This paper discusses attitudes that may come into play when a parent enters the treatment picture with a disturbed student. The attitudes of therapists toward parents, including sources of bias, and reasons for controlling it, are presented. The attitudes of parents toward their emotionally disturbed child, toward treatment, and toward therapists are discussed, along with examples of questions newly informed parents may have for the therapist. The student's attitudes toward the parent-therapist communications are discussed, focusing on issues of loyalty and the nature of the interactions. Both confidentiality and parental control are discussed as important considerations in developing the therapeutic alliance between therapist and parent. Two examples of this communication alliance are presented: the first example is a crisis situation, in which the student requires hospitalization. Treatment issues and management strategies are discussed, including the purpose of the first contact; when, and whom to contact; communication exchanges; and special concerns, e.g., decision making, second opinions, drugs, and diagnosis. The second example presented involves a noncrisis situation. Treatment issues and management strategies are discussed, including arranging for treatment, and parental involvement after treatment is in progress. (BL)