AD1.2012 Raise awareness about substances, their use and effects

Overview

For this standard you will need to raise awareness about substances, the use of substances and the effects of substances. The awareness raising may be with children and young people, or with other people who need to know about substances because they use substances themselves, have friends or family who use or may use substances, or work on a formal or informal basis with individuals who use substances. Users of this standard will need to ensure that practice reflects up to date information and policies. Version No 2

Knowledge and Understanding

You will need to know and understand:

legal and organisational requirements and policies requirements relevant to the functions being carried out
the national and European legislation which relates to the work being undertaken
government policy in relation to substance use: prevention and education; treatment, counselling, support and rehabilitation
key organisations that are designed to deliver the government's strategy on drugs and alcohol on the ground
the differing responses which governments make to legal and illegal drugs, the reasons for this and the effect of this on treatment availability for different groups
the agency's policy and procedures regarding confidentiality of information and the disclosure of information to third parties, and the specific circumstances under which disclosure may be made
physical, social, psychological and emotional development of individuals and the ways in which such development can be affected; the nature of adolescence andhow it affects behaviour and feelings
the different substances which are available and the effects they have on the body - stimulants, sedatives and hallucinogenics, including prescription and over-the-counter drugs
street names for substances, how these change over time and in differentlocations, the need to check out understanding with users regarding the terminology used
the dangers of substance use: quantity, frequency, purity of the substances, polydrug use
issues of quality in illegal substances; impurities, adulterants and dilutents and their difference; the interest which dealers have in maintaining the quality of the substances they sell
methods of substance use and the different risks associated with the different methods
the inter-relationship between the background of individuals and the effect of substances on them: experience and expectations, mental and psychological state, physical health problems, energy levels at the time of consumption, body weight
the reasons why individuals use substances: enjoyment, environment, curiosity, defence mechanism, rebellion, promotion and availability, cost in comparison to other substances
the effect of gender on substance use and the different perceptions that relate to the different genders and their use of substances
prevalence of substance use, age of use and relationship to substance type, relationship between substance use and economic disadvantage and/or emotional deprivation
the difference between prevalence of substances in different social classes dependent on the legality and nature of the different substances
the relationship between the settings in which substances are used and the link of this to the activities of the individuals using substances: out-of-the-way places and lack of access to assistance when needed, implications of the setting on the use of substances, risks associated with using machinery and equipment, lowering of inhibitions, over-exertion
evidence for the inter-connectedness of different substances over time
methods of preventing/minimising the effect of substances that individuals use
perceptions of non-users of substances on those who use substances
the potential effects of substance use on others
the difference between legal and illegal drugs, the reasons for the different classifications under law and the social construction of the law in relation to substance use
the nature of dependence on substances
different services that are available to address substance use: preventive, treatment and support
the relationship between crime and antisocial behaviour and substance use: the risk factors that lead to crime and to substance use
the role of the agency and its services and how they relate to other agencies and services in the sector
how to monitor, analyse and evaluate implications of changes in the agency in which one works
your own role and responsibilities and from whom assistance and advice should be sought if you are unsure
how to apply the principles of equality, diversity and anti-discriminatory practice to your own work
the options you consider in your own work and the reasoning processes to be used
how to evaluate your own competence, determine when further support and expertise is needed and the measures which may be taken to improve your own competence; how to evaluate the effectiveness of your own actions and learn from experience
how to inform and consult with others on problems and proposals and encourage others to offer ideas and challenge
the need to develop your own competence and skills in line with changes in evidence, knowledge and practice
the rights of individuals with whom you come into contact

Performance Criteria

You must be able to:

enable individuals to talk about and identify:

what they know and understand about substances
the methods by which people take substances
the effects of different substances on people's lives
the reasons for people taking substances
who takes different types of substances
whether there is a difference between the use of different substances and why this is the case
the different classifications of drugs under the legislative framework
attitudes to substance use and misuse

ask individuals appropriate and searching questions about:

the substances they have not mentioned
their reasons for believing some substances are preferable to others
what they mean when they use street terms for different substances, paraphernalia and modes of use
the source of their information and the accuracy of their sources

enable individuals to explore:

their feelings about substance use
their feelings and values about people who use substances
their feelings about why people use different substances

reflect individuals' views about substance use back to them to confirm that they have been understood and interpreted correctly
challenge individuals who discriminate against substance users
explore with individuals the strong feelings they have in relation to particular issues and the reasons for these feelings
acknowledge the experience and feelings of individuals who have suffered from others' use of substances
interact with individuals throughout the process in a manner that:

is appropriate to the individuals' background, culture, circumstances and needs
encourages an open exchange of views
minimises any constraints to communication
is free from discrimination and oppression
is non-judgemental
enables individuals to make their own contribution

identify:

the gaps in individuals' knowledge and understanding about substances, their use and effects
the values and beliefs of individuals that need to be challenged in their own interests and those of others
the learning styles that are most likely to help different individuals learn about substances and their use
the approaches that would enable different individuals learn about substances, their use and effects

enable individuals to learn about:

the different types of substances, their street names and how these change over time and in different places
the methods of using substances
the reasons people use substances
the effects that substances have on peoples' lives
the risks associated with multiple substance use
the range of services to address needs and issues related to substance use

provide learning opportunities:

at the time others need them
in a manner sensitive to their needs and confidence

make sure that the content of the learning is accurate and based on up-to-date evidence
remain open to the range of issues that individuals may wish to explore in relation to substance use and do not turn away from such issues
encourage others to contact you and other relevant sources of support when they need to

Additional Information

This standard links with the following dimension within the NHS Knowledge and Skills Framework (October 2004): Dimension: HWB1 Promotion of health and wellbeing and prevention of adverse effects to health and wellbeing