Basic Powerhouse Training 3, (March 05)

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Basic Spiritual Powerhouse Training Series 3
POWERHOUSE EXERCISES
There are the seven basic spiritual powerhouse abilities and actions that all
capable and effective people naturally do at all times.
Main Entry: powerhouse
Pronunciation: 'pau(-&)r-"haus
Function: noun
1 a: POWER PLANT
b: a source of influence or inspiration
2: one having great power : as
a: one having great drive, energy, or ability
b: an athletic team characterized by strong aggressive play
THESE POWERHOUSE EXERCISES are the BASIC LIFE INTERRELATIONSHIP
PRESENCE, CARRIER WAVES, TARGET AREAS and EDUCTIVE LINES
EXERCISES
These seven very basic spiritual abilities and actions are the highest, most
powerful, most effective spiritual processes that are in play at all times by any capable
person.
1.
CAPABLE OF BEING FULLY PRESENT.
2.
CAPABLE OF CREATING AND PROJECTING A HARMONIOUS CARRIER

WAVE TO A SPECIFIC AT POINT OR TARGET.
3.
CAPABLE OF FOCUSING, HITTING AND HOLDING A POSITION ON THE

AT POINT OR TARGET
4.
CAPABLE OF PERMEATING AND EDUCING EXACTLY WHAT IS PRESENT

AT THE AT POINT OR TARGETED AREA.
5.
CREATING AN EDUCTIVE LINE TO RELAY WHAT WAS PERMEATED AND

EDUCED.
6.
CAPABLE OF DUPLICATING AND ACKNOWLEDGING WHAT HAS

BEEN EDUCED.
7.
CAPABLE OF KNOWINGLY RECEIVING AND DUPLICATING THE

EMANATIONS OF OTHERS.
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Reference: Dynamic Harmonious Beings Anatomy & Powerhouse Operating Formula (Basic
Spiritual Powerhouse Training Series 2)
These exercises are designed to enhance a Beings life and people handling skills,
capabilities, and effectiveness with all inter-personal relationships and to facilitate a much
faster and efficient attainment of ones targets in life and relationships.
It should be noted that these seven basic abilities are also present in all effective
communication abilities and skills.
DEFINITIONS
Carrier Wave: a carrier wave is what is emanated from a source point to a receipt point or
arrival at point at which one intends to create an outcome or relate.
At Point: the position or location one spans a domain of existence to be at, direct awareness
and focus attention at, on or throughout in order to manifest ones intended outcomes there or
to educe what is there.
Eductive Line: the flow line by way of which one draws to self the knowledge, truth or
response which has been educed from another Being or thing. A number of eductive lines are
present in life and when processing or doing training exercises. Two key ones are:
a) when a person is asked a question the person will look to where the answer is in their
mind or spiritual existence and educe from that location the sought for answer and draw
it to self along their eductive line;
b) when a person asks a question of another the questioning person uses a carrier wave to
reach the person being questioned but, in order to receive the answer from the person
questioned, the questioner employs his or her eductive line (between self and the person
answering) to receive it. This line from the person answering to the person being
answered is also known as the Eductive Communication Reply Line.
Duplicate: the action of receiving or perceiving and knowing the exact sameness of truth as
was emanated from or is present at another position (person or thing).
THE EXERCISES
The best way to do these exercises is to do each exercise to a win. Then go onto the
next exercise, do it to a win, then onto the next exercise, do it to a win, etc.
These Powerhouse Exercises are done in conjunction with Basic Spiritual Powerhouse
Training Series 4, PRIME CORE INNER POWERHOUSE ABILITY RESTORATION
PROCEDURE. The way this is done is to do a Powerhouse Exercise to a win and then do the
appropriate matching PRIME CORE INNER POWERHOUSE ABILITY RESTORATION
PROCEDURE process on the exercise just taken to a win. Then go on to the next exercise and
its matching process.
Repeated cycling through these exercises and matching PRIME CORE INNER
POWERHOUSE ABILITY RESTORATION PROCEDURE will greatly enhance a persons
awareness and effectiveness of these vital basics to life and relationships.
Once the Student can comfortably do these exercises they can then move to the higher,
more advanced exercises.
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EXERCISE 1:
INCREASING PERSONAL PRESENCE
The objective of this exercise is to bring the Student an awareness of how little they
have been present, the ways they have been absent, and the causes behind these. With the
Student aware of these causes, they will be able to better control them and thus increase their
ability to be present and expand their awareness of self.
Application of the exercise, not talking about the exercise, is how this is accomplished.
It is up to the Coach to persist with each part of this exercise and ensure each command is
complied with and each question fully answered, until the Student has attained these objectives.
This is a "make more of" exercise and should be coached at a "spirit of play" mood
level. Done well by a good coach, this exercise can produce major upward mood and paradigm
shifts.
DIRECTIONS
Coach and Student sit opposite each other, Coachs legs on either side of Students,
about three feet apart.
Coach has Student read the following definitions:
present n. 1. A moment or period in time perceptible as intermediate between past and future;
now. 2. Abbr. pres., pr. Grammar. a. The present tense. b. A verb form in the present tense. 3.
presents. Law. The document or instrument in question. --present adj. 1. Existing or happening
now; current. 2.a. Being at hand or in attendance. b. Existing in something specified. 3. Now
being considered; actually here or involved. 4. Abbr. pres., pr. Grammar. Designating a verb
tense or form that expresses current time. 5. Archaic. Readily available; immediate. 6.
Obsolete. Alert to circumstances; attentive. American Heritage Dictionary
presence n. 1. The state or fact of being present; current existence or occurrence. 2. Immediate
proximity in time or space. 3. The area immediately surrounding a great personage, especially a
sovereign. 4. A person who is present. 5.a. A person's bearing, especially when it commands
respectful attention. b. The quality of self-assurance and effectiveness that permits a performer
to achieve a rapport with the audience. 6. A supernatural influence felt to be nearby. 7. The
diplomatic, political, or military influence of a nation in a foreign country, especially as
evidenced by the posting of its diplomats or its troops there. American Heritage Dictionary
PRESENCE is best defined as You, the spiritual or god-like Being, being fully, aware, and at
the optimum mood level, here. Hereness is best defined as, at this place, at this time, which
can span past, present, and future. The more able the Being, the longer the time span. At all
times, hereness includes nowness. Optimumly, hereness includes spanning a little past, all of
now, and the extended future. (Effective Communication Series 12) presence: 1. The state or
fact of being spiritually present. 2. Immediate hereness in this time or this space. 3a. The area
immediately surrounding a great personage, especially a sovereign granting audience. b. A
person who is present. 4. A person's manner of carrying himself; bearing. 5. A supernatural
influence felt to be nearby. 6. Spiritual hereness at this time, in this space. (Responsibility
Series 20) presence: 1. Your state of continuous arrival or being here. 2. Your ability to fully
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own, be responsible for, control, and embrace the total consequences of all composite parts of a
paradigm. For example: the ABILITY PARADIGM of Spirit, Perception, Intention, Vision,
Plan, Implementation (Action), and Outcome (must match Vision). (Prosperity Series 1)
winning adj. 1.a. Of or relating to the act of winning. b. Successful; victorious. 2. Attractive;
charming. --winning n. 1. The act of one that wins; victory. American Heritage Dictionary
WINNING: Succeeding in reaching or achieving a specified condition or place; intending a
goal and achieving it. (Mastery Series 7) winning: adj. The continuous application, from
beginning to end, of a paradigm sequence in which the outcome matches the vision of the
WANT and the intention. (Prosperity Series 1)
When Student has done this and can define presence, present and winning, Coach
continues with Part 1.
PART 1:
The Coach gives the Student the following command:
"Perform a way of being more present."
When Coach sees Student is doing this he acknowledges by saying:
"Good."
Coach then asks:
"What are you doing"?
Coach lets Student answer and acknowledges by saying:
"Thank you."
Coach then asks:
"What mood level are you doing that in"?
"Thank you."
Coach then asks:
"As you do this, where are you"?
"Thank you."
Coach then asks:
"As you do this, how big are you"?
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"Thank you."
Coach then asks:
"Does this trigger or remind you of anything?" If just Yes, Coach says:
"Tell me about it.
"Thank you."
Coach then asks:
"While answering these questions, were you aware of using your eductive
line?" If just Yes, Coach says:
"Tell me about it.
"Thank you."
Coach then gives the command:
Continue performing a way of being more present.
These steps are repeated over and over, until Student feels comfortable and is winning.
Coach now runs the Prime Core Inner Powerhouse Ability Restoration Procedure (Basic
Spiritual Powerhouse Training Series 4) on the Student for the Exercise 1 just taken to a win.
Student and Coach then switch roles and repeat Part 1.
PART 2: DATA: Many people are doing things unconsciously and on automatic; this is
known as ACTION WITHOUT INSPECTION. By having a person drill the action in a selfdetermined manner, they are able to take control of the unconscious, unaware, automatic
behavior. This releases trapped life-force particles and puts them more in control of themselves,
thus raising their self-determination.
The Coach gives the Student the following commands.
"Perform a way of being absent."
When Coach sees Student has done this they acknowledge by saying:
"Good."
Coach then asks:
"What did you do?"
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Coach lets Student answer and Coach acknowledges by saying:
"Thank you."
Coach then asks:
"What mood level did you do that in"?
"Thank you."
Coach then asks:
"As you did this, where were you"?
"Thank you."
Coach then asks:
"As you did this, how big were you"?
"Thank you."
Coach then asks:
"Does that trigger or remind you of anything?" If just Yes, Coach says:
"Tell me about that.
Coach lets Student answer and Coach acknowledges by saying:
"Thank you."
Coach then asks:
"While answering these questions, were you aware of using your eductive
line?" If just Yes, Coach says:
"Tell me about it.
"Thank you."
These steps are repeated over and over until the Student can do it comfortably and is
winning. Then return to Part 1 for a moment or two to restore the Student back to being
positively present. Student and Coach then switch roles and repeat Part 2.
This PART 2 exercise should be used sparingly and for no more than one or two
minutes duration.
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EXERCISE 2
FOCUSED COMMUNICATION
To enable the Student to deliver a focused communication by increasing their awareness
of attention span from Source Point to the At Point, concentrating their life force, and holding
their position and presence comfortably while emanating a communication with the intention
that it arrives at where the coach as receiving manifestation point is and having it arrive at that
arrival point.
DIRECTIONS
In performing the following commands, the Student is to use the lines from the
Interrelationship Skills Exercises: Rules and Definitions Sheet (Training Series 32).
PART 1: Coach gives the command:
"Perform a focused communication that arrives at me here."
The student reads a line from the Rules and Definitions Sheet.
"Good"
"What did you do?"
"Thank you."
"Thank you."
"Thank you."
"Thank you."
"Did that trigger or remind you of anything?" If just Yes, Coach says:
"Tell me about it."
"Thank you."
"While answering these questions, were you aware of using your eductive line?"
If just Yes, Coach says:
"Tell me about it."
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"Thank you."
The command and questions are repeated over and over until the Student is winning
doing it.
PART 2: Coach then gives the commands:

"Perform a non-focused communication."
The student reads a new line from the Rules and Definitions Sheet.
"Good."
"What did you do?"
"Thank you."
"Thank you."
"Thank you."
"Thank you."
"Tell me about it. "
"Thank you."
"Tell me about it. "
"Thank you."
Repeat over and over until Student is winning doing it.
Each group of commands is to be repeated over and over until Student has a win on
doing each one. Then do the Part 1 sequence to put the Student back onto the positive ability
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EXERCISE 3
KNOWINGLY RECEIVING & DUPLICATING ANOTHERS EMANATION
To enable the Student to knowingly and with ease receive and duplicate the emanations
of another while maintaining their presence and span from their Receiving Position to their At
Point.
DIRECTIONS
In performing the following commands, the Coach is to use the lines from the
Interrelationship Skills Exercises: Rules and Definitions Sheet (Training Series 32).
PART 1: Coach gives the command:
"Perform a receiving and duplicating of my communication."
The Coach reads a line from the Rules and Definitions Sheet. After a pause to observe
the Students performance of the exercise, continue with:
"Good"
"What did you do?"
"Thank you."
"Thank you."
"Thank you."
"Thank you."
"Tell me about it."
"Thank you."
"Tell me about it."
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"Thank you."
The command and questions are repeated over and over until the Student is winning
doing it.
PART 2: Coach then gives the commands:

"Perform a non-receiving of my communication."
The coach reads a new line from the Rules and Definitions Sheet. After a pause to
observe the Students performance of the exercise, continue with:
Good.
What did you do?
Thank you.
What mood level did you do that in?
Thank you.
As you did this, where were you?
Thank you.
As you did this, how big were you?
Thank you.
Did that trigger or remind you of anything? If just Yes, Coach says:
Tell me about it.
Thank you.
While answering these questions, were you aware of using your eductive line?
Tell me about it.
Thank you.
Repeat over and over until Student is winning doing it.
Each group of commands is to be repeated over and over until Student has a win on
doing each one. Then do the Part 1 sequence to put the Student back onto the positive ability.
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EXERCISE 4
OBSERVING THAT THE EDUCTIVE LINE IS WORKING
When you ask a question of a client it causes them to put a carrier wave out to get the
answer. When the clients carrier wave and attention arrives at the target area that contains the
answer the client starts to educe what it is.
The line that the answer travels back to the client on is called the eductive line.
For example: You ask what is that over there (pointing to a wall.) The client creates
and projects a carrier wave in the direction of the wall (the target), permeates and educes what
it is (a wall); to return the answer the client creates an eduction line, and then relays the answer
on the eductive reply line to you. This answer is then duplicated and acknowledged.
This exercise is to train the Student to observe when the eductive lines are working.
DIRECTIONS
Coach states to the Student:
"Im going to ask you a question and I want you to observe the eductive lines
taking place."
Coach then asks the question:
1.
"What time is it?"

Coach lets Student answer and acknowledges his answer. Coach then asks:
"Describe to me how you put in a carrier wave."
"Thank you."
"Describe to me how you educed."
"Thank you."
"Describe to me how you put in an eductive line."
"Thank you."
"Describe to me what happened."
"Thank you."
"As you did this, how present were you?"
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"Thank you."
"As you did this, how strong and certain was your carrier wave?"
"Thank you."
"As you did this, how strong and certain was your eduction of the targeted area?"
"Thank you."
"As you did this, how strong and certain was your eduction line?"
"Thank you."
"As you did this, how strong and confident was my acknowledgment?"
"Thank you."
Coach then repeats the above question 1. and the coaching questions until the Student is
comfortable and winning.
Coach then repeats the above sequence on the questions:
2.
"Where did you go to school when you were thirteen?"
3.
"Look at that wall, (pause) what is it made of?"
Student and Coach then switch roles and repeat the Exercise.
EXERCISE 5
COMMUNICATION CONTROL
DUPLICATING YOUR QUESTION TO GET IT ANSWERED
To enable the Student to stay focused on delivering a question and getting it answered.
DIRECTIONS
In performing the following commands, Student is to use the questions:
1.
"What time is it?"
2.
"Where are we?"
3.
"How are you?"
4.
"What are you doing?"

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These questions are to be asked alternately, repeating each as many times as needed to
get the question answered before asking the next question.
Coach gives Student the command:
"Perform persistence with asking a question and getting an answer."
At first, while Student is performing the command, Coach is to readily answer the
Student's questions. Then Coach is to make it more difficult by refusing to answer saying
something other than the answer or asking a question back. Student is to maintain their
presence and focus and repeat the same question, without varying it, as many times as it takes
until they get an answer. Student then acknowledges Coach's answer and asks the next
question.
After the Student has done this for 3 to 5 minutes, Coach acknowledges by saying:
"Good," then asks:
"What did you do?"
"Thank you."
"What was the outcome of that?"
"Thank you."
"Thank you."
"Thank you."
"Thank you."
"Tell me about it."
"Thank you."
"Tell me about it."
"Thank you."
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Student and Coach then switch roles and repeat the above command and questions. On
subsequent times through the exercise, Coach has the Student perform it for longer and longer
periods of time (10 minutes, 15 minutes, 20 minutes) before acknowledging and asking the
coaching questions. Coach and Student are to switch roles and repeat the exercise at the end of
each longer time period.
As with earlier exercises, Coach is to do this exercise on a proper gradient. If Student
has trouble with this exercise, Coach is to use de-access questions immediately to locate and
handle the cause. Reference: De-Access Questions (Training Series 10) and More On Using
De-Access Questions (Life Animation Process Series 6)
EXERCISE 6
ACKNOWLEDGMENT
To bring the Student to an ability to listen to, understand and acknowledge a
communication in such a way as to let the person know their communication was heard and
understood.
DIRECTIONS
Coach is to have Student read the definitions of:
acknowledge tr.v. acknowledged, acknowledging, acknowledges. Abbr. ack. 1.a. To admit
the existence, reality, or truth of. b. To recognize as being valid or having force or power. 2.a.
To express recognition of. b. To express thanks or gratitude for. 3. To report the receipt of. 4.
Law. To accept or certify as legally binding. --acknowledgeable adj. Am Heritage Dict.
ACKNOWLEDGMENT: 1. A means of recognizing someones or somethings presence or
existence. 2. A response or answer letting someone or something know that you have received
and understood their communication. (Client Role Education Glossary)
When Student has done this and can define the words, Coach continues with this exercise.
In delivering communications that Student is to acknowledge, the Coach is to use lines
from the Interrelationship Skills Exercises: Rules and Definitions Sheet. In performing the
following commands, the Student may use any of the following or similar acknowledgments:
Thank you, Great, Good, Excellent, Well done, Okay, Right, All right, etc.
If Student has trouble doing any part of this exercise, Coach is to use de-access
questions to locate the source of the trouble and alleviate it. Coach then continues with the
exercise.
PART 1: Coach gives the command.
"Perform an acknowledgment."
Coach then delivers a communication. When the Student has done the command,
Coach acknowledges by saying:
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"Good."
"What did you do?"
"Thank you."
"Thank you."
"Thank you."
"Thank you."
"Tell me about it.
"Thank you."
"Tell me about it.
"Thank you."
These commands and questions are repeated over and over until the Student can
perform them comfortably and is winning doing it.
PART 2: Coach then gives the command:
"Perform a pretend acknowledgment."
Coach delivers a communication, Student performs the command, and then Coach
acknowledges with:
"Good."
"What did you do?"
"Thank you"
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"Thank you."
"Thank you."
"Thank you."
"Tell me about it."
"Thank you."
"Tell me about it."
"Thank you."
These are repeated over and over until the Student is winning doing it.
When each group of commands is completed and the Student can do them comfortably
and is winning while doing them, end off, and do the Part 1 sequence to put the Student back
onto the positive ability. Student and Coach then switch roles and repeat Part 2.
EXERCISE 7
HANDLING SUPERIMPOSITIONS TO GAIN COMPREHENSION
The objective of this exercise is to bring the Student to an ability to stay focused on a
question while handling another's Carrier Wave and Eductive Communication Line
(Paradigm Data Access Paths) and any superimpositions in order to get an answer to the
question. Reference: The Eductive Communication Line and Paradigm Data Access Paths
(Training Series 9); The Eductive Communication Cycle (Eductive Communication Series 1)
and Communication and Interrelationship Integrity Skills (The Effective Communication Series
7).
DIRECTIONS
In performing the following commands, Student is to use the following questions.
1.
"What time is it?"
2.
"Where are we?"

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3.
"How are you?"
4.
"What are you doing?"
Coach gives the Student the command:

"Perform persistence with asking a question and handle the Eductive
Communication Line and any superimpositions to get an answer."
Student asks Coach the first question. Coach looks to one or more of their Carrier
Wave and Eductive Communication Lines for the answer. While Coach is looking, Student
is not to do or say anything that could disrupt Coach's Carrier Wave and Eductive
Communication Line in any way.
Coach then may answer the question, or they may evade answering by manifesting a
superimposition. If the Coach answers the question, Student acknowledges the Coach and asks
the next question.
If Coach manifests a superimposition, Student is to find out what happened or what the
Coach was reminded of and handle as needed, either by having Coach tell about it briefly or
doing the action required to free their attention from it, then repeat the original question.
Coach may then answer the question or manifest another superimposition. Student is to
handle as appropriate.
Coach may manifest a superimposition by: Making a comment about the room, the
Student or himself; asking a question or giving a command back; dramatizing fixed attention or
a low mood level; doing a physical manifestation; employing a Power Play to throw the
Student off; manifesting noncomprehension, etc.
Student should not vary the question.
After the Student has handled any superimposition and has obtained an answer to their
question, Coach is to acknowledge with:
"Good, and asks:
"What did you do?"
"Thank you."
"What was the outcome of that?
"Thank you."
"Thank you."
"Thank you."
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"Thank you."
"Tell me about it."
"Thank you."
"Tell me about it."
"Thank you."
Coach then repeats the first command and has the Student perform it using all four
questions for longer and longer periods of time (5 minutes, then 10 minutes, then 20 minutes)
before acknowledging and asking the coaching questions. At the end of each time period
Coach runs the Prime Core Inner Powerhouse Ability Restoration Procedure (Basic Spiritual
Powerhouse Training Series 4) on the Student for the Exercise 7 just taken to a win.
The Student and Coach then switch roles and repeat the exercise for that same time period
before proceeding on to the next time period.
While doing this exercise, Coach is to ensure that the Student uses all skills taught in
earlier BASIC EFFECTIVE LIFE and INTERRELATIONSHIP PRESENCE, CARRIER
WAVES, TARGET AREAS, and EDUCTIVE LINES EXERCISES.
22 April 1986
Revised 30 March, 2005
By Roger E. Boswarva
ALAN C. WALTER
Copyright 1986, 1995, 1998, 2000, 2004, 2005

Alan C Walter
ALL RIGHTS RESERVED
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Basic Spiritual Powerhouse Training Series 3

CAPABLE OF BEING FULLY PRESENT.

CAPABLE OF CREATING AND PROJECTING A HARMONIOUS CARRIER

CAPABLE OF FOCUSING, HITTING AND HOLDING A POSITION ON THE

CAPABLE OF PERMEATING AND EDUCING EXACTLY WHAT IS PRESENT

CREATING AN EDUCTIVE LINE TO RELAY WHAT WAS PERMEATED AND

CAPABLE OF DUPLICATING AND ACKNOWLEDGING WHAT HAS

CAPABLE OF KNOWINGLY RECEIVING AND DUPLICATING THE

PART 2: Coach then gives the commands:

PART 2: Coach then gives the commands:

"What time is it?"

"Where did you go to school when you were thirteen?"

"Look at that wall, (pause) what is it made of?"

"What time is it?"

"Where are we?"

"How are you?"

"What are you doing?"

"What time is it?"

"Where are we?"

"How are you?"

"What are you doing?"

Coach gives the Student the command:

Copyright 1986, 1995, 1998, 2000, 2004, 2005

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