Problem-solving/brainstorming 29. These sessions can be conducted as intensive exercises to seek solutions to both theoretical and practical problems. They require a problem to be analysed and then solutions to be developed. Brainstorming encourages and requires a high degree of participation and stimulates those involved to maximum creativity. 30. Following presentation of the problem, all ideas in response to it are recorded on a board or flip chart. No explanations are required and no interventions are judged or rejected at this stage. The presenter then categorizes and analyses the responses – at which stage some are combined, adapted or rejected. Finally, the group makes recommendations and takes decisions on the problem. The learning or sensitization process occurs as a result of the group discussion around each suggestion. Simulation/role-playing 31. These exercises require participants to perform a task or tasks in a realistic situation simulating “real life”. Simulation or role-playing exercises may be used to practise a skill or to enable participants to experience hitherto unfamiliar situations. 32. A written factual situation is distributed in advance and each participant is allocated a particular role (the prison officer, the victim, the witness, the prison director, etc.). During the exercise, no one is allowed to leave his or her assigned role for any reason. This technique is particularly valuable for sensitizing participants to the feelings and perspectives of other groups and to the importance of certain issues. Field trips 33. Group visits to relevant institutions or sites can provide valuable perspectives. The purpose of the visit should be explained in advance and participants should be instructed to pay critical attention and to record their observations for a subsequent discussion. Practical exercises 34. These involve the assignment of trainees to apply and demonstrate particular professional skills in a supervised exercise. For example, in a train-the-trainers course, the trainees might be assigned to draft a lesson plan or to deliver a session of the course itself. Round-table discussions 35. Round-table discussions, like panel discussions, require a diverse group of resource persons, representing a variety of perspectives on the subject to be addressed. An animated discussion is the goal, and for this it is crucial to have a strong and dynamic moderator skilled both in the subject matter and in the techniques of “devil’s advocate”, and the use of hypothetical situations. The moderator should be intentionally provocative, stimulating debate between and among the various panellists and the audience, and should control the direction of the discussion. 13