PRACTICAL RECOMMENDATIONS It is likely that many trainees will have opinions on the issues raised in this chapter. It is important, therefore, that each recommendation is presented with confidence but with a willingness to listen to the points raised. Comments are to be encouraged, but any signs of personal prejudice on the part of the trainees should be deflected into problem-solving exercises where the trainees are invited to use their skills to find ways of delivering the regime that is recommended. TOPICS FOR DISCUSSION A list of topics is provided in the Manual. Methodology: The trainees should be divided into small groups for discussion. Each group should be given one or two topics, with time allowed for a brief reporting back session. It is helpful if members of the training team can move around the groups in order to encourage discussion. Points to be highlighted/suggested areas for discussion: 39. – This is a situation where jurisdictions with fewer resources may have a slight advantage: where television sets are available in prisons, they tend to be used to the exclusion of more creative activities; 39. – Undertaking projects for the less fortunate, especially children, can frequently prompt a willingness on the part of prisoners to demonstrate previously unknown talents; 39. – Appointing able and enthusiastic members of staff to develop creative projects in the prison demonstrates both an interest by the prison director and a commitment to see the process through; 39. – In some jurisdictions, contact between prisons and the education system will be organized nationally; in others it will be left to individual prison directors to make the necessary local contacts; 39. – Educational institutions can be invited to view the prison as an extension of their campus and to provide a programme of study, sending teaching staff into the prison on a regular basis; if money is not available, a volunteer system should be explored; 39. – It is often the case that areas of expertise among prisoners come to light and they can be encouraged and supported to take part in the teaching process; 39. – Contact between members of the community, such as teachers, and serving prisoners is likely to halt the process of total social exclusion; 39. – The transfer of prisoners often causes difficulties; these can be very trying for the prison staff involved; 39. – If a course requires specific materials or equipment or the involvement of someone with precise knowledge, it is possible that the local education service may be able to help. It is essential that a good working relationship be 103