Scientology: Professional Auditor Couse Full

8/16/2019 Scientology: Professional Auditor Couse Full

1/142

Welcome to 'Clear Bird'

We publish technology for personal advancement, increased ability andattainment of personal freedom. Our publications are mainly based on the

technology developed by the late Mr. Ron Hubbard (1911 19!"#.

$he current publication is about the $raining Routines or $R%s.

The Training Routines are &pecific drills to obtain auditor s'ills incommunication and smooth session control. Or )ractical drills, *here studentsprefect their communication s'ills to the level needed by an auditor in session.

$he $R%s ta'e up and drill the component parts of communication. +ood $R%s area ey, not only to success in auditing, but also in life-

ou have to 'no* these drills cold and do them *ell and effortlessly as an

auditor in session. $hey are also e/tremely useful in social situations. 0t ta'esscores of hours of hard *or' and a lot of fun to get them right.

R. Hubbard estimated it should ta'e a *ee' full time, more or less, to get there. $he course is ho*ever to result and there is not any set time limit on a correctly

run course. 0n practice it can ta'e from days to several *ee's full time,depending on bac'ground.

What You Will Achieve on this Course:

$he $R%s are drills. $hat means they are an ob2ective activity aimed at giving thestudent certain s'ills. 3rills are not a 4uestion about ho* the student feels aboutthe sub2ect, but ho* *ell he can perform the actions.

&o *hen *e use %5nd )henomenon% belo*, it is in a different sense than it isused for processes. Here it is %the level of competence needed for a pass.%

When coaching and doing the drills it is important to 'no* *hat you are *or'ingto*ards. $his section should clear that up and should be *ell 'no*n from thevery beginning of drilling. 0nstruction and coaching are not based on opinion. $hey are based upon producing the 6aluable 7inal )roducts and the 5nd)henomenon of the drills.

1


2/142

VALUABLE F!AL "R#$UCT !o% & o TRs is: A professional auditor who with communication handling alone cankeep a pc interested in his own case and willing to talk to the auditor.

VALUABLE F!AL "R#$UCT !o% ( o TRs is: A person with the presence in session and socially, of a professionalauditor. This presence can be summed up as an individual who canhandle anyone with communication alone and whose communicationcan stand up faultlessly to any session or social situation no matterhow rough.

The E!$ ")E!#*E!#! o TRs is: A being who can do the above flawlessly and knows he can do it in allfuture.

!ote on "rere+uisites&tudents *ho have an e/tensive drug history may have a hard time in doing8uditors $R%s.

&uch students need the drug problem and the effects of drugs handled first. R.Hubbard designed a sauna program or rundo*n called %)urification%. $his is

designed to get the effects of drugs out of the body. $his is a prere4uisite to asuccessful $R%s course.

You do not do the TR's course while you receive auditing. The Auditor'sTR's Course is known to change and improve cases significantly. Although the goal are skills and not subective gains, you do not wantto mi! or do several case changing actions at the same time. "o therule is, TR's Course should only be done when pc is not in the middle ofan auditing action. #t can be done before any auditing or aftercompletion of a whole grade and not in the middle of an action.

$e are sure you will enoy it%

Two students doing TR's. One is coach the other the student auditor. They take

2


3/142

turns and help each other through the drills to the full skill level attainable.

What is Auditing

Welcome to the 8uditor%s $R%s ourse. $his is a course for students *ho *ant thefull, professional s'ills obtainable from the $raining Routines or $R%s. &ince the

$R%s are about ho* you do auditing and run a session *e *ill start to definesome basic ideas and elements so you have the right frame of reference.

$einition o TR's or Training Routines:

1# &pecific auditor s'ills in communication and smooth session control aregained in doing the $Rs.

:# )ractical drills, *here students prefect their communication s'ills to thelevel needed by an auditor in session.

$he $R%s ta'e up and drill the component parts of communication. +ood $R%s

are the %arrier *ave% needed to ma'e processes *or'.

What is auditing,7irst of all for auditing or processing to ta'e place you need t*o persons atrained practitioner (auditor# and a client (pc#. On the surface they %sit and tal'%. $he auditor%s communications s'ills are very important. $his course *ill ta'e youone important step closer to become a practitioner. 8n auditor is as good anauditor as he can do his $R%s. R. Hubbard puts it this *ay

"The auditing skill of any student auditor will only be as good as he can do theTR's. Errors and confusions in TR's is the basis for all other errors and confusions

in trying to audit."

$he practitioner is called an auditor, that means a person that as's 4uestionsand listens to the ans*ers. $he basic terminology and rules *ere developed by;afayette Ron Hubbard (1911!"# ( R. Hubbard# and *e *ill use his terminology*here possible.

$he auditor%s client or student is called a -reclear .-c/. 8uditing is usuallyconducted as a one on one activity in a session *here the auditor and thepreclear are sitting at a table facing each other.

$he auditor has different tools of his trade. He has printed materials *ith thee/act technical procedures, he has a report he 'eeps up. He has dictionaries andhandboo's, so he can instruct his preclear.

Maybe the most obvious tool of the trade is the so called Meter. 0t tells thepractitioner *hat 4uestions are %hot% and should be follo*ed up on.


4/142

An auditing session.

It's an almost business like activity.

The auditor (practitioner) has usually a Meter in front of him.

It's the auditor's knowledge and use of the processes and his ability to maintain goodcommunication with his preclear and keep

him finding answers in his mind, that makes

auditing work. The Meter is only a help. oulearn to audit without a Meter in !"T and

later with a Meter.

A HCT meter . Meters come in differentdesigns, but they look very similar and

work the same way. The two cans ne#t to

the instrument are the cans (electrodes),the pc holds in his hands. They are

connected to the instrument by electrical

cords. $hen the auditor asks a hot orcharged %uestion, he will see a reaction

on the needle you see at the top. &lso the

Meter helps the auditor determine, when

a process has been discharged and shouldbe ended off.

ou will learn about the different needle

reactions etc. and what they mean later in

the !"T courses. It is only a measuringinstrument. It uses a battery (usually .

) to send a weak current through the pc's

body. $hen the pc's mind changes, so willthe resistance in his body and that's what

the auditor can observe.(The shown Meter is a clarity*meter)

4


5/142

&o here are a fe* simple definitions and basics related to auditing

Auditing is the application of H$ processes and procedures to someone by atrained auditor.

An auditor is one *ho listens carefully to *hat his preclear has to say> he istrained and 4ualified in applying H$ processes to others for their betterment.

A -rocess is a set of 4uestions as'ed by an auditor to help a person find outthings about himself and life and so improve himself and his life and theconditions around him. $herefore a more e/act definition of auditing (also calledprocessing# *ould be the action of as'ing a preclear a 4uestion (*hich he canunderstand and ans*er#, getting an ans*er to that 4uestion and ac'no*ledginghim for that ans*er. He continues a process until they reach its 5nd )henomena(5)#, *hich includes a ne* reali=ation for the preclear and preclear feeling happyabout it.

A -reclear is a term used to describe a person *ho, through H$ processing, isfinding out more about himself and life. (8bbreviation )#.

Reactive Ban0 (also called the Bank or Reactive Mind#. $his is the subconsciousor unconscious part of the mind. 0t%s that portion of a person%s mind *hich is notunder his volitional control, and *hich e/erts force and the po*er of commandover his a*areness, purposes, thoughts, body and actions.

End "henomena1 those indicators in the pc and Meter *hich sho* that aprocess is ended% 0t sho*s that the pc has been released on the process being

run. )art of the 5nd )henomena are a ne* reali=ation or cognition for the pc. 8so called 7loating ?eedle on the Meter and the preclear feeling great (called 6ery+ood 0ndicators 6+0%s#.

$hese definitions are correct, but stated as simple as possible.

5


6/142

The Auditor

8s mentioned several times the auditor is the practitioner in H$. $o become agood auditor you have to learn a series of basic s'ills. ou have to follo* $he8uditor%s ode.

The Auditor's Code. $his is the professional code of conduct, that you al*ayshave to observe, *hen you are auditing. 0t is based on e/perience over manyyears. When it is observed closely, the pc *ill usually get e/cellent results andgains out of the processing. When it is dealt *ith carelessly or bro'en, the pc *illget a lot less than the optimum results out of the processes. He may evenbecome *orse. &ome of the important points are

!o evaluation% ?ever to tell the preclear *hat to thin' about his problems>never try to solve his problems for him. ;et him figure it out and help him to dothat *ith the technology and the processes. $o brea' that rule in auditing is bad.0t%s called evaluation.

!o invalidation. ?ever tell the client *hat you thin' is *rong *ith him or*orse, tell him he is *rong about something. 8gain the *hole purpose ofauditing is to ma'e the client (preclear# capable to figure these things out forhimself. $o ma'e *rong or contradict the client (preclear# is called invalidation.0t%s bad to do as an auditor as it%s very counter productive.

*aintain communication% 8ccording to the ode you need to be in goodcommunication *ith your pc. ou carefully listen to *hat he has to say. ou 'no*from *hat he says, *hat is going on. ou ac'no*ledge his ans*ers appropriatelyand if he comes up *ith something une/pected, you 'no* ho* to respond.(ommunication *ill be the sub2ect matter of several full chapters#.

!ever get angr2% ou never get angry *ith your preclear. ou patiently *or'*ith him, so he can rela/ and concentrate on finding the ans*ers in his mind. ou ma'e the pc feel safe and rela/ed, so he can go, *here the process sendshim *ith a feeling of security.

Auditor + PC > Bank

Auditor 3 "C 4 "C's Ban0%

$here is a basic formula, that ma'es auditing *or' 8uditor @ ) A )%s


7/142

it is harmful. 5verything you *ill learn *ill directly or indirectly support thise/ploration. 8l your basic s'ills and tools has to pass this test. 3o you help thepc e/plore and overcome his ban' or do you hinder itB 0f you hinder it, you aredefinitely doing something *rong. 5very procedure and process is seen in thesame light. $he right process at the *rong time can *or' against this, as the pcisn%t ready yet. $he right process applied *rongly by the auditor can *or'against this, and the auditor has to find out *hat he is doing *rong and correct it

or have it corrected by his instructor.

$he 8uditor%s ode, that *ill be covered in full later in H$, has this as itsprimary function it contains those points, that it is absolutely necessary toobserve in order to help the pc overcome his ban'.

Bank + Auditor > PC PC - Auditor < Bank

Who can 5ecome an auditor

$o become a good auditor, you need certain 4ualities. ou need to have a desireto help your fello* Man. $he stronger your desire the better. ou need to have abelief in, that you can help him. $he course *ill help you develop that, but unlessyou have a personal desire and belief in these things to begin *ith, you may notbe able overcome the difficulties you can run into. &o 'eep your desire and belief

in these things clean and strong or get your difficulty sorted out if you shouldsuddenly feel less enthusiastic about your underta'ing.

ou need to be able to study and learn practical s'ills. ou have to be able toturn *ritten instructions into e/act actions and 'eep learning until you have ite/actly right.

ou need a certain type of courage. 0n auditing you are e/ploring un'no*nterritory as far as your pc is concerned. ou need to do that courageously and'eep going until you get to the 5nd )henomena. ou need to develop a positive

7


8/142

and friendly attitude. 0t%s not the auditor%s Cdeep thin'C and CdeepunderstandingC that ma'es auditing *or'. 0t%s more li'e every time the pc loo'sup he sees the auditor is right there *ith him encouraging him and supportinghim in getting on *ith it. 0t%s the auditors high interest in his preclear and hispositive encouraging attitude and being *ith the pc every step of the *ay, thathelps the pc overcome his ban'. ou need to be persistent and insistent in apositive *ay. $he auditor should stay positive and encouraging even *hen the pc

runs into problems or difficulties. ou don%t agree *ith your pc%s difficulties. ouare there to overcome them and get him through it. 8nd this you have toaccomplish *ithout getting angry, invalidate or evaluate for your pc.

+obots can't audit.

It takes live

communicationto make auditing

work.

ou need to develop and continue to develop your oneonone communicationss'ills. $hat is *hat the 8uditor%s $R%s ourse is about. ommunication is thebasic s'ill that ma'es the processes *or'. $hey *ill not *or' on a mechanicallevel or done by a robot. $he pc has to be *ith it and feel in communication *iththe auditor and understood.

8uditing

Here are is another basic definition of auditing from R. Hubbard%s *or's

C8uditing is the action of as'ing a preclear a 4uestion, getting an ans*er to that4uestion and ac'no*ledging him for that ans*er. 8uditing gets rid of un*antedbarriers that inhibit, stop or blunt a personDs natural abilities as *ell asgradiently increasing the abilities a person has so that he becomes more ableand his survival, happiness and intelligence increase enormously.C

Here is ho* #eoffrey $ilbert defines auditing or processing in his boo' E%caliburRevisited&

8


9/142

C)rocessing is the application of a precise technology based on principles of thehuman mind and life. $he auditor helps and listens to another person in order toCclearC that person of confusions. 0t enables the person being cleared (the preclear# to increase his ability to be, to live, perceive, e/perience, understand andact by freeing his attention from confusions. 0t can be applied at any level ofa*areness and through it a person can solve his difficulties in life and thought.CC$he goal of processing is to bring a person closer to the state of lear *here he

ceases to act irrationally (react#, is total cause over his e/istence if he choosesto be, and can handle anything that he is confronted *ith.CClears have fe*er problems, better health, higher 0Es, higher perception,4uic'er reaction time, are more stable, more oriented and have betterpersonalities by traditional standards. $hey are highly individualistic. $he state oclear is an obtainable and attainable reality.C

8uditing is usually an e/act 4uestion or set of 4uestions and commands, that theauditor gives to the pc. $his is *hat *e call a process. $hese processes are *ellresearched and tested. $he processes you *ill learn on this course have all beenin use for over FG years, some of them decades longer.

Here is an e/ample of a simple process

1. Recall a time that was really real to you 2. Tell me about it.

$he auditor gives the first auditing command to the pc and *aits for his ans*er. $he pc finds an ans*er in his mind and ans*ers *ith perhaps CesC. $he auditor ac'no*ledges. $he auditor says C$ell me about itC. $he pc tells the auditor about the incident he recalled.

$he auditor ac'no*ledges the ans*er.

$he above is part of an actual process, you *ill learn more about under the recallprocesses of H$ G.

$he processes are designed to get the pc to loo' deeper and deeper into hisreactive ban' or loo' at mechanisms in his mind, that get their po*er from thereactive ban'. &ince recall is often used to get there, the Recall grade isimportant. $he actual process 4uoted is used as an e/ample as it isn%t veryupsetting or prone to get you into a lot of difficulties.

Can Auditing 5e )armul,

$he processes you *ill learn in H$ *ill do the pc a lot of good.


10/142

?o auditor needs to audit *ith the fear that he *ill do some irreparable damageif he ma'es an error.

R. Hubbard%s boo' C3..neti's $he Modern &cience of Mental HealthC providesthe ans*er to the 4uestion, CWhat happens if 0 ma'e a mista'eBC

$he follo*ing e/tracts are from the chapter C$he Mind%s )rotectionC

C$he mind is a selfprotecting mechanism. &hort of the use of drugs..., shoc',hypnotism or surgery, no mista'e can be made by an auditor *hich cannot beremedied either by himself or by another auditor.C

C8ny case, no matter ho* serious, no matter ho* uns'illed the auditor, is betteropened than left closed.C

$his is good to 'no*, *hen you are 2ust starting out. $he pc can al*ays be bailedout. Hopefully you *ill learn the $R%s so *ell and ma'e sure you drill allprocesses thoroughly first, so you never *ill have to deal *ith it.

The "reclear

&o *ho is your preclearB 0s it a patient ready to e/plode or commit suicideB 0s

auditing only for mentally troubled peopleB

8lthough an e/perienced auditor can handle all 'inds of difficulties the sub2ect assuch is far from the same as a Cmental therapyC. 0t is designed and intended forspiritual gains. ou *ill have the best time and best results *ith people thatalready do 4uite *ell in life, but are loo'ing for more. 0t is actually contained inthe very *ord C)reclearC.

C)reC means before> and ClearC is a high and desirable state of being.

10


11/142

lear is a very e/citing state of being or e/istence. 8 person that goes lear *illfeel a tremendous rise in po*er and freedom> he *ill feel detached from all bade/periences of the past. He *ill see his o*n future as bright and promising. He*ill be able to thin' and see clearer. Ho* e/actly he *ill change is for you to findout. $o determine, if a person has obtained the state of lear is a technical thing*ith it%s o*n definitions and technology.

8 pc *ill probably feel great and something li'e this many times during hisprocessing. $his is 4uite obtainable even at lo*er levels.

0t may not last for a long time early in auditing. 8 release is a temporary state,*hile lear is a permanent state.

$here are t*o states of being you pursue in auditing. $he one is the ultimatestate of lear. $he other state is a state of release.

ou are going for a release, each time you run a process. 0t may be lessspectacular than described above.


12/142

0t can be casual and 4uite businessli'e to get there. ou don%t have to follo*strange diets or rigid rules, that ma'es a common life impossible. ou do have tofollo* a healthy lifestyle, eat properly, stay off drugs, no e/cess use of alcohol(and no alcohol : hours before a session# and not get yourself involved inunethical conduct.


13/142

$here is a lot to 'no* about the Reactive Mind. $he Reactive Mind, the Reactive


14/142

The Thetan% R. Hubbard used the +ree' letter $heta, to describe thoughtenergy. $his is basically a non physical form of energy that is senior to thephysical universe. $he unit, that produces this form of energy is called the $hetan. $his is not an entirely ne*ly discovered entity by far. ou refer to it as C0C

or CMeC. 0t%s the core personality or soul of an individual. 0t%s the spirit that is yourbasic self, a very po*erful and capable fello* that over time has been trappedand burdened *ith all 'inds of luggage, false ideas, confusions, painfule/periences, losses and relationships gone bad.

$he idea that you have a soul is incorrect. $he correct idea is, that you are asoul. $he soul or thetan is the very core of your beingness. 0t%s who you are. $hemission of auditing is to restore this core individual to his o*n good self. 0t is tofree you of all the chains and burdens, that hold you do*n. $he po*er andabilities inside you are very impressive. 0n the course of auditing this is *ho *e*ant to find and *or' *ith. We don%t *ant to teach you anything ne* *ith

auditing. 0nstead *e *ant to strip all these layers of added false ideas,confusions and burdens a*ay. 0n H$ *e *ill of course teach you *hat auditingis all about, ho* to run the processes etc.


15/142

$he ne/t 4uestion is Where does a thetan store all this and all his positivee/periencesB

He stores it in his mind. $he mind is li'e a computer> and the thetan is thecomputer operator. ou see, the thetan is not his mind either. $he mind issomething he has, something he uses and something he builds upon and adds toas he goes along. His basic beingness as a thetan does not really change, but his

mind does.

The Anal2tical *ind% $he mind can be separated into several compartments. $here is the 8nalytical Mind, the Reactive Mind and the &omatic Mind.

$he 8nalytical Mind has to do *ith rational thought. 0t%s li'e a *ell functioningcomputer. $his is *here you store all *hat you learn. $his is the mind you use

*hen you solve problems and try to figure out predictions and estimations. $hecapabilities of the human mind is 4uite impressive. 0t can resolve a multitude ofvery different problems from very different *al's of life.

When you drive a car *ithout problems, you use your 8nalytical Mind all thetime, *hen you observe traffic and respond. ou have to estimate speeds,directions, cars% condition and capabilities maybe even the other driversconditions. ou do this almost automatically. When you analy=e *hat a driverhas to respond to and 'eep trac' of it is 4uite impressive. ;et%s follo* a mancalled Ioe during his day.

Our driver, Ioe, arrives at *or' after a safe drive. 8t *or' there is a *hole ne*set of problems he has to ta'e care of. He has to ma'e 4uic' and accuratedecisions and act upon them. ?e* and unsolved problems gets thro*n at him,and he has to figure out the correct response. He ta'es orders and gives orders.

0n the lunch brea' he sits do*n *ith his colleagues and they discuss bas'et balland there is a *hole ne* set of rules and facts he has to remember and use tothin' *ith.

15


16/142

$hen he drives home after *or'. His *ife as'ed him to do some shopping on the*ay home. He par's at a supermar'et and goes inside. 8gain he has to use a*hole ne* set of facts and abilities. He *ants the best deal for his money> hehas to find his *ay around. He compares products and decides on products againand again. He remembers his *ife *as going to coo' meat loaf, and heremembers a fe* spices, he *ould li'e her to add. $hese are not on his shoppinglist, but again he 'no*s e/actly *hat he is going for and gets it from the endless

shelves.

When he comes home, he gets greeted by his family. 8fter dinner his young soncaptures him. His son needs help *ith his school *or'. 8gain our hero, Ioe, findsthe right set of data and rules in his analytical mind, so he can help his son *ithhis math problems. He 'no*s ho* he can treat his son so he learns *hat they goover. $his is a much different approach, than the one he uses at *or' *ithadults. With his son he is loving, patient and full of smiles.

7inally his son is satisfied. Our dad can finally sit do*n *ith his *ife. $hey decideto *atch $6 and they see a movie, that ta'es place in Hong ong. $o en2oy that,

Ioe has to find a ne* frame of reference and he has to let his imagination play abigger role. He has to imagine places and circumstances he has never beenconfronted *ith in real life. &till, he can Cget into itC and get an e/perience ande/citement out of it.

Well, it%s time to go to bed. 0t has been a long day and Ioe falls asleep right a*ayafter 'issing his *ife good night.


17/142

and correctly *ithout even thin'ing about it. $his ability belongs to the somaticmind. 8thletes *or' a lot *ith their somatic minds to get all their movementsright. ?e*born babies have to learn an impressive number of s'ills before theycan *al'.

$he somatic mind also ta'es care of all the complicated functions inside yourbody, li'e heart beat, breathing, digestion etc., etc.

The Reactive *ind% .E!T$A$ 6E!ETCA/ $he Reactive Mind has a specialinterest to auditors and auditing. $he auditor%s goal is to eradicate it piece bypiece until it%s completely gone. ;et%s first loo' at some basic definitions of theReactive Mind

The Reactive &ind () s a portion of a person's mind which works on a totallystimulus(response basis. t is not under his volitional control) and it e%erts forceand power of command over his awareness) purposes) thoughts) his body andactions.

0t *or's as a stimulusresponse mechanism. $hat means if something in theenvironment activates this part of the mind it gets an instant reaction by theperson and usually an irrational one. 0t can ta'e control over his po*er ofcommand. 0t can control his thoughts, his a*areness and even his body andactions.

8n e/ample *ould be somebody receiving bad ne*s and have a violent orine/plicable reaction to it. 8nother e/ample *ould be somebody having a littleaccident or mishap occur and become all upset and scared. ou *ill see thesethings happen every day if you 2ust 'eep your eyes open.

&omebody overreacting observably is ho*ever 2ust one manifestation. 8nothermanifestation *ould be, *here the Reactive Mind has ta'en control morepermanently over a part of a person%s life. One e/ample could be suicidethoughts on a regular basis. 8nother e/ample could be avoiding cro*ds orcertain places. &ome people have strong fears and disli'es for certain types of

17


18/142

people. 0t could be the opposite se/, salesmen or doctors. 0f these disli'es haveno rational e/planation, it%s a sure sign of the Reactive Mind being at *or'.

$here is of course a rational *ay to respond to these things.


19/142


20/142

4The component parts of theta are affinity) reality) and communication5 (from G!


21/142

8n understanding person could be described as 4thetaful5 . ;ots of 8R. C&he hasa lot of love to give, a lot of free theta to spend, a lot of spare attention foreveryoneC. &uch a person *ill not have much trouble in life. &he may never beterribly successful in terms of ran' and status, yet she *ill be *ell li'ed and havegreat peace of mind.

$his 4uality *as not given to her as a birth right. 0t is something she creates

causatively by using affinity, reality and communication.

8ffinity) reality and communication co(e%ist in a close relationship... 0one canbe increased without increasing the other two and none can be decreasedwithout decreasing the other two5 (G!#.

$hey are side by side in a triangular relationship. $here are al*ays the three ofthem. $hey influence each other, no matter *hich one you *or' on.

ou tal' to someone about the *eather (comm#, you come to an agreement thatthis summer isnDt really *orth remembering (reality#, you begin to thin' heDs a

great guy (affinity#.

Or ou as' your neighborDs little son, *ho is very shy, about his ne* bi'e(reality#. HeDll bubble over *ith pride and e/citement about it (comm#. ou tellhim you *ished you had a bi'e li'e his, *hen you *ere his age(agreementNreality#. HeDll li'e you better from no* on and be less shy (affinity#.

Or you pat your dog (affinity#. HeDll 2ump up and bar' at you playfully (comm#. ou pic' up the idea from him and ta'e him for a *al' (reality#.

$his, then, is the 8R triangle. his capacity for understanding is relativelylo*. 0f he *ere in fear (1.G on the tone scale#, it *ould be even lo*er. 0nantagonism (:.G on the tone scale#, heDd get it but thro* it bac' at you. Jp inboredom (:.K on the tone scale# he *ould at least get *hat you meant and notreact to it, but he *ould not do anything *ith it either. 8t enthusiasm (.G on thetone scale# you may have the fello* gets it and supports you *ith enthusiasm.

21


22/142

;et us no* loo' at the definitions of 8 and R and separately and add some ofthe philosophical depth.

AFF!TY

R. Hubbard defines affinity in terms of reaching or distance. One reaches forsomething in order to have it close to one. ;ac' of affinity *ould be e/pressed ina *ithdra*.

"ffinity is a phenomenon of space in that it e%presses the willingness to occupythe same place as the thing which is loved or liked. The reverse of it would beantipathy 2dislike3... which would be the unwillingness to occupy the same spaceas or the unwillingness to approach something or someone5 .

0t follo*s that the mental space of someone *idens *ith the amount of thingsor people he loves. 0t follo*s as *ell that someone high on the tone scale, havinga lot of affinity, finds it easy to include a lot of things or people in his space. Hemanages to loo' at life from other vie*points as *ell as his o*n. $hatDs a true

sign of affinity. He is able to put himself in someone elseDs shoes and loo' atthings from their point of vie*.

)ut in more technical terms he can assume the beingness of another> the otherperson%s role or identity.

$his doesnDt refer to people only but to all things alive or dead, such as plantsand stones. +iven enough affinity, you can deliberately become them. $his isso because the thetan is not part of the physical universe but places himself in

the physical universe *herever he considers it useful or pleasant to be (8/iom, K#.

Jsually you have your vie*point stably anchored inside your head.

et, at the same time you may put a vie*point into a *ithering plant on thetable, and *ander around inside it to find out *hatDs *rong *ith it. ou have,for a moment, assumed the beingness of this plant .

4oincidence 2sameness3 of location and beingness is the ultimate in affinity5.

22


23/142

$here are many *ays to assume a beingness, to be in the space of another orma'e another be in oneDs space.

$here is (once again# a *hole scale to it, paralleling the tone scale

the >?no9to9*2ster2 =cale@%

(8ll scales parallel the tone scale-#

8ssuming the beingness of another may be done

by 'no*ing,by loo'ing,by emotional tuningin. acannibal eats his victimDs brains to assume his beingness> se/ orgies serve to beclose to each other at least physically. $he further you get do*n on this scalethe more solid the means become to attain the end of assuming someoneDs

beingness. 0nstead of theta, mest is used (8/iom :K#.

REALTY

Realit2 is not loo'ed at as ob2ective by R. Hubbard.0t is certainly observable, but not necessarily ob2ective.5ach observer ta'es his o*n vie*point, in both senses of the *ord

a# Mentally spea'ing, he sees things through the filter of his o*n attitudes andconsiderations, and *ith the amount of affinity he happens to have at the time.(&omeone, *ho is all sad and griefy ma'es a bad observer.#

23


24/142

b# )hysically spea'ing, each observer stands in a different location from theother and therefore has a different angle of vie*. $herefore each observation, tostart *ith, e/ists for each observer individually only. 0t is actually in his mind. $his is termed an actualit2%

8s soon as the observers share their observations and come to an agreement*ith each other, there is reality in the full sense of the *ord

8n actuality can e%ist for one individually) but when it is agreed with by others itcan then said to be a reality5 (8/iom :#.

$his does not e/clude that you might disagree *ith yourself occasionally. Off andon one doesnDt trust oneDs o*n eyes, as *e all 'no*. &o even for oneself yousometimes have to *or' out *hat is real and *hat isnDt.

Reality changes can easily be brought about by drugs and hypnosis, even bymere physical threats and violence. ou can beat somebodyDs o*n reality out ofhim and ma'e him agree to yours. HeDll do it because he *ants to live.

$his *ay robots are made. 0n any case, *hen *e tal' about reality, *e tal' aboutagreement.

4Reality is the agreement upon perceptions and data in the physical universe.2ll we can be sure is real is that on which we have agreed is real. greement isthe essence of reality. (G!#

it may change the ne/t day. ounever can tell. 5ven our scientific description of the physical universe is only one*ay of coming to an agreement concerning it.

rosscultural studies (particularly in the field of medicine# sho* that otheragreements are possible and *hen acted upon, bring results, too.

C#**U!CAT#!

24


25/142

4ommunication is the interchange of perception through the material universebetween organisms or the perception of the material universe by sensechannels5 (G!#.

&imply put 2ust by perceiving and sensing something you are already involved*ith communication and thereby *ith the 8R triangle.

$he perceptions, such as sight, sound smell, taste, are real or not to the e/tentthat one can agree *ith them or not.

)erceptions *hich you can agree *ith and approve of to some e/tent, and *hichhappen to be inside your scope of activity or survival efforts, you *ill haveaffinity *ith. Others *hich may be outside your scope of survival or go against it,you may have a harder time to accept as real but you surely donDt li'e them.

When too rough, you may not even CseeC them at all no communication, apathy.

$he use of the term interchange in the 4uotation above sho*s that there are

t*o terminals involved in a cycle of communication. $erminal means in &cnlanguage the end point of a communication line.

$here are t*o end points or terminals (typically persons# in a communication asourcepoint and a receiptpoint.

$hus the definition of communication loo's li'e this

Communication is the consideration and action of impelling an impulseor particle from source-point across a distance to receipt-point, withthe intention of bringing into being at the receipt-point a duplication

and understanding of that which emanated from the source point.Aiom */).

':uplication' in the above means seeing a thing e/actly as it is *ithout anydistortions, *ithout adding to it or subtracting from it. 3uplication refers to thecommunicationpart of the 8R triangle. When the particle received is a perfectduplicate of the particle sent, *e *ould have the ideal outcome of acommunication.

',nderstanding' means fitting *hat you receive into the data you already 'no*,by doing comparisons, etc.

7rom the definition above the communication ormula is derived

Cause, distance, effect, with intention, attention, duplication andunderstanding.

0tDs a formula in the same sense as a recipe or prescription. When you mi/ theingredients in the formula you get communication. 0f you leave one ingredientout, it *onDt be real communication.

25


26/142

With the above, one important aspect of an auditing session has been describedthe preclear ma'es himself receipt point of the energy impulses and massparticles *hich emanate from his mental ridges or his ban'. He duplicates andunderstands them one by one until all the information contained in the pictureshave been fully included in his space. ?o* the pictures *ill vanish. $hey *onDthave a compulsive influence on the pc any longer. 0f he *ants to, he can recreate it at *ill (he can still remember it analytically#.


27/142

=CALE= and BE)AV#R

$he scales are the practical measuring stic's an auditor uses to determine,*here his pc is at. &ince the purpose of auditing is to move the pc up on thesescales, the auditor that 'no*s his scales *ell, *ill be able to 'eep trac' of hispc%s progress or possibly lac' thereof.

$hey are +radient scales of ability or beingness.

$he term Cgradient scaleC can be applied to anything, and means a scale ofdifferent steps or degree of something. 0t can go from =ero to infinity. 3ependingon the direction you follo* on the scale, it could go to an infinity of *rongness oran infinity of rightness.

8bsolutes are considered unobtainable.

$he difference bet*een one point on a scale and the ne/t could be *ide, a hugestep or it could be so tiny, so you need the outmost attention and closeobservation to see it.

;ife in its highest state (top of the scales# is total understanding. ;ife in its lo*erstates is less or lac' of understanding.

Jnderstanding is composed of 8ffinity, Reality and ommunication. Of the three,communication is by far the most important. 8ffinity and reality, you could say,e/ist to support communication.

Jnder the heading of affinity *e have the $one &cale.

$he characteristics and abilities of the top of the scales (or near the top# are

27


28/142

Jnbounded creation, outflo*, certainty, certainty of a*areness, outgoing,e/plosion, holding apart, spreading apart, letting go, reaching, goals of acausative nature, *idening space, freedom from time, separateness,differentiation, giving sensation, lightness, *hiteness, total a*areness, totalunderstanding, total 8R.

$he characteristics and abilities of the bottom of the scales ( or near the bottom#are

3eath, inflo*, certainty (of una*areness#, implosion or collapse, pulling togetherholding together, *ithdra*ing, effect goals (ambition to be an effect rather thana cause#, space getting smaller, no time or infinite time in a moment, beingstuc', identification, fi/ed identity, being at the receiving end of sensation,condensation, blac'ness, solidification, no a*areness, no understanding, no 8R

$he various characteristics or intentions are observable for any dynamic and any

universe.(Jniverse 8 complete set of created things. $here are F principal universes $hephysical universe, our o*n Jniverse and Other%s Jniverse#.


29/142

a different emotional reaction to different spheres of life. His good friends, hisinterests and hobbies *ill put him in a good mood. 3etested 2obs, chores anddetested people *ill probably put him on a much lo*er level.

3uring a normal day, you may find the same person go through many differentemotional tones, depending on *ho he meets and *hat he faces.

29


30/142

Basic Tone =cale

;% Enthusiasm8%8 =trong nterest8% Conservatism(% Boredom

(% Antagonism&%D "ain&% Anger&%( !o =2m-ath2&%& Covert )ostilit2&% Fear% =2m-ath2%D "ro-itiation% 6rie%8 *a0ing Amends% A-ath2

% Being a Bod2 .$eath/

Here are some observable characteristics on the most important levels($a'en from hart of ttitudes in &elf 8nalysis#.

;% EnthusiasmBehavior& 5/cellent at e/ecuting things (*or', plans#. Euic' reaction (relative toage group#.-peech& apable of easily e/changing ideas and beliefs.Reality& an see others% reality. &earches for different vie* points and a changeof reality.;ow literal things are taken& an easily differentiate facts from fiction as 2o'esor lies.Method used to handle others& +ains support by contagious enthusiasm bac'edby reason.ondition of belongings& 0n e/cellent condition. 0n e/cellent repair.

30


31/142

8%8 =trong nterestBehavior& +ood at e/ecuting things (*or', plans#, also sports.-peech& Will tal' about %deep% beliefs and ideas. Will accept or consider them.Reality& an understand others% reality and change vie*point. 8greeable.;ow literal things are taken& +ood grasp of statements. +ood sense of humor.Method used to handle others& +ains support by creative reasoning andcommunication.ondition of belongings& 0n good condition. 0n good repair.

8% ConservatismBehavior& 7air amount of action. &ports.

-peech& ;imited number of personal ideas, tentatively presented.Reality& 8c'no*ledges the e/istence of possible other realities. onservative.;ow literal things are taken& an sort out the real meaning of statements.Method used to handle others& +ets support by practical reasoning and built up%connections%.ondition of belongings& 7airly good.

(% ndierence1 BoredomBehavior& &ome*hat inactive, but capable of action.-peech& easy going on pointless conversations. ;istens only to ordinary affairs.Reality& 0ndifference or refusal to match conflicting realities. $oo careless to

31


32/142

agree or disagree.;ow literal things are taken& 8ccepts little, literally or not. $ends to ta'e humorliteral.Method used to handle others& ?ot concerned about support from others.ondition of belongings& &ho*s some signs of neglect.

(% Antagonism1 E-ressed ResentmentBehavior& apable of destructive and some constructive actions.-peech& $al's in threats> invalidations. ;isten to threats. 0nvalidation of thetatal'.Reality& 6erbal doubt. 3isagrees. 3efends o*n reality and undermines others%.;ow literal things are taken& 8ccepts threats and remar's of tone :.G literally.

Method used to handle others& ?ags and critici=e bluntly to get compliance andaccept.ondition of belongings& 6ery neglected.

&% AngerBehavior& apable of destructive action.-peech& $al's mainly of death, destruction and hate.Reality& 3isagrees *ith or destroys reality of others. Cou are *rong-C;ow literal things are taken& $a'es alarming statements literal.


33/142

&%& 9 &% Une-ressed resentment1 FearBehavior& an do minor actions.-peech& C&*eet tal'sC *ith vicious intent.


34/142

be a normal thetan in a human body> ho*ever the range goes beyond, *hat canbe directly observed by facial e/pressions etc. etc. as listed above and on thehart of 8ttitudes.

8ny human being usually has t*o different positions on the tone scale $here isone called the -ocial Tone (thetan plus body# and one is the Thetan's Tone.

"ocial Tone $he social tone is found in the normal observable band bet*een

G.G .G. &ocial habits, upbringing and culture and Cmental machineryC plays animportant role as to ho* *e behave to others and respond in differentsituations. $his is the one you can easily observe by direct observation and%obnosis%. 0t has sometimes been called a %false% tone.

Thetan's Tone $his is different from social tone. $his is ho* *e %feel inside%. 0thas a *ider range than the G.G .G as you can see belo*. 0t has the full rangefrom G.G to @ G.G. ou need especially to pay attention to the band bet*een@ .G do*n to 1G.G. $his is not obvious to %obnosis% but *ill reveal itself inspecial situations and through a pattern of behavior and %moments of truth%s% etc0t ta'es a little bit of detective *or'.

8s you can see the e/panded tone scale (the thetan scale# aligned *ith theno* to Mystery &cale, a lot of normal human activity is depicted as ta'ing placebelo* G.G.0n terms of the thetan, G.G e/presses %thetan death% the point *here one deniesthe e/istence of oneself as being a thetan a spirit. $his is the commonly heldvie*point of science Cthere is no soul> death is the endall of e/istenceC.


35/142

A)tion '0.0 Loo*E+,i"#r#tion -.0 P"!s E&otion -.0 '.0/

Aest,eti) .0 The thetan can experience tonesabove 4.0 (but not directly

observable).

Ent,!si#s& 4.0 Thetan+Body: range 4.0-0.0C,eerf!"ness $.1Strong 2nterest $.$

Conser3#tis& $.0 Mi" 2nterest '.5Contente '.-Disintereste '.Boreo& '.1

Monotony '.4 Ant#gonis& '.0 Min!s E&otion '.0 0.06osti"ity /.5P#in /.-

Anger /.16#te /.4Resent&ent /.$

No Sy&7#t,y /.'8ne+7resse Resent&ent /./1Co3ert 6osti"ity /./

An+iety /.0'9e#r /.0Des7#ir .5-Terror .5

N!&( .54Sy&7#t,y .5Pro7iti#tion :,ig,er

tone se"e)ti3e"y gi3es; .-%rief .1

M#*ing A&ens :7ro7iti#tion )#n18neser3ing .$

Se"f#(#se&ent .' ?i)ti& ./6o7e"ess .0>

A7#t,y .018se"ess .0$Dying .0/Boy De#t, 0.09#i"!re 0.0 Thetan+Body: range 4.0-0.0Pity 0./ The thetan can experience tonesS,#&e :(eing ot,er (oies; 0.' below 0 (but not directlyobservable).

A))o!nt#("e 0.>

B"#&e :7!nis,ing ot,er (oies; /.0Regret :res7onsi(i"ity #s ("#&e; /.$Contro""ing Boies /.1 EffortProte)ting Boies '.'Oning Boies $.0 T,in*

A77ro3#" fro& Boies $.1 Neeing Boies 4.0 Sy&(o"s Wors,i77ing Boies 1.0 E#tS#)rifi)e .0 Se+6iing -.0 MysteryBeing O(@e)ts /0.0 W#it

35


36/142

Being Not,ing '0.0 8n)ons)io!sC#n


37/142

0f you have such a person operate po*erful machinery he is a real liability. Hemay accidentally hurt others and thin' nothing of it. He can%t ans*er 4uestionsabout %ontrol% and %Help% in an intelligent and sensible manner.

He can%t stop anything, start anything or change anything. ;e dependscompletely on training and automatic responses and his own 'mental machinery'to perform at all.

0f an emergency or an une/pected situation arises he has no proper responseand accidents happen.

When you loo' for people responsible for bad accidents or e/pensive mista'es orother big time troubles you *ill usually find persons in the subapathy band arein the center of such messes.

8 person *ho is in this condition cannot control things and is not theresufficiently to be controlled by anyone else and does strange and unpredictablethings.

37


38/142

Uses o the Tone =cale

)o to do a G ( minutes -s2cho9metric testG

0n a a normal conversation you drop great ne*s and see ho* your partnerreacts.

ou tal' about a cause most people are against (feels antagonistic about#. ou tal' about something &cary (7ear#. ou tal' about something sad or dreadful (+rief, 8pathy#.(ou can of course use tones in bet*een#.

ou notice the partners response to each. Where hisNhers reaction is mostsignificant, that is *here he is on the scale.

Raising some5od2's Tone

;et%s say you find the person is at grief (G.K# on the scale. ou can raise the persons tone by %matching tone%. ou stay on a tone level G.K1.G higher on the scale. $hat *ould be &ympathy (G.!# and 7ear (1.G# up to8nger (1.K# . ou could e/press sympathy for their troubles and then your fearsabout something relevant> that *ould get the person%s attention. $hen you coulde/press anger to*ards the source of the grief (Cthat bastard-C or *hatever#. $hisis the *ay you get the person%s attention and raise himNher from the originalgrief. ou can 'eep up the process until the person is cheerful.

$rying 2ust to be %enthusiastic% about things to cheer himNher up *ouldn%t *or' atall. 0t is too much of a 2ump for the person to consider. 0t%s not real to the person. $his is the 8R triangle at *or'. $oneP8. &ub2ect matterPR. onversationP.

38


39/142

Communication and

Auditing

A!iom 0( 1ostulates and live communication, not being &2"T andbeing senior to &2"T, can accomplish change in &2"T without bringingabout a persistence of &2"T. Thus, auditing can occur.

What ma'es auditing *or' is communication.

ommunication is the interchange of ideas or energy bet*een t*o terminals.

0n this universe the thetan is prone to consider himself as being a physical thing.He thin's he consists of mass and has to respond to the physical la*s and thela*s of electricity and electronics.

&o he thin's if he is going to discharge he needs a second terminal 2ust li'e inelectricity or electronics. He thin's he needs a second terminal or pole to

discharge his energy to.

$his is *hy the pc needs an auditor. $he auditor is the other terminal and the pccan direct his energy to*ards the auditor and can feel the discharge.

$he auditor%s ac'no*ledgment of *hat the pc says is the e/change, the bac'transmission of energy, energy has been e/changed as far as the pc isconcerned. $he circuit is hoo'ed up> there is a connection and it is *or'ing.

39


40/142

Without the ac'no*ledgment the pc may feel that there is a %bad connection%,electrically spea'ing.

8uditors ne* to this activity can feel they pic' up the pc%s charge and *ill feelhis aches and pains and his discomforts. $hey are all into that they are receivingthis energy and these conditions the pc is trying to get rid of.

8ctually there is no adverse effect from auditing pcs.


41/142

$here are auditors, that *ill continuously as' for another and better techni4ue orprocess, because the last one %didn%t *or'%.

ou get very suspicious *hen you hear that especially on the lo*er levels because you can actually get e/cellent results on a green pc *ith 2ust about anysimple techni4ue, as long as the communication cycle and the smooth e/changebet*een pc and the auditor ta'es place.

$he communication cycle is the very carrier *ave that is needed to ma'e anyprocess *or'. 0t is the vehicle needed to go any*here and see places.

What produces tone arm action on the Meter and *hat ma'es the pc changecolor and ma'es him laugh and cry and suddenly feel better, is that he contactshis ban' and starts to asis things in it.

5arly in auditing the auditor does not have to loo' around for hours and usesophisticated techni4ues to find something to audit.

8 totally silent auditor, that loo's interested and attentive at the preclear *illactually invite the preclear to start tal'ing. 8ssuming the pc is there to have hisdifficulties sorted out *ill begin to tal' about them right a*ay.

0f the auditor 2ust sits there 4uietly and ma'es notes, and encourage the pc tocontinue each time he seems to stop, *ill see plenty of change and plenty ofprogress in his pc. He *ill on a metered pc see plenty of tone arm action.

Jsually the idea that somebody 2ust *ill sit there and listen interested andac'no*ledge *hat one has to say *ithout arguments, odd thro*n in remar'sand disruptive comments and *ithout loosing interest and start to ya*n or go to

sleep, is so novel and remar'able to a starting and green pc, so he *ill thin' heis being run on a marvelous process.

8ctually you can audit for hours and hours on end in the beginning of processing*ithout giving the pc much to *or' *ith.

8 process or techni4ue is usually designed to restimulate a specific problem orarea of the pc%s ban' and then during the process discharge it.


42/142

$his discharge all depends upon the communication cycle e/isting in the sessionand the auditor being careful about, that is a %live% a communication and not amechanical affair, *here the preclear feels he is not being listened to orunderstood.

&o this underscores this important rule A communication cycle must e!istbefore a techni3ue can work.

0f there is no communication cycle going on in session no techni4ue can bedeveloped that *ill asis the content in pc%s ban'.

$he communication bet*een auditor and pc is a process of reach and *ithdra*.

$he auditor *ill reach the pc *ith a 4uestion or auditing command. $he pc *ill*ithdra* for a moment loo'ing for an ans*er in his ban'.

He *ill reach the auditor *ith an ans*er and 'eep that up for a *hile.

$he auditor *ill *ithdra* a bit, 2ust paying attention to *hat the pc says andunderstand it.

He *ill then reach the pc *ith an acknowledgment , that in turn *ill ma'e the pc*ithdra* and rela/. He is satisfied he has been understood and the matter isdealt *ith. 0f the auditor does not give that ac'no*ledgment, the pc mayfrantically go on and on in an attempt to reach the auditor and ma'e himselfunderstood.

$he magic of this communication cycle and the e/act anatomy and drills toperfect it (the drills training routines or $R%s# is one of the most basic

discoveries R. Hubbard made, and *hat ma'es H$ so different from earlierpractices or therapies.

$heoretically you could have a spiritual master, that had discovered the ultimateans*ers about life, people%s difficulties and a techni4ue that *or'ed for him, thathe no* *anted to help his students *ith.


43/142

do*n. +oing up means a ne* mass in the ban' has come into vie*. +oing do*nmeans, this mass has been asised and is gone and dealt *ith. 0t goes up again.8 ne* mass has come into vie* or been restimulated. +oing do*n, this masshas been asised as *ell.

$he auditor runs the session. He ma'es sure the pc at all times has an auditingcommand or 4uestion pc can *or' *ith and get results from. $he auditor e/erts

good control. He pushes the pc ahead in front of him, 2ust enough to 'eep himbusy and *or'ing and *inning and he *ill see plenty of tone arm action ($8# onthe Meter.

Themostimport antline is

the#T"A-&A42Rline -between the pc andthe5ank.

Thesecondmostimport ant

line isthe#T"A-line -fromthe pcto theauditor.

Thethirdmostimport antline isthe$6AT"-#T-line- fromtheauditorto the pc .

The Auditing Comm C2cle%

43


44/142

;et%s ta'e a loo' at the e/act parts of the auditing communication cycle. $hereare certain lines, that are al*ays at *or' in a session

1. 0s the pc ready to receive the commandB (appearance, presence#

:. 8uditor gives commandN4uestion to pc (cause, distance, effect#.

F. 8uditor observes that pc received the command.

. )c loo's to ban' for ans*er (0tsa ma'er line#.

K. )c receives ans*er from ban'.

". )c gives ans*er to auditor (cause, distance, effect#.

. 8uditor ac'no*ledges pc.

!. 8uditor sees that pc received ac'no*ledgment (attention#.

9. ?e* cycle beginning *ith 1.

The *ost m-ortant Comm Lines in The =ession

What you *ant to ta'e place in a session is CitsaC.

$his term means the pc is positively finding ans*ers and saying CitisaQQQQC. Hediscovers things> he feels certain about his discoveries.

$he auditor *ill put in C*hatsitC, meaning 4uestions, li'e *hatis this and *hat

is that> and the pc ans*ers *ith positive definite ans*ers %it is a...%, CitsaC.

When you loo' at the above se4uence it consists of eight differentcommunication lines. communication line is& ause ( distance ( effect.

$hey are not all e4ually important. &ome of them are terrible important and vitalfor auditing to ta'e place. Others are more routine, but should still be present ofcourse.

$he most important one by far is

(0# $he pc%s line to his ban'. $his one is called the tsa maker line (see picture#. $his is *here the pc gets the content, that he uses in his itsa it makes the itsa.

$he ne/t one in importance is

(00# $he pc%s line to the auditor, the itsa line (see picture#.

$he third most important line is

44


45/142

(000# 8uditor%s line to the pc, the GhatsitG line (see picture#. $his is the auditor as'ing the pc 4uestions and giving him the process.

0tsa is *hat the auditor *ants to invite the pc to do. 0t comes from him loo'ing inthe ban' and finding something he can itsa about. $hus the itsa ma'er line is theone the auditor should al*ays ma'e sure is at *or'.

$he pc can be silent for a long *hile and still be doing the e/act right thing. He isloo'ing into his ban'. $he auditor should simply *ait patiently and not interruptor distract the pc.

&oon the pc *ill tell the auditor, *hat he came up *ith. $hat%s the itsa line.

$he *hatsit line is the auditor giving the pc a ne* 4uestion or command so thecycle repeats.

$here is a definition of a pc Cbeing in sessionC. $hat means positively engagedand doing good progress.

#n session is defined as !c is interested in his own case and willing to talk tothe auditor. 9hen this definition describes the session in progress) then ofcourse the pc will be able to as(is and will cognite.

0t is ho*ever important to notice, that willing to tal' to the auditor is not thesame as talking to the auditor all the time. $he most important line *as the itsama'er line. When pc is loo'ing into his ban' and trying to find ans*ers, he is notli'ely to ta'e notice of the auditor at all. His attention is else*here.

$he auditor lets the pc do his thing. He is not there to ma'e conversation or

anything li'e that. $o audit is a technical 2ob. 8s long as he reali=es that the pc iswilling to tal' *hen needed, he 'no*s things are on the right trac'.

0f the auditor *as to cut in to ma'e the pc tal' to him, he *ould cut the itsama'er line, and this is li'ely to upset the pc or reduce the effectiveness of theprocess severely.

$here is such a thing as a repetitive auditing cycle. $his is *here the auditoruses the same command over and over again. $he pc *ill find ne* ans*ersevery time and it *ould have the same 9 basic steps as described above.

)andling #riginations

$here is another thing, that can ta'e place in session, of course. $hat is the pccoming *ith an origination. He suddenly out of no*here comes *ith a statementthat apparently has nothing to do *ith *hat is going on.

45


46/142

$he auditor of course have to respond to that as taught in $R . He ma'es surehe understands *hat the pc means, he ac'no*ledges and returns the preclear tothe process they *ere running. 0t%s important, that the auditor does this *ithgood understanding and positively (*ith 8R# as the trust and communication ingeneral other*ise *ill suffer. &o this is the mar' of a good auditor that he can doit *ell, *ithout the handling ta'ing the session on a ne* course, but instead hema'es sure it is ta'en care of for the pc in short order and he returns him to

*hat they *ere doing.

ou may be able to isolate other small cycles, that are going on in session. Onething you *ill become good at do*n the line, is to 'no* *hen the pc has finishedhis ans*er. $his is a certain sensitivity you *ill develop along the line. 3ifferentpcs have different *ays to signal that they are done. &ometimes you can see iton their throat, that they no* rela/ their vocal chords.

Auditing and ARC

8lso don%t forget that communication is part of the 8R triangle. ommunicationdepends on affinity and reality.

0t is important to build up 8R before the actual session starts. ou have to getinto communication *ith your pc. ou have to feel comfortable in each others%company. 8 fe* remar's and some genuine interest in the pc and his life *illbuild 8R bet*een auditor and pc and that ma'es a huge difference.

Remember there are t*o stages in any processing

1. ou get into communication *ith the person you *ant to process.

:. Having accomplished that you can actually do something for him *ith theprocess.

One (1# alone +etting into communication *ith the pc can early on be an end allpositive e/perience for a pc, that has never had anybody actually be interestedenough in him to do that.

He may rave about auditing and Chis auditorC, *hen the auditor hasn%t evencome to (:# doing something for the preclear *ith a process.

&o it is important, that you get into 8R *ith your pc before session. 8 fe*friendly and understanding remar's may do the tric'. Once you have built upthat 8R, the processes *ill run a lot smoother and better.

0n session you maintain this 8R by 'no*ing *hat is going on and not interruptthe pc%s communication, but 'eeping him under good positive control.

46


47/142

ou pay attention to his originations and 'eep him happy and progressingthroughout.

When all this is in, you *ill suddenly reali=e, that the processes suddenly do a lotmore for the pc.

0f you haven%t developed this rapport and 8R *ith the pc, but 2ust robotically try

to ma'e him run the process any*ay, you *ill see all 'inds of problems suddenlyarise and auditing is suddenly hard on you and the pc as *ell.

Comm C2cle Additives

5ven though you have to maintain communication and 8R *ith the pc insession you have to follo* the training routines or $Rs closely. $here are no

additives permitted to the comm cycle,. 8ll that you do and can use you havedrilled in the $Rs.

$he auditor has to be very *ell disciplined and at the same time appear at easeand rela/ed and natural to his preclear.

Here are some e/amples of comm cycle additives. $hey are of course bad

+etting the pc to state the problem after he 2ust said *hat it *as.

8s'ing the pc if that *as his ans*er.

$elling the pc that a statement %didn%t react on the Meter%.

8lso 4uerying the pc%s ans*er and leave him to *onder if he (the pc# is doingsomething *rong or not saying the right thing.

$hese are all e/amples of bad auditing practices as far as the comm cycle isconcerned.

What you use in session is all contained in the $R drills $R G (confronting#, $R 1(delivering a command# $R : (ac'no*ledgment#, $R : 1N: (half

ac'no*ledgment#, $R F (giving a repetitive command# and $R (handling thepc%s originations#.

$hat is all you use in session. $o do anything else in session can ma'e auditingresults go do*n the tube.

R. Hubbard made an observation early on. He e/pressed it in this ma/im C8llauditors tal' too muchC.

47


48/142

$he auditor is first and foremost a listener. He only says enough to get the pcgoing.

&ome auditors, that are poorly trained on $R%s *ill bring small socialcommunication tric's *ith them in session. ;i'e one auditor *ould lift hereyebro* every time she ac'no*ledged. 8nother one *ould state hisac'no*ledgment in a 4uestioning tone of voice. 8ll these additives are gross

auditing errors and should be caught and disposed *ith in training, *hile you dothe $R%s.

"remature Ac0noledgment

Have you ever e/perienced people, that go on an on long after you haveunderstood *hat they tal' aboutB

Or have you e/perienced people that get upset *ith you, *hen they are trying to

e/plain something to youB

0f this is the case you may suffer from '!remature acknowledgment'. 0t maysound li'e a medical condition and in terms of communication and auditing itactually is.

$he cure is ho*ever not some ne* pill, soap or tooth paste, although it canaffect the communication cycle the same *ay as bad odor or bad breath canaffect social relationships.

$he cure is the use of the proper comm formula as taught on the $Rs G .

)remature ac'no*ledgment goes li'e this $he pc has started to e/plain andbefore he is finished you ac'no*ledge. ?o* he feels you haven%t heard a *ord of*hat he said, and he starts to e/plain at great length and maybe over and over.

Or you have the pc beginning his ans*er and you thin' you need to coa/ him atthis point, *hen he is already doing the right thing. 8gain he feels poorlyunderstood and *ill go on at great length. $hat%s *hy some auditors seem toal*ays have pc%s that goes on and on doing %itsa% and never seem to getany*here and feel funny at the end of the session.

)remature ac'no*ledgments can lead to 8R brea's and upset pc%s. 0t can leadto missed *ithhold situations, as the pc is left *ith ans*ers he *asn%t permittedto give or complete.

$he missed *ithhold reaction can be a violent, bic'ering pc, that feels all criticaland upset about the situation.

ou should actually drill the premature ac'no*ledgment as part of your trainingas to see ho* it *or's and *hat not to do in session.

48


49/142

&it do*n *ith your t*in as in the $R%s and as' the t*in a 4uestion. 8c'no*ledgehim before he has finished. ;et your t*in tell you ho* it feels. (ou can probablysee it before he ans*ers#.

ou *ill easily be able to observe this communication sin in social relationshipstoo, and that is another *ay you can e/periment *ith it and learn ho* it *or'sand *hat not to do.

ou ac'no*ledge somebody before he has finished and you may see him blo*up or go on and on about the sub2ect, because he is %convinced% that you arestupid and didn%t understand a thing of *hat he *as saying.

$here are variations of that. ou may have a person that is hesitant in giving hisans*er, and there is such a thing as a half ac'no*ledgment (also drilled as $R :1N:#. 0n $R : 1N: you say something li'e, Co', continueC or agreeable noises li'eCa haC. 0t is *hen the preclear perceive it as a full stop and he isn%t finished thatyou run into all the problems described as %)remature ac'no*ledgment%.

&o it is *hen you thin' you are encouraging the pc to finish his ans*er and hesuddenly gets upset or frantic about it, that you 'no* it didn%t come over as anencouraging half ac'no*ledgement. $he half ac'no*ledgment is meant toe/press something li'e 0 follo* *hat you say and 0 am interested in hearing therest.


50/142

ho* long he loo's into his ban' and ho* long it ta'es to tell the auditor *hat*as going on. $hought may be much faster than *ords, so a brief clear loo' atsomething may ta'e a *hile to itsa to the auditor.


51/142

Auditor's Code Brea0s

0n H$ there is a standard approach and a standard set of 4uestions that are *elresearched and tested. ou don%t have to introduce ne* and odd 4uestions intothe session.

0t could all too easily lead to breaches of the auditor%s code. 0t can easily lead to

invalidations, evaluations or distractions that all are counterproductive toauditing and against the ode.

0f you *ere to say ;et%s concentrate on *hat *e are doing here. $hat%s anevaluation as you are saying, the pc isn%t concentrating enough.

Or if you *ere to say, you are really not in as bad a shape as you thought you*ere. $hat%s an evaluation. Or if you said, 0f you *ere in really good shape you*ould find it right a*ay. $hat%s an invalidation.

Or if you said, 0 am not sure 0 loo'ed at the Meter, *hen you said that. $hat is a

distraction and against the auditor%s code as *ell.

&o the observation C8ll auditor%s tal' too muchC is especially true and necessaryto remind them of, *hen *hat they say are all these 'ind of odd ball remar's,that brea' the auditor%s code and ma'e the pc feel uneasy.

Running the session by the boo' and only use *hat you learn in the $R%s Gadds up to a great session and a %clear transmission% of the process.

$here is a lot of stuff, you have to %unlearn% about the communication cycle,indeed. $hat%s *hy the simple drills the $R%s are can appear to be an arduous

and tough program. 8t the end the students are usually ama=ed about all theseadditives and social practices, they had to struggle *ith and had to unlearn anddrill out.

$he $R%s are really simple, *hen you really get them do*n cold. 0t%s all aboutcommunication *ith no arbitraries thro*n in. t's that simplicity and thedirectness you learn) that is the real power behind them.

$hat ensures optimum gains from the technology and happy pc%s *ho *ill bebac' again and again to get on *ith more processing.

HIA%

E and 8 means originally 4uestioning an ans*er or Euestion and ans*er.

When *e use the term in H$ it means

51


52/142

One did not get an ans*er to his >uestion% 0t also means not getting compliance*ith an order but accepting something else. 5/ample 8uditor, 3o birds flyB )c,0 donDt li'e birds. 8uditor, What donDt you li'e about birdsB $his is a E and 8. $he right reply *ould be an ans*er to the >uestion as'ed and the right action*ould be to get the original >uestion answered.

E and 8 is a failure to complete a cycle of action on a preclear. 8n auditor *ho

starts a process, 2ust gets it going, gets a ne* idea because of pc cognition,ta'es up the cognition and abandons the original process is E and 8%ing.

&o it is obviously a bad thing. 0n the auditor%s code there are several points, thatgoes to this

2?3 0ever let the preclear end session on his own determinism) but to finish offthose cycles have begun.

2763 lways run a ma@or case action to its end phenomenon.

and&27=3 lways continue to give the preclear the process or auditing commandwhen needed in the session.

Here is a little more information about E and 8 and ho* it comes about. 8s you*ill see it is not only restricted to auditing. 0t%s a main *ea'ness and %illness% ofhuman beings. ;et%s ta'e a loo' at the e/ample above

8uditor, 3o birds flyB )c, 0 donDt li'e birds. 8uditor, What donDt you li'e

about birdsB )c, C0 don%t li'e dogs eitherC. 8uditor, CWhat%s *rong *ith dogsBC $his is a E and 8. $he right reply *ould be an ans*er to the >uestion as'ed andthe right action *ould be to get the original >uestion answered.

$he right thing for the auditor to do, is to handle the pc%s statement, that comesout of conte/t, but is relevant to his case or process (as C0 don%t li'e birdsC is#.&uch a statement is called an origination. On the $R%s you learn to deal *ith thaton $R handling of originations.

$here you *ill learn to do things 1# ou understand the pc%s origination. :# 0fnot, you have him clarify it, so you do. F# ou handle the pc%s origination. Jsually

it is enough to understand it and ac'no*ledge it. # ou return the pc to theprocess that you *ere doing.

$o do something else *ill leave your pc *ith all 'inds of charge in restimulationand *ith no or little gain from the process.

0f you go off the process to e/plore C*hy he doesn%t li'e birdsC you never getyour original 4uestion ans*ered. (


53/142

ou have already stirred things up in the pc%s ban' *ith the original 4uestion andyour first and most important tas' is to flatten the process and get it to its 5ndphenomenon (auditor%s code 1:#.

0f you go off on a tangent and try to find out *hy he doesn%t li'e birds, this *illnever happen. $he process *or's li'e this ou restimulate something in the pc%sban' *ith the auditing 4uestion. $he pc tells you and you ac'no*ledge. $hat *ill

destimulate it to some degree.


54/142

He may end up *ith a feeling of over*helm. His mental state may be aconfusion. &o he lets go of his original intention to become a doctor and 2ust sitsbac' and does nothing or ta'es a 2ob some*here and does somethingcompletely different.

$his is E and 8. 0f you *ant to go to the grocery store and you ma'e yourselfready to go, but then reali=e it%s a cold and *indy day and change your mind,

that%s a E and 8 too.

H I A Artists


55/142

&o you *ill see people E and 8%s *ith their bodies, *hich after all are physicalob2ects. ou can easily observe this in heavy over*eight people. 0t ta'es a lot ofdetermination on their part to get going, and they can not al*ays muster that.

$hat the body reacts more on the thetan, than the thetan reacts on the body iscalled %


56/142

fi/ it for free.)c loo's happy and has a floating needle.8uditor our needle is floating. 5nd of process.

You see he starts on one -rocess and ends u- ith something entirel2dierent and the original -rocess as never run%

t messes u- -c's cases 5adl2%

Com-leting #ld C2cles

&ometimes, *hen you inspect old auditing reports and pc folders *ith all theauditing reports and you find a lot of this, you e/pect to find a pc, that *as neversatisfied *ith his processing and still has the same problems he *anted solved>that is most li'ely *hat you *ill find.

Iust ta'ing up these old processes and complete them one after the other canhave miraculous results. &uddenly the pc *ill e/perience all the gains he *ashoping for, *hen he first started to receive processing.

E and 8 is an illness that practically destroys people%s lives and happiness.)eople that E and 8 as a rule are in a chronic over*helm and a confused state. $hey may thin' they need all 'ind of medical attention, stronger medicines ordrugs.


57/142

AJ#*= I C#**U!CAT#!

ARC and TR's

&hortly you *ill be drilling the $raining Routines ($R%s#, *hich are the drills for thecommunication formula.


58/142

Eam-le: ;et us say you try to tal' to a real angry man. 8n angry man%scommunication is at a level of %affinity% or rather misemotion *hich re2ects allpeople and terminals from him. His actual communication factor is very lo*. Hemay be loud, but he is not communicating very *ell. 0n anger the person istrying to destroy something or somebody. $hat accounts for, that his reality isvery poor. He doesn%t care. He doesn%t see things clearly and is not truthful.What really made him angry is not *hat he is attac'ing, but something else. Hecan be hard to follo* as the reality he is e/pressing, is poor.

$here must be good affinity, some affection, bet*een t*o people before they arevery real to each other. Reality, as *e tal' about it here, must be seen as agradient> a scale, *here some things are more real than others. $here must be agood affinity bet*een t*o people before they can tal' to each other *ithconfidence and any truth.


59/142

sub2ect you can agree upon (reality#. &ome mutual respect and affinity *ill comeabout automatically.

$hese three points also hang together *hen it goes the other *ay. 0f one of themdrops, the t*o others *ill also drop.

Eam-le: ou are tal'ing to your stranger above. While you are tal'ing a man

*ith a dog comes by. ou say you hate dogs (you e/press lo* affinity forsomething#. ;ittle did you 'no* your stranger *as a dog breeder. He gets upset*ith you since dogs are his professional life. He drops in affinity (from beingfriendly to becoming reserved and maybe upset#. His reality has been damaged(dogs are his livelihood# and the conversation is over (the communication dropscompletely out#.

Eam-le: ;ets loo' at another e/ample of ho* this triangle is at *or' all thetimes in human relationships.

$his is a true story.

8 young girl had run a*ay from home as the relationship *ith her parents hadbecome so bad so the parents *ouldn%t tal' to her. $he girl had ta'en a 2ob in anoffice. &he seemed 4uite unhappy and depressed and she *asn%t doing *ell ather 2ob.

8n auditor, *ho *as around, *as being as'ed by the office manager to see if hecould help the situation. $he auditor gave the young girl an intervie* and foundout, that the parents *ere very angry *ith her and refused any communication*ith her.

$hey *ere upset *ith her because she had refused to follo* a career as a

concert pianist they had envisioned for her. 8ctually it *as above her ability todo that.

$hey had spent a lot of money on her studies, that had come to nothing. &o theyC*ashed their handsC about her destiny and this unhappy situation had forcedher to run a*ay from home and live in another city.

&ince the brea' they hadn%t communicated *ith her, but from people in herhome neighborhood she 'ne* they *ere disappointed and felt bitter about her.&ince she up to the time of the brea' had been closely attached to her parents ithad a deep effect upon her. &he couldn%t do her *or' properly. Her failure at

*or' *as 2amming the communication lines of the office and the office manager*as concerned. &he li'ed the girl, but her poor performance had to change orshe (the office manager# had to fire her.

Jsually the girl *ould simply have been fired, but help *as hard to find and theoffice manager had a better idea. &he as'ed the auditor to help.

$he auditor 'ne* his 8R $riangle *ell and he 'ne* e/actly *hat to do. 0tseems very simple, but it had a magical effect.

59


60/142

He simply told her she had to *rite her parents *hether she *ould get a replyor not. 8nd so she did.

?aturally she didn%t get a reply. Why didn%t the parents replyB 0t is simple. $hegirl had disobeyed them and had refused their advice and control and they hadcut off all contact. $o the parents she *asn%t very real at this point. $hey more orless denied her e/istence as far as they *ere concerned. $hey had actually tried

to %forget her% and erase her from their lives due to their big disappointment. $herefore their emotions had come to a point of apathy to*ards her. $hey hadbeen unable to control her and this failure made them apathetic in regards toher. 0t had also made her unreal to them.

8ctually, as they started her on a career she didn%t have the right talent for, shecouldn%t have been that real to them to begin *ith.

$he auditor had her *rite a letter. $his letter *as Cgood roads and good*eatherC. Iust simple good ne*s about herself. &he said she *as *or'ing inanother city, that the *eather *as fine there and she *as doing all right> she

hoped they *ere both *ell and sent them her love.

$he auditor had instructed her carefully, not to mention any of the events beforeleaving home or anything else, that could open old *ounds.

$he affinity, the 8, of the letter *as 4uite high. $he *as of course there.

What the auditor really *anted to accomplish at this point *as to establish the Rthe reality. He *anted them to get used to the idea that she actually e/isted>that she lived in another city and too' care of her o*n life.

&he *rote several letters li'e that *ithout getting an ans*er. $he auditorinstructed her to 2ust stay *ith Cgood roads and good *eatherC sub2ects andtone.

He *as simply trying to establish the R. &ince she in her earlier life haddepended so much on her parents the present situation had caused her to seeher *hole e/istence as unreal and flimsy.

8fter about four letters along these lines, each letter carefully *ritten in anoptimistic and positive tone *ith little attention to not getting any reply, theresuddenly *as a letter bac' from her mother. $he mother e/pressed anger, but

not against her daughter but against one of the girl%s old friends. $he auditorinstructed her carefully not to e/press anger in her reply, but instead *rite inpleasant surprise, ho* happy she *as to hear from her mother.

8fter her letter, t*o replies came> one from her father and one from her mother. $his time they *ere both affectionate and they hoped the daughter *as doing*ell.

60


61/142

$he girl naturally *anted to reply to these positive letters. $he auditor of courselet her do it. Without his intervention her replies *ould ho*ever have been verypropitiative. He instructed her to send t*o happy letters, one to each of herparents, and 2ust be light hearted and positive.

0n this *ay the auditor 'ept repairing the brea' bet*een the daughter and herparents. He *as using communication and the 8R triangle.

When this relationship *as *ell repaired the girl felt a lot better about herselfand doing her 2ob. $he parents had no* understood that she had chosen a 2obshe could manage> and having their blessing (reality# meant that she could ta'epride in doing it (affinity#. 8s a result her *illingness to communicate *ith hercolleagues and her tas's came *ay up and she started to become a real assetto the office.

&o *e see the 8R triangle and the tone scale in action in these e/amples and in 2ust about any situation in life.

What *e sa* the auditor do in the e/ample *ith the young girl, *as to controlher communication to her parents, 'no*ing *ell that he had to pay closeattention to the t*o other points of the 8R triangle to ma'e it successful.

The Tone scale and Communication

0n a previous chapter *e covered the tone scale.

$hat the tone scale covers affinity and emotions is obvious.


62/142

$he person himself does not really seem to be there and he isn%t really tal'ing. $herefore his communication is strange to say the least. What%s missing is livecommunication. $here is no 8R.

When a person is stuc' in any one band of the tone scale he voicescommunications in that emotional tone.8 person *ho al*ays finds something sad to tal' about is stuc' in grief.8 person *ho al*ays tal's about something scary is stuc' in fear.|8 person *ho al*ays can find something to get angry about is stuc' in anger.

$hey are better off than somebody in subapathy, but they can still be dangerousor unpleasant to be around.

7rom a more causative vie*point, ho* *ould you tal' to peopleB 0t is clear, if you*ere stuc' in the subapathy band you *ouldn%t be able to tal' to anybody. ou*ould have to have more affinity than that to discuss things *ith anyone.

our ability to tal' to any specific person *ould have a lot to do *ith youremotional response to that person. 0t is clear, if somebody didn%t care about aperson (lo* affinity# it *ould be very difficult to tal' to them.

$he *ay to tal' to somebody is then to find something you li'e about him or herand to discuss something you can agree upon. $hings you agree upon are morereal. Reality and agreement in terms of 8R are closely connected. 0n a group ofthree, the one that didn%t agree *ith *hat *as being said *ould soon becomeunreal to the other t*o and his affinity *ould be seen to drop.

$here is one thing you have to reali=e about 8R and communication. 0f theperson starts out in apathy about you, he *ill have to come through fear (beingafraid of you# and anger (being angry at you# to ma'e progress. 5specially theanger can be pu==ling to the untrained person. ou 2ust have to reali=e, that youhave done tremendous progress to*ards establishing a better relationship. 0t *ill

still have to go through antagonism and boredom as *ell before you can e/pectreal interest to surface.

$o be a good communicator one also have to really listen to *hat people have tosay and acknowledge *hat they say. $he ac'no*ledgment helps establish thereality. 8n ac'no*ledgment is not necessarily an e/pression of agreement.


63/142

Aiom (D ta0en A-art 9 the Comm ormula

$he simplest statement of the communication formula is

ause ( distance ( effect.

$here is somebody *ho spea's (cause# $here is another person over there (distance# $his other person listens (effect#

0t is also defined as the interchange of ideas across space.

8nother definition is the action or operation by which one e%periences emotion23 and by which one obtains agreement 2R3. $hat definition covers its relationship to 8R.

et another definition says the first and most basic definition of any part ofcommunication is it's a consideration. s 'duplication' is a consideration)communication is possible to the degree that the preclear can freely makeconsiderations.

0t e/presses that %duplication% is the purpose behind any communication. 8s%cause% you *ant to ma'e yourself understood or your orders follo*ed. 8s %effect%you *ant to understand or 'no* *hat to do. $his is all part of %duplication%.

0t also says you are as good at communication as you can ma'e considerations. $his may be a little broad for practical application> but 2ust 'eep in mind it has alot to do *ith the ability to ma'e considerations.

7rom 8/iom :! *e have The formula of ommunication is& ause) :istance)Effect) with ntention and ttention and :uplication with u

Scientology: Professional Auditor Couse Full

Documents