Chapter 5 teases out the need for physical and emotional safety before exploring feelings. It develops from the previous chapter, as once children show the behaviours which other settings have not been able to manage, therapeutic relationship-building can begin. The chapter develops the psychodynamic perspective further—this does not mean simply ‘talking about feelings’ and allowing children to do whatever they want. The chapter’s focus is on how to tackle boundary-setting using therapeutic language and how to recognise that saying ‘no’ in various ways is still important. The chapter includes practice dilemmas where staff or carers and professionals have different views and different levels of tolerance about boundary-setting.