ST0 - TRs Picture Guide - EP of Drills: Each Drill explained & illustrated. Over-all EP of TRs.


Student (eyes closed) Potential Cause and Effect	<Distance>	Student (eyes closed) Potential Cause and Effect
OT TR-0 the students are drilling simply being there as potential Cause or Source-point or potential Effect or Receipt-point. This is done as an undercut to using the comm formula. The first step is to BE there. Purpose: The student simply has to comfortably confront another person. The student trains to BE there in a position one meter (3 feet) in front of another person. He has to BE there and be relaxed and comfortable about it. Drill done with eyes closed. Commands: None.

TR-0, Confronting

Both Students:
<-----
----->
Observation
Distance
Attention
Confront

Student confronts (eyes open)
Potential Cause and Effect
<Distance>
Student confronts (eyes open)
Potential Cause and Effect

TR-0, Confronting. We have potential Cause or Source-Point or potential Effect or Receipt-point as in OT TR-0
Here the students drill the following parts of the Comm Cycle: Observation, Distance, Consideration, Attention, and Confront.

Purpose: The student is to confront a preclear with auditing only or with nothing. The idea is simply to get the student able to hold a position 1 meter in front of a preclear and to be relaxed and comfortable about it. He simply has to BE there without being thrown off, distracted, or having any reactions to anything the preclear says or does.
Commands: None.

TR-0, Bullbaiting

Student:
----->
Observation
Distance
Attention

<-----
Confront
Attention

Student, confronts at effect
Receipt-point with Duplication

<Distance>
Coach, Bullbaits at cause

TR-0, Bullbait. Student is drilled in potential Cause or Source-Point and Effect or Receipt-point, with Duplication. He drills Observation, Distance, Consideration, Attention. He is confronting a pc being Cause or Source-point. He has to confront the pc - no matter what pc says or does.
Purpose: The student is to confront a preclear with auditing only or with nothing. The idea is simply to get the student able to hold a position 1 meter in front of a preclear and to be relaxed and comfortable about it. He simply has to BE there without being thrown off, or distracted, nor have any reactions to anything the preclear says or does.

Commands: Coach uses: "Start" "That's it" and "Flunk" to control the session.
Coach will find and use student's 'buttons' and push them hard.
(Button: Words, phrases, subjects or actions used by other people, that causes a Bank reaction in an individual, resulting in discomfort, embarrassment or upset, or in making him laugh uncontrollably.)

TR-1, Auditing Command

Student:
----->
Intention
Impingement
Interest
Control
Direction
Timing
Velocity
<-----
Observation
Attention

Student, Delivers command, Source-point. Ensures it arrives.
<Distance>
Coach listens; Receipt-point

TR-1, Auditing Command. Student as Source-point, has to be aware of Receipt-point, and as Cause get a Message across a Distance to the Receipt-point. He uses Attention, Interest, Control, correct Direction, correct estimation of Distance, Time and correct Timing, correct Velocity, correct 'Volume, Clarity and Impingement' (called impingement in illustration). His Intention is that his message is received and understood at Receipt-point.
Purpose: to drill and perfect how to deliver an auditing command to a pc - each command is to be delivered fresh, in its own unit of time; and to deliver it without flinch or strain, but done naturally and directly from auditor to pc.
Commands: The student uses a book. He reads a sentence to himself (and making it his own) and then delivers the sentence to the coach.

TR-2, Acknowledgments

Student:
----->
Receives
comm

<-----
Acks

Coach, Delivers sentences,
receives acks.
<Distance>
Student, listens, understands,
acks (full stop)
Switches from Effect to Cause

TR-2, Acknowledgments. Student is specifically drilled in switching from Source-point to Receipt-point. She has to receive, Duplicate and Understand the preclear's Answer, and then back to Cause to give the Acknowledgement.
Purpose: To teach the student auditor that an acknowledgment is a method to control a preclear's communication in session. An acknowledgment is a full stop, that ends a communication cycle. The student must understand and appropriately acknowledge so as to end the comm.

Commands: The coach uses a book. He takes a sentence and reads it to student. The student has to acknowledge with anything that is appropriate to pc's statement. The acknowledgement has to convince the coach that he was heard and understood. The coach will repeat any statement he feels wasn't correctly acked.

TR-2 1/2, Half Acks

Student:
----->>
Receives
comm...
<<-----
Half Acks
(encourages)
----->>
...Receives
continued comm

Coach, receives half acks and
continues to tell
<Distance>
Student, listens, understands,
half acks (encouragement)

TR-2 1/2, Half Acks. the emphasis here is on drilling Acknowledgement and Control in such a way as to bring about the "Continue" (or "change") part of the Control cycle. Otherwise as the previous drill.
Purpose: To teach the student that a half ack is how you encourage a pc to keep talking about something.
Commands: The coach reads a line from a book and the student has to half ack each. The coach repeats any line he feels was not half acked.

TR-3, Duplicative Question

----->>
Do birds fly?
<<------
You're dumb
------>>
(Repeat)
Do birds fly?
<<-----
Your tie!!
----->>
(Repeat)
Do birds fly?
<<-----
Yes they do
------>>
Thank You!

Student gets his question answered
brown, blue, red
new time units
Coach makes it difficult and tries to distract him

TR-3, Duplicative Question emphasis here on getting a communication duplicated and completed. Student uses all parts of comm cycle.
Purpose: To teach a student auditor to duplicate an auditing question without any variation (of words), each time newly, in its own unit of time - and to acknowledge it. Also: To teach that as an auditor you never ask a second question until you have received an answer to the one asked.
Commands: "Do fish swim?" or "Do birds fly?"

TR-4, Originations

<<-------
Do birds fly?
-------->>
I LOVE CARS!
<<-----
1) Really? tell me about. it...
<<--------
---------->>
MAKES ME FLY
<<--------
2) Thank You!
<<--------
3) Re: flying...
Do birds fly?

Coach originates about himself
(Unexpected Cause)

Student 1) Understands 2) Acks 3) returns pc to session (maintains ARC & control).

TR-4, Originations. An origination is something of importance to pc he brings up on his own. Pc is at cause unexpectedly. Student handles it smoothly and gets pc back on the process.
Purpose: To teach the student auditor to maintain ARC with the preclear when he originates. She should not become silent or startled or hesitant by this, but maintain communication and ARC with the preclear throughout an origination.
Commands: The student runs "Do fish swim?" or "Do birds fly?" on the coach. Coach answers, but now and then makes unexpected statements. The student auditor must be able to 'change gear' and handle coach's originations smoothly and to his satisfaction.

The Valuable Final Products and EP of TRs

The TRs are drills. That means they are an objective activity aimed at giving the student certain skills. Drills are not about how the student feels about the subject, but about how well he can perform the actions.

So when we use 'End Phenomenon' below, it is in a different sense than it is used for processes. Here it is 'the level of competence needed for a pass.'

When being coach or student in the drills it is important to know what you are working towards. This section should clear that up and should be well known from the very beginning of drilling. Instruction and coaching are not based on opinion. They are based upon producing the Valuable Final Products and the End Phenomena of the drills.

VALUABLE FINAL PRODUCT No. 1 of TRs is:
A professional auditor who with communication handling alone can keep a pc interested in his own case and willing to talk to the auditor (definition of 'in-session').

VALUABLE FINAL PRODUCT No. 2 of TRs is:
A person with the presence in session and socially, of a professional auditor. This presence can be summed up as an individual who can handle anyone with communication alone and whose communication can stand up faultlessly to any session or social situation no matter how rough.

The END PHENOMENON of TRs is:
A being who can do the above flawlessly and knows he can do it from here on out.

Note on Prerequisites
Students who have an extensive drug history may have a hard time in doing Auditors TRs.

Such students need the drug problem and the effects of drugs handled first. R. Hubbard designed a sauna program or Rundown called 'the Cleansing Rundown'. This is designed to cleanse the effects of drugs out of the body. This is a prerequisite to a successful TRs course for students with an extensive drug history.

You do not do the TRs course while you receive auditing. The Auditors TRs Course is known to change and improve cases significantly. Although the goal is skills and not subjective gains, you do not want to mix or do several case changing actions at the same time. So the rule is, TRs Course should only be done when the student is not also a pc in the middle of an auditing action. It can be done before any auditing or after completion of a whole Grade but never in the middle of an action.

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	Home Search Level 0 Level 1 Level 2 Level 3 Level 4 Level 4Pro Level 5 C/Sing Solo
	\| Tech terms \| Scales \| Axioms \| Drills \| Checksheets \| Processes \| Prep. lists \| C/S terms \| C/S tool \| Grades \| Cramm \| Points \| KTW \| Online \|

	Student: -----> Observation Distance Attention <----- Confront Attention
Student, confronts at effect Receipt-point with Duplication	<Distance>	Coach, Bullbaits at cause
TR-0, Bullbait. Student is drilled in potential Cause or Source-Point and Effect or Receipt-point, with Duplication. He drills Observation, Distance, Consideration, Attention. He is confronting a pc being Cause or Source-point. He has to confront the pc - no matter what pc says or does. Purpose: The student is to confront a preclear with auditing only or with nothing. The idea is simply to get the student able to hold a position 1 meter in front of a preclear and to be relaxed and comfortable about it. He simply has to BE there without being thrown off, or distracted, nor have any reactions to anything the preclear says or does. *Commands:* Coach uses: "Start" "That's it" and "Flunk" to control the session. Coach will find and use student's 'buttons' and push them hard. (Button: Words, phrases, subjects or actions used by other people, that causes a Bank reaction in an individual, resulting in discomfort, embarrassment or upset, or in making him laugh uncontrollably.)

	Student: -----> Intention Impingement Interest Control Direction Timing Velocity <----- Observation Attention
Student, Delivers command, Source-point. Ensures it arrives.	<Distance>	Coach listens; Receipt-point
*TR-1, Auditing Command.* Student as Source-point, has to be aware of Receipt-point, and as Cause get a Message across a Distance to the Receipt-point. He uses Attention, Interest, Control, correct Direction, correct estimation of Distance, Time and correct Timing, correct Velocity, correct 'Volume, Clarity and Impingement' (called impingement in illustration). His Intention is that his message is received and understood at Receipt-point. Purpose: to drill and perfect how to deliver an auditing command to a pc - each command is to be delivered fresh, in its own unit of time; and to deliver it without flinch or strain, but done naturally and directly from auditor to pc. Commands: The student uses a book. He reads a sentence to himself (and making it his own) and then delivers the sentence to the coach.

	Student: -----> Receives comm <----- Acks
Coach, Delivers sentences, receives acks.	<Distance>	Student, listens, understands, acks (full stop) Switches from Effect to Cause
TR-2, Acknowledgments. Student is specifically drilled in switching from Source-point to Receipt-point. She has to receive, Duplicate and Understand the preclear's Answer, and then back to Cause to give the Acknowledgement. Purpose: To teach the student auditor that an acknowledgment is a method to control a preclear's communication in session. An acknowledgment is a full stop, that ends a communication cycle. The student must understand and appropriately acknowledge so as to end the comm. Commands: The coach uses a book. He takes a sentence and reads it to student. The student has to acknowledge with anything that is appropriate to pc's statement. The acknowledgement has to convince the coach that he was heard and understood. The coach will repeat any statement he feels wasn't correctly acked.

	Student: ----->> Receives comm... <<----- Half Acks (encourages) ----->> ...Receives continued comm
Coach, receives half acks and continues to tell	<Distance>	Student, listens, understands, half acks (encouragement)
TR-2 1/2, Half Acks. the emphasis here is on drilling Acknowledgement and Control in such a way as to bring about the "Continue" (or "change") part of the Control cycle. Otherwise as the previous drill. Purpose: To teach the student that a half ack is how you encourage a pc to keep talking about something. Commands: The coach reads a line from a book and the student has to half ack each. The coach repeats any line he feels was not half acked.

	----->> Do birds fly? <<------ You're dumb ------>> (Repeat) Do birds fly? <<----- Your tie!! ----->> (Repeat) Do birds fly? <<----- Yes they do ------>> Thank You!
Student gets his question answered	brown, blue, red new time units	Coach makes it difficult and tries to distract him
TR-3, Duplicative Question emphasis here on getting a communication duplicated and completed. Student uses all parts of comm cycle. Purpose: To teach a student auditor to duplicate an auditing question without any variation (of words), each time newly, in its own unit of time - and to acknowledge it. Also: To teach that as an auditor you never ask a second question until you have received an answer to the one asked. Commands: "Do fish swim?" or "Do birds fly?"

	<<------- Do birds fly? -------->> I LOVE CARS! <<----- 1) Really? tell me about. it... <<-------- ---------->> MAKES ME FLY <<-------- 2) Thank You! <<-------- 3) Re: flying... Do birds fly?
Coach originates about himself (Unexpected Cause)		Student 1) Understands 2) Acks 3) returns pc to session (maintains ARC & control).
TR-4, Originations. An origination is something of importance to pc he brings up on his own. Pc is at cause unexpectedly. Student handles it smoothly and gets pc back on the process. Purpose: To teach the student auditor to maintain ARC with the preclear when he originates. She should not become silent or startled or hesitant by this, but maintain communication and ARC with the preclear throughout an origination. Commands: The student runs "Do fish swim?" or "Do birds fly?" on the coach. Coach answers, but now and then makes unexpected statements. The student auditor must be able to 'change gear' and handle coach's originations smoothly and to his satisfaction.