THE SUPERVISOR’S CODE AND STABLE DATA

THE SUPERVISOR’S CODE

  1. The Supervisor must never neglect an opportunity to direct a student to the actual source of Scientology data.
  2. The Supervisor should invalidate a student’s mistake ruthlessly and use good ARC while doing it.
  3. The Supervisor should remain in good ARC with his students at all times while they are performing training activities.
  4. The Supervisor at all times must have a high tolerance of stupidity in his students, and must be willing to repeat any datum not understood as many times as necessary for the student to understand and acquire reality on the datum.
  5. The Supervisor does not have a "case" in his relationship with his students, nor discuss or talk about his personal problems to the students.
  6. The Supervisor will, at all times, be a source point of good control and direction to his students.
  7. The Supervisor will be able to correlate any part of Scientology to any other part and to livingness over the 8 dynamics.
  8. The Supervisor should be able to answer any questions concerning Scientology by directing the student to the actual source of the data. If a Supervisor cannot answer a particular question, he should always say so, and the Supervisor should always find the answer to the question from the source, and tell the student where the answer is to be found.
  9. The Supervisor should never lie to, deceive, or misdirect a student concerning Scientology. He shall be honest at all times about it with a student.
  10. The Supervisor must be an accomplished auditor.
  11. The Supervisor should always set a good example to his students, such as giving good demonstrations, being on time and dressing neatly.
  12. The Supervisor should at all times be perfectly willing and able to do anything he tells his students to do.
  13. The Supervisor must not become emotionally involved with students of either sex while they are under his or her training.
  14. When a supervisor makes any mistake, he is to inform the student that he has made one and rectify it immediately. This datum embraces all phases in training demonstrations, lectures and processing, etc. He is never to hide the fact that he made the mistake.
  15. The Supervisor should never neglect to give praise to his students when due.
  16. The Supervisor to some degree should be pan- determined about the Supervisor- student relationship.

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  17. When a Supervisor lets a student control, give orders to, or handle the Supervisor in any way, for the purpose of demonstration or other training purposes, the Supervisor should always put the student back under his control.
  18. The Supervisor will at all times observe the Auditor’s Code during sessions, and the Code of a Scientologist at all times.
  19. The Supervisor will never give a student opinions about Scientology without labelling them thoroughly as such; otherwise, he is to direct only to tested and proven data concerning Scientology.
  20. The Supervisor shall never use a student for his own personal gain.
  21. The Supervisor will be a stable terminal, point the way to stable data, be certain, but not dogmatic or dictatorial toward his students.
  22. The Supervisor will keep himself at all times informed of the most recent Scientology data and procedures, and communicate this information to his students.

SUPERVISOR’S STABLE DATA

In addition to the Supervisor’s Code there is a primary stable datum about all supervision:

Get the student to accomplish auditing the preclear and then get the student to accomplish it with better form, speed and accuracy.

A Supervisor must never lose sight of the PURPOSE of auditing. Auditing is for the preclear, is intended to improve the preclear’s case. Auditing is not just a matter of good form.

The reason some students do not accomplish auditing is that they become so oriented on form alone that they forget the purpose of the form.

Good auditing form and correct sessioning obtains many times the result of bad form and incorrect sessioning. But total form and no effort to do something for the preclear results in no auditing.

The result comes before the form in importance. Because students may use this idea to excuse lack of form, Q and A- ing, and to squirrel with their processes, the datum becomes unpopular with supervisors.

A student should first be held responsible for the state of the preclear during and after sessions and made to know that as an auditor he is there to get a fast, good result. The student should then be taught that he can get a better, faster result with better form. After that the student should be taught that Scientology results are only obtained by correct and exact duplication of Scientology processes, not by off- beat variations.

The student wants to know how to do this or that. Refer him to his materials on how to do the most fundamental actions, but MAKE HIM OR HER DO IT. And keep up a running refrain that you want results, results, results, on his preclear.

The student will be all thumbs and faint. The Supervisor may be horrified by the goofs. But don’t bother with the goofs. Just demand results on the preclear, results on the preclear, results on the preclear.

 

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This action by the Supervisor will teach the student (a) that he or she is supposed to get results in auditing and (b) that results can be obtained and (c) that he or she sure needs better skill.

So the first address in training is to teach those above three things (a), (b) and (c).

You can’t teach a student who doesn’t realize that results in the preclear depend on the auditor and auditing and that results are EXPECTED from auditing; who believes results can’t be obtained from auditing or wants to prove auditing doesn’t work; and who doesn’t yet know that he or she doesn’t know. THESE are the barriers to training and a good auditor.

The gradient approach to the mind is vital. Clearing will not occur without it. But the gradient approach to auditing can be overdone to a point where the student completely loses sight of why he is auditing.

(1) First and foremost the auditor ACCOMPLISHES something for the preclear and without that there is neither sense nor purpose to auditing; (2) Excellent form accomplishes more for the preclear faster; and (3) Exact duplication of processes alone returns standard high level results on all preclears.

The student thrown in over his head learns:

(A) Results in the preclear depend on the auditor and auditing and that results are expected from auditing; (B) That results CAN be obtained in auditing and the better the form and duplication, the better the results; and (C) That the student has more to learn about auditing and that the student doesn’t yet know.

Therefore the Supervisor must teach the student:

(a) That he or she is supposed to get results in auditing; (b) That Scientology can obtain results; and (c) That better form and duplication obtain better, faster results.

I dare say many students learn things just because they are told to and find no relationship between form, duplication and the preclear. Let them fall on their heads and yet obtain results and this attitude will change - and you’ll save us a lot of off- beat nonsense and case failures in organizations and the field.