1 Policías y funcionarios de prisiones y agentes de libertad condicional y de vigilancia penitenciaria

2 Propósitos y trasfondoEstas recomendaciones están dirigidas los agentes de policía, los funcionarios de prisiones y agentes de libertad condicional. Después del curso, debería: ser consciente de la posibilidad de que una persona de su grupo pueda ser vulnerable a la radicalización; comprender algunas de las causas y posibles signos del proceso; saber qué otros grupos de profesionales podrían ayudarle a conseguir un resultado positivo del proceso y apoyarle tanto a usted como a la persona vulnerable; sentirse capaz de ponerse en contacto con estos grupos y acercarse de forma correcta a la persona vulnerable. Estar en contacto con las autoridades policiales es crucial en este enfoque, ya que permite a estos grupos profesionales compartir sus preocupaciones y recibir apoyo, así como recibir información sobre la comunidad que no podrían tener de otro modo. Designed for Community Police Officers After the course Be more aware of the possibility that someone within your target group is at risk of radicalising; Know what some of the causes of this process might be; Know what some of the possible signs of this process are; Be aware of the other professional groups which could be involved in influencing this process towards a positive outcome, and providing support both for you and for the person you have concerns about; Feel empowered to take action by making contact with those groups and by approaching the person you feel may be vulnerable. Making contact with law enforcement agencies plays a crucial role in this approach, allowing these professional groups both to share their concerns and receive support with them, and law enforcement agencies an insight into the community which may otherwise have been unavailable to them.

3 Agentes de policía

4 ¿Por qué usted? La policía tiene varios papeles en el sistema.Puede utilizar la información para actuar de forma práctica en la prevención de delitos, donde es necesario actuar en base a la información recibida. Para obtener más información, consulte los materiales producidos por el proyecto europeo COPPRA (COPPRA 2010), que contiene información detallada sobre los tipos de radicalización, símbolos y logotipos utilizados por los grupos activos en Europa, así como sugerencias sobre cómo y cuándo utilizar esta información. También tiene un papel interactivo con la comunidad. The police have a manifold role in this system. You can use the information to play a very practical role in crime prevention, where necessary acting upon the information you have received. For more guidance on this we refer you to the materials produced by the European project COPPRA (COPPRA 2010), which contains detailed information about types of radicalisation, symbols and logos used by various groups active in Europe, and suggestions about how and when to use this information. Un enfoque comunitario

5 Su rol potencial COPPRA sugiere que la policía utilice su compromiso con la comunidad para generar confianza y proporcionar un sitio donde se puedan expresar las dudas y los miedos de la comunidad sobre la radicalización. Se puede conseguir de seis maneras: Atención: La policía debe atender los problemas de la ciudadanía y "estar presente". Confianza: Tiene que haber cierto grado de previsibilidad sobre qué hace la policía. Sensibilidad: la policía debería proporcionar un servicio centrado en el cliente que tranquilice a la población. Competencia: la población respeta a la policía que puede hacer su trabajo y cuando no puede, la población respeta a la policía que explica clara y sinceramente por qué no ha podido hacerlo. Maneras: Más significativo que saber qué consigue la policía es cómo trata a las personas en las relaciones interpersonales. Justicia: la policía debe tratar a todo el mundo de una manera justa. Aparte de la interacción con la comunidad, la policía puede proporcionar ayuda y apoyo a otros profesionales en la red que tengan dudas sobre grupos e individuos. No hay una lista concreta pero puede detectar algunos signos de la radicalización. In terms of interaction with the community itself, COPPRA suggests that the police use their engagement with the broader community in order to provide a place in which community concerns and fears over radicalisation can be expressed, and to build public confidence. In order to achieve this, it provides the following advice on six key areas: 1. Attentiveness - the police should attend to their citizens’ problems and ‘be present’. 2. Reliability - there needs to be a degree of predictability about what the police do. 3. Responsiveness - the police should provide a client-centered service that is reassuring to their public 4. Competence - the public respects a police organization that can get the job done and where this cannot be done, the public respects a police force that clearly and honestly explains why. 5. Manners - far more significant than what the police accomplish, is how they treat people on an interpersonal basis. 6. Fairness - the police should treat all people fairly. In addition to interaction with the broader community, in the context of a network approach the police can provide help and support to other professional with their concerns about groups and individuals, providing a key role in a fully integrated community approach. *Although there is no specific checklist, there are some signs of radicalisation tha t you and other professionals in your network may be able to spot. For example, a change in attitude towards authority or, at a later stage, change in physical appearance according to the preferences of the radical group. Below, the possible signs have been divided into ‘floors’ or stages. A radicalisation process can go very fast, taking place in a matter of weeks, or be a gradual development spread over years, or anything in between. Some people may display all of the characteristics below, others just a few of them.

6 Planta baja Es posible que los individuos que pueden ser vulnerables a la influencia de los grupos radicales: Estén buscando su identidad. Estén en contacto con alguien que forme parte de un grupo radical. Sean víctimas de la discriminación. Recomendaciones: Tenga en cuenta que una persona tiene mayor riesgo de radicalizarse si tiene conexiones sociales con un grupo radical. Cuando sea posible, consulte sus preocupaciones con otras personas que trabajan en primera línea. Responda proactivamente a cualquier queja por discriminación. Si está de acuerdo con que la discriminación era real, explique a la persona que hay maneras legítimas de abordar el problema y asegúrese de que se siguen. On the Ground Floor individuals who may be vulnerable to the influence of radical groups Do: Be aware that a young person who has social or familial connections to a radical group runs a higher risk of radicalising themselves. Be extra alert to their development. Where possible, discuss their family or social situation with them. Where possible, discuss this case with other professionals indicated by TERRA’s community approach framework – social workers, other youth workers and teachers may be especially relevant. Respond proactively to any reports of racism or discrimination. First, explore the experience with the person reporting it. Is it genuine, or has the person mistakenly attributed a negative experience to racism, when in fact simply circumstances were against them? In this case, pointing out the difference between real and experienced discrimination is vital. Again, discuss these cases with other members of the community approach framework. In cases in which you agree that discrimination has taken place, make it clear to the person reporting it that legitimate means to redressing the balance are available, and make sure that these are followed through. People who have experienced discrimination sometimes have the tendency to feel that the negative emotions expressed by the person who discriminated against them are common to their entire social group. Ensure that you underline that the discrimination they have experienced is a one off, individual action.

7 Primera planta Un individuo vulnerable puede: Mostrar una tendencia a atribuir el fracaso (p. ej. en alcanzar sus objetivos) a la discriminación en lugar de a un error personal. Dejar de creer en la legitimidad de la autoridad. Mostrar una elevada conciencia sobre las identidades colectivas. Recomendaciones: Mantenga una comunicación abierta y tolerante para mantener un diálogo abierto. Si un individuo está atribuyendo su fracaso a la discriminación, es muy importante que cuestione su percepción de la discriminación. Conecte a la persona vulnerable con modelos de roles de su propio grupo para seguir cuestionando su atribución del fracaso a la discriminación. Cuestione su sentido de "nosotros vs. ellos" o la falta de legitimidad de la autoridad con contrargumentos. Enfatice la eficacia del grupo para alcanzar sus objetivos/ambiciones. A Vulnerable individual may Display a tendency to attribute a lack of success in fulfilling goals or ambitions not to circumstances or personal failure, but to discrimination. For example, within a group of secondary school students, all are instructed to find a work experience placement. If one of the group is unsuccessful in finding a placement, he may feel that this is not due to a lack of qualifications or a shortage of places, but to his group membership. These feelings may – or may not – be vocalised by the vulnerable person. Display a loss of sense of legitimacy in authority ( school, police, government, etc.) These feelings may – or may not- be vocalised. Display a heightened awareness of group identities – for example using an “us” versus “them” terminology – and develop a sense of competition between groups. These feelings may – or may not – be vocalised Feel that the broad social group (friends, community, ethnic or religious group) are not effective in combating the discrimination which they experience or perceive that they are experiencing. They begin to look for groups which do provide a feeling that action to address discrimination or deprivation as being taken. It is unlikely that these feeling will be vocalised. Do If you feel that an individual is attributing a lack of success to discrimination while no actual discrimination has taken place, it is vital that you challenge and question the perception of discrimination. Supporting attempts to improve the situation can be crucial in reaffirming a positive sense of identity and place in society. Connecting the vulnerable person with role models from within their own group can be a very positive step. This can challenge the idea that a lack of success can be attributed to discrimination against that group. Challenge a sense of “us versus them” and a lack of legitimacy of authority with counter narratives, for example exploring the common ground between different groups, and stressing the positive aspects of the group which the individual feels is experiencing discrimination. Emphasise the effectiveness of the group in achieving goals and realising ambitions.

8 Segunda planta Un individuo vulnerable puede: Sentir que su grupo social no puede combatir la discriminación que se experimenta (o percibe). Ser especialmente receptivo a las influencias/ideas de gente/grupos nuevos que comparten su experiencia negativa de la sociedad en general. Buscar un grupo nuevo que le proporcione una identidad clara y que el individuo perciba que puede ser efectivo para abordar la injusticia social percibida. Entrar en contacto con grupos que busquen activamente reclutas. Recomendaciones: Recuerde que los cambios (por ejemplo, en el grupo de amigos) pueden ser más que una búsqueda de identidad normal en los adolescentes. Intente tratarlos con el individuo. Vea qué puede hacer para volver a conectar al individuo con su grupo de amigos. Aumente la concienciación sobre las tácticas que los grupos terroristas pueden utilizar para la captación. Involucre a otros trabajadores de primera línea en la gestión de los grupos que puedan intentar reclutar a personas de una escuela o club juvenil. A vulnerable individual may: Be especially receptive to external influences and ideas from new people or groups who share the individual’s negative experience of the wider society. Other individuals who share a sense being disadvantaged, can provide a reasoning to explain this sense of disadvantage, and a strategy to fight against it, will be especially attractive. You may be able to see some changes in the individual’s peer group already starting to take place. Seek a group which provides a very clear identity. You may already see some changes in the individual’s appearance, but only once membership to the group has been confirmed on the third floor will this become very obvious. Sense that the new group is effective in addressing the perceived unfairness of society, while the old friendship or social group was not. This feeling may, or may not be verbalised. Come into contact with groups who are actively seeking new recruits. At this point in the process the demand – for a group which provides a clear identity and a means through which to address the perceived unfairness of society – is met with supply – groups actively recruiting. This may be very visible in the form of new faces in the community, or new groups hanging around schools, youth clubs or mosques. Do: Remain aware that changes – even fairly small changes – in appearance and in peer group, could have a deeper significance than a normal adolescent search for identity. If you do observe these, seek to discuss them with the individual, so that communication about their process remains open. Bring the individual into contact with other groups which provide a clear identity and can channel this sense of disadvantage in a positive way, for example, a sports club, voluntary organisation, community group or (non-violent) religious organizations. Raise awareness of the tactics which may be used by terrorist groups in a recruitment attempt, especially the use of biased and emotive narratives. Involve and inform teachers, social workers, other youth workers and religious leaders in addressing groups which may be attempting to find new recruits by targeting a school or youth club.

9 Tercera planta Un individuo vulnerable puede mostrar algunos cambios drásticos, como por ejemplo: Cambios en el aspecto, por ejemplo, pueden dejarse crecer la barba o llevar símbolos de un grupo. Cambios en el comportamiento, como por ejemplo, dejar de fumar/beber, cuestionar el comportamiento de las personas inconformistas. Mayor sentimiento de ira por el alejamiento de la sociedad. Considerar la violencia como un medio legítimo de abordar la injusticia social. Tener una definición clara de los grupos de inclusión y exclusión. Bajar el rendimiento escolar (indicador y acelerador de la radicalización). Recomendaciones: Tómese estos cambios en serio. Intente evitar que la persona se aísle cuando sea posible; mantenga la comunicación, intente volver a conectar al individuo con sus antiguos amigos. Trate estos cambios y sus preocupaciones con la familia del individuo y los agentes de autoridad/educadores sociales. Tenga cuidado de no hacer sentir al individuo que se le da un trato especial. A vulnerable individual may show some fairly dramatic changes, such as: Change in appearance. Once a group has been selected, the vulnerable individual tends to feel a strong desire to confirm their membership of it. At this point in the process, the individual is keen to draw attention to their membership of the group, and to take on the clear identity it offers, so the change is often very visible. This might include adopting a certain style of dress, letting a beard grow, or indeed shaving off all hair, displaying flags or stickers, getting tattoos proclaiming affiliation to the group. Change in identity, even in name, can take place. Change in behaviour. In an attempt to affirm membership of the group to other group members and to peer groups, family and friends, changes in behaviour such as giving up drinking and smoking, and changing diet, may be noticeable. They may be very vocal in support of the ideology of the group, and even challenge non-members who do not conform to the behaviour suggested by the group. Change in peer group. Individuals who have become involved with a radical group tend to withdraw from their previous social and leisure activities, becoming increasingly involved in activities connected with the group. This may include forming a new group of friends and associates. An increased sense of anger at society, and less participation in it. While this view may not be vocalised, most individuals at this point will share their views, partly to affirm their group membership and possibly with an indirect goal of finding new recruits. A sense that violence as a means of addressing unfairness within society is legitimate. Again, most individuals at this point in the process are fairly vocal in their views. Clear vocal definition of own group as opposed to other groups. Threatening behaviour towards other groups. Do: Take these signals seriously Try to prevent the individual from becoming increasingly isolated. Maintain communication as much as possible. Where possible, discuss these changes with the vulnerable person’s family and peer group. They may now be better positioned to maintain open communication with this person, and challenge the choices they are making. Try to re establish contact with the old group of friends. Refer to the individual’s identity before they began a radicalisation process, so that this remains relevant, and the option of returning to it and re- embracing it remains possible. Discuss the costs of membership of the group. Involve law enforcement officers, other youth workers and social workers in sharing your concerns about the vulnerable individual. Don’t Make the individual feel as though they are being singled out for special attention. Their sense of identity at this point may be extremely fragile, and a feeling of threat to it may serve only to alienate them yet further from what they already perceive as a hostile society.

10 Cuarta planta Una persona vulnerable puede: Abandonar un aspecto más extremo, para integrarse. Ir menos a la escuela. Prepararse realmente para un atentado, por ejemplo, buscar suministros. Captar y entrenar a miembros nuevos del grupo; amenazar a los miembros que intenten salir del grupo. Ser más extremo en las expresiones de odio sobre las personas que no son miembros del grupo. Poseer material de propaganda o producir el suyo propio para explicar sus intenciones. Recomendaciones: Prepárese para la intervención o intervenga. En este punto pueden empezar las actividades violentas y realmente peligrosas.   No se recomienda: Asumir que el hecho de abandonar el "aspecto" asociado con el grupo significa que la persona se está distanciando del grupo y que se está reintegrando. Puede que sea verdad, pero también es posible que esté ocurriendo justo lo contrario. A vulnerable person may Abandon a more extreme “look” in an attempt to blend in with peers, so as to escape the notice of law enforcement personnel and other professional groups. Be less present and visible at school or in other organised activities as a result of now extreme connection with the radical group. Make actual preparations for an attack, gathering supplies, carrying our reconnaissance. Recruit and train new members of the group. Become more extreme in expressions of hate about those who do not share their views. Threaten other group members who try to leave the group. Produce written or video material about their intentions. Do: Prepare for intervention, or intervene. It is at this point that genuinely dangerous and violent activities may begin.   Don’t: Assume that abandoning of the “look” associated with the group necessarily means that the person is taking a distance from the group and reintegrating. This may in fact be true – but quite the opposite might be happening, too.

11 Quinta y última planta La persona vulnerable ya se ha radicalizado por completo y es un miembro operativo de un grupo. Ya se ha planeado un atentado y como profesor o educador social, su único papel puede ser comunicar sus observaciones y preocupaciones a las autoridades. La persona vulnerable puede: Dejar un vídeo o carta de suicidio. Sacar todo su dinero del banco. Expresar sentimientos extremos de odio o violencia hacia aquellas personas que no compartan su visión. Recomendaciones: Informar a la policía urgentemente. The vulnerable person is fully radicalised and an operational member of a group. An attack is already planned and as a teacher or youth worker, your only role now can be to communicate your concerns and observations to law enforcement personnel. The vulnerable person may: Make a suicide video or letter Remove all their money from the bank Express extreme feelings of hate or intentions of violence towards those who do not share their views. Do: Act upon this information, urgently.

12 Funcionarios de prisiones y agentes de libertad condicional

13 ¿Por qué usted? Su profesión le pone en primera o segunda línea, donde puede ver con frecuencia (o a diario) a los individuos que pueden ser vulnerables a la radicalización. Aunque no sea un experto en terrorismo, es un experto en la gente con la que trata profesionalmente, hecho que puede ayudarle a tener un papel fundamental en el proceso contra la radicalización. Por ejemplo, puede saber qué piensan los presos o conocer a sus amigos (y observar cualquier cambio). Hay pruebas que demuestran que las cárceles se han convertido en la primera línea en la lucha contra el extremismo. . Some experts suggest that people in prison can be especially involved with a search for meaning and identity – as imprisonment can result in isolation and personal crisis - and feel a need for physical protection, which can be offered by group membership. Both of these factors can render an individual especially vulnerable to radicalisation. (Neumann 2010). There is further evidence that prisons have become a front line in the fight against extremism. Although no one seems to be able to explain why it is happening, academics have noted the increasing trend of conversion to Islam within prisons, and the fact that some prisons across Europe have seen the formation of radical Islamic groups (Neumann and Rogers 2007). Those convicted of terrorist offences - Islamist or otherwise - enter the prison with certain degree of notoriety, and can even enjoy a hero’s welcome and a special place within the prison society (Neumann and Rogers 2007 and McAuley, Tonge and Shirlow 2010). This can make it easy for them to recruit new members and increase a radicalisation problem within the prison housing them. As a period of time in prison has been identified by several authors as a potential moment of vulnerability for radicalisation, it is advisable to maintain contact with people who have been in prison as they move from prison out into the community once more. (Olsen 2008). Un enfoque comunitario

14 Su rol potencial Debido a las tendencias recientes en la radicalización dentro del sistema penitenciario, algunos autores (p. ej. Neumann 2010) han identificado varios factores que pueden ayudar a los profesionales dentro de este sistema a estar atentos a: Influencias externas Cíñase al procedimiento de revisión para asegurarse de que los presos no accedan a libros, vídeos o sitios web radicales y para investigar los casos en los que esto haya supuesto un problema. Influencias internas Si se encarcela a terroristas conocidos, habrá mayor riesgo de radicalización en la cárcel donde estén. Supervise las interacciones sociales de los presos de este tipo que haya en su institución. Bandas radicales La cultura de las bandas tiene una larga historia dentro del sistema penitenciario. En algunos casos, estas bandas han asumido una identidad policial que puede ser radical. Después de la cárcel Es aconsejable mantener el contacto con las personas que han estado en prisión cuando salen para integrarse de nuevo en la comunidad (Olsen 2008). No hay una lista concreta pero puede detectar algunos signos de la radicalización. Because of recent trends of radicalisation within the prison system, some authors have identified various factors (Neumann 2010) which can be helpful for professionals within this system to be aware of. External Factors Most prisons screen the resources which are being sent to prisoners, but there have been a few cases in which prisoners have been contacted with radical books, videos or websites. It is vital to stick to screening procedure and to investigate any instances where this has been a problem. Internal Factors If known terrorists are kept within a prison, there is a higher risk factor within it, as terrorist prisoners can in some cases enjoy a “hero” status and use their influence to convert and convince their fellow in mates. It is important to monitor the social interactions of any such prisoners housed within your institution. Radical Gangs Gang culture has a long history within the prison system and seems to stem from a variety of factors, including the need for group protection of physical safety. In some instances these gangs have assumed a political identity which can take a radical form. In case you notice any of these three factors, its is important that you both monitor them, and communicate about them with the network around you.

15 Planta baja Es posible que los individuos que pueden ser vulnerables a la influencia de los grupos radicales: Estén buscando su identidad. Estén en contacto con alguien que forme parte de un grupo radical. Sean víctimas de la discriminación. Recomendaciones: Ayude a las personas a formarse una identidad positiva; muestre interés por sus aficiones y habilidades. Tenga en cuenta que una persona tiene mayor riesgo de radicalizarse si tiene conexiones sociales con un grupo radical. Cuando sea posible, consulte sus preocupaciones con otras personas que trabajan en primera línea. Responda proactivamente a cualquier queja por discriminación. Si está de acuerdo con que la discriminación era real, explique a la persona que hay maneras legítimas de abordar el problema y asegúrese de que se siguen. Do: Provide support in forming a stronger positive identity. Show an interest in hobbies and talents of the individual. Sporting, artistic or musical talents can all provide a positive identity, and a potential social group. Even within a prison context, individual interests and talents can be nurtured. Be aware that someone who has social or familial connections to a radical group runs a higher risk of radicalising themselves. Be extra alert to their development. Where possible, discuss their family or social situation with them. Where possible, discuss this case with other professionals indicated by TERRA’s community approach framework – social workers, other youth workers and law enforcement personnel may be especially relevant. Respond proactively to any reports of racism or discrimination. First, explore the experience with the person reporting it. Is it genuine, or has the person mistakenly attributed a negative experience to racism, when in fact simply circumstances were against them? In this case, pointing out the difference between real and experienced discrimination is vital. Again, discuss these cases with other members of the community approach framework. In cases in which you agree that discrimination has taken place, make it clear to the person reporting it that legitimate means to redressing the balance are available, and make sure that these are followed through. People who have experienced discrimination sometimes have the tendency to feel that the negative emotions expressed by the person who discriminated against them are common to their entire social group. Ensure that you underline that the discrimination they have experienced is a one off, individual action.

16 Primera planta Un individuo vulnerable puede:Mostrar una tendencia a atribuir el fracaso (p. ej. en alcanzar sus objetivos) a la discriminación en lugar de a un error personal. Dejar de creer en la legitimidad de la autoridad. Mostrar una elevada conciencia sobre las identidades colectivas. Recomendaciones: Mantenga una comunicación abierta y tolerante para mantener un diálogo abierto. Si un individuo está atribuyendo su fracaso a la discriminación, es muy importante que cuestione su percepción de la discriminación. Conecte a la persona vulnerable con modelos de roles de su propio grupo para seguir cuestionando su atribución del fracaso a la discriminación. Cuestione su sentido de "nosotros vs. ellos" o la falta de legitimidad de la autoridad con contrargumentos. Enfatice la eficacia del grupo para alcanzar sus objetivos/ambiciones. As far as possible, keep communication open and tolerant. On the first floor, the processes which the vulnerable person is going through are mainly psychological ones, not yet really translated into action. Unless an open dialogue is maintained, even if you see the person on a regular – even daily- basis, you may not be aware that the seeds of a radicalisation process have been sown. Your support and help at this moment could be crucial in preventing a further deterioration. If you feel that an individual is attributing a lack of success to discrimination while no actual discrimination has taken place, it is vital that you challenge and question the perception of discrimination. Supporting attempts to improve the situation can be crucial in reaffirming a positive sense of identity and place in society. Connecting the vulnerable person with role models from within their own group can be a very positive step. This can challenge the idea that a lack of success can be attributed to discrimination against that group. Challenge a sense of “us versus them” and a lack of legitimacy of authority with counter narratives, for example exploring the common ground between different groups, and stressing the positive aspects of the group which the individual feels is experiencing discrimination. Teaching critical thinking on these issues may give the vulnerable person tools with which to analyse radical narratives that they may be exposed to, especially on the internet. Emphasise the effectiveness of the group in achieving goals and realising ambitions. Where possible create connections to positive role models.

17 Segunda planta Un individuo vulnerable puede mostrar algunos cambios más drásticos, como por ejemplo: Cambios en el aspecto, por ejemplo, pueden dejarse crecer la barba o llevar símbolos de un grupo. Cambiar de identidad, incluso de nombre. Cambios en el comportamiento, como por ejemplo, dejar de fumar/beber, cuestionar el comportamiento de las personas inconformistas. Cambiar de grupo de amigos. Tener una definición clara de los grupos de inclusión y exclusión. Recomendaciones: Recuerde que los cambios (por ejemplo, en el grupo de amigos) pueden ser más que una búsqueda de identidad normal en los adolescentes. Si la persona vuelve a la comunidad, intente integrarla en otros grupos que ofrezcan una clara identidad positiva (p. ej. equipos deportivos). Aumente la concienciación sobre las tácticas que los grupos terroristas pueden utilizar para la captación. Si cree que una persona es objetivo de los reclutadores, involucre a las autoridades policiales y a las personas que trabajan en primera línea. Remain aware that changes – even fairly small changes – in appearance and in peer group, could have a deeper significance than a normal adolescent search for identity. If you do observe these, seek to discuss them with the individual, so that communication about their process remains open. If the individual is already in the community, bring them individual into contact with other groups or activities which provide a clear identity and can channel this sense of disadvantage in a positive way, for example, a sports club, voluntary organisation, community group or (non-violent) religious organisations. To a more limited degree, these measures could be applied to someone within the prison system too. Raise awareness of the tactics which may be used by terrorist groups in a recruitment attempt, especially the use of biased and emotive narratives. If you feel that an individual is being targeted by recruiters, involve law enforcement, social workers, other youth workers and religious leaders

18 Tercera planta Take these signals seriouslyUn individuo vulnerable puede mostrar algunos cambios drásticos, como por ejemplo: Mayor sentimiento de ira por el alejamiento de la sociedad. Cuestionar el comportamiento de los inconformistas. Ser más extremista en las expresiones de odio sobre los inconformistas y amenazar a aquellos que intenten salir del grupo. Posesión de material de propaganda. Recomendaciones: Tómese estos cambios en serio. Intente evitar que la persona se aísle cuando sea posible; mantenga la comunicación, cuestione las decisiones que están tomando. Trate estos cambios y sus dudas con la familia del individuo. Discuta los costes de pertenecer a un grupo, por ejemplo, estar en el lado equivocado de la ley. Take these signals seriously Try to prevent the individual from becoming increasingly isolated. Maintain communication as much as possible. Where possible, discuss these changes with the vulnerable person’s family and peer group. They may now be better positioned to maintain open communication with this person, and challenge the choices they are making. Discuss the costs of membership of the group. Involve teachers, other youth workers and social workers in sharing your concerns about the vulnerable individual. Don’t Make the individual feel as though they are being singled out for special attention. Their sense of identity at this point may be extremely fragile, and a feeling of threat to it may serve only to alienate them yet further from what they already perceive as a hostile society.

19 Cuarta planta Recomendaciones:Una persona vulnerable puede: Abandonar un aspecto más extremo, para integrarse. Captar y formar a nuevos miembros del grupo. Posiblemente, desarrollar intenciones violentas hacia aquellos que no comparten sus opiniones. Producir material que explique sus intenciones. Prepararse realmente para un atentado, por ejemplo, buscar suministros. Recomendaciones: Informe a las autoridades de sus preocupaciones. En este punto pueden empezar las actividades violentas y realmente peligrosas.   En la medida de lo posible, asegúrese de no perder el contacto con la persona vulnerable. No se recomienda: Asumir que el hecho de abandonar un aspecto más extremo signifique que la persona haya dejado el grupo y que se esté reintegrando, es posible que esté pasando todo lo contrario. A vulnerable person may Abandon a more extreme “look” in an attempt to blend in with peers, so as to escape the notice of law enforcement personnel and other professional groups. Be less present and visible at school or in other organised activities as a result of now extreme connection with the radical group. Make actual preparations for an attack, gathering supplies, carrying our reconnaissance. Recruit and train new members of the group. Become more extreme in expressions of hate about those who do not share their views. Threaten other group members who try to leave the group. Produce written or video material about their intentions. Do: Make law enforcement personnel aware of your concerns. It is at this point that genuinely dangerous and violent activities may begin. As far as possible ensure that contact with the vulnerable person is not lost. Don’t: Assume that abandoning of the “look” associated with the group necessarily means that the person is taking a distance from the group and reintegrating. This may in fact be true – but quite the opposite might be happening, too.

20 Quinta y última planta La persona vulnerable ya se ha radicalizado por completo y es un miembro operativo de un grupo. Ya se ha planeado un atentado y como profesor o educador social, su único papel puede ser comunicar sus observaciones y preocupaciones a las autoridades. La persona vulnerable puede: Dejar un vídeo o carta de suicidio. Sacar todo su dinero del banco. Expresar sentimientos extremos de odio o violencia hacia aquellas personas que no compartan su visión. Recomendaciones: Actúe en base a esta información, urgentemente. The vulnerable person is fully radicalised and an operational member of a group. An attack is already planned and as a teacher or youth worker, your only role now can be to communicate your concerns and observations to law enforcement personnel. The vulnerable person may: Make a suicide video or letter Remove all their money from the bank Express extreme feelings of hate or intentions of violence towards those who do not share their views. Do: Inform the police, urgently.