CIA-RDP96-00788R001000390015-4

SECRET
Approved For Release
RDP96-00788R001928399915 GOVERNMENT
memorandum
DATE:
16 July 1990
REPLY TO
ATTN OF:
DT-S
SUBJECT:
SUN STREAK Report - Third Quarter CY 90 (U)
TO:
1.
(S/SK/WNINTEL)
In pursuance of SUN STREAK's operational
intelligence mission, the following reports reflect the results
of activity pursued by the Prototype Operational Group (POG)
for the reporting period:
a.
(U) At TAB A is the Quarterly Production Report with
data retrieved by viewer.
b.
(U) At TAB B is the Quarterly Production Report with
data retrieved by project. Results are cumulative for the period
of 1 January 1990 to 30 September 1990 inclusively.
c. (U) At TAB C is the Quarterly Production Report with
data retrieved by remote viewing methodology.
SG1J
SG1J
SG1J
-
3.
(S/SK/WNINTEL)
have completed Stage VI of Coordinate Remote Viewing
(CRV) ..
. Both will complete training in Extended Remote Viewing
(ERV) within the next two weeks. The last operation conducted on
behalf of Joint Task Force 5, Alameda, CA, was conducted on 3
October 1990. Results were transmitted via secure, STU-III line
on 3 October 1990.
ODCSINT, DAMI-PO, retrieved its STU-III
apparatus from the POG on 11 October 1990.
Training in the ERV
WARNING NOTICE:
SENSITIVE
INTELLIGENCE SOURCES AND
METHODS INVOLVED
HANDLE VIA SKEET CHANNELS ONLY
SPECIAL ACCESS REQUIRED
CLASSIFIED BY:
ODCSINT-PO
DECLASSIFY BY:
OADR
Approved For Release
SECRET
OPTIONAL FORM NO. 10
(REV. 1-80)
GSA FPMR (41 CFR) 101-11.6
ICARDI 96-00788R001000390015-4
# GPO : 1984 0 - 461-275 (272)
DT-5
DT
1

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methodology has become the first order of business. Second
priority is being given to the concept of interoperability
involving the participation of three remote viewers in the
following distinct roles: the role of viewer; of
monitor/interviewer; and, that of observer.
The third effort is
highly experimental in nature and deals with developing a remote
viewer's ability to lead a second individual to target buried
within a target area.
The parameters of the search area have
been agreed upon by the viewers. The search is being conducted
in a pedestrian mode.
If successful, attempts will be made in a
vehicular mode. If successful, this facet of training has high
applicability in addressing and resolving current intelligence
problems.
4. (S/SK/WNINTEL) For your use and information, three precis
describing Coordinate Remote Viewing, Extended Remote Viewing and
Automatic Writing are at TAB D, TAB E, and TAB F inclusively.
Quarterly reports for the first and second quarter of CY 1990 are
being submitted for your information under separate cover.
SG1B
5. (S/SK/WNINTEL) POC for this action is the undersigned at
SG1
B
SG1A
6 ENCLOSURES
A - F
Branch Chief
SG1J
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TAB
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=
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PRODUCTION REPORT - BY VIEWER
3 QTR - CY 90
VIEWER
OPS SESSIONS
TNG SESSIONS
TOTAL
SESSIONS
003
0
018
25
7
32
025
23
02
225
049
31
29
60
052
25
25
50
079
29
6
30
164
74.
238
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30
095
24

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TAB
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PRODUCTION
REPORT BY METHOD - 3QTR - CY 90
VIEWER
CRV
ERV
WRV
SOLO
TOTAL
003
2
Ü
0
5
7
018
11
1
15
32
025
0
N
23
25
049
30
21
0
60
052
24
19
0
50
079
0
13
6
15
34
095
14
1
0
15
30
75
65
Q
89
238
..... ..... ..... .
..... ..... ..... .****
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TAB
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SG1A
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TAB
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TRAINING PRECIS
for
COORDINATE REMOTE VIEWING
The Coordinate Remote Viewing (CRV) training procedure was
developed by an SRI-International (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'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) .
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 -
islands, mountains, deserts, etc.
Stage Two
sites of quality sensory value; sites which
are uniquely describable through touch,
taste, sound, color, or odor such as
glaciers, volcanoes, industrial plants, etc.
Stage Three -
sites possessing significant dimensional
characteristics such as buildings, bridges,
airfields, etc.
Appendix 2
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Stage Four -
sites requiring qualitative mental percepts
such as technical area, military feeling,
research, etc.
Stage Five
sites requiring the interrogation of
qualitative mental percepts to produce
refined information such as aircraft tracking
radar, biomedical research facility, tank
production plant, etc.
Stage Six
.....
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
the
assist
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 follows:
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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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 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" indicates that the session is
completed.
CLASS B:
Once a trainee begins to demonstrate his ability
to reliably distinguish imaginative 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 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
ability.
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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 information 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-I
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.
4.
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TAB
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TRAINING PRECIS
for
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 consciousness 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 1 - Ability to physically relax.
Training in progressive relaxation techniques,
biofeedback, yoga, etc.
Skill 2 - Ability to reduce level of physical arousal.
Training in biofeedback techniques, self-control
exercises, autogenic training.
Skill 3 - Ability to attenuate sensory inputs.
Training in sensory isolation, concentration
exercises, and "centering devices"
Skill 4 - Ability to increase awareness of internal feelings
and images.
Training in dream recall, guided visual imagery
exercises, subliminal recognition drills,
Hemispheric Synchronization etc.
Skill 5 - Ability to engage "receptive mode/right
hemispheric functioning."
Hemispheric Synchronization training, biofeedback,
mode recognition, drawing classes, etc.
Skill 6 - Ability to achieve an altered view of reality.
Reading assignments, intellectual study,
meditation and contemplation exercises, etc.
Appendix 1
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.
Skill 7 - Ability/desire to focus intent (conscious and
unconscious) on remote viewing (RV) task.
Training in organizational management, counseling,
personal reinforcement, motivation, etc.
Skill 8 - 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 subpersonalities (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
progressively 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 progressively 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.
2
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TAB
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