Perspectives of Young Child Abuse Survivors on Confidentiality: An Exploratory Literature Review.

Confidentiality child sexual abuse participatory privacy sexual health services young people

Journal

Journal of child sexual abuse
ISSN: 1547-0679
Titre abrégé: J Child Sex Abus
Pays: United States
ID NLM: 9301157

Informations de publication

Date de publication:
Apr 2019
Historique:
pubmed: 6 11 2018
medline: 13 7 2019
entrez: 4 11 2018
Statut: ppublish

Résumé

The current systematic narrative literature review sought to discover the views of young child sexual abuse (CSA) survivors, unknown to child protection services, on confidentiality. Due to the paucity of research on young CSA survivors, the review was widened to include users of sexual health services. Seventeen databases were searched, and results were refined by reading titles and abstracts, followed by full text. Analysis involved an exploratory interpretist approach to identify conceptual themes and research methodologies. Fifteen published papers were identified. Research methods were narrow and included surveys, interviews, and focus groups, with limited youth participation. In addition to the theme of confidentiality essential to this study, themes identified included - needing accurate information about services, the importance of someone non-judgemental to talk to, control over decisions affecting their lives, and better access to services. Studies indicated young people were fearful of child protection involvement. In conclusion, studies suggest young survivors unknown to child protection services need a higher level of confidential services and more control of their information. Further research involving young survivors in participatory methods is needed to explore issues of confidentiality, survivor participation, and fear of child protection agencies.

Identifiants

pubmed: 30388958
doi: 10.1080/10538712.2018.1534918
doi:

Types de publication

Journal Article Review

Langues

eng

Sous-ensembles de citation

IM

Pagination

280-300

Auteurs

Laurie Matthew (L)

a School of Education and Social Work , University of Dundee , Dundee , Scotland.

Ian Barron (I)

a School of Education and Social Work , University of Dundee , Dundee , Scotland.

Ann Hodson (A)

a School of Education and Social Work , University of Dundee , Dundee , Scotland.

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Classifications MeSH