SUN STREAK 1985 ANNUAL TRAINING REPORT

• Document Type: CREST
• Collection: STARGATE
• Document Number (FOIA) /ESDN (CREST): CIA-RDP96-00788R001000380001-0
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 11
• Document Creation Date: November 4, 2016
• Document Release Date: March 27, 2000
• Sequence Number: 1
• Publication Date: January 13, 1986
• Content Type: MEMO

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r::PLY TO
i,l TN OF:
niernor ntom. u-i
1.3 January 1986
DT--S
SUN SIREAK 1985 Annual Training Repcrt (U)
D'1' (Dr. Vorona).
1. (S/SK/WNTNTEL) The mission of the SUN STREAK Prototype
Operational Group (POG) is to undertake operational intelligence
applications using an aspect of psychoenergeti-es known as remote
viewing (RV). An integral part of that mission is to train
personnel in RV. With the completion of S'Ri-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/':+'NINTEI.) 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 i.rnplementation 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
e. This is basically a continuation r f the problem I
in my cover letter for the third quarter training
report. The Remote -Viewer does not work in vacuum. The
' nc.ert:?int.ies associated with the interim status of the project
pending the approval o` the budget had a negative effect on the
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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 us three months of training time durin
CY 1985. Now that the FY 86 1Sudget has been approved and
has orders in hand to report on 31 January 1986 1 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
sii,ply the criteria used for evaluating a training session.
5. (S/SK/WNINTFL) 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.
1 Fncl
Training Report
SGIJ CF: DT 5A
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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 (R_V). 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 t..y 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
I
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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 (s.ites 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 wa,s 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 spring 1984 an individual was
assigned to this office with the intent of exposing him to the
SRI-I subcontracted training program. In-house orientation to
psychoenergetics lasted through the summer of 1984 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 in
the fall of 1984 and formal in-house training was initiated in the
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 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 (tec nical
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 tIrget
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
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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)
Th
e 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
SITES
CLASS
A
CLASS
B
CLASS
C
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%
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.
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b. (S/SK/WNINTEL) The following
chart details the remote
viewing
training exercises conducted by
trainee source #101 during
1985. Sou_rce
101 s a ,particularly
well disciplined
source.
This discipline ?e ables #101 to separate
incorrect impressions
(AOL) from actual site data more`. reliably
than his
peers.
STAGE
TOTAL CLASS
SITES A
CLASS CLASS
B C
if
%+
~/
70+
4i
70+
~/
%+
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%
0081
062.5%
010
060.0%
001
000.0%
6
008
075.0%
-
%
008
075.0%
-
%
TOTAL:
051
062.7%
011.1
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. Sour-a-"21 's versatility will prove. a most .-,q j?ble 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
A
CLASS
B
CLASS
C
1
-
%
-
2
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%
0J1
000.0%
%
003
066.6%
002
000.0%
018.1%
027
055.5%
012
058.3%
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d. (S/SK/WNINTEL) The following chart details the training
exercises conducted by trainee source 118 during 1985. Source
118, the junior trainee, was taken into stage four training
rapid].y in an attempt to accelerate the training program. This
rapid progression adversely affected #18's lower stage abilities
and when this happened 118 lost confidence and became confused.
At this point a remedi 1,p ogram was implemented to retrain the
lower stages. Source 118 has now successfully completed stage
three with a very thigh confidence level and will now be able to
tackle stage four training. .
STAGE TOTAL CLASS
SITES A
CLASS
B
CLASS
C
# %+ 1 %+
1
%+
it
%+
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 - % - %
-
%
-
%
6 - % - %
-
%
-
%
TOTAL: 060 081.6% %
007
057.1%
053
084.9%
e. (S/SK/WNINTEL) The following chart details the training
exercises conducted by trainee source 103 during 19 5.., Although
source 03's performance is somewhat sporadic, k03's1true
potential is evidenced by an exceptionally high stage x score.
STAGE
TOTAL
SITES
CLASS
A
CLASS
B
CLASS
C
%+
f1
%+
%+
1
_
%
-
-
%
-
%
2
003
066.6%
-
%
002
050.0%
001
100.0%
3
004
025.0%
004
025.0%
-
%
-
%
4
02`~;
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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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.
OPS/TNG Officer
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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; differentii I te 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 Clas4 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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Probably Correct __(PC) This statement means that the
interviewer, having limited information about the site,
thaugh he cannot he 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 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 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 :n'ew 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 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
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 as a "double blind"
experiment. The purposes for Class A training and for RED
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 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 R_Ved from! the feedback package. Working as a team in a
Cla1ss 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 th,-ee 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. Qperational 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.
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