IV EXPANDED GRADE PROCESSES - QUADS PART F GRADE 4

IV EXPANDED GRADE PROCESSES - QUADS PART F GRADE 4

Сообщение auditor » 03 май 2017, 16:58

B O A R D T E C H N I C A L B U L L E T I N

15 NOVEMBER 1976
ISSUE VI
Remimeo
CANCELS BTB 4 JANUARY 1972RB
“0-IV EXPANDED GRADE
PROCESSES - TRIPLES
PART F GRADE 3 PROCESSES”

( Revisisions in italics )


0-IV EXPANDED GRADE PROCESSES - QUADS
PART F
GRADE 4 PROCESSES


This BTB gives a checklist of the Expanded Quad Grade Process commands. It is not all the possible processes for this level. If more are needed to attain full EP for this level additional processes can be found in LRH Bulletins, Books, Tapes, PABs and other issues.

Each process is run to its full end phenomena of F/N, Cog, VGIs. Any processes previously run are rehabbed or completed and any missing flows run. A copy of this checklist is placed in the folder of a pc being run on Expanded Grades and the processes checked off with the date each is run to EP.

On any of these processes where the pc answers only yes or that he did it find out what it was by asking “What was it?” This keeps in the itsa line from the pc to auditor. (Ref: 30 June 62 HCOB)

THIS BTB DOES NOT REPLACE THE ORIGINAL SOURCE MATERIALS.

R2-44 MUST AND MUST NOT HAPPEN
(Ref: Creation of Human Ability, R2-25.)

“A preclear is stuck on the track where motionlessness occurs. Thus it is of interest in the case to undo these stuck points in the preclear.” LRH

F1. “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 _________

F2. “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 _________

F3. “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 _________

F0. “Tell me some things you wouldn’t want to have happen again.”
“Tell me some things you would want to have happen again.”
To EP _________


RISING SCALE PROCESSING
(Ref: Scientology 8-8008, chapter on Differenciation, Association and Identification)
(Creation of Human Ability, R2-51)

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

SURVIVE____RIGHT_____FULLY RESPONSIBLE
DEAD______WRONG____NO RESPONSIBILITY

OWNS ALL_________EVERYONE_____ALWAYS
OWNS NOTHING____NOBODY_______NEVER

MOTION SOURCE_____TRUTH_____________FAITH
STOPPED___________HALLUCINATION_____DISTRUST

I KNOW_________CAUSE_________I AM
I KNOW NOT_____EFFECT________I AM NOT

The commands are:

1. “Get the idea of (bottom of scale. eg. dead.)”

2. “Do you have that idea?”

3. “All right.

4. “Now change that idea as nearly as you can to (top of scale. eg. survive).”

5. “OK. How close did you come?”

6. “Thank you.”

Run each pair separately; 1,2,3,4,5,6 - 1,2,3,4,5,6 etc, until pc has a certainty that he can maintain the upper scale idea and has an F/N, Cog, VGIs. Then go to the next pair. Each pair is run to EP.

To EP _________


EFFORT PROCESSING
(Ref: Advanced Procedure and Axioms)
(BTB 1 Dec 71 Iss IV Effort Processing)

Ask pc what physical disabilities he has; note them down with the reads each disability has when pc said it.

Take largest reading disability first and run in the commands below:

“Get the (disability) effort.”
“Get the (disability) counter-effort.”

These commands are run alternate-repetitively (effort, counter-effort, effort, counter-effort, etc.) until:

(a) the emotion concerning the disability is voiced by the pc.
(b) the consideration is voiced by the pc.
The process is continued on the disability being run until both the emotion and consideration are voiced by the pc. This is the EP of the item being run. It is always accompanied by F/N and VGIs.

Then take next largest reading disability and run to EP. All reading items are run.

To EP _________

R2-66 ELECTING CAUSE
(Ref: Creation of Human Ability R2 - 66)

“Point out some things which are causing things.”
“Point out some more things which are causing things.”

To EP _________

LEVEL FOUR QUAD
(Ref: Tape 6309C05 SH Spec 303 Service Facsimile Assessment)
(HCOB 1 Sep 63 R3SC)

F1. List to BD F/N item:
“In this lifetime what does another use to make you wrong?”

Despite BD F/N on item, put it into brackets as below and run to EP.

1. “In this LT how would (Ser Fac) make another right?”
2. “In this LT how would (Ser Fac) make another wrong?”
3. “In this LT how would (Ser Fac) help another escape domination?”
4. “In this LT how would (Ser Fac) help another dominate you?”
5. “In this LT how would (Ser Fac) aid anothers survival?”
6. “In this LT how would (Ser Fac) hinder your survival?”

To EP _________

F2. List to BD F/N item:
“In this lifetime what do you use to make others wrong?”

Despite BD F/N on item, put it into brackets as below and run to EP.

1. “In this LT how would (Ser Fac) make you right?”
2. “In this LT how would (Ser Fac) make others wrong?”
3. “In this LT how would (Ser Fac) help you escape domination?”
4. “In this LT how would (Ser Fac) help you dominate others?”
5. “In this LT how would (Ser Fac) aid your survival?”
6. “In this LT how would (Ser Fac) hinder the survival of others?”

To EP _________

F3. List to BD F/N item:
“In this lifetime what does another use to make others wrong?”

Despite BD F/N on item, put it into brackets as below and run to EP.

1. “In this LT how would (Ser Fac) make another right?”
2. “In this LT how would (Ser Fac) make others wrong?”
3. “In this LT how would (Ser Fac) help another escape domination?”
4. “In this LT how would (Ser Fac) help another dominate others?”
5. “In this LT how would (Ser Fac) aid anothers survival?”
6. “In this LT how would (Ser Fac) hinder the survival of others?”
To EP _________

F0. List to BD F/N item:
“In this lifetime what do you use to make yourself wrong?”

Despite BD F/N on item, put it into brackets as below and run to EP.

1. “In this LT how would (Ser Fac) make you right?”
2. “In this LT how would (Ser Fac) make something wrong?”
3. “In this LT how would (Ser Fac) help you escape domination?”
4. “In this LT how would (Ser Fac) help you dominate?”
5. “In this LT how would (Ser Fac) aid your survival?”
6. “In this LT how would (Ser Fac) hinder anothers survival?”

To EP _________

NOTE: From Tape 6309C05 SH Spec 303 Ser Fac Assessment:
“That which doesn’t run on ‘Right-Wrong’ you prepcheck to EP.” LRH


HAVINGNESS

F1. “Tell me a flow another could get you to know something about?”

Run repetitively to EP _________

F2. “Tell me a flow you could get another to know something about?”

Run repetitively to EP _________

F3. “Tell me a flow others could get others to know something about?”

Run repetitively to EP _________

F0. “Tell me a flow you know something about?”

Run repetitively to EP _________



Revised & Re-issued as
BTB by FMO 1234
I/C: CPO Andrea Lewis
2nd: Molly Harlow
Revised by
FMO 1689 I/C
for Training and Services Aide
Approved by Snr C/S Flag
and CS-5
and LRH Pers Comm
Authorised by AVU
BDCS:KU:DM:JE:JG:RS:MH:AL:lf for the
Copyright © 1972, 1974, 1976 BOARDS OF DIRECTORS
by L. Ron Hubbard of the
ALL RIGHTS RESERVED CHURCHES OF SCIENTOLOGY
Professional auditing in any place on the planet http://webauditing.org http://0-48.ru http://galac-patra.org Auditor class X, skype: timecops
auditor
 
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