EFTA01810375.pdf

MR OFFICIAL USE ONLY Pre-Academic Laboratory (PREAL) OPERATING INSTRUCTIONS FOR OFFICIAL USE ONLY 0 ..xerrinAPREAla'Oycsating Yotnactiorts, OPM: humrtiou Mu. CoPY...... 2 003035 EFTA_RI_CID177442 EFTA01810375  FOR OFFICIAL USE ONLY TABLE OF CONTENT INDEX; MU PAGE Training goals and Objectives 2. Transporting Students 3. Security 3.1. Resistance Training Facility (RTL) 3.2. Capture 3.3. Training Documents 3.4. Equipment 3.5. Personnel 3.6. Student Belongings 4. Laboratory Personnel Duties and Responsibilities 4.1. Controller 4.2 Coordinator Interrogators 4.4. Bunker guards 43. Expediters/drivers 4.6. Reporters 4.7. Body cavity check observers 4.8. Media FOR OFFICIAL USE ONLY GA& arisoVREA Latpersttit lasinxecne0Palts Ingwacticas M CW7404 03107/03 2 EFTA_R1_00177443 EFTA01810376  FOR OFFICIAL USE ONLY 4.9. Psychological services 4.10. Medics 5. Physical pressures 6. Handling open defiance 7. Extreme weather operations 8. Procedures 8.1. Advanced preparation 8.2. Capture 8.3. Search 8.4. Tactical interrogations 8.5. First round interrogations Iso-stress 8.8. Second round interrogation 8.9. Saturday morning feeding 1.10. Early Release 8.11. Press conference 8.12. Termination speech 8.13. Shutdown Missing student 9.1. Missing student procedures FOR OFFICIAL USE ONLY O:\ ExcreintAPREAWOperatIngInsenoctioninOpensing Instructions Meter Copy.doe 05107/02 3 003037 EFTA_R1_00177444 EFTA01810377  FOR OFFICIAL USE ONLY CHAPTER ONE 're-Academic laboratory goals: 1.1. Provide a cognitive framework for the students to refer to during fUture academic instruction. To give students the most reliable mental picture possible of an actual peacetime governmental detention experiences. 1.2. Dispel preconceived notions regarding specific issues surrounding peacetime governmental detention. To give students an accurate understanding of those conditions. 1.3. Provide an exposure to stressors, which will be used/identified during follow-on training. 1.4. Convey to students that any pre-conceived notions they may have had regarding previously learned resistance behavior may vary in their effectiveness in a peacetime governmental detention setting. 1.5. Motivate students to become more involved during academic instruction. This results by heightening the student's awareness of a "training deficit" during the pre-academic detention experience. 1.6. Allow students to complete the pro-academic laboratory with a sense that they can, through additional training and guidance, snrre.cfully survive and return with honor. Maximum effort will be made to ensure that students do not develop a sense of "learned helplessness" during the pre-academic laboratory. FOR OFFICIAL USE ONLY GABXerOlseAPRIALOOperstIng Imeructioneepersting Instructions Maier Copy.doe 05d07102 4 • 003038 EFTA_R1_00177445 EFTA01810378  FOR OFFICIAL USE ONLY CHAPTER TWO 2. Pre-Academic Laboratory detention phase description. . Capture: Provide a compromising situation that exposes students to: (a) A realistic capture consistent with safety, time constraints, and real world student missions. (b) A meaningfia experience that allows the students to relate and project themselves into the training event. 2.2. Search: Provide a situation that exposes students to: (a) a search based on an anticipated detention situation, (b) humiliation and degradation of a strip and body cavity check, (c) the removal of all items that provide support or identity for that individual. 2.3. Tactical Interrogation: Provide a tactical interrogation that exposes students to: (a) an unsophisticated interrogation that requires them to deal with a harassing, insulting, and physically abusive questioner. (b) Difficult and sensitive questions of an immediate nature that require the student to avoid answering. (c) Information gathering that may latter be used against them in future interrogations. 2.4. Isolation: Provide an isolation experience that exposes students to: (a) The effects of sleep deprivation, exhaustion. boredom, hunger, and fear of the unknown, (b) Benefits and the need for inter-group communication. 2.5. Tao-Stress: Provide an iso-stress environment for students to: (a) Accelerate the fatiguing process, (b) Accentuate the feeling of isolation, (c) Expose students to self-inflicted punishment. 2.6. First Round Interrogation: Provide an interrogation that exposes the student to indirect approaches such as a friendly or business-like interrogator. A snore direct approach may be used when a student is being arrogant or defiant. Information on a broad range of topics is collected and documented, with an emphasis on information that can be used to confront other students in the group, at a latter time. FOR OFFICIAL USE ONLY ClAracrelseslPREALeOperating InanictionflOperating Instructlano Mauer Co .doe 05/07/02 5 003039 EFTA_R1_00177446 EFTA01810379  FOR OFFICIAL USE ONLY 2.7. Second Round Interrogations: Provi de an interrogation that exposes the student to direct approaches such as fear and despair, accus ation, and disgrace. An indirect approach may be used when a student appears to be coope rating or is not contradicting himself or others. Students are exposed to the danger of giving seemingly harmless information, contradictions in information gathered during previous interro gations, and conflicting stories from fellow students. Students are exposed to the process of political exploitation. They may have to deal with the stress of watching someone receive abuse for their lack of cooperation. 2.8. Early release: Provide an early release scenario that exposes the student to the difficulty of selecting an individual for early release and the exploitation value of the detainee for propaganda purposes. 2.9. Press Conference: Provide a press confe rence that exposes the student to exploitation of the detainee by the media and exploitation through the media of the detainee, by the capture. 2.10. Termination Speech: Provide a termin ation speech that exposes the student to positive and negative examples of their behavior during the laboratory and provides an obvious end to the role-play environment. FOR OFFICIAL USE ONLY G, Exemiscntr-AteePera Ong InsenscrloneOpenthIg Wttuedon. Master Copy.do c 05/07/02 6 003040 EFTA_R1_00177447 EFTA01810380  FOR OFFICIAL USE ONLY CHAPTER THREE 3. Student Movement. 3.1 Transporting Students Safely: Student and Instructor safety are extremely important and will be monitored for full compliance at all times throughout RTL operations. The movement of students around the training environment is one area of specific concern. Listed below arc the guidelines for transporting students. 3.2 Never leave a hooded student standing alone unless they are grounded against a solid object such as a wall. This is primarily due to the students' lack of orientation and balance with the hood on. 3.3 Never transport/lead a student by grasping the handcuff's in any manner. Students will be transported by firmly gripping the forearm or shoulders. 3.4 The instructor transporting students is responsible for their safety. Let the students know if there arc any hazards such as ice, stairs, steps, sharp drop-offs, or any other obstacles they must traverse. Do not play games with them such as marching than in circles or jetting and stopping than abruptly. Transportation of students is a necessary logistical function of training and is not meant to be harassment or punishment. 33 Students will be hooded and handcuffed anytime they are being transported. 'Students maybe transported without cutTduring Early release and Press Conference. FOR OFFICIAL USE ONLY o awnIscaREALSOporwingInanactions\ Operating Insinredora Mums Copy.doa 05/07/02 7 003041 EFTA_R1_00177448 EFTA01810381  FOR OFFICIAL USE ONLY CHAPTER FOUR 4. Security 4,1. The Resistance Training Facility (RTL): The RTL is a controlled access area Only persons who have been cleared by JPRA Security, and completed the appropriate NDA will be allowed access to the RTL area while training is in progress.' Before escorting an observer, it is your responsibility to ensure that they have completed the appropriate security procedures, and have received a briefing on laboratory operations and procedures. 4.2. Capture site: Anytime training operations occur outside the White Bluff RTL, JPRA Security will be notified. Capture operations to include capture sites and transportation routes will be planned to minimize possible contact by non-participants. If non-participants are present, they should be politely asked to leave the area. If they refuse to leave, it may be necessary to reduce training or relocate the capture sitc. If any incident occurs involving non-participants, notify the controller as soon as possible. 4.3. Training documents: Any documents generated by instructors, such as instructor notes should not contain classified information. All paperwork generated by instructors during the exercise will be maintained in the student's training folder, or turned over to the coordinator for proper storage or destruction. If you are an instructor conducting training that requires the use of classified material it is your responsibility to properly store, safeguard, and dispose of the classified material. 4.3.1. Class rosters, training schedules, and training logs will be maintained for two years. 4.4. Training equipment used during the exercise should be monitored and accounted for by each shift coordinator prior to assuming duty. High value or sensitive items such as student equipment, and weapons will be accounted for and properly stored during the laboratory training session. Government controlled vehicles will be kept locked and the keys maintained by the coordinator while not in use. FOR OFFICIAL USE ONLY °Maniacs PRWANOperating trntruc0oneOperating Instructions Maur Copy.doc 05/07/02 8 0 01042 EFTA_R1_00177449 EFTA01810382  FOR OFFICIAL USE ONLY 4.5. Program security is vitally impor tant during all RTL activities because of the various groups augmenting our stair and observing the lab. All augmentecs will be briefed to at least the Savvy Shadow level. Savvy Shadow provid es an adequate level of program information to allow all personnel to accomplish their jobs witho ut violating our customer SAP information. It is critical that you keep special access program conversations limited to those who have been appropriate ly briefed. If in doubt about clearance levels , ask the exercise coordinator before engaging in a conversation. Also, be especially aware of others who may be in the immediate area or may be monitoring you on camera 4.6. Student valuables collected durin g the search will be kept in the personals valuab le box located in the control center when they are not being used. Any classified or highly sensitive equipment the students bring with them will be turned over to the laboratory controller / coordinator for safeguarding. It is imper ative that students account for all their valuables, luggage, and equipment before they leave the RTL at the end of the exercise. FOR OFFICIAL USE ONLY OAF-aavifta\PREALOOpersilng Instructicas'Operating Instructi ons Mann CoPrAbc 05/07/02 9 003041 EFTA_R1_00177450 EFTA01810383  FOR OFFICIAL USE ONLY CHAPTER FIVE 5. Duties and responsibilities. 5.1. Controller: The laboratory controller has overall responsibility for the laboratory/shill in terms of student safety, achieving training objectives, security, and the proper application of all techniques by instructors. His main duty is to ensure that students are exposed to problems at the optimum rate of intensity and complexity. He is the senior PRA representative on duty unless advised otherwise. Ile will communicate and work together with the coordinator to accomplish exercise objectives and problem solving. 5.1.1. The controller will pay particular attention to student reactions to pressures applied during the role-play. The controller will decide on the best way to implement student problems to achieve student learning outcomes. Using experience, insight, and knowledge of the needs of the individual and the user unit, the controller can provide a dynamic learning environment with the proper reaction to a particular situation within the role-play laboratory. 5.1.2. There may be times when the controller must insert himself into the laboratory scenario using role-play, to accomplish objectives. If not involved in role-play, he should minimize student contact. He should roam the laboratory area to be in the best position to observe and make inputs to guards, interrogators, and coordinator. Constant communication with the user unit liaison representative and psychological or medical support is essential. 5.2. Coordinator: The coordinator is subordinate to the controller and assists him in achieving the training goals during the laboratory. The controller must rely on the total objectivity of the coordinator to advise him on role-play interventions. The main duty of the coordinator is to ensure conditions are present to allow students to learn and to ensure safety. The coordinator also maintains the laboratory logbook, which contains a record of all significant activity during the lab. 5.2.1. The coordinator will coordinate with the controller before modifying/adjusting training. The coordinator will communicate all information to the new shift coordinator to make the lab FOR OFFICIAL USE ONLY (Mart lus‘PREA Ls\Operating Instnactiosu•OpermIng Instructions Muni Copy doe 05/07,02 10 1M:1044 EFTA_R1_00177451 EFTA01810384  FOR OFFICIAL USE ONLY run smoothly and most importantly be the totally objective set of eyes to assess the behavior of students and instructors. Both the controller and coordinator need to work as a team to achieve the training goals. 5.2.2. The coordinator will avoid being involved in role-play and remain the objective observer. He will monitor from the established control center. He will provide a shift change briefing and provide the oncoming shift with critical information using the Shift Briefing guide in the Control Center Logbook. 5.3. Interrogator: The interrogator must always remember that he/she is a role-play instructor. Their role-play and use of exploitation techniques allows a student to experience and cope with the effects of a potential captive situation. The goal of the interrogator is to apply all techniques safely in a controlled environment so that the student can gain from the experience. 5.3.1. The goal is not to push the student beyond his means to resist or to learn (to prevent "Learned Helplessness"). The interrogator must recognize when a student is overly frustrated and doing a poor job resisting. At this point the interrogator must temporarily back off, and will coordinate with and ensure that the student is monitored by a controller or coordinator. The interrogator will then proceed, and implement directions from the controller/coordinator. 5.3.2. Student safety is paramount and the interrogator must be aware of laboratory guidelines and the conditions each student faces. Prior to the laboratory, students are briefed on their Rules of Engagement (ROE). A name is given to the students (usually the word "flight surgeon" or the name of the ULO) to be used when a real-world, non-laboratory event occurs (such as a medical emergency). If you hear a student use this word or name, ask them to repeat their statement as a way of verifying their need. If a student repeats the name immediately contact the shift coordinator/controller. A student who is disoriented, tired, hungry, hooded, and handcuffed is vulnerable to exploitation. The interrogator has a unique and special role in handling the student's vulnerability so that laboratory goals and objectives are achieved. 5.3.3. There is a thin line between applying sufficient stress on a student and pushing a student past the point of learning about resistance or wanting to learn in the future. It takes experience, careful observation and an honest desire to aid each student in achieving that motivation to learn FOR OFFICIAL USE ONLY o \ExertIscAPREALOOperating butructions‘OpanIng Instructions Hu tar Copy.doc 05/07/02 II 003045 EFTA_R1_00177452 EFTA01810385  FOR OFFICIAL USE ONLY more. The interrogator will record information and insights in the student folder, which is used for later training. 5.4. Bunker guards: The bunker guard function is an integral part of the overall training exercise. In most cases you will be functioning alone and be responsible for all the students. This job should not be taken lightly. Stay alert. Anticipate problems before they occur and you will be able to deal with them. Our students can be very ingenious and resourceful. In the past we have had physical contact and escapes from the bunker has happened. If you don't pay attention you might have to deal with these problems at a most inopportune time. 5.4.1. The intent of the bunker guard position is to enforce isolation. Only simple sywific problems with specific learning outcomes should be run in the bunker, normally scenarios will be initiated by the student and approved by the coordinator or controller. The bunker guard will conduct conscious checks every thirty minutes, and take corrective actions for students violating the established rules. The bunker guard will minimize all other student contact to optimize the student's isolation experience. 5.4.2. Students will be kept in the dependency mode as much as possible to help build and develop the psychological stress of helplessness. The student should feel controlled and dependent on the captor. Each time a student moves under their own power this breaks the chain of events. Students should be hooded and moved by the bunker guard at all times. The exception might include bunker clean up or (ceding and will involve a minimum number of students. 5.4.3. Students should not be left alone in the bunker. You must be able to see or hear the students at all times in the event of an emergency. If you must leave the bunker for any reason, notify the shift coordinator and he will monitor the bunker in your absences. 5.4.4. Students will drink water on a regular basis. The exact amount will depend on the environmental conditions and directions of the shift coordinator. 5.4.5. The bunker guard is responsible for student -ierountability and safety at all times while they arc under his immediate control. Accurate annotations should be made in the bunker log when students leave or return, medical problems arise, attitude problems develop, and any other FOR OFFICIAL USE ONLY O: ExacIscaNPREAWOperatins InstructioneOperating Instructions Master Copy.doc 05, 01/02 12 003046 EFTA_R1_00177453 EFTA01810386  FOR OFFICIAL USE ONLY occurrence that is noteworthy. If in doubt, write a note in the log and brief the shift coordinator at the earliest opportunity. 5.4.6. 1fcontrol problems occur with the students in the bunker, or a singular student becomes aggressive or hostile, call the shift coordinator before you attempt to handle the problem yourself. You need to be familiar on how to handle open defiance. Sec chapter 5 for "Open Defiance" procedures. 5.4.7. Before taking control of the bunker, the bunker guard should be familiar with the terminology that the students have been pre-briefed to use in the event of a real world emergency . It will be either "flight surgeon" or the name of the exercise Unit Liaison Officer (ULO). If students use the pre-briefed terminology, the bunker guard will immediately attend to the student, determine the problem, and inform the control center. 5.4.8. If a student calls Flight Surgeon, the bunker guard should attend to the immediate problem then notify the control desk. If the problem does not require immediate attention then find out what the problem is, make the student comfortable then notify the control desk. Stay with the student until help arrives. 5.4.9. The bunker guard must be familiar with the evacuation plan for bunker emergencie s such as fire. If the bunker needs to be evacuated, the instructor will use the master lever to open all cells and instruct the student to go to an evacuation area and wait for further instruction s. The bunker guard will account for all students and notify the controller. 5.4.10. The bunker guard is not an interrogator and will not introduce scenarios/problems in the bunker unless directed and monitored by the controller or coordinator. 5.5. Expediters. The role of the expediter is to meet students and transport them to the capture site. When expediting you usually play the part of a local of the country stated in the exercise scenario. As a general rule you will not know much about the students or their missions. Your job is lust to get them to wherever they need to go". However, you are a generally friendly person and make small talk, but don't ask sensitive questions. You also need to make the students feel somewhat at ease because you know where to go and can get them through checkpoints, customs etc. FOR OFFICIAL USE ONLY 0.‘Exotha'raEALIOCIPeratiila butructicninOperating Instroctions Massa Copy.doc 05/07/02 13 003047 EFTA_R1_00177454 EFTA01810387  FOR OFFICIAL USE ONLY 5.5.1. When transportation to the capture site is by vehicle it is important that -you do the driving. Do not let students talk you into letting them drive. If a student refuses to let you drive, you will refuse to take them where they "need to go". It is your responsibility to get the students to the capture point safely. 5.5.2. The exact detail of the expediter's role is situation dependent, so it is imperative to be briefed by the exercise coordinator for the details. 5.6. Reporters play the role of legitimate American newspersons. 5.7. Body cavity check (BCC) observer. The role of the observer is to view the students while the BCC is being conducted. You do not conduct the actual BCC; the searchers will do this. You are there to observe and make the student feel uncomfortable and degraded. The observer will not have any verbal interaction with the student. lust act solemn and unimpressed. 5.7.1. A female will observe male students, and a male will observe female students. 5.7.2. No member of the opposite sex will be present/witness this phase of training unless performing an assigned duty, necessary to accomplish the body cavity check. 5.7.3. Controller and coordinator will ensure that female body cavity checks arc conducted in a manner, and location, that will prevent any accidental student exposure to members of the opposite sex. Only authorized individuals will observe female body cavity checks. 5.8. Media support. The role of media personnel is to collect video of each major event of the laboratory and demonstrate how video exploitation may be conducted. They will edit the video they collect into a 15-20 minute clip shown to the students at the beginning of academics. The clip should contain scenes from various stages of the lab and show each student at least once. The clip should not contain scenes that would unduly embarrass a student or cause others to seriously doubt his/her ability to resist exploitation. 5.9. Psychological support: The intent of psychology services support for PRA resident exercises is to provide psychological oversight during role-play laboratory instruction. Oversight is directed at both student and instructor personnel. Questions involving training procedures should be directed to the controller or coordinator for resolution at the earliest opportunity. Psychology FOR OFFICIAL USE ONLY GAF-xercises5PREAUPOpcnoing lostrucOonsNOpenting Moro< oons Maven COpy 6oc 05/07/02 14 003848 EFTA_R1_00177455 EFTA01810388  FOR OFFICIAL USE ONLY services staftwill not become actively involved in training except where immediate student or instructor safety is the issue. 5.9.1. If a problem arises, the Psychology Services' person on duty, the controller/coordinator, and, when available, the Unit Psychologist will consult before psychological intervention is initiated. If a student needs to be removed from training or needs to be referred to a medical facility the 336 TRG Medical Service/Mental Health Emergency guide (SGF O1 160-26) will be implemented. 5.9.2. It is critical to the safe and effective operation of our laboratory that we have psychological support personnel participate. PRA resident training laboratories are distinctly different from those customarily dealt with in the basic S-V80-A course taught at the USAF Survival School. Also distinct from S-V80-A are the units involved in our pre-academic laboratories. With these variables in mind, we will orchestrate the training in a manner that individualizes the training for each operator and their unit's mission profile. Controllers and coordinators should keep the psychology services person on duty informed in terms of training approaches specifically designed to maximize student learning. 5.10. A medical support person will analyze/treat any real world medical problems. When possible, the student will be kept "in role" while his medical problem is being diagnosed/treated. 5.10.1.1f a problem arises that is not an emergency, the medical support' person on duty, the controller/coordinator,-and when available, the Unit 111O will consult before medical intervention is initiated. FOR OFFICIAL USE ONLY 0:44//ervisaAPREALCOpersting IntrreVon0OperatIng taaructions Masts Copy.dec 05/07/02 15 003049 EFTA_R1_00177456 EFTA01810389  FOR OFFICIAL USE ONLY CHAPTER SIX 6. Physical Pressures. 6.1. Physical pressures, as applied to resistance training simulation. are not intended to produce enduring or damaging consequences, or to render the student so incapacitated by physical or emotional duress that learning dots not take place. The purpose of applying physical pressures is to project the student's focus into the resistance scenario and realistically simulate conditions associated with captivity and resistance efforts. 6.2. The application of physical pressure is necessary to produce the correct emotional and physiological projection a student requires for stress inoculation and stress resolution to be accomplished. This "controlled realism" must exist for the correct learning to take place. If too little physical pressure is applied, the student will fail to acquire the necessary inoculation effect and run the risk of underestimating the demands real captivity can produce. If too much physical pressure is applied, the student is made vulnerable to the effects of learned helplessness, which will render the student less prepared for captivity than prior to training. 6.3. Applying physical pressures in an intense, simulated captivity role-play requires considerable skill and composure on the part of the resistance-training instructor. This is an acquired skill which demands considerable knowledge, experience, and grounding in human behavior and resistance theory. Not all resistance-training role-players arc necessarily suited to perform this particular element of instruction. Careful training and monitoring of the instructor by qualified individuals arc necessary to maintain the desired application of this critical education tool. 6.4. The instructor who has the authorization to use physical pressure in training must ensure: 6.4.1. Student safety will always be considered before any application of physical pressures. The students' emotional and physical state should be a prime consideration before any physical pressure is applied. When possible, determine if there are pre-existing medical conditions which may eliminate the student from exposure to specific physical pressures. FOR OFFICIAL USE ONLY O3Erierviscs\PREALaCtparsting tratructioneOperstIng Instructions Masai Copyidoc 03/07/02 16 003051 EFTA_R1_00177457 EFTA01810390  FOR OFFICIAL USE ONLY 6.4.2. Prior to any physical contact, the instructor must remove all rings and watches. Fingernails should be closely trimmed. 6.4.3. Physical pressure must be uniquely applied to each individual, depending on physical size and resilience. 6.4.4. Monitor the student's resistance behavior and appropriately apply physical pressure in a manner that is consistent with controlled realism, but also facilitates the desired learning outcome. 6.4.5. You arc not completely objective in your interaction with the student. Many factors, such as your own fatigue level, anger, or frustration experienced prior to the role-play, and other personal stress will emotionally color your perception of the student. If your thoughts are not constantly alternating between how to appropriately apply controlled realism, and "what does this student need; how is the student; will this help the student learn," you are too personally involved in the role-play. If this happens you must find a way to correct your approach or end the role- play. 6.4.6. Leave the role-play immediately if the student becomes physically combative---do not attempt to subdue the student. Inform the exercise controller and psychologist immediatel y. 6.4.7. If you suspect a student is becoming emotionally overwhelmed or agitated to the point productive learning will cease, recognize this and back off. If this reaction continues or worsens. immediately consult with the coordinator, controller, and the psychologist on duty. 6.4.8. Follow the instructions/plan of the coordinator his/her role is to be the objective observer. You can always discuss the issue later. 6.4.9. Physical pressures are not intended to be used in all problems/interrogations. Your prime focus is to demonstrate the objective appropriate to the laboratory scenario. Physical pressures should be applied as a logical consequence of the student's resistance behavior, not to satisfy the instructor's need. Only properly trained individuals arc authorized to administer physical pressures during the laboratory exercise. 6.4.10. Only authorized PRA physical pressures will be used during the laboratory. FOR OFFICIAL USE ONLY GAExaciscAPRZALflOperadni Instructions'OPersidnt Instructicos ?Ante Cop)""" 03A)7/02 17 003052 EFTA_R1_00177458 EFTA01810391  FOR OFFICIAL USE ONLY Authorized physical pressures: 6.5.1. FACIAL SLAP: With fingers slightly spread, contact only the area directly between the tip. of the chin and the bottom of the corresponding earlobe--ensure your arm swing follows an ark . no greater than approximately 12 inches (use the width of the student's shoulder as a guide). The facial slap is used to achieve shock, not to inflict pain. "Pull" the force of the slap to generate the a