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Mobile phone ownership has become almost universal, with smartphones the most popular consumer electronics device. While the role of technologies and digital media in the domestic abuse of women is gaining international attention, specific information regarding how mobile phones, and
their various ‘apps’, may assist perpetrators in the coercive control of their current or former partners is still a relatively unexplored area in the research literature. This study with women survivors was able to identify that perpetrators use mobile phones in ways that go beyond
the traditional tactics of abuse identified through the globally used feminist theorisation of the Power and Control Wheel (developed by the Duluth Domestic Abuse Intervention Programme). The portability and diverse capabilities of mobile phones have been manipulated by abusive men to develop
strategies of ‘agile technological surveillance’, which allow them to track and monitor their partners in various ways ‘on the go’ and irrespective of physical proximity. An adaptation of the Power and Control Wheel has been developed and licensed to account for these
new opportunities for surveillance, manipulation and control. Proposals are made for integrating this revised framework into professional practice to inform the assessment and management of risk in abusive relationships.
Children rarely have the language or the cognitive development to process and convey their experiences solely through words, so spontaneously complement these with symbolic forms of expression and communication, such as play, metaphor and a variety of visual, auditory and kinaesthetic imagery. Consequently, social workers need to supplement verbal methods of assessment and intervention with more symbolic modes of communication and engagement when working directly with children. The play therapy literature has been a key source of guidance and the expressive arts therapies, such as art and drama therapy, are now well represented in the literature and training of social workers in ‘direct work with children’. However, principles and practice from music therapy are under‐represented. The writer, who is a social worker, psychotherapist and musician, shares her reflections on introducing techniques and theoretical approaches from music therapy into her own therapeutically orientated direct work. Suggestions are made as to how other practitioners (both musically trained and not) could develop the use of music as a further ‘tool’ in their direct work with children.
Currently, there is no explicit requirement for qualifying level social workers to be skilled in communicating with children. In a recent Knowledge Review, we argued that practitioners should have a basic level of competence in such skill at the point of qualification. If that argument is accepted then how this should be acquired within the qualifying social work curriculum needs consideration. The authors present a framework for understanding those components of skilled communication with children that should be included in the qualifying curriculum. A whole programme approach to curriculum development will be outlined which, we suggest, might enable students to develop the knowledge, capabilities and values required for skilled practice in this area
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