SUN STREAK TRAINING REPORT

• Document Type: CREST
• Collection: STARGATE
• Document Number (FOIA) /ESDN (CREST): CIA-RDP96-00788R001000370002-0
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 12
• Document Creation Date: November 4, 2016
• Document Release Date: June 18, 1998
• Sequence Number: 2
• Publication Date: July 1, 1985
• Content Type: MEMO

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UNITED STATES GOVERNMENT
memorandum
REPLY TO
ATTN OF,
1 July 1985
DT (SUN STREAK)
SUN STREAK Training Report (U)
TO DT (Dr. Vorona)
SG1J
1. (S/SK/WNINTEL) The mission of the SUN STREAK Prototype
Operational Group (POG) is to undertake operational intelligence
applications using an aspect of psychoenergetics known as remote
viewing (RV). An integral part of that mission is to train
personnel in RV. With the completion of SRI-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/WNINTEL) 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 implementation of the in-house program.
Attached is his training report for the Second Quarter, CY
1985. This is a follow-up to the first quarter report submitted
in April. All references to years in the training report refer
to calendar years.
3. (S/SK/WNINTEL) The training program continues to progress
extremely well. I believe you will find paragraph 4, New
Initiatives, on pages four and five of the training report.
exceptionally interesting.
4. (S/SK/WNINTEL) As is stated in the report, the increase in
session length for stage five training resulted in fewer
sessions being conducted during the second quarter. The longer
session lengths place an additional burden on the
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Interviewer/Trainer and limit unit production. This should be
resolved with the addition of a second interviewer, to
the unit in the August/September 1985 time frame. In t e
interim I will interview on a part time basis.
5. (U) The next formal training report will be prepared in
October 1985. In the meantime I will keep you informed verbally
on training developments.
1 Encl
Training Report
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Second Quarter 1985
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 continues 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 replicab.ility) 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).
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
WARNING NOTICE: SENSITIVE INTELLIGENCE SOURCES
AND METHODS INVOLVED
HANDLE VIA SKEET CHANNELS ONLY
SPECIAL ACCESS REQUIRED
CLASSIFIED BY: DIA/DT
DECLASSIFY BY: OADR
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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 (sites
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), is being modeled and administered. The three personnel
schooled by the SRI-I subcontractor have continued this
multi-stage acquisition process into "stage four" and "stage
five." As stage four training was completed during the first
quarter of 1985, stage five training was the principle effort
through the second quarter of 1985. The reader is invited to
review the TRAINING REPORT - First Quarter 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 forth 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. The reader is
again invited to review the TRAINING REPORT - First Quarter 1985
for details of that training.
2. (S/SK/WNINTEL) GENERAL: (U)
a. (S/SK/WNINTEL) 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 (technical
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
target descriptions (aircraft tracking radar, biomedical
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research facility, tank production plant, etc.). Stage five
perceptions and training are time consuming, highly detailed
processes. Skill refinement requires much more practice than
earlier stages and more manhours per training exercise to
resolve the information available in stage five. During the
first quarter of 1985 (prior to most stage five training) 104
training exercises were conducted with an overall average
exercise duration of 47 minutes. During the second quarter of
1985 only 63 training exercises were conducted but with an
overall average exercise duration of 95 minutes. Such a large
increase in exercise time was not anticipated and as a result,
estimates for the completion of training for the advance
trainees have been moved back to December 1985.
b. (S/SK/WNINTEL) In the first quarter of 1985, an
in-house training program in elementary sketching and drawing
skills was initiated. This program was completed in the second
quarter of 1985. All trainee personnel involved have
demonstrated improved drawing capability, which has been
manifested in improved sketching confidence during RV session
work. The intent of the drawing classes was to increase viewer
ability and flexibility to more accurately and intelligibly
depict form, structure, and relationships of site-relevant
dimensionals and details. A secondary benefit of drawing skills
is that they facilitate development of a link between the
spatially-cognitive, global processing functions of the brain's
right hemisphere and the more linear functions of the brain's
left hemisphere. This kinesthetic interaction with the site
(describing the site with drawings) seems to facilitate accurate
analysis and to "clear the slate" for acquisition and
description of further site relevant informational elements.
This benefit is reportedly enhanced in "stage six" wherein the
source constructs a three dimensional model of the site.
Training during the third quarter of 1985 will include an
introduction to sculpture and modeling in preparation for stage
six RV training which is not scheduled to begin until the forth
quarter of 1985.
3. (S/SK/WNINTEL) SUMMARY OF SECOND QUARTER TRAINING: (U)
a. (S/SK/WNINTEL) The training program, modeled after
the SRI-I subcontracted training, consisted of appropriate
lectures, drills, and practical exercises commensurate with the
trainees' demonstrated levels of expertise. The following chart
depicts the distribution of the 63 remote viewing training
exercises conducted by the trainees (viewers) during the second
quarter of 1985. At Appendix A is an explanation of Class A, B,
and C training.
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Viewer
Class A
Class B
Class C
Totals
#03
11
09
0
20
#18*
0
0
17
17
#21
07
06
0
#101
09
04
0
*New source trainee.
b. (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. For example, if a trainee is involved in "stage two"
training his progress is measured by observing his ability to
report appropriate sensory (stage two) information about the
site.
c. (S/SK/WNINTEL) The following table depicts the
percentages of times source trainees (viewers) were able to
demonstrate expertise (report appropriate site relevant
information) within their "stage" of training during the second
quarter of 1985. These percentages reflect subjective
expectations of the training officer and are not based on any
linear analysis of a prescribed set of criteria. At Appendix B
are illustrations of Class A and Class B training exercises
conducted during the second quarter of 1985.
Viewer Class A Class B Class C
#03 18% 100% NA
#18* NA NA 88%
#21 43% 67% NA
#101 56% 50% NA
*New source trainee.
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4. (S/SK/WNINTEL) NEW INITIATIVES: (U)
a. (S/SK/WNINTEL) Measurement of the trainee sources'
progress by the above method does not reflect their readiness
for intelligence collection operations. For this reason, during
the second quarter of 1985 training for the advanced sources
(stage five trainees) included an introduction into processes
designed to develop RV source abilities commensurate with
operational goals. This was only an elementary step towards the
eventual utility of their RV skills in support of intelligence
requirements. This training included the use of sites which
would mimic operational scenarios as well as the use of a
modified stage five reporting technique. 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. Even the best of RV sessions produced by the
training method, though impressive, falls short of many
operational expectations/requirements. The SRI-I subcontracted
training format is beneficial in that it is learnable, it
instills confidence, it provides experience, and it may serve as
a foundation for later development of operational capabilities.
b. (S/SK/WNINTEL) Prior to becoming involved in the
SRI-I subcontracted training procedure, it appeared (in the
light of some experience in these matters) that there were some
inherent procedural flaws within the program itself. It was
decided, however, to "buy the package" and evaluate it carefully
based on its merits. After having spent a considerable amount
of time (over two years) immersed within the SRI-I subcontracted
training procedure, specific elements of the overall program can
now be examined and criticized or praised. This arena is beyond
the scope of this paper and is being documented under separate
cover. However, for the purposes of this paper, it is necessary
to address the use of repeated coordinate presentation and
National Geographic feedback.
(1) (S/SK/WNINTEL) The use of geographic coordinates
(degrees, minutes, and seconds) for site cuing/addressing has
been a forte of the SRI-I subcontractor (author/inventor of the
training program) for years. The reader is invited to review
appropriate SRI-I documents for the history of the use of
coordinates by the subcontractor. There is one major problem
with using geographic coordinates, however. During the RV
process the source attempts to resolve impressions of the
designated site which evolve into consciousness. These
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impressions are very fleeting and easily confused with
irrelevant (but ever-present) thoughts impinging on the
consciousness. This process interferes with RV to the extent
that it confuses the source as to which impressions are site
relevant and which are superfluous. The use of geographic
coordinates appears to amplify this interference because the
source (either consciously or subconsciously) may attempt to
compare RV perceptions of the site with a concept or notion of
where the site is on the planet. To overcome this problem,
"encrypted" coordinates are now used. By concealing the
"north-south-east-westness" of the site area through encryption,
the source is relieved of the burden of having the ability to
compare RV perceptions of the site with a concept or notion of
where the site is on the planet.
(2) (S/SK/WNINTEL) The use of National Geographic
(or similar photographic type) feedback has long been used by
SRI-I in their RV programs. Aside from the fact that National
Geographic feedback does not provide a comprehensive "picture"
of the site, there is one major problem with using this type of
feedback (especially during training). Using RV ability the
source may (consciously or subconsciously) access the feedback
photographs in lieu of, in conjunction with, or as opposed to
the actual site. To deal with this issue, the target pool of
training sites has been expanded to include sites with
encyclopedia or narrative abstract feedback packages. Not
having a photograph to By, the source is forced to RV the
designated site.
5. (S/SK/WNINTEL) PLANS: During the third quarter of 1985
stage five training will continue for the advanced trainees and
the junior source trainee will begin stage four training.
Training will also include continued development of RV source
abilities commensurate with operational goals. The training
pace is expected to slow during the third quarter due to the
time requirements of stage five training as well as summer leave
schedules.
The association with the undersigned and the intelligence
community is classified CONFIDENTIAL.
SG1J
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 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 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 Class 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,
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 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 new 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
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own perceptual faculties, a necessary step for further training
and operational intelligence collection.
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 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 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 RVed from the feedback package. Working as a team in a
Class 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 three 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. Operational. 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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TRAINING REPORT
SUBJECT: Training Illustrations (U)
1. (S/SK/WNINTEL) Class A Illustration: (U)
a. (S/SK/WNINTEL) Source #21, 11 June 1985.
b. (S/SK/WNINTEL) Class A Site, using encrypted
geographic coordinates; post session feedback consisted of a map
of the general area.
64) .
c. (U) Actual Site: Hampton Roads Tunnel (US Interstate
d. (S/SK/WNINTEL) Source's summary (provided prior to
feedback while still in a Class A environment): Site is rising
rolling land with an open airy feeling above that has a strange
moving feeling. Integral to this site is a manmade structure
which is dimensionally long, curved, narrow, and sort of
hollowed out. Inside it is dark, moist, dank smelling with
rough stoney feeling walls; very closed in feeling - not a
pleasant place to be. . . . Like a cave. . . . Like a tunnel.
2. (S/SK/WNINTEL) Class B Illustration: (U)
a. (S/SK/WNINTEL) Source #03, 11 June 1985.
b. (S/SK/WNINTEL) Class B Site, using encrypted
geographic coordinates; post session feedback consisted of an
encyclopedia extract.
c. (U) Actual Site: Bandar Seri Begawan, Brunei, Borneo.
d. (S/SK/WNINTEL) Source's summary (provided prior to
feedback while still in a Class B environment): Site is an
island, or at least land virtually surrounded by water. Climate
is humid, warm, perhaps even tropical. Much vegetation and
birds are present. People are barefoot, dark skinned,
underdeveloped, and sometimes wear colorful native costumes
adapted for warm weather. They live in houses, perhaps on
stilts, made of natural materials, much like woven fronds, and
are handy at crafts. Other structures are present, including
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