Provide services to those affected by someone else’s substance use.
This subtopic focuses on equipping learners with the knowledge and skills to support individuals, including children and young people, who are affected by a family member's substance misuse. It emphasizes identifying appropriate support services, understanding the specific impacts on children and young people, and enabling service users to evaluate their chosen options to promote recovery and resilience. Practical application involves person-centred care planning, multi-agency working, and adherence to safeguarding policies.
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 working or aspiring to work in adult health and social care settings. It covers essential knowledge and skills for providing person-centred care, promoting independence, and safeguarding vulnerable adults. This diploma is particularly relevant for those in roles such as care assistants, support workers, or senior care workers, and it aligns with the regulatory standards of Care Inspectorate Wales (CIW) and the Regulation and Quality Improvement Authority (RQIA) in Northern Ireland.
The qualification is structured around mandatory units that include understanding the principles of care, promoting health and well-being, and supporting individuals with their daily living activities. Optional units allow learners to specialise in areas such as dementia care, end-of-life care, or supporting individuals with mental health needs. This flexibility ensures that the diploma meets the diverse needs of the health and social care sector in Wales and Northern Ireland, preparing learners for both employment and further study.
Mastery of this diploma is crucial for delivering high-quality care that respects individual rights, choices, and dignity. It equips learners with the theoretical knowledge and practical skills to work effectively within legal and ethical frameworks, including the Social Services and Well-being (Wales) Act 2014 and the Northern Ireland Adult Safeguarding Policy. By completing this qualification, students demonstrate their commitment to professional development and their ability to make a positive impact on the lives of adults in need of care and support.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to the individual's preferences, needs, and values, ensuring they are active partners in their own care.
- →Safeguarding adults: Protecting individuals from abuse, neglect, and harm, following local policies and the principles of the Mental Capacity Act.
- →Promoting independence: Encouraging individuals to maintain control over their lives through enablement and reablement approaches.
- →Effective communication: Using verbal and non-verbal techniques to build trust, understand needs, and support decision-making.
- →Legal and ethical frameworks: Applying legislation such as the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014 and the Human Rights Act 1998.
Learning Objectives
What you need to know and understand
- Know about the available support services., Understand issues that affect children and young people within families affected by drug and alcohol use., Identify options for individuals affected by someone else’s substance use., Enable individuals affected by someone else’s substance use to review the effectiveness of selected options.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for clearly describing a range of local and national support services (e.g., Adfam, Al-Anon, local young carers projects) and explaining their referral pathways.
- Demonstrate understanding of the developmental, emotional, and safeguarding impacts of parental substance use on children and young people, citing relevant legislation such as the Children Act 1989/2004.
- Provide evidence of working with individuals to explore options (e.g., family therapy, peer support, harm reduction) using a strengths-based approach, and documenting informed choices.
- Show how you enabled the individual to review the effectiveness of the selected option, including the use of outcome measurement tools and adapting support plans accordingly.
Assessment Guidance
Guidance for achieving higher grades
- 💡In assignments, always reference the specific support service names and explain why they are suitable for the individual's unique situation.
- 💡Use case studies to demonstrate your ability to distinguish between the impact on children of different ages and developmental stages, and link to policies like 'Hidden Harm'.
- 💡When describing review processes, include practical examples of how you would measure outcomes (e.g., using the CORE-OM or a service-specific evaluation form) and how you would involve the individual in the review.
- 💡When answering questions about legislation, always link the law to a practical example from your workplace or placement. For instance, explain how the Mental Capacity Act 2005 applies when supporting an individual with dementia to make a decision.
- 💡Use the SPECS framework (Situation, Problem, Effect, Course of action, Solution) to structure your answers for case studies. This ensures you cover all aspects of the scenario and demonstrate critical thinking.
- 💡For unit assessments, make sure you reference the specific policies and procedures of your organisation, as this shows you understand how theory is applied in practice.
Common Mistakes
Common errors to avoid in your coursework
- Confusing the needs of the person using substances with the needs of affected family members, leading to a lack of focus on the latter.
- Overlooking the specific safeguarding responsibilities for children and young people, failing to recognise signs of neglect or emotional abuse.
- Assuming that all families require the same intervention, rather than tailoring support to individual circumstances.
- Misconception: Person-centred care means always doing what the individual wants. Correction: It involves balancing the individual's wishes with their safety and well-being, using capacity assessments and best interest decisions when necessary.
- Misconception: Safeguarding is only about reporting abuse. Correction: It also includes prevention through risk assessment, training, and creating a culture of openness where concerns can be raised without fear.
- Misconception: Communication is just talking to service users. Correction: It includes active listening, observing non-verbal cues, adapting communication methods (e.g., using Makaton or picture boards), and ensuring confidentiality.
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 Provide services to those affected by someone else’s substance use.
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
- •A basic understanding of health and social care values, such as those covered in Level 2 qualifications (e.g., Level 2 Diploma in Health and Social Care).
- •Familiarity with the principles of equality, diversity, and inclusion in care settings.
- •Some practical experience in a care environment, either through employment or volunteering, to contextualise the learning.
Coursework AI Review
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Key Terminology
Essential terms to know
- Know about the available support services., Understand issues that affect children and young people within families affected by drug and alcohol use., Identify options for individuals affected by someone else’s substance use., Enable individuals affected by someone else’s substance use to review the effectiveness of selected options.
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