Training Routines

Training routines (more commonly known as TRs) are drills that done over and over and over again until the Scientologist can do them without hesitation, stuttering or thinking. The Scientological theory behind them is to allow auditors to better audit, to not let them be distracted with pc ‘originations’ (a statement or remark that isn’t on the same topic as the auditing question) and to be able to properly confront the pc. The real effect of these training routines, or TRs, is rather more different:


Table of Contents


TR 0-4

These are commonly encountered in introductory courses. Examples include the Hubbard Qualified Scientologist Course and Success Through Communication Course. The descriptions featured here are taken from a 1988 version of the Hubbard Qualified Scientologist course.



NAME: Operating Thetan Confronting.


POSTION: Student and coach sit facing each other with eyes closed, a comfortable distance apart – about three feet.

PURPOSE: To train student to be there comfortably. The idea is to get the student able to BE there comfortably in a position three feet in front of another person, to BE there and not do anything else but BE there.

TRAINING STRESS: Student and coach sit facing each other with eyes closed. There is no conversation. This is a silent drill. There is NO twitching, moving, confronting with a body part, “system” or vias used to confront or anything else added to BE there. One will usually see blackness or an area of the room when one’s eyes are closed. BE THERE COMFORTABLE AND CONFRONT.

When a student can BE there comfortably and confront and has recorded a win, the drill is passed.


TR 0


NAME: Confronting Preclear.


POSITION: Student and coach sit facing each other a comfortable distance apart – about three feet.

PURPOSE: To train student to confront a preclear with auditing only or with nothing. The whole idea is to get the student able to be there comfortably in a position three feet in front of a preclear, to BE there and not to do anything else but BE there.

TRAINING STRESS: Have student and coach sit facing each other, neither making any conversation or effort to be interesting. Have them sit and look at each other and say and do nothing. Student must not speak, blink, fidget, giggle or be embarrassed or anaten. It will be found the students tends to confront WITH a body part rather than just confront, or to use a system of confronting rather than just BE there. The drill is misnamed if confronting means to DO something to the pc. The whole action is to accustom an auditor to BEING THERE three feet in front of a preclear without apologizing or moving or being startled or embarrassed or defending self. Confronting with a body part can cause somatics in that body part being used to confront. The solution is just to confront and BE there. Student passes when he can just BE there and confront and he has reached a win.

‘Anaten’ and ‘dope off’ are terms used to describe the reduction in awareness and slipping into unconsciousness that can occur. During hypnotic induction, such as the progressive relaxation method, it can occur that the person being hypnotised can fall too far into a trance and become unconscious. Hubbard’s choice of terms are trying to use language to distract from this aspect by calling it something else.

It is interesting to note that this TR is based on HCOB 11th June 1957 titled ‘Training And CCH Processes’. The line above which reads “Have them sit and look at each other and say and do nothing” is missing the “…for some hours” contained in the HCOB. Wonder why that was removed from this public version on the TR?

TR 0 Bullbait


NAME: Confronting Bullbaited

COMMANDS: Coach: “Start”, “That’s it”, “Flunk”.

POSITION: Student and coach sit facing each other a comfortable distance apart – about three feet.

PURPOSE: To train student to confront a preclear with auditing or with nothing. The whole idea is to get the student able to BE there comfortably in a position three feet in front of a preclear without being thrown off, distracted or reacting in any way to what the preclear says or does.

TRAINING STRESS: After the student has passed TR 0 and he can just BE there comfortably, “bullbaiting” can begin. Anything added to BEING THERE is sharply flunked by the coach. Twitches, blinks, sighs, fidgets, anything except just being there is promptly flunked, with the reasons why.

PATTER: Student coughs. Coach: “Flunk! You coughed. Start.” This is the whole of the coach’s patter as a coach.

PATTER AS A CONFRONTED SUBJECT: The coach may say anthing or do anything except leave the chair. The student’s “buttons” can be found and tromped on hard. Any words not coached words may receive no response from the student. If the student responds, the coach is instantly a coach (see patter above). Student passes when he can BE there comfortably without being thrown off or distracted or react in any way to anything the coach says or does and has reached a win.


TR 1


NAME: Dear Alice.

PURPOSE: To train the student to deliver a command newly and in a new unit of time to a preclear without flinching or trying to overwhelm or using a via.

COMMANDS: A phrase (with the “he saids” omitted) is picked out of the book “Alice in Wonderland” and read to the coach. It is repeated until the coach is satisfied it arrived where he is.

POSITION: Student and coach are seated facing each other a comfortable distance apart.

TRAINING STRESS: The command goes from the book to the student and, as his own, to the coach. It must not go from book to coach. It must sound natural not artificial. Diction and elocution have no part in it. Loudness may have.

The coach must have recived the command (or question) clearly and have understood it before he says “Good.”

PATTER: The coach says “Start,” says “Good” without a new start if the command is received or says “Flunk” if the command is not received. “Start” is not used again. “That’s it” is used to terminate for a discussion or to end the activity. If the drill is terminated for a discussion, coach must “Start” again before it resumes.

This drill is passed only when the student can put across a command naturally, without strain or artificiality or elocutionary bobs and gestures, and when the student can do it easily and relaxedly.


TR 2


NAME: Acknowledgments.

PURPOSE: To teach the student that an acknowledgment is a method of controlling precelar communication and that an acknowledgement is a full stop. The student must understand and appropriately acknowledge the comm. and in such a way that it does not continue the comm.

COMMANDS: The coach reads lines from “Alice in Wonderland,”, omitting the “He saids,” and student thoroughly acknowledges them. The student says “Good,” “Fine,” “Okay,” “I heard that,” anything so long as it is appropriate to the pc’s comm. – in such a way as actually to convince the person who is sitting there as the preclear that he has heard it. The coach repeats any line that he feels was not truly acknowledged.

POSITION: Student and coach are seated facing each other a comfortable distance apart.

TRAINING STRESS: Teach student to acknowledge exactly what was said so the preclear knows it was heard. Ask student from time to time what was said. Curb over and under acknowledgment. Let student do anything at first to get acknowledgement. Let student do anything at first to get acknowledgement across, then even him out. Teach him that an acknowledgement is a stop, not beginning of a new cycle of communication or an encouragement to the preclear to go on, and that an acknowledgement must be appropriate for the pc’s comm. The student must be broken of the habit of robotically using “Good,” “Thank you” as the only acknowledgements.

To teach further that one can fail to get an acknowledgment across or can fail to stop a pc with an acknowledgement or can take a pc’s hand off with an acknowledgement.

PATTER: The coach says “Start,” reads a line and says “Flunk” every time the coach feels there has been an improper acknowledgement. The coach repeats the same line each time the coach says “Flunk.” “That’s it” may be used to terminate for discussion or terminate the drill. “Start” must be used to begin a new coaching after a “That’s it.”


TR 2½


NAME: Half-Acks.

PURPOSE: To train the student that a half-acknowledgment is a method of encouraging a pc to communicate.

COMMANDS: The coach reads from “Alice in Wonderland,” omitting “He saids,”, and the student half-acks the coach. The coach repeats any line that he feels was not half-acked.

POSITION: Student and coach are seated facing each other at a comfortable distance apart.

TRAINING STRESS: Teach student that a half-acknowlegment is an encouragement to the pc to continue talking. Curb overacknowledgment that stops a pc from talking. Teach him further that a half-ack is a way of keeping a pc talking by giving the pc the feeling that he is being heard.

PATTER: The coach says “Start,” reads a line and says “Flunk” every time the coach feels there had been an improper half-ack. The coach repeats the same line each time the coach says “Flunk.” “That’s it” may be used to terminate for discussion or terminate the drill. If the drill is terminated for discussion, the coach must say “Start” again before it resumes.


TR 3


NAME: Duplicative Question.

PURPOSE: To teach a student to duplicate without variation an auditing question, each time newly, in its own unit of time, not as a blur with other questions, and to acknowledge it. To teach that one never asks a second question until he has received an answer to the one asked.

COMMANDS: “Do fish swim?” or “Do birds fly?”

POSITION: Student and coach seated a comfortable distance apart.

TRAINING STRESS: One question and student acknowledgment of its answer in one unit of time which is then finished. To keep student from straying into variations of command. Even though the same question is asked, it is asked as though it had never occurred to anyone before.

The student must learn to give a command and receive an answer and to acknowledge it in one unit of time.

The student is flunked if he or she fails to get an answer to the question asked, if he or she fails to repeat the exact questions or if he or she is led off onto some excursion by the coach.

PATTER: The coach uses “Start” and “That’s it” as in earlier TRs. The coach is not bound after starting to answer the students question by may comm. lag or give a commenting-type answer to throw the student off. Often the coach should answer. Somewhat less often the coach attempts to pull the student off onto some excursion or to upset the student.


Student: “Do fish swim?”

Coach: “Yes.”

Student: “Good.”

Student: “Do fish swim?”

Coach: “Aren’t you hungry?”

Student: “Yes.”

Coach: “Flunk.”

When the question is not answered, the student must say, gently, “I’ll repeat the auditing question” and do so until he gets an answer. Anything except commands, acknowledgment and, as needed, the repeat statement is flunked. Unnecessary use of the repeat statement is flunked. A poor command is flunked. A poor acknowledgement is flunked. The student going off the question onto an excursion is flunked (as in example). Student misemotion or confusion is flunked. Any words from the coach except an answer to the question, “Start,” “Flunk,” “Good” or “That’s it” should have no influence on the student except to get him to give a repeat statement and the command again. By repeat statement is meant “I’ll repeat the auditing command again.”

“Start,”, “Flunk,” “Good” and “That’s it” may not be used to fluster or trap the student. Any other statement under the sun may be. The coach may try to leave his chair in this TR. If he succeeds, it is a flunk. The coach should not use introverted statements, such as “I just had a cognition.” “Coach divertive” statements should all concern the student and should be designed to throw the student off and cause the student to lose session control or track of what the student is doing. The student’s job is to keep a session going in spite of everything, using only command, the repeat statement or the acknowledgment. The student may use his or hands to prevent a “blow” (leaving) of the coach. If the student does anything else other than the above, it is a flunk and the coach must say so.


TR 4


NAME: Preclear Originations.

PURPOSE: To teach a student not to be tongue-tied or startled or thrown off session by originations of preclear and to maintain ARC with preclear throughout an origination.

COMMANDS: The student runs “Do fish swim?” or “Do birds fly?” on coach. Coach answers but now and then makes startling comments from a prepared list on page 156. Student must handle originations to satisfaction of coach.

POSITION: Student and coach sit facing each other a comfortable distance apart.

TRAINING STRESS: The student is taught to hear origination and do three things: (1) understand it; (2) acknowledge it; and (3) Return preclear to session. If the coach feels abruptness or too much time consumed or lack of comprehension, he corrects the student into better handling.

PATTER: All originations concern the coach, his ideas, reactions or difficulties, none concern the auditor. Otherwise the patter is the same as in earlier TRs. The student’s patter is governed by (1) clarifying and understanding the origin, (2) acknowledging the origin, (3) giving the repeat statement “I’ll repeat te auditing command” and then giving it. Anything else is a flunk.

The auditor must be taught to prevent preclear upsets and differentiate between a vital problem that concerns the pc and a mere effort to blow session (TR 3). Flunks are given if the student does more than (1) understand, (2) acknowledge, (3) return pc to session.

Coach may throw in remarks personal to student as on TR 3. Student’s failure to differentiate between these (by trying to handle them) and coach’s remarks about self as ”pc” is a flunk.

Student’s failure to persist is always a flunk in any TR but here more so. Coach should not always read from list to originate and not always lok at student when about to comment. By originate is meant a statement or remark referring to the state of the coach or a fancied case. By comment is meant a statement or remark aimed only at student or room. Originations are handled, comments are disregarded by student.

Examples of originations given to use with this TR are:

*“Is this room rocking?

*“Your eyes stink.

*“You are my reincarnated husband of 20,000 years ago.

*“Fizzle wizzle bum crum.

*“Kill me.

Demonstration of TR 0-4

Two former Scientologists, Stacy Brooks and Jesse Prince, demonstrate the above TRs and how they look in practice:

TR 5-9

TR’s 6-9 are more commonly known as the ‘Upper Indoctrination TRs’ and feature in the ‘Upper Indoc TR’ course. TR 5, since discontinued, features in HCOB 11th June 1957 titled ‘Training And CCH Processes’.

TR 5

NUMBER: Training 5

NAME: Hand Mimicry.

COMMANDS: All commands are by motions of one or two hands. The auditor makes a simple hand motion, holding his hand or hands in the final position. The coach bobs his head as having received it. The coach then, mirror-wise, makes the same motion with his hand or hands. The student then acknowledges. If the motion was not correctly done by coach the student acknowledges doubtfully, then repeats the motion to the coach. If the coach does it well, student thanks coach by shaking own two hands together (prize fighter fashion). Keep motions simple. Student must always be able to duplicate own motions.

POSITION: Student and coach are seated facing each other at a short distance, coach’s knees inside student’s.

PURPOSE: To educate student that verbal commands are not entirely necessary. To make student physically telegraph an intention. To show student necessity of having preclear obey commands.

TRAINING STRESS: Accuracy of student repeating own commands. Teaching student to give preclear wins. Teaching student that an intention is different from words.


TR 6

NAME: 8-C (Body Control)

COMMANDS: Nonverbal for first half of training session. First half of coaching session, the student silently steers the coach’s body around the room, not touching the walls, quietly starting, changing and stopping the coach’s body. When the student has fully mastered nonverbal 8-C, the student may commence verbal 8-C.

The commands to be used for 8-C are:





The student points to show which wall each time.

POSITION: Student and coach walking side by side; student always on coach’s right,
except when turning.

PURPOSE: First part: To accustom student to moving another body than his own without verbal communication. Second part: To accustom student to moving another body, by and while giving commands only, and to accustom student to proper commands of 8-C.

TRAINING STRESS: Complete, crisp precision of movement and commands. Student, as in any other TR, is flunked for current and preceding TRs. Thus, in this case, the coach flunks the student for every hesitation or nervousness in moving body, for every flub of command, for poor confronting, for bad communication of command, for poor acknowledgment, for poor repetition of command and for failing to handle origination by coach. Stress that student learns to lead slightly in all the motions of walking around the room or across the room. This will be found to have a great deal to do with confronting. In the first part of the session student is not allowed to walk coach into walls, as walls then become automatic stops and the student is then not stopping the coach’s body but allowing the wall to do it for him.


TR 7

NAME: High School Indoc

COMMANDS: Same as 8-C (Control) but with student in physical contact with coach. Student enforcing commands by manual guiding. Coach has only three statements to which student must listen: “Start” to begin coaching session, “Flunk” to call attention to student error and “That’s it” to end the coaching session. No other remarks by the coach are valid on student. Coach tries in all possible ways, verbal, covert and physical, to stop student from running control on him. If the student falters, comm lags, fumbles a command or fails to get execution on part of coach, coach says “Flunk” and they start at the beginning of the command cycle in which the error occurred. Coach falldown is not allowed.

POSITION: Student and coach ambulant. Student handling coach physically.

PURPOSE: To train student never to be stopped by a person when he gives a command. To train him to run fine control in any circumstances. To teach him to handle rebellious people. To bring about his willingness to handle other people.

TRAINING STRESS: Stress is on accuracy of student performance and persistence by student. Start gradually to toughen up resistance of student on a gradient. Don’t kill him off all at once.


TR 8

NAME: Tone 40 on an Object



These are the only commands used.

POSITION: Student sitting in chair facing chair which has on it an ashtray. Coach sitting in chair facing chair occupied by student and chair occupied by ashtray.

PURPOSE: To make student clearly achieve Tone 40 commands. To clarify intentions as different from words. To start student on road to handling objects and people with postulates. To obtain obedience not wholly based on spoken commands.

TRAINING STRESS: TR 8 is begun with student holding the ashtray which he manually makes execute the commands he gives. Under the heading of training stress is included the various ways and means of getting the student to achieve the goals of this training step. During the early part of this drill, say in the first coaching session, the student should be coached in the basic parts of the drill, one at a time. First, locate the space which includes himself and the ashtray but not more than that much. Second, have him locate the object in that space. Third, have him command the object in the loudest possible voice he can muster. This is called shouting.

The coach’s patter would run something like this:







That would complete two cycles of action. When shouting is completed, then have student use a normal tone of voice with a lot of coach attention on the student getting the intention into the object. Next, have the student do the drill while using the wrong commands-i.e., saying “Thank you” while placing in the object the intention to stand up, etc. Next, have the student do the drill silently, putting the intention in the object without even thinking the words of the command or the acknowledgment. The final step in this would be for the coach to say “Start” then anything else he said would not be valid on student with the exception of “Flunk” and “That’s it.” Here, the coach would attempt to distract the student using any verbal means he could to knock the student off Tone 40. Physical heckling would not be greater than tapping the student on the knee or shoulder to get his attention. When the student can maintain Tone 40 and get a clean intention in the object for each command and for each acknowledgment, the drill is flat. There are other ways to help the student along. The coach occasionally asks.


When the student has answered, then.


Then continue the drill. The answers are not so important on these two questions as is the fact that the idea is brought to the student’s attention. Another question the coach asks the student is,


There is a drill which will greatly increase the student’s reality on what an intention is. The coach can use this drill three or four times during the training on Tone 40 on an Object. As follows:











This also helps the student get a reality on placing an intention in something apart from himself. Stress that an intention has nothing to do with words and has nothing to do with the voice, nor is it dependent upon thinking certain words. An intention must be clear and have no counter-intention in it. This training drill, Tone 40 on an Object, usually takes the most time of any drill in Upper Indoc, and time on it is well spent. Objects to be used are ashtrays, preferably heavy, colored glass ashtrays.

The above TR is the one featured in the video at the top of this page.

TR 9

NAME: Tone 40 on a Person

COMMANDS: Same as 8-C (Control). Student runs fine, clear-cut intention and verbal orders on coach. Coach tries to break down Tone 40 of student. Coach commands that are valid are “Start” to begin, “Flunk” to call attention to student error and that they must return to beginning of cycle, and “That’s it” to take a break or to end the training session. No other statement by coach is valid on student and is only an effort to make student come off Tone 40 or in general be stopped.

POSITION: Student and coach ambulant. Student in manual contact with coach as needed.

PURPOSE: To make student able to maintain Tone 40 under any stress or duress.

TRAINING STRESS: The exact amount of physical effort must be used by student plus a compelling, unspoken intention. No jerky struggles arc allowed, since each jerk is a stop. Student must learn to smoothly increase effort quickly to amount needed to make coach execute. Stress is on exact intention, exact strength needed, exact force necessary, exact Tone 40. Even a slight smile by student can be a flunk. Too much force can be a flunk. Too little force definitely is a flunk. Anything not Tone 40 is a flunk. Here the coach should check very carefully on student’s ability to place an intention in the coach. This can be checked by the coach since the coach will find himself doing the command almost whether or not he wants to if the student is really getting the intention across. After the coach is satisfied with the student’s ability to get the intention across, the coach should then do all he can to break the student off Tone 40, mainly on the basis of surprise and change of pace. Thus, the student will be brought to have a greater tolerance of surprise and a quick recovery from surprise.




Purpose: To train the student to give a false statement with good TR-1. To train the student to outflow false data effectively.

Position: Same as TR-1.

Commands: Part 1 “Tell me a lie”. Command given by coach. Part 2 interview type 2 WC by coach.

Training Stress: In Part 1 coach gives command, student originates a falsehood. Coach flunks for out TR 1 or TR 0. In Part 2 coach asks questions of the student on his background or a subject. Student gives untrue data of a plausible sort that the student backs up with further explanatory data upon the coach asking further questions. The coach flunks for out TR 0 and TR 1, and for student fumbling on question answers. The student should be coached on a gradient until he/she can lie facilely.

Short example:

Coach: Where do you come from?

Student: I come from the Housewives Committee on Drug Abuse.

Coach: But you said earlier that you were single.

Student: Well, actually I was married but am divorced. I have 2 kids in the suburbs where I am a housewife, in fact I’m a member of the P.T.A.

Coach: What town is it that you live in?

Student: West Brighton.

Coach: But there is no public school in West Brighton.

Student: I know, I send my children to school in Brighton, and that’s where I’m a P.T.A. member.

Coach: Oh, and who is the Chairman there?


This is a secret training routine, and is only given to Scientologists deep within the organisation. It first came to prominent public attention during a 1984 child custody case in the UK ( And its existence, and use, has been corroborated by members who have left Scientology. An example from Margery Wakefield’s affidavit:

6. I was then instructed by G.O. personnel that I would be called into court where I would, under oath, make certain allegations concerning Judge Fogle: namely, that he had made sexual advances toward me, and also that he had made certain disparaging comments to me about Scientology. This was to be used to disqualify the judge from a case before him dealing with Scientology. I was coached by several different G.O. personnel who pretended to be the cross examining attorneys.

7. I was coached for my performance in court according to the Scientology policy called TR-L (for Training Routine Lie) which I was already familiar with as I had been introduced to it on one of my Scientology courses. TR-L teaches a Scientologist to lie with conviction under stressful circumstances.


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