Pearson BTEC Level 2 Diploma in Care (England) Pearson BTEC Level 3 Diploma in Adult Care (England) Issue 2 – July 2019 © Pearson Education Limited 2019 1Unit 71: Increase Awarenessabout Drugs, Alcohol orOther Substances withIndividuals and GroupsUnit reference number: H/501/0586Level: 3Unit type: OptionalCredit value: 7Guided learning hours: 42Unit summaryThis unit is for those who need to raise awareness of substances (drugs and alcohol), the use of substances and the effects of substances. The awareness raising may be with children and young people, or with other people who need to know about substances, for example because they use substances themselves, have friends or family who use or may use substances, or work on a formal or informal basis with individuals who use substances.Additional informationAny skills-based element within the unit must be assessed in the workplace or using workplace-based evidence.Simulation is not permitted for this unit.The nature of this unit means that all of your evidence must come from real work activities.The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in the sector. Required sources of performance and knowledge evidenceObservation and/or expert witness testimony is the required assessment method to be used to evidence some parts of this unit.If the assessor is unable to observe the learner they will identify an expert witness in the workplace who will provide testimony of the learner’s work-based performance. The assessor or expert witness will observe the learner in real work activities and this is likely to provide most of the evidence for the assessment criteria for this unit.Other sources of performance and knowledge evidenceThe assessor will identify other sources of evidence to ensure that the most reliable and efficient mix of evidence-gathering methods from the list below. This will ensure that all learning outcomes and assessment criteria are met and that the consistency of your performance can be established.Pearson BTEC Level 2 Diploma in Care (England) Pearson BTEC Level 3 Diploma in Adult Care (England) Issue 2 – July 2019 © Pearson Education Limited 20192 Work products: these are non-confidential records made, or contributed to, by the learner, e.g. promotional material relating to the nature of substance misuse.Confidential records: these may be used as evidence but must not be placed in the learner’s portfolio. They must remain in their usual location and be referred to in the assessor records in the learner’s portfolio, e.g. case records.Questioning: questions may be oral or written. In each case the question and the learner’s answer will need to be recorded, e.g. what are the key organisations that deliver the government’s strategy on drugs and alcohol?Professional discussion: this should be in the form of a structured review of the learner’s practice with the outcomes captured by means of audiotape or a written summary. These are particularly useful to provide evidence that the learner knows and understands principles which support practice; policies, procedures and legislation, and that the learner can critically evaluate their application, e.g. describe the legislation, policy and procedures regarding equality and confidentiality of information.Original certificates: certificates of training and records of attendance must be authentic, current and valid. The assessor will also want to check the content of such training so that this can be matched to the standards and check that the learner has retained and can apply learning to practice, e.g. Certificate/Progression Award in Drug and Alcohol Services.Case studies, projects, assignments and candidate/reflective accounts of your work: These methods are most appropriately used to cover any outstanding areas of your qualification. Occasionally, because an event happens rarely or may be difficult to observe, the learner may be able to use a candidate/reflective account to provide some of the evidence for this unit, e.g. describe the interrelationship between the background of individuals and the effect of substances on them.Witness testimony: colleagues, allied professionals and individuals with whom you work may be able to provide testimony of your performance. The assessor will help the learner to identify the appropriate use of witnesses.Unit guidanceThe evidence for this unit is likely to come from:•the observation of the learner working with an individual or group •confidential case records and/or promotional material prepared •the learner’s explanation of their work with individuals or a group recorded either through professional discussion or a reflective account.Pearson BTEC Level 2 Diploma in Care (England) Pearson BTEC Level 3 Diploma in Adult Care (England) Issue 2 – July 2019 © Pearson Education Limited 2019 3Learning outcomes and assessment criteriaTo pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria outline the requirements the learner is expected to meet to achieve each learning outcome.1 Understand legislation and policyrelevant to substance use 1.1 Identify the legislation which relatesto substance use and describe thedifference between legal and illegaldrugs1.2 Describe government policy inrelation to substance use services,e.g. prevention, treatment andrehabilitation1.3 Identify key organisations that aredesigned to deliver the government’sstrategy on drugs and alcohol1.4 Describe the legislation, policy andprocedures regarding equality andconfidentiality of information2 Understand substance use, itseffects and treatments 2.1 Describe the different substanceswhich are available and the effectsthey have on the body, e.g.stimulants, sedatives andhallucinogenics2.2 Identify the street names forsubstances, and how these changeover time and in different locations 2.3 Describe the dangers of substanceuse, e.g. related to quantity,frequency, purity and polydrug use 2.4 Describe the methods of substanceuse and the risks associated with thedifferent methods2.5 Explain the interrelationship betweenthe background of individuals and theeffect of substances on them: e.g.experience and expectations, mentaland psychological state, physicalhealth, etc.2.6 Identify reasons why individuals usesubstances and the influence onsubstance use of individuals’ age,gender, economic disadvantageand/or emotional deprivation2.7 Describe the relationship betweensubstance use, crime and antisocialbehaviourPearson BTEC Level 2 Diploma in Care (England) Pearson BTEC Level 3 Diploma in Adult Care (England) Issue 2 – July 2019 © Pearson Education Limited 20194 3 Identify individuals’ knowledge and values about substances 3.1 Enable individuals to talk about and identify what they know and understand about substance use3.2 Support individuals to explore their feelings and values about substance use3.3 Interact with individuals in a manner that encourages an open exchange of views and is non-judgemental4 Increase individuals’ knowledge and understanding of substances 4.1 Identify the gaps in individuals’ knowledge and understanding about substances, their use and effects4.2 Demonstrate how the values and beliefs of individuals may need to be challenged in their own interests and those of others4.3 Provide learning opportunities in a manner sensitive to individuals’ needs and confidence4.4 Ensure that the content of the learning provision is accurate and based on up-to-date evidencePearson BTEC Level 2 Diploma in Care (England) Pearson BTEC Level 3 Diploma in Adult Care (England) Issue 2 – July 2019 © Pearson Education Limited 2019 5Unit contentLearning outcome 1: Understand legislation and policy relevant to substance useLegislation relating to substance use•Medicines Act 1968 and amendments.•Misuse of Drugs Act 1971 and amendments.•Misuse of Drugs (Safe Custody) Regulations 1973.•Health and Safety at Work etc. Act 1974.•Misuse of Drugs (Supply to Addicts) Regulations 1997.•Data Protection Act 2018.•Control of Substances Hazardous to Health (COSHH) Regulations 2002.•Care Standards Act 2000 (receipt, storage and administration of medicines). •Misuse of Drugs Regulations 2001.•The Hazardous Waste (England and Wales) Regulations 2005 (as amended by the Hazardous Waste (England and Wales) Regulations 2009).•The Human Medicines Regulations 2012.•The Psychoactive Substances Act 2016.The difference between legal and illegal drugs•Legal drugs can be bought over the counter or with a prescription from a medical practitioner.•Illegal drugs cannot legally be manufactured, bought or sold.•Some drugs are legal in some situations, for example when prescribed as antipsychotics or painkillers, but illegal when misused.Government policy in relation to substance use services•Prevention, treatment and rehabilitation.•2010 to 2015 government policy: drug misuse and dependency.•Modern crime prevention strategy 2016.•UK Chief Medical Officers’ Alcohol Guidelines Review 2016.•Drug Strategy 2017.•Drug misuse and dependence: UK guidelines on clinical management 2017.Organisations delivering the government’s strategy on drugs and alcohol •Support groups and networks, e.g. National Treatment Agency, Addaction, Community for Recovery, Narcotics Anonymous, Cocaine Anonymous, Alcoholics Anonymous. •GP surgery.•Hospitals.•Treatment centres.•Criminal justice system: policy, probation services.•Multidisciplinary approaches to support.•Social support, including peers, support groups.•Inpatient rehabilitation.Pearson BTEC Level 2 Diploma in Care (England) Pearson BTEC Level 3 Diploma in Adult Care (England) Issue 2 – July 2019 © Pearson Education Limited 20196 •Outpatient treatment programmes. •Self-help programmes, lifestyle changes. •Therapeutic community living. • The 12 Steps Programme.Legislation, policy and procedures regarding equality and confidentiality of information Equality•Human Rights Act 1998. •Mental Capacity Act 2005. •Equality Act 2010. •Health and Social Care Act 2012. •Care Act 2014. • Policy and procedures:o race/cultural diversity o equality of opportunity o inclusive practice o safeguarding/bullying o complaints odisability and access. Confidentiality of information •The Caldicott Principles. •Freedom of Information Act 2000. •Data Protection Act 2018. •General Data Protection Regulations (GDPR) 2018. • Policy and procedures:o confidentiality o reporting and recording o duty of care.Learning outcome 2: Understand substance use, its effects and treatments The range of different substances•Class A drugs include: heroin (diamorphine), cocaine (including crack), methadone, ecstasy (MDMA), LSD, magic mushrooms. •Class B drugs include: amphetamines, barbiturates, codeine, cannabis, cathinones (including mephedrone), synthetic cannabinoids. •Class C drugs include: benzodiazepines (tranquilisers), GHB/GBL, ketamine, anabolic steroids, benzylpiperazines (BZP). •Illegal drugs include: marijuana, heroin, cocaine, amphetamines, methamphetamines, club drugs. •Prescription drugs include: stimulants, benzodiazepines, opioid painkillers. •Over-the-counter drugs include: cough medicine, cold and flu remedies, motion sickness medication. • Alcohol includes: beer, wine, distilled spirits.Pearson BTEC Level 2 Diploma in Care (England) Pearson BTEC Level 3 Diploma in Adult Care (England) Issue 2 – July 2019 © Pearson Education Limited 2019 7•Solvents include: fast drying glues and adhesives, assorted paint and petroleum products, lighter fluid, dry-cleaning fluids, assorted aerosol sprays, surgical spirit, cleaner.•New psychoactive substances include: plant food, bath salts, MDAT, Eric 3, dimethocaine.•Hallucinogenic drugs include: LSD, psilocybin (magic mushrooms), peyote (mescaline), DMT, ketamine (Special K), PCP (phencyclidine).Effects•Acts as a stimulant, relaxant, depressant.•Enhances moods.•Lethargy.•Reduces inhibitions.•Paranoia.•Seizures.•Mood altering.•Hallucinations.•Effect if injecting cut heroin.•Infection.•Collapsed veins.Street names for substances•How these change over time and in different locations.•Slang is often specific to certain geographic areas and can vary from locality to locality, e.g. addict, abuser, junkie, alkie.•Marijuana – Acapulco Gold/Red, home grown, tea, weed, kif, weed, smoke, herb, skunk, mary jane, blaze ,jive, buds, chronic, nugget, Colombo, Pakalolo, dagga, grass, green, hash, pot, reefer, sensi, solid, wacky baccy.The dangers of substance use•Related to quantity, frequency, purity and polydrug use.•Overdose.•Dependence.•Associated physical health risks.•Associated mental health/psychological risks.•Financial implications.•Loss of role.•Mistrust.•Loss of income.•Eviction/homelessness.•Insecurity.•Stigma attached to addiction.•Anxiety.•Frustration.•Interruption to routines/plans.Pearson BTEC Level 2 Diploma in Care (England) Pearson BTEC Level 3 Diploma in Adult Care (England) Issue 2 – July 2019 © Pearson Education Limited 20198 Methods of substance use and the risks associated with the different methods • Topical:o includes insufflation (snorting) and smoking o risk of damage to respiratory system.• Enteral:o includes oral and suppositories o risk of bleeding, damage through incorrect application.• Parenteral:o includes injecting into blood vessels o risk of infection, risk of contracting serious diseases such as hepatitis and HIV.• Alcohol:o oral o binge and chronic drinking o social and occasional drinking may escalate into addiction, then dependence. • All carry risk of overdose, heart failure, coma, seizures and even death.Interrelationship between the background of individuals and the effect of substances on them•Experience and expectations. •Mental and psychological state. •Physical health. •Experimentation. •The availability of substances. •Social environment in terms of friends, family and peer behaviours. •Trauma/traumatic life events. •Experience of abuse, including domestic violence. •Social deprivation and homelessness. •Grief. •Workload, demands, pressure or stress. •Anxiety. •Self-perception, insecurity. •Peer or social pressure. • Relationship breakdown.Why individuals use substances•Insecurity. •Trauma/traumatic life events. •Experience of abuse. •Social deprivation and homelessness. •Workload/academic demands. •Self-perception. •Peer or social pressure. •Relationship breakdown.Pearson BTEC Level 2 Diploma in Care (England) Pearson BTEC Level 3 Diploma in Adult Care (England) Issue 2 – July 2019 © Pearson Education Limited 2019 9•Mental ill health.•Lifestyle choices such as consumption of dietary supplements, e.g. steroids, appetite suppressants, alcohol, smoking.•Learned behaviour.•Parental/caregiver influence.•Availability of and ease of access to substances.•Injury or illness requiring prescription pain relief, leading to continued reliance on prescribed medication to manage or ‘block’ pain.•The substance used and how addictive it is.•Theory of genetic predisposition.The influence of individual’s age, gender, economic disadvantage and/or emotional deprivation•Level of substance use.•Availability of funds.•Access to substances.•Influence of peers.•Assessed risk.•Willingness to change.•Engagement with services and practitioners.•Impact on health and wellbeing.The relationship between substance use, crime and antisocial behaviour •The need to fund substance use.•Increase in crime to fund use.•Illegal use of properties to sell and take illicit drugs.•Behaviour as a result of substance use.•Increase in threatening behaviour to prevent police involvement.•Involvement of minors to sell drugs – county lines.Learning outcome 3: Identify individuals’ knowledge and values about substancesEnable individuals to talk about substance use•What they know and understand.•Privacy.•Dignity.•Consent.•Commitment from both sides.•Willingness.•Sensitivity.•Effective communication and interpersonal skills.Support individuals to explore their feelings and values about substance use •Privacy.•Dignity.Pearson BTEC Level 2 Diploma in Care (England) Pearson BTEC Level 3 Diploma in Adult Care (England) Issue 2 – July 2019 © Pearson Education Limited 2019 10 •Consent. •Commitment from both sides. •Willingness. •Sensitivity. • Effective communication and interpersonal skills.Interact with individuals in a manner that encourages an open exchange of views and is non-judgemental•Empathetic. •Privacy. •Safety and security of the environment. •Use of body language. •Genuine/authentic. •Collaborative approach. •Supportive. •Active listening. •Reflection. •Use of questioning. •Self-awareness. •Legitimisation of individuals’ views. •Partnership. • Respect.Learning outcome 4: Increase individuals’ knowledge and understanding of substancesGaps in individuals’ knowledge and understanding about substances, their use and effects•Knowledge of drugs, alcohol and other substances used. •Terminology used. •Methods used. •Risk factors. •Indicators of addiction. • Support mechanisms and how to access these.How the values and beliefs of individuals may need to be challenged•In their own interests and those of others. •Understanding drug, alcohol and other substance use. •Identifying risk factors. •Increasing awareness and understanding in order to provide support and guidance. • Identifying and challenging assumptions.Provide learning opportunities•Manner sensitive to individuals’ needs and confidence.•Awareness of communication preferences.•Understanding of current levels of understanding.•Privacy.•Availability of materials to support learning.•Level and pace appropriate to needs.Ensure content of the learning provision is accurate and based on up-to-date evidence•Currency of information.•Reliable sources.•Benchmarking.•Sharing and dissemination of information.Information for tutorsSuggested resourcesBooksAllan G – Working with Substance Users: A Guide to Effective Interventions(Palgrave Macmillan, 2014) ISBN 9781137278043Dorling Kindersley – BMA Concise Guide to Medicine and Drugs, 5th edition(Dorling Kindersley, 2015) ISBN 9780241201015Heanue K and Lawton C – Working with Substance Users (UK Higher Education OUP Humanities & Social Sciences Health & Social Welfare) (Open University Press, 2012) ISBN 9780335245192Koubel G and Bungay H – Challenge of Person-centred Care: An Interprofessional Perspective (Palgrave MacMillan, 2008) ISBN 9780230550773Life-Style Ebooks – Addiction: The Last Addiction Recovery Guide – The Infallible Method To Overcome Any Addiction (CreateSpace Independent Publishing Platform, 2015) ISBN 9781519741103Roberts GW and Machon A – Appreciative Healthcare Practice: A guide to compassionate, person-centred care (M&K Publishing, 2015) ISBN 9781905539932Sanderson H and Lewis J – A Practical Guide to Delivering Personalisation: Person-Centred Practice in Health and Social Care (Jessica Kingsley Publishers, 2012)ISBN 9781849051941Smith JE and Meyers R – Motivating Substance Abusers to Enter Treatment: Working with Family Members (Guilford Press, 2008) ISBN 9781593856465White T – Working With Drug and Alcohol Users: A Guide to Providing Understanding, Assessment and Support (Jessica Kingsley Publishers, 2012) ISBN 9781849052948 OtherDepartment of Health – Fair Access to Care Services: Guidance on Eligibility Criteria for Adult Social Care (Department of Health, 2002)Websites DrugWise provides advice, research andinformation Federation of Drug and AlcoholProfessionals, the professional body forthe substance misuse (drugs and alcohol)field/government/publications/dru g-and-alcohol-addiction-and-obesity-effects-on-employment-outcomes Department for Work and Pensions Drug and alcohol addiction, and obesity: effects on employment outcomes National Institute for Health and CareExcellenceAlcohol-use disorders: diagnosis,assessment and management of harmfuldrinking and alcohol dependence www.who.int World Health Organization –guidance onsubstance abuseAssessmentThis guidance should be read in conjunction with the associated qualification specification for this unit.This unit is internally assessed. To pass this unit, the evidence that the learner presents for assessment must demonstrate that they have met the required standard specified in the learning outcomes and assessment criteria, and the requirements of the assessment strategy.To ensure that the assessment tasks and activities enable learners to produce valid, sufficient, authentic and appropriate evidence that meets the assessment criteria, centres should follow the guidance given in Section 8 Assessment of the associated qualification specification and meet the requirements from the assessment strategy given below.Wherever possible, centres should adopt an holistic approach to assessing the units in the qualification. This gives the assessment process greater rigour and minimises repetition, time and the burden of assessment on all parties involved in the process.Unit assessment requirementsThis unit must be assessed in accordance with the Skills for Care Assessment Principles. TM03/07/19 U71_H5010586_INCREASE AWARENESS ABOUT DRUGS, ALCOHOL OR OTHER SUBSTANCES WITH INDIVIDUALS AND GROUPS_ISS2.1–14/0。
