Liberate Skills
Vocabulary In Practice
NOTE: Language is policy in action. LiberateSkills Pact therefore curates a regenerative vocabulary grounded in human rights, trauma informed practice and pedagogical intent. The use of words remains complex and context-bound. Reflect on the LiberateSkills vision, the frameworks of the people you are communicating with and please remember to use person-first language!
By codifying this vocabulary, the LiberateSkills Pact speak with one clear, humane and future focused voice - advancing a justice system where words become pathways to dignity. Language is treated as a policy instrument, not a stylistic choice.
LiberateSkills is not governed by a single organisation. It is stewarded collectively by its members, who shape priorities, language and evolution.
Be mindful of the terminology we do and no not use!
Liberate Skills
Words And Concepts Do Matter
WORDS WE USE Modern EU Policy Language (UNODC, CoE, CEDEFOP, DG EMPL, DG EAC) | WORDS WE AVOID Traditional Usage (Penal / Policy Context) | CONTEXT |
People in detention; (formerly) incarcerated person, residents, People with lived experience; people in a detention house; and variants | Inmate; detainee or ex-detainee; prisoner or ex-prisoner; convict; imprisoned people; and variants | Person-first language prioritises the person over their condition or situation to emphasise their humanity. It seeks to avoid reducing a person to a label. Furthermore, this approach reduces stigma, fosters empathy and respect and most importantly acknowledges complexity. People are multifaceted, and their experiences or conditions are only one aspect of their lives. It is never someone else’s position to define another person. The intention here is not to police anyone’s use of language, but rather to encourage you to be mindful and prioritise person-first language whenever and wherever possible. When interacting with others, it is always a good idea to simply ask the person how they wish to be represented or referred to. This way you can avoid miscommunication! |
People who (have) committed crimes, people who have been sentenced, Learners in correctional settings, Justice-affected persons, Participants in rehabilitative programs, Rehabilitation learners | Criminal; offender | |
People who use drugs (PWUDs); people with a substance/ alcohol use disorder (SUD); People in (long-term) recovery | (Former) drug or alcohol addict/ abuser | |
Individual or people who live with a mental illness/ with mental illnesses/ with mental vulnerabilities | People who suffer from/ are a victim of mental illness; mentally ill persons | |
People who experience homelessness/ who live on the street; People without housing or homes | Homeless people | |
Detention; incarceration; deprivation of liberty; detention house/ facility; place of detention | Imprisonment. prison/ jail; (correctional) institution; rehabilitation | We avoid the words imprisonment, prison and institution when speaking about detention houses (=shift of perception). You can use these words when describing (large) prison (institutions) specifically. The term ‘jail’ is American and typically refers to holding cells of county sheriffs or police departments for people awaiting trial, bail or short-term sentences. It does not apply to European prison systems. |
Repairing/restoring harm; accountability; desistance; (re)integration; meaningful time in detention etc. | Rehabilitation; correctional; resocialization; reeducation etc. | We avoid terms with a paternalistic connotation which implicate that crime is an individual’s personal moral failing and requires correction or ‘fixing’. Instead we also recognise society’s responsibility and focus on systemic and community-based responses. “Desistance" refers to the process by which individuals with a history of criminal behaviour gradually stop offending and reintegrate into society. It is not just about a single act of stopping crime but a longer-term change in behaviour |
Staff; specific professions, social worker, healthcare professional, integration coordinator, director etc. | Prison officer/ guard/ warden; security officer/ staff; correctional officer; | The description of staff should reflect the multidisciplinary nature of the team in a detention house. If a person is responsible for certain tasks related to (static) security, they may be referred to as ‘security officer’. In this case, it relates to their function and not solely to their tasks. In a detention house, even someone who is seated at the reception, requires knowledge and skills to welcome volunteers, people coming in for restorative justice measures, etc. Staff members with different functions (e.g. a social worker who works in a detention house full-time) may also carry out security-related tasks (whether static, procedural or relational). It helps to be mindful of this when using specific terms. |
Liberate Skills
Foundational Principles For Terminology
PRINCIPLE | WHAT IT MEANS IN PRACTICE |
Dignity‑first | Language must humanise, never dehumanise. We speak of people in detention, participants in rehabilitative programmes, citizens, or learners - never “prisoners” or “offenders.” |
Developmental lens | We differentiate minors, youth, emerging adults and adults, recognising age‑specific rights and needs. |
Pedagogical identity | Every person deprived of liberty is, first, a potential learner. Terminology frames custody as a learning journey, not merely containment. |
Trauma‑informed sensitivity | Words acknowledge psychological and social histories; they avoid labels that can retraumatise. |
Agency & aspiration | Vocabulary emphasises empowerment, opportunity and future contribution over past wrong doing. |
Rights‑based framing | Terminology foregrounds the right to education, rehabilitation and social inclusion established in European and UN instruments. |
Liberate Skills
Key Concepts We Champion
CONCEPT | PREFERRED DEFINITION |
Small‑scale facilities | Detention houses designed for <50 residents, embedded in the community and staffed for personalised attention. |
Community integration | Continuous two‑way flow between detention houses and local services—education, health, employment, family support. |
Detention house | A small-scale, differentiated and community integrated detention facility |
Detention facility | any place where people can be deprived of their liberty (e.g., prisons, halfway houses, forensic care facilities etc.) |
Differentiation | Promoting tailored approaches to detention that consider the specific needs and circumstances of individuals, rather than a one-size-fits-all model. |
Normalization | Creating environments within detention facilities that resemble life outside, to prepare individuals for reintegration into society. |
Restorative justice | Processes that repair harm by engaging people harmed, people responsible and the community in dialogue and restitution. |
Regenerative justice | Extends restorative aims to include systemic healing—people, communities and ecosystems—creating conditions for future well‑being. |
Learning | competence development, micro‑credentials, Recognition of Prior Learning |
Security | relational security, dynamic security |
Human Dignity | Ensuring that the rights and dignity of individuals in detention are respected and upheld. |
Decarceration | Advocating for reducing the prison population through alternative measures and preventive policies. |
Local Governance | Encouraging local authorities to have a more significant role in the management and oversight of detention facilities. |
Interdisciplinary Approach | Utilizing insights from various disciplines, including sociology, psychology, and criminology, to inform practices and policies in detention. |
Sustainability | Designing detention facilities that are environmentally sustainable and resource-efficient. |
Liberate Skills
Systemic Terminology Map
CONCEPT | PREFERRED DEFINITION |
Correctional ecosystem | The multi‑layered junction of criminal‑justice, health, education and employment systems that shapes every detention house experience. |
Correctional marginal ecosystems | Hybrid peripheries (e.g., prison hospitals, inside‑out classrooms) requiring over‑specialised competencies across sectors. |
Probation services | Evolved into 'community-based rehabilitation and social inclusion services', with emphasis on guidance, learning, and cross-sector cooperation. Promotes collaboration between probation, training providers, and social economy actors for lifelong guidance and skill validation. |
Social inclusion | Seen as an enabling framework for participation, empowerment and equality; linked to inclusion policies and the European Pillar of Social Rights. |
Lifelong learning in corrections | Recognised as a right under the Council of Europe and CEDEFOP; integrated with micro-credentials, skills validation, and personalised learning journeys. |
Prison education | Described as 'correctional learning' or 'education in custodial settings', integral to adult learning and VET ecosystems under the European Skills Agenda. |
Vocational Core Profiles | Ten role archetypes (education, social work, mental health, etc.) used instead of rigid job titles. |
Competence passport | A portable, digital record of micro‑credentials owned by the worker via the EU Digital Wallet. |
Liberate Skills
Inclusivity In Visual Communication
By being aware of what we are communicating through our visuals, we can better reflect our commitment to diversity, inclusivity intersectionality and equity.
AVOID USING IMAGES TYPICALLY ASSOCIATED WITH (LARGE) PRISON INSTITUTIONS. Examples: steel bars, cuffed hands, centuries old prison architecture (unless used to illustrate this specific talking point).
WHAT WE SHOW | |
Human connection | small groups in conversation, mentoring moments, staff and community members collaborating on projects. |
Learning environments | classrooms, workshops, gardens, maker spaces and digital labs that emphasise skill‑building and creativity. |
Community settings | local streets, libraries, sports clubs, social enterprises and family homes that illustrate life beyond walls. |
Positive symbolism | open doors, bridges, hands joined, saplings growing (metaphors for opportunity, growth and restoration). |
Inclusive diversity | people of different ages, genders, abilities and cultural backgrounds shown with equal agency and without stereotype. |
Natural elements & sustainability cues | green roofs, gardens, renewable‑energy features to echo our regenerative ambitions. |
WHAT WE AVOID | |
· Stigmatising imagery - bars, razor wire, handcuffs, shackles, isolation cells, punitive postures. · Uniform‑centric shots - images that highlight power imbalance or depict people solely as “guards” and “inmates.” · Mugshot aesthetics - front‑on portraits against bare walls or height charts. · Ethnic labelling or tokenism - visual clichés that single out or stereotype any group. | |
