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Chapter Fifteen: CORE SPLITS, DENIAL PROGRAMMING, THE LAST FIVE STEPS OF DISCIPLINE Virtual Reality Programming: Virtual reality programming (VR) is a form of programming that has become more and more widely used in the past few decades. It involves the person being placed in VR headsets and suit while a cult created VR disk is used to run the program. It can be used to create 3D and holographic images, and especially is useful in scripted programming, and target practice sequences for assassin training. Under hypnosis, the person will really believe they are in the scene. Virtually any scenario can be recreated. Images to be “burned in” will be shown on the VR disk, and reinforced repetitively during the programming sequence. Some trainers feel it removes the element of “human error” in training, and use it quite extensively. VR programming, like any other programming, means going inside and finding out the distortions that were placed in the parts that went through the programming, allowing them to see how they were deceived, and dealing with the trauma associated with the programming. Denial Programming: Denial programming begins with the first experiences the infant goes through in life. The child has been horrendously wounded and traumatized, yet the next morning, the adults around him are acting normally, as if nothing had happened. They are modeling a lifestyle of denial for the infant and young child. This is reinforced later by the child being told: ”It was just a bad dream” (oh, how the child wants to believe this lie. It makes the pain less to think it didn’t really happen). ”It’s just your imagination; it isn’t really happening” (which is again embraced as an escape from the horror). Denial will also be fed by the adults around the child telling them that they will never be believed if they disclose. There will be set ups to teach the child what they see and hear, and to teach the child to trust outside adults to tell them their reality. A typical set up will go like this: The adult will hold an object such as an orange in their hand, and ask the young child, about age two or three, ”what is this?”. The child will quickly respond, ”oh, an orange!” The child will be shocked, and told, ”no, it’s an apple.” The child will be confused, because what they are looking at is obviously an orange. It is the color orange, smells like an orange, looks like an orange. The question will be repeated. The child may answer again,” an orange,” and will be shocked again. Finally, the child, unsure and not wanting to be punished, will say, ”an apple,” and be praised. — 169 —
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