6205C15 SHSpec-144 New Training Sections

[See HCOPL's 3May62 "Practical Auditing Skills"; 14May62 "Training
Sections"; -- Issue II "Training -- Classes of Auditors".]

A new thing has happened since the start of teaching the Briefing Course
a year ago: a new training pattern, laid down in the academies. No new course
materials have been added, but a practical section has been added to get
people to confront doingness as well as thought. Data is very important, but
its application in doingness is harder to confront, so we are putting in a
practical section to make sure that correct application occurs. Practical has
always been there in the Comm Course and Upper Indocs. This adds practical to
the actual auditing, along with added TR's, etc.

You could learn a great deal about the mind and reactions of pcs if your
technical procedure was perfect. Your understanding of the mind at present is
blurred by the lack of an absolutely

perfect application of scientology to the PC, because of distractions entered
in by imperfect auditing. One stable datum is: when confronted by the
unusual, do the usual. Every PC thinks his case is different from everyone
elses. Actually, he is a thetan and he is here. His case operates like
everybody else's, as far as fundamentals go. The PC will give you a sales
talk on his unusuality, on all his differences. It is his privilege to come
up with unusuals, non-duplicates of everyone else. Of course he will, with
the bank he has got. The moment the auditor buys the PC's unusualness, he is
teamed up with the reactive mind, and the bank + the auditor process the PC
thenceforth.

If your application of auditing is wild and variable and everything looks
all different to you, you will get wild ideas about the human mind. No one
could be blamed for varying procedure if they didn't know that standard
auditing exists. This is now know. Everything a PC can do has a standard
auditor response that handles it. It is the fact that these auditor responses
do work in all cases that makes them standard responses.

Universities sometimes have courses where the subject is hidden. The
students are there, the professor is there, but the course is double talk.
There is no real subject, e.g. Art Appreciation, Music Appreciation, Domestic
Relations. People confuse education with thinkingness. You can go through
school without ever understanding anything. Furthermore, early classroom
training is all data, no practical. So giving doingness along with theory
tends to break up the automaticity that equates education with total think.
Education has become a huge practical joke.

Theory + practical + auditing gives two thirds doingness and one third
think. That is about what it takes. There would be a new TR for each new
activity. The result will be very smooth, effortless auditing. There will be
no uncertainties because the auditor knows the correct cause for every PC
response and the proper response for very PC action. This means that there is
no need or place for cleverness in handing a PC, only standardness in handling
pcs.

There are certain stable data in the theory. If you didn't have these,
you wouldn't know where you were going or why. These stable data are the
fundamental things. There are certain practical actions that you must be able
to do and a few auditing skills to be used in auditing processes. These
things can be organized to go together and to complement each other to some
degree. [See HCOB 3May62 "Practical Auditing Skills" for a summary of
practical auditing skills.] i.e. the student should learn:

1. The basic, fundamental precepts; a few bits of inescapable theory.

2. Certain basic practical actions basic to auditing.

3. Auditing skills that are relatively easy to do.

These three will be tied up together so that they complement each other.

Class Ia processes include op Pro by Dup, SCS, and assists. Op Pro by
Dup was originally invented solely as a training process for auditors to teach
them that duplication wouldn't kill them. It enabled auditors to give
repetitive commands without alter-ising, so instead of asking, "Do birds
fly?", the auditor won't go off and ask, "Are our feathered friends airborne?"
It gets rid of obsessive change.

SCS runs out bad control. People must have been miscontrolled [to object
to control] . But the auditor must control the PC or he fails utterly.
Control and duplication are the roughest hurdles for an auditor to get over.
[Student auditors] should both give and receive Op Pro by Dup and SCS as a
first action. [See HCOB 14May62 "Case Repair" for more data on Op Pro by Dup
and SCS.]

Assists are the other basic auditing action to teach beginning auditors.
They can give spectacular results.

All these processes teach body mauling, which is a good thing, now that
upper indocs are removed because they lead people to misrun CCH's. And none
of these processes goof up the PC if done wrong. They all repair themselves
if they are done right to repair the wrongly done process, unlike engram
running, for instance, which is not self-correcting. These three processes
constitute Class Ia.

Class Ib is ARC S/W in model session plus havingness. This is a sit down
process that gives verbal repetitive think processing. It will occasionally
make someone sane who didn't know he was nuts, and it gives the auditor
reality on banks and time-tracks, as he sees the PC cycle in time. You can
run it positively and negatively, which handles someone who winds up in agony
when you try to run pleasure moments. This process has tremendous
horsepower.

Class IIa is prepchecks and CCH's. Prepchecks at this level are
preferably done by Forms 3 and 6a. [Form 3: HCOPL 22Mar61 "The Only Valid Sec
Check" -- for new students = the Joburg. Form 6a: HCOPL 3Feb62 "Auditor
Processing Check" -- A shortened form of Form 6, for students who have done a
fair amount of auditing. Form 6: HCOPL 7Ju161 "Processing Sec Check".] Here
the case would start to get good case advances.

[Class IIb is where the student acquires a complete command of the
fundamentals of sessions and E-meters at an advanced level, including all
meter and needle phenomena and all elements and ruds of model session. See
HCOPL 14May62 Issue 2 "Training -- Classes of Auditors". Classes IIc and IId
include a complete mastery of all this-lifetime processes, as well as very
advanced general auditing skill.]

At Class IIIa, you have havingness, getting ruds in, dynamic assessment,
prehav assessment, problems intensive, and any kind of assessment you could
dream up. None of it has therapeutic value except havingness and lots of
ruds. To get someone up to doing Routine 3 processes without doing any 3DXX,
he would have to do assessments of some kind. That is a bit of a puzzle at
present, but you could do assessment by elimination on a problems intensive,
for instance.

At Class IIIb, the student would do Goals Assessment.

[At Class IIIc, the student audits Routine 3 processes with skill. See
HCOPL 14May62 Issue 2, as above. Also see this P/L for the theory and
practical requirements for each class.]