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UNITED STATES GOVERNMENT
memorandum
DATE:
13
January 1986
REPLY TO
ATTN OF:
DT-S
SUBJECT:
SUN STREAK 1985 Annual
Training Report (U)
TO:
DT (Dr. Vorona)
I.
(S/ SK/WNINTEL)
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-International 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- International
subcontractor
( Ingo Swann) RV
training
program.
is
responsible
for
the
development
and
implementation
of
the
in-house
program.
Attached is
his
training report
for CY
1985.
This
is
a
follow-up to the three quarterly
training reports
submitted
during the calendar year.
3.
(S/SK/WNINTEL)
As is mentioned in paragraph 3a of the
Annual Training Report, the RV training program slowed somewhat
during the last quarter due to manpower constraints and low
morale.
This is basically a continuation of the problem I
identified in my cover letter for the third quarter training
report.
The Remote Viewer does not work in a vacuum.
The
uncertainties associated with the interim status of the project
pending the approval of the budget had a negative effect on the
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AND METHODS INVOLVED
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GSX FPMR (41 CFR) 101-11.6
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quality and quantity of
the training
sessions.
This
was
exacerbated by our failure to obtain a second interviewer
during the October/November time frame.
I
estimate
that
these
two problems cost
t us three months of training time during
CY 1985.
Now that the FY 86 Budget has been approved and
has orders in hand to report on( 31 January 1986 I hope the
situation will improve.
4.
(U)
Your attention is directed to paragraph 3a of the
Annual Training Report.
This paragraph defines very clearly and
simply the criteria used for evaluating a training session.
5.
(S/SK/WNINTEL)
Another major effort of the training section
during 1985, which is not documented in the training report and
which continues to date, is the full documentation of the SRI -
International subcontracted training program.
When completed,
this will be a lengthy, highly detailed account of the two year
contractual training effort of this office.
This document will
prove to be extremely useful in training personnel in the future
even after presently assigned personnel have left the unit.
6.
(U)
The next formal
training report will be prepared in
April 1986.
£
In the meantime I will keep you informed verbally
on training developments.
SG1J
1
Encl
Training Report
CF :
DT 5A
SG1J
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ANNUAL TRAINING REPORT
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 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 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 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 site.
Prior to
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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 (sites of quality sensory
value -- sites which are uniquely describable through touch, taste,
sound, color, or odor -- such as glaciers, volcanoes, industrial
plants, etc.), and "stage three"
sites
( sites possessing
significant dimensional
characteristics
such
as
buildings,
bridges, airfields, etc.).
It is this
procedure which, as a
result of technology transfer (SRI-I to this office), was modeled
and administered during 1985.
The three personnel schooled by the
SRI-I subcontractor have continued this multi-stage acquisition
process
through "stage four"
and "stage five" and into "stage
six." Stage four training was completed during the first quarter
of 1985, stage five training was the principle effort through the
second and third quarters of 1985, and stage six training began in
September 1985.
The reader is invited to review the training
reports for the first, second, and third quarters of
1985
for
details of that training.
b.
( S/SK/WNINTEL)
In
1984
spring
an
individual
was
assigned to this office with
the
intent
of exposing him to the
SRI -I
subcontracted training program.
of 1984
In-house orientation
to
psychoenergetics lasted
through
the
summer
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 by
congressional
funding restrictions.
For
this
reason,
an
introduction to the model program was given to this individual
the fall of 1984 and formal in-house training was initiated in
in
first quarter of 1985 with his joining the program outlined
above. During the first quarter of 1985 training for the fourth
source was limited to stages one and two until mid March 1985,
when he was introduced to the concepts of stage three. During the
second quarter of 1985 the number of stage three sites to which
the source was exposed was
increased while maintaining practice in
stage one and two sites.
Stage three training continued through
the
the third quarter of 1985.
The reader is again invited to review
the training reports for the first, second, and third quarters of
1985 for details of that training.
2.
(S/SK/WNINTEL)
GENERAL :
As
stated
previously, this
training procedure requires that the trainee learn a progressive
multi-stage acquisition process
postulated
to correspond
to
increased contact with the site.
In "stage four" the source
trainee begins to form qualitative mental percepts (technical
area, military feeling, research, etc. ) of the site. 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 six" involves the
viewer in direct, three-dimensional assessment and modeling of the
2
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site and/or the relationship of site elements to one another
(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.
3.
(S/SK/WNINTEL) . 1985 TRAINING STATISTICS :
(U)
a .
(S /SK/WNINTEL)
£
The following chart depicts distribution
of the 224 remote viewing training exercises
conducted by the
source trainees (viewers ) during 1985.
At
Appendix A is an
explanation of Class A, B, and C training.
STAGE
TOTAL
CLASS
CLASS
B
CLASS
SITES
A
% +
#
% +
#
% +
1.
007
100.0%
%
001
100.0%
006
100.0%
2
020
050.0%
-
%
005
020.0%
015
060.0%
3
040
067.5%
008
012.5%
007
042.8%
025
092.0%
4
071
060.5%
007
000.0%
034
050.0%
030
086 .6%
5
064
057.8%
023
043.4%
038
071.0%
003
000.0%
6
022
077.2%
-
%
020
085.0%
002
000.0%
TOTAL :
224
062.9%
038
028.9%
105
062.8%
081
079.0%
C
*
% +
The %+ scores noted indicate
the percentages of
times source
trainees were able to demonstrate expertise (report appropriate
site relevant information) within
their "stage" of training.
These percentages reflect subjective expectations
and are not
based on any linear analysis of a prescribed set of criteria.
By
way of example, if a source is in stage three of training the
source would
be
expected
to describe relevant dimensional
characteristics concerning the designated site.
If the source
trainee does this the exercise is scored as a "+" but if the
source fails to detect and decode the appropriate stage relevant
information (dimensional information in this case) the exercise is
scored as a "-" even if the site is otherwise accurately described.
3
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b.
(S/SK/WNINTEL)
The following chart details the remote
viewing training exercises conducted by trainee source #101 during
1985.
Source #101 is a particularly well disciplined source.
This discipline enables #101 to separate incorrect impressions
(AOL) from actual site data more reliably than his peers.
STAGE
TOTAL
SITES
CLASS
CLASS
B
CLASS
A
% +
#
% +
% +
1
-
%
-
%
%
-
3
002
000.0%
001
000.0%
001
000.0%
-
%
4
022
068.1%
002
000.0%
019
073.6%
001
100.0%
5
019
057.8%
008
062.5%
010
060.0%
001
000.0%
6
008
075.0%
%
008
075.0%
%
TOTAL :
051
062.7%
011
045.4%
038
068.4%
002
050.0%
c .
( S/SK /WNINTEL)
The following chart details the remote
viewing training exercises conducted by trainee source #21 during
1985.
Source #21's versatility will prove a most valuable asset.
#21 consistently provides information about sites as if from
a
perspective different than the other sources. This ability, when
applied to operational
problems, will
enhance
the
unit's
collection capability.
STAGE
TOTAL
SITES
CLASS
CLASS
CLASS
A
% +
#
% +
#
% +
1
-
-
-
-
2
002
000.0%
-
%
002
000.0%
-
3
004
000.0%
003
000.0%
001
000.0%
-
%
4
020
050.0%
002
000.0%
009
033.3%
009
077.7%
5
019
063.1%
006
033.3%
012
083.3%
000.0%
6
005
040.0%
%
003
066.6%
002
000.0%
TOTAL :
050
048.0%
011
018.1%
027
055.5%
012
058.3%
.
% +
2
-
%
%
-
%
-
-
-
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#
% +
%
%
%
C
B
C
#
.

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d .
(S/SK/WNINTEL) The following chart details the training
exercises conducted by trainee source #18 during 1985.
Source
#18, the junior trainee, was taken into stage four training
rapidly in an attempt to accelerate the training program.
This
rapid progression adversely affected #18's lower stage abilities
and when this happened #18 lost confidence and became confused.
At this point a remedial program was implemented to retrain the
lower stages.
Source #18 has now successfully completed stage
three with a very high confidence level and will now be able to
tackle stage four training.
STAGE
TOTAL
SITES
CLASS
A
CLASS
B
CLASS
C
% +
#
% +
#
% +
#
% +
1
007
100.0%
%
001
100.0%
006
100.0%
2
015
053.3%
-
%
001
000.0%
014
057.1%
3
030
086.6%
005
060.0%
025
092.0%
4
008
100.0%
%
%
008
100.0%
5
-
-
-
-
-
-
-
%
-
%
TOTAL :
060
081.6%
%
007
057.1%
053
084.9%
e .
(S/SK/WNINTEL)
The following chart details the
source
#03's performance is
somewhat sporadic,
#03's
true
potential is evidenced by an exceptionally high stage six score.
STAGE
TOTAL
SITES
CLASS
CLASS
CLASS
#
% +
% +
#
% +
#
% +
1
003
066.6%
-
%
002
050.0%
001
100.0%
3
004
025.0%
004
025.0%
-
%
-
%
4
021
047.6%
003
000.0%
006
000.0%
012
083.3%
5
026
053.8%
009
033.3%
016
068.7%
001
000.0%
6
009
100.0%
%
009
100.0%
-
%
TOTAL :
063
057.1%
016
025.0%
033
063.6%
014
078.5%
-
%
%
-
%
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-
-
-
-
%
%
%
6
-
training
exercises conducted by trainee source #03 during 1985.
Although
A
B
C
-

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4.
( S/SK/WNINTEL)
COMMENTS :
( 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.
b .
( 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, not to refine or develop RV resolution to a
point of operational usability within the intelligence community.
The SRI-I subcontracted training described above, or a program
modeled thereafter, is alone insufficient to prepare sources for
operational intelligence collection.
Once the source trainees
have attained the highest skill level (stage six) they must be
presented with operational intelligence collection problems to
challenge and thereby hone their abilities to an operational point.
4.
( S/SK/WNINTEL)
... PLANS :
Training progress slowed somewhat
during the fourth quarter of 1985 due to manpower constraints and
low morale. The first quarter of 1986 should see the completion
of stage six training for the three advanced trainees and the
completion of stage four training for the junior trainee.
Full
implementation of the Utility
Assessment
program
should
be
accomplished by the second quarter of 1986.
The association of
the undersigned
with
the
intelligence
community is classified CONFIDENTIAL.
SG1J
OPS/TNG Officer
6
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APPENDIX A
TRAINING REPORT
SUBJECT :
Classes of Training (U)
1. (S/SK/WNINTEL)
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 site
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 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 follows :
Correct
( c)
This
indicates that the information is
correct in context with the site location, but is not
sufficient to end the session.
*NOTE :
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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AND METHODS INVOLVED
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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't Feedback (CFB)
This statement indicates that, due
to limited information about the site, 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
Once
trainee
begins to
demonstrate his ability to reliably distinguish
imaginative
B :
a
overlay and report
site 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 interview may ask 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 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
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
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.
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4.
( S/SK/WNINTEL)
CLASS
A :
Class A training is
similar
to
what
the
R &D community
refers
to
a
"double
blind"
a s
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
i s
not a test for the
trainee, but a process whereby the source learns to function
with the interviewer in a team effort to acquire and describe
information concerning a site of 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.
Rather than trying, to please the interviewer with his
descriptions, 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
information as opposed to interviewer dependent
telepathic data (in an attempt to please the interviewer) or
data RVed from the feedback package. Working as a team in a
Class A session, the interviewer and source 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.
5.
(S/SK/WNINTEL)
The three classes of RV
training (A, B,
and C) are interdependent.
Each is designed to deal
with
separate learning requirements in the acquisition of RV skills.
It must be remembered that the concept of classes herein applies
to training.
Operational application of RV requires its own
unique, specifically designed feedback requirements and task
dependent control of interviewer/source interaction.
Trainee
sources also require operational training beyond the
narrow
confines of the SRI-I subcontractor modeled training
program
before they can be expected to produce dependable,
timely
intelligence information.
3
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