We had a short surprise brief presented to us about Prevent. This was about radicalisation and terrorism, knowing about the different signs, cause and effects. However before we got into this, we had an ‘improvements to a’ activity using divergent thinking, for improvements to printed material (poster, magazine)
screen, speakers, holograms, print out tickets, gives directions/help, waterproof, duplicates/reprints itself so people can take one, touch screen, interactive, foldable to any size
After we had finished this we were shown a poster for preventing terrorism. Using P.M.I (plus, minus and improvement) we had to evaluate the poster and discuss are opinions on it.
(-) The colours don’t stand out or go with the topic
(-) Photo of a pill or tablet isn’t really relevant
(-) Not interesting or eye catching
(-) Looks medical related rather than terrorism
(+) The illustration of the pill looks roughened and goes with the theme and slogan
A prevent research website we looked at was http://www.elearning.prevent.homeoffice.gov.uk, this was full of all information needed about Prevent with interactive documents that featured case studies of people experiencing radicalisation but from different perspectives.
A few notes that I took from the videos:
- The attack is like the tip of the iceberg
- It starts at radicalisation, which glorifies violence
- People who become radicalised do it for different reasons; for money, to address peers/family/grievances, to belong.
- The people that radicalise others manipulate their passions and potential that they can see in someone.
Some fall into this trap because of family upheavals, unhappiness at home or school, ostracised, not empowered or feel isolated.
The interactive document on prevent followed a case study on a young boy named Callum. He was suffering from loss, a family upheaval, adolescence, drugs and alcohol, exam pressure and bullying. He found acceptance elsewhere from attending football matches with his friends and their parents, who had a far right wing mind set.
‘Them and us Thinking’
He was brought into this new group who had extreme views of what were happening in their area, they made Callum feel needed and like a leader which he relished. Callum’s teacher noticed changes in his behaviour: new phrases, closed in discussions, fixed on one subject.
Callum was also introduced to counselling sessions, where he met others from different backgrounds which through discussions and mentoring changed his mindset.