This study explores how Lacanian Psychoanalysts understand child psychopathology. Addressing this question in line with the principles of the methodological approach that was adopted for the study meant conducting a review of the literature pertaining to the dominant discourses that construct the concepts ‘child’ and ‘psychopathology’. The discourses found to be most influentially to the construction of childhood, historically and contemporaneously, were those of religion, philosophy, and developmental psychology. A review of the literature concerning psychopathology revealed how developmental psychopathology and psychiatry remain the dominant models in research and the clinical treatment of children experiencing mental health problems. The most prominent methods of clinical treatment are also addressed as part of the literature review. This served as the backdrop against which the subject of Lacanian psychoanalysis with children is being explored. Lacanian psychoanalysis provides a coherent theory, with an emphasis on subjectivity, the unconscious, discourse and early childhood as factors that structure the individual. It is these elements that enable practitioners to conduct a form of treatment that is described as ‘one-by-one’, always unique and original to each case. Six semi-structured interviews were carried out with the participants and the interview data was transcribed and analysed using Foucauldian Discourse Analysis (FDA). FDA was used to explore how the participants constructed their understanding of child psychopathology by paying attention to the discourses they used in discussing this subject. The study outlines the role of contemporary culture in the conceptualisation of childhood and psychopathology according to the participants and reveals a radically different way of conducting treatment to the dominant models, those that are addressed in the literature review. These findings from the study advocate for a more nuanced approach to treating children with mental health difficulties that recognises the unique individual qualities of each child and takes account of their social and cultural experience in devising and delivering programmes of treatment.