DATE:
REPLYTO
ATTN OF:
BUBJECTS
TO:
ul@1^111
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ES GOVERNMENT
UNITED STV
memorandum
15 Jul 87
DT-S
SUN STREAK Report - Second Quarter CY 87 (U)
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 is the Quarterly Production Report.
b. (U) At TAB B is the Operational Project Report.
C. (U) At TAB C is the Utility Assessments Report.
d. (U) At TAB D is 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-collector 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
SPECTAL ACCESS REQUIRED
CLASSIFIED BY: DIA, DT
I)FCLASS)FY EY: OADR
OPTIONAL FORM NO, I C
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3. (S/SK/WNINTEL) Twenty-eight training sessions were conducted
during the reporting period. Although fully operational, Source
Oil continued training in Stage 5 and Stage 6 of Coordinate
Remote Viewing (CRV) procedures. The protocol for Project "Pff, a
Utility Assessment conducted to determine viewer ability to
function in a predictive mode, was amended to facilitate target
acquisition and provide automatic feedback. This was
accomplished with the consent and knowledge of all remote
viewers. Information papers on dowsing and right brain sketching
are being prepared for your consideration as training vehicles of
potential operational value to the viewers. Proposals are being
prepared for the training of alternate interviewers and monitors.
SG1J
SG1J 5. (U) POC for this action is S
G1
B
SG1J
4 Enclosures
TAB A Qtrly Rpt
TAB B Ops Proj Rpt Acting Branch Chle
TAB C Utility Rpt
TAB D Tng Rpt
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iA
OPERATIONAL PROJECTS
PROJECT	SOURCES	SESSIONS	COMPLETED	EVALUATION
8701	4	12	11 Jun 87	Pending
8702	4	12	15 Jun 87	Pending
8703		(PENDING RECEIPT	OF TASKING)	
8704	5	15	19 Jun 87	Pending
8705	(ESSE	NTIAL ELEMENTS OF INFO BEING SUBMITTED)
8706	2	5	18 Jun 87	Pending
8707	(	PENDING RECEIPT	OF GEO COORDINATES)	
8708	2	5	(Interim Rpts	on
			10 & 19 Jun 87) Pending
8709		(OPENED 12	JUN 87)	
8710	3	9	(Interim Rpt	2 Jul 87)
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TRAINING REPORT
Second Quarter 1987
1. (S/SK/WNINTEL) The following charts reflect the distribution
of the 28 remote viewing training sessions conducted during the
second quarter of 1987. An explanation of terms may be found in
the training outlines, attached as Appendices 1-5.
CRV Training Sessions (TOTAL = 19)
IStage: 1 2 3 4 5 6 Object Advanced
Source #11Class: A/B A/B A/B A/B A/B A/B A/B
-----------------------------------------------------------
003 P 1 0/4
Oil 11 0/1 0/6
018 1 1 0/2
021 1 0/4
ERV Training Sessions (TOTAL 6)
IType: Visualization Beaconing Object Site Advanced
Source #lClass: A/B A/B
079 E 0/4
101 0 0/1
ARDBA (TOTAL 3)
Source #iSessions
003
021
079
HANDLE VIA SKEET CHANNELS ONLY
SPECIAL ACCESS REQUIRED
NOT RELEASABLE TO FOREIGN NATIONALS CLASSIFIED BY: DIA-DT
WARNING NOTICE: SENSITIVE INTELLI- DECLASSIFY BY: OADR
GENCE SOURCES AND METHODS INVOLVED
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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 have
completed "basic training". Detailed individual session results and
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.
SG1J
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SECRa,9
TRAINING OUTLINE
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.
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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 claZsses (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 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 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. Flor 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 CR`V@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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TRAININ2 OUTLINE
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 imagary
exercises, subliminal recognition drills, Hemisync
training, etc.
Skill 5 - Ability to engage "receptive mode/right
hemispheric functioning."
Hemisync 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 2
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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.
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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.
Application
Targets - 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 exp.loitable 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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XCRET
TRAINING OUTLINE
for
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 I
During Phase 1 the trainee is directed to
psychic ability available to discriminate
alternatives by active selection within a
pool. The trainer then provides positive
appropriate to reinforce the trainee's own
Negative oral feedback is never provided.
use whatever
between binary
closed target
oral feedback when
visual field.
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 I (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 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 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 presente&: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 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."
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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Once these stages have been completed and in-house assessment
project is conducted. This involves the use of a six digit
binary code which is sealed 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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TRAINING OUTLINE
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. ORV
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.
L'-@ I Appendix 4
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" UR i
TRAINING OUTLINE
for
ADVANCED INDIVIDUAL TRAINING
The purpose of Advanced Individual Training (AIT) is to involve
fully-trained and experienced remote viewers in progressive
perceptual techniques and "novel" training sessions. These
training sessions are selected to provide site stimuli not
normally encountered during day-to-day remote viewing sessions.
AIT sites may include such off planet locations as the Mars
Viking Lander, sites of religious significance like the Vatican,
locations of catastrophic events like Hiroshima, etc. AIT sites
serve a dual purpose; they maintain the trained remote viewer's
interest by challenging his/her ability and in so doing enhance
the ability itself by expanding the perceptual experience level
of the remote viewer. Also available within the AIT program are
seminars, conferences, and meetings which would serve to enhance
remote viewing ability. Of special interest in the AIT of
selected experienced remote viewers is Hemisync training
available from The Monroe Institute. This training has been
successfully employed in the past and is fully documented under
separate cover.
Appendix 5
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