

LONDON GROUP COURSE TAPES (1953) 7/8



THE PROCESSING OF GROUPS BY CREATIVE PROCESSING

Alternate Title "Creative Processing."

LGC-5

A lecture given on 10 January 1953.

According to the Flag Master list, this was given on
Jan 13, 1953, but that is the day after LRH began the
PDC Supplement lectures in London (which started on
Jan 12), so the R&D date of Jan 10 is probably correct.

[Based on R&D transcripts. The first portion of this
lecture, up to the point marked, was included at the
end of the old reel for LGC-4 and has been checked
against it.]


All right, Let's go in now into the fifth lecture, 
"The Processing of Groups by Creative Processing."

A Group Auditor is one who audits groups. There's much to
know, by the way, about Group Auditing, which is not in
this course and which is not terribly germane.

There is such a thing as running a group as a group just to
run the engrams out of it. You have a club; the club isn't 
getting along well. Well, you could actually find out why 
it wasn't getting along well and process it as an organism. 
And you'd find that it had some reactive computation about 
somebody or something in a club, and you would run this out 
and everybody would he in good shape. Now, that's actually 
very interesfmg as a subject.

There is such a thing as communication lines. A Group
Auditor - there s a book on this and a lot of data on this:
communication lines in an organization, what they do to
aberrate it and not aberrate it. A Group Auditor should
know something about that.

He can find out all this, really, though. He can figure
this out from Self, Self Analysis and the scales there, 
because all of those problems resolve by Creative Processing 
of groups as groups. If you just get the group there and 
you give them Creative Processing out of Self Analysis 
or special lists, and that group is going to come back 
to battery, and whatever is wrong with that group is going 
to right. Thats simple, then, see!

So the Group Auditor - the Group Auditor doesn't have to
have a terrific amount of technology at his fingertips
beyond the basic knowledge of Dianetics and the theory and
delivery of Creative Processing.

You take a group, a club, it isn't getting along well, it
has a big engram, it's stuck on that engram. Now, you could 
go in and run out that engram, really, actually could find 
it, run it out, so forth. But it would take you much longer 
than to simply go in and give them a half an hour of
Self Analysis. Because you're giving them a flock of new
terminals, and they're all doing the same thing, and
therefore they feel a unity amongst themselves and they'll
forget about that engram. That engram will run itself out,
more or less.

The action of the Group Auditor is to appoint and supervise, 
one after the other, people to deliver mock-ups, Creative 
Processing to a whole group, or to do it himself. Now, that's 
his action.

Now, his action is also to take the group apart into its
sections, if necessary, and occasionally, very
occasionally, pick up one of his people in the group, or
two or six in one of the specialer - more special groups,
and just bring them up to parity so they can be poured in
with the main group.

So he does have to do some individual processing, but that
individual processing is contained exactly in the pages of
Self Analysis and consists of just individualized delivery
of the same thing. So we don't change this. It's just the
fact that we've got to deliver it vis-a-vis. And the
individual to whom it's being delivered is - something wrong
that he isn't getting any benefit from the general
processing. Something on that order. Now, you could carry
that to too much of an extreme, as I will cover in a
moment.

Now, the selection of mock-ups from these processing lists 
have to be adapted to his group. You take Self Analysis and 
without any judgment at all simply read off everything on 
every list to a group of children of six, and you're going 
to start missing. You'll miss badly.

So while they're getting the last mock-up, you just look
down the list and pick up the next one that a child could
get. That's a simple thing. Or you use a special list for
children. But just use your selection on this. And the
people you have reading those lists, advise them the same
thing. They've got to select their mock-up. In other words,
it requires some judgment on his case.

Now, the next thing that he must judge, of course, is the 
speed of mock-up, the speed of delivery. How fast does he 
hand them out? Does he hand them out at a rate which 
includes the last and slowest? No, he hands them out at a 
fairly average rate that hits the middle. It is the average 
of the group he's after, he isn't after the slowest member. 
And that's important. That's tough; it's just tough if 
somebody is so slow that they can't get this, that they 
can't get these mock-ups before he gets the next one. He 
can make some sort of a special arrangement. He can say, 
"Well, you get every other one" or something like that to 
this person. He shouldn't slow down the whole group to its 
slowest member. Man has been doing that for too long.

Now his reading, then, can be varied by giving the actual
perceptions at the bottom of the page on these lists in
Self Analysis, or by simply saying, "All right, now admire 
your mock-up. Now get the mock-up admiring you once in a 
while. Now get others admiring the mock-up."

Now remember that then there are three possibles here. And
that's he admiring his own mock-up, the mock-up admiring
him - four possibles - others admiring his mock-up (he just
mocks up some more admiring his mock-up) and the mock-up
admiring others, just get that feeling like the mock-up is
admiring others. There's four possibilities there. You can
use those then on a list. The most important ones are his
admiring the mock-up, the mock-up admiring him. There's
your two-terminal flow.

You'll find out that he'll get upset if you have others
admiring his mock-up because too many times in the past,
way back when and so forth, he sort of has the feeling like
once upon a time he'd made mock-ups and people would steal
them, or somebody is liable to get this mock-up, somebody
is liable to grab it, And you'll throw all that into
restimulation if you have too many others admiring the mock-up.

And when the mock-up admires others, look out. Because that
is Mama only paying attention to Papa when junior is
present. And he can't get on that communication line at
all. And you'll get the mock-up looking sideways then, and
all of a sudden, you'll have a child or a veteran or a
hospitalized case will be breaking down and crying or
having bad somatics or something of this sort. And so
you'll just use the obvious ones most of the time. And the
obvious ones are simply his admiring the mock-up, the
mock-up admiring him.

Now, the horrible part of being a Group Auditor, if he is
doing all of the auditing himself, is the fact that he's 
acting as an outflow terminal and he's trying to sort of -
if he's auditing children, he's trying to hold them down. 
He's trying to sit on them long enough to get them to make 
something mocked up and keep them from disturbing others 
and so forth.

And he's right there reading away: "All right. Now, create
a scene of Mickey Mouse." Here's little Oswald over there
jumping up and down, you know, and going back and forth and
making noise. And he knows that Bertram over on this other
side is terribly disturbed by all this, and so he has a
tendency to put a screen between Oswald and Bertram, you
see, and hold Oswald down! Now, he's actually doing this
with beams.

The Group Auditor doesn't realize this till it's called to
his attention. But he's actually mocking up particles and
putting them on these people and holding them down and
putting up actual screens, and he's doing all sorts of
things. And one of these days when you start processing
him, you're going to wonder what these great big, solid
masses are that he's running into, Now, his action of
monitoring that whole room and all this random motion
would be very difficult to process piece by piece, so we
just have a single gunshot process that takes care of the
whole thing. He, just himself, mocks up this whole room 
full of tigers and gets them all admiring him. He just 
goes on having the tigers admire him, that's all. And 
then he mocks up this whole room full of clowns and 
admires them. And then he mocks up all of these airplanes.

And that, by the way, is not a bad one, because if he's
processing children he'll say, "Now, all right. Now, get
a - create an airplane." Down here, this side, he'll get an
airplane, "Brrruuhh. Brroomm Brroomm! Brroomm! Brroomm!
Bmrroooommmm!" The roof kind of starts bulging.

Children are not quiet. And he'll say - he'll get these
airplanes and they admire him and, then, he mocks up
something else and he admires it. And he just goes on in
this fashion.

The truth of the matter is that if he wants to brighten 
himself up or freshen himself up at the end of the day, 
all he's got to do is read some Self Analysis and get 
mock-ups and admire the mock-ups and have the mock-ups 
admire him. That's all. It'll freshen him up. It'll run 
out what he has been doing during the day and leave him 
very fresh. Regardless of whether he's been processing 
anybody during the day or not, that will work.

What happens during the day is a man has a flow, usually a
one-way flow If he's sitting on a clerk's desk or something
like that, the flow is in at him. And if he's sitting on a
manager's desk, it's going out from him, except for those
horrible reports, such as "Number three tank has just blown
a sky-piece," and these are jolts that come in. And he
gets then - he's just got a one-way flow, one-way flow,
one-way flow. It's very amusing what happens to an
individual on this - one-way flow will stick.

He goes home, the wife is all set - wants to go to a movie.
He's too tired; he can't go to a movie, he's too tired.
Well, let's just reverse the flow. He flowed out, flowed
out, flowed out, let's get something flowing in.

Let's have him stand under Niagara Falls looking up at it
Just do that for just a few minutes and he'll feel very
fresh. Don't do this just before you go to sleep at night
while lying in bed, though. You won't get any sleep. You'll
simply wake up because that's the only reason you're tired.
Tiredness is something - is an incipient boil-off. A boil-off
is a fascinating thing. We're going to cover that.

Now, the only difference between a group of children and a
group of adults is that the children are very demonstrative, 
they're noisy, they move more and their mock-ups are better, 
much better. And the adults are quieter and they're not getting
as much done. And otherwise, there's no difference in rules
here, no difference in function. And it doesn't matter,
then, whether we're processing a group of children or a
group of adults.

You say, "Well, a person who handles children has to be
very understanding," and that sort of thing. No, he's just
got to have nerves of solid steel cables. That's all. His
nerves got to be better.

He'll have to be a little more agile with his mock-ups,
too. If he's just pulling one out of the hat every once in
a while, he'll find out the group will get bored on him.
And then he'll get one that's too interesting, then they
won't come out of it. They'll go flying off to Mars or
something of the sort.

Now, the inequalities in cases can be categorized or
cataloged for your benefit as the slow, the fast and
the can't. The person can't get - let's put that
in another line here and say it's the can't: he just can't
get mock-ups, that's all. And the next one is the slow, and
they just take forever to get a mock-up. And the next one
is fast - and that varies from optimum, but optimum lies
between slow and what we're calling very fast here. This
very fast one, your - "All right. Get a mock-up of the barn.
Get a mock-up of a church. Get a mock-up of a cow Get a
mock-up of a horse. Get a mock-up of a cart." You wouldn't
be going fast enough for him.

Is he getting mock-ups? Yep, Are they doing him any good?
No. He's got a circuit. He just goes "Brmrrrrrur! Well,
come on, you'll have to give them to me faster." He's
bored. He's just - blah-deh-blah-wah.

Silly, but he doesn't happen to have any level of
persistence. He can get that mock-up and he (snap) wants
the next one right away, (snap) because he knows that last
one couldn't persist, see? So he's got to have this next
one, bing. (snap) He's got to have the next one, bing.
(snap) He's got to have the next one, bing. (snap) That's
to keep himself from being informed that they pheww!
They just disappear on him, that's all. 

[The old reel runs out at this point.]

He'll get a brilliant mock-up, and he can hold it for a 
split instant and it's gone. Well, he gets upset then, and 
he has to have a new terminal because these terminals keep 
disappearing.

What's wrong with this person? This person is getting mock-ups 
on The p a circuit. That is to say, he's got some cells or 
currents over here, and they sort of put mock-ups out there 
when he calls for them. They put them out there very fast 
and they don't last very long, and he hasn't any control over 
them. They're very erratic, they're very random. 

If you stop this person and say, "Put a man out there with 
a hat on." And he will say, "All right," And you say, "All 
right. What kind of a hat did he have on?" "Oh well. Let's 
see, the last one was a fla - ... No, that's a bowler, that's 
a straw..." You say, "Now, wait a minute. How many hats has 
he had on?" "Well, while you've been talking here, about 
thirty." So there's quite some differences in these cases.

Now, the one who can't get a mock-up, there isn't any reason 
to have him sitting there unless you can convince him 
individually, if he complains about this, just - that he 
just gets a concept that he's got a mock-up. If he can get 
that, then you're all right, then go on with this. If you 
can't, you'll have to give him a little bit of individualized 
work until he becomes convinced of this. He gets the idea 
he's got a mock-up. 

"Can you get the idea you've got a mock-up?"

"Yes." 

"Well, have you got one, can you see it?" 

"No."

"Well, all right. Do you know that there's one there?"

"Yeah, sure, I can get an idea there's one there."

"Well, that's what you do from here on." 

And the case will resolve.

And the next one is the slow one. He'll just poke around 
and poke around on this. Too bad, but you can't wait for 
him because he isn't the average in the class. So what do 
you do with this one? You could give him some individualized
work or you simply tell him, "Get every other one." Get
every other one that you call.

That might disturb him, but it will be better for him than
to be shocked in the middle of every one of them and just
have to ditch them and get another one and ditch another
one before he got there and ditch another one. And he
finally gets the idea he hasn't got any terminals at all
and he'll go way down Tone Scale.

Now, the very active, dramatizing child or adult, oh dear!
They're all over the place, And the child, when you tell
him to be an airplane, will fly down the aisle. He'll just
come right out of the seat and fly down the aisle sometime.

Well, actually, that is what you call dramatizing psychosis
when it's that bad. The child gets himself completely
identified with an object and when anything and anybody
completely identifies himself with an object and is that
object 100 percent of the time and couldn't be otherwise or
shift himself or have any criterion on it - has got to make
his body into that object, he's in a bad way.

Knew a psychiatrist one time, poor fellow. He used to tell
me all about his patients - all over his office! Had the
patient lay down on the couch; (snap) he's lying down on
the couch, see? And the patient came over to the desk;
(snap) he's over to the desk. And he made a face like this,
and he made a face like this. That's the way. And the fellow
just throwing himself all over the room in order to
describe patients! It was worse than any child you ever
saw. Because the thought would go into action without his
judgment intervening. And you will find that is
characteristic in the common behavior of this child that
dramatizes madly on these mock-ups. Their thought goes into
action without the judgment - without judgment. That's the
difference there.

Doesn't matter how many kids throw their arms around,
particularly, if you find one that when he thinks of a
bear, he is a bear. Well, you'll find out this is a
tendency with children, tendency. But if it always happens,
and it happens noisily, it'll start happening compulsively,
you've got a case on your hands. So don't recognize this as
just an amusing case. This is a case which has very little
judgment.

The nervous child or adult is disturbed by the noise or
activities or the shifts around of the others. And they
just sit there in apathy. They just, bang - somebody says 
something, something drops, something of the sort. This 
child will just sink into apathy. Ah, that's nothing very 
horrible. So what. Patch him up, put him in a special group.
Now, the nervous one of course has to be put in a class, a 
group by themselves if you want to really deal with this, 
and be given a little bit of this. And their nervousness 
goes away fairly rapidly so they can be put back with the 
others.

Now, future averaging, by which we mean running them into
the same group, takes care of this. They average out - 
have a tendency to do so.

Now, the - you have three groups, then, and only three
groups that you're interested in: one, really, are the
can'ts; the slows and nervous, you put them together; and
the fasts. And these groups will operate as units. And
after you've worked with them for a relatively short time,
you could put them all back together again and you're all
right.

Now, there's one thing you mustn't do with children or
adults on a low IQ level. You mustn't give them
individualized attention to too much of a degree. And 
the reason you shouldn't is because then the rest of 
them can't, until they've got individual attention, too. 

One little boy, "Can you get a mock-up?"

"No, I can't get a mock-up." 

"All right. Come up here and I'II give you a mock-up," 

All right. He's up here. We give him a mock-up; the rest 
of the children can't get mock-ups. Why? They've got to 
have an individual one, too.

Individualized attention then will hold up the whole class.
So minimize it. Split the children up into groups or the
adults up into these three groups and thereafter process
them again in chunks, and try to keep this individualized
attention to an absolute minimum.

Don't try to patch up a case in front of the rest of the
class or in front of the rest of the group. Because if you
do, the rest of them are going to slow down to want that
attention. So you just mark the fact and split the groups
up accordingly.

(Recording ends abruptly)

[End of lecture]
