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Historical studies of the expert management of childhood in Australia often make passing reference to the establishment of child guidance clinics. Yet beyond acknowledgement of their founding during the interwar years, there has been little explication of the dynamics of their institutional development. The purpose of this article is to examine the introduction of child guidance in Australia against the backdrop of the international influences that shaped local developments.

The article investigates the establishment of child guidance clinics in Melbourne and Sydney in the 1930s. In doing so, it explores the influence of American philanthropy, the promise of prevention that inspired the mental hygiene movement, and some of the difficulties faced in putting its child guidance ideals into practice in Australia.

American philanthropy played an important role in the transnational carriage of ideas about mental hygiene and child guidance into Australia. However, it was state support of child guidance activities that proved critical to its establishment. In addition to institutional developments, what also emerges as important in the 1930s is the traction gained in the broader realm of ideas about “adjustment” and mental health, particularly in relation to the efficacy of early intervention and multidisciplinary approaches to treating problems of childhood.

In tracing its early development, the article argues for the importance of understanding child guidance not only in terms of its administrative successes and failures, but also more broadly in terms of how early intervention as an influential mode of thought and practice took root internationally.

The purpose of this paper is to draw attention to important new guidance from the GMC (General Medical Council) on the care of children and young people and its implications for updating and reviewing existing policies and practice.

The paper assesses the applicability of new GMC guidance, 0–18 Years: Guidance For All Doctors, with regard to several aspects of healthcare professionals' responsibilities to children and young people – communication, immunisation and safeguarding children. Its compatibility with existing key guidance from the Department of Health is also examined.

The GMC's new booklet enhances and updates previously existing guidance regarding the care and treatment of children and young people. This is an opportunity for healthcare professionals to review their own practice, update their knowledge and improve their procedures and protocols where applicable.

This paper offers a viewpoint that should encourage healthcare professionals to familiarise themselves with current guidance and examine their own performance and responsibilities towards children and young people.

This article uses a model describing different levels of collaboration to chart the development of area child protection committees (ACPCs) and their successors, local safeguarding children boards (LSCBs). It argues that concerns about these partnerships lacking ‘teeth’ have resulted in a broadening of remit and increased regulation and statutory guidance. Using criteria from the literature for effective multidisciplinary strategic partnerships, consideration is given to specific issues that members of LSCBs encounter that limit their powers and influence. The final section of the article questions whether national regulation and guidance is sufficient to give LSCBs ‘teeth’ and ensure effective local collaborative activity. The author concludes that the strength and influence of the LSCB is as dependent on the quality of leadership provided by the members of the LSCB as it is on regulation and guidance.

In the 1970s, the United States Congress enacted two statutes that have had dramatic and far‐reaching effects on the education of handicapped children by public schools. These two laws, Section 504 of the Rehabilitation Act of 1973 and the Education For All Handicapped Children Act of 1975 (known as Public Law 94–142), have required local public school agencies to provide new eductional programs for thousands of handicapped children not previously served by the public schools. Counselors, principals, and teachers were quickly informed of the law's requirements and willingly began the task of main‐streaming and assimilating these children into various curricula. Their physical needs were attended to rapidly; their societal and emotional needs, unfortunately, lagged behind. Within the past seven years, there has been an increase in books, articles, and films specifically addressed to counseling the handicapped. Unlike past literature which focused only on the vocational aspect of rehabilitation counseling, current writing emphasizes personal counseling meant to assist a disabled child to participate fully in the problems and joys of daily living.

The Children Act 1989 ended a period of four decades during which the education of children and young people in care was almost entirely neglected. However, it was another 20 years before education took its rightful place at the centre of provision for the care of children away from home. This article considers the contribution made to this process by the Act and its accompanying Guidance, what progress has been made and what were the obstacles, past and continuing, that have made it so difficult to narrow the gap in attainment between looked‐after children and others.

History helps us to better understand current practices, struggles, and potential solutions. This chapter provides a look back at the long, rich history of child development laboratory programs in the U.S. over almost 80 years. In particular, it explores the original vision of those involved in the early days of “child study” and the evolution over time of a sample of three child development laboratory programs. The struggles of today’s child development laboratory programs in the areas of funding, collaboration, research, training, and service are not unique to our times. Many of these same issues have plagued child development laboratory programs in the past. The historical perspectives were developed using a range of data sources: some period pieces (primary sources), some historical accounts, oral history interviews, and records of activity at various sites, with the intention of developing the historical foundation of the child development laboratory program in order to understand better the challenges we face today.

The more severe cases of mental subnormality have shown a fairly random social distribution, but mild subnormality is typically a lower‐class phenomenon. Various deterministic formulations have been offered in explanation of this, ranging from hereditarian notions of “bad stock” among the lower classes to environmentalist em‐phasis upon the debilitating effect of poor social circumstances. This article argues that such attempts to account for the social distribution of subnormality in terms of aetiology are premature, because the processes whereby people come to be labelled as subnormal are largely unexamined.

This article examines the value of the concept of significant harm some 20 years after its introduction in the Children Act 1989. It introduces the concept of significant harm and then discusses the profile of children and families in care proceedings, the decision‐making process, the interpretation of significant harm in case law, ‘panic’ and its impact on patterns of referrals for case proceedings, and the issue of resources. An alternative model of the problem‐solving court is outlined. It is suggested that ‘significant harm’ has largely stood the test of time. However, the absence of a clear operational definition is both its strength and its weakness. It allows necessary professional discretion but is vulnerable to external pressures affecting its interpretation. A more confident workforce and sufficient resources are required, but the future role of the court and compulsory care is more contentious. The problem‐solving court model may offer a helpful way forward for the scrutiny of significant harm.

This review sets out the legislative amendments that have been made to the Children Act 1989 since it was implemented in 1991. It highlights the most significant changes to the original wording of the Act, with brief summaries of the relevant background and references to comment by leading figures in law and social work. The review follows the structure of the Act, beginning with the welfare principle and covering: private law provisions; local authority duties to children in need; care orders; and child protection. It is concluded that the majority of the amendments have arisen through increased recognition of the impact of domestic violence on children, campaigning by the fathers' rights movements and the economic pressures on local authorities that have prevented the provision of adequate services to children in need.

Children's social services in England and Wales deal with a wide range of referrals of children who are or may be ‘in need’. Finding ways of describing the issues that present in such referrals is important if we wish to understand the nature of the work of children's services and explore different interventions and outcomes. Yet there have been few attempts to describe the full range of needs presenting to social services, and no studies of the reliability or validity of attempts to define the types of need. In this article the legal definitions of need, a typology developed by Sinclair et al, a related one used by the Department of Health and one developed within the current study were compared for reliability and construct validity. There were two main findings. First, it was found that while the presence of needs could generally be agreed on in all the schemes, ascriptions of a ‘main’ need were not made reliably. This is important because a ‘main’ need has been used in both research and statistical returns to government. Second, while existing schemes appeared well suited to describing allocated cases, they were less able to describe the range of needs presenting in all referrals to social services.