Central intelligence Agency

•
Washington, D.C. 20505

16 April 2014

Mr. John Greenewald, Jr.

The Black Vault

Reference: F-2014-01291

Dear Mr. Greenewald:

This is a final response to your 10 April 2014 Freedom of Information Act request,
received in the office of the Information and Privacy Coordinator on 10 April 2014, for a
copy of the manual "Human Resource Exploitation Training Manual - 1983."

We conducted a search of our previously released database and located the

enclosed document, consisting of 134 pages, which we believe to be the responsive
document requested. Please be advised that the document is dated April 1985 vice 1983
as you referenced. Since you are entitled to the first 100 pages free and the remaining cost
would be minimal, this document is being provided to you without cost.

Sincerely,

/(~~
Michele Meeks
Information and Privacy Coordinator

Enclosure
-C00446742----------------------------

ATIAOf.ffiNT G

HUMAN RESOURCE EXPLOITATION TRAINING

MANUAL, April 1985

b{1) b l3) .
 26 March 1985

~~ Chief,
Counterterrorism, Paramilitary,
Narcotics Staff

cy and Coordination Staff, Policy

Group

5U~ECT: . Review of CPN's Manual on Interrogation

This office has reviewed CPN's manual on interrogation and is

returning it.1 attached, with some suggested changes written into
the text. The suggested changes, which concern the need to avoid
coercive inter ation de · ivation and use of force, have been
discussed with · who informs us
that most of our sugges ave taken care of in a
new draft of the manual. Also attached is a copy of the _Agency's
basic policy on interrogation . . . . - - . , which is the standa~d
used in our · review of the manu~est that key passages
from this policy document be incorporated into the introduction to
the manual and· into the introductory remarks of trainers discussing
inte tion especi_ally the key provisions of paragraphs 3 and 4
of · ·
... ·-. . . . . _ -.
. . ~
. .
....-- .- ' -
~- ' .
- . . . \

Attachments
as stated

--WARNING NOTICE
INTELLIGENCE SOURCES
"OR METHODS INVOLVED
lco044 67 42
16 July 1984

INTERROGATION TEXT REVISIONS

Page Revision/Change
A-2 Under D, last line, add ~he following :
will discuss coercive techniques
"\'le
that have been used by many, and the
reasons why we are against the use· of
these techniques".
A-6 Bottom of page: L. Change Bonafides
to read "Verification·~;
B-3 Top of page: Ensure that the Instructor
defines Liaison; ·
I-8 Bottom of page: Dele~ 7) Physical Violence;
K-1 Include in the introduction to Coercive
Techniques:
We will discuss some of those coercive
techniques that have been used by many, and
the reasons why we are against the use of
these techniques.
We do not use these techniques, nor do
we condone the use of them.

Add the attached disclaimer, "Prohibition Against the Use

of · Force", to the introduction . Reiterate when discussing
Non-Coercive and Coercive techniques. Ensure that the s~udents
understand our position.

________________.........
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PROHIBITION AGAINST USE OF FORCE

The use of force, mental torture, threats, insults, or

exposure to unpleasant and inhumane treatment of any kind as an

aid to interrogation ·is prohibited by law, both international

and domestic; it is neither authorized nor condoned. The

interrogator must never take advantage of the source's

weaknesses to the extent that the interrogation involves

threats, insults, torture or exposure to unpleasant or inhumane

treatment of any kind. Experience indicates that the use of

force is not necessary to gain cooperation of sources. Use of

force is a poor technique, yields unreliable results, may

damage subsequent collection efforts, and can induce the source

to say what he thinks the interrogator wants to hear.

Additionally, the use of force will probably result in adverse

publicity and/or legal action against the interrogator (et al.)

when the source is released. However, the use of force is not

to be confused with psychological ploys, verbal trickery, or

other - noriviolent and non-coercive ruses · employed by the

interrogator in the success£ul interrogation of reticent

sources.

.·
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TABLE OF CONTENTS
SUBJECT SECTION/PAGE
Introduction A-1
Liaison Relationships B-1
Advantages of Working with Liaison B-3
Disadvantages of Working with Liaison B-4
Interpreters C-1
Selection C-3
Sources c-s
Training C-7
Use of Interpreters C-8
Selection of Personnel as Interrogators D-1
Personality Characteristics D-1
Special Skills & ~bilities D-4

Design and Management of a Facility E-1

Security Considerations E-2
Cell Block Planning E-3
The Interrogation Room E-4
Training of Facility Personnel E-9
Training of Internal Guards E-10
Arrest and Handling of Subject F-1
Screening of Subjects G-1
Priorities G-2
Intelligence Categories G-3
Personality Categories G-5
Planning· the Interrogation H-1
Conducting the Interrogation I-1

Non-Coercive Techniques J-1

Coercive Techniques K-1

Checklist for the Interrogation L-1 -No slides

Reporting M-1 No slides

NOTE:
Letter and digit(s) in left margin are slide numbers
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INTRODUCTION

I. OPENING REMARKS

A. THERE IS NOTHING MYSTERIOUS ABOUT "QUESTIONING".

IT IS NO MORE THAN OBTAINING NEEDED INFORMATION FROM SUBJECTS.

THESE MAY BE PRISONERS OF WAR, DEFECTORS, REFUGEES, ILLEGAL
.;
IMMIGRANTS, AGENTS OR SUSPECTED INTELLIGENCE AGENTS

ATTEMPTING TO OPERATE IN YOUR COUNTRY.

B. THE ART OF "QUESTIONING" HAS BECOME CONTROVERSIAL IN ..· . . ··~···.'t~_i

. . - ~ :. ::~
MANY PARTS OF THE WORLD . . THIS IS BECAUSE IN MANY COUNTRIES, ·-~

THE TERM "QUESTIONING" HAS BEEN IDENTIFIED WITH THE USE OF ·

•
-.:.
i
TORTURE TO OBTAIN INFORMATION.

EVERY MANUAL I HAVE READ ON "QUESTIONING"

INFORMATION OBTAINED FROM A SUBJECT UNDER TORTURE IS NOT. ·

RELIABLE, THAT THE SUBJECT WILL SAY WHATEVER HE THINKS YOU

.,
WANT TO HEAR JUST TO AVOID FURTHER PUNISHMENT. . . . ..

. _., ._,
, .~ · · · ~·

DURING THE BATTLE OF ALGIERS, THE · FRENCH ARMY USED TORTURE ·. TO·_.·(
·•
NEUTRALIZE A TERRORIST GROUP WITHIN A MATTER OF MONTHS •.• · \

UNFORTUNATELY, ALONG WITH THE HUNDREDS · OF . TERRORISTS ~ -THAT .·

WERE ARRESTED AND TORTURED, SO WERE HUNDREDS OF INNOCENT

CIVILIANS. SOCIETY SIMPLY WILL NOT CONDONE THlS~

A-1

--------~-------- ........
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C. THE ROUTINE USE OF TORTURE LOWERS THE MORAL

CALIBER OF THE ORGANIZATION THAT USES IT AND CORRUPTS

THOSE THAT RELY ON IT AS THE QUICK AND EASY WAY OUT.

WE STRONGLY DISAGREE WITH THIS APPROACH AND INSTEAD
EMPHASIZE THE USE OF PSYCHOLOGICAL TECHNIQUES
DESIGNED TO PERSUADE THE SUBJECT TO WANT TO FURNISH

US WITH THE INFORMATION WE DESIRE.

D. SUCCESSFUL •QUESTIONING" IS BASED UPON A

KNOWLEDGE OF THE SUBJECT MATTER AND UPON THE USE OF

PSYCHOLOGICAL TECHNIQUES WHICH ARE NOT DIFFICULT TO

UNDERSTAND. WE WILL BE DISCUSSING TWO TYPES OF
. !
TECHNIQUES, COERCIVE AND NON-COERCIVE. WHILE \ot"'E
' I
DEPLORE THE USE OF COERCIVE TEHNIQUES, WE DO WANT TO ''

MAKE YOU AWARE OF THEM SO THAT YOU MAY AVOID THEM.

E. PSYCHOLOGISTS HAVE CONDUCTED CONSIDERABLE

RESEARCH IN MANY AREAS THAT ARE CLOSELY RELATED TO
COERCIVE "QUESTIONING". DURING THIS COURSE WE WILL
DISCUSS THE FOLLOWING TOPICS AS THEY RELATE TO

"QUESTIONING":

1. REACTIONS TO PAIN AND FEAR.

2. THE EFFECTS OF DEBILITY AND ISOLATION.

3. HYPNOSIS AND NARCOSIS.

A-2
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F. ·· WHAT WE ARE EMPHASIZING THROUGHOUT THIS COURSE IS

THAT "QUESTIONING" IS A COHPLICATEO PROCESS INVOLVING

THE INTERACTION OF TWO PERSONALITIES - THAT OF THE

QUESTIONER AND THAT OF THE SUBJECT. IT MUST BE WELL

PLANNED FROM THE TIME TRE SUBJECT IS ARRESTED

THROUGH THE QUESTIONING PROCESS TO THE FINAL

DISPOSITION OF THE SUBJECT.

II. ADMINISTRATIVE DETAILS

A. SCHEDULE AND HOURS

1. TWO WEEKS OF LECTURES IN THE CLASSROOM

2. ONE OR TWO WEEKS OF PRACTICAL WORK WITH

PRISONERS, AT WHICH TIME THE CLASS WILL BE

DIVIDED INTO 3 OR 4 MAN TEAMS.

B. SCOPE OF INSTRUCTION
1. THE INTELLIGENCE CYCLE

2. LIAISON RELATIONSHIPS

3. USE OF INTERPRETERS

4. SELECTION OF ~QUESTIONERs•

5. DESIGN & MANAGEMENT OF A FACILITY

6. ARREST & HANDLING OF SUBJECTS

7. PSYCHOLOGICAL ASSESSMENT OF SUBJECTS

8. PRINCIPLES FOR PLANNING & CONDUCTING THE

•QUESTIONING•

9. NON-COERCIVE ~QUESTIONING• TECHNIQUES

10. COERCIVE "QUESTIONING" TECHNIQUES AND WHY THEY

SHOULD NOT BE USED
11. REPORT WRITING
A-3
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c. STUDENT QUESTIONS OR COMMENTS

FEEL FREE TO MAKE COMMENTS, RELATE PERSONAL

EXPERIENCES, OR ASK QUESTIONS AT ANY TIME

DURING THE COURSE. OCCASIONALLY WE MAY

ONLY GIVE YOU A BRIEF ANSWER BECAUSE SOME

TOPICS WILL BE MORE FULLY COVERED DURING

A LATER CLASS.

D. USE OF VIDEO CAMERA

WE WILL BE VIDEO RECORDING PORTIONS OF YOUR

PRACTICAL EXERCISES. THE VIDEO NOT ONLY

ALLOWS YOU TO REVIEW YOUR QUESTIONING

TECHNIQUES BUT ALSO TO STUDY THE REACTIONS

.•
OF THE SUBJECTS DURING THE QUESTIONING.

III. DEFINITIONS

· TO INSURE THAT WE ALL UNDERSTAND THE TERMS h~ICH

WE WILL BE USING THROUGHOUT THE COURSE HERE ARE A

FEW DEFINITIONS:

A~l A. INFORMATION - RAW DATA WHICH IS OBTAINED

FROM A VARIETY OF SOURCES: RUMORS,

INFORMANTS, PRISONERS, ETC. IT MAY BE

ACCURATE OR INACCURATE.

A-2 B. INTELLIGENCE - THE RESULT OF AN ANALYSIS

OF ALL THE INFORMATION OBTAINED CONCERNING A

GIVEN SUB.J ECT.

A-4
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A~3 C. "QUESTIONING" - OBTAINING INFORMATION BY

DIRECT QUESTIONING OF A PERSON UNDER

CONDITIONS FULLY OR PARTIALLY CONTROLLED BY

THE "QUESTIONER", OR BELIEVED BY THAT PERSON

TO BE UNDER THE "QUESTIONER'S" CONTROL.

"QUESTIONING" IS USUALLY RESERVED FOR

SUBJECTS WHO ARE SUS- PECT, RESISTANT OR

BOTH.

1\-4 D. "QUESTIONER" - A PERSON TRAINED AND .•

EXPERIENCED IN THE 1\RT OF EXTRACTING

INFORMATION FROM A SUBJECT IN RESPONSE TO

EXPLICIT REQUIREMENTS. THE SUBJECT MAY BE

EITHER COOPERATIVE OR RESISTANT.

A-5 E. "QUESTIONING" FACILITY - 1\ BUILDING OR

SERIES OF BUILDINGS DESIGNED TO ENHANCE

DETENTION AND "QUESTIONING" OF SUBJECTS WITH

A VIEW TOWARD OBTAINING MAXIMUM

COOPERATION. THIS WILL INCLUDE

ENVIRONMENTAL, PHYSICAL AND PSYCHOLOGICAL

CONTROLS.

1\-6 F. INTERVIEW - OBTAINING INFORMATION, NOT

USUALLY UNDER CONTROLLED CONDITIONS., BY

QUESTIONING 1\ PERSON WHO IS AWARE OF THE

NATURE AND SIGNIFICANCE OF HIS ANSWERS BUT

NOT AWARE OF THE SPECIFIC PURPOSE OF THE

INTERVIEWER.

1\-5
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A-7 G. DEBRIEFING - OBTAINING INFORMATION BY

QUESTIONING A CONTROLLED, AND SOMETIMES
WITTING, SUBJECT WHO IS NORMALLY WILLING TO
PROVIDE THE DESIRED INFORMATION.

A-8 H. ELICITATION - OBTAINING INFORMATION WITHOUT

REVEALING THE INTENT OR EXCEPTIONAL INTEREST ~

OF THE QUESTIONER, THROUGH A VERBAL OR

WRITTEN EXCHANGE WITH A SUBJECT WHO MIGHT OR
MIGHT NOT BE WILLING TO PROVIDE IT IF HE
KNEW THE TRUE PURPOSE.

A-9 I. CONTROL - THE CAPACITY TO CAUSE OR CHANGE

CERTAIN TYPES OF HUMAN BEHAVIOR BY IMPLYING

OR USING PHYSICAL OR PSYCHOLOGICAL MEANS TO

INDUCE COMPLIANCE. COMPLIANCE MAY BE
VOLUNTARY OR INVOLUNTARY. CONTROL CAN
RARELY BE ESTABLISHED WITHOUT CONTROL OF THE
ENVIRONMENT. BY CONTROLLING THE SUBJECT 1 S

PHYSICAL ENVIRONMENT, WE WILL BE ABLE TO

CONTROL HIS PSYCHOLOGICAL STATE OF MI~.

A-10 J. REQUIREMENTS - THE WRITTEN DETAILED DEMAND

FROM VARIOUS CUSTOMER AGENCIES FOR SPECIFIC

IN-FORMATION OR FOR SPOTTING OF POTENTIAL

ASSETS.

A-6
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A-ll K. SUBJECT - A PERSON BELIEVED TO POSSESS IN-

FORMATION OF VALUE TO THE SERVICE
QUESTIONING HIM.
A-12 L. BONAFIDES - EVIDENCE OR RELIABLE .•

INFORMATION REGARDING A SUBJECT'S IDENTITY,

PERSONAL HISTORY, AND INTENTIONS OF GOOD
FAITH.

A-13 M. SCREENING - THE PRELIMINARY INTERVIEWING OF

A SUBJECT TO OBTAIN BIOGRAPHIC AND OTHER
BACKGROUND INFORMATION.
A-14 N. ASSESSMENT ~ THE ANALYSIS OF THE
PSYCHOLOGICAL AND BIOGRAPHICAL DATA ABOUT A
SUBJECT FOR THE PURPOSE OF MAKING AN

APPRAISAL. THE SPECIFIC TECHNIQUES WHICH

WILL BE . USED DURING THE "QUESTIONING" WILL

DEPEND UPON THE ASSESSMENT.

A-15 IV. THE CYCLE OF INTELLIGENCE

THE INTELLIGENCE CYCLE CONSISTS OF FOUR

PHASES AND CAN BE REPRESENTED AS A CIRCLE

BECAUSE IT HAS NO BEGINNING OR END.

· A-7
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A-16 A. REQUIREMENTS
'.·'

THE DEMAND FOR CERTAIN TYPES OF INFORMATION

ESTABLISHES PURPOSE AND DIRECTION FOR

CONDUCTING THE "QUESTIONING". THERE ARE TWO
TYPES OF REQUIREMENTS:

A-16 1. STANDING REQUIREMENTS - e.g. INFORMATION

CONCERNING THREATS AGAINST GOVERNMENT

OFFICIALS, SUBVERSIVE GROUPS, TERRORIST

ACTIONS, ARMED ATTACK.

A-16 2. SPECIFIC REQUIREMENTS - e.g. INFORMATION .

CONCERNING A TOPIC ABOUT WHICH A

SUBJECT HAS SPECIALIZED KNOWLEDGE, SUCH

AS SCIENTIFIC OR TECHNICAL KNOWLEDGE.

A-17 B. COLLECTION

THIS IS WHERE "QUESTIONING" FITS INTO THE

CYCLE.

A-18 COLLECTION ALSO INCLUDES OTHER SOURCES SUCH

AS: RESEARCH, BOOKS AND MAGAZINES, PICTURES,

NEWSPAPERS, ETC. COLLECTION ONLY PRODUCES

INFORMATION., NOT INTELLIGENCE.

A-8
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B-0 LIAISON RELATIONSHIPS

.... -: . . r-~-'- ~~'
~ . ; . ·-{
:•
B-1 I. LEGAL CONSIDERATIONS .
. -l
·.~

. ;~
;;~·
. . . . ·.
·~ . ·
THE LEGALITY OF DETAINING AND ."QUESTIONING" A . ..,
. . ~-- ·;.~ri
. . ., _
·-~ .
. ..
~
. •..
SUBJECT, AND OF THE METHODS EMPLOYED, IS · . ·.:: · ·..
':";

DETERMINED BY THE LAWS OF THE COUNTRY IN WHICH.. ·.: .:~: ::...... ~~-f

IT IS DONE. IT IS THEREFORE IMPORTANT THAT ALL ·~~~L:~~~/{;}~;:... ~ ~~

"QUESTIONERS" AND THEIR SUPERVISORS BE FULLY AND' ·:} ·'!

.. _-. .• . . ~:~~~
ACCURATELY INFORMED ABOUT THE APPLICABLE LOCAL ·
. :_,~
~..,~~
i :~ .!J
···J
LAWS.
. .1
-~i:~

DO NOT A$SUME THAT ALL MEMBERS OF A LIAISON

SERVICE KNOW THE PERTINENT STATUTES. IT IS

RECOMMENDED THAT COPIES OR LEGAL EXTRACTS OF ALL

APPLICABLE LAWS BE KEPT IN A SEPARATE FILE AND

.
. . ... . ... ...;
-~ -
THAT ALL "QUESTIONERS" REREAD .THE FILE . ·.. ·-:. ; .
.: ~
PERIODICALLY. . '
~·t·
..
~r~:: it=1
. .. -~-·~

IT IS THE RESPONSIBILITY OF THE "QUESTIONER" T~;.::i??~

BE SURE THAT THE ~QUESTIONING" IS LEGAL, WHETHER

IT IS CONDUCTED UNILATERALLY OR JOINTLY. A

JOINT ILLEGAL "QUESTfONING"- MAY LATER ..EMBARRASS

BOTH SERVICES AND LEAD . TO RECRIMINATIONS

STRAINED RELATIONS BETWEEN THEM.

:• -.·.
B-1
. .·.. ..
.- :: .· ~
~.- ... ~ .
.. -~
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. , ~ ~

DETENTION POSES THE MOST COMMON OF THE LEGAL . . ~. ~:.~,

=:;:-;:":·.o;.?'

PROBLEMS. DETENTION IN A CONTROLLED ENVIRONMENT :· : :· /

. .,
.•.

AND PERHAPS FOR A LENGTHY PERIOD IS FREQUENTLY

ESSENTIAL TO A SUCCESSFUL "QUESTIONING" OF A

RESISTANT SUBJECT. SOME SECURITY SERVICES MAY
WORK AT THEIR LEISURE, RELYING UPON TIME AS ·WELL
AS METHODS TO MELT RESISTANCE. THE CHOICE OF

METHODS DEPENDS IN LARGE PART UPON HOW LONG THE

SUBJECT CAN BE LEGALLY DETAINED.

FACTORS RELATING TO THE LEGALITY OF THE

"QUESTIONING":
B-1 A. DOES SERVICE HAVE LAW ENFORCEMENT POWERS?
B-2 B. DOES SERVICE HAVE AUTHORITY TO OPERATE IN
HOME COUNTRY?
B-3 C. DOES "QUESTIONING" OF CITIZENS REQUIRE
-.

SPECIAL APPROVAL?
B-4 D. ILLEGAL DETENTION ALWAYS REQUIRES PRIOR HQS
APPROVAL.

B-5 E. COERCIVE TECHNIQUES CONSTITUTE AN

IMPROPRIETY AND VIOLATE POLICY.

·. : :_:
- .: .:=. -~
-·- ..
. . . -:

B-2
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B-6 II. ~DVANT~GES OF WORKING WITH Ll~ISON

B-6 A. HAS THE LEGAL AUTHORITY TO DETAIN AND

"QUESTION".

B-7 B. CAN PROVIDE NECESSARY DETENTION FACILITIES.

B-8 C. HAS THE ABILITY TO FOLLOW UP ON OPERATIONAL

LEADS.
B-9 D. CAN PROVIDE SUPPORT PERSONNEL SUCH AS:

GUARDS, DRIVERS, INTERPRETERS, MEDICAL AND

HOUSEKEEPING PERSONNEL.
B-10 E. CAN. PROVIDE EASY ACCESS TO LIAISON "FILES.

- TO VERIFY INFORMATION OBTAINED FROM THE

SUBJECT.
TO PROVIDE ADDITIONAL INFORMATION YOU MAY
NOT HAVE (e.g. GIVE US A NAME AND D.O.B.
AND WE CAN PROVIDE YOU WITH A COMPUTERIZED
PERSONAL HISTORY OF THE SUBJECT) .

IT IS ALSO IMPORTANT TO MAINTAIN LIAISON WITH

OTHER GOVERNMENT AGENCIES WITHIN YOUR OWN
COUNTRY. FOR EXAMPLE, IN THE U.S. EACH STATE
AND FEDERAL LAW ENFORCEMENT AGENCY HAS ITS OWN
COMPUTERIZED DATA BASE. EACH AGENCY SHARES ITS
INFORMATION WITH ALL THE OTHERS BY CONNECTING TO .•

A CENTRALIZED COMPUTER. FROM ONE TERMINAL IN

OUR OFFICE WE CAN. ACCESS "tLC.I.C., T.C.I.C.,

T.E.C.S., N.L.E.T.S., ETC.

B-3
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B-11 III. DISADVANTAGES OF WORKING WITH LIAISON

B-11 A. LACK OF UNDERSTANDING OF THE VALUE OF

"QUESTIONING" IN THE INTELLIGENCE CYCLE.

B-12 B. LACK OF TRAINING AND EXPERIENCE IN

"QUESTIONING" TECHNIQUES.

B-13 C. POSSIBILITY OF HAVING TO TERMINATE

ASSISTANCE TO LIAISON QUESTIONING IF IT IS

LEARNED THAT LIAISON USES TORTURE AND

COERCIVE TECHNIQUES.

B-14 D. CORRUPTION WITHIN THE LIAISON SERVICE.

B-15 E. HOSTILE PENETRATION OF THE LIAISON SERVICE.

B-16 F. TENDENCY TO WITHHOLD INFORMATION OR SOURCES.

B-17 G. LIMITATIONS IMPOSED ON COOPERATION FOR
POLITICAL REASONS.

H. PROHIBITION AGAINST OUR DIRECT PARTICIPATION

IN LIAISON QUESTIONING EXCEPT WITH PRIOR

HIGH LEVEL HQS APPROVAL.

ONE CAUTION ABOUT WORKING WITH ANOTHER

SERVICE: BE SURE THAT THE OTHER- SERVICE
WILL MAINTAIN YOUR SECURITY AND THAT OF THE .·
SUBJECT.

B-4
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c-o INTERPRETERS

I. INTRODUCTION

THERE WILL BE MANY OCCASIONS WHEN BORDER

CROSSERS, REFUGEES 1 PRISONERS OF WAR, SUSPECTED
AGENTS, OR OTHER POTENTIAL SUBJECTS FOR
"QUESTIONING" WILL NOT SPEAK YOUR NATIVE

LANGUAGE. THEREFORE, THE USE OF AN INTERPRETER

MAY BE ESSENTIAL TO SUCCESSFULLY COMPLETE AN
EXPLOITATION.

WHEN USED PROPERLY, AN INTERPRETER CAN BE YOOR

KEY ASSISTANT IN PERFORMING YOUR DUTIES AND A
CONTROL TO HELP TO AVOID VIOLATING CUSTOMS AND
TRADITIONS.

.•
HOWEVER, PLEASE KEEP IN MIND THAT THE USE OF AN
INTERPRETER MUST NEVER BE CONSIDERED A SATIS-

FACTORY SUBSTITUTE FOR DIRECT COMMUNICATION

BETWEEN YOU AND THE SUBJECT.

II. DIFFICULTIES & LIMITATIONS

C-1 A. THE AMOUNT OF TIME REQUIRED TO CONDUCT THE
"QUESTIONING" WILL MORE THAN DOUBLE. -

C-1
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C-2 B. YOU WILL EXPERIENCE CONSIDERABLE DIFFICULTY

IN TRYING TO ESTABLISH RAPPORT WITH THE

SUBJECT BECAUSE OF THE LACK OF PERSONAL

CONTACT 1 THAT IS, NOT BEING ABLE TO SPEAK

DIRECTLY TO THE INDIVIDUAL.

C-3 C. IT IS EXTREMELY DIFFICULT TO USE CERTAIN

"QUESTIONING"· TECHNIQUES 1 SUCH AS RAPID FIRE

QUESTIONING, WHEN USING AN INTERPRETER.

C-4 D~ CERTAIN MEANINGS, TONAL INFLECTIONS, AND

EXPRESSIONS ARE ALMOST IMPOSSIBLE TO CONVEY

TO THE s~BJECT THROUGH AN INTERPRETER. THIS

INCREASES THE POSSIBILITY OF

MISUNDERSTANDINGS.

C-5 E. THE PRESENCE OF AN INTERPRETER MAY CAUSE AN

OTHERWISE COOPERATIVE SUBJECT TO WITHHOLD

INFORMATION DURING THE "QUESTIONING". SOME

SUBJECTS ARE WILLING TO GIVE INFORMATION

ONLY IF THEY CAN BE SURE THAT 'NIEIR OWN

FORCES WILL NOT FIND OUT THAT THEY TALKED,

THAT THERE WILL BE NO RETRIBUTION. THE

PRESENCE OF ANY THIRD . PARTY AT THE

"QUESTIONING", EVEN AN INTERPRETER, MAY

CAUSE THE SUBJECT TO DOUBT THIS ASSURANCE.

C-2
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c-6 . F. THERE IS A SECURITY RISK POSED BECAUSE THE

INTERPRETER IS JUST ONE MORE INDIVIDUAL TO
BECOME AWARE OF INTELLIGENCE REQUIREMENTS,

AND HE WILL OBTAIN CONSIDERABLE INFORMATION

OF A CLASSIFIED NATURE DURING THE COURSE OF

THE •QUESTIONING•.

III. SELECTION OF INTERPRETERS

FROM A SECURITY STANDPOINT, INTERPRETERS SHOULD

BE SELECTED FROM YOUR OWN SERVICES, OR AT LEAST

YOUR NATIONALITY, IF AT ALL POSSIBLE. IN SOME

INSTANCES, HOWEVER, IT WILL BE NECESSARY TO HIRE

OR USE FOREIGNERS FOR THIS PURPOSE. LET'S

DISCUSS SOME OF THE FACTORS WHICH MUST BE

CONSIDERED WHEN SELECTING AN INTERPRETER.

C-7 A. SECURITY CLEARANCE
IT IS IMPORTANT THAT AN INTERPRETER HAVE A
SECURITY CLEARANCE BECAUSE OF THE

OPPOSITION'S CONTINUED EFFORTS TO PENETRATE

YOUR ORGANIZATION AND LEARN YOUR

INTELLIGENCE REQUIREMENTS.
C-8 B. LANGUAGE CAPABILITY
HE SHOULD BE COMPLETELY FLUENT IN YOUR

LANGUAGE AS WELL AS THE LANGUAGE OF THE

SUBJECT. THIS IS VERY IMPORTANT IN BOTH

SPEAKING THESE LANGUAGES AND WRITING THEM.

C-3
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. C-9 C. PERSONALITY
WHENEVER POSSIBLE, THE PERSONALITY OF THE
INTERPRETER SHOULD BE THE SAME OR NEARLY THE
SAME AS YOURS. THIS WILL OFTEN COME ABOUT
AS THE TWO OF YOU WORK TOGETHER MORE AND
MORE OFTEN. IF THERE ARE SERIOUS
PERSONALITY DIFFERENCES BETWEEN THE TWO OF

YOU, YOU SHOULD GET ANOTHER INTERPRETER. .•

THE INTERPRETER SHOULD BE ABLE TO ADJUST HIS

PERSONALITY TO THAT OF THE SUBJECT, AND TO
THE "QUESTIONING" TECHNIQUES BEING USED.

C-10 D. SOCIAL STATUS

THIS_ IS ALWAYS A CONSIDERATION IN THOSE

COUNTRIES IN WHICH SOCIAL STATUS EXISTS. IN
A LIAISON SITUATION BE SURE THE INTERPRETER
HAS THE SOCIAL STATURE FOR CONTACT WITH THE

OFFICIALS WITH WHOM HE WILL BE TALKING.

DURING THE "QUESTIONING" OF A SUBJECT IN

WHICH A DIFFERENCE OF CLASSES MAY EXIST
BETWEEN THE SUBJECT AND THE INTERPRETER, YOU
MUST MAKE IT CLEAR TO THE SUJECT THAT THE

CONVERSATION IS STRICTLY BETWEEN ~HE TWO OF

YOU, THAT THE INTERPRETER IS SIMPLY A DEVICE

FOR CONVERTING THE LANGUAGE.

C-4
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IN CERTAIN SOCIETIES WOMEN ARE OFTEN VIEWED

AS HAVING INFERIOR SOCIAL STATUS AND USING A

FEMALE INTERPRETER MAY NOT BE ADVISABLE IN

CASES WHERE A MAN IS BEING "QUESTIONED".

THE CHANGE IN TONAL INFLECTIONS AS A FEMALE

INTERPRETS THE QUESTIONS OF A MALE

. "QUESTIONER" CAUSES THE EFFECT TO BE LOST

DURING TRANSLATION. ACCORDING TO

PSYCHOLOGICl\L · TESTS, MEN AND WOMEN BOTH

RESPOND BETTER TO QUESTIONING BY A MALE.

C-11 E. SOURCES OF INTERPRETERS

1. MOST SECURITY SERVICES ALREADY HAVE

C-12 EXISTING INTERPRETER POOLS FROM WHICH

YOU CAN SELECT SOMEONE WHO MEETS YOUR

REQUIREMENTS.

C-12 2. YOU MAY DE ABLE TO INHERIT AN

INTERPRETER FROM ANOTHER OFFICER WHO NO

LONGER HAS A NEED FOR HIM. IF YOU DO

ACCEPT AN INTERPRETER FROM ANOTHER

OFFICER,

~ . BE SURE THAT YOU FULLY UNDERSTAND WHY

THE OTHER OFFICER IS WILLING TO

RELEASE HIM. ·

C-5

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Slide - BE SURE HE AND THE OTHER OFFICER

C-15 UNDERSTAND THAT THERE ARE TO BE NO

RESIDUAL RELATIONSHIPS BETWEEN THEM.

- REMEMBER THAT NO TWO OFFICERS WILL USE

AN INTER.PRETER IN EXACTLY THE SAME

FASHION. BE SURE HE UNDERSTANDS THAT

YOU PLAN TO CHANGE ANY OF HIS HABITS

WHICH YOU CONSIDER UNDESIRABLE.

C-12 3. IT MAY BE NECESSARY TO USE AN

INTERPRETER FROM A SOURCE OUTSIDE YOUR

OWN SERVICE. EDUCATION FACILITIES ARE

AN EXCELLENT SOURCE FOR NEW TALENT.

C-13 F. GENERAL SUGGESTIONS

C-14 1. WAIT UNTIL YOU HAVE SEVERAL LEADS BEFORE

INTERVIEWING ANY CANDIDATES.

C-14 2. INTERVIEW ALL SERIOUS CANDIDATES.

C-14 3. RUN TRACES ON ALL CANDIDATES, THROUGH

BOTH YOUR OWN AND LIAISON SERVICES.

C-14 4. REVIEW ALL PERSONNEL FILES THOROUGHLY ON

EACH CANDIDATE, INCLUDING ANY

PERF.ORMANCE REPORTS.

C-6
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C-14 5. LAY OUT ALL GROUND RULES AT THE TIME OF

RECRUITMENT. BE SURE HE · UNDERSTANDS ALL

CONDITIONS OF EMPLOYMENT, SUCH AS SALARY

AND BENEFITS, .AND WHAT HE WILL OR WILL

NOT BE ENTITLED TO.

C-14 6. INSOFAR .AS POSSIBLE, HAVE .ALL

UNDERSTANDINGS IN WRITING.
.•
C-14 7. BE ESPECIALLY WATCHFUL FOR ATTEMPTS TO

PENETRATE YOU OFFICE.

C-15 Return to E.2., p. C-5

C-16 IV. TRAINING OF INTERPRETERS

C-16 A. ESTABLISH YOUR AUTHORITY .AS SOON .AS POSSIBLE

AND BE SURE THE INTERPRETER UNDERSTANDS THE

LIMITS. OF HIS AUTHORITY. YOU .ARE

RESPONSIBLE FOR INSTRUCTING THE INTERPRETER

IN HIS DUTIES, THE STANDARDS OF CONDUCT

EXPECTED FROM HIM, THE TECHNIQUES TO BE USED

DURING "QUESTIONING", .AND ANY OTHER

REQUIREMENTS WHICH YOU CONSIDER NECESSARY. -

C-7

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.C-17 B. DETERMINE HIS CURRENT LEVEL OF TRAINING

AND EXPERIENCE, NOTING ANY UNDESIRABLE

CHARACTERISTICS OR HABITS. NOTIFY HIM
FIRMLY OF ANY CHARACTERISTICS YOU WANT

CHANGED AND HOW TO DO IT. IF POSSIBLE, HAVE

A NEW INTERPRETER UNDERSTUDY ONE WHO IS

..
ALREADY PROFICIENT, OR AT LEAST AFFORD HIM

THE OPPORTUNITY TO PRACTICE SKILLS LEARNED

UNDER SUPERVISION.
C-18 C. ACCURACY OF TRANSLATIONS SHOULD BE

STRESSED. HE MUST REALIZE THAT IF HE DOES

NOT UNDERSTAND WHAT YOU ARE TRYING TO SAY,

HE SHOULD NOT TRY TO FAKE IT, BUT SHOULD

FIRST DISCUSS IT WITH YOU BEFORE

INTERPRETING.

HE SHOULD BE MADE TO UNDERSTAND THAT HE IS

YOUR "RlGHT HAND" OR "MOUTHPIECE" AND IS

INDISPENSABLE TO THE "QUESTIONING".

HOWEVER, HE MUST BE CAUTIONED NOT TO

INTERJECT HIS OWN IDEAS INTO THE

"QUESTIONING". HE SHOULD TRANSLATE DIRECTLY
ANY STATEMENTS MADE BY YOU ON THE SUBJECT.

HE SHOULD AVOID SUCH EXPRESSIONS AS "HE

WANTS TO KNOW IF YOU •. • " OR "HE SAID TO TELL

YOU THAT •.. •, ETC.

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C-19 D. PERIODIC TESTING AND EVALUATION OF THE

INTERPRETER SHOULD BE CONDUCTED THROUGH

TAPES OR WRITING. THIS SHOULD BE DONE

WITHOUT HIS KNOWING THAT HE IS BEING
EVALUATED.

C-20 E. SPECIAL ATTENTION SHOULD BE GIVEN TO THE

DEVELOPMENT OF LANGUAGE PROFICIENCY IN THE

TECHNICAL FIELDS IN WHICH THE I~TERPRETER

WILL BE USED. THE USE OF TECHNICAL TERMS

WILL GREATLY INCREASE THE COMPLEXITY OF THE
QUESTIONS ASKED AND ANSWERS GIVEN.
THEREFORE, THE INTERPRETER MUST UNDERSTAND

THE SUBJECT MATTER ALMOST AS WELL AS YOU DO.

C-21 F. MAKE IT CLEAR TO THE INTERPRETER THAT THE

QUANTITY AND QUALITY OF INFORMATION OBTAINED

DURING THE "QUESTIONING" WILL DEPEND UPON
HIS ABILITY AS AN INTERPRETER.
·c-22 v. USE OF INTERPRETERS

THE PROCEDURES TO BE USED DURING

"QUESTIONING" MUST BE ADAPTED TO THE USE OF AN

INTERPRETER. SOME OF THESE ADAPTATIONS NEED

ONLY BE CONSIDERED THE FIRST TIME YOU USE A

PARTICULAR INTERPRETER. THEY DO NOT NEED TO BE

RECONSIDERED IF THE TWO OF YOU CONSTANTLY WORK

TOGETHER AS A TEAM.

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C-22 A. PLANNING AND PREPARATION

ALWAYS THOROUGHLY BRIEF THE INTERPRETER ON

ANY AND ALL INFORMATION AVAILABLE REGARDING

THE SUBJECT AND THE OBJECTIVES OF THE

"QUESTIONING". PRIOR TO THE START OF THE

"QUESTIONING", THE INTERPRETER SHOULD BE

GIVEN THE OPPORTUNITY TO CONDUCT ANY

NECESSARY RESEARCH CONCERNING TECHNICAL OR

PROFESSIONAL TERMS TO BE USED DURING THE

"QUESTIONING". IN SOME CASES IT WILL BE

NECESSARY FOR YOU TO PROVIDE RIM WITH A

•.

PRECISE DEFINITION OF THE TERMS YOU PLAN TO

USE TO ENSURE A CLEAR UNDERSTANDING BY THE

INTERPRETER.

C-23 B. PHYSICAL ARRANGEMENTS

INSTRUCT THE INTERPRETER ON THE PHYSICAL

ARRANGEMENTS FOR THE "QUESTIONING". HE

SHOULD SEE THE ACTUAL FACILITIES TO BE USED

AND SHOULD KNOW EXACTLY WHERE HIS PHYSICAL

POSITION WILL BE IN RELATION TO YOU AND THE

SUBJECT. THE MOST DESIRABLE ARRANGEMENT IS

FOR YOU AND THE SUBJECT TO .FACE EACH OTHER

ACROSS OPPOSITE SIDES OF A TABLE WITH THE

INTERPRETER LOCATED AT ONE END OF THE TABLE.

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C-24 C. METHOD OF INTERPRETATION

SELECT THE METHOD OF INTERPRETATION TO BE

USED DURING THE "QUESTIONING", THAT IS,

EITHER THE ALTERNATE OR THE SIMULTANEOUS

METHOD. THIS CHOICE SHOULD BE BASED UPON

YOUR ~VALUATION OF THE INTERPRETER'S ABILITY

AND PERSONAL CHARACTERISTICS. EACH METHOD

HAS CERTAIN ADVANTAGES AND DISADVANTAGES OF

WHICH YOU SHOULD BE AWARE.

C-24 ALTERNATE METHOD

IN THIS METHOD, YOU SPEAK ENTIRE THOUGHTS,

SENTENCES, AND SOMETIHES EVEN PARAGRAPHS,

AND THEN WAIT FOR THE INTERPRETER TO

TRANSLATE ALL THAT HAS BEEN SAID. THIS

REQUIRES THE INTERPRETER TO HAVE AN

EXCEPTIONALLY GOOD MEMORY BUT DOES ALLOW RIM

TO REPHRASE STATEMENTS TO ENSURE BETTER

UNDERSTANDING IN THE SECOND LANGUAGE. THIS

IS IMPORTANT WHEN THE SENTENCE STRUCTURE OF

THE SUBJECT'.S LANGUAGE DIFFERS FROH THAT OF

YOUR OWN LANGUAGE.

,I

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THE ALTERNATE METHOD HAS THE DISADVANTAGE OF

MAKING THE INTERPRETER 1 S PRESENCE MORE

EVIDENT OR OBVIOUS. THIS TENDS TO BREAK

DOWN THE EYE-TO-EYE CONTACT THAT IS DESIRED

BETWEEN YOU AND THE SUBJECT.

C-24 SIMULTANEOUS METHOD

IN THIS METHOD, THE INTERPRETER TRANSLATES

YOUR WORDS AS YOU ARE SPEAKING, KEEPING UP

WITH YOU AS CLOSELY AS POSSIBLE, USUALLY

ONLY A FEW WORDS OR A PHRASE BEHIND. THIS

ALLOWS HIM TO MORE ACCURATELY CONVEY THE

EXACT MENTAL ATTITUDE AND FINE SHADES OF

MEANING WHICH YOU OR THE SUBJECT ARE TRYING

_TO EXPRESS . BECAUSE THERE ARE NO LONG

PAUSES DURING WHICH YOU OR THE SUBJECT ARE

NOT INVOLVED, THIS METHOD PROMOTES ATTENTIVE

LISTENING AND INCREASES THE RAPPORT BETWEEN

YOU AND THE SUBJECT.

THE SIMULTANEOUS METHOD HAS THE DISADVANTAGE

OF GREATER CHANCE OF ERROR DURING

INTERPRETING, ESPECIALLY WHERE THERE IS A

DIFFERENCE IN SENTENCE STRUCTURE BETWEEN THE

TWO LANGUAGES. IT ALSO REQUIReS A VERY HIGH

DEGREE OF PROFICIENCY IN BOTH LANGUAGES.

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.C-25 D. TECHNIQUES TO BE USED

INSTRUCT THE INTERPRETER ON THE MANNER IN

WHICH THE "QUESTIONING" IS TO TAKE PLACE AND

TECHNIQUES TO BE USED. IF POSSIBLE, YOU

SHOULD PRACTICE WITH HIM UNDER CONDITIONS AS

CLOSE TO THE REAL CONDITIONS WHICH WILL

EXIST DURING THE ACTUAL "QUESTIONING".

DURING YOUR INITIAL CONTACT WITH THE

SUBJECT, YOU SHOULD INFORM HIM AS TO THE

ROLE THE INTERPRETER WILL PLAY DURING THE

"QUESTIONING", HHICH IS SIMPLY TO GIVE AN

ACCURATE TRANSLATION OF EVERYTHING SAID

BETWEEN YOU AND THE SUBJECT.

AT THIS TIME, _INSTRUCT THE SUBJECT TO SPEAK

DIRECTLY TO YOU - NOT TO THE INTERPRETER,

AND WHILE SPEAKING, TO LOOK DIRECTLY AT YOU

- NOT AT THE INTERPRETER.

.•

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INSTRUCT. THE SUBJECT TO USE SIMPLE DIRECT

LANGUAGE AND TO AVOID USING PHRASES SUCH AS
"TELL HIM THAT ... " OR "I WOULD LIKE TO HAVE
YOU SAY THAT ... "
C-26 E. RECORDING AND REPORTING

THE INTERPRETER SHOULD ASSIST YOU IN

PREPARING THE RECORD AND REPORT OF THE

"QUESTIONING". . THIS WILL INSURE THAT THERE

ARE NO MISUNDERSTANDINGS OF WHAT THE SUBJECT
HAS SAID AND THAT YOU HAVE ACCURATELY
ASSESSED HIS PSYCHOLOGICAL STATE OF MIND.
IF THERE ARE TO BE ADDITIONAL "QUESTIONING"
SESSIONS, YOU CAN NOW PROPERLY TAILOR YOUR

TECHNIQUE TO TAKE ADVANTAGE OF THE SUBJECT 1 S

PSYCHOLOGICAL STATE.

VI. SUMMARY
REMEMBER, YOUR INTERPRETER CAN SPELL THE
DIFFERENCE BETWEEN SUCCESS AND FAILURE. IF YOU
.•
MUST USE AN INTERPRETER, USE HIM PnOPERLY.

CONSIDER THE REQUIREMENTS, TAKE CARE IN

SELECTION, TRAIN HIM WELL, AND USE THE CORRECT

TECHNIQUES.

C-14

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WHEN USING AN INTERPRETER IN A CLASSROOM

SITUATION, IF THERE ARE TWO INSTRUCTORS, THE

INTERPRETER MUST WORK TWICE AS HARD. IF THERE

ARE THREE INSTRUCTORS, THE INTERPRETER MUST WORK

THREE TIMES AS HARD.

NO MATTER HOW BADLY THE INSTRUCTOR EXPRESSES

HIMSELF, THE INTERPRETER ALWAYS . MAKES HIM SOUND
GOOD.

.'

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SELECTION OF "QUESTIONERS•

D-0 I. GENERAL

THE USE OF PROPERLY QUALIFIED AND THOROUGHLY

TRAINED "QUESTIONERS" IS FUNDAMENTAL

REQUIREMENT FOR THE EFFICIENT EXPLOITATION OF

SUBJECTS WHO ARE · POTENTIAL SOURCES OF

INTELLIGENCE INFORMATION.

II. QUALIFICATIONS OF CHIEF IMPORTANCE TO A

"QUESTIONER"

A. ENOUGH OPERATIONAL TRAINING AND EXPERIENCE

D-1 TO PERMIT QUICK RECOGNITION OF LEADS.

D-2 B. FAMILIARITY WITH THE LANGUAGE TO BE USED.

D-3 C. EXTENSIVE BACKGROUND KNOWLEDGE ABOUT THE

SUBJECT'S NATIVE COUNTRY (AND INTELLIGENCE

SERVICE, IF EMPLOYED BY ONE.)

D-4 D. A GENUINE UNDERSTANDING OF THE SOURCE AS A

PERSON. OF THE FOUR TRAITS LISTED, A GENUINE

INSIGHT INTO THE SUBJECT'S CHARACTER AND

MOTIVES IS PERHAPS THE MOST IMPORTANT.

III. PERSONALITY CHARACTERISTICS OF A "QUESTIONER"

THE "QUESTIONER" SHOULD POSSESS SUITABLE

PERSONALITY CHARACTERISTICS WHICH WILL ENABLE

HIM TO GAIN THE COOPERATION OF THE SUBJECT, SOME

OF WHICH ARE" LISTED BELOW:

D-1
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D-5 * MOTIVATION: THE DEGREE OF A "QUESTIONER'S"

SUCCESS IS DIRECTLY RELATED TO HIS DEGREE OF

MITIVATION • HIS MENTAL ATTITUDE TO DO A GOOD

JOB IS FELT BY THE SUBJECT AND INCREASES CHANCES

OF COOPERATION.

D-6 * ALERTNESS: A "QUESTIONER" MUST WATCH FOR

ANY INDICATION THAT THE SUBJECT IS WITHHOLDING

ADDITIONAL INFORMATION, FOR ANY TENDENCY TO

RESIST FURTHER QUESTIONING, FOR DIMINISHING

RESISTANCE, FOR CONTRADICTIONS, ETC.
"QUESTIONER" MUST BE CONSTANTLY AWARE OF THE -'
SHIFTING ATTITUDES WHICH NORMALLY CHARACTERIZE A

SUBJECT'S REACTION TO "QUESTIONING". HE MUST

NOTE THE SUBJECT'S EVERY GESTURE, WORD, AND

VOICE INFLECTION AND BE ABLE TO DETERMINE WHY

THE SUBJECT IS IN A CERTAIN MOOD OR WHY HIS MOOD

SUDDENLY CHANGED.

D-7 * PATIENCE AND TACT: A "QUESTIONER"

DISPLAYING PATIENCE AND TACT WILL BE • ABLE TO

CREATE AND MAINTAIN A FAVORABLE ATMOSPHERE

BETWEEN HIMSELF AND THE SUBJECT. THE DISPLAY OF

· IMPATIENCE ~ILL ENCOURAGE THE RESIS'l'ANT SUBJECT

TO REMAIN UNRESPONSIBE EVEN LONGER.

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D-8 CREDIBILITY: A "QUESTIONER" MUST MAINTAIN

CREDIBILITY WITH THE SUBJECT. FAILURE TO

PRODUCE MATERIAL REWARDS WHEN PROMISED MAY

ADVERSELY AFFECT FUTURE INTERVIEWS.

D-9 OBJECTIVITY: A "QUESTIONER" MUST HAVE THE

ABILITY TO MAINTAIN A DISPASSIONATE MENTAL

ATTITUDE REGARDLESS OF THE EMOTIONAL REACTIONS

HE MAY ACTUALLY EXPERIENCE OR MAY SIMULATE

DURING THE "QUESTIONING"~

D-10 SELF CONTROL: A "QUESTIONER" MUST HAVE AN

EXCEPTIONAL DEGREE OF SELF CONTROL TO AVOID

DISPALYS OF GENUINE . ANGER, IRRITATION, SYMPATHY,

OR WEARINESS WHICH MAY CAUSE HIM TO LOSE THE

INITIATIVE DURING THE "QUESTIONING".

D-11 ADAPTABILITY: A "QUESTIONER" MUST BE ABLE

TO ADAPT HIMSELF TO THE MANY AND VARIED -'

PERSONALITIES WHICH HE MAY ENCOUNTER, TO

SMOOTHLY SHIFT HIS TECHNIQUES AND APPROACHES

DURING INTERVIEWS. HE MUST ALSO BE ~BLE TO

ADAPT HIMSELF TO THE OPERATIONAL . ENVIRONMENT

WHICH OFTEN WILL RQUIRE HIM TO FUNCTION UNDER A

VARIETY OF UNFAVORABLE PHYSICAL CONDITIONS.

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D-12 * PERSERVERANCE: PERSERVERANCE MAKES THE

DIFFERENCE BETWEEN A "QUESTIONER" WHO IS MERELY

GOOD AND ONE WHO IS SUPERIOR. A "QUESTIONER"

WHO BECOMES EASILY DISCOURAGED BY OPPOSITION,

NONCOOPERATION, AND OTHER DIFFICULTIES, WILL

NEITHER AGGRESSIVELY PURSUE THE OBJECTIVE TO A

SUCCESSFUL CONCLUSION NOR SEEK LEADS TO OTHER

VALUABLE INFORMATION.

D-13 * APPEARANCE AND BEHAVIOR: A NEAT, ORGANIZED,

AND PROFESSIONAL APPEARANCE WILL FAVORABLY

INFLUENCE THE SUBJECT. A FIRM, DELIBERATE, AND

BUSINESSLIKE MANNER OF SPEECH AND ATTITUDE WILL

CREATE THE PROPER ENVIRONMENT FOR A SUCCESSFUL

.·
"QUESTIONlNG". IF A "QUESTIONER'S" PERSONAL

MANNER REFLECTS FAIRNESS, STRENGTH, AND

EFFICIENCY, THE SUBJECT MAY PROVE MORE

COOPERATIVE AND RECEPTIVE TO QUESTIONING.

III. SPECIAL SKILLS AND ABILITIES

A "QUESTIONER" MUST POSSESS, OR ACQUIRE THROUGH

TRAINING AND EXPERIENCE, A NUMBER OF SPECIAL

SKILLS AND KNOWLEDGE.

D-14 A. WRITING AND SPEAKING ABILITY: "QUESTIONING"

.
IS NOT AN END IN ITSELF. ITS FULL VAL~E CAN

ONLY BE REALIZED WITH THE TIMELY

DISSEMINATION OF THE INFORMATION OBTAINED,

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IN A FORM USABLE TO THE APPROPRIATE

AGENCIES. THEREFORE, A "QUESTIONER" MUST BE

ABLE TO PREPARE AND PRESENT WRITTEN/ORAL

REPORTS IN A CLEAR, COMPLETE, CONCISE, AND

ACCURATE MANNER.

D-15 B. LINGUISTIC SKILL: ALTHOUGH A TRAINED

"QUESTIONER" CAN SUCCESSFULLY WORK THROUGH

AN INTERPRETER, THE RESULTS OBTAINED BY A

"QUESTIONER" WHO IS FLUENT IN THE · SUBJECT'S

NATIVE LANGUAGE WILL BE MORE TIMELY AND

COMPREHENSIVE. PROFICIENCY IN A FOREIGN

LANGUAGE SHOULD INCLUDE A KNOWLEDGE OF

MILITARY TERMS, IDIOMS, ABBREVIATIONS, SLANG

AND LOCAL DIALECTS.

D~l6 C. SPECIALIZED KNOWLEDGE: THE NATURE OF

EXPLOITATION REQUIRES THAT A "QUESTIONER"

HAVE SPECIALIZED KNOWLEDGE:

1. KNOWLEDGE OF THE ORGANIZATION, METHODS

OF OPERATION, AND MISSION OF HISAOWN

ESTABLISHMENT AS WELL AS THOSE OF THE

SUBJECT.

D-17 2. KNOWLEDGE OF THE GEOGRAPHY, HISTORY, AND

CULTURE OF THE AREA IN WHICH HE IS

OPERATING AND OF THE SUBJECT'S .UONE

COUNTRY.

D-5

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EVEN A RESISTANT .SUBJECT WILL SOMETIMES

DISCUSS NON-TACTICAL TOPICS, AND A KNOWLEDGE

OF . THE GEOGRAPHY', ECONOMICS OR POLITICS OF

HIS HOME COUNTRY MAY BE USED TO INDUCE HIM
TO TALK. ONCE HE HAS STARTED TO TALK, THE
"QUESTIONER" MAY THEN GRADUALLY INTRODUCE
SIGNIFICANT TOPICS INTO THE DISCUSSION.

D-18 ·D. TRAINING IN "QUESTIONING" TECHNIQUES. THE

EFFECTIVENESS OF A TECHNIQUE DEPENDS ON THE

PROPER SELECTION AND MATCHING OF THE

TECHNIQUE TO THE PERSONALITY OF THE SUBJECT.

D-19 E. UNDERSTANDING OF BASIC PSYCHOLOGY. A
"QUESTIONER" CAN BEST ADAPT HIMSELF TO THE

PERSONALITY OF THE SUBJECT IF HE HAS AN

UNDERSTANDING OF BASIC PSYCHOLOGICAL
FACTORS, MOTIVATIONS, INHIBITIONS, AND

ATTITUDES.
IV. · CONCLUSION
A "QUESTIONER" SHOULD REMEMBER THAT HE AND 4

THE SUBJECT ARE OFTEN WORKING AT CROSS PURPOSES

NOT BECAUSE THE SUBJECT IS MALEVOLENTLY

WITHHOLDING OR MISLEADING BUT SIMPLY BECAUSE
WHAT HE WANTS FROM THE SITUATON IS NOT WHAT THE

"QUESTIONER" WANTS.

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A "QUESTIONER'S" GOAL IS TO OBTAIN FACTS

CONCERNING SOMETHING ABOUT WHICH HE FEELS THE
SUBJECT HAS ACQUIRED INFORMATION. BUT THE

SUBJECT IS NOT CONCERNED WITH COMMUNICATING THIS

INFORMATION TO HIS "QUESTIONER": HE IS

CONCERNED WITH "WHAT SORT OF IMPRESSION AM I
MAKING?" AND "WHAT IS GOING TO HAPPEN TO ME NOW?"

THE SKILLED "QUESTIONER" CAN SAVE A GREAT

DEAL OF TIME BY UNDERSTANDING THE EMOTIONAL
NEEDS OF THE SUBJECT AND RELIEVING THE FEAR

WHICH HE FEELS WHEN HE . IS SUBJECTED TO

"QUESTIONING". SO SIMPLE A MATTER AS GREETING A
SUBJECT BY HIS NAME AT THE OPENING OF A SESSION
.·
ESTABLISHES IN HIS MIND THE COMFORTING AWARENESS
THAT HE IS CONSIDERED AS A PERSON, NOT A

SQUEEZABLE SPONGE. WITH THIS UNDERSTANDING

ESTABLISHED, THE QUESTIONING CAN MOVE ON TO

IMPERSONAL MATTERS AND WILL NOT LATER BE

INTERRUPTED BY IRRELEVANT ANSWERS DESIGNED NOT
TO PROVIDE FACTS BUT TO PROVE THAT THE SUBJECT
IS A RESPECTABLE MEMBER OF THE HUMAN RACE.

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ALTHOUGH IT IS OFTEN NECESSARY TO TRICK A

SUBJECT INTO TELLING WHAT YOU NEED TO KNOW,

ESPECIALLY IN COUNTER INTELLIGENCE

"QUESTIONING", THE INITIAL QUESTION WHICH A

"QUESTIONER" ASKS HIMSSLF SHOULD BE, "HOW CAN I

MAKE HIM WANT TO TELL ME WHAT HE KNOWS?" RATHER

THAN "HOW CAN I TRAP HIM INTO TELLING WHAT HE

KN0~1S?"

IF THE SUBJECT IS GENUINELY HOSTILE FOR

IDEOLOGICAL REASONS, TECHNIQUES FOR MANIPULATION
.•
ARE IN ORDER. BUT THE ASSUMPTION OF HOSTILITY,

OR THE USE OF PRESSURE TACTICS AT THE FIRST

ENCOUNTER, . MAY M~K~ A SUBJECT RESISTANT WHO

WOULD HAVE RESPONDED TO RECOGNITION OF

INDIVIDUALITY AND AN INITIAL ASSUMPTION OF GOOD

WILL.

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E-0

DESIGN AND MANAGEMENT OF A FACILITY

I. ADMINISTRATIVE/DESIGN CONSIDERATIONS

THE FACILITY SHOULD BE DESIGNED FOR EXPECTED

CAPACITY. THE NUMBER OF "QUESTIONING" ROOMS AND

DETENTION CELLS REQUIRED IS DIRECTLY

.•

PROPORTIONAL TO THE FLOW OF PRISONERS AND THE

AVAILABILITY OF "QUESTIONERS". IF POSSIBLE, ALL

ACTIVITIES SHOULD BE UNDER ONE ROOF, TO INCLUDE

THE FOLLOWING:

E-1 A. CENTRAL RECEPTION ENTRYWAY FOR ADMITTING ALL

PERSONNEL.
E-2 B. SUPERVISORS' OFFICES.

E-3 C. OPERATIONS ROOM

E-4 D. STAFF OFFICE FOR PLANNING AND REPORTS

PREPARATION.

E-5 E. SLEEPING QUARTERS FOR OFF DUTY GUARDS-TO

REST.

E-6 F. FILE ROOM.

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E-7 G. PROCESSING ROOM FOR PRISONERS WITH A STORAGE
AREA FOR PERSONAL EFFECTS.

E-8 H. MEDICAL TREATMENT ROOM WITH A SHOWER FOR

EXAMINING AND TREATING PRISONERS.

E-9 I. KITCHEN FACILITY FOR PREPARING -ALL MEALS FOR:

PRISONERS.

II. SECURITY CONSIDERATIONS

E-10 A. SHOULD BE CONSTRUCTED IN A REASONABLY SECURE

AREA, SECURE FROM DEMONSTRATIONS, RIOTS, ETC.

E-ll B. SHOULD NOT BE EASILY OBSERVED FROM OUTSIDE

BY UNAUTHORIZED PERSONNEL.

E-12 C. SHOULD BE ABLE TO WITHSTAND AN ATTACK.

E-13 D. BACK-UP UTILITIES, ELECTRICITY, WATER, ETC.

E-14 E. OVERHEAD AND BUNKER PROTECTION FROM SHELLING

E-15 F. BUNKERS OUTSIDE THE F~CILITY WITH GOOD

FIELDS OF FIRE.

E-16 G. FIRING PORTS IN THE OUTSIDE WALL OF THE

FACILITY.

E-17 H. EXTERNAL FENCING OF DENSE MATSRIAL TO

DETONATE ROCKETS.

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.E-18 I. ENTRY AND EXIT OF ALL PERSONNEL MUST BE

STRICTLY CONTROLLED BY A SYSTEM OF BADGES,

WITH PHOTOS, IE>ENTIFYING PERSONNEL AND

INDICATING AREAS OF ACCESS (e . g. DIFFERENT

COLOR BACKGROUNDS) . BADGES NEVER LEAVE THE

FACILITY. THEY ARE PICKED UP AND TURNED IN

AT RECEPTION •.

E-19 J. VEHICLE ENTRY SHOULD BE LIMITED TO OFFICIAL

VEHICLES AND CONTROLLED BY A DOUBLE GATE
BARRIER.

E-20 K. PARKING AREAS SHOULD BE LOCATED OUTSIDE THE

FACILITY AND AWAY FROM THE OUTSIDE WALL.

.•

III. CELL BLOCK PLANNING

E-21 A. CELLS SHOULD BE ABOUT 3 METERS LONG AND 2

METERS WIDE.
E-22 B. CEILING SHOULD BE A MINIMUM OF 3 METERS HIGH

WITH SCREENED PROTECTION FOR THE LIGHT.

E-23 C. CELL DOORS SHOULD BE OF HEAVY STEEL WITH

JUDAS PORT FOR VIEWING AND SEPARATE PORT FOR

PUTTING FOOD AND WATER INTO THE CELL. (THE
SLAMMING OF A HEAVY STEEL DOOR IMPRESSES

UPON THE SUBJECT THAT ~E IS CUT OFF FROM THE

REST OF THE WORLD.)

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E-24 D. WINDOW SHOULD BE SET HIGH IN THE WALL WITH

THE CAPABILITY OF BLOCKING OUT LIGHT. (THIS
ALLOWS THE "QUESTIONER" TO BE ABLE TO
DISRUPT THE SUBJECT'S SENSE OF TIME, DAY AND
NIGHT.)
E-25 E. -
HEAT, AIR, AND LIGHT MAY BE EXTERNALLY

CONTROLLED, TORT

E-26 F. BEDDING SHOULD BE MINIMAL - COT AND BLANKET -

NO MATTRESS. (THE IDEA IS TO PREVENT THE

SuBJECT FROM RELAXING.)

E-27 G. IF THERE ARE NO BUILT-IN TOILET FACILITIES,

HE SHOULD EITHER BE GIVEN A BUCKET OR
ESCORTED BY A GUARD TO THE LATRINE. THE

GUARD STAYS AT HIS SIDE THE ENTIRE TIME HE

IS IN THE LATRINE.
E-28 H. CELLS SHOULD BE SOUNDPROOFED OR INSULATED
FROM EACH OTHER.
E-29 I. THERE SHOULD BE ONE OR TWO PLUSH CELLS FOR
COOPERATIVE PRISONERS.

E-30 J. ONLY AUTHORIZED PERSONS SHOULD BE ALLOWED

ACCESS TO THE CELLS.

E-4
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E-31 K. THE CELL BLOCK SHOULD HAVE A SECURE TRAVEL ·.

ROUTE TO THE "QUESTIONING" ROOMS.

E-32 L. ONLY ONE SUBJECT SHOULD BE MOVED AT A TIME

AND HE SHOULD BE BLINDFOLDED.

E-33 M. THE HALLWAY OUTSIDE THE CELLS SHOULD HAVE A . ',_

.·
SERIES OF FLASHING LIGHTS AS A WARNING TO

INDICATE WHEN A SUBJECT IS BEING MOVED.

IV. THE "QUESTIONING" ROOM

THE "QUESTIONING" ROOM IS THE BATTLEFIELD

UPON WHICH THE "QUESTIONER" AND THE SUBJECT

MEET. HOWEVER, THE "QUESTIONER" HAS THE

ADVANTAGE IN THAT HE HAS TOTAL CONTROL OVER THE

SUBJECT AND HIS ENVIRONMENT.

ALTHOUGH VARIOUS SITUATIONS MAY REQUIRE

SPECIAL EQUIPMENT OR ARRANGEMENTS, HERE IS A

BASIC LIST OF DESIRED EQUIPMENT AND A PREFERRED

ARRANGEMENT OF THE ROOM 1\ND ITS FURNITURE.

E-34 A. SHOULD BE AT LEAST 3 X 4 METERS WITH ONLY

ONE ENTRANCE.

E-35 B. NO WINDOWS, OR WINDOWS THAT CAN BE

COMPLETELY BLACKED OUT.

E-36 C. SHOULD BE SOUNDPROOFED AND CARPETED.

E-5
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~'~·: ·
.- ~· .
E-37 D.
WALLS.

E-38 E.

"QUESTIONING" IS BEING CONDUCTED.

'· E-39 F. SHOULD HAVE A TWO-WAY MIRROR INSTALLED

· .. .·

...

. -,'

··:- .. ···:·.:.·
'~ OBSERVATION IS IN PROGRESS. :' :.; ...
·· ~~~~~-
·.·..•.., ..·
,, . .
... 3. THE PERSON OBSERVING CANNOT SMOKE, LIGH~:· . -.;
8 ·,;
:-"""~ ..
.~.
· ~ - ·' · :. : _ :-.:~
A MATCH OR IN ANY WAY INTRODUCE LIGHT
i ••

INTO THE DARKENED ROOM DURING OBSERVATION.

1 ..

: \
. •· :..
. :. .
...
::.-·:
.
·' · ~ .
.
~~~·· .
·- :-·

E-6

..
···.
:
... :
. ~
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E-40 G. SHOULD HAVE BUILT-IN RECORDING FACILITIES,

WITH A HIDDEN SWI.TCH FOR EITHER ACTIVATING

THE RECORDER OR SIGNALING AN ASSISTANT TO DO

so.
1. THE MICROPHONES SHOULD BE HIDDEN~ IN

THE TABLE, WALL, CEILING, ETC.; BUT, IN

ANY LOCATION, MUST BE ABLE TO GIVE A

CLEAR REPRODUCTION OF THE CONVERSATION.

2. THERE SHOULD BE A BACK-UP RECORDER

AVAILABLE IN CASE THE FIRST MAL-

.•
FUNCTIONS. IT SHOULD BE LOADED AND READY

TO TURN ON WHEN THE FIRST BEGINS TO RUN

OUT OF TAPE.

3. RECORDING THE "QUESTIONING" PERMITS YOU

YOU TO QUESTION THE SUBJECT WITHOUT

HAVING TO TAKE NOTES, THUS LEAVING THE

TABLE BARE IN FRONT OF HIM WITH NO

DISTRACTING PAPERS.

4. ONCE HE HAS BEGUN TO TALK, YOU DO NOT

WANT TO BREAK THE RHYTHM OF THE

"QUESTIONING". THE SIGHT OF YOU WRITING

DOWN HIS EVERY WORD CAN UNNERVE HIM AND

MAKE HIM RELUCTANT TO TALK.

.. '

E-7
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5. REMEMBER, YOU ARE "QUESTIONING" THE SUBJECT

BECAUSE HE IS WITHHOLDING INFORMATION YOU

DESIRE, AND YOU MUST DRAW IT FROM HIM. THE

MICROPHONES AND RECORDERS ASSIST YOU IN

MAINTAINING THE MOMENTUH AND ATMOSPHERE OF
THE "QUESTIONING".
6. DO NOT ATTEMPT TO RECORD EVERYTHING THAT IS
SAID, ONLY THE CRUCIAL PORTIONS OF THE .•
"QUESTIONING". REMEMBER THAT YOU WILL HAVE
TO REVIEW THE TAPES AND THEY MAY HAVE TO BE

TRANSCRIBED AT A LATER DATE.

7. RECORDINGS ARE AN INVALUABLE AID IN

PREPARING FOR THE NEXT SESSION BECAUSE YOU

CAN .GO BACK OVER ANY PORTION OF THE

"·QUESTIONING" FOR LEADS OR COMPARE ANSWERS
GIVEN AT DIFFERENT TIMES. THEY CAN BE
PLAYED BACK TO PREVENT DENIAL OF ADMISSIONS.

8. TAPES CAN BE EDITED AND SPLICED, WITH

EFFECTIV~ RESULTS, IF THE TAMPERING. CAN BE
KEPT HIDDEN. FOR INSTANCE, IT IS MORE
EFFECTIVE FOR A SUBJECT TO HEAR A TAPED
CONFESSION OF AN ACCOMPLICE THAN TO MERELY
BE TOLD BY THE "QUESTIONER" THAT HE HAS
CONFESSED.

E-8
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. . 9. RECORDINGS CAN BE USED BY THE

"QUESTIONER" TO STUDY HIS MISTAKES AND

HIS MOST EFFECTIVE TECHNIQUES.

EXCEPTIONALLY INSTRUCTIVE "QUESTIONING$"

OR PORTIONS THEREOF, CAN BE USED IN THE

TRAINING OF OTHERS.

E-41 H. CLOSED CIRCUIT TELEVISION OR A VIDEO TAPE

RECORDER IS ANOTHER VALUABLE AID DURING

"QUESTIONING". VIDEO TAPES CAN BE REVIEWED

TO OBSERVE THE SUBJECT'S REACTIONS TO

CERTAIN KEY QUESTIONS. AS WITH TAPE

RECORDERS, THERE SHOULD BE A BACK-UP SYSTEM.

E-42 I. THERE SHOULD NOT BE A TELEPHONE IN THE

ROOM. IT IS A VISIBLE LINK TO THE OUTSIDE

AND ITS PRESENCE ·MAKES THE SUBJECT FEEL LESS

CUT OFF.

ALL CONTROLS FOR LIGHTS, RECORDERS, SIGNALS,

ETC. SHOULD BE LOCATED SO THAT YOU CAN

EASILY USE THEM WITHOUT ALERTING THE SUBJECT.

NOT EVERY ROOM NEEDS TO BE FULLY EQUIPPED OR

IDENTICALLY EQUIPPED.
.
l. FOR SUBJECTS WHOSE POTENTIAL FOR

EXPLOITATION IS NOT VERY HIGH, SIMPLY A

ROOM WITH A RECORDER IS SUFFICIENT.

E-9
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2. AS A HIGHLY PRODUCTIVE SUBJECT

BECOMES MORE COOPERATIVE, .

"QUESTIONING" CAN BE CONTINUED IN A

ROOM WHICH HAS A MORE FRIENDLY AND

INFORMAL ATMOSPHERE, WITH EASY

CHAIRS, CIGARETTES, BEVERAGES, ETC.

IN ORDER TO RELAX THE SUBJECT AND

INDUCE HIS CONTINUED COOPERATION.

E-43 V. TRAINING OF FACILITY PERSONNEL

ALL PERSONNEL UTILIZED IN THE FACILITY ARE UNDER

THE CONTROL OF THE FACILITY CHIEF FOR

·'
ADMINISTRATIVE AND LOGISTICAL MATTERS, BUT

SHOULD ONLY TAKE ORDERS FROM THE "QUESTIONER" IN

MATTERS DEALING WITH THE SUBJECT.

E-43 A . THEY MUST BE THOROUGHLY INDOCTRINATED ON THE

INTELLIGENCE ASPECTS OF THEIR JOBS. THE

NEED-TO-KNOW PRINCIPLE APPLIES.

E-44 B. THEY MUST UNDERSTAND THE IMPORTANCE OF THEIR

PARTICULAR FUNCTION IN THE "QUESTIONING,..

PROCESS, AND HOW IT CONTRIBUTES TO A

SUCCESSFUL EXPLOITATION.

E-45 C. PROCESSING PERSONNEL MUST UNDERSTAND SUBJECT

HANDLING PROCEDURES AND DESIRED RESULTS.

E-46 D. MEDICAL PERSONNEL (YOU MAY WANT TO. HAVE THE

SUBJECT EXAMINED BY A NURSE) .

E-10
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E-47 · E. FILES PERSONNEL ARE TRAINED IN ACCURATELY

CHECKING INFORMATION OBTAINED FROM THE

SUBJECT AND RELAYING THE RESULTS TO THE

"QUESTIONER".

E-48 F. · EXTERNAL SECURITY PERSONNEL NEED ONLY

UNDERSTAND MATTERS DEALING WITH THE

PROTECTION OF THE FACILITY AND PREVENTING

UNAUTHORIZED ENTRY TO THE FACILITY.

E-49 G. INTERNAL GUARD PERSONNEL MUST UNDERSTAND

WHAT PSYCHOLOGICAL OOJECTIVES THE

"QUESTIONER" IS TRYING TO OBTAIN THROUGH

THEIR HANDLING OF THE SUBJECT.

E-50 VI. TRAINING OF INTERNAL GUARDS

E-50 A. MUST HAVE UNDERGONE A THOROUGH BACKGROUND

SECURITY CHECK.

E-51 B. MUST BE PROFICIENT IN EMERGENCY PROCEDURES.

E-52 C. MUST UNDERSTAND THE LIMITATIONS ON PHYSICAL

CONTACT WITH THE SUBJECT.

E-53 D. MUST UNDERSTAND THE TECHNIQUES USED AND

REASONS FOR P~YCHOLOGICAL PREPARATION OF THE

SUBJECT.

E-54 E. MUST MOVE SUBJECTS FRCM THEIR CELLS TO THE .

"QUESTIONING" ROOMS WITHOUT ALLOWING THEM TO

SEE OR BE SEEN BY OTHER PRISONERS.

E-ll
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THIS SEGREGATION GIVES THE COOPERATIVE

SUBJECT A PLAUSIBLE COVER STORY WHEN HE IS

LATER MOVED TO ANOTHER COMPOUND WHERE HE

MUST LIVE WITH OTHER PRISONERS. NONE OF

THEM WILL BE AWARE OF THE LENGTH OF TIME HE

WAS QUESTIONED OR WHERE HE WAS DETAINED, AND

HE CAN DENY GIVING ANY INFORMATION AT ALL.

E-12

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F-0 ~RREST ~NO H~NOLING OF SUBJECTS

I. APPREHENSION

F-1 A. THE MANNER AND TIMING OF ARREST CAN

CONTRIBUTE SUBSTANTIALLY TO THE

"QUESTIONER'S" PURPOSE AND SHOULD BE PLANNED

TO ACHIEVE SURPRISE AND THE MAXIMUM AMOUNT

OF MENTAL DISCOMFORT. HE SHOULD THEREFORE

BE ARRESTED AT A MOMENT WHEN HE LEAST

EXPECTS IT AND WHEN HIS MENTAL AND PHYSICAL

RESISTANCE IS AT ITS LOWEST.

F-1 THE IDEAL TIME AT WHICH TO MAKE AN ARREST IS

IN THE EARLY HOURS OF THE MORNING. WHEN

ARRESTED AT THIS TIME, MOST SUBJECTS

EXPERIENCE INTENSE FEELINGS - OF SHOCK,

INSECURITY, AND PSYCHOLOGICAL STRESS AND FOR

THE MOST PART HAVE GREAT DIFFICULTY

ADJUSTING TO THE SITUATION.

F-2 B. AS TO THE MANNER OF THE ARREST, IT IS VERY

IMPORTANT THAT THE ARRESTING PARTY BEHAVE IN

SUCH A MANNER AS TO IMPRESS THE SUBJECT WITH

THEIR EFFICIENCY. THE SUBJECT SHOULD BE RUDELY

AWAKENED AND IMMEDIATELY BLINDFOLDED AND

HANDCUFFED. THE ARRESTING PARTY SHOULD THEN -

APPLY THE FOLLOWING PROCEDURE:

F-1
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F-3 C. SEARCH
SEARCH FOR WEAPONS, EQUIPMENT, OR DOCUMENTS
OF INTELLIGENCE VALUE . ALL MATERIALS
OBTAINED SHOULD ACCOMPANY THE SUBJECT TO THE

"QUESTIONING" FACILITY. NO SOUVENIRS!

F-4 D. SILENCE

FROM THE MOMENT OF APPREHENSION TO INITIAL

QUESTIONING, PRISONERS MAY BE REQUIRED TO

MAINTAIN SILENCE AT ALL TIMES, AND NOT BE

ALLOWED TO SPEAK TO EACH. OTHER. THE

ARRESTING PARTY SHOULD BE INSTRUCTED TO

SPEAK TO THE PRISONERS ONLY AS NECESSARY.
THEY ARE NOT TO "QUESTION" THE PRISONERS.
.·
THAT IS THE JOB OF THE "QUESTIONER".

F-5 E. SEGREGATE

. PRISONERS MAY BE SEGREGATED AND ISOLATION,

BOTH PHYSICAL AND PSYCHOLOGICAL, MAY BE

MAINTAINED FROM THE HOMENT OF APPREHENSION

TIME SO EXTENDED AS

OUS DEPRIVATION.

F-6 · F. SPEED TO THE FACILITY

PRISONERS SHOULD BE TRANSPORTED TO THE

"QUESTIONING" FACLITY IN A CLOSED VEHIC~~ RY

WAY OF A CIRCUITOUS ROUTE TO PREVENT THEIR

DETECTING WHERE THEY ARE BEING HELD.

F-2
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..
,,

F-7 G. THE ARRESTING PARTY SHOULD USE ONLY

SUFFICIENT FORCE TO EFFECT THE ARREST. NO

VIOLENCE! IF THEY BREAK THE SUBJECT'S JAW,

HE WILL NOT BE ABLE TO ANSWER QUESTIONS
DURING THE "QUESTIONING".

F-8 H. A "QUESTIONER" SHOULD NOT PARTICIPATE IN THE

ARREST BECAUSE THE SUBJECT WILL REACT TO HIM

QUITE DIFFERENTLY IF HE HAS NEVER SEEN HIM

BEFORE. A "QUESTIONER" SHOULD RECEIVE A
COMPLETE REPORT FROM THE CHIEF OF THE

ARRESTING PARTY WHICH SHOULD INCLUDE A

.•
DESCRIPTION OF CIRCUMSTANCES DURING THE

ARREST, A LIST OF ITEMS TAKEN FROM THE

SUBJECT, AND ANY STATEMENTS MADE BY THE

SUBJECT.

II. HANDLING UPON ARRIVAL AT THE FACILITY

F-9 A. SUBJECT IS BROUGHT INTO THE FACILITY

"BLINDFOLDED AND HANDCUFFED AND SHOULD REMAIN
SO DURING THE ENTIRE PROCESSING.
F-10 B. ANY TIME THE SUBJECT IS 'MOVED. FOR ANY]

REASON, HE SHOULD BE llLINDFOLDED AND

HANDCUFFED.

F-11 C. SUBJECT SHOULD BE Rf."::' JIRED TO COMPLY

IMMEDIATELY AND'PRECJSELY WITH ALL

INSTRUCTIONS.

F-12 D. ALL ITEMS BELONGING TO THE SUBJECT ARE

INVENTORIED AND STORED, WITH A COPY OF THE

LIST GOING TO THE "QUESTIONER".
F-3
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F-13 E. SUBJECT IS FINGERPR~NTED AND PHOTOGRAPHED,
USI~G CAUTION WHEN REMOVING BLINDFOLD.
F-14 F. SUBJECT IS COMPLETELY STRIPPED AND TOLD TO
TAKE A SHOWER. BLINDFOLD REMAINS IN PLACE

WHILE SHOWERING AND GUARD WATCHES THROUGHOUT.

F-14 G. SUBJECT IS GIVEN A THOROUGH MEDICAL

EXAMINATION, INCLUDING ALL BODY CAVITIES, BY

THE. FACILITY DOCTOR OR NURSE.

F-15 H. SUBJECT IS PROVIDED WITH ILL-FITTING

CLOTHING (FAMILIAR CLOTHING REINFORCES

IDENTITY AND THUS THE CAPACITY FOR

RESISTANCE) •

F-16 I. SUBJECT IS THEN TAKEN TO AN INDIVIDUAL CELL

WHERE THE BLINDFOLD AND HANDCUFFS ARE·

REMOVED AFTER HE ENTERS THE CELL.

F-17 J. SUBJECT IS NOT PERMITTED READING MATTER OF

ANY KIND.

F-18 K. TOTAL ISOLATION SHOULD BE MAINTAINED UNTIL

AFTER THE FIRST •QUESTIONING• SESSION.

CONDITIONS CAN BE ADJUSTED AFTER THIS

SESSION.

F-19 L. SUBJECT SHOULD BE MADE TO BELIEVE THAT HE

HAS BEEN FORSAKEN BY HIS COMRADES.

M. THROUGHOUT HIS DETENTION, SUBJECT MUST BE

CONVINCED THAT HIS •QUESTIONER• CONTROLS HIS

ULTIMATE DESTI~, AND THAT HIS ABSOLUTE
COOPERATION IS ESSENTIAL TO SURVIVAL.

F-4
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G-O
SCREENING OF SUBJECTS .-·
.-.' : :
~:-
>· ~
::

I. GENERAL .-
. ·.. :!

.:
G-1 A. SCREENING IS THE PROCESS OF OBTAINING . .;.

BACKGROUND BIOGRAPHIC~L AND PSYCHOLOGICAL

DATA FROM SUBJECTS IN ORDER TO DETERMINE

FUTURE HANDLING. FOR EXAMPLE, CUSTOMS

SCREENS TRAVELERS TO IDENTIFY SUSPECTS WHO

FIT THE PSYCHOLOGICAL PROFILE OF A

SMUGGLER. THOSE WHO DO ARE THEN DETAINED

FOR FURTHER QUESTIONING AND SEARCHING.

THE SCREENING OF LARGE GROUPS OF PRISONERS

SUCH AS P.O.W.'s OR REFUGEES PRIOR TO

·/
"QUESTIONING" HAD A SIMILAR ·PURPOSE. ONLY

SUBJECTS WITH KNOWLEDGE OF POTENTIAL

INTELLIGENCE VALUE SHOULD BE SELECTED FOR

"QUESTIONING".

G-2 B. THE SCREENER SHOULD CONSIDER THE FOLLOWING

FACTORS WHEN MAKING SELECTIONS:

1. OVERALL INTELLIGENCE REQUIREMENTS AND

PRIORITIES.

2. HOUSING CAPACITY AND NUMBER OF

"QUESTIONERS" AVAILABLE.

3. ESTIMATED INTELLIGENCE POTENTIAL OF THE

SUBJECT.
G-1
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c. THE FOLLOWING GUIDELINES WILL AID THE

SCREENER IN ESTABLISHING THE PRIORITY AND

POTENTIAL OF A SUBJECT:

G-3
PRIORITY "A" - SUBJECTS WHO ARE MOST
-physicists
LIKELY TO HAVE: TECHNICAL OR SCIENTIFIC
-chemists
KNOWLEDGE OF INTELL~GENCE VALUE, NAMES OF
-aerospace
OFFICERS AND AGENTS WORKING FOR THE
engineers ·
OPPOSITION, DIRECT INVOLVEMENT IN
-etc.etc. SUBVERSIVE ACTS.

G-4
PRIORITY "B" - SUBJECTS WHO HAVE OTHER
INFORMATION OF INTELLIGENCE VALUE ON A

SUBJECT THAT WARRANTS "QUESTIONING", SUCH AS

INFORMATION OF IMMEDIATE TACTICAL VALUE.

G-5
PRIORITY "C" - SUBJECTS WHO HAVE INFORMATION

WHICH CAN BE USED TO VERIFY OR CORROBORATE

OTHER INFORMATION.

G-6
PRIORITY "D" - SUBJECTS WHO HAVE NO

INFORMATION OF INTELLIGENCE VALUE.

G-2
. .. ... :
·

..
.... -~
~

>~:.~.,
--~
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D. SCREENING SHOULD BE CONDUCTED BY SOMEONE

OTHER THAT THE "QUESTIONER" BECAUSE THERE IS

AN IMPORTANT DIFFERENCE IN WHAT THE TWO ARE

TRYING TO OBTAIN. THE SCREENER WANTS TO

.OBTAIN PERSONAL -INFORMATION ABOUT THE

SUBJECT HIMSELF. THE "QUESTIONER" WANTS TO

OBTAIN INFORMATION TO SATISFY SPECIFIC

REQUIREMENTS.

E. THE TASK OF SCREENING IS MADE EASIER BY THE .•

FACT THAT THE SCREENER IS INTERESTED IN THE

SUBJECT. MOST SUBJECTS WILL SPEAK WITH SOME

FREEDOM ABOUT CHILDHOOD EVENTS AND FAMILIAL

RELATIONSHIPS. EVEN A PROVOCATEUR WHO IS

TRAINED TO RECITE A COVER STORY AND

SUBSTITUTES A FICTITIOUS PERSON FOR HIS

FATHER WILL DISCLOSE SOME OF HIS FEELINGS

ABOUT HIS REAL FATHER.

F. IF THE SCREENER CAN PUT THE SUBJECT AT EASE,

HE IS UNLIKELY TO FEEL THAT A CASUAL

CONVERSATION ABOUT HIMSELF IS DANGEROUS.

FOR EXAMPLE, ROUTINE QUESTIONS ABOUT SCHOOL

TEACHERS, EMPLOYERS, OR GROUP LEADERS WILL

LEAD THE SUBJECT TO REVEAL HOW HE FEE~S

ABOUT HIS· PARENTS, SUPERIORS, AND OTHERS OF

EMOTIONAL CONSEQUENCE TO HIM BECAUSE OF

ASSOCIATIVE LINKS IN HIS MIND.

G-3
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G-7 II. INTELLIGENCE CATEGORIES
THE· FOLLOWING CATEGORIES ARE EXAMPLES OF TYPES

OF SUBJECTS WHO MOST FREQUENTLY PROVIDE

INFORMATION OF INTELLIGENCE VALUE:

G-7 A. TRAVELERS

ARE USUALLY INTERVIEWED, DEBRIEFED, OR

QUESTIONED THROUGH TECHNIQUES OF

ELICITATION. THEY ARE ONLY "QUESTIONED'', IF

THEY ALSO FALL INTO ONE OF THE OTHER

CATEGORIES.

G-8 B. REPATRIATES: (WHY DO THESE RETURN? LOVE OF

COUNTRY//FAMILY. TRAINED BY SOVIETS??)

SOMETIMES "QUESTIONED", BUT OTHER TECHNIQUES

USED MORE OFTEN.

G-9 C. DEFECTORS, ESCAPEES AND REFUGEES

ARE NORMALLY "QUESTIONED" SUFFICIENTLY TO

. · TEST BONA FIDES. HOWEVER, REMEMBER THAT

BONA FIDES CANNOT BE ESTABLISHED

CONCLUSIVELY BY "QUESTIONING" ALONE.

EXPERIENCE HAS SHOWN THAT THE OPPOSITION IS

WELL AWARE OF THIS CHANNEL AS A MEANS OF

PLANTING THEIR AGENTS IN TARGET COUNTRIES.

G-4

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G-10 D. AGENTS
ARE MORE FREQUENTLY DEBRIEFED THAN . .•

"QUESTIONED". IF IT IS ESTABLISHED THAT AN

AGENT BELONGS TO ONE OF THE NEXT THREE

CATEGORIES, THEN HE IS "QUESTIONED".

G-11 E. PROVOCATEURS

USUALLY POSE AS DEFECTORS, ESCAPEES, OR

REFUGEES IN ORDER TO PENETRATE EMIGRE

GROUPS, AN INTELLIGENCE SERVICE, OR OTHER

TARGETS ASSIGNED BY THE OPPOSITION. THEY

ARE TRAINED IN DECEPTION AND THE USE OF A

(

COVER STORY. DETECTION OF A PROVOVATEUR

REQUIRES SKILLED "QUESTIONING".

G-12 F. DOUBLE AGENTS

11
FREQUENTLY ARE NOT QUESTIONED" UNLESS IT IS

DETERMINED THAT THEY ARE GIVING THE EDGE TO

THE OPPOSITION.

G-5
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G-13 G. FABRICATORS

ARE USUALLY "QUESTIONED" FOR PREVENTIVE

REASONS, TO NULLIFY ANY DAMAGE TO YOUR

SERVICE. FABRICATORS HAVE LITTLE

INTELLIGENCE SIGNIFICANCE BUT ARE

NOTORIOUSLY SKILLFUL TIMEWASTERS. THE

PROFESSIONAL PEDDLER WITH SEVERAL

INTELLIGENCE SERVICE CONTACTS MAY BE AN

EXCEPTION, BUT HE WILL USUALLY GIVE THE EDGE

TO A HOST SECURITY SERVICE BECAUSE OTHERWISE

HE CANNOT FUNCTION WITH IMPUNITY.

G-14 III. PERSONALITY CATEGORIES

A. THE SCREENING OF INDIVIDUALS PRIOR TO
"QUESTIONING" CAN PROVIDE A "QUESTIONER"
WITH BACKGROUND DATA WHICH WILL GIVE HIM

PSYCHOLOGICAL INSIGHT TO THE SUBJECT. THIS

PRELIMINARY PSYCHOLOGICAL ASSESSMENT WILL

PERMIT HIM TO SELECT "QUESTIONING"

TECHNIQUES MATCHED TO THE PERSONALITY OF THB

SUBJECT.

G-6
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B. A REAL UNDERSTANDING OF THE SUBJECT IS WORTH

FAR MORE THAN A THOROUGH KNOWLEDGE OF THIS

OR THAT CATEGORY TO WHICH HE HAS BEEN
ASSIGNED. FOR "QUESTIONING" PURPOSES THE

WAYS IN WHICH HE DIFFERS FROM THE ~BSTRACT

C~TEGORY MAY BE MORE SIGNIFIC~NT TH~N THE

W~YS IN WHICH HE CONFORMS. HOWEVER, THE

SCREENER DOES NOT H~VE TIME TO PROBE THE

DEPTHS OF E~CH SUBJECT'S INDIVIDUALITY AND

MUST THEREFORE MAKE USE OF C~TEGORIZING.

C. A "QUESTIONER" MUST NOT MAKE THE MISTAKE OF

ASSUMING THAT BECAUSE A SUBJECT HAS ONE OR

TWO CHARACTERISTICS OF A CATEGORY, THAT HE

AUTOMATICALLY BELONGS IN THAT _ C~TEGORY.

MOST SUBJECTS WILL SHOW CH~RACTERISTICS OF

MORE THAN ONE C~TEGORY, SOME WILL NOT FIT

INTO ANY OF THE CATEGORIES.

D. WITH THESE RESERVATIONS HI MIND, THE

FOLLOWING NINE PSYCHOLOGICAL/EMOTIONAL

CATEGORIES ARE DESCRIBED. THEY ARE BASED

UPON THE ASSUMPTION TH~T A SUBJECT'S PAST IS

ALWAYS REFLECTED IN HIS PRESENT ETHICS AND _

BEH~VIOR AND TH~T ALL INDIVIDUALS,

REG~RDLESS OF CULTURAL ~ND GEOGRAPHIC

BACKGROUNDS, WILL REACT IN ESSENTIALLY THE

SAME WAY TO THE SAME TECHNIQUES. .'

G-7
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G-14 THE ORDERLY-OBSTINATE SUBJECT.

G-15 - THE SUBJECT IN THIS CATEGORY IS OFTEN

INTELLECTUAL

G-15 - HE TENDS TO THINK LOGICALLY AND ACT

DELIBERATELY

G-16 - HE IS PUNCTUAL, 'ORDERLY, TIDY

G-17 - HE IS FRUGAL, NOT IMPULSIVE

G-18 - HE IS VINDICTIVE OR VENGEFUL

G-18 - HE IS STUBBORN

G-20 - HE IS SECRETIVE, DISINCLINED TO CONFIDE

IN OTHERS

G-21 - HE CONSIDERS HIMSELF SUPERIOR

TO OTHER PEOPLE

G-22 - HE SOMETIMES HAS HIS OWN SYSTEM OF MORALITY

G-23 - HE AVOIDS ANY REAL COMMITMENT TO ANYTHING

G-24 - HE IS INTENSELY CONCERNED ABOUT PERSONAL

POSSESSIONS, OFTEN CARRYING SHINY COINS,

KEEPSAKES, OR OTHER OBJECTS HAVING

SYMBOLIC VALUE

G-25 -·HE USUALLY HAS A HISTORY OF ACTIVE

REBELLION IN CHILDHOOD

G-27 - HE HAS DEVELOPED A PROFOUND FEAR AND HATRED

OF AUTHORITY.

.•

G-8
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WHEN DEALING WITH AN ORDERLY-OBSTINATE SUBJECT:

G-27 -AVOID THE ROLE OF HOSTILE AUTHORITY.

G-28 - THREATS AND THREATENING GESTURES, TABLE

POUNDING, POUNCING ON EVASIONS AND LIES, OR

G-29 ANY SIMILAR AUTHORITATIVE TACTICS WILL ONLY

AWA·KEN OLD ANXIETIES AND HABITUAL DEFENSE

MECHANISMS.

G-30 - TO ATTAIN RAPPORT, BE FRIENDLY.

G-31 - THE ROOM AND "QUESTIONER" SHOULD LOOK

EXCEPTIONALLY NEAT.

G-32 THE OPTIMISTIC SUBJECT

G-33 - THIS TYPE OF SUBJECT IS ALMOST CONSTANTLY

HAPPY-GO-LUCKY. HE SEEMS TO ENJOY A CONTINUAL

STATE OF WELL-BEING.
G-34 - HE IS IMPULSIVE, INCONSISTENT, AND

UNDEPENDABLE.

G-35 - HE IS NOT ABLE TO WITHSTAND VERY MUCH

PRESSURE.

G-36 -HE REACTS TO A CHALLENGE BY RUNNING AWAY TO.

AVOID CONFLICT.

G-37 - HE IS OFTEN THE YOUNGEST MEMBER OF A LARGE

.·
FAMILY.

G-9
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G-38 - HE HAS USU~LLY H~D ~ GRE~T DE~L OF OVER

INDULGENCE IN EARLY CHILDHOOD.

WHEN DEALING WITH AN OPTIMISTIC SUBJECT:

G-39 - AVOID PRESSURE TACTICS OR

G-40 HOSTILITY WHICH WILL MAKE HIM RETREAT

INSIDE HIMSELF.

G-41 - REASSURANCE WILL BRING HIM OUT. THE

OPTIMISTIC SUBJECT RESPONDS BEST TO A

KINDLY, PARENTAL APPROACH.

G-42 - HE CAN OFTEN BE HANDLED EFFECTIVELY BY THE

"FRIEND AND FOE" TECHNIQUE DISCUSSED LATER.

G-43 THE GREEDY, DEMANDING SUBJECT

G-44 - THIS TYPE OF SUBJECT IS· EXTREMELY DEPENDENT ~NO

PASSIVE.

G-45 - HE CONSTANTLY DEMANDS THAT OTHERS TAKE CARE OF

HIM.

G-46 - HE TRIES TO PERSUADE OTHERS TO DEFEND HIM

SAYING "LET'S YOU AND HIM FIGHT."

G-47 - HE IS LIKELY TO SHIFT LOYALTIES IF HE FEELS HIS

SPONSOR HAS LET HIM DOWN. AN EXAMPLE IS A .

DEFECTOR . WHO FEELS HIS DESIRES W~RE NOT

S~TISFIED IN HIS ~OME COUNTRY.

G-48 - HE IS SUBJECT TO FREQUENT DEPRESSIONS AND MAY

EVEN TRY TO COMMIT SUICIDE.

G-10
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G-49 - HE USUALLY SUFFERED FROM DEPRIVATION OF

AFFECTION OR SECURITY IN EARLY CHILDHOOD.

WHEN DEALING WITH A GREEDY, DEMANDING SUBJECT:

G-50 - BE CAREFUL NOT TO REBUFF HIM: OTHERWISE

RAPPORT WILL BE DESTROYED.

G-51 - DO NOT ACCEDE TO DEMANDS WHICH CANNOT BE MET.

GRANTING AN UNIMPORTANT FAVOR MAY SATISFY HIM,

BECAUSE HIS DEMANDS ARISE NOT FROM A SPECIFIC

NEED BUT AS AN EXPRESSI0N OF HIS NEED FOR
SECURITY.

G-52 -ANY MANIFESTATION OF.CONCERN FOR HIS WELL-BEING

WILL BE REASSURING TO HIM.

G-53 - ADOPTING THE TONE OF AN UNDERSTANDING FATHER

OR BIG BROTHER IS LIKELY TO MAKE HIM

RESPONSIVE.

G-54 THE ANXIOUS, SELF-CENTERED SUBJECT

G-55 - THIS TYPE OF SUBJECT IS UNUSUALLY FEARFUL.

G-56 - HE IS ENGAGED IN A CONSTANT STRUGGLE TO

CONCEAL HIS FEARS.

G-57 - HE IS FREQUENTLY A DAREDEVIL PRETENDING THERE

IS NO SUCH THING AS DANGER.

G-58 - HE TENDS TO BRAG AND OFTEN LIES OUT OF A

DESIRE FOR APPROVAL OR PRAISE.

- HE MAY HAVE BEEN DECORATED FOR BRAVERY AS.A -

SOLDIER, HAVING EXPOSED HIMSELF TO DANGER ONLY

IN ANTICIPATION OF REWARDS AND A~PROVAL.

G-11
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G-59 - HE IS INTENSELY VAIN AND SENSITIVE.
THE CONCEALED ANXIETY OF THIS SUBJECT PROVIDES

THE OPPORTUNITY FOR MANIPULATION. HIS DESIRE TO

IMPRESS WILL BE QUICKLY EVIDENT. HE IS LIKELY TO

BE TALKATIVE.

G-60 - IGNORING OR RIDICULING HIS BRAGGING, OR CUTTING

G-61 HIM SHORT IS LIKELY TO MAKE HIM RESENTFUL.

G-62 - TAKE ADVANTAGE OF HIS DESIRE TO IMPRESS.

G-63 - PLAYING UPON HIS VANITY OR PRAISING HIS

-COURAGE IS LIKELY TO BE SUCCESSFUL.

G-64 THE GUILT-RIDDEN SUBJECT

G-65 - THIS TYPE OF SUBJECT HAS A STRONG, CRUEL,

UNREALISTIC CONSCIENCE.

G-66 - HE OFTEN ATTEMPTS TO PROVE HE HAS BEEN TREATED .•

UNJUSTLY.

G-67 - HE MAY HAVE BEEN FREQUENTLY SCOLDED OR PUNISHED

AS A CHILD, OR MAY HAVE BEEN A "MODEL" CHILD

WHO REPRESSED ALL NATURAL HOSTILITIES.

G-68 - HE MAY PROVOKE UNJUST TREATMENT TO ASSUAGE HlS

CONSCIENCE THROUGH PUNISHMENT.

G-69 - HE MAY FALSELY CONFESS TO CRIMES.

G-70 - HE MAY COMI-HT CRIMES IN ORDER TO CONFESS AND

BE PUNISHED

G~7l - MASOCHISTS BELONG IN THIS CATEGORY.

- .COMPULSIVE GAMBLERS WHO FIND NO PLEASURE IN

WINNING BUT FIND RELIEF IN LOSING BELONG IN

THIS CATEGORY.

G-12
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THE GUILT-RIDDEN SUBJECT IS DIFFICULT TO
"QUESTION".

G-72 - AVOID ACCUSATIONS WHICH MAY TRIGGER FALSE

CONFESSIONS TO HOSTILE CLANDESTINE ACTIVITY

IN WHICH HE WAS NOT INVOLVED.

G-73 - IF PUNISHED, HE MAY REMAIN SILENT, ENJOYING THE

"PUNISHMENT".

G-74 - SUBJECTS WITH INTENSE GUILT FEELINGS MAY CEASE

RESISTANCE AND COOPERATE IF PUNISHED IN SOME

WAY, BECAUSE OF THE GRATIFICATION INDUCED BY---

PUN IS~
.•
G-75 THE SUBJECT WRECKED BY SUCCESS

G-76 - THIS TYPE OF SUBJECT ChNNOT TOLERATE SUCCESS.

G-77 - HE HAS A CONSCIENCE WHICH FORBIDS THE PLEASURES

OF ACCOMPLISHMENT AND RECOGNITION. HE ENJOYS

HIS AMBITIONS ONLY AS LONG AS THEY REMAIN

FANTASIES.

G-78 - HE GOES THROUGH LIFE FAILING AT CRITICAL POINTS

HE HAS A HISTORY OF ALMOST COMPLETING A

SIGNIFICANT ASSIGNMENT BUT SOMETHING ALWAYS

INTERVENES. THIS "S0!-1F.THING" IS ACTUALLY A

SENSE OF GUILT OF THE KIND DESCRIBED IN THE

LAST CATEGORY.

G-79 - HE FREQUENTLY PROJECTS HIS GUILT FEELINGS ~~D-

BLAMES ALL HIS FAILURES ON SOMEONE ELSE.

G-13
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G-80 - HE HAS A STRONG NEED TO SUFFER AND MAY SEEK
DANGER OR INJURY.

G-81 - HE IS OFTEN ACCIDENT PRONE.

WHEN DEALING WITH THE SUBJECT WRECKED BY SUCCESS:

G-82 - AVOID QUESTIONING WHICH IMPINGES UPON HIS
G-83 FEELINGS OF GUILT OR THE REASONS FOR HIS PAST

FAILURE. THIS WILL ONLY RESULT IN SUBJECTIVE

DISTORTIONS. THE SUCCESSFUL "QUESTIONER" WILL

.•
ISOLATE THIS AREA OF UNRELIABILITY.
G-84 THE SCHIZOID SUBJECT

G-85 - THE SUBJECT LIVES IN A FANTASY WORLD MOST OF

THE TIME.

G-86 HE OFTEN CANNOT DISTINGUISH FANTASY FROM

REALITY

G-87 - TO HIM, THE REAL WORLD SEEMS EMPTY AND

MEANINGLESS.

G-88 - HE IS EXTREMELY INTOLERANT OF ANY FRUSTRATION

THAT OCCURS IN THE REAL WORLD AND DEALS WITH

IT BY WITHDRAWING INTO HIS FANTASY WORLD.

G-89 - HE HAS NO REAL ATTACHMENTS TO OTHERS.
G-90 - ANY LINK TO A GROUP OR COUNTRY WILL ONLY BE
TRANSITORY.

G-91 - ALTHOUGH HE RETREATS FROM REALITY, HE DOES NOT

WANT TO FEEL ABANDONED.

G-92 - HE NEEDS EXTERNAL APPROVAL.

G-14
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G-93 - HE IS LIKELY TO LIE READILY TO WIN APPROVAy,

BUT BECAUSE HE IS NOT ALWAYS CAPABLE OF

DISTINGUISHING BETWEEN FACT AND FANTASY, HE

MAY BE UNAWARE OF LYING.

THE SCHIZOID SUBJECT'S DESIRE FOR APPROVAL

PROVIDES THE "QUESTIONER" WITH A HANDLE.

G-93 - AVOID ACCUSATIONS OF LYING OR OTHER INDICATIONS

G-94 OF DISESTEEM WHICH MAY PROVOKE WITHDRAWAL FROM

THE SITUATION.

G-95 - THE TRUTH CAN BE TEASED OUT OF THE SCHIZOID IF

HE IS CONVINCED THAT HE WILL NOT INCUR FAVOR

BY LYING OR DISFAVOR BY TELLING THE TRUTH.

G-96 THE EXCEPTION

G-97 - THIS TYPE OF SUBJECT FEELS THAT THE WORLD OWES

HIM A GREAT DEAL.

G-98 - HE FEELS THAT HE HAS SUFFERED A GROSS

MISFORTUNE SUCH AS A PHYSICAL DEFORMITY, EARLY

LOSS OF A PARENT, OR PAINFUL ILLNESS AS A

CHILD.

G-99 - HE REGARDS THIS MISFORTUNE AS AN INJUSTICE

WHICH MUST BE RECTIFIED.

G-15
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G-100 . - HE CLAIMS AS HIS RIGHT, PRIVILEGES NOT

PERMITTED OTHERS .

G-101 - IF THE CLAIM IS IGNORED OR DENIED, HE MAY

BECOME REBELLIOUS.

G-102 - HE IS LIKELY TO MAKE DEMANDS FOR MONEY, AID,

AND OTHER FAVORS THAT ARE COMPLETELY OUT OF

PROPORTION TO THE VALUE OF HIS INFORMATION.

THE EXCEPTION IS BEST HANDLED BY:

G-10~ - LISTENING TO HIS GRIEVANCES (WITHIN REASONABLE

TIMELIMITS).

G-104 AVOIDING ANY AMBIGUOUS REPLIES TO DEMANDS

WHICH MIGHT BE INTERPRETED AS ACQUIESCENCE.

G-105 - MAKING NO COMMITMENTS THAT CANNOT BE

DISCHARGED FULLY.

G-106 - DEFECTORS FROM OTHER INTELLIGENCE SERVICES,

DOUBLE AGENTS, AND PROVOCATEURS, IF THEY

G-106 BELONG TO THIS CATEGORY, ARE VERY RESPONSIVE

TO SUGGESTIONS FROM THE "QUESTIONER" THAT THEY

HAVE BEEN TREATED UNFAIRLY BY THE OTHER

SERVICE.

G-107 - REMEMBER THAT HE HAS NO SENSE OF LOYALTY. IF

HE FEELS WRONGED BY YOUR SERVICE, HE IS VERY

LIKELY TO GO TO THE NEWSPAPERS OR COURTS.

THIS SHOULD BE TAKEN INTO ACCOUNT BEFORE ANY

PLANNED OPERATIONS USE.

G-16
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G-108 THE AVERAGE OR NORMAL SUBJECT .•

G-109 - MAY EXHIBIT MOST OR ALL OF THE CHARACTERISTICS

OF THE OTHER CATEGORIES FROM TIME TO TIME.

G-110 - BUT NONE OF THEM IS PERSISTENTLY DOMINANT. THE

AVERAGE SUBJECT'S QUALITIES OF OBSTINANCE,

OPTIMISM, ANXIETY, ETC. ARE NOT OVERRIDING

EXCEPT FOR SHORT PERIODS OF TIME.

G-111 - HIS REACTIONS TO THE WORLD AROUND HIM RESULT

FROM EVENTS IN THAT WORLD AND ARE NOT THE

PRODUCT OF RIGID, SUBJECTIVE PATTERNS AS IS

TRUE WITH THE OTHER CATEGORIES DISCUSSED.

G-17
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H-0 PLANNING THE "QUESTIONING"

H-1 I. REASONS FOR A PLAN

A. NO TWO "QUESTIONINGS" ARE THE SAME. EACH IS

SHAPED DEFINITIVELY BY THE PERSONALITY OF

THE SUBJECT. ONLY WHEN THE STRENGTHS AND

WEAKNESSES OF THE SUBJECT HAVE BEEN

IDENTIFIED AND UNDERSTOOD DOES IT BECOME

POSSIBLE TO PLAN REALISTICALLY.

H-2 B. THE LONG RANGE GOAL OF THE "QUESTIONING" IS

TO OBTAIN FROM THE SUBJECT ALL USEFUL

H-3 INFORMATION THAT HE HAS. TO ACHIEVE THIS,

HIS CAPACITY FOR RESISTANCE SHOULD BE

H-4 REPLACED WITH A COOPERATIVE ATTITUDE.

H-5 C. "QUESTIONING" IS AN ONGOING INTERPERSONAL

PROCESS AND EVERYTHING THAT TAKES PLACE

INFLUENCES ALL SUBSEQUENT EVENTS. CONTINUAL

APPLICATION OF TECHNIQUES THAT FAIL ONLY

BOLSTER THE SUBJECT'S CONFIDENCE AND HIS

ABILITY TO RESIST. THEREFORE, IT IS WRONG

TO TRY ONE TECHNIQUE AFTER ANOTHER UNTIL THE

PROPER METHOD IS DISCOVERED BY CHANCE. THIS

TYPE OF AIMLESS APPROACH CAN RUIN THE CHANCE -

FOR SUCCESS EVEN IF PROPERLY PLANNED

TECHNIQUES ARE USED LATER .

.·
H-1
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II. STEPS PRIOR TO CONSTRUCTION OF THE PLAN

H-6 A. THE SUBJECT IS SCREENED TO DETERMINE:

H-7 1. HIS BACKGROUND BIOGRAPHIC DATA WHICH IS

USED TO CONDUCT TRACES AND VERIFY FILE

HOLDINGS.

2. HIS KNOWLEDGEABILITY IN RELATION TO

REQUIREMENTS.

3. HIS PREVIOUS EXPOSURE TO "QUESTIONING" OR

DETENTION.
H-8 B. A PSYCHOLOGICAL ASSESSMENT IS MADE TO

DETERMINE:

H-9 1. INTO WHICH EMOTIONAL CATEGORY HE FITS.

2. ANY PSYCHOLOGICAL ABNORMALITIES.

3. HIS DEGREE OF WILLINGNESS TO COOPERATE.

4. WHAT HIS POTENTIAL VULNERABILITIES ARE.

5. HOW HE VIEWS HIS POTENTIAL FOR

SURVIVING HIS SITUATION • .

6. WHETHER HE FEELS THAT REVEALING THE

DESIRED INFORMATION POSES A PERSON~L

THREAT TO HIM.

7. WHAT COURSE OF ACTION WILL REDUCE HIS

ABILITY TO RESIST.

H-10 C. DETAILED STUDY OF THE SUBJECT'S ORGANIZATION.

H-11 0. STUDY THE AREAS IN WHICH HE HAS OPERATEO. -

H-12 E. REVIEW ALL RECENT TRAVEL OF THE SUBJECT.

H-2
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H-13 F. STUDY THE SUBJECT'S PERSONAL BELONGINGS.

H-14 G. REVIEW RELATED INFORMATION OBTAINED FROM

OTHER SOURCES.

H-15 H~ WITHIN SECURITY LIMITATION, CIRCULATE THE

SUBJECT'S BIO-DATA TO OTHER INTERESTED

AGENCIES WITH A REQUEST FOR TAILORED

REQUIREMENTS.

H-16 I. COLLATE ALL OF THE ABOVE. .•

III .. SPECIFIC DETAILS TO BE INCLUDED IN THE PLAN

THE PLAN SHOULD BE PREPARED SYSTEMATICALLY, BUT

ALWAYS ALLOW FOR REVISION AS THE "QUESTIONING"

PROGRESSES. THE PSYCHOLOGICAL ASSESSMENT IS A

CONTINUING PROCESS AND MUST BE MODIFIED

PERIODICALLY BASED UPON NEW EVALUATIONS.

H-17 A. OBJECTIVE OF THE "QUESTIONING"

H-18 1. WHAT INFORMATION DO WE ·WANT TO OBTAIN?

H-18 2. WHY DO WE FEEL THE SUBJECT HAS THIS

INFORMATION?

H-18 3. HOW IMPORTANT IS THIS INFORMATION?

H-18 4. HOW CAN THIS INFORMATION BE BEST OBTAINED?

H-18 5. IF SPECIFIC GOALS CANNOT BE DISCERNED

CLEARLY, FURTHER INVESTIGATION IS NEEDED

BEFORE THE "QUESTIONING" STARTS.

H-3
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H-18 6. ANY CONFUSION CONCERNING THE PURPOSE OF

THE "QUESTIONING" OR THE BELIEF THAT THE

PURPOSE WILL TAKE SHAPE AFTER THE

"QUESTIONING" IS UNDER WAY, IS ALMOST .•

CERTAIN TO LEAD TO AIMLESSNESS AND

FAILURE.

H-15 B. RESISTANCE BY THE SUBJECT

H-20 1. WHAT TYPE AND INTENSITY OF RESISTANCE IS

ANTICIPATED?

H-20 2. IS THE INFORMATION DAMAGING TO THE

SUBJECT IN ANY WAY?

H-20 3. CAN THE INFORMATION BE OBTAINED FROM

·OTHER SOURCES?

H-20 4. WHICH TECHNIQUES WILL PROBABLY BE MOST

SUCCESSFUL IN OVERCOMING RESISTANCE?

H-20 5. WHICH RATIONALIZATION WILL BEST AID THE

SUBJECT IN OVERCOMING HIS RESISTANCE?

H-21 C. THE "QUESTIONING" ROOM

H-22 1. IS THE ROOM FREE OF DISTRACTIONS?

H-22 2. ARE THE FURNISHINGS CONDUCIVE TO THE

DESIRED MOOD?

H-22 3. ARE THERE WARNING LIGHTS TO PREVENT

INTERRUPTIONS?

H-22 4. ARE THERE PROVISIONS FOR OUTSIDE VIEWING

AND RECORDING?

H-4
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H-22 5. ARE THERE PROVISIONS FOR RESTRAINTS IF

REQUIRED?

H-22 6. ARE THERE PROVISIONS FOR REFRESHMENTS IF

REQUIRED?

H-23 D. THE PARTICIPANTS

H-24 1. WILL THE SUBJECT BE "QUESTIONED" ALONE OR

JOINTLY WITH OTHER SUBJECTS? SEPARATE

"QUESTIONING" INCREASES A SUBJECT'S

FEELING OF BEING CUT OFF FROM FRIENDLY

AID AND PERMITS THE UE OF A NUMBER OF

TECHNIQUES THAT WOULD NOT BE POSSIBLE

OTHERWISE.

CONFRONTATION OF TWO SUBJECTS IN ORDER TO

PRODUCE ADMISSIONS IS ESPECIALLY

DANGEROUS IF NOT PRECEDED BY SEPARATE

"QUESTIONING" SESSIONS WHICH HAVE EVOKED

COMPLIANCE FROM ONE OF THE SUBJECTS.

H-24 2. WILL THERE BE MORE THAN ONE "QUESTIONER"?

IF SO, HOW WILL THE TEAM FUNCTION? HAVE-

ROLES BEEN ASSIGNED AND REHEARSED? THE

"QUESTIONER" MUST BE ABLE TO FUNCTION ON

TWO LEVELS.

H-5
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HE MUST ACHIEVE RAPPORT WITH THE SUBJECT

BUT REMAIN A DETACHED OBSERVER,· WHOLLY

UNCOMMITTED AT A DEEPER LEVEL, NOTING THE

SIGNIFICANCE OF THE SUBJECT'S REACTIONS

AND THE EFFECTIVENESS OF HIS OWN

PERFORMANCE.

H-24 3. WHAT OTHER SUPPORT WILL BE REQUIRED?

INTERPRETER, DOCTOR, PSYCHIATRIST, MATRON,

ANALYST, ETC.

H-24 4. HAVE POSSIBLE REASONS FOR CHANGING

"QUESTIONE~S" BEEN ANTICIPATED AND

PLANNED FOR? IF THE RELATIONSHIP BETWEEN

THE FIRST "QUESTIONER" AND THE SUBJECT IS

DESTROYED BY A CHANGE IN "9UESTIONERS",

THE REPLACEMENT MUST NOT ONLY START FROM

SCRATCH BUT ACTUALLY STARTS WITH A

HANDICAP, BECAUSE THE SUBJECT'S PREVIOUS

EXPOSURE TO "QUESTIONING" WILL HAVE MADE

HIM A MORE EFFECTIVE RESISTER.

H-24 5. HAS THE "QUESTIONER" DETERMINED HIS

BARGAINING POSITION?

H-25 E. THE TIMING

H-26 1. WHAT IS THE ESTIM~TED TIME TO ACCOMPLISH

THE OBJECTIVES OF· THE "QUESTIONING"?

H-26 2. HOW MUCH TIME IS AVAILABLE TO THE

"QUESTIONER" FOR DETENTION OF THE SUBJECT?

H-6
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H-26 3. HAS A COMPLETE SCHEDULE OF SESSIONS BEEN
PLANNED? "QUESTIONING" OF A RESISTANT

SUBJECT SHOULD BE DONE ON A VARYING

SCHEDULE SO AS TO DISRUPT HIS SENSE OF

CHRONOLOGICAL ORDER.

DISORIENTATION WILL REDUCE HIS CAPACITY

FOR RESISTANCE.

H-27 F. THE TERMINA~ION

1. THE TERMINATION PHASE SHOULD BE

CONSIDERED BEFORE "QUESTIONING" EVER

STARTS. THE TECHNIQUES USED AND EVEN THE

OBJECTIVE OF THE "QUESTIONING" _MAY BE

SHAPED BY THE PLANNED EMPLOYMENT OF THE

SUBJECT.

H-28 2. WILL HE SIMPLY BE RELEASED? IF SO, WILL

HE BE ABLE TO CAUSE EMBARRASSMENT BY

GOING TO THE NEWSPAPERS OR COURTS?

SPENDING THE EXTRA TIME ~ITH HIM TO

REPLACE HIS SENSE OF EMPTINESS WITH NEW~

VALUES CAN BE GOOD INSURANCE. WILL A

QUIT-CLAIM BE OBTAINED?

H-7
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H-28 3. WILL HE BE TURNED OVER TO ANOTHER SERVICE?

IF SO, HOLD TO A fHNIMUM THE INFORMATION

ABOUT YOUR SERVICE AND YOUR METHODS THAT

HE CAN COMMUNICATE.

H-28 4. IS OPERATIONAL USE CONTEMPLATED? HOW

WILL HE BE PHASED INTO THE OPERATION? IF

HE IS TO BE RETURNED TO HIS ORGANIZATION

TO WORK AGAINST HIS EX-COLLEAGUES, HE

MUST BE RETURNED QUICKLY SO AS NOT TO BE

MISSED. HAVE RECONTACT ARRANGEMENTS BEEN

MADE? HOW IS HE TO BE PAID?

.•

H-8
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I-0 CONDUCTING THE "QUESTIONING"

I-0
I. STRUCTURE OF THE "QUESTIONING"

THERE ARE FOUR PHASES IN A "QUESTIONING".

I-1 A. THE OPENING ·

A PRINCIPAL GOAL DURING THE OPENING PHASE IS

TO CONFIRM THE PERSONALITY ASSESSMENT MADE

DURING SCREENING AND TO GAIN A DEEPER UNDER-

STANDING OF THE SUBJECT . UNLESS TIME IS

CRUCIAL, THE SUBJECT IS ALLOWED TO TALK

WITHOUT INTERRUPTION. HE MAY REVEAL

SIGNIFICANT FACTS WHICH WERE PREVIOUSLY

OVERLOOKED.

A SECOND GOAL IS TO ESTABLISH RAPPORT. A

LACK OF RAPPORT MAY CAUSE A SUBJECT TO

WITHHOLD INFORMATION THAT HE WOULD HAVE

PROVIDED FREELY. 'ESTABLISHING RAPPORT MAY

INDUCE A SUBJECT WHO IS DETERMINED TO

WITHHOLD INFORMATION TO CHANGE HIS

ATTITUDE. THE "QUESTIONER" SHOULD NOT BE

DISSUADED FROM THE EFFORT TO ESTABLISH

RAPPORT BY THE BELIEF THAT NO MAN IN HIS .•

RIGHT MIND WOULD INCRIMINATE HIMSELF. !H~

HISTORY OF "QUESTIONING" IS FULL OF

CONFESSIONS AND SELF-INCRIMINATIONS.

I-1
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THE "QUESTIONER" SHOULD REMAIN BUSINESS-LIKE

BUT ALSO FRIENDLY. HE SHOULD AVOID BEING

DRAWN INTO A CONFLICT OF PERSONALITIES WHERE

THE SELF-ESTEEM OF THE SUBJECT IS INVOLVED.

HOSTILITY FROM THE SUBJECT IS BEST HANDLED

BY A CALM INTEREST IN WHAT HAS AROUSED HIM,

i.e. "WHY DON'T YOU TELL ME WHAT HAS MADE

YOU ANGRY?"

DURING THE OPENING PHASE THE "QUESTIONER"

I-2 TRIES TO DETERMINE THE CAUSE FOR ANY

RESISTANCE BY THE SUBJECT. USUALLY, IT IS

FOR ONE OF FOUR REASONS:

1) A SPECIFIC NEGATIVE REACTION TO THE

2) RESISTANCE "BY NATURE" TO ANY COMPLIANCE

WITH AUTHORITY.

3) INFORMATION SOUGHT IS DAMAGING OR

INCRIMINATING.

4) IDEOLOGICAL RESISTANCE BECAUSE OF A

BELIEF IN A CAUSE.

THE "QUESTIONER" WHO SENSES DURING THE

OPENING PHASE THAT HE I~ HEARING A COVER

STORY SHOULD RESIST THE NATURAL IMPULSE TO

DEMONSTRATE ITS FALSITY.

I-2
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IT IS BETTER TO LEAVE AN AVENUE OF ESCAPE, A
MEANS BY WHICH THE SUBJECT CAN CORRECT HIS
STORY WITHOUT LOOKING FOOLISH.

IF IT IS DECIDED TO CONFRONT THE SUBJECT WITH

PROOF OF LYING LATER DURING THE

"QUESTIONING", IT SHOULD BE DONE IN A MANNER

SIMILAR TO CROSS EXAMINATION IN COURT. FOR

INSTANCE, A WITNESS WOULD BE CONFRONTED WITH

A LIE IN SUCH A WAY THAT HE COULD NEITHER

DENY IT NOR EXPLAIN IT. IF YOU HAD A LETTER

WRITTEN BY A WITNESS IN WHICH HE TAKES THE

OPPOSITE POSITION ON SOMETHING HE HAS JUST

SWORN TO, YOU WOULD NOT JUST READ IT TO HIM

WITH THE INQUIRY, "h~AT DO YOU HAVE TO SAY

TO THAT?" THE CORRECT METHOD WOULD BE TO

LEAD THE WITNESS INTO REPEATING THE

STATEMENTS WHICH HIS LETTER CONTRADICTS.

THEN READ THE LETTER TO HIM WITHOUT ALLOWING

HIM TO EXPLAIN.

HOW LONG THE OPENING PHASE CONTINUES DEPENDS

UPON HOW LONG IT TAKES TO ESTABLISH RAPPORT

OR TO DETERMINE THAT COOPERATION IS

UNOBTAINABLE.

I-3
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I-3 B. THE RECONNAISSANCE

IF RAPPOFT HAS BEEN ESTABLISHED AND THE

SUBJECT IS COOPERATIVE, THEN THIS PHASE CAN

BE BYPASSED. BUT IF HE IS WITHHOLDING, THE

PURPOSE OF THE RECONNAISSANCE IS TO PROBE

THE CAUSES, EXTENT, AND INTENSITY OF HIS

RESISTANCE TO DETERMINE THE KIND AND DEGREE .•

OF PRESSURE THAT WILL BE NEEDED DURING THE

THIRD PHASE.
I-4 TWO DANGERS ARE LIKELY TO APPEAR DURING THE

RECONNAISSANCE. UNTIL NOW THE "QUESTIONER"

HAS NOT CONTINUED A LINE OF QUESTIONING WHEN

RESISTANCE WAS MET, BUT NOW, AS HE KEEPS

COMING BACK TO AREAS OF SENSITIVITY, RAPPORT

MAY BE STRAINED AND THE SUBJ.ECT MAY ATTEMPT

TO PERSONALIZE THE CONFLICT. THE

"QUESTIONER" MUST RESIST THIS ATTEMPT.

I-4
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THE SECOND DANGER IS THE NATURAL INCLINATION

TO RESORT TO RUSES TO GET THE "QUESTIONING"

OVER WIT~ IN A HURRY. THE PURPOSE OF THE

RECONNAISSANCE IS TO PROBE. THE

'
"QUESTIONER" SHOULD RESERVE HIS FIRE-POWER . '.
'
'
UNTIL HE KNOWS WHAT HE IS UP AGAINST.

I-5 C. THE DETAILED QUESTIONING -. ~­

~
MAJOR CONSIDERATIONS INCLUDE: . j
"f'{

I-6 1) KNOW WHAT THE SPECIFIC REQUIREMENTS ARE

AND WHAT QUESTIONS YOU WANT TO USE.

I-7 2) KEEP THE QUESTIONING FOCUSED ON THE

REQUIREMENTS.

I-8 3) COVER ALL ELEMENTS OF WHO, WHAT, WHEN,

WHERE I WHY I HOW.

I-9 4) DETERMINE IF THE SUBJECT'S KNOWLEDGE IS

FIRST HAND, "LEARNED INDIRECTLY, OR MERELY

ASSUMPTION. IF LEARNED INDIRECTLY,

OBTAIN IDENTITIES OF SUB-SOURCES. IF

ASSUMPTION, GET THE FACTS UPON WHICH IT

IS BASED.

I-10 5) CONTINUE TO REEXAMINE THE SUBJECT'S

BIOGRAPHIC HISTORY, OVER AND OVER, IN

HORE AND MORE DETAIL .

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I-ll 6) COVER GAPS OR DISCREPANCIES NOTED IN
PREVIOUS SESSIONS. .•

I-12 7) MAKE NOTES OF TOPICS TO BE EXPLORED

LATER. THEY TEND TO DISRUPT THE PLAN IF

COVERED AS THEY POP UP.
I-13 8) EXPECT THE SUBJECT'S PSYCHOLOGICAL

CONDITION TO VARY PERIODICALLY AND VARY

YOUR TECHNIQUE ACCORDINGLY.

I-14 9) FROM THE BEGINNING TO THE END OF THE

"QUESTIONING" MAKE THE SUBJECT FEEL THAT

YOUR INTEREST IN HIM HAS REMAINED

CONSTANT.

I-15 THINGS TO AVOID DURING THE DETAILED

QUESTIONING:
I-15 1) DO NOT ALLOW THE SUBJECT TO DETERMINE

YOUR EXACT AREA OF INTEREST.

I-16 2) DO NOT ALLOW THE SUBJECT TO DETERMINE THE

EXTENT OF YOUR KNOWLEDGE.

I-17 3) DO NOT GIVE THE SUBJECT A LIST OF

QUESTIONS AND ASK HHt TO ANSWER THEM.

I-18 4) DO NOT ASK QUESTIONS REQUIRING "YES"

OR "NO" ANSWERS.
I-19 5) DO NOT PUSH THE "QUESTIONING" BEYOND THE

RATE PLANNED. REMEHBE.R, TIME IS ON YOU~-

SIDE.

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I-20 OTHER CONSIDERATIONS
I -20 IDEOLOGICAL ARGUMENT

THE "QUESTIONER" SHOULD BE PREPARED TO

DISCUSS THE PRINCIPLES. OF AND OFFER VALID

ALTERNATIVES TO THE IDEOLOGY THAT MOTIVATED

THE SUBJECT TO SELECT HIS PARTICULAR COURSE

OF ACTION. THE PURPOSE OF THIS DISCUSSION

IS NOT TO PROVE THE SUBJECT WRONG BUT TO

PROVIDE HIM WITH REASONS WHICH HE CAN USE TO

JUSTIFY TO HIMSELF FOR CHANGING SIDES.

I-22 BARGAINING

HAVING THE PROPER APPROVAL TO BARGAIN WITH

THE SUBJECT, TO BE ABLE TO OFFER HIM

SOMETHING IN EXCHANGE FOR HIS COOPERATION

CAN SAVE WEEKS OF EFFORT. PRIOR TO

CONDUCTING THE "QUESTIONING", THE

"QUESTIONER" MUST BE VERY SURE AS TO WHAT

OFFERS MAY BE MADE AND WHAT MAY NOT.

EXAMPLES OF WHAT THE SUBJECT MAY ASK:

· 1) WHAT CAN YOU DO FOR HIM IF HE COOPERATES?-

2) WHAT WILL HAPPEN TO HIM IF HE DOES NOT?

3) CAN YOU PROTECT HIM FROM RETALIATION?

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-~

EXAMPLES OF OFFERS THE "QUESTIONER" CAN

MAKE:

l) PROTECTION

2) NEW IDENTITY

3) RELOCATION TO ANOTHER COUNTRY

4) CHANCE TO WORK AGAINST FORMER

COLLEAGUES
I-22 THREATS

A THREAT IS BASICALLY A MEANS FOR

ESTABLISHING A BARGAINING POSITION BY

INDUCING FEAR IN THE SUBJECT. A THREAT

SHOULD NEVER BE MADE UNLESS IT IS PART OF

THE PLAN AND THE "QUESTIONER" HAS THE

APPROVAL TO CARRY OUT THE THREAT. WHEN A

THREAT IS USED, IT SHOULD ALWAYS BE IMPLIED

THAT THE SUBJECT HIMSELF IS · TO BLMfE BY

USING WORDS SUCH AS, "YOU LEAVE ME NO OTHER

CHOICE RUT TO ... " HE SHOULD NEVER BE TOLD

TO COMPLY "OR ELSE!"

EXAMPLES OF THREAT~:

1) TURN HHl OVER TO LOCAL AUTHORITIES FOR

LEGAL ACTION

2) RETURN Hil1 TO HIS ORGANIZATION AFTER

COMPROMISING HIM

.·
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3} PUBLIC EXPOSURE

4) DEPRIVATIONS OF PRISON FAVORS SUCH AS

CIGARETTES

5) DEPORTATION

6) CONFISCATION OF PROPERTY

I-23 D. THE TERMINATION

THE DISPOSITION OF THE SUBJECT MUST BE

PLANNED BEFORE THE "QUESTIONING" EVER

STARTS. BE SURE TO CONSIDER ALL THE POINTS

COVERED UNDER "THE TERMINATION" DURING THE

LESSON ON PLANNING.

YOU MUST GUARD AGAINST ANY POSSIBLE TROUBLE

CAUSED BY A VENGEFUL SUBJECT. THE BEST

DEFENSE IS PREVENTION, THROUGH ENLISTMENT OR

COMPROMISE.

THE DETAILED QUESTIONING ENDS ONLY WHEN:

I-24 1) YOU HAVE OBTAINED·ALL USEFUL INFORMATION~

I-25 2) YOU HAVE MORE PRESSING REQUIREMENTS.

I-26 3) YOU ARE READY TO ADMIT DEFEAT.

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III. CONCLUSION
REMEMBER, THE "QUESTIONER" ALWAYS HAS . THE

ADVANTAGE IN A "QUESTIONING". HE KNOWS MORE

ABOUT THE SUBJECT THAN THE SUBJECT KNOWS ABOUT

HIM. HE CREATES, MODIFIES, AMPLIFIES, AND

TERMINATES THE SUBJECT'S ENVIRONMENT. HE

SELECTS THE EMOTIONAL KEYS UNDER WHICH THE

"QUESTIONING" WILL PROCEED. THE SUBJECT IS

ACUTELY AWARE THAT THE "QUESTIONER" CONTROLS

THIS ULTIMATE DISPOSITION.

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K-0 NON-COERCIVE TECHNIQUES

I. GENERAL
A. SUBJECTS MAKE ADMISSIONS OR CONFESSIONS

BECAUSE THEY ARE IN A STATE OF MIND WHICH

LEADS THEM TO BELIEVE THAT COOPERATION IS

THE. BEST COURSE OF ACTION FOR THEM TO

FOLLOW. THE EFFECTIVE USE OF THE PROPER

"QUESTIONING" TECHNIQUE WILL AID IN

DEVELOPING THIS STATE OF MIND.

K-1 B. ALL NON-COERCIVE "QUESTIONING" TECHNIQUES

ARE "BASED ON THE PRINCIPLE OF GENERATING

PRESSURE INSIDE THE SUBJECT WITHOUT THE

APPLICATION OF OUTSIDE FORCE. THIS IS

ACCOMPLISHED BY MANIPULATING HIM

PSYCHOLOGICALLY UNTIL HIS RESISTANCE IS

SAPPED AND HIS URGE TO YIELD IS FORTIFIED.

.•

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c. THE EFFECTIVENESS OF MOST "QUESTIONING"
TECHNIQUES DEPENDS UPON THEIR UNSETTLING
EFFECT. THE "QUESTIONING " PROCESS ITSELF IS
UNSETTLING TO MOST PEOPLE ENCOUNTERING IT
FOR THE FIRST TIME. THE "QUESTIONER" TRIES

TO ENHANCE THIS EFFECT, TO DISRUPT RADICALLY

THE FAMILIAR EMOTIONAL AND PSYCHOLOGICAL
ASOCIATIONS OF TfiE SUBJECT.

D. ONCE THIS DISRUPTION IS ACHIEVED, THE

SUBJECT'S RESISTANCE IS SERIOUSLY IMPAIRED.
HE EXPERIENCES A KIND OF PSYCHOLOGICAL
SHOCK, WHICH MAY ON~Y LAST BRIEFLY, BUT
DURING WHICH HE IS FAR MORE OPEN TO
SUGGESTION AND FAR LIKELIER TO COMPLY, THAN
HE WAS BEFORE HE EXPERIENCED THE SHOCK.
E. FREQUENTLY THE SUBJECT WILL. EXPERIENCE A
FEELING OF GUILT. IF THE "QUESTIONER" CAN
.•
INTENSIFY THESE GUILT FEELINGS, IT WILL
INCREASE THE SUBJECT'S ANXIETY AND HIS URGE
TO COOPERATE AS A MEANS OF ESCAPE.

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F. THE INITIAL ADVANTAGE ALWAYS LIES WITH THE
"QUESTIONER". FROM THE OUTSET, HE KNOWS A
GREAT DEAL MORE ABOUT THE SUBJECT THAN THE
SUBJECT KNOWS ABOUT HIM. HE IS ABLE TO

MANIPULATE THE SUBJECT'S ENVIRONMENT, TO

CREATE UNPLEASANT SITUATIONS. THE SUBJECT
IS VERY MUCH AWARE THAT THE "QUESTIONER"
CONTROLS HIS ULTIMATE DISPOSITION.
G. THE NUMBER OF VARIATIONS IN TECHNIQUES IS
LIMITED ONLY BY THE EXPERIENCE AND
"IMAGINATiON OF THE "QUESTIONER". THE
SUCCESS AND SKILL OF AN EXPERIENCED
"QUESTIONER" LIES IN HIS ABILITY TO MATCH
THE TECHNIQUE SELECTED TO THE PERSONALITY OF
THE SUBJECT AND HIS RAPID EXPLOITATION AT
THE MOMENT OF SHOCK.
H. THE "QUESTIONER" SHOULD NOT TRY VARIOUS
TECHNIQUES UNTIL HE FINDS ONE THAT WORKS.

THE USE OF UNSUCCESSFUL TECHNIQUES WILL IN

ITSELF INCREASE THE SUBJECT'S WILL AND
ABILITY TO RESIST.
I. IF IN THE OPINION OF THE "QUESTIONER", A

SUBJECT HAS THE WILL AND DETERMINATION TO

WITHSTAND ALL NON-COERCIVE TECHNIQUES, I! IS
BETTER TO AVOID THEM COMPLETELY.

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K-4 C. NOBODY LOVES YOU

A SUBJECT WHO IS WITHHOLDING INFORMATION OF

NO GRAVE CONSEQUENCE TO HIMSELF MAY

SOMETIMES BE PERSUADED TO TALK BY POINTING

OUT THAT EVERYTHING CONCERNING HIS CASE HAS

BEEN LEARNED FROM PERSONS WHO MAY BE BIASED

OR MALICIOUS. THE SUBJECT OWES IT TO

HIMSELF TO BE SURE THE "QUESTIONER" HEARS

BOTH SIDES OF THE STORY, OR ELSE HE MAY BE

SENTENCED ON THE TESTIMONY OF PERSONAL
.•
ENEMIES WITHOUT A WORD IN HIS OWN DEFENSE.
K-5 D. l'lE KNOW EVERYTHING

THE "QUESTIONER" EXPLAINS TO THE SUBJECT

THAT HE ALREADY KNOWS EVERYTHING, THAT THE

PURPOSE OF THE "QUESTIONING" IS NOT TO GAIN

INFORMATION, BUT TO TEST THE SINCERITY

(HONOR, RELIABILITY, ETC.) OF THE SUBJECT.

THE "QUESTIONER" THEN ASKS QUESTIONS BASED

ON KNOWN DATA. IF THE SUBJECT LIES, HE IS

INFORMED FIRMLY AND DISPASSIONATELY THAT HE

HAS LIED.

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A FILE OR DOSSIER CAN BE PREPARED CONTAINING ALL

AVAILABLE INFORMATION CONCERNING THE SUBJECT OR

HIS ORGANIZATION. IT CAN BE PADDED WITH EXTRA

PAPER, IF NECESSARY, TO GIVE THE ILLUSION THAT

IT CONTAINS MORE DATA THAN IS ACTUALLY THERE.

IT SHOULD HAVE INDEX TABS SUCH AS: "EDUCATION",

"EMPLOYMENT", "CRIMINAL ·RECORD", "MILITARY

SERVICE", ETC. .•

THE ."QUESTIONER" CONFRONTS THE SUBJECT WITH THE

DOSSIER AND EXPLAINS THAT HE HAS A COMPLETE

RECORD OF EVERY SIGNIFICANT HAPPENING IN THE

SUBJECT'S LIFE. HE MAY EVEN READ A FEW SELECTED .

BITS OF INFORMATION TO FURTHER IMPRESS THE

SUBJECT.

BY MANIPULATING THE KNOWN FACTS, THE

"QUESTIONER" MAY BE ABLE TO CONVINCE A NAIVE

SUBJECT THAT ALL HIS SECRETS ARE OUT AND THAT

FURTHER RESISTANCE IS POINTLESS. HOWEVER, IF

THIS TECHNIQUE DOES NOT WORK QUICKLY, IT MUST BE

DROPPED BEFORE THE SUBJECT LEARNS THE TRUE

LIMITS OF THE "QUESTIONER'S" KNOWLEDGE. .

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K-6 E. DOUBLE INFORMERS

PLANTING AN INFORMANT IN A SUBJECT'S CELL IS

A WELL-KNOWN TRICK. LESS WELL KNOWN IS THE

TRICK OF PLANTING TWO INFORMANTS (A & B) IN

.•
THE SAME CELL. NOW AND THEN, "A" TRIES TO

PRY A LITTLE INFORMATION FROM THE SUBJECT.

AT THE PROPER TIME, AND DURING "A's"

ABSENCE, "B" WARNS THE SUBJECT NOT TO TELL

"A" ANYTHING BECAUSE "B" SUSPECTS HIM OF

BEING AN INFORMANT.

(SUSPICION AGAINST A SINGLE INFORMANT MAY

SOMETIMES BE DISPELLED IF HE SHOWS THE

SUBJECT A HIDDEN MICROPHONE THAT HE HAS

"FOUND" AND SUGGESTS THAT THEY TALK ONLY IN

WHISPERS AT ~HE OTHER END OF - THE ROOM.)

K-7 F. NEWS FROM HOME

ALLOWING A SUBJECT TO RECEIVE CAREFULLY

SELECTED LETTERS FROM HOME CAN HELP CREATE

AN EFFECT DESIRED BY THE "QUESTIONER". FOR

EXAMPLE, THE SUBJECT MAY GET THE IDEA THAT

HIS RELATIVES ARE UNDER DURESS OR

SUFFERING. A SUGGESTION AT THE PROPER TIME

THAT HIS COOPERATION OR CONFESSION CAN HELP

PROTECT THE INNOCENT MAY BE EFFECTIVE.

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IF THE SUBJECT CAN BE LED TO BELIEVE THAT
.•
LETTERS CAN BE SMUGGLED OUT WITHOUT THE
KNOWLEDGE OF THE AUTHORITIES, THE LETTERS HE

WRITES MAY PRODUCE INFORMATION WHICH IS

DIFFICULT TO EXTRACT BY DIRECT QUESTIONING.

K-6 G. THE WITNESS

1. A WITNESS CAN BE ESCORTED INTO AN INNER

OFFICE PAST THE SUBJECT IN AN OUTER

OFFICE WITHOUT ALLOWING THEM TO SPEAK TO

EACH OTHER. AFTER AN HOUR, A STENO-

GRAPHER IS CALLED IN FROM THE OUTER

OFFICE, TO GIVE THE IMPRESSION SHE IS

TAKING A STATEMENT. SHE LATER RE-EMERGES

AND TYPES THE STATEMENT IN THE OUTER

OFFICE. SHE TELEPHONES FOR SOMEONE TO

COME IN TO ACT AS LEGAL WITNESS, AND

TAKES THE COMPLETED WORK INTO THE INNER

OFFICE. THEN THE "QUESTIONER" EMERGES

AND INSTRUCTS THE GUARD TO TAKE THE

SUBJECT BACK TO HIS CELL STATING, "WE

DON'T NEED HIM ANY MORE." EVEN IF THE

SUBJECT INSISTS ON TELLING HIS SIDE OF

THE STORY, HE IS TOLD TO RELAX .BECAUSE

THE "QUESTIONER" ~ILL GET AROUND TO.~IM

TOMORROW OR THE NEXT DAY.

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2. A COOPERATIVE WITNESS CAN SOMETIMES BE

COACHED TO EXAGGERATE THE SUBJECT'S

INVOLVEMENT OR ACCUSE HIM OF A WORSE

CRIME THAN THE MATTER AT HAND. UPON

HEARING THESE REMARKS FROM A RECORDING, A

SUBJECT MAY CONFESS THE TRUTH ABOUT THE

LESSER GUILT IN ORDER TO PROVIDE HIMSELF

WITH AN ALIBI.
3. IF THE WITNESS REFUSES TO DENOUNCE THE

SUBJECT, THE "QUESTIONER" ELICITS AND

RECORDS REMARKS FROM HIM DENOUNCING

SOMEONE ELSE KNOWN TO HIM, FOR EXAMPLE, A

CRIMINAL WHO WAS RECENTLY CONVICTED IN

COURT. DURING THE NEXT SESSION WITH THE

SUBJECT, THESE REMARKS, EDITED AS

NECESSARY, ARE PLAYED BACK SO THAT THE

SUBJECT IS PERSUADED THAT HE IS THE

SUBJECT OF THE REMARKS.

K-9 H. JOINT SUSPECTS (AKA DIVIDE AND CONQUER)

IF TWO OR MORE SUBJECTS ARE SUSPECTED OF

JOINT COMPLICITY, THEY SHOULD BE SEPARATED

IMMEDIATELY. IF TIME PERMITS, "Q~ESTIONING"

SHOULD BE POSTPONED FOR ABOUT A WEEK. ANY

.
ANXIOUS INQUIRIES FROM ONE SUBJECT SHOULD··BE

MET WITH A REPLY SUCH AS, "WE'LL GET TO YOU

IN DUE TIME. THERE'S NO HURRY NOW!".

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IF DOCUl-1ENTS, WITNESSES, OR OTHER SOURCES

YIELD INFORMATION ABOUT SUBJECT "B", SUCH

•:
INFORMATION SHOULD BE ATTRIBUTED TO SUBJECT r

"A" TO GIVE "B" THE IMPRESSION THAT "A" IS

TALKING.

IF THE "QUESTIONER" IS QUITE CERTAIN OF THE

FACTS BUT CANNOT ~ECURE AN ADMISSION FROM

EITHER SUBJECT, A WRITTEN CONFESSION MAY BE

PREPARED WITH "A's" SIGNATURE REPRODUCED ON

IT. THE CONFESSION CONTAINS ALL THE SALIENT
: . ;

FACTS BUT THEY ARE DISTORTED. IT SHOWS THAT ..

... f

"A" IS ATTEMPTING TO THROW THE ENTIRE BLAME

ON "B". (EDITED TAPE RECORDINGS WHICH SOUND

AS IF "A" IS DENOUNCING "B" ·cAN ALSO ,.

. . .~.
ACCOMPLISH THE SAME PURPOSE.)

THE INNER-AND-OUTER OFFICE ROUTINE MAY ALSO

BE EMPLOYED WITH "A", THE WEAKER, BEING

BROUGHT INTO THE INNER OFFICE, AND GIVING

"B" IN THE OUTER OFFICE THE IMPRESSION HE IS

TALKING. WHEN THE "QUESTIONER" IS FAIRLY

CERTAIN THAT "B" IS CONVINCED THAT "A" HAS

BROKEN DOWN AND TOLD HIS STORY HE TELLS "B",

"SINCE "A" HAS COOPERAT~O WITH US, HE WILL

BE RELEASED, BUT IT SEEMS THAT YOU GOT HIM

INTO THIS JAM.

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HE MIGHT EVEN GO BACK TO YOUR SUPERIORS AND
SAY THAT YOU HAVEN'T RETURNED BECAUSE YOU

HAVE DECIDED TO STAY HERE AND WORK FOR US.

WOULDN'T IT BE BETTER TO TELL ME YOUR SIDE

OF THE STORY?·"

IT IS IMPORTANT THAT IN ALL SUCH GAMBITS,

"A" BE THE WEAKER OF THE TWO, EMOTIONALLY

AND PSYCHOLOGICALLY.
K-10 I. JOINT "QUESTIONERS" (AKA FRIEND AND FOE)

THE COMMONEST OF THE JOINT "QUESTIONERS"

TECHNIQUES IS THE "FRIEND AND FOE" ROUTINE.

THE 'l'WO "QUESTIONERS" DISPLAY OPPOSING

PERSONALITIES AND ATTITUDES TOWARD THE

SUBJECT. THE FIRST QUESTIONER MAY BE

BRUTAL, ANGRY, OR DOMINEERING. HE MAKES IT

PLAIN THAT HE CONSIDERS THE SUBJECT THE

VILEST PERSON ON EARTH. HIS GOAL IS TO

ALIENATE THE SUBJECT. AT THE HEIGHT OF THE

ALIENATION, THE SECOND "QUESTIONER" TAKES

OVER, SENDING THE FIRST OUT OF THE ROOM.

THE SECOND "QUESTIONER" THEN DISPLAYS A

SYMPATHETIC ATTITUDE TOWARD THE SUBJECT,

PERHAPS OFFERING HIM COFFEE AND A CIGARETTE. .

' ·~
·;

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·.·. .·

,._ ·=· HE EXPLAINS THAT THE ACTIONS OF THE FIRST

·... ··
··.. ; •.
"QUESTIONER" WERE LARGELY THE RESULT OF HIS
LACK OF KNOWLEDGE IN DEALING WITH PEOPLE AND

LACK OF HUMAN SENSITIVITY. IF BRUTES LIKE

THAT WOULD KEEP QUIET AND GIVE A MAN A F-AIR

R: .
~~- .
CHANCE TO TELL HIS SIDE OF THE STORY, ETC.,
.
... ..
. .·· :

, . ..
.::.· ~
ETC •

"'.': . . .
· ·•· · THE SUBJECT IS NORMALLY INCLINED TO HAVE A
:.-:· .
~:,~?;~ FEELING OF GRATITUDE TOWARDS THE SECOND
~

~; ..~~~~· "QUESTIONER", WHO CONTINUES TO DISPLAY A

.,. ...< SYMPATHETIC ATTITUDE IN AN EFFORT TO ENHANCE
~ ·...
,·.
_;;;,-, THE RAPPORT FOR THE "QUESTIONING" WHICH WILL

·. :··~ FOLLOW. IF THE SUBJECT'S COOPERATIVENESS

BEGINS TO FADE, THE SECOND "QUESTIONER" CAN

STATE THAT HE CANNOT AFFORD TO WASTE TIME ON

.: .
SOURCES WHO FAIL TO COOPERATE AND IMPLY THAT
.- ~· .·
~.
.

THE FIRST "QUESTIONER" MIGHT RETURN TO

CONTINUE THE "QUESTIONING".

':·.

WHEN THIS TECHNIQUE IS EMPLOYED AGAINST THE

~::;i .. PROPER SOURCE, IT WILL NORMALLY GAIN THE
..·'
......
SOURCE'S COMPLETE COOPERATION. IT WORKS

BEST WITH WOMEN, TEENAGERS, AND TIMID MEN.

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K-ll J. IVAN IS A DOPE
IT MAY BE USEFUL TO POINT OUT TO A SUBJECT

THAT HIS COVER STORY WAS ILL CONTRIVED, THAT

HIS ORGANIZATION BOTCHED THE JOB, THAT IT IS

TYPICAL OF HIS ORGANIZATION TO IGNORE THE

WELFARE OF ITS MEMBERS. THE •QUESTIONER"

EXPLAINS THAT HE HAS BEEN IMPRESSED BY THE

SUBJECT'S COU~AGE AND INTELLIGENCE AND

·BLAMES THE SUBJECT'S SUPERIORS FOR THE FIX

HE IS IN. HE SELLS THE SUBJECT ON THE IDEA
THAT HE IS A TRUE FRIEND, WHO UNDERSTANDS

THE SUBJECT AND WILL LOOK AFTER HIS WELFARE.

K-12 K. UNANSWERABLE QUESTIONING

A SUBJECT IS SYTEMATICALLY ~NO PERSISTENTLY

QUESTIONED ABOUT MATTERS OF HIGH POLICY,

PERSONS OF PROMINENCE, TECHNICAL DETAIL,

ETC . , FOR WHICH HE DOES NOT KNOW THE

ANSWER. FOR EXAMPLE, HE MAY BE ASKED ABOUT

KGB POLICY, THE RELATION OF THE SERVICE TQ.

ITS GOVERNMENT, ITS LIAISON ARRANGEMENTS,

ETC. WHEN HE COMPLAINS THAT HE KNOWS

NOTHING OF SUCH MATTERS, THE "QUESTIONER"

INSISTS THAT HE WOULD HAVE TO KNOW, THAT

.
EVEN THE MOST STUPID MEN IN HIS POSITION

KNOW. EVENTUALLY THE SUBJECT IS ASKED A

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QUESTION TO WHICH HE DOES KNOW THE ANSWER,

AND HE FEELS TREMENDOUS RELIEF AT BEING ABLE

TO ANSWER THE QUESTION.

K-13 L. NONSENSE QUESTIONING .•

TWO OR MORE "QUESTIONERS" ASK THE SUBJECT

QUESTIONS WHICH SEEM STRAIGHTFORWARD BUT

WHICH ARE ILLOGICAL AND HAVE NO PATTERN.

ANY ATTEMPED RESPONSE BY THE SUBJECT IS

INTERRUPTED BY ADDITIONAL UNRELATED

QUESTIONING. IN THIS STRANGE ATMOSPHERE THE

SUBJECT FINDS THAT THE PATTERN OF THOUGHT

WHICH HE HAS LEARNED TO CONSIDER NORMAL IS

REPLACED BY AN EERIE MEANINGLESSNESS.

AT FIRST HE MAY REFUSE TO TAKE THE

QUESTIONING SERIOUSLY, BUT AS THE PROCESS

CONTINUES DAY AFTER DAY, IT BECOMES MENTALLY

INTOLERABLE AND HE BEGINS TO TRY TO MAKE

SENSE OUT OF THE SITUATION. CERTAIN TYPES

OF VERY ORDERLY AND LOGICAL SUBJECTS BEGIN

TO DOUBT THEIR SANITY AND IN THEIR ATTEMPTS

TO CLARIFY THE CONFUSION MAKE SIGNIFICANT

ADMISSIONS AND BETRAY VALUABLE INFORMATION.

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K-14 M. RAPID FIRE QUESTIONING

THE SUBJECT IS ASKED A SERIES OF QUESTIONS

.•
IN SUCH A MANNER THAT HE DOES NOT HAVE TIME

TO ANSWER COMPLETELY BEFORE THE NEXT

QUESTION IS ASKED. BY LIMITING THE TIME HE

HAS TO FORMULATE HIS ANSWERS, HE MAY BECOME

CONFUSED AND CONTRADICT HIMSELF. THE

"QUESTIONER" THEN CONFRONTS HIM WITH THESE

INCONSISTENCIES AND IN MANY INSTANCES, HE

WILL BEGIN TO TALK FREELY IN AN ATTEMPT TO

EXPLAIN HIMSELF AND NEGATE THE "QUESTION-

ER'S" CLAIM OF INCONSISTENCIES. IN

ATTEMPTING TO EXPLAIN HIS ANSWERS, HE IS

LIKELY TO REVEAL MORE THAN HE INTENDED.

III. CONCLUSION

IT MAY BE NECESSARY FOR THE "QUESTIONER" TO USE

SEVERAL TECHNIQUES TOGETHER OR IN SUCCESSION.

HE SHOULD DECIDE DURING THE PLANNING STAGE WHICH

TECHNIQUES MATCH THE PERSONALITY OF THE SUBJECT

AND OF THESE, WHICH WILL WORK WELL TOGETHER. ·HE

MUST BE PREPARED TO MAKE A SMOOTH TRANSITION

FROH ONE TECHNIQUE TO ANOTHER AS THE SUBJECT'S

WEAKNESSES BECOME APPARENT DURING THE

"QUESTIONING".

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L-0 COERCIVE TECHNIQUES

I.

L-1 A. THE PURPOSE OF ALL COERCIVE TECHNIQUES IS TO

INDUCE PSYCHOLOGICAL REGRESSION IN THE

SUBJECT BY BRINGING A SUPERIOR OUTSIDE FORCE

L-2 TO BEAR ON HIS WILL TO RESIST. REGRESSION

IS BASICALLY A LOSS OF AUTONOMY, A REVERSION

TO AN EARLIER BEHAVIORAL LEVEL. AS THE

SUBJECT REGRESSES~ HIS LEARNED PERSONALITY

TRAITS FALL AWAY IN REVERSE CHRONOLOGICAL

ORDER. HE BEGINS TO LOSE THE CAPACITY TO

CARRY OUT THE HIGHEST CREATIVE ACTIVITIES,

TO DEAL WITH COMPLEX SITUATIONS, TO COPE

WITH STRES~FUL INTERPERSONAL RELATIONSHIPS~

OR TO COPE WITH REPEATED FRUSTRATIONS.

USE OF MOST COERCIVE TECHNIQUES IS IMPROPE~

-
THE

AND VIOLATED POLICY.

K-1
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L-3 B. THERE ARE THREE MAJOR PRINCIPLES INVOLVED IN

THE SUCCESSFUL APPLICATION OF COERCIVE

TECHNIQUES:

L-3 DEBILITY (PHYSICAL WEAKNESS)

FOR CENTURIES "QUESTIONERS" HAVE EMPLOYED
VARIOUS METHODS OF INDUCING PHYSICAL

WEAKNESSES: PROLONGED CONSTRAINT; PROLONGED

EXERTION; EXTREMES OF HEAT, COLD, OR

MOISTURE; AND. DEPRIVATION OF FOOD OR

SLEEP. THESE TECHNIQUES SHOULD NOT BE

USED. THE ASSUMPTION OF THOSE THAT USE THEM

IS THAT LOWERING THE SUBJECT'S PHYSIOLOGICAL

RESISTANCE WILL LOWER HIS PSYCHOLOGICAL

CAPACITY FOR RESISTANCE; HOW~VER, THERE HAS

BEEN NO SCIENTIFIC INVESTIGATION OF THIS

ASSUMPTION. · MANY PSYCHOLOGISTS CONSIDER THE

THREAT OF INDUCING DEBILITY TO BE MORE

EFFECTIVE THAN DEBILITY ITSELF. PROLONGED

CONSTRAINT OR EXERTION, SUSTAINED

DEPRIVATION OF FOOD OR SLEEP, ETC. OFTEN

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BECOME PATTERNS TO WHICH A SUBJECT ADJUSTS

BY BECOMING APATHETIC AND WITHDRAWING INTO

HIMSELF, IN SEARCH OF ESCAPE FROM THE

DISCOMFORT AND TENSION. IN THIS CASE

DEBILITY WOULD BE COUNTER PRODUCTIVE.

ANOTHER COERCIVE TECHNIQUE IS TO MANIPULATE

.•
THE SUBJECT'S ENVIRONMENT TO DISRUPT

PATTERNS, NOT TO CREATE THEM, SUCH AS

ARRANGING MEALS AND SLEEP SO THEY OCCUR

IRREGULARLY, IN MORE THAN ABUNDANCE OR LESS

THAN ADEQUACY, ON NO DISCERNIBLE TIME

PATTERN. THIS IS DONE TO DISORIENT THE

SUBJECT AND DESTROY HIS CAPACITY TO RESIST.

HOWEVER IF SUCCESSFUL IT CAUSES SERIOUS

PSYCHOLOGICAL DAMAGE AND THEREFORE IS A FORM

OF TORTURE.
L-4 DEPENDENCY

HE IS HELPLESSL-Y DEPENDENT UPON THE

"QUESTIONER" FOR THE SATISFACTION OF ALL

BASIC NEEDS.
L-5 DREAD (INTENSE FEAR & ANXIETY)

SUSTAINED LONG ENOUGH, A STRONG FEAR OF

ANYTHING VAGUE OR UNKNOWN INDUCES REGRESSION.

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ON THE OTHER HAND, MATERIALIZATION OF THE
FEAR IS LIKELY TO COME AS A RELIEF. THE

SUBJECT FINDS THAT HE CAN HOLD OUT AND HIS

. RESISTANCE IS STRENGTHENED. IF THE
.•
DEBILITY- DEPENDENCY- DREAD STATE IS UNDULY
PROLONGED, THE SUBJECT MAY SINK INTO A

DEFENSIVE APATHY FROM WHICH IT IS HARD TO

AROUSE HIM. THIS ILLUSTRATES WHY THIS

COERCIVE TECHNIQUE MAY PRODUCE TORTURE.

L-6 II. OBJECTIONS TO COERCION

A. THERE IS A PROFOUND UORAL OBJECTION TO

APPLYING DURESS BEYOND THE POINT OF

IRREVERSIBLE PSYCHOLOGICAL DAMAGE SUCH AS

OCCURS DURING BRAINWASHING. BRAINWASHING

INVOLVES THE CONDITIONING OF A ·SUBJECT'S

"STIMULUS-RESPONSE BONO" THROUGH THE USE DF

THESE SAME TECHNIQUES, BUT THE OBJECTIVE OF

BRAINWASHING IS DIRECTED PRIMARILY TOWARDS

THE SUBJECT'S ACCEPTANCE AND ADOPTION OF

BELIEFS, BEHAVIOR, OR DOCTRINE ALIEN TO HIS

NATIVE CULTURAL ENVIRONMENT FOR PROPAGANDA

RATHER THAN INTELLIGENCE COLLECTION

PURPOSES. THIS TECHNIQUE IS ILLEGAL AND MAY

NOT BE USED.
Jr

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L-7 B. MOREOVER SOME PSYCHOLOGISTS FEEL THAT THE
SUBJECT'S ABILITY TO RECALL AND COMMUNICATE .'

INFORMATION A~CURATELY IS AS IMPAIRED AS HIS

WILL TO RESIST.

L-8 IV. COERCIVE TECHNIQUES

L-8 A. ARREST

THE MANNER AND TIMING OF ARREST SHOULD BE

PLANNED TO ACHIEVE SURPRISE AND THE MAXIMUM

AMOUNT OF MENTAL DISCOMFORT. HE SHOULD

THEREFORE BE ARRESTED AT A MOMENT WHEN HE

LEAST EXPECTS IT AND WHEN HIS MENTAL AND

PHYSICAL RESISTANCE IS AT ITS LOWEST,

IDEALLY IN THEEARLY HOURS OF THE MORNING.

WHEN ARRESTED AT THIS TIME, MOST SUBJECTS

EXPERIENCE INTENSE FEELINGS OF SHOCK,

INSECURITY 1 AND PSYCHOLOGICA-L STRESS AND FOR

THE MOST PART HAVE GREAT DIFFICULTY

ADJUSTING TO THE SITUATION. IT IS ALSO

IMPORTANT THAT THE ARRESTING PARTY BEHAVE I~

SUCH A MANNER AS TO IMPRESS THE SUBJECT WITH

THEIR EFFICIENCY.

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L-9 B. DETENTION
-cut hair A PERSON'S SENSE OF IDENTITY DEPENDS UPON A

-issue baggy CONTINUITY IN HIS SURROUNDINGS, HABITS,

clothing APPEARANCE, ACTIONS, RELATIONS WITH OTHERS,

ETC. DETENTION PERMITS THE "QUESTIONER" TO
CUT THROUGH THESE LINKS AND THROW THE
SUBJECT BACK UPON HIS OWN UNAIDED INTERNAL

RESOURCES. DETENTION SHOULD BE PLANNED TO

ENHANCE THE SUBJECT'S FEELINGS OF BEING CUT

· OFF FROM ANYTHING KNOWN AND REASSURING.

LITTLE IS GAINED IF CONFINEMENT MERELY

REPLACES ONE ROUTINE WITH ANOTHER. THE
SUBJECT SHOULD NOT BE PROVIDED WITH ANY
ROUTINE TO WHICH HE CAN ADAPT. NEITHER

SHOULD DETENTION BECOME MONOTONOUS TO THE

POINT WHERE THE SUBJECT BECOMES APATHETIC.

APATHY IS A VERY EFFECTIVE DEFENSE AGAINST

nQUESTIONING". CONSTANTLY DISRUPTING

PATTERNS WILL CAUSE HIM TO BECOME

DISORIENTED AND TO.EXPERIENCE FEELINGS OF

FEAR AND HELPLESSNESS.

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IT IS IMPORTANT TO DETERMINE IF THE SUBJECT
HAS BEEN DETAINED PREVIOUSLY, HOW OFTEN, HOW
LONG, UNDER WHAT CIRCUMSTANCES, AND WHETHER

HE WAS SUBJECTED TO "QUESTIONING•.

FAMILIARITY WITH DETENTION OR EVEN WITH

ISOLATION REDUCES THE EFFECT.

L-10 C. DEPRIVATION OF SENSORY STIMULI

SOLITARY CONFINEMENT ACTS ON MOST PERSONS AS

A POWERFUL STRESS. A PERSON CUT OFF FROM

EXTERNAL STIMULI TURNS HIS AWARENESS INWARD

AND PROJECTS HIS UNCONSCIOUS ·oUTWARD. THE

SYMPTOMS MOST COMMONLY PRODUCED BY SOLITARY

CONFINEMENT ARE SUPERSTITION, INTENSE LOVE

OF ANY OTHER LIVING THING, PERCEIVING

INANIMATE OBJECTS AS ALIVE, HALLUCINATIONS,

AND DELUSIONS. DELIBERATELY CAUSING THESE

SYMPTOMS IS A SERIOUS IMPROPRIETY AND TO USE

PROLONGED SOLITARY CONFINEMENT FOR THE

PURPOSE OF EXTRACTING INFORMATION IN

QUESTIONING VIOLATES POLICY.

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EXTREME CEPRIVATION OF SENSORY STIMULI
INDUCES UNBEARABLE STRESS AND ANXIETY AND IS
A FORM OF TORTURE. ITS USE CONSTITUTES A

SERIOUS IMPROPRIETY AND VIOLATES POLICY.

L-11 D. THREATS AND FEAR

THE THREAT OF COERCION USUALLY WEAKENS OR

DESTROYS RESISTANCE MORE EFFECTIVELY THAN

COERCION ITSELF. FOR EXAMPLE, THE THREAT TO

INFLICT PAIN CAN TRIGGER FEARS MORE DAMAGING
THAN THE IMMEDIATE SENSATION OF PAIN. IN

FACT, MOST PEOPLE UNDERESTIMATE THEIR

CAPACITY TO WITHSTAND PAIN. IN GENERAL,

DIRECT PHYSICAL BRUTALITY CREATES ONLY

RESENTMENT, HOSTILITY, AND FURTHER DEFIANCE.

THE EFFECTIVENESS OF A THREAT DEPENDS ON THE

PERSONALITY OF THE SUBJECT, WHETHER HE

BELIEVES THE "QUESTIONER" CAN AND WILL CARRY

OUT THE THREAT, AND ON WHAT HE BELIEVES TO

BE THE REASON FOR THE THREAT. A THREAT

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SHOULD BE DELIVERED COLDLY, NOT SHOUTED IN

ANGER, OR MADE IN RESPONSE TO THE SUBJECT'S

-
..-'
OWN EXPRESSIONS OF HOSTILITY. EXPRESSIONS

OF ANGER BY THE "QUESTIONER" ARE OFTEN

INTERPRETED BY TH.E SUBJECT AS A FEAR OF

FAILURE, WHICH STRENGTHENS HIS RESOLVE TO

RESIST.

A THREAT SHOULD GRANT THE SUBJECT TIME FOR .•

COMPLIANCE AND IS MOST EFFECTIVE WHEN JOINED

WITH A SUGGESTED RATIONALIZATION FOR

COMPLIANCE. IT IS NOT ENOUGH THAT A SUBJECT

BE PLACED UNDER THE TENSION OF FEAR ; HE MUST

ALSO DISCERN AN ACCEPTABLE ESCAPE ROUTE.

THE THREAT OF DEATH HAS BEEN FOUND TO BE

WORSE THAN USELESS. THE PRINCIPAL ~ASON IS

THAT IT OFTEN INDUCES SHEER HOPELESSNESS:

THE SUBJECT FEELS THAT HE IS AS LIKELY TO BE

CONDEMNED AFTER COMPLIANCE AS BEFORE. SOME

SUBJECTS RECOGNIZE THAT THE THREAT IS A

BLUFF AND THAT SILENCING THEM FOREVER WOULD

DEFEAT THE "QUESTIONER'S" PURPOSE.

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THE PRINCIPAL DRAWBACK TO USING THREATS OF
PHYSICAL COERCION OR TORTURE IS THAT ~HE

· SUBJECT MAY CALL THE BLUFF. IF HE DOES, AND

SINCE SUCH THREATS CANNOT BE CARRIED OUT,

THE USE OF EMPTY THREATS COULD RESULT IN

SUBJECT'S GAINING RATHER THAN LOSING

SELF-CONFIDENCE.

L-12 E. PAIN

EVERYONE ,IS AWARE THAT PEOPLE REACT VERY

DIFFERENTLY TO PAIN BUT THE REASON IS NOT

BECAUSE OF A DIFFERENCE IN THE INTENSITY OF

THE SENSATION ITSELF. ALL PEOPLE HAVE

APPROXIMATELY THE SAME THRESHOLD AT WHICH

THEY BEGIN TO FEEL PAIN AND THEIR ESTIMATES

OF SEVERITY ARE ROUGHLY THE SAME. THE WIDE

RANGE OF INDIVIDUAL REACTIONS IS BASED

PRIMARILY ON EARLY CONDITIONING TO PAIN.

THE TORTURE SITUATON IS AN EXTERNAL

CONFLICT, A CONTEST BETWEEN THE SUBJECT AND

HIS TORMENTOR. THE PAIN WHICH IS BEING

INFLICTED UPON HIM FROM OUTSIDE HIMSELF MAY

ACTUALLY INTENSIFY HIS WILL TO RESIST.

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· ..
ON THE OTHER HAND, PAIN WHICH HE FEELS HE IS

INFLICTING UPON HIMSELF IS MORE LIKELY TO

SAP HIS RESISTANCE. FOR EXAMPLE, IF HE IS

REQUIRED TO MAINTAIN RIGID POSITIONS SUCH AS

STANDING AT ATTENTION OR SITTING ON A STOOL

FOR LONG PERIODS OF TIME, THE IMMEDIATE

SOURCE OF DISCOMFORT IS NOT THE "QUESTIONER"

BUT THE SUBJECT HIMSELF. HIS CONFLICT IS

THEN AN INTERNAL STRUGGLE. AS LONG AS HE

MAINTAINS THIS POSIITON, HE IS ATTRIBUTING .·

...,
' TO THE "QUESTIONER" THE ABILITY TO DO

SOMETHING WORSE, BUT THERE IS NEVER A

SHOWDOWN WHERE THE "QUESTIONER" DEMONSTRATES

THIS ABILITY. AFTER A PERIOD OF TIME, THE

.•
SUBJECT MAY EXHAUST HIS INTERNAL

MOTIVATIONAL STRENGTH. THIS TECHNIQUE MAY

ONLY BE USED FOR PERIODS OF TIME THAT ARE

NOT LONG ENOUGH TO INDUCE PAIN OR PHYSICAL

DAl-fAGE. INTENSE PAIN IS QUITE LIKELY TO

PRODUCE FALSE CONFESSIONS, FABRICATED TO

AVOID ADDITIONAL PUNISHMENT. THIS RESULTS

IN A TIME-CONSUMING DELAY WHILE INVEST!-

GATION IS CONDUCTED AND THE ADMISSIONS ARE

PROVEN UNTRUE. DURING THIS RESPITE,

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THE SUBJECT CAN PULL HIMSELF TOGETHER AND
MAY EVEN USE THE TIME TO DEVISE A MORE

COMPLEX CONFESSION THAT TAKES STILL LONGER

TO DISPROVE.

SOME SUBJECTS ACTUALLY ENJOY PAIN AND

WITHHOLD INFORMATION THEY MIGHT OTHERWISE

HAVE DIVULGED IN ORDER TO BE PUNISHED. IF

PAIN IS NOT USED UNTIL ~ATE IN THE

RQUESTIONING• PROCESS AND AFTER OTHER

TACTICS HAVE FAILED, THE SUBJECT IS LIKELY

TO CONCLUDE THAT THE •QUESTIONER• IS

BECOMING DESPERATE. HE WILL FEEL THAT IF HE

CAN HOLD OUT JUST A LITTLE LONGER, HE WILL

WIN THE STRUGGLE AND HIS FREEDOM. ONCE A

SUBJECT HAS SUCCESSFULLY WITHSTOOD PAIN, HE

IS EXTREMELY DIFFICULT TO •QUESTION• USING

MORE SUBDUED METHODS.

L-13 F. HYPNOSIS AND HEIGHTENED SUGGESTIBILITY

THE RELIABILITY OF ANSWERS OBTAINED FROM A : : _:

:· ·~

SUBJECT ACTUALLY UNDER THE INFLUENCE OF

HYPNOTISM IS HIGHLY DOUBTFUL. HIS ANSWERS

ARE OFTEN BASED UPON THE SUGGESTIONS OF THE

•QUESTIONER• AND ARE DISTORTED OR FABRICATED.

K-12
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HOWEVER, THE SUBJECT'S STRONG DESIRE TO
ESCAPE THE STRESS OF THE SITUATION CAN

CREATE A STATE OF MIND WHICH IS CALLED .•

HEIGHTENED SUGGESTIBILITY. THE wQUESTIONER•

CAN TAKE ADVANTAGE OF THIS STATE OF MIND BY

CREATING A •HYPNOTIC SITUATION•, AS

DISTINGUISHED FROM HYPNOSIS ITSELF. THIS

HYPNOTIC

L-14 SITUATION CAN BE CREATED 6Y THE •MAGIC ROOM•

TECHNIQUE. FOR EXAMPLE, THE SUBJECT IS

GIVEN A HYPNOTIC SUGGESTION THAT HIS HAND IS

GROWING WARM. HOWEVER, HIS HAND ACTUALLY

DOES BECOME WARM WITH THE AID OF A CONCEALED

DIATHERMY MACHINE. HE MAY BE GIVEN A

SUGGESTION THAT A CIGARETTE WILL TASTE

BITTER AND HE COULD BE GIVEN A CIGARETTE

PREPARED TO HAVE A SLIGHT BUT NOTICEABLY

BITTER TASTE.

A PSYCHOLOGICALLY IMMATURE SUBJECT, OR ONE

WHO HAS BEEN REGRESSED, COULD ADOPT A

SUGGESTION THAT HE HAS BEEN HYPNOTIZED,

WHICH HAS RENDERED P.!M INCAPABLE OF

RESISTANCE. THIS RELIEVES HIM OF THE

FEELING OF RESPONSIBILITY FOR HIS ACTIONS

AND ALLOWS HIM TO REVEAL INFORMATION.

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L-15 H. NARCOSIS
THERE IS NO DRUG WHICH CAN FORCE EVERY

SUBJECT TO DIVULGE ALL THE INFORMATION HE

HAS, BUT JUST AS IT IS POSSIBLE TO CREATE A

MISTAKEN BELIEF THAT A SUBJECT HAS BEEN

HYPNOTIZED BY USING THE MMAGIC ROOM•

TECHNIQUE, IT IS POSSIBLE TO CREATE A

MISTAKEN BELIEF THAT A SUBJECT HAS BEEN

L-16 DRUGGED BY USING THE "PLACEBO• TECHNIQUE.

STUDIES INDICATE THAT AS HIGH AS 30 TO 50

PERCENT OF I-NDIVIDUALS ARE PLACEBO

REACTORS. IN THIS TECHNIQUE THE SUBJECT IS

GIVEN A PLACEBO (A HARHLESS SUGAR PILL) AND

LATER IS TOLD HE WAS GIVEN A TRUTH SERUM,

WHICH WILL MAKE HIM WANT TO TALK AND WHICH

WILL ALSO PREVENT HIS LYING. HIS DESIRE TO

FIND AN EXCUSE FOR COMPLIANCE, WHICH IS HIS

ONLY AVENUE OF ESCAPE FROM HIS DEPRESSING

SITUATION, MAY MAKE HIM WANT TO BELIEVE THAT

HE HAS BEEN DRUGGED AND THAT NO ONE COULD

-
BLAME HIM FOR TELLING HIS STORY NOW. THIS

PROVIDES HIM WITH A RATIONALIZATION THAT HE

NEE.DS FOR COOPERATING.

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THE FUNCTION OF BOTH THE "PLACEBO" TECHNIQUE
AND THE "MAGIC ROOM" TECHNIQUE IS TO CAUSE

CAPITULATION BY THE SUBJECT, TO CAUSE HIM TO

SHIFT FROM RESISTANCE TO COOPERATION. ONCE

THIS SHIFT HAS BEEN ACCOMPLISHED, THESE

TECHNIQUES ARE NO LONGER NECESSARY AND

SHOULD NOT BE USED PERSISTENTLY TO

FACILITATE THE "QUESTIONING" THAT FOLLOWS

CAPITULATION.
IV. REGRESSION

AS I SAID AT THE BEGINNING OF OUR DISCUSSION OF

COERCIVE TECHNIQUES, THE PURPOSE OF ALL COERCIVE

TECHNIQUES IS TO INDUCE REGRESSION. HOW

SUCCESSFUL THESE TECHNIQUES ARE IN INDUCING

REGRESSION DEPENDS UPON AN ACCURATE

PSYCHOLOGICAL ASSESSMENT OF THE SUBJECT AND A

PROPER MATCHING OF METHOD TO SOURCE.

L-17 THERE ARE A FEW NON-COERCIVE TECHNIQUES WHICH

CAN ALSO BE USED TO INDUCE REGRESSION, BUT IT IS

ILLEGAL AND AGAINST POLICY TO USE THEM TO

PRODUCE REGRESSION. FOLLOWING IS A LIST OF

THESE NON-COERCIVE TECHNIQUES WHICH REQUIRE

GREAT CARE BECAUSE OF THEIR SUSCEPTIBILITY TO_

ABUSE:

.·
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A. PERSISTENT MANIPULATION OF TIME
B. RETARDING AND ADVANCI·NG CLOCKS

C. SERVING MEALS AT ODD TIMES

D. DISRUPTING SLEEP SCHEDULES

.•
E. DISORIENTATION REGARDING DAY AND NIGHT

F. UNPATTERNED •QUESTIONING• SESSIONS

G. NONSENSICAL QUESTIONING

H. IGNORING HALF-HEARTED ATTEMPTS TO

COOPERATE

I. REWARDING NOtr-COOPERATION

IN GENERAL, THWARTING ANY ATTEMPT BY THE SUBJECT

TO RELATE TO HIS NEW ENVIRONMENT WILL REINFORCE

THE EFFECTS OF REGRESSION AND DRIVE HIM DEEPER

AND DEEPER INTO HIMSELF, UNTIL HE NO LONGER IS

ABLE TO CONTROL HIS RESPONSES IN AN ADULT

FASHION.

WHETHER REGRESSION OCCURS SPONTANEOUSLY UNDER

DETENTION OR IS INADVERTENTLY INDUCED BY THE

"QUESTIONER•, IT CALLS FOR REMEDIAL TREATMENT AS

SOON AS IT IS NOTICED. IN SOME CASES A

PSYCHIATRIST SHOULD BE CALLED.

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I. OBJECTIVES OF THE •QUESTIONING"

A. WHAT IS THE PURPOSE OF THE •QUESTIONING•?

B. IS THIS ~ V~LID RE~SON FOR "QUESTIONING•?

C. IS THIS •QUESTIONING• NECESSARY OR CAN THE

INFORMATION BE OBTAINED FROM OTHER SOURCES?

II. LIMITATIONS ON CONDUCTING THE •QUESTIONING•

A. IS THE SUBJECT TO BE ARRESTED? BY WHOM? .IS

THE ARREST LEGAL? IF DIFFICULTIES DEVELOP,

WILL THE ARRESTING LIAISON SERVICE REVEAL

YOUR INTEREST OR ROLE?

B. IF THE SUBJECT IS TO BE DETAINED, HOW LONG

MAY HE LEGALLY BE DETAINED?

C. HAVE ALL LOCAL LAWS AFFECTING THE CONDUCT OF

A JOINT OR UNILATERAL EXPLOITATION BEEN

COMPILED AND ·cONSIDERED?

D. HAVE THE SUBJECT'S BONA FIDES BEEN VERIFIED?

E. HAS THE SUBJECT BEEN SCREENED? WHAT ARE HIS

MAJOR PSYCHOLOGICAL CHARACTERISTICS? IN

WHICH OF THE NINE MAJOR CATEGORIES DOES HE

BELONG?

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F. IS IT ANTICIPATED THAT THE SUBJECT WILL BE .•

COOPERATIVE OR RESISTANT? IF RESISTANCE IS

EXPECTED, WHAT IS ITS PROBABLE SOURCE:

FEAR, PATRIOTISM, POLITICAL CONVICTIONS,

RELIGIOUS CONVICTIONS, STUBBORNESS, PERSONAL

CONSIDERATIONS?

G. HAS THE SUBJECT BEEN •QUESTIONED•

PREVIOUSLY? IS HE KNOWLEDGEABLE ABOUT

SOPHISTICATED HOSTILE •QUESTIONING•

TECHNIQUES?

IV. PLANNING THE •QUESTIONING•

A. HAS A PLAN BEEN PREPARED?

B. IF THE SUBJECT IS .TO BE SENT TO A SPECIAL

FACILITY, HAS THE APPROVAL OF THE FACILITY

CHIEF BEEN OBTAINED?

C. IF THE SUBJECT IS TO BE DETAINED ELSEWHERE,

i.e. A SAFEHOUSE, HAVE ARRANGEMENTS BEEN

MADE TO FEED, BED, AND GUARD HIM AS

NECESSARY?

D. IS AN APPROPRIATE SETTING FOR THE

•QUESTIONING• AVAILABLE?

E. IS THE ENVIRONMENT WHERE THE SUBJECT IS TO

BE DETAINED AND •QUESTIONED• FULLY UNDER

YOUR MANIPULATION AND CONTROL?

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F. WILL THE DETENTION AND •QUESTIONING"

FACILITIES BE AVAILABLE FOR THE ENTIRE TIME

ESTIMATED AS NECESSARY TO COMPLETE THE
EXPLOITATION?
G. WILL THE SESSIONS BE RECORDED OR VIDEO TAPED?

IS THE EQUIPMENT AVAILABLE AND INSTALLED?

H. IF THE •QUESTIONING• IS TO BE CONDUCTED

JOINTLY WITH A LIAISON SERVICE, HAS DUE

CONSIDERATION BEEN GIVEN TO THE OPPORTUNITY

THUS AFFORDED TO ACQUIRE ADDITIONAL

INFORMATION ABOUT THAT SERVICE WHILE

MINIMIZING EXPOSURE OF YOUR OWN SERVICE?

I. DOES THE •QUESTIONER• MEET THE FOLLOWING

CRITERIA:
1. ADEQUATE TRAINING AND EXPERIENCE?

2. FAMILIARI~Y WITH THE LANGUAGE TO BE USED?

3. KNOWLEDGE OF GEOGRAPHICAL AND CULTURAL

AREAS?

4. PSYCHOLOGICAL UNDERSTANDING OF THE

SUBJECT?

J. IF MORE THAN ONE •QUESTIONER• IS CALLED FOR

IN THE PLAN, HAVE ROLES BEEN ASSIGNED AND

SCHEDULES PREPARED?

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K. WHICH TECHNIQUES HAVE BEEN SELECTED FOR USE
WITH THE SUBJECT?

1. HOW WELL DO THEY MATCH THE SUBJECT'S

PERSONALITY?

2. IS SOLITARY CONFINEMENT TO BE USED? DOES

THE PLACE OF CONFINEMENT PERMIT THE

ELIMINATION OF SENSORY STIMULI?

3. ARE THREATS TO BE USED? AS PART OF A

PLAN? DOES THE NATURE OF THE THREAT

MATCH THE PERSONALITY OF THE SUBJECT?

4. ARE COERCIVE TECHNIQUES TO BE USED? HAVE

ALL SUPERVISORS IN YOUR DIRECT CHAIN OF

COMMAND BEEN NOTIFIED AND GIVEN

APPROVAL? HAS HEADQUARTERS GIVEN

APPROVAL?

V. CONDUCTING THE •QUESTIONING•

A. DURING THE OPENING PHASE, IS THERE AN

EMOTIONAL REACTION ON EITHER YOUR PART OR

THAT OF THE SUBJECT WHICH IS STRONG ENOUGH

TO DISTORT THE RESULTS? IF SO, CAN YOU BE

REPLACED WITH ANOTHER •QUESTIONER•?

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B. DOES YOUR IMPRESSION OF THE SUBJECT CONFIRM

OR CONFLICT WITH THE PRELIMINARY ASSESSMENT?

IF THERE ARE SIGNIFICANT DIFFERENCES, HOW DO

THEY AFFECT THE PLAN FOR THE REMAINDER OF

C. HAS RAPPORT BEEN ESTABLISHED?

D. HAVE THE SUBJECT'S EYES, MOUTH, VOICE,

GESTURES, SILENCES, ETC. SUGGESTED AREAS OF

SENSITIVITY? IF SO, ON WHAT TOPICS?

E. HAS THE OPENING PHASE BEEN FOLLOWED BY A

RECONNAISSANCE?

1. WHAT ARE THE KEY AREAS OF RESISTANCE?

2. WHAT TECHNIQUES AND HOW MUCH PRESSURE

WILL BE REQUIRED TO OVERCOME THE

RESISTANCE?

3. SHOULD THE ESTIMATED DURATION OF THE

•QUESTIONING• BE REVISED?

4. ARE FURTHER ARRANGEMENTS NECESSARY FOR

CONTINUED DETENTION, LIAISON SUPPORT OR

OTHER PURPOSES?

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F. IF THE SUBJECT IS SUSPECTED OF MALINGERING,

ARE THE SERVICES OF AN EXPERT AVAILABLE?

G. IF THE SUBJECT HAS ADMITTED PRIOR

ASSOCIATION WITH A FOREIGN INTELLIGENCE

SERVICE, HAVE FULL DETAILS BEEN OBTAINED AND

REPORTED?

H. ARE REPORTS BEING MADE AFTER EACH SESSION?

VI. TERMINATING THE •QUESTIONING•

A. HAVE THE OBJECTIVES OF THE •QUESTIONING•

BEEN MET?

B. HAS A COMPREHENSIVE SUMMARY REPORT BEEN

PREPARED?

C. HAVE ADMISSIONS BY THE SUBJECT BEEN

RESEARCHED AND VERIFIED?

D. IF DECEPTION IS DETECTED - RESUME THE

VII. EXPLOITATION AND DISPOSAL

A. WHAT DISPOSITION OF THE SUBJECT IS TO BE

MADE AFTER •QUESTIONING• ENDS?

1. IF THE SUBJECT IS SUSPECTED OF BEING A

HOSTILE AGENT, AND HE HAS NOT CONFESSED,

WHAT MEASURES WILL BE TAKEN TO ENSURE
THAT HE IS NOT ALLOWED TO OPERATE AS
BEFORE?

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2. IF THE SUBJECT IS TO BE USED

OPERATIONA~LY, WHAT EFFECT (IF ANY) WILL

THE wQUESTIOINGw HAVE UPON THE OPERATION?

3. IF THE SUBJECT IS TO BE TURNED OVER TO

ANOTHER SERVICE, HOW MUCH WILL HE BE ABLE

TO TELL THEM ABOUT YOUR SERVICE AND

4. IF THE SUBJECT IS TO BE TURNED OVER TO

THE COURTS FOR PROSECUTION, WILL HE BE

ABLE TO CAUSE EMBARRASSMENT TO YOUR

SERVICE BECAUSE OF HIS DETENTION AND

•QUESTIONING•?

B. HAVE ANY PROMISES BEEN MADE TO THE SUBJECT

WHICH ARE UNFULFILLED WHEN •QUESTIONING•

ENDS? IS HE VENGEFVL OR LIKELY TO STRIKE

BACK? HOW?

C. HAS A QUIT-CLAIM BEEN OBTAINED?

D. IF PSYCHOLOGICAL REGRESSION WAS INDUCED IN

THE SUBJECT DURING THE •QUESTIONING•

PROCESS, HOW IS IT PLANNED TO RESTORE HIM TO

.
HIS ORIGINAL MENTAL CONDITION?
.·
E. WAS THE •QUESTIONING• SUCCESSFUL? WHY?

·F. A FAILURE? WHY?

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.•
REPORTING

I. GENERAL

REMEMBER THAT THE •QUESTIONING• IS NOT AN END IN

ITSELF: IT IS ONLY ONE PART OF THE INTELLIGENCE

CYCLE. REGARDLESS OF HOW SUCCESSFUL THE

•QUESTIONING• MAY BE, IT IS WORTHLESS UNTIL

REDUCED TO WRITING. THE PURPOSE OF A REPORT IS

TO RECORD THE INFORMAION OBTAINED DURING

•QUESTIONING• FOR FUTURE REFERENCE, ANALYSIS AND

DISSEMINATION.

II. RAW NOTES

A. RAW NOTES INCLUDE:

-WRITTEN NOTES MADE DURING THE •QUESTIONING•

-AUDIO AND VIDEO RECORDINGS OF THE
•QUESTIONING•

-ANY DOCUMENTS THE SUBJECT WAS REQUIRED TO

FILL OUT

B. THE •QUESTIONER'S WRITTEN NOTES:

-SHOULD BE BRIEF

-SHOULD BE MADE AS SURREPTITIOUSLY AS

POSSIBLE

-SHOULD BE LABELED WITH DATE/TIME INFORHATON

-SHOULD NOT DIVULGE AREAS OF INTEREST BY

ONLY TAKING NOTES ON CERTAIN TOPICS

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III. USE OF - RECORDING DEVICES

THE FOLLOWING SUGGESTIONS APPLY EQUALLY TO BOTH

AUDIO AND VIDEO RECORDING DEVICES.

A. THE SUBJECT SHOULD NOT BE AWARE THAT HE IS

BEING RECORDED.

B. DO NOT ATTEMPT TO RECORD THE ENTIRE

•QUESTIONINGR UNLESS THERE IS A SPECIAL

PURPOSE FOR DOING SO, SUCH AS LATER EDITING

THE TAPE FOR SPECIAL EFFECTS.

C. A/C CURRENT IS·PREFERABLE TO BATTERIES BUT

BATTERIES SHOULD BE AVAILABLE AS BACKUP.

D. IF YOU MUST USE BATTERIES, THEN ALWAYS START

EACH SESSION WITH FRESH BATTERIES.

E. YOU SHOULD HAVE A BACKUP RECORDER IN CASE

THE FIRST MALFUNCTIONS.

F. PLAN FOR TAPE REPLACEMENT BEFORE STARTING

THE SESSION.

G. LABEL TAPES ON THE OUTSIDE AND ALSO RECORD

AN IDENTIFYING HEADER ON THE TAPE ITSELF.

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IV. PRINCIPLES OF REPORT WRITING

A. ACCURACY - INFORMATION SHOULD BE REPORTED

EXACTLY AS OBTAINED FROM THE SUBJECT.

HEARSAY OR •QUESTIONER• COMMENTS SHOULD BE

IDENTIFIED AS SUCH.

B. BREVITY - THE REPORT SHOULD BE BRIEF AND TO

THE POINT. NO ONE WANTS TO READ A TEN PAGE

REPORT THAT COULD HAVE BEEN SUMMED UP IN ONE

OR TWO.

C. CLARITY - TAKES PRECEDENCE OVER BREVITY.

DON'T MAKE THE REPORT SO BRIEF THAT IT LACKS

PERTINENT DETAILS.

1. USE SIMPLE SENTENCES AND UNDERSTANDABLE

LANGUAGE.

2. BE SPECIFIC - DON'T GENERALIZE.

3. AVOID ABBREVIATIONS WHICH ARE NOT

COMMONLY KNOWN. IT IS O.K. TO ABBREVIATE

NAMES OF ORGANIZATIONS BUT SPELL OUT THE

FULL NAME THE FIRST TIME IT APPEARS IN

THE REPORT FOLLOWED BY THE ABBREVIATION

IN PARENTHESIS. THEN USE THE

ABBREVIATION THROUGHOUT THE REMAINDER ~F

THE REPORT.

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D. COHERENCE - REPORT ITEMS IN A LOGICAL,

ORDERLY SEQUENCE.
E. COMPLETENESS - ANSWER ALL QUESTIONS WHICH

MAY BE ASKED BY THE READER OF THE REPORT.

REPORT NEGATIVE ANSWERS TO PREVENT

MISUNDERSTANDINGS AND DUPLICATIONS DURING

SESSIONS .

F. TIMELINESS - TAKES PRECEDENCE OVER ALL OTHER

PRINCIPLES. YOU MUST WEIGH PERISHABILITY OF

THE INFORMATION AGAINST COMPLETENESS . IF IT

REACHES THE USER TOO LATE, IT IS OF NO VALUE.

V. FORMATS
.•
THERE IS NO SET FORMAT BUT AT A MINIMUM EVERY

REPORT SHOULD ANSWER WHO, WHAT, WHEN, WHERE,

WHY,· AND HOW. THE FOLLOWING ARE GUIDELINES FOR

THE FINAL REPORT:

A. ONE TOPIC - ONE REPORT. THIS IS A

TREMENDOUS AID IN LATER ANALYSIS, ESPEC~ALLY

WHEN USING COMPUTERIZED CROSS-REFERENCES OR

INDEXING.
B. THE REPORT SHOULD RELATE TO SPECIFIC

REQUIREMENTS. REMEMBER THAT THE OBJECTIVE

OF THE •QOESTIONING• WAS TO MEET THOSE

SPECIFIC REQUIREMENTS . .

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.. ' ;

I...·. · C. THE REPORT SHOULD INCLUDE AN ASSESSMENT OF

THE SUBJECT, HIS INTELLIGENCE, EXPERIENCE,
COOPERATIVENESS, AND RELIABILITY;

.... .. D. THE REPORT SHOULD INCLUDE A DISCUSSION OF

·,
THE TECHNIQUES USED. INCLUDE ALL APPROACHES
·' i
!"
.. ~ USED, HOW YOU USED THEM, AND WHICH TECHNIQUE
BROKE THE SUBJECT.

.·.. E. THE REPORT SHOULD INCLUDE A RECOMMENDATION

•.. (POSITIVE OR· NEGATIVE) FOR ADDITIONAL

•QUESTIONING•, BASED UPON THE SUBJECT'S

SPECIALIZED AREAS OF KNOWLEDGE.

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