Course Title: Assess needs of clients with alcohol and other drugs issues
Part B: Course Detail
Teaching Period: Term1 2023
Course Code: HWSS6084C
Course Title: Assess needs of clients with alcohol and other drugs issues
Important Information:
Please note that this course may have compulsory in-person attendance requirements for some teaching activities.
To participate in any RMIT course in-person activities or assessment, you will need to comply with RMIT vaccination requirements which are applicable during the duration of the course. This RMIT requirement includes being vaccinated against COVID-19 or holding a valid medical exemption.
Please read this RMIT Enrolment Procedure as it has important information regarding COVID vaccination and your study at RMIT: https://policies.rmit.edu.au/document/view.php?id=209.
Please read the Student website for additional requirements of in-person attendance: https://www.rmit.edu.au/covid/coming-to-campus
Please check your Canvas course shell closer to when the course starts to see if this course requires mandatory in-person attendance. The delivery method of the course might have to change quickly in response to changes in the local state/national directive regarding in-person course attendance.
School: 535T Social Care and Health
Campus: City Campus
Program: C4364 - Certificate IV in Alcohol and Other Drugs
Course Contact: Chris Walters
Course Contact Phone: +61 3 9925 8268
Course Contact Email: chris.walter@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 135
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None
Course Description
In this unit you will develop the skills and knowledge required to screen and assess clients presenting with AOD and Mental Health related issues. You will also gain an understanding of the approaches to working with Intoxicated clients.
This unit applies in a range of community service contexts.
This course is part of the cluster "Engagement" and is delivered and assessed with:
- CHCCCS004: Assess co-existing needs
- CHCAOD002: Work with clients who are Intoxicated
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCAOD004 Assess needs of clients with alcohol and other drugs issues |
Element: |
1. Prepare for assessment |
Performance Criteria: |
1.1 Review existing information about the client and consult with relevant health or community services professionals based on client needs 1.2 Discuss with the client reasons for seeking help and other information that may assist in establishing a basis for further work 1.3 Explain organisation parameters of confidentiality and policy/procedures to client 1.4 Inform the client of the assessment purpose and process 1.5 Confirm client’s understanding of the purpose and process of assessment |
Element: |
2. Conduct assessment
|
Performance Criteria: |
2.1 Identify history and pattern of client’s drug use through client discussion and questioning 2.2 Identify and clarify co-existing issues in consultation with the client 2.3 Identify the clients key familial and social relationships and how they are impacted by their AOD use 2.4 Assess current status, patterns of use and levels of dependence using standardised or approved AOD screening and assessment tools 2.5 Collaborate with other health processionals as indicated by assessment 2.6 Identify indicators of other issues that may affect work with the client through observation and questioning |
Element: |
3. Record assessment and provide feedback |
Performance Criteria: |
3.1 Accurately record assessment results according to defined guidelines 3.2 Apply organisation criteria to determine entry to, or exclusion from, services 3.3 Prepare clear and comprehensive client assessment report 3.4 Provide feedback to the client based on assessment report |
Element: |
4. Identify and respond to need for referral |
Performance Criteria: |
4.1 Identify client issues that are outside the scope of the service and/or the scope of the worker 4.2 Identify appropriate service and other support options for the client and their family members 4.3 Inform the client of possible options and reasons for seeking other service and support options 4.4 Confirm the client’s understanding of options 4.5 Work with the client to determine referral options and responsibilities 4.6 Make referral with client consent 4.7 Provide assessment information to others, including relevant health and/or community services professionals according to consent requirements |
Learning Outcomes
On successful completion of this course you will have developed the skills and knowledge required to demonstrate competency in the above elements.
Details of Learning Activities
The learning activities for this course will include:
- class discussion
- group work
- case study analysis
- knowledge questions
Teaching Schedule
Session |
Topics |
|
||
|
Week 1 9.30-10.30
|
Mindfulness icebreaker Discussing various grounding techniques/triggering mechanisms |
|
||
10.30-10.45 |
Break |
|
||
10.45-12.30 |
Class discussion AOD Tools: Screening /assessment/referral compliance Looking at the templates |
|
||
12.30-1.30 |
Lunch |
|
||
1.30-3.30 |
Exploring Optional Modules What are they, how can we make best use of them Look at an introduction to the sector- VAADA |
|
||
|
Week2 9.30-10.45 |
Introduction to Engagement cluster: · What is AOD /complex needs/co existing · Considering the needs of AOD clients with complex requirements · Considering members of the multidisciplinary team and allied health care · Screening /assessment/referral compliance · Exploring Optional Module Considering the needs of AOD clients with complex requirements Person centred Practice What is it 5 key elements/how to incorporate into AOD work
PCP and assessment
Strength based practice What is it/ how relates to AOD practice
SOC
What is allied health care? Who may we include into the multi disciplinary team?
|
|
||
10.45-11.00 |
|
|||
11.00-12.30 |
Cont with PPT2.1 |
|
||
1.30-3.30 |
PPT W2.2 Screening and assessment Facilitated class discussion: Context of Assessments Why do we assess-function ,purpose, who are the stakeholders, L&E Watch Consent to share video with Sarah Watch screening tool video with Ben |
|
||
|
|
|
||
|
Week 3 9.30-10.30 |
Recap last week Facilitated conversation Communication skills Active listening: what is it Benefits/rules
There will be a 5 min mini role play session based on each of component of the rules speed dating style Students will keep track of time- each will have 2 min per topic before swapping. Teacher will bring them back to class after 5 min. to discuss
1. Active listening /focus on client- discuss Vaccination Back to class to discuss how that worked/didn’t work
2. Eye contact- discuss diversity in the work place Backto class to discuss experience
3. Block all other thoughts- Dislike of food choices Back to class discussion
4. Stop talking 5. Listen to main points Discuss as a class; How can we do these better?
6. Practice staying detached while discussing– all women are irrational, Emotion rather than logic Back to class discuss
7.Ask better Q’s 8.Don’t interrupt Discuss as a class; How can we do these better?
Open ended Q’s video
Non verbal/Listening skills
|
|
||
10.45-12.30 |
Continue with active listening skills/ role plays |
|
||
1.30-3.30 |
Intro. To Ben Discuss Bens requirements Difference between Intake and self completion screening tool
Watch Client confidentiality video with Ben Discuss while filling in consent tool
Discuss referral tool
|
|
||
|
Week 4 9.30-1030 |
Risk Assessment narrated PPT Discuss risk Look at various docs inc risk embedded in Comprehensive ass. Doc
Discuss assoc. risks for Ben |
|
||
10.45-12.30 |
Break into discussion group Utilise a particular photo to scrutinise risk and come up with management plan |
|
||
1,30-3.30 |
How would we respond to this intoxicated complex care client? Communication skills? Which tools would we need? Lets unpack Intake tool, Risk assessment template and referral
Small group work on Allied health care orgs suitable for someone with Bens Issues
|
|
||
|
Week 5 9.30-10.30 |
PPT W4 Case Notes Look at exemplars |
|
||
10.30-10.45 |
Break |
|
||
10.45-12.00 |
Instructional PPT utilising ‘Ben’ case study and discussion |
|
||
12.00-12.30 |
Discuss various options for AOD specific work with Ben
|
|
||
12.30-1.30 |
LUNCH |
|
||
1.30-2.30 |
Ben Role Play Using Intake form |
|
||
2.30-3.30 |
Discuss role plays and options for working with client utilising other OM and allied health
Share information in class and collate on whiteboard. Pin to discussion board for future reference. |
|
||
|
Week 6
9.30-10.30 |
Narrated PPT: MSE
|
|
||
10.45-12.30 |
Class discussion on MSE and how to best utilise
Small group work on filling out MSE for Case study ‘Ben’ OM strength/goal making Discuss in relation to Ben client issues, which goals/strategies may client want/not want at this particular time in his life. Don’t forget to ask permission What strategies might we incorporate into intervention?
|
|
||
1,30-2.30 |
Collaboration & Referral within a strengths based framework When to refer & Collaborate Seek feedback from client & stakeholders about assessment & referral processes (how to, when, why) What is consent/DOC? How do we elicit this from client Look at various compliance docs around consent Instructional Video- strength based intervention |
|
||
2.30-3.30 |
Narrated PPT Dysfunctional coping strategies ;gambling, NSSI etc
Class discussion on clients current issues- which goals did we come up with? Small group work Each group research 5 organisations which would work with BEN’s specific issues
|
|||
3.00-3.30 |
Which referral processes might we incorporate |
|||
|
Week7 9.30-10.30 |
Suicide /NSSI
Suicide fundamentals
|
|||
10.30-10.45 |
Break |
|||
10.45-12.30 |
Suicide /Risk |
|||
12.30-1.30 |
LUNCH |
|||
1.30-2.30 |
PPT7.3 Safety Planning |
|||
2.30-3.30 |
Case study Lisa Look at Lisa AT2
Small group work Using the Case Pack discuss clients issues and use pattern and how best to provide intervention using Risk/safety docs |
|||
|
Week 8
9.30-10.30 |
Narrated PPT 8.1 ; Adolescent brain Discuss various compliance template options for youth specific work Look at YSAS youth tool |
|
||
10.45-12.30 |
PPT 8.2 Complex care Discuss adolescent issues with research into specialist adolescent services in allied health
|
|
||
12.30-1.30 |
LUNCH |
|
||
1.30-3.30 |
Lisa Role Play Comprehensive Assessment in Role play
Discuss outcomes Referrals
Complete peer review after role play
|
|
||
|
Week 9
9.30-10.30 |
Intro Akira · Look at all docs, look at complexities in relation to adolescent brain, LGBTQIA etc issues |
|
||
10.30-10.45 |
· Break |
|
||
10.45-11.30 |
· Class discussion on LGBTQ+ issues including party scene, DFV use of crystal etc |
|
||
12.30-1.00 |
· LUNCH |
|
||
1.00-2.00 |
Narrated PPt Party drugs
Q’s from ppts How can we incorporate what we learnt into Case work with client? · |
|
||
2.00-3.00 |
Kanopy- My transgendered life |
|
||
3.00-3.30 |
Discuss video- would we change any of what we discussed with AKIRA in light of todays learning? What referral pathways might we incorporate into his recovery plan?
|
|
||
|
Week 10 9.30-10.30 |
· Homelessness- what is it/How · Implications of homelessness · Homeless/Mental Health · Predisposing issues · Barriers
|
|
||
10.30-10.45 |
Break |
|
||
10.45-12.30 |
Class discussion on LGBTQ+ issues including party scene, DFV use of crystal etc Group work Research LGBTQI+ organisations specific to AKIRA’s needs
|
|
||
12.30-1.00 |
LUNCH |
|
||
1.00-1.30 |
Role play AKIRA Assessment tool 30 min each person
Peer review of each others clinical practice work in the last 10 min. Written component to be |
|
||
|
Discuss as class
|
|
|
|
|
|
Week 11 9.30-10.30 |
Telehealth What is it/how does it function 21st Century working modality Pros /cons
|
|
||
10.30-11.00 |
Break |
|
||
11.00-11.30 |
Self evaluation Why do this What do we gain from such practice |
|
||
11.30-12.00 |
Peer reviews Why? Look at difference between 2 practices |
|
||
12.00-1.30 |
Lunch |
|
||
1.30-3.30 |
AT 4 Ben II Unpack assessment task requirements Discuss various separate issues we have with client Inherent difficulties of working with this model of care
|
|
||
|
|
|
||
|
Week 12 9.30-10.30
|
De escalation techniques online
PPT Risk assessments performed via telehealth What does working in the 21st century entail? |
|
||
10.30-11.00 |
Break |
|
||
11.00-11.30 |
Risk assessments performed via telehealth What does working in the 21st century entail? |
|
||
11.30-12.00 |
|
|
||
12.00-1.30 |
LUNCH |
|
||
1.30-3.30 |
Role Play Ben2 |
|
||
Week 13 |
|
|
||
9.30-3.30 |
Small group work on AT 5 |
|
||
Week 14/15 |
YMHFA |
|
Learning Resources
Prescribed Texts
References
Other Resources
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops
Overview of Assessment
Assessment 1: Quiz
Assessment 2: Written - Case study. There are 2 parts to this task
Assessment 3: Written - Completion of screening and assessment tools. There are 4 parts to this task.
Assessment 4: Written - Determining treatment and completing referral. There are 4 parts to this task.
Assessment 5: Written - Case study. There are 4 parts to this task
Assessment 6: Written - Case study. There are 4 parts to this task
Assessment 7: Written - Drug classification and responding to suicidal ideation. There are 2 parts to this task.
Assessment Tasks
Assessment 1: Quiz
Assessment 2: Written - Case study. There are 2 parts to this task
Assessment 3: Written - Completion of screening and assessment tools. There are 4 parts to this task.
Assessment 4: Written - Determining treatment and completing referral. There are 4 parts to this task.
Assessment 5: Written - Case study. There are 4 parts to this task
Assessment 6: Written - Case study. There are 4 parts to this task
Assessment 7: Written - Drug classification and responding to suicidal ideation. There are 2 parts to this task.
All role plays require completion of screening and assessment tools.
Assessment Matrix
A marking rubric for each assessment task is located on Canvas
Other Information
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
Course Overview: Access Course Overview