SUN STREAK - ANNUAL REPORT 1988

• Document Type: CREST
• Collection: STARGATE
• Document Number (FOIA) /ESDN (CREST): CIA-RDP96-00788R001000380004-7
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 22
• Document Creation Date: November 4, 2016
• Document Release Date: March 27, 2000
• Sequence Number: 4
• Publication Date: January 10, 1989
• Content Type: MEMO

MNNIUVCU rUI RCICd,C LVVV/VO/V/ (._ ?t4J6~R~iBRIa"~V-VV0~~gjffl.~oMV NMENT
memorandum
DATE: 10 Jan 89
RATTNOF: DT-S
SUBJECT: SUN STREAK - Annual Report 1988 (U)
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S20,001/DT-S89
1. (S/SK/WNINTEL) The mission of the SUN STREAK Prototype
Operational Group (POG) remains dedicated to the exploitation of
the Remote Viewing (RV) process to determine its potential and
effectiveness as a Human Intelligence (HUMINT) collection tool.
At a minimum, remote viewing is a discipline of last resort that
can be utilized as a cuing mechanism in support of and in
coordination with other US intelligence community agencies.
2. (S/SK/WNINTEL) The.POG is comprised of professional
intelligence officers, a group of highly self-disciplined
personnel dedicated to the development and exploitation of this
unique methodology. The attached annual report reflects the
scope of this extensive effort with its perceived highlights of
accomplishments as well as its limitations and shortfalls.
3. (S/SK/WNINTEL) The following reports reflect the results of
activity pursued by the POG for CY 1988:
a. (U) At TAB A is the Annual Production Report retrieved
and sorted by remote viewer.
b. At TAB B is the Annual Production Report retrieved and
sorted by remote viewing methodology.
c. At TAB C is the Annual Production Report retrieved and
sorted by operational project. SG1J
4. (S/SK/WNINTEL) Personnel lasses durin CY 1988 include
Branch Chief, Operations
Officer, and whose departure was projected for
late December 1988; in fact, will leave the unit on 11
SG1J WARNING NOTICE: SENSITIVE
INTELLIGENCE SOURCES AND
METHODS INVOLVED
HANDLE VIA SKEET CHANNELS ONLY
SPECIAL ACCESS REQUIRED
CLASSIFIED BY: DT, DIA
DECLASSIFY BY: OADR
OPTIONAL FORM NO. 10
(REV. 1-80)
GSA FPMR (41 CFR) 101-11.6
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personnel and five civilian
departure of the TDA slot of the military chief, an
05 position, was rea ocated to another element within DIA.
Total authorized strength to date consists of five military
January 1989. Incoming personnel were
Based on current TDA a oca ons, one military
0- vacancy exists within the POG. Shortly following the
5. (S/SK/WNINTEL) All remote viewers are cross-trained in
remote viewing methodologies that include Coordinate Remote
Viewing (CRV) and Extended Remote Viewing (ERV). The practical
application of reducing the training time from two years to six
SG1J months in CRV and ERV was successfully implemented. A third
methodology identified as Written Remote Viewing (WRV) surfaced
SG1J as an initiative during the reporting period. It is anticipated
that will complete ERV training in late January
SG1J 1988; is pursuing training in WRV on her own
initiative and under the tutelage of
done on a voluntary basis.
IV of CRV on 10 January 198
monthly meetings of the American
(ASAD) in Baltimore on his own initiative and at his own expense.
SG1J Both have been encouraged to attend
career related courses at the Defense Intelligence College. More
than one hundred remote viewing sessions were conducted in a solo
mode mainly against training targets. Sessions conducted in a
solo mode are independently pursued by a remote viewer without
the assistance or presence of an interviewer/facilitator. Remote
viewers are at liberty to incorporate CRV, ERV, WRV methodologies
in part or in toto while operating in a solo remote viewing mode.
Solo remote viewing appears to be characteristically successful
against highly refined targets of great specificity. Sessions
are shorter and the conceptual accuracy of the results are highly
encouraging. The remote viewer breaks quickly if he feels
himself slipping into analytical overlay.
6. (S/SK/WNINTEL) During the reporting period, the unit
Automatic Data Processing (ADP) system was programmed to reflect
the scope and value of all training and operational sessions from
1986 to date. This information is now retrievable by date,
remote viewer number, project number and methodology used. The
results of training sessions are entered on a daily basis.
Results of operational sessions are entered upon receipt of
customer feedback. About 15 to 20 percent of operational
sessions were evaluated based on customer feedback, known ground
truth, or public disclosures of previously classified data.
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7. (S/SK/WNINTEL) Except for the Branch Chief and personnel
involved in training, all remote viewers operationally function
and interact as remote viewers, as project officers, and as
facilitators/interviewers. Personnel are expected to remote view
on about a daily basis; they are not expected to conduct more
than two sessions in one day. During the reporting period,
seventy-four sessions were targeted against the US hostages in
Lebanon. Customer feedback indicates the information provided
was of value to the customer when it addressed the locations of
the hostages,their groupings, and their physical status.
Predictive estimates on the dates of release were in error.
Other customer feedback revealed that on three occasions POG
personnel were able to pinpoint the location of ships of interest
to DIA. In the third instance, a dollar-value assessment of
significance was added to the feedback. The three reports of
interest are encouraging in POG efforts to resolve the search
problem, i.e., the ability to pinpoint an identifiable location
of a person, place or thing in time and space. Continuing
attempts to provide information of a predictive nature were
generally in error notwithstanding some occasional success. To
date, the results of our efforts dealing with future time are
simply not marketable. POG customers are made aware of this fact
at the outset of any operational project.
8. (S/SK/WNINTEL) Protocols explaining CRV methodology and ERV
methodology are at TAB D`and TAB E'`respectively. A protocol for
the WRV methodology is being formulated for review. The POG is
looking forward to greater successes from the challenges of 1989.
SG1J
5 Enclosures
TAB A - Annual Production RVr
TAB B - Annual Production Mthd Chief, DT-S
TAB C - Annual Production Ops Pjt
TAB D - CRV
TAB E - ERV
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TAB
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PRODUCTION
R EFFF'OI E1. -? 1`3y VIEWER LwWER -- CY '88
V:I:I:M H. i
C)I:;A-I":CC.) NAI...,
PROJECTS
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ASSESSMENTS
SESSIONS
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TAB
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 SG1A
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TAB
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COORDINATE .REHOTE VIEWING
The Coordinate Remote Viewing (CRV) training procedure was
developed by an SRI-International (SRI---I) subcontractor in the
early 3980s to satisfy R&D demand-!.; on SRI--I to enhance the
reliability (sci(3 ntific rep licability) of remote viewing (RV).
The subcontractor's approach to improving the reliability of RV
was to focus on the control oT those factors that in his view
tend to introduce "noise" into the IN product (imaginative,
envirommnental, and interviewer overlays). The basic components
of this training procedure consist of:
(1) Repeated site-address (coordinate) presentation, with
quick--ruction 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 strictly-prescribed, limited
interviewer patter (to minimize interviewer overlays).
I1 %
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 a sites of quality sensory value; sites which
? are uniquely describable through touch,
taste, sound, color, or odor such as
glaciers, volcanoe , industrial plants, etc.
Stage Three - sites possessing significant dimensional
characteristics such as buildings, bridges,
airfields, etc.
Appendix 2
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:'mot :+3~(s ~~l~lfr !;i t.i s i ( ljui r ) 113, qua I 1 t. a 1. I V42 14l: n i j. t 4_a p(.
::uc:h as tc:cll)1ical military
r c. !s e:a r c: h, etc..
Stage Five nites requiring the interrogation of
qualitative mental purcepp,ts 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 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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)) 1 y I, 1 1 C(:L Lt"L~ oin !i~:1Lrts( r1~ 111.71 I L
Int. 1viewer, having ]united information :,)wut the !.iLe
thoui;h he cr,nnot he :d) Olutely !pure, 1,eAit--ve the+t I.hc
information previdcd is correct.
Near (N) - This i ndi cater that the i nformati on provi d1_d
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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4,03,01? )nity refers to as a "double b7 lad"
purpo!;e , for C] ass A trr+i ni ng and for R'.A duuh] c hl i ad
r?xperiments differ however. The R&D comet unity us s "dauh] C
blind experimental protocols to test a variable under
control ltd 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 i:!ropriety and as such
may not be reproduced or disseminated without permission.
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ABSTRACT IiE1~EI?HNTS DISCRIMINATION OF BINARY AI.TERNAT]vli5
Remote Viewers have demonstrated little ability to discriminate
alp,ianumeric 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 (ARD13A) 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 ARD13A
Training Phases:
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 isinitiated. 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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'Flit? uvc r:41 i J',urr,o ; ),I: ro I to dove) (,p :en i nt, ,-n:+) i ::4.11
fj~vliny, of confidence within the trainee of psychic'
ir~)~i-esrsions through the u!.e of feedback withdrawal tactics.
A data base of trainee 1,c rfoI1n:~nce is also expanded during
this period.
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 ARDI3A 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.
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 two 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.
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 z.nd
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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~,~ c,jr c:t i n c:c>rrr9uctc ri. 1'hi i nVo,l Ve n i 1rn_ une r,f .1 i x` iii I;i t
bi nary curie which i s I d in a c rrvr~lopr?. The tr;#i ned e:c,u: r.e
1 h,n to identify this code given appropriate ab:..tr:,ct
rr.?fc?rr2nts. To be effective, a source riust? be able to Fr ccUratrely
discriminate between binary' alternatives in' a s qui.:ntial chain
given a complex abstract refercent, 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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T1: /\ l ll 3 J (I 110-XIS
for
OBJ}:CT REl1OTfE VJEWJUG
The purpose of Object Remote Viewing (ORV) is to give the remote
viewezt,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.
Appendix 4
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TAB
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EX'1'1{NJ)1:D RE'110'1'E V ] EH I NG
The Extended Remote Viewing (ERV) training procedure drawn on the
expertise of over two decades of research by independent
invirstigators and recognized academic institutions including the
University of Virginia Medical Center, the Maimonides Medical
Center, the Mind Science Foundation, the University of Cali.forni a
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 he
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 I:RV
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 enga;je "receptive mode/right
hemispheric functioning."
Hemispheric Synchronization training, biofeedback,
mode recognition, drawing classes, etc.
Skill 6 - Ability to achieve an altered vie of reality.
Reading assignments, intellectual study,
meditation and contemplation exercises, etc.
Appendix 1
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Approti. v?ViForr - ReIlei,a I
r~pi2i. s P~. Q -AE$-7
u Icc)nz:c1ouS) on r4?mute viewing (kv) t.c::k
Training, in org.anizatic~na1 rn:an:c};Cruc_rnt, r_c,,,nr.c?)in}:,
personal reinforcement, motiv:+tion, etc.
Skill 8 -- Ability to -comiwin i Cate- liV 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 demon5trates independent mastery of each
-;kill, he then learns to combine the skills. His goal is to
simultaneously exhibit all of the learned s:ki) is 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 challe:,,ged 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.
Approved For Release 2000/08/07 : CIA-RDP96-00788R001000380004-7
 l 1 ApprovepJF,car., e1pasp;,?10,
P0/08/07~ri 7QO R9Q~A9Q338r000? t ; li 11, 9
s.irni l ar m;-- nnccr with the c?Ycc. vt i ;-n t h:ct
the ;e l c_c_tr?d target is not I H+li tc. d to
the local area and is usually by geographic coordi nate, photogr,?+ph, c,r
other identifying data. The trainer?, of
course, is not provided any informatic,n
about the site and must by the very
nature of the problem remote view it.
Application
Targets At this point the trainee is. introduc_i_ri
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 insufficic;nt
to satisfy training objectives.
Specific, significant qualitative data
which would be of exploitable value roust
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'.ivary._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. `.
Approved For Release 2000/08/07 : CIA-RDP96-00788R001000380004-7