A research based architectural thesis presentation which explains about Indian juvenile judicial system and parameters to take in consideration while designing the same.

2.  Head page
 Candidate declaration
 Acknowledgement
 Abstract
 List of images
TABLE OF CONTENT
1. INTRODUCTION :-
1.1 Overview……………………………………………………………………………………
1.2 Important terms…………………………………………………………………………..
1.3 what is special home……………………………………………………………………..
1.4 Current scenario in India……………………………………………………………….
1.5 Required gov. rules, regulations and standards…………………………………….
2. JUVENILES IN HISTORY…......................................................................................................
3. SYNOPSYS :-
3.1 Aim…………………………………………………………………………………………..
3.2 Objective……………………………………………………………………………………..
3.3 Scope of work………………………………………………………………………………..
3.4 Limitations…………………………………………………………………………………..
4. CASE STUDIES:-
4.1 Pandit Jawaharlal Nehru Industrial School,
Yerawada, Pune…………………………………………………………………………….
4.1.1 Location
4.1.2 General information
4.1.3 Activity pattern
4.1.4 Planning
4.1.5 Land use
4.1.6 Funding

3. 4.2 Devid Sasson Children’s School,
Matunga, Mumbai………………………………………………………………………
4.1.1 Location
4.1.2 General information
4.1.3 Activity pattern
4.1.4 Planning
4.1.5 Land use
4.1.6 Funding
5. COMPARATIVE ANALYSIS ................................................................................................
6. CONCLUSION ………………………………………………………………………………………………………………
7. SELECTION OF TOPICS …………………………………………………………………………………………………
8. PROGRAM FORMULATION…………………………………………………………………………………………..
9. SITE ANALYSIS……………………………………………………………………………………………………………...
10. DESIGN CRITERIA AND PROCESS………………………………………………………………………………….
11. BIBLIOGRAPHY…………………………………………………………………………………………………………….
12. DESIGN SOLUTION……………………………………………………………………………………………………….

4. 1.1 OVERVIEW :-
PRISON AND PRISON SYSTEM by Mitchel P. Roath, I
came across this book when I was looking for some books for my
study. I always looks for the new topics and books when I go to the
library even it doesn't related to my study. That day I read that
book but not whole. In that book author Mitchel P. Roath talk
about how prison system works. In that there was a small chapter
about juvenile care system, but it was not elaborated . Then for the
curiosity I had began the research about the JUVENILE CARE
AND PROTECTION SYSTEM and how it takes place in India.
After the research begins I had gone through lots of
books, online articles, papers and newspapers. By reading all this I
came to know that there are some places which are known as
observation home and special home where these juveniles are kept
for their correction. These homes are provided with all the facilities
like food, cloth, shelter, recreational facilities, school from primary,
and also some vocational courses for their future betterment. But
even though there are lot of cases of juvenile escape from such
homes.
Why is this happening? Like this many questions are arises in my
mind, which are….
1. If all such good facilities are provided then what things
made them run away from that home?
2. Giving them vocational training, is it the only way of
making them financially stable?
3. Isn’t the atmosphere inside such institution is not good for
the age group they are holding ?
4. If yes then what kind of atmosphere should be there,
especially when we are dealing with an energetic age group with
highest learning capability?
5. What would be the factors which are forcing them to run
away from such institutions?
6. And most importantly does architecture would be helpful
in solving such problem?
.
1. INTRODUCTION
7. Does space create an impact an behavior of an
individual?
8. If yes, then what are the factors which should be
considered while designing such institutions?
1.2 IMPORTANT TERMS :-
 “JUVENILE ” - All the children who are below 18 year old are
considered as juvenile.
 “JUVENILE IN CONFLICT WITH LAW “ - Juvenile who is
alleged to have committed an offence.
 “CHILD WELLFAIR COMMITTEE “ - A committee appointed
by the state gov. in every district to take care of the children who
are not conflict with law or orphans.
 “JUVENILE JUSTICE BOARD “ - Board appointed by the state
government in a district or group of district to make a decision
for the juveniles in conflict with law.
 “CHILDREN’S HOME “ - An institution setup by the state
government or by voluntary organization certified by
government which take care of the orphans children between 4
to 12 year old sent to them by CWC.
 “OBSERVATION HOME “ - An institution establish by the state
Government or by voluntary organization certified by the
government under section 34 of JJ act 2015, which takes care of
the children in conflict with law sent to them by JJB. And also
the orphans sent by CWC from the age of 13 to 18.
 “PLACE OF SEFTY ” - This is the new concept introduced by
the government in JJ act 2015 after the NIRBHAYA CASE
happen in Delhi. It says that the juveniles between the age of 16
to 18 who committed heinous crime should be sent to place of
safety.

5. 1. INTRODUCTION :-
 “JUVENILE JUSTICE BOARD “ - Board appointed by the state
government in a district or group of district to make a decision for the
juveniles in conflict with law.
 “CHILDREN’S HOME “ - An institution setup by the state government or
by voluntary organization certified by government which take care of the
orphans children between 4 to 12 year old sent to them by CWC.
 “OBSERVATION HOME “ - An institution establish by the state
Government or by voluntary organization certified by the government
under section 34 of JJ act 2015, which takes care of the children in conflict
with law sent to them by JJB. And also the orphans sent by CWC from the
age of 13 to 18.
 “PLACE OF SEFTY ” - This is the new concept introduced by the
government in JJ act 2015 after the NIRBHAYA CASE happen in Delhi. It
says that the juveniles between the age of 16 to 18 who committed heinous
crime should be sent to place of safety.
1.3 WHAT IS SPECIAL HOME :-
The government may establish and maintain exclusive one or more
special home for boys and girls in every district or group of district for the
reception, care, treatment and rehabilitation of children in conflict with law.
The government may establish and maintain either an exclusive institution
or exclusive living premises to different age group of children as follows :-
i) the age group of children between 8-12 years.
ii) the age group of children between 13-16 years.
iii) the age group of children between 17-18 years.

6. 1. INTRODUCTION :-
1.3 CURRENT CENARIO IN INDIA :-
 In India children care institutions fall under the State Department of Women and Children Welfare. Within that there is a Children’s Aid
society manage by Chief officer.
 Such institutions are not open to NGOs. So to seek permission to work in children care institution requires permission at all the levels.
 In Mumbai, there are 8 observation homes and in whole Maharashtra there are more than 100 observation homes.
 If we talk about SPECIAL HOMES there are only two special homes in Maharashtra. One in Mumbai and one in Pune.
 Observation home in Dingeri is the largest observation home in Asia having accommodation of 500-550 children at a time.
 State run homes – colloquially called special homes accommodate two types of children :
1. OFFENDER :
These are under trial children in conflict with the law, accused or committed for crimes.
2. NEGLECTED :
These are children in need of care and protection - lost, runaway, abandoned, orphaned.
 So the public coming in special home is heterogeneous. Either way they are all victims of parental neglect, violence at home, with a history of
deprivation and exploitation. With no role model, no guidance, no support, they bring themselves up in the only way they know best.

7. 3. SYNOPSYS :-
3.1 AIM :-
To provide an Architectural solution for correction, rehabilitation facility for juveniles with special emphasis on its educational, sports,
meditational functions to the context of Amravati, Mahareastra.
3.2 OBJECTIVE :-
1. Enhancing the impact of space on an individual through play of light and shadow for recreational spaces.
2. Discouraging isolation of activities by connecting spaces visually as well as physically for creating interactive environment.
3. Creating architectural components and attributes to achieve positive influence on behavior of each user.
4. Utilizing the site and it’s context, lighting scheme, with grandeur of scale and proportion in design for enhancing the meditational
quality of a space.
5. using surrounding views and framing them from the campus to create a calmness which will help in building constructive attitude.
3.3 SCOPE OF WORK :-
1. Campus planning
2. Meditational activity
3. Recreational activity
4. Educational training
5. Vocational training
3.4 LIMITATIONS :-
1. All design need to be fixed under strict regulatory norms as per Juvenile Justice Act 2015.
2. Cannot treat inmates as of any normal school kid.

8. 4. CASE STUDIES :-
4.1 PANDIT JAWAHARLAL NEHRU INDUSTRIAL SCHOOL,
YERAWADA, PUNE, MAHARASHTRA :-
4.1.1 LOCATION :-
• The campus is located adjacent to
the Pune golf course in Yerawada.
• It is – km away from the Yerawada
central jail.
• It is accessible from main road. At
the one side of road there is golf
course and at the other side there is
all slum and L.I.G. residences.
N
4.1.2 GENERAL INFORMATION :-
 Site is surrounded by large open green land of golf coerce having Only one
access road from south side.
 The greenery took the juvenile away from the city rush and it creates Calm
environment inside the correction center which helps in healing the juveniles.
 It is establish in 1890 as reformatory home.
 It was used to rehabilitate orphan boys,
underprivileged children and those from poor
economic backgrounds. Since 2010, it has been
authorized to keep only juveniles.
 It is one of the biggest in the state, with a
sanctioned
capacity for 200 juveniles.
 At present, 26 boys are lodged there for offences
under different sections of the
IPC, detained for involvement in crimes including
rape, murder, robbery, rioting,
theft, etc.
 Several vocational courses were use to offered at
the school such as tailoring,
painting, mobile repairing, welding workshop,
tailoring, carpentry, computer
training etc. But because of lack of teachers only
carpenter and computer
training classes are conducted today.
 It is also equipped with a gymnasium, library and
sports facilities.
MAIN ENTRANCE
TOTAL CAMPUSINSTITUTUON IN CONTEXT WITH GOLF COURCE
LOCATION IN PUNE CITY

9. 4. CASE STUDIES :-
4.1.2 GENERAL INFORMATION :-
 STAFF INFORMATION –
 The duty of office staff is full time. The working
hours are from 10:00 am to 6:00 pm.
 The guardian staff is work in three shifts . i.e. from
i. 6:00 am - 2:00 pm
ii. 2:00 pm – 10:00 pm
iii. 10:00 pm – 6:00 am
POST CURRENT REQUIRED
OFFICE STAFF
Superintendent 1 1
Probation Officer (P.O.) 4 4
Teacher 4 7
Vocational teacher 1 5
Clark 3 3
GUARDIAN STAFF
Caretaker 17 20
Sipper 2 2
Cook 2 2
Councilor 1 1
Doctor 1 1
Nurse 1 1
Deputation 10 10
TOTAL STAFF 47 57
4.1.3 ACTIVITY PATTERN :-
This is a special home which having JJB setting there. Because
Of that there are two type of activities are happen here.
i) Outside the fortified walls
ii) Inside the fortified walls.
i) Outside :- a) In the official time from 10:30 am to 5:00 pm every
day. hearing of juvenile is carried out in front of JJB.
b) Every day police and social organizations bring the
children in conflict with law or in need of care and
protection to JJB, And then JJB decide what to do
with them.
i) Inside :- Inside the campus , daily routine is fixed from Monday
to Saturday.
TIMING ACTIVITY
7:30 AM Weak up
8:00 AM – 9:00 AM Break fast
9:30 AM – 12:00 PM School and vocational training
12:00 PM – 1:00 PM Lunch time
1:00 PM – 4:00 PM Rest
4:00PM – 6:00 PM Computer class and playing
6;00 PM – 8:00 PM Counseling and recreational
activities
8:00 PM – 9;00 PM Dinner
9:00 PM Go to bed
These activities are as
per the rules of thet
institution. But there
Some variations made in
that because of lack of
staff and funds.

10. LEGENDS :-
1. MAIN ENTRANCE
2. JJB OFFICE
3. ADMIN OFFICE
4. MULTIPURPOSE HALL
5. P.O. OFFICE
6. LIBRARY
7. INFORMATION ROOM
8. STAFF ROOM
9. WELDING WORKSHOP
10. ELECTRICAL WORKSHOP
11. TAILERING WORKSHOP
12. MEETIN ROOM
13. WARDEN’S OFFICE
14. COM. LAB.
15. DORMETRIES
16. DORMATRIES
17. OLD CLASS ROOMS
18. -
19. SCHOOL
20. CLINIC
21. OLD DORMETRIES
22. TOILET BLOCKS
23. AKHADA
24. KITCHEN
25. STORE ROOM
26. WELL
4. CASE STUDIES :-
4.1.4 PLANNING AND ARCHITECTURE :-
 The construction of this campus was completed in 1890.
 It is 126 year old structure totally constructed in stone.
 All structures are single storied having slopping roofs
 and height varies from 4 m to 7.5 m.
 The planning is radial
as well as squarest.
 The middle structures
are in radial form
around a central well.
 And the structures at
periphery are like
protecting them.
 All the structures at
periphery are spited
creating small pockets
between them which act as
small habitable gathering
spaces.
 Also because of radial
pattern, beautiful
intermediate spaces are
formed.
 For the safety purpose
the dormitories blocks
are shifted away from
the boundary wall .
 Today most of the
blocks are closed because
of lack of maintenance
fund and less strength.
 Two new dormitory
blocks are recently
constructed as per need.
PLAN
N
SCHAMATIC SECTION
SCHAMATIC SECTION THROUGH COURT

11. 4. CASE STUDIES :-
 OPEN SPACES :-
There are lot of beautiful and happening spaces
in side this campus which can be make batter. But
because of lack of funding and low maintenance
these are turn out as horrible spaces.
1. Front yard 2. Open space in front of dorms
3. Open space between radial structures
4. Central part of well
1
2
3
4
4.1.5 LANDUSE :-
 Total area of site :- 13535 SQ. M.
( 3.35 Acre )
 Total built up area :- 6540 SQ. M.
( 1.61 Acre )
40%
60%
USED O.P. UNUSED O.P.
68%
32%
OPEN SPACE BUILT UP AREA

12. 4. CASE STUDIES :-4. CASE STUDIES :-
4.2 DEVID SASSON INDUSTRIAL SCHOOL,
MATUNGA WEST, MUMBAI, MAHARASHTRA :-
4.2.1 LOCATION :-
• The campus is located in the core of
Mumbai city.
• It is totally different than PJNUK
• The site is surrounded by the
residential and commercial
buildings.
• Construction many high-rise
structures are are going on around
• The campus is not at all seen from
main road.
4.1.2 GENERAL INFORMATION :-
 Legal Status :
The David Sassoon Industrial School is an institution certified as a Special
Children Home under section 9 of the Juvenile Justice Act, 2000.
 Origin and History :
In 1843, a philanthropist by name Dr.E.Buist started a nucleus of a Juvenile
Reformatory called Ragged School in Sewree.For some time.
David Sassoon (1792-1864) made a munificent offer of a House in Chunam
Kiln Road, of Lamington Road, and rupees thirty thousand in cash.
In the year 1911, the school shifted to the present
premises in Matunga which is a sprawling, lush green
complex with excellent infrastructure and the original
ragged school was re-christened as David Sassoon
Industrial School in the year 1935.
In the year 1939, the management of the school
was entrusted to the Children’s Aid Society.
 Governing Philosophy and Functions :
The common misconception about the institution
is that it is a Juvenile prison meant for detention of
hardcore delinquents. Nothing is far from truth. It is, in
fact a formal education and vocational training center
with emphasis on character building. The issue being a
psychological one, the services of paramedical staff is
enlisted besides those of teachers and instructors.
Reformation of Juvenile delinquents on one hand and
total physical, mental and emotional development on
the other are the most important functions of the
school.
 The Child Population :
The sanctioned vacancy for child population in
this institution is 400 boys between age group of 12-18.
Among 400, 200 is reserved for ‘juveniles in
conflict with law’ and 200 for ‘children in need of care
and protection’ .
TOTAL CAMPUSINSTITUTUON WITH CONTEXT
LOCATION IN MUMBAI CITY
MAIN ADMIN BUILDING

13. 4. CASE STUDIES :-
4.2.2 GENERAL INFORMATION :-
 STAFF INFORMATION –
POST CURRENT REQUIRED
OFFICE STAFF
Superintendent 0 1
Dy. Superintendent 1 1
Head clerk 1 1
Typist clerk 1 2
Probation Officer (P.O.) 2 2
House master 2 2
Teacher 7 7
Workshop supervisor 1 1
Instructor 5 7
GUARDIAN STAFF
Caretaker 17 22
Sipper 2 2
Cook 2 2
Councilor 2 2
Doctor 2 2
Nurse 2 2
Mali 0 1
TOTAL STAFF 47 57
 This is purely a special home cum observation centre. There no role of
JJB in the activity pattern of this institution.
 It is the much more organized institution than any other .
 Right from weak up all the activities are carried out properly.
 In school classes are conducted from 1st to 8th standard and then directly
10th if any student is interested for that.
 School is conducted in morning hours and after lunch vocational training
is carried out.
 the juveniles who are above 16 year old are directly sent for vocational
training .
TIMING ACTIVITY
7:30 AM Weak up
8:00 AM – 9:00 AM Break fast
9:30 AM – 12:00 PM School (1st to 8th )
12:00 PM – 1:00 PM Lunch time
1:00 PM – 2:00 PM Rest
2:00PM – 5:00 PM Vocational training
5:00PM – 6:00 PM Playing
6;00 PM – 8:00 PM Counseling and recreational
activities
8:00 PM – 9;00 PM Dinner
9:00 PM Go to bed
 The duty of office staff is full time. The working hours are from
10:00 am to 6:00 pm.
 The guardian staff is work in three shifts . i.e. from
i. 6:00 am - 2:00 pm
ii. 2:00 pm – 10:00 pm
iii. 10:00 pm – 6:00 am
4.2.3 ACTIVITY PATTERN :-

14. LEGENDS :-
1. MAIN ENTRANCE
2. SECURITY CABIN
3. C.O. OFFICE
4. CENTRAL OFFICE
5. CLARK OFFICE
6. CLARK OFFICE
7. SUPRITENDENT OFFICE
8. CLASS ROOM 1
9. CLASS ROOM 2
10. CLASS ROOM 3
11. CLASS ROOM 4
12. COM. LAB.
13. DRAWING CLASS ROOM
14. 10TH CLASS ROOM
15. GYM
16. CLINIC
17. CLINIC FOR SPECIAL CASES
18. SICK ROOM
19. MULTIPURPOSE HALL
20. PRAPOSED SALLON
21. FITTER WORKSHOP
22. ELECTRIC WORKSHOP
23. MECHANICAL WORKSHOP
24. WELDING
25. CARPENTARY
26. STAFF ROOM
27. TELARING
28. COMMON WORKSHOP
29. LAUNDRY
30. STORE ROOM
31. SUPRITENDENT BUNGLOW
32. STAFF QUARTERS
NPLAN
4. CASE STUDIES :-
4.2.4 PLANNING AND ARCHITECTURE :-
 The construction of this campus was completed in 1890.
 It is 126 year old structure totally constructed in stone.
 All structures are single storied having slopping roofs
 and height varies from 4 m to 7.5 m.
 All the build structures
are at the periphery of
the campus
These structures are act
as security guards.
 The structures are
nearer to the security
wall but there is a big
open space between
these structures
covered by huge trees.
SCHAMATIC SECTION CORRIDOR OF SCHOOL BLDG. BACK SIDE OF ADMIN BLDG.

15. 4. CASE STUDIES :-
1. Main admin building 2. School and dormitory building
3. Multipurpose hall 4. Back side of dormitory building 5. Corridor of school building
1
2
3
4
5

16. 4. CASE STUDIES :-
1
2
3
4
5
6
7
8
1. PLAY GROUND 2. PATHWAY SHADED WITH
TREES
3. INTERACTION SPACE 5. INTERACTION SPACE 6. WORKSHOPS
4. CLINIC 7. SUPRITENDENT’S OLD BUNGLOW 8. SCHOOL BUILDING

17. BACKGROUND STUDIES :-
 BACKGROUND STUDIES ON PSYCHOLOGICAL ARCHITECTURE AND ITS EFFECT ON
BEHAVIOR, APPLIED TO REHABILITATION CENTERS.
Through the research on this subject, I found that most of the architectural psychology books agreed on certain
architectural elements that seem to affect behavior. These elements are:
• lighting
• colors
• enclosure of the space
• outdoor-indoor relationships
• privacy
• semiotic
LIGHTING, as the vehicle
that alters the visual field,
has
some effects on the
behavior and on the
sensations of well being
of people.
PRIVACY, the opportunity for an
individual to enjoy a moment
with himself. It permits the
person to develop his
individuality and practically
"escape" within himself.
COLORS, their tones and their
relationships with each other
bring out different reactions from the
person. Blue is believed
to have a calming effect, red
increases brain wave activity and
prolongs the perception of time,
orange and shades of it are
believed to enhance appetite, and
yellow makes things look smaller
and lighter.
THE DEGREE OF ENCLOSURE in
a space that a person senses
will
determine the level of comfort
that person experiences.
Open spaces with more
freedom of movement and
more choice of
direction are very favored in
active areas. Also unobtrusive
spaces (by furniture or
partitions) increase the visual
field,
increasing one's sense of
security.
THE VISUAL RELATIONSHIP OF
OUTDOOR SPACES WITH INDOOR
SPACES
increases the individuals'
perception of the outside areas.
This
brings the outside to the inside
connecting the individual with
the outside world and providing a
sense of freedom.
WHAT MAKES THE GREAT SPACE

18. BACKGROUND STUDIES :-
 STUDY OF SOCIAL INTEGRATION OF JUVENILES :-
Social interaction is one of the key factor of this project. And it is important to take in consideration while
designing such a campus that there are some physical interaction spaces where these inmates shear their thoughts
with each other and feel free to talk. Also they should not hesitate to present themselves which develop their
confidence.
The physical environment is the most salient and contains the natural and synthetic components of the campus. Physical
structures, outdoor spaces, spatial organization, accessibility, navigational flow, and cleanliness are variables in this category.
Strange & Banning stress the significance of the non-verbal messages conveyed through the physical environment and the impact
on inmates, attraction and long term satisfaction with a particular campus
RESULTS :- In the first 2h of the habituation phase to the novel setting, all groups burrowed to the same extent, indicating that all
rats had similar muscular strength. During this period they also displayed the same number of visits to the plastic tube. In the
second 2h of the habituation phase, we monitored the locomotion of the rats in order to evaluate if the rats displayed comparable
activity levels and they did. During the 20-min social interaction, rats of all treatment groups explored the cage to the same extent.
NOVEL SEP rats initiate less frequently social play compared to the other two group.
DISCUSSION :- That the NOVEL SEP individuals initiated less social play, than the other groups, can be interpreted as a precursor of
the later fearful phenotype. This phenotype could be more related to a difference in basal or stress-induced CORT levels between
NOVEL SEP and the other groups.
Frequent and meaningful interactions between individuals
and groups create strong
communities, and the
development and maintenance
of strong communities is a
longstanding core value of
colleges.
RESEARCH AND PROOFS :-
There are some researchers, psychologists, and sociologists who does lot of research
on the social relationship and interactions of such inmates and the children similar to
their age. There are lot of research papers publish by them which proves the
importance of socio physical spaces in rehabilitation of such inmates.
• Environmental psychologists posit that our surroundings influence cognition and
intellectual development. Joye conducted a review of interdisciplinary research on
the impact of architectural features that imitate or resemble elements from nature
and the effect on human psychological and physiological wellbeing.
• Evolutionary psychologists posit that humans possess
cognitive “devices” that developed as a result of the survival-
oriented behavior of our ancestors.
• Joye concludes that certain naturally occurring items (water,
plants, and clear views) evoke emotive, physiological and behavioral
responses in humans.
• This research highlights the value of including biophilicarchitect-
ural elements as they can reduce stress and produce other positive
feelings. This explains the presence of water features, scenic views and
other natural elements commonly used in design and construction.
• It is common to see students gather near gardens, bodies of water or
•water features on campuses across the country.
THIRD SPACE :-
• Interior campus spaces can also be welcoming and restorative. Restorative
spaces are environments where individuals feel relaxed, comfortable,and engaged.
They can be solitary or inherently social, and do not offer the same value to
everyone.
Oldenburg & Brissett (1982) developed a concept, third place, which emphasizes
the social component of restorative spaces.
According to Oldenburg & Brissett and, third spaces are those brick and
mortar places where people choose to gather for good conversation, fun and
emotional connections outside of work and home.
Spaces can also invoke stressful feelings in individuals, and
sustained exposure to a stressful environment can impact
learning, cause illness, and create feelings of fatigue.
EXPERIMENT :-
• There was one experiment done by the researchers which proves
the need of social interaction and relationship in human and animals
life.

19. BACKGROUND STUDIES :-
Examining the interactions of varied
environments at distinct developmental stages is necessary if
we are to meet
the goal of providing a more thorough understanding of how
adult behavioural
and neural phenotypes emerge.
Psychologists who spend a lot of time observing children know how much effort
it requires from their parents, teachers and others to help them develop the
capacity to listen, to make their own points and desires clear, and then to find
ways to negotiate perspectives and actions that can satisfy all partners and not
only their immediate wish. This is a long way towards the managing of
frustration and the discovery of the world. It requires the learning of both self-
control and the understanding of social order. In doing so, individuals interiorize
the expectations and moral values of their family and group of belonging. Under
certain circumstances, they are likely to develop a critical reflection of these
concepts. This social and cognitive development starts with play and toys,
personal belongings and common properties (Rosciano, 2008); includes making
friends (Selman, 1980); and continues with joint activities (Rubtsov, 1989),
exploratory talk and dialogue in school situations (Mercer, 2000; Mercer &
Littleton, 2007; Littleton & Howe, 2010), group work (Schwarz et al., 2008;
Howe, 2010; Tar tas et al., 2010; Buchs et al, 2013), informal spaces of
cooperation (Ghodbane, 2009) and involvement in youth based organizations
(Heath, 2004). Only with the careful training of their social and cognitive skills
and with rich “symbolic resources”(Zittoun, 2006) can young people be raised
into cooperative adults patient enough to invest time in discovering ways to
resolve their conflicts or overcome disruptive events with “imagination” (Zittoun
& Cerchia, 2013) and hence to expand their futures
EXPERIMENT:-
•Therewasoneexperimentdonebytheresearcherswhichprovestheneedofsocialinteractionand
relationshipinhumanandanimalslife.
EXPERIMENT:-
•Therewasoneexperimentdonebytheresearcherswhich
provestheneedofsocialinteractionandrelationshipinhuman
EXPERIMENT:-
•Therewasoneexperimentdonebythe
researcherswhichprovestheneedofsocial
interactionandrelationshipinhuman
EXPERIMENT :-
• There was one experiment done by the researchers
which proves the need of social interaction and
relationship in human

20. •Own home
(Bungalow/big
apartments)
•Occupation(family
business/jobs/
farmer)
•Self depend
•Society is influence
by this class
•Community (pura
/colony/
apartments)
•Strong nabouehood
or weak relation
•Own home
•Occupation(family
business/jobs/
farmer)
•Self depend
•Major involvement
in society
•Community (pura
/colony/
apartments/
rented house
•Strong naborhood
•Stable home
•Occupation(family
business/labor/
servants/farmer/
street wanders)
•Partly depend on
others
•Have some role in
society
•Community (pura
/rented home)
•Having naborhood
•No specific
home/slum
•No occupation
/small family
business
•Dependent on
others
•No major role in
society
•Community (slum
/tanda)
•Transitional or
stable
•Absence of
Nabourhood
•EWS
•LIG
•MIG
•HIG
•To earn daily for
needs
•To be like someone
(gangster/leader
• to earn good job
• to earn more
money
•No ambitions
•Slum
•Mud structure
•Cluster
•Isolated house
•Apartment
•Hostel
•Bungalow
•Community (pura
/ colony / tanda)
•Having nabourhood
Or not.
•Poor
•Secured
•Defensive
•Offensive
•Bagging towards
society
•Developing
(socially &
educationally)
•Cruel
•Social
•Confident
•Depressing
• Selfish
•Descent
•Richer
•Illiterate
•Secondary
edu. complete
•Secondary &
higher sec.
pursuing
•Diploma
pursuing
•Illiterate
•Literate up
to 10th
•Diploma / till
12th
•Graduate
•Urban community
•Rural community
•Transitational
community
between urban
& rural area
•Age group
•Societal background
•Source of income
•Education
•Mentality
•Behavior
•Friend circle
•Belonging spaces
•Influence
•Responsibility
•Ambitions
•Impeled
INMATE
•7 – 12 yr.
•13 – 18 yAgegroup
•7 – 12 yr.
•13 – 18 yr.
Societalbackground
•Family
•Inmate
Education
Family Inmates
•students
•Labor
•Farmer
•Servants
•Street wanders
•Business
•Illegal works
•No specific source
•Labor
•Farmer
•Servants
•Street wanders
•Job
•Business
•Family
•Inmate
Inmates
Sourceofincome
Psychology
•Aggressive
•Social
•Isolated
•Fear
•Responsible
•Irresponsible
•Use to
•Childish
•Homesick
Behavior
•No friends
•illiterate
•Literate
•Socially active
•Discouraging
•Encouraging
•Working circle
•Higher age
•Gangsters
Friendcircle
•Own shelter
•School
•College
•Time spending
places
•Working places
•Youth gathering
events
Belongingspaces
Own shelter
•City / village squares
•College / school katta
•Play ground
•Open spaces near
home
•Farms
•Bar / clubs
Time spending spaces
•Farms
•Bars / small tapries
•Construction sites
Working places
•Money
•Some person
(gangster/rich
man/
Influence
•Feed to family
•Study
•No responsibility
•Daily work
Responsibility
Ambitions
•Because of money
•Because of family
pressure
•resistance from
society
•Because of
addiction
Helpless
EWS LIG MIG HIG
Family
Class

21. 4.3.1 ARCHITECT/PLANNER :-
Architects Design Group of Florida
4.3.2 PROGRAM :-
Still under construction in phases on a tight site, the prison eventually will house
more than 2,000 inmates in all security classifications, plus support facilities.
When Orange County commissioned Architects Design Group of Florida to master
plan and design the 33rd Correctional Center in Orlando, the firm interviewed prison
inmates in small groups, without officers present. According to
Keith Reeves, AIA, the men talked about three main things :
i) That they were innocent;
ii) That they disliked steel intensity because it sapped
their strength;
iii) That they hated the 'damn' colors, the cream and
institutional green that are s till being used, even
in today's otherwise state of the art correctional
facilities.
4.3.3 CONCEPT :-
To create a correctional facility aimed to satisfy
the needs and wants of the criminals, by using
their own participation in the determination
of the design.
4.3.4 SOLUTION:-
ADG gathered data on color preferences and
the psychological effects of color, became convinced
of it’s impact, and designed the Orlando correctional center
with chromatic emphasis.
Blue, believed to have a calming effect, is used in inmate day
rooms.
Red, which increases brain wave activity and prolongs the perception
of time, is used in visitation spaces.
Various shades of orange, tending toward peach, salmon, and brown, are
found in dining areas because they seem to enhance appetite. And
Yellow, which makes building elements seem less massive, tints heavy window
mullions.
4. CASE STUDIES :-
4.3 CORRECTIONAL CENTER, ORLANDO, FLORIDA :-
FRONT VIEW
COMMON COURT
MAIN ENTRANCE

22. 4. CASE STUDIES :-
4.4 JUVENILE SERVICES CENTER,
SAN LUIS OBISPO, CALIFORNIA :-
4.4.1 ARCHITECT/PLANNER :-
Merriam, Deasy and Whisenant Inc., San Luis Obispo, California
4.4.2 PROGRAM :-
A juvenile shelter and detention services facility located on a 15
acres site. It consists of 39 beds, kitchen, classrooms, courtroom, and
probation offices. The area of the building is 20,000 square feet
having a space per occupant of 500 square feet. Cost of construction
was $1,670,000 in 1979. The main objective was to create a "homy"
atmosphere by the creation of open spaces, free circulation and
nonobstructive circulation within the facility.
Birds eye view of campus
Main entrance
4.3.3 SOLUTION:-
The whole building was created as a big house by having a huge
living area right next to the sleeping areas. High ceilings give a sense of
openness to the place. An open courtyard is adjacent to the raain living
area, and access to it is not restricted. Circulation flow between these
three areas (dormitory, living and courtyard) is not restricted. Security
devices like cameras are totally out of sight and an open control room is
strategically located to have a complete view of the three areas.
The building relates to the site with its forms. Creating a homy look
even from the exterior.
Main inside court

23. 4. CASE STUDIES :-
4.5 ILLINOIS STATE CORRECTIONAL CENTER,
HILLSBORO, ILLINOIS :-
4.5.1 ARCHITECT/PLANNER :-
Phillips Swager Associates, Inc.
4.5.2 PROGRAM :-
A state correctional center located on a site of 125 acres .
Building area is 320,000 square feet with a capacity of 750
inmates. Space per occupant is 427 square feet . Cost of
construction : $19,940,972.
The facility features a separate gate house for control of access
and exit at the entrance. A fence surrounds the perimeter of the
area.
The multipurpose area consists of stage/weight room,
seating/gymnasium, game room/ meeting room
There is a chapel, a library, classrooms, and shops in the
facility, for inmate's education.
A segregation unit was included for maximum security
inmates.
Main inside court
Main entrance
4.5.3 CONCEPT :-
The architect wanted to create an open concept for this institution. The residential units are connected to the rest of the facility by open
paths. It is more of an "open village " where the inmate has more freedom of movement. Interaction with nature is also emphasized since the
surrounding areas to the site provide an attractive view of nature to the inmates.
BIRDS EYE VIEW OF CAMPUS
Intermediate open
spaces
Interaction spaces
along the pathways

24. 4. CASE STUDIES :-
SITE PLAN
LEGAND :-
A. GATEHOUSE
B. ADMINISTRATION
1. ROLL CALL
2. VERIFICATION
3. WARDEN
C. MULTIPURPOSE
1. STAGE WEGHT ROOM
2. SEATING, GYMNASIUM
3. GAME ROOM
4. MEETING ROOM
D. CHAPEL
E. ACADEMIC
1. LIBRARY
2. CLASS ROOM
F. VOTEC
1. SHOPS
2. CLASS ROOM
3. ADMINISTRATIOM
G. DIETARY WEARHOUSE
1. KITCHEN
2. WEARHOUSE
3. MAINTAINANCE
4. LAUNDRY
5. CLOTHING
6. BARBER SHOP
7. STATIONERY
H. MEDICAL
1. INPATIENT
2. OUTPATIENT
3. ADMINISTRETION
I. RECEIVING
J. RESIOENT UNIT
1. CLASSROOMS
2. CELLS
K. SEGREGATION UNIT
1. ADMINISTRATION
2. DAYROOM
3. CELLS

25. 4. CASE STUDIES :-
4.6 SOUTH CENTRAL CORRECTIONAL INSTITUTION,
ANCHORAGE, ALASKA :-
4.6.1 ARCHITECT/PLANNER :-
CCC/HOK, P.C.
4.6.2 PROGRAM :-
A medium security detention located on 207 acres of land. The area
of the building is 72,000 square feet . The capacity of the building is for
100 inmates with future possible expansion to accommodate 180. The
total cost of construction was $4,400,000.
4.6.3 CONCEPT :-
The main goal was to achieve a thoroughly residential character ,
both inside and out, without compromising security requirements.
BIRDS EYE VIEW OF CAMPUS
4.6.4 SOLUTION:-
Provision of a variety of levels of living spaces, programs and
activities to achieve as an comfortable environment as possible. The
natural site is handled to maximize its use within security. They
achieved this by maximizing the use of open courtyards and also by
providing for openings in the walls and ceilings for viewing and for
natural lighting.
Residential units are linked to the rest of the facility by enclosed
hallways. These hallways though, expose the surroundings through
windows along them. This provides for an open and comfortable
transition between living units and the rest of the facility.
COMMON INTERACTION SPACE

26. 4. CASE STUDIES :-
4.7 REGIONAL CORRECTIONAL FACILITY,
MERCER, PENNSYLVANIA :-
4.7.1 ARCHITECT/PLANNER :-
Berger/Spiers
4.7.2 PROGRAM :-
The facility is a minimum security correctional facility
located on 50 acres of land. The area of the building is 132,195
square feet with a capacity for 180 male inmates (360
ultimately). The total cost of construction was $7,550,000. The
facility serves a multiple-county area (14 counties).
4.7.3 CONCEPT :-
To create a community-like atmosphere by departing from
the traditional correctional philosophy. The idea behind the
design of the facility is to insure that inmates retain their own
identities, in such a big facility.
SITE PLAN
GYM-EDUCATIONAL UNITLIVING UNITCOMMON UNIT
4.7.4 SOLUTION:-
Marked separation
of the administrative
areas from the living
units for the inmates.
Two residential areas
with their own
recreational, eating, and
lounge areas are divided
by the gym-educational
unit. This creates two
spaces with their own
identity with direct
circulation to a common
place, more like a
community.

27. 8. PROGRAM FORMULATION :-
 SCOPE :-
The project will be planned considering the total rehabilitation of normal children both delinquents and under cared one giving them
education, vocational training, physical and mental care, and inculcation of good values.
 PROGRAM :-
Total no. of children = 350
Each child is given 65 sq, ft. of land as per JJ Act.
So minimum required area would be 350 x 65 = 22750 sq. fi. (2114 sq. m. )

28. 8. PROGRAM FORMULATION :-

29. 8. PROGRAM FORMULATION :-

30.  AREA REQUIRMENT :-
The first two sites which I have selected for proposing my project is in the AMRAVATI REGION.
Reason behind the selecting the sites in this area are…..
1. Amravati division is consist of 5 districts. Akola, Amravati, Buldhana, Washim, Yavatmal.
2. Every district is having one observation home for boys.
3. For the girls there is only one observation home in Amravati city which contain
from 11 districts of vidharbha.
4. All the buildings are rented and not well maintained because of lack of funding.
5. In Sevier cases the juvenile are send to special home which are in pune. But
they didn’t got good results from it.
6. So, there is a need of special home in this region which can serve the whole
Amravati devision.
9. SITE SELECTION AND ANALYSIS :-
AMRAVATI DIVISION
MAP
AMRAVATI CITY
MAP
(SITE OPTION 2)
AMRAVATI DIVISION IN
MAHARASHTRA MAP
PRAPOSED SITE NEAR
CENTRAL JAIL AMRAVATI

31.  STATISTICS OF AMRAVATI DEVISION :-
9. SITE SELECTION AND ANALYSIS :-
DISTRICT AKOLA AMRAVATI BULDHANA WASHIM YAVATMAL
1. AREA 5431 SQ. KM. 12210 SQ. KM 9661 SQ. KM 4,898 SQ. KM 13,582 SQ. KM
2. Population (2011
census)
181,8617 288,7826 258,8039 78,387 120,676
3. Cases registered per
year in JJB (approx.)
400 600 300 350 400
4. Cases registered per
year in CWC (approx.)
900 1300 800 800 1200
5. Observation home for
boys in conflict with
law
1 1 1 1 1
6. Observation home for
boys in need of care
and protection
20 26 15 10 21
7. No. of children in
conflict with law
35 45 20 25 30
8. No. of children in need
of care and protection
60 90 30 40 60
9. Observation home for
girls
1 O.H. FOR 11 DISTRICT
NO. OF GIRLS IN CONFLICT WITH LAW – 55
NO. OF GIRLS IN NEED OF CARE AND PROTECTION – 110
10. Status of O.H. Single rented
building
Single rented
building
Single rented
building
Single rented
building
Single rented
building

32. DEVLOPMENT PLAN OF AMRAVATI:-
9. SITE SELECTION AND ANALYSIS :-

33.  SELECTED SITES FOR SPECIAL HOME :-SITE SELECTION :-
LOCATION :- Near Central Jail Amravati, Amravati.
ABOUT THE SITE :-
 The site is located on outskirts of AMRAVATI city on EAST direction.
 It is adjacent to the Central jail campus, Amravati.
 The NAGPUR – AURANGABAD highway is 1 km away from site. The jail
 campus is in between the site and highway
 On NORTH – EAST of site there are farmland.
 There is a settlement of M.I.G. and slum when we lead towards
 the site from city.
 The major advantage of this site is a jail campus nearby.
 Also the site is attach to Amravati which is a district place , better
 for transportation and communication.
•TOOTAL SITE AREA :-
39600 SQ. M.
•PERIMETER OF SITE :-
800 SQ. M.

34.  SELECTED SITES FOR SPECIAL HOME :-SITE SELECTION :-
 CLIMATE ANALYSIS :-
The climate of this district is characterized by a hot summer and general dryness throughout the year except during the south – west monsoon season. The year may
be divided into four periods. The winter from December to February. The summer from march to may, the south – west monsoon from June to September and the post-
monsoon period from the October to November. The mean daily maximum temperature at Amravati is 28.4°C (83.2°F) and the mean daily minimum temperature is
14.7°C (58.4°F).
RAINFALL.
The average annual rainfall in the district is 877.4 mm (34.54") in the plains.
The rainfall generally increases from the south-west 767.8 mm. (30.23") towards the
north-east 1,007.2 mm. (39.66"). of the district.
The rainfall during June to September constitutes,85 per cent of the annual rainfall,
July being the rainiest month.
The variation in the rainfall from year to year in the district is large.
SUMMER
Temperatures rise rapidly after February till May which is the hottest month of the
year.
In May the mean daily maximum temperature at Amravati is 42.1°C (107.8°F) and the
mean daily minimum temperature is 27.2°C (80.9°F); The heat in the summer season is
severe during the day, the nights being comparatively cooler. The afternoon heat is
sometimes relieved by thundershowers.
After the end of September when the south-west monsoon withdraws, the day
temperatures increase slightly and there is a secondary maximum of temperature in
October. The night temperature, however, decreases progressively after September.
WIMTER
After October, temperature decreases progressively till December which is the coldest
month.
In the wake of western disturbances which move across North India in the winter
months, cold waves affect the district at times and the night temperatures may go down
to 5° or 6°C.. With the arrival of the south-west monsoon by about mid-June there is an
appreciable drop in day temperature and the weather becomes pleasant. The night
temperature, however, decreases progressively after September.

35.  SELECTED SITES FOR SPECIAL HOME :-
THANK YOU!