RSS

CHCAOD004 ASSESS NEEDS OF CLIENTS WITH ALCOHOL AND OTHER DRUGS ISSUES

08 Feb


CHC52015 DIPLOMA OF COMMUNITY SERVICES
CHCAOD004
ASSESS NEEDS OF CLIENTS WITH ALCOHOL AND OTHER DRUGS ISSUES


ASSESSMENT
1. Complete all the assessment tasks in the unit. Note: If industry will not allow access to
clients then undertake the case studies. Task 1 – Case studies on two (2) clients
presenting with alcohol and/or other drug issues..
2. Have your supervisor sign the Performance Evidence that you can undertake these
tasks and skills in the workplace.
3. Complete the Assessment Cover Sheet and sign all sections. Check the marking
guide to ensure you have covered all elements of the assessment. The marking guide
is used by the assessor to mark your competency.
The evidence you need to provide for an assessment of competence in this unit will be
based on, but not limited to:
Successful completion of assessment
Verbal discussion and questioning by assessor
Mentor / supervisor / workplace coach verification of skills
Any other evidence you or your assessor have gathered
Any other activities your assessor considers necessary
You are required to submit your work in a neat, orderly, detailed and organised manner.
Use source references in all your work. Please make sure that you list all your references.

CHARLTON BROWN® Page 3 of 22 CHCAOD004 Version 1 (September 2015)
Flexibility – If you do not understand the assessment process or there is a problem
undertaking this assessment within set time frames please contact your trainer.
Fairness – If you have any problems with completing both written or practical assessment
then our trainers are here to assist you to make reasonable adjustments
INTRODUCTION
To enable you to gain competence in this unit, learners must provide evidence of that
demonstrates that both performance skills and knowledge skills. You will be under the
guidance of a qualified trainer and assessor. The learner must show evidence of the
ability to complete tasks and demonstrate knowledge outlined in the elements and
performance criteria, manage tasks and manage contingencies in the context of the job
role.
In assessing evidence, the assessor must ensure that the evidence is:
1. Authentic (your own work)
2. Valid (directly related to the current version of the unit)
3. Reliable (show that the learner consistently meets the current unit)
4. Current (reflects your current capacity to perform the aspect of the work covered in
the unit)
5. Sufficient (covers the full range of elements and addresses the dimensions of task
skills, task management skills, contingency management skills and job role skills)
An individual’s access to the assessment process should not be adversely affected by
restrictions placed on the location or context of assessment beyond the requirements
specified in the training package.
To ensure that you are treated equitably trainers can make reasonable adjustments for
those who require this (people with disability, language or location issues). Adjustments
include any changes in the assessment process or context that meet the individual needs
of the person but do the change the competency outcomes.
Assessment can provide alternative assessment activities to address identified specific
organisation requirements. The assessment process must:
Provide valid, reliable, flexible and fair assessment
Provide for assessment to be made on the basis of sufficient evidence
Offer valid, authentic and current evidence
Include workplace requirements
ASSESSMENT TOOLS
The assessment tools provided in this resource include:
Written knowledge assessment
Tasks for performance assessment
Third party observation assessment
FEEDBACK FROM TRAINER
Assessment activities are part of a formative assessment. Trainers should provide
feedback via email, written information or verbally.

CHARLTON BROWN® Page 4 of 22 CHCAOD004 Version 1 (September 2015)
Task 1 – Performance Evidence Case studies
You must show evidence of the ability to complete tasks outlined in elements and
performance criteria, manage tasks and manage contingencies in the context of the job
role.
Case study 1
Jim is a forty-year-old single man with an unstable work history and a criminal record. He
has two daughters, Alice who is currently in foster care and Jane who is seventeen and
currently undergoing treatment at a drug rehabilitation centre. He has been denied contact
with Alice and the whereabouts of Alice’s mother is unknown. He has no contact with his
wife. He has only seen Jane once since she was admitted to the rehabilitation centre three
months ago. He feels estranged from her.
Jim has been charged for the fifth time with drink driving and is now facing a jail sentence.
He has admitted that he drinks every day, usually at home alone. He has severe back pain
and states that drinking helps more that prescribed pain killers. Sometimes he uses
cannabis.
His parents died tragically when he was twelve years of age. He lived with his maternal
grandparents until he was seventeen. He has a brother and a sister younger than him. He
has no contact with them due to relationship problems.
Jim has attempted suicide several times in the past.
He has presented to your service today seeking assistance. He says that he is feeling in a
depressed mood, has low self-esteem and feels isolated
Case study 2
Brad uses cannabis as well as amphetamines. On certain occasions he uses
benzodiazepines. When asked about why he likes taking the amphetamines, Brad states
that using those drugs”… does not cause him any problems”, he has only agreed to talk
because his mum is concerned about his weight loss. Brad also described his use of
benzodiazepines as “… I can take them or leave them but I use them to help me come
down from the amphetamines… the benzoes are not a problem.” Concerning his cannabis
use, Brad has strong feelings to not use. He stated “… I am determined to, not use, as
recently I had a bad time of it. They said it was psychosis. Whatever it was it scared me
and I will be good now and not get into the dope anymore…”
Case study 3
Jackson is 36 years of age and smokes approximately 40 cigarettes per day and more if
he is having a few drinks with his friends. He has recently been diagnosed with a heart
valve condition and has been advised by his GP to stop smoking. He says to you “… I
know I should give up the smokes but I have tried before to give up but I enjoy smoking
too much. I have tried the patches and they did help me quit for a few months. I know it is
not good for me to continue to smoke and it is always on my mind to be a non-smoker.
Now that I have a medical problem I need to get serious… the consequences are great for
me, I don’t want to die young’’.


Read the Case Study and be prepared for simulated workshops with your trainer.
You will need to:
Prepare for the assessment:
1. Review information
2. Devise questions for individual for seeking assistances
3. Explain parameters of what the organisation can do
4. Discuss privacy and confidentiality
5. Explain the process and purpose of assessment
6. Confirm that the client understands
Conduct assessment
1. Identify history and pattern of client’s drug use through client discussion and
questioning
2. Identify and clarify co-existing issues in consultation with the client
3. Identify the clients key familial and social relationships and how they are impacted
by their AOD use
4. Assess current status, patterns of use and levels of dependence using standardised
or approved AOD screening and assessment tools
5. Collaborate with or determine which other health professionals as indicated by
assessment
6. Identify indicators of other issues that may affect work with the client through
observation and questioning
Information gathered must include:
a. Physical, emotional, financial, legal and psychological state and immediate
needs in each area.
b. Readiness for change
c. Levels of risk of deliberate self-harm and/or harm to others
d. Behaviours which expose clients to blood borne disease
e. Other drug use in family
Record information
1. Accurately record assessment results according to defined guidelines
2. Apply organisation criteria to determine entry to, or exclusion from, services
3. Prepare clear and comprehensive client assessment report
4. Provide feedback to the client based on assessment report
Identify and respond
1. Identify client issues that are outside the scope of the service and/or the scope of
the worker
2. Identify appropriate service and other support options for the client and their family
members
3. Inform the client of possible options and reasons for seeking other service and
support options
4. Confirm the client’s understanding of options
5. Work with the client to determine referral options and responsibilities
6. Make referral with client consent
7. Provide assessment information to others, including relevant health and/or
community services professionals according to consent requirements

CHARLTON BROWN® Page 6 of 22 CHCAOD004 Version 1 (September 2015)
Assessment 1
Match the phrase in column1 to definitions in column 2. Write the letter next to the number
e.g. B in the column next to 6 if you think this is correct.

Phrase Definition
1 Codes of practice A Australian law must ensure healthy and safe workplaces and a
compensation and rehabilitation system which ensures that no
worker is disadvantaged should they be injured at work
2 Discrimination B Legislative requirement imposed on selected classes of
people to report suspected cases of child abuse and neglect to
government authorities
3 Dignity of risk C Set of principles and long-term goals that form the basis of
making rules and guidelines, and to give overall direction to
planning and development of the organisation
4 Duty of care D Effective and appropriate management of an organisation’s
records from their creation through to their eventual disposal
5 Human rights E The right to self-governance for people with mental illness
6 Informed consent F Industry standards code of conduct
7 Mandatory G Treatment or consideration of, or making a distinction in favour
of or against, a person or thing based on the group, class, or
category to which that person or thing belongs rather than on
individual merit: racial and religious intolerance
8 Privacy H Occurs when a child or youth tells you or lets you know in
some other way that she or he has been; or is being abused.
Can be direct, indirect, or a third-party.
9 Confidentiality I Rights inherent to all human beings, whatever our nationality,
place of residence, sex, national or ethnic origin, colour,
religion, language, or any other status to which all equally
entitled. These rights are all interrelated, interdependent and
indivisible.
10 Disclosure J Relates to the protection of an individual’s personal
information. Personal information is information or an opinion
about an identified individual, or an individual who is
reasonably identifiable.
11 Policy frameworks K Protection of personal information or a means keeping a
client’s information between you and the client, and not telling
others including co-workers, friends, family, etc.
12 Records management L Requirement that a person act toward others and the public
with watchfulness, attention, caution and prudence that a
reasonable person in the circumstances would. If a person’s
actions do not meet this standard of care, then the acts are
considered negligent, and any damages resulting may be
claimed in a lawsuit for negligence
13 Work health and
safety
M Consent of a patient or other recipient of services based on
the principles of autonomy and privacy; competence to
understand and to decide, voluntary decision making,
disclosure of material information, recommendation of a plan,
comprehension of terms

CHARLTON BROWN® Page 7 of 22 CHCAOD004 Version 1 (September 2015)

14 Children in the
workplace
N Dependent on organisation’s policy on permitting staff to bring
their children into the workplace. Some states allow children
to commence work at 13 years of age with parental
permission

 

Assessment 2 Legislation and AOD work
1. Your client has a drug and/or alcohol issues.
What are the rights and responsibilities of workers, clients and their care network?

2. Research AOD legislation.
1. Write down the name of the legislation
2. How does this legislation impact on the role of the worker?
Assessment 3
Research and locate one AOD assessment tool. Write a report on this tool with the
following headings:
Type of tool
Purpose of Tool
Components or elements of the tool
Availability of this standardised tool
Benefits of standardised tools
Selection of different tools for different situations and client presentations
Assessment 4 Different types of clients
Complete this table

Development expectation Parental involvement
15 year old
(Youth)
20 year old
(youth)
40 year old

1. Discuss working with older people with regard to the following:
1. consideration of existing comorbidities
2. interactions with other medications

CHARLTON BROWN® Page 8 of 22 CHCAOD004 Version 1 (September 2015)
3. working collaboratively with aged care service providers and those providing homebased supports to older people
4. awareness of issues related to the use of addictive prescription medications
2. Explain how it is differences between working with male and female clients
3. Explain how culture can affect your work role and how you engage with clients
4. If your client speaks another language, discuss the implications of your work with this
person.
5. Your client is Aboriginal. Discuss the implications and the possible impact of trauma on
this client.
6. Explain mandated and voluntary clients.
7. Discuss the implications on this group of the following:
1. willingness to participate
2. readiness for, and commitment to change
8. Explain how a client may be affected if they were forced to migrate rather than
volunteered.
Assessment 5 Mental Health
This unit requires you to understand the considerations when working with clients at risk of
self-harm, suicide or with mental health issues. If you have a client that you feel may be at
risk, explain your actions in the following instances:
1. Demonstrates suicidal or self-harming behaviour, ideation or intention
2. Explain the risk assessment procedures
3. What are the safety planning and other management strategies>
4. Explain the links between predisposing factors for suicide, self-harm and other
mental health issues
5. What are the legal and ethical obligations?
6. When and how to negotiate a no-suicide contract with client?
Assessment 6 Types of Drugs
Complete this table to demonstrate your knowledge of different types of drugs and their
signs and symptoms

Type of drug Administration Method Signs and symptoms
alcohol
cannabis
tobacco
heroin
Ice
Codeine
benzodiazepine

CHARLTON BROWN® Page 9 of 22 CHCAOD004 Version 1 (September 2015)

Naltrexone

1. Discuss tolerance and dose levels
2. Explain the stages and symptoms of withdrawal
3. Research current and emerging trends in drug types and their use and discuss one
current issue.
4. Explain each of the following patterns of drug use:
a. experimental
b. recreational/social
c. situational
d. dependence
5. Discuss the consequences and effects of drug substitution/replacement
6. Explain poly drug use, common drug interactions and effects of prescribed drugs on
the use of other drugs
Assessment 7 Health issues
For people with Alcohol or Drug Addictions discuss the following
1. malnutrition
2. blood borne diseases
3. skin infestations
4. effects of drug use on health, cognitive, social, emotional development and impact
on others

CHARLTON BROWN® Page 10 of 22 CHCAOD004 Version 1 (September 2015)
ASSESSMENT / ASSIGNMENT COVER SHEET
……………………………………………………………………………………
CHC52015 Diploma of Community Services

Unit Code CHCAOD004
Unit Title Assess needs of clients with alcohol and other drugs
issues
Community
Services
Task

 

Learner Name
Learner ID
Tutor

#############################################################
Statement of Original Work
I__________________________________ state that the enclosed unit and
assessment work contains no material that has been written by any other person except
where due reference has been made
Learner signature__________________________ Date _____________
#############################################################

Date Marked
Assessed by Signature
Competent Not Competent Resubmit
Learner Signature Date

KEY: C = COMPETENT NC = NOT COMPETENT R = RESUBMIT
S=Satisfactory UnS=Unsatisfactory (Learner must achieve all S’s to be competent)
CHARLTON BROWN® Page 11 of 22 CHCAOD004 Version 1 (September 2015)
MARKING GUIDE
……………………………………………………………………………………

CHCAOD004 Assess needs of clients with alcohol and other drugs issues
LEARNER NAME: …………………………………………………………

 

S UnS R Comment
Prepare for the assessment:
1. Review information
2. Devise questions for individual for seeking
assistances
3. Explain parameters of what the organisation can do
4. Discuss privacy and confidentiality
5. Explain the process and purpose of assessment
6. Confirm that the client understands
Conduct assessment
1. Identify history and pattern of client’s drug use
through client discussion and questioning
2. Identify and clarify co-existing issues in consultation
with the client
3. Identify the clients key familial and social
relationships and how they are impacted by their
AOD use
4. Assess current status, patterns of use and levels of
dependence using standardised or approved AOD
screening and assessment tools
5. Collaborate with or determine which other health
professionals as indicated by assessment
6. Identify indicators of other issues that may affect
work with the client through observation and
questioning
Information gathered must include:
f. Physical, emotional, financial, legal and
psychological state and immediate needs
in each area.
g. Readiness for change
h. Levels of risk of deliberate self-harm
and/or harm to others
i. Behaviours which expose clients to blood
borne disease
j. Other drug use in family
Record information
1. Accurately record assessment results according to
defined guidelines
2. Apply organisation criteria to determine entry to, or
exclusion from, services
3. Prepare clear and comprehensive client
assessment report
4. Provide feedback to the client based on assessment
report
Identify and respond
1. Identify client issues that are outside the scope of
the service and/or the scope of the worker
2. Identify appropriate service and other support
options for the client and their family members
3. Inform the client of possible options and reasons for
seeking other service and support options
4. Confirm the client’s understanding of options
5. Work with the client to determine referral options
and responsibilities
6. Make referral with client consent
7. Provide assessment information to others, including
relevant health and/or community services
professionals according to consent requirements

Assessor Signature: ……………………………………………. Date: ………………….…………
CHARLTON BROWN® Page 12 of 22 CHCAOD004 Version 1 (September 2015)
ASSESSMENT / ASSIGNMENT COVER SHEET
……………………………………………………………………………………
CHC52015 Diploma of Community Services

Unit Code CHCAOD004
Unit Title Assess needs of clients with alcohol and other drugs
issues
Community
Services

 

Learner Name
Learner ID
Tutor

#############################################################
Statement of Original Work
I__________________________________ state that the enclosed unit and
assessment work contains no material that has been written by any other person except
where due reference has been made
Learner signature__________________________ Date _____________
#############################################################

Date Marked
Assessed by Signature
Competent Not Competent Resubmit
Learner Signature Date

KEY: C = COMPETENT NC = NOT COMPETENT R = RESUBMIT
S=Satisfactory UnS=Unsatisfactory (Learner must achieve all S’s to be competent)
CHARLTON BROWN® Page 13 of 22 CHCAOD004 Version 1 (September 2015)
MARKING GUIDE
……………………………………………………………………………………

CHCAOD004 Assess needs of clients with alcohol and other drugs issues
LEARNER NAME: …………………………………………………………

 

S UnS R Comment
Assessment 1
Match the phrase in column1 to definitions in column 2.
Write the letter next to the number e.g. B in the column
next to 6 if you think this is correct.
Assessment 2 Legislation and AOD work
1. Your client has a drug and/or alcohol issues.
What are the rights and responsibilities of workers,
clients and their care network?
2. Research AOD legislation.
1. Write down the name of the legislation
2. How does this legislation impact on the role of
the worker?
Assessment 3
Research and locate one AOD assessment tool. Write a
report on this tool with the following headings:
Type of tool
Purpose of Tool
Components or elements of the tool
Availability of this standardised tool
Benefits of standardised tools
Selection of different tools for different
situations and client presentations
Assessment 4 Different types of clients
Complete this table
1. Discuss older people with regard to the following:
1. consideration of existing comorbidities
2. interactions with other medications
3. working collaboratively with aged care service
providers and those providing home-based
supports to older people
4. awareness of issues related to the use of
addictive prescription medications
2. Explain how it is differences between working with
male and female clients
3. Explain how culture can affect your work role and
how you engage with clients
4. If your client speaks another language, discuss the
implications of your work with this person.
5. Your client is Aboriginal. Discuss the implications
and the possible impact of trauma on this client.
6. Explain mandated and voluntary clients.
7. Discuss the implications on this group of the
following:
1. willingness to participate
2. readiness for, and commitment to change
8. Explain how a client may be affected if they were
forced to migrate rather than volunteered.
Assessment 5 Mental Health
1. Demonstrates suicidal or self-harming behaviour,
ideation or intention
2. Explain the risk assessment procedures
3. What are the safety planning and other
management strategies>
4. Explain the links between predisposing factors for

CHARLTON BROWN® Page 14 of 22 CHCAOD004 Version 1 (September 2015)

suicide, self-harm and other mental health issues
5. What are the legal and ethical obligations?
6. When and how to negotiate a no-suicide contract
with client?
Assessment 6 Types of Drugs
Complete this table to demonstrate your knowledge of
different types of drugs and their signs and symptoms
1. Discuss tolerance and dose levels
2. Explain the stages and symptoms of withdrawal
3. Research current and emerging trends in drug
types and their use and discuss one current issue.
4. Explain each of the following patterns of drug use:
a. experimental
b. recreational/social
c. situational
d. dependence
5. Discuss the consequences and effects of drug
substitution/replacement
6. Explain poly drug use, common drug interactions
and effects of prescribed drugs on the use of other
drugs
Assessment 7 Health issues
For people with Alcohol or Drug Addictions discuss the
following
a) malnutrition
b) blood borne diseases
c) skin infestations
d) effects of drug use on health, cognitive, social,
emotional development and impact on others

Assessor Signature: ……………………………………………. Date: ………………….…………
Please Note:
Task will be part of your
performance evidence
requirements and submitted with
this paperwork

CHARLTON BROWN® Page 15 of 22 CHCAOD004 Version 1 (September 2015)
CRITICAL ASPECTS OF ASSESSMENT AND
ASSESSMENT CONTEXT
…………………………………………………………………………….
CHC52015 Diploma of Community Services is to be undertaken in an community service.
The service should be licensed and accredited to ensure that the service has the relevant
supervisory staff and equipment for the learner to be able to complete all tasks required.
The supervisor is to hold a qualification equal to a Diploma of Community Services or
above.
TASKS UNDERTAKEN
An important element of assessing this qualification is consistency of performance. This
book contains many tasks that learners will need to complete. Please note there are two
dates in each of the units so that the supervisor and assessor can record dates of
satisfactory performance.
How does this work?
1. Learner can point out to supervisor that task has been completed so supervisor can
complete date
Learner is to work with three (3) clients with mental health issues.
2. Supervisor may sight learner undertaking task – date completed.
3. Assessor may sight learner undertaking task and complete date.
The sighting of tasks can include a combination of Supervisor and Assessor. Assessor to
validate with Supervisor input. Assessor to keep record of visit and satisfactory
performance in Industry Visit Book.
ACCESS AND EQUITY
Learners cannot be discriminated against and Assessors and Supervisors should be
aware of access, equity and human rights issues in community services. All workers
should develop their ability to work in a culturally diverse environment In recognition of
particular issues facing Aboriginal and Torres Strait Islander communities, workers should
be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait
Islander people, therefore these learners must be acknowledged and their specific needs
catered for in the context of community care. Assessors and trainers must take into
account relevant access and equity issues, in particular relating to factors impacting on
Aboriginal and/or Torres Strait Islander clients and communities.

CHARLTON BROWN® Page 16 of 22 CHCAOD004 Version 1 (September 2015)
SUPERVISOR’S GUIDELINES FOR SIGNING OFF
COMPETENCIES
…………………………………………………………………………….
The Performance Evidence is a record of practical training and assessment. As each element is
achieved, indicate your performance by ‘signing-off’ each performance criteria. Your supervisor will
‘sign-off’ each task as you have been observed performing the element consistently.
You are required to submit your Performance Evidence to CHARLTON BROWN
® for our assessor
to complete the ‘signing-off’ procedure. Where you have been unable to demonstrate performance
of any elements in your industry placement, CHARLTON BROWN
® will arrange either simulated
experiences for you, oral assessment or another industry placement. Some elements will be
achieved through project work and workbooks.
The observed / comments section is provided so that you, the supervisor, the assessor, or another
relevant observer may comment on your performance.
The Performance Evidence is designed to be used by the people involved in your training:
The learner (you)
to help you review your own progress
to provide you with a record of the skills and knowledge you have gained through your industry
placement and training in the workplace
to demonstrate skills that are linked to your employment in the workplace
The supervisor/employer
to provide a record of the learner’s progress in the work environment
to help the employer/supervisor deliver the on-the-job training
CHARLTON BROWN
® (Registered Training Organisation)
to help assess the competencies required for the level of qualification sought
to record the competencies achieved
Assessment is not graded. It is recorded as:
Competent [C] Not Competent [NC] Resubmit [R]
Supervisors are to sign off when they see the learner undertake the tasks in a satisfactory manner.
This is done by ticking the column and signing. The Assessor will determine competence.
Satisfactory [S] Unsatisfactory [UnS]
To be considered competent you need to demonstrate skills and knowledge consistently and to
the standard required.
You can be assessed on a competency more than once (maximum of
three times). As your assessment links to a National Qualification (Australian Quality Training
Framework), you need to be aware that your supervisor and assessor will be assessing your
competencies at the level of qualification in which you are enrolled.
Grievance and Appeal procedure: Refer to the Code of Practice if you wish to appeal results of
your assessment.

CHARLTON BROWN® Page 17 of 22 CHCAOD004 Version 1 (September 2015)
WHAT IS COMPETENCY-BASED ASSESSMENT?
………………………………………………………………
Competency-based assessment is where the supervisor uses his or her knowledge and
expertise to gather evidence. When a learner has provided the supervisor or assessor
with enough of the right kind of evidence, then they will have demonstrated competency.
How does the learner provide the evidence? There are three methods that can be used.
For example: Cleaning a spill
If the learner cleans the spill as part of their normal routine and it is possible for you to
assess them as they do so, then you are assessing by
Observation
If the learner can show you all the steps in the cleaning process in a simulated situation,
then you are assessing them through
Demonstration.
If you ask the learner questions about cleaning a spillage (why it is important to keep the
floor clean, how to prevent accidents), then you are using
Questioning.
Questioning usually occurs as well as demonstration or observation
Observation
Assessment based on observing the trainee as
they go about their duties in your centre
Demonstration
Assessment based on the trainee showing you
their skills in a simulated or
practice style activity
Questioning
Assessment based on asking relevant questions
that will allow the trainee to demonstrate essential
knowledge of the task being performed.

CHARLTON BROWN® Page 18 of 22 CHCAOD004 Version 1 (September 2015)

CHCAOD004 ASSESS NEEDS OF CLIENTS WITH ALCOHOL AND OTHER DRUG ISSUES
This unit describes the skills and knowledge required to prepare for and conduct assessments of alcohol and other drugs (AOD) clients to
determine eligibility, service requirements and referral needs. This includes knowledge of factors affecting assessment for a range of different
client groups including different genders, youth, older people, mandated and voluntary clients, Aboriginal and/or Torres Strait Islander people and
those from culturally and linguistically diverse backgrounds.
This unit applies to people involved in the assessment of clients with AOD issues using established organisation or jurisdictional AOD assessment
tools..
Assessment Context
Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations
cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where
assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working
environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.
Assessment Competencies

Supervisor to indicate with a when a student’s competency level is satisfactory then sign and date (S = Satisfactory UnS = Unsatisfactory)
Assessor to sign when student’s competency level has been observed as satisfactory and overall competence has been achieved

Prepare for assessment
Review existing information about the client and consult
with relevant health or community services professionals
based on client needs
Discuss with the client reasons for seeking help and other
information that may assist in establishing a basis for
further work
Explain organisation parameters of confidentiality and
policy/procedures to client
Inform the client of the assessment purpose and process
Confirm client’s understanding of the purpose and process
of assessment
Conduct assessment
Identify history and pattern of client’s drug use through
client discussion and questioning
Identify and clarify co-existing issues in consultation with
the client
Identify the clients key familial and social relationships and
how they are impacted by their AOD use
Assess current status, patterns of use and levels of
dependence using standardised or approved AOD

CHARLTON BROWN® Page 19 of 22 CHCAOD004 Version 1 (September 2015)

screening and assessment tools
Collaborate with other health professionals as indicated by
assessment
Identify indicators of other issues that may affect work with
the client through observation and questioning
Record assessment and provide feedback
Accurately record assessment results according to defined
guidelines
Apply organisation criteria to determine entry to, or
exclusion from, services
Prepare clear and comprehensive client assessment report
Provide feedback to the client based on assessment report
Identify and respond to need for referral
Identify client issues that are outside the scope of the
service and/or the scope of the worker
Identify appropriate service and other support options for
the client and their family members
Inform the client of possible options and reasons for
seeking other service and support options
Confirm the client’s understanding of options
Work with the client to determine referral options and
responsibilities
Make referral with client consent
Provide assessment information to others, including
relevant health and/or community services professionals
according to consent requirements
Task assessed at least 2 clients in different settings, presenting with alcohol and/or other drug issues
determining current status of the client in relation to:
readiness for change
levels of risk of:
• deliberate self-harm and/or harm to others
• behaviours which expose clients to blood borne
disease
• other drug use in family
• physical, emotional, financial, legal and psychological
state and immediate needs in these areas
used communication skills,

CHARLTON BROWN® Page 20 of 22 CHCAOD004 Version 1 (September 2015)

interpreting verbal and non-verbal communication
establishing rapport with client
managing conflict
active listening
negotiating
Student Signature: ………………………………………………………………. Student Name (print): ………………………………….
Assessor Signature: ………………………………………………………………. Date: …………………………. Competent
Not Yet Competent

CHARLTON BROWN® Page 21 of 22 CHCAOD004 Version 1 (September 2015)
CHARLTON BROWN® Page 22 of 22 CHCAOD004 Version 1 (September 2015)

 
Leave a comment

Posted by on February 8, 2017 in academic writing, Academic Writing

 

Tags:

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

 
%d bloggers like this: