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Goals Clearance Program

The following is inspired by TROM level 4. It has the advantage that it can easily be audited on a pc educated in scn. Survival goals are real hot iterms always and they are not really addressed on the grades as goals. Clearing them as goals revitalize them. There is an LRH quote that goes something like this, ”Revitalize the failed purpose and the person will rise from the dead.” Besides failed purposes the application also addresses live purposes and removes blocks and dampers on those.


The Obvious Goals
First, you would simply ask the person for goals he/she has or has had and take the obvious ones up first. Later, the list of questions below can be used to get as many goals as possible on the case.

Run only Life Goals
Not all goals can be cleared cleanly. We need positive basic goals, so-called Life Goals.
Some of the goals you get will be 'means to an end.' They will be down the chain of solutions to solutions. They are goals formulated to handle a certain condition or opposition. We have common goals like 'to lose wieight', 'to be better than the competition', 'to get rid of my nemesis', etc. Such conditional or negative goals are problematic to run. They are aimed at solving a specific situation. We want Life Goals. These are basic pro-survival goals people live by in all kinds of changing circumstances, cultures and life styles. Ideally the student recognizes súch a basic goal to be part or herself throughout her history of existence.
If you have a stated goal like 'to get rid of the competition' you can ask: "Prior to that situation, what was your underlying goal? and you will get something like, "to succeed in buissiness" or the like.
Another method is to make a short list of max 5 possible underlying Life Goals and assess that. 'To succeed in business', 'to become rich', 'to succeed as a professional', 'to be useful and wanted', etc. You assess the list and take the one that seems most real and interesting to the student. You adjust the wording so the student feels it applies to him/her.

Looking for all Possible Life Goals
Once you have run the obvious life goals, you can go through the student's life in detail to find all possible life goals. Make a list of long term interests, goals, passions and dreams. It would include activites the person has been involved in, general career goals and passions and dreams the person has or has had in his/her life.

This could include professions, jobs, relationship goals, spiritual and artistic goals, dreams never realized, relaqtionship dreams (like ”finding the right one”) etc.

The following questions would help you get a long list:

Are there professional activities, ambitions or interests you are passionate about?
Are there any from the past, now almost forgotten?

Are there artistic activities or interests you are passionate about?
Are there any from the past, now almost forgotten?

Are there spiritual or self development activities or interests you are passionate about?
Are there any from the past, now almost forgotten?
Are there leisure or sports activities or interests you are passionate about?Are there any from the past, now almost forgotten?
Are there any unfulfilled relationship dreams you are passionate about?
Are there any from the past, now almost forgotten?
Are there any other unfulfilled dreams you are or have been passionate about?
Are there any from the past, now almost forgotten?
Are there any activities or interests you wanted to succeed at but had to give up?

Make a list and take the most charged.

Express the goal as an activity and in general form. ”Becoming the head of the Pencil Company” shold be run as ”becoming the head of the company” or ”becoming the boss.”
Run the item in below process on the charged flows. Then item no. 2 charged, etc.

= 'Get the idea...' or 'Recall an incident...'

3. Prevented from

F1: ... of you being stopped or prevented by another from [activity goal]
F2: ... of another being stopped or prevented by you from [activity goal]
F3: ... of another stopping or preventing another from [activity goal]
F0:... of you stopping or preventing yourself from [activity goal]

5. Forced to

F1: ... of you being forced or coerced by another to [activity goal]
F2: ... of another being forced or coerced by you to [activity goal]
F3: ... of another forcing or coercing another to [activity goal]
F0: ... of you forcing or coercing yourself to [activity goal]

Once you have an incident, use GRID to get the charge off.

Games Resolution by Identities -- Procedure

1. Briefly state the situation, mainly the conflict or interplay among the involved parties.
We focus on the roles and characters in play rather than the story.
2. List the parties and persons involved, including yourself.
    It is a list of names, hats and characters. One would include other forces, such as a group pressure, a command intention, a boss or parent behind the scenes, a character dominating the situation without being physically present, and "now-I-am-supposed-to"s, etc.
3. Take the one with the longest read first, then the next longest, etc. (Unmetered: take the one most pressing or obvious.)
4. On that character (including yourself) find emotion, effort and intention/thought as they appear to you in that situation. This can all be found in your mind in recorded form. You take the element first that seems to offer itself. So there is no set order. If none seems to offer itself more, start with emotion.

Note 1: Often you will experience own reactions to, say, a character acting towards you. You can go back and forth, discharging your own reaction to that. One can check for this from time to time. The going back and forth releases the vectors working against each other in a ridge. This is not necessarily done after first vector is flat, as one is dealing with a confusion of vectors. One flattens the vector available when it is available.

Note 2: The person may bring up an additional incident as the emotions, efforts, and thoughts appear in both. Have the person freely talk about that experience without interruption and simply acknowledge when the statement is finished. Then simply return to the item you were working on: "experience that (original) emotion," until it is flat.

Note 3: Often you have an incident with several scenes. Simply take the first scene and flatten that. Then the next scene and flatten that, etc.

4A. What is the emotion or feeling of that character?
(It can be any emotion or feeling. Examples: anger, fear, spaced out, cautious, distracted, like dancing, etc., etc.)
      Tune into that emotion/feeling carefully.
      Experience that emotion/feeling (this is said repeatedly till flat)
      Any other emotion or feeling in that character? etc.
(You can ask where the emotion is impacting the body physically in present time, and otherwise have the student describe it in physical terms:
location, density, vibration, color, temperature, shape, weight, motion, impact. etc.)

Note: Check reaction on the counter-part as appropriate.

4B What is the effort or impulse of that character?
      Show me that effort or impulse (acting it out) (this is asked for repeatedly till flat.)
(It can be impulses like strangling the other, jumping around, deliver a punch, giving a hug, etc. One can also take up own reactions to another person's efforts
and impulses.)

Note: Check reaction on the counter-part as appropriate.

4C. What is the intention or thought of that character in the situation?

       Can you put that into words?
       (You can flatten it by having the character do repeating on it.)
        ("Have the character say:...."  .... "Thank you." "And again" .... "Thank you.") repeating it till flat. Practitioner acknowledges each repetition. He may ask for
        emotion/feeling, etc. connected with intention/thought.

Note: Check reaction on the counter-part as appropriate.
There are a lot of tools in the so-called DEEP tool box. An experienced DEEP practitioner will know when and how to use them. The above procedure is effective when the steps are simply followed. Therefore it is a good procedure to get started with and as one gets more experienced the full DEEP materials should be studied and practiced.


Once the person gets better at Timebreaking the detailed procedure above may not be needed.
The person comes to a point where he/she can blow an incident by inspection. The very short version of Timebreaking then becomes:


1. Confront that scene in present time.

2. Fully experience it.








Ideal Scenes (RI)

This is run after each flow, using something related to what has just been run


1. Imagine something nice (related to the goal and flow just run. If the item was growing crops, you could use ”Imagine some nice crops,” etc.)

2. make it very real

3. Make it even nicer adding some new features.


You can as an experiment expand it to:


1. Imagine something nice

2. make it very real

3. Make it even nicer adding some new features.
4. Pull it in on you
5. Experience the mass.

6. Send it away/disperse it/wipe the slate clean.