Objectives: The diagnosis of schizophrenia does not feature prominently in counselling psychology literature, and there is a distinct lack of empirical research pertaining to how counselling psychologists construct this diagnosis, as well as accounts of their experiences of working with this client group. This study aimed to explore how counselling psychologists in working with schizophrenia, experience the work and construct the diagnosis. Design: A social constructionist branch of discourse analysis known as critical discursive psychology was adopted as the researchers were interested in the organisation of talk, as well as the social and culturally resonant interpretative resources the participants draw upon in research. Method: A version of discourse analysis known as 'critical discursive psychology' is used to analyse how eight counselling psychologists talk about and around the diagnosis of schizophrenia in semi-structured interviews. Results: Three main interpretative repertoires will be expanded on in relation to the analysis; Relating to the Individual's Experience; The Therapeutic Relationship -The Contrarian Subject Position and Normalising the Experience -The Egalitarian Subject Position. Conclusion: These findings suggest that although counselling psychologists construct their experiences of working with individuals diagnosed with schizophrenia in a 'relational' way (e.g. through relating to the individual's experience and normalising the experience), the dangers of using language that pathologises is always present. This paper concludes with noting the inroads that have been made into an area where counselling psychology has been traditionally underrepresented, and what type of influence this will have on counselling psychology in the future.

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AFRICAN CARIBBEAN YOUNG PEOPLE IN SCHOOLSThis paper draws on my experience working as part of an innovative project that made it possible for a team of black therapists to work therapeutically in schools, in a community centre and at the Tavistock Clinic with black adolescents and their carers. It also draws on other experiences of being a black counsellor working in schools with black adolescents. I try to show that there are similarities between a child joining a school, this team of black counsellors joining the big school of provisions or services, and a black adolescent boy joining an adult world in which his loyalties, how he is perceived and his self-perception seem to offer him a ready-made place and way of being. This paper is about the power of pressures to conform, something that is intimately connected with or part of education, joining a culture, coming to know what is what and who belongs where and with whom, and who should be obeyed. It is also about the ability to resist conformity, and how terms such as 'freedom', 'choice' and 'agency' become applicable and warranted.

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