Hostage Survival
DIRECTORATE OF TRAINING
HOSTAGE SURVIVAL
(RJ 1225)
FORCE PROTECTION UNIT ADVISORS COURSE
This is a new lesson plan.
10 March 2002
LESSON TITLE: Hostage Survival
SECTION I. ADMINISTRATIVE DATA
TASK(S) BEING TAUGHT OR SUPPORTED IN THIS LESSON:
NUMBER; TITLE; PAGES; ADDITIONAL INFORMATION
AR 350-30, Code of Conduct/Survival, Evasion, Resistance, and Escape (SERE) Training (December 1985).
DA Pam 350-21, Family Fitness Handbook (November 1984).
JP 3-07.2, joint Tactics, Techniques, and Procedures for Antiterrorism (June 1993)
TC 19-16, Countering Terrorism on U.S. Army Installations (April 1983).
DOD Dir 1300.7, Code of Conduct Guidance for Personnel Subject to Terrorist Captivity.
HQ USAF OSI, Bolling AFB, Executive Handbook, Terrorism Security Survival, Washington, DC (1982).
Adams, John, Understanding and Managing Stress, San Diego University Associates, Inc (1980).
SA Fitzpatrick, Robert, Hostage Negotiation, FBI Academy, Quantico, VA.
Hacker, Fredrick J, Crusaders, Criminals, and Crazies, New York, NY; W.W. Norton & Company (1976).
Ochberg, Frank M. and Soskin, David A., Victims of Terrorism, Boulder, CO; West View Press Inc (1982).
STUDENT STUDY ASSIGNMENTS: Review the lesson outline.
INSTRUCTOR REQUIREMENTS: Instructor must have completed the CTMI Course and Instructor Training Course.
ADDITIONAL SUPPORT PERSONNEL REQUIREMENTS:
EQUIPMENT REQUIRED FOR THE INSTRUCTION: 35-mm slide projector and screen.
MATERIALS REQUIRED FOR THE INSTRUCTION:
INSTRUCTOR MATERIALS: 35-mm slides (#1 through #78).
STUDENT MATERIALS: Advance sheet, lesson outline, summary sheet.
CLASSROOM, TRAINING AREA, AND/OR RANGE REQUIREMENTS: 1 classroom capable of seating 25 students, and 5 small group classrooms capable of seating 5 students in a small group environment.
AMMUNITION REQUIREMENTS: None
INSTRUCTIONAL GUIDANCE:
PROPONENT LESSON PLAN APPROVAL: See Cover Sheet.
PREPARED BY:
NAME, RANK, POSITION, DATE:
Schultz, MSG,ALETD, Feb 97.
SECTION II. INTRODUCTION
Type of Instruction: C. Time of Instruction: .1 hour(s). Media: Slides
A. MOTIVATOR: For centuries the taking of hostages has been used as an effective method for gaining control. This form of crime or terrorism has increased in incidence since 1968. Hostage taking will remain an effective method of gaining control as long as we value human life. Any potential hostage taker knows that his efforts will be rewarded with instant, widespread publicity. Hostage taking is equivalent to the setting up of a bargaining position.
B. TERMINAL LEARNING OBJECTIVE (STATEMENT OF OBJECTIVE): Unaided, explain the psychology of hostage taking, personal contingency planning, the actions to be taken by a hostage at the moment of capture, and the effects of the Stockholm syndrome and describe DOD peacetime guidance, the techniques for adjusting to captivity, and the actions to be taken by a hostage during rescue or release IAW DOD Dir. 1300.7, AR 350-30, JP 3-07.2, TC 19-16, DA Pam 350-21, and Understanding and Managing Stress.
NOTE: Inform the students of the following terminal learning objective requirements.
1. At the completion of this lesson you (the student) will:
ACTION: Unaided, explain the psychology of hostage taking, personal contingency planning, the actions to be taken by a hostage at the moment of capture, and the effects of the Stockholm syndrome and describe DOD peacetime guidance, the techniques for adjusting to captivity, and the actions to be taken by a hostage during rescue or release IAW DOD Dir. 1300.7, AR 350-30, JP 3-07.2, TC 19-16, DA Pam 350-21, and Understanding and Managing Stress.
CONDITIONS: Given the USAMPS, FPUAC slide presentation, a lesson plan classroom and students
STANDARDS: The student must demonstrate , by presenting the lesson in a classroom environment IAW the lesson plan and Instructor evaluation.
C. SAFETY REQUIREMENTS: None.
D. RISK ASSESSMENT LEVEL: Low Risk
E. ENVIRONMENTAL CONSIDERATIONS: None
F. EVALUATION: Exam
G. INSTRUCTIONAL LEAD IN:
SECTION III. PRESENTATION
A. ENABLING LEARNING OBJECTIVE #1.
NOTE: Inform the students of the enabling learning objective requirements.
ACTION: Unaided, explain the reasoning behind the taking of hostages IAW JP 3-07.2 and TC 19-16.
CONDITIONS: Given the USAMPS, FPUAC slide presentation, a lesson plan , classroom , and students
STANDARDS: The Student must demonstrate by presenting the lesson in a classroom environment ,IAW the lesson plan and Instructor evaluation.
Learning Step/Activity 1.
Type of instruction: C. Instructor to student ratio is 1:Class.
Time of instruction: .1 hour(s).
Media: Slides.
1. First teaching point. Hostage taking represents a unique bargain struck over the value of human life. Whatever the immediate motivation, the basic purpose remains the same. Hostage taking is a way of setting up a bargaining position to achieve an otherwise unattainable objective.
2. Second teaching point. A victim may be chosen because of his value to someone. One government will not negotiate with terrorists. This does not diminish the victim's value to his family, his employer, or himself. There are numerous examples in which ransom demands have been met by private efforts. This may free the hostage but unfortunately further promulgates the act.
3. Third teaching point. A victim may be chosen because he is prominent, because of his job position, because of his status, or simply because he is an American.
4. Fourth teaching point. A victim may be hated by his captors. The terrorist organization may blame him directly for any setbacks it has suffered or may foresee disaster in the near future due to this individual's work. The US advisors in El Salvador, especially the combat advisors, are not liked by the terrorists of the Farabundo Marti National Liberation Front (FMLN).
5. Fifth teaching point. Because of their desire for publicity, terrorists do not kidnap a victim and then not tell anyone. The higher the status of the victim, the more publicity the event will solicit.
6. Sixth teaching point. The victim may be seen as a source of trouble. In Colombia the terrorist groups M19 and the Armed Revolutionary Forces of Colombia (FARC), which make more than $100 million each year from cocaine, could look at the special agents of the U.S. Drug Enforcement Administration from this point of view.
7. Seventh teaching point. Most of the time, the hostage is just an innocent victim of circumstances who happened to be in the wrong place at the wrong time.
B. ENABLING LEARNING OBJECTIVE #2.
NOTE: Inform the students of the enabling learning objective requirements.
ACTION: Unaided, describe the different categories of hostage takers IAW JP 3-07.2 and TC 19-16.
CONDITIONS: Given the USAMPS, FPUAC slide presentation, a lesson plan , classroom , and students
STANDARDS: The Student must demonstrate by presenting the lesson in a classroom environment ,IAW the lesson plan and Instructor evaluation.
Learning Step/Activity 1.
Type of instruction: C. Instructor to student ratio is 1:Class.
Time of instruction: .2 hour(s).
Media: Sides.
1. First teaching point. Hostage taking by the very nature of the act, forces the terrorist into stereotyped responses. The hostage becomes a pawn, caught between the terrorist and the authorities. The terrorist becomes violent and strives to control the situation and move the event toward completion of his objective. The hostage, by his conduct, can enhance or diminish his chances for survival. The more the hostage understands about his capture, the better he will be able to predict the hostage holder's behavior and feel some degree of control, which can assist in diminishing fear.
2. Second teaching point. All classification by category of hostage takers is an artificial matter. We categorize hostage takers merely to provide guidelines. The real identity of the terrorist can only be examined in the context of his relationships to the people, the organization, places, ideas, and the historical context with which he is associated. The question one must ask when examining any terrorist action is, "Does the ideology support the actual beliefs of a group, or is it merely a tool used to justify their actions?" Symbionese Liberation Army (SLA) leader Donald DeFreeze used Marxism as a cover label for criminal actions.
3. Third teaching point. Terrorist organizations are usually stratified. At the top of a pyramid like structure, single, urban, bright, and dedicated idealists can be found. Often this layer of terrorists comes from professions such as medicine and law. The lower down the ranks of a terrorist organization one looks, the greater the diversity of personality styles one sees: the disillusioned, the mentally ill, the sociopaths recruited from prisons, and the ideologically motivated. There are also those who are monetarily motivated, the "mercenary"-style terrorists, and those seeking some form of personal revenge. Almost all terrorist organizations form a cross section of the population from which they emerge. The group performing the hostage taking will in turn be a representative slice of the organization. This slice performs its operations in support of the larger organization's long-range goals.
4. Fourth teaching point. Two categories of hostage takers that pose a major threat to U.S. government representatives are political extremists and religious fanatics.
a. Political extremists. These hostage takers often operate within a military like structure. This control factor may hold violence within planned limits. Still, within the group there may be one or more terrorists whose propensity for cruelty makes them more dangerous. While they may be held in check by their group leadership, it is important to identify them early in the event and spend extra effort to avoid a confrontation.
(1) The average age of most political terrorists ranges between 19 and 35. This youth factor heightens their fanaticism, blinds them to reasonable dialogue, and insulates them to appeals based on morals, decency, or fear for their own safety. While the political extremists are often prepared to die for their cause, they are not necessarily suicidal. When the chances for success dwindle, their primary concern often changes to escape.
(2) Political extremists generally only take hostages when they have some control over the general terrain where the event will take place or when a friendly or neutral country may provide shelter. Hostage taking by this group of terrorists can be viewed as a barometer of political extremism in a geographic area.
a. Religious fanatics. These hostage takers generally fit one of three categories. They are usually either a member of a recognized religion or a radical offshoot of that religion, a member of a cult, or a religious loner. No religion has been without its excesses. Rather than become cynical toward religions, we should acknowledge that unsavory aspects of the religious extremists result from human failings, corruption, and inadequacy rather than an imperfection of things divine.
(1) Religious fanatics share a common, unshakable belief in the righteousness of their cause and the appropriateness of their actions. Hostage taking and other terrorist like actions seem to increase in number when traditional value systems are threatened, change, or appear to collapse (Iran, Egypt). With the exception of the loner, religious fanatics have a charismatic leader and preach a form of exclusivity by which only the select can enter heaven. Therefore, if you are not a member of the sect, you are an enemy. Like political extremists, religious fanatics can admit no fault in their dogma. If they perceive hostility toward their religion by the hostage, they may react with violence. Feeling superior because of their beliefs, they may be inflexible and express a preference for death. The death wish is strong in many religious fanatics.
(2) A second category of religious fanatics is found in the cult. Cults can be defined as religions without political power, such as Jim Jones's church in Guyana. While cults do not present as significant a threat as more conventional and widely known religious extremist groups, they do contain the potential for violent confrontations and hostage takings for a wide variety of reasons.
(3) Some religious extremists who engage in terrorism may seek a violent death at the hands of a non believer. Terrorists of this variety see themselves answerable only to God. Their conduct is often irrational and extremely defensive. They feel threatened by any misdescription of their leader, their beliefs, or their activity. They may believe that to die at the hand of a non believer is the holiest achievement possible. Because of that belief, they may be suicidal. They may seek violent resolution to the situation by killing hostages to satisfy that drive.
(4) The lone religious fanatic, while not often encountered, could present the gravest threat. He will be even more detached from reality and less rational than the one belonging to a group. This religious fanatic claims to be operating on direct divine orders. Because of that, he is probably the most dangerous and the least susceptible to reason. David Berkowitz took orders from "God," who spoke to him through his neighbor's dog Sam.
5. Fifth teaching point. Three more categories of hostage takers are the fleeing criminal, the wronged person, and the mentally disturbed person. Hostage takers in these categories usually are not members of a terrorist organization; however, they still present a threat to service members anywhere in the world.
a. The fleeing criminal. This criminal has been thwarted in the completion of his crime. He takes hostages on impulse to avoid immediate apprehension and to have a bargaining chip for his escape. He does not want to die; he has no cause to die for. This hostage taker tends to be impulsive. He will often settle for much less than originally demanded when he recognizes his no-win situation, provided he is able to save face, maintain his dignity, and not experience a sudden loss of power. A too sudden loss of power can create agitation, despair, or panic, which can lead to the impulsive killing of a hostage. Time is on the side of peaceful resolution. In this era of electronic media, criminals may resort to political rhetoric during the negotiation process.
b. The wronged person. This type of hostage taker seeks to notify society of the defects in the "system" or in the "establishment" because of some disagreeable experience. He may be seeking redress of the experience or publicity of that wrong. This hostage taker tries to take justice into his own hands. Group dynamics outside the hostage situation become complicated, because there are bound to be some groups of people who have suffered the same type of social injustice who will create backing and support for the hostage taker. This situation is different from the political hostage taking in that it is motivated by a wish for personal revenge. The hostage taker is convinced that he is absolutely right and behaves in a grandiose fashion. These factors are accentuated by media coverage and also by the media coverage of sympathetic outside groups. In the hostage taker's mind, this may justify violence toward the hostages. The hostages may represent the "system" or whatever the hostage taker wishes to avenge, which therefore puts the hostages in a dangerous situation. This type situation occurs in clusters because of the media and outside sympathetic group dynamics; thus, media restraint is required to avoid a future epidemic of "wronged person" hostage taking. Gentle persuasion is required to convince the hostage taker that what he needs to end the situation will be provided.
c. The mentally disturbed person. Many hostage takers are mentally disturbed or under the influence of a narcotic. Hostage taking by a mentally disturbed person may be either spontaneous or planned. It is surprising to see how well planned the situation may be in spite of the hostage taker's obvious psychosis. For many mentally-ill persons, there are intermittent periods of lucidity in the psychosis, so it may take an extended period of contact before craziness is revealed in the hostage taker's speech. The delusions and the hallucinations probably will not impair his ability to do what he wishes with the hostage-holding situation. Rapport may be difficult to achieve and maintain, but efforts to that end should be consistent. In almost all cases, the mentally ill hostage taker will also have a death wish that can only be satisfied by the murder of the hostages, suicide, or both. Hostages should conduct themselves in a very relaxed, laid-back, non aggressive, non antagonistic manner. They should avoid prolonged eye contact with the hostage holder and allow the hostage holder to control the situation and conversation.
6. Sixth teaching point. There are specific strategies, as well as some general rules of behavior, a hostage should consider if he can identify the category of his hostage taker.
a. Determine the area of particular sensitivity, such as politics or religion, and avoid conversation in these subjects. If confronted, become an active listener, and adapt to, rather than adopt, the hostage taker's value system.
b. Because religious hostage takers are very touchy and defensive about their religion, do not misdescribe or make assumptions about the hostage taker's religion.
c. Make every effort to establish rapport with the hostage taker, but never attempt to assume the role of a hostage negotiator.
7. Seventh teaching point. To be taken as a hostage by anyone is dangerous enough, but one can safely say that political extremists represent the most danger to us in the military because of their political ideology and our value as pragmatic and symbolic targets.
C. ENABLING LEARNING OBJECTIVE #3.
NOTE: Inform the students of the enabling learning objective requirements.
ACTION: Unaided, describe personal contingency planning IAW JP 3-07.2 and TC 19-16.
CONDITIONS: Given the USAMPS, FPUAC slide presentation, a lesson plan, classroom , and students
STANDARDS: The Student must demonstrate by presenting the lesson in a classroom environment ,IAW the lesson plan and Instructor evaluation.
Learning Step/Activity 1.
Type of instruction: C. Instructor to student ratio is 1:Class.
Time of instruction: .1 hour(s).
Media: Slides.
1. First teaching point. Members of the armed forces must always consider themselves to be potential hostage victims, if for no other reason than for publicity. Before they arrive at a high-risk area, they should consider personal contingency planning.
2. Second teaching point. Personal affairs. A potential hostage can take certain steps to prepare himself for the rigors of captivity, which in turn will provide for a degree of peace of mind. To lessen the trauma on both himself and his family, the potential hostage should maintain his family and personal affairs in good order. He should keep his will current, draw up appropriate powers of attorney, and take measures to ensure family financial security. He should also discuss plans and instructions with his family in the event he is abducted. He may have a packet made up containing instructions for his family, money, airline tickets, credit cards, insurance policies, and the name of the person to contact for survivor assistance, with instructions to open the packet in the event he is taken hostage.
3. Third teaching point. Briefcase contents. The potential hostage should not carry classified documents or other sensitive or potentially embarrassing items in his briefcase or on his person. If taken hostage, he should be prepared to explain phone numbers, addresses, names, and other items carried at the time of capture. During captivity, he should try to convince his captors that they have kidnapped the wrong person. The terrorists will not be convinced, but he should not give up. Obviously, he cannot use this approach if the terrorists intended to kidnap the defense attach?and the hostage is carrying documents on his person or in his briefcase that prove he is the defense attach? A compromising document found on this person could destroy his argument that he is innocent or that the terrorists took the wrong person.
4. Fourth teaching point. Medicine. The potential hostage should carry a week's supply of any essential medication when traveling or when stationed in a high-risk area. If taken hostage, he should explain the importance of this medication to his captors. If necessary, he should request additional medication; after all, he is more valuable to his captors alive than dead. He should not be reluctant to accept what is provided. When in a foreign country, he should know the generic name of his medication.
D. ENABLING LEARNING OBJECTIVE #4.
NOTE: Inform the students of the enabling learning objective requirements.
ACTION: Unaided, describe the actions to take at the moment of capture IAW JP 3-07.2 and TC 19-16.
CONDITIONS: Given the USAMPS, FPUAC slide presentation, a lesson plan, classroom , and students
STANDARDS: The Student must demonstrate by presenting the lesson in a classroom environment ,IAW the lesson plan and Instructor evaluation.
Learning Step/Activity 1.
Type of instruction: C. Instructor to student ratio is 1:Class.
Time of instruction: .1 hour(s).
Media: Slides.
1. First teaching point. Should the victim resist or surrender? At the moment of capture, the victim must make an instantaneous decision whether to resist or surrender. It is dangerous to resist, but for a number of reasons there are circumstances in which it is more risky to be captured. If he decides in advance to escape, he should plan and practice his escape. For example, he can observe possible points of interception and judge his best course of action. He can also mentally visualize plans to resist at his home or at his office. The initial moment in a capture is the most dangerous time because the captors are tense and their adrenaline is flowing. In these circumstances, the assailants may commit unintentional violence with the slightest provocation. Innocent acts, such as the victim reaching into a coat or purse to produce identification or raising a hand to scratch his scalp, may be wrongly interpreted and precipitate a deadly response. The victim may reassure his captors that he is not trying to escape. It is unrealistic to believe that a target can escape at this initial point in the capture when faced with determined and well-armed terrorists. Many have tried to evade their captors and have been killed or injured. On 28 August 1968, the U.S. Ambassador to Guatemala, John Gordon Mein, was killed as he tried to escape. He took only a few steps before he was shot by a submachine gun burst. Other targets who resisted were fortunate to receive only cuts, bruises, or smashed spectacles--an inauspicious way to begin an indeterminate period of incarceration. Faced with such overwhelming odds, it is vital that the victim not panic or try any sudden movement that might rattle an already anxious gunman. The hostage should keep in mind that the assailant has meticulously planned and executed the hostage operation. The initiative, the time, the location, and the circumstances of the incident--all favor the kidnappers. The manpower and firepower brought to bear on the incident leave little opportunity for escape.
2. Second teaching point. Even though the terrorists may use blindfolds, gags, and drugs at the time of abduction, the victim should keep in mind the fact that the terrorists want him alive. He should therefore not be alarmed or resist unduly. Struggling will likely result in even more severe measures by the abductors. The terrorists may use drugs on the victim to physically control him, put him to sleep, or keep him pacified. The "truth serum" drugs, if used on the hostage, have an effect similar to that of alcohol. Since the hostage has no choice in drug application, he should not physically resist. The terrorists may use blindfolds or hoods on the victim to keep him from knowing where he is being taken or to prevent him from identifying them. The victim should not remove the blindfold, even if an opportunity should arise, as this could leave the terrorists no alternative but to kill him.
3. Third teaching point. The victim should stay alert. Even if he is blindfolded and gagged during transport, he has been deprived of only one or two senses. He should use his other senses to obtain information and help control fear and panic. He should occupy his mind by noting sounds, direction of movement, passage of time, and terrorist conversation. Any information he can acquire could be useful for later reference. Another consideration is to find surfaces where he can leave full fingerprints to assist law enforcement authorities in his recovery.
E. ENABLING LEARNING OBJECTIVE #5.
NOTE: Inform the students of the enabling learning objective requirements.
ACTION: Unaided, define the Stockholm syndrome IAW JP 3-07.2 and TC 19-16.
CONDITIONS: Given the USAMPS, FPUAC slide presentation, a lesson plan, classroom , and students
STANDARDS: The Student must demonstrate by presenting the lesson in a classroom environment ,IAW the lesson plan and Instructor evaluation.
Learning Step/Activity 1.
Type of instruction: C. Instructor to student ratio is 1:Class.
Time of instruction: .3 hour(s).
Media: Slides.
1. First teaching point. The Army defines stress as the reaction of the body to any demand made upon it.
2. Second teaching point. We can further define stress as a body condition that occurs when a person faces a threatening or unfamiliar situation. Stress causes a person's energy and strength to increase temporarily. Not all stress is bad. A certain level of stress is necessary for optimal performance. Stress causes bodily changes that may help an individual overcome challenges and danger.
3. Third teaching point. A person's physical condition affects his ability to handle stress. An individual's response to stress also depends on whether he feels in control of the situation. A difficulty may cause little stress if a person can predict, overcome, or at least understand it.
4. Fourth teaching point. There are several ways of exerting control to influence our physiological reaction and limit harmful stress.
a. Maintain your confidence. Maintain confidence in your ability to survive with honor, maintain confidence in your country's ability and desire to end your captivity, and maintain faith in family and in your God.
b. Maintain your physical condition. Install a program of exercise on the first day of your captivity. Eat what you are given, no matter how strange or unusual it may seem.
c. Take care of any family matters that would cause you worry if you were captured. Accept what you cannot change because of captivity.
d. Maintain sleep discipline and avoid sleeping too much.
e. Practice recreation. Be inventive: reading, writing, radio or TV usage, and interaction with other hostages in a positive sense can provide opportunities for periods of recreation.
f. Maintain a daily schedule. Keep yourself occupied and have a purpose each day. Plan a schedule for each day and attempt to stick to it.
g. Keep your sense of humor. Give nicknames to your captors; joke about your situation.
h. Maintain a positive mental attitude. The most deadly aspect of long-term captivity is the mental lassitude (exhaustion, lethargy) and depression that set in. You must constantly, vigorously oppose it.
i. Verbally talk yourself down; talk yourself through a situation.
j. Don't let depressing thoughts take over. Scream a silent "NO" to stop depressing thoughts and thoughts of catastrophe. Accent the positive.
k. Maintain your religious values. Religious values will provide a source of strength.
l. Learn or devise methods to communicate.
m. Keep faith with your fellow captives. They will be a major source of strength. Nurture this faith constantly. Remember, your captor may attempt to divide you.
n. Practice some form of meditation.
(1) The four basic components necessary to bring about the desired response are as follows:
(a) A quiet environment. You may have no control over this aspect of your captivity, but, ideally, select a quiet area with few distractions.
(b) A mental device. To shift the mind from logical, externally oriented thought, there should be a constant stimulus: a sound, a word, or a phrase repeated silently or aloud or a fixed gaze at an object. Since a major difficulty in the elicitation of the response is mind wandering, repetition is a way to break the train of distracting thoughts. Attention to the normal rhythm of breathing is also useful.
(c) A passive attitude. When distracting thoughts occur, they are to be disregarded and attention redirected to the repetition or gazing. You should not worry about how well you are performing the technique, as this may well prevent the response from occurring. Adapt a let-it-happen attitude. The passive attitude is perhaps the most important element in eliciting the response. Distracting thoughts will occur, but do not worry about them. When these thoughts present themselves and you become aware of them, simply return to the repetition of the mental device. These other thoughts do not mean you are performing the technique incorrectly. They are to be expected.
(d) A comfortable position. A comfortable posture is important so that there is no undue muscular tension. Some methods call for a sitting position. A few use the cross-legged "lotus" position of yoga. If you are lying down, there is a tendency to fall asleep. You should be comfortable and relaxed.
(2) To start meditation, sit quietly in a comfortable position, close your eyes, and concentrate on your breathing.
(3) Relax a specific muscle group by first tensing and holding the tension for a slow five count, then relax the specific muscle group. The following sequence may be useful: feet, ankles, lower legs, upper legs, buttocks, hands, lower arms, upper arms, shoulders, neck. If you become uncomfortable, shift your position, then continue. Spend a few moments focusing on, but not altering, your breathing.
(4) Breathe through your nose. Become aware of your breathing, which may have become quite shallow.
(5) Continue to breathe through your nose for 10 to 20 minutes. You may open your eyes to check the time, but do not use an alarm clock. When you finish, sit quietly for several minutes with your eyes closed and later with your eyes open. Do not stand up for a few minutes.
(6) Don't worry about whether you are successful in achieving a deep level of relaxation. Maintain a passive attitude and permit relaxation to occur at its own pace. When distracting thoughts occur, try to ignore them by not dwelling on them. Practice the technique once or twice daily, but not within two hours after a meal. The digestive process seems to interfere with the elicitation of the relaxation response.
5. Fifth teaching point. Stress management techniques will assist you in coping in any environment. The only time they are not recommended is during an interrogation.
1. First teaching point. The stress induced when he is taken hostage has a significant psychological impact and may lead the hostage to alter his behavior. An unexpected behavior displayed by a hostage is that of aligning himself with the hostage taker. This unusual phenomenon has been termed the "Stockholm syndrome."
2. Second teaching point. The Stockholm syndrome first came to public attention as a result of a bank robbery that turned into a hostage-barricade situation in Sweden in 1973. At 10:15 AM on Thursday, 23 August 1973, the quiet early routine of the Sveriges Kredit Bank in Stockholm was destroyed by the chatter of a submachine gun. As clouds of plaster and glass settled around the 60 stunned occupants, a heavily armed lone gunman called out in English, "The party has just begun." The party was to continue for 131 hours, permanently affecting the lives of four young hostages and giving birth to a psychological phenomenon, subsequently called the Stockholm syndrome. During the 131 hours from 10:15 AM, 23 August 1973 until 9:00 PM, 28 August 1973, four employees were held hostage: three females, ranging in ages from 21 to 31, and one 25-year old male. They were held by a 32-year old thief, burglar, and prison escapee named Jan-Erik Olsson. Their jail was an 11- by 47-foot carpeted bank vault, which they came to share with another criminal and former cell mate of Olsson's, Clark Olofsson, age 26, who jointed the group after Olsson demanded and got his release from prison. During their captivity, a startling discovery was made. Contrary to what had been expected, it was found that the victims feared the police more than they feared the robbers. Media attention was attracted when hostage statements such as "The robbers are protecting us from the police" were released. Scientific investigation after the event as to why the hostages felt emotionally indebted to the bank robbers led to the discovery of the phenomenon.
3. Third teaching point. The Stockholm syndrome seems to be an automatic, probably unconscious, emotional response to the trauma of becoming a victim. The physical and psychological stress induced by the hostage situation causes the hostage to react in a manner totally against his normal beliefs, values, and ethics.
4. Fourth teaching point. This phenomenon, which can affect both the hostage and the hostage taker, seems to be born in the high-stress environment of a siege room. An emotional bond forms and leads to the development of a philosophy: "It's us against them."
5. Fifth teaching point. When the hostage experiences a great deal of stress, his mind seeks a means of survival. One avenue it may take is the use of defense mechanisms. These are defined as essential unconscious psychological adjustments made in the presence of danger. Three of the most common defense mechanisms are denial, regression, and identification.
a. Denial occurs when the mind is overlooked by a traumatic experience. The mind responds as if the incident were not happening. It may be verbally expressed by phrases like "Oh no! Not me!" "This must be a dream!" or "This is not happening!" One person may deal with stress by believing he is dreaming and will soon wake up and it will all be over. Another person deals with stress by sleeping. An example of denial can be compared with the unexpected death of a loved one. Frequently, hostages gradually accept their situation, but find a safety valve in the thought that their fate is not fixed. They view the situation as temporary, convinced that the police will come to their rescue. This gradual change--from denial to delusions of reprieve--reflects a growing acceptance of the facts.
b. Regression results in a behavior adjustments in which the mind unconsciously selects a behavior that has been used successfully in the past when confronted with total dependency. For example, as children we were totally dependent on a primary care giver for psychological and physiological needs. In a hostage situation, the hostage taker assumes the role of primary care giver.
c. Identification with the hostage taker occurs on the unconscious level. The mind seeks to avoid wrath or punishment by emulating behaviors and adapting to the hostage taker's values. For example, a young military recruit identifies with his drill instructor. Identification initially is to avoid punishment, but eventually changes to the adoption of the instructor's standards and values.
6. Sixth teaching point. Victims of the syndrome share common experiences, including positive contact, sensing and identifying with the human qualities of their captor, and a willingness to tolerate situations far beyond what they considered their logical limits.
a. Positive contact. Positive contact is generated by a lack of negative experiences. It appears that positive contact is reinforced to a greater degree if there have been negative experiences (beatings, rapes, and murder) early in the event, followed by positive contact.
b. Sensing and identifying with the human qualities of the captors. The hostages may relate to their captors. Dr. Fredrick Hacker called this the "poor devil" syndrome. The terrorists may talk about their own mental and physical suffering, their perceptions of being victims of circumstance rather than aggressors. The hostages may then transfer anger from the hostage takers to the society or the situation that created the dilemma in which they are now victims. The hostages may feel the terrorists are entitled to their protection and care, possibly even their help and support.
c. Willingness to tolerate situations beyond the logical limits. The third common experience of victims of the Stockholm syndrome deals with preconceived levels of tolerance and expectations of actions. Before a situation develops, most individuals anticipate a limit to the extent they will allow themselves to be pushed or abused. That extent is the logical limit. Because the need to survive is strong, hostages rationalize an extension of their preconceived limits far beyond what they expected.
7. Seventh teaching point. The hostages' view. When all the elements of a hostage situation and the possible emergence of the Stockholm syndrome are considered, a common observation is that the hostages view the event in the same perspective as the hostage taker.
8. Eighth teaching point. The Stockholm syndrome may have been at work during the ordeal of TWA Flight 847. Flight 847 passengers spoke of being angry and frustrated. Several spoke sympathetically of their captors' demands. Passengers reported being angry, scared, and unsure of their future.
a. The immediate effects of the event include anxiety. The hostages were traumatized and their body chemistry was prepared to fight or flee, yet they could do neither. That frustration for many may have served as a precursor to a bond. Flight 847's first three days were marked by extreme violence and death, in sharp contrast to the remainder of the ordeal, a reinforcement to the later, positive contact.
b. Did the hostages see the political situation through the eyes of the terrorists? Allyn Conwell, a self-appointed spokesperson for the passengers, endorsed his captor's demand that Israel release the Lebanese prisoners and spoke of his profound sympathy for the Amal's cause.
c. James McLoughlin told CBS News about the hostages "getting impatient with the lack of initiative" and Washington's concern for special interests taking precedent over the hostage situation.
d. Hostage Thomas Murray said in a broadcast: "I really feel that my being taken hostage was a way the people here had ... to point out that there are hostages in Israel." Did the terrorists become the poor devils?
e. Passenger Jimmy Dell Palmer said of the Amal that the most frightening moment was when he and other passengers were herded off the plane in the dead of night and had to grope their way into a dark cellar. "When they turned the lights on, there were half a dozen machine guns looking at us, and a lot of us though...this was it." Later, Palmer said of the Amal, "They went out of their way to be nice." Did Palmer sense and identify with the human qualities of his captors? This same occurrence took place in the case of Reverend Lawrence Jenco. Jenco, released after being held for 18 months by the same group responsible for the 1983 suicide truck bombing of the Marine barracks in Beirut and the Flight 847 skyjacking, said, "They were basically gentle people, very religious, very prayerful."
f. Flight 847 pilot John Testrake said he was not a victim of the Stockholm syndrome: "I think it's more a sense of merely seeing the other fellow's viewpoint." Did Captain Testrake view the event through the eyes of his captors? Did the hostages fall victim to the Stockholm syndrome? We will allow you to decide, keeping in mind the definition of the Stockholm syndrome: An automatic, probably unconscious, response to the trauma of becoming a victim.
9. Ninth teaching point. The Stockholm syndrome produces a variety of responses. At the minimal level of response, the victim sees the event through the perspective of his captor. At a higher level, the victim respects and recognizes the terrorist for his gallant efforts. Responses have ranged from hostage apathy to actual participation by the hostage in terrorist activity. Other responses of the Stockholm syndrome include losing touch with reality, impeding efforts of the rescue forces and negotiation teams, and suffering long-term emotional instability. Any member of the armed services who provides assistance to the hostage taker may be seen as a collaborator. Such action could be punishable under the Uniform Code of Military Justice (UCMJ).
10. Tenth teaching point. While we have talked about the negative aspects of the Stockholm syndrome, it should be pointed out that there is also a positive aspect. The hostage is not the only one susceptible to the Stockholm syndrome. The hostage holder can also be affected, which could contribute to the enhanced survivability of the hostage.
11. Eleventh teaching point. Members of the armed services should become familiar with the various behaviors associated with the syndrome so that they can recognize, understand, and adapt these behaviors should they become manifested in fellow captives.
F. ENABLING LEARNING OBJECTIVE #6.
NOTE: Inform the students of the enabling learning objective requirements.
ACTION: Unaided, discuss Code of Conduct guidance for peacetime captivity IAW DOD Dir 1300.7 and AR 350-30.
CONDITIONS: Given the USAMPS, FPUAC slide presentation, a lesson plan, classroom , and students
STANDARDS: The Student must demonstrate by presenting the lesson in a classroom environment ,IAW the lesson plan and Instructor evaluation.
Learning Step/Activity 1.
Type of instruction: C. Instructor to student ratio is 1:Class.
Time of instruction: .2 hour(s).
Media: Slides.
1. First teaching point. Department of Defense (DOD) Directive 1300.7 provides guidance on authorized conduct for the hostage during peacetime. Military personnel should be aware of both the directive and the Stockholm syndrome. They should know what conduct is expected of them should they become involved in a hostage situation, and if they are aware of the effects of the syndrome, they may be able to avert a possible tragedy.
2. Second teaching point. The Code of Conduct today is just as strong and viable a guide as it was when it was created. To further explain it and ensure its peacetime use, the Department of Defense issued guidance in the form of a DOD policy for personnel who are subject to terrorist captivity. In this policy, peacetime is defined as an absence of armed conflict or an armed conflict not directly including the United States.
3. Third teaching point. DOD policy is that once a service member is isolated from U.S. control, as in a hostage situation, his mission is to survive with honor.
G. ENABLING LEARNING OBJECTIVE #7.
NOTE: Inform the students of the enabling learning objective requirements.
ACTION: Unaided, describe the adjustments to captivity during a hostage ordeal IAW JP 3-07.2 and TC 19-16.
CONDITIONS: Given the USAMPS, FPUAC slide presentation, a lesson plan, classroom , and students
STANDARDS: The Student must demonstrate by presenting the lesson in a classroom environment ,IAW the lesson plan and Instructor evaluation
Learning Step/Activity 1.
Type of instruction: C. Instructor to student ratio is 1:Class.
Time of instruction: .3 hour(s).
Media: Slides.
1. First teaching point. The hostage must adjust to captivity. He must forget about mistakes he has made up to this point and concentrate on and accent the positive.
2. Second teaching point. Living conditions. One of the best ways to gauge what living conditions may be like in a captive situation in a foreign country is to look at the living conditions of the local people on the lowest level of subsistence. The hostage may be maintained on an even lower level. The existence a hostage endures varies greatly from incident to incident. For example, hostages may be held for days on a bus, airliner, or train where heat and lack of adequate water, food, and toilet facilities can be almost unbearable. In some hostage situations, the hostages are locked in another room, or they may be in the same room with other hostages but are hooded or tied, gagged, and forced to face the wall away from their captors. During the seizure of an office or a residence, hostages may find themselves in familiar, comfortable surroundings in which they have worked or lived. Kidnap victims, on the other hand, are frequently forced to live in makeshift "people's prisons" in attics or basements or in remote hideouts. The cells of these prisons are usually quite small and in some cases prevent the hostage from standing up or moving around. Sleeping and toilet facilities may be scarce, consisting of a cot or mattress and a bucket or tin can for body waste. In some instances, toilet facilities may not be provided, forcing the hostage to soil his living space and himself. Such an experience may be further compounded by a total lack of privacy and a feeling of utter helplessness and dependency on the terrorists for every necessity of life, which is what the terrorists want. It will be very difficult for the hostage to maintain his dignity and self-respect under such conditions, but it is very important that he strive to do so. By maintaining his dignity and self-respect, the hostage may cause his captors to empathize with him, which in turn could lessen their aggression toward him. Most people are unable to inflict pain unless their victims remain dehumanized.
a. It is essential to maintain a good appearance as much as possible under the existing conditions. If the hostage is unable to wash his clothing over extended periods of time, such measures as brushing off dust, straightening his clothes, tucking in his shirttails, and smoothing out wrinkles are necessary to help his overall appearance.
b. The hostage should bathe whenever possible. However, if this is not possible, he should keep his hands and face clean, not only for appearance but also for health. One of the most prevalent health-care problems that occur during extended periods of captivity is that of oral hygiene. If a toothbrush is not available, the hostage may fabricate one by wrapping a rag around his index finger or shredding the end of a stick. Emphasis should be placed on massaging the gums. Other measures that will improve the hostage's appearance are keeping his hair, mustache, and beard well groomed and keeping his fingernails clean.
c. One of the most important aspects of sustaining dignity is to maintain a positive attitude. The hostage should mingle and converse with other captives, if allowed, while going about his daily routines. He should assist others who need help and assume the role of a leader. He should maintain an optimistic attitude that will allow him to confront the problems and stress of captivity and deal with them accordingly. Smiles are contagious; the hostage should wear one. In contrast to this, a hostage who has given up and has no interaction with other hostages and is only concerned with his own well-being will certainly stand out in a negative way. The pessimist or introvert will find these times much more difficult. His ability to maintain his dignity and self-respect will be weakened, even though self-respect and dignity may be the keys to retaining status as a human being in the eyes of the terrorists.
d. Two excellent examples of individuals who were able to maintain dignity and self-respect were Sir Geoffrey Jackson and Dr. Claude Fly. Both were held by the Tupamaros in Uruguay. Sir Jackson, the British Ambassador, was abducted and held for 244 days. He remained, in thought and action, the Ambassador, the Queen's representative. Dr. Fly was held for 208 days. During that time he wrote 50-page Christian checklist, which he used to analyze the New Testament. Like Jackson, Fly was able to create his own world and insulate himself against the hostile pressure around him. Both developed an inner peace and acceptance of their surroundings while not giving up their desired goal of freedom.
3. Third teaching point. Fear. Terrorists use it to control, intimidate, and wear down the hostages and the negotiators. They may induce fear by loading and unloading weapons in the presence of the hostages, displaying excessive fits of anger, resorting to physical abuse, and staging mock executions. The fear of death is greatest during the first few hours of captivity. As the initial fear subsides, the victim may begin to feel he owes his life to his captor. As additional time passes, feelings of fear may be transferred from the terrorist to the authorities. Research has shown that most hostages die or are injured during the rescue. Death certainly is a real possibility. Statistically, however, the odds favor a hostage being released alive.
4. Fourth teaching point. Time. The passage of time without rescue or release can be depressing, but it does work to the hostage's advantage. The longer a hostage is held in captivity, the greater his chances of release or rescue. Time is a factor in the development of the Stockholm syndrome and in rapport-building efforts. A hostage should avoid setting anticipated release dates or allowing his captor to establish these types of milestones for him. Thinking that he will be home by the holidays is setting himself up for an emotional fall if expectations of release are not met.
5. Fifth teaching point. Boredom. Boredom is the one companion a hostage will have in captivity. The hostage must aggressively face the challenge of captivity by engaging in creative mental and physical activities.
a. The hostage should develop and maintain a daily physical fitness program. Exercise may be difficult due to cramped space or physical restraints on the arms and legs. If possible, however, the hostage should start and maintain a regular program of running in place, push-ups, and sit-ups. Isometric exercises may be substituted to overcome space or physical restraints. Staying physically fit might be the deciding factor should an escape opportunity present itself. However, the hostage should ensure that his caloric expenditure does not exceed his caloric intake.
b. The hostage should engage in creative mental activity, such as reading, writing, or daydreaming. He should ask for reading and writing material and request permission to listen to a radio or a phonograph or to watch television. Such requests have been granted. This may enhance the hostages rapport-building activities. Other ways that he may keep active are to use deliberate and slow methods when brushing his teeth, take an hour to make the bed, or perhaps study the activities of a file of ants parading in and out of the cell. One hostage imagined he had different members of his family join him for the day. If it is a day of worship, the hostage may mentally walk through the various parts of the service.
6. Sixth teaching point. Illness. A side effect of captivity for some hostages is weight loss. Although this loss may be considerable, it generally does not cause health problems. Weight loss may occur even with an adequate food supply, since captives often lose their appetite. In some cases, hostages may suffer gastrointestinal upset, including nausea, vomiting, diarrhea, and/or constipation. Although these symptoms can be debilitating, they usually are not life threatening. Since the terrorists are primarily concerned with keeping their hostages alive and well, the hostage should not hesitate to complain and ask for medication. Terrorists want their hostages alive and are not likely to take chances by providing the wrong medicine. In a number of cases, terrorists have provided medical care for hostages who were suffering from illness and/or injury.
7. Seventh teaching point. Rapport. The hostage should make every attempt to establish rapport with the terrorists. This might be the deciding factor that saves his life when it comes time for the terrorists to carry out their threat of execution if their demands are not met. He should make eye contact when possible without being obvious, especially during casual conversation. What comprises casual conversation? DOD Directive 1300.7 gives guidance on what is considered acceptable conversation. Small talk is better than no talk. If the hostage has photographs of his family, he should show them to his captors. If the terrorists want to talk about their cause, the hostage should show an interest even if he is not sincere. Conversations pertaining to religion or politics however will probably put the hostage on dangerous ground and should be avoided. The hostage should explain that while he might not agree with his captors, he is interested in their point of view. He must not argue with them. He must accept the hostage taker for who he is according to his beliefs. This is a common human courtesy. The hostage should accept his captors' culture in a gracious manner, yet not degrade his own. He should disregard the political or religious differences between himself and his captors and search for the common ground between himself and them. One of the strongest indicators of accepting an individual's culture is to learn his language. As a start, the hostage should learn short phrases in his captors' language. While increasing his knowledge of the language, the hostage should work on other cultural idiosyncrasies that may please his captors and reinforce the feeling that he accepts and understands their culture. Many Americans are afraid to eat the common dishes of other countries simply because they don't look or smell appetizing. Nothing could be more disrespectful than refusing to eat the very food that the terrorist himself may be eating.
NOTE: At this time the instructor may illustrate hypothetical situations using the three-door scenario. The hostages in each of the first two doors make an attempt at rapport building based on the above guidelines. The third is very ethnocentric, belligerent, and unfriendly toward the captors. This is not only causes trouble but also manifests a real hatred for the American who blatantly refuses to accept his captors' culture, food, and way of life. If after two or three weeks of captivity, the hostage takers must execute a hostage, who will it be? The answer is obvious. This is simple human nature: behind door number 3 is a thorn that is subject to removal.
8. Eighth teaching point. The Stockholm syndrome. As time passes and positive contact between hostage and hostage takers begins, the Stockholm syndrome also begins to take its effect. The Stockholm syndrome is a two-way street that affects both the hostage and the hostage taker. One illustration of this rapport building is presented by Dr. Frank Ochberg's recount of the experience of one hostage of the South Moluccans in December 1975. Mr. Gerard Vaders, a newspaper editor in his fifties, related his experience to Dr. Ochberg: "On the second night, they tied me again to be a living shield and left me in that position for seven hours. The one who was the most psychopathic kept telling me, 'Your time has come. Say your prayers.' They selected me for the third execution. On the morning when I knew I was going to be executed, I asked to talk to Mr. Prins (another hostage) to give him a message to take to my family. I wanted to explain my family situation. My foster child, whose parents had been killed, did not get along too well with my wife, and I had at that time a crisis in my marriage just behind me. There were other things, too. Somewhere I had the feeling that I had failed as a human being. I explained all this, and the terrorists insisted on listening." When Mr. Vaders completed his conversation with Mr. Prins and announced his readiness to die, the South Moluccans said, "No, someone else goes first." Mr. Vaders was no longer a faceless symbol. He was a human being. In the presence of his executioners, he made the transition from a symbol to be executed to a human being to be spared. Tragically, the Moluccans selected another passenger, Mr. Bierling, led him away, and executed him before they had the opportunity to know him. By establishing rapport, the hostage makes the transition from a faceless symbol who has been dehumanized to a human being. Rather than becoming emotional, the hostage should make every effort to establish rapport while maintaining his dignity and self-respect.
9. Ninth teaching point. Isolation. Social isolation may be better understood by the term solitary confinement. The captive is completely denied interpersonal contact. Perceptual isolation is the denial or overuse of one of the senses to deny the hostage outside stimuli, thus creating social isolation. Headphones, blindfolds, and tents or small enclosures may be used to accomplish this goal. Here, the captive must rely completely on mental activities to adjust to and overcome each type of isolation. In isolation the hostage may have less opportunity to build rapport with his captor, so he must concentrate his efforts.
H. ENABLING LEARNING OBJECTIVE #8.
NOTE: Inform the students of the enabling learning objective requirements.
ACTION: Unaided, describe the actions to take during a rescue or release operation IAW JP 3-07.2 and TC 19-16.
CONDITIONS: Given the USAMPS, FPUAC slide presentation, a lesson plan, classroom , and students
STANDARDS: The Student must demonstrate by presenting the lesson in a classroom environment ,IAW the lesson plan and Instructor evaluation
Learning Step/Activity 1.
Type of instruction: C. Instructor to student ratio is 1:Class.
Time of instruction: .2 hour(s).
Media: Slides.
1. First teaching point. Having adjusted to his captivity, the hostage is now faced with a new possibility: rescue or release. Hostages are taken generally to establish a bargaining position. Eventually that position will lead to rescue or release. Each eventuality has special considerations.
2. Second teaching point. Rescue. Often the first hostage execution will serve as a green light for rescue forces. Hostages must be mentally prepared for rescue attempts, as they represent a significant danger. Most hostages who die are killed during rescue attempts. It is therefore crucial that the hostage be especially alert, cautious, and obedient to instructions should he suspect such an attempt is imminent or is occurring.
a. When the rescue begins, the safest response is for the hostage to drop immediately to the floor and avoid any sudden movement, especially with his hands. During a rescue operation at Entebbe, a female hostage threw her hands up to praise the Lord as the commandos came bursting in, and she was shot by the commandos. Sudden movement also caused the deaths of two hostages in the South Moluccan train incident when Dutch commandos assaulted the train. The hostage should not attempt to run or pick up a gun and attempt to assist the rescue forces, as he may be mistaken for a terrorist.
b. After order has been restored by the rescue forces, the hostage may be handled roughly. This is a common procedure for the rescue forces who must separate the hostages from the terrorists. Some of the terrorists may have thrown away their weapons and masks in an attempt to disguise themselves as hostages. This occurred during the May 1980 rescue operation at the Iranian Embassy in London. British SAS discovered terrorists hiding among the hostages after the initial assault.
3. Third teaching point. Release. The moment of release, like the moment of capture, is dangerous. The terrorists are losing their bargaining chip. The hostages may feel threatened and even panic from the disruption of normal activities. The hostages might know something is happening, but may not know it is a release. The hostages of TWA Flight 847 were herded into a school yard at night, but did not know they were being released until they were turned over to Syrian representatives. The rules the hostages should adhere to are simple: Pay close attention to the instructions the terrorists are giving when the release is taking place, and do not panic or attempt to run.
I. ENABLING LEARNING OBJECTIVE #9.
NOTE: Inform the students of the enabling learning objective requirements.
ACTION: Unaided, explain the proper actions to take during the aftermath of a hostage situation IAW JP 3-07.2 and TC 19-16.
CONDITIONS: Given the USAMPS, FPUAC slide presentation, a lesson plan, classroom , and students
STANDARDS: The Student must demonstrate by presenting the lesson in a classroom environment ,IAW the lesson plan and Instructor evaluation
Learning Step/Activity 1.
Type of instruction: C. Instructor to student ratio is 1:Class.
Time of instruction: .1 hour(s).
Media: Slides.
1. First teaching point. Mentally the hostage must now begin to prepare himself for the aftermath of a hostage ordeal.
2. Second teaching point. Media may be the first challenge encountered after the release or rescue. The hostage should ask for an official military media spokesperson, such as a public affairs officer (PAO). He will provide guidance and act as a media buffer. If the hostage is confronted by the media and chooses to respond without a PAO, he should say nothing that might be harmful to his fellow hostages who are still in captivity. He should keep his comments as short as possible and limit them to statements such as "I am thankful to be home" or "... alive" or "... out of captivity." He should say nothing that is sympathetic to the terrorists' cause which might endanger hostages still in captivity.
3. Third teaching point. The hostage should be mentally prepared to be debriefed by government and military personnel. Once released from captivity, he should write down everything he can remember about the incident to aid in the debriefing process: the location of guards, the description and placement of weapons and explosives, and any other information that might be of value to the authorities. He should keep in mind that although the information he provides the authorities might seem insignificant, it could aid in the release or rescue of other hostages who remain in captivity or assist in bringing the captors to trial.
4. Fourth teaching point. Hostages may emerge from these ordeals with hostile feelings toward their government. They may feel that their government should have been more active in their release.
5. Fifth teaching point. Many victims, after having undergone a hostage ordeal, experience feelings of guilt for the way they conducted themselves during captivity. A hostage may suffer defeats in captivity, and once released, may need professional help to help him sort through his feelings and emotions. If this assistance is available, the hostage should ask for and use it.
SECTION IV. SUMMARY
Type of instruction: C. Instructor to student ratio is 1:Class.
Time of instruction: .1 hour(s).
A. REVIEW/SUMMARIZE. Hopefully you will never become a hostage, but if you do, the techniques you have learned today will assist you in lessening the impact of captivity and will make your readjustment after captivity an easier one.
B. CHECK ON LEARNING.
1. Solicit student questions and explanations.
2. Questions and answers.
3. Correct student misunderstandings.
C. TRANSITION TO THE NEXT LESSON IF APPLICABLE.
SECTION V. STUDENT EVALUATION
A. TESTING REQUIREMENTS:
1. Performance examination: Student must demonstrate by presenting the lesson in a classroom environment ,IAW the lesson plan and Instructor evaluation.
2. Written examination: None
B. FEEDBACK REQUIREMENT:
Schedule and provide feedback on the evaluation and any information to help answer students' questions about the test.
Provide remedial training as needed.
HOSTAGE SURVIVAL
SUMMARY SHEET
The objective of this lesson was to enable you, unaided, to explain the psychology of hostage taking, personal contingency planning, the actions to be taken by a hostage at the moment of capture, and the effects of the Stockholm syndrome and describe DOD peacetime guidance, the techniques for adjusting to captivity, and the actions to be taken by a hostage during rescue or release IAW DOD Dir 1300.7, AR 350-30, JP 3-07.2, TC 19-16, DA Pam 350-21, and Understanding and Managing Stress.
1. Hostage taking represents a unique bargain struck over the value of human life. Hostage taking is a way of setting up a bargaining position.
2. A victim may be chosen because he is prominent, because of his job position, because of his status, or simply because he is an American.
3. A hostage may be hated by his captors.
4. Particular victims will elicit widespread publicity.
5. Most of the time, the hostage is just an innocent victim of circumstances who happened to be in the wrong place at the wrong time.
6. Hostage takers can be divided into artificial categories to provide guidelines for hostage conduct. The two categories that present the biggest current threat to service members are the political extremist and the religious fanatic.
7. A hostage must make every effort to establish rapport with the hostage taker, while maintaining his dignity and self-respect. Learning the hostage taker's language and making attitudinal adjustments are good starting points in building rapport.
8. Members of the U.S. Armed Forces must always consider themselves to be potential hostage victims. When they arrive at a high-risk area, one of the first things they should consider is their personal contingency planning.
9. To lessen the trauma on both himself and his family, the potential hostage should maintain his family and personal affairs in good order.
10. A potential hostage should carry a week's supply of any essential medication when traveling or stationed in a high-risk area.
11. The potential hostage should make every attempt not to transport sensitive items on his person.
12. At the moment of capture, the victim must make a quick decision whether to resist or surrender.
13. Blindfolds, gags, and drugs may be used at the time of abduction. The victim should stay alert and occupy his mind by noting, for later reference, sounds, direction of movement, passage of time, conversations of the terrorists, and other information or circumstances that might be useful.
14. The Stockholm syndrome seems to be an automatic, probably unconscious, emotional response to the trauma of becoming a victim.
15. DOD Directive 1300.7 provides guidance for peacetime hostages on conduct, communication, and standards.
16. The hostage should convey personal dignity and apparent sincerity, listen actively, avoid aggressive combative or illegal behavior, and consider how oral or written statements could be misused by a captor.
17. If a victim is captured or if he elects to surrender, his best chance of survival is adjusting to captivity.
18. Experience has shown that the longer the hostage situation lasts, the greater the chances of the hostage being released or rescued alive.
19. Most hostages who die are killed during rescue attempts. The hostage's safest response in a rescue attempt is to drop to the floor immediately, lie as flat as possible, and freeze.
20. Once the hostage is safely in the hands of the authorities because of rescue or release, he should cooperate fully with the authorities, especially if others are still being held.
21. As soon as possible, the hostage should write down everything he can remember about the incident.
22. The hostage must be mentally prepared to be debriefed by government and military personnel.
23. The hostage should anticipate experiencing some feelings of guilt and hostility after a hostage ordeal and seek professional assistance.
24. By utilizing stress management techniques, the hostage can exert some measure of control over his environment and limit the harmful effects of stress.
UNITED STATES ARMY MILITARY POLICE SCHOOL
HOSTAGE SURVIVAL
ADVANCE SHEET
SCOPE
LESSON PURPOSE. For centuries the taking of hostages has been used as an effective method for gaining control. This form of crime has increased in incidence since 1968. This block of instruction will enable you to understand the motivations of the hostage takers and how to react should you become a hostage.
LEARNING OBJECTIVES
TERMINAL LEARNING OBJECTIVES: Unaided, explain the psychology of hostage taking, personal contingency planning, the actions to be taken by a hostage at the moment of capture, and the effects of the Stockholm syndrome and describe DOD peacetime guidance, the techniques for adjusting to captivity, and the actions to be taken by a hostage during rescue or release IAW DOD Dir 1300.7, AR 350-30, JP 3-07.2, TC 19-16, DA Pam 350-21, and Understanding and Managing Stress.
ENABLING LEARNING OBJECTIVES:
1. Explain the reasoning behind the taking of hostages IAW JP 3-07.2 and TC 19-16.
2. Describe the different categories of hostage takers IAW JP 3-07.2 and TC 19-16.
3. Describe personal contingency planning IAW JP 3-07.2 and TC 19-16.
4. Describe the actions to take at the moment of capture IAW JP 3-07.2 and TC 19-16.
5. Define the Stockholm syndrome IAW JP 3-07.2 and TC 19-16.
6. Discuss Code of Conduct guidance for peacetime captivity IAW DOD Dir 1300.7 and AR 350-30.
7. Describe the adjustments to captivity during a hostage ordeal IAW JP 3-07.2 and TC 19-16.
8. Describe the actions to take during a rescue or release operation IAW JP 3-07.2 and TC 19-16.
9. Explain the proper actions to take during the aftermath of a hostage situation IAW JP 3-07.2 and TC 19-16.
10. Define stress management strategies IAW DA Pam 350-21 and Understanding and Managing Stress.
ISSUE MATERIAL
1. Lesson outline.
2. Summary sheet.
3. PowerPoint Presentation on Compact Disc
HOMEWORK ASSIGNMENT
1. Review the lesson outline.
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