In future cities, design can make a contribution by developing tools and techniques that will help address recidivism by reframing prison industries as holistic 'creative hubs' that could better equip inmates to find employment opportunities when they are released from prison. Across the world inmates often work for prison industries to keep busy, earn some income and learn new skills that may lead to future employment opportunities, but prison industries rarely focus on creative thinking processes that help educate prisoners to become more resilient in the highly competitive and changing work places of the city where expectations of employment are often not met amongst marginalised groups, who in huge numbers fail to find legitimate employment and thus resort to crime. This project aims to help break that cycle. In most prisons 'educational' and 'work' experiences are disconnected, and delivered separately; this project aims to innovate a new approach. It will explore if and how design engagement with prison industries may offer new opportunities to connect with hard to reach prisoners. Also to draw on design to address the gap that currently exists between 'vocational' and 'educational' approaches to increasing employability amongst prisoners. The project will introduce analytical approaches associated with 'design-thinking' (Kimbell, 2009, 2011) in accessible and visual ways into vocational prison industry activities, so that inmate learning can occur in pragmatic vocational contexts, producing a trial anti bag theft design or accessory. This 'Makeright' product currently being proposed - a label to be created by DACRC in both cities - will engage inmates in co-designing and making products to protect potential victims from crime. Ultimately to deliver a form of 'restorative justice' by helping others avoid crime and perhaps also generating a much needed income stream for prisons. A pragmatic approach to thinking/making may suit some inmate learning styles. The aim is to develop and test new opportunities for prisoners to engage in traditional prison industry activities empowering them to learn additional skills (such as improved communication, collaboration, systemic reasoning and empathy) via the design of an anti theft bag or accessory. These skills may be achieved via an experimental approach to teaching 'design-thinking' to inmates linked to prisoner engagement with the Makeright product range both in London and Ahmedabad. Prof Lorraine Gamman and Adam Thorpe of the Design Against Crime Research Centre (DACRC) at Central Saint Martins will work in partnership with HMP Wandsworth, London and will lead the project. They will collaborate with Dr. Praveen Nahar of the National Institute of Design, Creative Writer Aliya Curmally and with Sabarmati Jail, in Ahmedabad to test the creative research materials/design brief generated by DACRC, and observe whether or not they have efficacy, and to write up. In order to create the protocols for the project, the teams will consult with many stakeholders inside and outside of prison both in London and Ahmedabad to ensure creative materials are 'fit for purpose'. Here we wish to also understand whether or not our creative input can find new ways to improve the operational capacity of prison industries both in London and Ahmedabad, and thus serve inmates better in the outside world when seeking employment or self created enterprise opportunities. Also to find out whether it is possible to build the innovative capacity of prisons by beginning to reframe prison industries as a location of a 'creative hub' where new employment skills and opportunities can be developed/ fostered. To share our learning from the project the team anticipate creating diverse outputs including presentations to government, stakeholders and academics that discuss whether our approach to prison industries and the Makeright label build resilience and positively impact (or "unbox") on inmate experience.

New research suggests that 81% of prison leavers state that they received no support preparing for their release from prison. This is one of the major challenges that incarcerated individuals face as they try to rebuild their lives on the outside and become an integrated part of society. The majority of prison leavers said that they felt their life was more stable inside prison. Access to services which also address the causes of homelessness such as mental health, substance misuse, and lack of employment is imperative. Post-release employment has been found to reduce the risk of reoffending by between a third and a half. However, a significant proportion of the prison population have no experience of stable employment. Further research recommends that employment programmes should be based on strong local partnerships with vocational training activities that have links to real employment prospects.Digital systems are crucial to enabling the delivery of high quality education to prisoners. If prisoners are, on release, to secure employment, continue to study, or otherwise contribute to society, they must be given the opportunity to use and improve their digital skills in prison. Augmented Reality will play a significant, integral part in the Offender Learning revolution. The methods developed are innovative for target groups and partner countries. Partnership and involvement with Shrewsbury Colleges Group and the AR approach to education in prison should give individuals the skills they need to unlock their potential, gain employment, and become assets to their communities.Project Objectives• Develop high quality resources using AR to engage learners, having access to specific resource topics, translated into their own native language.• Improve education results in offender institutions• Evaluate the effectiveness of using AR resources• Meet security and access requirements, ensuring that the resources are 'locked' from the outside world and access is monitored within security guidelines.• Extend and enhance the learner experience using an engaging tool that enables learners to access the content 'at the point of need'• Widening participation for offender learners in partner countries as a result of production, dissemination and embedding of the AR resources• Share good practice and adapt processes, resources and outcomes transnationally• Evaluation of the project with outcomes reportAlthough some projects are being developed to implement digital e-prison services and some countries gaining confidence in moving forward towards digitalisation behind bars, none have focused on the use of AR as a means to provide and deliver personalised resources, information and digital process for access 24-7. Nationally and Internationally, the e-prison model is yet to be adopted at scale. This is reaffirming the Coates review and this will have greater impact across a wide range of offender institutions across Europe. This also build on the current project with European partners to introduce and develop AR to support youth offender learners.“They need to look at how they measure the success of prison education; the current levels of prisoners’ educational attainment; and what happens when education is assessed as not good enough by regulatory bodies such as the Office for Standards in Education” (Coates, 2016).To ensure sustainability, it needs to be extended to wider EU penal systems, including translation of resources, the differentiation for need as well as European system requirements . It will also enable the look at impacts of the AR across the pilot institutions with an in-depth evaluation, analysis and impact of Augmented Reality in improving the outcomes of Young Offenders. The current project can report on the use of the AR resources and evaluations from both learners and staff on the practical and long term views. Impact can only be suggested, but to fully investigate the full impact of the AR on offender learners needs to be looked at much later in the process. To understand the increase in attendance at lessons, increase of qualifications and results, reduction of re-offending rates as examples of impact.

High security prisons have fundamentally changed: at one, 40 per cent of its population are Muslim. Half of this number converted whilst in prison. 55 per cent are Black or mixed race; 97 per cent are serving sentences of over 10 years. Most are held many years beyond their tariff, or expected punishment. Many prisoners are starting to regard their sentences as unexpected and illegitimate. In a recent study, we described this prison as 'paralysed by distrust'. In theoretical shorthand, staff do not 'recognise' their 'audience' any more. It is impossible to 'place trust intelligently' among a population you are afraid of. Unvalidated 'intelligence' has replaced close connection between staff and prisoners. This is the opposite of 'dynamic security', on which order in prison depends. There are explanations for this transformation, related to social change outside: drastically lengthening sentences; the growing number of people imprisoned for offences related to terrorism, a changing political and policy climate, in which growth-related activities are regarded as 'pampering', and concerns about faith-related discrimination. Staff are not well informed about the differences between authentic faith practices and bids for power. Prisoners at early stages in long sentences undergo a kind of 'existential crisis', and the only part of the prison where life has not been severely constrained is at Friday prayers, which 120 men attend each Friday. One prisoner put it thus: The best way to be able to feel that you can trust anyone in here is to be a Muslim ... like I said, it's a proper temptation. It's the best thing in here, really... It's the only place in the prison where there's love, where there's trust, where there's real friendships, loyalty, any of them type of things. The other social change is managerialism, which has transformed the knowledge base of prison managers, and brought about an almost exclusive focus on risk. The prison could not be more relevant to the understanding of British society. Six of the cases of known terrorist acts in the UK have involved young men who converted to Islam in prison. On the other hand, many prisoners are drawn to faith in prison to resolve questions of meaning, hope and identity: faith scripts can be transformative. Networks and relationships in prison shape these dynamics. Our hypothesis is that in a risk-dominated, low trust climate in which meaning is scarce, faith scripts can become transformative in the wrong direction. Where some trust flows, faith can be part of a positive change trajectory. This territory is politically contested, risky and extremely difficult to study. The American author of the only credible study on radicalisation in prison says, this field is 'bereft of social science methodologies'. We think prison sociology - which has always explored prisoner sub-cultures, hierarchies and leadership, but rarely mentioned faith - needs theology, and that this bringing together of two disciplines would transform and humanise our understanding of the prison in ways that are of deep significance to our fractured inner city communities. Our argument is that risk dominance and exclusion is practically disastrous and efforts at recognition and intelligent trust, undertaken clear-headedly, improve most outcomes that senior managers and the public might reasonably care about. We have been developing highly effective methods for testing this hypothesis: ethnography-led measurement. It depends on slow entry into the field, the use of Appreciative Inquiry: a creative method aimed at soliciting peak experiences and capturing what is there (so where is respect or trust found) rather than what is missing; dialogue; and 'reserved participation'; gradually organised long interviews, and then this becomes measurement. Prisoners (and staff) help us to identify what matters, to find the right language, to operationalise and explore the relevant concepts.

The proposed research will investigate processes of resilience in families who have experienced the imprisonment of the father. Building on a unique data set from a recent longitudinal study which gathered information from prisoners, their (ex)partners and children during and after imprisonment, this study will examine individual and family-wide coping processes and experiences of social (re)integration approximately six years after the father's release from prison. In contrast to most existing research, the study will not focus only on risk factors for problematic adaptation but put particular emphasis on protective functions of family relationships and support networks in the face of multiple risks to well-being (e.g. criminal behaviour, health problems, alcohol and drug misuse, school or employment problems, and social disintegration). The data will be used in part to test and further develop a family-oriented process model of resilience that can inform social policy and the development of practice.

"Developing Augmented Reality (AR) in Youth Offender Learning Project aimed to improve education results in offender institutions by introducing, developing and rolling-out the use of AR to convicted offenders in different institutions in the partner European countries. Throughout this project, the team developed high quality resources using AR, to engage learners who can access a range of resources, translated into their own native language, and also to evaluate the effectiveness of using AR resources, to meet security and access requirements, ensuring that the resources are 'locked' from the outside world and access is monitored within security guidelines. All project activities were directly related both to the objectives and to the learner needs of the young offenders and aimed to extend and enhance their experience using AR as an engaging tool that enables learners to access the content 'at the point of need' and, this way, to widen participation for all learners in partner countries because of production, dissemination and embedding of the AR resources. Also, both in transnational meetings and online meetings, the project partners shared good practice and adapted processes, resources, and outcomes transnationally. All the objectives of the project were successfully met, and the results obtained demonstrated the efficiency of the correlation between the activities and methods used. Each planned activity led to specific results. All results were evaluated both quantitatively and qualitatively, to determine the level to which they contribute to the achievement of the project objectives. When the project commenced, the UK team knew the reoffending cost to the public purse and society was in excess of £15 billion per year. When an offender is released from prison, they are much less likely to continue committing crime if they engage in education and if they have sustainable employment opportunities. Augmented Reality (AR) offers a whole range of benefits and a greater learner experience. A mixture of online and blended learning approaches in conjunction with face-to-face teaching and instruction can provide a greater balance and variety of resources and interactions. This linked with the quality of teaching, mentorship and the overall offender learner experience has proven to be beneficial to all learners and provide pathway for innovation linked to technology. It was clear that AR provided youth offender learners, a more interactive way of learning, facilitate research, activities, instruction, and information. These AR resources gave information on a range of instructional and skills-based topics that were engaging and interesting. Explanation activities were needed in youth custodial establishments, with important aspects such as security and access, key factors and of major importance. The project needed to ensure that the resources were 'locked' from the outside world and access monitored and within the security confinement, required for custodial institutions. The Augmented Reality system used to create and access the learning resources was 'Zappar'. Learners use the Zappar app on a mobile device to trigger resources by scanning a Zapcode. This displayed a selection of bespoke resources. The use of mobile devices to access the resources on the designated App gave increased access to a whole new way of learning at any given time. This enabled that the resources could be shared easily with the wider community. Learners used digital devices to scan an image which enabled the immediate access to support videos and resources, giving the information, instruction, or reinforcement. Learners were encouraged to learn independently at their own pace, inside and outside of the classroom and workshops. This has given great benefit to the learner and aimed to put them at ease, especially with some of the prison information direct from fellow prisoners, to show that they were not alone in their situations.Where appropriate, ‘standalone’ versions of the resources and links to the videos and learning materials were made available, creating an individual resource bank, safely and within constraints of security processes. This was more relevant where direct Wi-Fi access was not permitted in prison establishments. The lack of Internet in prisons contributes significantly to educational failure. An increasing number of educational courses are only available online, reducing prisoners’ opportunities to learn, especially as the national Covid-19 lockdown came into effect. Most prisons in England and Wales do not have the cabling or hardware to support broadband, with just 18 out of 117 prisons possessing in-cell cabling. Employment prospects for released offenders are extremely bleak, with 68% unemployed in the four weeks before custody. This was a comparative view throughout partner establishments in Romania and Belgium and need to be addressed at a higher level. The project objectives were: • Evaluate the effectiveness of using Augmented Reality resources for giving access to information, resource, and instruction about a range of topics to custodial establishments. • Investigate security and access requirements needed to ensure that the resources are 'locked' from the outside world and access is monitored and within the security confines required for custodial institutions. • Extend and enhanced the learner information experience using an engaging tool that enables students to use their own smart devices to access the content • Develop high quality resources using Augmented Reality as a tool to link to engaging information for learners that can be accessed in a range of situations (AR posters, leaflets, literature disseminated to institutions, etc.) • Reach a wider audience as a result of production of the AR resources • Share good practice • Undertake a review/evaluation of the project with outcomes report • Raise attainment in youth offender learning trans-nationally Additionally, the project outputs enabled learners: - Opportunity to gain skills & knowledge they wouldn't otherwise easily have access to - Higher engagement /attendance in lessons in prisons - Build on prior knowledge - Better results - improved employability - Learning outside of lessons (longer term goal 'In-cell'). - Use free time constructively rather than negatively - Raise Aspirations The project had four key partners, working alongside Shrewsbury Colleges Group to introduce, develop and roll-out the use of augmented reality to youth offenders in different institutions in the specific European countries. Project partners organisations from Romania, Belgium, and UK:- Biblioteca Judeteana Antim Ivireanu Valcea (BIB)- Centrul Pentru Promovarea Invatarii Permanente Timisoara Asociatia (CPIP)- Belgium European Humanity Center Brussels (EHCB)- Her Majesty's Prison & Probation Service (HMPPS) Each objective was the focus of a specific work package, that undertook the key tasks needed to identify, develop the resources available to be used by the learners, depending on their need, skills gaps, or interest. The AR resources produced during the project were AR poster resources. These can be shared, evaluated, and utilised by others, providing a wider level of dissemination. The outputs will be shared via local and national means (where applicable). This will not only share best practice but will be a good test of the outputs in real teaching, learning and support situations.The project has successfully completed the following identified outputs:• Intellectual Output 1: Introduction of AR Resources (A Guide for Teachers and Trainers)• Intellectual Output 2: Introduction of AR Resources (A guide for Learners)• Intellectual Output 3: Training package Teachers and Trainers• Intellectual Output 4: Training package for delivery to Offender Learners• Intellectual Output 5: Prison Induction Information Package• Intellectual Output 7: Guides to Education in prisons in Belgium• Intellectual Output 6: Work Package for Security.- Although security work packages have been produced, Intellectual Output 6 still requires agreement with Prison security teams, to allow the process of devices and Wi-Fi access available to learners in establishments on their security listing.The project team agree Augmented Reality is one of many technical applications that can be used to support prisoners whilst in custody and on release. It can help those engaging with education, work, and training, those with a learning disability and/or difficulty and with a visual impairment. For English speakers of other languages, it can help them address their offence, to maintain family ties, to become law abiding citizens and ultimately reduce reoffending. Three years into the project, reoffending now costs the public purse over £18 billion per year and proves a grave risk to public safety.The use of digital tools to asist them to rehabilitate and lead law abiding lives when released. This in the long-term is good for society as it allows offenders to keep update with the digital age. With security measures in place, this gives confidence in ""moving towards digitalisation behind bars"". (Dr Victoria Knight - Dec 2017). It is without doubt that a ""prison sentence disrupts digital literacy"", leading towards ""increased isolation, loneliness, boredom, frustration and anger."" (Dr Victoria Knight - Dec 2017). AR has demonstrated that it can have a huge impact in their learning and rehabilitation."