“Research shows a fair amount of support for the hypothesis that adult academic and vocational correctional education programs lead to fewer disciplinary violations during incarceration, reductions in recidivism, increases in employment opportunities, and to an increase in participation in education upon release” (Gaes et al. 1999:411). Prisoners held in disciplinary segregation for a short period of time may excluded, as part of their punishment, from participation in prison programmes. However, programme provision is crucial for prisoners who are isolated for longer periods of time, as they enjoy little or no social contact, experience substantially reduced sensory stimulation, and have very few means to occupy themselves inside their solitary cells. As Chapter Two demonstrated, these factors have negative health effects and may also lead to behavioural problems. To counteract such effects, research suggests that it is crucial for prisoners to have access to an adequate programme of activities in custody, particularly in high security prisons: “the greater the security of an institution, the more intense must be its activity program. Maximum prison lock-up without an appropriate activity program is detrimental to the inmate’s health and his rehabilitative prognosis” (Scott & Gendreau, 1969:341). CPT Standards elaborate: “The existence of a satisfactory programme of activities is just as important – if not more so – in a high security unit than on normal location. It can do much to counter the deleterious effects upon a prisoner’s personality of living in the bubble-like atmosphere of such a unit. The activities provided should be as diverse as possible (education, sport, work of vocational value, etc.). As regards, in particular, work activities, it is clear that security considerations may preclude many types of work which are found on normal prison location. Nevertheless, this should not mean that only work of a tedious nature is provided for prisoners” (CPT Standards, CPT/Inf/E(2002)1 Rev. 2006, par.32). Ideally, programmes should be provided outside the cell and in association with others. Where this is not feasible, prisoners should, as a minimum, be provided with in-cell or at-cell-door programme delivery. Access to activities: good practice example The Close Supervision Centre (CSC) at Whitemoor prison (UK) has a communal area with table tennis and pool tables, a classroom equipped with a computer, a trolley of books and a stock of board games, and a workshop. It also has a well equipped fitness suite with free weights and an outside exercise yard which contained a greenhouse and a secure garden. [HMCIP, Extreme Custody, June 2006] Access to meaningful human contact within the prison It is crucial for isolated prisoners, particularly those isolated for longer periods, to have regular and meaningful human contact. The potential health effects of social isolation have been discussed in detail in Chapter Two but here it should be noted that every effort should be made to ensure that the prisoner has some degree of interaction with other human beings. This may mean, for example, allowing some association between prisoners during meal or recreation times, encouraging contact between the prisoner and educational, health and religious staff, allowing visits by ‘prison visitors’ Sourcebook on solitary confinement: Design, physical conditions and regime in solitary confinement units 45