AN ABODE FOR JUVENILE DELINQUENTS

AN ABODE FOR JUVENILE DELINQUENTS ‘‘An architecture of contradiction, where young people prepare for life ‘‘on the outside,’’ while being kept within’’

AN ABODE FOR JUVENILE DELINQUENTS DESIGN THESIS

GUIDED BY:

MR. SACHIN SONI

SUBMITTED BY:

MILONI PATEL

15191021/B.ARCH 2019-2020

SCHOOL OF ENVIRONMENTAL DESIGN AND ARCHITECTURE NAVRACHANA UNIVERSITY, VADODARA, GUJARAT

NAVRACHANA UNIVERSITY SCHOOL OF ENVIRONMENTAL DESIGN AND ARCHITECTURE

AN ABODE FOR JUVENILE DELINQUENTS DESIGN THESIS

A THESIS SUBMITTED TO THE FACULTY OF SCHOOL OF ENVIRONMENTAL DESIGN AND ARCHITECTURE, IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE DEGREE OF BACHELORS OF ARCHITECTURE 2019-2020

Submitted to:-

Guided by:-

Submitted by:-

Prof. Pratyush Shankar Dean, SEDA

Ar. Sachin Soni Associate Professor, CEPT University

Miloni Patel 11191025

DECLARATION I do solemnly and sincerely declare that: 1. The thesis entitled ‘’An Abode for Juvenile Delinquents’’ is a record of original work by me under the guidance of Ar. Sachin Soni.

2. Any use of any work in which copyright exists was done by way of fair dealing and for permitted purposes and any extract from, or reference to or reproduction of any copyright has been dis-closed expressly and sufficiently and the title of the Work and its authorship have been acknowledged in this Work.

3. I do not have any actual knowledge nor do I ought reasonably to know that the making of this work constitutes an infringement of any copyright work.

4. I hereby assign all and every rights in the copyright to this Work to Navrachana University (NUV), who henceforth shall be the owner of the copyright in this Work and that any reproduction or use in any form or by any means whatsoever is prohibited without the written consent of Navrachana University (NUV) having been first had and obtained.

5. I am fully aware that if in course of making this Work I have infringed any copyright whether intentionally or otherwise, I may be subject to legal action or any other action as may be determined by Navrachana University (NUV).

Candidate’s Signature

Date : 25/09/20

Subscribed and solemnly declared before,

Witness’s Signature Name: Sachin Soni Designation: Associate Professor, CEPT University

Date : 25/09/20

DEDICATION I wholeheartedly dedicate this thesis book to all the acquaintances who have ignited in me a sense of social reform which has changed my perspective to look at things and has triggered me to have a sensitive approach to any given issue in architecture, and my thesis guide who has always helped me see this project through the lens of pragmatism.

In the hopes that this thesis may in some way contribute to the betterment of the society, this work is also dedicated to the present and future officials who look after such government projects. If only I could join them in their exciting endeavors.

ACKNOWLEDGEMENT My most humble and sincere thanks to: First and foremost, my thesis guide, Ar. Sachin Soni, a very humble personality with a great intellect in this field, who could prognosticate my project before I could envision it and always guided me in a way that I don’t get introduced to flaws that he had already foreseen.

I appreciate his relentless support and enthusiasm that he showed throughout the thesis which helped me become radically open minded with my ideas and design, and giving me a different perspective with which I could analyse my design and improvise it. One of the learnings in my journey of architecture career that I owe to him is ‘’it isn’t all about completing the design, it is more about the experience and the learnings you get from it’’.

The Dean of the Faculty of Architecture, Professor Pratyush Shankar for guidance and encouragement throughout the thesis.

My stepping stones, Ar. Bina Bhatia, Ar. Niharika Sanyal and Ar. Aarti Dhingra, who worked on similar topics and were mere acquaintances but they have played an important role in inspiring my thoughts and leading me to a thesis topic which was amazing to work on.

My reputed college, Navrachana University, for validating me as their student which helped me get permission for visit to Prisons and Observation Homes which are impossible to access without permission letters from concerned people.

A dedicated Architect at Gujarat Police Housing Corporation Ltd., Ar. Jignesh Bhalani, whose contacts helped spurt the process of acquiring permission from jail superintendent at Vadodara Central Jail.

The entire team of police force at Vadodara Central Jail, for good hospitality and generous conversations which illuminated my mind with the minute details of the prison and the prisoners while my visit inside the prison boundary to see the condition for myself.

The Social Defence Officer of Ahmedabad, Mr. M.K. Gadhavi and the Social Defence Officer of Mehsana, Mr. Khemabhai B. Vania for considering and accepting my permission letter to visit the Boys Observation Homes at respective places for my case studies that I was supposed to do for my research work.

The Home In-charge of Boys Observation Home in Ahmedabad, Mr. Mehul Patel, a strong disciplinarian and a well-disposed man for insightful forthcoming conversations throughout the term of my thesis which led me to a good research as well as design.

A student of Faculty of Social Work at MSU, Jai Solanki, a genuine student whose internship at Vadodara’s Boy’s Observation Home helped me get access to this institution which made it possible for me to converse with concerned people working there.

My parents for a seamlessly continued support emotionally as well as financially throughout my life, my caring sister for always being there to help me in times of crisis in the most effective way she could and my ambitious and thoughtful grandfather for helping me in the best way he could to make my work easy so that I could do wonders in my career.

ABSTRACT For many young people today, traditional patterns guiding the relationships and transitions between family, school and work are being challenged. Social relations that ensure a smooth process of socialization is collapsing; lifestyle trajectories are becoming more varied and less predictable. The restructuring of the labour market, the extension of the maturity gap (the period of dependence of young adults on the family) and, arguably, the more limited opportunities to become an independent adult are all changes influencing relationships with family and friends, educational opportunities and choices, labour market participation, leisure activities and lifestyles. It is not only developed countries that are facing this situation; in developing countries as well there are new pressures on young people undergoing the transition from childhood to independence. Rapid population growth, the unavailability of housing and support services, poverty, unemployment among youth, overcrowding in poor urban areas, the disintegration of family, and ineffective educational systems are some of the pressures young people must deal with.

Youth nowadays, regardless of gender, social origin or country of residence, are subject to individual risks but are also being presented with new individual opportunities- some beneficial and some potentially harmful. Quite often, advantage is being taken of illegal opportunities as young people commit various offences, become addicted to drugs and use violence against their peers. Young people who are often at risk of becoming delinquent are orphans or unaccompanied and are without the means of subsistence, housing and other basic necessities.

The problem of juvenile delinquency is becoming more complicated and universal, and the crime prevention programmes are either unequipped to deal with the present realities or do not exist. Many developing countries have done little or nothing to deal with this problems, and international programmes are obviously insufficient. Developed countries are engaged in activities aimed at juvenile crime prevention, but the overall effect of these programmes is rather weak because the mechanisms in place are often inadequate to address the existing situation.

On the whole, current efforts to fight juvenile delinquency are characterized by the lack of systematic action and the absence of task oriented and effective social work with both offenders and victims, whether real or potential. As a consequence of which we call for recidivism which can be a threat to our society.

TABLE OF CONTENTS ACKNOWLEDGEMENT ABSTRACT 1.0

INTRODUCTORY CHAPTER 1.1 1.2 1.3 1.4 1.5 1.6

2.0

Introduction Aim Objectives Scope of work Limitations Delimitations

LITERATURE STUDY 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8

1

5

Definition of juvenile Definition of juvenile delinquent Juvenile delinquency Causes of juvenile delinquency Evolution of Juvenile Justice System History of Juvenile Laws around the world Borstal system Systems to tackle juvenile delinquency problem

2.81 Probation 2.82 Parole 2.83 Death penalty for juveniles

2.9 History of Juvenile Justice System in India 2.91 Juvenile Justice Act, 1986 2.92 Juvenile Justice Act, 2000 2.93 Juvenile Justice Act, 2015

2.10 Categories in a juvenile home 2.11 Classification of usability by children 2.12 Physical infrastructure

3.0

CASE STUDIES

21

3.1 Live case studies

3.11 Boys Observation Home, Ahmedabad 3.12 Boys Observation Home, Mehsana

3.2 Comparative analysis – Matrix 3.3 Inferences

4.0

SITE BRIEF 4.1 4.2 4.3 4.4

Site selection criteria Site location Site images Site analysis

51

5.0

PROGRAM

63

5.1 Proposed services and activities 5.2 Bifercation of zones 5.3 Area Statement

6.0

CONCEPT

79

7.0

DESIGN LAYERS

85

8.0

FORM TRANSFORMATION

91

9.0

FINAL DESIGN

103

9.1 Site plans 9.2 Cluster details 9.3 Model pictures

10.0 LIST OF FIGURES

132

11.0 BIBLIOGRAPHY

138

1.0

Introductory Chapter

1.0 INTRODUCTORY CHAPTER 1.1 Introduction Since the conception of young people’s deviant behaviour as a social problem in India, efforts have been made to put measures in place to reduce young offending through research and community prevention programs which seem to be unsuccessful.

Consequently young offenders exist in alarming rate and end up in correctional facilities which are problematic institutions with inhumane environments. The creation of Juvenile Detention Centres was aimed at rehabilitation and protection of young offenders from adult offender’s influence. However noble these intentions are, it has become worrying that these centres in India are dehumanizing and are not conducive for rehabilitation thus leading to increase in recidivism rate and adult criminals having a history of being offenders in their youth.

Today Juvenile Homes are being built as buildings which are merely dens for offenders rejected by our society. This is similar to building more and more hospitals for the sick rather than preventing the disease itself. A juvenile home requires more meaningful and effective structuring of the physical environment through architecture.

As most of the crimes in our society are committed by individuals who are orphans or unaccompanied and are without the means of subsistence, juvenile homes should be a response to solving these root causes of juvenile delinquency. Thus, it should have a similar program and structure to that of an orphanage, monastery and vocational training school which gives shelter to children who lack parental care, education to homeless and the means to selfsustain by giving vocational training to the children respectively.

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Introductory Chapter

1.2 Aim To design a centre for juvenile delinquents (boys) in Ahmedabad that provides care and protection, mental well-being and vocational training in order to rehabilitate them and reintegrate them with the society.

1.3 Objectives • To reduce the intimidating effect of the institution.

• To provide the juveniles with spaces to stay, work and learn in a peaceful environment.

• To make the institution, a city in itself to reduce the differences between a normal life and a life of incarceration so that the idea of commuting from place to place remains intact.

• To create a public interface which would help a juvenile to reintegrate with the society after being kept in an isolation.

• To reduce the idea of direct surveillance.

1.4 Scope of work • Understanding how the Juvenile Justice System has evolved over years in different parts of the world.

• Studying the evolution of Juvenile Justice System in India.

• Doing live case studies and literature case studies of juvenile homes in India.

• Analysing how juvenile homes in India are different from those in developed countries.

• Comparing juvenile homes with orphanages, monasteries and vocational schools in order to get inferences and an efficient program for my design.

• Selecting a nature dominated site in the city limits and designing a centre for juvenile delinquents with the use of the inferences I get from my research work.

1.5 Limitations • As photography of such high security institutions is not permitted by the law, the study was carried out using non-classified data and secondary sources.

• The architecture and maintenance quotient of a juvenile home depends on the funding provided by the government, thus, designing was done making an assumption that the sources available for building it is enough.

• My scope of work is to give healthy environment to juveniles in such institutions through architecture so the environment created by the staff members working there, is irrespective of my design.

1.6 Delimitations • The program of the institution was an opportunity for me to have a different perspective towards it rather than abiding by program given by government.

• Site was selected according to the contextual needs of the program.

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2.0

Literature Study

2.0 LITERATURE STUDY 2.1 Definition of juvenile According to sub-section 12 of Section 2 of The Juvenile Justice Act, 2015 a ‘’child’’ means a person who has not completed 18 years of age. The Act classifies the term ‘’child’’ into two categories:• ‘’child in conflict with law’’ • ‘’child in need of care and protection’’

2.2 Juvenile delinquent Juvenile delinquent is an adolescent between childhood and manhood or womanhood as the case may be who indulge in some kind of anti-social behaviour, which if not checked in time may grow into a potential offender.

2.3 Juvenile delinquency Juvenile delinquency refers to a large variety of disapproved behaviour of children and adolescents which society does not approve of and for what some admonishment, punishment or corrective measure is justified in the public interest.

The perception that juvenile delinquency is a creeping social menace is sharpened because the crimes with which the youths are most often associated are those of wanton violence and destruction where the motive is often difficult to discover.

The term expresses a very extensive meaning, covering hostile and rebellious behaviour of children and their malignant attitude towards society. Certain other acts such as begging, truancy, vagrancy, obscenity, loitering, pilfering, drinking, gambling etc. which vicious people very often commit is also included within the meaning of the term.

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Literature Study

2.4 Causes of juvenile delinquency Research and Studies show that there are various causes of juvenile delinquencies. Juvenile offenders are not born criminals, they tend to commit crimes due to certain situations or circumstances that they come across in their life in an early age and they fail to have a sense of right and wrong approach to the situation because of which they end up committing crimes. There is always a ‘cause’ to any ‘effect’ that takes place.

Following are the major causes of juvenile delinquencies: • Adolescence instability:- The biological, psychological and sociological changes are one of the important factors in the behaviour pattern of an adolescent. At this stage, teenagers become more conscious about their appearances and fashions, enjoyment, food, play etc. At this age, they want freedom and they want to be independent but sometimes they are not given any chances and opportunities by their parents, teachers and elders which leads to development of asocial behaviour in them.

Fig. 2.1 : Adolescence instability

• Disintegration of family system:- Disintegration of family system and laxity in parental control is also the main cause of increasing rates of juvenile delinquencies. In normal cases divorce of parents, lack of parental control, lack of love and affections are the major factors of juvenile delinquency.

• Socio-economic factors:- Juvenile delinquency is more common in poorer neighbourhoods. While all neighbourhoods are not exempt from delinquent activities, it is believed that they happen more in areas where children feel that they must commit crimes to prosper.

Fig. 2.2 : Disintegration of family system

• Migration:- Migration of deserted and destitute juvenile boys to slum areas brings them in contact with some anti-social elements of society that includes some illegal activities like prostitution, smuggling of drug and narcotics etc.

Fig. 2.3 : Socio-economic factors

Fig. 2.4 : Migration

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• Modern life-style:- The rapidly changing society patterns and modern living style, makes it very difficult for children and adolescents to adjust themselves to the new ways of lifestyle.

They are confronted with problems of culture conflicts and are unable to differentiate between right and wrong.

Fig. 2.5 : Modern life-style

• Poor educational standards:- The type of school that a child attends may also contribute to their delinquency as overcrowded and underfunded schools tend to lack discipline and order. The chaos often experienced in these schools lead children to act more defensively because they are scared of their surroundings.

Parental involvement in school work and school based activities has been found to be very large deterrent for delinquent activities.

When an adult is active in the lives of a child, that child is more prone to perform well in school and social surroundings because they know that the adult will see their actions.

• Violence in home and neighbourhood:- One of the largest contributing factors to delinquency is domestic violence and neighbourhood as children lash out at others for the violence they experience at home or neighbourhood.

Fig. 2.6 : Poor educational standards

• Peer pressure:- Similar to neighbourhood pressures, peer pressure from different acquaintances can have an effect on how a juvenile reacts to bad situations. If all of their friends are committing delinquent acts, the child may feel pressured to do the same to be accepted.

Fig. 2.7 : Violence in home and neighbourhood

Fig. 2.8 : Peer pressure

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Literature Study

2.5 The Evolution of the Juvenile Justice System Many ancient societies and their legal systems distinguished between adult and young criminals by fixing the minimum age of criminal responsibility. Despite the maintenance of this distinction between adult and juvenile offenders, and the fact that the young were not considered morally responsible for their behaviour, children continued to be treated with adult criminals for a long time. Sentences were harsh, and even the death penalty was occasionally imposed on the young offenders. In the 17th century, which saw the beginning of the prison system, juvenile delinquents continued to be imprisoned together with minor misdemeanants, debtors, and other felons in the dark, filthy, and overcrowded room.

Fig. 2.9 : Old photograph of San Michele a Ripa

Concern for the children in conflict with the criminal justice system was, however, developing. In 1648 a permanent asylum was established for wandering children by a Catholic organization in Europe, and in 1704, Pope Clement XI built the Hospice di San Michele in Rome for the homeless and incorrigible children.

The 19th century reform movement for the welfare of children corresponded with the influence of rehabilitationists on the penological thinking; and eventually laid the basis for a separate justice system for juveniles. It was felt that juveniles should be treated in a manner different from the adult criminals, and the status of juvenile delinquency should be seen as somewhat different from and less serious than adult crime.

Fig. 2.10 : Old photograph of San Michele a Ripa

The cornerstone for this thinking was that children were victims rather than offenders and should be rehabilitated. The purpose of and response to any delinquency should, therefore, be remedial, preventive and correctional rather than punitive or threatening. The new approach called for individualized justice for each child and emphasized the need for an informal, noncriminal procedure instead of legal, criminal procedure while dealing with juvenile offenders.

Thus, one of the foremost concerns of the juvenile justice system based on this line of thinking was to prevent juveniles coming in contact with the formal court system; and thus to avoid children being stigmatized and to ensure that they retain maximum contact with the society.

It was believed that many disadvantaged youths begin by committing minor offenses that would not be considered a crime if done by an adult. But once arrested, convicted and sentenced, they are labelled as delinquents and treated like criminals.

Imprisonment further increases the risk of their becoming fullblown criminals. The answer to this predicament, according to liberals, is to protect the juveniles from the harmful effects of the justice system.

Fig. 2.11 : Plan of San Michele a Ripa 8

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One of the foremost ways to deal with a young offender has been through imprisonment since time immemorial. It, however, steadily began to be realized by the adherents to this so-called liberal approach that institutionalization of juvenile offenders was one of the most severe form of treatment for young offenders where the child is denied the freedom to interact with the community, and lacks many of the facilities such as counselling, education, recreation, room and board that the institution is supposedly exclusively expected to provide.

Fig. 2.12 : Present photograph of San Michele a Ripa

A consensus thus emerged that institutionalization should be used as the last resort, and only when the justice system feels that it has to serve the interests of the society by protecting its peace and order. The child’s previous violent, antisocial acts and lack of apparent resolution to discontinue such acts may understandably lead the judge to consider institutionalization as the only mean of controlling such violent action, or limiting it to inside the walls of institution.

Fig. 2.13 : Present photograph of San Michele a Ripa

Fig. 2.14 : Present photograph of San Michele a Ripa

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Literature Study

2.6 History of Juvenile Laws around the world In 1825, the first institution expressly for juveniles, called the House of Refuge, was set up in New York City, so that they could be kept apart from adult criminals. This House was designed to avoid harsh criminal penalties for unfortunate children, segregating pre- delinquent children from hardened delinquents, providing proper meal, ethical and social values and treating such children as victims rather than offenders. Another similar institution was established by the name of Chicago reform School in 1855 to serve, not punish the same class of crime prone children.

By the middle of the 19th century, other States in the United States also started to form institutions for young offenders. After some time these shelters started including less serious offenders and dependent children and soon this movement spread throughout the United States and abroad. The regimen in these homes for the juveniles, however, remained strict and punitive.

Towards the end of the 19th century, it was, however, realized that special legal procedures were necessary for juvenile offenders. For this purpose, the State of Massachusetts in 1870 and 1880, and New York in 1892, began to afford special hearings for children in the court system. Slowly, the system of the juvenile court started to evolve and spread throughout the United States, and was also adopted by other countries.

At about the same time, the Chicago Women’s Club, which was handling neglected young offenders, demanded introduction of separate provisions in the law for the juvenile delinquents. The club’s lobbying proved successful. The first juvenile court in the world was instituted in Chicago in 1899 by Julia Clifford Lathrop under the juvenile court law which became effective on July 1, 1899 and was called the Illunois Law of July. The Law said that if the offender is young, the object of the court procedure is no to discover whether he has committed a specific offense, but to determine if he is in such a condition that he has lost or never known the fundamental rights of childhood to parental shelter and guidance and control. It was realized that a child who committed crime required care and treatment rather than criminal penalties.

The establishment of a law for young delinquents presented a new philosophy and strategy for handling difficult minors. It was understood that children required special dependent status and so should be provided with appropriate guidance, and that if natural parents failed, then it was the state’s responsibility to fill the void. Special facilities and procedures, therefore, gradually started to get developed for the youth which were different, in many ways, from the existing adult system.

The establishment of a law for young delinquents presented a new philosophy and strategy for handling difficult minors. It was understood that children required special dependent status and so should be provided with appropriate guidance, and that if natural parents failed, then it was the state’s responsibility to fill the void. Special facilities and procedures, therefore, gradually 10

An Abode For Juvenile Delinquents

Fig. 2.15 : John Worthy Reform School, Chicago

Fig. 2.16 : Classroom of John Worthy Reform School, Chicago

Fig. 2.17 : Workshop of John Worthy Reform School, Chicago

Fig. 2.18 : Dormitory of John Worthy Reform School, Chicago

Fig. 2.19 : New York House of Refuge

Literature Study

started to get developed for the youth which were different, in many ways, from the existing adult system.

Fig. 2.20 : Barber shop of New York House of Refuge

Fig. 2.21 : Classroom of New York House of Refuge

Fig. 2.22 : HM Prison Parkhurst, Isle of Wight

Fig. 2.23 : Aerial view HM Prison Parkhurst, Isle of Wight

Fig. 2.24 : Classroom of HM Prison Parkhurst, Isle of Wight An Abode For Juvenile Delinquents

The year 1899 thus saw the beginning of a justice system for children in the United States, with separate legislation, separate court hearings, probation supervision, and institutional segregation. The concept of special treatment of children under law initially took the form of socialized juvenile justice system and was based on individualized justice for each child, with a rehabilitative and not a punitive approach. Sentencing could involve probations, institutionalization, or some other treatment mode. Later it became more constitutional in that it gave the same constitutional rights of adult criminal defendants to juveniles, such as right to counsel, right to notice, right to proof beyond a reasonable doubt, right to fair evidentiary hearings, etc. it also took away a great deal of discretionary powers of judges.

Elsewhere, in 19th century Britain, an analogous movement was taking shape. It was steadily being realized that an unruly child would most likely be rehabilitated with education and training rather than by retributive methods. The first British institution that was formed using these principles was in Warwichshire in 1818. It was a farm colony that took in around 20 boys from neighbouring jails. These boys were made to work on the farm and also made to realize the advantages and comforts of living in a family environment while also providing them with religious education.

However, children continued to be arrested for minor crimes and kept in correction home for years and made to do hard labour.

Between the year 1851 and 1855, 9000 boys under the age of 17 were kept in the House of Correction in Westminster. Out of these, 945 were between the ages of 14 and 17, 398 between 12 and 14 and 209 were less than 12. These juveniles, some as young as 6 years old were taken in for even petty crimes like throwing stones, blocking highways and illegally knocking at doors and were made to wear the prison outfit. It is reported that as late as 1899, two boys of 11 and 13 were sentenced to hard labour in Portsmouth prison because they damaged a door.

It was 1838 that an official attempt was made to segregate juveniles form adult criminals. The Isle of Wight’s Park Hurst prison was set up for boys who were sentenced to transportation, mostly between the ages of 10 and 18, but there were some as young as eight and nine. These boys were given repressive treatment and were kept separate at least for the first four months. They were strictly disciplined and the establishment was guarded by armed patrolmen. Consequently, it has been recorded that in 1844, around 445 boys received approximately 4,105 punishment. This institution was obviously not an ideal prison for the young.

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Literature Study

Between the years 1849 and 1853, three reformatory schools were established which were to be maintained by private charitable corporations. In 1854, Lord Palmerstone introduced an Act of Parliament under which courts were empowered to send juveniles to these schools with an initial imprisonment of 14 days. This Act led to the opening of reformatory schools by charitable persons and religious communities all around England.

The end of 1857 saw the formation of these schools in 33 out of the 42 English countries. In 1860, the Home Office was assigned their supervision.

Around 1861, the Home Office was also entrusted with the supervision of industrial schools mostly accommodated children who were sent under the Poor Law, like orphans or children whose parents were in prison. This was the beginning of the modern system where the reformatory and the industrial schools came to be known as the Home Office’s ‘approved schools’. These modern approved schools provided for every kind of unruly and neglected child and trained them according to their needs. Due to the efforts of Sir William Harcourt, in 1899, the compulsory imprisonment of children before going to reformatory was abolished.

Fig. 2.25 : Site plan of Bridewell Prison, New York

Until this time, the penal system in England, as in most other countries, was chiefly concerned with offenses rather than with offenders. The influence of the rehabilitationists and private philanthropy in England in the late 19th and early 20th century, gradually began to be establish reformatories where the convicted children under the age of 15 years, there were, however, prisons for juvenile offenders convicted after 15th year.

In 1895, the Paris Congress had raised the dividing line between the juvenile and the adult to 18 years of age, in the United States, the maximum age for reformatory treatment was raised to 30.

Startling results were claimed under the Elmira system in the reformation of young adults. These reformatory experiences demonstrated that specialized and individual attention is essential in dealing with young criminals and such treatment is not feasible in ordinary prisons. It was also established beyond that repeated sentences of short duration tend to accentuate rather than control the habit of crime, and that not much can be accomplished in less than 12 months. The reformers gradually came to the conclusion that normally sentences should not be less than three years and freedom should be only granted conditionally. The corner stone of this new reformatory system was the well-organized after-care association.

Fig. 2.26 : Plan of Bridewell Prison, New York

Fig. 2.27 : Aerial view of Bridewell Prison, New York

Fig. 2.28 : Bridewell Prison, New York 12

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2.7 Borstal System

Fig. 2.29 : Group exercise performed by children at Borstal School

Fig. 2.30 : Children studying in Borstal School

Fig. 2.31 : Construction activity done by children in Borstal School

The separation of juveniles from adult prisoners, however, did not begin in England till the end of the 19th and the beginning of the 20th century. The Prison Committee of 1894 suggested that attention should be given to the youth who are too old for reformatory schools but too young for prisons. The Commission then taking up the suggestion tried experimenting on two prisons in England on the American pattern which had proven to be successful. This system which was started in 1902, was called ‘the Borstal System’ named after the village of Borstal near Chatham where these methods were tried and experimented.

The results were so encouraging that the Parliament in 1908 passed an Act called the Prevention of Crime Act. This dealt with the special treatment of young offenders and gave the Borstal institutions legal status. These institutions usually kept the young for three years as it was thought that the industrial training provided to them would only be effective if they completed the course which took around two years. The Act also established that children under the age of 14 were not to be sent to prison, and that children under the age of 16 years could only be imprisoned if the juvenile courts, established under the provisions of this Act, and in which the public were not permitted to participate, determined that they were unruly and depraved. Later on, these children were detained in a new form of institution called a Remand Home run by the local authority.

The authorities found through a 1928 Borstal Association report that most of the juveniles were deprived individuals. This report showed that nearly 71% of the young offenders whose first institutional treatment was that of the Borstal were rehabilitated, while only 55% of the ones who had been sent to prison before borstal were rehabilitated and less than 49% of the children were rehabilitated who were sent to both reformatory as well as prison beforehand. In view of these findings, it was decided that the aim of borstal institutions should be to change an illiterate, ill developed youth with little or no moral character with no means of livelihood into a fairly intellectual man who has sufficient knowledge of a trade so that he is able to earn his living honestly, and develop him with habits of self-control, temperance and obedience to his superiors and law.

In 1933, perhaps, partly inspired by the Borstal Association Report, the 1908 Children Act was replaced by the Children and Young Persons Act, which raised the age of children to 17 years that could be taken to a juvenile court. This latter Act emphasized the importance of a child’s welfare regardless of whether he or she is an offender, neglected child of a child in need of protection. The Act required the juvenile court to protect the child and remove him or her from undesirable surroundings and provide the child with training and schooling. The philosophy behind the new approach was to avoid punishing the child and instead identifying what the child needs and providing for those needs.

Fig. 2.32 : Children learning tailoring in Borstal School An Abode For Juvenile Delinquents

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In the newly established reformatory schools for the juvenile offenders in the early part of 20th century, the children receiving a Borstal sentence in any part of England were placed in a special section of one of the large prisons in London. They were kept separate from other prisoners and subjected to a close physical and psychological examination.

In accordance with this, they were classified and sent to the institution which appeared to be most appropriate to their case.

Children who had recently lapsed into crime were not mixed up with those who had been indulging in the criminal life since their childhood.

Punishments were avoided as much as possible, and usually the following were resorted to where necessary: • • • • • •

14

Warning Stoppage of privileges Dietary punishments Corporal punishment in case of assault or other serious offenses Transfer to a prison for definite period of three months Alteration of sentence to imprisonment

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2.8 Systems to tackle juvenile delinquency issue 2.81 Probation Probation is often granted to first time offender and for less serious crimes. In the case of the juvenile justice system, when the child is not considered to be harmful to others, according to this system he or she is placed under the supervision of an officer of the juvenile court and must abide by specific rules that are worked out between the officer and the child.

Probation has worked out to be a comparatively successful way of dealing with young offenders. Types of treatment under the probationary system and within institutions include psychotherapy, intensive individual sessions between the delinquent and a therapist, as well as guided discussions in small groups of delinquents.

2.82 Parole Parole is another measure to tackle the juvenile delinquency problem. The system of parole is sometime also known as juvenile aftercare which takes place after the release of a youth from the institution. Juvenile aftercare tries to counter the adverse effects of confinement in an institution and helps the offenders to reintegrate with the society.

2.83 Death penalty for juveniles There is almost a global consensus that people who are under the age of 18 and commit crimes should not be subjected to the death penalty. This is not an attempt to excuse violent juvenile crime, or belittle the suffering of its victims and their families, but a recognition that children are not yet fully mature and they are not completely responsible for their actions, and that the possibilities for rehabilitation of a child or adolescent are greater than for adults.

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15

Literature Study

2.9 History of Juvenile Justice System in India In the present era, a movement for the special treatment to juvenile offenders has started throughout the world including many developed countries. This movement had been started around the 18th century. Prior to this, juvenile offenders were treated same as the other criminal offenders. For the same reason, General Assembly of United Nations has adopted a Convention on the Rights of Child on 20th November 1989.

This convention seeks to protect the best interest of juvenile offenders. The Convention states that, ‘’to protect the socialreintegration of juvenile, there shall be no judicial proceeding and court trials against them’’. The Convention leads the Indian Legislation to repeal the Juvenile Justice Act, 1986 and to make a new law. Thus, Indian Legislation came up with a new act which was called as ‘’The Juvenile Justice Act, 2000’’and thereafter a more improvised Act, ‘’Juvenile Justice Act, 2015’’ was introduced.

2.91 The Juvenile Justice Act, 1986 The Juvenile Justice Act, 1986 repealed the earlier Children Act, 1960, aimed at giving effect to the guidelines contained in the Standard Minimum Rules for the Administration of Juvenile Justice adopted by the U.N. countries in November 1985.

2.92 Juvenile Justice Act, 2000 The Juvenile Justice Act,2000 aimed to provide care and protection, treatment, development and rehabilitation of the neglected juvenile delinquent.

The Act was put in practice in the year 2000 with an aim and intent to provide protection for children. The Act was amended twice – first in the year of 2006 and later in year of 2011. The amendment was made to address the gap and loopholes in the earlier Act. The main objectives of the Act are as follows: • The act basically laid down uniform framework for the juvenile justice in country in such a way that it protects the rights and interest of juvenile.

• It talks about the facilities and infrastructure for the care, protection, treatment, development and rehabilitation of the juvenile offenders.

• It gives the basic provision for the proper and fair administration of criminal justice in case of heinous crime done by juvenile offenders.

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Literature Study

2.93 Juvenile Justice Act, 2015 The increasing cases of juvenile crime over the years and frightful incident of ‘’Delhi Gang Rape Case’’ had forced the law makers to come up with Juvenile Justice System, 2015. This Act responded effectively to the two major drawbacks of Juvenile Justice Act,2000 which were were ill equipped legal provisions and malfunctioning juvenile system.

The Juvenile Justice Act, 2015 aims to consolidate the laws relating to children alleged and found to be in conflict with law and children in need of care and protection by catering and considering their basic needs through proper care and protection, development, treatment and social-integration, by adopting a child friendly approach in the adjudication and disposal of matters in the best interest of children.

The children are divided into two categories: • The CNCP represent the ‘Child in Need of Care and Protection’ primarily those picked by social workers and police officers from streets or places like factories, hotels etc. where they are made to do child labour which is illegal.

• The other category represents the CCL ‘Child in Conflict of Law’, those accused or convicted of committing crimes.

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Literature Study

2.10 Categories in a juvenile home (Juvenile Justice Act, 2015)

PURPOSE PURPOSE

DURATION OF DURATION OF CARE CARE

ESTABLISHMENT ESTABLISHMENT

OBSERVATION HOME OBSERVATION HOME For, temporary reception, For, temporary reception, care and rehabilitation of care and rehabilitation of any child alleged to be in any child alleged to be in conflict with law, during conflict with law, during the pendency of any the pendency of any inquiry under this Act. inquiry under this Act. For every child alleged to For every child alleged to be in conflict with law be in conflict with law who is not placed under who is not placed under the charge of parent or the charge of parent or guardian. guardian.

Does not exceed 4 Does not exceed 4 months. months.

SPECIAL HOME SPECIAL HOME For rehabilitation of those For rehabilitation of those children in conflict with law children in conflict with law who are found to have who are found to have committed and offence committed and offence and who are placed there and who are placed there by an order of the Juvenile by an order of the Juvenile Justice Board.

Justice Board.

PLACE OF SAFETY PLACE OF SAFETY To place a person above the To place a person above the age of 18 years or child in age of 18 years or child in conflict with law, who is conflict with law, who is between the age of 16 to 18 between the age of 16 to 18 years and is accused of or years and is accused of or convicted for committing a convicted for committing a heinous crime. heinous crime.

Does not exceed 3 years.

Does not exceed 3 years.

Can exceed 3 years.

Can exceed 3 years.

The State Government The State Government shall establish and shall establish and maintain in every district maintain in every district or a group of districts, or a group of districts, either by itself, or either by itself, or through voluntary or nonthrough voluntary or nongovernmental governmental Observation Homes.

Observation Homes.

The State Government The State Government shall establish and shall establish and maintain in every district or maintain in every district or a group of districts, either a group of districts, either by itself, or through by itself, or through voluntary or nonvoluntary or nongovernmental Observation governmental Observation Homes.

Homes.

The State Government shall The State Government shall set up at least one Place of set up at least one Place of Safety in a State.

Safety in a State.

2.11 Classification of usability by children (Juvenile Justice Act, 2015)

GENDER GENDER SEGREGATION SEGREGATION ON BASIS OF AGE ON BASIS OF AGE GROUP GROUP

OBSERVATION HOME OBSERVATION HOME Separate for girls and Separate for girls and boys boys

SPECIAL HOME SPECIAL HOME Separate for girls and boys Separate for girls and boys

PLACE OF SAFETY PLACE OF SAFETY Separate for girls and boys Separate for girls and boys

For girls :– 7-11 yrs For girls :– 7-11 yrs 12-15 yrs 12-15 yrs 16-18 yrs 16-18 yrs For boys :– 7-11 yrs For boys :– 7-11 yrs 12-15 yrs 12-15 yrs 16-18 yrs 16-18 yrs  Age  Age  Nature of offence  Nature of offence  Physical and mental  Physical and mental status status

For girls :– above 10 yrs For girls :– above 10 yrs For boys :- 11-15 yrs For boys :- 11-15 yrs 16-18 yrs 16-18 yrs

For girls :– 16-18 yrs For girls :– 16-18 yrs For boys :– 16-18 yrs For boys :– 16-18 yrs

 Age  Age  Nature of offence  Nature of offence  Physical and mental  Physical and mental status status

 Henious offence,  Henious offence, pending inquiry pending inquiry  Heinous offence upon  Heinous offence upon completion completion of inquiry of inquiry  Committed offence  Committed offence when below the age of when below the age of 18 years and pending 18 years and pending inquiry inquiry  18 years of age found  18 years of age found to be involved in to be involved in offence upon offence upon completion of inquiry completion of inquiry

CLASSIFICATION CLASSIFICATION BASIS BASIS

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2.12 Physical infrastructure (Juvenile Justice Act, 2015) SR. NO.

ITEM OF CONSTRUCTION

NO. OF ROOMS

AREA PER ROOM (Sq m)

TOTAL AREA (Sq m)

1

Dormitories (for 50 children)

2

92

184

2

Classrooms (for 50 children)

2

27

54

3

Sickroom/First aid room (for 10 children)

1

70

70

4

Kitchen

1

24

24

5

Dining hall

1

74

74

6

Store

1

24

24

7

Recreation room

1

28

28

8

Library

1

46

46

9

Bathrooms

5

2.5

12.5

10

Toilets/Latrines

8

2.5

20

11

Office rooms a. Common room

1

27

27

b. Person-in-charge room

1

18

18

12

Counselling room

1

11

11

13

Workshop (for 15 children)

1

104

104

14

Residence for Person-in-charge a. Rooms

2

24

48

b. Kitchen

1

16

16

c. Bathroom-cum-toilet

1

4.5

4.5

a. Rooms

2

24

48

b. Kitchen

1

16

16

c. Bathroom-cum-toilet

1

4.5

4.5

15

Residence for parents of child

As per requirement

16

Other staff quarters

17

Juvenile Justice Board

2

18

Playground

1

TOTAL AREA An Abode For Juvenile Delinquents

27

54

Sufficient area for children to play

890 19

3.0

Case Studies

3.0 CASE STUDIES

Juvenile homes in India

Fig. 3.1 : Boys Observation Home, Ahmedabad

Fig. 3.2 : Boys Observation Home, Mehsana

Fig. 3.3 : Juvenile Home for Girls, Kerala

Juvenile homes and prisons outside India

Fig. 3.4 : Juvenile Detention Facility, France

Fig. 3.5 : Halden Prison, Norway

Fig. 3.6 : Storstrom Prison, Denmark

Case studies from other typologies

Fig. 3.7 : Amsterdam Orphanage, Netherlands

An Abode For Juvenile Delinquents

Fig. 3.8 : La Tourette Monastery, France

Fig. 3.9 : Shrujan Vocational Training Centre, Kutch

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Case Studies

3.1 Live case studies 3.11 Boys Observation Home, Ahmedabad Khanpur juvenile home was established in 1957 for care and protection of needy children as well as for children in conflict with law. Later on, after 2015 Juvenile Justice Act it was only meant to be for children in conflict with law.

It is a transit point for the accused juvenile. The juvenile is inside the home while the inquiry and the Social Investigation Report (SIR) are in process.

The Khanpur Observation Home not only serves as a place of shelter for children under inquiry but also has facilities of vocational training like electric course, cooking and tailoring, education, healthcare and recreation for the mental and physical well-being of the children.

No other institutions for juveniles offenders are built in Ahmedabad except for this one which is the only Observation Home between Ahmedabad, Gandhinagar, Nadiad and Anand.

Spatial quality • Location – Khanpur, near Cama Hotel, Ahmedabad • Context – 1. Left - Old government building 2. Right - Empty space for new construction 3. Rear side - Riverfront road, Sabarmati river 4. Front side - Secondary road • Area - 2829.5 sq m • Climate - hot, semi-arid • Building material - brick masonry and concrete • Wall finish - Yellow whitewash • Flooring - Terrazzo tiles • Furniture – 1. Office and court room- wooden tables, metal chairs & lockers 2. Classroom- plywood + laminate benches and chairs, metal and wooden lockers 3. Verandah- stone sitting • Electric fixtures: white tube lights, fans • Landscape - Ashoka trees and Neem trees outside the building • Smell - Unhygienic smell of rust, untreated old building and uncleaned bedsheets • Sounds - Traffic crowd and public noises

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Fig. 3.10 : Site plan of Boys Observation Home, Ahmedabad

Fig. 3.11 : Exterior view of Boys Observation Home, Ahmedabad

Fig. 3.12 : Interior view of Boys Observation Home, Ahmedabad An Abode For Juvenile Delinquents

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Case Studies

Schedule of children

Fig. 3.13a : 6:30am Wake up

Fig. 3.13b : 6:30am - 7:00am Prayer and exercise

Fig. 3.13c : 7:00am - 8:00am Bathing

Fig. 3.13d : 8:00am - 9:00am Breakfast

Fig. 3.13e : 9:00am - 10:30am Newspaper reading and cleaning

Fig. 3.13f : 10:30am - 11:00am Lunch

Fig. 3.13g : 11:00am - 2:00pm Education 24

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Fig. 3.13h 2:00pm - 3:00pm Break time with linner

Fig. 3.13i : 3:00pm - 5:30pm Education

Fig. 3.13j : 5:30pm - 7:00pm Play time

Fig. 3.13k : 7:00pm - 8:00pm Dinner

Fig. 3.13l : 8:00pm - 10:00pm TV and homework

Fig. 3.13m 10:00pm Sleep

Fig. 3.13 : Schedule of children in Boys Observation Home, Ahmedabad An Abode For Juvenile Delinquents

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Case Studies

Questionaire Q.1) What is the post at which he/she works at the institution?

A.1) Mr. Mehul Patel is the home in-charge of the Boys Observation Home. He has been working at the observation home for 10 years.

Q.2) What all responsibilites come under the post he/she works on?

A.2) He supervises all works like reporting new cases, management of donated funds and everyday needs of the Observation Home.

Q.3) What are the working hours at the office?

A.1) He works at the office for 12 hours a day. Other staff members work for 8 hours a day and security guards work in shifts of 12 hour.

Q.4) What is the age group of juveniles in this observation home?

A.4) The age group of juveniles in the observation home is 16 years and below.

Q.5) What is the maximum stay period of juvenile offenders?

A.5) The maximum stay period for a juvenile is 1 year and minimum is 1 week.

Q.6) What is the capacity of the juveniles in the building?

A.6) The capacity of the Juvenile Home is 50 juveniles but currently there are 21 juveniles in the Juvenile Home.

Q.7) Which are the crimes majorly done by juveniles over there?

A.7) The crimes majorly done by juveniles here is theft and other crimes done include murder, rape etc.

Q.8) What are the number of caretakers and security guards?

A.8) There are 6 caretakers and 2 security guards at the Khanpur Observation Home.

Q.9) What is the work that the caretakers do?

A.9) The work of caretakers is as follows: • Make breakfast • Clean the rooms and whole institution • Wash the clothes • Make lunch • Clean the kitchen • Make dinner • Take care of children throughout the day Q.10) How do you feel at the office usually?

A.10) The officer usually feels stressful at the Observation Home as handling juveniles becomes difficult at times.

Q.11) Which is the maximum and minimum used space in the

building?

A.11) Juveniles like spending maximum time in the courtyard and minimum time in their dormitory.

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Case Studies

Observations • The building has a courtyard layout with all the rooms arranged around a central court and connected by covered corridors. This arrangement is specifically for security reasons so that all the activities happening in different spaces are clearly visible at a glance.

• No designated place for outdoor sports.

• All the activity rooms were so dark and dingy in the bright daylight that more juveniles were seen spending their time in the courtyard.

• Due to security reasons the existing window openings were also shut from outside, hence, leading to dark rooms which lacked ventilation and daylight.

• Washroom space was very damp, unhygienic, dark and gave out a bad smell.

• The undulated and untreated ground outside the building made it impossible for the juvenile to play outside.

• No space for contemplation or peace of mind.

• No buffer space around the building due to which all the vehicular sounds on the road disturb the peace of the spaces inside the building.

• As window openings have steel grills the sense of freedom goes away and it makes the juveniles feel as if they are caged.

• The steel grilled door of the entrance of the building might make a person feel intimidated by it.

Inferences • Long lasting building materials, furniture material, flooring and wall finish should be used so that less maintenance is required.

• Building should have connection with its context and nature which is lacking in this juvenile home..

• There is no segregation of juveniles on basis of type of crimes committed by them within the campus because of which reformation of juveniles who have done petty crimes becomes difficult. Hence, there should be classification of spaces in a juvenile home.

• Security factor should be addressed in a way by which their mental health is not affected and at the same time they are kept a watch on without their realising it.

• Children like to spend their maximum time in open spaces which are exposed to nature rather than feeling caged inside the rooms.

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Case Studies

3.12 Boys Observation Home, Mehsana Mehsana Boys Observation Home is a modern three storeyed building on the main road and has the facility of Observation Home, Special Home and Place of Safety. It was converted from a Children’s Home for children in need of care and protection (CNCP) to Boys Observation Home for children in conflict with law (CCL) 2 years ago.

This juvenile home is the only facility in Gujarat which has the provision of Place of Safety so juveniles to be kept in place of safety are brought here from all the other districts in Gujarat.

The Observation Home and Special Home receive children from four districts which are Sabarkatha, Banaskantha, Patan and Mehsana.

It lacks the facilities for providing physical and mental wellbeing to the children residing inside.

Spatial quality: • Location – Radhanpur cross road, Manglaytan Society, Mehsana, Gujarat • Context – 1. Left - Government building 2. Right - Residential society 3. Rear side - Residential bunglow 4. Front side - Secondary road • Area – 2048 m sq • Climate - hot, semi-arid • Building material - brick masonry • Wall finish – Yellow paint • Flooring – Grey Kota stone • Furniture – 1. Office and court room - wooden tables, metal chairs & lockers 2. Classroom - plywood + laminate benches and chairs, metal and wooden lockers • Electric fixtures - white tube lights, fans • Landscape- No landscape • Smell- unhygienic smell of rust, untreated old building, uncleaned bedsheets • Sounds- Traffic crowd and public noises

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Fig. 3.14 : Site plan of Boys Observation Home, Mehsana

Fig. 3.15 : Exterior view of Boys Observation Home, Mehsana

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Case Studies

Schedule of children

Fig. 3.16a : 6:30am Wake up

Fig. 3.16b : 6:30am - 9:00am Exercise and bathing

Fig. 3.16c : 9:00am - 10:00am Breakfast

Fig. 3.16d : 10:00am - 12:00pm TV

Fig. 3.16e : 12:00pm - 1:00pm Lunch

Fig. 3.16f : 1:00pm - 5:30pm Education or TV

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Fig. 3.16g : 5:30pm - 6:00pm Linner

Fig. 3.16h : 6:00pm - 7:00pm Free time

Fig. 3.16i : 7:00pm - 8:00pm Dinner

Fig. 3.16j : 8:00pm - 9:00pm TV

Fig. 3.16k : 9:00pm Sleep

Fig. 3.16 : Schedule of children in Boys Observation Home, Mehsana An Abode For Juvenile Delinquents

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Case Studies

Questionaire Q.1) What is the post at which he/she works at the institution?

A.1) Mr. Amit Limachia is the home in-charge of Boys Observation Home, Mehsana.

Q.2) What all responsibilites come under the post he/she works on?

A.2) He supervises all works like reporting new cases, management of donated funds and everyday needs of the Observation Home.

Q.3) What are the working hours at the office?

A.3) He works at the office for 12 hours a day. Other staff members work for 8 hours a day and security guards work in shifts of 12 hour.

Q.4) What is the age group of juveniles in this observation home?

A.4) The age group of juveniles in the observation home is 18 years and below.

Q.5) What is the stay period of juvenile offenders?

A.5) The maximum stay period of juveniles is 3 year and minimum can be 1 week.

Q.6) What is the capacity of the juveniles in the building?

A.6) The capacity of juvenile home is 125 but currently there are 49 juveniles in the juvenile home.

Q.7) Which are the crimes majorly done by juveniles over there?

A.7) The crime majorly done by juveniles here is theft and other crimes done include murder, rape etc.

Q.8) What are the number of caretakers and security guards?

A.8) There are 12 caretakers and 4 security guards.

Q.9) What is the work that the caretakers do?

A.9) The work of caretakers is as follows: • Make breakfast • Clean the rooms and whole institution • Wash the clothes • Make lunch • Clean the kitchen • Make dinner • Take care of children throughout the day Q.11) How do you feel at the office usually?

A.11) The officer usually feels stressful at the onservation home as handling behaviour of some juveniles becomes difficult.

Q.12) Which is the maximum and minimum space used by the

juveniles in the building?

A.12) Children like spending maximum time watching television and spend minimum time in library.

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Case Studies

Observations • The building goes up to three levels and has a courtyard layout with all the rooms arranged around a central court and connected by covered corridors. The courtyard was not functional as its size was already small and it also had the building’s vertical circulation core, thus leaving a negative open space which is unusable.

• Children were locked up in rooms while doing any activities like watching TV or playing in their room.

• The windows of the building opened to the openings as well as blank walls of buildings surrounding it.

• The building is located on a secondary road of the city with no buffer space around it as a consequence of which all the chaotic sounds generated by the people and the vehicles floods into the building, breaking the silence within.

• Dysfunctional location of windows, steel grilled windows and application of glass tints made all the rooms deprived of light and led to formation of a caged space.

• There is no provision of outdoor sports as well as indoor sports.

• The main entrance to the building makes a person feel intimidating while entering through that steel grilled door.

• As the building is three storeyed with no provision of lift, there is always a lack of personal attention given to the children living above ground floor by the officials there becase of which children end up wasting their time and no development happens within them.

Inferences • All the spaces of the building should be easily accessible by the officials who work there so that proper attention could be given on the children.

• The building should have good buffer space around it to make the spaces liveable inside.

• Children should be exposed to outdoor sports and activities rather than being locked up in rooms most of the times.

• Building should be interactive with the nature. Open spaces like courtyard should not merely suffice the function of light and ventilation rather is should be made as a dynamic area where children would like to spend their time.

• Security factor should be addressed in a way by which the children don’t feel caged inside a building and at the same time they are kept a watch on without their realising it.

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Case Studies

3.2 Comparative analysis - Matrix Fig. 3.17 : Matrix

TYPOLOGY - JUVENILE HOME INSTITUTION - BOYS OBSERVATION HOME LOCATION - AHMEDABAD, GUJARAT

TYPOLOGY - JUVENILE HOME INSTITUTION - BOYS OBSERVATION HOME LOCATION - MEHSANA, GUJARAT

TYPOLOGY - JUVENILE HOME INSTITUTION - GIRLS OBSERVATION HOME LOCATION - KOZHIKODE, KERALA

TYPOLOGY - JUVENILE HOME INSTITUTION - JUVENILE DETENTION CENTRE LOCATION - MARSEILLE, FRANCE

TYPOLOGY - PRISON INSTITUTION - HALDEN PRISON LOCATION - HALDEN, NORWAY

TYPOLOGY - PRISON INSTITUTION - STORSTROM PRISON LOCATION - GUNDSLEV, DENMARK

TYPOLOGY - ORPHANAGE INSTITUTION - AMSTERDAM ORPHANAGE LOCATION - AMSTERDAM, NETHERLANDS

TYPOLOGY - MONASTERY INSTITUTION - LA TOURETTE MONASTERY LOCATION - LYON, FRANCE

TYPOLOGY - VOCATIONAL TRAINING CENTRE INSTITUTION - SHRUJAN LOCATION - KUTCH, GUJARAT

1. CONTEXT

2. FORM

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Case Studies

3. PROGRAM

1. Standard wing 4 9

10

16

12

6

4 2

5 1

8

9 13

2

3

14

1. Entrance 2. Office 3. Court room 4. Waiting room 5. Counselling room 6. Dormitory 7. Store room 8. Workshop 9. Washroom 10. Kitchen 11. Dining room 12. Activity room 13. Library 14. Verandah 15. Courtyard

7

2

6

3

4

1

5

2 4

1

3

3

1

5

3. Standard wing

4. Activity building

7

5

4

6

9

8

6 2

2 1

12 8 9 8

13

7

12

9 7

11

6 2 2 4

1. Entrance 2. Admin 3. Washroom 4. Kitchen and dining area 5. Educational/activity area 6. Living quarters 7. Play area

6

5

2

1

6

8

7

9

9

5 7

5. Visitor’s department

6. Personnel department

1. Children room (10-20 yrs) 2. Children room (0-10 yrs) 3. Administration offices 4. Department head room 5. Service area 6. Courtyards 7. Outdoor play areas 8. Kitchen 9. Common hall

1

4 2

First floor

3

1. Pantry, 2. Refectory, 3. Chapter room, 4. Atrium, 5. Cloister, 6.

Lower church, 7. Higher alter, 8. Sacristy, 9. Courtyard, 10. Spiral staircase, 11. Church 3. Cell floor

9 10

8

8

2

1

3

7

10

11 1124

10

43

1. Entry 2. Foyer 3. Retail store 4. Outdoor cafe 5. Lounge 6. Pantry 7. Workshop 8. Services 9. Passage 10. Toilet 11. Office 12. Reception 13. Courtyard

10 10

8 10

3

1. Reception 2. Visitor’s area 3. Medical wing 4. Common services 5. Laundry 6. Kitchen

7

11

11

2. Refectory floor

6

Ground floor

13

5

7

1. Conversation cells, 2. Porter, 3. Room for lay-brothers, 4. Common room for students, 5. Oratory, 6. Reading room, 7. Library, 8. Lecture room, 9. Common room for fathers, 10.Cloister, 11. Atrium, 12.

Washroom, 13. Church

2

7

1. Entrance 2. Waiting room 3. Admin 4. Dormitory 5. Mess 6. Kitchen 7. Workshop 8. Washroom 9. Stage 10. Courtyard

6

11 8

8

1

10

6

6

1

7

13

4

6

1

4

10

6

6

1

5

15

6

3

4

4

2

11

11

7

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4

3

1 2 9

1. Cells 2. Common room 3. Offices 4. Guard’s room

1

1

1

4

8

4

4

4

1. Entrance floor

2. Workshop building

8 5 6 6

1. Cells for the sick, 2. Nurse’s cell, 3. Cells for visitors, 4. Father’s cell, 5. Cell for the monk in-charge, 6. Student priest’s cell, 7. Oratory, 8.

Student brother’s cell, 9. Lay brother’s cells, 10. Sanitary offices, 11.

Church

4

8

1. Retail store 2. Textile exhibition gallery 3. Design cell 4. Fabric drying terrace 5. Guest room 6. Toilet 7. Lobby 8. Auditorium

5 5 6

6

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4. PROXIMITY DIAGRAM

Ground floor

Ground floor

Ground floor

Ground floor

Ground floor

Ground floor

Ground floor

Ground floor

Ground floor

Foyer Admin Transition space Courtyard Visitors waiting area Healthcare area Living area

First floor

First floor

Vocational training area Dining hall

First floor

Kitchen Services Recreational area (indoor) Recreational area (outdoor)

Second floor

Staff quarters Educational area

Second floor

High security living area Open green area Exhibition store Religious place

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5. ELEMENTS THAT MAKE THE SPACE USER FRIENDLY

6. TYPE OF OPENINGS

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7. LIGHT AND VENTILATION

8. VISUAL AND PHYSICAL CONNECTION WITH NATURE

Visual connection

Physical connection

An Abode For Juvenile Delinquents

Visual connection

Visual connection

Visual connection

Physical connection

Physical connection

Physical connection

Visual connection

Visual connection

Physical connection

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9. CIRCULATION ELEMENTS (I) THE BUILDING APPROACH

(II) THE BUILDING ENTRANCE

(III) FORM OF THE CIRCULATION SPACE

10. DESIGN OF DORMITORY / CELL

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11. COLOURS AND TEXTURES

Colours

Colours

Colours

Colours

Colours

Colours

Colours

Textures

Textures

Textures

Textures

Textures

Textures

Textures

Lime plaster

Lime plaster

12. MATERIAL PALETTE

Concrete

Terrazzo tiles

Brick

Concrete

Lime plaster

Steel

Concrete

Concrete

Brick

Concrete

Wood

Concrete

Brown brick

Kota stone

Paver blocks

Lime plaster

IPS flooring

Wood

Steel

Cork

An Abode For Juvenile Delinquents

Wood

Oxidised metal Concrete

Galvanised steel

Concrete

Stone Brick

Lime plaster Concrete

Galvanised steel

Stamped concrete

Brick

Kota stone

Concrete

Concrete

Lime plaster Concrete

Brick

Stamped concrete

Brick flooring

Stonecrete

47

Case Studies

3.3 Inferences Existing condition of juvenile homes

Fig. 3.18a : Context with strong boundary close to the building.

Inferences from case studies

Existing condition of juvenile homes

Inferences from case studies

Fig. 3.18g : Non-interactive facades of the building facing the open space.

Fig. 3.18h : Interactive facade towards the open space.

Fig. 3.18i : Direct entry to the building.

Fig. 3.18j : Indirect entry to the building.

Fig. 3.18k : Dark and poorly ventilated dormitory space which accomodates many juveniles.

Fig. 3.18l : Sufficiently lit and ventilated cell space which accomodates only one juvenile.

Fig. 3.18b : Context with indefinite boundary around the building, hence, providing the building with good buffer space.

Fig. 3.18c : A courtyard design with a building having all the spaces around a central courtyard for the reason of direct surveillance on the juveniles.

Fig. 3.18d : A playful form with multiple courtyards opening the building outwards and having an indirect surveillance on the juveniles.

Fig. 3.18e : Controlled openings for security which makes the space devoid of light and ventilation.

Fig. 3.18f : More and wider openings for sufficient light and ventilation in the building.

Fig. 3.18 : Inferences from comparative analysis (matrix) An Abode For Juvenile Delinquents

49

4.0

Site Brief

4.0 SITE BRIEF 4.1 Site selection criteria • Scale of the city: Program like a juvenile home should be located in a larger city as it is going to serve maximum population living there.

• Transport facility at a macro level (between cities): Usually the parents of the juveniles in such a institution are uneducated and belong to the poor strata of society so making an institution near to a public transport service which works between cities, like a central bus depot or a railway station is always viable. As the parents of the juveniles have to come to the institution often in order to complete any formalities for a given case or to meet their children, it is very important to cater to this matter.

• Intra-city transportation for working staff: The people who work in these institutions belong to middle class or lower middle class families so commuting to their work place should be easier, hence it should be in the city where there is easy availability of intra-city public transport.

• Health facilities in the vicinity: There should be government hospital nearby as there can be violence in the premises at any time leading to severe injury or the crimes registered could be violent which might need urgent check-up.

• Educational institutions in the vicinity: Schooling facilities after a certain age could be done in the surrounding schools or colleges hence presence of such institutions is necessary.

• Connection of site with nature: Mental well-being and rehabilitation of the juvenile offenders is the focus of the program so a natural site for such a program can be really effective for the juveniles residing there.

• Interaction of the site with the surroundings: One of the prime focuses of such an institution is also to reintegrate juvenile offenders with the society after they complete their term in the institution so the institution should have an edge which helps them interact with the people outside through their work which is possible only if it is located in a live area of the city. For example, on a primary road of the city or on a commercial street.

• Availability of resources: Basic resources like drainage, electricity, water and provisional stores should be easily available.

• Police station: For convenience of all the procedures between the Special Juvenile Police Unit and the Juvenile Home, a police station should be present in the vicinity.

An Abode For Juvenile Delinquents

51

Site Brief

4.2 Site location • Location - The site chosen for the project proposal is located in Ahmedabad, which is the largest city and former capital of the Indian state of Gujarat and is the fifth most populated city in India, hence, this project will be of greater purpose here.

In Ahmedabad this site is located on the banks of Sabarmati river flanked with lush greens thus giving it a natural ambiance.

This site makes one feel isolated from the city but still is a part of the city with effective transportation, educational, health and other basic facilities around it.

• Larger context - This site is located amidst the military cantonment area, Sabarmati river, government police housing and market place thus making it difficult for juveniles to escape from the institution.

• Immediate context - The site lies on the airport road and opens out to the Sabarmati river on the rear side with green on either sides.

• Site area - 43000 sq m

N

Fig. 4.1 : Macro level site plan 52

An Abode For Juvenile Delinquents

Site Brief

Legend Water Plot areas Riperian vegetation Trees Roads Urban blocks

Riverfront walkway

Sabarmati river

Site

Airport road

N

N

Fig. 4.2 : Character mapping of the site with context An Abode For Juvenile Delinquents

53

Site Brief

4

8

3

7

6

1

5

2

Fig. 4.3 : Micro level site plan

N

54

An Abode For Juvenile Delinquents

Site Brief

4.3 Site images 1.

2.

3.

4.

5.

6.

7.

8.

An Abode For Juvenile Delinquents

55

Site Brief

16

14

15

13

11

12

9

10

Fig. 4.4 : Micro level site plan

N

56

An Abode For Juvenile Delinquents

Site Brief

9.

10.

11.

12.

13.

14.

15.

16.

Fig. 4.5 : Site images An Abode For Juvenile Delinquents

57

Site Brief

4.4 Site analysis 1. Solid and void

Fig. 4.6a : Solid and void analysis

2. Contextual zoning Industrial Commercial Military contonment Residential

Fig. 4.6b : Contextual zoning analysis 58

An Abode For Juvenile Delinquents

N

Site Brief

3. Green areas Riperian vegetation Trees on site

Fig. 4.6c : Green area analysis

4. Road network Main road Secondary road Tertiary road Riverfront walkway Railway

Fig. 4.6d : Road network analysis An Abode For Juvenile Delinquents

N

59

Site Brief

5. Sun path

Fig. 4.6e : Sun path analysis

6. Wind > 28 km/hr > 19 km/hr > 12 km/hr > 5 km/hr > 1 km/hr

Fig. 4.6f : Wind analysis 60

An Abode For Juvenile Delinquents

N

Site Brief

7. Visual linkage

Fig. 4.6g : Visual linkage analysis

8. Hydrology line

Fig. 4.6h : Hydrology line analysis

N

Fig. 4.6 : Site analysis An Abode For Juvenile Delinquents

61

5.0

Program

5.0 PROGRAM A juvenile home should not be merely a shelter for punishing the juvenile delinquents who are rejected by our society, instead it should be a place that acts as a correctional facility for them which can upgrade their physical and mental well-being thus reducing the criminal activities done by them.

The idea of comparing a juvenile home with an orphanage, monastery and vocational training school is effective because all these institutions focus on various ways of overcoming the issue of poverty which is the key reason for juvenile delinquency.

Following are the functions of these institutions: • Orphanage - It is a residential institution devoted to the care of orphans and other children who lack parental care.

• Monastery - A monastery is a place of solitude for religious purposes but at the same time it has a history of providing shelter and education to poor and needy children who are taught by the monks residing there. They also name this provision as monastic school.

• Vocational training school - It provides vocational education that prepares people to work as a techician or to take up employment in a skilled craft and thus it is a good way of assisting children in the process of rehabilitation which can generate revenue for them.

The program formulation of this project is done by taking a cue from program of the case studies done in the matrix of chapter 3.0.

ORPHANAGE

VOCATIONAL TRAINING CENTRE

MONASTERY

JUVENILE HOME

Fig. 5.1 : Diagram showing the relation of Juvenile Home with Orphanage, Monastery and Vocational training centre An Abode For Juvenile Delinquents

63

Program

㔀⸀㄀ 倀爀漀瀀漀猀攀搀 猀攀爀瘀椀挀攀猀⼀愀挀挀瘀椀椀攀猀 昀漀爀 瀀攀爀洀愀渀攀渀琀 愀挀挀漀洀漀搀愀愀漀渀

伀爀最愀渀椀稀愀愀漀渀 漀昀 挀攀渀琀攀爀

刀攀挀爀攀愀愀漀渀

唀瀀欀攀攀瀀 漀昀 挀攀渀琀攀爀

匀漀挀椀愀氀ⴀ挀甀氀琀甀爀愀氀

∠ 䜀攀渀攀爀愀氀 愀搀洀椀渀椀猀琀爀愀愀漀渀 ∠ 䘀椀氀氀椀渀最 漀ϻ挀攀 眀漀爀欀 ∠ 倀爀漀洀漀漀渀最 瀀甀戀氀椀挀 愀眀愀爀攀渀攀猀猀 ∠ 䠀漀氀搀椀渀最 洀攀攀攀渀最 戀攀琀眀攀攀渀 猀琀愀û 洀攀洀攀戀攀爀猀 ∠ 䠀漀氀搀椀渀最 洀攀 ∠ 䠀漀氀搀椀渀最 洀攀攀攀渀最 眀椀琀栀 漀甀琀猀椀搀攀 瀀攀漀瀀氀攀 ∠ 倀愀爀攀渀琀猀 ∠ 䜀漀瘀攀爀渀洀攀渀琀 爀攀瀀爀攀猀攀渀琀愀愀瘀攀猀 ∠ 倀漀氀椀挀攀 ∠ 䤀渀琀攀爀瘀椀攀眀椀渀最 昀甀琀甀爀攀 猀琀愀û ∠ 䴀漀渀椀琀漀爀椀渀最 瀀爀漀樀攀挀琀 瀀爀漀挀攀猀猀

䌀攀氀攀戀爀愀愀漀渀 ∠ 䈀椀爀琀栀搀愀礀 ∠ 刀攀氀椀最椀漀甀猀 ∠ 一愀愀漀渀愀氀 䠀漀氀椀搀愀礀猀 ∠ 䘀攀猀猀瘀愀氀猀

䄀⸀ 䤀渀搀漀漀爀 爀攀挀爀攀愀愀漀渀 ∠ 䈀漀愀爀搀 最愀洀攀猀 ∠ 䌀愀爀搀猀 ∠ 吀攀氀攀瘀椀猀椀漀渀 ∠ 吀攀愀洀 最愀洀攀猀 ∠ 䜀礀洀渀攀猀椀甀洀 ∠ 夀漀最愀 ☀ 洀攀搀椀琀愀愀漀渀 ∠ ∠ 䰀椀戀攀爀愀爀礀 䈀⸀ 伀甀琀搀漀漀爀 爀攀挀爀攀愀愀漀渀 ∠ 䈀愀氀氀 最愀洀攀猀 ∠ 刀甀渀渀椀渀最 ∠ 䌀礀挀氀椀渀最

䄀⸀ 䠀漀甀猀攀欀攀攀瀀椀渀最 ∠ 倀爀攀瀀愀爀椀渀最 洀攀愀氀猀 ∠ 䌀氀攀愀渀椀渀最 挀攀渀琀攀爀 ∠ 䰀愀甀渀搀爀礀

䄀⸀ 䴀愀椀渀琀愀椀渀愀渀挀攀 ∠ 倀愀椀渀渀渀最 ∠ 刀攀瀀愀椀爀椀渀最 搀愀洀愀最攀猀 ∠ 䐀攀挀漀爀愀愀渀最

64

An Abode For Juvenile Delinquents

Program

䔀搀甀挀愀愀漀渀愀氀

刀攀猀椀搀攀渀渀愀氀

䠀攀愀氀琀栀 挀愀爀攀

䄀⸀ 倀攀爀猀漀渀愀氀 ∠ 䠀礀最椀攀渀攀 ∠ 一甀琀爀椀椀漀渀 ∠ 䠀攀愀氀琀栀 ∠ 䘀椀爀猀琀 愀椀搀

䄀⸀ 匀琀愀û 䈀⸀ 䨀甀瘀攀渀椀氀攀猀 䌀⸀ 倀愀爀攀渀琀猀

∠ 匀氀攀攀瀀椀渀最 ∠ 刀攀猀猀渀最 ∠ 䌀漀漀欀椀渀最 ∠ 䔀愀愀渀最 ∠ 圀愀猀栀椀渀最 ∠ 䰀愀甀渀搀爀礀

䈀⸀ 匀攀氀昀 攀砀瀀爀攀猀猀椀漀渀 ∠ 䄀爀琀猀 愀渀搀 挀爀愀愀猀 ∠ 吀栀攀愀琀爀攀 ∠ 䴀甀猀椀挀 ∠ 倀攀爀挀甀猀猀椀漀渀 ∠ 䐀愀渀挀攀

䌀⸀ 吀爀愀搀椀椀漀渀愀氀 ∠ 䰀椀琀攀爀愀琀甀爀攀 ∠ 刀攀愀搀椀渀最 ∠ 䜀攀渀攀爀愀氀 猀琀甀搀椀攀猀 ∠ 䠀椀猀琀漀爀礀 ∠ 䜀攀漀最爀愀瀀栀礀 ∠ 䰀愀渀最甀愀最攀 ∠ 䰀愀渀最甀愀

嘀漀挀愀愀漀渀愀氀 琀爀愀椀渀椀渀最

䄀⸀ 䴀攀搀椀挀愀氀 ∠ 䈀愀猀椀挀 洀攀搀椀挀愀氀 琀爀攀愀琀洀攀渀琀 ∠ 倀爀漀瘀椀搀椀渀最 昀爀攀攀 洀攀搀椀挀椀渀攀猀 ∠ 䐀攀渀琀愀氀 挀愀爀攀 ∠ 䔀礀攀 挀愀爀攀 ∠ 䌀漀甀渀猀攀氀椀渀最 ∠ 嘀愀挀挀椀渀愀愀漀渀 ∠

䈀⸀ 倀栀礀猀椀挀愀氀 ∠ 倀栀礀猀椀漀琀栀攀爀愀瀀礀 ∠ 䜀礀洀渀攀猀椀甀洀

䄀⸀ 䄀最爀椀挀甀氀琀甀爀攀 ∠ 䄀最爀椀挀甀氀琀甀爀攀 ∠ 䜀愀爀搀攀渀椀渀最 ∠ 刀攀愀爀椀渀最 氀椀瘀攀 猀琀漀挀欀

䈀⸀ 匀攀爀瘀椀挀攀猀 ∠ 䌀漀漀欀椀渀最 ∠ 䌀漀甀爀椀攀爀 猀攀爀瘀椀挀攀 ∠ 䐀漀洀攀猀猀挀 栀攀氀瀀 ∠ 䠀漀琀攀氀 戀漀礀 琀爀愀椀渀椀渀最 ∠ 䰀愀甀渀搀攀爀猀 ∠ 䰀愀甀渀搀攀 ∠ 倀愀椀渀渀渀最⼀ 搀攀挀漀爀愀愀渀最 ∠ 吀礀瀀椀渀最 ∠ 刀甀洀椀渀愀愀瘀攀 攀洀瀀氀漀礀洀攀渀琀

䌀⸀ 倀爀漀搀甀挀挀漀渀 ∠ 䈀漀漀欀 戀椀渀搀椀渀最 ∠ 䌀愀渀搀氀攀 洀愀欀椀渀最 ∠ 吀愀椀氀漀爀椀渀最 ∠ 䌀攀爀愀洀椀挀猀 愀渀搀 瀀漀漀攀爀礀 ∠ 䰀攀愀琀栀攀爀 眀漀爀欀 ∠ 䰀攀 ∠ 䌀愀渀攀 眀漀爀欀 ∠ 圀漀漀搀 眀漀爀欀 ∠ 䴀攀琀愀氀 眀漀爀欀猀栀漀瀀

Fig. 5.2 : Program formulation An Abode For Juvenile Delinquents

65

66

An Abode For Juvenile Delinquents

RECREATION

SOCIAL-CULTURAL

EDUCATIONAL

HEALTH CARE

RESIDENTIAL

VOCATIONAL TRAINING

3

4

5

6

7

8

HEALTH CARE

2

Fig. 5.3 : Bifercation of zones

RECREATION

1

FACILITIES

UPKEEP OF CENTER

2

SR. NO.

ORGANISATION OF CENTER

FACILITIES

1

SR NO.

5.2 Bifercation of zones

7-11 Years

12-15 years

OBSERVATION HOME

OBSERVATION HOME

16-18 years

12-15 years

16-18 years

SPECIAL HOME

SPECIAL HOME

16-18 years

PLACE OF SAFETY

PLACE OF SAFETY

Separate

Partially common

Common

Program

Program

5.3 Area statement Fig. 5.4 : Area statement

SR. NO.

FACILITY

(i)

ORGANISATION OF CENTER

NO. OF ROOMS

AREA PER ROOM (Sq m)

TOTAL AREA (Sq m)

1. Reception

1

4

4

2. Waiting room

1

40

40

3. Juvenile Justice Court room

1

43

43

4. Staff room

1

35

35

5. Child Welfare Committee (CWC) room

1

25

25

6. Meeting room

1

25

25

7. Finance room

1

24

24

8. Data/record room

1

24

24

9a. Pantry

1

8

8

9b. Store room

1

8

8

9c. Washroom for staff

1

14

14

9d. Washroom for visitors

1

6

6

1. Retail stores

2

74

148

2. Exhibition space

1

100

100

3. Lounge area

1

100

100

4. Outdoor café

1

137

137

5a. Kitchen

1

30

30

5b. Female washroom

1

20

20

5c. Male washroom

1

20

20

SUB-FACILITY

GRAND TOTAL (Sq m)

256

9. Services

(ii)

PUBLIC INTERFACE

5. Services

(iii)

VOCATIONAL TRAINING ZONE

1

Agriculture based training

2

An Abode For Juvenile Delinquents

Production based training

555

3148 1. Area for gardening

1

780

780

2. Area for organic farming

1

1300

1300

3. Area for Rearing livestock

1

30

30

1. Pottery + ceramics workshop

1

70

70

2. Carpentry workshop

1

70

70

3. Fabrication workshop

1

70

70

4. Electrical Workshop

1

70

70

5. Tailoring workshop

1

70

70

2110

560 67

Program

3

4

Service based training

Common facilities

6. Book printing/binding workshop

1

70

70

7. Artifacts workshop (candles, sculptures etc.)

1

70

70

8. Plumbing workshop

1

70

70

1. Classrooms

3

75

225

2. Space for bakery items production

1

46

46

3. Space for dry eatery packets production

1

46

46

4. Ghanti

1

46

46

1. AV room

1

75

75

2a. Children washroom

1

20

20

2b. Staff washroom

1

20

20

1. Kitchen

1

123

123

2. Dining area for juveniles

1

383

383

3. Dining aea for staff

1

130

130

2. Services

(iv)

CANTEEN

HEALTHCARE ZONE

7a. Store room

1

50

50

7b. Staff washroom

1

13

13

7c. Children washroom

1

13

13

1. Reception

1

6

6

2. Waiting room

1

37

37

3. Medical store

1

5

5

4. Medical officer's cabin

1

14

14

5. Psychologist's cabin

1

14

14

6. General physician's cabin

1

14

14

7. Counselor's cabin

1

14

14

8. Emergency room

1

16

16

9. Room for routine check-up

1

26

26

10. Ward (7-12 years children)

1

21

21

10a. Sleeping space

1

18

18

10b. Washroom

1

3

3

1

21

21

1

18

18

11. Ward (13-18 years children) 11a. Sleeping space An Abode For Juvenile Delinquents

115

712

4. Services

(v)

363

248

69

Program

11b. Washroom

1

3

3

1

21

21

12a. Sleeping space

1

18

18

12b. Washroom

1

3

3

1

21

21

13a. Sleeping space

1

18

18

13b. Washroom

1

3

3

14a. Pantry

1

4

4

14b. Staff washroom

1

10

10

14c. Store room

1

4

4

12. Ward (16-18 years children)

13. Staff room

14. Services

(vi)

EDUCATIONAL ZONE

1

Traditional

2

3

Self expression

Common facilities

1145 1. Classrooms (7-12 years children)

4

55

220

2. Classrooms (13-18 years children)

6

55

330

2. Liberary

1

55

55

3. Computer lab

1

55

55

1. Arts and crafts room

1

55

55

2. Dance room

1

55

55

3. Music room

1

55

55

4. Theater room

1

76

55

1. AV room

1

55

55

2. Multi-purpose hall

1

55

55

3. Staff room

1

51

51

3a. Principal's cabin

1

12

12

3b. Teacher's room

1

39

39

a. Washroom

1

12

12

b. Pantry

1

8

8

3

28

84

660

220

265

3c. Services

1. Children washroom (vii)

RESIDENTIAL ZONE

1

Observation home

1a.

7-11 years children

An Abode For Juvenile Delinquents

3428 Housing unit

2

118

236 71

Program

1b.

12-15 years children

Housing unit

3

118

354

1c.

16-18 years children

Housing unit

3

118

354

1a. Living room

1

30

30

1b. Study room

1

20

20

1c. Bedroom for children

1

45

45

a. Sleeping space

1

30

30

b. Washroom

1

15

15

1

15

15

a. Sleeping space

1

9

9

b. Washroom

1

6

6

1

8

8

Housing unit for 8 children 1. Living spaces

1d. Room for staff member

944

2. Services 2a. Laundry 2

Special home

2a.

12-15 years children

Housing unit

4

118

472

2b.

16-18 years children

Housing unit

4

118

472

1a. Living room

1

30

30

1b. Study room

1

20

20

1c. Bedroom for children

1

45

45

a. Sleeping space

1

30

30

b. Washroom

1

15

15

1

15

15

a. Sleeping space

1

9

9

b. Washroom

1

6

6

1

8

8

4

314

1256

Housing unit for 8 children 1. Living spaces

1d. Room for staff member

944

2. Services 2b. Laundry 3

Place of safety

3a.

16-18 years children

An Abode For Juvenile Delinquents

Housing unit

73

Program

Housing unit for 8 children 1. Cell

16

17

272

1a. Sleeping space

1

10

10

1b. Balcony

1

3.5

3.5

1c. Washroom

1

3.5

3.5

2. Common facility

1

30

30

2a. Living room

1

30

30

1

12

12

1

30.5

30.5

1a. Sleeping space

1

17

17

1b. Balcony

1

3.5

3.5

1c. Washroom with wardrobe

1

10

10

1

30.5

30.5

2a. Sleeping space

1

17

17

2b. Balcony

1

3.5

3.5

2c. Washroom with wardrobe

1

10

10

1

10

10

1. Room for parents

3

30.5

91.5

1a. Sleeping space

1

17

17

1b. Balcony

1

3.5

3.5

1b. Washroom with wardrobe

1

10

10

4

30.5

122

1a. Sleeping space

1

17

17

1b. Balcony

1

3.5

3.5

1b. Washroom with wardrobe

1

10

10

1

32

32

1

7

7

1256

3. Common service 3a. Laundry 4

Housing for designated people

1. Room for person-in-charge

2. Room for House Father

71

3. Common services 3a. Pantry with dining space 5

6

Housing for parents

Housing for children (post term)

1. Bedrooms

2. Living space

91.5

122

3. Services 3a. Pantry

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Program

(viii)

RECREATIONAL ZONE

1

Indoor recreation

1a

7-12 years children

5455 1. Play area (board games, playing props etc.)

3

42

126

2a. Washroom

1

10

10

1. Board games room

1

80

80

2. TV room

1

80

80

3. Gymnesium

1

80

80

4. indoor sports (table tennis, snooker etc.)

1

80

80

5a. Washroom

2

10

20

1. Multi-purpose hall

1

138

138

1. Sand pit

1

70

70

2. Small ground to play

1

460

460

1. Play ground for sports (Football, cricket etc.)

1

4311

4311

1. 4 wheelers

18

12

216

2. 2 wheelers

50

1.5

75

5

10

50

1. Fruit orchards

3

423

1270

2. Garden for contempelation

1

1539

1539

3. Open spaces within built areas

40

4. Water body

1

2. Services 1b

13-18 years children

614

5. Services 1c

Common

2

Outdoor recreation

2a

7-12 years children

2b

13-18 years children

(viii)

PARKING

(ix)

SECURITY ROOMS

(x)

LANSCAPING

6000 380

4841

291

50

9189

380

(xi)

CIRCULATION

18523

(xii)

TOTAL BUILT

8046

(xiii)

TOTAL UNBUILT

34954

(xiv)

TOTAL

43000

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6.0

Concept

6.0 CONCEPT Most of us have been to schools and have led a normal life in our childhood. The closest memories that we hold dear are not of the significant events but of the insignificant ones. Of losing oneself to wonderment, to wander under the skies, to re-live in our vivid imaginations of the make-believe and many more phrases that make the song of our lives.

As this institution is a place where a child is going to spend few months to few years, the design should evolve as a quilt of many small events, of small spaces and places, to hide, to collide, climb, roll, run into and out of, to satiate curiosities of a forming mind, allowing its idyllic imagination and wonder.

Making the insignificant significant.

Significance includes all the activities and work that the children have to do in this competitive world irrespective of their liking it or not and insignificance includes the journeys between these two destinations of activities wherein a child has the freedom to explore.

Normally a child leads a life wherein each day he travels from place to place in order to learn various things and in between this various things they get the time to explore their surroundings. For example, a child walking down to his school (significant) might just stop by at a friend’s place who would accompany him to the school and while going they would play street football (insignificant) or they might pluck fruits (insignificant) from a tree and have them while going to school.

There is an importance of both these significant and insignificant events which happen in a child’s life but the way these juvenile homes are built today include a singular block in which all the activities are accomodated because of which the idea of commuting from place to place goes away making them feel in a world different from the outside world.

The concept is to give these juvenile delinquents a life wherein they start their day with a commute along various journeys, mimicking the life of the children living in the outside world. The juvenile home should be a city in itself.

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Concept

Fig. 6.1a : Path that might be taken by adults between two given destinations.

Fig. 6.1b : Path that a inquisitive and active child would prefer between two given destinations.

Fig. 6.1c : Insignificance of the journey of children while focusing more on their scheduled work.

Fig. 6.1d : Making the insignificant journey of children significant.

Fig 6.1 : Basic conceptual diagrams 80

An Abode For Juvenile Delinquents

Concept

Fig. 6.2a : Journey 1 between two given destinations.

Fig. 6.2b : Journey 2 between two given destinations.

Fig. 6.2c : Journey 3 between two given destinations.

Fig. 6.2d : Journey 4 between two given destinations.

Fig. 6.2e : Journey 1 between two given destinations through the fabric of built volumes.

Fig. 6.2f : Journey 2 between two given destinations through the fabric of built volumes.

Fig. 6.2g : Journey 3 between two given destinations through the fabric of built volumes.

Fig. 6.2h : Journey 4 between two given destinations through the fabric of built volumes.

Fig 6.2 : Journeys that children are likely to take An Abode For Juvenile Delinquents

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Concept

Fig. 6.3a : Form derived by overlapping all the four journeys.

Fig. 6.3b : Form derived by subtracting some volumes along the journeys to get open spaces along with built which will enhance interaction as well as exploration.

Fig. 6.3 : Form development An Abode For Juvenile Delinquents

83

7.0

Design Layers

7.0 DESIGN LAYERS

Fig. 7.1a : Existing trees on the site.

Fig. 7.1b : Connecting the trees to derive patterns formed by them.

Fig. 7.1c : Axis derived by connecting trees lying on one line.

Fig. 7.1d : Marking the trees on the derived axis and subtracting rest of the trees.

Fig. 7.1e : Trees that can be imagined to form buffer spaces between various built volumes.

Fig. 7.1f : Marking the area around these tree lines where the built can’t encroach.

Fig. 7.1g : Merging all the individual areas where the built can’t encroach to get a single area.

Fig. 7.1h : Form derived as a resultant of the marked area where the built can’t encroach.

Fig. 7.1 : Form derived by the exisitng trees on the site.

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85

Design Layers

Fig. 7.2a : Existing contour lines of the site.

Fig. 7.2b : Marking the hydrology lines according to the contours of the site.

Fig. 7.2c : Transforming the hydrology lines to axis and overlapping the layer of existing trees on site.

Fig. 7.2d : Marking the trees lying on the axis derived by hydrology lines and subtracting the rest of the trees.

Fig. 7.2e : Trees lines and clusters on the hydrology lines that can be imagined to form buffer spaces as well as courtyards between the built respectively.

Fig. 7.2f : Marking the areas surrounding these tree lines and clusters where built can’t encroach as it might block the hydrology lines.

Fig. 7.2g : Merging all the individual areas that were derived by these tree lines and clusters to form a single area.

Fig. 7.2h : Form derived as a resultant of marking the area where the trees exist on the hydrology lines.

Fig. 7.2 : Form derived by contours of the site.

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Design Layers

Fig. 7.3a : Overlapping the forms derived by trees and contour lines and deriving a set of volumes on site.

Fig. 7.3b : Overlapping both the layers of trees which was used to derive the two forms.

Fig. 7.3c : Marking the area around trees which can be encroached by built that does not touch the ground as a consequence of which the hydrology lines won’t be hindered.

Fig. 7.3d : Final form derived by marking the final set of built volumes with volumes that could be floating above the ground.

Fig. 7.3 : Form development An Abode For Juvenile Delinquents

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8.0

Form Transformation

8.0 FORM TRANSFORMATION

Legend: Residential zone Institutional zone Public zone Fig. 8.1 : Zoning of program on site

Residential area

Residential area

Educational area

Healthcare area Recreational area

Farms

Farms Kitchen & dining Admin & residential area

Vocational training area Fig. 8.2 : Block diagram of built on site An Abode For Juvenile Delinquents

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Form Transformation

1. Form 1 Legend: Built Roof Green areas Trees

Fig. 8.3 : Ground floor massing of form 1

Fig. 8.4 : First floor massing of form 1 92

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Form Transformation

Fig. 8.5 : Model photos of form 1 An Abode For Juvenile Delinquents

93

Form Transformation

2. Form 2 Legend: Built Roof Green areas Trees

Fig. 8.6 : Ground floor massing of form 2

Fig. 8.7 : First floor massing of form 2 94

An Abode For Juvenile Delinquents

Form Transformation

Fig. 8.8 : Model photos of form 2 An Abode For Juvenile Delinquents

95

Form Transformation

3. Form 3 Legend: Built Roof Green areas Trees

Fig. 8.9 : Ground floor massing of form 3

Fig. 8.10 : First floor massing of form 3 96

An Abode For Juvenile Delinquents

Form Transformation

Fig. 8.11 : Model photos of form 3 An Abode For Juvenile Delinquents

97

Form Transformation

3. Form 4 Legend: Built Roof Green areas Trees

Fig. 8.12 : Ground floor massing of form 4

Fig. 8.13 : First floor massing of form 4 98

An Abode For Juvenile Delinquents

Form Transformation

Fig. 8.14 : Model photos of form 4 An Abode For Juvenile Delinquents

99

Form Transformation

3. Form 5 Legend: Built Roof Green areas Trees

Fig. 8.15 : Ground floor massing of form 5

Fig. 8.16 : First floor massing of form 5 100

An Abode For Juvenile Delinquents

Form Transformation

Fig. 8.17 : Model photos of form 5 An Abode For Juvenile Delinquents

101

9.0

Final Design

9.0 FINAL DESIGN 9.1 Site plans 9.11 Site plan - Ground floor Legend:

13

8

1.

2.

3.

4.

5.

6.

7.

8.

9

8 14

8 12

9

8 12

12

6 7

10

11

10

5

4

3

Fig. 9.1 : Ground floor site plan An Abode For Juvenile Delinquents

Parking Admin and residential block Vocational training block Kitchen and dining Healthcare block Educational block Indoor recreation block Housing (observation home and special home) 9. Housing (place of safety) 10. Area for organic farming 11. Area for flower beds 12. Fruit orchards 13. Garden for contemplation 14. Water body 14. Open ground 15. Watch tower

1

2

m 103

Final Design

9.12 Site plan - First floor Legend: 1.

2.

2.

3.

4.

5.

6.

7.

13

8

9

8 14

8 12

9

8 12

12

Parking Admin and residential block Vocational training block Kitchen and dining Healthcare block Educational block Indoor recreation block Housing (observation home and special home) 8. Housing (place of safety) 9. Area for organic farming 10. Area for flower beds 11. Fruit orchards 12. Garden for contemplation 13. Water body 14. Open ground 15. Watch tower

6 7

10

11

10

5

4

3

Fig. 9.2 : First floor site plan An Abode For Juvenile Delinquents

1

2

m 105

Final Design

9.12 Site plan - Roof level Legend: 1.

2.

2.

3.

4.

5.

6.

7.

13

8

9

8 14

8 12

9

8 12

12

Parking Admin and residential block Vocational training block Kitchen and dining Healthcare block Educational block Indoor recreation block Housing (observation home and special home) 8. Housing (place of safety) 9. Area for organic farming 10. Area for flower beds 11. Fruit orchards 12. Garden for contemplation 13. Water body

6 7

10

11

10

5

4

3

Fig. 9.3 : Roof level site plan An Abode For Juvenile Delinquents

1

2

m 107

Final Design

9.2 Cluster details

A

B’

9.21 Cluster 1 - Vocational training zone Legend: 8

1. Retail stores 2. Exhibition space 3. Children washroom 4. Visitor’s female washroom 5. Visitor’s male washroom 6. AV room 7. Workshop 8. Classroom 9. Kitchen 10. Outdoor cafe 11. Lounge area 12. Plaza 13. Garden

6

7

7

5

Fig. 9.01d : Cluster model photos

7

4 3 2 1

13

B

Fig. 9.01b : Ground floor plan

A

A’

12

B’

6 Fig. 9.01e : Section AA’ 6

7

7

7

7

7 11

A’ 12 9

13

Fig. 9.01a : Key plan

Fig. 9.01c : First floor plan

10

0 0

B

N

0

An Abode For Juvenile Delinquents

5

10

15

20m

Fig. 9.01F : Section BB’

5 10 15m 5 10 15 PLATE - 9.01 : Vocational training zone 109

Final Design

B’

9.22 Cluster 2 - Administrative zone with residential facility Legend: 1. Waiting room and reception 2. Juvenile Justice Court (JJC) room 3. Staff room for officials 4. Child Welfare Committee (CWC) room 5. Meeting room 6. Finance room 7. Data/record room 8. Pantry 9. Store room 10. Visitor’s washroom 11. Staff washroom 12. Common living room for juveniles 13. Bedroom for juveniles 14. Pantry 15. Bedroom for officials 16. Bedroom for parents of juvenile 17. Semi-open terrace 18. Semi-open space 19. Courtyard 20. Garden

14

13

12 3

4

5

6

8 19 9

1

19

18

A 2

13

7

13

A’ 13

11

Fig. 9.02d : Cluster model photos

20

10

B

Fig. 9.02b : Ground floor plan

B’

16

Fig. 9.02e : Section AA’

16 16 19

18

A

15

19

Fig. 9.02a : Key plan

15

A’

20

B

Fig. 9.02c : First floor plan 0

An Abode For Juvenile Delinquents

17

5

10

N

15

20m

Fig. 9.02f : Section BB’

0 0

5 10 15m 5 10 15 PLATE - 9.02 : Administrative zone 111

Final Design

A

B’ 15

4 3 9

2

5 8

1

13

Fig. 9.03a : Ground floor plan

10

6

A’ 11

12

7

14

Fig. 9.03c : Cluster model photos

B

N

0

5

10

15

20m

9.23 Cluster 3 - Kitchen and dining Legend: 1. Storage space for farming equipments 2. Space for bakery item production 3. Space for dry eatery packets production 4. Ghanti 5. Semi-open space 6. Store room 7. Kichen 8. Chowk for washing utensils 9. Staff washroom 10. Children washroom 11. Hands washing area 12. Dining area for juveniles 13. Herb garden 14. Dining area for staff memeber 15. Area for organic farming An Abode For Juvenile Delinquents

Fig. 9.03d : Section AA’

Fig. 9.03b : Key plan

Fig. 9.03d : Section BB’

0 0

5 10 15m 5 10 15 PLATE - 9.03 : Kitchen and dining 113

Final Design

B’

9.24 Cluster 4 - Healthcare zone Legend: 1. Witing room 2. Reception 3. Medical store 4. Medical officer’s cabin 5. Counselor’s cabin 6. Psychologist’s cabin 7. General physician’s cabin 8. Laundry 9. Staff washroom 10. Pantry 11. Store room 12. General check-up room 13. Emergency room 14. Caretaker’s bedroom 15. Ward room 16. Courtyard 17. Garden

15

15

15

14 15 13 Fig. 9.04c : Cluster model photos

16 1

3

A

17

12

2 10 4

5

6

A’

11

7 9

8

B

Fig. 9.04b : Ground floor plan

0

Fig. 9.04a : Key plan An Abode For Juvenile Delinquents

5

10

N

15

Fig. 9.04d : Section AA’

20m

Fig. 9.04e : Section BB’

0 0

5 5

10 15m 10 15 PLATE - 9.04 : Healthcare zone 115

Final Design

B’

9.25 Cluster 5 - Educational zone Legend:

A

1. Classroom (7-12 years children) 2. Children washroom 3. Staff room 4. Classroom (13-18 years children) 5. AV room 6. Common activity room 7. Dance room 8. Music room 9. Theatre room 10. Liberary 11. Art and craft room 12. Computer lab 13. Landscaped informal amphitheatre 14. Garden

A’ 4

2

4

4

4

4

4

5

6

13 Fig. 9.05d : Cluster model photos 3

14

1

1

2

1

1

B B’

Fig. 9.05b : Ground floor plan

A’

A 10

2

13

11

13

12 Fig. 9.05e : Section AA’

7

8 13

9

14

Fig. 9.05a : Key plan

Fig. 9.05c : First floor plan

0 0

B

N

0

An Abode For Juvenile Delinquents

5

10

15

Fig. 9.05f : Section BB’

5 5

10 10

15 15m

PLATE - 9.05 : Educational zone

20m

117

Final Design

B’

9.26 Cluster 6 - Recreational zone Legend: 1. Common hall 2. Board games room (13-18 years children) 3. Indoor sports room (13-18 years children) 4. Children washroom 5. Board games room (7-12 years children) 6. Sand pit (7-12 years children) 7. Gymnesium (13-18 years children) 8. TV room 9. Play area with props (7-12 years children) 10. Small Ground (7-12 years children) 11. Garden

2

3

A

A’

4 4 1

6

10

Fig. 9.06d : Cluster model photos

5

B B’

Fig. 9.06b : Ground floor plan

11

7

8 Fig. 9.06e : Section AA’

11

A

A’

4

9 10

Fig. 9.06a : Key plan

Fig. 9.06c : First floor plan

0 0

B

N

0

An Abode For Juvenile Delinquents

5

10

15

20m

Fig. 9.06f : Section BB’

5 5

10 10

15 15m

PLATE - 9.06 : Recreational zone 119

Final Design

B’

9.27 Cluster 7 - Residential zone (Observation and Special Home) 6

Legend: 1.

2.

3.

4.

5.

6.

7.

8.

Living room (8 children) Study room (8 children) Dormitory (8 children) Children washroom Caretaker’s room Laundry Semi-open terrace Courtyard

8

5 4

1

2

3

8

A Fig. 9.07d : Cluster model photos

A’

B B’

Fig. 9.07b : Ground floor plan

8

7

4

3

1

2

8

Fig. 9.07e : Section AA’

A

A’

Fig. 9.07a : Key plan An Abode For Juvenile Delinquents

Fig. 9.07c : First floor plan

0 0

B

N

0

5

10

15

20m

Fig. 9.07f : Section BB’

5 5

10 10

15 15m

PLATE - 9.07 : Housing 1 (Observation Home and Special Home) 121

Final Design

A

9.28 Cluster 8 - Residential zone (Place of Safety)

4 3

Legend: 1.

2.

3.

4.

5.

6.

7.

Cell (1 individual) Living room (8 children) Caretaker’s room Laundry Semi-open terrace Courtyard Garden

1 6

1 1

2

1

7

1

1 1

1

7

B’

B

Fig. 9.08d : Cluster model photos

A’ A

Fig. 9.08b : Ground floor plan

5

1

6

1 1

2 7

1 1

1

1

1

7

Fig. 9.08e : Section AA’

B’

B

Fig. 9.08a : Key plan An Abode For Juvenile Delinquents

Fig. 9.08c : First floor plan

0 0

A’

N

0

5

10

15

20m

Fig. 9.08f : Section BB’

5 5

10 10

15 15m

PLATE - 9.08 : Housing 2 (Place of safety) 123

Final Design

9.3 Model photos

Fig. 9.4 : Site model photos

An Abode For Juvenile Delinquents

125

Final Design

126

An Abode For Juvenile Delinquents

Final Design

An Abode For Juvenile Delinquents

127

Final Design

128

An Abode For Juvenile Delinquents

Final Design

An Abode For Juvenile Delinquents

129

Final Design

130

An Abode For Juvenile Delinquents

Final Design

An Abode For Juvenile Delinquents

131

10.0 LIST OF FIGURES CHAPTER 2.0: LITERATURE STUDY Fig. 2.1: Adolescence instability (Source - https://www.verywellmind.com/borderline-personality-adolescents-425219 and edited by author) Fig. 2.2: Disintegration of family system (Source - https://in.pinterest.com/pin/787426316076536888/?nic_v2=1a4SOZu9D and edited by author) Fig. 2.3: Socio-Economic Factors (Source - https://land.igad.int/index.php/documents-1/countries/kenya/urbanization-3?limit=20&limitstart=20 and edited by author) Fig. 2.4: Migration (Source - https://amp.flipboard.com/@natgeographices/cambio-clim-tico-u06ujbtkz/la-migraci-n-humana-consecuencia-de-guerras-desastres-y-ahora-del-clima/a-f0jrQsskS5Ga-ZFsykEtTA%3Aa%3A2375069585-bdd09f0c32%2Fnationalgeographic.es and edited by author) Fig. 2.5: Modern life-style (Source - https://krosshide.com/kh/Modern-Lifestyle-Blues.aspx and edited by author) Fig. 2.6: Poor educational standards (Source - https://onlinecake.food.blog/2019/05/28/worrisome-condition-of-government-schools-failing-education-system-in-india/ and edited by author) Fig. 2.7: Violence in home and neighbourhood (Source - https://www.subaalternativa.co/aumentan-casos-violencia-intrafamiliar-policia/ and edited by author) Fig. 2.8: Peer pressure (Source - https://www.verywellfamily.com/peer-pressure-and-bullying-what-is-the-connection-460496 and edited by author) Fig. 2.9: Old photograph of San Michele a Ripa (Source - https://sl.m.wikipedia.org/wiki/Slika:IsraelSilvestreChateauneufStGermainenLaye.jpg ) Fig. 2.10: Old photograph of San Michele a Ripa (Source - http://www.realgoya.com/author/admin/page/12/) Fig. 2.11: Plan of San Michele a Ripa (Source - https://made-in-rome.com/la-fabbrica-del-san-michele-a-ripa/) Fig. 2.12: Present photograph of San Michele a Ripa (Source -https://www.researchgate.net/figure/Figura-15-Roma-Complesso-di-San-Michele-a-Ripa-Grande) Fig. 2.13: Present photograph of San Michele a Ripa (Source - https://www.wikiwand.com/de/Complesso_Monumentale_di_San_Michele_a_Ripa_Grande) 132

An Abode For Juvenile Delinquents

Fig. 2.14: Present photograph of San Michele a Ripa (Source - https://made-in-rome.com/le-botteghe-del-san-michele-a-ripa-unincredibile-opportunita-per-rilanciare-lartigianato-romano/) Fig. 2.15: John Worthy Reform School, Chicago (Source - http://www.connectingthewindycity.com/2019/03/march-7-1929-cook-county-courthouse-and.html) Fig. 2.16: Classroom of John Worthy Reform School, Chicago (Source -http://www.explodingappendix. com/2015/06/01/repression-or-reformation-nineteenth-century-reform-homes-and-the-treatment-of-juvenile-offenders/) Fig. 2.17: Workshop of John Worthy Reform School, Chicago (Source -http://www.explodingappendix.com/2015/06/01/repression-or-reformation-nineteenth-century-reform-homes-and-the-treatment-of-juvenile-offenders/) Fig. 2.18: Dormitory of John Worthy Reform School, Chicago (Source -http://www.explodingappendix.com/2015/06/01/repression-or-reformation-nineteenth-century-reform-homes-and-the-treatment-of-juvenile-offenders/) Fig. 2.19: New York House of Refuge (Source - https://www.wikiwand.com/en/New_York_House_of_Refuge) Fig. 2.20: Barber Shop of New York House of Refuge (Source - http://www.correctionhistory.org/auburn&osborne/miskell/House-of-Refuge-image-john-n-miskellcollection-1.html) Fig. 2.21: Classroom of New York House of Refuge (Source - http://www.correctionhistory.org/auburn&osborne/miskell/House-of-Refuge-image-john-n-miskellcollection-1.html) Fig. 2.22: HM Prison Park Hurst, Isle of Wight (Source -https://www.countypress.co.uk/news/17525196.prisonguards-share-stories-new-book/) Fig. 2.23: Aerial view of HM Prison Park Hurst, Isle of Wight (Source -https://www.countypress.co.uk/news/17525196.prison-guards-share-stories-new-book/) Fig. 2.24: Classroom of HM Prison Park Hurst, Isle of Wight (Source -https://www.countypress.co.uk/news/17525196.prison-guards-share-stories-new-book/) Fig. 2.25: Site Plan of Bridewell Prison, New York (Source -https://teainateacup.wordpress.com/tag/fleet-ditch/) Fig. 2.26: Plan of Bridewell Prison, New York (Source -https://www.gettyimages.in/photos/jail-drawings) Fig. 2.27: Aerial View of Bridewell Prison, New York (Source - https://educalingo.com/en/dic-en/bridewell) Fig. 2.28: Bridewell Prison, New York (Source - https://educalingo.com/en/dic-en/bridewell) Fig. 2.29: Group exercise performed by children at Borstal School (Source - https://www.dailymail.co.uk/news/article-2121843/Brutal-exercise-hard-education--.html) An Abode For Juvenile Delinquents

133

Fig. 2.30: Children studying in Borstal School (Source - https://www.crimetraveller.org/2019/02/criminal-children-researching-juvenile-offenders/) Fig. 2.31: Construction activities done by children in Borstal School (Source - https://www.dailymail.co.uk/news/article-2121843/Brutal-exercise-hard-work-strict-education-topped-bit-musical-theatre-The-days-Borstals-knocked-yobs-shape.html) Fig. 2.32: Children learning tailoring in Borstal School (Source - https://www.dailymail.co.uk/news/article-2121843/Brutal-exercise-hard-work-strict-education-topped-bit-musical-theatre-The-days-Borstals-knocked-yobs-shape.html)

CHAPTER 3.0: CASE STUDIES

Fig. 3.1: Boys Observation Home, Ahmedabad (Source – Author) Fig. 3.2: Boys Observation Home, Mehsana (Source – Author) Fig. 3.3: Juvenile Home for Girls, Kerala (Source – Map taken from Google Earth) Fig. 3.4: Juvenile Detention Facility, France (Source - https://www.archi-europe.com/juvenile-detention-educational-facility-in-marseille-by-combas-architecture-office/) Fig. 3.5: Halden Prison, Norway (Source- https://assemblepapers.com.au/2014/10/31/michael-madsen-interview-cathedrals-of-culture/) Fig. 3.6: Storstrom Prison, Denmark (Source https://www.google.com/imgres?imgurl=https://memestatic1.fjcdn.com/comments/Before%2Bit%2Bwas%2Bbuilt%2Bit%2Bwas%2Bdebated%2Bwhether%2Bor%2Bnot%2B_dcca21997c5589b29f2447082786ac3f.jpg&imgrefurl=https://funnyjunk.com/Fuck%2Bthe%2Bpolice%2Bcrosstheline/ funny-pictures/6352535/28&h=449&w=650&tbnid=TnLuQ0QR2iI_AM&tbnh=187&tbnw=270&usg=AI4_-kTs08RjGJkDyKOxhKdG4sfLvwChfQ&vet=1&docid=qWEbyQu8Nm6OeM&itg=1&hl=en-IN) Fig. 3.7: Amsterdam Orphanage, Netherlands (Source - https://www.archdaily.com/151566/ad-classics-amsterdam-orphanage-aldo-van-eyck/50380ed428ba0d599b000bcb-ad-classics-amsterdam-orphanage-aldo-van-eyck-photo) Fig. 3.8: La Tourette Monastery, France (Source - https://divisare.com/projects/310195-le-corbusier-fernando-schapochnik-couvent-sainte-marie-dela-tourette-1957) Fig. 3.9: Shrujan Vocational Training Centre, Kutch (Source - http://indigo-architects.com/project/shrujan/) Fig. 3.10: Site Plan of Boys Observation Home, Ahmedabad (Source – Map taken from Google Earth and edited by author) Fig. 3.11: Exterior View of Boys Observation Home, Ahmedabad (Source – Author) Fig. 3.12: Interior View of Boys Observation Home, Ahmedabad (Source – Author) 134

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Fig. 3.13: Schedule of children in Boys Observation Home, Ahmedabad (Source – Author) Fig. 3.14: Site Plan of Boys Observation Home, Mehsana (Source – Map taken from Google Earth and edited by author) Fig. 3.15: Exterior View of Boys Observation Home, Mehsana (Source – Author) Fig. 3.16: Schedule of children in Boys Observation Home, Mehsana (Source – Author) Fig. 3.17: Matrix (Source – Author) Fig. 3.18: Inferences from Comparative Analysis – Matrix (Source – Author)

CHAPTER 4.0: SITE BRIEF

Fig. 4.1: Macro level site plan (Source – Map taken from Google Earth and edited by author) Fig. 4.2: Character mapping of site with the context (Source – Author) Fig. 4.3: Micro level site plan (Source – Author) Fig. 4.4: Micro level site plan (Source – Author) Fig. 4.5: Site images (Source – Author) Fig. 4.6: Site Analysis (Source – Author)

CHAPTER 5.0: PROGRAM

Fig. 5.1: Diagram showing the relation of Juvenile home with Orphanage, Monastery and Vocational training centre (Source – Author) Fig. 5.2: Programme formulation (Source – Author) Fig. 5.3: Bifurcation of zones (Source – Author) Fig. 5.4: Area Statement (Source – Author)

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CHAPTER 6.0: CONCEPT

Fig. 6.1: Basic conceptual diagrams (Source – Author) Fig. 6.2: Journeys that children are likely to take (Source – Author) Fig. 6.3: Form Development Diagrams (Source – Author)

CHAPTER 7.0: DESIGN LAYERS

Fig. 7.1: Form derived by existing trees on site (Source – Author) Fig. 7.2: Form derived by contours of the site (Source – Author) Fig. 7.3: Form Development (Source – Author)

CHAPTER 8.0: FORM TRANSFORMATION Fig. 8.1: Zoning of program on site (Source – Author)

Fig. 8.2: Block diagram of built on site (Source – Author) Fig. 8.3: Ground floor massing of form 1 (Source – Author) Fig. 8.4: First floor massing of form 1 (Source – Author) Fig. 8.5: Model images of form 1 (Source – Author) Fig. 8.6: Ground floor massing of form 2 (Source – Author) Fig. 8.7: First floor massing of form 2 (Source – Author) Fig. 8.8: Model images of form 2 (Source – Author) Fig. 8.9: Ground floor massing of form 3 (Source – Author) Fig. 8.10: First floor massing of form 3 (Source – Author) Fig. 8.11: Model images of form 3 (Source – Author)

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Fig. 8.12: Ground floor massing of form 4 (Source – Author) Fig. 8.13: First floor massing of form 4 (Source – Author) Fig. 8.14: Model images of form 4 (Source – Author) Fig. 8.15: Ground floor massing of form 5 (Source – Author) Fig. 8.16: First floor massing of form 5 (Source – Author) Fig. 8.17: Model images of form 5 (Source – Author)

CHAPTER 9.0: FINAL DESIGN

Fig. 9.1: Ground Floor First Plan (Source – Author) Fig. 9.2: First Floor First Plan (Source – Author) Fig. 9.3: Roof Level First Plan (Source – Author) PLATE – 9.01: Vocational Training Zone (Source – Author) PLATE – 9.02: Administrative Zone (Source – Author) PLATE – 9.03: Kitchen and Dining (Source – Author) PLATE – 9.04: Healthcare Zone (Source – Author) PLATE – 9.05: Educational Zone (Source – Author) PLATE – 9.06: Recreational Zone (Source – Author) PLATE – 9.07: Housing 1 (Observation Home and Special Home) (Source – Author) PLATE – 9.08: Housing 2 (Place of Safety) (Source – Author) Fig. 9.4: Site Model photos (Source – Author) An Abode For Juvenile Delinquents

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11.0 BIBLIOGRAPHY Article References: 1. https://www.livemint.com/Leisure/X4DChvj7KCXVjegtttegBI/Inside-a-juvenile-home.html 2. https://www.thebetterindia.com/96810/juvenile-offenders-criminal-justice-system-primer/ 3. https://www.newindianexpress.com/states/kerala/2019/jul/31/borstal-school-in-kerala-to-witnessmajor-facelift-prioritising-rehabilitation-of-youth-2011742.html 4. https://www.freepressjournal.in/cmcm/maharashtra-nashik-reform-school-turning-juveniles-intoheinous-criminals-alleges-advocate 5. https://www.nap.edu/read/9747/chapter/7 6. https://criminal.findlaw.com/juvenile-justice/development-of-the-juvenile-justice-system.html 7. https://jurisedge.com/histroy-juvenile-justice-system-india/

Thesis References: 1. https://issuu.com/t.maraariel/docs/blurring_prison_boundariese 2. https://archinect.com/bizhouqian/project/prison-as-a-mind-tuning-architecture-girl-juvenile-prisondesign-master-thesis 3. https://issuu.com/niharikasanyal/docs/design_thesis_niharika_sanyal_cept 4. https://issuu.com/aneripanchal/docs/thesis 5. https://issuu.com/ar.haiderali/docs/center_for_juvenile_delinquents 6. https://issuu.com/chaitanyakorra/docs/juvenile_correctional_center_reform 7. https://issuu.com/mohamedyasseramir/docs/graduation_project_1_final_book

Case Studies: 1. https://www.archdaily.com/882562/juvenile-detention-educational-facility-combas-architectes 2. https://www.archdaily.com/927544/minimum-security-prison-of-nanterre-lan-architecture?ad_ source=search&ad_medium=search_result_all 3. https://www.archdaily.com/154665/halden-prison-erik-moller-arkitekter-the-most-humane-prison-inthe-world?ad_medium=widget&ad_name=recommendation 4. https://www.archdaily.com/151566/ad-classics-amsterdam-orphanage-aldo-van-eyck 5. https://www.archdaily.com/885376/storstrom-prison-cf-moller?ad_medium=widget&ad_ name=recommendation

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Juvenile Justice System in India 1. https://gscpsdsd.in/laws-and-regulations-en/ 2. https://gscpsdsd.in/guideline-en/ 3. https://gscpsdsd.in/observation-home-en/ 4. https://gscpsdsd.in/contact-us-en/ 5. https://gscpsdsd.in/institutional-care-en/ 6. https://gscpsdsd.in/non-institutional-care-en/ 7. https://gscpsdsd.in/statutory-support-services/

Statistical data of Juvenile Delinquency 1. https://www.indiastat.com/crime-and-law-data/6/juvenile-courts/148/juveniledelinquency-1971-2016/476305/stats.aspx 2. http://www.mospi.gov.in/statistical-year-book-india/2017/206 3. http://132.148.25.124/ind/index.php/Juvenile_delinquency_in_India

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‘‘We shape buildings, thereafter they shape us’’ - Winston Churchill