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 1 processes are the next after Grade 0 Processes. Please make sure that you have completed the prerequisite.
The processes on Grade 1 help a person overcome his fixations. Such fixations prevent him from resolving problems. A present time problem (PTP) is a problem that exists in present time for him.
CCH processes help reduce fixation with respect to the body. Other processes make the person observe things more closely, which help reduce fixations and the problems resulting from them. Grade 1 addresses mistrust, worry and problems in general, by helping uncover some underlying fixations.
A person runs these processes using the 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 12 Aspects of Mindfulness.
The data immediately following each process explains the understanding that is possible. But one must run the process to actually experience and obtain the understanding the process provides.
The EP (end phenomena) of a process occurs when no new answers to process command are coming up; and the person has a happy feeling that he has honestly covered the whole ground, which the process command pertains to. Of course, he can run that process once again later after running some other processes, if he feels he can get more answers out of it.
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Instructions
- These processes are run by oneself applying The 12 Aspects of Mindfulness instead of depending on the E-meter.
- 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.
- These commands tend to be general. The better you understand the command and its scope, the more answers shall come up.
- 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.
- “Repetitive to EP” means you contemplate over the command and acknowledge each answer, until no more answers are coming up.
- “Run alternately to EP” means that you contemplate over the two commands alternatively, until no more answers are coming up.
- “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.
- “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
CCH Processes 1-10
CCH stands for “control, communication and havingness.” When a person applies control, he obtains communication which gives him havingness. It is an infallibe method of entrance on one’s case. Please access these drills at Training and CCH Processes. These drills are best done with a partner who is familiar with the drill and who assists you as a coach in carrying out the drill.
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NUMBER: CCH 0
NAME: Rudiments, Goals and Present Time Problem.
COMMANDS: Establishing session beginning by calling attention to room, auditor and the session to begin. Discussing the preclear’s goals for the session. Auditor asks for present time problem and settles it with problems of comparable magnitude or incomparable magnitude or by Locational Processing. In general, remarks and commands enough to bring about ARC at session’s beginning but not enough to run down havingness of the preclear.
POSITION: Auditor and preclear seated at a comfortable distance apart.
PURPOSE: To make known the beginning of a session to a preclear and the auditor so that no error as to its beginning is made. To put the preclear into a condition to be audited.
TRAINING STRESS: To begin sessions, not just let them happen. To educate the student into the actual elements of a session and condition of preclears. To stress the inability to audit something else when present time problem is not flat. To demonstrate what happens when preclear doesn’t know session has begun or has no goals for it or what happens when present time problem only half flat when other things are engaged upon. Stress that it is done each session. Explain closure mechanism of problem with preclear, the solution of “the liability of solutions”.
HISTORY: Developed by L. Ron Hubbard in Elizabeth, N.J., 1950; Goals in Wichita, Kansas in 1951; Present Time Problem, London, 1952; Rudiments, Phoenix, 1955.
CCH 0 puts a person into a condition to conduct a successful session. The whole idea is to extrovert the attention and bring it into present time. Do the following checklist using mindfulness approach:
- Have a partner there, who is familiar with the session materials, to assist you with the session.
- Establish session beginning by putting attention on the room, on your partner, and orienting yourself.
- Look at your goals for the session and explain them to your partner.
- Describe a problem comparable to your present time problem (PTP) to your partner.
- Describe more of such problems until you feel your attention to be extroverted.
- Look around and locate things in your present environment to bring attention into present time.
- Know this to be the beginning; and start the session.
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NUMBER: CCH 1
NAME: “Give me that Hand”, Tone 40.
COMMANDS: “Give me that hand.” Physical action of taking hand when not given and then replacing it in preclear’s lap. And “Thank you” ending cycle. All Tone 40 with clear intention, one command in one unit of time, no originations of preclear acknowledged in any way verbally or physically. May be run on right hand, left hand, both hands, each one flattened in turn.
POSITION: Auditor and preclear seated, in chairs without arms, close together. Auditor’s knees both to auditor’s left of preclear’s knees, outside of auditor’s right thigh against outside of preclear’s right thigh. This position reversed for left hand. In both hands preclear’s knees are between auditor’s knees.
PURPOSE: To demonstrate to preclear that control of preclear’s body is possible, despite revolt of circuits, and inviting preclear to directly control it. Absolute control by auditor then passes over toward absolute control of his own body by preclear.
TRAINING STRESS: Never stop process until a flat place is reached. To process with good Tone 40. Auditor taught to pick up preclear’s hand by wrist with auditor’s thumb nearest auditor’s body, to have an exact and invariable place to carry preclear’s hand to before clasping, clasping hand with exactly correct pressure, replacing hand (with auditor’s left hand still holding preclear’s wrist) in preclear’s lap. Making every command(l and cycle separate. Maintaining Tone 40. Stress on intention from auditor to preclear with each command. To leave an instant for preclear to do it by own will before auditor does it. Stress Tone 40 precision. To keep epicenters balanced. CCH I (b) should also be flattened.
HISTORY: Developed by L. Ron Hubbard in the 17th ACC, Washington, D.C., 1957.
This process helps a person control his body with greater ease. As the person runs this process, he overcomes any resistance to control his hand. This resistance may start as an unwillingness, or a feeling of futility in doing this exercise. The person then recognizes that this resistance is not him. As he continues with the process, the person recognizes the nature of the resistance, at which point the resistance blows, and the person can control his hand and body effortlessly.
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NUMBER: CCH 2
NAME: “You look at that wall.” Tone 40 8-C.
COMMANDS: “Look at that wall.” “Thank you.” “Walk over to that wall.” “Thank you.” “With the right hand, touch that wall.” “Thank you.” “Turn around.” “Thank you.” Run without acknowledging in any way any origin by preclear, acknowledging only preclear’s execution of the command. Commands smoothly enforced physically. Tone 40, full intention.
POSITION: Auditor and preclear ambulant, auditor in physical contact with preclear as needed.
PURPOSE: To demonstrate to preclear that his body can be directly controlled and thus inviting him to control it. Finding present time. Havingness. Other effects not fully explained.
TRAINING STRESS: Absolute auditor precision. No drops from Tone 40. No flubs. Total present-time auditing. Auditor turns preclear counterclockwise then steps always on preclear’s right side. Auditor’s body acts as block to forward motion when preclear turns. Auditor gives command, gives preclear a moment to obey, then enforces command with physical contact of exactly correct force to get command executed. Auditor does not check preclear from executing commands.
HISTORY: Developed by L. Ron Hubbard in Washington, D.C., 1957, for the 17th ACC.
A person gets most out of these CCHs when he has this exercise run on him, as well as when he runs this exercise on another. The result is a wonderful sense of cooperation and oneness. The participants in this exercise become aware of their own reactions. This opens the door to overcoming these reaction. The person realizes that the actual opponent is the reactive mind, and not the other person.
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NUMBER: CCH 3
NAME: Book Mimicry.
COMMANDS: Auditor makes a simple or complex motion with a book. Hands book to preclear. Preclear makes motion, duplicating auditor’s mirror image-wise. Auditor asks preclear if he is satisfied that the preclear duplicated the motion. If preclear is and auditor is also fairly satisfied, auditor takes book and goes to next command. If preclear says he is and auditor fairly sure preclear isn’t, auditor takes back book and repeats command and gives book to preclear again for another try. If preclear is not sure he duplicated any command auditor repeats it for him and gives him back the book. Tone 40 only in motions. Verbal two-way quite free.
POSITION: Auditor and preclear seated facing each other a comfortable distance apart.
PURPOSE: To bring up preclear’s communication with control and duplication. (Control + duplication = communication.)
TRAINING STRESS: Stress giving preclear wins. Stress auditor’s necessity to duplicate his own commands. Circular motions are more complex than straight lines.
HISTORY: Developed by L. Ron Hubbard for the 16th ACC in Washington, D.C., 1957. Based on duplication developed by LRH in London, 1952.
This exercise drills a person to see things as they are. Initially nobody will have difficulty in doing this exercise, except for a few whose attention is too distracted to concentrate at all. But when done for 20 minutes or more, the fragile concentration of more people will start to show up. So this drill must be continued for a reasonable amount of time that ensures that the individual has enough concentration to later do the subjective processes of Scientology.
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NUMBER: CCH 4
NAME: Hand Space Mimicry.
COMMANDS: Auditor raises two hands, palms facing preclear’s and says, “Put your hands against mine, follow them and contribute to their motion.” He then makes a simple motion with right hand, then left. “Did you contribute to the motion?” “Good.” “Put your hands in your lap.” When this is flat the auditor does this same thing with a half inch of space between his and preclear’s palms. When this is flat auditor does it with a wider space and so on until preclear is able to follow motions a yard away.
POSITION: Auditor and preclear seated, close together facing each other, preclear’s knees between auditor’s.
PURPOSE: To develop reality on the auditor using the reality scale (solid comm line). To get preclear into comm by control + duplication.
TRAINING STRESS: That auditor be gentle and accurate in his motions, giving preclear wins. To be free in two-way comm.
HISTORY: Developed by L. Ron Hubbard in Washington, 1956, as a therapeutic version of Dummy Hand Mimicry. Something was needed to supplant “Look at me. Who am l?” and “Find the Auditor” part of rudiments.
This exercise is similar to the previous exercise (CCH 3). It also drills a person in recognizing things exactly as they are; but it requires a bit more concentration and anticipation. The position of auditor and pc indicates that unwillingness is expected from the pc and that auditor may have to control the pc physically if necessary. However, this may not be the case with a person doing Grassroots Scientology. The relatively unwilling cases can always be audited at a regular Scientology organization.
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NUMBER: CCH 5
NAME: Location by Contact.
COMMANDS: “Touch that (indicated object).” “Thank you.”
POSITION: Auditor and preclear may be seated where the preclear is very unable, in which case they are seated at a table which has a number of objects scattered on its surface. Or auditor and preclear may be ambulant, with the auditor in manual contact with the preclear as is necessary to face him toward and guide him to the indicated object.
PURPOSE: The purpose of the process is to give the preclear orientation and havingness and to improve his perception.
TRAINING STRESS: Training stress is upon gentleness, ARC and the raising of the preclear’s certainty that he has touched the indicated object. It should be noticed that this can be run on blind people.
HISTORY: Developed by L. Ron Hubbard from Locational Processing in 1957.
This is an excellent exercise that rapidly puts the attention of the person in sync with the physical universe, thus bringing him into present time. This exercise has been used to assist those who are depressed, interiorized, or in deep distress. It pulls them back into present every time. The person can then be helped better with his problems when more of his attention is in the present.
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NUMBER: CCH 6
NAME: Body-Room Contact.
COMMANDS: “Touch your (body part).” “Thank you.” “Touch that (indicated room object).” “Thank you.”
POSITION: Auditor and preclear move about together as needed, the auditor enforcing the commands by manual contact using the preclear’s hands to touch objects and touch body parts.
PURPOSE: To establish the orientation and increase the havingness of the preclear and to give him in particular a reality on his own body.
TRAINING STRESS: Training Stress is upon using only those body parts which are not embarrassing to the preclear as it will be found that the preclear ordinarily has very little reality on various parts of his body. Impossible commands should not be given to the preclear in any case.
HISTORY: Developed by L. Ron Hubbard in 1957 in Washington, D.C., as a lower step than Body-Room Show Me.
This process serves to synchronize the reality of the body with the reality of the physical environment. The moment a person sees body as part of the physical environment, as well as one’s interface to the physical environment, his whole attitude changes.
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NUMBER: CCH 7
NAME: Contact by Duplication.
COMMANDS: “Touch that table.” “Thank you.” “Touch your (body part).” “Thank you.” “Touch that table.” “Thank you.” “Touch your (same body part).” “Thank you.” “Touch that table.” “Thank you.” “Touch your (same body part).” “Thank you,” etc., in that order.
POSITION: Auditor may be seated. Preclear should be walking. Usually auditor standing by to manually enforce the commands.
PURPOSE: Process is used to heighten perception, orient the preclear and raise the preclear’s havingness. Control of attention as in all these “contact” processes naturally takes the attention units out of the bank which itself has been controlling the preclear’s attention.
TRAINING STRESS: Training stress is on precision of command and motion, with each command in its unit of time, all commands perfectly duplicated. Preclear to continue to run process even though he dopes off. Good ARC with the preclear, not picking one body part which is aberrated at first but flattening some non-aberrated body part before aberrated body part is tackled.
HISTORY: Developed by L. Ron Hubbard in 1957 in Washington, D.C., as a lower level process than Opening Procedure by Duplication, or Show Me by Duplication. All contact processes have been developed out of the Pre-Logics.
This process is similar to CCH 6 but more intense. It is run on a body part on which a person’s attention is fixated. The process frees up that fixated attention.
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NUMBER: CCH 8
NAME: Trio.
COMMANDS: “Look around the room (environment) and tell me something you could have.” Run until flat. “Look around the room and tell me something the body (body part) can’t have.” Valence form: “Look around the room and tell me something mother (or other valence) can’t have.” Long form: “Look around the room and tell me what you could have.” Run flat. “Look around the room and tell me something you would permit to remain.” Run flat. “Look around the room and tell me what you could dispense with.” Dispense in long form is sometimes run first when preclear is set on wasting.
POSITION: Auditor and preclear seated at a comfortable distance both facing toward majority of the room.
PURPOSE: To remedy havingness objectively.
TRAINING STRESS: Run it smoothly without invalidative questions. One of the most effective processes known when thinkingness can be controlled somewhat. Run when havingness drops or for a full intensive.
HISTORY: Developed by L. Ron Hubbard in London in 1955. Name derived from the three questions of the long form. Originally called the “Terrible Trio”
Havingness is having such an intimate awareness of the environment (along with the situations in it), that one can flow with it and control that flow according to the natural laws. This process generates that awareness when applied thoroughly.
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NUMBER: CCH 9
NAME: Tone 40 “Keep it from going away.”
COMMANDS: “Look at that (indicated object).” “Thank you.” “Walk over to that (indicated object).” “Thank you.” “Touch that (indicated object).” “Thank you.” “Keep it from going away.” “Thank you.” “Did you keep it from going away?” “Thank you,” and so forth.
POSITION: Auditor and preclear ambulant. Auditor assisting by manual contact.
PURPOSE: The purpose of the process is to increase havingness of the preclear and bring about his ability to keep things from going away, which ability lost, accounts for the possession of psychosomatic illnesses.
TRAINING STRESS: The training stress is on precision and accuracy and finding out that this is actually Tone 40 8-C with a thinkingness addition. This is the first step on to the route of making things solid.
HlSTORY: Developed in 1956 in London, England, by L. Ron Hubbard.
“Keep it from going away” means to consciously keep it there. This can be done only by putting attention on it and keeping it there. A person could be touching things mechanically with attention elsewhere, or scattered all over the place. For that person, the things he is touching are not really there. This process puts a person’s attention back on what he is touching. This increases the person’s havingness.
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NUMBER: CCH 10
NAME: Tone 40 “Hold it still.”
COMMANDS: “Look at that (indicated object).” “Thank you.” “Walk over to that (indicated object).” “Thank you.” “Touch that (indicated object).” “Thank you.” “Hold it still.” “Thank you.” “Did you hold it still’?” “Thank you,” etc., in that order.
POSITION: Auditor and preclear ambulant. Auditor assisting by manual contact.
PURPOSE: To improve an individual’s ability to make things more solid and to assert his ability to control his environment.
TRAINING STRESS: Same as CCH 9.
HISTORY: Developed by L. Ron Hubbard in London, England, in 1956.
“Hold it still” also means to consciously keep it there by putting attention on it. This is alternate version of CCH 9. Some people may respond better to CCH 10 than to CCH 9.
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R2-67: Objects
“Locate some objects.” …………………. repetitively to EP
(Exerpted from Book: Creation of Human Ability)
R2-67: To a person who cannot hold the two back corners of the room, the simple location of objects is valuable. When a person is self-auditing, this is a very valuable solo process.
The command is: ‘Locate some objects’, etc. The person looks at them or puts his attention on them and notes what they are. This is all there is to the process. For variation, one locates some more objects. By object is meant physical universe, present time, visible objects.
(Comment)
You are locating the objects in terms of their distance and direction relative to your position. You are also locating the objects in terms of their distance and direction relative to each other. Essentially, you are orienting yourself in a physically static environment. This provides you with a stable datum that reduces your confusion.
In addition you are also looking at what the object is. It can lead you into many different directions. You may suddenly recognize what makes an object as to its nature. You may grasp how objects fit with other things in nature, and so on.
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3-Part Locational
“Notice that (room object).” “Thank you.” …………………. to EP
“Look at that (room object).” “Thank you.”
“Look at your (foot, hand, knee etc.).” “Thank you.” ……….. to EP
“Show me that (room object).” “Thank you.”
“Show me your (foot, hand, knee etc.).” “Thank you.” ……….. to EP
This process helps you look at your body part as an object. This extroverts your attention with respect to that body part.
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R2-17 Opening Procedure by Duplication
Handle and place book on table, bottle on another table. Do the following commands alternately with a book and a bottle.
“Look at that _____.”
“Walk over to it.”
“Pick it up.”
“What is it’s color?”
“What is it’s temperature?”
“What is it’s weight?”
“Put it down in exactly the same place.” …………………. to EP
This is really an effective process if done for hours, until a person really feels extroverted.
Opening Procedure by Duplication is begun only after a person has some reality on his environment, else he goes through it mechanically. The first part of this procedure is to get the person to examine, communicate with and familiarize himself with two dissimilar objects (usually a book and a bottle). These objects are then placed several feet apart and at a level so that the person can pick them up without bending over, but so that he has to walk between them. The person then begins the Procedure with the commands, as above. He executes the commands first with one object and then with the other over and over again. He may go through many emotions and reactions until he is doing it knowingly, spontaneously and cheerfully, each time seeing the items newly. This is a process which is done by the hour. The process is better when done consecutively for so many hours rather than done an hour apiece each day for several days.
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Start, Change, Stop
—STAND STILL
“Now I want you to get your body moving down the room when I so indicate and when I tell you to ‘stand still’, I want you to make that body stand still. Do you understand that?”
“Good.”
“Stand still.”
“Did you make that body stand still?”
“Thank you.” …………………. to flat point
—START
“I am going to tell you to start. And when I tell you to start, you start the body in that direction. Do you understand that?”
“Good.”
“Start”
“Did you start that body?”
“Thank you.” …………………. to flat point
—STOP
“I am going to tell you to get the body moving in that direction. Some where along the line I will tell you to stop. Then you stop the body. Do you understand that?”
“Good.”
“Get the body moving.”
“Stop.”
“Did you stop the body?”
“Thank you.” …………………. to flat point
—CHANGE
“Do you see that spot?” “Good.”
“We will call that spot A. Now you stand here. OK.”
“Now do you see that other spot?” “Good.”
“We’ll call that spot B.” “Alright.”
“Now when I ask you to change the body, I want you to change the body’s position from A to B. Do you understand that?”
The preclear says he does and the auditor stepping back from the preclear says,
“Change.”
The preclear then changes the body’s position. Similarly in using the various points and combinations of points A, B, C & D, the auditor runs the preclear on change until that particular process seems to be flat or goes to EP.) …………………. to flat point
These steps (as above) are now repeated as they will have unflattened. Each is re-flattened in turn and run over and over again. …………………. to EP
This is a classic process. On this process, the person consciously starts the body’s motion, consciously stops the body’s motion, consciously changes the body’s position, and consciously holds the body still. The key point is doing these actions consciously and knowingly.
In Scientology, the auditor directs the person. But in mindfulness approach, the person can do this process himself by giving himself the commands. If the person cannot do the process himself, then his partner can direct him through it.
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Contro Trio
“Get the idea of having that (indicated object).” …………………. to EP
“Get the idea that it is all right to permit that (indicated object) to continue.” …. to EP
“Get the idea of making that (indicated object) disappear.” ……….. to EP
For many people, their imagination is out of their control. In extreme cases, a person’s imagination can turn into hallucination. This process basically helps a person manipulate his imagination and, thus, get in control of it to a greater degree. It was fun for me to imagine the effect of making an object disappear.
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Goals
Auditor 2 way comms to pc certainty and gradually increases span of time: 1 hr, 3 days, 1 week, 3 months, 1 year etc.
“What are you absolutely sure will happen in the next 2 minutes?” … to EP
“Tell me something that you would like to do in the next 2 minutes.” … to EP
Or,
“Tell me something that you are sure will be there in 2 minutes.” Etc. … to EP
“Tell me something that you would like to have in the next 2 minutes.” … to EP
This is a great process. It makes you look. What I can say with certainty is that the goal TO KNOW will always be there. This goal may take different forms from one individual to another, or from one era to another; but this goal to know and the resulting evolution shall always be there, whether life is there or not.
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Opening Procedure SOP 8-C
—PART A
Select objects in room, direct pc’s attention to them.
“Do you see that _____?”
“Go over to it and put your hand on it.”
“Now look at _____.”
“Now walk over and put your hand on it.” …………………. to EP
This is done with various objects without specifically designating spots of a more precise nature than an object until pc is very certain that he is in good communication with these objects & the walls & other parts of the room.
PART A HAS BEEN ENLARGED by the auditor’s selecting exact spots. eg.
“Do you see that ‘black mark’ on the ‘left arm of that chair’?”
“All right, go over to it and put your finger on it.”
“Now take your finger off it.” …………………. to EP
Done until the pc has uniform perception of any and all objects in the room.
—PART B
Done until pc freely selecting spots in the room – this means that his perception of the room has become uniform.
“Find a spot in this room.”
“Go over to it and put your finger on it.”
“Now let go of it.” …………………. to EP
—PART C
Run the process repetitively until all comm lags are reduced and until the pc’s very certain he’s seeing, selecting, and touching the spots.
“Find a spot in the room.”
“Make up your mind when you are going to touch it and then touch it.”
“Make up your mind when you are going to let go of it and then let go.” … to EP
This process restores the ability of the person to look more closely on his own determinism without any preconceived notions. This is the key to resolving anomalies.
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Help Processes (1)
2 way comm on help is the first process to clear the help button. Get the pc’s views on the subject of help.
Discuss another helping pc. …………………. to EP
Discuss Pc helping others. …………………. to EP
Discuss Others helping others. …………….. to EP
Discuss Pc helping self. …………………. to EP
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Help Processes (2)
“What problem could another’s help be to you?” …………………. to EP
“What problem could your help be to another?” …………………. to EP
“What problem could another’s help be to other’s?” …………….. to EP
“What problem could helping yourself be to you?” …………………. to EP
OR,
“What problem has another’s help be to you?” …………………. to EP
“What problem has your help been to another?” …………………. to EP
“What problem has another’s help been to other’s?” …………… to EP
“What problem has helping yourself been to you?” …………………. to EP
OR,
“What help of another’s could you confront?”
“What help of another’s would you rather not confront?” ……………. to EP
“What help of yours could another confront?”
“What help of yours would another rather not confront?” ……………. to EP
“What help from others could others confront?”
“What help from others would others rather not confront?” …………. to EP
“What help of yours could you confront?”
“What help of yours would you rather not confront?” …………….. to EP
These processes provide the sense that we all are one because we are evolving together toward the ultimate goal: TO KNOW. Help is another way of saying that we are operating together in unison. Help becomes a problem when we get too fixated on individual selves and lose the flexibility. We can all think of such instances when we were too fixated on ourself and it slowed the progress of all. The idea of confront tells us where the inflexibility or fixation may lie.
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Failed Help
“How could another prevent your help?”
“How could another fail to help you?” …………………. to EP
“How could you prevent another’s help?”
“How could you fail to help another?” …………………. to EP
“How could others prevent others help?”
“How could you fail to help others?” …………………. to EP
“How could you prevent help for yourself?”
“How could you fail to help yourself?” …………………. to EP
Help is basically a cooperation in moving toward the common goal of surviving, learning and evolving. The only thing that would prevent help is some kind of fixation, such as, fixed ideas, entrenched beliefs, bias and prejudice. All these fixations may be grouped together as a fixation on self. Such a fixation on self exists when there are unassimilated sensations, perceptions, memories, experiences, etc. This “Failed Help” process puts attention of the person on his fixations and on fixations in general. It is this awareness that starts to resolve a person’s own fixations.
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Formula 16
“Who has not intended to help you?”
“Who has helped you?” …………………. to EP
“Who have you intended not to help?”
“Who have you helped?” …………………. to EP
“Who has intended not to help others?”
“Who has helped others?” …………………. to EP
“How have you intended not to help yourself?”
“How have you helped yourself?” …………… to EP
This process makes you look at people in your life in an interesting way. Those who didn’t intend to help you were fixated on themselves and were trying to handle their own problems. Those who did help you were more extroverted. Also, it is difficult to help people who are fixated on themselves. It is much easier to help extroverted people. There are problems that fixate your attention. It is easier to move beyond such problems when you take on more problems to solve.
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Formula 17 (1)
This is especially for the person who has been to healers, hypnotists, spiritualists, psychologists, ministers, religious family members, etc. Run on charged terminals (general terminals and specific persons connected with pc’s past.)
“How could a _____ fail to help you?” …………………. to EP
“How could you fail to help a _____?” …………………. to EP
“How could a _____ fail to help others?” …………………. to EP
“How could you fail to help yourself regarding a _____?” ….. to EP
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Formula 17 (2)
“How could a _____ help you?” …………………. to EP
“How could you help a _____?” …………………. to EP
“How could a _____ help others?” …………………. to EP
“How could you help yourself regarding a _____?” ….. to EP
A person who has been to healers, hypnotists, spiritualists, psychologists, ministers, religious family members, etc., is obviously looking for help. He has not received the help he is looking for. That means, people in his past have failed to help him. You find those in that person’s past whom he expected to be helped by , but he didn’t get that help he needed. You take such terminals (people) one at a time and run this process on them. Such terminals could be mother, father, a sibling, a friend, a doctor, a healer, etc.
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Five Way Concept Help
Run on general charged terminals.
“Think of a _____ helping you.” …………………. to EP
“Think of you helping a _____.” …………………. to EP
“Think of a _____ helping others.” ……………… to EP
“Think of others helping a _____.” ……………… to EP
“Think of a _____ helping a _____.” …………….. to EP
Make a list of all people and things that your attention often goes to. Arrange them in the order of their relevance. Run the above commands on the list items starting from the top. A good communication line must exist before help can flow on it.
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Concept Help O/W
Run on charged terminals and on the following items: a confusion, an unconscious person, a responsible person, a creative person.
“Think of a _____ helping you.”
“Think of a _____ not helping you.” …………… to EP
“Think of helping a _____.”
“Think of not helping a _____.” …………………. to EP
“Think of a _____ helping others.”
“Think of a _____ not helping others.” ………… to EP
“Think of you as a _____ helping yourself.”
“Think of you as a _____ not helping yourself.” ….. to EP
Make a list of all people and things that your attention often goes to. Add the following items to this list: a confusion, an unconscious person, a responsible person, a creative person. Arrange all items in the order of their relevance. Run the above commands on the list items starting from the top. This is a very interesting process.
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Help O/W
This lets the pc as-is his failures to help as well as his denials of help.
“What help has another given you?”
“What help has another not given you?” ………… to EP
“What help have you given another?“
“What help have you not given another?“ ……….. to EP
“What help have others given others?”
“What help have others not given others?” ……… to EP
“What help have you given yourself.”
“What help have you not given yourself.” ……….. to EP
As this process says, it does make a person look at his failures to help as well his denials of help. When the person looks at such moments closely, the charge blows off.
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Five Way Bracket on Help
The following commands are run consecutively as one process.
“How could you help me?”
“How could I help you?”
“How could you help another?”
“How could another help you?”
“How could another help another?” ……….. to EP
We all can help each other by resolving anomalies as we come across them. That is the way to personal growth; and to growth as a society and mankind. An ANOMALY is something that doesn’t make sense. Actually, an anomaly is a violation of ONENESS, in the form of discontinuity (missing data), inconsistency (contradictory data), or disharmony (arbitrary data).
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Running Help on an Item
Run on charged terminals. Also, find the Dynamic on which helping is the least real to you, run help on it.
“How could a _____ help you?” …………………. to EP
“How could you help a _____?” …………………. to EP
“How could a _____ help others?” …………………. to EP
“If you were a _____ how could you help yourself?” ………… to EP
Make a list of all people and things that occupy your attention. Add to this list the eight dynamics. Now arrange the items on this list in the order that they still generate charge (tension) for you, with the most charged item at the top. Run the items on this list through this process, starting from the top. If there are no charged items left after running other processes then you do not have to run this process.
We resolve problems by helping each other. We get suspicious of help because of betrayals in the past. The solution is to become more aware of anomalies, but not give up on help. This process can be run any time you come across a charged item.
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Regimen Two
“What motion has helped you?”
“What motion has not helped you?” …………………. to EP
“What motion have you helped?”
“What motion have you not helped?” …………………. to EP
“What motion has helped others?”
“What motion has not helped others?” …………………. to EP
“What motion have you helped yourself with?”
“What motion have you not helped yourself with?” ….. to EP
The goal of this universe is to evolve. This is achieved through the assimilation of sensations, perceptions, memories, experiences, and knowledge. With the assimilation, one arrives at wisdom. Thus, the basic motion involves resolving anomalies and obtaining new knowledge. This takes as many different forms as there are people. Look and see what form it has taken for you. For me it has been education, research and application of knowledge in the field of sciences.
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Formula 20 (1)
“Who has failed to control you?” …………………. to EP
“Who have you failed to control?” …………………. to EP
“Who have others failed to control?” ……………… to EP
“How have you failed to control yourself?” …….. to EP
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Formula 20 (2)
“What has failed to control you?” …………………. to EP
“What have you failed to control?” ……………….. to EP
“What have others failed to control?” …………….. to EP
“What have you failed to control in yourself?” …. to EP
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Formula 20 (3)
“Who has helped you?” …………………. to EP
“Who have you helped?” ……………….. to EP
“Who has helped others?” ……………… to EP
“How have you helped yourself?” …… to EP
I guess I myself have failed to control me. It is the laws of nature that are controlling me. To control myself I have to understand all the laws of nature. It is my understanding, and my effort to understand that has helped me the most. Your answers may be different. But get the answers that are most satisfactory to you.
All the knowledge that exists has definitely helped me starting with Hinduism, Scientology and Buddhism.
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Invent Problem Process
Fill in the blank with pc’s worry or malady. Several different items can be run; in turn.
“Invent a problem you could have with another for which _____ is the answer.” ….. to EP
“Invent a problem another could have with you for which _____ is the answer.” ….. to EP
“Invent a problem another could have with others for which _____ is the answer” ….. to EP
“Invent a problem you could have with yourself for which _____ is the answer.” ….. to EP
Make a list of all the things that you are worried about and all the things that you are suffering from. Arrange the items on the list in the order that they are relevant to you. Then, starting from the top of the list, run the items through this process. I certainly had fun with this process.
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HAS V (1)
“Get the idea of solving a problem.”
“Get the idea of not solving a problem.” …………………. to EP
“Get the idea of another solving a problem.”
“Get the idea of another not solving a problem.” ……….. to EP
“Get the idea of others solving a problem.”
“Get the idea of others not solving a problem.” …………. to EP
“Get the idea of you solving a problem of your own.”
“Get the idea of you not solving a problem of your own.” … to EP
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HAS V (2)
The Case Supervisor may add a terminal if the pc complains about lots of problems with that terminal. The commands used would be:
“Get the idea of solving a problem with (terminal).”
“Get the idea of not solving a problem with (terminal).” ……………….. to EP
“Get the idea of (terminal) solving a problem with.you.”
“Get the idea of (terminal) not solving a problem with you.” ………….. to EP
“Get the idea of (terminal) solving a problem with others.”
“Get the idea of (terminal) not solving a problem with others.” …….. to EP
“Get the idea of solving a problem you gave yourself about (terminal).”
“Get the idea of not solving a problem you gave yourself about (terminal).” … to EP
This is an excellent process that gives you hope. It may even bring up a long forgotten problem to your attention and help you solve it.
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Problems Process for PTPs (1)
Run on key charged terminal in PTP.
“Invent something worse than_____.” …………………. to EP
“Invent something worse for _____ than you.” ……… to EP
“Invent something worse for others than _____” ….. to EP
“Invent something worse for yourself than _____” …. to EP
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Problems Process for PTPs (2)
“Spot where (key terminal in PTP) is now.”
“Spot where you are now.” …………………. to EP
List all the things and people that are part of the PTP (present time problem). Arrange them in the order that is relevant to you, with the most relevant item on top. Then run this process on each item starting from the top. This is an excellent process to free up stuck viewpoints. You may stop this process when there is a significant shift in viewpoint. Have fun with it.
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Problem of Comparable Magnitude
Run on key charged terminal of problem. NOTE: The second question can be omitted only if the pc tells you how it could be a problem in answering the first question.
“Invent a problem that is of comparable magnitude to _____”
“How could that be a problem to you?”
“Can you conceive yourself figuring on that?” ……………… to EP
“Invent a problem that is of comparable magnitude to you for _____”
“How could that be a problem to _____?”
“Can you conceive _____ figuring on that?” …………………. to EP
“Invent a problem that is of comparable magnitude to _____ for others.”
“How could that be a problem to others?”
“Can you conceive _____ figuring on that?” …………………. to EP
“Invent a problem that is of comparable magnitude to _____ for you.”
“How could that be a problem to you?”
“Can you conceive yourself figuring on that?” …………… to EP
Locate the key thing or the person that you feel in tension with in the present time problem (PTP). Run this process with that terminal. This is an excellent process to free up stuck viewpoints.
I just applied this process to handle a PTP I was having with a person who were twisting what I was saying to mean something else. I realized that he was not doing it intentionally. I now see that his mental structure is simply very different; meaning, that his logic is very different. Just by recognizing that, I am now free of that problem. I am not here to change his logic or his mind. Yes, I want to be understood. But if the other person is simply incapable of understanding me. I don’t have to insist. I simply move on.
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Problems Process (1)
“What problem could you confront?” …………………. to EP
“What problem could another confront?” ………………. to EP
“What problem could others confront?” …………………. to EP
“What problem about yourself could you confront?” … to EP
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Problems Process (2)
“Tell me a problem with another.”
“What part of that problem have you been responsible for?” ……….. to EP
“Tell me a problem of another with you.”
“What part of that problem has another been responsible for?” …… to EP
“Tell me a problem of others with others.”
“What part of that problem have others been responsible for?” ……. to EP
“Tell me a problem with yourself.”
“What part of that problem have you been responsible for?”……… to EP
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Problems Process (3)
“What two things can you confront?” …………………. to EP
“What two things can another confront?” ………………. to EP
“What two things can others confront?” …………………. to EP
“What two things about yourself can you confront?” … to EP
This is a general process. The key is CONFRONT — to face without flinching or avoiding. It amounts to just being there with the problem. It has to first resolve in your mind before it can be resolved in the physical universe.
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Routine 1A Problems Process
“What problem could you confront?”
“What problem don’t you have to confront?” ………………. to EP
“What problem could another confront?”
“What problem wouldn’t another confront?” …………………. to EP
“What problem could others confront?”
“What problem wouldn’t others confront?” …………………. to EP
“What problem about yourself could you confront?”
“What problem about yourself don’t you have to confront?” … to EP
This is another process that is about confronting problems. To confront is to face without flinching or avoiding. You look at that problem closely until it is resolved in your mind. Then you proceed to resolve in the physical universe, if necessary.
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Solution to Solutions
“What solution could you make stick?” …………………. to EP
“What solution could another make stick?” ………………. to EP
“What solution could others make stick?” …………………. to EP
“What solution about yourself could you make stick?” … to EP
Solution is what remains after the problem is gone. The property of a solution that sticks is oneness (continuity, consistency and harmony) among all its parts. The solution that sticks is very natural in its character.
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R2-20 Use of Problems and Solutions
Have pc pick out or pick up room object, have him examine this object until he is sure it is real. On each flow the Command is run repetitively until pc is convinced that he can create problems at will.
“What problems could this object be to you?” ……………….. to EP
“What problems could this object be to another?” …………. to EP
“What problems could this object be to others?” …………… to EP
“What problem have you caused yourself over _____?” …… to EP
A person is more in present time when he looks at an object more closely. A problem exists when the person is attached to that object in some manner. This process lets the person examine possible attachments to that object. He may discover his dependencies on that object.
I found that I am dependent on the objects, such as, my watch, my phone, my glasses, etc. that serve some function for me. That way I am dependent on this body and also on this universe. But to the degree all these functions are in harmony with each other, the problem reduces to my own purpose in life and how successful I am in achieving it. I found that my ultimate purpose is TO KNOW THE ONENESS OF THIS UNIVERSE. This is a fascinating process.
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Problems Intensive
“What self-determined changes have you made this life?”
“On the biggest change, when the prior confusion was?” …….. to EP
This process seems to zero in to a person’s most fundamental confusion. In my case, the biggest self-determined change that I made this life was joining the Sea Org after graduating from MIT. My prior confusion was not understanding why I was here, what I was doing, and what it was all about.
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Level One Quad
Run 2nd command to bleed all charge off 1st answer.
“What problem have you had with someone?”
“What solutions have you had for that problem?” ………. to EP
“What problem has another had with you?”
“What solutions has another had for that problem?” …… to EP
“What problem has someone had with another?”
“What solutions have they had for that problem?” ………. to EP
“What problem have you caused yourself?”
“What solution have you had for that problem?” ……….. to EP
This process may be flat for some people if their charge was already handled on earlier processes. But one should always try the process and run it only when some charge (tension) is found. I only found one interesting problem on this process that had not come up on earlier processes.
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Havingness
“Point out something desirable.” …………………. to EP
“Point out something another would find desirable.” …………. to EP
“Point out something another could get others to desire.” ….. to EP
“Point out something you would find desirable.” ……………… to EP
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