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teacher, the parameters of confidentiality should be discussed at the onset of the delivery of services, and, consistent with the notion of integrity in professional relationships, the psychologist should have a clear prior agreement about those parameters with others in the school setting (eg, principal) In general, in consultation with the teacher, the guarantees of client confidentiality apply to the consultant-consultee relationship All that is said between the psychologist and teacher must be kept confidential by the psychologist, particularly when the psychologist is confronted by requests for information about the teacher from administrators (Davis & Sandoval, 1982) As noted in 1, violation of confidentiality in consultation with teachers is likely to result in a loss of trust in the psychologist and impair his or her ability to work with the consultee and other staff (also see 8).

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PRIVILEGED COMMUNICATION School psychologists must be familiar with the term privileged communication Privileged communication is a legal term that refers to the right of a person in a special relationship to prevent the disclosure in legal proceedings of information given in confidence in the special relationship (Fischer & Sorenson, 1996, p 18) Under English law, the courts first began to recognize a duty for witnesses to testify in judicial proceedings more than 400 years ago The rule that witnesses can be compelled to testify is based on the principle that the administration of justice benefits all members of society, and the determination of justice requires full access to relevant information (Shah, 1969) It is now well established that courts should have broad access to evidence to ensure fair and just decisions (Knapp & VandeCreek, 1985).

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However, the need for information in the determination of justice at times conflicts with the need to safeguard the trust and privacy essential to special relationships, such as the relationship between attorney and client, and husband and wife Historically, privileged communication applied only to the attorney-client relationship Most jurisdictions now also recognize the communications between marital partners and clergy-penitent as having privileged communication status (Knapp & VandeCreek, 1985) Many states have enacted legislation to expand privilege to include other special relationships such as between physician and patient and psychologist and client Thus, privilege status for psychologists, where it exists, is granted by statutes, protects the client from having his/her communications revealed in a judicial setting without explicit permission, and is vested in the client by legislative authority (Siegel, 1979, p 251).

The dynamic response of a chip is a strong function of the capacitances associated with the transistors and gates in the circuit and the parasitic resistances and capacitances associated with the interconnection lines present in the circuit layout Until the recent past, the circuit delay was mostly due to the transistor design characteristics and, for this reason, much effort has been put into the scaling of devices At present, the propagation delays in an IC result primarily from the interconnection capacitances and the device and interconnection resistances These are usually referred to as RC delays An accurate model of the capacitances must include the contribution of the fringing elds as well as the shielding effects due to the presence of neighboring conductors In the literature, several numerical techniques have been presented that can be used to characterize the interconnection lines though with limited applications.

Handbook of Eating Disorders. Edited by J. Treasure, U. Schmidt and E. van Furth. C 2003 John Wiley & Sons, Ltd.

Privileged communication refers to the right of the client (the parent or guardian of a minor child) to prevent disclosure of confidential.

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problems Patients with eating disorders are usually ambivalent about change and often do not identify weight and eating behaviour as a problem By devoting time to negotiate the problems on which to focus, and enhancement of motivation, this issue can be addressed and low weight will usually be accepted as an appropriate focus in AN Alternatively, a formulation can be offered focusing on why the patient does not see the eating disorder as a dif culty Once the target problems have been agreed upon, the procedures that maintain the problem are described This description not only includes the present, but also links the past to the present Examples from the patient s childhood situation are used to illustrate experiences that would understandably have led to the development of procedures that were effective coping strategies originally, but now leave the patient with dif culties in current relationships and circumstances.

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