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Reference: Grassroots Scientology

NOTE: These processes are obtained from Hubbard’s research in Dianetics and Scientology. For any technical words specific to this research, please consult the Scientology Technical Dictionary.

Grade 4 processes follow Grade 3 Processes. The person’s confront is now high enough to handle some of the fixations he could not handle earlier. 

Grade 4 focuses on moving out of fixed conditions and gaining abilities to do new things. The Grade 4 processes zero in on the person’s fixations still remaining and bring them up to awareness with the help of Listing and Nulling. Freeing the person up from his fixations brings a big change in his life.

For example, the process, “In this lifetime what do you use to make others wrong?”, help the person zero down to an item. The person then contemplates on this item with the help of the subsequent commands for this process. The person now has a high enough confront to realize his fixation and get rid of it.

In general, the person runs these processes with Subject Clearing approach. In this approach, neither an auditor nor an E-meter is required. The person simply contemplates over the process command using the Subject Clearing discipline (see The Book of Subject Clearing).

The EP (end phenomena) of any process is simply a sense of having made some progress. With Subject Clearing approach the person may run a process again if he feels that he can gain more from it. But, if the person already has the awareness that a process provides, he need not run that process.

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Listing & Nulling

The person applies the Listing & Nulling process as described under Grade 3 Processes. If he finds “his item” then he uses it on the subsequent commands of the Grade 4 process.

If he does not find a definite item, then he runs the items from the list, starting from the top, through the Grade 4 process commands. He does that until he recognizes his fixation and lets go of it.

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Instructions

1. These processes are run by oneself applying The 12 Aspects of Mindfulness instead of depending on the E-meter.
2. In response to the commands of these processes, simply look without thinking. Let the mind present you with the answer. If no answer comes up within a reasonable time, you have reached the EP (end phenomenon) for the moment.
3. These commands tend to be general. The better you understand the command and its scope, the more answers shall come up.
4. The answers that come up, shall depend on the level of your confront. The higher is your confront the deeper shall be the answers that come up. Your confront improves as you do the processing. After completing a grade, if you repeat it again, you may find some new answers coming up.
5. “Repetitive to EP” means you contemplate over the command and acknowledge each answer, until no more answers are coming up.
6. “Run alternately to EP” means that you contemplate over the two commands alternatively, until no more answers are coming up.
7. “Run the bracket in sequence to EP” means that you sequentially contemplate on the commands provided as a bracket, until no more answers are coming up.
8. “To EP” is the abbreviation for the above. When there is a single command you run it repetitively. When there are more than one command, you run them as a group, repetitively.

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PROCESSES

R2-44 MUST & MUST NOT HAPPEN
The purpose of this process is to address fixations.

“Tell me some things you wouldn’t want to have happen again.”
“Tell me some things you would like to have happen again.” …………… to EP

“Tell me some things another wouldn’t want to have happen again to you.”
“Tell me some things another would want to have happen again to you.” …………… to EP

“Tell me some things you wouldn’t want to have happen again to another.”
“Tell me some things you would want to have happen again to another.” …………… to EP

“Tell me some things others wouldn’t want to have happen again to others.”
“Tell me some things others would want to have happen again to others.” …………… to EP

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JUSTIFICATION PROCESS
Get all possible justifications for an overt, before asking for another overt.

“In this lifetime what overt have you committed?”
“How have you justified it?” …………… to EP

“In this lifetime what overt has another committed?”
“How has he justified it?” …………… to EP

“In this lifetime what overt have others committed?”
“How have they justified it?” …………… to EP

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CERTAINTY PROCESSING
“Tell me something you can prevent from happening.”
“Tell me something you cannot prevent from happening.” …………… to EP

“Tell me something another can prevent from happening.”
“Tell me something another cannot prevent from happening.” …………… to EP

“Tell me something others can prevent from happening.”
“Tell me something others cannot prevent from happening.” …………… to EP

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RISING SCALE PROCESSING
Use the scale of the Chart of Attitudes as given here in the commands that follow the scale.

“Get the idea of (bottom of scale, e.g. dead.)”
“Now change that idea as nearly as you can to (top of scale, e.g. survive).” ……… to EP

Each pair is run to EP.

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EFFORT PROCESSING
Make a list of the disabilities you have in the order you would like to take them up. Take the first disability and run in the commands below:

“Get the (disability) effort.”
“Get the (disability) counter-effort.” …………… to EP

Note: Get the underlying emotion and consideration.
Run rest of the items.

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R2-66 ELECTING CAUSE
“Point out some things which are causing things.”
“Point out some more things which are causing things.”  …………… to EP

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LEVEL IV QUAD
List and null to one item:
“In this lifetime what does another use to make you wrong?”

Put the item into brackets as below and run to EP

1. “In this lifetime how would ______ make another right?”       
2. “In this lifetime how would ______ make another wrong?”
3. “In this lifetime how would ______ help another escape domination?”
4. “In this lifetime how would ______ help another dominate you?”
5. “In this lifetime how would ______ aid another’s survival?”
6. “In this lifetime how would ______ hinder your survival?” …………… to EP

List and null to one item:
“In this lifetime what do you use to make others wrong?”

Put the item into brackets as below and run to EP

1. “In this lifetime how would ______ make you right?” 
2. “In this lifetime how would ______ make others wrong?”
3. “In this lifetime how would ______ help you escape domination?”
4. “In this lifetime how would ______ help you dominate others?”
5. “In this lifetime how would ______ aid your survival?”
6. “In this lifetime how would ______ hinder the survival of others?” …………… to EP

List and null to one item:
“In this lifetime what does another use to make others wrong?”

Put the item into brackets as below and run to EP

1. “In this lifetime how would ______ make another right?”       
2. “In this lifetime how would ______ make others wrong?”
3. “In this lifetime how would ______ help another escape domination?”
4. “In this lifetime how would ______ help another dominate others?”
5. “In this lifetime how would ______ aid another’s survival?”
6. “In this lifetime how would ______ hinder the survival of others?” …………… to EP

List and null to one item:
“In this lifetime what do you use to make yourself wrong?”

Put the item into brackets as below and run to EP

1. “In this lifetime how would ______ make you right?” 
2. “In this lifetime how would ______ make something wrong?”
3. “In this lifetime how would ______ help you escape domination?”
4. “In this lifetime how would ______ help you dominate?”
5. “In this lifetime how would ______ aid your survival?”
6. “In this lifetime how would ______ hinder another’s survival??” …………… to EP

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HAVINGNESS
“Tell me a flow you know something about?” …………… to EP
“Tell me a flow another could get you to know something about?” …………… to EP
“Tell me a flow you could get another to know something about?” …………… to EP
“Tell me a flow others could get others to know something about?” …………… to EP

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