Confidentiality Case Study

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Confidentiality protects the community members. Students should not be afraid to talk just because they fear their parents will find out about what they do when they are away from home. Confidentiality also establishes trust. No-one but the worker who will be working with the community members should obtain their information. Students should be given a safe environment in which they can talk about their daily experiences openly so that the intervention can adapt to the needs of the students. Information may be shared amongst staff for better service delivery. (Duncan, Bowman, Naidoo, Pillay, & Roos, Community Psychology: Analysis, context and action, 2013; Geortz & Mazur, 2008; Swanepoel & De Beer, 2011)
2.2. Consent
Consent has three faces.
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Participants need to know under what circumstances confidentiality may be breached. For example if it is to harm another, confidentiality will be breached. It is important that they know how far they can go and what limitations there are (Duncan, Bowman, Naidoo, Pillay, & Roos, Community Psychology: Analysis, context and action, 2013).
3. Application of
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At primary level, the programme will look at preventing the occurrence of substance use. After a needs analysis has been done the prevalence of substance abuse in a school setting would be known, once this is known, an intervention focusing on secondary prevention will be put in place (Duncan, Bowman, Naidoo, Pillay, et al. 2013; MacQueen, et al., 2001). Secondary prevention looks at identifying potential psychopathology in its early stages so that help can be provided before it the problem escalates. Secondary prevention would occur when symptoms of substance use has been picked up. Knowing the development of adolescents helps in understanding their developmental stage and allowing for the programme to allow for some exploration and aid in understanding all the changes that happen. (Duncan, Bowman, Naidoo, Pillay, et al.
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