Course Title: Develop and review individual alcohol and other drugs treatment plans

Part B: Course Detail

Teaching Period: Term1 2024

Course Code: HWSS6086C

Course Title: Develop and review individual alcohol and other drugs treatment plans

Important Information:

Please note that this course has compulsory in-person attendance requirements for some teaching and assesment activities.  

 

School: 535T Social Care and Health

Campus: City Campus

Program: C4364 - Certificate IV in Alcohol and Other Drugs

Course Contact: Jennifer Furby

Course Contact Phone: 9925 8310

Course Contact Email: jennifer.furby@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 75

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

This unit allows you to develop the skills and knowledge required to work collaboratively with clients to establish treatment goals, and to develop and evaluate individual treatment plans to meet those goals.

This unit applies to workers who develop treatment plans with, and for, clients with alcohol and other drugs (AOD) issues and where appropriate, provide a brief intervention, or develop longer term interventions that are evidence based.


This course is delivered and assessed with;

CHCAOD006: Provide interventions for people with alcohol and other drug issues
CHCCCS014: Provide brief interventions

 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCAOD009 Develop and review individual alcohol and other drugs treatment plans

Element:

1. Consider the type of treatment and services to be provided


 

Performance Criteria:

1.1 Interpret presenting issues and requirements from client assessment

1.2 Work with client to identify interaction and relationship between different presenting issues in the context of their health and demographic profile

1.3 Identify the need for potential referral, and collaboration with other services

1.4 Identify and respond to the need to consult with other professionals or specialists as required

1.5 Explain the purpose of the planning process and developing the treatment plan, and the roles of different people

1.6 Discuss with client their readiness for development of a treatment plan

Element:

2. Determine treatment goals and strategies

 

Performance Criteria:

2.1 Discuss desired outcomes, priorities and long term goals with the client

2.2 Identify any barriers and/or cultural factors that may impact on reaching goals

2.3 Provide information about different service and support options suited to the client’s needs

2.4 Assist client to evaluate and select strategies to achieve their goals

2.5 Determine preferred actions and prioritise

2.6 Confirm client capacity to meet the logistical demands of selected strategies

2.7 Establish timelines for identified goals with consideration of overlaps between different services and support

2.8 Agree on type and frequency of interactions

2.9 Work with the client to identify others in the client and family support network to be involved in the treatment plan, and their roles

2.10 Record goals and selected strategies in the individual treatment plan according to organisation protocols

Element:

3. Review client progress

 

Performance Criteria:

3.1 Regularly review client’s progress against negotiated goals and action plans

3.2 Monitor, record and report client progress in accordance with organisation guidelines

3.3 Negotiate revised action plans and timelines and record in the treatment plan as needed

3.4 Accurately record revisions in the individual treatment plan according to organisation protocols

3.5 Negotiate exit from the program with the client and provide support in accordance with organisation policies and available resources

3.6 Review outcomes of interventions with supervisor and/or colleagues

Learning Outcomes


On successful completion of this course you will have developed the skills and knowledge required to demonstrate competency in the above elements.


Details of Learning Activities

Classes where information is shared through talks and group discussions, and exercises are conducted to apply learning. Time in class, will also be spent working on applied assessment tasks.


Teaching Schedule


INTERVENTIONS
WEEK  TOPIC: TOPIC: 

Week 1
  • Background info for treatment planning & intervention

 

  • - Types of interventions: Who, what, where, when, why, how of brief versus
  • ‘long’ interventions including AOD settings & modalities
  • Prepare for intervention
  • - Review and interpret client assessment
  • - Identify client issues
  • - Identify needs/opportunities for collaboration and referral

Week 2
  • Relapse Prevention
  • Ppt and discussion on SOC concentrating on Lapse/relapse

Week 3
  • Suicide Risk Assessment kit
  • SAK video
  • Safety planning
NSSI video

Week 4
  • MI
  • Treatment planning for stages of change part 1
  • - Pre-contemplative treatment planning
  • - Contemplative treatment planning
  • Action treatment planning
  • Treatment planning for stages of change part 2

Week 5
  • MI and Megan
  • Role play utilising MI/SOC
  • Working with OM tools suitable for adolescent ( Assessment of recovery, Strengths)
Matching interventions to SOC

Week 6
  • Treatment plan with complex care clients
  • Looking at specific substances as indicators of goals
  • Working in small groups building ITP for AKIRA

Week 7
  • Role Play with Akira
  • Discuss client issues
  • Build goal structure and review client needs

Week 8
  • Intersectionality
Trauma and diversity

Week 9
  • Aftercare plan
  • What does this look like for individual clients

Week 10
  • Early parenting support PPT
  • Explanation of support structure for parents
  • Intro to Casey
  • Discuss Casey’s specific issues and complete a Comprehensive Assessment in readiness for Role play

 

Week 11

Casey Role play ITP

Students allocated time to do role play in pairs with teacher

Week 12

Casey Role play ITP

Students allocated time to do role play in pairs with teacher

Week 13

Discharge Plan

·         Review ITP

·         Students  work with ITP to build a viable pathway to services

Week 14

Complete Casey Case

Self evaluation/review/overview of each client process for Sem 2

Week 15

Quiz

Students to work in small groups completing final AT

Week 16

Guest Speaker

  • Pharmaco  contradindications

Week 17

 Revision

Week 18

 Revision


Learning Resources

Prescribed Texts


References


Other Resources

The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops


Overview of Assessment

This unit is part of an integrated program. You must demonstrate critical aspects for assessment and evidence required to demonstrate competency in this unit. 

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by: 
• Oral or written questioning 
• Oral presentations 
• Assignments and projects 
• Direct observation of work practice 

Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation. 

Regular attendance is necessary.

If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the Program Co-ordinator or the Equitable Learning Services team if you would like to find out more.  

Full assessment briefs will be provided and can be found on Canvas.  


Assessment Tasks

Assessment 1: Written - Brief Intervention, Case study. There are 3 parts to this task.   Assessment 2: Written - Planning, conducting and monitoring an Intervention. There are 6 parts to this task.   Assessment 3: Written - Case study. There are 6 parts to this task.   Assessment 4: Written - Brief Intervention, Case study. There are 3 parts to this task   Assessment 5: Quiz   

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by: 
• Oral or written questioning 
• Oral presentations 
• Assignments and projects 
• Direct observation of work practice. 

Full assessment briefs are provided in Canvas.

Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills to a standard expected in the workplace. To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.

Regular attendance is necessary.

You should refer to the assessment brief which is available through Canvas for a full assessment criterion.

Results that apply to courses that are delivered and assessed in accordance with competency-based assessments are:
CA - Competency Achieved
NYC - Not Yet Competent
DNS - Did not submit for assessment 

This course is delivered and assessed with;

CHCAOD006: Provide interventions for people with alcohol and other drug issues
CHCCCS014: Provide brief interventions

You will be given two (2) attempts for each assessment to demonstrate the required knowledge and skills. A third (3rd) attempt can only be offered after discussions between teacher and the Program Coordinator and is not automatic. Resubmissions beyond two (2) attempts are at the discretion of the teacher and/or coordinator.


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency.

The assessment matrix is in Canvas, at the end of each assessment task.

Other Information

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students

Course Overview: Access Course Overview