What Does Psychology Look Like for Children and Young People?

Parents and caregivers often wonder what their child’s psychology sessions will involve, how confidentiality works, whether they will be included and if they will receive strategies to use at home.

Psychology for children and young people can look quite different from traditional adult therapy. Sessions are tailored to the child’s age, developmental stage, communication style, interests and individual needs. Depending on the child, therapy may involve play, games, creative activities, movement, conversation or a combination of these approaches.

The aim is to provide a safe and supportive space where the child or young person can build trust with their psychologist while working toward agreed therapeutic goals.

What happens at the first appointment?

The first appointment may involve the parent or caregiver, the child, or both. The psychologist will usually gather background information, discuss current concerns, identify the child’s strengths and interests, and begin developing goals for therapy.

Some children engage quickly, while others need several sessions to become familiar with the psychologist and the therapy environment. This can be particularly important for children who are anxious, neurodivergent, demand sensitive or uncertain about attending.

Does my child have to talk?

Children do not need to communicate in a particular way to participate in therapy. They may talk, play, draw, move around, use visuals, communicate without spoken language or spend time observing before engaging.

A child should not be pressured to disclose information or participate in activities before they feel safe. Building trust and allowing the child some choice and control are important parts of the therapeutic process.

How are therapy goals decided?

Therapy goals should be developed collaboratively with the child or young person and their caregivers. Goals may change over time as the psychologist develops a better understanding of the child and their needs.

Depending on the individual child, goals may relate to emotional regulation, anxiety, wellbeing, communication, expressing needs, routines, transitions, sensory needs, relationships, executive functioning, identity and participation in everyday life.

Therapy should focus on supporting the child’s wellbeing, self understanding, communication and participation. It should not be about teaching a child to hide their differences or appear more typical.

Will parents and caregivers be involved?

Parents and caregivers are often an important part of a child’s therapeutic support. The level of involvement will vary depending on the child’s age, developmental stage, needs, preferences and therapeutic goals.

For younger children, caregivers may be more directly involved in sessions. Older children and adolescents may benefit from having more individual time with their psychologist. Some children may initially need their caregiver present and gradually become comfortable attending independently.

There is no single approach that is appropriate for every child. Caregiver involvement can be discussed with the psychologist and adjusted as therapy progresses.

How does confidentiality work?

Children and young people are entitled to privacy and confidentiality within therapy. Having a space where they can speak openly is important for building trust and maintaining a strong therapeutic relationship.

Detailed session notes are therefore not routinely provided to parents or caregivers after each appointment. Providing these notes could compromise the child’s sense of privacy and make it more difficult for them to engage openly in therapy.

Psychologists can generally share relevant updates, broad themes, recommendations and practical strategies while maintaining appropriate confidentiality. Where appropriate, the psychologist may also discuss with the child what information they are comfortable sharing with their caregiver.

There are limits to confidentiality. Information may need to be shared if there are concerns about the child’s safety, another person’s safety, or where there are legal or professional obligations to disclose information. The psychologist should explain confidentiality and its limits at the beginning of therapy in a way that both the child and caregiver can understand.

Can psychologists provide strategies for home?

Yes. Psychologists can provide parents and caregivers with practical strategies to support their child outside therapy.

These strategies should be individualised rather than provided as a generic list. What works well for one child may not suit another child’s developmental, sensory, communication or emotional needs.

At times, the psychologist may recommend a separate parent or caregiver appointment. This allows time to discuss concerns, provide updates and develop strategies in more detail without taking away from the child’s individual therapy time.

How will we know whether therapy is helping?

Progress does not always mean that distress or challenging situations disappear completely. It may look like the child recognising their needs earlier, communicating more clearly, feeling safer asking for help, understanding themselves better, developing strategies that work for them, recovering more easily after becoming overwhelmed or participating more comfortably in everyday activities.

Psychologists should review goals with the child and their caregivers over time and discuss whether the current approach remains helpful.

Can the psychologist communicate with the school or other professionals?

With appropriate consent, psychologists may collaborate with schools, GPs, paediatricians and other professionals involved in the child’s care. This can help everyone develop a shared understanding of the child and provide more consistent support across settings.

Additional communication, meetings, reports or letters may involve a separate fee. Families should discuss this with the psychologist beforehand.

What if the psychologist is not the right fit?

A strong therapeutic relationship is an important part of effective psychology. It is reasonable for children and caregivers to raise concerns, request adjustments or decide that another psychologist may be a better fit.

Sometimes a child may also benefit from support from another professional, such as an occupational therapist, speech pathologist, dietitian, physiotherapist or paediatrician. These supports may be provided alongside psychology or may sometimes be more appropriate for a particular need.

Working collaboratively

Effective therapy for children and young people usually involves collaboration between the child, their psychologist and their caregivers. The goal is to balance the young person’s right to privacy with the caregiver’s need for appropriate guidance and involvement.

Families are encouraged to speak openly with their child’s psychologist about therapy goals, confidentiality, communication and caregiver involvement. These arrangements may look different for every child and can be reviewed as the child’s needs change.

About the author

Diana Morcom is the Director and Principal Psychologist at A Mind of Your Own Psychology Education and Support. She is a Clinical Psychologist and Educational and Developmental Psychologist with extensive experience supporting neurodivergent children, young people and their families. Her approach is neuroaffirming, trauma informed and focused on understanding each child’s individual strengths, needs and communication style.