Increase awareness about drugs, alcohol or other substances with individuals and groups
This subtopic focuses on equipping health and social care professionals with the knowledge and skills to raise awareness about drugs, alcohol and other substances among individuals and groups. It covers the relevant legislation and policies, the physiological and psychological effects of substance use, available treatment options, and strategies for effectively challenging misconceptions and increasing understanding. Practically, it enables care workers to deliver accurate information, reduce stigma, and promote healthier choices within diverse communities.
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 adult care settings such as residential homes, domiciliary care, or day services. It covers essential knowledge and skills for providing person-centred care, promoting independence, and safeguarding vulnerable adults. This diploma is aligned with the regulatory standards in Wales and Northern Ireland, including the Social Services and Well-being (Wales) Act 2014 and the Northern Ireland Adult Safeguarding Policy.
The qualification comprises mandatory units on communication, equality and inclusion, duty of care, and safeguarding, alongside optional units that allow specialisation in areas like dementia care, end-of-life care, or supporting individuals with sensory loss. It emphasises reflective practice and evidence-based care, preparing learners for roles such as senior care worker or care coordinator. Mastery of this diploma demonstrates competence to employers and regulatory bodies, forming a foundation for further study at Level 4 or 5.
This diploma is crucial for ensuring high-quality care in Wales and Northern Ireland, where health and social care systems face challenges like an ageing population and increasing demand for integrated services. By focusing on legislation, ethical practice, and person-centred approaches, it equips learners to deliver care that respects individual rights, promotes well-being, and upholds professional standards. Understanding this qualification's context helps students appreciate its role in shaping competent, compassionate care workers.
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 delivery.
- →Safeguarding adults: Protecting individuals from abuse, neglect, or harm, following local policies and legislation like the Adult Safeguarding Policy in Northern Ireland.
- →Duty of care: A legal obligation to act in the best interest of service users, balancing their rights with risks, and reporting concerns appropriately.
- →Equality and inclusion: Ensuring everyone has equal access to care and opportunities, respecting diversity in terms of age, disability, gender, race, religion, and sexual orientation.
- →Reflective practice: Continuously evaluating one's own actions and decisions to improve care quality, often using models like Gibbs or Kolb.
Learning Objectives
What you need to know and understand
- Understand legislation and policy relevant to substance use, Understand substance use, its effects and treatments, Identify individuals’ knowledge and values about substances, Increase individuals’ knowledge and understanding of substances
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating accurate knowledge of current UK legislation (e.g., Misuse of Drugs Act 1971, Psychoactive Substances Act 2016) and how it applies to health and social care settings in Wales and Northern Ireland.
- Award credit for clearly explaining the physiological and psychological effects of specific substances, including both short-term and long-term impacts, and differentiating between substance types.
- Award credit for effectively evaluating an individual’s existing knowledge and values about substances, using appropriate questioning techniques and maintaining a non-judgemental, person-centred approach.
- Award credit for planning and delivering an informative session that uses evidence-based resources to increase understanding, correct myths, and signpost to relevant treatment and support services.
Assessment Guidance
Guidance for achieving higher grades
- 💡When preparing for assessment, ensure you can reference specific sections of key legislation relevant to your country of practice (Wales or Northern Ireland) and explain how they impact your role in raising awareness.
- 💡Use case studies to demonstrate your ability to apply theory to practice, showing how you would handle real-life scenarios involving substance misuse awareness, including risk assessment and safeguarding considerations.
- 💡In any practical demonstration or written assignment, always emphasise the importance of non-judgemental communication, confidentiality boundaries, and person-centred approaches to build trust and promote engagement.
- 💡Use specific examples from your work placement or case studies to illustrate how you apply principles like person-centred care or safeguarding. This shows practical understanding and meets assessment criteria for competence.
- 💡Link your answers to relevant legislation and policies, such as the Social Services and Well-being (Wales) Act 2014 or the Human Rights Act 1998. Examiners look for evidence that you understand the legal framework underpinning care.
- 💡When discussing communication, mention different methods (verbal, non-verbal, written) and barriers (e.g., sensory loss, language differences) and how you overcome them. This demonstrates depth of knowledge required for higher marks.
Common Mistakes
Common errors to avoid in your coursework
- Confusing the legal classification of substances or applying legislation from another UK jurisdiction without recognising regional differences in Wales and Northern Ireland.
- Allowing personal beliefs to influence the delivery of information, leading to judgemental or stigmatising language rather than objective, fact-based education.
- Omitting alcohol, tobacco, and prescription medication from discussions on substance misuse, thereby giving an incomplete picture of the risks and available support.
- Misconception: 'Person-centred care means always doing what the service user wants.' Correction: It involves balancing the individual's preferences with professional judgement, safety, and legal requirements, such as when a person lacks capacity.
- Misconception: 'Safeguarding is only about reporting abuse after it happens.' Correction: It also includes proactive measures like risk assessments, training staff, and promoting a culture of vigilance to prevent harm.
- Misconception: 'Confidentiality is absolute in health and social care.' Correction: Confidentiality can be breached if there is a risk of harm to the individual or others, or if required by law (e.g., under the Mental Capacity Act).
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 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
- •Completion of a Level 2 qualification in Health and Social Care, such as the Level 2 Diploma or Certificate, provides foundational knowledge of care principles and communication.
- •Basic understanding of the structure of health and social care services in the UK, including the roles of different professionals and settings.
- •Familiarity with key legislation like the Care Act 2014 (England) or equivalent in Wales/Northern Ireland, though this will be covered in the diploma.
Coursework AI Review
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Key Terminology
Essential terms to know
- Understand legislation and policy relevant to substance use, Understand substance use, its effects and treatments, Identify individuals’ knowledge and values about substances, Increase individuals’ knowledge and understanding of substances
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