where you are giving an assist to one person, you put things in the
environment into an orderly state as the first step, unless you are trying
to stop a pumping artery-but here you would use First Aid. You should
understand that First Aid always precedes an assist. You should look the
situation over from the standpoint of how much First Aid is required....
You may often have to find some method of controlling handling and
directing personnel who get in your way before you can render an assist.
You might just as well realize that an assist requires that you control the
entire environment and personnel associated with the assist if
necessary....
A good example of an assist would be when somebody is washing dishes
in the kitchen. There is a horrendous crash and the person comes down all
over the sink, hits the floor as she is going down, she grabs the butcher
knife as it falls. You go in and say, "Well, let me fix that up." One of
the first things you would have to do is to wind some bandage around the
hand to stop the bleeding. Part of the First Aid would be to pick up the
dishes and put them back on the sink, sweep the pieces together into a more
orderly semblance. This is the first symptom of control. (Ref. HCOB 21
Oct 71 Reiss. 21.9.74 ASSISTS IN SCIENTOLOGY)
(This could include getting some assistance to ease discomfort
such as Epsom salt baths, liniment, changing bandages, etc.) _______
3. IF A PERSON HAS DONE A BUNK
The preclear may do a compulsive exteriorization, "do a bunk,"
and drop his body limp in the chair and give from that body no
sign that he is hearing any of the auditing commands given by
the auditor. One such case was pleaded with for half an hour by
an auditor along the lines that the preclear should remember her
husband,
HCOB 29.7.81 I - 2 -
ATTACHMENT 3
should think of her children, should come back and live for the sake
of her friends, and found no response from the preclear. Finally the
auditor said, "Think of your poor auditor," at which moment the preclear
promptly returned. (Ref. DIANETICS 55!
Chapter XVI EXTERIORIZATION) _______
4. ASSISTS FOR SOMEONE UNCONSCIOUS OR IN A COMA
4A. "YOU MAKE THAT BODY SIT ON THAT CHAIR." (OR "LIE ON THAT
BED.") (Ref. HCOB 21 May 59 HGC ALLOWED PROCESSES AND ACC
PROCESSES AS OF SAY 21, 1959) _______
4B. Touch patient's hand to parts of the bed with "FEEL THAT
(OBJECT)." (Ref. HCOB 27 Jul 69 ANTIBIOTICS) _______
4C. An unconscious pc can be audited off a meter by taking his
hand and having him touch nearby things like pillow, floor,
etc. or body without hurting an injured part. _______
A person in a coma for months can be brought around by
doing this daily. (Ref. HCOB 5 July 71RB Re-rev. 20.9.78,
C/S Series 49RB, ASSISTS) _______
5. SHOCK OR CATATONIA
"HERE. WHAT WORD DID I SAY TO YOU?" "HERE. WHAT WORD DID I SAY
TO YOU?" The auditor keeps this up until all of a sudden the pc
says, "You said 'Here.'" Then, "REACH DOWN NOW AND FIND THE
FLOOR WITH YOUR HAND. PRESS IT." (Ref. 5406C17 6ACC-50A & 50B
ASSISTS) _______
6. ASSISTS FOR ILLNESS OR INJURY
6A. INJURY
CONTACT ASSIST
Where possible and where indicated, until the person has
re-established his communication with the physical universe
site. To F/N. (Ref. HCOB 11 Jul 73RB Re-rev. 21.9.78
ASSIST SUMMARY, HCOB 5 Jul 71RB Re-rev. 20.9.78 C/S Series
49RB ASSISTS, HCOB 2 Apr 69RA Rev. 28.7.78 DIANETIC
ASSISTS) _______
6B. ILLNESS OR INJURY
TOUCH ASSIST
Until the person has re-established communication with the
physical part or parts affected. To F/N. (Ref. HCOB 11
Jul 73RB Re-rev. 21.9.78 ASSIST SUMMARY, HCOB 21 Oct 71
Reiss. 21.9.74 ASSISTS IN SCIENTOLOGY, BTB 7 Apr 72R Rev. &
Reiss. 23.6.74 TOUCH ASSISTS CORRECT ONES) _______
6C. ILLNESS OR INJURY
HAVINGNESS
Running HAVINGNESS in every assist session is vital. This
not only remedies havingness but also brings the
HCOB 29.7.81 I - 3 -
ATTACHMENT 3
preclear to present time. (Ref. HCOB 11 Jul 73RB Re-rev.
21.9.78 ASSIST SUMMARY, HCOB 7 Aug 78 HAVINGNESS FINDING
AND RUNNING THE PC'S HAVINGNESS PROCESS, HCOB 6 Oct 60R
Rev. 8.5.74 THIRTY-SIX NEW PRESESSIONS) _______
6D. ILLNESS
He is explaining his illness by saying he needs attention and he is
using it as a service fac of some sort or another, and you will find out
this very often gives up if you give him attention. Well, there are
various ways to give him attention. Get him a nurse, get him a doctor, put
him in a special room, put him on arduously, awfully hard to maintain
schedules. You take a pink pill at 20 minutes after the hour, three and
one-half blue pills 45 minutes past the hour, and then every hour on the
hour take 7 green ones, but skip every odd-numbered hour.
Attention then is given to it and he gets the idea it is
being as-ised. This makes him feel stronger and he will start to
as-is it himself and very often gets well simply by giving him attention.
There are various mechanisms to do so. (Ref. 5905C21 6-LACC-6 CLEARING:
PROCESS-
SPECIAL CASES) _______
6E. ILLNESS OR INJURY
Run Reach and Withdraw from the affected area. (Ref. HCOB 24 Jul
69R Rev. 24.7.78 SERIOUSLY ILL PCs)
Reach and Withdraw can also be done on other body parts not
affected, the environment, the body itself, the location where an injury
occurred, the thing that injured the pc (e.g. the knife that cut him). To
EP of F/N, GIs. (Ref.
HCOB 29 Jul 81 OI ADDITIONAL ASSIST PROCESSES AND DATA) _______
6F. ILLNESS OR INJURY
"HELLO" AND "OKAY." (Ref. P.A.B. No. 123 THE REALITY SCALE) _______
6G. INJURY
"WHERE DID IT HAPPEN?," "WHERE ARE YOU NOW?" (Ref. ABILITY
110 TECHNIQUES OF CHILD PROCESSING, Technical Volume III,
pp. 553-554) _______
6H. ILLNESS OR INJURY
"FROM WHERE COULD YOU COMMUNICATE TO A _______ (body
part)?" (To F/N, Cog, VGIs.) (Ref. HCOB 21 Jul 59 HGC
ALLOWED PROCESSES) _______
6I. INJURY
"LOOK AT THAT (object)." "DECIDE THE INJURY CANNOT HAVE
IT." Ep: Pain gone, Cog, F/N. (Ref. ABILITY 73 ASSISTS IN
SCIENTOLOGY) _______
HCOB 29.7.81 I - 4 -
ATTACHMENT 3
6J. INJURY
"KEEP IT FROM GOING AWAY." (Ref. ABILITY 73 ASSISTS IN
SCIENTOLOGY) _______
6K. ILLNESS
Run "HOLD IT STILL" on body parts until somatics blow.
(Ref. HCOB 29 Jul 81 II ADDITIONAL ASSIST PROCESSES AND
DATA) _______
6L. INJURY (IMPACT)
WHERE AREN'T YOU BEING _______ (e.g. "hit")? Making sure
he gets these places with great certainty. As a result you
will get yourself quite a reduction in case. (Run to F/N,
Cog, VGIs.) (Ref. 5406C17 ASSISTS) _______
6M. ILLNESS
"WHAT OTHER ILLNESSES COULD YOU HAVE?" (Run repetitively to
F/N, Cog, VGls.) (Ref. 5608C. HPC A-18 CHRONIC SOMATIC)
_______
6N. ILLNESS OR INJURY
Ask the pc "GIVE ME ANOTHER PURPOSE FOR A (e.g. bad ear)." (He
already assumes he's given you one. He's got a bad ear.) You could ask him
for a few more purposes. Have him dream up a few more purposes and he'll
feel much better.
(Ref. 5608C.. HPC A-18 CHRONIC SOMATIC) _______
6O. ILLNESS
"CAN YOU RECALL A TIME WHEN SOMEBODY ELSE HAD THAT
CONDITION?" "CAN YOU RECALL A TIME WHEN YOU DECIDED TO HAVE
THAT CONDITION?" To F/N, GIs. (Ref. ABILITY MAGAZINE MAJOR
4 of early July, 1955 entitled STRAIGHTWIRE A MANUAL OF
OPERATION. Tech Volume II, pp. 216-239) _______
6P. ILLNESS OR INJURY
Fly Rudiments as follows: HANDLE ANY ARC BREAK that might
have existed at the time (a) with the environment, (b) with
another, � with others, (d) with himself, (e) with the
body part or the body, and (f) with any failure to recover
at once. Each to F/N. _______
HANDLE ANY PROBLEM the person may have had (a) at the time
of illness or injury, (b) subsequently due to his or her
condition. Each to F/N. _______
HANDLE ANY WITHHOLD (a) the person might have had at the
time, (b) any subsequent withhold, and (c) any having to
withhold the body from work or others or the environment
due to being physically unable to approach it. (Ref. HCOB
11 Jul 73RB Re-rev. 21.9.78 ASSIST SUMMARY) _______
HCOB 29.7.81 I - 5 -
ATTACHMENT 3
6Q. ILLNESS OR INJURY
L1C "Concerning the illness-" or "Concerning the
injury/accident -- ." Can also do L1C on the injured
member. (Ref. HCOB 23 Jul 71R Rev. 16 Jul 78 ASSISTS) _______
6R. ILLNESS
ASSESS FOR AREA OF ILLNESS AND PREPCHECK ON THE AREA. ALSO
ONE CAN PREPCHECK THE BODY ITSELF. (Ref. HCOB 24 Jul 69R
Rev. 24.7.78 SERIOUSLY ILL PCs) _______
6S. ILLNESS OR INJURY
RUN THE INCIDENT ITSELF Narrative R3RA Quad to erasure and
full EP. Interest is checked. It is understood here that
Flow 1 was the physical incident itself, not necessarily
something done to the person but as something that happened
to him or her. (Ref. HCOB 26 Jun 78RA II Re-rev. 15 Sep
78 NED Series 6RA R3RA ENGRAM RUNNING BY CHAINS, HCOB 28
Jul 71RA Re-rev. 22.9.78 C/S Series 54RA NED Series 8R
DIANETICS, BEGINNING A PC ON) NOTE: Dianetics is not run
on Clears or OTs. _______
6T. INJURY
Date/Locate the injury. (Ref. HCOB 15 Nov 78 DATING AND
LOCATING) _______
6U. ILLNESS OR INJURY
HANDLE ANY SECONDARY, which is to say emotional reactions, stresses
or shocks before, during or after the situation. Narrative Secondaries are
run R3RA Narrative Quad.
Interest is checked. It is important to get the earliest
beginning of the incident and to continue to check for
earlier beginning each run through. (Ref. HCOB 26 Jun 78RA
II Re-rev. 15.9.78 NED Series 6RA R3RA ENGRAM RUNNING BY
CHAINS, HCOB 28 Jun 78RA Re-rev. 15.9.78 NED Series 7RA
R3RA COMMANDS, HCOB 28 Jul 71RA Re-rev. 22.9.78 C/S Series
54RA, NED Series 8R DIANETICS, BEGINNING A PC ON, HCOB 11
Jul 73RB Re-rev. 21.9.78 ASSIST SUMMARY) NOTE: Dianetics
is not run on Clears or OTs. _______
6V. ILLNESS OR INJURY
PREASSESS THE INCIDENT and take to a full Dianetic EP all
somatics connected with the incident in which the pc is
interested. (Ref. HCOB 18 Jun 78R Rev. 20.9.78 NED Series
4R ASSESSMENT AND HOW TO GET THE ITEM and the issues
referenced in 6U above) NOTE: Dianetics is not run on
Clears or OTs. _______
6W. ILLNESS OR INJURY
Check if the area was audited before on R3RA. If so, L3RG
to F/N list on it. (Ref. HCOB 29 Jul 81 II ADDITIONAL
ASSIST PROCESSES AND DATA) _______
HCOB 29.7.81 I - 6 -
ATTACHMENT 3
6X. ILLNESS OR INJURY
If pc has a Service Fac or Evil Purpose behind it, R3RA
Quad. Note: Dianetics is not run on Clears and OTs.
(Ref. HCOB 29 Jul 81 II ADDITIONAL ASSIST PROCESSES AND
DATA) _______
6Y. ILLNESS OR INJURY
POSTULATE TWO-WAY COMM. To F/N. Not E/S. (Ref. HCOB 11
Jul 73RB Re-rev. 21.9.78 ASSIST SUMMARY) _______
6Z. ILLNESS OR INJURY
PRIOR CONFUSION. By 2-way comm see if a confusion existed
prior to the accident, injury or illness. To F/N. Not
E/S. (Ref. HCOB 11 Jul 73RB Re-rev. 21.9.78 ASSIST
SUMMARY) _______
6AA. ILLNESS OR INJURY
MYSTERY POINT. 2wc any mysterious aspect of the incident to F/N
Cog VGIs. Not E/S. (Ref. HCOB 11 Jul 73RB Re-rev.
21.9.78 ASSIST SUMMARY) _______
6BB. ILLNESS OR INJURY
2WC AGREEMENT: Get any agreement the person may have had
in or with the incident. Not E/S. (Ref. HCOB 11 Jul 73RB
Re-rev. 21.9.78 ASSIST SUMMARY) _______
6CC. ILLNESS OR INJURY
PROTEST: 2wc any protest in the incident. Not E/S. (Ref.
HCOB 11 Jul 73RB Re-rev. 21.9.78 ASSIST SUMMARY) _______
6DD. ILLNESS OR INJURY
PREDICTION: 2wc (a) How long he/she expects to take to
recover. (b) Get the person to tell you any predictions others
have made about it. 2wc it to an F/N Cog VGIs.
(Ref. HCOB 11 Jul 73RB Re-rev. 21.9.78 ASSIST SUMMARY) _______
6EE. ILLNESS
LOSSES. 2wc anything the pc may have lost to F/N. Not
E/S. (Ref. HCOB 11 Jul 73RB Re-rev. 21.9.78 ASSIST
SUMMARY, HCOB 29 Mar 65 ALL LEVELS ARC BREAKS) _______
6FF. ILL OR INJURED WITH FIXED PICTURE
BEFORE-AFTER: Where an injured or ill pc is so stuck that he has a
fixed picture that does not move, one can jar it loose by asking him to
recall a time before the incident and then asking him to recall a time
after it. This will "jar the engram loose" and change the stuck point.
(Ref.
HCOB 11 Jul 73RB Re-rev. 21.9.78 ASSIST SUMMARY) _______
HCOB 29.7.81 I - 7 -
ATTACHMENT 3
6GG. ILLNESS OR INJURY
Have the numb, painful or injured area say "THERE IS
SOMETHING HERE, THERE IS NOTHING HERE" having it then say, "THERE
IS SOMETHING THERE, THERE IS NOTHING THERE" having the preclear say about
the area, "THERE IS SOMETHING THERE, THERE IS NOTHING THERE," and then the
preclear about himself, "THERE IS SOMETHING HERE, THERE IS NOTHING HERE."
This makes a complete bracket. (Run to Pain gone, Cog,
F/N.) (Ref. THE JOURNAL OF SCIENTOLOGY 16-G THIS IS
SCIENTOLOGY THE SCIENCE OF CERTAINTY VOL 1 PAGE 388 OF
TECHNICAL VOLUMES) _______
6HH. ILL OR INJURED AND WAS IN A SMALL ROOM FOR A LONG TIME
The gradient scale of taking people into larger and larger spaces
was an early one. An individual has been lying in this small room. He's
very ill. He's been lying in this small room for days and days and weeks
and weeks and you're going to process him. Just get him into a little bit
larger space. The tremendous tiredness he will experience is just giving
him a little more space and a greater remoteness of wall. You take him out
of his room into a larger room, he will start to experience tiredness. If
you did that every day, and you gave him a little more space every day and
gradiently scaled him up the line a little bit more and a little bit more,
the individual would snap out of it. It's quite interesting because what
you're doing is giving him a gradient scale of larger spaces to confront.
Just don't give it to him with such steep doses that he finds them
unconfrontable and you've got it made.
(Ref. 5904C23 SH PA 20 THEORY OF PROCESSES) _______
6II. INJURY
Where a person is injured, given a contact or touch assist
and then medical examination and treatment, he is given the
remainder as soon as he is able to be audited. The drug
"five days" does not need to apply. But where the person
has been given an assist over drugs, one must later come
back to the case when he is off drugs and run the drug part
out or at least make sure that nothing was submerged by the
drugs. (Ref. HCOB 11 Jul 73RB Re-rev. 21.9.78 ASSIST
SUMMARY, HCOB 15 Jul 71RC III Re-rev. 31.1.79 C/S Series
48RD NED Series 9RB DRUG HANDLING and HCOB 19 May 69RB
Re-rev. 14.11.78 DRUG AND ALCOHOL CASES PRIOR ASSESSING) _______
6JJ. INJURY
"SPOT THE SPOT WHERE YOU WERE INJURED." "SPOT A SPOT
OUTSIDE (the house, etc.)" or "...AWAY FROM (the gate,
etc.)." Run alternate repetitive until pc exteriorizes or
something blows. (Ref. HCOB 29 Jul 81 II ADDITIONAL ASSIST
PROCESSES AND DATA) _______
HCOB 29.7.81 I - 8 -
ATTACHMENT 3
6KK. ILLNESS OR INJURY
Fly Ruds before the illness or injury. (Can be done
Quad.) (Ref. HCOB 24 Jul 69R Rev. 24 Jul 78 SERIOUSLY
ILL PCS) _______
6LL. ILLNESS OR INJURY
PREPCHECK THE PRIOR CONFUSION TO THE ILLNESS OR THE
ACCIDENT/INJURY. NOTE: Do not Prepcheck the illness
itself or accident/injury itself. (Ref. HCOB 9 Nov 61 THE
PROBLEMS INTENSIVE USE OF THE PRIOR CONFUSION, HCOB 7 Sep
78R Rev. 21.10.78 MODERN REPETITIVE PREPCHECKING. Also,
6110C03 SH SPEC 61, THE PRIOR CONFUSION) _______
7. HIGH TEMPERATURE
When illness is accompanied by temperature, antibiotics is
usually the first thought. Then Fly all Ruds and do a
Temperature Assist Version A or Version B. (Ref. HCOB 23 Jul
71R Rev. 16.7.78 ASSISTS, HCOB 24 Aug 71 II ASSISTS ADDITION,
HCOB 29 Mar 75R Rev. 23 Oct 78 ANTI-BIOTICS, ADMINISTERING OF)
_______
8. PTS HANDLINGS
8A. ILLNESS OR INJURED
The PTS C/S-1, given in HCOB 31 Dec 78 III EDUCATING THE POTENTIAL
TROUBLE SOURCE, THE FIRST STEP TOWARD HANDLING:
PTS C/S-1 must be done before any other PTS handling is
begun. (Ref. HCOB 31 Dec 78 II OUTLINE OF PTS HANDLING) _______
8B. INJURY
SUPPRESSIVE PRESENCE: 2wc any suppressive or invalidative
presence that may have caused a mistake to be made or the accident to
occur. (To F/N Cog VGIs.) (Not E/S.)
(Ref. HCOB 11 Jul 73RB Re-rev. 21.9.78 ASSIST SUMMARY) _______
8C. ILLNESS OR INJURY
A metered PTS interview per HCOB 24 Apr 71 I, C/S Series
79, PTS INTERVIEWS or a "10 August Handling" per HCOB 10
Aug 73 PTS HANDLING done by an auditor in session or an
MAA, D of P or SSO will, in most cases, assist the person
to spot the antagonistic or SP element. Once spotted, the
potential trouble source can be assisted in working out a
handling for that terminal. (Ref. HCOB 31 Dec 78 II
OUTLINE OF PTS HANDLING) _______
8D. ILLNESS OR INJURY
3 S & Ds per HCOB 16 Aug 69R Rev. 25.9.78 HANDLING ILLNESS
IN SCIENTOLOGY. _______
HCOB 29.7.81 I - 9 -
ATTACHMENT 3
8E. ILLNESS OR INJURY
RUDIMENTS: Flying ruds and overts triple or quad flow on
the antagonistic terminal is often done to "get ruds in"
and enable the pc to better confront the PTS situation he
is faced with. This would, of course, be done only in
session by a qualified auditor when so ordered by the Case
Supervisor. (Ref. HCOB 31 Dec 78 Issue II OUTLINE OF PTS
HANDLING) _______
9. UNRESOLVING CONDITION
9A. WAS AUDITED WHILE ON DRUGS
Where a person is injured, given a contact or touch assist
and then medical examination and treatment, he is given
the remainder as soon as he is able to be audited. The
drug "five days" does not need to apply. But where the
person has been given an assist over drugs, one must later
come back to the case when he is off drugs and run the
drug part out or at least make sure that nothing was
submerged by the drugs. It is not uncommon for a person
to be oblivious to certain parts of a treatment or
operation at the time of initial auditing, only to have a
missing piece of the incident pop up days, months or even
years later. THIS is the reason injuries or operations
occasionally seem to persist despite a full assist: a
piece of it was left unhandled due to a drugged condition
during the operation; such bits may come off unexpectedly
in routine auditing on some other apparently disrelated
chain. (Ref. HCOB 11 Jul 73RB Re-rev. 21.9.78 ASSIST
SUMMARY, HCOB 15 Jul 71RC III Re-rev. 31.1.79 C/S Series
48RD NED Series 9RB DRUG HANDLING and HCOB 19 May 69RB
Re-rev. 14.11.78 DRUG AND ALCOHOL CASES PRIOR ASSESSING) _______
9B. UNRESOLVED PAINS
Where you can't fully repair a crippled left leg, don't be
surprised to find it was the right leg that was hurt. You audit the left
leg somatic in vain. If you do, start auditing somatics in the OPPOSITE
SIDE OF THE BODY.... This is also true for toothaches. Look at the pc's
mouth. Has the RIGHT upper molar ever been pulled or injured? Yes.
That's how the left molar began to decay.
The right upper molar was pulled. The pain (especially
under the painkiller on the right side only) backed up and
stopped on the opposite side. Eventually the left upper
molar, under that stress, a year or ten later, caves in
and aches. (Ref. HCOB 15 Jul 70R Rev. 17.7.78 UNRESOLVED
PAINS) _______
9C. ILLNESS OR INJURY
Check if any L&N done in connection with the area, verify
or correct the lists. NOTHING PRODUCES AS MUCH CASE UPSET
AS A WRONG LIST ITEM OR A WRONG LIST. Nothing else
produces such a sharp deterioration in a case or even
illness. (Ref. HCOB 20 April 72 II C/S Series 78 PRODUCT
PURPOSE AND WHY AND WC ERROR CORRECTION) _______
HCOB 29.7.81 I - 10 -
ATTACHMENT 3
9D. NOTHING WORKING-ILL OR INJURED
"WHAT COULD BE WORSE THAN (the condition of the pc)." Run
repetitively. Skip the F/Ns, just keep this one going
until the pc gets well. (Ref. HCOB 29 Jul 81 II
ADDITIONAL ASSIST PROCESSES AND DATA) _______
10. ILLNESS OR INJURY DURING/AFTER AUDITING
Repair the earlier auditing with the appropriate correction list
and/or GF M5 as soon as possible.
It can occur that a pc gets ill after being audited where the
"auditing" is out-tech. When this occurs or is suspected, a Green Form
should be assessed only by an auditor who can meter and whose TR 1 gets
reads. The GF reads are then handled. Out Interiorization, bad lists,
missed W/Hs, ARC Breaks and incomplete or flubbed engrams are the commonest
errors. (Ref.
HCOB 11 Jul 73RB Re-rev. 21.9.78 ASSIST SUMMARY) _______
11. ASSISTS FOR A CHILD
11A. INJURED CHILD
"WHERE DID IT HAPPEN?," "WHERE ARE YOU NOW?" (Ref. ABILITY
110 TECHNIQUES OF CHILD PROCESSING Technical Volume III
pp. 553-554) _______
11B. CHILD WITH PHYSICAL DEFECT OR PSYCHOSOMATIC ILL
"FEEL MY ARM," "THANK YOU," "FEEL YOUR ARM," "THANK YOU," and so
on, using common body parts. (Ref. ABILITY 110 TECHNIQUES OF CHILD
PROCESSING Technical Volume III pp.
553-554) _______
12. PREGNANCY
A pregnant woman should have a full Preassessment done on birth
and babies before delivery. Immediately after delivery the
incident itself should be run out Narrative R3RA Quad and
Preassessed if necessary. (Ref. HCOB 15 Jan 70 THE USES OF
AUDITING, HCOB 11 Jul 73RB Re-rev. 21.9.78 ASSIST SUMMARY) _______
NOTE: Pregnant women are not to be audited or audit, for the sixth
month on up, from power on up the Grade Chart. It is very common for
pregnant mothers to be audited and to audit on New Era Dianetics and is in
fact vital. NOTE: Dianetics is not run on Clears or OTs.
13. HIGH OR LO TA
A C/S 53RL should be used to get the TA under control during
assists if it cannot be gotten down. It must be done by an
auditor who knows how to meter and can get reads. (Ref. HCOB
11 Jul 73RB Re-rev. 21.9.78 ASSIST SUMMARY) NOTE: Additional
references applicable to this situation are HCOB 10 Dec 76RB
Re-rev. 25.5.80 URGENT-IMPORTANT C/S Series 99RB
SCIENTOLOGY F/N AND TA POSITION and HCOB 2 Dec 80 FLOATING
NEEDLE AND TA POSITION MODIFIED. _______
HCOB 29.7.81 I - 11 -
ATTACHMENT 3
14. ILL OR INJURED AND IN NO-INTERFERENCE AREA
Assess and handle the correction list for the Advanced Course level
he is on or just completed as soon as possible. (Ref.
HCOB 23 Dec 71 Solo C/S Series 10 C/S Series 73 THE
NO-INTERFERENCE AREA) _______
15. ACCIDENT PRONE
Run a full battery of Objectives (CCHs, SCS, SOP 8-C, Op Pro by Dup,
etc.) or put the person through the Survival Rundown.
(Ref. HCOB 12 Jun 70 C/S Series 2 PROGRAMMING OF CASES) _______
16. TIREDNESS
Do a purpose list as follows: WHAT PURPOSE HAS BEEN BLUNTED? (You
can also use "abandoned" if it reads better.) (Ref. HCOB 15 Sep 68 "Pc
looking or continually...") Tiredness is technically BLUNTED PURPOSE. The
most effective way to handle this is by overt-motivator engram. (Ref. HCOB
8 Sep 71R Rev.
20.5.75 CASE SUPERVISOR ACTIONS) _______
L. RON HUBBARD
FOUNDER
Compilation assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=23/7/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
PREGNANCY AND AUDITING
Remimeo
Auditors
C/Ses
Registrars
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 23 JULY 1981
Remimeo
Auditors
C/Ses
Registrars
(Cancels BTB 27 Feb 1972RA Issue II, same title. The text was
written by LRH and should have been issued as an HCOB, not a BTB.)
PREGNANCY AND AUDITING
Pregnant mothers are not to be audited or audit, for the sixth month
on up, on Power and up on the Grade Chart.
It is very common for pregnant mothers to be audited and to audit on
Dianetics and is in fact vital.
L. RON HUBBARD
FOUNDER
Assisted by
Snr C/S FLB
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RM:bk
Copyright $c 1977, 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Snr C/S FLB
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=26/6/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
USE OF LRH MODEL AUDITING TAPES
Remimeo
Tech/Qual
Pro TRs Course
Cram Offs
C/Ses
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
Remimeo HCO BULLETIN OF 26 JUNE 1981
Tech/Qual
Pro TRs Course (Cancels BTB 22 May 73R, TRs HOW TO USE THE
Cram Offs LRH MODEL AUDITING TAPES which contained
C/Ses an incorrect procedure for listening to the
LRH Model Auditing Tapes.)
USE OF LRH MODEL AUDITING TAPES
LRH Model Auditing Tapes have been used with great success on
Professional TRs Courses and in the cramming of auditors on their TRs.
There is a correct way to use these demonstration tapes to help a student
or auditor attain his own natural, smooth TRs.
Prior to his own TR drilling, the student listens to the tapes until
he has a good idea of the quality of TRs and session presence evident in
them. This establishes a standard of performance.
Then as the student is drilling his TRs he regularly listens to
segments of the LRH tapes. He should occasionally make a tape of his own
TRs and listen to the tape and compare it to an LRH tape noting any
departures in the student's own TRs and then continue drilling to handle
the departures. In doing this the students should refer to the HCOBs which
cover the points needing improvement and word clear them to ensure complete
understanding.
When the student has done the above and feels he is nearing the point
of a final pass he should work heavily on recording his own TRs and
comparing them to the LRH tapes until he is satisfied he has made it at
which point he makes his video or tape (whichever is required) for
submission. He should then play back the video or tape and again compare it
to the LRH tape ensuring he is satisfied.
If the submission comes back from the C/S (or the person critiquing
and passing the tapes) with any points to be corrected the student is to
word clear the critique and the relevant HCOBs and other materials on TRs
as needed. He also reviews the flunked tape or video so he sees exactly
where he missed. Then he re-does the cycle of drilling and taping his TRs
and comparing them to the LRH Model Auditing Tapes and resubmitting a video
or tape until he is passed.
An auditor working on his TRs in cramming can also use the LRH Model
Auditing Tapes to improve his TRs. However, this use of the tapes does not
substitute for a full, hard Pro TRs Course and any auditor who hasn't done
one should be sent to do the Professional TRs Course.
The above is a proven workable method of improving TRs and in bringing
TRs up to passing standards. Use it.
L. RON HUBBARD
FOUNDER
Assisted by
Research & Technical
Compilations Unit
Accepted by the
BDCSC:LRH:RTC:bk BOARD OF DIRECTORS
Copyright $c 1981 of the
by L. Ron Hubbard CHURCH OF SCIENTOLOGY
ALL RIGHTS RESERVED of CALIFORNIA
L. RON HUBBARD
FOUNDER
Assisted by
Research & Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=5/5/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
STUDY GREEN FORM
WORDS LIST
Remimeo
C/Ses
Auditors
Tech/Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 5 MAY 1981
Remimeo
C/Ses
Auditors
Tech/Qual
STUDY GREEN FORM
WORDS LIST
REFERENCES:
HCO PL 4 Apr 72R III ETHICS AND STUDY TECH
Rev. 21.6.75
HCOB 8 Jul 74R I Word Clearing Series 53R
Rev. 24.7.74 CLEAR TO F/N
HCOB 21 Jun 72 I Word Clearing Series 38 METHOD 5
HCOB 9 Aug 78 II CLEARING COMMANDS
HCOB 17 Jul 79 I Word Clearing Series 64
THE MISUNDERSTOOD WORD DEFINED
These are the words from HCOB 4 May 81 STUDY GREEN FORM.
These words should be cleared on the pc before the STUDY GREEN FORM is
actually assessed per HCOB 9 Aug 78 Issue II CLEARING COMMANDS.
The auditor must have received high crime checkouts from Qual on the
above references before clearing these words on a pc. The auditor uses
Method 5 Word Clearing when clearing these words on the pc.
This word list need only be cleared once in the pc's auditing if it
was correctly cleared the first time.
The fact of having cleared this word list on the pc must be noted in
the appropriate place in the pc's folder. (Ref. Auditor Admin Series 6R
THE YELLOW SHEET)
WORDS FROM THE STUDY GREEN FORM
A, about, accepted, action, against, all, allowed, already, altered, an,
and, another, any, anyone, anything, applied, apply, arbitrary, ARC Break,
are, ashamed, asked, assignments, at, attention, attested, auditing, avoid.
Backs, bad, basics, be, because, been, before, behind, being, books, bribe,
but, by, bypassed charge.
Caused, cheated, checksheet, choice, clearing, coaching, college
(university), committed, completions, confused, connected, contained,
continue, convinced, correct, correction, could, couldn't, course,
courseroom, courses, credit, crimes, critical, cycle.
Damaged, dangerous, data, debts, definitions, demanded, demands, deserve,
dictionaries, did, difficult, didn't, disagreements, disturbed, do,
doesn't, doing, doingness, done, don't.
Earlier, early, else, emphasis, engram, environment, error, ever, exam,
expect, exterior, eyesight, eyestrain.
HCOB 5.5.81 - 2 -
Failed, false, false data, falsely, falsified, fast, feel, felt, find,
finishing, first, flunked, for, from, front.
Get, given, go, going, gone, good, grades, gradient.
Had, hadn't, handling, harm, has, have, haven't, having, hearing, help,
high school, homework, how.
In, improperly, inadequate, incomplete, incomprehensible, incorrect,
injustice, instead, Int, intended, interest, into, invalidate, is, it.
Job, judgement, just, justified.
Knew, know, known.
Learn, learned, learning, let, lied, like, list.
Mad, made, make, makes, many, matching, materials, messed up, middle,
misunderstoods, much.
Need, never, no, not, nothing.
Observe, of, omitted, on, once, one, only, or, order, other, others, out,
outcast, overrun, overts, overwhelmed, own.
Paid, pain, parts, pass, passed, past, place, poorly, post, pre-requisites,
pretended, prevented, problem, progress, PT, punished, pushed.
Reason, received, refused, reprimanded, restimulation, results, revolt,
ridiculed, rules.
Said, school, schooling, seem, shouldn't, shown, significance, skip,
skipped, slowly, smarter, so, social, some, someone, something, starting,
stats, stay, steep, stolen, student, students, studied, study, studying,
study tech, stupid, subject, supervise, supervisor, supervision, supposed.
Taken, taught, teacher, teachers, test, text, textbook, textbooks, than,
that, the, their, there, things, think, this, threatened, time, to, told,
too, tried, trouble, TRs, turned.
Unable, unavailable, understand, unnecessary, unpaid, upset, use, useless,
using.
Verbal data, violated.
Want, wanted, wanting, was, way, well, were, what, when, which, while, who,
whole, why, willingness, with, withholding, word clearing, words, work,
would, wrong.
You, you'd, your, you're, yourself, you've.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BDCSC:LRH:RTC:bk BOARD OF DIRECTORS
Copyright $c 1981 of the
by L. Ron Hubbard CHURCH OF SCIENTOLOGY
ALL RIGHTS RESERVED of CALIFORNIA
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=4/5/81
Volnum=0
Issue=0
Rev=1
rDate=31/3/82
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Study Series 10R
STUDY GREEN FORM
Remimeo
Class IV Grad
Auditor Chksheet
SHSBC Level F
Chksheet
C/Ses
Class IV Grad
and above
Auditors and
C/Ses
Tech/Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 4 MAY 1981R
Remimeo REVISED 31 MARCH 1982
Class IV Grad
Auditor Chksheet
SHSBC Level F (Revised to align handlings
Chksheet on the list with the recent
C/Ses streamlining of the Grade
Class IV Grad Chart, to clarify handlings
and above for items 24 and 25 and to
Auditors and add three questions to the
C/Ses list, #s 15, 139 and 140.)
Tech/Qual
(Revisions in Script)
(Ellipsis Indicates Deletion)
Study Series 10R
STUDY GREEN FORM
REF: HCOB 2 Jul 78 New Era Dianetics Series 11
DIANETIC STUDENT RESCUE INTENSIVE
HCOB 23 Nov 89RB III STUDENT RESCUE INTENSIVE
Re-revised 4.9.78
The Study Green Form is an analysis list which locates and indicates
the handling of troubles with the subject of study, largely independent of
or in addition to misunderstood words. The Study Green Form is not a WCCL.
Questions addressed to misunderstood words or word clearing difficulties
are found on the WCCL, not necessarily on the Study Green Form.
The product of the Study Green Form is a person who knows he can
study.
Assess this list Method 3 or 5. If the pc has a big win end off the
session and let him have his win. When he is off his win, the list is then
resumed and completed through to the end unless the Ep of "person knows he
can study" has been reached. Otherwise, it is completed all the way
through to the end, in all cases. It is reassessed if necessary.
This action wouldn't be programmed for if the pc is in the middle of
an action such as an Int RD, L & N correction or in the Non-Interference
Zone. It would also not be programmed for if the pc is mid the purif RD,
SRD or a Drug RD (as these actions handle drug charge which is a barrier to
study), nor would it be done during rundowns which specifically forbid the
interjection of other actions.
The Study Green Form can otherwise be programmed for as appropriate
when a pc has study trouble that requires this handling.
It will be found, on some pcs, that the subject of study has become
so charged that the very idea of study itself has become traumatic. When a
person becomes very misemotional about study, has persisting study troubles
that do not clean up or when there are other indicators of study-connected
engrams the person should be given a Study Green Form followed by a Student
Rescue Intensive (when needed). The Student Rescue Intensive may be
necessary before the person reaches the EP of "knows he can study."
Rarely, one may have to send the person back to study for a day or
two after having had the list standardly done on him before he'll realize
that he can now study.
Such a case would be recognized by mention of something along the
lines of "feel better about study but don't know if I can yet because I
haven't tried."
HCOB 4.5.81R - 2 -
Rev. 31.3.82
In this situation, on C/S instruction, the D of P (1) R-factors the
person to go to study for a day or two and to report in after study each
day, whereupon (2) the D of P puts the person on the meter and asks "Tell
me about study today" and (3) gets the data. (Note: he does not ask any
leading questions like "how does he feel about study" or anything of the
sort.)
From the data gathered the person either (a) goes back to study for
another day, (b) goes back into session to complete the Study Green Form,
(c) declares the Study Green Form complete or (d) if study is too traumatic
to bear, is given a Student Rescue Intensive. This is decided by the C/S
only.
1. HAVE YOU GONE EXTERIOR IN AUDITING? _______
If so, and pc has had no previous Int handling, do the
following ONLY IF INT IS VALIDLY READING: On pcs below NED, do
End of Endless Int Repair Rundown per Int Series 4RA. On pcs
at the level of NED, do an Int Rundown including R3RA per Int
Series 2.
On Clears or above, do End of Endless Int Repair Rundown per
Int Series 4RA.
If you run into difficulties, or if the pc has previously had
Int auditing, repair per the instructions under (2) below.
2. HAS YOUR INT HANDLING BEEN MESSED UP? _______
Do an Int RD Correction List Revised (HCOB 29 Oct 71RA Re-rev.
24.9.78) and handle the reads. If Int Correction has already
been done on the pc, get an FES of the Int RD and its
corrections. When all errors are corrected, the C/S may order
the End of Endless Int Repair RD per Int Series 4RA.
3. HAS THERE BEEN A LIST ERROR? _______
Find out which list and handle with an L4BRA.
4. ON STUDY HAVE YOU BEEN GIVEN A WRONG WHY? _______
L4BRA and handle.
5. ON STUDY DO YOU HAVE AN ARC BREAK? _______
ARCU CDEINR E/S to F/N.
6. ON STUDY DO YOU HAVE A PROBLEM? _______
Itsa E/S Itsa to F/N.
7. ON STUDY ARE YOU WITHHOLDING ANYTHING? _______
Get what, if discreditable find out who missed it. E/S to F/N.
8. HAVE YOU HAD EARLY BAD AUDITING? _______
L1C Method 3 on early auditing.
9. WAS WORD CLEARING DONE IN THE MIDDLE OF ANOTHER INCOMPLETE
AUDITING CYCLE? _______
2WC to F/N. Get which cycle pc is on and by folder inspection
evaluate which one needs to be completed first-make sure it is fully noted
on the pc's program to complete word clearing if the other action is
handled first.
10. DO YOU HAVE AN INCOMPLETE TRS COURSE? _______
2WC to F/N. Pgm to complete TRs Course.
HCOB 4.5.81R - 3 -
Rev. 31.3.82
11. HAVE YOU HAD EARLIER BAD STUDY CORRECTION? _______
2WC E/S to F/N or appropriate correction list as indicated.
12. ON STUDY HAVE YOU HAD TROUBLE WITH CLEARING WORDS? _______
Itsa E/S Itsa to F/N. WCCL if needed. Pgm for Method 1 W/C or
repair/flattening of it if already done.
13. ON STUDY IS THERE BYPASSED CHARGE ON WORD CLEARING? _______
WCCL and handle.
14. DO YOU HAVE TROUBLE WITH WORDS? _______
Itsa E/S Itsa to F/N. WCCL if needed. Pgm for Method 1 W/C or
repair/flattening of it if already done.
15. DO YOU HAVE MISUNDERSTOODS WHICH WON'T CLEAN UP? _______
Ask: "Do you have any withhold about going past misunderstoods?" If
so, handle as a missed withhold, getting who missed it, to F/N or E/S to
F/N. Then clear the MUs, each to F/N.
16. DO YOU HAVE MISUNDERSTOODS FROM YOUR EARLIER SCHOOLING? _______
Itsa E/S Itsa to F/N. WCCL if needed. Pgm for Method 1 W/C or
repair/flattening of it if already done.
17. ON STUDY HAS YOUR WORD CLEARING BEEN MESSED UP? _______
WCCL and handle.
18. DON'T YOU WANT TO STUDY? _______
Find out if there was a time when he did want to study and someone
invalidated this and clean it up. Otherwise ask "Tell me about why you
don't want to study," and 2WC to F/N. Pull any withholds missed in study,
E/S to F/N.
19. HAS THERE BEEN NO AUDITING ON THE SUBJECT OF STUDY? _______
Itsa E/S Itsa to F/N.
20. HAVE YOU BEEN MADE TO STUDY BECAUSE SOMEONE ELSE DEMANDED IT? _______
Itsa E/S Itsa to F/N.
21. HAVE YOU HAD TO STUDY WHEN YOU DIDN'T WANT TO? _______
Itsa E/S Itsa to F/N.
22. ON STUDY HAS THERE BEEN AN INJUSTICE? _______
Itsa E/S Itsa to F/N.
23. HAVE YOU BEEN THREATENED INTO STUDYING? _______
3 Way or Quad Recalls on being threatened into studying.
F1: Recall a time you were threatened into studying.
F2: Recall a time you threatened another into studying.
F3: Recall a time others threatened others into studying.
F0: Recall a time you threatened yourself into studying.
24. HAVE YOU BEEN PUNISHED INTO STUDYING? _______
3 Way or Quad Recalls on being punished into studying.
F1: Recall a time you were punished into studying.
F2: Recall a time you punished another into studying.
F3: Recall a time others punished others into studying.
F0: Recall a time you punished yourself into studying.
For Clears and above: Indicate it and let the pc tell you about it
if he wishes, to get an F/N.
HCOB 4.5.81R - 4 -
Rev. 31.3.82
25. IS THERE PAIN CONNECTED WITH STUDY? _______
3 Way or Quad Recalls on pain connected with study.
F1: Recall a time pain was connected with study.
F2: Recall a time you caused another to have pain connected with study.
F3: Recall a time others caused others to have pain connected with
study.
F0: Recall a time you caused yourself to have pain connected with
study.
For Clears and above: Indicate it and let the pc tell you about it if
he wishes, to get an F/N.
26. HAVE YOU BEEN MADE TO STUDY WHEN YOU HAD NO WILLINGNESS TO KNOW?
_______
Itsa E/S Itsa to F/N.
27. HAVE YOU BEEN MADE TO FEEL BAD ABOUT DOING POORLY IN STUDY? _______
Itsa E/S Itsa to F/N.
28. HAVE YOU BEEN ASHAMED OF YOUR SCHOOL GRADES? _______
Itsa E/S Itsa to F/N.
29. HAVE YOU BEEN MADE TO FEEL LIKE A SOCIAL OUTCAST BECAUSE YOU
DIDN'T DO WELL IN SCHOOL? _______ Itsa
E/S Itsa to F/N.
30. HAVE YOU BEEN PUSHED TO GET GOOD GRADES? _______
Itsa E/S Itsa to F/N.
31. HAVE YOU BEEN ASHAMED OF NOT FINISHING HIGH SCHOOL? _______
Itsa E/S Itsa to F/N.
32. WERE YOU MADE TO THINK YOU'D FAILED BECAUSE YOU DIDN'T GO TO
COLLEGE (UNIVERSITY)? _______ Itsa E/S
Itsa to F/N.
33. HAS SOMEONE TOLD YOU YOU WERE A BAD STUDENT? _______
Itsa E/S Itsa to F/N.
34. HAVE YOU BEEN RIDICULED IN FRONT OF OTHER STUDENTS? _______
Itsa E/S Itsa to F/N.
35. HAS THERE BEEN NO ONE TO SUPERVISE YOUR STUDY? _______
Itsa E/S Itsa to F/N.
36. ON STUDY HAS NO ONE SHOWN ANY INTEREST IN YOUR PROGRESS? _______
Itsa E/S Itsa to F/N.
37. HAVE YOU HAD BAD STUDY SUPERVISION? _______
Itsa E/S Itsa to F/N.
38. ON STUDY HAVE YOU HAD BAD COACHING? _______
Itsa E/S Itsa to F/N.
39. ON STUDY HAVE YOU RECEIVED VERBAL DATA? _______
Itsa E/S Itsa to F/N.
40. ON STUDY HAVE YOU BEEN INVALIDATED? _______
Itsa E/S Itsa to F/N.
41. HAVE YOU KNOWN IT WOULD NEVER DO ANY GOOD TO STUDY? _______
Find out if there was a time when he felt it did matter if he studied
and someone invalidated this. If so, clean it up. Otherwise ask, "Tell me
about why it would never do any good to study," and 2 WC to F/N.
HCOB 4.5.81R - 5 -
Rev. 31.3.82
42. ON STUDY HAVE YOU INVALIDATED YOURSELF? _______
Itsa E/S Itsa to F/N.
43. HAS SOMEONE TOLD YOU THAT YOU DON'T KNOW HOW TO STUDY? _______
Itsa E/S Itsa to F/N.
44. HAVE YOU BEEN FLUNKED WHEN YOU SHOULDN'T HAVE BEEN? _______
Indicate. Rehab the point when he know he had it.
45. ON STUDY HAD YOU MADE IT AND SOMEONE SAID YOU HADN'T? _______
Indicate. Rehab the point when he made it.
46. HAS SOMEONE INVALIDATED WHAT YOU STUDIED? _______
Itsa E/S Itsa to F/N.
47. ON STUDY HAVE YOU BEEN MADE TO FEEL STUPID ABOUT A SUBJECT? _______
Itsa E/S Itsa to F/N.
48. ON STUDY HAS SOMEONE TRIED TO CORRECT YOU WHEN THERE WAS
NOTHING WRONG? _______ Itsa E/S
Itsa to F/N.
49. HAVE YOU BEEN PREVENTED FROM STUDYING? _______
Itsa E/S Itsa to F/N.
50. HAVE YOU BEEN REPRIMANDED FOR WANTING TO KNOW? _______
Itsa E/S Itsa to F/N.
51. HAVE YOU EVER BEEN MADE WRONG FOR BEING SMARTER THAN OTHERS? _______
Itsa E/S Itsa to F/N.
52. HAS ANYONE INVALIDATED YOU FOR WANTING TO STUDY OR LEARN? _______
Itsa E/S Itsa to F/N.
53. HAVE YOU EVER PRETENDED NOT TO BE A GOOD STUDENT IN ORDER TO BE
ACCEPTED BY OTHERS? _______ Itsa E/S
Itsa to F/N.
54. WERE YOU NOT ALLOWED TO OBSERVE, UNDERSTAND AND DO? _______
Itsa E/S Itsa to F/N.
55. COULDN'T YOU STUDY BECAUSE OF THE DEMANDS OF A JOB OR POST? _______
Itsa E/S Itsa to F/N.
56. WAS THERE NO TIME TO STUDY? _______
Itsa E/S Itsa to F/N.
57. HAS THERE BEEN SOMETHING WRONG WITH THE STUDY ENVIRONMENT? _______
Itsa E/S Itsa to F/N.
58. HAVE YOU BEEN DISTURBED WHILE STUDYING? _______
Itsa E/S Itsa to F/N.
59. ON STUDY WAS SOMEONE MAD AT YOU? _______
Itsa E/S Itsa to F/N.
60. ON STUDY IS THERE AN ENGRAM IN RESTIMULATION? _______
If so, indicate it. If no F/N:
On a person not Clear but who is capable of running engrams, if the
engram has not been run previously, run it out R3RA or Narrative R3RA as
applicable. If it has been run before, L3RG and handle.
On Clears and above OR on those not up to running engrams, if no F/N
on indication, get pc to Itsa on the moment of key-in to F/N, getting E/S
key-ins of that engram as necessary. DO NOT RUN or otherwise touch the
engram.
HCOB 4.5.81R - 6 -
Rev. 31.3.82
61. DO YOU HAVE AN ENGRAM MATCHING PT STUDY? _______
If so, indicate it. If no F/N:
On a person not Clear but who is capable of running engrams, if the
engram has not been run previously, run it out Narrative R3RA Triple/Quad
or R3RA as applicable. If it has been run before, L3RG and handle. On
Clears and above OR on those not up to running engrams, if no F/N on
indication, get pc to Itsa on the moment of key-in to F/N, getting E/S key-
ins of that engram as necessary. DO NOT RUN or otherwise touch the
engram....
62. HAVE YOU BEEN OVERWHELMED ON STUDY? _______
Itsa E/S Itsa to F/N.
63. HAVE YOU BEEN CONNECTED TO SOMEONE WHO DIDN'T WANT YOU TO LEARN?
_______
Itsa E/S Itsa to F/N.
64. HAVE YOU BEEN MADE TO FEEL A SUBJECT WAS DANGEROUS? _______
Itsa E/S Itsa to F/N.
65. DOESN'T STUDY TECH WORK ON YOU? _______
Find out what didn't work and correct it to F/N VGIs and a win.
66. ON STUDY IS THERE SOMETHING YOU'RE CONFUSED ABOUT? _______
Find out what it is and clear it up to F/N and VGIs.
67. ON STUDY HAVE YOU GONE PAST MISUNDERSTOODS? _______
Assess a WCCL and handle.
68. HAVE YOU FAILED TO USE STUDY TECH? _______
2WC to find out what he hasn't used. Itsa E/S Itsa to F/N, then clear
up any misunderstoods that have come up.
69. ON STUDY WERE THERE NO DICTIONARIES? _______
Itsa E/S Itsa to F/N.
70. ON STUDY WERE THE DICTIONARIES INADEQUATE? _______
Itsa E/S Itsa to F/N.
71. ON STUDY WERE THE DICTIONARIES INCOMPREHENSIBLE? _______
Itsa E/S Itsa to F/N.
72. ON STUDY HAVE MATERIALS CONTAINED INCORRECT DATA? _______
Itsa E/S Itsa to F/N.
73. ON STUDY WERE YOU GIVEN NO TEXT? _______
Itsa E/S Itsa to F/N.
74. ON STUDY WERE YOU GIVEN A FALSE TEXT? _______
Itsa E/S Itsa to F/N.
75. HAVE YOU BEEN UNABLE TO FIND THE DATA YOU WANTED IN TEXTBOOKS?
_______
Itsa E/S Itsa to F/N.
76. HAS THE DATA IN BOOKS BEEN INCOMPREHENSIBLE? _______
Itsa E/S Itsa to F/N.
77. HAVE YOU WANTED TO LEARN SOMETHING BUT YOU COULDN'T GET IT OUT OF
A TEXTBOOK? _______ Itsa E/S
Itsa to F/N.
78. HAVE YOU STUDIED SOMETHING THAT WAS FALSE? _______
Itsa E/S Itsa to F/N.
HCOB 4.5.81R - 7 -
Rev. 31.3.82
79. HAVE THERE BEEN DISAGREEMENTS WITH DATA? _______
Itsa E/S Itsa to F/N.
80. ON STUDY HAS ANYONE TAUGHT OR GIVEN YOU FALSE DATA? _______
Itsa E/S Itsa to F/N.
81. HAS SOMEONE MADE YOU STUDY IMPROPERLY? _______
Itsa E/S Itsa to F/N.
82. ON STUDY HAVE YOU BEEN PREVENTED FROM USING YOUR OWN JUDGEMENT?
_______
Itsa E/S Itsa to F/N.
83. HAVE THERE BEEN ARBITRARY RULES ABOUT HOW YOU STUDY? _______
Itsa E/S Itsa to F/N.
84. WAS THERE NO REASON FOR LEARNING SOMETHING?? _______
Itsa E/S Itsa to F/N.
85. HAVE YOU HAD TO STUDY SOMETHING YOU WOULD NEVER NEED TO APPLY?
_______
Itsa E/S Itsa to F/N.
86. COULDN'T YOU GET RESULTS WITH WHAT YOU LEARNED? _______
Itsa E/S Itsa to F/N.
87. HAVE YOU STUDIED ONLY TO PASS AN EXAM? _______
Itsa E/S Itsa to F/N.
88. HAVE YOU NEVER APPLIED WHAT YOU LEARNED? _______
Itsa E/S Itsa to F/N.
89. HAVE YOU STUDIED FOR SOME OTHER REASON? _______
Itsa E/S Itsa to F/N.
90. WAS THERE NO CHOICE ABOUT WHAT YOU STUDIED? _______
Itsa E/S Itsa to F/N.
91. DID YOU HAVE TO STUDY WHEN YOU WANTED TO DO SOMETHING ELSE? _______
Itsa E/S Itsa to F/N.
92. HAVE YOU HAD TO STUDY SOMETHING YOU HAD NO INTEREST IN? _______
Itsa E/S Itsa to F/N.
93. HAVE YOU HAD TO STUDY A SUBJECT THAT WAS OF NO USE? _______
Itsa E/S Itsa to F/N.
94. HAVE YOU HAD TO LEARN TOO MANY THINGS BEFORE YOU COULD LEARN WHAT
YOU WANTED TO? _______ Itsa E/S
Itsa to F/N.
95. DID SOMETHING SEEM TOO DIFFICULT TO LEARN? _______
Itsa E/S Itsa to F/N.
96. HAVE YOU HAD TO STUDY TOO MUCH TOO FAST? _______
Itsa E/S Itsa to F/N.
97. WERE YOU ASKED TO DO THINGS YOU COULDN'T STUDY? _______
Itsa E/S Itsa to F/N.
98. WERE YOU ASKED TO LEARN THE WHOLE SUBJECT AT ONCE? _______
Itsa E/S Itsa to F/N.
99. DID SOMEONE EXPECT YOU TO KNOW IT ALL AT ONCE? _______
Itsa E/S Itsa to F/N.
HCOB 4.5.81R - 8 -
Rev. 31.3.82
100. DO YOU LEARN SLOWLY BUT YOU'VE BEEN MADE TO STUDY FAST? _______
Itsa E/S Itsa to F/N.
101. DO YOU LEARN FAST BUT YOU'VE BEEN MADE TO STUDY SLOWLY? _______
Itsa E/S Itsa to F/N.
102. HAVE THE BASICS OF A SUBJECT BEEN OMITTED? _______
Itsa E/S Itsa to F/N.
103. HAVE STUDY MATERIALS BEEN UNAVAILABLE? _______
Itsa E/S Itsa to F/N.
104. WAS IT ALL DOINGNESS AND NO REASON WHY? _______
Itsa E/S Itsa to F/N.
105. HAS IT BEEN ALL SIGNIFICANCE AND NO DOINGNESS? _______
Itsa E/S Itsa to F/N.
106. ON STUDY WAS A GRADIENT TOO STEEP? _______
Itsa E/S Itsa to F/N.
107. ON STUDY DID YOU SKIP A GRADIENT? _______
Itsa E/S Itsa to F/N.
108. HAVE YOU HAD TO CONTINUE STUDYING WHEN YOU ALREADY KNEW IT? _______
Indicate. Rehab the point where he knew it.
109. ON STUDY HAS THERE BEEN A WRONG EMPHASIS? _______
Itsa E/S Itsa to F/N.
110. DO YOU HAVE OVERTS AGAINST STUDY? _______
Get what, who missed it, E/S to F/N.
111. HAVE YOU COMMITTED OVERTS BY REASON OF STUDY? _______
Get what, who missed it, E/S to F/N.
112. HAVE YOU COMMITTED CRIMES IN SCHOOL? _______
Get what, who missed it, E/S to F/N.
113. DID YOU EVER DO ANYTHING IN STUDY THAT YOU FELT BAD ABOUT? _______
Get what, who missed it, E/S to F/N.
114. ON STUDY DID YOU EVER DO ANYTHING BAD WHICH YOU JUSTIFIED? _______
Get what, who missed it, E/S to F/N.
115. HAVE YOU VIOLATED STUDENT RULES? _______
Find out what he did, who missed it, E/S to F/N.
116. HAVE YOU GIVEN VERBAL DATA OR DEFINITIONS TO OTHERS? _______
Get what he did, who missed it, E/S to F/N.
117. HAVE YOU COMMITTED OVERTS ON A TEACHER OR SUPERVISOR? _______
Get what, who missed it, E/S to F/N.
118. HAVE YOU BEEN CRITICAL OF STUDY OR TEACHERS BEHIND THEIR BACKS?
_______
Get what he did, who missed it, E/S to F/N.
119. HAVE YOU CAUSED AN UPSET IN A COURSEROOM? _______
Get what he did, who missed it, E/S to F/N.
HCOB 4.5.81R - 9 -
Rev. 31.3.82
120. HAVE YOU LIED TO A TEACHER OR SUPERVISOR? _______
Get what he did, who missed it, E/S to F/N.
121. HAVE YOU MADE TROUBLE FOR A TEACHER OR SUPERVISOR? _______
Get what he did, who missed it, E/S to F/N.
122. HAVE YOU REFUSED TO LET OTHERS HELP YOU LEARN? _______
Get what he did, who missed it, E/S to F/N.
123. HAVE YOU COMMITTED OVERTS ON STUDENTS? _______
Get what, who missed it, E/S to F/N.
124. HAVE YOU MADE ANOTHER FEEL STUPID? _______
Get what he did, who missed it, E/S to F/N.
125. HAVE YOU MADE OTHERS FEEL ASHAMED OF THEIR GRADES? _______
Get what he did, who missed it, E/S to F/N.
126. HAVE YOU DAMAGED STUDY MATERIALS OR BOOKS? _______
Get what he did, who missed it, E/S to F/N.
127. HAVE YOU STOLEN STUDY MATERIALS OR BOOKS? _______
Get what, who missed it, E/S to F/N.
128. DO YOU HAVE UNPAID DEBTS FOR COURSES YOU'VE TAKEN? _______
Get what, who missed it, E/S to F/N.
129. HAVE YOU OMITTED DOING PARTS OF A CHECKSHEET OR COURSE? _______
Get what, who missed it. E/S to F/N.
130. HAVE YOU PASSED A CHECKSHEET, TEST OR EXAM FALSELY? _______
Get what he did, who missed it, E/S to F/N.
131. DID YOU BRIBE ANYONE IN ANY WAY TO PASS YOU? _______
Get what he did, who missed it, E/S to F/N.
132. ON STUDY HAVE YOU CHEATED? _______
Get what he did, who missed it, E/S to F/N.
133. ON STUDY HAVE YOU TAKEN CREDIT FOR SOMETHING YOU DIDN'T DO? _______
Get what he did, who missed it, E/S to F/N.
134. ON STUDY HAVE YOU FAILED TO DO HOMEWORK OR ASSIGNMENTS? _______
Get what, who missed it, E/S to F/N.
135. HAVE YOU FALSIFIED YOUR STUDY STATS? _______
Get what he did, who missed it, E/S to F/N.
136. HAVE YOU FALSELY ATTESTED TO COURSE COMPLETIONS? _______
Get what he did, who missed it, E/S to F/N.
137. HAVE YOU PRETENDED YOU'VE STUDIED WHEN YOU HAVEN'T? _______
Get what he did, who missed it, E/S to F/N.
138. HAVE YOU STUDIED BUT NOT INTENDED TO LEARN? _______
Get what he did, who missed it, E/S to F/N.
139. DO YOU HAVE ANY WITHHOLD ABOUT GOING PAST MISUNDERSTOODS? _______
Pull the missed withhold E/S to F/N. Then clear each misunderstood
he went past, each word to F/N.
140. HAVE YOU GONE PAST A MISUNDERSTOOD WORD OR ABBREVIATION IN
YOUR WORK? _______ Handle the
missed withhold of going past MUs, to F/N or E/S to F/N. Then clear each
MU uncovered, to F/N.
HCOB 4.5.81R - 10 -
Rev. 31.3.82
141. WHILE ON STUDY HAVE YOU DONE SOMETHING ELSE INSTEAD? _______
Get what, who missed it, E/S to F/N.
142. DID YOU STUDY OR STAY IN SCHOOL TO AVOID HAVING TO DO SOMETHING
ELSE? _______ Get what hs did,
who missed it, E/S to F/N.
113. ON STUDY HAVE YOU NOT PAID ATTENTION? _______
Get what he's done, who missed it, E/S to F/N.
114. HAVE YOU SKIPPED GOING TO STUDY? _______
Get what he's done, who missed it, E/S to F/N.
145. HAVE YOU NOT GONE TO SCHOOL WHEN YOU WERE SUPPOSED TO? _______
Get what he did, who missed it, E/S to F/N.
146. HAVE YOU FALSELY ATTESTED TO COURSE PRE-REQUISITES? _______
Get what he did, who missed it, E/S to F/N.
147. HAVE YOU PRETENDED TO HAVE STUDIED THINGS YOU HADN'T? _______
Get what he's done, who missed it, E/S to F/N.
148. HAVE YOU DONE SOMETHING THAT MAKES YOU NOT DESERVE STUDY? _______
Get what, who missed it, E/S to F/N.
149. HAVE YOU STUDIED SOMETHING SO THAT YOU COULD DO HARM? _______
Get what, who missed it, E/S to F/N.
150. HAVE YOU PRETENDED TO KNOW A SUBJECT? _______
Get what he's done, who missed it, E/S to F/N.
151. HAVE YOU ALTERED STUDY TECH? _______
Get what he's done, who missed it, E/S to F/N.
152. HAVE YOU CONVINCED OTHERS IT WAS USELESS TO STUDY? _______
Get what he's done, who missed it, E/S to F/N.
153. HAVE YOU TURNED STUDENTS AGAINST THEIR TEACHERS? _______
Get what he's done, who missed it, E/S to F/N.
154. DID YOU EVER THINK OF STARTING A STUDENT REVOLT? _______
Get what he's done, who missed it, E/S to F/N.
155. HAVE YOU TRIED TO GET OTHER STUDENTS TO REVOLT? _______
Get what he's done, who missed it, E/S to F/N.
156. HAVE YOU GONE TO SCHOOL JUST TO MAKE TROUBLE? _______
Get what he's done, who missed it, E/S to F/N.
157. DO YOU HAVE EYESTRAIN OR BAD EYESIGHT? _______
2WC to F/N. Note for C/S.
158. ON STUDY DO YOU HAVE TROUBLE WITH YOUR HEARING? _______
2WC to F/N. Note for C/S.
159. IN STUDY HAS SOMETHING BEEN OVERRUN? _______
Find out what and rehab.
160. WAS THERE NOTHING WRONG WITH STUDY IN THE FIRST PLACE? _______
Indicate. If no F/N rehab or Date/Locate.
HCOB 4.5.81R - 11 -
Rev. 31.3.82
161. IS THIS LIST AN UNNECESSARY ACTION? _______
Indicate. If no F/N rehab or Date/Locate.
162. HAVE YOU EVER FELT YOU COULD STUDY? _______
Rehab this point.
L. RON HUBBARD
FOUNDER
Revision Assisted by
Research & Technical
Compilations Unit
LRH:RTC:bk
Copyright $c 1981, 1982
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Revision Assisted by
Research & Technical
Compilations Unit
[?]
Type = 11
iDate=10/4/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
REACH AND WITHDRAW
Remimeo
Auditors
Supervisors
C/Ses
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 10 APRIL 1981
Remimeo
Auditors
Supervisors
C/Ses
REACH AND WITHDRAW
Ref: PROFESSIONAL AUDITOR'S BULLETIN 7 1953 ca. mid-Aug
SIX STEPS TO BETTER BEINGNESS
6307C25 SHSBC 290 COMM CYCLES IN AUDITING
HCOB 14 Aug 63 LECTURE GRAPHS
THE PHOENIX LECTURES (page 45)
Reach and Withdraw is a very simple but extremely powerful method of
getting a person familiarized and in communication with things so that he
can be more at cause over and in control of them.
One would not expect a person to be at cause over or to have much
control or understanding of or skill in something with which hs was not
familiar. The keynote of familiarity is communication.
Reaching and withdrawing are two very fundamental actions in this
universe and Reach and Withdraw is actually a breakthrough from advanced
technology.
Life itself is composed of reaching and withdrawing.
Communication is actually based on reach and withdraw.
A person is out of communication with something because he is
withdrawing from it and is not about to reach out to or contact and part of
it.
If a person cannot reach and withdraw from a thing he will be the
effect of that thing.
A person who cannot reach and withdraw has no space. Everything is
caved in on him. And this is awfully true in these druggie contemporary
times.
If a person can reach for something and withdraw from it he could be
said to be in communication with that thing.
To be in communication with something is to be at cause over it.
By REACH we mean touching or taking hold of. It is defined as "to
get to," "come to" and/or "arrive at."
By WITHDRAW we mean move back from, let go.
A highly effective action called "Reach and Withdraw" has been
developed to bring a person into communication with and more at cause over,
objects, people, spaces, boundaries and situations.
It also extroverts a person from something he tends to be introverted
into.
USES
Reach and Withdraw has a variety of different uses.
HCOB 10.4.81 - 2 -
It can be run as a drill on a student, staff member or any person, in
order to familiarize him with the objects and spaces and boundaries of his
work or study area.
It is also used in session, as in Assists, etc.
Reach and Withdraw is a very broad tool and whether used on a staff
member, student or pc will have far reaching effects.
Reach and Withdraw is very easy to run.
Anyone can run Reach and Withdraw who has been checked out on the
theory and procedure as contained in this HCOB.
THEORY
In Reach and Withdraw you are doing connection with Associative
Restimulators.
An Associative Restimulator is something in the environment of an
individual that he has confused with an actual restimulator.
Restimulators are the direct approximations (in the environment of
the individual) of the content of engrams. They can be words, voice
tones, people, objects, spaces, etc.
The person has confused the objects, forms and spaces in his
environment with those of incidents in his past.
A=A=A enters in and you get a whole dangerous environment to the
individual. Some areas are more restimulative than others, because they
contain objects which directly restimulate past engrams.
When a person runs Reach and Withdraw on his space or area he knocks
out
the Associative Restimulators in that area. The whole place is not
restimulative to his past. It might just be the desk. Or it might be the
air
vent.
You don't know what it is and he doesn't know what it is, but you'll
get it and you'll run Reach and Withdraw on it and when you hit it, that
thing will cease to be an Associative Restimulator or Restimulator and
he'll get a cognition.
In other words the objects, forms and spaces of earlier incidents go
back into the past and those in the present cease to be restimulators and
he comes into present time, boom!
When you run Reach and Withdraw on a pilot making him reach and
withdraw from an airplane and its various parts, you're getting rid of all
the joy sticks that went into his stomach 200,000 years ago and the
propeller that cut his head off on Arcturus and all that sort of thing.
These things get peeled off and actually go into the past and cease to
trouble the person when he perceives a similar object, form or space in the
present.
This is why Reach and Withdraw works.
REACH AND WITHDRAW ON POST AND WORK AREAS
In the physical universe communication with objects, forms, spaces
and boundaries is best established by actual physical contact.
HCOB 10.4.81 - 3 -
Reach and Withdraw is a valuable tool to use to get a person into
good communication with his work environment, especially the tools and
objects he uses.
A pilot would do Reach and Withdraw on all the objects and spaces of
his airplane, his hangar, the earth; a secretary would do Reach and
Withdraw on her typewriter, her chair, walls, spaces, her desk, etc.
Reach and Withdraw is also used for the same purpose as part of Debug
Tech. It is run after a Crashing Mis-U has been found and cleared in order
to refamiliarize and get a person into communication with his production
area.
Feeling comfortable with the tools of one's trade is a very important
step in getting out products. One can increase the amount of production
tremendously with this drill.
It is not kindergarten tech: a flight surgeon, trained by us, ran
Reach and Withdraw on his squadron and for one whole year there was not one
single accident, not even so much as the touch of a wingtip to a wingtip.
It is probably the only squadron in history that went a whole year without
even a minor accident and there was no accident at the end of that year
either, we simply stopped keeping records of it.
REACH AND WITHDRAW ON THE COURSE ROOM
Any student in any course room can be run on Reach and Withdraw.
Reach and Withdraw on the course room environment gets the student
into communication with the course room and the people and materials he
will be working with. It tends to handle and back-off the student mad
have.
It can be used to handle students who are withdrawn from the
courseroom environment or who are restimulated by the courseroom
environment.
Reach and Withdraw can be run on: anything or anyone in the course
room, paper, books, dictionaries, a student, a supervisor and the course
room and its spaces.
Reach and Withdraw is run on the above to a win for the student.
The student will now be more in communication with and feel more
comfortable in his study environment.
REACH AND WITHDRAW IN AUDITING
Reach and Withdraw in auditing has long been used to bring about an
increase of sanity-it has both mental and physical uses.
It is used to get a preclear into communication with anything that
may be troubling him, be it a person, a situation, an area or a part of the
body. It also serves to separate him from terminals and situations so that
he is not compulsive towards them.
Reach and Withdraw can be used to restore communication to a sick or
injured body part, and is often used this way in Assists.
HCOB 10.4.81 - 4 -
It is also used in Repairs and Assists of all kinds to restore a pc's
communication and cause level, as covered in HCOB 13 Jun 70, C/S Series 3.
COMMANDS AND PROCEDURE
The commands for Reach and Withdraw are:
1) "Reach that _______ ."
2) "Withdraw from that _______ ."
The following commands may be substituted if the wording is more
appropriate to the particular person, place or thing being addressed:
1) "Touch that _______ ."
2) "Let go of that _______ ."
A person, place or thing is named in the blank and the commands are
given alternately (1,2,1,2, and so on) repetitively, with an
acknowledgement given after the execution of each command.
It is done on that one thing until the person has a minor win or 3
consecutive sets of commands with no change in the pc's motions or
attitude. Then another person, place or thing is chosen and the commands
are taken to a win on that item, and so on.
The words "reach" and "withdraw" are defined for the person using
only the definitions given on page 1 of this HCOB.
The person running Reach and Withdraw on another always points to the
object (or person, space, etc.) each time he gives a command so there will
be no mistake made bd the person doing it.
When being run as a drill on work or study areas different items are
chosen and the action is done on each one until the person is in good
communication with his general environment or specific area that is being
addressed. In choosing objects one usually progresses from the smaller to
the larger objects available, touching different parts of each one in turn
to a minor win of some sort on that object or 3 sets of commands with no
change. One can also include walls and floors and other parts of the
environment.
One doesn't keep the person reaching and withdrawing endlessly from
the same part of anything that is being used but goes to different points
and parts of an object being touched. If you keep him reaching for the
same point on an object or just the general object time after time you are
actually running a duplication process not Reach and Withdraw and Reach and
Withdraw is not to be confused with Op Pro by Dup.
The person would be taken to a win or 3 sets of commands with no
change on that one object or space (not on each different part of it that
he is reaching and withdrawing from).
The reason why we have to have the 3 sets of commands with no change
rule is that the person isn't on the meter and we have to depend on the
person
running the action to know when he hits a no-change. The object being used
at
the moment may not be of interest to the person or he may have no
aberration
on it. Yet he is working right there next to something
HCOB 10.4.81 - 5 -
that is extremely restimulative to him and his attention keeps being pulled
onto it. So he can actually be quite distracted if Reach and Withdraw
isn't run on the 3 sets of commands of no change rule. It also prevents an
endless grind on Reach and Withdraw.
So when the person has a minor win or does 3 sets of commands with no
change, go onto the next object or space.
The person administering Reach and Withdraw walks around with the
person doing the action, ensuring that he actually does get in physical
contact with the points or areas of objects, spaces and boundaries.
We used to run Reach and Withdraw on ship stewards by having them
walk into the dining room and walk out of the dining room over and over.
This is used when you're running Reach and Withdraw on a room or a space
rather than an object. Of course we also ran them on the other objects
connected with their duties.
END PHENOMENA
The end phenomena of Reach and Withdraw is a win or cognition
accompanied by good indicators on the whole area being addressed.
Reach and Withdraw would not be run past a major win on the area.
In auditing, Reach and Withdraw is run to a cognition accompanied by
an F/N and very good indicators.
RUNNING REACH AND WITHDRAW
Auditors and other people running Reach and Withdraw have encountered
some interesting phenomena, occasional difficulty and some astounding wins.
Some of these are given here to supply additional reality and data on
Reach and Withdraw.
Phenomena
A person being run on Reach and Withdraw will often begin by being
very careful and slow and exhibit back off from touching the thing. He may
not want to touch it at all. This flattens as the action is continued.
There is a large variance in how long the action will run before the
EP is reached. Sometimes it is very fast, sometimes it runs for quite a
while before the person hits the EP.
Occasionally the person will begin to do the process on automatic-he
just goes on circuit and carries out the commands, but it isn't really him
doing it. If this should occur one can simply ask "How is it going?" or
"What's happening?" and ack his answer and continue the process.
Pictures or incidents show up or turn on and then blow off. This is
perfectly all right-in fact it is usual. One would simply continue running
the action to EP.
People will go through a cycle of interiorizing into the object or
space and then after a while they exteriorize from it.
They may get very interested in the object and all of its detail and
parts.
HCOB 10.4.81 - 6 -
These are not all of the manifestations that will be encountered.
But it gives one a good idea of what to expect.
Difficulties
Obviously anyone running Reach and Withdraw must stay in excellent
communication with and be aware of the person he is running it on, so as
not to miss a win or 3 sets of no-change commands. The person might not
voice the win if he isn't in sufficient communication with the person doing
the action on him. One must take care not to overrun a person on Reach and
Withdraw.
Sometimes the person doing the action will try to take over control
of the action and choose what he will be run on and for how long. This is
an indicator that the person running it is not controlling him well enough.
Some people like to touch and feel the thing when they reach for it,
not just give it a light tap. One must be alert to this and not
prematurely acknowledge as it may cause an upset.
Overrunning this action will cause difficulty. This has been a
problem particularly when the person is supposed to run Reach and Withdraw
on a series of items (as in Reach and Withdraw on the course room). The
person may hit the EP of the whole action on the second item, yet it is
continued to be run on other items past the EP. One runs Reach and
Withdraw to its stated EP and that's the end of it. Don't go rote and plow
the person in. When he's had his win and is brightly in present time and
feels good about the environment, end off.
Grogginess and anaten may turn on, but actually this is perfectly
fine and the person would simply be continued on the action and he'll come
out of it.
Reach and Withdraw is a very simple action and if it is run per this
HCOB one shouldn't get into difficulty.
Wins
The most common wins people have on Reach and Withdraw are increased
perception, renewed communication and coming into PT on the area addressed.
Sometimes a person will realize he has had a picture there instead of
the object and when Reach and Withdraw is run, just as given above, the
picture blows and he is there in PT with the object for the first time.
Don't get involved with the picture, continue Reach and Withdraw.
All sorts of pictures and incidents can turn on and blow during this
action.
Reach and Withdraw run on equipment has produced some amazing
results.
It increases the person's ability to use the equipment by increasing
his familiarity and ARC for it.
One person was run on Reach and Withdraw on a large piece of
equipment he was having trouble installing. The installation seemed
hopelessly bugged. During the Reach and Withdraw he realized that a large
cable necessary to hook up the machine was totally disconnected! He'd
never even seen the cable before.
HCOB 10.4.81 - 7 -
Reach and Withdraw has also handled a person's accident proneness with
equipment.
Often a person will go exterior when run on Reach and Withdraw on a
large area or object.
Reach and Withdraw on a sick or injured pc has keyed out engrams and
greatly speeded recovery.
One pc was suffering from a mysterious, but rather severe, pain in a
body part. He was run on Reach and Withdraw on that body part and realized
the source of the pain and blew the somatic totally.
The wins and gains available from Reach and Withdraw are actually
limitless.
Reach and Withdraw is very easy to do. It is enjoyable for both the
person administering it and the person receiving it and has very valuable
results.
If a person is going to do anything-study a subject, learn to drive a
car, start a new job or post, attain a high level of production, be at
cause over the things he deals with or simply survive better, Reach and
Withdraw on objects, people, situations, spaces and boundaries will greatly
assist one's control, familiarity, cause level and understanding.
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=4/4/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
THE BIOCHEMICAL PERSONALITY
Remimeo
C/Ses
Auditors
Snr Execs
HCO
Tech
Qual
SSOs
Dirs Pers
Ethics Officers
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 4 APRIL 1981
Remimeo
C/Ses
Auditors
Snr Execs
HCO
Tech
Qual
SSOs
Dirs Pers
Ethics Officers
THE BIOCHEMICAL PERSONALITY
REFS:
HCOB 29 Aug 68 DRUG DATA
Corr. & Reiss. 10.6.75
HCOB 28 Aug 68 II DRUGS
HCOB 17 Oct 69RA DRUGS, ASPIRIN AND TRANQUILIZERS
Re-rev. 20.9.78
HCOB 31 May 77 LSD, YEARS AFTER THEY HAVE "COME OFF OF" LSD
HCOB 12 May 80 DRUGS AND OBJECTIVE PROCESSES
HCOB 5 Nov 74 DRUGS, MORE ABOUT
There is such a thing as the "biochemical personality." It is
artificial and it is caused by drugs.
The material in this bulletin provides a more comprehensive look than
ever before at what we are faced with in these current times in the
handling of cases both public and staff, and in the society at large. The
data herein is invaluable for use by C/Ses and auditors in the programming
and auditing of cases, as well as the handling of people on personnel and
ethics lines or on the Qual lines of an org.
Over the past decade, from a routine study of cases it began to appear
that there were definite similarities in the personalities of those who had
taken drugs. As the drug culture became more widespread and the incidence
of hard street drugs became more and more common, the pattern appeared to
become more pronounced.
What was showing up was the fact that there appeared to be common
denominators among the personality factors of druggies. It occurred to me
that there might be something we didn't know about the personality of
someone on drugs. The possibility was that there might be such a thing as
a "biochemical personality," brought about by the taking of drugs.
Approximately a year ago I decided to dig into this more deeply.
The questions were:
Precisely how common are the similarities in personality factors among
cases who have taken heavy drugs?
Is there such a thing as a biochemical (drug-induced) personality? If
so, what are its attributes?
Did these cases have those personality attributes before taking drugs?
HCOB 4.4.81 - 2 -
In other words, the possibility existed that if a normal person had
been fed drugs you might find he had turned into a suppressive, or that a
heavy this-lifetime restimulation had been brought about, or even whole
track restimulation (since drugs were used for implants). It could be you
would then find the case in excessive, covert resentment and hostility to
the degree that the person was actually going against everything and
anything in his environment, but that these factors were hidden from view.
While reserving any final judgement until full research had been done,
it seemed to be indicated from the decline society was taking that
something happens to the personality because of drugs.
We had long known that heavy drug cases can go quite "dead" or dull
and stupid or go into unreal states of high and false euphoria. What
needed to be determined from the symptoms being manifested was whether
drugs have an action in them which brings about an attitude of covert,
hidden hatred or a destructive urge towards anything and everything in the
person's vicinity. It could even be that the person had started to take
drugs to make himself feel better or even handle things so he wouldn't be
so active and the drug then suppressed this into a state which made him
covertly, constantly active, in a manner that was out of sight of others
around him.
It is quite common for alcoholics to go into a covert state of
unrelenting hostility toward everything around them. Severe alcoholics
have been known to do people in without ever mentioning it.
So the questions were: Do drugs restimulate past track hatred and
resentment? If so, the heavy drug case would be stuck out of present time.
Do drugs alter the personality of a person into some kind of destructive,
covert individual? Has the drug case learned to be all pleasant seemingly,
while he actually rips everything apart?
The co-relative factor in all this was the hard, brutal nature the
current society is acquiring.
In the face of the trend civilization is taking, it becomes extremely
important to the handling of cases to determine whether drugs do alter the
personality of the individual and if so, to what extent and in what way.
An exhaustive study was made of cases who had taken or been given
heavy drugs (LSD, Angel Dust and other hard drugs such as heroin, cocaine,
speed, etc.). This included detailed examination of pc folders, surveys
and interviews carried out with these pcs themselves. Surveys and
interviews were conducted as well on associates who had known these or
other cases before and after taking drugs.
The following are the particular factors which were checked:
1. The attitude of the person.
2. Outpoints and what type of outpoint.
3. Whether or not the person had a secret hatred.
In addition to the pc folder data obtained, the survey data was
established by interviewing:
HCOB 4.4.81 - 3 -
a) Persons who had taken heavy drugs, who were asked about what
they were like before taking drugs compared to what they were like
after taking drugs.
b) Persons who had not taken heavy drugs but who knew druggie
cases both before and after they became druggies.
The results of this research show very definitely that there are
personality factors common to heavy drug cases, and that these are drug-
produced.
DRUG-PRODUCED ATTITUDES
From 35 surveys and interviews done, the following is a tabulation of
the response to questions regarding changes in personality as a result of
taking drugs and attitudes after taking drugs. These surveys were done on
drug cases themselves as well as on others who had known them before and
after they took drugs.
Lack of ambition/Loss of ambition/
"Don't care"/"Nothing matters": Total = 27.
Introverted/Out of PT/Lack of reality: Total = 18.
Drug-induced neuroses/psychoses: Total = 11.
Attitudes which express a failure or refusal to
perceive/predict the consequences of actions and/
or future: Total = 8.
Couldn't (wouldn't)(didn't) communicate: Total = 6.
"It wasn't really me"/"Not me" (Out of Valence): Total = 5.
Anti-learning attitudes (overtly expressed
opposition to learning, as different from an
inability to learn, or loss of interest in
learning): Total = 3.
Almost one for one the drug cases interviewed stated they had not had
such attitudes before taking drugs but had been "open," "outgoing," "had
plans for the future," etc.
Folder data from the cases studied shows that very often the
individual feels insecure, uncertain of himself. A lot of drug cases do
not state their disagreements openly. They are not about to cause trouble
(or more trouble) for themselves, but are in a state of hidden mutiny and
mention their disagreements in natter to others. Very often there is a
statement of "pent up anger," but never expressed or stated to the object
of the anger. Instead this would be mentioned covertly to others.
Quite commonly drug cases will go into euphoria and assert they have
attained high states of case: "Keyed-Out OT," "Native State," "Cause over
the universe," "Natural OT," etc., such states actually being quite unreal.
OUTPOINTS
The following is a summary of the outpoints expressed in survey
replies from persons themselves in regard to themselves after taking drugs
or from others in regard to persons who had taken drugs.
HCOB 4.4.81 - 4 -
Omitted purpose (less ambition) = 6
Dropped out time (operating out of past) = 4
Disassociated = 4
Altered importance = 4
Omitted communication = 3
Omitted prediction = 3
Omitted perception (unaware of environment) = 2
False beingness (out of valence, not myself) = 2
Added time (slow in speech and/or action) = 2
Non sequitur = 1
Wrong target = 1
Note: The outpoints listed above are as observed by persons who had
been on drugs and/or by associates of these persons who had observed them
before and after taking drugs. The accuracy of the outpoints and frequency
of these outpoints is limited by the ability to observe on the part of the
person observing.
From folder data among the drug cases studied, common outpoints
include the fact that very often drug cases are dishonest, and sometimes
obsessively lie (whether "under the gun" or not).
Additionally, such cases often "wrong target" incessantly, i.e., they
assign cause or blame to the wrong person or thing.
SECRET HATREDS
Another survey was conducted to find out whether or not any hatred or
secret hatred had developed or been observed after the person had gone onto
drugs.
Not unexpectedly, this question turned up few replies from the
individual drug cases surveyed and even less from those reporting on cases
they had known before and after taking drugs. A few cases reported
that after drugs, they became rebellious; unpleasant to be around or hard
to deal with; that they looked upon the rest of society as being weird and
in opposition to themselves; and some became antagonistic to parents.
It is of note that there was very little affirmative survey response
on this subject compared to the folder data from pc sessions. By contrast,
folder data produced a great deal of data regarding the existence of secret
hatreds.
From the folder data gathered, the following is significant:
Many drug cases seem to object to any order or demand in present time
that requires their attention. (Signifies that present time orders act
as a distraction from the incident they're stuck in.)
HCOB 4.4.81 - 5 -
All "druggies" fit the description of "stuck in a long gone incident
fighting enemies that no longer exist," but this is probably more
accurately worded as: "stuck in a long ago incident covertly resisting
while appearing to cooperate with their oppressors." Any demand or order or
senior or authority in present time restimulates the whole track oppressor
or implanter.
Some cases talk of "freedom of the individual" or "rights," but since
there is so little of this talk, it would seem that this is heavily
suppressed.
Folder search turned up many, many Evil Purposes which came up either
in listing Attitudes and Emotions connected with LSD and other drugs, or
while running these drug chains. These evil purposes are often of the very
generalized type, such as "To kill," "To destroy," "To wipe them out,"
these usually stemming from implants. From observation of worksheets, the
most common words in these statements are "kill," "destroy," "betray."
There are often various statements to do with harboring vengeance,
waiting to get even, sabotage, etc., especially when the case gets
suppressed (these being more the person's computation or attitude rather
than an implanted item).
From worksheet data, many incidents run are along the lines of a
battle, one's own civilization defeated, oppression, drugs and implants
used to make a slave society, suppressed hatred of the oppressors, apathy,
unconsciousness, oblivion and waiting or appearing to be harmless with a
faint hope of eventually wreaking vengeance.
Many drug chains were found to go earlier/similar to whole track drug
implants. Quite often the whole track incidents run have concerned the
person being a spy, double agent, or saboteur, apparently operating on
implanted orders, under drugs and betraying their own people or
civilization. (This, as different from incidents of the person acting as a
spy or agent in enemy territory, acting against the enemy. Drug case
incidents often consist of being drugged, implanted and sent back by the
enemy to betray one's own side.)
Some heavy drug cases have made a resurgence on running or pulling
O/Ws
committed while drugged, while high or while drunk. There are some cases
where the person never came near mentioning these O/Ws on other processes
or
Sec Checks until asked specifically for O/Ws while he or she was drunk or
on
drugs. In many cases the O/Ws run often have to do with brutal,
sadistic acts
as well as stealing, etc., to buy drugs.
A common factor found among drug cases is that these mostly respond to
Affinity, rather than Communication or Reality and they have very little
duplication or understanding.
SUMMARY OF DATA
Most significant in this survey investigation was the high frequency
of a statement of an attitude that amounted to: "Don't care"/"Nothing
matters." In the context in which this attitude is expressed it is not
simply a passive statement of not caring, but an aggressively expressed
statement of negation of caring.
HCOB 4.4.81 - 6 -
Also of interest is the different viewpoint from which this survey was
answered as opposed to that shown by folder study. The study of pc folders
revealed what these drug cases had to say earlier in the safety of a
session, and revealed far more of the discreditable attitudes and secret
hatreds, some of which even then only came off as withholds.
Both the survey of persons who had taken drugs and the survey of
persons who knew others who had taken drugs, are lacking in much mention of
any secret hatreds even though directly asked. This simply confirms that:
a) the biochemical personality's hatreds are secret, and
b) that most persons are only dimly aware of any secret hatred from a
drug case, if they are aware of it at all.
The surveys of persons who were or had been heavy druggies sound
exactly as one would expect them to from the folder study showing what the
biochemical personality was like. These confirmed the suppressed protest,
hidden resentment of seniors or authority, covert rebellion, etc.
The folder examination was very revelatory in terms of showing there
is a "biochemical personality," how common this personality is from one
drug case to another and that it is produced by drugs. There is a definite
similarity of personality in each of the cases studied in that the person,
apparently cooperative, harbors unexpressed resentment; resists orders or
control; and is in a state of hidden insurrection. The only difference in
this between cases is in degree. The conclusion here is, then, that drugs
do restimulate whole track incidents of drug suppression and drug implants
and these persons do dramatize this. There is a definite difference,
however, in severity of viciousness from one case to another.
It is certain that anybody trying to work with these people would have
trouble. It definitely explains the lack of production from such cases.
It also explains the mysterious amount of destruction in their vicinity.
HARMFUL AND HARMLESS DRUG CASES
Note that this study was done on cases who had taken heavy drugs.
It is possible there are two types of drug "cases"-harmful and harmless.
From observation, there are many people who have taken more innocuous drugs
such as an occasional aspirin or painkiller, novocaine, alcohol in
moderation or who tried smoking marijuana once or twice. One probably
wouldn't categorize these persons as "drug cases" or "druggies" nor as
alcoholics. There is some indication that some persons who have had some
LSD or some small amount of a hard drug do not become anti-social. On the
other hand, from study and observation, there was no case examined who was
alcoholic or at all drug addicted who was not anti-social, overtly or
covertly.
Although some of the data contained herein was already known and
exists
in HCOBs, the examination of folders for attitudes, outpoints and secret
hatreds, and the examining of the content of whole track incidents run on
drug
chains, has been extremely eye-opening. I am sure the majority of us have
had
no idea previously of how common the attitudes of
HCOB 4.4.81 - 7 -
such cases are and how similar the "biochemical personality" is from one
case to the next. While it was known that a heavy drug case often appeared
dull, bemused and out of present time, the less visible "secret hatred"
aspect of the biochemical personality which has been brought to view by
this study is something new.
HANDLING
Fortunately, with all the processes of Dianetics and Scientology and
especially with the Purification Rundown, the Survival Rundown and a Drug
Rundown for any level of case, we have the technology to handle the
"biochemical personality."
When the C/S or other tech terminal observes these characteristics in
a case he would suspect the person has a heavy drug history in this
lifetime whether he has stated he has one or not. But even if a "this
lifetime drug history" did not exist, the C/S upon observing these
characteristics would know that he was looking at a "biochemical
personality" and that this would need to be handled.
CONCLUSION
The results of this study should provide a much greater understanding
of what has been going on in the world in terms of the worsening of
humanity during the last decade. From this Scientologists can see more
clearly what has to be handled and the direction in which Scientology is
heading to ensure it is handled.
L. RON HUBBARD
FOUNDER
Research assisted by
Snr C/S Int
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:DM:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Research assisted by
Snr C/S Int
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=1/4/81
Volnum=0
Issue=2
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
INTERVIEWS
Remimeo
Exec Hats
Dissem
Tech
Qual
Registrar Hat
D of P Hat
C/S Hat
HCO
Div 6
Chaplain Hat
Ethics Officers
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 1 APRIL 1981
Remimeo ISSUE II
Exec Hats
Dissem (Also issued as an HCO PL,
Tech same date and title.)
Qual
Registrar Hat
D of P Hat
C/S Hat
HCO
Div 6 INTERVIEWS
Chaplain Hat
Ethics Officers
"A proper org board is a perpetual combination of flows which do
not collide with one another and which do enter and do experience the
desired change and which do leave as a product."
Org Series 1
HCO PL 13 Sep 70, Iss II
BASIC ORGANIZATION
INTERVIEWS PLAY A VITAL PART IN THE CORRECT ROUTING AND SMOOTH FLOW OF
PCS
AND STUDENTS ON ORG LINES.
They are an integral part of the functioning system of an org.
Depending upon how needed interviews are assigned and carried out, org
lines and therefore org products can be slowed or impeded or bypassed or
disrupted, or they can be speeded up and made to flow more smoothly, with
real products as the result.
The right type of interview, standardly done at the right time (when
needed) by the right org terminal on the right public (pc or student) will
always serve to grease the org lines.
Mis-used or mis-assigned interviews can and will scramble the scene,
and with a scrambled scene the products suffer.
An interview is defined as a face-to-face meeting between the
interviewer and another person, where questions are asked of the person to
obtain data needed to accomplish the purpose of the interview.
"The purpose of the interview" is the key phrase here. If one doesn't
know the purpose of the type of interview his post calls for, it can all go
sadly awry.
That's when you get a Reg taking up case problems with a pc or
attempting some kind of case debug or promising him a specific result. Or
the D of P getting into questions of finance in an attempt to sell a pc
more auditing, or even doing some sort of auditing under the guise of a "D
of P interview." Or one or both of these posts attempting to wear a
"consultant" hat. You get a mix-up of functions, a mix-up of the lines,
and you don't get the needed or expected result.
This bulletin serves to lay out several of the main types of interviews
used in an org and get them briefly defined as to purpose and function so
the lines can and will flow smoothly.
HCOB 1.4.81 II - 2 -
TYPES OF INTERVIEWS
REGISTRAR INTERVIEW: The Registrar interview is given to determine what
service the person wants, to channel and intensify his wants, sign him up
for service and re-sign him for further services and to assist him in the
resolution of any problems in signing up for the service.
The Registrar uses the Reg Interview to familiarize the person with
the service, to give him explanatory literature on training or processing,
to answer his questions (but NOT technical questions) about a service, and
to assist him in the handling of the finance for the service, acting in a
financial consultant capacity.
Registrars sign people up for training and for processing. With the
org promoting and delivering its services properly, a healthy majority of
the sign-ups should be for training as we are in the business of making
auditors, and therein lies our real expansion.
The Reg interview of the trainee or potential trainee is ordinarily a
straightforward uncomplicated procedure. It's a matter of: What training,
if any, has he had? With that determined, it's a matter of signing him up
for his next (or first) level of training and and prerequisites required
for that level. It's a very direct route up the Training Bridge, and the
Reg's job handling such sign-ups is comparatively simple.
The Reg interview when signing up a pc for processing may entail more
know-how and handling on the part of the Reg.
The Reg must be familiar with the tech the org delivers and with
technical results and wins achieved. But a Reg must not assign auditing
hours or C/S the case or promise that such and such a rundown will be done.
That is the hat of the C/S. But a Reg does give interviews and he should
be trained to find a person's ruin. He establishes a comm line with the
person and establishes himself as a terminal to help the person get onto
the service he needs and wants as swiftly as possible.
Signing the person up for the required number of hours or intensives
per his Technical Estimate is a part of the Reg interview and registration
cycle. (Tech Estimate: the estimated number of hours or intensives that
will be needed for the pc to make case progress and get stable results.)
But determining the correct Tech Estimate for the pc is not part of the Reg
interview. That is only done by a qualified tech terminal. The Reg's role
here is to interview the person and initially sign him up and have him pay
for the service on a conditional basis, pending his Technical Estimate and
acceptance on HGC lines. He then routes the person for his Technical
Estimate and, when that is made, the Reg now completes the cycle by signing
the person up for the hours required by the Technical Estimate. (Ref. HCO
PL 10 March 78 HGC PC APPLICATION FORM HCO PL 30 Nov 71 Corrected and
Reissued 2 Dec 71 BLIND REGISTRATION, and HCO PL 19 Aug 60 REGISTRAR LOST
LINE)
(The interview given the pc by the Technical Estimator is covered in
its own section in this issue, along with listed references on the Tech
Estimate Line.)
Should a pc who is mid-auditing (not yet a completion) need to
purchase more hours, the sign-up is handled promptly in a routine Reg
interview.
Occasionally, however, such an interview might go like this:
HCOB 1.4.81 II - 3 -
Pc: "Ted brought me down here and I'm supposed to sign up for more
hours to complete my auditing, but I don't want to bud more
auditing here. I don't want any more auditing."
Reg: "Well, we'd better have you see the D of P so we can get data
on this!"
That's the totality of the Reg interview in that situation. The Reg
promptly puts it on the proper lines so the necessary data can be obtained.
He notifies the D of P who gets the folder to the C/S at once. The C/S,
after going over the folder, can then determine what needs to be taken up
in the D of P interview, or whether it would be handled by the pc's regular
auditor or requires sending the pc to the Qual Div for a review.
The Reg might also encounter a pc needing more hours to complete a
rundown who is willing to sign up and pay for the additional time but who
is not VGIs on his auditing, or who originates he is having a rough time in
his auditing and/or has bad indicators. The Reg would, of course, sign the
pc up for the additional hours promptly.
But in either of the above or similar cases, the Reg would also write
up a BI (Bad Indicator) report and route it directly to the Snr C/S in
Qual, so he could look into it, with a copy to the HGC C/S. It's not a
matter of the Reg routing the pc to Qual, however, as the pc is still on
Tech lines. (Ref. HCOB 26 Sep 74 HANDLING FLUBBED PCs)
Note that the Reg doesn't interview the pc to get the data about the
bad auditing or bad indicators; the Reg simply writes up a report to the
Snr C/S with a copy to the HGC C/S as to what he heard and observed with
this pc. These lines got all crossed up in earlier days when the D of P
more often than not was also the Reg, and this got people confused. But
any confusion must be taken out of it and the correct routing and correct
interviewing put in.
When an individual has completed an org service and has routed
through Qual and Success as complete, a Reg interview is always given to re-
sign him for his next service. This is ordinarily a smooth, routine cycle,
as a standardly completed student or pc will have good indicators at the
prospect of getting onto his next action. But should the Reg encounter bad
indicators or a resistance to getting further services, it is an indicator
that something has been missed on the student or pc. That is a matter for
Qual correction, not something that would be handled in a Reg interview.
In such a case the Reg, maintaining good ARC, efficiently routes the person
to Qual where the matter does get handled. (Ref. BPL 4 Dec 71, Issue I, RE-
SIGN UP REFUSALS, HANDLING OF)
The Reg is there to sign the person up, to re-sign him and to route
him to the proper terminal for what he needs. There is no charge, ever,
for a Registrar interview.
HGC PC TECHNICAL ESTIMATE INTERVIEW: The Technical Estimate interview is
done to obtain necessary data from the applicant so that an accurate
estimate can be made of the number of hours or intensives the person will
need to get stable results from his auditing.
When a pc has been initially signed up for service and
HCOB 1.4.81 II - 4 -
has been tested, he is routed to the Technical Estimator. (This could be
the D of P or a technically qualified person deputized by the D of P for
this purpose.) The Estimator, having reviewed the person's test results,
folder, and forms filled out by the Registrar, interviews the applicant,
using the HGC PC Estimation Form (BTB 12 Feb 78R, Reiss. 6.7.78). Such an
interview covers what the applicant wants to accomplish, somatics or other
problems he is trying to handle, length of time on earlier actions, and
other information pertinent to the case.
When all the necessary data has been obtained, and when the Technical
Estimate for that individual has been made, the Estimator gives the person
an R-Factor regarding his estimate, handles any questions he may have, and
sends the applicant back to the Registrar for final sign-up for the
estimated number of intensives.
That's the essence of the Tech Estimate interview. It's: "What do
you want to accomplish with auditing?", followed by lots of questions about
the state of the case. Also asked would be the time it has taken him to do
this or that action. For instance, the Estimator needs to know that it
took the pc 25 hours to do Grade 0 and 1 in order to estimate how long it
will take him to do Grade 2, 3 and 4. It can be done either metered or
unmetered. (When done in the field by a Remote Reg or Tours personnel it
is usually unmetered.) Though it follows the HGC PC Estimation Form it is
never done rotely.
The routing for a Tech Estimate is to the Registrar, to Testing, to
the Tech Estimator and back to the Registrar for full sign-up. This line
and all of its actions are fully covered in the following issues:
HCO PL 30 Nov 71 IMPORTANT
Corr. & Reiss. 2.12.71 BLIND REGISTRATION
B.P.L. 10 Mar 78 II IMPORTANT, THE TECH
Reiss. 6.7.78 ESTIMATE LINE
B.T.B. 12 Feb 78R HGC PC TECH
Reiss. 6.7.78 ESTIMATION FORM
HCO PL 10 Mar 78 HGC PC APPLICATION FORM
B.P.L. 10 Mar 78 IV TOURS AND MAIL PROCESSING
Reiss. 6.7.78 INCOME, HANDLING OF
HCOB 15 Jan 70 II KSW Series 17
Reiss. 30.8.80 HANDLING WITH AUDITING
Technical Estimates and Tech Estimate interviews are not charged for,
but are given when the applicant has initially signed up and made a
donation for service.
D OF P INTERVIEW: As D of P interviews are sometimes misunderstood as to
their purpose and function, and sometimes mis-used (by having other actions
thrown into them erroneously under the label of "D of P interview"), this
issue spells out what a D of P interview is and what it is not.
Briefly, a D of P interview is an interview given to a pc on auditing
lines by the D of P, as ordered by the C/S:
1. to get data for the C/S which is not otherwise available to him
for C/Sing and programming the case,
or
2. to give the pc an R-factor on what is going on in order to
dispel a mystery for him.
HCOB 1.4.81 II - 5 -
The C/S would order a D of P interview when he needs data not
contained in the usual sources (the worksheets, pc folder, FES, test
scores, exam reports, ethics or medical records). To use it otherwise, to
call for such an interview in lieu of folder study, for example, would be
lazy C/Sing.
But the D of P interview is used when the C/S needs data from the pc
himself, or when he suspects his C/Ses aren't being done or that the
auditor can't audit. It is used when he has reason to believe there mad be
omitted or hidden matter or false reports in the worksheets, or when it
appears that additives are being entered into the session. Ordinarily it
is used only when the case is packed up. And primarily what the C/S
wants to know from this is:
"What did the auditor do?" The data obtained is then used, if it applies,
for correction of the auditor as well as for C/Sing and programming the
case. The D of P interview is also used when it is suspected that factors
are being put in on the pc outside of the session.
Such an interview may also be ordered to find out what the pc is
confused or in mystery about so that it can then be explained to him.
(Note: You don't explain tech to the pc, but if he has a confusion or a
mystery you do explain to him what is going on and what is expected of
him.)
D of P interviews, then, are to get data, not to try to "audit" or try
to accomplish a result. The D of P does not audit, he does not rehab, he
does not Date/Locate anything on the pc. That D of P interviews do
sometimes accomplish a result is incidental, and this must not be used as a
reason for the D of P to get into attempting to audit or rehab the pc.
Those are actions for the auditor to do.
There will be times when the C/S wants specific, muzzled questions
asked of the pc and nothing else. In such instances the D of P carries out
his instructions exactly, asking only those questions he has been
instructed to ask.
D of P interviews are always done on the meter, with all pc answers,
pc indicators and tone level, meter reads and their size and any blowdowns
marked. Thus, the D of P must have his TRs in, must have Qual Okay to
operate an E-Meter and must be able to meter accurately. While the
interview is not done to get case gain, the D of P would normally end the
interview on an F/N and should try to do so.
As the D of P is the In Charge of all pcs when they are in the org, he
himself may originate a D of P interview when it is warranted. For
example, on observing bad indicators in a pc he could initiate an interview
with the pc at once and then get the data immediately to the C/S. Or he
would alert the C/S to the situation and suggest an interview be done.
Otherwise, the D of P interview is given per C/S order. It may not be
ordered by a Registrar or other org terminal. It is only done, when
needed, on pcs who have signed up, paid for and are on HGC lines for
auditing. Otherwise it can easily lead into Free Service and has done so
in some instances in the past, to the detriment of the org. Though it is
done as part of the overall cycle of delivering paid auditing, the time
spent in a D of P interview is not subtracted from the auditing hours the
pc has paid for.
HCOB 1.4.81 II - 6 -
There are many other functions the D of P carries out as a part of his
hat. But this clarifies what we term a D of P interview. It is its own
action and must not be confused with a Reg interview, a Technical Estimate,
a Consultant type of action or a 2-way comm action C/Sed for and carried
out by an auditor in an actual session or anything else other than what it
is. Properly used, it is of great assistance to the C/S for data he needs
which is otherwise unavailable.
QUAL CONSULTANT INTERVIEW: This is a case-cracking type of interview, done
by the posted Qual Consultant. (Optimumly, any org would have this post
filled by a single-hatted terminal, in its Qual Division.)
Here you have a technical person using a metered interview to unravel
a case that's in trouble or in bad condition and being mysterious. He uses
the interview to get the data needed to resolve it.
The consultant interview is not a Tech C/S-ordered action. It's done
when there's a hidden factor in the case and you haven't got all the data.
The hidden factor may be in the auditing or C/Sing that has been done;
therefore it is not a Tech C/S-ordered action. A D of P interview in
such an instance could cloud the issue. It calls for a Qual Consultant
action because it's something the C/S and auditor should have seen but they
didn't see. So it is a matter of what didn't they see or what did they do
or not do?
It can be ordered by the Senior C/S in Qual when something has gone
very wrong with a case, or it can be originated by the Qual Consultant
himself where he has spotted bad indicators or been alerted to a poor
success story or something similar.
This type of interview is done on a person who is not lines, really on
auditing lines. He's been pulled off auditing lines, possibly for the
above reasons, or he's somewhere around auditing lines and you see he is
fouled up, or he has come on Qual lines because he is fouled up. It's not
limited to pcs but would be done on very slow or dropped out students as
well.
The consultant interview is always metered, is always begun with "I'm
not
auditing you," and is quite a different action than auditing. One might
call
it a review session of sorts with the difference here being that the
consultant does what he needs to do to get the data that can then be used
to
resolve the case in a session. He guides the interview as he needs to,
deftly
getting the pc off "grandmother" who doesn't read or marital problems that
start the TA up, and steers it skillfully to what the trouble really is.
When I'm doing one of these things I don't just find out what is wrong
and indicate the BPC, I push it through until I know what is wrong and in
addition I finish the person up with an F/N. I take it to a resolution of
his immediate problem and I indicate the bypassed charge. Then it's a
matter of writing up the interview and getting it into the folder.
The person will probably require further auditing on it, but now at
least the case has been cracked a bit and it's known what it's going to
take to unravel the rest of it.
What is described here is a consultant interview, which is its own
type of action and which may sometimes reveal the need for a Review
session.
HCOB 1.4.81 II - 7 -
The interview is not charged for. However, if it becomes necessary to
take the person into session to handle, it is then invoiced on standard
Qual lines.
SOLO CONSULTANT INTERVIEW AT AN AO: At an Advanced Org, the C/S, lacking
data on what has gone wrong with a messed up case, or solo session, sends
the solo auditor who is on auditing lines to the Solo Consultant for a
metered interview.
This terminal must be a skilled technician and be very, very familiar
with the Advance Course materials, as the solo auditor: (a) very often
doesn't present a complete enough picture of what happened in the session,
and/or (b) could have MUs on the material and not be running it standardly.
In this case a correction list would not necessarily pick it up because
the solo auditor doesn't know that he doesn't know. He doesn't realize
what he's doing wrong.
The Solo Consultant, using the meter and his knowledge of the
materials, can find out. In his interview he does a swift debug action,
going A to B to get what's hanging the case up. He handles what can be
handled on the spot, indicating immediate bypassed charge that comes up,
for example. He notes the full data for the C/S so that a full Review
cycle can be C/Sed for, if needed, or cramming or retread ordered, if that
is required.
The Solo Consultant interview is not charged for, as the pc is already
on org lines on a signed up and paid for solo auditing action.
ETHICS OFFICER/MAA INTERVIEWS: The Ethics Officer or the MAA in a Sea
Org Org
conducts ethics interviews as an HCO function, gets PTS (Potential Trouble
Source) A to J checks done and sometimes does full PTS interviews.
Students or pcs, where out-ethics is obvious or suspected, are
interviewed to determine the extent and nature of the outness so the
correct ethics gradient can be applied. The interview should include
bringing the person to an understanding of ethics and the conditions and
guiding him through any needed ethics handling cycles or correct
application of the conditions.
Whether or not the interview is done metered depends on what type of
ethics action the Ethics Officer is doing. For example, if he were trying
to find out who stole something, he had better do this on a meter to ensure
that he gets the data and does not miss withholds or clean cleans. Any
Ethics Officer must be meter trained and be able to do a correctly metered
ethics interview when it is called for. Ideally he should be able to do
HCO Confessionals too. An Ethics Officer must ensure that ethics is gotten
in to the degree that tech can then go in.
The PTS interview is given to determine whether or not the person is
PTS and if so, the type of PTSness which is in need of handling. It is
done on a meter with all reads marked, on a pc or student who is
manifesting symptoms of PTSness, such as becoming sick, losing gains or
roller-coastering. The interview may be given in HCO or by a classed
auditor, but in any case it must always be done by a person who knows his
PTS tech well, who has good TRs and knows 2-way comm and who has been
trained to operate a meter properly.
The pc or student will often require more handling of the PTS
condition after the interview, but it is through the interview that it is
determined what type of PTSness (if any) is involved to be handled.
HCOB 1.4.81 II - 8 -
If a pc is mid-auditing, the MAA or Ethics Officer should always check
with the pc's C/S before doing a PTS interview or any metered ethics
action. (Ref. HCOB 8 March 71R, C/S Series 29R, CASE ACTIONS, OFF LINE)
Full worksheets are always kept for any PTS interview and are sent to
the person's pc folder. The worksheets of an ethics interview are filed in
the person's ethics file and a copy of these, or a report on the interview,
is sent to the person's pc or student folder.
Ethics and PTS interviews when given to pcs and students who are on
lines on signed up and paid for services are not charged for.
CHAPLAIN INTERVIEW: A Chaplain's interview is for people who feel wronged,
people who have fallen off the Bridge or are about to, people whose burdens
appear to be too great and who need a terminal and some communication to
help them sort it all out.
The whole purpose of the Chaplain interview is first to provide a
terminal for a person who simply needs to be heard and understood. From
there it's a matter of channeling the person into something he can do about
it on the correct gradient. Such a person may actually be on org lines but
having difficulty on the lines or he may have fallen off the lines
altogether.
The interview gets the person into communication in order to obtain
the data necessary to channel and direct him to the specific area where the
situation can be addressed and handled.
The Chaplain's interview itself is not charged for. Some of the
services available in the Chaplain's Department such as Marriage
Counselling, Chaplain's Courts, etc. are charged for at very nominal fees.
EXECUTIVE DIRECTOR/COMMANDING OFFICER INTERVIEW: When a person has
completed his services, he is interviewed by the CO or ED before he routes
out of the org.
This provides the CO or ED with the opportunity to do a direct check
on the products his org is producing. If he doesn't see a shiny product,
if the person isn't 100% satisfied with the service he's received, it tells
a CO or ED there's out tech in his org, as the person has already gone
through Qual and Success lines. He acts at once to get a fast review done
to handle any bypassed charge and/or repair needed, at no charge to the
person. Should the person then validly need more hours to fully complete
the service, he is signed up for them standardly.
This type of interview is covered quite fully in HCO PL 21 September
80 MONITORING TECH QUALITY IN ORGS. It is a useful tool for the CO or ED,
not only for promoting goodwill and good PR but for ensuring no overt
product gets out of his org and that the org is delivering standard tech
with good wins for those it services.
The interview may be given to a person who is not yet complete on his
services, should the CO or ED notice that he has bad indicators.
Ordinarily,
however, it is given to students and pcs who have completed their signed up
and paid for services. This interview is never charged for.
HCOB 1.4.81 II - 9 -
HOST INTERVIEW: On Flag there is an LRH Host whose duty it is to see to
the well-being and good servicing of Flag public.
The purpose of the initial Host interview is to welcome the person
arriving for services, brief him and orient him to the scene and provide
him at once with a stable terminal who is interested in his welfare and
will be a terminal for him throughout his stay.
Thereafter the Host interviews Flag pcs and students as needful to
ensure they are being serviced and to ensure any service outness is handled
by the proper terminals.
Returning persons are similarly welcomed, re-briefed and brought up
to date on any changes in services or new facilities.
There is no charge for any Host interview, as this is included as a
part of signed up and paid for Flag services.
While these are by no means all the types of interview an org uses,
they are the more major interviews given on an org's service lines.
Interviews-correctness of-can make or break an org's lines and an
org's viability.
With the necessary distinctions made between them and with interview
hats separated out and worn effectively, particles can flow easily on the
lines. The result will be an increase in quantity and quality of the
valuable
final products of the org.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=31/3/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
"HEAVY DRUG HISTORY" DEFINED
Remimeo
All Auditors
All C/Ses
Tech
Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 31 MARCH 1981
Remimeo
All Auditors
All C/Ses
Tech
Qual
"HEAVY DRUG HISTORY" DEFINED
REFERENCES:
HCOB 28 Aug 68 DRUGS
Issue II
HCOB 29 Aug 68 DRUG DATA
HCOB 8 Jan 69 DRUGS AND "INSANITY"
NON-COMPLIANCE AND ALTER-IS
HCOB 25 Oct 71 DRUG DRYING OUT
HCOB 17 Oct 69RA DRUGS, ASPIRIN AND TRANQUILIZERS
Re-Rev. 20.9.78
HCOB 31 May 77 LSD YEARS AFTER THEY HAVE
"COME OFF OF" LSD
People who have been on drugs do not make case gain until the drugs
are handled. We have known that since 1968.
Therefore, it's a mistake to try to do mental or spiritual handling on
somebody who has been heavily on drugs.
Drugs are the big stopper. Drug residues can stop mental help. They
also stop a person's life!
There should be guidelines which clarify what actually constitutes a
heavy drug history, for C/Sing and case programming purposes.
Cases which fall in the category of having a heavy drug history
include:
1. Any person who has taken or has been given drugs or medical drugs over
a substantial period of time whether to handle a physical or mental
condition, or otherwise.
2. A person who has gone through an extensive period of experimenting
with drugs or taking drugs for "thrills".
3. Anyone who has taken LSD or Angel Dust even once.
4. A person who has experimented with any hard drug such as heroin,
morphine, speed, cocaine, etc.
5. Anyone who has had highly restimulative experiences ("bad trips") on
marijuana or who has habitually smoked marijuana over an extended period.
(Having smoked marijuana a few times with no particularly bad experiences,
would not necessarily put one in the heavy drug history category.)
6. A person who has made a habit of excessive use of alcohol at some
time.
(Definition of "Alcoholic": a person who can't have just one drink.
If he has one drink, he has to have another. He's addicted. One of the
factors is, he has to have a full glass in front of him. If it gets empty,
it has to be refilled.)
HCOB 31.3.81 - 2 -
7. Anyone who has developed an addiction to any of the above drugs, any
medical drug or alcohol (whether past or present).
8. Someone who has had general anaesthetics numerous times for medical
operations.
9. Any person who has used any medical drug for extensive periods of
time, such as asthma medicine or sinus medicine.
10. Someone who has had extensive and repeated dental work under nitrous
oxide or sodium pentothal or other general anaesthetics.
DRUG LISTS
Because drug lists sometimes do not contain data on how long or how
often a drug or drugs were taken, the pc may have to be interviewed as to
the extent of his drug taking.
The information gotten from such an interview, if one is needed, can
be compared against the above guidelines and this will aid the C/S in
determining which cases have the heavy drug histories.
SUMMARY
The above is a guideline on what we would term a "heavy drug history"
as compared to someone who has taken light drugs or very few medical drugs
(aspirin occasionally, cough syrup when a child, etc.), and these not
routinely over any extensive period of time.
Any individual with a heavy drug history should take full advantage
of the overwhelmingly successful line-up available to them of the
Purification Rundown, the Survival Rundown and Drug Rundown. In fact,
these rundowns are essential.
L. RON HUBBARD
FOUNDER
As assisted by
Research and Technical
Compilations Unit
Accepted by the
THE BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
BDCSC:LRH:RTC:nc
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
As assisted by
Research and Technical
Compilations Unit
Accepted by the
THE BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
[?]
Type = 11
iDate=26/3/81
Volnum=0
Issue=2
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
EXPANDED GREEN FORM 40RE
WORDS LIST
Type = 12
iDate=9/4/72
Volnum=0
Issue=3
Rev=1
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Remimeo
C/Ses
Auditors
Tech/Qual
Cl IV Grad
and above
Auditors
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 26 MARCH 1981
Remimeo ISSUE II
C/Ses
Auditors (CANCELS BTB 9 APR 72R III
Tech/Qual CLEARING LIST WORDS IN
Cl IV Grad SCIENTOLOGY-EXPANDED
and above GF 40 RR as this BTB does
Auditors not contain the new words
from the revised Expanded
Green Form, HCOB 30 June
71RC Re-Rev. 26 Mar 81
EXPANDED GREEN FORM 40RE.)
EXPANDED GREEN FORM 40RE
WORDS LIST
REFERENCES:
HCO PL 4 Apr 72R III IMPORTANT-ETHICS AND STUDY TECH
Rev. 21.6.75
HCOB 8 Jul 74R I Word Clearing Series 53R
Rev. 24.7.74 CLEAR TO F/N
HCOB 21 Jun 72 I Word Clearing Series 38 METHOD 5
HCOB 9 Aug 78 II CLEARING COMMANDS
HCOB 17 Jul 79 I Word Clearing Series 64
THE MISUNDERSTOOD WORD DEFINED
These are the words from HCOB 30 Jun 71RC EXPANDED GREEN FORM 40RE.
These words should be cleared on the pc before the Expanded Green
Form 40RE is actually assessed per HCOB 9 Aug 78 Issue II CLEARING
COMMANDS.
The auditor must have received high crime checkouts from Qual on the
above references before clearing these words on a pc. The auditor uses
Method 5 Word Clearing when clearing these words on the pc.
This word list need only be cleared once in the pc's auditing if it
was correctly cleared the first time.
The fact of having cleared this word list on the pc must be noted in
the appropriate place in the pc's folder. (Ref. Auditor Admin Series 6R
THE YELLOW SHEET.)
WORDS FROM THE EXPANDED GREEN FORM 40RE
A, about, acted, after, alcohol, an, and, another, antagonistic, anxious,
any, anything, ARC Break, ARC Breaks, are, as, asked. attain, attained,
attainments, attested, audited, auditing. auditor.
Because, been, before, being, beliefs, benefits, between, body, bones,
broken, by, bypassed.
Cast, change, committing, communication, concerned, connected, connections,
continue, continuous, continuously, curious, current, currently.
HCOB 26.3.81 II - 2 -
Damaged, decay, dental, Dianetic Clear, Dianetics, disabled, disease,
disclosed, dislike, do, doing, don't, drugs.
Earlier, Eastern, electric, electronic, else, engrams, environment. erase,
evil, exercise, exercises.
Fail, failed, family, fixed, F/Ns, for, former, from.
Gains, grade, grades, going, goofing.
Had, has, have, held, here, hidden, hold, hostile, hypnotism.
Ideas, ill, illnesses, implanting, in, incomplete, indoctrinations,
infectious, is.
Job.
Keep, keep on.
Life, lose, lying.
Make, medical, medicine, meditation, mental, mentally, missing,
misunderstoods.
Never, no, not.
Of, on, one, or, other, others, out, over, overt, overts, overwhelmed.
Part, parts, people, persisting, person, physically, post, practice,
practiced, practices, practicing, pretending, prior, problem, problems,
protesting, psychiatric, psychology, purpose.
Really, reasons, receive, refusing, religions, removed, restimulated,
reverted, right, rites, rudiments, run.
Same, scientific, Scientology, secrets, seeking, self auditing, seriously,
service facsimiles, session, sessions, shock, some, someone, spells,
spiritual, states, suppressed.
Take, taken, taken part in, talking, techniques, the, them, then, therapy,
there, thought, thrill, to, tooth, training, trouble.
Understanding.
Valence.
Want, was, went, what, with, withhold, wins, witchcraft, wrong.
Yoga, you, your.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
BDCSC:LRH:RTCU:dr
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
OF CALIFORNIA
[?]
Type = 11
iDate=14/2/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Happiness Rundown Series 2
HAPPINESS RUNDOWN,
ADMINISTRATION AND DELIVERY
BPI
HRD Checksheets
HRD Auditors
HRD C/Ses
All Staff, Orgs
and Missions
Hats, Execs
and Registrars
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 14 FEBRUARY 1981
BPI
HRD Checksheets
HRD Auditors
HRD C/Ses Happiness Rundown Series 2
All Staff, Orgs
and Missions
Hats, Execs
and Registrars
HAPPINESS RUNDOWN,
ADMINISTRATION AND DELIVERY
(Ref. HCOB 24 Nov 80, HAPPINESS RUNDOWN)
During the Happiness Rundown pilot auditing some rather spectacular
results occurred. Not only did the pcs have many cognitions and wins in
session, but these resulted in immediate changes in the pc's life and
livingness-sometimes very noticeably as far as the pc's spouse or
associates were concerned. Often, within the first one to three sessions
the pc improved markedly in appearance, started getting along better with
people around him and became noticeably different to others. The HRD
produces results that are clearly observable to others as well as the pc!
These are gains in beingness, doingness and havingness. It increases ARC,
raises the person's sense of ethics, personal integrity and much more.
Highly trained auditors and C/Ses of many years' experience were most
impressed with the immediately observable changes in the pc's life and
livingness-real physical universe results.
Within days of the first pcs being started on the HRD, despatches and
letters written by associates of the pcs started arriving, describing how
much better the pcs were (most of the writers didn't even know what the pcs
were being audited on, but were moved to express the changes they had
observed).
The pcs themselves rave about the results and are generally very
enthusiastic about getting others to get audited on the HRD, too.
Auditors love auditing the HRD, many stating that it was the most
interesting auditing they had ever done and how much they enjoyed helping
their pcs.
Despite the apparent lightness of the HRD, it actually touches on and
handles very basic charge, common to everyone. It is very easy to
audit, provided that it is done exactly per the instructions.
DELIVERY
The HRD auditing may be delivered in Class IV orgs and missions who
have
auditors and a C/S trained to deliver the HRD. There are two methods of
doing
the HRD. The usual method requires a Class 1 auditor trained on the HRD
course and interneship. About 95% of HRD auditing can be delivered this
way
(though this percentage could vary in some areas). The other method of
doing
the HRD, and any needed repairs or reviews (comprising about 5% of the
auditing) require a Class IV auditor trained on the HRD course and
interneship. The C/S in either case needs to be a Class IV C/S and trained
on
the HRD C/S course and interneship. Thus one Class IV HRD
HCOB 14.2.81 - 2 -
C/S, one Class IV HRD auditor and several Class 1 HRD auditors would be
able to deliver a lot of HRD auditing. The minimum would be a Class IV HRD
C/S and a Class IV HRD auditor.
HRD training courses and interneships may be delivered in orgs Class
IV and above who have trained HRD delivery personnel as above.
Provision should be made for the HRD delivery personnel to receive
the HRD themselves as 50% of the auditors engaged on the pilot found the
materials restimulative. Provision should also be made for the staffs
of orgs and missions to receive the HRD also; they will want it very much
and the increased efficiency and other benefits will make it well
worthwhile.
The actual command sheets and techniques of the HRD are restricted to
trained HRD auditors and C/Ses and HRD student checksheets. It is a
powerful rundown and must be done very exactly. Indiscriminate
distribution of the actual auditing materials could be restimulative and
would be actionable by HCO. There is of course absolutely no restriction
on the distribution of the booklet, nor of gains and wins and results from
auditing on the rundown. Word of mouth on the HRD will be good and should
be encouraged.
Auditor assignment policy applies in that the auditor or C/S must be
of equal or higher case level, to handle cases of persons who have had
confidential rundowns, confidential grades or confidential levels. (For
example a Clear may only be audited or C/Sed by someone who is Clear or
above.)
CASE PREREQUISITES
The Purification Rundown and SRD or Objective processes run to the
result given in HCOB 12 May 80 DRUGS AND OBJECTIVE PROCESSES, are the
prerequisites. (Rarely, some pcs might require a DRD or OT DRD, which an
HRD C/S can determine.)
The HRD can be done anywhere on the Grade Chart (except during the
Non-Interference Zone). It can be done before or after grades or anywhere
after OT III. It can be done on preclears, Clears and OTs.
If a decision has to be made as to whether to do the HRD before or
after grades, it would be preferable to do the HRD before grades, as the
HRD raises confront, responsibility and the ability to as-is. An HRD
completion will be able to run deeper and get more out of auditing. The
HRD results are not less on pcs who have not had grades, compared with pcs
who have had grades.
One would not interrupt a current major action that a pc was winning
on to start the HRD, but otherwise one does not have to try to complete
earlier actions or programs on a case before the HRD.
Very little or no set-up is required before the HRD. Usually none.
The only exception would be the repair of a recent flubbed session or
auditing, if the pc had his attention on it. During the pilot, set-up
actions attempted on pcs before the HRD proved unnecessary, especially when
the pc had read even part of the booklet. The rule regarding set-up is:
IF YOU CAN FLY THE PC'S RUDIMENTS, HE'S SET UP FOR THE HRD.
HCOB 14.2.81 - 3 -
Once started, the HRD must be completed with no other auditing or
case actions interjected. Experience has proven that once started on the
HRD any other case action, mixing practices or other therapies are
detrimental. In truth, the HRD covers aspects of a being's existence that
are so universal, so fundamental and of such interest, that it is not
possible to shift attention to other processes or actions.
LENGTH OF RUNDOWN
While the length of any rundown will vary from one person to another,
the HRD can generally be done in 25 hours. The longest it has taken is 56
hours (on a pc who had only done the Purif Rundown, SRD, virtually no other
auditing, was not Clear and had had a history of heavy street drugs), the
shortest was 7 � hrs on a pre-OT who was OT III Expanded, had had a
considerable amount of auditing and was in very good case condition. Both
of these are exceptions. The majority of cases take about 25 hrs, usually
slightly less.
BOOKLET: THE WAY TO HAPPINESS
The pc needs to obtain his own copy (or copies) of the booklet and
bring it to session. It is used during the sessions. The pc will also
use it in life after the rundown and will want extra copies for his
friends, acquaintances and relatives.
TEST RESULTS
Pcs should be given tests before and after the HRD. During the pilot
the OCA test invariably showed an improvement, always a different OCA
pattern (denoting a change of valence(s), personality or beingness). In
fact, most pcs on the HRD have several to many changes of valence, becoming
more and more themselves. This can be expected as a routine result on the
HRD. (Sometimes a very high point on an OCA, when other OCA traits are
much lower, will come down a bit while the low points come up-but that is
an improved OCA.)
IQ tests, Aptitude and Leadership scores usually improve, especially
where these were not already high before the HRD.
Overall the test results on all cases audited on the HRD show
improvement. The most striking being OCA improvements, due to the pc
having been freed from unwanted valences.
GAINS
The gains pcs have had on the HRD are numerous and varied, but there
are certain gains that are common to all cases audited on the HRD. These
follow in brief:
All experienced improvements in their beingness, doingness and
havingness, very often making very observable changes even near the
beginning of the rundown.
Confusions on the subject of right and wrong handled and replaced
with workable stable data that can be used in day-to-day living.
HCOB 14.2.81 - 4 -
A sense of security and calmness about oneself and one's future;
knowing that one is indeed on the way to happiness.
A return of ARC with life across each of the dynamics and increased
ability to get along well with others.
It has been observed by the pcs and by others that some of the
benefits of the HRD seem to "rub off" on the pc's associates. In other
words, not only does the pc change for the better, but often there is also
a change for the better in those persons the pc is in contact with.
About 50% of the persons audited on the HRD had improvements in
perception such as seeing objects in the environment more clearly, more
color and better depth perception; better hearing and other perceptions.
All experienced increases in their enjoyment, happiness and pleasure
in life.
All stated increases in their energy level, doingness, efficiency,
competence and action level.
Many persons on the HRD were relieved to get rid of misunderstoods
and false data (often that they would never have guessed they had) that had
been holding them back and preventing clear thought and decisive action.
About 50% terminatedly handled PTS conditions, both current and long
term.
Those who had guilt feelings, feelings of inferiority or inadequacy,
shame, blame or regret concerning the past, persisting sadness about life,
etc., got rid of these feelings and gained a fresh outlook and fresh start
on life.
Areas of life where the pc had been effect changed with the pc
becoming causative over them.
Many pcs stated that the HRD handled their ruin; handled what they
came into Scientology to Set handled.
All got a considerable rise in their chronic tone level.
All experienced happiness.
PREDICTION
Based on the earliest cases completed on the HRD, there is no fading
of the initial glow on completing the HRD. Not only was there no fade but
those persons report an increase or expansion of their gains following the
HRD. The result promises not only to be stable, but to actually get better
as the person goes on in life applying the principles learned.
Due to the immense popularity of the HRD amongst the pcs, auditors
and others in contact with it, the demand for the HRD can be expected to be
very high, and it can be expected to accelerate in each area where it is
delivered.
The combination of the booklet: "The Way to Happiness" and the
availability of the Happiness Rundown are a boon to FSMs and Distribution
Divisions.
HCOB 14.2.81 - 5 -
The goal for Mankind and this planet of a world without war, insanity
or criminality and happiness for all, is now much much closer.
L. RON HUBBARD
FOUNDER
Approved & Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:dm:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Approved & Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=13/2/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Word Clearing Series 67
DICTIONARIES
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HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 13 FEBRUARY 1981
Remimeo
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Auditors
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DICTIONARIES
A DICTIONARY is a book containing the words of a language (or a
specific subject) usually arranged in alphabetical order, which gives
information about the meanings of the words, their pronunciations, origins,
etc.
Dictionaries are vital and important tools in studying or learning any
subject. However, current dictionaries vary in accuracy and usefulness and
many of these modern dictionaries are virtually useless and can actually
confuse a person due to their false and omitted definitions and grammatical
and other errors. So the dictionary that a student chooses to use is
important and can actually make a difference in his success as a student.
As dictionaries are such an important factor in the learning and
application of Scientology (or any subject for that matter) I thought I had
better recommend some dictionaries that have been found to be the best of
those currently available.
I have also included some additional data on the use of dictionaries
in clearing words.
SOME USEFUL DICTIONARIES
The following dictionaries are recommended because they have been
found to be better, more accurate and more useful than others. No one
dictionary was found that would be ideal for all students. The dictionary
a student uses is a matter of personal preference and depends to some
degree on his vocabulary and level of literacy.
Using the wrong dictionary can make study much harder for a student
and greatly extend his time on course. If a student finds he is looking up
a lot of words in the definitions he's clearing and that he is getting into
long word chains, he should change to a more simple dictionary. An out
gradient dictionary can make word clearing and study unnecessarily
difficult. For example, "college" dictionaries are often quite complicated
and some students will find themselves spending too much time chasing
around the dictionary trying to clear up MUs within the definitions of the
words being cleared. This can be time consuming and frustrating.
If you look up "bird" in a simple beginner's dictionary it says
something
like "an animal covered with feathers that has two legs and lays eggs".
Now
if you look up this same word in a college dictionary it becomes "any
warm-blooded vertebrate (animal with a backbone) of the class Aves (Latin
for
'birds'), having a body covered with feathers and forelimbs (front legs)
modified (changed in some way) into wings." (The explanations in the
brackets
of course are not included in the dictionary
HCOB 13.2.81 - 2 -
definition. They have been added here so that one can easily understand
that presentation of the definition of "bird".) This would likely lead a
student into the definitions of "vertebrate", "Aves", "forelimbs" and
"modified". After a bit of this the student is slumped on the table with
45 words to look up that he has never heard of before. The answer is to
take away his "college" dictionary and give him a more simple dictionary
and he'll begin to make some progress.
On the other hand, some students would do just fine with the more
advanced dictionaries and would find the additional data helpful.
From the dictionaries recommended here a student should be able to
find
one that suits him and his vocabulary. (Note: If the dictionary a
student
chooses does not contain derivations then after clearing the word in that
dictionary he should consult a larger dictionary to clear the derivation.
Some of the better simple dictionaries unfortunately do not contain the
derivations of the words.)
Webster's New World Dictionary for Young Readers:
This is a very simple American dictionary. It is published by William
Collins. It is a hardbound volume and does not contain derivations. When
using this dictionary a student must be sure to clear the derivations in a
larger dictionary. The definitions in this dictionary are quite good.
Oxford American Dictionary:
This is a very good American dictionary, simpler than the college
dictionaries yet more advanced than the beginning dictionary listed above.
It does not list derivations of the words. It is quite an excellent
dictionary and very popular with students who want to use an intermediate
dictionary.
It is published in paperback by Avon Books, a division of the Hearst
Corporation, 959 Eighth Ave., New York, New York, 10019, and in hardback by
Oxford University Press, New York.
The Random House College Dictionary Revised Edition:
This is a college dictionary and somewhat of a higher gradient than
the dictionaries listed above. This is a one volume American dictionary
published in the U.S. by Random House Inc., New York and in Canada by
Random House of Canada Limited, Toronto.
This Random House dictionary contains a large number of slang
definitions and idioms and also gives good derivations.
The Webster's New World Dictionary of the American Language College
Edition:
This is an American college dictionary published by Simon and Schuster
of New York. It is a one volume dictionary and gives most of the slang
definitions and idioms. It also has good derivations.
Funk and Wagnalls New Comprehensive Dictionary of the English Language
International Edition:
This dictionary has been previously published as the Britannica World
Language Edition of Funk and Wagnalls Standard
HCOB 13.2.81 - 3 -
Dictionary (published by Encyclopedia Britannica Inc., Chicago) and then
the Funk and Wagnalls Standard Dictionary of the English Language
International Edition (published by J.C. Ferguson Publishing Co. Chicago).
It is currently available from the Publishers International Press under
the name Funk and Wagnalls New Comprehensive Dictionary of the English
Language International Edition. Publishers International Press is located
in New York City at 9 Madison Ave. and in Los Angeles at 1543 West Olympic
Blvd., 90015. (This most recent edition is sold by the Publishers
International Press, not in bookstores, and can be obtained by writing or
calling the above locations.)
This is one of the most grammatically correct dictionaries there is
and
it is probably the best American dictionary available. It is a two volume
set
and is a fairly advanced dictionary.
Chambers Twentieth Century Dictionary:
This is an English dictionary printed in Edinburgh, Scotland. It is
quite thorough, containing most of the English idioms and slang. It is a
fairly high gradient dictionary however and is recommended for the more
literate students. The definitions are quite thorough but few examples are
given.
The Concise Oxford Dictionary:
This is a very concise English dictionary, but is not a simple or
beginner's dictionary. It is a small one volume dictionary. It uses a lot
of
abbreviations which may take some getting used to, but once the
abbreviations
are mastered students find this dictionary as easy to use as any other
similarly advanced dictionary. It is less complicated in its definitions
than
the usual college dictionary and has the added benefit that the definitions
given are well stated-in other words it does not give the same definition
reworded into several different definitions, the way some dictionaries do.
This dictionary is printed in Great Britain and the United States by
the Oxford University Press.
The Shorter Oxford English Dictionary:
This is a two volume English dictionary and is a shorter version of
The
Oxford English Dictionary. It is quite up-to-date and is an ideal
dictionary
for fairly literate students. Even if not used regularly it makes a very
good
reference dictionary. The definitions given in the Oxford dictionaries are
usually more accurate and give a better idea of the meaning of the word
than any other dictionary.
This Oxford dictionary is also printed by the Oxford University Press.
The Oxford English Dictionary:
This is by far the largest English dictionary and is the principal
dictionary of the English language. It consists of 12 volumes and several
supplementary volumes. (There is a Compact Edition of the Oxford English
Dictionary in which the exact text of The Oxford English Dictionary is
duplicated in very small print which is read through a magnifying glass.
Reduced in this manner the whole thing fits into two volumes.)
For many students this dictionary may be too comprehensive to use on a
regular basis. (For some students huge dictionaries can be confusing as
the words they use in their definitions are often too big or too rare and
make one chase through 20 new words to get the meaning of the original.)
HCOB 13.2.81 - 4 -
Although many students will not use this as their only dictionary, it
is
a must for every course room and will be found useful in clearing certain
words, verifying data from other dictionaries, etc. It is a valuable
reference dictionary and is sometimes the only dictionary that correctly
defines a particular word.
These Oxfords are also printed by the Oxford University Press. If
your local bookstore does not stock them they will be able to order them
for you.
As a student's vocabulary increases and he becomes more literate, he
will often "graduate" to a more advanced dictionary. This phenomenon of
"outgrowing" dictionaries was observed on a pilot course designed to
increase a person's level of literacy. As students progressed through the
course they switched from a beginner's dictionary to a more advanced
dictionary and sooner or later started delving into The Oxford English
Dictionary. The point is, use as complete and advanced a dictionary as you
can without getting in over your head. And don't hesitate to use a simpler
one if it's better for you. (Some students have found their study speed
greatly increased just by switching to a simpler dictionary.)
(Note: When a student using a simple dictionary has to go to a larger
dictionary in order to find a definition he's looking for (but isn't in his
dictionary) he would clear that particular definition in the larger
dictionary and then go to his simpler dictionary to clear the rest of the
definitions of that word. Otherwise he could get in over his head.)
From the dictionaries recommended here a student should be able to
find one that suits him. Whatever dictionary one chooses, it should he the
correct gradient for him. For instance, you wouldn't give a foreign
language student, who barely knows English, the big Oxford to use in his
studies!
DINKY DICTIONARIES
A dinky dictionary is a dictionary that gives you definitions
inadequate for a real understanding of the word. Entire definitions are
sometimes found to be missing from such dictionaries. "Dinky dictionaries"
are the kind you can fit in your pocket. They are usually paperback and
sold at magazine counters in drug stores and grocery stores. Don't use a
dinky dictionary.
DICTIONARIES AND A PERSON'S OWN LANGUAGE
English dictionaries and American dictionaries differ in some of their
definitions, as the Americans and English define some words differently.
(For example, in an American dictionary we find "pavement" defined as a
hard paved surface, generally referring to a road or a street. In an
English dictionary it is defined as a paved footway at the side of the
road, which is known in America as a "sidewalk". So you could get a
situation where an American is barreling down the road on a steam roller
yelling "Clear the pavement!" and an Englishman walking at the side of the
road on the sidewalk hears this and thinks he means to get off the "paved
footway at the side of the road" and so he jumps into the road and gets run
down! And you'll find that the word "sidewalk" does not even appear in the
English dictionary, yet it is a very common American word.)
An English dictionary will have different applications of words that
are
specifically British. These usages won't
HCOB 13.2.81 - 5 -
necessarily be found in American dictionaries, as they are not part of the
American version of the English language. Different dictionaries have
things in them which are unique to that language.
In addition to The Oxford English Dictionary, the Chambers Twentieth
Century Dictionary mentioned above is a good example of an English
dictionary for the English.
For the most part a student's dictionary should correspond to his own
language. This does not mean that an American shouldn't use an English
dictionary (or vice versa), but if he does he should be aware of the above
and check words in a dictionary of his own language as needed.
SYNONYMS
In using dictionaries and clearing words you should be aware that one
can make the error of "defining" a word using synonyms. A synonym is a
word that means the same or nearly the same as another word in the same
language. It is not the definition of the word. Example: defining "fat"
as "portly", is "defining" a word using a synonym. Whereas a definition of
"fat" would be:
"Having much or too much flabby tissue."
A definition is a precise statement of the real nature of a thing; an
exact explanation of the meaning of a word or phrase. A synonym is not a
definition.
A student who defines a word as its synonym does not necessarily
understand the nuances of that word. The correct handling for this would
be for him to define the word and use it in sentences until it is
understood conceptually.
If a student defines a word in terms of its synonyms only, he will be
missing a true understanding of the word.
FALSE AND OMITTED DEFINITIONS
It has been found that some dictionaries leave out definitions and may
even contain false definitions. If, when using a dictionary, a student
comes across what he suspects to be a false definition there is a handling
that can be done. The first thing would be to ensure there are no
misunderstoods in the definition in question and then he should consult
another dictionary and check its definition for the word being cleared.
This may require more than one dictionary. In this way any false
definitions can be resolved.
Other dictionaries, encyclopedias and text books should he on hand for
reference.
If a student runs into an omitted definition, or a suspected omitted
definition, then other dictionaries or reference books should be consulted
and the omitted definition found and cleared.
DERIVATIONS
A derivation is a statement of the origin of a word.
Words originated somewhere and meant something originally. Through
the ages they have sometimes become altered in meaning.
Derivations are important in getting a full understanding of words.
By
understanding the origin of a word, one will have
HCOB 13.2.81 - 6 -
a far greater grasp of the concept of that word. Students find that they
are greatly assisted in understanding a word fully and conceptually if they
know the word's derivation.
A student must always clear the derivation of any word he looks up.
It will commonly be found that a student does not know how to read
the derivations of the words in most dictionaries. The most common error
they make is not understanding that when there is a word in the derivation
which is fully capitalized it means that that word appears elsewhere in the
dictionary and probably contains more information about the derivation.
(For example, the derivation of "thermometer" is given in one dictionary as
"THERMO + METER". Looking at the derivation of "thermo" it says it is a
combined form of the Greek thermos, meaning hot and therme, meaning heat.
And the derivation of "meter" is given as coming from the French metre,
which is from the Greek metron, meaning measure.) By understanding and
using these fully capitalized words a student can get a full picture of a
word's derivation.
If a student has trouble with derivations it is most likely because
of the above plus a misunderstood word or symbol in the derivation. These
points can be cleared up quite easily where they are giving difficulty.
An excellent dictionary of derivations is The Oxford Dictionary of
English Etymology, also printed by the Oxford University Press.
We have long known the importance of clearing words and it stands to
reason that the dictionary one uses to do this would also be quite
important.
I trust this data will be of use.
L. RON HUBBARD
FOUNDER
As Assisted by
Research & Compilations
Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:nc
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
As Assisted by
Research & Compilations
Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=28/1/81
Volnum=0
Issue=2
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
HC OUT-POINT PLUS-POINT
LISTS RB WORDS LIST
Type = 12
iDate=9/4/72
Issue=0
Rev=1
rDate=0/0/0
Addition=0
aDate=0/0/0
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Remimeo
Tech
Qual
C/Ses
HGCs
Cramming
Officers
Word Clearers
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 28 JANUARY 1981
Remimeo ISSUE II
Tech CANCELS BTB 9 Apr 72R CLEARING LIST WORDS
Qual IN SCIENTOLOGY HC OUT-POINT PLUS-POINT LISTS
C/Ses
HGCs
Cramming
Officers
Word Clearers
HC OUT-POINT PLUS-POINT
LISTS RB WORDS LIST
REFERENCES:
HCO PL 4 Apr 72R III ETHICS AND STUDY TECH
Rev. 21.6.75
HCO B 8 Jul 74R I W/C Series 53R,
Rev. 24.7.74 CLEAR TO F/N
HCO B 21 Jun 72 I W/C Series 38, METHOD 5
HCO B 9 Aug 78 II CLEARING COMMANDS
HCO B 17 Jul 79 I W/C Series 64,
THE MISUNDERSTOOD WORD DEFINED
These are the words from HCOB 28 Aug 70RB Rev. & Reins. 27.1.81 HC
OUT-POINT PLUS-POINT LISTS RB.
An auditor must have received high crime checkouts from Qual on the
above references before clearing these words on a pc, Method 5. He clears
the words before assessing the lists on the pc.
This word list need only be cleared once in the pc's auditing if it
is correctly cleared the first time.
The fact of having cleared this word list on the pc must be noted in
the appropriate place in the pc's folder. (Ref. Auditor Admin Series 6R
THE YELLOW SHEET.)
WORDS FROM HC OUT-POINT PLUS-POINT LIST RB
A, about, acceptable, action, actions, added, adequate, agreement, align,
alignment, alike, all, altered, an, and, answer, any, applicable, are,
associated, assumed, at, authority.
Be, being, believable.
Changed, circumstance, circumstances, classes, condensed, conflicting,
contrary, correct, correctly, counted, credible.
Data, datum, decreased, delusion, differences, different, direction, done,
dropped.
Endless, energy, event, events, everything, exact, example, expected.
Fact, facts, factual, false, feeling, fixed, form, forms, from.
Goal, grouped.
Hallucination.
Idea, ideas, identical, identities, impossible, importance, important, in,
inapplicable, incorrect, insignificant, intention, into, invented, is.
HCOB 29.1.81 II - 2 -
Knew, knowing, known.
Less, life, located, location, locations.
Matching, matter, missing, more.
Not.
Object, objects, objective, obviously, occurrence, of, omitted, order,
origin, others, out, over.
Particles, past, people, person, place, places, plausible, possible,
proper.
Reality, really, relative, right, rightness, rushed.
Same, scene, sensation, sequence, similar, similarities, situation,
something, source, space, spaces.
Target, telling, terminal, terminals, than, that, the, things, time, timed,
times, to, too, two, true, truth, truthful, twisted.
Unbelievable, unexpected, unimportant.
Value, valued.
Waiting, was, wasn't, way, well, what, which, wrong.
You, your.
L. RON HUBBARD
FOUNDER
Assisted by
Research & Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER
Assisted by
Research & Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=29/1/81
Volnum=0
Issue=1
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Auditor Admin Series 24R
FES CHECKLISTS AND SUMMARY
Type = 12
iDate=3/4/77
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
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Remimeo
FESers
C/Ses
Auditors
SHSBC Level A
Checksheet
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 29 JANUARY 1981
Remimeo ISSUE I
FESers
C/Ses (Cancels & Replaces BTB 3 Feb 77
Auditors AUDITOR ADMIN SERIES 24, FES CHECKLISTS,
SHSBC Level A which did not include the latest
Checksheet technical developments.)
Auditor Admin Series 24R
FES CHECKLISTS AND SUMMARY
References:
HCO B 24 Jan 77 TECH CORRECTION ROUND-UP
HCO B 20 Dec 80 PREREQUISITES FOR SOLO AUDITOR
COURSE AND ADVANCED COURSE LEVELS
In order to program a pc for optimum progress up the Grade Chart, a
Case Supervisor must have an accurate picture of the full state of case of
any pc. The C/S must know of any errors on such things as Int, L & N, drug
handling, missed levels, etc., and thus relies on the FESer to provide him
with a clear, summarized view of a case.
There are several FES checklists which exist for use by C/Ses to
ensure full setups have been done for the major levels. These checklists
are filled out by FESers and used by the C/S in programming the case.
FES checklists for starting or continuing Dianetics and Expanded
Grades are attached to this HCOB. Copies of this HCOB for Flag have an
additional FES checklist attached for starting or continuing L-10, 11 or
12. These are "Flag Only" rundowns.
The appropriate FES checklist is filled out before starting the major
action. Each requisite is checked off on the list to ensure they have all
been met. The completed checklist is then attached to the inside left
cover of the pc folder.
These checklists, properly used, will prevent pcs from being audited
on skipped gradients and will ensure pcs are being fully set up for their
next level.
FES SUMMARY
In addition to these checklists, an FES summary form is also attached
to this HCOB.
This is an additional tool for C/S use.
The purpose of the FES summary is to provide the C/S with a list of
key items he needs to know to properly program a case.
The FES summary is filled out by the FESer and it is stapled to the
top of the completed FES. Whenever a new FES is done or updated, the
summary is also redone or updated.
Items on the summary which are important to handle and should be
brought
to the attention of the C/S are marked or circled in red. The dates when
actions were completed or repaired would be filled in on the summary form
as
well. The
HCOB 29.1.81 I - 2 -
C/S can then easily refer to the FES or Folder Summary to get the exact
details as needed.
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
BDCSC:LRH:RTC:bk
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
HCOB 29.1.81
ATTACHMENT 1
FES SUMMARY
(Staple to top of completed FES.)
PC NAME ________________________________________ DATE
________________________
TOTAL NUMBER OF FOLDERS?
______________________________________________________
ANY FOLDERS MISSING?
__________________________________________________________
CURRENT CASE LEVEL?
___________________________________________________________
DRUGS (Note: This is filled out fully regardless of case level of pc.)
HAS PC TAKEN DRUGS? (HALLUCINOGENIC, STREET OR MEDICAL)
______________________
HAS PC AN ALCOHOL HISTORY?
____________________________________________________
HAS PC SUCCESSFULLY COMPLETED THE PURIF? ________________ WHEN?
_______________
OBJECTIVES? _______________ WHAT?
_____________________________________________
WHEN?
_________________________________________________________________________
OBJECTIVE TABLE DONE AND ATTACHED?
____________________________________________
SURVIVAL RUNDOWN DONE? _________________________________ WHEN?
________________
LIFE REPAIR DONE IF NEEDED? ____________________________ WHEN?
________________
PTS AND SECURITY DATA:
ANY EVIDENCE OF A PTS SITUATION?
______________________________________________
PHYSICALLY ILL OR INJURED?
____________________________________________________
ANY ROLLERCOASTER OR LOSS OF GAINS?
___________________________________________
WAS A PTS C/S-1 EVER DONE?
____________________________________________________
HAS THE PC DONE THE PTS/SP COURSE?
____________________________________________
PTS INTERVIEWS OK?
____________________________________________________________
S & Ds OK?
____________________________________________________________________
ANY SIGN OF WRONG PTS ITEMS?
__________________________________________________
WAS A PTS RD DONE? _____________ IF SO, WAS IT SUCCESSFUL?
____________________
WAS A SUPPRESSED PERSON RUNDOWN DONE?
_________________________________________
IF SO, WAS IT SUCCESSFUL?
_____________________________________________________
IS THE PTS SIT FULLY HANDLED?
_________________________________________________
PSYCHIATRIC OR INSTITUTIONAL HISTORY?
_________________________________________
EVIDENCE OF ELECTRIC SHOCK, INSULIN OR ANY OTHER SORT OF SHOCK THERAPY?
HCOB 29.1.81 I - 2 -
ATTACHMENT 1
BRAIN SURGERY OF ANY KIND?
____________________________________________________
TERMINALLY ILL?
_______________________________________________________________
CRIMINAL HISTORY?
_____________________________________________________________
ANY INDICATIONS PERSON MIGHT BE A PLANT?
______________________________________ (Ref. B.P.L. 8Aug63R "PLANTS" IN
ACADEMIES --- INTRODUCTION OF "FORM" 5B)
SUICIDE ATTEMPTS, SUICIDE THREATS OR EVIDENCE OF PC HAVING SERIOUSLY
CONTEMPLATED SUICIDE?
_________________________________________________________
EVIDENCE THAT PERSON IS PTS TYPE III (Ref. HCOB 24 Nov 85 SEARCH AND
DISCOVERY)
OR IS MENTALLY RETARDED OR IS A LUNATIC (Ref. HCO PL 30 Nov 781 Corr. &
Reiss.
2.12.71 IMPORTANT-BLIND REGISTRATION)?
_____________________________________
EVIDENCE OF CONNECTIONS TO (MEMBERS OF OR IN FAMILIES OF) MEDIA, POLICE,
GOVERNMENT SPY ORGANIZATIONS OR ANY OTHER FEDERAL AGENCY IN ANY COUNTRY,
WHETHER
ALREADY KNOWN ABOUT BY G.O. OR NOT?
___________________________________________
UNDER G.O. INVESTIGATION OR HANDLING?
_________________________________________
PAST OR PRESENT CONNECTIONS TO A SUPPRESSIVE PERSON OR GROUP?
_________________
NED/DIANETICS: (Note: this is filled out fully regardless of case level of
pc.)
HAS PC HAD A COMPLETE DIANETIC C/S-1?
_________________________________________
DIANETICS WAS RUN:
SINGLE FLOW _____________ TRIPLE FLOW _____________ QUAD FLOW
_______________
ARE THERE UNRUN FLOWS OR UNHANDLED BOGGED FLOWS?
______________________________
SCN OR DN DRD WAS RUN TO FULL EP? ___________________ WHEN?
___________________
ANY UNRUN NO-INTEREST ITEMS ON DRD?
___________________________________________
DRUG LIST F/Ned? ____________________________________ WHEN?
___________________
END OF ENDLESS DRD REPAIR LIST DONE? ________________ WHEN?
___________________
ANY NED RUNDOWNS PER NED SERIES 16R DONE?
_____________________________________
WHICH ONE(S)?
_________________________________________________________________
ANY BOGGED OR INCOMPLETE NED RDs?
_____________________________________________
CAN RUN R3RA EASILY?
__________________________________________________________
CAN FIND, RUN, AND ERASE ENGRAMS?
_____________________________________________
HCOB 29.1.81 I - 3 -
ATTACHMENT 1
GRADES/POWER/R6EW
HAS PC HAD A COMPLETE SCN C/S-1?
_______________________________________________
PC HAS ACHIEVED THE FULL ABILITIES GAINED OF EACH OF THE FOLLOWING GRADES:
(Ref. HCO PL 23 Oct 80 II CHART OF ABILITIES GAINED FROM LOWER LEVELS AND
EXPANDED LOWER GRADES)
ARC SW: SINGLE _______________ TRIPLE _______________ QUAD
_______________
SINGLE EXP ___________ TRIPLE EXP ___________ QUAD EXP
___________
GRADE 0: SINGLE _______________ TRIPLE _______________ QUAD
_______________
SINGLE EXP ___________ TRIPLE EXP ___________ QUAD EXP
___________
GRADE I: SINGLE _______________ TRIPLE _______________ QUAD
_______________
SINGLE EXP ___________ TRIPLE EXP ___________ QUAD EXP
___________
GRADE II: SINGLE _______________ TRIPLE _______________ QUAD
_______________
SINGLE EXP ___________ TRIPLE EXP ___________ QUAD EXP
___________
GRADE III: SINGLE _______________ TRIPLE _______________ QUAD
_______________
SINGLE EXP ___________ TRIPLE EXP ___________ QUAD EXP
___________
GRADE IV: SINGLE _______________ TRIPLE _______________ QUAD
_______________
SINGLE EXP ___________ TRIPLE EXP ___________ QUAD EXP
___________
EXPANDED DIANETICS (IF NEEDED): SINGLE ________ TRIPLE ________ QUAD
________
POWER (GRADE V): SINGLE ________ TRIPLE ________ QUAD ________
R6EW: SINGLE ________ TRIPLE ________ QUAD ________
ARE THERE ANY UNRUN FLOWS OR UNHANDLED BOGGED FLOWS ON ANY OF THE ABOVE?
CLEAR (IF CLEAR):
DID CLEARING COURSE AND ACHIEVED FULL EP?
_____________________________________
DIANETIC CLEAR?
_______________________________________________________________
DCSI:
HAS CASE HAD A STANDARD DCSI? ___________________________ WHEN?
_______________
HAS HAD PROPER EVIDENCES OF CLEAR? ___________ WHERE IN FOLDER?
_______________
HAD FULL EP OF DCSI? ____________________________________ WHEN?
_______________
ANY EVIDENCE OF DCSI OUTNESS?
_________________________________________________
DCSI OUTNESS FULLY HANDLED?
___________________________________________________
PC MANIFESTING NEED FOR DCSI?
_________________________________________________
HCOB 29.1.81 I - 4 -
ATTACHMENT 1
IF DCSI DETERMINED PC NOT CLEAR IS PC SATISFIED WITH THIS AND NO ATTENTION
ON
WHETHER CLEAR OR NOT?
_________________________________________________________
HAS PC FALSELY ATTESTED TO CLEAR, DN CLEAR, OR NATURAL CLEAR?
_________________
IF YES, HAVE CERTIFICATES FOR THESE BEEN CANCELLED?
___________________________
OT LEVELS:
HAS ACHIEVED THE FULL EP ON EACH OF THE FOLLOWING:
OT I ________________________________ OT V
________________________________
OT II ________________________________ OT VI
________________________________
OT III ________________________________ FULL OT VII VERIFICATION
______________
OT VII PROCESSES ______________________ OT DRD
________________________________
OT III EXP ____________________________ NED FOR OTs
___________________________
OT IV ________________________________ NED FOR OTs DRD
_______________________
SOLO NED FOR OTs ______________________
NOTE ANY OTHER MAJOR RUNDOWNS PC MAY HAVE HAD AND WHETHER OR NOT THESE WERE
TAKEN TO FULL EP
______________________________________________________________
NOTE WITH FULL DETAILS ANY QUICKIED AND/OR FALSELY DECLARED RD, LEVEL, OR
STATE AND WHETHER CERTIFICATION FOR THESE HAVE BEEN CANCELLED
_________________
FURTHER CASE DATA:
DOES PC GET TA ACTION?
________________________________________________________
IF PC DOES NOT GET TA ACTION IN PT, HAS ANYTHING PRODUCED TA IN THE PAST?
WHAT?
_________________________________________________________________________
WHEN WAS LAST TIME TA ACTION WAS GOTTEN?
______________________________________
MAKES CASE GAIN?
______________________________________________________________
IS PC COMPLAINING ABOUT AUDITING?
_____________________________________________
SOMETHING PC FEELS HASN'T BEEN HANDLED?
_______________________________________
HCOB 29.1.81 I - 5 -
ATTACHMENT 1
IS PC DISSATISFIED WITH ANY LEVEL?
____________________________________________
ANY RECURRING ITEMS, TERMINALS OR CONDITIONS?
_________________________________
HIDDEN STANDARD?
______________________________________________________________
EARLIER PRACTICES?
____________________________________________________________
HAD EXP GF 40?
________________________________________________________________
DOES PC HAVE FREQUENT OUT RUDS? ________________ WHAT TERMINALS ARE
INVOLVED?
HAS PC R/Sed?
_________________________________________________________________
HAS PC R/Sed ON SUBJECTS CONNECTED TO SCN (LIST 1)?
___________________________
WERE ALL MECHANICAL FACTORS CHECKED AT TIME OF REPORTED R/S(ES)?
______________
HAVE R/Ses BEEN FULLY HANDLED (and if so by what means)?
______________________
ANY R/Ses OR EVIL PURPS FOUND WHICH WERE NOT PREVIOUSLY CULLED AND RUN?
ANY DRUG OR ALCOHOL REVERSION? ___________________________ WHEN?
______________
ANY SIGNS OF OUT-INT?
_________________________________________________________
INT RD DONE? ______________________________ CORRECTED?
________________________
END OF ENDLESS INT RD?
________________________________________________________
ANY SIGNS OF OUT-LISTS? ___________________ WRONG WHYS?
_______________________
2WCs THAT ACT LIKE A LIST?
____________________________________________________
OUT-LISTS HAVE BEEN CORRECTED. ___________________________ WHEN?
______________
TA IN NORMAL RANGE?
___________________________________________________________
HAS HIGH TA? __________________________ HAS LOW TA?
___________________________
HAS HAD FALSE TA HANDLING? ______________________ WHAT?
_______________________
DID IT HANDLE TA PROBLEMS?
____________________________________________________
HAS HAD C/C 53 TO F/NING LIST? ___________________________ WHEN?
______________
DID C/S 53 HANDLE TA PROBLEMS/CASE OUTNESSES?
_________________________________
HAS PC HAD C/S 37R? _________________ HAS PC HAD C/S SERIES 99?
_______________
HAS PC F/NED WHAT HE WAS ASKED (C/S SERIES 89)?
_______________________________
DOES PC HAVE BPC ON PREPARED LISTS?
___________________________________________
DOES PC COMPLAIN OF OVER-REPAIR?
______________________________________________
CAN GO BACKTRACK EASILY?
______________________________________________________
HCOB 29.1.81 I - 6 -
ATTACHMENT 1
HAS HAD PAST TRACK REMEDIES?
__________________________________________________
CAN FIND AND RUN FLOW 2s (OVERTS)?
____________________________________________
HAS HAD "NO OVERTS" REMEDIES?
_________________________________________________
WHAT CORRECTION LIST WORDS HAS PC HAD CLEARED?
________________________________
DOES PC UNDERSTAND WHAT AUDITING IS ALL ABOUT?
________________________________
ANY EVIDENCE OF QUICKIE LEVELS?
_______________________________________________
ANY MAJOR ACTIONS RUN TWICE?
__________________________________________________
IS PC IN THE MIDDLE OF ANY MAJOR ACTION(S)?
___________________________________
HAVE ANY MAJOR ACTIONS BEEN LEFT INCOMPLETE OR NOT TAKEN TO FULL EP?
__________
IS PC READING HEAVILY ON PAST GRADES OR ACTIONS OR THEIR SUBJECT MATTER?
ANY POINTS WHERE PC WAS DOING REALLY WELL AND THEN BOGGED?
____________________
WAS THIS HANDLED?
_____________________________________________________________
IS PC CURRENTLY DOING WELL WITH NO COMPLAINTS?
________________________________
ADDITIONAL COMMENTS
___________________________________________________________
HAS THE HANDLING COLUMN OF THE FES BEEN UPDATED TO PT?
________________________
______________________________________
_______________________________________
FESer's Signature FESer's Training Level
HCOB 29.1.81 I
ATTACHMENT 2
FES CHECKLIST FOR
STARTING OR CONTINUING DIANETICS
(Attach to the inside left cover of the folder.)
PC'S NAME ____________________________________ DATE
__________________________
PC'S CASE LEVEL ______________________________
1. Life Repair complete if needed. _______
2. Purif RD fully done. _______
3. Survival RD complete (of full Objectives done). _______
4. No indication of PTSness or PTSness fully handled. _______
5. Pc is not in the middle of another major action. _______
6. TA is in normal range or has been handled in full. _______
7. No trouble with Int or Int has been fully handled. _______
8. Lists (L & N, Prepared Lists, Correction Lists, etc.) OK or have
been properly corrected. _______
9. Pc has had a full and complete Dn C/S-1 and understands auditing
and Dianetics. _______
10. Drug RD done and very complete. _______
11. Runs Dianetics well including past lives or has had this remedied.
_______
12. Can find, run and erase engrams or has had this remedied.
_______
13. Runs R3RA in valence. _______
14. Is not stuck in former therapies or earlier practices or has had
them run out R3RA. _______
15. Does not have unrun Dn flows or bogged and unhandled Dianetic
chains. _______
16. Pc has been run on Triples if a Triple pc, or on Quads if a
Quad pc. _______
17. Pc is not complaining about past auditing. _______
18. Pc can find and run Flow 2 (overts). _______
19. Not currently ill or in ethics trouble. _______
20. Person is not Clear or OT. _______
21. If DCSI done, it has been completed and per DCSI pc is not yet
Clear and has no attention on whether or not he is Clear.
_______
______________________________________
_______________________________________
FESer's Signature FESer's Training Level
HCOB 29.1.81 I
ATTACHMENT 3
FES CHECKLIST FOR
STARTING OR CONTINUING EXPANDED GRADES
(Attach to the inside left cover of the folder.)
PC's NAME ______________________________________ DATE
________________________
PC'S CASE LEVEL ________________________________
1. Pc is not in the middle of another major action. _______
2. TA is in normal range or has been fully handled. _______
3. No trouble with Int or Int has been fully handled. _______
4. Lists (L & N, Prepared Lists, Correction Lists, etc.) OK or have
been handled. _______
5. Pc is not PTS or has been fully handled. _______
6. Pc has had a full and complete Scn C/S-1 and understands auditing.
_______
7. Life Repair complete if needed. _______
8. Purif RD fully done. _______
9. SRD complete (or full Objectives done). _______
10. C/S 54RA fully done. _______
11. Dn or Scn DRD fully complete. _______
12. Full NED program has been done per NED Series 16R to full Grade
Chart EP. _______
13. If full NED program has not been done the person is Clear and has
attested to Clear, after having had the DCSI. _______
14. Pc is not manifesting need for DCSI or correction of it. _______
15. Pc has been fully Tripled or Quaded and does not have unrun Dn
flows or Scn flows. _______
16. Pc is not in Non-Interference area. _______
17. Resistiveness fully handled with GF 40X if needed. _______
18. Each prior Grade has been run to full EP on all flows with good
Success Stories: _______
Triple Grades ______ Quad Grades ______ Exp Triple ______ Exp Quad
______
(a) Dianetics _____________________ (d) Grade I
_____________________
(b) ARC SW _____________________ (e) Grade II
_____________________
� Grade 0 _____________________ (f) Grade III
_____________________
(g) Grade IV _____________________
HCOB 29.1.81 I - 2 -
ATTACHMENT 3
19. Pc is not complaining about past auditing. _______
20. By D of P interview, pc is happy with his gains and not still
wanting something handled. Is not reading on past Grades. _______
21. Has pc R/Sed? _______
22. Has Pc R/Sed on subjects connected to Scn (List 1)? _______
23. Were all mechanical factors checked at time of reported R/S(es)?
_______
24. If pc has R/Sed and R/Ses were true R/Ses, have they been fully
handled, and if so by what means? _______
25. Not currently ill or in ethics trouble. _______
______________________________________
_______________________________________
FESer's Signature FESer's Training Level
L. RON HUBBARD
FOUNDER
Assisted by
Research and Technical
Compilations Unit
Accepted by the
BOARD OF DIRECTORS
of the
CHURCH OF SCIENTOLOGY
of CALIFORNIA
[?]
Type = 11
iDate=21/1/81
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
STUDY AND EDUCATION
TAPE AMENDMENT
Type = 12
iDate=8/1/73
Volnum=0
Issue=0
Rev=0
rDate=0/0/0
Addition=0
aDate=0/0/0
aRev=0
arDate=0/0/0
Remimeo
Student Hat
Supervisors
Tech
Qual
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 21 JANUARY 1981
Remimeo
Student Hat
Supervisors
Tech
Qual (BTB 8 Jan 73 STUDY AND EDUCATION
TAPE AMENDMENT is cancelled as it
unclearly gave "116 ft." from the
beginning of the tape as the
location of the quoted passage.)
STUDY AND EDUCATION
TAPE AMENDMENT
TAPE: Study Tape No. 6 6408C13 SHSBC-36 "STUDY AND EDUCATION"
The following statement, 18 minutes from the beginning of this tape,
contains an error:
"A live study is one which has purpose. It has a use. And a dead
study is one that hasn't any use. And the way you make a DEAD study into a
LIVE study is dual. Its use dies away as in buggy whips, or one simply
omits it as part of the educational process. And it will make the subject
die away not only in the individual but the society, not only in the
society but the individual. Do you see that?"
The error here is that the words DEAD and LIVE (in caps in the above
statement) were accidentally transposed.
What was meant was: "The way you make a LIVE study into a DEAD study
is dual."
This HCOB is to be added to all checksheets and packs of the Student
Hat, or any other course containing this tape, to be read immediately prior
to listening to the tape.
Future tapes will have this corrected.
L. RON HUBBARD
FOUNDER
LRH:bk:gg
Copyright $c 1981
by L. Ron Hubbard
ALL RIGHTS RESERVED
L. RON HUBBARD
FOUNDER