Human Development Across the Lifespan

SPS201 Alcohol and Other Drugs

COURSE	Bachelor of community services
LEVEL OF STUDY CORE/ELECTIVE CREDIT POINTS	2nd Year Core 15 Credit Points
TOTAL COURSE CREDIT POINTS	360 credit points
DURATION LECTURE & TUTORIALS PERSONAL STUDY HOURS	One trimester 2 hours lecture, 1 hour tutorial per week 7 hours per week
TOTAL WORKLOAD PER WEEK PRE-REQUISITE CO-REQUISITE	10 hours per week INT103 Human Development Across the Lifespan Nil

CONTACT DETAILS
Unit Coordinator
Troy Pitaway
Email: [email protected]
Lecturers/Tutors:
MELBOURNE
Troy Pitaway
Email: [email protected]
SYDNEY
Michelle Rickenbach
Email: [email protected]
Lecturer: Karen Love
Email: [email protected]
PERTH
Lecturer: Greg Swensen
Email: [email protected]
DESCRIPTION
This unit builds on student’s case management knowledge and extend skills in assessing the needs of clients with
alcohol and other drugs issues. It provides an increased understanding type of drugs, the impacts on individuals and
their families, and knowledge of risks and protectve factors when working with this client group. The unit examines
evidence-based models in working with alcohol and other drug clients. Students will gain knowledge of the
interrelated nature of dual diagnosis, including mental health, homelessness, and multple complex needs.
Furthermore, students will increase practcal assessment and referral skills to appropriate agencies; with partcular
focus on rehabilitaton and the role of interagency case management in providing improved outcomes.
GRADUATE ATTRIBUTES
Graduates of Stot’s College are expected to have Knowledge, Skills and Abilites (KSA) on three diﬀerent
dimensions. Each unit in the course contributes to the development of Stot’s College’s Graduate Atributes
which you should demonstrate on completon of the course.

Professional Personal
GA3	Have developed an appreciaton, tolerance and ability to work eﬀectvely across the entre diversity spectrum;
GA4	Be able to work independently and collaboratvely;
GA5	Be able to set appropriate goals for ongoing intellectual and professional development;
GA6	Be self-critcal and identfy shortcomings in their own knowledge, skills and abilites;
GA7	Understand ethical responsibilites and behaviour pertnent to their chosen discipline and profession and practce the behaviour to the highest standards;
GA8	Have developed a high level of oral, visual and writen communicaton skills, across a range of communicaton technologies, relevant to their felds of study, and recognise the importance of maintaining these;
Academic
GA9	Be able to identfy the need for data, informaton and knowledge to solve problems in familiar and unfamiliar contexts using appropriate media, tools and methodologies and be able to critcally evaluate the informaton in terms of its validity, accuracy, currency against one’s own values;
GA10	Be independent learners and thinkers with responsibility to acquire and evaluate new knowledge with the confdence to be analytcal, creatve and critcal;
GA11	Be able to understand, defne, analyse, evaluate, investgate problems and make informed recommendatons and decisions.

GA1 Hold a body of knowledge relevant to their feld of study, that includes an understanding
of theories, practces, and the scope of their discipline;
GA2 Have the skills required to operate eﬀectvely within their chosen profession;
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COURSE LEARNING OUTCOMES
The Course Learning Outcomes (CLO) for the Bachelor of Community Services are designed to align with the
Australian Quality Framework specifcatons for Bachelor’s degrees (AQF Level 7). On completon of the degree,
graduates will have achieved these learning outcomes in the following dimensions:

Knowledge
CLO1	Demonstrate broad knowledge of a range of community services theories and frameworks.
CLO2	Develop an appreciaton for the legal framework in which organisatons and communites operate.
CLO3	Demonstrate in-depth knowledge within specialist counselling areas, including alcohol and other drugs, youth, family and mental health.
CLO4	Develop and apply an understanding of human diversity, including culture, gender, age, ability, class, religion and sexuality.
Skills
CLO5	Critcally review, analyse, and evaluate knowledge in community services theories and frameworks.
CLO6	Integrate and apply knowledge of community services professional practce and competencies within appropriate ethical and professional standards.
CLO7	Apply critcal thinking and judgement in identfying and solving problems in case management interventons.
CLO8	Demonstrate advanced counselling and communicaton skills in dealing with clients and other professionals.
Applicaton of Knowledge and Skills
CLO9	Demonstrate applied research skills including projects.
CLO10	Identfy clients with complex and diverse needs and develop appropriate service provision.
CLO11	Practce case management ethically and intentonally within established legal, policy and professional frameworks and codes of ethics.
CLO12	Integrate feedback from clinical supervision and cultvates the capacity for reﬂectve practce, professional responsibility, and accountability.

UNIT LEARNING OUTCOMES
At the completon of this unit, a student should be able to:
LO1
LO2
LO3
LO4
LO5
LO6
Demonstrate knowledge on drugs and alcohol and on the role of interagency case
management.
Critcally analyse thoroughly the current government preventon programs.
Identfy the interrelated issues in young people, including mental health, alcohol, drugs and
homelessness.
Explain the interrelated nature of dual diagnosis of clients with multple complex needs.
Analyse diﬀerent evidence-based practce models in working with clients with alcohol and
drugs issues.
Evaluate group processes and applied skills in group setngs.
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CONTENT
Topics will include:
1. Intro/types of drugs
2. Assessment and referral
3. Dual diagnosis
4. Evidence based models
5. AOD Programs and rehabilitaton
6. Interagency case management
7. Complex needs (AOD Mental Health and Young People)
8. Complex needs (AOD Mental Health and Homelessness)
9. Complex needs (AOD and Mental Health and Indigenous Australians)
10. Ethical requirements when working in AOD
11. AOD preventon programs
12. A Human Rights Framework for AOD
LEARNING TASKS AND ASSESSMENTS
Assessment questons must be directed to your Tutor.
To pass this unit, students are required to achieve an aggregate mark of 50% for all assessment
tasks. Refer to the Assessment Grades secton at the end of the unit outline for important
informaton regarding awarding of grades. Atendance is crucial to pass this unit.
Where required, you must use APA 7 Referencing in your assessments.

Learning Outcomes Assessed	Course Learning Outcomes	Assessment	Weight	Due
1: Assessment 1: Analysis of AOD foundatonal knowledge (15%)	15%	Week 6	LO1, LO5	CLO1, CLO4, CL05
CLO2, CLO4, CLO6, CLO9, CLO10, CLO12	2: Case Study	20%	Week 8	LO3, LO5
3: Online Quiz	20%	Week 10	LO1, LO2	CLO1, CLO3, CLO4
4: Individual Writen Report – 30%	35%	Week 11	LO1-6	CLO1, CLO3, CLO4, CLO7, CLO10
5: Tutorial Partcipaton and Actvites	10%	Week 1-12	LO1, LO2, LO3, LO5	CLO5, CLO6, CLO8, CLO10, CLO11
TOTAL	100%

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WEEKLY OUTLINE

Week	Topic	Text reference and set readings	Informaton and actvites
Phillips, T. J. & Crabbe, J. C. (2005). Determining addicton. Genes and substance use. Drugs and Alcohol Today, 5. 26-31. Coombs, R.H., & Howat, W.A. (2005). The addicton cousellor’s desk reference. Hoboken, NJ: John Wiley & Sons, Inc. Eﬀects of GHB: a common party drug htps://www.healthdirect.gov.au/ghb Eﬀects of ice: https://www.healthdirect.gov.au/ice-crystal-meth Eﬀects of Ketamine: htps://www.healthdirect.gov.au/ketamine Eﬀects of Cannabis: htps://www.healthdirect.gov.au/marijuana Eﬀects of heroin: https://www.healthdirect.gov.au/heroin Eﬀects of MDMA https://www.healthdirect.gov.au/mdma-ecstasy Eﬀects of anabolic steroids: htps://www.healthdirect.gov.au/anabolic-steroids Eﬀects of LSD: https://www.healthdirect.gov.au/lsd-acid Riter et.al (2016) Alcohol and other drug treatment policy in Australia ADF (2019) stgma Ritchwood et.al (2016) Does it really mater	Welcome Unit Outline Tutorial partcipaton + actvites Assessments Tutorial actvites Pro Quest Questons	Introducton to AOD Types of drugs, impacts and risks	Week 1
htps://cdn.adf.org.au/media/documents/ADF-Preventon	Assessment and referral skills	Group Tutorial Actvity: Watch videos and discuss	Week 2
Research-September-2017.pdf htps://adf.org.au/reducing-risk/relapse/ htps://content.health.vic.gov.au/sites/default/fles/migrated
/fles/collectons/forms-and-templates/v/victorian-aod- comprehensive-assessment-form.pdf htps://www.mhc.wa.gov.au/media/2607/a lcohol-audit-screening-tool-mk4.pdf
Week 3	Dual diagnosis

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The Drug Wheel – Handout.docx htps://www.healthdirect.gov.au/wernicke-encephalopathy htps://www.dualdiagnosis.org.au/
Evidence- based models in working with AOD populaton	Natonal Quality Framework (2019) Natonal Alcohol Strategy 2019-2028 Natonal Framework for Alcohol, Tobacco and Other Drug Treatment 2019-2029	Group Tutorial Actvity: Case Study	Week 4
htps://www.verywellmind.com/what-are-the-ofcial-criteria	Group Tutorial Actvity: Video – Beatng opioid addicton Joy’s story	AOD programs and rehabilitaton	Week 5
for-addicton-22493 Gorski’s Warning Signs of a Relapse In 1982, researchers Terence T. Gorski and Merlene Miller wrote a paper, “The Phases And Warning Signs of Relapse,” htps://alcoholismguide.com/relapse-warning-signs.htm
ADF Building Successful Local Drug Acton Teams ADF Preventng alcohol and drug problems in your community
Group Tutorial Actvity: Motvatonal Interviewing Assessment 1: Analysis of AOD foundatonal knowledge (15%) Due Date: Week 6 Word Count: 1500 words	htps://www.complexneedscapable.org.au/care-	Interagency case management	Week 6
planning.html htps://comorbidityguidelines.org.au/b4-care-
coordinaton/care-coordinaton WAADIS (2018-2022) htps://www.mhc.wa.gov.au/media/2831/western-australian-
alcohol-and-drug-interagency-strategy-2018-2022.pdf
Group Tutorial Actvity: Group Actvity Arrange groups for Assessment 3A due week 10 for presentatons Assessment 2: Case Study (20%) Due Date: Week 8 Word Count 1500-1800	htps://www.health.gov.au/health-topics/drugs/drugs-and	AOD mental health and young people	Week 7
young-people htps://adf.org.au/talking-about-drugs/parentng/vaping-
youth/vaping-youth-2 htps://www.educaton.vic.gov.au/school/teachers/teachingr
esources/discipline/physed/Pages/drugedulearn.aspx
htps://www.beyondblue.org.au/the-facts/drugs-alcohol-and-
mental-health htps://www.sane.org/informaton-stories/facts-and-guides
htps://www.helpguide.org/artcles/addictons/substance-
abuse-and-mental-health.htm
AOD mental health and homelessness	htps://www.aihw.gov.au/reports/alcohol/alcohol-tobacco-	Group Tutorial Actvity: Video Wasted: Exposing	Week 8
other-drugs-australia/fact-sheets

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the family eﬀect of addicton by Sam Fowler
Jaworski et al (2016) Berry et al (2012) Growth and empowerment for Indigenous Australians in substance abuse Stubley & Popple (2017) Providing therapeutuic community initaives htps://www.abs.gov.au/statstcs/people/aboriginal-and torres-strait-islander-peoples/natonal-aboriginal-and-torres strait-islander-health-surveylatest-release htps://aodknowledgecentre.ecu.edu.au/learn/health- impacts/fasd htps://www.health.gov.au/sites/default/fles/natonal aboriginal-and-torres-strait-islander-peoples-drug-strategy- 2014-2019_0.pdf htps://aodknowledgecentre.ecu.edu.au/learn/specifc drugs/volatle-substance-use/programs-and projects/968/?ttle=Central%20Australian%20Youth%20Link% 20Up%20Service%20%28CAYLUS%29	AOD mental health and Indigenous Australians	Week 9	Group Tutorial Actvity: Video
htps://www.youthaodtoolbox.org.au/sites/default/fles/docu ments_global/ADCA%20code%20of%20ethics.pdf htps://www.health.vic.gov.au/mental-health/rights-and- advocacy AIWH (2019) htps://www.aihw.gov.au/getmedia/dda162a1- 8203-4e21-9f4b- 4ca1416e4b13/AODTSFactsheet_PEH.pdf.aspx Merkes et Al (2010) Supportng good practce Lyndsey et Al (2014) A program for alcohol related violence with oﬀenders with intellectual disability	Ethical requirements working in AOD	Group Tutorial Actvity: Case Study	Week 10
AOD preventon programs	htps://adf.org.au/programs/ https://whos.com.au/about-whos/what-is-tc/	Group Tutorial Actvity: Case Study – group actvity Group Actvity	Week 11
https://www.health.gov.au/resources/publications/national framework-for-alcohol-tobacco-and-other-drug-treatment 2019-29 https://www.undp.org/publications/international-guidelines human-rights-and-drug-policy	A Human Rights Framework for AOD	Week 12

PRESCRIBED TEXTS
Readings to Accompany the Lectures
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AIWH, Factsheets on Alcohol, Tobacco & Other drugs in Australia (2019), retrieved from
htps://www.aihw.gov.au/reports/alcohol/alcohol-tobacco-other-drugs-australia/contents/
factsheets
AIPC htps://www.aipc.net.au/artcles/principles-and-techniques-of-motvatonal-interviewing/
Alcohol and Drugs Foundaton: htps://adf.org.au/drug-facts/
AOD Program Guidelines, State of Victoria, Department of Health and Human Services, April 2018.
Australian Associaton of Social Workers (AASW). (2010). Code of ethics, AASW, Canberra, ACT.
Berry, S., Crowe, T., Deane, F., Billingham, M. & Bhageruty, Y. (2012). Growth and Empowerment for
Indigenous Australians in Substance Abuse Treatment. Internatonal Journal of Mental Health and
Addicton, Vol.10(6), pp.970-983.
Case management htps://www.complexneedscapable.org.au/care-planning.html
DSM 5 Criteria for Substance Use Disorders. Retrieved from htps://www.verywellmind.com/dsm-5-
criteria-for-substance-use-disorders-21926
Harm Reducton Victoria: htps://www.hrvic.org.au/
Jaworski, A., Brown, T., Norman, C., Hata, K., Toohey, M., (2016), Developing a guide for communitybased groups to reduce alcohol-related harm among African migrants. Health Promoton Journal of
Australia; Vol. 27(1): 21-28. DOI:10.1071/HE15030
Lindsay, W.R., Smith, K.J., Tinsley, S., Macer, J., & Miller, S. (2014). A programme for alcohol related violence
with oﬀenders with intellectual disability. Journal of Intellectual Disabilites and Oﬀending Behaviour, Vol. 5(2):
107 -119. DOI:10.1108/JIDOB-10-2013-0024
McKay, J. (2009). Contnuing Care Research: what we’ve learned and where we’re going. J Subst Abuse
Treat. March; 36(2): 131–145. Doi:10.1016/j.jsat.2008.10.004.
Merkes, M., Lewis, V. & Canaway, R. (2010). Supportng good practce in the provision of services to
people with comorbid mental health and alcohol and other drug problems in Australia: describing
key elements of good service models. BMC health services research, Vol.10, pp.325. DOI:
10.1186/1472-6963-10-325.
Midford, R., Mitchell, J, Lester, L., Cahill, H., Foxcrof, D., Ramsden, R., Venning, L & Pose, M. (2014).
Preventng alcohol harm: Early results from a cluster randomised, controlled trial in Victoria,
Australia of comprehensive harm minimisaton school drug educaton. Internatonal Journal of Drug
Policy, Jan, Vol.25(1), pp.142(9).
Natonal Framework for Alcohol, Tobacco and Other Drug Treatment 2019-29. Retrieved from
htps://www.health.gov.au/resources/publicatons/natonal-framework-for-alcohol-tobacco-and-other-drugtreatment-2019-29
National Quality Framework for Drug and Alcohol Treatment Services Retrieved from
htps://www.health.gov.au/sites/default/fles/documents/2019/12/natonal-quality-framework-fordrug-and-alcohol-treatment-services_0.pdf
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Ritchwood, T., Decoster, J., Metzger, I., Bolland, J. & Danielson, C. (2016). Does it really mater which
drug you choose? An examinaton of the inﬂuence of type of drug on type of risky sexual behaviour.
Addictve Behaviors, Sep, Vol.60, p.97.
Riter, A. & Stoove, M. (2016). Alcohol and other drug treatment policy in Australia. The Medical
journal of Australia, 7 March, Vol.204(4), pp.138.
Silkoﬀ, D., Guillemin, M., Chenhall, R., & McDougall, R. (2018). What ethical resources are available
to Alcohol and Other Drug practtoners? A systematc review. Clinical Ethics, Vol.13(1), pp. 34 – 52.
Stubley, C. & Popple, G. (2017). Providing therapeutc community initatves for individuals on opioid
substtuton treatment. Therapeutc Communites, Vol.38(2), pp. 79-86. DOI:10.1108/TC-04-2016-0009
Tobacco in Australia, Facts and Issues, retrieved from
htps://www.tobaccoinaustralia.org.au/home.aspx
The Western Australian Alcohol and Drug Interagency Strategy 2018-2022 (WAADIS) Interagency
strategy: Retrieved from htps://www.mhc.wa.gov.au/media/2831/western-australian-alcohol-anddrug-interagency-strategy-2018-2022.pdf
The Centre for Youth AOD Practce Development, Retrieved from
htps://www.youthaodtoolbox.org.au/theories-frameworks
Recommended Additonal References
htps://www.health.gov.au/sites/default/fles/community-attude-research-on-alcohol-and-otherdrugs-executve-report.pdf
el-Guebaly, N., Carra, G. & Galanter, M. (2015). Textbook of addicton treatment: internatonal
perspectves. Milan: Springer.
Everit, B. & Robbins, T. (2016). Drug Addicton: Updatng Actons to Habits to Compulsions Ten Years
On. Annual Review of Psychology, Vol.67, p.23.
De Haan, L., Egberts, A. & Heerdink, E. (2015). The relaton between risk-taking behavior and alcohol
use in young adults is diﬀerent for men and women. Drug and Alcohol Dependence, Oct 1, Vol.155,
p.222(6).
Huybers, T. & Mazanov, J. (2012). What Would Kim Do: A Choice Study of Projected Athlete Doping
Consideratons. Journal of Sport Management, Jul, Vol.26(4), p.322.
Morisano, D., Babor, T & Robaina, K. (2014). Co-occurrence of substance use disorders with other
psychiatric disorders: implicatons for treatment services. Nordic Studies on Alcohol and Drugs,
Vol.31(1), pp.5-25.
Nichter, b. & Chassin, L. (2015). Separate dimensions of anxiety diﬀerentally predict alcohol use
among male juvenile oﬀenders. Addictve Behaviors, Vol.50, pp.144(5).
Weinberger, A., Plat, J., Jiang, B. & Goodwin, R. (2015). Cigarete Smoking and Risk of Alcohol Use
Relapse Among Adults in Recovery from Alcohol Use Disorders. Alcoholism: Clinical and Experimental
Research, Vol.39(10), pp.1989-1996. DOI: 10.1111/acer.12840.
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Wodarski, J. & Curts, V. (2015). E-therapy for substance abuse and co-morbidity. Cham: Springer
USEFUL RESOURCES
Journals
• Australasian Psychiatry • Drug and Alcohol Dependence
• The Medical journal of Australia • Journal of Substance Abuse
• Alcoholism: Clinical and

•
Internatonal Journal of Mental
Health and Addicton

Experimental Research
• Clinical Infectous Diseases

Treatment
• Annual Review of Psychology • Journal of Psychoactve Drugs
• Drug and Alcohol Review
Recommended Websites and References – Refer to weekly text references and PowerPoints
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Assessment 1: Analysis of AOD foundatonal knowledge (15%)
Due Date: Week 6
Word Count: 1200 words
This assessment is designed to help you develop the foundatonal knowledge in alcohol and other
drugs and demonstrate report writng skills.

Assessment	Analysis of foundatonal knowledge
Format	Students must complete this assessment in Moodle. This assessment requires that you write a 1200-word analysis on three foundatonal areas of learning. 1. Understanding of addiction 2. The Cycle of Addiction 3. Evidence based models (choose one evidence-based model only) To be successful in this assessment the student must address all three sectons (note: choose one evidence-based model only). You are required to clearly demonstrate your understanding of what addicton is, in terms of your what you have learnt, how the Cycle of Addicton impacts as well as giving a very clear understanding of ONE evidence-based model. Your assessment must be submited through Turnitn and must adhere to the College’s academic integrity and authorship requirements. This assessment serves as a preparatory guide to the learning that students are expected to acquire and develops the research and analysis skills required to complete subsequent assessments.
Generic skills assessed	Informaton literacy and report writng

Assessment Criteria

Criteria	Weight: 100%
Report Writng	20%
Structure: paragraph and sentence structure	10%
Literacy skills: ability to respond to the assessment queston clearly and concisely	35%
Use and depth of understanding	35%
Total	/15%

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Criteria	Weight	High Distncton 80% –	Distncton 70%- 79%	Credit 60-69%	Pass 50-59%	Fail 0-49%
Clearly and concisely included and formated: • Cover sheet • Index • Introducton • Conclusion • Reference list Writng is clear, concise, and well organised with excellent sentence/paragraph constructon. Thoughts are expressed in a coherent and logical manner. Clearly and concisely addresses all three of the assessment criteria 1. Addicton 2. The Cycle of Addicton 3. One Evidence based model	Clearly included and formated: • Cover sheet • Index • Introducton • Conclusion • Reference list	Included and formated: • Cover sheet • Index • Introducton • Conclusion • Reference list	Included but did not format: • Cover sheet • Index • Introducton • Conclusion • Reference list	Did not format and/or include all: • Cover sheet • Index • Introducton • Conclusion • Reference list	Report Writng	20
Writng is clear, concise, and well organised with good sentence/paragraph constructon. Thoughts are expressed in a coherent and logical manner.	Writng is mostly clear, concise, and well organised with good sentence/paragraph constructon. Thoughts are expressed in a coherent and logical manner.	Writng is fairly clear and organized with sound sentence/paragraph constructon. Thoughts are expressed in a somewhat logical manner.	Writng is unclear and disorganised. Thoughts ramble and make litle sense. There are numerous spelling, grammar, or syntax errors throughout the response.	Structure: paragraph and sentence structure	10
Literacy skills: ability to respond to the assessment queston clearly and concisely	Clearly addresses all three of the assessment 1. Addicton 2. The Cycle of Addicton 3. One Evidence based model	Mostly addresses all three of the assessment criteria 1. Addicton 2. The Cycle of Addicton 3. One Evidence based model	Partly addresses the assessment criteria 1. Addicton 2. The Cycle of Addicton 3. One Evidence based model	Does not fully address the assessment criteria 1. Addicton 2. The Cycle of Addicton 3. One Evidence based model	35
Use and depth of understanding	Demonstrates an excellent, clear, and concise understanding	Demonstrates an excellent clear understanding	Demonstrates a clear understanding	Mostly demonstrates a clear understanding	Demonstrates a vague and/or unclear understanding	35
Total	15%

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Assessment 2: Case Study (20%)
Due Date: Week 8
Word Count: 1500 -1700 words
CASE STUDY
You are the case worker for a single mother (Mary) who has a 15yr old son (Toby). Mary is struggling with
alcohol addicton and states she ofen smokes marijuana when her son is at school.
Mary has said that she hasn’t worked since her son was born and had previously managed by doing odd jobs for
friends and neighbours. However, Mary has said that now her son is older she would like to get a full-tme job but is
worried that she will not be successful due to her addicton.
When ‘probing’ further into Mary’s addicton, you come to understand that she regularly has her frst glass of wine
with breakfast and states that without it she can’t ‘think’ straight. Mary said she found a half-smoked marijuana
joint in her son’s room when she was cleaning, and she is worried that he maybe experimentng with drugs. Mary
states that she would like to be able to stop drinking and smoking marijuana but every tme she has tried before it
hasn’t worked.
This research assignment is in three parts
Part 1 – Read the case study and outline the following issues.
What are the legal issues in this case study?
What category/types of drugs are discussed?
Defne mandated reportng requirements and if it is relevant in this partcular case.
What is the possible assessment and/or referral optons?
Part 2 – Research
Apply critcal thinking and judgement in identfying an appropriate AOD program and rehabilitaton suitable for Mary’s
needs. For example, would Mary beneft from a full-tme rehabilitaton program or a part tme rehabilitaton program
and why?
Part 3 – Critcal Reﬂecton
You have taken Mary’s case to your supervisor and your supervisor has asked you to spend tme reﬂectng on
your decisions and consider what worked well and what other optons were available to you. Your supervisor has
also requested you to consider your professional responsibility and accountability and asked you to put this into a
mini report.
You must use APA 7 referencing. Your report should include at least 5 (scholarly) journal artcles read, in additon to any
textbook references. The format and content of your report will be discussed in greater detail during tutorials.
Do NOT utlize sources such as www.tutor2u.com and other such web materials as these in no way consttute
academic references for the purpose of your assignments. If you rely on such sources for theoretcal support, you will
be deemed NOT to have met the requirements of the assessment
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Case Study	Weight	High Distncton 80% –	Distncton 70%- 79%	Credit 60-69%	Pass 50-59%	Fail 0-49%
Name the legal issues in the case study Name category/types of drugs Defne mandated reportng Name assessment and/or referral optons?	Student clearly and concisely identfed the following: The legal issues in this case study The category/types of drugs are discussed? Defned mandated reportng requirements Discussed possible assessment and/or referral optons?	Student clearly identfed the following: The legal issues in this case study The category/types of drugs are discussed? Defned mandated reportng requirements Discussed possible assessment and/or referral optons?	Student identfed the following: The legal issues in this case study The category/types of drugs are discussed? Defned mandated reportng requirements Discussed possible assessment and/or referral optons?	Student mostly identfed the following: The legal issues in this case study The category/types of drugs are discussed? Defned mandated reportng requirements Discussed possible assessment and/or referral optons?	Student did not identfy any or all of the following: The legal issues in this case study The category/types of drugs are discussed? Defned mandated reportng requirements Discussed possible assessment and/or referral optons?	35
Student clearly and concisely applied critcal thinking and judgement in identfying and solving problems in case management interventons and demonstrate applied research skills	Student clearly applied critcal thinking and judgement in identfying and solving problems in case management interventons and demonstrate applied research skills Student clearly demonstrated integratng feedback from supervision and used reﬂectve practce, professional responsibility, and accountability.	Student applied critcal thinking and judgement in identfying and solving problems in case management interventons and demonstrate applied research skills	Student mostly applied critcal thinking and judgement in identfying and solving problems in case management interventons and demonstrate applied research skills	Student failed to apply critcal thinking and judgement in identfying and solving problems in case management interventons and demonstrate applied research skills	Research	35
Student clearly and concisely demonstrated integratng feedback from supervision and used reﬂectve practce, professional responsibility, and accountability.	Student demonstrated integratng feedback from supervision and used reﬂectve practce, professional responsibility, and accountability.	Student mostly demonstrated integratng feedback from supervision and used reﬂectve practce, professional responsibility, and accountability.	Student failed to demonstrate integratng feedback from supervision and used reﬂectve practce, professional responsibility, and accountability.	Critcal Reﬂecton	30
TOTAL	20%

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Assessment 3: Mid-term Test on Fundamental Concepts and Theories (20%)
Due Date: Week 10

The goal of this assessment is to test your knowledge and comprehension of some fundamental concepts and terms

used in alcohol and other drugs services.

The quiz consists of 20 multple choice questons. These questons are:

· Factual (you either know or do not know),

· Conceptual (understanding of the material and its applicaton),

· Theoretcal (the principles underlying the former two).

If you engage in this subject, you will be successful. Your level of understanding and success will be reﬂected in your

score.

You have one atempt at this quiz, and you must complete it prior to the closing tme within the appointed 24-hour

period.

You have a maximum of 20 minutes to complete this quiz.

Assessment	Completon of a multple-choice and short answer test in class
Format	Students are required to undertake 20 multple choice questons for this test. All questons address material from the readings, lecturers, and class tutorials between Weeks 1-9. Students will be given 20 minutes to complete this test. This test will be conducted online over a 24-hour period. This is a formatve and summatve assessment, serving as a preparatory guide to the learning that we expect students to achieve.
Criteria	Correct answers to the questons
Generic skills assessed	Informaton literacy

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Assessment 4: Individual Essay (35%)
Due Date: Week 11
Word Count: 1800-2000 words
Students are required to choose one client group out of the following:

·	Young People
·	People experiencing Homelessness
·	Indigenous Australians

You are required to investgate the impacts of stgma on your chosen group, partcularly relatng
to the following areas:
1) Access to treatment
2) Complex problems (eg dual diagnosis, mental health, medical problems etc)
3) Public perceptons of those who use alcohol and other drugs
You must use APA 7 referencing.
Your critcal evaluaton should include at least 5 (scholarly) journal artcles or books.
The format of your assessment is essay style.
Do NOT utlize sources such as www.tutor2u.com and other such web materials as these in no
way consttute academic references for the purpose of your assignments. If you rely on such
sources for theoretcal support, you will be deemed NOT to have met the requirements of the
assessment
Please note this is an individual task. You may incorporate your group’s fndings
based on your collectve research, but this report should be entrely writen by you.
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PRESENTATION
Weight HD Distncton Credit Pass Fail

CRITERIA Academic writng and presentaton	80+% Excellent APA Presentaton including: • double line spacing • lef alignment, • Indented paragraphs • APA referencing Most eﬀectve use of writen literature. Clear and concise structure, paragraphs, and informaton. Clear and concise in text citatons and references	70 – 79% Good use of APA Presentaton mostly including: • double line spacing • lef alignment, • Indented paragraphs • APA referencing Eﬀectve use of writen literature. Clear structure, paragraphs, and informaton. Clear in text citatons and references	60 – 69% APA Presentaton including some: • double line spacing • lef alignment, • Indented paragraphs • APA referencing Very well writen literature. Structure, paragraphs, informaton and some in text citatons and references	50 – 59% APA Presentaton including some: • double line spacing • lef alignment, • Indented paragraphs • APA referencing Well writen literature. Structure, paragraphs, informaton and some in text citatons and references	49% and below Not APA Presented and mostly missing: • double line spacing • lef alignment, • Indented paragraphs • APA referencing Ineﬀectve or poorly writen literature. Litle or no structure, paragraphs, informaton and litle or no in text citatons and references
20
Outline the presentng issues by the chosen client group.	20	Client presentng issues are clear and very well defned	Client presentng issues are clear and well defned	Client presentng issues are clear and mostly defned	Client presentng issues are clear	Client presentng issues are not clear and not well defned
Demonstrates a clear understanding of the impacts of stgma relatng to the 3 outlined areas	Describes and analyses very clearly and thoroughly; relevant structure is very well stated and complete	Describes and analyses clearly and thoroughly; relevant structure is stated well stated and complete	Describes and analyses and structure are stated in an adequate manner	Describes and analyses poorly or not at all; states structure poorly or not at all	Describes and analyses well; structure is stated	40
Clear understanding of addicton and its impact on vulnerable groups	Understanding of addicton impacts is very clear and comprehensive	Understanding of addicton impacts is clear and comprehensive	Understanding of addicton impacts is clear and explained	Understanding of addicton impacts is clear	Understanding of addicton impacts is not clear and not comprehensive	20
TOTAL	/35%

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TUTORIAL PARTICIPATION & ACTIVITIES (10%)
This assessment encourages students to artculate their ideas, build shared understandings,
engage with content, and to contribute to a dynamic learning environment.

Criteria	Areas to be covered	Weight
Outstanding partcipaton	• Contributng to whole class discussions • Illustratng high quality of the contributons: to readings, materials, assessing the key issues, analysing problems • Demonstratng high level of preparaton and skills in leading discussions • High level of facilitatng skills and responding to peers’ contributons: in • small group discussions or debate Leading group discussions	10%
Good partcipaton	• Contributng to good class discussions • Illustratng good quality of the contributons: to readings, materials, assessing the key issues, analysing problems • Demonstratng good preparaton and skills in leading discussions • Demonstrate facilitatng skills and responding to peers’ contributons: in small group discussions or debate • Illustratng some leading group discussions	7%
Satsfactory partcipaton	• Contributng to whole class discussions at tmes • Illustratng some quality of the contributons: to readings, materials, assessing the key issues, analysing problems • Demonstratng some level of preparaton and skills in leading discussions • Demonstratng some level of facilitatng skills and responding to peers’ contributons: in small group discussions or debate • Illustratng eﬀort in leading group discussions	5%
Poor partcipaton	• Contributon to whole class discussions is absent • Illustratng minimal quality of the contributons: to readings, materials, assessing the key issues, analysing problems • Demonstratng minimal level of preparaton and skills in leading discussions • Demonstratng minimal level of facilitatng skills and lacking responds to peers’ contributons: in small group discussions or debate • Illustratng minimal eﬀort in leading group discussions	<2%

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IMPORTANT NOTES ON PASSING THIS UNIT
Moodle Unit Site
Important informaton, announcements, learning materials, learning actvites and assessment
specifcatons concerning this unit can also be found on Moodle, accessible via
htps://lms.stots.edu.au/. Ensure to log in on a regular basis and undertake actvites which are
set on Moodle. The writen assessments will also need to be submited through Moodle unless
the tutor sets other methods of submission.
Please follow the below link to actvate your Moodle account:
1. Type the URL:
Username:
Password:
htps://lms.stots.edu.au/
Student Number
Student Number
For example, your student number is 1037234. To actvate your Moodle, you will:
1. Enter your username: 1037234
2. Enter your password: 1037234
Once you log-in, you will be required to reset your password. Please remember your password,
and store it safely.
Student Portal on RTOManager
RTOManager is your student portal. All enrolment details, fee records, atendance and results
will be updated through RTOManager.
Please follow the below instructons to actvate your RTOManager account:
1. Type the URL: htps://ae.rtomanager.com.au/
2. Username: Student Number
3. Password: (will be emailed to you when your account has been setup,
normally one week afer your enrolment).
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Once you log in, please click the Profle secton, and update your details accordingly, i.e.
address, email, phone number, etc.
(As part of your enrolment requirements, it is mandatory for students to provide your most upto-date details in the system.)
You may also click on “Change Password” and reset the password provided to you. Please
ensure that you do not share your login details with others.
Email Communicaton
Emails to the educators must be sent from the Stot’s student email account and vice versa. If
students access their emails through a provider other than Stot’s, it is the student’s
responsibility to ensure that Stot’s emails are forwarded to the student’s private email address.
Stot’s will use email communicatons as primary means of communicatng important enrolment
and study informaton to students.
Course Progress
Students should become familiar with the academic policies and procedures regarding course
progress as found on htps://ae.rtomanager.com.au/Publics/PublicsPages/DocView.aspx
To demonstrate satsfactory course progress, a student will need to achieve at least a “Pass”
result in at least 50% of units undertaken in each trimester. Where applicable, the student must
at all tmes be capable of completng the course within the expected duraton as specifed on
the Confrmaton of Enrolment (CoE).
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If the student fails to demonstrate this, they will be identfed as a student who is “at-risk” of
failing to complete their course within the expected duraton. In order to avoid this and to
ensure that the student’s study will improve in the subsequent trimester, the student will be
required to atend an interventon meetng with the Academic Support Ofcer (or the relevant
Stot’s College representatve) to discuss their study needs and appropriate study support
strategies. It is crucial that the student atends this meetng to avoid further actons being taken
by the College that might seriously aﬀect the student’s enrolment status.
If the student is unable to atend this meetng due to compassionate or compelling
circumstances outside of the student’s control, the student will need to e-mail the Academic
Support Ofcer (or Stot’s College representatve) to organise an alternatve meetng.
Individual and Group Assessments
All assessments will have clear guidelines on whether they must be completed individually or as
a formal group assessment. While group discussion is encouraged, the fnal submission for an
individual writen assessment must be the student’s original work. All collaboraton and
assistance received must be clearly acknowledged. See below for informaton on Plagiarism and
other forms of Academic Misconduct.
Assignment Extension of Due Dates
All writen assessments must be submited on Moodle by the due date and tme the assessment
is due. Writen assessments should be submited with the Assessment Cover Sheet and follow
the Writen Assessment Formatng Guidelines available on Moodle. Emails and hard copies will
not be considered a submission. A duplicate copy of all work submited must be kept by the
student.
Permission to make a late submission of an assignment must be obtained from the tutor.
Extension requests for up to 7 days must be submited in writng to the tutor before the
assessment due date. Having ‘work in other units’ will not be accepted as reasonable grounds
for grantng an extension. Additonally, excuses involving computers or printers will not be
accepted as valid reasons for late submission. It is the student’s responsibility to organise their
assessments so that all required work is submited by the due date.
Where the student’s work is submited afer the due date and compassionate or compelling
grounds cannot be established, there will be a penalty of 5% of the total weight of the
assessment for each day (including public holidays and weekends) the submission is overdue.
Late submissions will only be allowed up to 14 days afer the original due date (minus the period
for an approved extension, where applicable).

Due Date	Length of Extension	Form Approval
Before Due Date Up to a maximum of 7 days	In writng, such as through an e-mail	Tutor

Before Due Date More than 7 Applicaton for Special Consideraton Course
days Form (Student Portal) Coordinator

Afer Due Date

Applicaton for Special Consideraton
Form (Student Portal) Must be submited
within three days of the due date

Course
Coordinator

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Absence during Presentatons, Exams and Invigilated Tests
If the student is requestng for an extension that is longer than 7 days or unable to complete an
assessment (including a presentaton or test) due to compassionate or compelling
circumstances, the student must complete and submit the Applicaton for Special Consideraton
Form to the Course Coordinator within three days of the assessment due date. Appropriate
evidence and documentaton must also be supplied to support the claim. Minor illnesses (such
as headaches, colds and minor gastric upsets) and excuses such as tmetable confusion or
forgetulness are not considered to be valid reasons for special consideraton. The form is
available on the Student Portal.
A deferred or a supplementary examinaton or online test may be administered as scheduled by
the Department. Students will only be granted one opportunity to take a deferred test.
For students with life circumstances or personal limitatons that may aﬀect their course of
study, it is recommended that they contact the Dean or Course Coordinator as soon as possible.
Plagiarism and Academic Misconduct
Plagiarism and academic misconduct
Stot’s College aims to produce graduates with atributes of honesty, integrity and ethical
behaviour. Stot’s College expects students to strive for the best results they can from their own
eﬀorts and to gain results that reﬂect their achievements. It is expected that students will avoid
behaviours that are dishonest such as contract cheatng, plagiarism and collusion. It is your
responsibility to learn the conventons and become familiar with the policy and procedures
relatng to academic misconduct.
Contract Cheatng
Occurs when a student submits work that has been completed for them by a third party,
irrespectve of the third party’s relatonship with the student, and whether they are paid or
unpaid (Harper & Bretag et al 2018).
The consequences and more informaton can be found in Stot’s College’s Academic Misconduct
policy and procedure at htps://ae.rtomanager.com.au/
Results or Grade Review
If the student would like to request a review of their assessment results, the student must fll
and submit the Applicaton for Review or Remark of Assessment Form (Student Portal on
RTOManager) within 20 working days to the Course Coordinator or delegate. Reviews afer this
date will not be heard. There will be a charge associated with this applicaton, and any changes
made to the results will override the original results and be fnal.
Student Support
The lecturers and tutors will be able to assist the student regarding unit specifc questons or
assessment queries. In additon to this, there are a variety of other academic and non-academic
support services available to assist students in their study ranging from how to analyse
assignment questons, researching for background reading, structuring answers to rewritng
skills and citng and referencing correctly. Please contact your Academic Support Ofcer in your
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campus or program for more details. There will also be workshops on library and study skills
available throughout the trimester for all students. These workshops are extremely useful for
study and they can help students obtain excellent academic outcomes.
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Assessment Grades

Code	Grade (Nomenclature)	Mark	Informaton
80- 100	Outstanding comprehension and demonstraton of Unit Learning Outcomes	HD	High Distncton
Excellent comprehension and demonstraton of Unit Learning Outcomes	D	Distncton	70-79
Sound comprehension and demonstraton of Unit Learning Outcomes	C	Credit	60-69
Satsfactory comprehension and demonstraton of Unit Learning Outcomes	P	Pass	50-59
Pass Supplementary Assessment	Awarded a Pass afer successfully passing a supplementary assessment	PSA	50
Below 50%	Fails to achieve Satsfactory comprehension and demonstraton of Unit Learning Outcomes	N	Fail
Interim grade pending result of supplementary assessment. Success in the supplementary assessment will result in a PSA. If resultng in unsuccessful result, N. IMPORTANT: Only students who have atempted all assessment tasks in the unit may be eligible for a supplementary assessment.	R	Resit	45-49
ND	Deferred Result	–	Interim grade pending result of a deferred exam
DNS	Did Not Sit Exam	0-60	Completed some assessments of the unit but did not atempt fnal exam
DNA	Did Not Atempt Unit	0	Enrolled in unit, did not withdraw but did not atempt any unit assessments
Q	Did Not Make Terms	0-100	Failed unit for any other reason
Results withheld for non-payment of fees, outstanding library books other administratve reasons	W	Withheld Result	–
Unit previously completed at another Higher Educaton Provider and deemed equivalent	CT	Credit Transfer	–
Awarding of credit for unit other than Credit Transfer, i.e. completon of lower AQF level course and subsequent credit exemptons	Recogniton of Prior Learning	RPL	–

Version Control
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Version	1, 20201222
Study Period Reviewer	Trimester 1-2021
Tertary Program Manager & Director of Curriculum Note to Educator/Trainer: The layout and structure of this document must not be changed. Any changes you make to the contents must be reported to the Head of Discipline before each study period. These changes will be recorded.
Date of Review	02.02.2021

Document Change and Review log
Provide details of changes made to the document and the ratonale for the changes, including student
feedback, contnuous improvement, or as part of quality assurance review

Date	Version	By	Notes
1, 20201222	Update to APA 7 referencing Update to references to assessments/marking to be directed to Tutors Adjustment to assessments in consideraton of delivery mode and weekly topic schedule	02.02.2021	KS
26.12.2021	2, 26122021	TT	Updated assessments, formatng and delivery topics and alignment.

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