AbstractSchool psychologists have many legal and ethical obligations to students and their parents. When conducting counseling sessions and other therapeutic interventions in schools there may be some concerns regarding student confidentiality and privacy. Before carrying out and providing treatment services, they must inform the parents or legal guardians of the child for approval of the services planned by school psychologists. When working with children, explaining their rights to them and then explaining the lack of rights if the parents want information can be very difficult. What is good is that most families will respect their children's privacy and will not question school psychologists if there is a small percentage of parents who might do so. What may be difficult for some school psychology students and certified school psychologists to understand is that the child is not their only client, but the parents are. Due to the law and ethics of dealing with minors in a school setting, parents and/or legal guardians have the right to know what the child is experiencing during the school day. If school psychologists provide counseling sessions with a child, they must obtain the parent's permission. To get permission from the parent, they may have to tell the parent some information that the child may feel is private. When meeting with students in counseling situations, the first step is to explain to them the limits of confidentiality. School psychologists will explain to the student that they will keep information expressed during counseling sessions private unless three things occur. The three things are safety, the... middle of paper... specifics between school psychologists and the child for his or her well-being. This will affect the student's future work. This leaner has difficulty dealing with the concept that the parent is the customer and not the child. This student believes that to make a difference in the life of a child or adolescent you must have their trust, and betraying that trust will be very difficult even if the parent or guardian requests it. This student will find himself practicing vague responses to the parent. Another method this student will use is that when she writes notes during counseling sessions she will be very vague. This student will not write verbatim notes of what the student is saying, so if a parent or guardian asks for those notes they cannot know what the child's words were but can see the student's plans for the student and what topics are instead been addressed.