Increase awareness about drugs, alcohol or other substances with individuals and groups
This element develops the learner's ability to raise awareness of drugs, alcohol, and other substances among individuals and groups within adult care settings. It covers legislative and policy frameworks, the physiological and psychological effects of substance use, and available treatment pathways. The practical application involves using this knowledge to challenge stigma, promote harm reduction, and support individuals in making informed decisions about their health and well-being.
Assessment criteria
Topic Overview
The Highfield Level 3 Diploma in Adult Care (RQF) is a vocational qualification designed for those working in senior care roles, such as senior care assistants or team leaders. It covers the knowledge and skills needed to provide person-centred care, support individuals with complex needs, and lead teams in adult care settings. This diploma is essential for career progression in health and social care, as it demonstrates competence in managing care plans, safeguarding, and promoting independence.
The qualification is structured around mandatory units, including communication, equality and inclusion, duty of care, safeguarding, person-centred approaches, and health and safety. Optional units allow specialisation in areas like dementia, learning disabilities, or end-of-life care. Understanding this diploma is crucial for students aiming to move into supervisory roles or further study, such as the Level 4 Diploma in Adult Care.
This topic fits into the wider subject of health and social care by providing the practical and theoretical foundation for delivering high-quality care. It emphasises the importance of regulatory frameworks, such as the Care Act 2014 and CQC standards, and prepares students to handle real-world challenges like supporting individuals with mental health conditions or managing medication. Mastery of this diploma ensures students can contribute effectively to multi-disciplinary teams and improve outcomes for those they support.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to an individual's preferences, needs, and values, ensuring they are active partners in their care planning and decision-making.
- →Safeguarding: Protecting adults at risk from abuse, neglect, or harm, following local policies and the Care Act 2014 principles of empowerment, prevention, and proportionality.
- →Duty of care: A legal obligation to act in the best interest of individuals, balancing their rights with risks, and reporting concerns through proper channels.
- →Equality and inclusion: Ensuring everyone has equal access to care, respecting diversity, and challenging discrimination in line with the Equality Act 2010.
- →Health and safety: Applying risk assessments, infection control, and moving and handling techniques to maintain a safe environment for both staff and service users.
Learning Objectives
What you need to know and understand
- 1. Understand legislation and policy relevant to substance use2. Understand substance use, its effects and treatments3. Identify individuals’ knowledge and values about substances4. Increase individuals’ knowledge and understanding of substances
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for accurately describing key legislation such as the Misuse of Drugs Act 1971, the Psychoactive Substances Act 2016, and relevant safeguarding policies, and explaining their implications for care practice.
- Credit given for demonstrating knowledge of different categories of substances (e.g., depressants, stimulants, hallucinogens) and their short- and long-term effects on physical and mental health, as well as evidence-based treatment options including detoxification, counselling, and medication-assisted therapy.
- Award credit for using appropriate communication techniques to explore an individual's understanding, beliefs, and attitudes towards substances without judgement, and documenting findings sensitively.
- Credit given for planning and delivering a tailored awareness session that addresses identified knowledge gaps, uses reliable sources of information, and evaluates the session's effectiveness in enhancing understanding.
Assessment Guidance
Guidance for achieving higher grades
- 💡When evidencing knowledge of legislation, always link it to a practice scenario to show applied understanding.
- 💡Use frameworks such as TACADE or PCP to structure your awareness sessions, ensuring they are person-centred and interactive.
- 💡Reflect on your own values and how they might influence practice; self-awareness is key to non-judgemental support.
- 💡In assessment, ask open-ended questions to gauge individuals' understanding before providing information, and record their starting points as baseline for measuring progress.
- 💡Use real-life examples from your workplace to illustrate how you apply person-centred care or safeguarding. This shows you can link theory to practice, which examiners reward.
- 💡When answering questions on legislation, mention specific acts (e.g., Care Act 2014, Mental Capacity Act 2005) and explain how they influence your daily role. Avoid vague references to 'the law'.
- 💡For case study questions, always structure your answer using the person-centred approach: identify the individual's needs, preferences, and risks, then propose actions that respect their rights and involve them in decisions.
Common Mistakes
Common errors to avoid in your coursework
- Assuming that all substance use is illegal or indicative of addiction, rather than recognising a spectrum from recreational use to dependency.
- Failing to consider the individual's cultural and personal values when addressing substance use, leading to disengagement.
- Not documenting discussions or interventions clearly, which compromises continuity of care and legal compliance.
- Confusing the roles of different professionals in the treatment pathway, such as the difference between a key worker and a specialist substance misuse worker.
- Misconception: Person-centred care means always doing what the individual wants. Correction: It involves balancing their wishes with professional judgment, safety, and available resources, while still respecting their autonomy.
- Misconception: Safeguarding is only about reporting abuse after it happens. Correction: It also includes proactive measures like promoting dignity, reducing risks, and providing education to prevent harm.
- Misconception: Duty of care means you must prevent all risks. Correction: It requires managing risks proportionately, not eliminating them entirely, and supporting individuals to make informed choices even if they involve some risk.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for HIGHFIELD QUALIFICATIONS Increase awareness about drugs, alcohol or other substances with individuals and groups
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Level 2 Diploma in Care or equivalent experience in a care role, as this provides foundational knowledge of communication, safety, and basic care practices.
- •Understanding of the Care Act 2014 and CQC fundamental standards, as these underpin many of the diploma's units.
- •Basic literacy and numeracy skills to complete written assessments and interpret care plans or medication records.
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Key Terminology
Essential terms to know
- 1. Understand legislation and policy relevant to substance use2. Understand substance use, its effects and treatments3. Identify individuals’ knowledge and values about substances4. Increase individuals’ knowledge and understanding of substances
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