ALCOHOL & OTHER DRUGS
TOOLBOX
Tutor Guide
© ANTA 2000
ALCOHOL AND OTHER DRUGS TOOLBOX
Contents
Introduction to the AOD Toolbox ............................................ 1
Your role in delivery ...................................................................................... 1
Communication and collaboration approach ................................................. 1
What is a toolbox? ........................................................................................ 3
What is in this guide? ................................................................................... 3
Technical requirements ................................................................................ 4
Overview of the AOD Toolbox ................................................ 5
Navigating around the toolbox ....................... Error! Bookmark not defined.
Units of competency – AOD stream .............................................................. 8
Who are the target audiences? ............................................ 10
Learners ..................................................................................................... 11
Existing AOD workers ................................................................................. 11
Existing community service workers who deal with people with AOD issues
................................................................................................................... 12
New entrants into the alcohol and other drugs field undertaking a specialist
AOD qualification ........................................................................................ 12
New entrants undertaking studies in community services with AOD electives
................................................................................................................... 13
How are the toolbox materials organised? ............................. 14
About the AOD Competencies .............................................. 21
CHCAOD1C – Introduction to alcohol and other drugs work ....................... 21
CHCAOD2C – Orientation to alcohol and other drugs work ........................ 24
CHCCS9A – Provide first point of contact ................................................... 28
CHCAOD4C – Support people with alcohol and/or other drug issues ......... 33
CHCCS9A – Provide support services to clients ......................................... 36
CHCAOD6B – Work with clients who are intoxicated .................................. 42
CHCAOD7C – Provide needle and syringe services................................... 47
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CHCAOD8C – Assess the needs of clients who have alcohol and/or other
drug issues ................................................................................................. 51
CHCAOD9C – Provide alcohol and/or other drug withdrawal services ....... 56
About the Learning units .................................................... 62
Preparing to use the materials .................................................................... 62
Promoting collaboration and interaction between learners .......................... 63
Distance learners ....................................................................................... 64
Learning unit – harm minimisation (principles and concepts)... 65
Competency statement............................................................................... 66
Learning unit – The sector, service provider, client and you .... 68
Learning unit – historical perspectives .................................. 71
Learning unit – models of treatment .................................... 73
Learning unit – drug ID 1 ................................................... 74
Competency statement............................................................................... 74
Learning unit – statutory frameworks ................................... 75
Learning unit – Client Issues ............................................... 76
Learning unit – interacting with clients ................................. 78
Learning unit – working with intoxicated people .................... 79
Learning unit – drug ID 2 ................................................... 80
Learning unit – assessing the client...................................... 81
Learning unit – assessing the client for ongoing needs ........... 84
Learning unit – case management and referral ...................... 86
Learning unit – Case Management, Referral and Advocacy ...... 88
Learning unit – motivational interviewing.............................. 90
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Learning unit – supporting your client, goal setting and problem
solving ............................................................................. 91
Learning unit – needle exchange including statutory
requirements and infection control ....................................... 92
Learning unit – managing withdrawal ................................... 93
Learning unit – delivering client services ............................... 98
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ALCOHOL AND OTHER DRUGS TOOLBOX
Introduction to the AOD Toolbox
Welcome to the Tutor’s Guide for the Alcohol and Other Drugs (AOD) Toolbox.
This guide has been designed to help you construct a learning program using the
components of the AOD Toolbox.
Your role in delivery
The Toolbox is simply a resource. It is important to remember that it does not
give a learner the competency they may be undertaking using the Toolbox. As
with all delivery and assessment of Training Package qualifications, it is your role
to sign off on a learner’s competency.
Online delivery cannot happen without a tutor or facilitator. To this end the AOD
Toolbox is designed with the tutor as an essential part of its use.
When planning to use the Toolbox you need to consider developing a Learning
Plan or Guide to sit beside the learner as they work their way through the
Toolbox materials. This Plan will detail issues such as when the learner is
expected to engage in online chats, how often you expect them to involve
themselves in discussion boards and when they are expected to complete
specific tasks.
Remember the Toolbox is just a resource. If you believe the information in the
Toolbox does not sufficiently address a particular topic it is your responsibility top
complement Toolbox materials with other resources.
Communication and collaboration approach
Communication and collaboration in the Alcohol and Other Drug
field
Communication and collaboration with colleagues, staff and clients is
an inherent part of an AOD worker’s job. Learners need to have the
ability to consult with others, share ideas and consider different points
of view. They need to have excellent written and verbal
communication skills and feel comfortable speaking to groups of
people.
Communication and collaboration in the AOD Toolbox
When planning to use the Toolbox you need to consider the best way
to engender communication and collaboration practice that learners
may need to become effective AOD workers.
Another benefit of providing opportunities for learners to
communicate and discuss ideas is that learners are likely to achieve
a higher level of learning. Furthermore, collaboration/group work is a
vital part of online learning.
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Where possible, you might like to alternate the communication
methods in order to continually engage learners and to give them
experience using different methods of communication.
Whether learners communicate via the communication tool in the
Toolbox, via face-to-face, you should facilitate this interaction. You
should also consider how to break up groups of learners. For
example, having twenty people in chat room will not be effective with
most current software. You will probably find that five to six learners
in a chat room at the one time is more appropriate. There is a wealth
of information to assist you to do this. A good place to start is
exploring the work of Gilly Salmon at
ttp://www.atimod.com/presentations/.
Some other methods of complementing online delivery could include:
 presentations
 role plays
 brainstorming
 sharing research
 discussions
 comparing work, ideas and experiences.
A tip for using chat rooms: they are great places for the first contacts
of an online group, for the sharing of information about each other
and for ice breaking.
It is up to you as the facilitator to determine the best communication
modes for your learners. The best communication modes for your
learners will depend on:
 the extent to which you will administer the AOD Toolbox via
distance or as part of a face to face course
 the extent to which learners are dispersed across the state,
country or globe
 learner and facilitator access to online communication facilities
 learner styles and preferences
 teaching styles and preferences.
We have listed a number of communication modes that you could use
for furthering the learning in the AOD Toolbox.
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
Face-to-face

Telephone

Radios for role plays

Post

Audiotape
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ALCOHOL AND OTHER DRUGS TOOLBOX

Videotape

Online chat

Online discussion board

Email.
What is a toolbox?
The main component of a toolbox is a library of discrete learning resources
designed for web based delivery. The resources provide a flexible set of learning
materials for use in online learning programs. We have used the term ‘learning
unit’ to describe the separate resource files in the AOD Toolbox. The learning
units in this toolbox are based on the nine specialist alcohol and other drugs units
of competency from the Community Services Training Package.
The AOD Toolbox has been designed to enable you to:

select learning units that are appropriate to your learner’s needs

deliver the learning units using your preferred online delivery platform

add your own form of learner support and additional learning activities.
The actual learning units are stored on the CD-ROM that accompanies this
guide. The CD-ROM contains all the required software and instructions for
installation on your server. You may need to get assistance from your computer
service provider to install the resource files.
What is in this guide?
This guide is specific to the learning units provided in the AOD Toolbox. It
describes the intentions of the various learning units and provides notes on
delivery implications.
This Tutor’s Guide is divided into three main sections.

Overview of the AOD Toolbox.

About the AOD Competencies.

About the Learning units.
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The general overview provides you with information about the Toolbox as a
whole. It describes:

how the toolbox learning units are organised

the target audiences

the assessment approach

practical work requirements.
The section dealing with the AOD competencies gives more detail about the
requirements of each competency and the learning units that can be used to put
together a learning program for the competency.
The last section is about the learning units in detail. It gives information on the:

purpose of the learning unit

various components of the unit

units of competence the learning unit relates to

things you need to do to prepare for the unit

how you can promote collaboration and interaction between learners

how the materials can be customised.
Technical requirements
Learners will need to have access to the following software to use the materials:

version 4 browser (Netscape or Internet Explorer)

version 4 Quicktime plug in

version 4 Flash player plug in.
Please note: your computer may take some time to download this file. Flash
format will load faster than the Quicktime or AVI formats. Estimated download
time over a 28.8 kb modem is around 10-15 minutes.
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ALCOHOL AND OTHER DRUGS TOOLBOX
Overview of the AOD Toolbox
The learning units of the AOD Toolbox have been designed so learners take an
active and constructive role in their own learning. Each learning unit has a mix of
learning activities, learning support mechanisms and content.
The learning activities may be presented as part of the content or as separate
assessment type activities. The purpose of the learning activities is to engage the
learner in the content and give context and purpose to the learning unit.
Learning support mechanisms enable learners to gain feedback and guidance as
they progress through the learning unit. Your role as tutor is the key to providing
adequate learning support. The learning activities and this guide will give you
ideas on how to encourage and support learners in the learning process.
The content of the learning units is designed to make use of the web environment
by using a variety of media. Text based content has been kept to a minimum and
visual materials have been included where possible. The resources page
attached to each learning unit allows the learners to access a broad range of
information sources beyond the learning unit content.
Navigating around the toolbox
The first page you will be see is the competency index page.
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By selecting the competency you want to study you will be taken into the village..
Within the village, the learning units can be found within the various buildings.
You must enter the Learning Centre.
Once in the Learning Centre you should click on “what do I need to do”.
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This will take you to the learning units that make up the competency, in this case
CHCAOD1C. The order you do each of these is up to you. A suggested order is
laid out in the top of the screen.
Here is another example from competency CHCAOD4C.
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Units of competency – AOD stream
The Community Services Training Package CHC02 has two Alcohol and Other
Drugs Qualifications,

Certificate IV in Alcohol and Other Drugs Work

Diploma of Alcohol and Other Drugs Work
Some of the specialist units of competence included in this toolbox are electives
or compulsory units within a range of other Community Services Qualifications
and do not directly relate to the Certificate IV and Diploma of Alcohol and Other
Drugs Work.
The ten specialist units of competence covered by this toolbox are:

CHCAOD1C –Introduction to the alcohol and other drugs work

CHCAOD2C –Orientation to alcohol and other drugs work

CHCCS8A – Provide first point of contact

CHCAOD4C– Support people with alcohol and other drugs issues

CHCCS9A – Provide services to clients with alcohol and other drugs
issues

CHCAOD6B – Work with clients who are intoxicated

CHCAOD7C –Provide needle and syringe services

CHCAOD8C – Assess the needs of clients who have alcohol and/or other
drug issues

CHCAOD9C – Provide alcohol and other drug withdrawal services.

CHCAOD10A - Work with clients who have alcohol and other drugs
Issues (The content for this unit is combined with
CHCAOD8C – refer to table on pg… for learning units to be
undertaken)
Note: The Diploma of Alcohol and Other Drugs (CHC51102) also includes the
unit CHCAOD11A – Provide advanced interventions to meet the needs of clients
with alcohol and/or other drug issues, which is not covered in this toolbox.
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The alcohol and other drug specialisations are combined with common
competencies from the Community Services Training Package to form a
qualification. Each alcohol and other drugs specialisation competency may be
packaged into more than one qualification. The following table shows how each
specialist unit of competence relates to the AOD qualifications (C = compulsory,
E = elective) Pre Requisite competencies are not included in the overall number
of units required.
Cert IV
Diploma
CHCAOD1C
CHCAOD2C
Other Notes
Not in AOD
courses
C
Pre Requisite
CHCCS8A
Not in AOD
courses
CHCAOD4C
Not in AOD
courses
CHCCS9A
E
CHCAOD6B
C
CHCAOD7C
E
CHCAOD8C
E
C
CHCAOD9C
C**
E
CHCAOD10A
*
C**
C
CHCAOD11A
*
E
C

* CHCAOD10 and CHCAOD11A are new competency units included in
the Certificate IV and/or Diploma of Alcohol and Other Drugs Work.
These competencies are not specifically addressed in this version of the
toolbox, however some of the learning content presented here does cover
aspects of these units of competence.

**The packaging rules refer these competencies as Compulsory, however
students may choose from a selection of 8 competency units.

Refer to the Community Services Training Package for more information
on the competencies required for each qualification.
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Who are the target audiences?
CHC41702: Certificate IV in Alcohol and Other Drugs Work
This qualification covers workers who provide a range of services and
interventions to clients with AOD issues and/or implement health promotion and
community interventions. Work may take place in a range of contexts such as
community based organisations, residential rehabilitation services and outreach
services.
This qualification defines the knowledge and skills for Support Workers and Care
Workers who work autonomously under the broad guidance of others. This
qualification refers to specific knowledge of a client with AOD issues and to
appropriate intervention processes applied in residential and community settings.
Workers at this level are required to have an understanding of Indigenous culture
and history and to work with local communities in the provision of services.
Occupational names may include:





Case worker
Community Support Worker
Detoxification Worker
Family Support Worker
Health Education Worker





Drug and Alcohol Counsellor
Outreach Worker
Drug and Alcohol Worker
Support Worker
Welfare Support Worker
CHC5112: Diploma of Alcohol and Other Drugs Work
This qualification applies to workers providing services to clients in relation to
alcohol and other drugs issues. It includes counselling, referral, advocacy and
education/health promotion services. It requires high level specialist knowledge,
skills and competencies especially in the regard to laws affecting clients, the
range of services available to them and health issues related to alcohol and drug
use and misuse.
Workers at this level are required to have an understanding of Indigenous culture
and history and to work with local communities in the provision of services.
Occupational names may include:

Alcohol and Drugs Worker

Alcohol and Drugs Counsellor
Australian National Training Authority, Community Services Training Package National
Users Guide, October 2003, CHC02, Page 40 -41
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Training in the alcohol and other drugs competencies and qualifications may be
obtained:

in the workplace

at TAFE colleges and institutes

from private training providers.
The learning materials provided as part of the AOD Toolbox can be used in any
of these settings. Learners may elect to use the materials from their workplace, at
home or in an educational institution.
Learners will succeed with the AOD Toolbox if they are:

computer literate

able to manage their time and studies

able to work independently and with colleagues

familiar with administrative procedures

able to access current workplaces in the AOD field

able to draw on prior knowledge and experience

supported by you and their colleagues.
Learners
It is impossible to isolate one specific group of learners who will access the
alcohol and other drugs competencies. Broadly, learners will include:

existing workers in the alcohol and other drugs field

existing community service workers who deal with people with AOD
issues

new entrants into the alcohol and other drugs field undertaking a
specialist AOD qualification

new entrants undertaking other studies in community services with AOD
electives.
The following characteristics do not always apply to each and every learner and
are only listed here in an attempt to identify typical attributes of the learners
targeted in the Toolbox materials.
Existing AOD workers
AOD workers are characterised by:

a high level of part-time and casual work

a broad level of formal education – ranging from workers who have
completed only minimal secondary education to psychologists,
psychiatrists, nurses or social workers with high level formal qualifications.

direct personal experience, either through friends or relatives who have
problems associated with AOD addictions

some AOD workers have had personal experiences as being AOD
dependant and may have undergone rehabilitation programs.
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Existing community service workers who deal
with people with AOD issues
These people:

work for both private and public organisations

work in the following fields and as a consequence of their daily work
interact with AOD issues:

family services

child protection

juvenile justice


statutory supervision
children’s services

community work

community housing


disability work
youth work

mental health work.
Learners with existing work experience may wish to undertake a whole
qualification or they may select individual units of competence. In this case the
individual competencies may be used for professional development purposes.
New entrants into the alcohol and other drugs
field undertaking a specialist AOD qualification
This group is characterised by:
12

being associated with AOD service providers as volunteer workers

undertaking these studies because of their own personal, a close friend or
relative’s experience with AOD addiction

having previous professional experience in Family Services, Juvenile
Justice and/or Youth Services.
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New entrants undertaking studies in community
services with AOD electives
Typically this group is undertaking studies to enter the fields of Family, Youth,
Aged Care, Child Protection or Mental Health Work and wishes to gain an
introduction to AOD issues.
Tutors
The AOD Toolbox is designed to be a resource that training providers can use to
deliver the alcohol and other drug competencies. However, trainers may choose
to use the materials as part of a non-recognised training program.
Your role as tutor in the delivery of the competencies may take the form of:

workplace trainer

on campus TAFE teacher

trainer working for a private training provider

workplace assessor.
Although the materials have been designed for self-paced or flexible delivery they
may be used as part of an instructor led program.
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How are the toolbox materials organised?
Each unit of competence is made up of a number of learning units and each
learning unit may form part of more than one competency. The content of the
learning units may be the same for a number of competencies, however, specific
learning activities or assessment materials encourage the learners to construct
an understanding of the content within the context of the specific competencies.
For example, the content for Motivational Interviewing covers the same topics for
each competency that it relates to. Learners discover how to conduct a
motivational interview, things to avoid, the role of decisional balance and the
communication skills required for effective motivational interviewing. The
difference between the units of competence is reflected in the learning activities
and assessment tasks. Learners participating in CHCCS9A will use role plays
and case studies that reflect the AQF level and their particular work role of
providing services to clients with alcohol and other drug issues. Learners
participating in CHCAOD9C will apply their learning to withdrawal services.
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The following table shows how each learning unit relates to the specialist alcohol
and other drug competencies included in the Certificate IV and Diploma of
Alcohol and Other Drugs Work.
√
Delivering client services
√
Managing withdrawal
√
Needle Exchange
Motivational Interviewing
√
Supporting your client, goal setting and
problem solving
√
√
Assessing the client
√
√
√
Case Management, Referral and
Advocacy
√
√
Drug ID 2
√
√
√
√
√
√
√
√
√
√
Assessing the client for ongoing needs
√
Case Management and Referral
√
√
Working with intoxicated people
√
√
√
√
Models of Treatment
√
√
√
√
√
√
Historical Perspectives
√
The sector, service Provider client and
you
√
√
√
√
√
√
Harm Minimisation
√
√
√
√
√
√
4
4&5
4&5
AQF Level
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4&5
AOD6B
Work with clients who are
intoxicated
Drug ID 1
CS9A
Provide services to clients
with alcohol and other drugs
issues
√
AOD2C
Orientation to alcohol and
other drugs work
Statutory Frameworks
Learning Segment
√
√
AOD9C
Provide Alcohol and other
drug withdrawal services
Client Issues
√
AOD8C Assess the needs of
clients who have alcohol and
/or other drug issues
√
AOD7C
Provide needle and syringe
services
Interacting with clients
4
√
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ALCOHOL AND OTHER DRUGS TOOLBOX
What are the practical work requirements?
‘Work in the Community Services industry reflects a complex inter-relationship of
duty of care, ethical behaviours, personal values, service delivery standards, and
methodologies.
All work undertaken in the industry will reflect an understanding and application
of:

Knowledge about the changing social, economic and political climate
as it impacts on the industry

The principles of social justice, human rights, anti-discrimination and
confidentiality

Practices to address cross-cultural issues

Relevant OHS and employment equity principles and practices

Principles of a non-discriminatory service

The impact of personal biases and experiences

Individual differences of clients and colleagues, including those relating
to cultural, social, economic, physical and health

Consideration of the needs and rights of the individual, the family, the
community and society

A client-centred approach to work

The diversity of relevant models and practices

The holistic needs and rights of clients (as individuals and as a
community)
Work practices include strategies to empower individuals and groups, promote
individual independence, and to respect the rights and dignity of clients and
colleagues
Australian National Training Authority, Community Services Training Package, CHC02
Qualification Framework Page: 11
The learning units provided, as part of the Toolbox resources, suggest
appropriate opportunities and tasks for practice and application. However, the
tutor must make sure that the skills and knowledge gained from interacting with
the toolbox materials is applied in a realistic work setting. Training providers
should make sure that learners without access to a work environment are
provided with simulated work conditions. This may require learners to attend a
workshop session where they can interact with other learners in role-play or other
simulated situations. Suggestions are provided for each learning unit on
appropriate practical tasks.
A critical aspect of evidence for many of the alcohol and other drug competencies
is first aid certification. A first aid learning unit is not included in the toolbox
materials. It is suggested that training providers arrange for appropriately certified
trainers or training organisations to conduct first aid sessions.
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What assessment approaches have been used?
The Competency Standards in this Training Package are benchmarks for
assessment and are the basis of the nationally recognised Australian
Qualifications Framework (AQF), qualifications, and Statements of Attainment
issued by Registered Training Organisations (RTOs).
Assessment within the National Training Framework is defined as the process of
collecting evidence and making judgements about whether competency has been
achieved. The purpose of assessment is to confirm whether an individual can
perform to the standards expected in the workplace, as expressed in the
Competency Standards in the Training Package.
When conducting assessments, assessors must ensure that they are familiar
with the full text of the Unit(s) of Competency being assessed. In particular, they
must ensure that the assessment arrangements:

Cover all elements of the Unit of Competency being assessed;

Address the four dimensions of competency: task skills, task management
skills, contingency management skills and job/role environment skills;
Are consistent with the Evidence Guide for each relevant Unit of Competency, as
this specifies the context of assessment, the critical aspects of competency, the
required underpinning knowledge and skills, and the identification of Key
Competencies and their performance level. In some cases there will be reference
to having access to real workplace conditions and infrastructure.
Assessment of Competencies must incoporate the following approaches:

Comply with the Assessment Guidelines included in nationally endorsed
Training Packages;

Lead to the issuing of a Statement of Attainment or qualification under the
AQF when a person is assessed as competent against nationally endorsed
Unit(s) of Competency;

Be underpinned by an assessment process that complies with the
principles of validity, reliability, fairness and flexibility;

Provide for applicants to be informed of the context and purpose of the
assessment and the assessment process;

Focus on the application of knowledge and skill to the standard of
performance required in the workplace and cover all aspects of workplace
performance, including task skills, task management skills, contingency
management skills and job/role environment skills;

Involve the evaluation of sufficient evidence to enable professional
judgements to be made about whether competency has been attained;

Provide for feedback to the applicant about the outcomes of the
assessment process and guidance on future options;

Provide for reassessment on appeal; and
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
Be equitable for all groups or persons, taking account of cultural and
linguistic needs.
The Australian National Training Authority, Community Services Training Package,
CHC02 Assessment Guidelines Page: 2
Assessment tasks appropriate to each unit of competency are provided as part of
the AOD Toolbox materials. Where possible holistic and work centred
assessment tasks have been included. Holistic assessment is a term used to
describe assessment approaches that combine evidence gathering opportunities
for a number of elements or units of competency into one assessment event.
This event is usually linked to a complete work function or task and may be
supplemented with secondary evidence such as testimonials, completed
workplace records or client feedback.
It is suggested that assessors and tutors develop a ‘suite’ of assessment tools
that can be used for assessing in the workplace and for assessing in simulated
work situations.
Your assessment might include:

workplace supervisor reports on the learner (both structured reports, diary
notes, written observations, feedback from colleagues, etc)

performance appraisal documentation

notes made by the learner as part of a client’s case file (subject to
maintaining client confidentiality)

video or audio taping of interviews conducted by the learner with clients
(subject to maintaining client confidentiality)

the learner writing a journal over a set period of time, encouraging
reflection of actions and decisions made in the course of the learners
work.
Tutors and assessors may need to create additional case studies to supplement
the learner’s understanding and experience. It is recommended that tutors and
assessors incorporate simulated assessment to cover the learning areas of
assessing clients, interacting with clients, delivering client services, supporting
your client – goal setting and problem solving and case management and
referral.
The use of holistic and work centred assessment may mean that:
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
learners need to complete a number of learning units before they are
ready to be assessed

the assessment task includes a practical demonstration of skills and
knowledge

evidence of competence is built up through participating in a number of
learning units

learners negotiate an assessment task that reflects their particular work
situation.
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ALCOHOL AND OTHER DRUGS TOOLBOX
Tutors are directed to the Assessment Guidelines of the Community Services
Training Package for more information on assessment requirements. The
guidelines can be obtained from Community Services and Health Training
Australia on (02) 9263 3598 or from their website at www.cshta.com.au
Studying at a Certificate IV and Diploma Level
During redevelopment of the toolbox attempts have been made to align the
toolbox to CHC02 – Community Services Training Package. All learning units
align to a Certificate IV level. For learners studying at a Diploma level, alternative
or additional Diploma level activities have been included in some of the learning
units. Tutors are encouraged to make use of the ‘discussion starter’ exercises for
the learning units with no Diploma activities.
How do I put together a learning program?
The AOD toolbox contains a library of online learning resources that can be used
in web based delivery of the specialist units of competence. The learning units
are platform independent, in that they can be used with any delivery platform
such as WebCT, Top Class or the TAFE Virtual Campus.
The toolbox materials does not:

operate in isolation without practical or workplace based activities

replace the role of the tutor in the learning process

stipulate assessment approaches.
It is expected that tutors will want to select the learning units that are most
relevant to their learner’s needs and their own teaching styles. Tutors may wish
to:

determine the order of presentation

substitute their own materials for certain learning units

provide additional learning activities

customise the learning units by changing the detail of the pages.
The matrix of learning units on page 10 of this guide represents each
competency as a ‘stand alone’ unit. If a learner is undertaking more than one
competency it is not necessary for them to repeat learning units that they have
previously completed. For example, if a learner is undertaking CHCAOD2C and
CHCAOD5A, they do not need to complete the Harm Minimisation unit twice.
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ALCOHOL AND OTHER DRUGS TOOLBOX
The following case studies provide examples of how different training providers
may choose to use the AOD Toolbox.
Case study 1
Southside Training Solutions is a private training provider that offers the
Certificate III in Community Services (Alcohol and Other Drugs Work). They have
a number of learners who want to undertake some competencies as self-paced
study.
Marilyn is the tutor for the group and decides that she will use the Toolbox
resources as the starting point for delivering the orientation competency
CHCAOD2C. She looks through the Toolbox materials and determines that she
will:

use three of the suggested learning units as they are

combine Harm Minimisation with Models of Treatment

replace the assessment task for Drug ID with a different task that better
suits her learner’s needs

supplement the Historical Perspectives unit with a research task and
threaded discussion on the cultural background and particular issues
facing the large Koori population in her region.
Case study 2
Tony is the workplace learning coordinator at a Green Hills TAFE. He has a
number of people working in a needle exchange service participating in his
program as a professional development activity. The learners want to be formally
recognised for their efforts and so are enrolled in CHCAOD7C.
Tony recognises that they can do a lot of their study as part of their daily work
activities. He looks through the AOD Toolbox and decides that he will:

run Interacting With Clients as a face to face workshop

combine the assessment of Statutory Frameworks with Needle Exchange
Practices and conduct a workplace assessment where he will observe
learners demonstrating their skills and knowledge

supplement Accessing Services with a collaborative learning activity
where learners work together to prepare a health promotion type
presentation for their local school

present the Drug ID unit as the first topic followed by Accessing Services.
Tony also enlists the help of the college’s multimedia department to change two
of the case studies in the pages of the Harm Minimisation unit.
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About the AOD Competencies
CHCAOD1C – Introduction to alcohol and other
drugs work
Introduction to the Alcohol and Other Drugs Sector is part of the Certificate II in
Community Services (Alcohol and Other Drug Work). CHCAOD1C has the
following elements of competency and performance criteria.

Develop knowledge of the alcohol and other drugs sector.

Work reflects knowledge of the current issues that impact on the
work area/organisation and different models of work.


In collecting information about the work role and the organisation’s
role, the views of key stakeholders and representatives from
relevant target groups are sought and used in accordance with
organisational policies and procedures.
Demonstrate a commitment to the central philosophies of the alcohol and
other drugs sector.

Work undertaken demonstrates consideration and understanding
of the underpinning values and philosophies of the sector.

Work in the sector demonstrates a commitment to access and
equity principles.

Personal values and attitudes regarding alcohol and other drugs
use are identified and taken into account when implementing work
activities.
Learning units that relate to this competency
The following learning units relate to CHCAOD1C – Introduction to alcohol and
other drugs work:

The Sector, Service Provider, Client and You

Models of Treatment/Work

Harm Minimisation.
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ALCOHOL AND OTHER DRUGS TOOLBOX
Practical requirements
This competency must be assessed in a realistic workplace environment.
Interdependent assessment units of competency
This unit must be assessed with all other specialisation units when chosen as
part of a qualification.
Assessment
In assessing the elements in this competency of:

develop knowledge of the alcohol and other drugs sector, and

demonstrate commitment to the central philosophies of the alcohol and
other drugs sector,
it is suggested that assessment by observation, questioning and feedback from
work supervisors, peers and workplace assessors be conducted over a
nominated assessment period.
Additionally, the demonstration of underpinning knowledge, skills and
understanding of the sector could be evidenced by the satisfactory completion of
the learning activities described below.
Learning unit title
Elements and
Performance
Criteria targeted
Activity title
Harm Minimisation
Element 2
Tom Case Study
2.1
The Williamsbrook
Dance Community
Group Exercise
The Sector, Service
Provider, client and You
Element 1
1.2
Element 2
2.1 – 2.3
Comments on Audio
Activity
Reflection on the
AOD field
Models of treatment
Element 1
1.1
Reflection – Models
of Dependence
David’s Case Study
– Treatment
Models
Alternative approaches
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ALCOHOL AND OTHER DRUGS TOOLBOX
If assessment is to be carried out concurrently with other units, it may be
preferable to assess over an extended period of time and to supplement
assessment tasks with on going feedback from workplace supervisors and
colleagues.
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ALCOHOL AND OTHER DRUGS TOOLBOX
CHCAOD2C – Orientation to alcohol and other
drugs work
Orientation to the Alcohol and Other Drugs Sector is part of the Certificates III
and IV, Diploma and Advanced Diploma in Community Services (Alcohol and
Other Drug Work). CHCAOD2C has the following elements of competency and
performance criteria.

Work within the context of the alcohol and other drugs sector.






24
All work reflects consideration of the interrelationship of issues
affecting clients in the alcohol and other drugs sector.
Develop knowledge of the alcohol and other drugs sector.


All work in the sector reflects consideration of the historical context
of the sector.
All work reflects consideration of the changing social, political and
economic context.
Work undertaken demonstrates consideration and basic
understanding of the Essential values and philosophy of the
industry.
Work reflects knowledge of the current issues that impact on the
work area/organisation and different models of work.
In collecting information about the work role and the organisation’s
role, the views of key stakeholders and representatives from
relevant target groups are sought and used in accordance with
organisational policies and procedures.
Demonstrate a commitment to the central philosophies of the alcohol and
other drugs sector.

Work undertaken demonstrates consideration and understanding
of the underpinning values and philosophies of the sector.

Work in the sector demonstrates a commitment to access and
equity principles.

Personal values and attitudes regarding alcohol and other drugs
use are identified and taken into account when implementing work
activities.
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Learning units that relate to this competency
The following learning units relate to CHCAOD2C – Introduction to alcohol and
other drugs work:

The sector, Service Provider, Client and You

Models of Treatment/Work

Harm Minimisation

Historical Perspectives

Drug ID1

Statutory Frameworks.
Practical requirements
This competency may be assessed in a workplace setting or through simulation.
Interdependent assessment of units of competency
This unit must be assessed with all other specialisation units when chosen as
part of a qualification for example; assessment with competencies compulsory
competencies CHCAOD6B, CHCAOD8C and electives CHCCS9A, CHCAOD10A
at Certificate IV level..
Assessment
In assessing the elements in this competency of:

work within the context of the alcohol and other drugs sector,

develop knowledge of the alcohol and other drugs sector, and

demonstrate commitment to the central philosophies of the alcohol and
other drugs sector,
it is suggested that assessment must be over a range of situations with more
than one target group.
Assessment could be by observation at the workplace, the gathering of evidence
of workplace performance through work reports, performance appraisal tools,
feedback from supervisor, colleagues, etc. Supplementary questioning by the
assessor on consistency of performance should be conducted over a period of
time, with differing groups of colleagues, clients and others.
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ALCOHOL AND OTHER DRUGS TOOLBOX
Evidence of knowledge of and commitment to the sector may be assessed within
the following learning activities.
Learning unit title
Elements and
Performance Criteria
targeted
Activity title
Harm Minimisation
Elements 3
Tom Case Study
3.1
The
Williamsbrook
Dance
Community Group
Exercise
Quiz
The Sector, Service
Provider, Client and
You
Element 2
2.1
Element 3
2.3
3.1 – 3.3
Historical Perspectives
Element 1
1.1
1.2
Models of Treatment
Element 2
2.2
Comments on
Audio Activity
Reflection on the
AOD field
Contribution to
debate
Reflection –
Models of
Dependence
David’s Case
Study –
Treatment Models
Drug ID 1
Underpinning knowledge
Case Studies:

Jimmy

Sandra

Denny
User profiles
Quiz
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ALCOHOL AND OTHER DRUGS TOOLBOX
Statutory Frameworks
Underpinning knowledge
Online Role Play
– ‘Craig’ – Polices
and Procedures.
Information
Privacy Activity
Mandatory
Reporting Activity
Alternative approaches
Additional or substituted case studies could be used to assess the underpinning
knowledge of alcohol and other drug issues and their impact on both individuals
and their families and communities.
The assessor or tutor may wish to develop role plays or other assessment tasks
to simulate communication with clients and other stakeholders.
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ALCOHOL AND OTHER DRUGS TOOLBOX
CHCCS8A – Provide first point of contact
Provide First Point of Contact is a competency in various Community Services
Training packages, and does not specifically relate to any of the Alcohol and
Other Drugs courses. This unit of competency is about providing services where
the worker may be the first point of contact for the client or may take a client
support role.
CHCCS8A has the following elements of competency and performance criteria.


Greet and observe client.

Client is acknowledged in a pleasant and accepting way.

Distressed people are responded to in a relaxed and calm manner

Observations about client behaviour and physical symptoms is
evaluated against established criteria, recorded and reported to
appropriate persons.
Collect routine information from the client.

Identifying information is collected and documented in accordance
with organisational procedures.

Reasons for contact with the service are discussed with client in
accordance with organisational procedures.

Client confidentiality is maintained in accordance with
organisational policies and procedures.
Client rights and responsibilities are explained and observed in
accordance with organisational policy.



28
Identify priority of need for service.

Client is referred to appropriate persons according to urgency and
nature of need and organisational guidelines.

Personal safety of self, client and others is assessed in
accordance with organisational procedures and policies.

Assistance is sought as appropriate
Provide information to clients about the service and other relevant
services

Client is provided with current, relevant and culturally appropriate
information on the service and other relevant services and what
each provides.

Clients are assisted to contact other agencies/services as
appropriate to obtain further information.
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ALCOHOL AND OTHER DRUGS TOOLBOX
Learning units that relate to this competency
The following learning units relate to CHCCS8A – Provide first point of contact.

The Sector, Service Provider, Client and You

Drug ID 1

Statutory frameworks

Interacting with clients

Assessing the client

Case Management and Referral
Practical requirements
This competency needs to be assessed in a workplace environment, or a
realistically simulated situation.
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ALCOHOL AND OTHER DRUGS TOOLBOX
Assessment
In assessing the elements in this competency of:

greet and observe client,

collect routine information from the client,

judge priority of need for service, and

provide a service,
it is suggested that assessment, including observation, questioning and feedback
from colleagues, and evidence of providing services to clients be gathered in the
workplace.
Assessment and evidence may be gathered on one or more occasions but must
include at least two different client groups.
The demonstration of underpinning knowledge and reporting skills can be
evidenced by the satisfactorily completion of the learning activities below.
Learning unit
title
Elements and
Performance Criteria
Activity title
The Sector, service
provider, client & you
Element 4
Comments on Audio
Activity
4.1
4.3
Reflection on the AOD
field
Drug ID 1
3
1.1
Case Studies:

Jimmy

Sandra

Denny
User Profiles
Quiz
Statutory
Frameworks
Underpinning knowledge
Element 2
2.1 – 2.3
Online Role Play –
‘Craig’ – Polices and
Procedures.
Information Privacy
Activity

Interacting With
Clients
30
Mandatory
Reporting Activity
Element 1, 2, 4
Active Listening Skills
Underpinning skills
Video: Bill’s story
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ALCOHOL AND OTHER DRUGS TOOLBOX
4.1 – 4.3
Case Management
and Referral
Element 4
Assessing the Client
Element 1
1.1
Case study: Alex
Element 2
2.1 – 2.3
Activity: Developing a
proposed treatment
plan
Element 3
3.2
Activity: compile a
record of assessment
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Services Directory
Case study: Mary
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ALCOHOL AND OTHER DRUGS TOOLBOX
Alternative approaches
Assessors/tutors could choose to develop one or more case studies covering
situations different to those situations encountered by the learner in his/her
workplace.
A portfolio of evidence gathered within the workplace by the learner could include
records of clients (with the consent of the organisation and protecting client
confidentiality) that the learner has worked with, testimonials from colleagues and
supervising workers, other indicators of the learner’s performance in the
workplace.
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CHCAOD4C – Support people with alcohol and/or
other drug issues
Support People with Alcohol and/or Other Drug Issues is part of the Certificate
II/III in Community Services. This unit of competency relates to providing basic
support to people with alcohol and other drugs issues in a range of settings, eg
night watch in residential settings, volunteer work and night patrol work.
CHCAOD4C has the following elements of competency and performance criteria.

Respond to cues.

People with alcohol and/or other drug issues are spoken and
responded to in an unhurried and sensitive way.

Distressed people are responded to in a relaxed and calm manner.



Non-verbal cues are responded to appropriately.
Assist in responding to people’s needs.

Individuals’ needs for care are met as directed and/or in
accordance with organisational procedures and policies.

Physical comfort is provided as needed by the individual and in
accordance with guidelines.

Information is provided on alcohol and other drugs services
available, as appropriate.

Where immediate care cannot be provided, help is sought in
accordance with organisational procedures and policies.
Use self-protection strategies.

Conflict resolution and negotiation are used as appropriate.

Appropriate action is taken to ensure the safety of self and others.

Services are provided to the client in a manner consistent with
infection control guidelines.
Emergency assistance is sought as required.

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ALCOHOL AND OTHER DRUGS TOOLBOX
Learning units that relate to this competency
The following learning units relate to CHCOAD4C – Support people with alcohol
and/or drug issues:.

The sector, Service Provider, Client and You

Statutory Frameworks.

Interacting With Clients.
Practical requirements
This competency should be assessed in the workplace.
This unit should be assessed with CHCCOMIA ‘communicate with people
assessing the services of the organisation’.
Assessment
In assessing the elements in this competency of:

respond to clues,

assist in responding to people’s needs, and

use self-protection strategies,
it is suggested that assessment may include observations, questioning and
evidence received from the learner’s workplace. Assessment may be gathered
through several client contact situations.
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The demonstration of underpinning knowledge could be evidenced by the
satisfactory completion of the learning activities described below.
Learning unit title
Elements and
Performance
Criteria
Activity title
The Sector, Service Provider,
Client and You
Element 2
Comments on
Audio Activity
2.3
Reflection on the
AOD field
Statutory Frameworks
Underpinning knowledge
Online Role Play
– ‘Craig’ – Polices
and Procedures.
Information
Privacy Activity
Mandatory
Reporting Activity
Interacting with clients
Element 1
1.1 – 1.3
Active Listening
Skills Activity
Element 3
3.1
Video: Bill’s story
Alternative approaches
The assessor/trainer may like to substitute some of the case studies above with
role plays, in order to assess the learner’s communication style.
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ALCOHOL AND OTHER DRUGS TOOLBOX
CHCCS9A – Provide support services to clients
Provide Services to Clients with Alcohol and/or Other Drug Issues is an elective
in both the Certificate IV and Diploma of Alcohol and Other Drugs Work. This unit
of competency is concerned with supporting clients through providing a range of
services within organisational policies and procedures.
CHCCS9A has the following elements of competency and performance criteria.

Establish an appropriate working relationship with clients to assist them to
identify their needs

Effective strategies are used routinely to ensure:

Clients identify their needs and goals

Individual and cultural differences are addressed

Areas of resistance/conflict are identified and
appropriately resolved
Appropriate levels of consultation are implemented




Processes are implemented to reach agreement on meeting
procedures, consequences of actions and cooperative
relationship.

Negotiable and non negotiable aspects of intervention are clarified.
Boundaries between client and worker, including roles,
responsibilities and accountabilities, are defined and maintained to
ensure compliance with statutory requirements and duty of care
responsibilities.


Strategies are implemented to ensure all dealings with clients
reflect appropriate expression of value systems and consideration
of emotional impact of intervention.

Appropriate communication and relationship building processes
are used.

Possibilities and options for responding to client needs are
discussed and preferred action is determined and prioritized.
Client is assisted to evaluate and select strategies to achieve their
goals.
Clients in distress or crisis are responded to promptly and
supportively, in accordance with organisational policiesand
procedures.



36
The experience and life skills of the client are
appropriately addressed
Relevant information is collected
Support clients to meet their needs.

Information and skills required by the client to meet their needs are
identified.
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ALCOHOL AND OTHER DRUGS TOOLBOX


Opportunities to obtain information and develop skills are provided
or developed in accordance with organisational philosophies,
policies and procedures.

Individual and group support is provided in accordance with
resources and procedures.

The client's rights and responsibilities are explained.

Confidentiality is maintained in accordance with organisational
policies and procedures.
Promote preventative strategies

A full range of opportunities is provided for clients to engaged in
identification of problems and solutions.

A range of strategies is employed to assist clients to meet specific
targets and to gain control over their lives.

An appropriate range of opportunities are identified, developed
and initiated in accordance with organisational policies and
procedures and client needs.
Client progress and involvement in activities is encouraged and
monitored and appropriate action taken to maximise individual skill
development.


Review work with clients.



Use self-protection strategies as required

Conflict resolution and negotiation are used as appropriate.

Appropriate action is taken to ensure the safety of self and others.

Limits of own abilities are acknowledged and referral made as
appropriate.
Emergency assistance is sought as required.



Work with clients is reviewed within organisational policies and
procedures and strategies are adapted as appropriate.
Outcomes of client work are reviewed with supervisor and/or
colleagues in accordance with organisational policies and
procedures.
Refer clients

The services that the client is already accessing are checked with
the client and the service/s.

The suitability of other services is discussed with the client.

The client is supported to make contact with other services.

Follow up is provided to determine the effectiveness of the referral.
Provide specialist services to clients

All appropriate documentation is completed and maintained in
accordance with organisational and statutory standards and
requirements.

Procedures are implemented to ensure information sharing
between key stakeholders is facilitated.

All dealings with the client(s) reflect:
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ALCOHOL AND OTHER DRUGS TOOLBOX

Accepted organisational standards of behaviour

Mutual respect


Commitment to information sharing and dissemination
Adherence to agreed plan

Sensitivity to cultural, family and individual differences

Ability to work with the client in the context of the family
and broader community

Application of the organisation's philosophy

Compliance with statutory requirements and duty of care
responsibilities.
Learning units that relate to this competency
The following learning units relate to CHCCS9A – Provide support services to
clients:

Harm Minimisation

The sector, Service Provider, Client and You

Models of Treatment

Client Issues

Interacting With Clients

Case Management and Referral

Assessing the Client

Motivational Interviewing.

Client Issues
Practical requirements
This competency should include demonstration on the job or in a workplace
environment.
Interdependent assessment of units of competency
Completion of this unit removes the requirement to complete CHCC51A Deliver
and monitor service to clients.
Assessment
In assessing the elements in this competency of:

assessing clients to deliver their needs,

support clients to meet their needs,

review work with clients,
consistency in performance, over time and on several occasions, will need to be
determined. Assessment strategies may include:
38
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ALCOHOL AND OTHER DRUGS TOOLBOX

observation

feedback from work supervisors

colleagues

performance appraisal tools.
Video or audio taping of the learner with clients may be a suitable assessment
strategy, if the client and the learner’s employer give consent.
The underpinning knowledge and skills of this competency may be evidenced by
the satisfactorily completion of the learning activities described below.
Learning unit title
Elements and
Performance Criteria
Activity title
Harm Minimisation
Element 1
Tom Case Study
1.1
The
Williamsbrook
Dance
Community
Group Exercise
Quiz
The Sector, Service Provider,
Client and You
Element 1
1.3
Element 2
2.1 – 2.3
Comments on
Audio Activity
Reflection on the
AOD field
Models of Treatment
Underpinning knowledge
Reflection –
Models of
Dependence
David’s Case
Study –
Treatment
Models
Drug ID 1
Underpinning knowledge
Case studies:

Jimmy

Sandra

Denny
User profiles
Quiz
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ALCOHOL AND OTHER DRUGS TOOLBOX
Client Issues
Underpinning knowledge
Research Hunt
Resource
Directory
Additional:
Diploma
Exercise:
Research
Activity
Interacting with Clients
Element 1
1.1
Active Listening
Skills Activity
Video: Bill’s
story
Case Management and
Referral
Element 2 and 4
Underpinning Knowledge
Element 1
40
1.1
Services
Directory
Case study:
Mary
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ALCOHOL AND OTHER DRUGS TOOLBOX
Learning unit title
Elements and
Performance Criteria
Activity title
Assessing the Client
Element 1, 2 and 4
Case study: Alex
Activity: compile
a record of
assessment.
Motivational Interviewing
Underpinning knowledge
Activity:
developing a
proposed
treatment plan.
Element 5
Case study: Bill
Alternative approaches
Assessors/trainers may wish to supplement or substitute additional case studies
to more accurately reflect the working environment of the learner.
In addition, the learner could compile a journal, over a nominated period,
reflecting on daily work activities with clients.
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ALCOHOL AND OTHER DRUGS TOOLBOX
CHCAOD6B – Work with clients who are
intoxicated
Work With Clients who are Intoxicated is part of the Certificate III in Community
Services (Alcohol and Other Drug Work). This unit of competency relates to
working with alcohol and/or other drug affected clients in a range of settings
including night patrols, detoxification/
withdrawal units and sobering up shelters.
CHCAOD6B has the following elements of competency and performance criteria.

Provide a service to intoxicated clients.

Level of intoxication/nature and extent of drug use is assessed
according to organisational policy and procedure.

Behaviour or physical status inconsistent with alcohol and/or drug
use is reported to the appropriate person and/or assistance
sought.
Medical or emergency assistance is provided or sought as
appropriate and in accordance with organisational policies and
procedures.
Clients are provided with a safe and secure environment in which
to sober up.




Client’s physical state is monitored regularly in accordance with
organisational policies and procedures to ensure health and
safety.

Services provided to the client are documented in accordance with
organisational reporting requirements.
Assist client with longer term needs.

Client is assisted with activities of daily living.




Client is assessed in accordance with organisational policy and
procedure to determine if they represent a risk to themselves or
others by leaving the facility.
Apply strategies to reduce harm or injury.

A calm and confident manner is maintained in contact with client.

Safety of self and others is maintained.

Services are provided to the client in a manner consistent with
organisational infection control guidelines.
Emergency assistance is sought as required.

42
Information is provided as appropriate on alcohol and other drugs
issues including services available.
Families and/or support networks are contacted upon request of
the client in accordance with organisational policies.
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ALCOHOL AND OTHER DRUGS TOOLBOX
Learning units that relate to this competency
The following learning units relate to CHCOAD6B – Work with clients who are
intoxicated:

Harm Minimisation

The sector, Service Provider, Client and You

Models of Treatment

Drug ID 1

Statutory Requirements

Interacting With Clients

Working With Clients

Case Management and Referral

Assessing the Client.
Practical requirements
This competency should include demonstration on the job or in a workplace
environment.
Assessment
In assessing the client the elements in this competency of:

provide a service to intoxicated clients,

assist client with longer term needs, and

apply strategies to reduce harm or injury,
assessors should observe the learner working with clients. Other assessment
strategies could include feedback from workplace supervisors and colleagues.
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The demonstration of underpinning knowledge and skills should be evidenced by
the satisfactory completion of the learning activities described below.
Learning unit title
Elements and
Performance Criteria
Activity title
Harm Minimisation
Element 2
2.2
Tom Case Study
Element 3
3.3
The Williamsbrook
Dance Community
Group Exercise
Quiz
The Sector, Service
Provider, Client and You
Element 1
1.3
Element 2
2.2
Comments on Audio
Activity
Reflection on the AOD
field
Models of Treatment
Underpinning knowledge
Reflection – Models of
Dependence
David’s Case Study –
Treatment Models
Drug ID 1
Underpinning knowledge
Case Studies:

Jimmy

Sandra

Denny
User Profiles
Quiz
Statutory Frameworks
Element 1
1.1
1.3
Element 2
2.3, 2.4
Online Role Play –
‘Craig’ – Polices and
Procedures.
Information Privacy
Activity
Mandatory Reporting
Activity
Interacting with Clients
Element 3
3.1
Video: Bill’s story
Active Listening Skills
44
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Working with Intoxicated
People
© ANTA 2000
A11
Case study: Rebecca
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Learning unit title
Elements and
Performance Criteria
Activity title
Case Management and
Referral
Element 1
1.3
Services Directory
Element 2
2.2
Case Study: Mary
Element 3
3.4
Element 1
1.1
Assessing the Client
Case Study: Alex
Activity: compile a
record of
assessment
Activity: developing
a proposed
treatment plan.
Alternative approaches
Learners could compile a journal reflecting on working with clients as part of a
portfolio of evidence.
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CHCAOD7C – Provide needle and syringe services
Provide Needle Services is part of the Certificate III in Community Services
(Alcohol and Other Drug Work). CHCAOD7C has the following elements of
competency and performance criteria.


Provide needle and syringe services .

Needle and syringe service is provided in accordance with
organisational and legislative requirements.

Services are provided to clients in a manner consistent with
organisational and legislative occupational health and safety and
infection control guidelines.

All needle exchanges are documented in accordance with
organisational and legislative requirements.

Confidentiality is maintained in accordance with organisational and
legislative requirements.

Safety of self and others is maximised.

Emergency assistance is sought as required.
Provide education of safer drug use.

Information on safe needle handling and drug use is provided to
users of the service.

Relevant and current information on alcohol and other drugs and
related issues is provided to and discussed with the client.

Harm minimisation strategies for alcohol and other drug use are
discussed with the client.
The client is assisted to contact and use other services as
appropriate.

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Learning units that relate to this competency
The following learning units relate to CHCOAD7C – Provide needle and syringe
services:

Harm Minimisation

The sector, Service Provider, Client and You

Models of Treatment

Statutory Frameworks

Interacting with Clients

Case Management and Referral

Assessing the Client

Needle Exchange.
Practical requirements
This competency should be assessed in the workplace. A simulated workplace
could also be used for assessment purposes.
Assessment
In assessing the elements in this competency of:

provide needle and syringe services,

provide education on safer drug use,
assessors should use a range of assessment strategies. These strategies should
include, feedback from colleagues and workplace supervisors, and role plays.
The demonstration of underpinning knowledge and skills could be evidenced by
the satisfactory completion of the learning activities described below.
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Learning unit title
Elements and
Performance Criteria
Activity title
Harm Minimisation
Element 2
Tom Case Study
2.1
The Williamsbrook
Dance Community
Group Exercise
Quiz
The sector, Service
Provider, Client and You
Underpinning
knowledge
Comments on Audio
Activity
Reflection on the
AOD field
Alternative Diploma
Activity – Agency
and Sector Chart
Models of Treatment
Reflection – Models
of Dependence
Underpinning
knowledge
David’s Case Study
– Treatment
Models
Statutory Frameworks
Online Role Play –
‘Craig’ – Polices
and Procedures.
Underpinning
knowledge
Information Privacy
Activity
Mandatory
Reporting Activity
Interacting with Clients
Case Management and
Referral
Video: Bill’s story
Underpinning
skills
Active Listening
Skills
Element 1
1.6
Services Directory
Element 2
2.1
Case study: Mary
2.2
2.4
Assessing the client
Element 1
1.3
Needle Exchange
(include statutory
Element 1
1.1 – 1.5
© ANTA 2000
Case study: Alex
Online – Virtual
Tour Report
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ALCOHOL AND OTHER DRUGS TOOLBOX
requirements and
infection control)
2.2
2.3
Alternative approaches
Assessors/tutors may like to consider the strategy of allowing the learner to
present an information session to peers on the services provided by NSPs and
information of safer drug use practices.
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CHCAOD8C – Assess the needs of clients who
have alcohol and/or other drug issues
Work with Clients who have Alcohol and Other Drug Issues is part of the
Certificate IV and Diploma in Community Services (Alcohol and Other Drug
Work). This unit of competency relates to assessing client needs, providing a
range of services to meet their needs, reviewing client progress and evaluating
the work undertaken with clients.
CHCAOD8C has the following elements of competency and performance criteria.

Assess the needs and status of clients.




The current status of the client is assessed using standardised
alcohol and other drugs screens and from discussion with client.

Indicators of other issues that may affect work with the client are
identified through observation and questioning.
Organisational criteria is applied to determine entry or exclusion to
services.


Discussions are conducted with the client to identify reasons for
seeking help and other relevant information that may assist in
establishing a basis for further work.
Organisational parameters of confidentiality and policy/procedures
are explained to client.
Client's drug use history is taken in accordance with organisational
policies and procedures.
Develop a case management plan with client



Information is collected on a range of suitable intervention
strategies to address immediate, short and longer-term needs of
clients.
A full range of options for addressing client needs are explored
and integrated into planning.
Case management goals are prioritised and objectives and
processes are negotiated and agreed with the client.

Goals, actions and time lines for the case plan are negotiated in
concrete, specific terms.

Roles, responsibilities and accountabilities of the clients, workers
and service providers are defined.

Contingency plans are explored and developed.

Cultural considerations are integrated into goal setting and
negotiation.

Communication, review and evaluation systems are established.
Case plan is documented according to organisational guidelines.

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
Refer clients.

Services that would address client's other needs are identified.


Client's experience with services is checked and details confirmed.
The suitability of other services is discussed with the client.

The client is supported to make contact with other services.

Follow-up is provided in accordance with organisational polices
and available resources.
Learning units that relate to this competency
The following learning units relate to CHCOAD8C – Work with clients who have
alcohol and/or other drugs issues:

Harm Minimisation

The sector, Service Provider, Client and You

Models of treatment

Statutory Frameworks

Client Issues

Interacting with Clients

Drug ID 1

Case Management, Referral and Advocacy

Assessing the Client for Ongoing Needs

Motivational Interviewing

Supporting Your Client – Goal Setting and Problem Solving

Delivering Client Services
Practical requirements
This competency can be assessed in the workplace.
Assessment
In assessing the elements in this competency of:

assess the needs and status of clients,

develop a case management plan with the client and ,

refer clients
assessors should employ techniques that allow the learner to demonstrate
consistency in performance across a range of service delivery situations.
Strategies for assessment could include workplace. Supervisors feedback,
including performance appraisal tools, and with the learner’s employer’s consent,
the audio or video taping of the learner working with clients and the completion of
comprehensive case studies.
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The demonstration of underpinning knowledge and skills could be evidenced by
the satisfactory completion of the learning activities described below.
Learning unit Title
Element and
Performance Criteria
Activity Title
Harm Minimisation
Element 2
Tom Case Study
2.1
2.2
The Williamsbrook
Dance Community
Group Exercise
Quiz
The Sector, Service
Provider, Client and You
Element 1
1.2
Element 2
2.5 – 2.7
Comments on Audio
Activity
Reflection on the
AOD field
Models of Treatment
Underpinning knowledge
David’s situation
Drug ID 1
Underpinning knowledge
Case studies:

Jimmy

Sandra

Denny
User profiles
Quiz
Statutory Frameworks
Underpinning knowledge
Online Role Play –
‘Craig’ – Polices
and Procedures.
Information Privacy
Activity
Mandatory
Reporting Activity
Client Issues
Element 1
1.5,
Research Hunt
Element 2
2.3
Resource Directory
Additional: Diploma
Exercise: Research
Activity
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Interacting with Clients
Underpinning skills
Video: Bill’s story
Active Listening
Skills
Drug ID 2
Motivational Interviewing
54
Underpinning knowledge
Underpinning skills
Case studies:

Bill

Jay

Jane
Video – Bill
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Learning unit Title
Element and
Performance Criteria
Activity Title
Case Management,
Referral and Advocacy
Element 2
2.2,2.3 2.5
Services Directory
Element 3
3.1 – 3.5
Case study: Mary
Assessing the Client for
On going Needs
Element 1
1.1 – 1.6
Case study: Alex
Supporting Your Client –
Goal Setting and
Problem Solving
Element 2
2.1 – 2.6
Case study: Peta
Delivering Client
Services
Element 2
2.1 – 2.4
Case Study: Emine
2.6-2.9
Organisations
Polices and
Procedures
Element 3
3.1 – 3.4
Case Study: Bill
Client Satisfaction
Survey
Discussion Forum
Alternative approaches
Assessors and Tutors could also consider including examples of workplace
documentation compiled on the job by the learner as part of a portfolio of
evidence.
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CHCAOD9C – Provide alcohol and/or other drug
withdrawal services
Provide Alcohol and/or Other Drug Withdrawal Services is part of the Certificate
IV in Alcohol and Other Drugs Work. This unit of competency deals with providing
assistance to people going through the process of withdrawing from alcohol,
tobacco and other drugs, including combinations of these. Withdrawal services
may be non-medical or provide pharmacological relief under relevant legislative
guidelines. Services may be residential or home based.
CHCAOD9C has the following elements of competency.

Check needs of clients.

Client is questioned to ascertain substance/s used, duration of
use, average daily intake, time and amount of last dose and how
the drug/s was administered.

Behaviour or physical status inconsistent with alcohol and/or drug
use is reported to the appropriate person and/or assistance
sought.
Medical or emergency assistance is provided or sought as
appropriate and in accordance with organisational policies and
procedures.



Support Management of withdrawal.

An appropriate environment within which alcohol and/or other
drugs withdrawal is to take place is selected/provided in
accordance with organisational policy and procedure.

Client's physical state is monitored regularly in accordance with
policies and legislation to ensure health and safety.

Client's fluid and nutrition intake is monitored in accordance with
organisational policies and procedures and under appropriate
professional supervision.

Client is provided with support services in accordance with
organisational policies and procedures.
Signs of concurrent illness are documented and referred to the
appropriate person or medical officer.



Services provided to client are documented in accordance with
organisational and legislative requirements.

Consultation with medical officer is undertaken in accordance with
organisational policies and procedures and relevant legislation.
Evaluate client withdrawal


56
Client is assessed to determine if they meet organisational
admission criteria and have been referred appropriately.
Outcomes are discussed with client and appropriate persons in the
organisation.
Outcomes of client drug withdrawal are assessed and documented
in accordance with organisational policies and procedures.
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ALCOHOL AND OTHER DRUGS TOOLBOX

Assist client with ongoing harm minimization

Relevant and current information on alcohol and other drugs and
related issues is provided to and discussed with the client.

Harm minimisation strategies for alcohol and/or other drug use are
discussed with client.
Client is assisted to contact and use self-help and other services.


Follow up is provided in accordance with organisational policies
and available resources.
Learning units that relate to this competency
The following learning units relate to CHCOAD9C – Provide alcohol and/or other
withdrawal services:

Harm Minimisation

The Sector, Service Provider, Client and You

Models of Treatment

Drug ID 1

Statutory Frameworks

Mental Illness

Interacting with Clients

Drug ID 2

Case Management and Referral

Assessing the Client for Ongoing Needs

Managing Withdrawal.
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Practical requirements
This competency should be assessed in the workplace. A simulated workplace
could also be used for assessment purposes.
Assessment
In assessing the elements in this competency of:

assess the needs of clients,

manage withdrawal,

evaluate client withdrawal, and

assist clients with ongoing harm minimisation,
assessors should use a range of strategies to assess learners in the workplace.
In addition to feedback from workplace supervisors, feedback should be sought
from colleagues, with supplementary questioning of co-workers involved in
managing withdrawal as a team.
The learner could also be asked to compile a journal of working with one or more
clients going through the process of withdrawal.
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Assessment of underpinning knowledge and skills could be evidenced by the
satisfactory completion of the learning activities described below.
Learning unit title
Elements and
Performance Criteria
Activity title
Harm Minimisation
Element 4
Tom Case Study
4.2
The Williamsbrook
Dance Community
Group Exercise
Quiz
The sector, Service
Provider, Client and You
Underpinning knowledge
Comments on Audio
Activity
Reflection on the
AOD field
Models of Treatment
Underpinning knowledge
David’s situation
Drug ID 1
Underpinning knowledge
Case studies:

Jimmy

Sandra

Denny
User profiles
Quiz
Statutory Frameworks
Underpinning knowledge
Online Role Play –
‘Craig’ – Polices
and Procedures.
Information Privacy
Activity
Mandatory
Reporting Activity
Client Issues
Element 1
Element 2
1.2
Research Hunt
Resource Directory
Additional: Diploma
Exercise: Research

© ANTA 2000
Activity
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Interacting with Clients
Underpinning knowledge
and skills
Active Listening
Skills
Video: Bill’s story
Drug ID 2
60
Underpinning knowledge
Case studies:

Bill

Jay

Jane
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ALCOHOL AND OTHER DRUGS TOOLBOX
Learning unit title
Element and
Performance Criteria
Activity title
Drug ID 2
Underpinning knowledge
Case studies:

Bill

Jay

Jane
4.1
Services Directory
4.3
Case study: Mary
Element 1
1.1 – 1.4
Case study: Alex
Element 2
2.1 – 2.7
Case studies:
Case management and
referral
Element 4
Assessing the client for
ongoing needs
Managing Withdrawal

Melissa

Lance

Darren

Phil

William

Helen

Jess
Alternative approaches
As an additional/substitution assessment task, the assessor or tutor may ask the
learner to construct a case study detailing a typical experience of a client
undergoing withdrawal.
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About the Learning units
There are nineteen learning units which form the Alcohol and Other Drugs
competencies.
A description of each learning unit is contained in this section.
All learning units contain learning activities and discussion starters. Additional
resources and suggested internet sites 1 can be found in the library. The learning
activities that are suitable for use as part of assessment have been listed for
each competency, in the previous section. General information for tutors.
Preparing to use the materials
Before, or soon after you start learners using the materials, you will need to set
due dates for their assessment task. You will also need to make sure learners
have decided how they will present their materials and which drugs they will
focus on.
Keeping track of students online is one of the biggest challenges facing online
tutors. You need to make sure that all your learners are actively participating and
working on the learning activities. One way to achieve this is through their
participation in threaded discussions, bulletin board postings and responses to
your email.
1
The URL addresses provided within this material were current at the time of
development. Sites do change from time to time, and we suggest that you check the
currency of addresses, periodically.
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Suggestions for customising the materials
The materials in this learning unit can be adapted to suit your teaching style or
your learners’ needs. We suggest the following ideas as a starting point.

Emphasize particular drugs encountered in the learner’s workplace or
local environment through their assessment task and discussion activities.

Add additional discussion based activities like those suggested above.

Include materials and learning tasks or discussion topics on topical issues
currently in the media.

Add additional case studies reflecting the needs of Aboriginal and Torres
Strait Islanders and people from culturally and linguistically diverse
backgrounds.

Add other drugs to the learning unit pages (providing you have the
authoring skills to do so).

Ask learners to search the Internet for sites not listed in the resources
page and post these to a bulletin board or discussion forum.

Ask learners to develop case studies for sharing with other learners.

Add additional materials to the learning unit pages to reflect local
conditions (providing you have the authoring skills to do so).

Encourage learners to compile a ‘directory’ of service providers within
their local community.

Add additional resources when required. For example, changes to
statutes or new statutes in your jurisdiction.
Promoting collaboration and interaction between
learners
Make sure you introduce yourself to the learners early in the unit. Encourage
learners to post a ‘introducing myself’ comment in the discussion forum or bulletin
board, which focuses on:

why I am doing this learning unit

experience in the industry

what I want to do as a result of my studies.
As learners work through the materials you may wish to post a number of
problems for further research and discussion. Suitable topics may include the
following.
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Newsflash
A new drug has just hit the streets called ya ba, which is Thai for crazy medicine.
It is disguised as ecstasy tablets and is made from amphetamine,
methamphetamine and ephedrine. Reports from the National Drug and Alcohol
Research Centre say that the amount of methamphetamine is very high, normal
speed has about 5% but ya ba is almost 95% methamphetamine. Claims have
been made that ya ba has replaced heroin as the most produced drug coming
out of the Golden Triangle.
Given the constituents of ya ba what are the likely effects, both physical and
physiological? Learners may wish to do some further research using the
resources page as a starting point. They can then post their thoughts to a
threaded discussion or a bulletin board. Learners should be encouraged to read
other learners’ postings and comment on their suggestions.
Simulated email
Simulate an email to all learners from a ‘colleague’. The colleague is currently
working with a client and is trying to establish which drugs the client is using.
Describe the effects of the drug in the email and ask learners to help their
colleague by posting a reply to the discussion forum or bulletin board.
Encourage learners to read the messages posted by others and to comment on
their response. You may wish to use an exercise like this to focus on the
synergistic effects of taking more than one drug.
Reviewing other learners’ draft assessment materials
You may wish to set a date when all learners need to submit a first draft of their
assessment materials. These can then be distributed among other learners to
review and provide feedback. The feedback can be managed through you if you
feel that some learners may need help phrasing feedback appropriately.
Distance learners
Learners who are based in remote locations without regular access to classes,
may benefit from having a mentor appointed.
The mentoring could be done via telephone and email.
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Learning unit – harm minimisation
(principles and concepts)
This unit focuses on the context of harm minimisation and the range of harm
minimisation activities and strategies.
The content of this Learning unit covers:

government policy

public health model

harm minimisation as a philosophy or approach:

links between approaches that reduce demand, supply and harm

harm reduction


harm prevention
health promotion

harm management

giving control to the user.
Range of harm minimisation activities/strategies:

early intervention

abstinence

specialist treatment

supply control

safer drug use

controlled drinking

safer sex

safe injecting.
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Competency statement
This Learning unit can be utilised in the delivery of the following units of
competence:

CHCAOD1C – Introduction to alcohol and other drug work

CHCAOD2C – Orientation to alcohol and other drug work

CHCCS9A – Provide support services to clients

CHCAOD6B – Work with clients who are intoxicated

CHCAOD7C – Provide needle and syringe services

CHCAOD8C – Assess the needs of clients who have AOD issues

CHCAOD9C – Provide AOD withdrawal services
Notes for tutor
Look at the vision/mission statements, policies and procedures of your learners’
organisation and compare them with others. Determine if the organisations are
embracing harm minimisation as a policy and consider what impact this may
have on service delivery.
Learning Activities

Quiz : Supply – Demand and Harm deliniation.

Case Study Examples

Tom : Case Study

Community Group Exercise
Learners should include reference and consideration to the following
stakeholders in the activities:
The Individual:
This may include the young person or adult using drugs or partaking in potentially
risky behaviours.
The Community:
This could include: police, event organisers, bottle shop owner, young people
attending, parents, child protection/youth worker, school principal/welfare coordinator, local residents, workers, other clients.
Identification of Harms
Depending on the activity, these may include: Risk of transmission of BBV’s,
drowning, possible suicide, pregnancy, dehydration, needle stick injury, sexually
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transmitted diseases, being run over by cars, damage to neighbours’ property or
amenities, legal issues
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Learning unit – The sector, service
provider, client and you
This unit focuses on the interrelationship of workers, clients, service providers
and the sector as a whole. It provides the ‘big picture’ on the AOD sector and it is
strongly recommended that learners do this unit first.
The content of this learning unit covers:

understanding the client



cultural, gender, age and literacy issues (catering for individual
differences).
rights of the client.

client needs and interrelationship of needs.

patterns of drug use (social context).

drug use as an interaction of the individual, environment and drug.
the worker



own biases and beliefs
duty of care

work role and responsibilities

confidentiality..
the service provider

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the workplace and its procedures and policies:

emergencies


occupational health and safety
referrals and giving information

storing and reporting client information

goals, objectives and targets


accountability
code of conduct

confidentiality

client rights and responsibilities.

types of services offered in the sector.

other resources and information available

philosophies of the service provider.
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
the sector

key stakeholders and their roles

support services, eg, emergency services, medical aid.

philosophies of sector – holistic, client centred approach:

© ANTA 2000

promotion of health and wellbeing

early identification of health problems

delivery of appropriate services

commitment to meeting the needs and upholding the
rights of clients

commitment to empowering the client.
Principles of client and community
empowerment/disempowerment within specific area of work.
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Competency statement
This learning unit can be utilised in the delivery of the following competencies:

CHCAOD1C –Introduction to the alcohol and other drugs work

CHCAOD2C –Orientation to alcohol and other drugs work

CHCCS8A – Provide first point of contact

CHCAOD4C– Support people with alcohol and other drugs issues

CHCCS9A – Provide services to clients with alcohol and other drugs
issues

CHCAOD6B – Work with clients who are intoxicated

CHCAOD7C –Provide needle and syringe services

CHCAOD8C –Work with clients who have alcohol and other drugs issues

CHCAOD9C – Provide alcohol and other drug withdrawal services.
Notes for tutor
Activities

State/Territory- based Treatment Options activity

Personal reflection on values and attitudes activity

Audio response exercise
AQF IV Only

Reflection on the sector activity
Diploma Only
Sector/Service Chart activity
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Learning unit – historical perspectives
This unit focuses on the historical use and abuse of alcohol and other drugs and
the origins of societal attitudes and government policies.
The content of this learning unit covers:

changing attitudes to alcohol and other drug use

changing approaches to working with clients.

the relationship between AOD issues and the principles of health
promotion (as per Ottawa Charter).

changing government and societal views of alcohol and other drug use
and their impacts on working with clients

government policies and initiatives affecting alcohol and other drugs work

the economic context as it relates to and affects alcohol and other drug
use and the subsequent impact on client needs.
Competency statement
This learning unit can be utilised in the delivery of unit of competency
CHCAOD2C – Orientation to alcohol and other drug work
Notes for tutor
Tutors may like to recommend this unit to learners as a background to Alcohol
and Other Drugs work.
Activities

Debate
Choose one debate topic from the following:
“Drug prohibition laws encourage criminality”
“Harm Minimisation encourages drug use and is primarily responsible for the
increased use of drugs we see today.”
“The abstinence approach to drug use is the only approach to drug use today /
The Harm Minimisation approach to drug use is the only approach that works
today”
You will be required to notify learners what stance they will be required to take for
the debate – allowing time for the students to prepare. Set date and time and
location of debate. You will require a chat room. The TAFE VC is one of your
options.

Additional Diploma Activity
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Participants are only required to complete this exercise if they are being
assessed at a diploma level of this learning unit.
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Learning unit – models of treatment
This unit focuses on the different models of treatment adopted within the sector.
The content of this learning unit covers:

community development and education

case management

working with families

public health model

treatment models including:

Thorley

Roizens

Zinberg.
Competency statement
This learning unit can be utilised in the delivery of the following units of
competency:

CHCAOD1C – Introduction to alcohol and other drug work

CHCAOD2C – Orientation to alcohol and other drug work
Notes for tutor
Activities

Origins of Models Activity

Model Matrix Activity

Written Reflection Exercise

David : Case Study Activity
This learning unit contains material explaining the model devised by Prochaska
and DiClemente. Learners may require additional materials and explanations
from you on this model. In particular, learners need to understand that trying to
change the behaviour of a person who is a pre-contemplator by presenting the
person with a number of action strategies may edge the person towards relapse.
Similarly, the vulnerability of someone in the early stages of maintenance needs
to be recognised and supported so that the changed behaviour is regarded by
the person as being worthwhile.
Further Models could be explored in this unit – including the transtheoretical
model – developed by Prochaska and DiClemente.
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Learning unit – drug ID 1
This unit focuses on basic pharmacology, types of drugs, effects of drugs and
tolerances.
The content of this learning unit covers:

the link between pharmacology and other factors influencing drug use (its
place within the public health/Zinberg model)

types of drugs

dose levels

effects of specific drugs on body systems and functions and psychological
effects

tolerance

basic drug names

drugs/substances commonly used in the learner’s local community

multiple drug use – effects.
Competency statement
This learning unit can be utilised in the delivery of the following units of
competency:

CHCAOD2C –Orientation to alcohol and other drugs work

CHCCS8A – Provide first point of contact

CHCCS9A – Provide services to clients with alcohol and other drugs
issues

CHCAOD6B – Work with clients who are intoxicated

CHCAOD8C –Work with clients who have alcohol and other drugs issues
Notes for Tutor
Activities

Quiz
Learners are required to complete a quiz in this learning unit. Tutors may require
the students to submit their responses. Answers to the quiz can be found
in Appendice 1 of this manual.
Case Studies
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Learning unit – statutory frameworks
This learning unit explores the legislative framework in Australia in the field of
alcohol and other drugs.
This unit also covers the links between organisational policies, legislation and
work procedures. including: Duty of Care, Mandatory Reporting and Abuse and
Privacy Legislation
Competency statement
This learning unit provides underpinning knowledge for workers in the alcohol
and other drugs sector.
Notes for tutor
Activities
•
On-line role play titled ‘Craig’.
Learners are directed to reflect on their feelings about this role play and to post
responses to the meeting place.
You may like to add to the discussion, using the premise that Craig has
overdosed on heroin.
Another discussion could be conducted using the premise that Craig has not
overdosed on heroin, but has collapsed from hunger. This differing viewpoint
could be used by the learners to reflect on their feelings and their decisions.
The case studies of John and Susan prompt the learner to think widely about the
issues of regulations and day to day activities of AOD workers.
•
Privacy Research Activity
•
Mandatory Reporting Activity
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Learning unit – Client Issues
This learning unit focuses on the knowledge needed by AOD workers to
recognise clients at risk of self harm or with a mental illness.
The content of this learning unit covers:

the difference between major mental illnesses and a range of emotional
issues including distress and anxiety

how people suffer mental illness as a result of particular drugs

de-institutionalisation and social issues (eg clients with mental illnesses
using drugs within the broader community)

the relationship between alcohol and other drug use and mental health

mental health agencies and AOD agency policies and procedures for
working with related agencies

policies and procedures for working with clients with AOD and mental
health issues (dual-affected clients)

eating disorders

suicide risk awareness and assessment

self harm awareness and assessment

acquired brain injuries

legal and ethical obligations regarding clients with mental illnesses

mental health service system.
Competency statement
This learning unit can be utilised in the delivery of the following units of
competency:

CHCCS9A – Provide support services to clients

CHCAOD8C – Assess the needs of clients who have AOD issues

CHCAOD9C – Provide AOD withdrawal services.
Notes for tutor
Activities

Research Hunt
Learners are required to complete a questionnaire and email their responses to
the tutor. Answers to the questionnaire can be located in Appendice 2 of this
manual.

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Case Studies
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Case Studies provide examples of working with clients who have issues
associated with drug use and one or more of the following issues : mental health,
self harm, acquired brain injury and suicide.
 Support Services Directory
Learners are required to develop a resource guide that identifies the support
services and web resources for mental health, suicide, self harm and acquired
brain injury available in their local area.

Additional Diploma Activity
Research Activity – Cannabis and Psychosis
You may like to include material of the medications used to control symptoms of
mental illness, antidepressants, mood stabilisers, antipsychotics, tranquillisers
etc.
The article included in this Learning Unit 'Out of the wards and onto the streets –
deinstitutionalisation and homelessness in Britain' could be used as the basis of a
discussion.
It is a somewhat bleak view of deinstitutionalisation and you may wish to balance
the discussion with other examples.
In Australia, intensive support for people diagnosed with a mental illness is
available. Case Management practices, community mental health teams and a
range of accommodation (supported residential facilities, public housing units,
hostels and nursing homes) are accessible.
You may like to add resources relevant to your State or Territory, about the
community mental health teams and other services available in Australia
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Learning unit – interacting with clients
This learning unit focuses on the skills needed to communicate with clients.
The content of this learning unit covers:

communicating with clients.


observation skills (responding to and interpreting verbal and
non-verbal cues)
establishing rapport

active listening and questioning

communicating in a calm, unhurried and sensitive manner

being culturally sensitive

reporting.

confidentiality and boundaries with clients

dealing with challenging behaviours and aggressive clients

conflict resolution and negotiation.
Competency statement
This learning unit can be utilised in the delivery of the following units of
competency:

CHCCS8A – Provide first point of contact

CHCAOD4C– Support people with alcohol and other drugs issues

CHCCS9A – Provide services to clients with alcohol and other drugs
issues

CHCAOD6B – Work with clients who are intoxicated

CHCAOD7C –Provide needle and syringe services

CHCAOD8C –Work with clients who have alcohol and other drugs issues

CHCAOD9C – Provide alcohol and other drug withdrawal services.
Tutors Note: Interacting with clients may best be assessed through simulation
exercises.
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Learning unit – working with intoxicated
people
This learning unit focuses on the skills and knowledge needed by AOD workers
to work with intoxicated clients.
The content of this learning unit covers:

recognising intoxication

communicating with intoxicated people

resolving conflicts and negotiating with intoxicated clients

self protection/risk management strategies

using breath analysis equipment

responding to the short and longer term needs of intoxicated clients:

safe and secure environments to sober up

monitoring physical states

assisting clients with activities of daily living.
Competency statement
This learning unit can be utilised in the delivery of unit of competency
CHCAOD6B – Work with clients who are intoxicated
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Learning unit – drug ID 2
This learning unit focuses on the signs and symptoms of withdrawal from various
drugs and the effects which may mask or mimic other illness.
The content of this learning unit covers:




addiction/dependence

signs and stages of dependent drug use

psychological and physical effects of addiction/dependence to
specific drugs

tolerances to specific drugs.
withdrawal

signs and symptoms of withdrawal to specific drugs

concurrent medical illnesses which may mimic/mask withdrawal.
health issues associated with drug use

malnutrition

blood borne diseases

skin infestations

effects of drug use on health

cognitive, social and emotional development.
social context of drug use

range of use and use scenarios (eg lifestyle context of drug use)


patterns of drug use within the community
drugs (and their effects) used in treatment.
Competency statement
This learning unit may be utilised in the delivery of units of the following units of
competency:

CHCAOD8C – Assess the needs of clients who have AOD issues

CHCAOD9C – Provide AOD withdrawal services.
Notes for tutor
The following website provides information on prescription drugs and their
effects on other drugs. It is advised that tutors guide the learner to the website
and make themselves available for questions and issues that may arise from
exploring this pharmacologically complex area.
http://www.appco.com.au/appguide/default.asp
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Learning unit – assessing the client
This learning unit focuses on the collection of information from the client for the
purposes of making an assessment of the immediate needs of clients.
The content of this learning unit covers:


assessing physical signs and symptoms

orientation to person, place and time

levels of coherence and consciousness

breathing

evidence of physical injury/distress

evidence of mental illness

indicators of abnormal client behaviour.
collecting information from the client

taking immediate drug histories, nature and extent of drug use


collecting routine information, eg contact details, reasons for
contact.
making an assessment


assessing the safety of self, client and others
judging priorities of need and emergency assistance requirements.
Competency statement
This learning unit may be utilised in the delivery of the following units of
competency:

CHCCS8A – Provide first point of contact

CHCAOD6B – Work with clients who are intoxicated

CHCAOD7C – Provide needle and syringe services.
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Notes for tutor
This learning unit contains a transcript of an interview between an agency worker
and client, ‘Alex’.
When directing your learners to this script you should emphasise the following
points.

When asking questions of clients, tone of voice is very important, ie, it is
not just what you say but the way that you say it.

Workers need to ask enough questions of clients to make an accurate
judgement about a client’s risk of self-harm or suicide. Many workers will
not continue to ask questions about this subject for fear of putting the idea
of suicide or self harm into a client’s mind. The issue may need to be fully
explored by you with the learners.
The script offers clues to learners to assist them in developing an individual
treatment plan for Alex.
These clues are:

psychological/emotional assessment clues





client is co-operative however is engaging in some criminal activity
no sign of delusions or hallucinations
readiness to change clues


good appearance
client states his mood is always up and down and sometimes
becomes angry
client is at the thinking about change stage, because of the state of
his life at the moment, however does not what to do and if he can
do it
client goals clues


client wants to sort out things at home, he does not want to leave
to get into a detox.
The example response to the case study is:


82
demographic details

male

24 yrs old
drug use (diagnosis)

substance intoxication (heroin)

substance dependent (heroin)
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

immediate needs

client is intoxicated

client is homeless because of conflict at home with parents

has no food

client is feeling depressed about his current situation
individual treatment plan

current risk assessment needs to be done including drug use and
depression.

harm minimisation strategies to manage current intoxication and
future use.

refer the client to a charity agency for some food

referral to crisis accommodation unit
encourage client to seek treatment for his drug problem and
medication for the problems at home.

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Learning unit – assessing the client for
ongoing needs
This learning unit focuses on the skills needed for assessing the client on a
continuing basis.
The content of this learning unit covers:

assessing physical signs and symptoms

orientation to person, place and time

levels of coherence and consciousness

breathing

evidence of physical injury/distress

evidence of mental illness

indicators of abnormal client behaviour.

collecting information from the client and others

taking a history and determining the current status of the client:


name, age, gender
drug history

readiness to change

physical, emotional, financial, legal, housing and psychosocial
status and immediate needs
other drug use in the family



84
mental health history – level of risk of deliberate self harm
behaviours and/or harm to others
levels of risk behaviour associated with alcohol and other drugs
use, including behaviours which expose clients to blood borne
diseases.

standard drug screens

collecting information from others:

information provided by other services via referral

doctor’s or other professional’s reports

information supplied by family or support network.
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
making an assessment

assessing the safety of self, client and others

judging priorities of need and emergency assistance requirements

identifying behaviours and physical status inconsistent with alcohol
and drug use

making an assessment using non face to face interactions (eg
over the telephone)

using organisational criteria as the basis of admission or exclusion
to services.
Competency statement
This learning unit may be utilised in the delivery of the following units of
competency:

CHCCS9A – Provide support services to clients

CHCAOD8C – Assess the needs of clients who have AOD issues

CHCAOD9C – Provide AOD withdrawal services.
Notes for tutor
This learning unit contains a case file on ‘Alex’. The ‘Notes for tutor’ in ‘Assessing
the Client’ are applicable to the first interview in the case file.
The issues you may want to emphasise with your learners are:

when planning treatment for clients, it is important to link the interventions
planned to the client’s goals
workers need to plan with the client to achieve the client’s goals, ie, what are
we going to do and how are we going to get there?
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Learning unit – case management and
referral
This learning unit focuses on the skills and knowledge required by the AOD
worker to refer clients to the ‘best fit’ service provider.
The contents of this learning unit covers:

Providing information




86
identifying information appropriate to assessed client needs that
takes into account:

language and literacy levels

cultural factors

previous contact

disabilities and special needs.
Referring clients to a colleague or other organisational activities

matching client needs to services offered by the organisation.

exclusion criteria for referrals (eg waiting lists, costs, catchment
area)

arranging referral to a colleague or other organisational activity:


client rights and responsibilities
appointments

costs and waiting times

recording and storing information required by others.
Recommending other services

matching client needs with services provided by others including:

government and non-government services (health,
accommodation, education/training, employment,
social/recreation, counselling, financial and legal advice,
self-help, transport, advocacy)

other agencies and service providers

government allowances, pensions and benefits.

assisting clients to contact and use other services

client confidentiality.
Seeking emergency assistance or help in a crisis.
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Competency statement
This learning unit may be utilised in the delivery of the following units of
competency:

CHCCS8A – Provide first point of contact

CHCCS9A – Provide services to clients with alcohol and other drugs
issues

CHCAOD6B – Work with clients who are intoxicated

CHCAOD7C –Provide needle and syringe services

CHCAOD8C –Work with clients who have alcohol and other drugs issues
Notes for tutor
In the learning activity to create a client assessment checklist your student should
include at least these items:

Client’s view of their situation

social history

other agency/professional involvement

immediate/crisis needs

housing

health

living skills

labour participation or education status

legal issues

significant relationships

special religious or cultural needs.
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Learning unit – Case Management, Referral
and Advocacy
This learning unit focuses on the skills and knowledge by AOD workers to refer
clients to the ‘best fit’ service provider and to advocate on behalf of the client,
when required.
The content of this learning unit covers:

providing information




language and literacy levels


cultural factors – lifestyle, beliefs and customs
previous contact

disabilities and special needs.
providing and discussing information with a client
referring clients to a colleague or other organisational activities

matching client needs to services offered by the organisation.


identifying information appropriate to assessed client needs that
takes into account:
arranging referral to a colleague or other organisational activity.
Referring clients to other services

matching client needs with services provided by others including:



88
government and non-government services (health and
mental health, accommodation, education/training,
employment, social/recreation, counselling, financial and
legal advice, self-help, transport, advocacy, emergency
services)
services specific to aid use (eg detoxification, in patient
counselling, out patient counselling, self help groups,
proclaimed place, rehabilitation centres, sobering up unit,
consumable providers, therapeutic communities)
government allowances, pensions and benefits.

determining service availability


checking and confirming the client’s experience with other services
discussing the suitability of other services

supporting clients to contact and use other services

client confidentiality.
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

providing follow up:

obtaining feedback and reports on outcomes of referrals

checking protective support is available for suicide risk

making appointments for follow up


contacting the client at the referral agency
liaising with other workers and services.
Providing immediate help or referral for critical incidents.
Competency statement
This learning unit can be utilised in the delivery of the unit of competency:
CHCAOD8C – Assess the needs of clients who have AOD issues
Notes for tutor
In the learning activity to create a client assessment checklist your students
should include at least these items:

clients view of their situation

social history

other agency/professional development

immediate/crisis needs

housing

health

living skills

labour participation or education status

legal issues

significant relationships

special religious or cultural needs.
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Learning unit – motivational interviewing
This learning unit provides underpinning knowledge of the techniques for
motivational interviewing.
Competency statement
This learning unit can be utilised in the delivery of unit of competency: CHCCS9A
– Provide support services to clients
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Learning unit – supporting your client, goal
setting and problem solving
This learning unit focuses on the knowledge required to work with clients in
counselling situations.
The content of this learning unit covers:

brief and intensive intervention

relapse prevention.
Competency statement
This learning unit may be utilised in the delivery of unit of competency:
CHCAOD8C – Assess the needs of clients who have AOD issues
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Learning unit – needle exchange including
statutory requirements and infection
control
This learning unit focuses on the legislative and organisational requirements for
needle exchange and infection control.
The content of this learning unit covers:

Providing needle exchange



legislative and organisational requirements for needle exchange.
legislative and organisational requirements for OH&S and infection
control.

documentation requirements.

maximising the safety of self and others (universal precautions).

responding to health and safety incidents (eg needle stick injuries).

maintaining confidentiality.
Providing education on safer drug use

safer drug use and needle handling strategies (inc vein care and
needle stick injuries).

discussing harm minimisation strategies.
Competency statement
This learning unit can be utilised in the delivery of unit of competency:
CHCAOD7C – Provide needle and syringe services
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Learning unit – managing withdrawal
This learning unit focuses on appropriate environments for withdrawal, the
support services available and harm minimisation strategies.
The content of this learning unit covers:

responding to the stages of withdrawal


organisational and legislative protocols for withdrawal services
selecting an appropriate withdrawal environment

monitoring the clients physical state

monitoring fluid and nutrition intake

providing support services:

herbal remedies




aromatherapy

appropriate physical exercise


provision of vitamin and mineral supplements
dietary management

therapeutic massage

spending time with the client

relaxation techniques.
seeking back up and medical assistance:

concurrent illnesses

accessing medical assistance

consulting with medical officers.
keeping accurate records of services provided
evaluating withdrawal

assessing and documenting the outcomes of withdrawal

discussing the withdrawal outcomes with clients and others

discussing ongoing harm minimisation strategies

providing follow up.
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Competency statement
This learning unit may be utilised in the delivery of unit of competency:
CHCAOD9C – Provide AOD withdrawal services
Notes for tutor
These are the post treatment interviews with the seven clients in this learning
unit. Use the transcripts as a guide when responding to the work submitted by
your students.
If you wish to send a copy of the interviews to your students the ‘file
transcript.doc’ is included with this toolbox. This file is called ‘Managing
Withdrawal – Recommended answers to Learning Activity’.
Lance
Hospital Withdrawal
‘I was admitted to hospital. Apparently with my dicky heart they needed to. I felt
really lousy for the first few days and I can’t remember much about it. I had an IV
drip in my arm and I guess I was being given medication to make sure I didn’t
have any seizures. I was told later that the IV was also for giving me fluids and
electrolytes. I was seen by a cardiologist and they monitored me really carefully.
While I was there they also found I had diabetes so I was able to see a diabetic
nurse and a dietitian. I was there for a week and got really good care. At the end
of my stay someone from the drug and alcohol unit came to see me and
suggested I should go for some counselling. I’ve decided that I’ll do that.’
William
Not suitable for outpatient withdrawal but referred to a psychiatrist
‘Hi, well things are not going too badly. I went for an assessment at a drug and
alcohol agency near my mother’s house. The assessment worker asked the
outpatient withdrawal nurse to have a word with me. She was surprised that I had
not had much in the way of counselling and recommended that I saw a
counsellor. She also made me an appointment with a psychiatrist specialising in
anxiety. I went to see him two days later and he transferred me from the Valium
on to antidepressants as he believes the anxiety and depression are linked. I
have maintained contact with the withdrawal nurse. She said I could have
counselling there but I decided not to as money is not really an issue and it might
get out that I am receiving treatment if a member of the public sees me going in
there. I’m going for counselling privately.’
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Helen
Accepted for residential withdrawal
‘I was on the waiting list for a bed for about two weeks. The assessment worker
phoned me up a few times while I was waiting. Then I got a call to say I could go
in on the Friday but I couldn’t go; I had things to do. It was agreed I would go in
on Monday. I went to see my doctor on the Monday morning just so he could do
a brief medical assessment to say that going into the withdrawal unit was fine. I
arrived at the unit about midday. The first day was okay. I didn’t do much, just
chatted to the other clients. There was only one other woman there and she
turned out to be a real bitch. Another woman should have been there but she
didn’t show up. There were five guys and they were all really nice. On the second
day I slept a lot but my neck and shoulders really ached so one of the guys, Jim,
gave me a massage. On the third day the staff said they wanted to talk to Jim
and me. Jim had arranged for a drop during the night just a little taste, nothing
major. That bitch had told the staff I was sleeping with him and that I was in on
the drop. I was really pissed off, not just with her but with the staff as well. They
never trust you. They’re always on your back; it was just a taste and I didn’t have
any anyway. I was feeling shit and all they could do was listen to gossip and
hassle me. They threw Jim out. I had had enough. I packed my bag and told
them I was out of there. They tried to persuade me to stay but I was in no mood
to listen. I have used a couple of times since I left but I’m reducing the amount I
use. I reckon I can get it under control’.
Jess
Accepted for residential withdrawal
‘The assessment staff eventually agreed that I could try a residential withdrawal,
especially as I had reduced just a few weeks ago. The problem is the time frame.
I can only have a week off and because the methadone stays in your system for
longer than heroin it is a few days into the withdrawal program that the
withdrawal symptoms really kick in. So we arranged that I would take my last
methadone on Friday, visit friends out of the city at the weekend and go into the
unit on Monday. The first few days in the unit were hard even with the
medication. There were two other users in there that kept talking about hitting up.
They left on day three. I really wanted to go with them but I did not. The real
threat will be now as I am out. I still have cravings, I am not sleeping well and I
am tired and irritable. I don’t know how I will cope at work but I am not going back
on methadone. Now as I am not dependent on heroin or methadone I might
occasionally have a taste but I won’t let it get out of hand.’
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Darren
Accepted for outpatient withdrawal
‘The assessment worker recommended that I talk to the outpatient nurse which I
did. She got me in to see a local GP who the agency works with. This GP
specialises in alcohol related problems. The nurse wanted me to see him for a
second opinion. She thought outpatient withdrawal would be good for me but
because I am living alone at the caravan park she just wanted to make sure she
had not missed anything and that there were no medical problems.
It was agreed that I would be prescribed a seven-day supply of medication that I
would pick up daily from the pharmacy. This was just to reduce the shakes that I
might get and make things a bit easier. I saw the withdrawal nurse twice this
week for counselling and support. We talked a lot about my health and how I felt.
She gave me strategies that would help me to reduce my drinking and taught me
relaxation techniques. The GP has suggested I take Cameral or Naltrexone to
help me with my decision not to drink and also thinks I should continue
counselling. I don’t think I need the medication but I will continue with the
counselling.’
Darren’s outpatient nurse – interview
‘When I work with clients I take a holistic approach and attempt to address social,
psychological health and legal issues. Darren did not have accommodation
issues and whilst it was not what he wanted, the caravan did provide him with an
adequate home. Initially we spent a lot of time working on health issues. We
talked about not drinking alcohol when he was thirsty, drinking light beer,
ensuring that he had an adequate diet and that he did not drink on an empty
stomach. We also spent time considering how he would cope when the friends
encouraged him to drink with them after work and practised drink refusal and
problem solving techniques. I also referred him to a local drink-driving program;
he did not seem to realise that he has to have completed the program within 12
months if he wanted to get his licence back.
He is doing well and only has a maximum of two beers in any drinking episode
but generally chooses not to drink at all. He has moved back in with his wife. We
discussed the legal implications of him moving back in with her whilst she still
had an outstanding intervention order and I advised him to talk to the solicitor
which he did. His file is now officially closed as this episode of care is over. I have
referred him and his wife to ‘Relationship Australia’, as they wanted to work
through a few things now as he has his drinking under control.’
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Phil

Not suitable for home based withdrawal (see exclusion criteria).

Not accepting residential withdrawal.

Not significant enough medical and/or psych problems for hospital
withdrawal (which he would not have accepted anyway).

Not suitable for outpatient withdrawal (see exclusion criteria).
Because of duty of care responsibility this client was taken on by the Outpatient
Service. He was sent to a doctor for a medical assessment. During the few
weeks while he was withdrawing from alcohol he came in to see the outpatient
nurse and also had regular contact with the doctor who he was able to see at
week-ends. The doctor was able to prescribe medication to control the seizures.
At the end of successful treatment he reported that had he not received support
from the program he doubted that he would have been able to successfully
withdraw at this time.
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Learning unit – delivering client services
This learning unit focuses on the skills and knowledge required by AOD workers
to work with clients from diverse backgrounds.
The content of this learning unit covers:

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providing services

negotiating goals and action plans:

harm minimisation strategies

targeting at risk behaviours

setting vocational goals

meeting immediate physical needs

meeting accommodation needs

reintegrating clients within a social context


ensuring personal safety
managing a crisis

setting timelines and priorities.

carrying out early or short term programs

negotiating longer care programs

assisting clients with everyday living

using interpreters

preventing relapse:


drug use triggers
self help groups

managing stress

providing ongoing support

monitoring client progress

using community resources

developing a support network

using role plays

strategies for money management, problem solving,
personal goal setting, prioritising, problem solving and
decision making, disengagement.
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

reviewing client progress

reviewing progress against action plans

revising action plans and timelines

negotiating client exit:

negotiating client contracts

what clients can expect when they leave

providing follow up

ending the client/worker relationship

ensuring ongoing safety of clients at risk of self harm

accessing harm reduction consumables

using client questionnaires

record keeping and documentation (reasons for and
conditions of exit and treatment/assessment progress).
evaluating work

reviewing outcomes against care plans and goals:


measuring of harm minimisation

identifying changes made during intervention and over
time

assessing client behavioural and attitudinal change

referral and linkages.
reviewing and discussing outcomes with clients and others.
Competency statement
This learning unit can be utilised in the delivery unit of competency:
CHCAOD8C – Assess the needs of clients who have AOD issues
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Appendices 1
Quiz: Drug ID 1 – Questions and Answers
Identify which response is correct.
1) Drugs that affect the Central Nervous System are:
a)
b)
c)
d)
Psychoactive Drugs
Psychometric Drugs
CNS Buster Drug
Psycho-cerebellum Drugs
Answer
a) Psychoactive Drugs
Identify which response is correct.
2) Zinberg’s Theory is widely known as:
a)
b)
c)
d)
The Medical Model
The Social Learning Model
The Matrix Model
The Public Health Model
Answer
e) The Public Health Model
Identify which response is correct.
3) Zinberg’s theory takes into account the interrelationship between:
a)
b)
c)
d)
Politics, Society and the Individual
The Drug, The Environment and the Individual
Sex, Drugs and the Individual
Education, Community and the Level of Drug Use
Answer:
b) The Drug, The Environment and the Individual
Identify the factor that is incorrect
4) The effects of drugs can be influenced by:
a)
b)
c)
d)
How a drug is administered
If other drugs are used in combination
The physical characteristics and mood of the user
The IQ level of the user
Answer: d – The IQ level of the user
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Identify which response is correct.
5) Which condition is a long-term affect of alcohol:
a)
b)
c)
d)
Liver Disease
Nerve and Brain Damage
Heart Muscle Damage
All of the above
Answer:
b) All of the above.
Identify if the following statement is true or false.
6) Most fatal overdoses occur when a person has taken more than one
drug.
True
False
Answer:
True: Most fatal overdoses occur when a person has taken a number of
drugs either at the same time or one after another, causing a cumulative
effect on some of the following biological systems - the central nervous
system, the respiratory system and the cardiovascular system.
Identify if the following statement is true or false.
7) Tobacco products are responsible for a large proportion of drug related
harm in the world today.
True
False
True: There are more tobacco related deaths than all other drug related
deaths combined.
Identify if the following statement is true or false.
8) Benzodiazepines are also known as major tranquillisers.
True
False
Answer:
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False: Benzodiazepines are sometimes referred to as minor tranquillisers,
which include Valium, Serapax, Normison and Rohypnol.
Benzodiazepines should be distinguished from major tranquillisers which
are different drugs used to treat other illnesses such as schizophrenia.
Identify if the following statement is true or false.
9) Benzodiazepines are used for the relief of anxiety and insomnia.
True
False
Answer:
True: Benzodaizephines are usually used for short periods and are
prescribed for sleep and anxiety. Occasionally benzodiazepines are used
for longer periods for the relief of chronic anxiety or sleep disturbance.
Identify if the following statement is true or false.
10) Ecstasy can be taken orally or injected.
True
False
True – but the most popular way of taking ecstasy is orally. The duration of effect
of an MDMA dose depends on the potency, but it is usually around 4-6 hours.
(Need to double-check this fact.)
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Appendices 2
Client Issues - Quiz
(True or False)
1) As a drug an alcohol worker I am required to diagnose Mental
Illness.
True
False
False: As a drug and alcohol worker it is important to remember that it is
not your role to diagnose Mental Illness. You are required to identify the
possible presence of a mental health issues and refer appropriately.
(True or False)
2) Schizophrenia is a fairly well known psychotic disorder characterised by
major disturbances in thought, emotion and behaviour.
True
False
True: A person experiencing Schizophrenia may experience some of the
following hallucinations, hearing voices, delusions, disorder of speech,
lack of speech, repedative statements and an inability to experience
pleasure.
(Multiple Choice)
3) Brain nerve cells are separated by small gaps called synapses, and
messages are transmitted across these gaps with the assiatance of
chemicals called:
Neurotransmitters
Noradrenaline
Naltrexone
Normisson
(Drop and Drag)
4) Match the mental illness condition to the mental health category:
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Mood Disorders (Category)
Bipolar (Condition)
Anxiety Disorders (Category)
Post Traumatic Stress Disorder (Condition)
Personality Disorders (Category)
Borderline Personality Disorder (Condition)
Eating Disorder (Category)
Anorexia Nervosa (Condition)
(Answer Box)
5) What is the name of the coexistence of alcohol and/or drug
dependence and mental illness?
Dual Diagnosis
(Answer Box)
6) What does the letters ARBI stand for?
Alcohol Related Brain Injury
(Multiple Choice)
7) Wernicke’s Encephalopathy is identified as a reaction to severe
deficiency of which vitamin?
a)
b)
c)
d)
Vitamin B1
Vitamin C
Vitamin E2
Vitamin A
(Multiple Choice)
8)Korsakoff’s Psychosis is characterised by:
a)
b)
c)
d)
Long Term Memory Loss
Short Term Memory Loss
Loss of all Memory or Recall
None of the above
(True/False)
9) Workers should treat all threats of self-harm as serious.
True
False
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True: Workers need to treat all threats of self-harm as serious and
respond in accordance with organisations polices and procedures. Clients
should be treated with respect and empathy at all times.
(Multiple Choice)
10) Indicate which of the following statements is a suicide myth:
a) All people who commit suicide are depressed
b) To commit suicide is insane
c) People who discuss or talk about suicide won’t commit the act.
All of the above
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