research

Article 2: Approaching Truth: Behavioral Science Lessons on Educing Information from Human sources

belus002 — Thu, 01 May 2008 16:27:52 -0500

Article 2: Approaching Truth: Behavioral Science Lessons on Educing Information from Human sources

Randy Borum, Psy.D.

University of South Florida

November 2005

Theses: “Essentially none of the interrogation techniques used by U.S. personnel over the past half-century has been subjected to scientific or systematic inquiry or evaluation, and the accuracy of educed information can be compromised by the way it is obtained” (Educing, p. 17). Few empirical studies “directly address the effectiveness of interrogation…in generating accurate and useful information from…uncooperative persons” (Educing, p.18). “Educing information from a human source requires some understanding of how people in general acquire, process, store, and retrieve information. Without this knowledge, it is possible to misinterpret or even contaminate stored information so that not even the source can any longer discern the ‘real truth’” (Educing 31).

“The potential mechanisms and effects of using coercive techniques or torture for gaining accurate, useful information from uncooperative sources are much more complex than is commonly assumed. There is little or no research to indicate whether such techniques succeed in the manner and context in which they are applied” (Educing p. 19, 35)
“The accuracy of educed information can be compromised by the manner in which it is obtained. The effects of many common stress and duress techniques are known to impair various aspects of a person’s cognitive functioning, including those functions necessary to retrieve and produce accurate, useful information” (Educing, p.31-32, 35).
“Psychological Theory and some…related research suggest that coercion or pressure can actually increase a source’s resistance and determination not to comply. [T]here is no available scientific or systematic research to suggest that coercion [or pain (Educing, p. 33)] can, will, or has provided accurate useful information” (Educing, p.25-28, 35).
Previous research on persuasion, influence, compliance, and resistance have focused mostly on Western cultures and their populous (Educing, p.35). Social science findings suggest that “patterns, meanings and modes of” (Educing, p. 35) interaction could be different in non-Western cultures. Therefore, no clear scientific basis exists to believe that “results and insights [or tactics] will apply equally or evenly across cultures” (Educing, p. 36). Results may vary depending on the place or culture of origin of the subject.
It has not been scientifically determined whether translators affect results or accuracy of information given by subjects. “[E]ffects and/or implementation of interpersonal strategies may be different when using a translator as a conduit for communication [or educing information]” (Educing, p.36).
There are six factors that are most consistent in affecting influence among persons, particularly during interrogation situations, are reciprocity between both parties, scarcity or limited other options for subject, liking or fondness for interrogator, a sense of authority, commitment/consistency of interrogator to subject, and social validation of subject through interview (Educing p.22-24).

Brief points of research-based evidence:

A British study of 100 detectives found that almost half, about 42%, believed that an interviewer’s failure to establish rapport with a suspect contributed to a suspect’s denial. Thus, good rapport must be established with interviewer/interrogator for suspect to typically confess (Educing, p.22).
Through social scientists examinations, they have found that “likeability” is a main factor affecting the successful and accurate eduction of information (Educing, p.23).
“Social science research suggests that people are more likely to be influenced by the arguments of a person whom they perceive as an authority or an expert” (Educing, p. 23).
Research suggests that “fear may motivate an enemy source to ‘talk,’ but not necessarily to provide accurate intelligence” (Educing, p.25).
Research from North America and China show that coercive influence strategies can cause a target to feel disrespected, whereas rational persuasion, or “avoidance of pressure,” can increase the likelihood that a target will interact and commit to the discussion (Educing, p.25).
Research over the last forty years shows that the use of “mild distraction” during interrogation/interviews “can occupy the target’s attention…diminishing his/her resources available to counter-argue or critically analyze” (Educing, p.29).

Suggestion by author for eduction of information: “Constructing a conceptual model of ‘U.S.’ information eduction could provide a platform to label and identify actors, elements, actions, dynamics, and effects to describe and conceptualize the process” (Educing, p.36); therefore, improving accuracy and efficacy of information/confessions given by subjects.

Hamburg, Dr. Margaret A., et al. Educing Information: Interrogation: Science and Art foundations for the Future. Intelligence Science Board Phase 1 Report. Washington D.C.: National Defense Intelligence College, 2006.

Educing Information Main Page

Educing Information Summary Report Main Page

belus002 — Thu, 01 May 2008 16:06:37 -0500

EDUCING INFORMATION:
INTERROGATION: SCIENCE AND ART
FOUNDATIONS FOR THE FUTURE

Intelligence Science Board Phase 1 Report
National Defense Intelligence College
Washington D.C.
December 2006

Educing Information was created by the National Defense Intelligence College in 2006 to gather the most current research on interrogation. The full report can be accessed here (caution: this is a large document and may take a few minutes to load).
Below are summaries of each study published in Educing Information. These summaries serve as tools for identifying the main points, as well as to deepen our understanding of current interrogation research and issues.

Forward Summary

Prologue Summary

Commentaries Summary

Article 1: The Costs and Benefits of Interrogation in the Struggle Against Terrorism

Article 2: Approaching Truth: Behavioral Science Lessons on Educing Information from Human Sources

Article 3: Research on Detection of Deception: What We Know vs. What We Think We Know

Article 4: Mechanical Detection of Deception: A Short Review

Article 5: KUBAK Counterintelligence Interrogation Review: Observations of an Interrogator--Lessons Learned and Avenues for Further Research

Article 6: Custodial Interrogations: What We Know, What We Do, and What We Can Learn from Law Enforcemnt Experinces

Arti cle 7: Barriers to Success: Critical Challenges in Developing a New Educing Information Paradigm

Article 8: Negotiation Theory and Practice: Exploring Ideas to Aid Information Eduction

Article 9: Negotiation Theory and Educing Information: Practical Concepts and Tools

Article 10: Options for Scientific Reasearch on Eduction Practices

Research for Action

bharris — Fri, 25 May 2007 20:08:13 -0500

by Chubashini Suntharalingam, Southeast Asian Council for Food Security and Fair Trade (SEACON)

Download full notebook below.[*note]

Responding to the rise of free trade in the global economy, the Southeast Asian Council for Food Security (SEACON) set out in 2003 to conduct a unique, participatory research project to investigate the impacts of these macroeconomic changes on small scale food producers in Southeast Asia. Research manager Chubashini Suntharalingam’s notebook entitled "Research for Action" outlines the process. The notebook serves as a useful guide for organizations in creating participatory research projects that effectively involve and empower the people impacted by the issues they are studying.

In it, the author first outlines the research methods that characterize a participatory research process. These include the challenges of conducting interviews and organizing focused discussion groups. The author also confronts the difficulties of working with researchers that are untrained in writing documents and reports, as well as the potential issues that must be considered working with participants at the grassroots level. For example, in SEACON’s study, the very people that were struggling economically as a result of the issues that the organization sought to study were also limited in their capacity to participate in the project as a result of these hardships. Taking the time to conduct an interview would mean loosing hours that needed to be spent working. The issue serves to exemplify how, by involving local communities, researches must also be considerate of their unique needs.

Looking beyond the research process, the notebook also details the potential impacts of participatory research that creates thorough, credible documentation at the grassroots level. Not only can the information be utilized in advocacy and lobbying efforts, the research process itself can serve to create a network of activists, informing organizations working on issues that impact study participants, and directly benefiting the people themselves. Participatory research "empowers local communities," the author concludes, "connecting victims of human rights violations to the information they need to become active defenders of their right and to develop creative solutions to human rights challenges."

*Note: You need Adobe Acrobat Reader to open the files marked with an asterisk (*). You can download a free version of this program from http://www.adobe.com

Promoting Human Rights Professionalism in the Liberian Police Force

bharris — Fri, 25 May 2007 20:08:10 -0500

Promoting Human Rights Professionalism in the Liberian Police Force

By Cecil Griffiths

Download full notebook below.[*note]

In this notebook, we learn about the efforts, ability, and commitment of law enforcement personnel–one of the most difficult groups to reach regarding human rights–to address and confront human rights issues and violations from their own perspective and within their own ranks. The Liberian National Law Enforcement Association (LINLEA) was established by law enforcement personnel themselves to address issues of poor leadership, blind loyalty, and lack of professional training, each of which have contributed to a poor quality of services and a high incidence of human rights abuses. LINLEA has worked to promote professionalism as a way to enhance human rights standards and reduce incidences of abuse. This tactic provides insights into how the law enforcement profession itself can understand the connection between professionalism and human rights–exposing abuses when they occur–to send signals to government and civil society that action can and must be taken to address abuses.

As dictated by canons of police ethics, which instruct officers to respect the constitutional rights of all people to liberty, equality, and justice, law enforcement officers are supposed to be the leading human rights protectors and promoters everywhere in the world. Unfortunately, due to lack of training and discipline, poor leadership, and political manipulation, law enforcement personnel often engage in unprofessional conduct that leads to abuses of human rights. In 1993, after the war in Liberia, we evaluated the situation within the police department. An estimated 40 percent of law enforcement personnel had not received basic training. Discipline levels were very low. More recently, we have seen how a regime can appoint law enforcement officials who can be manipulated to perpetuate, through oppression, suppression, and intimidation, the regime’s tenure. To address these issues of unprofessionalism and human rights abuses, we decided to establish a professional association: The Liberian National Law Enforcement Association, or LINLEA.

LINLEA promotes training opportunities for law enforcement officers; advocates for a merit-based system of promotion, the appointment of qualified administrators, and fair and impartial adjudication of complaints against officers; and discourages partisanship and political manipulation of law enforcement agencies. At LINLEA we use a variety of means to achieve our objectives. We host professional training workshops for law enforcement officers, and organize public lecture forums and radio programs to discuss issues related to the administration of justice. We publish a journal to educate readers on the role of the criminal justice system, its problems and challenges, and issues of democracy and human rights. In addition, we advocate for reforms of law enforcement and criminal justice institutions, conduct research on the causes of crime and the responses of the criminal justice system, and publish our findings and recommendations. As our organization has grown in size and credibility, we have also been able to call attention to internal problems and unprofessional behavior in the department, and demand justice for victims–including unfairly accused police officers. We are beginning to monitor and catalogue police abuses.

LINLEA now has over 500 members, including nearly 20 percent of the police force, as well as many members of other law enforcement institutions. Through our Center for Criminal Justice Research and Education, we have been able to provide leadership and human rights training for 223 senior law enforcement officers. The Center has also conducted a training workshop for law enforcement trainers and curriculum specialists of law enforcement agencies, and a workshop on Policy Formulation and Development for law enforcement planners and administrators.

We believe that an association of this sort is the most effective way to bring about change in police behavior. Human rights organizations can raise awareness of the nature and incidents of human rights abuses in society. But when a professional body related to law enforcement becomes involved in highlighting and exposing these abuses, it sends a different signal to the government and to the police department itself, a signal they are more likely to heed. In this notebook I describe the creation of our police association, and the development of our work supporting within the police force a professional attitude that is respectful of human rights. I then discuss some of the questions relevant to the use of this tactic in other contexts. Whether you are a concerned law enforcement professional or a human rights activist, it is my hope that this analysis will help you consider how steps can be taken to professionalize the police and improve its human rights record in your own situation.

*Note: You need Adobe Acrobat Reader to open the files marked with an asterisk (*). You can download a free version of this program from www.adobe.com.

Open Memory

bharris — Fri, 25 May 2007 20:08:08 -0500

Open Memory

By Damian Ferrari

Download full notebook below.[*note]

Read how Memoria Abierta (Open Memory), a human rights organization in Argentina, organizes thousands of documents related to the state terrorism and makes them accessible through an online database as a way to raise public awareness about what happened in Argentina from 1976-1983.

Making Sense of the Information Wilderness

bharris — Fri, 25 May 2007 20:08:04 -0500

Making Sense of the Information Wilderness

By Sasa Madacki

Download full notebook below. [*note]
See Phillipe Duhamel's creative take on this resource at interTactica!

Sometimes institutional strengthening tactics applied inside an organization improve the way human rights practitioners do their work and what they can do. Organizations that use their resources effectively, can more effectively advance human rights work. In this notebook, the experience of the Human Rights Centre at the University of Sarajevo is presented. They built a strong information system and central role for an information specialist or librarian. The utilization of this information system and information specialist’s skills allowed other staff to better, and more productively, focus on their core programmatic missions. Although the Human Rights Centre is now a fairly large and relatively well-funded organization, the tactic explained in this notebook presents ideas in a way that nearly any group doing human rights work could apply this organizational strengthening tactic.

When I walked into my new office at the library of the Human Rights Centre in Sarajevo, I found myself with two cardboard boxes containing a card catalogue, an inventory list, a thousand dusty books and a pile of documents. A total wilderness. It was an idyllic and inspiring sight: a librarian sitting in the middle of a room surrounded by stacks of papers with the daunting task of creating order out of chaos. Creating this order would yield an efficient tool to promote human rights in Bosnia and Herzegovina – where human rights are so abused and where reliable sources are lacking. In this notebook it is my modest hope to describe the results of this transformation, and what we have learned from it that can help others working for human rights. I believe now that every organization can improve its work and more effectively promote human rights and justice, if it can systematically develop both a library and a librarian’s position appropriate to its own size and objectives. The goal of this notebook will be to take the Sarajevo Centre’s experience and draw out lessons to enable other organizations to develop the tools and skills to more effectively navigate the ever-expanding wilderness of available information that can help them in their work.

See Phillipe Duhamel's creative take on this resource at interTactica!

*Note: You need Adobe Acrobat Reader to open the files marked with an asterisk (*). You can download a free version of this program from www.adobe.com.

research

Article 2: Approaching Truth: Behavioral Science Lessons on Educing Information from Human sources

Article 2: Approaching Truth: Behavioral Science Lessons on Educing Information from Human sources

Educing Information Summary Report Main Page

EDUCING INFORMATION: INTERROGATION: SCIENCE AND ART FOUNDATIONS FOR THE FUTURE

Research for Action

Promoting Human Rights Professionalism in the Liberian Police Force

Promoting Human Rights Professionalism in the Liberian Police Force

Open Memory

Open Memory

Making Sense of the Information Wilderness

Making Sense of the Information Wilderness

EDUCING INFORMATION:
INTERROGATION: SCIENCE AND ART
FOUNDATIONS FOR THE FUTURE