R-WJ*
DATES
REPLY TO
ATTN OF:
SUBJECT:
TO:
SGI J
SGI J
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UNITED STATES GOVERNMENT
„
A
10„
memorandum
23 April
1985
DT
(SUN STREAK)
SUN STREAK
Training Report
(U)
DT
(Dr.
Vorona)
1.
(S/ SK/WN INTEL)
The
mission
of
the
SUN
STREAK
Prototype
Operational
Group
(POG)
is
to
undertake
operational
intelligence
applications
using
an
aspect
of
psychoenergetics
known
as
remote
viewing
(RV)
.
An
integral
part
of
that
mission
is
to
train
personnel
in
RV.
With
the
completion
of
SRI -In ter national
RV
training
in
December
1984,
and
the
absence
of
a
continuing
external
training
program,
this
RV
training
became
the
responsibility
of
the
POG.
That
in-house
training
began
in
January
1985.
2.
(S/SK/WNINTEL)
A
portion
of
the
POG RV
training
is
modeled
after
the
SRI -In ter national
subcontractor
( Ingo
Swann)
RV
training
program.
is
responsible
for
the
development
and
implementation
of
the
in-house
program.
Attached
is
his
training report
for
the
First Quarter,
CY
1985.
3.
(S/SK/WNINTEL)
This
training
program
is
going
extremely
well.
I
believe
that
the
in-house
program
is
better
than
the
one
we
. purchased
from
SRI - Internat ional
for
several
reasons.
The
primary
reason
is
that
we
can
incorporate
the
techniques
peculiar
to
RV
for
intelligence
purposes
in
with
the
teaching
of
the
basic
RV
technology.
That
coordinated
effort
should
minimize
the
time
necessary
to
turn
an
SRI- International
"RV
Graduate"
into
an
intelligence operative.
4.
(C)
The
next
formal
training
report
will
be
prepared
in
July
1985.
In
the
interim
I
will
keep
you
informed
on
training
developments
verbally.
Enel
Training Report
CF:
DT
5A
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TRAINING REPORT
First'
Quarter
1985
1.
(S/SK/WNINTEL)
BACKGROUND:
(U)
a.
(S/SK/WNINTEL)
In
December
1984
training
of
three
source
personnel
by
an
SRI
-
International
(SRI - I )
subcontractor
was
brought
to
an
end
upon
completion
of
the
training
contract.
During
the
first quarter
of
CY
1985,
training
of
these
personnel
continued
using
an
in-house
program
modeled
after
the
SRI -I
subcontracted
training
procedure.
This
procedure
was
developed
by
the
subcontractor
to
satisfy
R&D
demands
on
SRI-I
to
enhance
the
reliability
(scientific
replicability)
of
remote
viewing
(RV).
The
subcontractor's
approach
to
improving
the
reliability
of
RV
was
to
focus
on
the
control
of
those
factors
that
in
his
view
tend
to
introduce
"noise"
into
the
RV
product
(imaginative,
environmental,
and
interviewer
overlays).
The
basic
components
of
this
training procedure consist
of:
(1)
Repeated
target-address
(coordinate)
presentation,
with
quick-reaction
response
by
the
remote
viewer;
coupled
with
a
restrictive
format
for
reporting
perceived
information
(to minimize
imaginative overlays).
(2)
The
use
of
a
specially-designed,
acoustic-tiled,
relatively
featureless,
homogeneously-colored
"viewing
chamber"
(to minimize environmental overlays).
(3)
The
adoption
of
a
strictly-prescribed,
limited
interviewer
patter
(to minimize
interviewer
overlays).
This
training
procedure
requires
that
the
trainee
learn
a
progressive
multi-stage
acquisition
process
postulated
to
correspond
to
increased
contact with
the
target
site.
Prior
to
WARNING NOTICE:
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December
1984
three
source
trainees
were
schooled
in
the
first
three
"stages"
of
the
training.
At
this
point
they
were
able
to
remote
view
and
describe
"stage
one"
sites
(islands,
mountains,
deserts,
etc.),
"stage
two"
sites
(targets
of
quality
sensory
value-targets
which
are
uniquely
descr ibable
through
touch,
taste,
sound,
color,
or
odor-such
as
glaciers,
volcanoes,
industrial
plants,
etc.),
and
"stage
three"
sites
(targets
possessing
significant
dimensional
characteristics
such
as
buildings,
bridges,
airfields,
etc.).
b.
(S/SK/WNINTEL)
In
spring
1984
an
individual
was
assigned
to
this
office
with
the
intent
of
exposing
him
to
the
SRI-1
subcontracted
training
program.
In-house
orientation
to
psychoenergetics
lasted
through
the
summer
of
1984
and
the
individual
was
ready
for
the
external
subcontracted
training
program
by
the
fall.
However,
attempts
to
carry
this
effort
forward
were
thwarted
by
an
overall
program
reorganization
and
congressional
funding
restrictions.
For
this
reason,
an
introduction
to
the
model
program
was
given
to
this
individual
in
the
fall
of
1984
and
formal
in-house
training
was
initiated
in
the
first
quarter
of
1985
with
his
joining
the
program
outlined
above.
2.
(S/SK/WNINTEL)
GENERAL:
(U)
a.
(S/SK/WNINTEL)
The
training
program,
modeled
after
the
SRI -I
subcontracted
training,
consisted
of
appropriate
lectures,
drills,
and
practical
exercises
commensurate
with
the
trainees
demonstrated
levels
of
expertise.
The
following
chart
depicts
the
distribution
of
the
104
remote
viewing
training
exercises
conducted
by
the
trainees.
At
Append ix
A
is
an
explanation
of
Class
A,
B,
and
C
training.
Viewer
Class
A
Class
B
Class
C
Totals
#03
#18*
#21
#101
*New source
trainee.
b.
(S/SK/WNINTEL)
procedure
requires
that
multi-stage
acquisition
As
stated
previously,
the
trainee
learn
a
process
postulated
to
this
training
progressive
correspond
to
increased
contact
with
the
target
site.
It
is
this
procedure
which,
as
a
result
of
technology
transfer
(SRI-I
to
this
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Approved For Release 200
6-00789R0021 001 60001-1
office),
was
modeled
and
administered
during
the
first
quarter
of
1985.
The
three
personnel
schooled
by
the
SRI-I
subcontractor
in
stages
one,
two,
and
three,
continued
this
multistage
acquisition
process
into
"stage
four"
and
"stage
five."
In
"stage
four"
the
source
trainee
begins
to
form
qualitative
mental
percepts
(technical
area,
military
feeling,
research,
etc.)
of
the
target.
In
"stage
five"
the
source
trainee
learns
to
"interrogate"
these
qualitative
mental
percepts
in
an
attempt
to
produce
analytical
target
descriptions
(aircraft
tracking
radar,
biomedical
research
facility,
tank
production
plant,
etc.).
Stage
four
training
for
these
three
personnel
began
on
14 January
1985
and
was
completed
on
March
1985.
Stage
five
training
began
immediately
and
is
now
in
progress.
Training
for
the
forth
source
was
limited
to
stages
one
and
two
until
mid
March
1985,
when
he
was
introduced
to
the
concepts
of
stage
three.
Although
the
fourth
source
has
not
yet
achieved
complete reliability
in
stages
one
and
two,
stage
three
concepts
have
been
introduced
to
allow
him
the
flexibility
of
stage
three
perception
and
description.
His
training
continues
at
this
level.
c.
(S/SK/WNINTEL)
Since
the
dimensional
nature
of
much
of
the
data
produced
during
the
RV process
does
not
readily
lend
itself
to
verbal
or
written
objectification,
drawing
skills
become
important
in
allowing
the
individual
viewer
to
more
readily
and
accurately
debrief
data
and
impressions.
In
the
first
quarter
of
1985,
an
in -house
training
program
in
elementary
sketching
and
drawing
skills
was
initiated.
Relying
on
the
skills
of
one
of
the
on -hand
personnel
who
has
had
formal
art
training,
and
using
Betty
Edwards'
book
Drawing
on
t he
Ri ght
Side
of
the
Br ain
as
a
good
text
for
rapid
elementary
skills’"
acquisition,
the
training
program
has
progressed
well.
All
trainee
personnel
involved
have
demonstrated
improved
drawing
capability,
which
has
been
manifested
in
improved
sketching
quality
during
RV
session
work.
The
intent
of
the
drawing
classes
is
to
increase
viewer
ability
and
flexibility
to
more
accurately
and
intelligibly
depict
form,
structure
,
and
relationships
of
site-relevant
dimensionals
and
details.
A
secondary
benefit
of
drawing
skills
is
that
they
facilitate
development
of
a
link
between
the
spatially-cognitive
,
global
processing
functions
of
the
brain's
right
hemisphere
and
the
more
linear
functions
of
the
brain's
left
hemisphere.
This
kinesthetic
interaction
with
the
target
(describing
the
site
with
drawings)
seems
to
facilitate
accurate
analysis
and
to
"clear
the
slate"
for
acquisition
and
description
of
further
site
relevant
informational
elements.
The
training
of
drawing
skills
continues
to
date.
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3,
(S/SK/WNINTEL)
SUMMARY:
(U)
a.
(S/SK/WNINTEL)
If
one
measures
the
progress
of
the
training
by
the overall quality
of
the
RV product
one
must
first
have
a
scale
for
measuring
RV
quality.
This
in
turn
assumes
that
some
optimum
or
ideal
quality
standard
for
RV
is
known.
The
R&D
community
has
not
yet
determined
such
a
standard.
Training progress
herein
is,
therefore,
measured
on
the
basis
of
achieving
a
level
of
expertise
within
the
parameters
set
forth
by
the
aforementioned
modeled
SRI -I
subcontracted
training
procedure.
For
example,
if
a
trainee
is
involved
in
"stage
two"
training
his
progress
is
measured
by
observing
his
ability
to
report
appropriate
sensory
(stage
two)
information
about
the
target
.
b.
(S/SK/WNINTEL)
The
following
table
depicts
the
percentage
of
times
source
trainees
were
able
to
demonstrate
expertise
(report
appropriate
s ite
• relevant
information)
within
their
"stage"
of
training
during
the
first
quarter
of
1985.
These
percentages
reflect
subjective
expectations
of
the
training
officer
and
are
not
based
on
any
linear
analysis
of
a
prescribed
set
of
criteria.
Viewer
Training
Stages
Sessions
Quality
Se:
#03
Four
and
Five
541
#18*
One
,
Two
and Three
81%
#21
Four
and
F ive
50%
#101
Four
and Five
70%
*New
source
trainee
.
c.
(S/SK/WNINTEL)
Measurement
of
the
trainee
sources'
progress
by
the
above
method
does
not
reflect
their
readiness
for
intelligence
collection
operations.
The
SRI-I
subcontracted
training
procedure,
as
stated
previously,
was
developed
by
the
subcontractor
to
enhance
the
reliability
(scientific
replicability)
of
RV,
no t
to
refine
or
develop
RV resolution
to
a
point
of
operational
useability
within
the
intelligence
community.
Operational
development
has
been
an
integral
part
of
in-house
training
since
1978.
The
SRI-I
subcontracted
training
described
above,
or
a
program
modeled
thereafter,
is
alone
insufficient
to
prepare
sources
for
operational
intelligence
collection.
Even
the
best
of
RV
sessions
produced
by
the
training
method
falls
short
of
many
operational
'
expectations/requirements.
The
benefits
of
the
SRI-I
subcontracted
training
format
are
that
it
is
learnable,
it
instills
confidence,
it
provides
experience,
and
it
may
serve
as
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P96-00789R0021 001 60001 -1
a
foundation
for
later
development
of
operational
capabilities.
Training
during
the
second
quarter
of
1985
will
include
processes
designed
to
develop
RV
source
abilities
commensurate
with operational goals.
The
association
with
the
undersigned
and
the
intelligence
community
is
classified
CONFIDENTIAL.
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SGI J
5-
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APPENDIX
A
TRAINING REPORT
First
Quarter
1985
SUBJECT:
Classes
of
Training
(IJ)
1.
(S/SK/WN INTEL)
There
are
three
classes
of
Remote
Viewing
(RV)
training
used
in
that
portion
of
the
in -house
training
which
was
modeled
after
the
SRI-I
subcontractor
program.
These
classes
deal
with
feedback
requirements
during
the
RV
session,
control
of
interviewer
patter,
trainee
skill
development,
and
motivation.
These
three
classes
(A,
B,
and
C)
are
discussed
below
.
*
2.
(S/SK/WNINTEL)
CLASS
C:
The
majority
of
the
training
sessions
for
novice
trainees
are
Class
C.
During
this
phase,
the
source
trainee
must
learn
to
differentiate
between
emerging
target
relevant
perceptions
and
imaginative
overlay.
To
assist
the
trainee
in
this
learning,
immediate
feedback
is
provided
during
the
session.
The
interviewer
is
provided
with
a
feedback
package which may contain
a
map,
photographs,
and/or
a
narrative
description
of
the
target.
During
Class
C
sessions
the
interviewer
provides
the
trainee
with
immediate
feedback
for
each
element
of
data
he
provides,
with
the
exception
that
negative
feedback
is
not
given.
Should
the
trainee
state
an
element
of
information
that
appears
incorrect,
the
interviewer
remains
silent.
Feedback,
in
order
to
prevent
inadvertent
cuing
(interviewer
overlay),
is
in
the
form
of
very
specific
statements
made
by
the
interviewer.
These
statements
and
their
definitions
are
as
follows:
Correc t
(C)
This
indicates
that
the
information
is
correct
in
context
with
the
site
location,
but
is
not
sufficient
to
end
the
session.
*N0TE:
The
use
herein
of
the
terms
Class
A,
B
,
or
C
differs
from
the
definition
applied
and
published
by
SRI-I
for
Class
A,
B,
or
C Coordinate Remote Viewing
(CRV).
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Probably
Co rr ec t
(PC )
This
statement
means
that
the
interviewer,
having
" limited
information
about
the
target,
though
he
cannot
be
absolutely
sure,
believes
that
the
information
provided
is
correct.
Near
(N)
This
indicates
that
the
information
provided
is
not
an
element
of
the
specific
site,
but
is
correct
for
the
immediate
surrounding
area.
Can't
Feedback
( CFB )
Th is
statement
indicates
that,
due
to
limited
information
about
the
target,
the
interviewer
cannot
make
a
judgment
as
to
the
correctness
of
the
data.
It means
neither
correct
nor
incorrect.
Site
(S )
This
indicates
the
site
has
been
correctly
named
for
the
specific
stage
being
trained
(manmade
structure
for
Stage
I,
bridge
for
Stage
III,
etc.).
"Site"
indicates
that
the
session
is
completed.
During
the
session
the
trainee
writes
the
abbreviation
(see
above)
of
the
feedback
next
to
the
data.
This
allows
the
trainee
to
review
the
correct
elements
and
produce
a
summary
which
describes
the
site.
The
training
session
continues
until
the
interviewer
responds
with
the
feedback
of
Site.
3.
(S/SK/WNINTEL)
CLASS
B:
Once
a
trainee
begins
to
demonstrate
his
ability
to
reliably
distinguish
imaginative
overlay
and
report
target
relevant
data
elements,
feedback
is
withdrawn.
In
Class
B
training
sessions
the
interviewer
knows
what
target
he
desires
the
trainee
to
describe
but
does
not
provide
the
trainee
with
any
direct
feedback
during
the
course
of
the
session.
This
process
develops
the
trainee's
ability
to
internalize
his
awareness
of
relevant
(correct)
versus
extraneous
(incorrect)
cognitive
structures
(mental
perceptions).
During Class
B
sessions
the
interview may
ask
the
trainee
to
elaborate
on
specific
elements
of
data
provided,
thereby
guiding
the
trainee
to
describe
specific
areas
of
the
target.
The
interviewer
is
only
permitted
to
ask
the
trainee
to
elaborate
on
specific
elements
already
reported
by
the
trainee.
The
interviewer
may
not
introduce
new
elements
into
the
session
(cue
the
source)
in
an
attempt
to
encourage
the
trainee
to
properly
describe
the
site.
Class
B
sessions
are
especially
helpful
in
developing
refined
skills
in
the
trainee.
For
example,
when
the
interviewer
knows
that
a
particular
target
area
within
a
site may
be
of
interest
(i.e.,
a
specific
room
in
a
building),
be
can
guide
the
trainee's
attention
to
that
area
by
asking
the
trainee
to
elaborate
on
specific
elements
of
data
which
the
interviewer
knows
to
pertain
to
the
area
of
interest.
With
practice
in
Class
B,
the
trainee
soon
learns
to
control
his
own
perceptual
faculties,
a necessary
step
for
further
training
and operational
intelligence collection.