In the family therapy of children with academic problems, a psychological evaluation is often indicated. Reporting the results of this evaluation to the family is seen as an integral part of the ongoing therapeutic process. The way in which results are communicated should be influenced by the therapist's assessment of the family's dynamics. This paper examines several issues in this process and suggests techniques to enhance the therapeutic effectiveness of such feedback. Two case studies illustrating the use and effect of the psychological consultant in ongoing family therapy are presented.
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