Educing Information: Interrogation - National Intelligence University

might worry about “How much is enough” and “Can I trust this interrogator to
stop hurting me if I agree to talk”
In fact, the interrogator who uses physical force may lack believability for
any other strategy. The very nature of the use of physical force would seem to
undermine the likelihood of useful connection with a source beyond the immediate
sessions. It might also increase a source’s hatred of the United States and interest
in suicide or willingness to be killed. So-called “restrained forcing” might be
worthy of study in EI.
The fear of injury, and implicit and explicit threats of the use of force against
a source or his family and friends, could also be problematic. (Putting a person in
fear may be interpreted as intending harm, even though it may in fact be intended
as an alternative to actual harm.) However, careful research might show that fear
is sometimes effective.
Sources may have received training to resist EI, but the training might
not necessarily “take hold” immediately after capture, especially for an
unsophisticated captive. There may be a period after capture when fear of injury
and/or disorientation (keeping someone “off base”) might lead a source to begin
to talk. A source might even be able to save face among his peers if he could later
claim that he was immediately in great fear of injury. (Educers might consider
using “good cop/bad cop” [or, more accurately, “bad cop/good cop”] tactics with
those who have just been captured.)
Educers must remember that the use of physical force against sources —
especially forms of coercion that are claimed to be illegal — may also be used
against the United States. For example, others might then find it easier to mistreat
our own troops.
Information Power
Accurate information, especially information about the real interests and
knowledge of the specific source, appears essential in every strategy. All strategies
require checking of educed information for accuracy and usefulness. Information
power may be the most important source of power in EI.
Negotiation theory suggests that it is vital for educers to learn even small
things about the individual source before interrogation so that they can plan
a strategy and the uses of various forms of power. For example, data may be
available from a central database, or “intake” members of the EI team might be
able to learn something about the interests of a source (theory suggests that the
real “negotiation” with the source will begin at the first meeting with the first
member of the team). Negotiation practice would also suggest the importance of
(seen or unseen) observers and analysts available to peruse the results of every
interrogation session — in part to integrate what is learned, in part to affirm
established ethical guidelines, in part to monitor effectiveness, and in part to
prepare for the next EI session.
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