6301C16 SHSpec-232 TR-0

     The original TR-0 was to teach the auditor to be there and to be aware.
However, in doing TR-0, students have begun to confront with that definition.
The original definition and TR-0 are still valid.  Additives have arisen: You
can make someone confront with a professional attitude, an auditing attitude,
an interested attitude.  Good coaching depends on spotting what the student is
doing and running it out, flunking it, without either flunking so much that
the student goes into apathy, nor so little that the student never improves.
The purpose of TR-O is to enable the student"to stand up to the duress of
auditing."

     It disturbs a PC to have an auditor whose confront is very unnatural and
who shatters under an upset in session.  Upsets are often assignable to faulty
TR-4.  An auditor who Q and A's gives PCs withholds by not simply
acknowledging.  One Q and A equals one missed withhold.  The PC's statement
has not been acknowledged, just acknowledged.  The reason some auditors take a
long time to learn not to Q and A isn't really out-TR-4.  It is out-TR-0.  The
auditor can't stand up to the session.  Whenever something in the session
looks odd, the Auditor retreats.  TR-0 is out!

     The coach must have considerable perception to coach TR-0 on a useful
gradient.  He has to see confront go out, look at something the student is
doing, and punch the button.

     LRH has noticed auditors who Q and A in the presence of an ARC break,
because there is too much there to confront.  This is as disastrous as it is
likely to happen.  A coaching gradient on this would start with the coach
shaking his hand in front of the student's eyes.  Somewhere on the gradient,
the student will demonstrate his ability to dodge flying E-meter cans, while
still confronting.

     For an auditor to freeze and go totally silent is worse for the PC than
auditor Q and A.  It is a no-auditing situation.  We should give at least
fifty percent of our coaching time to the fellow who goes into wood.  A good
coach can recognize the difference between someone confronting and someone
going into solid granite.

     The next worst thing to going wooden is fleeing.  This amounts to the
same thing.  Don't think someone is doing TR-0 because he has gone into
apathy.  You can add aliveness to being aware.  This point is easy for a coach
to miss.  Someone whose TR-0 is granite won't be able to handle what comes up
in a session because he is not really confronting.  When you find an auditor
who is having trouble with TR-0, you know what kind of response he is getting
in auditing, because when something happens in session, the auditor flees.

     Good auditing, as opposed to bad auditing, will show up most clearly
under duress.  TR-0 is the first thing to go.  The auditor will start making
mistakes, which is one thing you can't afford to do.  If the auditor's TR-0 is
poor, the auditor will make wrong judgments, no matter how well he is taught.

     There is a gradient of bad TR-0, consisting of three grades:

     1. TR-0 of doing the drill, not associated with anything.

     2. The person who clams up and can't act.

     3. Obsessive motion as a form of a and A.

All three of these must be cured with coaching.

     There is something else you could do, different from TR-1 or TR-2: a
talking confront.  You see if the student can go on counting while you throw
the cans at him, or whether he loses count.

     Auditors must be trained to expect ARC breaks and to keep going, because
auditors get ARC breaks, as well as getting wins and results.  LRH was aware,
recently, of thinking less swiftly when a pc ARC broke.  He analyzed the
phenomenon as his not wanting to confront it, because it was counter to his
intention for the session.  So he experienced a small impulse not to confront
it.  This gave LRH a subjective reality on how an auditor could go from there
to not thinking and making a goof.  R2-12 ARC breaks can be sudden, violent,
and apparently inexplicable.  So TR-0 must be beefed up in order to cope with
this.

     How much and how long should you run TR-0? Until the student comes to the
independent conclusion that he can do TR-0 and has the ability to do TR-0
while doing all the other TR's, and until he can maintain TR-0 when everything
is going wrong and there is lots of duress.  Bad TR-0 leads to a and A, lack
of comprehension of what is going on, and no-auditing for the PC.

     It takes awhile for someone to learn R2-12.  If he is learning his TR's
at the same time, you are liable to have a mess on your hands.  A co-audit
with R2-10 [See p. 359, above.] can be done, but only because guidance is very
stringent, And they don't have very much responsibility.

     For TR-1, go get a good recording of a lion roaring and then play it,
with the student putting intention into the middle of the speaker.

     The degree of ARC breaks the PC will have on R2-12 is proportional to the
outness of the auditor's TR's.  Bad TR's lead to bad judgment.  If the
auditor's TR's are perfect, he will never have them tested by a violently ARC
broken PC.

     Psychiatrists are trying to make the third dynamic safe by protecting it
from the first dynamic, i.e. from the patient.  He is "curing" motion.  He is
totally sold on the idea that insanity equals motion.  He tries to get the
patient into quietness, into apathy.