Help individuals address their substance use through an action plan
This subtopic equips learners to support individuals in addressing substance use through collaborative action planning. It covers understanding the background of substance use, including types, effects, and reasons for use, to inform person-centred planning. The practical application involves developing, implementing, and reviewing action plans that empower individuals to achieve their goals within health and social care settings.
Assessment criteria
Topic Overview
The SFEDI Awards Level 3 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (QCF) is a comprehensive qualification designed for individuals aiming to work in senior care roles or progress to higher education. It covers essential topics such as promoting person-centred approaches, safeguarding, communication, and managing risks in health and social care settings. This diploma is particularly relevant for those working with adults in residential, domiciliary, or community care environments, and it aligns with the regulatory standards of Care Inspectorate Wales (CIW) and the Regulation and Quality Improvement Authority (RQIA) in Northern Ireland.
This qualification builds on foundational knowledge from Level 2, delving deeper into complex care needs, leadership, and accountability. Learners explore legislation like the Mental Capacity Act (2005) and the Deprivation of Liberty Safeguards (DoLS), as well as policies specific to Wales and Northern Ireland, such as the Social Services and Well-being (Wales) Act 2014. The diploma emphasises reflective practice and evidence-based care, preparing students to handle real-world challenges like supporting individuals with dementia, end-of-life care, and multi-agency working.
Mastering this diploma is crucial for career advancement in health and social care, as it demonstrates competence in managing care plans, supervising staff, and ensuring compliance with national standards. It also serves as a stepping stone to university degrees in nursing, social work, or allied health professions. By the end of the course, students will be equipped to promote independence, dignity, and rights while maintaining high-quality, person-centred care.
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 adults: Understanding the legal framework (e.g., Care Act 2014, Adult Safeguarding: Prevention and Protection in Partnership) and procedures to protect vulnerable adults from abuse, neglect, and harm.
- →Duty of care and accountability: Recognising your legal and professional responsibility to act in the best interest of individuals, and knowing when to escalate concerns to senior staff or external agencies.
- →Effective communication: Using verbal and non-verbal techniques, active listening, and appropriate language to build trust and rapport with individuals, families, and multidisciplinary teams.
- →Risk assessment and management: Identifying potential hazards in care settings, implementing control measures, and balancing risk with an individual's right to autonomy and choice.
Learning Objectives
What you need to know and understand
- Understand the background relating to substance use to support the development of an action plan., Be able to develop an action plan with individuals., Be able to review the action plan with individuals.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating a comprehensive understanding of different substance categories (e.g., depressants, stimulants, hallucinogens) and their physiological, psychological, and social effects on individuals.
- Award credit for producing an action plan that is clearly co-produced with the individual, evidencing their active involvement and ownership, with goals that are SMART (Specific, Measurable, Achievable, Relevant, Time-bound).
- Award credit for detailing a structured review process that includes gathering feedback from the individual, evaluating progress against agreed milestones, and adapting the plan collaboratively as needed.
- Award credit for incorporating risk management strategies, relapse prevention techniques, and signposting to specialist services within the action plan and review documentation.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always ground your action plan in a thorough assessment of the individual’s history, preferences, and aspirations; cite relevant theories of behaviour change (e.g., transtheoretical model) to demonstrate depth of understanding.
- 💡Reference current legislation, national guidelines (e.g., NICE guidelines for drug misuse treatment), and organisational policies to show how your practice aligns with legal and ethical frameworks.
- 💡In your review evidence, include specific examples of how you used the individual’s feedback to amend the plan, and highlight any challenges encountered and how you overcame them to achieve positive outcomes.
- 💡Use clear, professional language in your documentation; avoid jargon when communicating with individuals, but ensure your written evidence demonstrates technical competence to meet assessor expectations.
- 💡Use specific legislation and policies relevant to Wales and Northern Ireland in your answers. For example, refer to the Social Services and Well-being (Wales) Act 2014 or the Adult Safeguarding: Prevention and Protection in Partnership (Northern Ireland) to show you understand the regional context.
- 💡In case studies, always link theory to practice. Explain not just what you would do, but why, using principles like the Mental Capacity Act’s five statutory principles or the six principles of safeguarding (empowerment, prevention, proportionality, protection, partnership, accountability).
- 💡Demonstrate reflective practice by discussing how you would evaluate your own actions and learn from experiences. Use models like Gibbs’ Reflective Cycle to structure your reflections, showing how you would improve future care.
Common Mistakes
Common errors to avoid in your coursework
- Confusing substance use with substance misuse or addiction; failing to accurately differentiate between experimental use, recreational use, dependency, and problematic use when assessing an individual’s situation.
- Developing an action plan without genuine input from the individual, leading to a prescriptive rather than person-centred approach that lacks buy-in and reduces effectiveness.
- Neglecting to consider the wider impact of substance use on the individual’s life, such as effects on relationships, employment, housing, and mental health, resulting in a narrow plan that overlooks holistic needs.
- Overlooking the importance of reviewing and updating the action plan regularly; treating it as a static document rather than a dynamic tool that evolves with the individual’s progress and changing circumstances.
- Misconception: Person-centred care means always doing what the individual wants. Correction: While respecting choices is key, person-centred care also involves balancing safety, legal obligations, and professional judgment. For example, if a person with dementia wants to leave the building unsupervised, you must assess the risk and involve the team to find a safe compromise.
- Misconception: Safeguarding is only about reporting abuse after it happens. Correction: Safeguarding includes proactive measures like promoting dignity, preventing neglect, and creating a culture of openness. It also involves recognising signs of financial, emotional, or institutional abuse, not just physical harm.
- Misconception: Duty of care means you must always follow instructions without question. Correction: Duty of care requires you to act in the best interest of the individual, which may sometimes mean challenging poor practice or reporting concerns. You have a responsibility to whistleblow if policies or actions compromise safety.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for SFEDI ENTERPRISES LTD. T/A SFEDI AWARDS Help individuals address their substance use through an action plan
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 Health and Social Care or equivalent knowledge of basic care principles, communication, and safety.
- •Understanding of the UK health and social care system, including the roles of different agencies and the importance of confidentiality and data protection (GDPR).
- •Basic awareness of common conditions affecting adults, such as dementia, diabetes, or mobility issues, and how they impact daily living.
Coursework AI Review
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Key Terminology
Essential terms to know
- Understand the background relating to substance use to support the development of an action plan., Be able to develop an action plan with individuals., Be able to review the action plan with individuals.
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