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SUN STREAK ANNUAL REPORT - 1987
1.
(S/SK/WNINTEL)
The nature and scope of the POG operational
and training activities are reflected in the following reports:
a.
The Operational Project Report at TAB A.
b.
The Utility Assessment Report at TAB B.
c.
The Viewer Production Report at TAB C.
d.
The Personnel Training Report at TAB D.
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vacancies authorized by the current TDA and identified as a GS-
0132 OPT 13, and that of a US Army CPT, remain vacant.
The
search for suitable candidates to fill the vacancies is ongoing.
3.
(S/SK/WNINTEL)
During the reporting period, procedures were
established to cross-train all remote viewers in both modes of
remote viewing, specifically:
Coordinate Remote Viewing (CRV) ;
and, Extended
Remote Viewing (ERV).
The required training time
for a remote viewer to become operational was reduced from two
years to six months.
the first candidate to be
successfully trained under the revised training schedule, is
currently operational.
has completed Stage IV of
CRV training.
She will have completed Stage V and Stage VI of
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her training by mid-February 1988. In mid-February 1988,
will be trained in the ERV methodology.
an accomplished and experienced Extended Remote
Viewer, is in Stage III of CRV cross-training.
It is anticipated
that she will complete Stage IV of her training in late January.
During the reporting period, procedures requiring the preparation
of post session-summaries and the submission of sketches as
conceptual representations in support of remote viewing activity,
were established.
In an effort to instill self-confidence and
self-discipline, experienced remote viewers were encouraged to
conduct sessions without the assistance or presence of a monitor
or interviewer. This form of independent
remote viewing known as
"Solo Remote Viewing", has proven surprisingly successful to
date.
The concept of "Solo Remote Viewing" will be pursued
during the coming year. The results of Project 8717 reflect the
first operational effort where solo viewing was used in about
eight of the sixteen total number of sessions conducted.
The
resulta are encouraging; a high degree of correlation among
viewers surfaced during the course of these sessions against the
target.
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4. (S/SK/WNINTEL)
An estimated
130 sessions conducted by six
viewers under a Utility Assessment known as Project "P", revealed
a near total inability to predict future events.
Except for a
few and isolated, eye-catching successes, there was no evidence
of consistency or reliability in the results obtained from remote
viewing efforts conducted in a predictive mode.
Remote Viewing
"the future" does not appear to be feasible or a marketable
aspect of this program at this time. However, a utility
assessment known as Project N-1 and conducted to determine a
remote viewer's ability to determine the substantial content of a
document stored at the DIAC, appeared successful. The ancillary
descriptions of the DIAC as the target storage site prompted the
levy of a second and similar task with the added facet of
attempting to determine the identity and location of the target
building where the document is stored. This activity is being
pursued under Project N-2.
If successful, POG may be gaining
meaningful insight on how to best resolve the issue of the so-
called "search problem." Tenative taskers were established in an
effort to collect information related to enemy Plans and
Intentions and to International Terrorism as intelligence
targets. The perceived ideal tasker in such instances, requests
foreign intelligence information about individual (s) suspected of
a specific activity (ies)
within a given time window(s). Tasking
specificity may be the key element in this effort. Hopefully it
will provide the point of focus needed to determine an unknown
from known data.
5:
( S/SK/WNINTEL)
A training project is being established to
further test the feasibility and desirability of remote viewers
to remote view in a solo mode.
The training scenario provides
for remote viewers to view an event of historical and
intelligence significance.
In response to direct tasking, each
remote viewer will be called upon to unilaterally remote view a
distinct facet of the target. Remote viewers will then
coordinate the results of their findings with other team members
in an effort to resolve the problems. Duplicative tasking will
be avoided as much as possible. Where one remote viewer will be
tasked to report on target personalities, a second will be tasked
against related political activities, a third against military
forces, etc. activity etc.
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6. (S/SK/WNINTEL)
The scope of the POG remote viewing effort
for 1987 is well documented. An effort to determine the results
of the effort in terms of accuracy and timeliness was
accomplished internally. The intelligence value and use of the
end product remains to be determined through the receipt of
intelligence evaluations prepared by requirement originators and
other intelligence community customers in response to tasking.
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5 ENCLOSURES
TABS A-D As stated
above
TAB E -Training Precis
Acting Branch Chief
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OPERATIONAL PROJECT REPORT
PROJECT
SOURCES
SESSIONS
COMPLETED
EVALUATION
8605*
10
Ongoing
N/A
8609-A **
1
2
Ongoing
N/A
8701
4
12
11 Jun 87
Pending
8702
1
12
15 Jun 87
Pending
8704
15
19 Jun
87
Pending
8706
2
5
18 Jun 87
Pending
8708
3
6
19 Jun 87
Pending
8709
4
17
25 Aug 87
Pending
8710
23
29
Jul
87
Pending
8711
4.
24
6 Aug 87
Pending
8712
4
26
10 Sep 87
N/A
8713
4
18
19 Nov 87
Pending
8714
5
13
14 Dec 87
Pending
8715
4
16
15 Oct 87
Pending
8716
4
7
22 Nov 87
Pending
8717
4
11
Continuing
8718
4.
8
4 Nov 87
Pending
(OA)
8719
7
10 Nov 87
Pending (OA)
232
SG1B
(NOTE: )
This report is cumulative in nature and reflects total
(results to date for CY '87)
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UTILITY ASSESSMENT REPORT
PROJECT
VIEWERS
SESSIONS
UTILITY
D
1.
3
Useful
G
10
Useful
1-3
6
12
Of Value (Verbal)
M
6
17
Useful
N
2
!
5
Useful
N-1
4
i
11
Oral Eval
i
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N-2*
4
10
Continuing
0
3
9
Useful
P **
6
74
No Intel Value
1
3
Useful
R
2
2
Undetermined
156
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1
1
.
*
Additional tasking involves the conduct of a search problem.
**
Project "P" is a utility assessment designed to determine a
remote viewer's ability and propensity to collect foreign
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. Target correlation in
both instances was weak and ranged from 13 to 18 percent.
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REMOTE VIEWER PRODUCTION REPORT
VIEWER
OPERATIONAL
SESSIONS
UTILITY
ASSESSMENTS
TRAINING*
SESSIONS
TOTAL
SESSIONS
003
65
33
26
124
011
44
32
55
131
018
43
28
15
86
021 **
12
20
5
37
079
52
33
76
161
095
4
0
79
83
099
2
0
0
2
101 **
10
10
3
23
232
156
259
647
*
Training sessions include lectures and drills.
**
Viewer 021 and Viewer 101 were reassigned during the reporting
period.
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1987 TRAINING RECAP
VIEWER
CRV (a)
ERV (b)
ORV (c)
ARDBA (d)
SOLO
TOTAL
003
==
18
2
1
2
1
24
011
46
0
0
0
2
48
018
10
1
1
1
1
14
021
4
3
1
1
0
9
079
55
29
3
1
2
90
095
==
71
0
0
0
0
71
101
0
2
0
1
0
3
204
37
6
6
6
259
========
(a) Coordinate Remote Viewing
(b)
Extended Remote Viewing
(c)
Object Remote Viewing
(d) Abstract Referents Discrimination of Binary Alternatives
*See the Training Presis, attached as TAB E, for a complete
explanation of each technique.
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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
Ability/destr t8-09
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 traince 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
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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.
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Global Targets -
The training cardon 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 traince, of
course, is not provided any information
about the site and must by the very
nature of the problem remote view it.
Application
Targets -
At this point the traince 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'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.
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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).
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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.
1
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 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
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:
Claus
training is Similar
what the K&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 traince 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.
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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 symbolic
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 trainees'attention 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 1
1
During Phase 1 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 training/testing and the third
purpose is to build self confidence on the part of the
trainee through immediate positive feedback.
PHASE 2
>
If a trainee is able to complete: Phase 1 (successfully
discriminate between binary alternatives to a statistically
significant level), Phase 2 is initiated. During Phase 2
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.
Appendix 3
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The overall purpose here is to develop an internalised
feeling of confidence within the traince of psychic
impressions through the use of feedback withdrawal tactics.
A data base of trainee performance is also expanded during
this period.
PHASE 3
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 3 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 4
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 extinguish the trainee's dependence on
the previous target pool as well as external feedback.
PHASE 5
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. "
A
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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project is conducted.
This involves the use of a six digit
binary code which is scaled in a envelope. The trained source
then attempts to identify this code given appropriate abstract
referents. To be effective, a source must be able to accurately
discriminate between binary alternatives in a sequential chain
given a complex abstract referent cuing system.
The ultimate
goal of this program might be to detect and describe
cryptographic code at remote locations. This newly trained
source ability will have to be integrated into conventional
remote viewing techniques. A source will have to locate
cryptographic systems through remote viewing and then apply
his/her ability to discriminate binary alternatives in specific
codes at the location.
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Approved For Release 2000/08/08 :CIA-RDP96-00789R002100350002-9
TRAINING PRECIS
for
OBJECT REMOTE VIEWING
The purpose of Object Remote Viewing (ORV) is to give the remote
viewer perceptual experience in an area unaddressed by other
training. Basic training in remote viewing (RV) usually uses
geographic locations as targets for the remote viewer. For the
purposes of basic RV training such targets serve well to develop
elementary viewer skills and establish some level of viewer self
confidence as well as a degree of reliability. Basic RV training
does not, however, place any emphasis on the accurate acquisition
and description of fundamental structural elements or individual
objects.
Since such information is important in the practical
exploitation of RV, training exercises in ORV are conducted.
exercises differ only in the context that the designated target
to be described by the remote viewer is a concealed object as
opposed to a geographic site. The procedures of basic RV
training programs remain the same.
ORV
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Appendix 4
Approved For Release 2000/08/08 : CIA-RDP96-00789R002100350002-9
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