Students doing the TRs can run into different difficulties that call for remedies.

Since these remedies do not apply to all students, training on their drills and actions is at the instructor's discretion.

The instructor should have a good grasp of the remedies. Coaches should know them and speak up if they run into students with difficulties that may require one or more of the remedies.

Some students display a fixed position on the tone scale while doing the TRs.

The TRs are not about what the student auditor feels like, but how he sounds and looks. The student's TRs should sound alive and interested and natural. If he seems to display a fixed or 'favorite tone (rather than one of relaxed interest), the mood TRs can shift him.

Fixed Tones
Individuals can be stuck in a chronic mood or emotion. Some people are always sad, some always angry, fearful or bored, etc. This colors the session and slows things down and it distracts pc's. When a student manifests a chronic mood or emotion, he does the Mood Drills to break out of it.

The Mood Drills
The student is to do TR-1 in a certain manner. The student and coach is given a copy of the tone scale in full and the student has to do the TR-1 over and over on each tone level between 0.0 and 4.0

The student starts at the bottom of the scale, doing TR-1 in the tone of 'Dying'. When he can do that well he moves one step up and does TR-1 in 'Useless' and so on.

He goes up through the tone scale in this fashion, doing each tone until he can communicate the tone itself and communicate in that tone. Each tone is done to a win.
[The drills can be used more selectively so the student addresses his particular fixed tone].

Such fixed tones are unwitting and automatic. The mechanism is not under control.
By drilling it in the above fashion the student will be able to take over and control the automaticity. As she does it consciously over and over she breaks the fixedness of tone.

Body posture, tone of voice, expression in face, and attitude are all part of expressing a tone or mood. A student doing Mood Drills is free to use all these things to do the drill. He is not trying to do a 'perfect TR-0' and express the mood. He is simply trying to express the mood in his TR-1, using all the above things. The coach directs the student to do whatever she has to do to get the mood across.

If they are working on Anger, the coach can ask the student to be threatening, noisy and up tight and shake his fists when doing the TR-1. The coach will make sure the student really feels the tone from time to time.

Both student and coach must make sure they understand the tones as they go through them. They may have to look words up in the Technical Dictionary or an ordinary dictionary.

Sooner or later you will hit home. You will hit the tone the student uses all the time. Make sure to work it over until he has handled the fixed tone.

The full drill is to start low on the tone scale, and do each tone level to a win and work your way up to the top, including Strong Interest and Enthusiasm.

When the student gets good at this he can communicate at will on any tone level.

This drill can also be useful in connection with Assessments, as on the Meter Drills. If the student sounds monotonous, too sweet, or anything out of the ordinary, this drill can handle it.

50 Feet Mood Drills
The 50 feet Mood Drills can be used if the normal Mood Drills don't handle the difficulty.

Student and coach find an undisturbed place outside to do the drills.

They stand 10-15 meters from each other and the student does the TR-1 Mood Drill really loud as to overcome the distance. Otherwise they do the Drill as above.

The Mood Drills can be a lot of fun to do and can crack some auditors TRs so they do much better in sessions with pc's.

Handling incorrect Acks
There is nothing wrong with expressing an appropriate mood. You will see in practice what does the job. Expressing compassion for the pc and her situation can be done with a good acknowledgment. But, please notice, the Auditors Code #9 says,  'Don't sympathize with the pc, but be effective. Sympathy is 0.9 on the tone scale: one individual going on to the wave-length of another". For example, one little child cries, then the nursery is full of crying children. The purpose of TR-2 is to control the pc's communication. You lose all control if you sit and cry with your pc, of course.  So you can, and often should, express some emotion and affinity in your ack. But make sure you stay in control. [You do not express criticalness, ridicule, or humor, or any kind of invalidation or evaluation. Every coach must flunk and correct any violation of  the Auditors Code .]

You can address incorrect Acks with mood drills: By causatively outflowing his automaticity and doing it to a win, the student will  take it over. In other words, it the auditor has a habit of saying "thank you, thank you" in deep gratitude as if he was a beggar receiving a coin you have the auditor do that in the drill but now being fully aware of it and trying to make it totally gross.  

Premature Acknowledgement
Drill the premature acknowledgment as part of your training  to see for yourself how it affects the pc, and why you should not do it.

Sit down with your twin as in the TRs and ask the twin a question. Acknowledge him before he has finished his answer. Let your twin tell you how it feels (you can probably see it before he answers).

[See further data under Comm cycles in Auditing]

TR-3

Confront and Withholds

Another situation that requires a remedy is the inability to confront in the first place. If even extensive drilling doesn't handle a student's inability to confront, he has Withholds (things he doesn't want known).

A trained auditor or ethics person must get the student to reveal the Withholds.

The student has committed Overts he doesn't want known and this causes him to withhold his attention. He is unwilling to look people in the eye and his confront is lessened.

Overts and Withholds on a subject can also cause a person to make the subject more complicated than it is. To see the basic simplicities of something requires confronting the simplicities as simplicities.

An instructor having difficulties with such a student does not condemn him or give up on him. He simply needs to apply the above data in a sensible manner.

The student should preferably have the Withholds pulled in session by a Class Two auditor when available. He can do a write up of his Overts and Withholds and have his end rudiments checked as another solution.

There is a lot to know about Withholds and confront. Withholds as such are usually handled in auditing. You will learn about it on CT Level 2.

Robotic TRs
Stiff, unnatural TRs are called robotic TRs. Robotic TRs are deadly to auditing. Robotic TRs are not TRs at all, but a mere pretense.

You want TRs that sound and look natural so you don't think of the student auditor doing TRs, but rather: The TRs are a natural part of his beingness and communication. He is being the TRs.

Individuals are different. They sound and act differently.

In the past, attempts to make all auditors 'Standard' and sound exactly alike proved very unsuccessful. Military drill-masters do not make good TRs coaches.

What you are cultivating with the TRs is live and natural communication based on the communication formula.

The student is to keep a pc 'in-session' (willing to talk to the auditor and interested in his own case) with his TRs alone. If he can do that his TRs are in.

Here is how a student can become robotic in his TRs:

1. The student has not yet grasped the comm formula and the comm. cycle.
2. The student needed a lot more OT TR-0.
3. The student needed much stronger coaching on TR-0 and TR-0 Bullbait.
4. On TR-1, the coach should have worked harder to get the student first to own the statement and then to give each communication in its own unit of time.
5. The concept of live communication may yet be not quite real to the new student. He or she may still have old communication habits.

The student may have experienced some very inexpert coaching and as a result have resorted to some extraordinary solutions to get a pass.

Different combinations of the above will make some students TRs look and sound robotic.

Remember that you as a student are doing the TRs : "to be able to keep a pc 'in-session' with your TRs alone, and for no other purpose.

The Remedy
To handle a student with robotic TRs you put him back to restudy the basics. He has to fully understand ARC and the ARC triangle, the communication formula and the valuable final products of the TRs.

He then has to redo the TRs from OT TR-0 and up - each one to a real pass this time.

Graduates of Auditors TRs Course should be natural and easy going in their communication. If somebody seems to become robotic about it he is going in the wrong direction.

To do and pass the TRs the right way is how you become a good auditor. It is also how you become better with other people and in handling all kinds of situations in life.
 

The TRs Debug List

If the remedies above do not immediately improve the student's performance, then word-clear him on the TRs materials. Should the word-clearing not bring about a dramatic change, the instructor can do the following metered action on the student.

The instructor, to assess and handle this list, must be experienced in Assessment and qualified for the action.

The Instructor puts the student on the Meter and ensures he is sessionable (has had enough to eat and is rested).

Student is given the R-factor: "We are going to do a short Assessment to find out what the real trouble is in doing TRs".

Clear the words in each line. Last word of the line first and then backwards to the first word in the line. Take each misunderstood word to F/N.

Then you check the line on the Meter and handle it, if it reads, before going on.

    1. Have you been doing TRs over a misunderstood word?
          (Clear the MU words. Each to F/N.)

    2. Have you gone exterior while doing a TR?
          (Indicate. If no F/N. Ask: "How many times?" Acknowledge the number 
           of times to F/N. If no F/N on this, route the session report to C/S for handling.)

    3. Have you been overrun on a TR?
          (Indicate, rehab if no F/N.)

    4. Were you put on the TRs Course in the middle of another auditing action?
          (TWC the action he feels he was incomplete on to F/N. Send data to C/S
           for OK or not OK on continuing TRs.)

    5. While on the TRs Course did you already have an upset in life?
          (Handle the ARC break or send to C/S.)

    6. While on the TRs Course did you already have a pressing problem?
          (Handle the problem or send to C/S.)

   7. While on the TRs Course did you already have an unwillingness to let something be known?
        (Pull the W/H or send to C/S.)

   8. On the TRs Course have you been falsely passed?
         (Treat it as a Missed Withhold E/S to F/N).

   9. Have you falsely passed someone?
          (Treat it as a Withhold E/S to F/N).

   10. Did you fake passing so you could get out of doing more?
            (Treat it as a Missed Withhold E/S to F/N).

   11. Is there some other reason?
          (Get the data. Send to C/S for further action.)

   12. Was this list unnecessary?
           (Indicate it and return student to course.)

Another tool the Instructor can use as a remedy on TRs is False Data Stripping.

The False Data Stripping Procedure is included in Level Zero of "The Road to Clear". It can be done metered or unmetered.