Ian Hutchby presents an analytically sound, readable study of interaction among children and counselors at a London service for children whose parents are undergoing separation or divorce. In chapter 1, in addition to providing an outline of the book, the author describes the competence paradigm within the sociology of childhood, which treats “childhood as a dynamic arena of social activity involving struggles for power, contested meanings and negotiated relationships” (p. 6) and which provides a framework for the study. In chapter 2, there is an overview of Conversation Analysis, and in particular the conversation analytic study of institutional interaction. This includes such things as a review of the organization of turn-taking in conversation, adjacency pair and preference organization, and the distinction between formal and non-formal institutional discourse. Child counseling is an example of the latter type, within which particular turn types (e.g., question, answer) are not closely tied to particular institutional roles, but which nevertheless involves interaction oriented to institutionally relevant tasks. Chapters 3 to 6 form the analytic heart of the book. Chapter 3, parts of which were previously published elsewhere, opens with a discussion of the ethics of recording counseling sessions. It then moves into an analysis of how participants orient to the audio-recording equipment present in the counseling setting for the purpose of the author’s research. In chapter 4, the occurrence of the perspective display series within child counseling is analyzed. An important finding is that, while counselors attempt to get children to discuss potentially delicate topics, such as their feelings regarding their parents’ separation, the children typically avoid producing such talk, leaving it to the counselors to formulate for the children what the children’s perspective may be. In chapter 5, an earlier version of which was published elsewhere, the ways in which counselors may provide formulations of children’s concerns are analyzed. Both chapters 4 and 5 illustrate how counselors, whose job it is to listen to the children and provide a space for the children’s own voices, do the work of finding THERAPEUTIC OBJECTS in their own formulations of the children’s feelings and concerns. Chapter 6, an earlier version of which was also published elsewhere, presents a single, extended case analysis of how a child resists a counselor’s attempts to get him to articulate his feelings and concerns, and even to accept or decline the counselor’s formulations of these, through the repeated use of (I) don’t know. Of particular interest is how the counselor is, eventually, able to interpret the child’s use of (I) don’t know as a literal description of his cognitive state, and thus “to salvage at least some aspects of therapeutic relevance” (121). Finally, in chapter 7, the author demonstrates how child counseling involves not merely an INCITEMENT TO SPEAK but an INCITEMENT TO COMMUNICATE about such things as feelings and concerns. The discourse of child counselling is a welcome addition to conversation analytic research on institutional interaction and on interaction involving young children.