r\ ir*r*
r~ir
Approved For Releas^^(gW^/J^)|: ^l|^R[|P
JP96^0788R00J0M
7As gqvernment
memorandum
DATE;
REPLY TO
ATTN OF I
Jul
DT-S
SUBJECT:
SUN STREAK Report
- Second Quarter CY 87
(U)
to!
DT
(Dr.
Vorona)
1.
(S/SK/WNINTEL)
In pursuance
of
SUN STREAK'S operational
intelligence mission,
the following reports reflect
the
results
of activity achieved by the Prototype Operational
Group
(POG)
for
the reporting period:
a
.
(U)
At TAB
A
i s the Quarterly Product i on Report
,
b.
(U)
At
TAB
B
is
the Operational
Project Report,
c
.
(U)
At
TAB
C
i s
the Utility Assessments Report
.
d.
(U)
At TAB
D
i s
the Training
Report,
2.
(S/SK/WNINTEL)
During the reporting period,
the
use
of
interim reporting was encouraged
as
a collection management
vehicle
to promote analyst—to-col lector communications and
enhance
the effectiveness
of collection guidance
and direction.
Ongoing efforts
to align
the unit's operational
activities with
DIA’s Collection Operational
Management System
(COMS)
has proven
beneficial.
The gradual
and enthusiastic procedural
adaptation
to the COMS system appears
to have facilitated
the conduct
of
operational
activities.
The remote viewers readily and
enthusiastically perceive themselves
as HUMINT collectors
of
foreign
intelligence
information.
WARNING NOTICE:
SENSITIVE
INTELLIGENCE SOURCES AND
METHODS
INVOLVED
HANDLE VIA SKEET CHANNELS ONLY
SPECIAL ACCESS REQUIRED
CLASSIFIED
BY:
D I A
,
DT
DECLASSIFY
BY:
OADR
Approved For Release
%,-J
t \ L ,
I788R001 000390007-3
OPTIONAL FORM NO- 1C
(REV. 1-80}
CSA FPMR (41 CFR) 101-11-4
8010-114
t
SGI J
SGI J
SGI J
Approved For Release
* O (Ti
IciALRDP96-00788R001 000390007-3
3.
(S/SK/WNINTEL)
Twenty-eight
train! ng
s“
ti
al
S—
during
the reporting period.
Although
ully operational.
Oil
continued training
in Stage
and Stage
^oordina
Remote Viewing
(CRV)
procedures.
The protocol
for Project
.
.
±
J . . A 4-
V-..
4- rv
during
the reporting period.
Although fully _ operational
, ^Source
'
* - -
' “
age
res
.
to UC UCI IUJ-41'-
* * w
-
,
functionin' a predictive
mode,
was amended to facilitate target
Remote Viewing
v un. v
;
proceuuica,
;
^
Utility Assessment conducted to determine
v i eweJ
abl 1 i ty to
function
in
a predictive mode
was amended
acquisition and provide automatic
feedback.
This
was
;!er“
Sh^fo^t^npap:rfor2o!isin^^d
r ^^b^in sketching
are being prepared for your consideration as trarnxng^ ^
Enclosures
TAB
A Qtrly Rpt
I
—
-
TAB
B Ops Pro j
Rpt
Acting Branch Chief
TAB
C Utility Rpt
TAB
D
Tng Rpt
or-.
Approved For Release 2003/09/10
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V
ji
—-..J*
^
{
\
QUARTERLY PRODUCT I ON REPORT
SOURCE
OPERATIONAL
UTILITY
TRAINING
TOTAL
V\
PROJECTS
ASSESSMENTS
SESSIONS
SESSIONS
7?
1 O 1
003
S
/•** rr,
0 1
'}
*".•*
o
:i s
:l 9
* 021
1 6
079
2!o
1 48
NOTE
is
SOURCE NUMBER
10.1
REASSIGNED
TO CONUS
IN MID-•J UN
87.
NOTES
SOURCE NUMBER
021
REASSIGNED TO CONUS UNIT
IN MID
JUL
s'
Approved For Release 20.03/09/10 :-CIA-RDP96-00788R001000390007-3
%
I*..,, 5
_
V*
|
PROJECT
8701
8702
8703
8704
8705
8706
8707
8708
8709
8710
Approved For Release 2003/09/IQ
u QIA-RqP96-007
r* r
f
" w-
'
88R001 000390007-3
OPERATIONAL PROJECTS
SOURCES
SESSIONS
COMPLETED
EVALUATION
Jun
Pending
Jun
Pending
(PENDING RECEIPT
OF TASKING)
Jun
Pending
(ESSENTIAL ELEMENTS
OF
INFO BEING SUBMITTED)
Jun
Pending
(PENDING RECEIPT OF GEO COORDINATES)
(Interim Rpts
on
&
Jun
87)
Pending
(OPENED
12 JUN
87)
(Interim Rpt
Jul
87)
Approved For Release
-00788R001 000390007-3
i
Approved For Release X
PS6-I
I788R001 000390007-3
UT I L I TV ASSESSMENTS
PROJECT
SOURCES
SESSIONS
UTILITY
D
Useful
G
Useful
M
Usef u
N
.1.
Useful
Useful
P*
( TO BE DETERMINED)
i
Useful
*
Project
"P"
is
a utility assessment designed
to determine
r emot e viewer
' s
ab i 1 i t y
a n d
p r op en s i t y
t a
c a 1 1 ec t
f or e
:i. g n
intelligence
in
a predictive mode.
A new protocol
with built-in
•feedback capabilities,
was initiated
in mid-June
1987 with
the
consent
and
knowledge
of
the participants.
Results will
be
assessed
on
a
q uar t er 1 y
b as is.
HANDLE VIA SKEET CHANNELS ONLY
Approved For Release l®®|f^:ra\PbW6T00788R001 000390007-3
DP96-00788R001 000390007-3
Approved For Release 200^/j
s
2.
(S/SK/WNINTEL)
Second Quarter Training Highlights
<U)
a.
(S/SK/WNINTEL)
Source
#011,
while already operational,
is
undergoing concurrent
Stage
5/6
training.
All
other sources
h
completed
"basic
training”.
Detailed
individual
session
resul
accompanying evaluations are maintained
in
unit training files
and
are available
to those
who require
access.
b.
(S/SK/WNINTEL)
SUN STREAK has
identified two new trainee
candidates
as replacements for sources
#101
and
#021;
one
to
be
trained
in
CRV,
the other
in
ERV.
It
is anticipated that
both
individuals
will
be assigned during
the third quarter
of
1987.
SGI J
Training Officer
Approved For Release 2003/0^^^^C^96-00788R001 000390007-3
TRAINING OUTLINE
f or
COORDINATE REMOTE VIEWING
The Coordinate
Remote Viewing
(CRV)
training procedure
was
developed by
an
SR I- Internat i onal
(SRI-I)
subcontractor
in
the
early
1980s
to satisfy R&D demands
on SRI-I
to enhance
the
reliability
(scientific
replicability)
of
remote viewing
(RV).
The subcontractor
f 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 site-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 spec i al 1 y-des i gned
,
acoustic-tiled,
relatively featureless,
homogeneously-colored
"viewing
chamber"
(to minimize environmental
overlays).
n
(3)
The
adoption
of
a
st r i c t 1 y-pr escr i bed
,
limited
interviewer
patter
(to minimise
interviewer
overlays).
The
applied CRV training procedure
requires
that
the trainee
learn
a progressive multi-stage acquisition process postulated
to
correspond
to
increased contact
with
the
site.
Initially the
trainee
is presented
with RV sites
requiring minimal
detection
and decoding skills
("stage
one"
sites).
When
the
trainee
demonstrates
an ability to control
the
"signal
line"
and reliably
"objectifies"
accurate descriptions,
the next
"stage"
of training
is
engaged.
This
procedure continues through
"stage
six"
and
usually takes
a
number
of months
to
master.
The CRV Stages are
identified
as
follows:
Stage
One
-
Stage
Two
-
Stage
Three
islands,
mountains,
deserts,
etc.
sites
of quality sensory value;
sites
which
are
uniquely describable through
touch,
taste,
sound,
color,
or
odor
such
as
glaciers,
volcanoes,
industrial
plants,
etc.
sites possessing significant
dimensional
characteristics
such
as buildings,
bridges,
a i r f i e 1 ds
,
etc
.
Appendix
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Stage Four
-
Stage Five
-
Stage Six
-
sites requiring qualitative
mental
percepts
such
as technical
area,
military feeling,
research,
etc.
sites requiring
the
interrogation
of
qualitative mental
percepts
to produce
refined
information
such
as aircraft tracking
radar,
biomedical
research
facility,
tank
production
plant,
etc.
sites requiring direct,
three-dimensional
assessment
of site elements
to one
another
such as airplanes
inside
one
of three
camouflaged hangars
or
a military compound
with
a command building,
barracks,
motor
pool,
and underground weapons storage
area.
As Stage
Six
is engaged,
an assessment
of
relative
temporal
and spatial
dimensional
elements along with further qualitative
elements evolve
into
the consciousness
of
the
trainee
.
There
are
three classes
of CRV training.
These classes
deal
with
feedback requirements
during
the CRV session,
control
of
interviewer
patter,
trainee
skill
development,
and motivation.
These three classes
(A,
B,
and
C)
are discussed below but differ
somewhat from the definition applied and published by SRI-I
for
Class
A,
B,
and
C CRV training.
CLASS
C:
When
a trainee begins
a
’’stage"
of training
the
sessions
are
of
the Class
C
type.
During this
phase,
the
trainee
must
learn
to differentiate between emerging site
relevant perceptions and imaginative
overlay.
To assist
the
trainee
in this
learning,
immediate feedback
is^ provided
during
the
session.
The
interviewer
(monitor)
is provided
with
a feedback
package which may contain
a
map,
photographs,
and/or narrative description
of
the
site.
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
foil ows
:
Correct
(C)
- This
indicates that
the
information
is
correct
in
context
with
the
site
location,
but
is
not
sufficient
to
end
the
session.
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StCBff
Probably Correct
(PC)
—
This statement
means
that
the
interviewer,
having
limited
information
about
the
site,
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
9 t
Feedback
(CFB)
- This statement indicates
that,
due
to
limited information about
the
site,
the
interviewer cannot
make
a
judgement
as
to
the
correctness
of
the
data.
It means neither
correct
nor
incorrect
.
Site
(S)
- This
indicates
the site
has
been correctly
identified
for
the
specific stage being trained
(manmade structure
for Stage
One,
bridge
for
Stage
Three,
etc.).
"Site”
i ndi cates
. that
the session
is
completed.
CLASS
B:
Once
a trainee begins
to demonstrate
his ability
;
to reliably distinguish imaginative overlay and report
sitel
relevant data elements,
feedback
is
withdrawn.
In
Class
B
training sessions
the
interviewer
knows
what
site
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
interviewer
(monitor)
may direct
the
trainee
to elaborate
on
specific elements
of
data
provided,
thereby guiding
the
trainee
to describe
specific
areas
of
the
site.
The
interviewer
is only permitted
to
direct
the trainee
to elaborate
on
specific elements already
reported by the
trainee.
The
interviewer
may not
introduce
new elements
into
the
session
(cue
the
trainee)
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
site
area
within
a site
may
be
of
interest
(i.e.,
a specific room
in
a
building),
he
can
guide
the
trainee's attention
to that
area
by directing
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
and develops confidence
in
his
abi 1 i ty
.
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CLASS
A:
Class
A training
is similar
to what
the
R&D
community refers
to as
a
“double blind
experiment.
The
purposes
for
Class
A training
and
for
R&D double blind
experiments differ
however.
The R&D community uses double
blind experimental
protocols to test
a variable under
controlled conditions.
Class
A training
is
not
a test
for
the trainee,
but
a process whereby the
trainee
learns
to
function
with
the
interviewer
in
a team effort
to acquire
and describe
information concerning
a site
on
interest.
In
Class
A the
interviewer
is provided very little
or
no
information concerning the
site
and the trainee
is provided
no feedback during the
session.
The trainee
is motivated
to
work with
the
interviewer
in producing valid
information
about
the
site
of
interest.
This motivational
difference
is
critical
in
forcing the trainee
to use
his
RV ability to
acquire
and describe site dependent
inf ormation
. as opposed
to
interviewer dependent
(telepathic?)
information.
Working
as
a team
in
a Class
A session,
the
interviewer
(monitor)
and trainee combine their aptitudes
(the
interviewer
with
his
directive,
analytic
skill
and
the
trainee
with
his
exploratory,
perceptual
ability)
to report
information
of
interest
about
the designated
site.
As
a result
of
the technology transfer
from the
SRI-
subcontractor
to this office
the CRV training procedure
is fully
documented
in booklet
form.
Copies
of
this booklet
are
maintained by this office and
are available
to those
with
a^
verified need-to-know.
Of
special
note
is the
fact that
this
booklet
is governed by corporate
laws
of propriety and
as
such
may not
be reproduced
or disseminated without
permission.
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SEUKtl
TRAINING OUTLINE
f or
EXTENDED REMOTE VIEWING
The Extended Remote Viewing
(ERV)
training procedure draws
on
the
expertise
of
over
two decades
of research by independent
investigators
and recognized academic
institutions
including
the
University of Virginia Medical
Center,
the Maimonides Medical
Center,
the Mind Science Foundation,
the University
of California
at
Davis,
Texas Southern University
of
Houston,
Mundelein
College,
Syracuse University and
others.
The ERV approach has
as
its
goal
the subjective temporal
extension
of subliminally brief
psychic
impressions.
The
trained ERV percipient
is
able
to
control,
observe,
and report perceptions which would otherwise
be
ignored
or neglected fleeting
images.
This extension
of
the
perceptual
window
is accomplished through
the achievement
of
a
discrete state
of
consc i ousness defined
by identified state
dependent
behaviors.
These behaviors
are regarded
as skills
which
the
trainee
must
master.
The
basic components
of
the ERV
training procedure
involve
the trainee
in
learning
the following
skills:
Skill
Skill
Skill
Skill
Skill
Skill
- Ability to physically relax.
Training
in progressive
relaxation
techniques,
biofeedback,
yoga,
etc.
- Ability to reduce
level
of physical
arousal.
Training
in biofeedback techniques,
self-control
exercises,
autogenic
training.
- Ability to attenuate sensory
inputs.
Training
in sensory isolation,
concentration
exercises,
and
"centering devices"
- Ability to
increase
awareness
of
internal
feelings
and
images.
Training
in dream recall,
guided visual
imagery
exercises,
subliminal
recognition
drills,
Hemisync
training,
etc.
- Ability to engage
"receptive mode/right
hemispheric
functioning,
"
Hemisync
training,
biofeedback,
mode
recognition,
drawing
classes,
etc.
- Ability
to achieve
an
altered view
of
reality.
Reading assignments,
intellectual
study,
meditation
and contemplation exercises,
etc.
Appendix
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SffiREl
Skill
- Ability/desire
to focus
intent
(conscious
and
unconscious)
on
remote viewing
(RV)
task.
Training
in organizational
management,
counseling,
personal
reinforcement,
motivation,
etc.
Skill
- Ability to communicate
RV perceptions.
Training
in right hemispheric verbalization
techniques,
sketching techniques,
practice
in non-
analytic reporting,
etc.
Each one
of these skills
is
trained over
a period
of several
weeks.
When
the trainee demonstrates
independent mastery
of
each
skill,
he
then
learns
to combine
the
skills.
His
goal
is
to
simultaneously exhibit
all
of
the
learned skills thereby
achieving
a specified discrete state
of consciousness
in
which
the trainee
is able
to
RV.
The behavioral
psychologist would
call
this
state dependent repertoire
of behaviors
a
subpersonality,
label
it
as
"remote viewer" and
include
it
along
with other subper sonal i t i es
(parent,
spouse,
athlete,
office
supervisor,
etc.)
in
the
individuals
overall
identity.
From this
perspective,
the
trained ERVer
is
able
to RV by simply internally
identifying
with
the
"remote viewer"
as
easily
as
one becomes
a
parent,
spouse
,
or
athlete.
This
feat
is accomplished by
willfully identifying
with
a role
(a
learned
set
of
state
dependent
behaviors)
in
an appropriate
(socially accepted/-
environment.
Once
the
trainee
is
able
to
"become
a
remote viewer"
by engaging
learned
skills,
he/she
is challenged
to perform under controlled
conditions.
This
is
done
by presenting
the trainee
with
pr og r e s s i ve 1 y complex RV tasks coupled with
a reinforcement
strategy designed
to develop
self confidence
and
to
internalize
ego state stabilizing
factors.
Assessment
of
individual
RV
capabilities
can
begin
during
this
phase
of
training.
For
just
as
there
are
parents,
spouses,
athletes,
and teachers with
different abilities,
so too are
there remote viewers possessing
a
wide
range
of
abilities.
The
general
target
or
site categories
for
these progressi vely complex RV tasks
are outlined below;
Local
Targets
-
The ERV team
(interviewer
and trainee)
>
are
secluded within
the
RV
room.
An
outbound
"beacon"
individual
proceeds
to
a selected site unknown
to the
ERV team.
The
ERV team attempts
to describe
the
"beacon's"
location.
After
the
training
session
the
"beacon"
takes
the
ERV team
to
the
site
to assess
the
accuracy
of
the
training
session.
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Global
Targets
-
The
training session
is conducted
in
a
similar
manner
with
the exception
that
the selected target
is
not
limited
to
the
local
area and
is usually designated
by geographic coordinate
,
photograph,
or
other
identifying
data.
The
trainee,
of
course,
is
not provided any information
about
the site
and must
by the
very
nature
of
the
problem remote view
it.
At
this point
the trainee
is
introduced
to RV problems which mimic
actual
operational
potential.
Training
is
conducted
the same
as with
Global
Targets
but
general
descriptive data
provided
by the
trainee
is
insufficient
to satisfy training objectives.
Specific,
significant qualitative
data
which would
be
of exploitable value
must
be
reported.
Feedback requirements during ERV training are similar
to those
outlined
for
CRV training
as
"Classes"
of CRV training.
The
interviewer
is able'to vary the
level
of feedback depending
on
the trainee
9 s ability and needs.
The
level
of feedback
is
always
based
on
the development
of
a reliable,
qualified remote
viewer
and
an effective ERV team.
At
times
this may require
that
the
interviewer
know about
the selected training site
whereas during
other
training sessions
the
interviewer
may know nothing
about
the
site.
Appl icat ion
Targets
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TRAINING OUTLINE
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ABSTRACT REFERENTS DISCRIMINATION OF BINARY ALTERNATIVES
Remote Viewers have demonstrated
little ability to discriminate
alphanumeric
information.
Remote perception
and description
of
geographic
locations,
buildings,
and objects appears
to
be
different than
the
remote perception
of
man generated symbol i
data
(letters
and numbers).
Abstract Referents Discrimination
of
Binary Alternatives
(ARDBA)
training has
two objectives.
The
first
is
to
identify trainees who possess
an
innate ability to
psychically discriminate between different alphanumerics
and
second
to determine
the feasibility of training this
ability.
The training/testing program has been designed
so that training
progresses through
five training phases
from simplistic exercises
to
the
eventual
use
of abstract referents
(i.e.
geographic
coordinates)
to direct
the
trai nees
' attent i on
to the
discrimination between binary alternatives
at
remote
locations.
Each
one
of
these
phases requires
a different behavior
on
the
part
of
the trainee and
is conducted for different purposes with
an overall
goal
in
mind.
Following
is
an overview of these ARDBA
Training Phases:
PHASE
During Phase
the trainee
is directed
to
use whatever
psychic ability available
to discriminate between
binary
alternatives by active selection
within
a closed target
pool.
The trainer
then provides positive
oral
feedback
when
appropriate
to reinforce the trainee
' s
own visual
field.
Negative
oral
feedback
is never
provided.
The purpose
of
this phase
of training/testing
is
threefold.
The
first
purpose
is
to determine
if
a particular
individual
has any ability.
The second purpose
is
to establish
a data
base
on
which
to base further
tr ai n i ng/tes t i ng
and
the third
purpose
is
to build self confidence
on
the
part
of
the
trainee through
immediate positive
feedback.
PHASE
If
a trainee
is
able
to complete
Phase
( successf u 1 1
y
discriminate
between
binary alternatives
to
a statistically
significant
level),
Phase
is
initiated.
During Phase
the
training environment
is similar
with the exception that
feedback
is
reduced.
The trainee
in
no
longer provided with
visual
feedback
from the
target
pool.
The only feedback
provided
is
given orally by the
trainer.
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The
overall
purpose
here
is
to develop
an internalized
feeling
of confidence
within
the trainee
of psychic
impressions through the
use
of feedback withdrawal
tactics.
A data base
of trainee performance
is also expanded during
this
period.
PHASE
During
this phase
of training
the emphasis sheers away
somewhat from discrimination
of binary alternatives
and
begins
to focus
on
the trainees ability to respond
to
abstract
referents.
In ARDBA Phase
the trainer selects
a target from within
the closed target
pool
and
then directs
the trainee
to state
what
the selected target
is
(choose
between binary alternatives)
.
Positive
oral
feedback
is
provided when appropriate by the
trainer.
The overall
purpose
of
this phase
is
to begin
to transfer
a
trainee's demonstrated ability outside
the
immediate
environment
and
to prepare
the trainee
for
the
next
phase.
PHASE
This
phase establishes abstract referent cuing
as
the
prime
directive.
The trainee
is presented
with
a grid matrix
consisting
of
six positions.
Each position
will
has
a
"coordinate. ”
The
task
for
the trainee
is
to discriminate
between binary alternatives
at
a given coordinate
(abstract
referent
cue)
provided
by the trainer
.
The trainer
records
the results
but
does
not provide feedback
to the
trainee.
This
phase serves
to extinct
the trainees dependence
on
the
previous target
pool
as
well
as external
feedback.
PHASE
Given
that
a trainee
can demonstrate reliable performance
through Phase
4,
Phase
5 attempts
to chain together
six
matrix
"coordinates”
into one six digit binary number.
The
trainer
provides
the trainee
with
"coordinates"
as
cuing and
the
trainee attempts
to discriminate
between binary
alternatives
for
each
of
six different abstract
referents.
Feedback
is
given
only after
the completion
of
six
"coordinates.
This phase completes
the
training concept
and demands
the
trainee
accurately respond
to
a series
of requirements
prior
to receiving feedback.
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