1. EU project TERRA European Network based prevention and learning program

2. Introduction European Commission DG Home Affairs Preventing radicalisation and recruitment leading to terrorism The role of victims of terrorism and former radicals in de-radicalisation 2

3. Partner Association of Victims of March 11th Madrid Spain Network of Associations of Victims of Terrorism 3

4. RAN Radicalisation Awareness Network EU DG Home Affairs Umbrella network of practitioners and local actors Thematic working groups (8) Steering Committee chaired by the Commission 4

5. Aim of the project Enhancing knowledge, awareness and critical thinking, especially among youth, on the nature of radicalisation leading to terrorism Development of de-radicalisation programs Creating specific networks to support the work Empower victims of terrorism and former radicals to develop positive counter narratives 5

6. Deliverables Network of networks: – Victims, former radicals, schools, social work, mental health organisations, rehabilitation, welfare, police, intelligence, journalists Literature review on ‘staircase to terrorism’ Overview of best practices in de-radicalisation programs Manual for relevant stakeholders Educational material for schools Videomaterial with testimonials of victims and formers 6

7. Moghaddam’s Staircase to terrorism 7

8. Psychological aspects General perception of the material conditions of a population, especially fairness and just treatment “perceived deprivation” The feeling to be unable to influence this situations through legitimate means Although legitimate means may be available sub- culture norms may perceive society als closed ‘soft power’ is important to influence normative systems 8

9. Psychological aspects Moral engagement with the movement which can accomplish an ‘ideal society’ Perceived legitimacy of the terrorist organisation, parallel morality, parallel universe ‘Legitimate’ violence 9

10. Matrix with signals and keyfigures De Wolf and Doosje researched the staircase model of Moghaddam and added signals and keyfigures 10

11. Signals of radicalisation Ground floor: open to ideology, searching for positive identity First floor: loosing faith Second floor: exploration of radical ideology Third floor: isolating himself, dress and behave prototypically, rebelling against other groups, adopt another name 11

12. Signals of radicalisation Fourth floor: members become less noticeable increasing participation in a shadow world, prepare an attack, express hate against ‘unbelievers’ Fifth floor: make a (video) testament, withdraw money from the bank, expression of moral exclusion of other groups 12

13. Conclusions Vast majority of those who radicalise are young and male 15-25 years Teachers of certain subjects are especially relevant – history, religion, issues of citizenship, mother tongue and foreign language Teaching should focus on competing narratives in history, awareness of comparative religions and cooperation between minority and majority groups, and of minority contributions to society 13

14. Conclusions Religious leaders: Uniquely placed to observe atmosphere in the place of worship and provide positive religious influence for young people seeking religious identity Journalists: Avoiding rhetoric of “us” and “them”, promoting positive identity for ethnic and religious minorities, report fairly on discrimination, avoid feeding the thrill seekers. Policy makers: support key figures in their work offer personal not political concessions to radicals, allowing them to disengage 14

15. Conclusions These recommendations are mainly focused on the first 3 steps of Moghaddam’s staircase When moved on to the 4th floor the risk of loosing their live and committing a terrorist attack is very high 15

16. Conclusions Key factors in dis-engagement:not demanding political concessions, offering social reintegration measures, the possibility to start a new life (Alonso 2011) Dis-engagement is a gradual personal proces, dis-illusionment with the terrorist group, violence cannot achieve the political aims ( Gunaratna, 2009, Kassimeris,2011) Dis-engagement is not necessarily de- radicalisation (Reinares, 2011) 16

17. Conclusions In prison there is often the possibility for education which stimulates political awareness Inequality and a lack of understanding the ‘them group’ can be key to radicalisation The voice of former radicals can lend extra strength to de-radicalisation activities 17

18. Magda Rooze MA/MBA m.rooze@impact.arq.org www.terra-net.eu 18