Support individuals who are substance users.
This unit develops the knowledge and skills required to support adults who use substances, covering the effects of different substances, harm reduction strategies, and methods to enable individuals to adopt safer practices. It emphasises a person-centred, non-judgmental approach aligned with current legislation and best practice in health and social care settings across Wales and Northern Ireland. Assessors will expect learners to apply theoretical understanding to practical scenarios, demonstrating competence in promoting well-being and reducing risks associated with substance use.
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 regulated by Ofqual and meets the requirements of the Care Council for Wales and the Northern Ireland Social Care Council, making it a key stepping stone for career progression in health and social care.
The qualification comprises mandatory units on communication, equality and inclusion, duty of care, safeguarding, person-centred approaches, and health and safety. Optional units allow specialisation in areas like dementia care, end-of-life care, or supporting individuals with sensory loss. By completing this diploma, students demonstrate competence in delivering high-quality care that respects individual rights, choices, and dignity, aligning with the principles of the Social Services and Well-being (Wales) Act 2014 and the Northern Ireland Adult Safeguarding Partnership policies.
This diploma is vital for those seeking roles such as senior care worker, care coordinator, or supervisor, and it provides a foundation for further study, such as the Level 5 Diploma in Leadership for Health and Social Care. It emphasises reflective practice, evidence-based care, and the importance of working in partnership with individuals, families, and other professionals. Understanding this qualification helps students appreciate the regulatory and ethical frameworks that underpin adult care in Wales and Northern Ireland.
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 care planning and delivery.
- →Safeguarding adults: Protecting individuals from abuse, neglect, or harm, following local policies and the principles of the Mental Capacity Act (2005) and Deprivation of Liberty Safeguards (DoLS).
- →Duty of care: A legal obligation to act in the best interest of individuals, ensuring their safety and well-being while balancing their right to take risks.
- →Equality, diversity, and inclusion: Promoting fair treatment, respecting differences, and removing barriers to participation, in line with the Equality Act 2010.
- →Reflective practice: Continuously evaluating one's own actions and decisions to improve care quality, using models like Gibbs' Reflective Cycle.
Learning Objectives
What you need to know and understand
- Understand about different substances, their effects and how they might be used., Enable individuals to adopt safe practices associated with substance use., Support individuals when they have used substances., Support individuals in reducing substance use.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating accurate knowledge of the classification of common substances and their physiological, psychological, and social effects on individuals.
- Expect evidence of the learner’s ability to carry out a risk assessment related to substance use, identifying immediate hazards and long-term health implications.
- Look for clear application of harm reduction principles, such as needle exchange awareness, safer injecting advice, or overdose prevention, tailored to the individual’s circumstances.
- Require demonstration of effective communication skills, including using motivational interviewing techniques to support individuals in reducing substance use without coercion.
- Assess the learner’s understanding of relevant legislation, safeguarding protocols, and confidentiality boundaries when supporting substance users, including when to share information appropriately.
Assessment Guidance
Guidance for achieving higher grades
- 💡In written tasks or professional discussions, always reference relevant frameworks such as the Care Act 2014, the Misuse of Drugs Act 1971, and local Welsh/NI safeguarding policies to underpin your reasoning.
- 💡Use case study examples to illustrate how you would apply a person-centred care plan, showing how you balance empowerment with safety when supporting someone who uses substances.
- 💡For observations, clearly demonstrate how you establish trust with the individual, avoid stigmatising language, and use active listening to understand their goals without imposing your own views.
- 💡Remember that substance use may be a coping mechanism; always include how you would explore the underlying causes (e.g., trauma, social isolation) in your support strategies.
- 💡Prepare to discuss the role of multi-agency working, such as liaising with specialist substance misuse services, GPs, and mental health teams, while maintaining the individual’s voice at the centre.
- 💡Use specific examples from your work placement or case studies to illustrate how you apply person-centred approaches, such as involving a service user in creating their care plan or adapting communication methods.
- 💡When answering questions on safeguarding, always reference the relevant legislation (e.g., Social Services and Well-being (Wales) Act 2014) and local policies, and explain the steps you would take if you suspected abuse.
- 💡For health and safety units, demonstrate understanding of risk assessment processes (e.g., the five steps) and how you would involve service users in managing risks to promote independence.
Common Mistakes
Common errors to avoid in your coursework
- Focusing solely on illegal drugs while overlooking alcohol, prescription medication, and over-the-counter substance misuse, which are equally prevalent in adult care contexts.
- Assuming all substance use is problematic and failing to recognise that some individuals may use substances without immediate harm, leading to a judgmental rather than supportive approach.
- Confusing abstinence-based recovery with harm reduction; learners often promote complete cessation as the only goal, ignoring the validity of intermediate steps like controlled use or safer practices.
- Misunderstanding the legal duty to report signs of substance use, either breaching confidentiality unnecessarily or failing to act when there is a safeguarding concern.
- Neglecting the impact of co-occurring mental health conditions (dual diagnosis), and not adapting support to address both substance use and psychological needs.
- Misconception: Person-centred care means always doing what the person wants, even if it's unsafe. Correction: It involves balancing the individual's choices with their safety and well-being, using risk assessments and the Mental Capacity Act to support informed decision-making.
- Misconception: Safeguarding is only about reporting abuse after it happens. Correction: It also includes proactive measures like promoting dignity, preventing harm, and creating a culture of openness where concerns can be raised early.
- Misconception: Duty of care means you must never let a service user take risks. Correction: Duty of care includes supporting positive risk-taking that enhances independence, as long as risks are assessed and managed appropriately.
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 Support individuals who are substance users.
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 experience in a care setting.
- •Basic understanding of the principles of care, such as dignity, respect, and confidentiality.
- •Familiarity with the regulatory frameworks in Wales and Northern Ireland, including the Care Council for Wales Code of Practice.
Coursework AI Review
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Key Terminology
Essential terms to know
- Understand about different substances, their effects and how they might be used., Enable individuals to adopt safe practices associated with substance use., Support individuals when they have used substances., Support individuals in reducing substance use.
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