Unit 4222-301 Health And Social Care Study
Unit 4222-301
Promote communication in adult social care settings.
1.1
There are two different reasons why people communicate. It is to give information and receive it. There are two types of communication; verbal and non-verbal. Verbal communication includes vocabulary which is the person’s knowledge of words. Linguistic is the meaning and pronunciation of words, and tone/pitch is the emphasis of sound during verbal communication e.g. a raised voice or a very quiet voice.
Non-verbal communication includes eye contact which is meaningful contact through the meeting of the eyes. Touch is physical contact. Physical gestures are mainly by the positioning of the hand and/or fingers. There are many different ways to express hand and finger gestures. Body language is communication by the movement or posture of the body. And behaviour is how a person acts in a certain situation.
Moving with the times, people can communicate with each other …show more content…
via video phones and the internet, which has many communication options such as e-mail, social network sites, blogs and forums. These are particularly useful over different time zones.
Effective communication is essential. It is very important that both the giver and receiver of information understand each other. If one or both persons involved don’t understand the communication, then the information becomes diluted and ineffective. Ineffective communication can be influenced by a person’s mood, body language and vocabulary. Both parties need to check with each other that the communication that they have received or been given is correct. This can be done by confirming, repeating or paraphrasing what a person has said.
1.2
Within the adult social care setting, communication is affected through the various types of relationships that occur.
Primarily there is that initial contact between the service user and a service provider. It is essential that we understand the needs of the clients and that they understand what service we offer. There are more often than not other agencies involved with the service user and the communication between these agencies need to be effective to provide the best service to cater for the individuals needs. When the communication is ineffective between the service user and various service providers then it is the service user who will suffer primarily. Ineffective communication between service providers can be ill-afforded as it can cause disharmony within services. Good communication between service user and providers can in turn be promoted by service users good experiences and influence others into the service, which is our primary goal. We do not want to lose service users due to their needs not being
met.
Service user and service provider communication can consist of assessments, regular reviews and key work sessions. Service provider communication can consist of updating client files on computer servers for all agencies involved to see. Telephone, e-mail and face to face contact are often used. Staff meetings, inter-agency meetings, structured programme meetings, handover books and joint diaries help to give and receive communication. It promotes good working practice if the information is clear and concise. Communication should be recorded in order to protect all parties involved.
2.1
We need to meet the communication and language needs, wishes and preferences of individuals. To establish these, we will initially complete a full assessment of the client’s needs for their personal treatment/recovery journey. By doing this we are then able to determine the language spoken, find out the history/background of the service user, along with educational needs they may have. This helps when deciding the best course of action for that individual. It is essential that we listen to what the client wants in order to provide the most effective treatment plan for them. Treatment these days is very service user orientated rather than the treatment provider saying to a client that you have to do it this way. Information is also shared on a computer system called Halo, so that any person working within CRI can access the individuals’ data. We can also speak to colleagues at work and other services to gain the most amount of information as possible on a service user so that their needs are best catered for.
2.2
There are various factors that need to be considered when promoting effective communication. These include: the appropriate and understandable use of vocabulary, the tone of the voice along with speaking clearly and concisely. Remember not to speak too fast or too slow otherwise the service user won’t understand what you are saying. It is a good idea to briefly repeat what you have just said to make sure the service user understands. If they do not understand then hopefully they will speak up, but this does not always happen. You can always ask the service user if they understand what has been spoken to them and what they have told you by reflecting back and summarising the communication process.
Another good way to see if communication is effective is by watching a person’s body language and behaviour. If they are acting out of character or their body language is ‘closed’ such as turning away from you or avoiding eye contact, then communication is not being effective. Some service users have low self esteem and find it difficult to communicate, so we need to be aware of the environment in which it takes place. They may want to go to a private room or area because they struggle around too many people and they may not want other service users to hear what they are saying.
2.3
If you are able to implement as many of the various types of verbal and non-verbal communication, the more likely it will be that the service user understands it. A lot of communication takes place verbally through face to face contact. If a client has dyslexia, worksheets that they are given can be on yellow paper to make it easier for them to read. For clients that are visually impaired, worksheets can be put into larger fonts to make it easier for reading. Service users may also be contacted by e-mail, text messaging again with fonts being made larger. Phone calls can be placed on speaker phone or hearing aids adjusted to counteract service users with a hearing impairment.
In a group setting where service users are being taught workshops, and participating in the group discussions it may be necessary to put up a PowerPoint presentation, watch a TV program/DVD or write things down on a whiteboard or flipchart. By doing it this way many types of communication are presented in different fashions in order to cater for the various learning styles that service users have. There are different types of learning style tests that service users can take in order to determine their best learning style(s).
2.4
When you are communicating with an individual it is very important that you respond to the communication in an effective manner. It shows the service user that they are being listened to and that you understand what they are saying. This can be done by summarising what they have said, or acknowledging the communication through body language such as nodding of the head, eye contact and sitting facing towards them. You can also encourage a service user to speak by asking them open-ended questions in order to gain as much information as possible to get their needs met.
3.1
There are many reasons why individuals from different backgrounds may use and/or interpret communication methods in different ways. If English is not the first language then there could be that communication barrier. The younger generation can have their own definition of words these days, and if you don’t understand it, it can be very awkward. For example an individual may say that something is “sick”. You may interpret that as being unwell or poorly, but in fact it means that something is really good.
Communication can be dependent on how a person has been raised. They may have been brought up in a chaotic environment where the parents may have had personal issues and this has impacted on them. The parents may not have spent a lot of time with them and communication may be poor because of this. A person may have had a chaotic lifestyle themselves and this could mean the person has low self esteem and struggles to communicate and open up in conversation. Or on the flip side of this a person could be very angry and aggressive which again can make the communication difficult.
Religion, conditioning, belief systems and values can also affect how communication is interpreted.
3.2
There are different barriers to effective communication. And these can vary dependent on the individual. Communication can be easier with one individual, and with another it could be more challenging.
The mood or emotional state of an individual can really effect communication. If a person is in a bad mood, the communication and how it is interpreted can differ vastly to how the same communication was received in a good mood.
An individual may not receive the communication effectively due to background noise or other people speaking over them e.g. in a group setting.
Language is a very big barrier in communication. If the giver and receiver of messages do not understand each other, the message can become distorted and misinterpreted. An individual may not understand the vocabulary or terminology of language.
There may be too much communication for an individual to process, information overload, and they just don’t take it in when it’s too much for them.
Physical and/or learning disabilities are barriers. Physical can include visual, hearing, speech impairments or substance misuse problems. Learning disabilities/difficulties can include dyslexia, mental health issues and other illnesses.
An individual may have had a bad experience with a treatment provider or an individual member of staff, and this may affect how they perceive the communication they receive from these services. The individual may have had bad experiences with other service users and may fear meeting them again on another part of their treatment journey, so any communication they again receive regarding this may be affected by their own prejudices.
Low self-esteem, lack of motivation, feeling ‘forced’ into a treatment process by courts e.g. DRR’s, ATR’s and prison licenses again cause communication breakdown/barriers.
3.3
Barriers to communication can be overcome in various ways. Be mindful of the mood of the service user. It may be an idea to strike up a conversation about football, weather etc and see if the mood changes before communicating the information you need to. Make sure that the communication is not effected by background noise; if necessary go to a quiet room or area in your building. Have awareness of your vocabulary and terminology, this can change dependent on the type of service user you encounter. Use a translator if English is not a first language and the dialect is difficult.
Make sure the service user understands what you are saying by asking them if they understand. Allowances need to be made for service users with physical and/or learning difficulties. Liaise with other agencies who may have been previously involved with them to gain as much information about this so you are knowledgeable when you meet that service user. When an individual comes to a service make sure they feel welcomed and treated with dignity and respect. Introduce them to other staff members, volunteers, mentors and other service users. This is especially helpful if a service user has had a previous bad experience to help dispel prejudices. Finally you can empower individuals with low self-esteem and lack of motivation by using positive affirmations and motivational interviewing techniques such as reflective questions to show how far a service user has come in their treatment journey.
3.4
Strategies can be used to clarify misunderstandings. The main strategy that I have been taught at CRI is active listening. Communication is a two way process, so firstly try and put yourself in the other person’s shoes using empathy. Keep the communication focused on what the service user is saying and not what interests you. Spend more time listening than talking. Let the service user talk, and do not dominate the conversation and interrupt incessantly. If the communication goes quiet from the service user, let it be. It can give the service user time to think and collect their thoughts. Pay attention, and never become preoccupied with your own thoughts when the service user is talking. Take brief notes to concentrate on what is being said. Ask more open-ended questions than closed questions to keep the conversation flowing.
Be aware of your own expectations, biases and perceptions. Encourage the service user to speak, provide them feedback and paraphrase to show you are listening. Use body language such as nodding your head, along with eye contact to also acknowledge that you are listening to them. Plan your responses after the service user has finished speaking, not while they are speaking as you could become distracted. Analyse and repeat back the main points of the conversation. Ask clarifying questions to make sure you are clear on certain points. Finally summarise the whole communication and analysis with the service user.
By using the active listening techniques misunderstandings should rarely occur.
3.5
Extra support or services can be accessed in order to enable individuals to communicate effectively. If you are not aware of any extra support or services, it would be a good idea to converse with work colleagues and your manager in case they know of any. It is a good idea to make a record of the extra support and services for future reference and convenience. You could also search the internet for these services within your local area.
The service user should have a Bournemouth Assessment Team worker, and they may also be aware of any extra support and services that the client can access. Either you or the BAT worker can contact the local Drug Alcohol Addiction Team, to see if they would fund the extra support, as they fund all the local drug and alcohol services in the local area. Hopefully they would as they want to try and encourage service users into treatment services. That is their main aim. Next you would identify what extra support is needed.
For a service user who has language barriers, a translator may be used. For a service user with a hearing impairment, a person with sign language training is ideal. Blind clients may have worksheets printed in Braille or ‘talked through’ work. For visually impaired service users worksheets may be printed in larger fonts. Mentors and volunteers can also be involved in helping out they service users in certain areas for that added support. The main advocacy service that deals with treatment services in Bournemouth is BADSUF, which is Bournemouth Alcohol & Drugs Service User Forum. It provides effective and free communication through advocacy and is a very popular and successful service.
4.1
The meaning of the term confidentiality for CRI service users is explaining to them when they first come into the service that what they disclose will be kept confidential and only shared with the staff team, volunteers and on occasion’s mentors. They will also be told that confidentiality will be broken if they disclose that they intend to harm themselves or somebody else. Also stating that they will be told when confidentiality has been broken and that we will inform other agencies, but tell them firstly that we are going to do this.
Confidentiality helps to build up trust, respect and rapport with the service user so they can reveal more personal information to staff members and volunteers. This can help get their needs met more effectively. And within group settings, they can reveal personal information to other service users and mentors if they so wish to do so.
4.2
There are ways to maintain confidentiality in day to day communication. Confidentiality is adhered to through the Data Protection Act 1988. This act basically says that if you have personal information about a person, you then have a duty through legality to protect the information. CRI maintain confidentiality by storing all personal information about a service user on a shared computer server called HALO. Only paid members of staff and anyone else who works for CRI can access this information and update it when necessary. It is not available to use by volunteers and mentors. Personal information can also be stored in physical client files which are kept in a secure and locked filing cabinet.
If somebody calls by telephone asking for information about a service user, we would ask them who they are and suggest that we phone them back after checking out their credentials, because it could be another agency that the service user also uses and the information could be needed quickly by the other agency. We never pass on information about service users through personal e-mails, only work e-mail addresses. And never pass on personal details through the door entry system.
4.3
Potential tension can be caused between maintaining an individual’s confidentiality and disclosing concerns. Confidentiality can be breached in certain circumstances. Tension can arise from this especially where other family members are concerned because we are unable to tell a family member whether somebody they know is accessing the service.
The biggest cause of tension is when we have to disclose our concerns to other agencies involved in the service user’s care, especially around potential safeguarding issues. But safeguarding issues have to be raised if a service discloses that they are going to harm themselves or somebody else. The service user could be involved with social services, and they may disclose that they have misused alcohol and/or drugs. This is potential harm to themselves and their children. We make the service user aware of this when they first come into the service during the induction. And we always tell them that we are going to notify other agencies around a confidentiality breach, but let the service user know of this first.
A service user could be on a Drug Rehabilitation Requirement and disclose that they have misused drugs. Although they are drug tested regularly on the DRR, they may not get tested before the drug has left their system, and Probation would need to know this fact. If we did not report the concern we are leaving ourselves open to massive confidentiality issues. If you are not sure when to breach confidentiality, always check with you supervisor, manager or other staff members for clarification. You can also check the company’s confidentiality policy. This helps to keep the staff team and service user safe.
Promote communication in adult social care settings.
1.1
There are two different reasons why people communicate. It is to give information and receive it. There are two types of communication; verbal and non-verbal. Verbal communication includes vocabulary which is the person’s knowledge of words. Linguistic is the meaning and pronunciation of words, and tone/pitch is the emphasis of sound during verbal communication e.g. a raised voice or a very quiet voice.
Non-verbal communication includes eye contact which is meaningful contact through the meeting of the eyes. Touch is physical contact. Physical gestures are mainly by the positioning of the hand and/or fingers. There are many different ways to express hand and finger gestures. Body language is communication by the movement or posture of the body. And behaviour is how a person acts in a certain situation.
Moving with the times, people can communicate with each other …show more content…
via video phones and the internet, which has many communication options such as e-mail, social network sites, blogs and forums. These are particularly useful over different time zones.
Effective communication is essential. It is very important that both the giver and receiver of information understand each other. If one or both persons involved don’t understand the communication, then the information becomes diluted and ineffective. Ineffective communication can be influenced by a person’s mood, body language and vocabulary. Both parties need to check with each other that the communication that they have received or been given is correct. This can be done by confirming, repeating or paraphrasing what a person has said.
1.2
Within the adult social care setting, communication is affected through the various types of relationships that occur.
Primarily there is that initial contact between the service user and a service provider. It is essential that we understand the needs of the clients and that they understand what service we offer. There are more often than not other agencies involved with the service user and the communication between these agencies need to be effective to provide the best service to cater for the individuals needs. When the communication is ineffective between the service user and various service providers then it is the service user who will suffer primarily. Ineffective communication between service providers can be ill-afforded as it can cause disharmony within services. Good communication between service user and providers can in turn be promoted by service users good experiences and influence others into the service, which is our primary goal. We do not want to lose service users due to their needs not being
met.
Service user and service provider communication can consist of assessments, regular reviews and key work sessions. Service provider communication can consist of updating client files on computer servers for all agencies involved to see. Telephone, e-mail and face to face contact are often used. Staff meetings, inter-agency meetings, structured programme meetings, handover books and joint diaries help to give and receive communication. It promotes good working practice if the information is clear and concise. Communication should be recorded in order to protect all parties involved.
2.1
We need to meet the communication and language needs, wishes and preferences of individuals. To establish these, we will initially complete a full assessment of the client’s needs for their personal treatment/recovery journey. By doing this we are then able to determine the language spoken, find out the history/background of the service user, along with educational needs they may have. This helps when deciding the best course of action for that individual. It is essential that we listen to what the client wants in order to provide the most effective treatment plan for them. Treatment these days is very service user orientated rather than the treatment provider saying to a client that you have to do it this way. Information is also shared on a computer system called Halo, so that any person working within CRI can access the individuals’ data. We can also speak to colleagues at work and other services to gain the most amount of information as possible on a service user so that their needs are best catered for.
2.2
There are various factors that need to be considered when promoting effective communication. These include: the appropriate and understandable use of vocabulary, the tone of the voice along with speaking clearly and concisely. Remember not to speak too fast or too slow otherwise the service user won’t understand what you are saying. It is a good idea to briefly repeat what you have just said to make sure the service user understands. If they do not understand then hopefully they will speak up, but this does not always happen. You can always ask the service user if they understand what has been spoken to them and what they have told you by reflecting back and summarising the communication process.
Another good way to see if communication is effective is by watching a person’s body language and behaviour. If they are acting out of character or their body language is ‘closed’ such as turning away from you or avoiding eye contact, then communication is not being effective. Some service users have low self esteem and find it difficult to communicate, so we need to be aware of the environment in which it takes place. They may want to go to a private room or area because they struggle around too many people and they may not want other service users to hear what they are saying.
2.3
If you are able to implement as many of the various types of verbal and non-verbal communication, the more likely it will be that the service user understands it. A lot of communication takes place verbally through face to face contact. If a client has dyslexia, worksheets that they are given can be on yellow paper to make it easier for them to read. For clients that are visually impaired, worksheets can be put into larger fonts to make it easier for reading. Service users may also be contacted by e-mail, text messaging again with fonts being made larger. Phone calls can be placed on speaker phone or hearing aids adjusted to counteract service users with a hearing impairment.
In a group setting where service users are being taught workshops, and participating in the group discussions it may be necessary to put up a PowerPoint presentation, watch a TV program/DVD or write things down on a whiteboard or flipchart. By doing it this way many types of communication are presented in different fashions in order to cater for the various learning styles that service users have. There are different types of learning style tests that service users can take in order to determine their best learning style(s).
2.4
When you are communicating with an individual it is very important that you respond to the communication in an effective manner. It shows the service user that they are being listened to and that you understand what they are saying. This can be done by summarising what they have said, or acknowledging the communication through body language such as nodding of the head, eye contact and sitting facing towards them. You can also encourage a service user to speak by asking them open-ended questions in order to gain as much information as possible to get their needs met.
3.1
There are many reasons why individuals from different backgrounds may use and/or interpret communication methods in different ways. If English is not the first language then there could be that communication barrier. The younger generation can have their own definition of words these days, and if you don’t understand it, it can be very awkward. For example an individual may say that something is “sick”. You may interpret that as being unwell or poorly, but in fact it means that something is really good.
Communication can be dependent on how a person has been raised. They may have been brought up in a chaotic environment where the parents may have had personal issues and this has impacted on them. The parents may not have spent a lot of time with them and communication may be poor because of this. A person may have had a chaotic lifestyle themselves and this could mean the person has low self esteem and struggles to communicate and open up in conversation. Or on the flip side of this a person could be very angry and aggressive which again can make the communication difficult.
Religion, conditioning, belief systems and values can also affect how communication is interpreted.
3.2
There are different barriers to effective communication. And these can vary dependent on the individual. Communication can be easier with one individual, and with another it could be more challenging.
The mood or emotional state of an individual can really effect communication. If a person is in a bad mood, the communication and how it is interpreted can differ vastly to how the same communication was received in a good mood.
An individual may not receive the communication effectively due to background noise or other people speaking over them e.g. in a group setting.
Language is a very big barrier in communication. If the giver and receiver of messages do not understand each other, the message can become distorted and misinterpreted. An individual may not understand the vocabulary or terminology of language.
There may be too much communication for an individual to process, information overload, and they just don’t take it in when it’s too much for them.
Physical and/or learning disabilities are barriers. Physical can include visual, hearing, speech impairments or substance misuse problems. Learning disabilities/difficulties can include dyslexia, mental health issues and other illnesses.
An individual may have had a bad experience with a treatment provider or an individual member of staff, and this may affect how they perceive the communication they receive from these services. The individual may have had bad experiences with other service users and may fear meeting them again on another part of their treatment journey, so any communication they again receive regarding this may be affected by their own prejudices.
Low self-esteem, lack of motivation, feeling ‘forced’ into a treatment process by courts e.g. DRR’s, ATR’s and prison licenses again cause communication breakdown/barriers.
3.3
Barriers to communication can be overcome in various ways. Be mindful of the mood of the service user. It may be an idea to strike up a conversation about football, weather etc and see if the mood changes before communicating the information you need to. Make sure that the communication is not effected by background noise; if necessary go to a quiet room or area in your building. Have awareness of your vocabulary and terminology, this can change dependent on the type of service user you encounter. Use a translator if English is not a first language and the dialect is difficult.
Make sure the service user understands what you are saying by asking them if they understand. Allowances need to be made for service users with physical and/or learning difficulties. Liaise with other agencies who may have been previously involved with them to gain as much information about this so you are knowledgeable when you meet that service user. When an individual comes to a service make sure they feel welcomed and treated with dignity and respect. Introduce them to other staff members, volunteers, mentors and other service users. This is especially helpful if a service user has had a previous bad experience to help dispel prejudices. Finally you can empower individuals with low self-esteem and lack of motivation by using positive affirmations and motivational interviewing techniques such as reflective questions to show how far a service user has come in their treatment journey.
3.4
Strategies can be used to clarify misunderstandings. The main strategy that I have been taught at CRI is active listening. Communication is a two way process, so firstly try and put yourself in the other person’s shoes using empathy. Keep the communication focused on what the service user is saying and not what interests you. Spend more time listening than talking. Let the service user talk, and do not dominate the conversation and interrupt incessantly. If the communication goes quiet from the service user, let it be. It can give the service user time to think and collect their thoughts. Pay attention, and never become preoccupied with your own thoughts when the service user is talking. Take brief notes to concentrate on what is being said. Ask more open-ended questions than closed questions to keep the conversation flowing.
Be aware of your own expectations, biases and perceptions. Encourage the service user to speak, provide them feedback and paraphrase to show you are listening. Use body language such as nodding your head, along with eye contact to also acknowledge that you are listening to them. Plan your responses after the service user has finished speaking, not while they are speaking as you could become distracted. Analyse and repeat back the main points of the conversation. Ask clarifying questions to make sure you are clear on certain points. Finally summarise the whole communication and analysis with the service user.
By using the active listening techniques misunderstandings should rarely occur.
3.5
Extra support or services can be accessed in order to enable individuals to communicate effectively. If you are not aware of any extra support or services, it would be a good idea to converse with work colleagues and your manager in case they know of any. It is a good idea to make a record of the extra support and services for future reference and convenience. You could also search the internet for these services within your local area.
The service user should have a Bournemouth Assessment Team worker, and they may also be aware of any extra support and services that the client can access. Either you or the BAT worker can contact the local Drug Alcohol Addiction Team, to see if they would fund the extra support, as they fund all the local drug and alcohol services in the local area. Hopefully they would as they want to try and encourage service users into treatment services. That is their main aim. Next you would identify what extra support is needed.
For a service user who has language barriers, a translator may be used. For a service user with a hearing impairment, a person with sign language training is ideal. Blind clients may have worksheets printed in Braille or ‘talked through’ work. For visually impaired service users worksheets may be printed in larger fonts. Mentors and volunteers can also be involved in helping out they service users in certain areas for that added support. The main advocacy service that deals with treatment services in Bournemouth is BADSUF, which is Bournemouth Alcohol & Drugs Service User Forum. It provides effective and free communication through advocacy and is a very popular and successful service.
4.1
The meaning of the term confidentiality for CRI service users is explaining to them when they first come into the service that what they disclose will be kept confidential and only shared with the staff team, volunteers and on occasion’s mentors. They will also be told that confidentiality will be broken if they disclose that they intend to harm themselves or somebody else. Also stating that they will be told when confidentiality has been broken and that we will inform other agencies, but tell them firstly that we are going to do this.
Confidentiality helps to build up trust, respect and rapport with the service user so they can reveal more personal information to staff members and volunteers. This can help get their needs met more effectively. And within group settings, they can reveal personal information to other service users and mentors if they so wish to do so.
4.2
There are ways to maintain confidentiality in day to day communication. Confidentiality is adhered to through the Data Protection Act 1988. This act basically says that if you have personal information about a person, you then have a duty through legality to protect the information. CRI maintain confidentiality by storing all personal information about a service user on a shared computer server called HALO. Only paid members of staff and anyone else who works for CRI can access this information and update it when necessary. It is not available to use by volunteers and mentors. Personal information can also be stored in physical client files which are kept in a secure and locked filing cabinet.
If somebody calls by telephone asking for information about a service user, we would ask them who they are and suggest that we phone them back after checking out their credentials, because it could be another agency that the service user also uses and the information could be needed quickly by the other agency. We never pass on information about service users through personal e-mails, only work e-mail addresses. And never pass on personal details through the door entry system.
4.3
Potential tension can be caused between maintaining an individual’s confidentiality and disclosing concerns. Confidentiality can be breached in certain circumstances. Tension can arise from this especially where other family members are concerned because we are unable to tell a family member whether somebody they know is accessing the service.
The biggest cause of tension is when we have to disclose our concerns to other agencies involved in the service user’s care, especially around potential safeguarding issues. But safeguarding issues have to be raised if a service discloses that they are going to harm themselves or somebody else. The service user could be involved with social services, and they may disclose that they have misused alcohol and/or drugs. This is potential harm to themselves and their children. We make the service user aware of this when they first come into the service during the induction. And we always tell them that we are going to notify other agencies around a confidentiality breach, but let the service user know of this first.
A service user could be on a Drug Rehabilitation Requirement and disclose that they have misused drugs. Although they are drug tested regularly on the DRR, they may not get tested before the drug has left their system, and Probation would need to know this fact. If we did not report the concern we are leaving ourselves open to massive confidentiality issues. If you are not sure when to breach confidentiality, always check with you supervisor, manager or other staff members for clarification. You can also check the company’s confidentiality policy. This helps to keep the staff team and service user safe.