Complete Section of Pre-Have
Scale, For OT 7 Dual Rundown
race run spar pursue hunt track breast subvert contest joust box chase beleaguer battle bet combat wrestle scuffle angle stem compete buffet fight engage lay struggle strive fish crusade encounter stake wager skirmish militate conflict play tussle wage antagonise grapple attack campaign supplant displace discredit undermine oust sweep pretend reduce betray envy hate resent defy surmount excel defeat win lose confound exploit cripple demoralise cheat dismay despoil capitulate duck charge ensnare trap fence duel seize besiege trouble trounce counterfeit dupe siege raid paralyse penalise revenge coerce revolt force rebel retaliate tie surrender undercut undermine vanquish penetrate squelch stave stalk subjugate beat attack beset capture deceive conquer crush practice rehearse wage participate perform radiate heckle differ score lick scuffle infringe invest contend debate hunt limit intercept tie seize collide threaten thrash garble resort risk prevent yield overpower vie covet frustrate resist foil litigate outwit outwork overwhelm surpass outstrip win triumph chase scrimmage disagree contravene contest combat wrestle tussle taunt divert lead reinforce uphold strengthen excel dispute face throw confront sue succeed surmount live survive thrash wrangle quarrel fight wring deprive wrest overpower worry whip unsettle infiltrate disable incapacitate bother impose trick invade contend cope pit rival duel gamble
EXPANDED TONE SCALE
|"Know to Mystery":||Tone No:||Tone Name:|
|Single deity||320.0||Life that is not being|
|Multiple deity||160.0||Volition, Coexistence|
|40.0||Serenity of beingness|
|26.0||Apparencies are Reality|
|-3.5||Approval from bodies|
|-320.0||Individuation of self|
SCALE OF MOTION
|4.0||Enthusiasm||Returns motion constructively|
|3.5||Cheerfulness||Turns motion to advantage|
|3.0||Conservatism||Holds motion at a status quo|
|2.5||Boredom||Moves with any motion|
|2.0||Antagonism||Bats motion back|
|1.5||Anger||Holds motion, to destroy|
|1.1||Covert hostility||Avoids motion, moves secretly|
|0.5||Grief||Is molded by motion|
|0.05||Apathy||Is pierced by motion|
EXPANDED CDEI SCALE
SCALE OF IDENTIFICATION
TABLE OF RELATIONSHIPS
|40.0:||Start, Space, Beingness, Positive, Creation, Conception.|
|20.0:||Change, Energy, Doingness, Current, Alteration, Living.|
|0.0:||Stop, Time, Havingness, Negative, Destruction, Death.|
|No previous or current contact||No responsibility or liability.|
|Pan Determinism||Full responsibility for both sides of the game.|
|Self Determinism||Full responsibility for self, and none for the other side of the game.|
|Other Determinism||No responsibility for the other side of the game.|
|Valence or Circuit||No responsibility for the game, for either side of the game, or for a former self.|
Responsible for (willing to control)
Must be confronted
Must be contributed to
THE PRE-HAVINGNESS SCALE
Failed to abandon
Failed to endure
Obsessive Can't Have
STATE OF CASE SCALE
|NO TRACK||No charge|
|FULLY VISIBLE TIME TRACK||Some charge|
|SPORADIC VISIBILITY OF TRACK||Some heavily charged areas|
|INVISIBLE TRACK||Very heavily charged areas exist (either black or invisible field)|
|Some are of track are so heavily charged that the preclear is below unconsciousness in them; only inaccurate copies of track are viewable.|
|DUB-IN OF DUB-IN||Many areas of the track are so heavily charged that the dub-in is submerged; only delusive copies of inaccurate copies are viewable.|
|ONLY AWARE OF OWN EVALUATIONS||Track is too heavily charged to be viewed at all.|
|UNAWARE||Preclear is dull, and is total charge.|
|From:||Can cause or receive any effect. (40)|
|To:||Must cause total effect, and can receive none. (Tone 0.0)|
|To:||Is total effect, is hallucinatory cause. (Tone -8.0)|
AN AWARENESS SCALE
Aware of being aware.
SCALE OF CONFRONT
SELF ANALYSIS (SA) LISTS
On each line of each of the following lists you add the phrase "Paying particular attention to_________". In the blank you place a perceptic.
|The perceptics are:||sight
You should change the perceptic each time you ask a new recall question, but not in asking for an earlier recall.
Each line out of each list, with the perceptic selected, is put to the preclear only once, with the following 3 commands in this order:
|A.||"Paying particular attention to__________, recall a time when " (you continue the question with the line)|
|B.||"Paying particular attention to__________, recall another time when " (put in same line)|
|C.||"Paying particular attention to__________, recall the earliest time you can when " (same line)"|
|You Run each List to EP||(FN, VGIs, Cog, Vivid Recall,
that perceptic turned on full.)
It's pretty quick. Thus I enclose very shortened versions of the lists, as no one on record has had to run even half the quantity I have enclosed. If you were to run these and not get an EP, your PC should not be on SA lists. Something lower like life repair, rudiments, or the 53 form are grossly out.
|1. you were happy
2. you had just finished constructing something
3. life was cheerful
4. somebody had given you something
5. you ate something good
6. you had a friend
7. you felt energetic
8. somebody was waiting for you
9. you drove fast
|1. something happened a long time ago
2. something happened yesterday
3. something happened last month
4. you were very small
5. you were half your present size
6. your mother looked younger
7. you felt agile
8. you were at a banquet
9. you had a date with someone
10. you were with an animal
|1. it was very late
2. you were early
3. you had to wait
4. you had to stand for some time supporting a weight
5. you went very fast
6. there was an object moving
7. there was a round object
8. there was lightning
9. you had a very good time
10. you were too late
1. you saw something very bright
2. you saw something very dark
3. you saw something green
4. you saw something vast
5. you saw something moving
6. you saw something flat
7. you saw something deep
8. you saw something colourful
9. you saw something swift
10. you saw something pleasant
1. you were bigger than an animal
2. you were smaller than an object
3. you were bigger than someone else
4. you were smaller than someone else
5. things looked little to you
6. things looked big to you
7. you were in a vast space
8. you looked at the stars
9. somebody waited on you
10. you had to be polit
1. something moved very fast
2. you enjoyed seeing the rain come down
3. you saw children play
4. you were aware of the wind blowing
5. you were aware of a car driving by
6. you were aware of an aeroplane overhead
7. you watched a fast horse
8. you watched the second hand on a clock
9. somebody ran towards you
10. you saw a kite flying
(Get an EP on each of these nine sets of lists under List 3.)
|1. you moved an object
2. an object moved you
3. you threw an organism up in the air
4. you walked down stairs
5. you acquired something you wanted
6. you created something good
7. you felt safe in a space
8. you handled energy well
9. you built a fire
10. you changed something for the better
|1. you threw away something you didn't want
2. you left the place you were supposed to be.
3. you happily defied directions you were given
4. you left without saying anything
5. you chose your own clothing
6. you got rid of something that bored you
7. you wore something in spite of what people would think
8. you successfully refused to eat
9. you gave away a present you received
10. you refused to bathe
|1. you put something aside because you thought it was dangerous but it wasn't
2. you stole something
3. you got into things you were supposed to leave alone
4. you returned
5. you refused to leave something alone
6. you cheerfully destroyed an expensive object
7. you were right in disobeying
8. you enjoyed having things
9. you stole some food
10. you drove very dangerously
1. when you heard a gentle wind
2. when you heard a gentle voice
3. when you heard a pleasant sound
4. when you heard a pleasant voice
5. when you heard a breeze
6. when you heard a dog whining
7. when you heard a bell ringing
8. when you heard a musical instrument
9. when you heard a child laughing
10. when you heard a newspaper being opened
1. you smelled something sweet
2. you smelled something sharp
3. you smelled something oily
4. you smelled something pungent
5. you smelled something desirable
6. you smelled cut grass
7. you smelled perfume
8. you smelled fresh air
9. you smelled smoke
10. you smelled a dog
1. you felt pressure on your feet
2. you felt a greasy spoon
3. you felt soap
4. you felt a sweater
5. you felt the pressure of a chair
6. you felt your hair
7. you felt something you admired
8. you felt something new
9. you felt silk
10. you felt a good machine
1. somebody was angry
2. somebody wanted something
3. you desired something
4. you were happy
5. you were pleased
6. you won
7. you were affectionate
8. you were amused
9. you approved of an object
10. you were surprise
1. you were running
2. you were walking
3. you overcame something
4. you threw away something
5. you won a tug of war
6. you rode a horse
7. you drove a car
8. you rode a bicycle
9. you enjoyed moving
10. you showed yourself superior physically
|1. a person you disliked was in the room
2. an individual you liked held you
3. you finally accepted a person you liked
4. you enjoyed the company of a person you liked
5. you opposed a person you liked
6. you acquired an individual you liked
7. you and a person you lived did something together
8. you knew somebody felt affection for you
9. a person you liked aided you
10. you were glad to be alone
|1. you foresaw how something should be and so arranged it
2. you imagined something, and then constructed it
3. you envisioned how a place would look and went there
4. you filled up space with imaginary things
5. you did a masterpiece of creation
6. you saw something you imagined come true
7. you saw how something should be fixed and did so
8. you saw how a room should be arranged and did so
9. you saw how some people could be helped and did so
10. you made a plan and people followed it
|1. you saw a person you didn't like doing what you liked to do
2. you saw a person you liked doing something you hated
3. you saw a person you liked doing something you liked
4. you saw a person you disliked doing something horrible
5. you noticed someone using a mannerism of yours
6. you adopted a mannerism from someone you admired
7. you were treated like filth
8. you decided to be a completely different person
9. you decided to start all over
10. you were classified as an unfavourable person
|1. an object resisted you and you overcame it
2. you felt stuck but did succeed in getting away
3. somebody took something away from you and finished it
4. you were interrupted
5. a machine did not start
6. somebody got mad unexpectedly
7. you heard a great story
8. you heard another's song
9. you had to be patient
10. you went on loving people anyway
|1. a person smaller than you resented your size
2. a person bigger than you made you feel inferior
3. someone would not let you finish something
4. another was determined you would not get your way
5. someone hit you
6. there was too much space
7. you did not make the team
8. you found you were inadequate
9. your abilities were not enough
10. you were no longer wanted or useful
|1. you bested a storm
2. you enjoyed thunder
3. you had fun in the snow
4. it was too cold
5. you like the sunshine
6. you liked it being too hot
7. the night was soft
8. the wind felt good
9. the sun looked good
10. you owned the stars
OT STABILIZATION DRILLS, run after OT7
|1.||Have the preclear discover things that he wouldn't mind occupying the same space with him.|
|2.||What distance would it be all right to make nothing of.|
|3.||How much time can you tolerate between yourself and that ____________(an object)?|
|4.||Start lying about your past. Continue lying about your past.|
|5.||Tell me some of your goals for the future.|
|6.||Assign some attributes to other people.|
|7.||Have some people assign some attributes to you.|
|8.||Postulate perfection into that person.|
|9.||What do you expect from (insert objects and people).|
E-METER DRILLS, necessary to learn the skill
The book of E-Meter drills by the Hubbards contains a more thorough set of drills, than those I have included here as the minimum necessary to learn the skill of using this device as a guide in counselling.
The E-Meter is a galvanometer which passes a tiny current through the body to measure the resistance and changes in the resistance of the body. In so doing, the state of case and changes in state of case are measured. In addition, instantaneous inspection of the preclears mind, mental machinery, mental masses, pictures, circuits, and body blueprint, etc. are possible without the preclear being conscious of the area being questioned. Thus it measures unconscious material instantaneously, It has nothing to do with sweat. Its intention dwarfs all other inventions in history, for with it, the answer to any question can be found. knowing how to use one is crucial to auditing well. It tells you whether to take an area up, how far you should proceed with it, and when to conclude your work on it.
A picture can be worth a thousand words, so here is a drawing with labels to show you what I am referring to in the drills:
One learns how to use the device by doing each of the E-Meter drills in order. Having mastered the skill of each drill, one then moves on to the next drill. When all the drills have been done, this integration of skills comprises the single skill of the ability to read and use an E-Meter.
The fastest method of learning each of these skills is to work with another person. Whoever is learning the skill is called a student, and the person assisting the student in the drilling: is called a coach.
These are the crucial skills and drills:
EM-l: Touch and let go of the E-Meter.
Its purpose is to familiarise the student with the meter and to get the student into present, non-reactive communication with the device. The commands are "Touch the meter" and "Let go of the meter". You acknowledge each cycle of action. In the event of a sudden emotional or physical change on the student, the coach would ask "How is this going?" One does this until there are 3 identical length comm-lags, extremely short comm-lags, and the student is happy with it. Of course, a comm-lag is the length of time between the receipt of a command or question, and the person responding to the command or question.
EM-2: E-Meter Familiarisation.
Its purpose is to familiarise the student with the parts of the meter. One gives these commands to the student in this order until he can do them correctly and rapidly. The commands are:
|Touch the sensitivity knob
Move the tone arm to 5
Touch the trim knob
Plug in the electrodes
Turn the meter on
Set the sensitivity knob at 16
Turn the meter on test
Unplug the cans
Turn the meter on set
By turning the tone arm, with your thumb, adjust the needle
to -set on the meter dial
Turn the meter to transit
Switch the meter off
Set the tone arm to 2
Point to the needle
Switch the meter on
Turn the meter to set
Move the tone arm to 3
Turn the sensitivity knob to 8
Set the tone arm at 6
Switch the meter off
Plug in the electrodes
Set the tone arm to 2.0
Turn the meter to transit
Point to the electrode plug
Unplug the electrodes
Switch the meter-on
Set the sensitivity knob at l6
Turn the meter to set
Set the tone arm at 3.0 (also known as "male clear read")
Set the tone arm at 2.0 (also known as "female clear read")
Set the sensitivity knob at l
Set the tone arm at 4
Switch the meter off
Move the tone arm to 3
Touch the tone arm
Touch the sensitivity knob
Switch the meter on
Adjust the needle to set by moving the tone arm
Move the tone arm to 5
Switch the meter off
Touch the sensitivity booster
EM-3: Reading and setting up a Tone Arm counter.
Its purpose is to train the student to set the TA Counter at 99.9 Divisions before session start and to mark the total on the worksheets at session end. This is done by using a pen or ones finger to spin the star-wheel to "9" and hand cranking the Tone arm to 9.9. It should be noted that the star-wheel cannot freely be rotated in the unlikely event that you attempt to spin it with the second column between 8.5 and 1. A few meters were produced with manual reset counters, on which you just push a button and they reset to zero.
EM-3A: Calibration of the E-Meter by resistors. Its purpose is to teach the student to calibrate and mark on the TA dial any significant variance on the meter from its specifications.
The student switches the meter on, sensitivity to 16, turn the set-transit switch to set, sensitivity booster to 32, TA at 2,0, and brings the meter to normal trim by turning the trim knob until the needle comes to set. This action is normally done everytime the meter is used before the session. It is called "trimming the meter".
To verify this trim plug in the electrodes and instead of cans-in-hands put a 5000 ohm resister across the leads.
Now bring the needle to set, by moving the TA, if that is necessary. If you have to move it more than .1 of a division, then take a magic marker and draw a line on your TA dial at that reading.
Next, you remove the 5000 ohm resister from the leads, and put a 12,500 ohm resister in its place. Bring the needle to set . It should be at 3.0 on the TA dial. If the TA is more than .1 of a division above or below 3.0 then mark that position with a line on the dial.
This check is done only once per machine to make sure the internal calibration is correct. Use only precision resisters ( tolerance of only plus or minus 1%) Make sure the meter is well charged before this test, and always before using it. You check the charge by turning it on, and turning the "set-transit knob" to "test". The needle will slam all the way across the dial and test area. If it is not completely to the right of the test area, .the meter needs charging. Charging it is simply an action of turning it on, turning it to test, make sure there are no electrodes plugged in, connecting the charging cord, and letting it charge overnight, (A full charge is 24 hours which you should do every 50 or so hours it is on.)
EM-4: Setting up an E-meter.
It purpose is to train the student in how to set up a meter before a session The coach gives the students these commands:
1. Take the lid off the meter. 2. Put the lid on the far edge of the meter and secure the lid with the catches. 3. Turn the sensitivity knob on and to 16. 4. Turn the set knob to "test" for a battery test. 5. Turn the se t knob back to set. 6. Adjust the TA to 2.0. 7. Adjust the trim knob to bring the needle to set on the needle dial. 8. Place the electrodes, not touching each other, across the table for the pc to pick up. 9. String the electrode wire under you E-meter shield, if you are using one, and plug it into the meter. 10. Set the tone arm counter, as described in EM-3.
EM-5: Havingness and metabolism checks.
Its purpose is to train the student auditor on how to get an accurate measurement of the PC's present havingness and metabolism.
First, one makes sure there are no rings on the fingers, and the cans are being held properly. The cans should be held loosely, with all the fingers and thumb in contact with the surface of the metal. You ask the pc to "Pick up the cans" and then do this step of insuring there are no rings, and good, natural contact is made. Next, you turn the meter on, with sensitivity booster at 32 (always there is no time you would ever put it at a higher setting except to save a life in exact dating a person in shock with a stuck needle), sensitivity at 1. Then say -Squeeze the cans. That is your havingness check. You should have trimmed the meter, brought the needle to set before the can squeeze. You observe the needle falling to the right on the can squeeze. If you missed that read, do it a second time. You thank the PC for doing it. If it falls (the needle) all the way across the dial, then the havingness of the preclear is up, and you write on your worksheet "HAV-Dial". This is adequate to audit over, and with two or three bounces of the needle hitting the right side is better 3/4 of a dial fall is barely adequate to audit with. If it only falls 1/2 a dial or less you will need to run a havingness process before you can audit. Regardless, of the size of the fall, mark "Hav" and the size of the fall on the worksheet. An example would be "Hav-1 inch". Make sure its a good firm squeeze. That is how you measure havingness. Get the student to do it on self or others, to see how it goes down throughout the day, is brought up by food and sleep, and other havingness remedies. In auditing a pc, you do this the first few sessions, and run havingness processes (and confront processes) to bring it up to full dial, and an outstanding change in the individual. It will stay that way for eternity. Havingness is the ability and willingness to duplicate. Don't ever audit over low havingness. If you were to do so, the fellow couldn't copy, and therefore as-is, the material and data he encounters. Things just won't erase for him.
Likewise, you would not audit over low metabolism. It is the same procedure as checking havingness, except instead of having him squeeze the cans you have him -Take a deep breath and let it out. You write "Met" and the size of the read on the worksheet. A one inch fall is what you want, but you can audit with anything over 1/2 inch. If the needle only falls an inch or less you probably have a PC that is too tired to audit. This gives the best read the second time you test it. It is very much affected by salt, tobacco, coffee, sleep, number of hours awake, sugar level in the bloodstream, and the confront level of the person. If its too low to audit, either schedule them for earlier in the day, have them take a nap, or have a cup of coffee or orange juice.
The coach insures the student can check these two things on any pc and himself.
EM-6: Handling the Tone arm and Sensitivity Knob.
The purpose is to train the student in handling these two without over compensating. The coach holds the cans and changes the needle around by squeezing the cans and taking fingers off and on the cans. The student is to keep the needle on the dial at all times and as near to "set" on the dial as possible. When the student has become proficient at keeping the needle on the dial at all times, not only at sensitivity 1 but at 16 also, you then call out various positions of the TA and sensitivity you want the student to move the knobs to. The coach doesn't have to be on the cans for this 2nd step of calling out positions of both knobs. This is done until the student can move either knob without error to any position the coach calls, quite rapidly. The last step is for the coach to move the knobs himself and have the student declare the position they are in, to insure that the student can properly read the positions, without hesitation. This last step was known as EM-7 by the Hubbards. This is an excellent time to train the student in moving the TA only with the left thumb.
EM-8: Recognising TA motion and No TA motion.
Its purpose is to get the student to recognise these two phenomenon, and to get used to the idea that when the TA is moving he needn't do anything, but when it is not moving he should be doing something. The coach silently, while on the cans, reads some moderately exciting material, and the student notices when the TA is moving and when it isn't, reminding himself when he should be doing something or not.
EM-9: TA motion and body motion.
Its purpose is to teach the student to notice the difference between the reaction of thought and of the body on the E-meter, and also that the TA should not be adjusted until a body motion is completed. The coach should laugh, squirm, breathe deeply, sigh, yawn, stretch, move the cans around, grip the cans, and so forth, until it is obvious to the student that these are recognisably different in character of reads from those produced by thought. The coach should make sure the student doesn't adjust the TA during a body motion.
EM-10: Tone arm blowdowns. (abbreviated "BD").
Its purpose is first to define a blowdown as a sudden movement of the TA .2 of a division or more in a downward direction. This is marked on the worksheets as "3.0"; "2.8" as an example.
The second purpose is to get a student to observe and mark them down on the worksheets. Thirdly, the student should note "That which blows the tone arm down will produce further TA motion."
The coach reads a moderately exciting piece of literature so that the student can get good TA.
EM-11: Superlative TA Handling.
This is to train the student to handle the TA properly while asking a metered question. Specifically, the PC must be still, the needle in sight on the needle dial, and the thumb off the TA at the end of the question. If not, the question must be repeated, so that one can measure an accurate mental response to the question. Any moderate list of questions will suffice in doing the drill. The coach complicates the drill by moving his body at the end of the question, causing the student to repeat the line.
EM-12: Needle actions.
This teaches the student to recognise the various needle actions. Eleven are reads, one is a no response to a question, and three describe general needle condition. Thus there are 16 needle actions The coach demonstrates what they look like, then has the student demonstrate what they look like. In each instance this is done by finger pressure, not by thought, as will be taken up in EM-16 All of these are measured at sensitivity 16, of course These needle actions are listed in their most general order of frequency and importance; and are listed by name, appearance, and abbreviation:
(for the worksheets)
|Long Fall Blowdown||movement of the needle to the right all the way across the dial, to where the TA has to be moved down .2 of a Division or more to bring the needle to "set" on the needle dial.||LFBD|
|Long Fall||movement of the needle to the right more than 1 1/2 inches||LF|
|Fall||movement of the needle to the right more than 3/4 of an inch and less than
1 1/2 of an inch
|Small Fall||movement of the needle to the more than l/8th of an inch but less than 3/4 of
|Free Needle||floats back and forth without interruption (is also called a "Floating Needle")||F/N or FN|
|Rocket Read||movement of the needle to the right across most of the dial, starting out
slowly and picking up speed as it progresses, as in a rocket taking off.
|Theta Bop||a steady dance of the needle back and forth about an eighth of an inch wide,
always the same speed and distance, moving 2 to 5 times a second.
|Rockslam||movement of the needle in a crazy, irregular, and jerky motion happening
several times a second from between one to three inches wide.
|RS or R/S|
|Rise||movement of the needle to the left on the needle dial one inch or more.||R|
|Tick||movement of the needle to the right very slightly, less than l/8th of an inch.||T|
|Stop||sudden stopping of the needle||STP|
(These are the 11 reads which are needle actions)
If there is no instant response on the needle to a question being asked, this is called:
|Three conditions of the needle can exist:|
|Clean needle||A needle which has no reads on it, it just flows back and forth.||CLN|
|Dirty needle||needle which has reads on it, with no question being asked.||DN|
|Stuck needle||needle doesn't move, is stuck.||STKN|
The coach insures that the student can define, recognise, and produce each of these rapidly without error or hesitation.
EM-13: is more drilling on recognising body actions with the coach doing the body actions as he sits behind you. In that it is improbable that you will be auditing people that sit behind you, and you learned the difference between body and mental reads on EM-9, this drill is omitted.
EM-14: is Needle motion and no motion recognition It is omitted because a person already has this skill in being able to see reads or not on EM-12.
EM-15: Familiarisation with reading an E-meter.
Its purpose is to train the student to recognise accurately with certainty when the PC has mentally reacted to something asked or said The coach holds the electrodes, and the student calls a line off a list. After it is called the coach asks "What did the needle do at the end of the line?". The coach sits beside the student so he can observe the student and the meter. The drill is complete when the student can observe and describe the reads at the end of each line flawlessly.
EM-16: The productions of needle actions.
This is the most important drill of them all because if it is done properly, the student will gain certainty that he can handle any bank on anyone, in or out of session, whether that bank belongs to God or whoever. Outside of my personal experience, I have never seen it done properly, which is to produce that ability on a person. The purpose of this drill is to train the student to produce these needle actions on another, to recognise the fact he has done so, and to show him he can handle any bank. The coach holds the cans, and the student uses any type of questions he wants, along the lines of "Tell me about a _______?" or "Recall a time when you had or were_________". The student produces the read on each, not just one, of the things which produce each read. Thus he will produce five different falls with each of the five things that produce a fall. The student acknowledges the coach doing the commands, and the coaches communication The student will see real, instantaneous mental reaction on the coach, and with his questioning find how to turn these things on and off in the coach and with other people out in life. These are the needle actions and things that cause them:
|1.||A Fall:||Losses, lies, present time problems, locks, and disagreements with a reality.|
|2.||A Rise:||Non-confront, an ARC break restimulation, unreality, out-of-sessionness, fear, irresponsibility, identification, elsewhereness, dispersal, or confusion|
|3.||A stuck needle:||betrayal, anger, stopped, stopping, hate, fixed attention, failed help, refused help, terror, or failure.|
|4.||A theta bop:||exteriorizations, operations, desires to leave anything, violent injuries, or shocks.|
|5.||A Rock Slam:||committing the ultimate evil, being super criminal, ruining everything, being pushed beyond ones limits to where you couldn't stand it anymore.|
|6.||A Rocket read:||your this lifetime goal, the thing you want to accomplish the most, or what never yet has happened.|
|7.||A free needle:||A time you got away from everything, a wonderful time, a time you were very happy.|
Naturally, the coach sits beside the student to observe that the student has produced the reads, and the coach allows himself to be controlled by the student in having this very personal material addressed. On reads number 5,6, and 7 the student should let the coach talk about each of these until the read comes off (turns off) Number 5, the rockslam, is stressful on the coach so let him unwind it all until it is gone for him. Prematurely shutting down a running rockslam is a method of killing the person, so do not do that. The thetan (person) is actually convulsing in and out of the body on it.
EM-17: What makes the E-meter read (disagreements), and cleaning a read.
The purpose of this drill is to teach the student that the E-meter reacts on thought and disagreements and further to teach him how to clean a read off of the preclear, and thusly the meter. The coach reads a bulletin or literature while holding the cans, reading silently. The student observes a read, notes what it is on a sheet of paper, and then asks "What did you just read?". The coach then reads the line out loud, and the student observes on what few words the read reoccurs. The student then asks for the coaches disagreements with those few words, and gets them verbalised and acknowledges them. Then the same line is read aloud again. If the read is gone the student then knows he got it off. If the read is still there, he would continue to pull disagreements off those few words until the read is gone. Sometimes it can take as long as 20 minutes.
This is pretty rare though. Most of the time the first disagreement verbalised is what caused the read. The drill is complete when the student can observe a read, find that same read by locating the disagreement, and thus clean the read off the preclear and meter. The student will realise that when a preclear thinks something, the E-meter reads. He will also realise that the E-meter reads on disagreements, as that is all a case is. Of course, the coach will sit beside the student, to observe that the drill is done correctly.
EM-18: Instant Rudiment Reads.
Its purpose is to train the student to recognise and call instant rudiment reads The coach sits beside the student, to insure that the reads are seen, and marked correctly. Instant reads occur instantly at the end of the last word of the command or question with perfect auditors. In that imperfect auditors exist, the definition of an instant read has had to be amended as follows:
"the instant read can occur anywhere within the last word of the question or when the major thought has been anticipated by the preclear...this is not a prior read. Preclears poorly in session, being handled by auditors with indifferent TR-1, anticipate the instant read reactively as they are under their own control. Such a read occurs in the body of the last meaningful word in the question. It never occurs latent".
These are considered reads. The only thing you consider a read in most auditing and this drill is a Fall, Long Fall, or Long Fall Blowdown. Ignore anything else. The drill is done by the coach being silent, as the student checks these questions, marking either "X" (no read), F, LF, or LFBD by the numbers he has written down vertically on a sheet of paper.
|1. Today has there been a suppression?
2. Today is there something you have been careful of ?
3. Today is there something you did not reveal?
4. Today is there something you have notised?
5. Today has there been a suggestion?
6. Today has there been a mistake?
7. Today is there something you have been anxious about?
8. Today has something been protested?
9. Today has anything been decided?
10. Today is there anything you left unsaid?
11. Today has there been a problem?
12. Today is there any objection you have had to the room?
The student calls these out loud and marks down what he sees. Prior and latent reads are not marked. Only instant reads are marked. The drill is complete when the student can rapidly, easily, correctly, and without confusion call the questions and mark the reads.
EM-19: is omitted as it teaches the same skill as EM-18.
EM-20: How to clean and dirty a needle.
This drill will teach the student the parts of the comm. cycle in auditing and life whether he wants to learn it or not. Its purpose is to train the student what causes a dirty needle and how to clean a dirty needle. The coach sits beside the student holding the cans, with the E-meter at sensitivity 16, of course. The following questions the student will be using on the drill (asking the coach):
|What is your name?
What is your height?
What is your weight?
What colour is your hair?
What is your nationality?
Are you married or single?
Where do you live?
Where are you from?
What is your occupation?
What types of work have you done?
Do you like walking?
Do you drive?
Do you like sports?
Do you read a lot?
Do you like fiction?
Do you watch television?
What groups do you belong to?
What pets have you had?
Do you like cats?
Have you ever voted?
The student will learn that the E-meter reacts first on the session, and second on the PC's bank, therefore it is important to maintain a good communication cycle and a good repetitive process cycle on the preclear You see, the comm. cycle and process cycle come first, and what is being run comes second. If you are not running good comm. and process cycles on the PC, the E-meter will begin to react on this and not on the process. Such reaction is manifested by a dirty needle.
Thus, it becomes very important to know what causes a dirty needle, and how a dirty needle is cleaned, when it occurs.
The needle is cleaned by asking "What considerations have you had while doing this drill?", maintaining a good comm cycle in doing so, and pulling considerations until the needle is clean. The student should dirty and then clean the needle in each of the following fashions.
1. Ask the questions before the coach is ready to receive the question.
2. Ask the questions in such a way that the coach will not receive the questions.
3. Ask the questions in such a way that the coach doesn't feel he can answer fully. (Intonation and smirk, not by early acknowledgement, which is #6)
4. Ask the questions, let the coach answer, and then pretend to misunderstand his answer by saying you don't understand.
5. Ask the questions of the coach and then query all of his answers by checking them on the meter, asking further invalidative questions, and asking further evaluative questions. Dirty the needle and then clean it on each of these three separate methods, which are three types of invalidation.
6. Ask the questions, but cut all the answers with a premature acknowledgement.
7. Ask the questions, but never acknowledge an answer.
8. Ask the questions, but then answer them all for him.
9. Ask the questions on the meter, cleaning cleans (re-asking a non reading question) at every opportunity.
10. Ask the questions on the meter, and miss any and all reads.
EM-21: E-meter steering.
Its purpose is to train the student in how to assist the pc in finding an answer to a question This is done by saying "that" each time a latent read duplicates the instant read that occurred at the end of the question This is also a method of cleaning a needle, to just say "that" each time the read occurs on the needle until the pc spots it and verbalises it off. The student tells the coach to "Consider the events of the day" which the coach does silently. When a read occurs the student says "that". The coach then thinks a few other thoughts and thinks the same thought again. When the read reoccurs the student says - that was the same thought and the coach nods. This is done until the student is perfect at it. The coach then thinks of an irritating area so he will have a dirty needle, and the student cleans all the reads off the needle by saying "that" on each of the reads, getting the coach to talk out each one, until the needle is clean, and the coach is satisfied the student can clean any needle on anyone.
EM-22: Dating, we will take up after EM-23 and EM-24.
EM-23: Assessment by Tone Arm.
Its purpose is to train the student to assess a list accurately by selecting that item which, upon brief discussion, produces the most movement of the tone arm. The student gets the coach to discuss briefly each item on the list, The student listens, and notes on a worksheet the TA motion on each item. When the list is finished the student circles the one which produced the most TA action. Use this list and question.
Which do you dislike the most?
EM-24: Assessment by Instant Read.
Its purpose is to train the student to assess a list accurately and rapidly by instant read. The coach holds the cans silently and the student marks the reads, after having called off the question Usually one can cheat on this, as the read on the question will appear on one of the items. The proper way to do it is to call the question, mark that read, call each item, and mark its read. If more than one read, call the remaining reading ones only over until it comes down to one read. That action is called nulling. The student then gives the item to the coach by saying "In response to the question (question) , your item is (item) ." On this drill use this question and these items:
What country would you like to live in?
If you have to do a lot of drilling on this, you can make up other prepared lists on foods, colours, music, etc.
Its purpose is to train the student to locate a date with the E-meter The coach writes a date on a sheet of paper from this lifetime. The coach remains silent The student, by using logical bracket and assessment questions, which he asks checking for reads, finds the date and announces it to the coach First it is done with a this lifetime date. Let us say the date was May 9th, 1950 that the coach had written down. The student would ask when the coach was born before the drill, and lets say that was 1939. The student would ask on the meter
"Is it before 1960?"
"Is it after 1960?"
"Is it 1960?"
to determine the year range. The worksheet admin would look like this:
The following admin would reflect the subsequent questions asked in finding this date on the meter:
1950? LF (the year was found so now one goes after the month)
Before June LF
Its May LF
Its the 9th LF
May 9th, 1950 LF LF
Thus finding a date with an E-meter is logically accomplished by assessing logical brackets and list to first determine the year, second the month, and thirdly the date. One simply uses the "before, after, is it" method of questioning The drill is complete when the student can easily, accurately find a date on the meter on another.
If one were to find a track date (EM-25), you would find it by exactly the same procedure, but there would be more brackets, and more work, You would initially determine how much work you had to do by finding the order of magnitude. You would do so by asking the order of magnitude question and taking the instant read.
The order of magnitude question is "Is the order of magnitude hundreds of years, thousands of years, tens of thousands of years, hundreds of thousands of years, millions of years, tens of millions of years, hundreds of millions of years, billions of years, tens of billions of years, hundreds of billions of years, trillions of years, tens of trillions of years, hundreds of trillions of years, quadrillions of years, tens of quadrillions of years."
It is extremely rare that you will ever have to date on the meter, but the dating drill properly done proves all previous drills are in well, and provides the student with a very complete confidence in his competence.
EM-26: "Differentiation between the sizes of needle reads" is omitted as it is insulting. The student learned the sizes of reads on EM-12.
EM-27: Needle observation involves peripheral vision of the E-meter which is irrelevant, as you should have it on a table in front of you, not 10 inches from your forehead, or 90 degrees angled away from your line of vision. I spent weeks learning to read one held behind my body It would have been better to have spent those weeks doing something more relevant, I suspect.
Those are the E-meter drills you need to do and know to use this device I have abbreviated and corrected them as a courtesy, to the reader.
I was planning on defining the E-meter reads here. It would be redundant. If you review EM-12 and EM-16, they are defined in those two drills.
53 Short Form
This is the list to get the TA into normal range, which is 2.0 to 3.5. Assess all the lines before taking them up with the preclear. Instructions for handling each line are at the end of the list. Although such usage is rare, the list could be reassessed over and over until it F/Ns on assessment.
Can't get in
Want to get out
Kicked out of Spaces
In too solidly
Totally identified with
Wrong PTS Item
Suppressed incomplete list
Dramatising a wrong item from a list
|C.||Is there a withhold
Has someone implied you had a withhold when you didn't
Is there a harmful act
Has there been an inaction which was harmful
Two things in opposition that don't belong that way
Somebody dumped their problem into your universe
Intention Vs counter intention in the physical
Audited over out rudiments
Upset or ARC Break
BDH or Experience Break
KRC or Creation break
Mood, Harmony, Rhythm or Aesthetic break
Life, truth, love or Overself break
Can't figure it out
|E.||Engram in restimulation
Secondary in restimulation
Chain in restimulation
Same thoughts over and over
Loss and pain together
Circuits Living out anothers life for them
|F.||Same thing run twice|
|G.||Doing something with mind between sessions
Word clearing errors
|J.||Life is too tough
Auditor is overwhelming
Didn't understand what was being said
Didn't understand what was being done
Feel worked over
Items really didn't read
Invalidation, or someone made less of your truth
Evaluation, or someone implied different importances
Couldn't get any auditing
|L.||PTP, or go up and down emotionally a lot.
Are you suppressed
Are you antagonistic to what you are doing
|M.||Something went on far too long
Something flowed too long in one direction only
Went on right by the release point
Sick of solutions
Nothing really wrong
Instructions for Handling
The only reads are Falls, Long Falls, and Long Fall BDs You can two-way comm. any of these that read, with the following exceptions:
A. You can just talk this one out, if you are using the 53 form to get the TA down, and the PC is in the middle of a major action. If they are not in the middle of a major action or R/D, then ask if they have had an Interiorization R/D. If they have, give them an Interiorization R/D Repair List immediately. If they have not, give them an Int R/D. After the Int R/D is done, give them 24 hours, then two-way-comm. how they feel about int and ext, so as to get all the cogs. Please Note that Int takes priority over out lists; out lists take priority over out ruds; out ruds take priority over unflat incidents; unflat incidents take priority over PTSness. Always address these in that order only. Thus in correcting or doing Int you will be auditing over out-list, out ruds, unflat incidents, and PTSness, so you will have to use TR's 1-4 like mad on the pc.
B. If any of these read, correct the lists by asking for either the item, and then the listing question, or just the listing question On each one do an L4B, to correct the list. When it looks like its all done, ask the PC if there are any more out lists, and handle accordingly. If its a very wound up pc whose Achilles heel appears to be out-lists (PC dramatises wrong items a lot mechanically), such as a "human being", you can do a thorough handling of out lists for them. After they say its all fixed, tell them "I'm just going to make sure", and use a prefix of "On Lists..." on an L4B which you call all the way through When that is clean ask for the earliest this lifetime (unless they originate there is a track one) out list, and do an L4B on it.
Finally, take the date of that list, and set up a prefix one month earlier and use the prefix "As of (date) ...". In correcting out lists always find out when, and use the prefix "As of (that time) " or "At that time..." As I was saying, you set up a prefix as of one month prior to their first out list. Call an L4B with that prefix. That should handle out-lists (Indicate wrong items as such).
C. If these read, handle them in the order of magnitude of the reads. Most are 2WC (two-way-comm.) to F/N, and if they don't release after they have told all on it, ask for an earlier similar "Is there an earlier similar.....". If a rudiment, fly it as a rudiment. If it is an overt, get it all. If sad, Fly ARC Break of Long Duration. If audited over out ruds, find out how many times, when, which ruds and fix each one. Any read on this form you bring to an F/N. Any generality question on this form that reads, get all the specifics and fix each one. Any thing you fix that is from the past, find out what was going on "at that time" and fix it as of then.
D. 2WC what read. If pc has had a drug R/D do a 2WC on it. If pc has not had a drug R/D, or the old one looks suspect, get a new fresh list of all drugs, medicines, alcohol's, and combinations taken this lifetime. Then go back through the list getting the time span they took each. Then rehabilitate the "release" or "relief" states they achieved from each by the number-of-times method These 3 actions of getting the list, time spans, and number of releases is called "Drug rehabs". Program the pc for the Drug R/D, as soon as possible If you get more than 1/2 division blowdowns on this step, abort your planned program and do the Drug R/D when the 53 form is finished.
E. On any of these find it and run it, or them, R3R.
F. Indicate the overrun, rehab the 1st release, and clean off any protest or inval that may have occurred.
G. Find out what it is. 2WC when it first started, predate that by a month, and use that date as a prefix "As of...." on an L1C, if the TA is below 3.5 at this point in your handling of the form.
H. 2WC what words, concepts, or errors, and clear those up with a dictionary and acknowledgement of the errors, Indicate the wrong actions to have been "wrong, unnecessary, and should not have happened." Then indicate what should have happened If you don't know, just ask the pc, because he usually does.
I. Section "I" questions and handlings are intentionally omitted as they are ludicrous.
J. 2WC, with earlier similar as necessary. It is relevant to note for this section, and as information in general that:
LOW TA IS GENERALLY CAUSED BY INCOMPLETE ACTIONS, AND OFTEN BY OVERWHELMING TRS.
A HIGH TA IS GENERALLY CAUSED BY WRONG DATE, UNFLAT CHAIN, UNFLAT INCIDENT, EXTERIOR, PROTEST, OVERRUN, OR "TOO MUCH"
K. Find correct havingness process and remedy. Assess havingness scale 2WC that section and each line above it all the way to the top.
L. Ask for SP. If doesn't know or can't get it, do 3 S & Ds, which is detailed on the XGF Form.
M. 2WC on it, clean up protest, rehab releases if necessary.
N. Indicate as such and 2WC to F/N.
These instructions also apply to the handling of the reads in using a 53 Long Form. Although there are more questions, they cover the same subjects and charges as the short form.
The Long Form is used as the first Rundown of the Case Cracker Rundown. It is also a good way to start any folder, where the pc has had previous auditing. Lastly, it is an excellent way to start a pc who has never been audited. It is a "list of over 250 things which covers just about anything that could be wrong with anybody". You can give the pc that reality-factor (tell him that;. Technically you should be aware that you are clearing up the outnesses first thing, so that auditing and living can then occur with the being It should be noted, this list alone usually holds for about 6 months, if there is no auditing after it. If followed by an XGF (whose charges the 53 will key out), the gain holds about a year. If the full case cracker is given, the gain is permanent.