Fresh Reality Techniques (RI exercises)

This is a rough list of Havingness processes that can be tried out in connection with TROM. Some of them are proven techniques, some of them are experimental.The experimental ones are marked (ex).

The purpose with these techniques is to replace as-is-ed mass with freshly created mental mass, Fresh Reality.
This type of exercises are also known as Havingness and Relative Importance, Objective Processes and Grounding.
You use a technique for a while untill it gets worn down or outright boring; then you pick another process and the student is again in create mode and running with interest.
 It is important that any such technique catches the student's interest. In other words, it has to be fun for the student to run.

I. 1) Pick an object in here. (eg: the red vase) (ex)
    2) Make it a different color
    3) Male it a different  shape
You have the student imagine the different attribute. You can run other attributes for variation: weight, material, temperature, etc.
It makes the student "create" or reinvent the object freshly; not too difficult here. 

Pick an object in here. (eg: a dictionary) (ex)
What is its function?
Give it another function.
A dictionary has the function to define words. A new "function" could be as firewodd. Burniong it to keep warm, use it to steady a shelf, or whatever.

II "Objective Power" (from AMP)
Look around here and...
Find an object that you could want
Find an object that you could understand
Find an object that you could control
From Applied Metapsychology and TIR.
Power is defined as Desire (want), Understanding and Control. They work together in a triangle or triad.

III "Objective ARC (LRH)

"Look around here and find something that is really real to you."
"Look around here and find something you wouldn't mind communicating with."
"Look around here and find something you wouldn't mind being around." 
Doing the legs of the ARC triangle on the environment.

IV. Object in Scenario (LRH - 37 hav processes)
Pick an object in here
What (other) scene could this (object) be a part of?
(Pick a fresh object each time.)
The student has to invent a new scenario where the object is a part. A fun process.

V. Invent a game of similar magnitude (ex)
If you have just run a games condition this one lightens things up.

Invent a complemenatry postulate to that situation. (ex)

Name an object that is not in that scene (ex)
Handles too fixed attention on incident.

Imagine an ideal scene (for that incident) (ex)
Gives the student a comparable datum to evaluate the incident against.

Imagine something interesting. (ex)
A variation of RI

Create an importance. (RI)

Pick an objecT in here that you are not in. (LRH - 37 hav processes)
37 hav processes is a list in Scn. Most of the techniques are never used but we can test them and see how they run.   

Pick a visible object in here. (a lamp)
Now, close your eyes and imagine that object.
Move that imagined object away from the physical object.
Now, with open eyes, place your imagined object in exactly the same position as the physical objet.
Now feel it back (physical and mental object.)

6 Directions (6-D) on Objects
1. Invent something important to that game.
2. 6-Directions: Put it (6 Directions: above, below, right, left, in front, behind) you.
You flatten one item, then have student pick a new one, etc. until the action is flat.

Then you can have the student pick another item and run it the same way, etc.

Example: The scene just run is a court case.
1. Invent something important to that game.
Answer: a judge.
2. OK, put the judge (a) above you; (b) put the judge below you; (c) put the judge to the right of you; (d) put the judge to the left of you; (e) put the judge in front of you; (f) put the judge to the back of you.
Repeat (a)-(f) until no change (flat).
Each execution of an instruction is acknowledged by the clearer.
1. Invent something important to that game.
Answer: a court room.
2. OK, put it above you, etc., 6 directions, (a)-(f), till flat.
1. Invent something important to that game.
Answer: a gavel..
2. Do 6 Directions on 'gavel. till flat.
By putting these elements in present time and space the "illusion of time" is discharged.
This is the stated formula for Time-breaking in TROM and here we use this version of breaking time as a final step. So it is important to stress that the student 'invents' the item as this is a present time creative action. Obviously, often the student will pick an item identical to one in the scene but it is important to stress that the student should work towards inventing in present time rather than copying something from the scene.
You can actually use the application as an elementary way of discharging any incident. It is not the fastest or best way, but as a solo assist when no clearer is available it works surely but slowly.