55 and so on. In conclusion I have regarded the learning of communication skills as a continuous process in staff development and have argued that it is a desirable thing to do because communication is central in a range of activities including social work, administration and teaching. I have briefly reviewed some of the resources available for learning although we are not sufhciently clear about the nature of the skills involved and therefore learning objectives are not always explicit. The main concern in this article has been with communication between probationer and probation officers. The role of communication skills in administration requires further study although the learning methods described here have been found helpful in that context too. THE probation officer, once a &dquo;missionary&dquo; is now to be called a &dquo;controller&dquo;, it seems. Recently Mr Brayshaw of the Magistrates' Association used the phrase on radio, in relation to the release of offenders from custody, &dquo;into control&dquo;, rather than &dquo;under supervision&dquo;.Let us focus our attention upon two things only: the meanings of &dquo;control&dquo; and &dquo;responsibility&dquo;.In all the discussion of Younger, the point is often made that probation officers are used to controlling as well as caring, and this is nothing new. This was my own view, indeed; but I have now modified it somewhat on thinking through what is meant. So far the element of control has been very largely in one area-the maintenance of contact between
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