Guidelines For Questioning Young Children in Cases of Suspected Torture

13/04/2019 Guidelines for questioning young children in cases of suspected torture – www.traumabasedmindcontrol.
com
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Netzwerk gegen Folter an (Klein)Kindern | Network against torture on toddlers and children
G U I D E L I N E S FO R Q U E S T I O N I N G YO U N G C H I L D R E N I N C A S E S O F S U S P EC T E D TO R T U R E
“Now I’m going to tell you a little story. I heard it myself long ago, an old lady told it to me, and I’ve never forgotten it. If I
remember rightly, this is how it went:
“I was young at the time when almost all children were often hit. People thought it was necessary to hit them, to make
them well-behaved and obedient. All mothers and fathers were supposed to hit their children as soon as they did
anything that mothers and fathers thought children shouldn’t do. My little boy, John, was a well-behaved, happy little
chap and I didn’t want to hit him. Bu one day, the neighbour came to see me and said that John had been in her
strawberry patch and had stolen some strawberries, and that if he did not get a beating he would certainly remain a
thief for his whole life. Now, mothers tend to get very frightened and worried when someone comes and complains
about their children. And I thought: maybe she’s right, now I really have to give John a beating.
John sat there and played with his building blocks – he was only ve years old at the time – when I came in and said that
he was going to get a beating and he should go out to cut a switch from a tree himself. John cried as he went. I sat in the
kitchen and waited. It took a long time until he came, and he was still crying as he crept in at the door. But he didn’t have
a switch with him.
“Mama,” he sobbed, “I couldn’t nd a stick, but here is a stone that you can throw!” He handed me a stone, the biggest
that he could hold in his hand. Then I began to cry as well, because I suddenly understood what he had thought: “My
mummy wants to hurt me and she can do it even better with a stone.” I felt ashamed. And I took him in my arms, and we
both cried till we could cry no more, and I thought to myself that I would never, never hit my child. And so that I would
never forget it, I took the stone and laid it on a kitchen shelf, where I could see it every day. It lay there a long time, until
John grew up. He never became a thief. I would have liked to tell my neighbour, but she had moved away.”
Yes, that is what the old lady said, who told me this when I was still very young. And I still remember thinking to myself: I
won’t hit my children either, if I ever have any. I had two children and I never hit them. Despite this, they became good
people. And they don’t hit their children either.
Why am I telling you all this? After all, we were supposed to be talking about peace. And how can there be peace in the
world if there are no peace-loving people? I think it would be good if a stone lay on the kitchen shelves just about
everywhere in the world, as a reminder.”
(Astrid Lindgren: On Peace)

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13/04/2019 Guidelines for questioning young children in cases of suspected torture – www.traumabasedmindcontrol.com
This foreword written by Astrid Lindgren describes the reaction of a healthy child and a normal healthy mother. If you have
the task of questioning a young child who is showing signs of torture based on the ndings of medical MRT/CT/nuclear
medical examinations (cf. Istanbul Protocol http://traumabasedmindcontrol.com/index.php/istanbul-protokoll-fuer-

kleinkinder-bei-folterverdacht/?lang=en/), then you are getting into territory that is not only dark but also deeply
pathological and sick.
A criminal phenomenon
Signs of torture on the body of your child may indicate that your child is potentially a victim of satanic ritual abuse, also
called SRA, or is a “training subject” of trauma-based mind control (MK). SRA can be understood as the combined
application of physical, psychological and spiritual assaults. MK is mainly used in the military, intelligence and political areas,
although the boundary line between these two forms of abuse is relatively uid. MK contains an abundance of elaborately
devised, complex psychological strategies, ultimately designed to achieve absolute control over the thoughts and feelings
of your child. Finally, i.e. at the end of the state-run MK programme, the aim is for your child to be conditioned to such an
extent that he/she can be ordered to carry out actions that go against his/her human nature, when “wearing” different
fragmented personalities (or “alters”) that are arti cially created through torture, ideally without being able to remember
carrying out those actions. The means employed to achieve that nal state are physical, sexual, psychological and
emotional torture. The ability and declared willingness of the perpetrators to subject their child to these kinds of
mistreatment and abuse, when ordered to do so by the state, is what distinguishes this group of people from all other living
beings on our planet. State-organised torturers are not interested in publicising their criminal actions, which go completely
unpunished. MK torture perpetrated on a young child is not the result of a superstitious belief in witchcraft: it is consciously
and deliberately planned, organised and continuously perfected. There is basically no part of your child’s body for which a
“suitable” torture method does not exist. There is no element (water, air, re and earth), no ideology and no tool that cannot
be used for torturing your child. Clear your mind of the propagandistic falsehoods propagated by western (criminal) cartel
media that the torture of young children is only practiced in designated “rogue states”.
These crimes are of course kept secret. This is why it is ultimately very hard to nd a de nition that covers the
“programming” of your child. Survivors describe it as an act designed to activate physical and psychological reactions to
external stimuli. A person conditioned in this way is intended to nally be able to react in an intended way after receiving an
auditory, visual or tactile signal (trigger), ideally without noticing anything about it themselves. If the conditioning brought
about through torture is successful, the political system or network will have raised the perfect mental slave who carries
out orders, without conscience and against all the standards of successful ethical coexistence. As the violence-induced
raising of such a multiple personality ultimately involves the most serious violations imaginable of the child’s legal rights, in
this area of crime the scienti c overlaps between psychology, medicine, social sciences, philosophy, criminology and
criminalistics are relatively uid.
This nal construction of a multiple personality outlined above is closely linked to the use of hypnosis. In the respective
procedural modules, the programmers used, who are usually conventionally trained physicians, generate a torture-induced,
selective intensi cation of perception in the child victim, whose attention in this respect is ratcheted up through the
assaults. Due to the strained attentiveness thus induced, the child’s real state of awareness is clouded. In systematic
collaboration, the psychopathic perpetrators described above open a way into the child’s mind by controlling his/her
perceptions and memory, and by creating false memories. At the end of several years’ programming, the subject is able to
obey like an automaton, receives all instructions uncritically and without question, and can carry out complex orders
requiring a high intelligence, but is usually not aware of it all. In order to prevent people who are, from humanitarian motives,
on the side of the tortured child from glimpsing the per dious structures of the state-run torture programmes, false
memories are implanted in the child victim and posthypnotic reaction patterns are instilled in order to produce false
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statements. This is why you should not be surprised if, when asked about the complex sequence of abuse, your child either
maintains a consistent silence or behaves in a completely irrational way. The network of perpetrators is fully aware that,
due to the ethnic heterogeneity of the police force, at least some police employees would not be indifferent to these
severe violations of victims’ legal rights. Even though fully initiated perpetrators within the police ultimately cover up this
abuse and actively work to prevent convictions, to begin with the „Police“ organisation is simply too big for the group of
perpetrators to control. One cannot therefore rule out the possibility that, when you initially report the offence to the police,
you may get a criminal investigator who takes the concerns of the protecting parent seriously. The more importance this
of cer accords to the parent’s report, the more quickly they will implement urgent measures to search for and secure clues
and to determine the evidence. During this important phase, the ring of perpetrators is not yet able to attain ultimate
control of the course of the proceedings. Therefore the perpetrators’ strategy must be to implant the suggestion in the
police investigator’s mind, through conditioning the child, that the child or the protecting parent is suffering from mental
illness. Where fathers are the protecting parent, a suspicion is usually fabricated that the father is the perpetrator. However,
SRA or MK can only be carried out by groups of perpetrators, i.e. by several people, as a single individual could never
manage to do it. Usually, these protecting parents are quickly separated from the children concerned – without securing
evidence of any kind – in order to remove further traces and to falsify the overall impression, and the young child continues
to be used without hindrance – usually lifelong.
The following serve as torture methods before the programme units (quoted from Ellen Lacter, 2017):
Rape: vaginal, anal rape, group rape, using sharp objects, weapons, etc.
Filming the torture

Verbal cruelty, mockery, making child ridiculous, laughing and enthusiasm as reactions to the pain and terror of the victim
Hanging the victim up, including with the head hanging downwards, in stress positions, during which they are tortured by
spinning, etc.
Being fully immersed in water tanks lled with ice
Being buried alive with insects, snakes, rats, etc. with an oxygen source that is controlled by the perpetrators
Being hung up above re or extreme heat
Extreme thirst and hunger
Leaving the victim in urine, excrement and vomit
Being forced to ingest poisonous substances
Control of the victim’s surroundings – painfully hot or cold, dark or intensely bright, being
bombarded with loud noise, etc.
Mutilation, e.g. removing nails or ngers
Removal of body organs and dismemberment of victims kept in complete captivity (Ellen Lacter, 2017)
All the information that the victim receives during these torture sessions (“programming”) is stored in his/her deeper
psychobiological levels. Therefore, pay close attention to such statements when questioning the child. One special feature
of this crime, not just from the aspect of children’s statement psychology, is that it will be suggested to the child that the
adults are able to access his/her body at any time and/or to control the individual environment – and this often corresponds
to the unimaginable truth:
Besides the known monitoring technologies in the child’s household, persons are also placed in the child’s immediate
vicinity in order to develop a professed emotional relationship with him/her. As soon as this has been rmly established and
the child can be successfully deceived into trusting that person, the child is then betrayed. The subsequent messages are
clear and unambiguous: “We know everything about you”, “You have betrayed us”, “You won’t escape us”. Other “game
versions” involve the child’s being told that an all-hearing microphone has been implanted in his/her tooth, or even a bomb
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in the stomach, which can explode in the event of betrayal. Adult victims have in fact been able to ascertain the presence of
real, i.e. (in)active, implants through conventional medical examinations. Nowadays there is in fact the possibility of
ensuring that dementia sufferers or animals can be found by means of (electromagnetic) pulse-controlled implants. An
additional – though still less researched – aspect is the assumption that parts of MK programming as well as the use of
triggers can meanwhile be carried out via microwaves and radiofrequencies.
As the silence of the young child involved is so important in terms of criminal law, the techniques to ensure it are practically
innumerable: threats that their beloved primary caregiver (usually the mother) will be killed; needles in the area of the gums
as a “training in keeping silent”; and wiping conscious memories through deliberately caused concussion, electroshock
treatment and psychoactive medication. An additional way of ensuring silence is the showing of the pretended or actual
liquidation of a “traitor”. Above all, witnessing a real murder makes a particularly devastating impression on the child.
Killings in the context of so-called “snuff pornography” ( lmed torture, followed by the death of the victim) are also used for
this purpose. It is likewise known that it is suggested to the young children that they have killed a person or else – far more
dramatic for the child’s psyche – they have actually been forced to kill someone.
It is thus very easy to understand that you can only achieve a comprehensive account of all these circumstances with
endless patience and absolute, benevolent neutrality. The child must deal with his/her shame about the fact that it has
been the victim of a series of the most unimaginable acts of emotional, mental and physical violence and has thus
displayed accompanying physical reactions and emotions, that no one has helped and that he/she was even laughed at by
the group of perpetrators. These things have formed part of the child’s everyday experience. It is therefore your task to
remain completely neutral during the questioning process.
Never forget the punishment with which the child has been threatened if he/she speaks out, which usually involves the
murder of the primary caregiver or torture. The process of questioning the child must basically be done in several stages,
and must therefore be planned to take place over a period of several months. As the investigators are generally left to
their own resources when working out the course of the abuse as a whole, they must organise the questioning sessions
themselves. If investigators know people with knowledge of criminology knowledge in their personal or professional
circle (police detectives, juvenile court representatives, lawyers specialising in criminal law), these can of course be
consulted and/or brought in too.
The person concerned must be clear in their mind about what they may ultimately be getting into. Regarding doing it
oneself: even a poorly planned questioning session is better than leaving the child alone with the abuse.
Although MK/SRA as a criminal phenomenon has, for obvious reasons, not been made a speci c subject of study in
criminological research up to now, its individual torture methods have been. Sexual violence perpetrated on a child in a
private context has meanwhile been relatively well studied. Because the sexual abuse is a cornerstone in the process of
programming the child, one can therefore use it as a starting point. It is of course important to have an idea of the basic
process of questioning a child victim before you start. Nevertheless, the essential difference here is that a child who has
been through SRA/MK has undergone unimaginable torture with the aim of splitting their personality. The essential
elements of this crime are therefore brie y described below:
Phenomenon of the split personality
The simplest form of split personality consists of a normal state (A) and the hypnotically controlled state (B).

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Below: Visible change of personality in a child who is secretly enrolled a torture programme.
Source: “Luki” Dara Sadegh on a supervised visit to his mother Mag. Andrea Sadegh 2013: Change of personality within 10
seconds. Assumed posthypnotic command: “Whenever you’re near your mother, remember what you’ve done and said: if
she knew, she wouldn’t love you anymore.”
The change of the child’s personality is based on a posthypnotic command or a trigger. To do this, planning, a trigger and
implementation are needed. An effectively instilled posthypnotic command is not aimed just at generating the outward
behaviour of the subject – it also has to create inner mental states in the controlled human tool. Using inculcated key stimuli
or codes, it is possible to condition complex operative sequences. The programmer can thereby also command the victim
to forget the key signal again as soon as they have carried out the ordered action. This method is intended to undermine
the police investigation of the crime outlined above. An additional obfuscation strategy is what is called “posthypnotic
amnesia”. Here, the contents of the child’s memory are fragmented through mentally traumatising the child. This per dious
tactic is deemed successful if an outsider does not notice that the victim’s memory is impaired. To achieve this, during the
child’s programming the method of fear-based suggestion is used. One technique is to plant the idea that they have a
headache when they are inwardly processing the abuse suffered that day.

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Below: A child mentally processing the abuse suffered that day – a headache induced by suggestion, also called a “splitting
headache”.
Source: “Luki” Dara Sadegh, taken by his mother Mag. Andrea Sadegh, in the summer of 2011, when the child had suffered
the rst ashbacks.
An observable headache can also be the result of an arti cially induced neurosis, consisting of inculcated guilt or inferiority
complexes intended to prevent the child from talking about their experiences.
Why is it done at such a young age?
Due to their highly imaginative minds, children can be more easily in uenced than adults. In order to prevent prosecution,
perpetrators exploit the fact that due to their still limited vocabulary, the child does not feel able to talk about the abusive
assaults. Through the MK programming techniques a number of separate identities, called “alters”, are generated in the
child. The group of perpetrators that installs, activates and controls these alters can ultimately also communicate with the
respective individual alters. So that the child is outwardly able to cope with their everyday life, in addition to the alters, an
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“apparently normal personality” (ANP) must also be in place. The ANP is, so to speak, the facade for the programmed
individual’s future role in the social system. The ANP, functioning as an outer shell, ensures that the multiple personalities
nally remain hidden to non-initiates.
If investigators try to get the child to open up by showing him/her affection, a word of warning: perpetrators will
deliberately create associations between natural interpersonal actions (kissing, caressing) or words (“love”, pet names, etc.)
and dark threats against the child. You must therefore reckon with triggers deliberately implanted in the child to ensure that
they are mentally imprisoned by an “inner guard” and their constant fear of the consequences of being a “traitor” i.e. of
speaking the truth. The same applies to conditioning and hypnosis in connection with the initial routine procedures in a
criminal investigation. In the presence of someone urgently suspected of being involved in the abuse, the child may for
example in greet that person with joyful eagerness, while simultaneously rejecting their actual persons of trust, usually the
protecting parent. Since enormous nancial resources are available for the programming process, props, magic tricks,
stage plays, special effects, lm screenings, cameras and microphones are also used. The manipulation of the child’s
thoughts is activated by means of roleplay and characters from fairy-tales or other adventure worlds (extra-terrestrials,
demons). These are stored in the child’s mind linked to certain colours: i.e., during the programme unit concerned, the
perpetrators show themselves to the child in identical costumes and colours. Thus, in time, it is possible to forge cross-
connections in the mind of the child victim, which are accessible to the programmer through codes. For you, as an outsider,
these are usually completely innocuous, everyday words or other triggers. Nevertheless, the child is prepared in such a way
that, in the end, the “opening and closing” of the child’s personalities function appropriately. This process is considered
successful if the trigger words have a certain rhythm and the treacherous word combination or other trigger chains are
selected in such a way that an everyday situation cannot trigger a change of personality.
Multiple personality disorder (MPD), also called “dissociative identity disorder” (DID) is used in the international system for
classifying illnesses (ICD 10), in this case concerning the psychiatric illnesses (DSM4). It would thus be a punishable offence
for the perpetrator to deliberately create a sick person twice over (knowing the prohibition on simultaneous intention to
perpetrate a crime and succeeding in perpetrating that crime). Consequently, there is a causal connection between
dysfunctional family integration, the use of violence, mental trauma and disorders when processing experiences. It is
thereby necessary for the child to be placed in the hands of the programmers at regular interviews. The above-described
mental trauma of the child is devised based on a process of “internally running away”. Since the physically much weaker
child is unable to justi ably defend itself against the assaults and can also see no way of physically escaping from the
location of the abuse, it must nally choose the path of mental dissociation. The rule of thumb here is: “The earlier the
traumatisation of the child occurs, the greater the probability of multiple personality disorder.” A decisive point is thereby
the extent of control over the child’s defence mechanisms. In the specialist literature, one nds different instructions as to
the most suitable time for this. After dissociation and violent training, children aged two and a half can already display a
completely split personality. Under the supervision of a physician, tortures such as pinching ngers with pincers, violent
blows to the head, rapes, and having ngers painfully trapped in a mousetrap while being locked in a room, etc. As soon as
the child stops crying and is only whimpering in pain, it is released. Then the child receives their aversion conditioning
through commands. Not all stages are the same here. Meanwhile, the following main programming procedures are known:
Alpha: Basic programme – the aims are the unresisting obedience and automatic re exes of the child
Beta: Sexual programme activated by a key word
Delta: Assassin programme, ghter programme
Theta: Programme for integration in occult groups

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Omega: Obscuration programme with the aim of maintaining the split psyche of the child
A typical technical method for creating multiple personalities is “spin programming”, “spinning” or the German term Rädern
which (appropriately enough) means “being broken on the wheel”. The child is strapped to a rotating disc, and through
extremely painful centrifugal forces, their personalities are polyfragmented. This kind of programming method already
begins in earliest childhood. The child can either be spun on their own axis – as on a spit – or turned in a vertical direction.
Here too, one must of course take the rapid development of new technical possibilities into account. Seizure-inducing
treatments, CT, as well as the in uencing of the mind by means of electromagnetic elds are used here, and are still
relatively little researched in relation to young children. The special feature is basically that the programming of the child
relates to the generating of personality fragments. Therefore, a speci c message is always conveyed to the child during
programming. While being questioned, the child may thus give you answers that appear completely incoherent. The same
applies if you thereby observe illogical ways of behaving. However, when you become more familiar with them, these are
always connected to commands instilled through violence:
You deserve to be punished – we’ll nd you wherever you are

No one believes what you say
You deserve the violence you have experienced

We’re watching you and can kill your parents
The police will come to get you – you’ll go to prison
Subsequently building on this, in the next stage the victim is usually indoctrinated with the following ideas (cf. Ellen Lacter,
2017):
You are evil.
You are a murderer.

You are an accomplice in crimes (often such scenes are lmed as evidence).
You are now one of us.

You are now a voluntary member of the network which commits rapes and abuse.
No one except us will ever want to have anything to do with you again.
The people who have been taking care of you can’t take care of you ever again.
No psychotherapist will ever want to help you.

The whole of the clergy will condemn you.
You are lost in the sight of God.

You now belong to: _____ (a god/goddess that demands blood sacri ces).
Certainly, the most ruthless method is brain surgery. Here, the surgeon deliberately damages the healthy tissue of the
healthy child. Another possibility is medically in uencing the amygdala (the part of the brain important for emotions and
feelings) using electrical current. Other surgical interventions (scars on the brain stem, etc.), and the removal and mutilation
of glands, are also known methods.
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The child often remembers the torture in everyday life in ashbacks, usually triggered by associations while processing the
experience. It can thereby quite possibly happen that the child reveals the abuse at this very moment: the young child
experiences the torture as if it is happening again.
First of all, some good news: as soon as they have been able to relate one of the events in their entirety, the young child
nds greater peace of mind: in every ashback or anxiety state, and in every recounting of the abuse, you are already
helping the children to heal their unimaginable experiences to a great extent.
Finding out about the torturers’ world represents a particular challenge for you, but is everyday routine for the children, as
is the often-staged, seemingly “fairytale-like” world of Satanism: Satanic rituals and the procedures conducted in an MK
programme can de nitely overlap. According to Michaela Huber (1995), victims have reported the following methods:
Strange smells […]
Men in black coats/cloaks, hoods, masks, etc.;

Cellars, painted black or their walls hung with black cloths;
[…]
Rituals with oil, blood […]
Blood, that runs down one’s naked body […]

Eating raw animal or human esh, or faeces, drinking urine and blood
[…]
Vaginal, oral, anal gang rape; being penetrated with sticks, knives, cruci xes, etc.
Blows, kicks, electric shocks

Being locked in chests, cof ns, water-tanks, etc.;
[…]
Loud, sacral or Wagnerian music, “sacral” chanting […]

Extreme feelings of shame and guilt, the feeling of having to “sacri ce” oneself or of “being chosen to die”, to feel like
“Satan” (or having “inner alters” who think they are Satan)
A vow that cannot be broken, otherwise someone will die (either they themselves or someone close to them, or their
favourite animal)
The exaction of punishments upon them and/or other children or adults who have been “disobedient”
Invocations and curses; the feeling of being able to be killed by the words of a spell, etc.
Before starting a questioning session, you should therefore bear in mind the following patterns of reaction, which the child
has already able to show an investigator or protecting parent on occasion in the past:
Fear of giving blood samples, and of dental examinations
Fear of being tied up

Ritualistic chanting
Nervousness at meals (cocoa: faeces; red fruit-juice: blood; barbecues in summer: burns/scalding)
Wanton destruction of toy gures and dolls (mutilations)
Fear of “harmless” everyday objects

etc.

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The questioning session
Questioning young children is an essential skill in cases of suspicion of torture: it is made very clear to children through a
wide variety of tortures, extreme drills and threats that they should never, ever talk about what has happened and never
name names. The perpetrator networks are very aware of that particular danger and have usually in ltrated city-centre
facilities such as child help centres, and medical, psychiatric and therapeutic services, to prevent possible further
examinations of the child, and to usually forcibly remove the child from its protective primary care-giver (usually the mother,
but in some cases also the father). If, after already having invested in a particular child, the torture of the child becomes
visible due to injuries or ashbacks, the loss of the child to the perpetrator networks not only involves the risk that parts of
the recognised and named network will be severely prosecuted under criminal law, but also means a massive nancial loss.
As the perpetrators of these networks have as a rule themselves gone through these kinds of torture-based programmes
as young children, it is easy to verify this in the case of adults too, by means of radiological technologies like
MRT/CT/nuclear medical examinations, based on unmistakeable characteristics (incapacity to empathise, dissociative

tendencies, scars on the brain stem, etc.).
Triggers during questioning
Before asking questions, you need to be aware that touch triggers may have been implanted in the child: you should
therefore be careful with touching and only touch the child with his/her permission. The most well-known here is the
silence touch: for this painful lesson, the child is rst encouraged to chatter. The child is then given an electric shock, or
pricked in the gums or in the tongue. Another method is to use a silence trigger that is activated through stroking the child.
It should thus be no surprise if, after being caressed or receiving any affection, immediately clams up towards the other
person. Further triggers, which perpetrator networks often like using are pressure (stress, strict voice, accusing look, hand
signs). Take care to ensure that your body language is congruent and explain to the child if anything irritates you. Openness,
truth and – most importantly – the absolute benevolent neutrality of the investigator are the only way to attain reliable
results.
Later on, two cameras will be needed: one camera should point at the child and the other at the questioner. Ideally, there
should be a third camera lming you both from above (bird’s eye view). There is footage from the sadly notorious
Hampstead case in which the police investigator, who offers behavioural training on a private basis, triggers the children
during the “questioning session” using hand signs, see below:
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Source and summary: https://www.youtube.com/watch?v=pSOa6Siko-8
It is therefore essential that you remain neutral, no matter what you may hear or experience during the questioning session.
Give the child as much space and freedom as possible during the interview: any pressure can put the child into states of
fear and anxiety, and thus cause them to clam up or to feed you “well-rehearsed stories”.
Video recordings
As a general rule, every questioning session should be recorded on video: it is important to ensure that the physical
reactions are also recorded – both those of the investigator and the child. The same applies if a question causes the child to
suffer a ashback. For the purpose of giving evidence, it is therefore important to nd out and record whether and how the
ashback corresponds to the question posed. Take time to think about what you have heard. Don’t rule out any hypothesis
and don’t be afraid of not being able to calm the child after a ashback: the only unforgivable mistake you can make is to
abandon the child to the perpetrator network. If the questioning session is lmed, both the continuation of the session
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after the child has “calmed down” and a fully documented ashback have value as evidence. Bear in mind that all the
recorded injuries (Istanbul Protocol) should be addressed and investigated in the interview.
A short digression: Personal evidence and material evidence
The evidentiary value of the child’s statement can vary; here is an overview:
A: Personal evidence
Personal evidence can come from the statement of a court-appointed expert, an accused party/defendant or a witness
(your child).
B: Material evidence
Material evidence can consist of a document or what is called a “piece of visual evidence”. The document is a physical
declaration of ideas and intentions (e.g. a written document). The piece of visual evidence contains no ideas, but may
enable certain conclusions to be drawn (e.g. if the investigator nds an object used to commit the offense based on the
child’s statement).
The reason that the material evidence is so important is because, detached from the series of criminal actions, it speaks for
itself and enables non-involved people to draw conclusions about the course of the abuse and the perpetrators involved.
The material evidence is thus basically objective and is therefore given preference over personal evidence in court.
Although it is true that it can be checked using scienti c methods, it can however yield a false trail to probative facts due to
mistakes in securing evidence, in examinations, storage and analysis. Personal evidence is basically subjectively in uenced.
You should therefore try to check the truth of the child’s statements and to diligently follow up any indications given by the
child as to potential material evidence. Questioning the child should make it easier for you to, for example:
identify suspects
determine that perpetrators belong to a group
reconstruct the assaults
seek/secure evidence
Legal information
If you subject the child to questioning, this is a private investigative procedure, not an of cial interrogation/hearing. In an
of cial interrogation/hearing, the questioner is there in an of cial capacity, states the fact and makes a formal request for
information required by the authorities.
As already explained, you should video all questioning sessions with the child from two, and ideally from three angles. After
each questioning session you should transcribe the entire contents. You should ensure that in every questioning session
you have at least one witness of good repute and good standing. Make suitable backup copies of every video recording and
written record. [!] In addition, depending whether the laws in the country concerned permit it, the witness should consider
making use of the possibility of af rmation in lieu of an oath. The video recording should document the completeTranslate »
conversation and also portray all the non-verbal reactions of the child – including you yourself. The questioning process
itself should not be interrupted. Place the child in such a way that they can de nitely be clearly seen in the video. The arms,
hands and feet must also be fully visible. Take the necessary lighting conditions into account and switch off your mobile
phone. Avoid being disturbed by third parties (put a “Don’t disturb” on the door). Make sure that the child has had enough
sleep and has had a proper meal beforehand. If several children have potentially been abused, they should be questioned
separately from one another.
Checklist & procedure
Don’t simply ask questions in an unmethodical way: instead, draw up a checklist beforehand. In cases of sexual assault, no
individual questioning session should last longer than 30 minutes; any breaks should be documented. When questioning in
cases of SRA or MK, follow your intuition, and also let the question last longer. You need to be aware that you are certainly
not going to be able to clear up such a complex cluster of actions in a short time. Also, be aware that if perpetrator
networks continue to assault the child, the child can be prepared relatively easily for 30-45 minutes, i.e. deliberately
prepared.
All the important facts should then be worked through point by point. The checklist should contain the essential points,
such as:
What is already known about the assaults, times of the abuse and perpetrators?
Driving routes to the scene of the abuse, means of transporting the child, instruments used in the abuse?
What patterns of injury have been ascertained in the visual examination of the child (Istanbul Protocol)?
Besides the speci c characteristics of the case of a child in an MK programme, there are also basic features which apply to
all child victims. Children are often taciturn and use short sentences. When putting the questions, you should therefore also
take into account the child’s style of talking and linguistic de ciencies – which are often due to the complex trauma
suffered. The statements display lack of vocabulary, and often lacks analogies and metaphors due to its lack of life
experience. It is therefore possible that, in the course of assimilating the experience and in accordance with their mental
capacity, the child describes an offense by referring to a familiar process (“he wetted” for ejaculation). If you ask the child
intimate questions, explain in advance why it is necessary. The child still has a play world, which is not compatible with adult
logic, while conversely adult logic can hardly grasp the experiences of the child. A child’s speech comprehension rst starts
to slowly develop after about 24 months. The child thereby believes that all actions and processes are purposeful (“The
weather will be nice if I eat all the food on my plate”). Small children are unable to intentionally lie, as they lack the
necessary cognitive preconditions to do this. If the child is not able to give you information on the chronology of events,
objects, descriptions of people and distances, this is not a lie. It also does not yet have any pubescent self-interest, such as
the desire for revenge or craving for recognition. Remember that the group of perpetrators likewise use a “fantasy
vocabulary”, especially with young children – ask questions to clarify any expressions that are not clear to you.
It may of course also happen that, during a questioning session, a child from an MK programme will give you the false
answers that have been instilled in them through violence, or from time to time reveals inauthentic reaction patterns.
Nevertheless, because of their age, the child cannot consistently maintain this “myth”. Always bear in mind the child’s
conditioned con icts of loyalty and fear of punishment. The child may therefore refuse questions or give evasive answers.
Make use of the child’s impulse to play. The use of children’s picture books and story cubes can likewise be very helpful in
questioning sessions, particularly with children who are already “keeping quiet”.
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Source: Andrea Sadegh – “Story Cubes from © Gigamic” (2017)
Beyond the imaginable
Even if a child describes an injury that you failed to see in the prior visual examination (compare the Istanbul Protocol
http://traumabasedmindcontrol.com/index.php/istanbul-protokoll-fuer-kleinkinder-bei-folterverdacht/?lang=en), you have
no reason to doubt the truth of that information. Bear in mind that you must react by exploring new directions in
accordance with a statement from the child (looking for the crime scene, searching for clues and evidence). Always
remember that you can still nd clues that you have overlooked in your immediate surroundings. Also, bear in mind that
there are no limits to the evil imagination of the torturers. Thus, in the Sadegh case, the two-and-a-half-year-old child
suffered massive ashbacks on seeing a toilet brush. In time, it emerged that the child had not been hit with it but had been
anally penetrated with the handle. You should therefore never interrupt the ow of the child’s narrative: if need be, after
documenting the questioning session, bring in an expert who specialises in SRA or MK, and also text researchers can be
extremely helpful in putting the parts of the story into the right order, especially in the case of young children.
Forensic analysis of traces: a brief summary
Traces/clues are material objects and physical changes at the macro and micro levels. These arise through the series of
actions perpetrated and can make it possible to reach conclusions about the perpetrators and their modus operandi. If
there is no connection between a material change and the incident relevant to the crime, we speak of a false trail. However,
when dealing with MK, you must reckon with changes that have been deliberately brought about. What one is dealing with
in such a case is a fake clue, rather than a false trail. Clues that are signi cant with regard to child torture can be:
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Evidence of a crime: That is, traces produced due to the criminal activities at the scene of the crime, and found either on the
child themselves or on the perpetrator. Such traces can make it easier for you to reconstruct the course of the abuse. Some
examples of this are, for example, defensive injuries on the child, or traces of secretions and blood connected to the abuse
described by the child.
Traces of perpetrators: These are traces that the perpetrator has left on the instruments of abuse, on the child or at the
scene of the crime (sperm, blood, vaginal secretions, hairs, textile bres).
Traces are created interactively. You have to start from the assumption that the perpetrators will also nd these traces.
Traces of blood:
“Blood is a special juice.” This statement has a special meaning in criminalistics. The special aspect is that the
characteristics of human blood are preserved and are passed on genetically in accordance with the laws of nature, and that
blood is serologically detectable and classi able. After leaving the body, blood is at risk of being destroyed from bacteria,
moulds and environmental in uences. The analysability of a blood spot therefore gets more and more limited as time goes
on. Blood rapidly changes colour and is therefore dif cult to see. Nevertheless, even in the case of minute amounts, it is
possible to prove in a laboratory that a substance found is in fact blood. Human blood has unalterable characteristics.
One such characteristic is the statistical classi cation in accordance with blood groups. The so-called ABO system is used
for this purpose.
A: 44%
B: 11%
AB: 5%
O: 40%
A blood spot can thus be used to narrow the investigation down to a particular suspect as against other people with
different blood groups. After the child makes a statement, it is therefore important to secure the speci c instrument used
for the abuse or their clothing. As, according to this elimination system, you are holding a means to single out a potential
suspect from other persons, the blood spot enables considerably more, based on the DNA evidence. The DNA
(deoxyribonucleic acid) contains the genetic information of the suspect. This particularly applies if you discover blood or
sperm on the child’s body immediately after an assault. The probability of the chromosomal pattern of the DNA of two
people being the same is less than 1 to 30 billion. For this reason, if several traces of a suspect’s DNA are found, the
chances of being wrong basically become immeasurably small. It is now also possible to identify the DNA from hair roots
and vaginal secretions.
A laboratory analysis can differentiate between the gender and origin of the blood (blood from the nose or anus). As in MK
Ultra torture sessions, dogs can also be deployed as an instrument to abuse the children, a blood spot could also stem from
a dog. It is likewise possible to differentiate between human and animal blood in a laboratory (using the so-called
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“Uhlenhaut method”). In addition to securing the trace carrier, while keeping it as sterile and germ-free as possible, you
should rst take a photograph of the trace (close-up, giving scale of length).
As the torture of the child encompasses the aspects of humiliation and degradation, you must also expect to possibly nd
traces of urine. The presence of urine is veri ed through the concentration of urea in the trace. However, larger quantities
are needed for an examination. Veri cation is done on a microscopic and biochemical basis.
Sexual torture can result in traces of the saliva of a suspect being found. Here, veri cation is carried out through the
enzyme ptyalin produced in the body. Following an assault, despite subsequently washing the child, saliva can nonetheless
remain clinging to the child’s mucosal cells.
In actuality, there is no limit to the circumstances under which the hairs and akes of skin of a suspect can remain or be
transferred. Even if you thoroughly wash the child after the torture. Through microscopic examinations and biological
comparisons, it is possible to distinguish human hairs from hair-like wool bres and synthetic bres. By way of quali cation,
it must be said that it is generally not possible to de nitely allocate hairs to a perpetrator. However, it is a different matter if
the found hair combines special attributes such as, for example, pathological changes through fungal infestation or
residues of care products. However, it is possible to determine whether it fell out naturally or was torn out violently by
magnifying the detachment point of a hair. This would be signi cant in cases where children are dragged along the oor by
the hair or when the hair on the head is pulled violently.
Besides human traces, there is also the possibility of nding textile bres. This includes plant bres (cotton), animal bres
(wool), mineral bres (glass bres) and chemical bres (nylon). The transfer of bres in fact takes place everywhere every
day. Above all, textile bres are characterised by great durability. Such bres are extremely tenacious and can hardly ever
be completely removed. Studies (e.g. Aldermasten/GBR) show that about 80% of all bres transferred from other people
are lost within 48 hours. The rest continue to stick tenaciously. After every questioning session, you should therefore
compare the child’s statements and check whether any corresponding trace carriers can be found and/or which people the
child names to you as suspects.
Questioning intervals and techniques
Even if you question the child at intervals, you should not interrupt the video recording – otherwise the perpetrators would
easily be able to say that you may have manipulated the child. Bear in mind that due to the torture suffered, the child was
limited in its cognitive ability, was probably dissociated or that his/her personality may already be split. Unlike normal
perception, the human brain stores traumatic events in an unordered memory fragment. You therefore have to constantly
adjust your discoveries about the course of the abuse, depending on the situation.
You need to help the child understand that they are not being forced to take part in the questioning. It should be clear that
they should only report what they have actually experienced.
Example:
“Now, before you tell me anything, you can just quietly think about what you would like to say. It is important that you tell me
the truth. But it’s okay if you can’t say something. You can simply tell me that you don’t know.”
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Show the child that you are extremely interested in them and help them to sharpen their capacity for remembering places,
people and activities.
Examples:
“Have you ever been to the Christmas market? –Oh, you were there last year.”
This helps to strengthen the child’s perceptions regarding a particular place.
“Were any other people with you at the Christmas market?”
“Aha, so you were at the Christmas market with Granny.”
“What does your Granny look like? – Aha, so Granny has glasses and short hair.”
This helps the child to focus their attention on a person more sharply.
“What did you do together at the Christmas market? – Wow cool, so you sat in a re engine! But Granny didn’t? No, she’s
already much too old. You’re right! Wouldn’t it be funny if grannies always came with the re brigade? – Do you know all
about what the re brigade does? And did you even have candy oss? So when do you always get candy oss or other
sweets?”
This helps to increase the child’s attention regarding activities. At this point, you should already focus on building a positive
relationship with the child. Describing familiar surroundings, people and activities like this helps the child to feel more
secure for the subsequent questioning about the scene of the abuse, the suspects and the abuse itself.
You can now begin to ask about the abuse. Try to get the child to describe the scene of the abuse, the abuse itself and the
suspects as precisely as possible. Take time for this.
You should never pre-formulate answers for the child; never make any assumptions.
“So then X lay down on you and painfully forced his penis into your anus?” – A young child would never make such a
statement.
You should also ask what the child means when it is describing the abuse and the respective body parts.
Examples:
“What do you mean when you say ‘his wee-wee’?”
“What do you mean when you say ‘he did a banana in my botty’?”
“What do you mean when you say ‘wet and hit’?”
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Make sure that you do not give the child any information that it has not already disclosed. Nevertheless, you should stick to
the initial subject in your questions. Avoid conditioning the child and always be sparing with praise, maintaining a
benevolently neutral but appreciative attitude.
It is up to you how you create a good relationship with the child. Here are some examples for how to build a relationship:
“What kind of children’s lms do you watch on TV?”
“What’s your favourite toy?”
“Are you already going to Kindergarten?”
Then you can slowly get round to talking about the abuse.
“Can you tell me why you have such bad dreams?”
Avoid posing suggestive questions, even if you already have some idea of the basic underlying situation. The child should
be permitted to formulate statements by themselves and independently.
Examples:
Neutral questions: Such questions are free of implied suspicion: the child is not being fed any answers.
What? Where? How? How often? Who?
Contrary questions: Although such questions have a suggestive drift, in the end you can hardly be accused of having
in uenced the child.
“Did Mrs K say that you are allowed to tell your Mummy all about it?” (When you sense a command to keep silent)
“But how could X touch you there – after all, you had your trousers on, didn’t you?” (When you assume that the child had to
take its clothes off.)
Multiple-choice questions: These enable you to narrow down the facts.
“Were you standing, sitting or lying down?”
“Was it on the bed or on the sofa?”
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Leading questions (these are suggestive and should be avoided):
“So then X strangled you with the belt round your neck in the car?”
Use additional phrases to underpin important statements. Or use a counter-probe through counter-suggestion.
“I didn’t quite understand that bit. Can you explain it to me a little more exactly?”
If you reach a point where the child can betray their emotions, there is a risk of an emotional outburst or a ashback. At
this point, you have two possible solutions to this. As you are recording the questioning session on video, the lmed
ashback does of course have appropriate value as evidence. Or you can immediately distract the child and behave as if
you haven’t noticed their state of agitation.
One possibility: The child is just about to burst into tears. You react as follows:
“There was something I absolutely wanted to ask you. You did tell me that you like playing with your Indian castle. Have you
got some little Indians to play with? – Really? Lots and lots? You must show them to me some time!”
Pose the questions in such a way that you always have as complete a picture as possible of every single assault. Do not
move on to the next incident of abuse until you have completely nished questioning the child about a course of events.
You should thereby bear in mind that the child needs to be given the space and freedom to open up and talk about it.
Something else you should observe is also the way that the child may show the abuse in actions. This is certainly due to
their inability to express the abuse in words, but also corresponds to the way that children relive experiences. So it may
also happen that instead of making a statement, the small witness displays a physical position, a series of movements
or accompanying mimicry. Make use of this childlike characteristic.
Example:
“Could you show me how X hit you?”
With questions as to the guilt of a suspect, the child can get into dif culties. A statement like “It was him” is not suf cient
here. The child must be able to describe characteristics speci c to the person. You should therefore try to get as accurate
as possible a description of the person. The same applies to the times and durations of the abuse. You have to help the child
here. As you proceed, you can show the child photos of different people, including suspected perpetrators.
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Remember that being able to “recognise” perpetrators again has become essential for the survival of the young children:
as a rule, these children recognise every detail of the torturers again and can also – depending on their age – describe them.
In the Sadegh case, when looking through private photographs, the two-and-a-half-year-old child immediately recognised a
former acquaintance of the mother and cried: “Kind! Kind!” and was pleasantly surprised to see that person again in a photo
on her laptop. In answer to the question “Hey – that’s great! What kind thing did A do that makes you so excited, darling?” –
“She told Farrokh to stop. Stop. When it was ouchy.” – No doubt, Ms. A had been present at (at least) one torture ritual and
had intervened. Although such complex procedures as these can be faked to deceive a young child, one cannot suggest
such a series of events to a child of this age through programming.
Created/programmed confusion
When the child makes the simplest statements such as “my Mummy/my Daddy” or “my Granny/my Grandpa”, check who
the child is talking about: on the one hand, the children are indoctrinated through torture who their “Mummy”, “Daddy”, etc.
is, while on the other hand strangers can simply call themselves “Granny” or “Grandpa”. Here is an actual example of how
young children can be forced to call other people “Daddy” or “Mummy” through torture:
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Guidelines For Questioning Young Children in Cases of Suspected Torture

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13/04/2019 Guidelines for questioning young children in cases of suspected torture – www.traumabasedmindcontrol.

people. And they don’t hit their children either.

(Astrid Lindgren: On Peace)

medical examinations (cf. Istanbul Protocol http://traumabasedmindcontrol.com/index.php/istanbul-protokoll-fuer-

pathological and sick.

criminalistics are relatively uid.

to be used without hindrance – usually lifelong.

Filming the torture

Being fully immersed in water tanks lled with ice

Being hung up above re or extreme heat

Extreme thirst and hunger

Leaving the victim in urine, excrement and vomit

Being forced to ingest poisonous substances

bombarded with loud noise, etc.

Mutilation, e.g. removing nails or ngers

to the unimaginable truth:

triggers can meanwhile be carried out via microwaves and radiofrequencies.

remain completely neutral during the questioning process.

consulted and/or brought in too.

elements of this crime are therefore brie y described below:

Phenomenon of the split personality

she knew, she wouldn’t love you anymore.”

the rst ashbacks.

Why is it done at such a young age?

nally remain hidden to non-initiates.

Beta: Sexual programme activated by a key word

Delta: Assassin programme, ghter programme

Theta: Programme for integration in occult groups

always connected to commands instilled through violence:

You deserve to be punished – we’ll nd you wherever you are

You deserve the violence you have experienced

The police will come to get you – you’ll go to prison

You are evil.

You are a murderer.

You are now one of us.

No psychotherapist will ever want to help you.

You are lost in the sight of God.

Strange smells […]

Men in black coats/cloaks, hoods, masks, etc.;

Blood, that runs down one’s naked body […]

Blows, kicks, electric shocks

Loud, sacral or Wagnerian music, “sacral” chanting […]

Fear of giving blood samples, and of dental examinations

Fear of being tied up

Fear of “harmless” everyday objects

The questioning session

MRT/CT/nuclear medical examinations, based on unmistakeable characteristics (incapacity to empathise, dissociative

Triggers during questioning

during the “questioning session” using hand signs, see below:

Source and summary: https://www.youtube.com/watch?v=pSOa6Siko-8

A short digression: Personal evidence and material evidence

determine that perpetrators belong to a group

reconstruct the assaults

information required by the authorities.

separately from one another.

Checklist & procedure

Source: Andrea Sadegh – “Story Cubes from © Gigamic” (2017)

Beyond the imaginable

http://traumabasedmindcontrol.com/index.php/istanbul-protokoll-fuer-kleinkinder-bei-folterverdacht/?lang=en), you have