On first reading this does not seem to be a particularly controversial statement, for it is self-evident that the dependency of all immature beings requires responsible care and nurture from those in situations of power and relative maturity. If only chronological age and emotional development were more closely aligned, then adults would be in a better position to exercise responsibility, gain satisfaction and pleasure from doing so, and thus open up the ‘better future’ for all.

This quotation is notable for its implicit message that adequate responses to the needs of the young are in the interests of adults as well as children. In the last analysis it could be argued that the needs of all generations lie along the same axis, yet examples abound where the needs of children and adults have become divergent rather than convergent. This creates a space full of pain and confusion where social workers and others have to operate.

It was part of the fundamental philosophy of the Goldsmiths course that while the needs of adults should always be attended to, the child is central. The Children Act (1989) has enshrined this principle (Section 1.1), although some of the interpretations of the legislation (for example DoH, 1993, paras 2.19 to 2.21, DoH, 1994, paras 2.25, 2.26) may have obscured this focus, a point further discussed later in this section.

Given the range and depth of social work responsibility for children and young people in need or at risk, it is disturbing that much qualifying training has given somewhat scant regard to developing knowledge and skill in direct work with them. A growing body of literature in the last decade (for example, Aldgate and Simmonds, 1988; Batty, 1989; Cattenach, 1992, 1994; Sainsbury, 1994; West, 1996) and curriculum developments in the Diploma in Social Work (Dip SW) (CCETSW, 1995) are going some way to address this omission. Even so, it is largely in post-qualifying education and training that this provision is made, both through a range of shorter inhouse courses, or on longer external programmes such as that at the University of York referred to later by Kate Wilson.