((My comments in double parentheses - Homer))
                       CHAPTER 4.1 THE PREPCHECK
                                LKIN - 2
                       Copyright 1992 (C) L. Kin
       Redistribution rights granted for non commercial purposes.
                             THE PROCEDURE
     The prepcheck could be described as a tool which serves to bring
clarity to a confused area of thought, using a rather broad approach.
It compares to a scanning searchlight rather than to a surgical laser.
     "Prepcheck" means "preparatory check" (See Tech Dict).  The first
prepcheck bulletins appear in 1962.  The technique was then used for
quite different purposes than today.  Today's style was first summarized
two years later, in HCOB 14 August 1964, and only fourteen years later
brought in its final form (HCOB 7 September 1978).
     1.  The buttons, the item and the prefix.
     The prepcheck consists of twenty "buttons", for example
"suppressed", "invalidated", "careful of", "suggested".  These buttons
are used in relation to a charged item found previously, for example
during an interview or an earlier session.  As the item is called newly
with each command, it serves as a "prefix" to the command.
     2.  Repetitive style auditing
     Suppose "apples" were the item, you would use "apples" as a prefix
and ask the pc: "On apples, has anything been suppressed?" The question
reads.  The pc answers; that as well reads.  You acknowledge the answer
and keep asking the identical question until the pc runs out of answers,
which is a flat point, or until there is an F/N, which is the EP on this
particular series of questions on this button.  This is called
"repetitive style auditing".  Now you take up the next button on the
list and proceed in exactly the same way.
     3.  Flat points and End Phenomena.
     Some buttons will go flat, others will F/N.  The pc will have small
cognitions here and there and say things like: "Now I see!  That's what
it is!  I never looked at it this way before!" And so on.  He is doing
his itsa ((It's a...)) After a while, he will come to a big itsa, a big
cognition, something that disconnects and releases him from the subject
as a whole.  He may say: "Now I get it!  Gee!  That's the thing on
apples - they are FRUIT!  That's what they are!  Wow!"  And so on.
That's the EP.  That's when you end off.
     Some notes on certain details.
     To increase the pc's range of answers, clarify all possible
interacts with regard to the question.  Have the pc demonstrate his
understanding to you by asking him to push paperclips and pens around on
the table.  There are quite a number of combinations: 1.  Did apples
suppress him?  2.  Did he suppress apples?  3.  Did he observe others
suppressing others suppressing apples?  4.  Did he suppress himself
because of apples?  5.  Did others suppress him because of apples?  6.
Did he suppress others because of apples?  7.  Did he observe apples
suppressing others?  8.  Did apples suppress themselves?  9.Did apples
suppress each other?  Perhaps there are some more combinations.  Of
course, you don't ask the pc these questions one by one, but you do want
him to have a good and broad understanding of them.
     When you give the auditing question to the pc, each time you pick
up a new button, you don't "check" it or "assess" it on the E-meter.
You simply ASK the pc in a friendly and interested manner.  If there is
no read, you do NOT check for suppress, invalidate, or not-is.  You
don't check a button on a button.  ((Actually there is an early LRH
bulletin in the 1960's where he suggests running all buttons on each
other.  "On suppressed, has anything been invalidated?  etc." But this
is NOT part of prepchecking, and was only meant to be used in the
specialized procedure of the time.))
     Instead ((if there is no read)) you ask the pc for an example
concerning the question.  Have him invent one if needed to demonstrate
his understanding.  If it reads now, the button is charged, you inform
the pc that this is so, (('There a read, we are going to run this, is
that ok by you?")) and you run it repetitively to a flat point or F/N.
     If it goes flat by the pc running out of answers, do not continue
questioning him in the desperate effort to get an F/N, as it would force
the issue - which is never done.  ((As you will see below, LRH disagrees
with this.)) There's no need to push the pc anyway!  Should there be any
further charge left on any of the buttons, he'll get it on the next
round through.  You use as many buttons as needed to get to the EP.  A
dozen of them may be enough in one case; in another you may have to go
through the whole lot, all twenty of them, three times.
     And please, don't run your repeater style like a robot.  Encourage
the pc to elaborate and go in further when one answer or the other is
accompanied by a big read.  Permit your pc to make itsa!
     The experts amongst the readers will have noticed that the above
procedure does not represent the suggestions ((suggestions?)) of the
latest HCOB mentioned above ((HCOB 7 Sept 1978)).  This is because these
suggestions do not prove successful, if followed to the letter.  Taking
each button separately to F/N Cog VGI's, as the bulletin demands, simply
does not work.  It means forcing the pc who has run out of answers, into
more answers; it means tight needles and rising TA; it means ignoring
that there is such a thing as a flat point in a process.  Therefore this
HCOB is "OUT TECH" (Technical Dictionary), no matter if it was written
by Hubbard himself or by another (which unfortunately happened all too
                            GETTING THE ITEM
     On the Class VIII course Hubbard says that you can do a prepcheck
on any area of charge.  It goes without saying that the more defined an
area is, the better it will read and the better your prepcheck will run.
     As an example, let us take a pc who mentions a terminal (person
place or thing) or an AESP type item (Attitude, Emotion, Sensation or
Pain) in several places of his interview but only has small reads on it.
Added up, they amount to a lot of charge, though.  Therefore you decide
to do a precheck on this terminal or item.  The first thing you do in
session: ask him what he would call that item just for himself.  HIS
name for it.  This will pull all the dispersed attention units into one
and give you a blowdown ((on the TA)).  The pc has done an itsa.  Now
you have a precise target to work on.
     Example: pc talks about school here and there in the interview.
Lots of sF's ((small Falls)).  You ask him: "What's YOUR word for
"school"?  Your personal description of it?" ((Who or what does School
represent to you?)) Pc says "That madhouse!", laughs, Blowdown.  Now you
do your prepcheck on "that madhouse", because THAT is what the big
restimulator behind the actual school was.  Why the pc calls it a
"madhouse", exactly where the charge is coming from, whether it is a
past life overwhelm or a present life suppressive teacher, well be
discovered in session.
     Which means: even before you start the action of prepchecking you
HAVE an item and you KNOW that it is charged.  The prepcheck does not
serve to find out IF an item is charged.  It is not an assessment to
find out which button is charged the most.  Not at all.  It offers
twenty angles (the 20 buttons) to get at a known charge and blow it.  It
serves as a tool to "crack" a charged subject.
     Two further solutions concerning the above situation, for the
professional and more stylish: pc talks about school, teachers good and
bad marks, homework etc.  You don't know what out of all this is a real
button.  When you are good at Listing and Nulling you could ask:  "Who
or what would represent school to you?" Answer: "The math teacher!" This
item blows down and F/N's.  Now you can do a prepcheck on it.
    ((There are two general listing question used to get a more precise
item for running.  One tries to get a more general item, and the other
tries to get a more specific item.
     "Who or what would school represent to you?"  (More general item)
     "Who or what would represent School to you?"  (More specific item)
     The first question gives "A madhouse", which means that school is a
subclass of various madhouses the pc has known.
     The second question gives "math teacher", which means that a math
teacher is a subclass of the various things that the pc found
distasteful in school.
     So you have
     "Madhouse" ---> "School" ---> "Math Teacher"
     In R2-12 you list either one of these questions until you find THE
Rock Slamming item by various VERY strict rules of Listing and Nulling.
A Rock Slamming item is the item that continues to rock slam on the list
after all other items have stopped reading, and the R/Sing item
continues to R/S every time you call it.  If the original item IS the
R/Sing item, you do not list either of the "represent" question, because
you already have the item you want.  Thus "One NEVER represents a R/Sing
     And there is yet another L&N approach: "Regarding school, who or
what would have these difficulties ((with school))?" Answer: "A dumb
boy!" plus Long Fall Blowdown F/N VGI's.  That's the valence he is stuck
in.  Prepcheck that.  (See the chapter "Listing and Nulling" for further
     ((Although I approve of his mentioning this technology here at this
point, I feel he has not stressed the difficulty of actually getting
these items correctly on many pcs, me for one, and the incredible danger
of getting one wrong.))
                           THE END PHENOMENON
     The EP of a precheck is a release, no matter how many buttons it
took.  In order to go release it takes a number of key-outs.  (See Tech
Dict under "Release".) Some buttons will produce a key-out with a
realization and an F/N, others will just go flat.  Neither the
realization nor the F/N have to be particularly spectacular.  They are
on the particular button you have been working on, not the item as a
whole.  The FINAL cognition will be big and on the item as such; and the
F/N will be wide.  That is the EP.
     So you don't have to F/N each button.  You run it till there's no
read and no answer left on it.  You run it flat.  Should it F/N, that's
fine.  You carry on, run the remaining buttons to flat or F/N, start
again with the first button, go through the lot again and again till the
EP is reached.  You just run each button, whether it has F/Ned on the
run before or not ((I am sure LRH would disagree, but each button
according to him would have been taken to F/N the first time it was run.
I don't know if he claims that you need to run the whole lot again if
the big EP is not attained the first time through.  I think he assumes
it always will EP before the first run is done.  He would never run the
same button twice after it had F/N'ed the first time, never ever.))
     If it has already F/Ned it may read again as it has restimulated
another lock connected with the subject.  Remember it's a lock action,
and there is no end to the number of locks.  (See Tech Dict: "Reduce",
"flat", "flat by TA", "flat comm lag", "flat point", "flat process")
     These are the precheck buttons (quoted from HCOB 7 Sept 1978R)
"Modern Repetitive Prepchecking", Tech Vol XI, p.  469.
     Suppressed              Decided
     Evaluated               Withdrawn from
     Invalidated             Reached
     Careful of              Ignored
     Didn't reveal           Stated
     Not-ised                Helped
     Suggested               Altered
     Mistake been made       Revealed
     Protested               Asserted
     Anxious about           Agreed with
     ((I would add "not said" but then we would be running Power :) ))

     ((Oh to hell with this, along with Not-ised I would add,

     Made nothing of
     Nailed out of existence
     Refused to reveal
     NO and SOME and AND

     For example,

     NO asserted
     SOME asserted
     NO asserted AND SOME asserted at the same time for ever for free.))
     L.  Kin