Course Title: Work with clients who are intoxicated
Part B: Course Detail
Teaching Period: Term1 2023
Course Code: HWSS6098C
Course Title: Work with clients who are intoxicated
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 Walter
Course Contact Phone: +61 3 9925 8268
Course Contact Email: chris.walters@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 50
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:
- CHCAOD004 Assess needs of clients with AOD issues
- CHCCCS004 Assess co-existing needs
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCAOD002 Work with clients who are intoxicated |
Element: |
2. Reduce harm or injury to self, client and others 2.1 Maintain calm and confident manner in contact with client |
Performance Criteria: |
2.1 Maintain calm and confident manner in contact with client 2.2 Conduct interactions with clients in a fair, just, humane and positive manner 2.3 Use strategies identified in organisation response plan 2.4 Maintain safety of client, self and others using established procedures 2.5 Provide services to client in a manner consistent with organisation infection control guidelines 2.6 Follow established procedures to seek emergency assistance |
Element: |
1. Provide services to intoxicated clients 1.1 Assess level of intoxication and nature and extent of alcohol and/or drug use
|
Performance Criteria: |
1.1 Assess level of intoxication and nature and extent of alcohol and/or drug use 1.2 Report behaviour or physical status inconsistent with alcohol and/or drug use to the appropriate person and/or seek assistance 1.3 Identify the need for first aid and seek assistance from a health professional as required 1.4 Provide client with a safe and secure environment in which to sober up/come down 1.5 Monitor client’s physical state regularly to ensure health and safety 1.6 Accurately document services provided to client |
Element: |
3. Assist client with longer term needs 3.1 Assist client with activities of daily living
|
Performance Criteria: |
3.1 Assist client with activities of daily living 3.2 Provide information on AOD issues and availability of support services 3.3 Contact families and/or support networks at client request and in accordance with organisation policies 3.4 Assess client in accordance with organisation policy and procedure to determine if they represent a risk to themselves or others by leaving the facility |
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