Increase awareness about drugs, alcohol or other substances with individuals and groups — Highfield Qualifications End-Point Assessment Childcare & Early Years Revision
This subtopic focuses on enabling practitioners to effectively raise awareness about drugs, alcohol and other substances among children, young people and a
Topic Synopsis
This subtopic focuses on enabling practitioners to effectively raise awareness about drugs, alcohol and other substances among children, young people and adults. It covers key legislation, the physiological and psychological effects of substance use, and evidence-based treatment options. Practitioners apply this knowledge by assessing individuals’ existing understanding and values, then delivering tailored education to promote harm reduction and informed decision-making.
Key Concepts & Core Principles
- Child development theories: Understand key theorists like Piaget (cognitive stages), Vygotsky (scaffolding), and Bowlby (attachment), and how they apply to practice.
- Safeguarding and child protection: Know the legal duties under the Children Act 1989/2004, how to recognise signs of abuse, and the correct procedures for reporting concerns.
- Promoting equality and inclusion: Apply the Equality Act 2010 to ensure all children have equal access to opportunities, respecting diverse backgrounds and needs.
- Observation, assessment, and planning: Use methods like written records or checklists to track development, then plan activities that support next steps.
Exam Tips & Revision Strategies
- In written assessments, explicitly link your practice to the unit learning outcomes by using phrases like ‘in accordance with legislation’ or ‘to promote informed choice’.
- During practical observations, clearly state how you would obtain consent and ensure confidentiality before discussing sensitive topics with individuals or groups.
- Prepare case studies or scenarios that show how you would handle a disclosure of substance use, referencing your organisation’s safeguarding and confidentiality policies.
- Use reflective accounts to evidence how your own values and knowledge have developed through research and training, ensuring you remain non-judgmental in practice.
Common Misconceptions & Mistakes to Avoid
- Assuming all substance use is inherently harmful without distinguishing between use, misuse and dependence, leading to inaccurate messaging.
- Failing to safeguard appropriately when a young person discloses personal substance use, such as not following child protection procedures or breaching confidentiality inappropriately.
- Relying on scare tactics rather than providing balanced, factual information about risks and effects, which can reduce credibility with young people.
- Overlooking legal substance use (e.g. alcohol, prescription drugs) and focusing only on illegal drugs, missing opportunities for relevant education.
Examiner Marking Points
- Award credit for accurately referencing current legislation (e.g. Misuse of Drugs Act 1971, Psychoactive Substances Act 2016) and organisational substance misuse policies in discussions or written work.
- Look for evidence of using non-judgmental questioning techniques to explore an individual's existing knowledge, beliefs and attitudes towards substance use.
- Expect demonstration of adapting awareness-raising activities to suit the age, developmental stage and cultural background of the audience, using age-appropriate language and materials.
- Credit identification of a range of treatment and support services (e.g. counselling, detoxification, needle exchange programmes) and how to access them locally.