Alcohol awareness — City & Guilds Limited Other Vocational Qualification Employability & Work Skills Revision

    This subtopic develops learners' knowledge of alcoholic versus non-alcoholic beverages and current UK drinking guidelines, enabling them to identify the ph

    Topic Synopsis

    This subtopic develops learners' knowledge of alcoholic versus non-alcoholic beverages and current UK drinking guidelines, enabling them to identify the physical, psychological, and social effects of alcohol consumption. It equips individuals with the awareness to recognise signs of alcohol misuse and the ability to access appropriate support services, fostering personal health and professional responsibility in workplace settings.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Alcohol awareness

    CITY & GUILDS LIMITED
    vocational

    This subtopic develops learners' knowledge of alcoholic versus non-alcoholic beverages and current UK drinking guidelines, enabling them to identify the physical, psychological, and social effects of alcohol consumption. It equips individuals with the awareness to recognise signs of alcohol misuse and the ability to access appropriate support services, fostering personal health and professional responsibility in workplace settings.

    26
    Learning Outcomes
    31
    Assessment Guidance
    35
    Key Skills
    25
    Key Terms
    40
    Assessment Criteria

    Assessment criteria

    City & Guilds Level 2 Extended Certificate in Employability Skills
    City & Guilds Level 1 Extended Award in Employability Skills
    City & Guilds Level 2 Introductory Award in Employability Skills
    City & Guilds Level 2 Award in Employability Skills
    City & Guilds Level 1 Diploma in Employability Skills
    City & Guilds Level 1 Extended Certificate in Employability Skills
    City & Guilds Level 2 Certificate in Employability Skills
    City & Guilds Level 1 Certificate in Employability Skills

    Topic Overview

    The City & Guilds Level 2 Extended Certificate in Employability Skills is a vocational qualification specifically designed to equip individuals with the essential skills, knowledge, and understanding required to successfully enter and thrive in the workplace. It focuses on developing a robust foundation in personal effectiveness, workplace communication, problem-solving, and crucial job search techniques. This qualification is highly practical, aiming to bridge the gap between academic learning and the demands of real-world employment, making you a more confident and capable candidate for a variety of roles.

    This qualification matters significantly in today's competitive job market because employers consistently highlight the importance of 'soft skills' – often referred to as employability skills – alongside technical abilities. By undertaking this certificate, you will develop a strong understanding of what employers look for, how to present yourself professionally, and how to contribute effectively within a team environment. It's about more than just getting a job; it's about building a sustainable career path by understanding workplace dynamics and personal development.

    Within the broader subject of Employability & Work Skills, this Level 2 Extended Certificate serves as a comprehensive introduction and practical application platform. It complements any academic qualifications by providing the 'how-to' for navigating the professional world. It fits into the wider subject by covering core units that address key areas such as personal development, working with others, health and safety, and job seeking. This holistic approach ensures you are not only knowledgeable but also skilled in applying that knowledge in practical, work-related scenarios, preparing you for further education, apprenticeships, or direct employment.

    Key Concepts

    Core ideas you must understand for this topic

    • →Effective Communication: Understanding and applying various forms of communication (verbal, non-verbal, written) within a professional context, including active listening and clear articulation.
    • →Teamwork and Collaboration: Developing skills to work effectively with others, understanding roles and responsibilities, contributing to group goals, and resolving conflict constructively.
    • →Problem-Solving and Decision Making: Identifying workplace issues, analysing potential solutions, making informed decisions, and taking appropriate actions.
    • →Job Search Strategies: Mastering the process of finding employment, including creating compelling CVs and cover letters, completing application forms, and utilising job boards and networking.
    • →Interview Techniques: Preparing for and performing well in job interviews, understanding different interview formats, using the STAR method, and demonstrating professional conduct.
    • →Health, Safety & Welfare in the Workplace: Recognising and adhering to health and safety regulations, understanding employer and employee responsibilities, and promoting a safe working environment.
    • →Personal Development and Goal Setting: Reflecting on personal strengths and weaknesses, setting realistic career goals, and planning for continuous professional development.

    Learning Objectives

    What you need to know and understand

    • Differentiate between alcoholic and soft drinks by ABV and serving size.
    • Summarise the current UK Chief Medical Officers' low-risk drinking guidelines.
    • Explain the short-term and long-term physiological effects of alcohol on the body.
    • Analyse the impact of alcohol misuse on mental health, relationships, and employability.
    • Evaluate the effectiveness of various support services and interventions for alcohol misuse.
    • Identify the key differences between soft drinks and alcoholic drinks in terms of ingredients and effects.
    • State the current UK government guidelines for alcohol consumption, including recommended weekly units for adults.
    • Explain the short-term and long-term effects of alcohol on the body and mind.
    • Describe the impact of alcohol misuse on personal health, employment, and relationships.
    • List common sources of help, advice, and information for alcohol-related issues, including national and local support services.
    • Apply knowledge of alcohol guidelines to make informed decisions about drinking in social and workplace scenarios.
    • Identify the characteristics and typical alcohol content of common soft and alcoholic drinks.
    • Outline the current UK Chief Medical Officers' low-risk drinking guidelines.
    • Describe the immediate and long-term physical and mental effects of alcohol consumption.
    • Explain how alcohol misuse can negatively impact attendance, performance, and safety in the workplace.
    • List local and national organisations that provide confidential support for alcohol-related issues.
    • Differentiate between soft drinks and alcoholic beverages based on alcohol content
    • Calculate alcohol units in common drinks using standard formulas
    • Evaluate the relevance of current UK chief medical officers' alcohol guidelines for different demographics
    • Describe the immediate and chronic physiological effects of alcohol on the body
    • Illustrate the social and economic impact of alcohol misuse on individuals and workplaces
    • Locate and assess suitability of local and national alcohol advisory services
    • Know the difference between soft drinks and alcoholic drinks, Understand current guidelines regarding alcohol, Understand the effects of alcohol, Understand the impact alcohol misuse, Know where to get help, advice and information to combat alcohol misuse
    • Know the difference between soft drinks and alcoholic drinks, Understand current guidelines regarding alcohol, Understand the effects of alcohol, Understand the impact alcohol misuse, Know where to get help, advice and information to combat alcohol misuse
    • Know the difference between soft drinks and alcoholic drinks, Understand current guidelines regarding alcohol, Understand the effects of alcohol, Understand the impact alcohol misuse, Know where to get help, advice and information to combat alcohol misuse
    • Know the difference between soft drinks and alcoholic drinks, Understand current guidelines regarding alcohol, Understand the effects of alcohol, Understand the impact alcohol misuse, Know where to get help, advice and information to combat alcohol misuse

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Accurate identification of alcohol units in typical drinks (e.g., pint of beer, glass of wine).
    • Clear reference to weekly unit limits (14 units) and single session risks as per UK guidelines.
    • Detailed description of at least three physical effects (e.g., liver damage, impaired coordination, cardiovascular issues).
    • Explanation of how alcohol misuse can lead to absenteeism, reduced productivity, and job loss.
    • Correct signposting to at least two recognised sources of help (e.g., Drinkline, GP, local support groups).
    • Accredited for correctly categorising a range of drinks as alcoholic or non-alcoholic with justification.
    • Credit for accurately calculating and explaining alcohol units in common beverages.
    • Recognition of at least three distinct physical or psychological effects of alcohol consumption.
    • Award marks for linking alcohol misuse to specific employability consequences such as absenteeism or poor performance.
    • Requirement to name and briefly describe at least two appropriate support organisations or helplines.
    • Award credit for correctly matching drinks to their categories (soft vs. alcoholic) and stating the approximate units in standard servings.
    • Look for accurate recall of the recommended weekly unit limits and the principles of moderate drinking.
    • Credit responses that link specific effects (e.g., reduced coordination, liver damage) to potential workplace hazards.
    • Award marks for demonstrating knowledge of at least two support services, with contact details or referral methods.
    • Award credit for accurately listing examples of soft and alcoholic drinks and explaining key differences in ingredients
    • Credit for correct calculation of alcohol units in a given scenario using ABV and volume
    • Look for explicit reference to current UK low-risk drinking guidelines (e.g. weekly units)
    • Mark positively for description of at least two short-term and two long-term effects of alcohol on health
    • Evidence of understanding of wider impact: e.g. on family, work productivity, crime
    • Give credit for naming specific support organisations and explaining how to access them
    • Award credit for clearly differentiating between soft drinks and alcoholic drinks by examples, such as describing that soft drinks contain no ethanol, whereas alcoholic drinks contain ethyl alcohol and carry an ABV percentage.
    • Award credit for accurately stating the current UK Chief Medical Officers' low-risk drinking guidelines, including the recommended maximum of 14 units per week for both men and women, spread over multiple days with alcohol-free days.
    • Award credit for demonstrating understanding of both short-term effects (e.g., impaired judgment, slurred speech, slowed reactions) and long-term health risks (e.g., liver disease, cardiovascular problems, mental health issues) of alcohol consumption.
    • Award credit for showing an appreciation of the broader impact of alcohol misuse, including effects on employment (absenteeism, reduced productivity, dismissal), relationships, and legal consequences.
    • Award credit for correctly identifying at least two local or national sources of confidential help and advice for alcohol-related issues, such as GP services, alcohol support charities, or employer assistance programmes.
    • Award credit for accurately classifying a range of common beverages as either soft drinks or alcoholic drinks, with clear justification based on alcohol content.
    • Award credit for stating current UK low-risk drinking guidelines (e.g., 14 units per week for men and women, spread over several days) and explaining what a unit of alcohol means with examples.
    • Award credit for describing at least three short-term effects of alcohol (e.g., impaired judgment, slurred speech) and three long-term effects (e.g., liver disease, mental health issues).
    • Award credit for identifying and explaining the impact of alcohol misuse on personal life (e.g., relationships, finances), work performance (e.g., absenteeism, accidents), and society (e.g., NHS costs, anti-social behaviour).
    • Award credit for listing at least three appropriate sources of help (e.g., Drinkline, GP, local support groups) and explaining what type of advice or assistance each provides.
    • Award credit for correctly identifying at least two differences between soft and alcoholic drinks, such as alcohol content and age restriction.
    • Award credit for accurately stating the UK Chief Medical Officers' low-risk drinking guidelines, including a maximum of 14 units per week, spread over several days with alcohol-free days.
    • Expect evidence of describing at least two short-term (e.g., impaired judgement) and two long-term effects (e.g., liver damage) of alcohol on the body and behaviour.
    • Award credit for explaining the impact of alcohol misuse in a workplace context, referencing issues like absenteeism, reduced productivity, or safety risks.
    • Award credit for listing at least three appropriate sources of help or advice (e.g., Drinkline, Alcoholics Anonymous, GP) with a brief description of each.
    • Award credit for accurately differentiating between at least three soft drinks and three alcoholic drinks, including low-alcohol options (e.g., 0.5% ABV), with specific examples.
    • Award credit for correctly stating the current UK Chief Medical Officers' low-risk drinking guidelines (no more than 14 units per week, spread over three or more days, with several drink-free days).
    • Award credit for clearly identifying at least two short-term effects (e.g., impaired judgement, slowed reactions) and two long-term effects (e.g., liver disease, mental health issues) of alcohol on the body.
    • Award credit for explaining how alcohol misuse can impact employability, such as increased absenteeism, reduced productivity, safety risks, and disciplinary issues.
    • Award credit for listing at least three sources of confidential help, advice, and information (e.g., GP, Drinkline, local alcohol support services) with contact details or how to access them.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always quote exact figures from current UK alcohol guidelines to demonstrate accurate knowledge.
    • 💡Use case studies or scenarios to illustrate effects and consequences, linking evidence to employability skills.
    • 💡When describing support services, mention specific contact details (e.g., helpline numbers) to show practical awareness.
    • 💡Use real-world scenarios to illustrate the practical consequences of alcohol misuse in the workplace.
    • 💡Always reference the most up-to-date UK Chief Medical Officers' guidelines in your answers.
    • 💡When listing support services, include both national (e.g., Drinkaware) and local community options for full marks.
    • 💡In written assignments, structure your response to cover physical, psychological, and social impacts separately.
    • 💡When answering questions on guidelines, always quote the exact unit numbers and reference the source (e.g., UK CMOs).
    • 💡Use a case study or scenario to structure answers about the impact of alcohol misuse, linking to real workplace situations.
    • 💡For questions about support services, mention a mix of national helplines (e.g., Drinkline) and community-based services, showing awareness of confidentiality.
    • 💡For unit calculation questions, always show working and cross-check conversion from ml to litres
    • 💡When describing effects, structure answers separately for short-term and long-term to gain full marks
    • 💡In scenario-based questions, link alcohol misuse impacts to employability e.g. absenteeism or reduced performance
    • 💡Ensure you can name at least three different types of support service and give a realistic example of when each might be used
    • 💡When completing written assignments, always link alcohol awareness to employability: for example, discuss how knowledge of guidelines can support workplace health and safety or prevent absenteeism.
    • 💡In scenario-based assessments, give specific examples of what you would say or do to direct a colleague to where they can seek help, showing awareness of confidentiality and professional boundaries.
    • 💡Learn the exact unit numbers and the concept of 'units per drink' so you can provide accurate calculations in tests or practical exercises.
    • 💡Make sure you can list at least three effects of alcohol on the body and three consequences of misuse on work performance to ensure you meet the assessment criteria fully.
    • 💡Support your answers with specific examples, such as naming a particular 275ml alcopop and calculating its units to demonstrate understanding of guidelines.
    • 💡Use official terminology and refer to recognised sources like the UK Chief Medical Officers' guidelines to add authority to your responses.
    • 💡When discussing effects, link them explicitly to employability and workplace safety, e.g., how hangovers reduce productivity and increase accident risk.
    • 💡For the 'where to get help' section, include both national organisations (e.g., Alcohol Change UK) and examples of local services, showing practical awareness.
    • 💡Structure extended answers using a cause-and-effect framework: state the action (e.g., binge drinking), then explain the immediate and long-term consequences across different domains.
    • 💡Use precise terminology (e.g., 'unit', 'blood alcohol concentration', 'dependency') to demonstrate in-depth understanding in written responses.
    • 💡In scenario-based assignments, clearly link the effects of alcohol to employability and workplace consequences, such as impaired decision-making or poor customer service.
    • 💡Explicitly reference current UK low-risk drinking guidelines and mention official sources (e.g., NHS, Drinkaware) to reinforce credibility.
    • 💡When discussing sources of help, always provide a brief explanation of the support each offers rather than simply listing names.
    • 💡Always refer to the current UK guidelines (low-risk drinking advice) when discussing recommended limits; use precise unit and calorie information where relevant.
    • 💡Use realistic workplace scenarios to illustrate the impact of alcohol misuse, for example, operating machinery, driving for work, or customer-facing roles.
    • 💡When listing sources of help, provide full organisation names and explain how they offer support (e.g., Drinkaware provides online tools and a helpline).
    • 💡For portfolio-based evidence, include personal reflections on how maintaining alcohol awareness can enhance your own employability and professional reputation.
    • 💡Always provide specific, real-world examples from your own experiences (e.g., work experience, volunteering, school projects, part-time jobs) to demonstrate your understanding and application of skills. General statements are not enough; concrete evidence shows you can put theory into practice.
    • 💡Pay close attention to the command words in questions (e.g., 'explain,' 'describe,' 'evaluate,' 'analyse'). Ensure your answer directly addresses what is being asked, providing the depth and detail required for higher marks. For 'evaluate,' for instance, you need to weigh pros and cons and offer a reasoned judgment.
    • 💡Link your answers directly back to the requirements and expectations of a professional workplace or specific job roles. Show that you understand the implications of your actions and decisions in a work context, demonstrating a mature and responsible attitude towards employment.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing the number of units in different types of drinks (e.g., assuming a pint of beer and a glass of wine are equal).
    • Underestimating the cumulative impact of regular drinking on long-term health, focusing only on immediate intoxication.
    • Failing to distinguish between binge drinking and alcohol dependence when discussing misuse.
    • Confusing 'alcohol-free' with 'de-alcoholised' drinks, leading to incorrect identification.
    • Misinterpreting the weekly unit guidelines as a daily limit and ignoring the importance of drink-free days.
    • Overlooking the long-term mental health effects of alcohol misuse, such as depression and anxiety.
    • Assuming that alcohol misuse only affects heavy drinkers, failing to recognise the risks of binge drinking in social contexts.
    • Confusing 'alcohol-free' labels with completely alcohol-free, not realising they can contain up to 0.05% ABV.
    • Assuming that all adults have the same recommended weekly limit, without considering gender differences in guidelines.
    • Overlooking the impact of alcohol on mental health and concentrating only on physical dangers.
    • Ignoring the indirect effects of alcohol misuse on colleagues and team morale.
    • Confusing alcohol content labels or assuming all beers have the same strength
    • Incorrectly calculating units by forgetting to multiply by volume in litres
    • Stating outdated guidelines or mixing up guidelines for men and women
    • Overlooking long-term health risks such as liver cirrhosis or cancer
    • Failing to distinguish between personal impact and societal impact of alcohol misuse
    • Mentioning only national helplines without local charities or workplace support options
    • Confusing the term 'alcohol-free' or 'low-alcohol' drinks with soft drinks, or assuming that all clear beverages are non-alcoholic.
    • Incorrectly recalling the unit guidelines, for example stating that the recommendation is 21 units for men and 14 for women (outdated guidance) or not understanding that units should be spread out.
    • Focusing solely on the short-term effects like hangovers and neglecting long-term health consequences such as liver cirrhosis, pancreatitis, or alcohol dependency.
    • Assuming alcohol misuse only affects the individual and failing to recognise the wider impact on family, workplace performance, and community safety.
    • Being unaware that help is available through multiple channels and believing that only specialist addiction centres can provide advice, overlooking GPs, online resources, or employee support lines.
    • Confusing soft drinks with low-alcohol or alcohol-free versions, not recognising that some drinks labelled as 0.5% ABV may still contain trace alcohol.
    • Misunderstanding alcohol units, such as thinking one drink always equals one unit, regardless of size or strength.
    • Believing that drinking coffee, taking a cold shower, or sleeping can quickly sober a person up and eliminate alcohol from the body.
    • Underestimating the long-term health risks, focusing only on immediate intoxication or assuming only dependent drinkers are affected.
    • Failing to differentiate between emergency help (e.g., 999) and advisory services, or not being able to provide local contacts beyond a generic national helpline.
    • Confusing soft drinks with low-alcohol or alcohol-free drinks, failing to recognise that some 'non-alcoholic' beverages may contain minimal alcohol.
    • Misinterpreting alcohol unit guidelines, such as thinking daily limits are the same as weekly limits, or not calculating units based on drink volume and strength.
    • Overlooking the psychological effects of alcohol misuse, focusing solely on physical health consequences like liver disease.
    • Assuming alcohol misuse only refers to chronic heavy drinking, ignoring binge drinking or regular consumption above guidelines.
    • Confusing alcohol-free drinks (0.0% ABV) with low-alcohol drinks (0.5–1.2% ABV) and assuming they are all safe for workplace consumption.
    • Believing that common remedies like coffee, cold showers, or sleeping can speed up the liver's breakdown of alcohol and reduce intoxication.
    • Underestimating standard drink sizes and units, e.g., thinking a large glass of wine is one unit when it can be over three.
    • Assuming that alcohol misuse predominantly affects only the individual’s health, overlooking its impact on workplace culture, team morale, and safety.
    • "Employability skills are just common sense; I don't need a qualification for them." Correction: While some aspects may seem intuitive, the qualification teaches structured, professional approaches, industry best practices, legal requirements (e.g., H&S), and specific techniques (e.g., STAR method for interviews) that go beyond basic common sense, providing a recognised framework for these skills.
    • "I can use the same CV for every job application." Correction: A highly effective CV is always tailored to each specific job description. It should highlight the skills, experiences, and achievements most relevant to that particular role, using keywords from the job advert to pass initial screening and demonstrate a clear fit.
    • "Interviews are just about answering questions correctly." Correction: Interviews are also about demonstrating your personality, enthusiasm, body language, active listening, and ability to ask insightful questions. It's a two-way street to assess cultural fit and genuine interest, not just a test of factual recall.

    Revision Plan

    How to revise this topic in 1–2 weeks

    1. 1Week 1: Unit Immersion & Self-Assessment: Review each unit's learning outcomes and content (e.g., Communication, Teamwork). Complete a personal skills audit to identify your current strengths and areas for development. Begin gathering examples of when you've demonstrated these skills in different contexts.
    2. 2Week 1-2: Practical Application & Evidence Collection: Actively seek opportunities to practice skills. This could involve participating more in group projects, volunteering, or taking on new responsibilities. Start building a portfolio of evidence, including draft CVs, reflections on team activities, or feedback from peers/tutors.
    3. 3Week 2: Job Search & Interview Preparation: Dedicate time to understanding effective job search strategies. Draft a generic CV and cover letter, then practice tailoring them to specific (imaginary or real) job adverts. Research common interview questions and prepare your answers using the STAR method.
    4. 4Week 2: Mock Practice & Feedback: Arrange a mock interview with a peer, tutor, or family member, focusing on receiving constructive feedback on your communication style, body language, and answer content. Review and refine your CV and application forms based on feedback.
    5. 5Ongoing: Reflective Practice: Regularly reflect on your learning and experiences. How did you apply a skill? What went well? What could be improved? This continuous self-assessment is crucial for demonstrating personal development, a core aspect of employability.

    Exam Question Types

    How this topic typically appears in the exam

    • 📋Short Answer Questions: These require concise, direct answers demonstrating your understanding of key terms, concepts, or procedures (e.g., "List three responsibilities of an employee regarding health and safety."). Advice: Be precise and use correct terminology; avoid overly lengthy explanations.
    • 📋Scenario-Based Questions: You will be presented with a hypothetical workplace situation and asked how you would respond, requiring you to apply learned skills and knowledge (e.g., "You are working in a team project and a conflict arises between two members. Describe how you would help resolve this."). Advice: Break down the scenario, identify the core problem, and explain your steps logically, linking them to relevant employability skills.
    • 📋Portfolio Evidence Submission: This involves gathering and presenting a collection of evidence (e.g., a completed CV, a log of work experience, a reflection on a team project, a report on a health and safety issue) to demonstrate your practical skills and understanding. Advice: Ensure your evidence is clearly organised, directly addresses the assessment criteria, and includes reflective statements where required.
    • 📋Practical Tasks/Role-Plays: You may be required to simulate an interview, participate in a group discussion, or deliver a short presentation. These are assessed against specific performance criteria. Advice: Practice these tasks beforehand, pay attention to non-verbal communication, and actively engage with the scenario as if it were real.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills to understand course materials and complete assessments.
    • •An interest in developing personal and professional skills relevant to the world of work.
    • •A willingness to participate actively in practical activities, group discussions, and self-reflection exercises.

    Key Terminology

    Essential terms to know

    • Alcohol unit awareness
    • UK drinking guidelines
    • Physical effects of alcohol
    • Psychological and behavioural impact
    • Alcohol misuse consequences
    • Support and intervention resources
    • Alcoholic vs. Non-Alcoholic Drinks
    • UK Alcohol Consumption Guidelines
    • Physiological and Psychological Effects
    • Impact of Misuse on Employability
    • Sources of Help and Advice
    • Alcoholic vs. non-alcoholic drinks classification
    • Government health guidelines on alcohol consumption
    • Short- and long-term physiological effects
    • Workplace implications of alcohol misuse
    • Available support and referral pathways
    • Alcohol types and classification
    • UK alcohol unit guidelines
    • Short- and long-term health effects
    • Consequences of alcohol misuse
    • Sources of alcohol support and advice
    • Know the difference between soft drinks and alcoholic drinks, Understand current guidelines regarding alcohol, Understand the effects of alcohol, Understand the impact alcohol misuse, Know where to get help, advice and information to combat alcohol misuse
    • Know the difference between soft drinks and alcoholic drinks, Understand current guidelines regarding alcohol, Understand the effects of alcohol, Understand the impact alcohol misuse, Know where to get help, advice and information to combat alcohol misuse
    • Know the difference between soft drinks and alcoholic drinks, Understand current guidelines regarding alcohol, Understand the effects of alcohol, Understand the impact alcohol misuse, Know where to get help, advice and information to combat alcohol misuse
    • Know the difference between soft drinks and alcoholic drinks, Understand current guidelines regarding alcohol, Understand the effects of alcohol, Understand the impact alcohol misuse, Know where to get help, advice and information to combat alcohol misuse

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