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Lecture: 03-2005
TALKING TO THE
INDIANS
Note: The following presentation was delivered at the Rangemaster Polite Society Match and Tactical Conference on 25-27 February 2005.
1) Always
interested in Gen. G. A. Custer.
a) Little
Big Horn Fight
i)
For thirty years after the fights the books written
assumed there were no eye witnesses to the battle.
ii) What was
known of the battle was the result of scene reconstruction by those sent to do
the investigation of the destruction of Custer’s Command.
iii) Eventually,
there were a few books written that were the product of interviews with the
Indians who were there.
iv) Prejudice
of the times discounted the views of the Indians of what happened and how.
v) Indians
were regarded as killers with no useful input.
vi) Dehumanizing
terms were used to describe Indians.
They were “savages”.
2) Today,
VCA are regarded in the same fashion.
a) VCA are
regarded as savage killers.
i)
They are dehumanized by terms used to describe them.
(1) evil
(2) other
human
(3) various
other less descriptive, though vile names.
ii) Their
value as contributors of information about the sequence of events that lead to
the killing of people is derided and disregarded.
(1) Some of
this view is the product of the behavioral science approach to their actions
that came out of the 60’s approach to crime prevention that saw criminals as
“victims” of society.
(2) That
approach attributed their conduct to their inability to participate in society.
(3) It made
excuses for them and postulated they were compelled by outside forces to engage
in their acts.
(4) It was
an approach that substantially rejected the role of individual responsibility
and personal decision making.
3) Much of
what is known of killing incident today comes from the reconstruction of crime
scenes.
a) This
approach is valid and revealing.
i)
Still, there is value to getting the input from killers to
flesh out what happened, why and if there were circumstances that would have
caused them to form “restraining judgments” before engaging in the attack.
ii) It also
helps the Practitioner understand when to use the various techniques and
tactics they learn in our serious study.
b) If we
take what killers tell us about their motives and strategy we can learn to more
effectively learn how to address them when they bring violence our way?
4) Practitioners
make investments in their study.
a) The
invest money, time and energy studying and practicing techniques and tactics.
i)
Little examination is made of when these techniques and
tactics are likely to be used in specific forms of VCA initiated actions.
b) Today we
will look at how the motives of VCA affect their strategy.
i)
We will look at how motive affects their willingness to
form restraining judgments when their chosen target is other than compliant to
their approach.
ii) We will
look at those operant motives which are likely unwilling to form restraining
judgments.
c) We will
look at Practitioner response models that will be useful in handling the
engagement and the legal aftermath.
5) Practitioner
training moves along a skill building continuum.
a) Training
model is layered and dove-tailed.
i)
Consists of:
(1) Competent
weapons handling skills. Four Rules.
(2) Hand
skills and movement skills.
(3) 360
checks.
(4) Dynamic
shooting skills.
(5) House
exercises.
(6) FoF
exercises.
b) House
exercises and FoF are considered “advanced” skills.
i)
House exercises are predicted on a necessity to move
through a hostile environment searching for aggressors who have taken a
position there.
ii) Unless
you are part of a specialized unit with a duty obligation, you are unlikely to
use this skill set for that type mission.
iii) The
value for house exercises to the Practitioner is to prepare him to read an
environment quickly and adopt its parameters to his advantage. There are two occasions in which this
circumstance may occur.
(1) When
engaged in escape and evade actions from a hostile confrontation.
(2) When
compelled through extraordinary circumstance to proceed to the aid of those for
whom the Practitioner is legally and morally responsible.
iv) FoF work
is to prepare the Practitioner for situational reading skills.
(1) Well
designed FoF exercises allow the Practitioner to practice reading the
intentions of VCA and determine the motives and strategy operant in the
confrontation.
(2) The
Practitioner can practice techniques designed to bring about restraining
judgments in the VCA confrontation.
(3) Such
scenarios allow the Practitioner to practice execution of disengagement, escape
and evasion.
c) The role
of House exercises and FoF is to develop “reading” skills in the Practitioner.
i)
They teach the reading of the environment and the
situation.
ii) They
provide practice at executing the primary confrontation strategy for
Practitioners.
6) Practitioner
Study Models prepare the Practitioner for two types of VCA confrontations.
a) Active
Incidents
i)
In active incidents the VCA is operational and for the
moment, is directing his killing activities at another person.
ii) That
person may be someone for whom you are legally and morally responsible.
iii) You may
be compelled to adopt an aggressor response to go to their aid.
iv) You
become the hunter.
v) Environmental
reading skills will be of value in this situation.
(a) Most
training problems require you to check each room and door in the problem.
(b) The
imperative is never passing by a room or door you have not checked.
(c) More
realistically in this operative circumstance you will pass by portals without
checking them because your mission at the moment will not allow that amount of
time.
(d) You will
apportion an amount of your attention to that unchecked area, monitoring it for
changes in condition that require your response.
vi) A
variant of this model will be circumstances where a VCA is operant in a
location and you must use environmental reading skills, coupled with other
techniques to effectively exit the killing venue.
b) Reactive
Incidents take two forms.
i)
Anticipatory Reactive.
(1) In
anticipatory reactive incidents, you have time to identify the VCA aggressor
and his intentions
(2) You may
have time to attempt restraining judgments in him.
(a) The
definition of a fight is any engagement with a VCA in which every decision is
worth you life.
(b) Does not
necessarily mean that blows are traded.
(c) Causing
a redefinition of the circumstances as the VCA sees them such that he decides
against continuing the confrontation is a higher grade of skill execution than
trading blows demonstrates.
(3) You will
have time to load a response technique from your repertoire of skills and
execute it when required.
ii) Real-time
Reactive
(1) In
real-time incidents the VCA has gotten within arms reach of you and is
executing his attack.
(2) You must
execute a technique designed for that form of confrontation instantly.
(a) There
will certainly be such occurrences.
(b) You must
have techniques pre-loaded and ready for execution.
c) Current
employment practices, combined with VCA strategies place VCA in first class
hotels, restaurants, caterers and government employment.
i)
They use the women in their lives to gather intelligence
and means of access to facilities.
ii) Avoid
presenting an image that will mark you.
iii) Adopt
Master John Farnam’s “Stealth existence”.
iv) “Fed
Faux Chic” will invite attention to you and your room.
v) Everyone
engages in personal “projection models”.
7) Purpose
is to learn a general navigation system for maneuvering through VCA
confrontations.
a) This is
not a lesson in applied psychology.
i)
Discussion is designed to position you as an informed
consumer of training.
ii) Discussion
designed to allow you to assess your training regimen for useful techniques in
addressing the various forms of VCA confrontations.
8) Predatory
Skill Set Building
a) Predatory
skill set building evolves over a lifetime.
i)
Age 4, while at play he learns to out maneuver and
overcome the desires of his peers. It
is the center piece of his interaction.
He is not cooperative at play.
ii) Age 6,
he learns to use lying for its tactical advantage.
(1) It is
not used as a tool to avoid embarrassment.
(2) He
learns to control people by active misleading.
(3) It is
first used on those who trust and acre about him the most.
(4) He
learns to spot vulnerability and bewilderment.
(5) He
learns to use a person’s desire to erroneously believe something despite the
evidence.
(6) He
realizes there are people who want to suspend reality and learns how to spot
and cultivate them.
(7) He
learns the first reaction to obviously conflicting signals is bewilderment and
therefore he acquires time to further develop tactical superiority.
(8) He
learns to use lying as a weapon.
iii) Age 8,
he learns that physical coercion can be used to get his way and develops a
cold-blooded use of this bullying skill as a weapon.
(1) Bully’s
show-up on the playground between 2nd and 3rd grade.
iv) Age 10,
he learns to use charm and courtesy to deceive, maneuver and ingratiate. He learns to use these qualities as a
weapon.
v) Age 12,
he selects associates with the same value system.
(1) Parents
often comment that their child took a wrong course in life when they started
“hanging with the wrong crowd”, at age 12-14.
b) By the
time the Practitioner meets him on the street, the VCA has decades of
experience using a combination of coercion, charm and deception to maneuver and
manipulate.
9) General
categories of VCA motive models.
a) Each VCA
motive model has hallmarks.
i)
Instrumental
ii) Expressive
iii) Instrumental/Expressive.
10) Hallmarks
of Instrumentally Motivated VCA.
a) While
there are exceptions, this is a common street encounter motive model.
i)
Willing to use violence and enjoy it.
ii) Low
weapons skills.
(1) Rarely
have any gun handling training.
(2) Shots
fired experience often is limited to criminal incidents.
iii) Poor
quality and maintenance of weapons.
(1) .32 auto
in .32 Short.
(2) .38 Spc
in a .38 Spr.
iv) Limited
ammo supply.
(1) Rarely
have additional ammo on them.
(2) Often
the gun is not fully loaded.
(3) They are
there to kill, not fight.
v) Multiple
assailants raise the probability of weapons and attack.
vi) Expects
to survive the encounter unscathed.
vii) Survival
expectation means the VCA using this motive is susceptible to restraining
judgments.
(1) You have
a chance to change his actions by causing in him a re-definition of
circumstance.
b) Experience
is usually evident in the approach.
i)
The smoother and more controlled the approach; the more
experienced the VCA at that activity.
ii) Aggression
level does not mean the VCA is not smooth and controlled in his approach.
iii) Highly
skilled team attacking a facility would be an exception.
11) Hallmarks
of an Expressively Motivated VCA.
a) The
purpose of their act is directed violence.
i)
Means there people in that venue they intend to kill.
ii) They
will likely have brought multiple weapons to the killing venue.
iii) They
will be of good quality and well maintained.
iv) They
will likely have weapons skills.
v) They
will likely have substantial additional ammunition supplies.
vi) They
will often have barrier breaching capabilities.
vii) They
know the killing venue and how to move to their intended targets.
viii) Often do
not expect to survive the incident
(1) May
expect to be killed by responders
(2) May
intend to commit suicide during or at the conclusion of the incident.
ix) If they
have an escape plan, it is often to move on to another killing venue.
b) Are
probably not willing to form restraining judgments.
i)
They are there on very emotionally driven personal
business
12) Hallmarks
of an Instrumental/Expressive motivated VCA.
a) They are
a mixture of the two models.
i)
They redefine the circumstances through interactive
interpretation model.
ii) The
redefinition will likely be as a result of your actions or the actions of
someone in the object group.
iii) The
redefinition is to move the motive from instrumental to expressive.
(1) Usually
because they feel they have been disrespected in some fashion.
(2) They are
often looking for an excuse to interpret actions as expressing disrespect.
(3) Often
are in the company of others when the confrontation occurs.
(4) Often
intend harm as part of the confrontation.
iv) They may
be susceptible to restraining judgment.
(1) Usually
expect to escape their violent incidents unscathed.
13) VCA killing motives by category.
a) Instrumental
i)
The killing is instrumental to a gain motive operating
within the VCA.
ii) Adventure
(1) The
killer kills fir the simple adventurism of killing.
iii) Theft/Gain
(1) The VCA
kills for theft or other gain.
(2) Theft
can be any kind of financial/goods/chattel gain.
(3) Gain can
be anything of value to the VCA.
(a) Could be
a gain in status to themselves or within a cohort group.
iv) Sex
(1) Could be
an attempt to cover a sexual assault.
(2) Sexual
serial murder.
14) NOTE:
Any of these could change to an Expressive motive depending on
circumstance and the personality of the VCA.
a) Expressive
i)
Fear
(1) Often
the motive for self-defense incidents.
(a) Self-defense
is the motive in 20-25% of killings even when the action is not legally
justifiable.
ii) Anger
(1) Anger is
just that.
(a) May be
imperfect self-defense.
iii) Love
(1) Is mercy
killing.
iv) Revenge
v) Honor
(1) Gang
killings.
15) NOTE:
Expressive motive is emotionally driven. It is the irrationality of the emotional content that drives the
action. It is the reason that VCA so
motivated are usually not amenable to restraining judgments.
16) VCA follow a progression in their work up to
the killing incident.
a) This process
can take moments or months.
i)
Marrying of the motive and the target.
ii) Rumination
(1) He works
himself up mentally and emotionally.
iii) Fantasy
(1) He
fantasizes over how he wants to do the target harm.
(2) Fantasy
is not planning, but it does involve some visualization.
iv) Gathers
his tools.
17) NOTE:
To this point there is often a good chance the VCA will voluntarily form
a self-generated restraining judgment.
i)