CHCAOD001_AE_Sk2of2

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TAFE NSW - Sydney Institute *

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CHCLEG001

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Management

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Feb 20, 2024

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Assessment event 2 of 2: Skills Criteria Unit code and name CHCAOD001 | Work in an alcohol and other drugs context Qualification/Course code and name Select your Qualification/Course code and name from the dropdown . Student details Student name Student number Document title: CHCAOD001 _AE_Sk2 of2 Page 1 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

Version: 20230609 Date created: 30 March 2023 © TAFE NSW 2023 RTO Provider Number 90003 | CRICOS Provider Code: 00591E This assessment can be found in the TAFE NSW Learning Bank . The content in this document is copyright © TAFE NSW 2023 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at time of printing: 15 February 2024. For current information please refer to our website or your teacher or assessor as appropriate. Document title: CHCAOD001 _AE_Sk2 of2 Page 2 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

Assessment instructions Table 1 Assessment instructions Assessment details Instructions Assessment event overview The aim of this assessment is to assess your knowledge and performance in establishing and working within the current context, philosophy and values of the alcohol and other drugs (AOD) sector. This assessment is in 3 parts:  Part 1: Prepare to work in an AOD context  Part 2: Apply AOD values and principles (role-plays)  Part 3: Reflect on personal values and attitudes And is supported by:  A submission checklist  Checklist Assessment feedback (not included here) Note : This assessment may contain links to external resources. Access to the long URL is provided via the Error: Reference source not found section located at the end of this document. Unit Assessment Guide Refer to the Unit Assessment Guide (UAG) before attempting this assessment event. The UAG contains information including assessment requirements and how to achieve a satisfactory result. Submission instructions When you complete this assessment:  read the checklist at the end of the assessment to make sure you have completed everything  keep a copy of all the electronic and hardcopy assessments you submit to TAFE NSW  make sure you have completed the assessment declaration before you submit. Document title: CHCAOD001 _AE_Sk2 of2 Page 3 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Task instructions The assessor will use the criteria outlined in the following tasks to determine if you have satisfactorily completed this assessment event. Follow these instructions to ensure you demonstrate the required knowledge and skills. In this assessment, you will:  use critical thinking skills to evaluate information about current values and philosophy of the AOD sector  work with at least 2 people who have alcohol and/or drugs issues in ways that are consistent with the current values and philosophy of the AOD sector. In Part 1, you will research the answers to questions which will prepare you to support people who have AOD issues. Part 2 of this assessment consists of 2 role plays that will enable you to demonstrate your ability to complete skills-based tasks to industry standards. These will take place in a simulated environment, which reflects real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources. The space will reflect the conditions of Indigo Community Services and Health Hub (Indigo) and will require a private room, desk and 2 chairs. Please refer to your class Teams site for further information about where and when the role plays will occur and how the assessment is to be conducted and submitted. Document title: CHCAOD001 _AE_Sk2 of2 Page 4 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

Part 1: Prepare to work in an AOD context Read all instructions carefully and complete all requirements of the assessment. In addition, refer to the checklist that your assessor will use to assess your performance and record your results.To complete this part of the assessment, research responses to the following questions. Document your findings in the space provided after each question. Questions 1. Research current information on the social, political, economic and legal contexts of alcohol and other drugs (AOD). In the table below:  Briefly explain at least 2 current issues for each context.  Analyse at least 2 impacts changes in each of these contexts may have on your work in AOD. Provide the sources of the current information you found. Your answer should be a minimum of 250 words and no more than 400 words. Table 2 Contexts of AOD Context Current issues Impact of changes Social Document title: CHCAOD001 _AE_Sk2 of2 Page 5 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

Context Current issues Impact of changes Political Economic Document title: CHCAOD001 _AE_Sk2 of2 Page 6 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Context Current issues Impact of changes Legal Assessor feedback ☐ Satisfactory ☐ Unsatisfactory [Insert comments] Document title: CHCAOD001 _AE_Sk2 of2 Page 7 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2 Sources:

2. How will you keep your knowledge of the social, political, economic and legal contexts of AOD up to date? Your answer should be a minimum of 40 words and a maximum of 70 words. Assessor feedback ☐ Satisfactory ☐ Unsatisfactory [Insert comments] Document title: CHCAOD001 _AE_Sk2 of2 Page 8 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

3. When working in the AOD sector, it is important to be aware of the impacts of policy frameworks on your practice. Research and briefly describe at least 2 different policy frameworks and analyse the impacts these will have on your practice. Your answer should be a minimum of 60 words and no more than 120 words. Table 3 Impacts of policy frameworks AOD policy framework Brief description Impact on your practice 1. 2. Assessor feedback ☐ Satisfactory ☐ Unsatisfactory [Insert comments] Document title: CHCAOD001 _AE_Sk2 of2 Page 9 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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4. When working in an AOD context, it is important to be able to critically evaluate information about current values and philosophy of the AOD sector. For each value or philosophy in the table below:  briefly explain what this is  describe at least one advantage and/or disadvantage (or any controversy which exists about it)  explain your own opinion about it. Your answers should be a minimum of 100 words and a maximum of 150 for each value or philosophy. Table 4 Current values and philosophies Value or philosophy Explanation Advantage and/or disadvantage Your opinion Harm minimisation Document title: CHCAOD001 _AE_Sk2 of2 Page 10 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

Value or philosophy Explanation Advantage and/or disadvantage Your opinion Recovery Person-centred approach Document title: CHCAOD001 _AE_Sk2 of2 Page 11 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

Value or philosophy Explanation Advantage and/or disadvantage Your opinion Empowerment Health promotion (as per the Ottawa Charter) Assessor feedback ☐ Satisfactory ☐ Unsatisfactory [Insert comments] Document title: CHCAOD001 _AE_Sk2 of2 Page 12 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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5. Identify at least 2 legal frameworks which will impact your work in the AOD sector. Your answer should be a minimum of 50 words and a maximum of 150 words. Assessor feedback ☐ Satisfactory ☐ Unsatisfactory [Insert comments] Document title: CHCAOD001 _AE_Sk2 of2 Page 13 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

6. When supporting people with AOD issues, you will need to apply your knowledge of evidence-based models and frameworks. Briefly describe each of the following models and frameworks and outline one aspect you will apply for each. Your answers should be a minimum of 60 words and a maximum of 100 words for each model or framework. Table 5 Evidence based models and frameworks Evidence based model or framework Brief description One aspect you will apply Moral model Disease model Document title: CHCAOD001 _AE_Sk2 of2 Page 14 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

Evidence based model or framework Brief description One aspect you will apply Psycho- dynamic model Social learning model Social-cultural model Document title: CHCAOD001 _AE_Sk2 of2 Page 15 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Evidence based model or framework Brief description One aspect you will apply Public health model, including systems approach Stages of change model Assessor feedback ☐ Satisfactory ☐ Unsatisfactory [Insert comments] Document title: CHCAOD001 _AE_Sk2 of2 Page 16 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

7. Briefly explain at least 2 social constructs of the AOD sector. How will these impact your own attitudes when working with people affected by AOD? Your answer should be a minimum of 10 words and a maximum of 50 words for each construct. Table 6 Social constructs Social construct Impact on your own attitude 1. 2. Assessor feedback ☐ Satisfactory ☐ Unsatisfactory [Insert comments] Document title: CHCAOD001 _AE_Sk2 of2 Page 17 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

Part 2: Apply AOD values and principles (role-plays) Read all instructions carefully and complete all requirements of the assessment. In addition, refer to the checklist that your assessor will use to assess your performance and record your results. To complete this part of the assessment, you will participate in 2 role plays to demonstrate your ability to complete skills-based tasks to industry standards. Please refer to your class Teams site for further information about where and when the role plays will occur and how the assessment is to be conducted and submitted. This part of the assessment is based on the simulated organisation: In dig o Community Service s and Health Hub (Indigo). Important self-awareness warning: Responding to a crisis situation in a simulated or actual workplace may have impacts on you which you may not expect. This could be due to past personal experiences, vicarious trauma or not necessarily being prepared for the realities of the complexity and intensity of a crisis situation. As with any workplace environment, TAFE NSW believes in supporting students and staff. Should any distress, fear or concerns come from the simulated incidents all parties affected will be able to debrief with professional support staff on campus. Your teacher will be able to make arrangements and follow up on the support needed for those affected. Document title: CHCAOD001 _AE_Sk2 of2 Page 18 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Role play 1: Peter The scenario You are a case worker at Indigo Community Services and Health Hub (Indigo). Indigo offers a range of community programs and intervention services and provides support for people affected by alcohol and other drugs (AOD). Indigo has values which are based on a person-centred approach, empowerment, confidentiality and harm-minimisation. Indigo has organised an appointment for you with Peter, a 35-year-old who identifies as he/him. Peter has a long history of alcoholism. In the cycle of change, Peter is contemplating reduction or abstinence. Role of the student being assessed This is your first appointment with Peter. You will assess and provide support for him, using a person-centred approach. During this session, you will need to establish a respectful relationship and communicate in a way that supports trust, hope and recovery. You will need to help Peter to understand his rights and gather information to assess his needs. To do this, ask questions about his background, the types of drugs or alcohol he uses, how often he does this, and his thoughts about cutting down or ceasing to use them. You will also need to discuss possible strategies and interventions, based on your understanding of historical and social constructs (such as the disease model and public health model), AOD contexts, legal frameworks, evidence-based models, the harm minimisation approach and health promotion (as per the Ottawa Charter) and help Peter to work out his goals and priorities, in a way that empowers him. Be ready to apply your understanding of the above models, as well as the social-cultural model so that you can talk about the benefits of working holistically together when working out his options. Also be prepared to discuss a range of possible interventions and services. If Peter seems resistant or unsure, do your best to empower him, show your support and offer hope and encouragement. If you think it is necessary, be ready to suggest making a referral to another service which specialises in AOD work. Document title: CHCAOD001 _AE_Sk2 of2 Page 19 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

At the end of the session, sum up what was discussed, thank Peter for coming, and acknowledge his strengths. During your role play you must demonstrate the following skills: 1. Apply your understanding of the historical and social constructs of alcohol and drugs and changes in alcohol and drug use. 2. Apply your knowledge of broad and specific AOD contexts. 3. Apply a legal framework. 4. Apply your knowledge of evidence-based models and frameworks of AOD work. 5. Make sure the support you provide and the interventions you use are person- centred. 6. Maximise your support for Peter by applying a harm minimisation approach. 7. Support Peter’s rights and safety (including access and equity of services). 8. Make sure your support aligns with Indigo’s values. Role of the person in supporting roles This role play will require the following supporting role. Further information about who will act in this role will be provided on your class Teams site. Peter’s background: Peter is a 35-year-old father of 2 children. (Seb is 5 years old and Sasha is 7 years old). Peter is a third-generation farmer, who lives in a rural location, 3 hours’ drive from Sydney. There is an extensive history of alcoholism in Peter’s family. Peter’s wife is threatening to leave if he doesn’t cut right back on drinking. Peter believes his genetics are what makes him drink so much and doesn’t think anything will help. Peter’s farm has been in his family for 50 years. He didn’t really want to take on the job of a farmer, as he dreamt of living in the city, having a nice car and an office job. Peter felt he was always a disappointment to his father (Ron) and knew if he didn’t take on the farming role, he would be letting Ron down once again. Document title: CHCAOD001 _AE_Sk2 of2 Page 20 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

Peter’s mother (Sue) died of breast cancer 20 years ago, leaving Ron and Peter without a wife and mother. Sue was the glue that held everything together and when she died everything seemed to unravel. Ron’s father (Syd) died soon after and left the farm entirely to Ron to manage. Syd was a big drinker and is thought to have died of liver failure. Peter recalls visiting his grandfather in hospital and being shocked at his yellow skin and eyeballs, as well as his emotional decline. He was always a man who was ‘larger than life’, with a quick temper, particularly after drinking. For 15-year-old Peter, this vision of his once powerful grandfather was disturbing. Ron began drinking heavily soon after. Ron’s temper was also quick to flare, as his father did when drinking. Peter was on the receiving end of a tirade of abuse. Peter recalls being told he was ‘useless’, and a ‘hopeless farmer’. Ron always showed remorse when sober, stating losing Sue was ‘a pain that never went away’. Ron used alcohol to fill the void and it became evident he was dependant. Life went along and Peter dreamt of another life, but he also knew his destiny was mapped out. When Peter was 25, a young woman on a temporary visa started working on the farm. Juliana was from South America and Peter thought she was the most beautiful woman he had ever seen. It didn’t take long before a relationship emerged. They fell in love, and life was never better for Peter. Juliana obtained her Australian residency, and they were married on Peters’ 28th birthday. Later, there was a severe drought, which was very stressful for Peter and Ron. Things were tough, and money was scarce. Neither men were very good communicators, and alcohol was often used as the discussion starter between the men. Peter was aware of the family history of alcoholism and was worried about his increasing reliance. Peter saw a doctor, who prescribed anti-depressants. This medication seemed to help, especially when he doubled the dose. After giving birth to Sasha, Juliana experienced some post-natal depression. She missed her family and went home for a visit. Before she left, she gave Peter an ultimatum to ‘cut back on the booze or I’m not coming back’. This warning was a wakeup call to Peter. The thought of losing his family was too much to bear. Peter stopped drinking completely, Juliana came home, and Seb was born 2 years later. When Peter was 33, Ron was diagnosed with cirrhosis of the liver and the prognosis was not good. It was now up to Peter to take full control of the farm. Life was good for a time. Peter loved being a father, the farm was doing well, he was not drinking, and Juliana was happy. Then there was a flood which wiped out all the crops. It was hard to pay the bills, Ron was getting sicker, and Juliana was becoming emotionally distant from her husband. Peter began drinking as an escape from everything. He knew it wasn’t the answer, but just couldn’t see a way out of the mess. Peter also began using cannabis to recover from hangovers. Document title: CHCAOD001 _AE_Sk2 of2 Page 21 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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After Ron died, Juliana gave Peter his final ultimatum, stating she was falling out of love and losing respect for him, and said ‘stop or cut right back, or I’m gone’. Document title: CHCAOD001 _AE_Sk2 of2 Page 22 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Peter’s instructions Before the role play, become familiar with the above background information. During the role play, you will attend an appointment at Indigo Community Care and Health Hub (Indigo). You will see a case worker (the student who is being assessed), who provides support for people who are affected with alcohol and/or other drugs. The case worker will ask you questions about your background and your alcohol and/or drug use. They will also discuss options for interventions and help you to work out your goals. You will need to show:  some resistance to answering questions  signs you feel defeated  signs you are not hopeful of recovery, due to your family history of alcoholism  you do not want to lose your wife or children. When the student discusses your goals, agree to:  cutting back  not drinking for at least 2 days a week. However, also show that you are not confident about how all this will go, and say something along the lines of:  ‘It will never work. I’m destined to be a drunk, just like my old man and his old man’. If the student offers you information, makes suggestions, or offers to make another referral, be receptive to these. At the end of the session, indicate you are happy with how it went, and that you are now hopeful you can make a few changes to your lifestyle. Time allowed Your role play should take approximately 30 minutes to perform. Document title: CHCAOD001 _AE_Sk2 of2 Page 23 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Role play 2: Alex The scenario You are a case worker at Indigo Community Services and Health Hub (Indigo). Indigo offers a range of community programs and intervention services and provides support for people affected by alcohol and other drugs (AOD). Indigo has values which are based on a person-centred approach, empowerment, confidentiality and harm-minimisation. Indigo has organised an appointment for you with Alex, a 16-year-old who identifies as she/her. Alex regularly uses cannabis and is thinking about experimenting with methamphetamine. Role of the student being assessed This is your first appointment with Alex. You will assess and provide support for her, using a person-centred approach. During this appointment, you will need to establish a respectful relationship and communicate in a way that supports trust, hope and recovery. You will need to help Alex to understand her rights and gather information to assess her needs. To do this, ask questions about her background, the types of drugs or alcohol she takes, how often she does this, and her thoughts about cutting down or ceasing to use them. You will also need to discuss possible strategies and interventions, based on your understanding of historical and social constructs (such as the disease model and public health model), AOD contexts, legal frameworks, evidence-based models, the harm minimisation approach and health promotion (as per the Ottawa Charter) and help Alex to work out her goals and priorities, in a way that empowers her. Be ready to apply your understanding of the above models, as well as the social-cultural model, so that you can talk about the benefits of working holistically together when working out these options. Also be prepared to discuss a range of possible interventions and services. If Alex seems resistant or unsure, do your best to empower her, show your support and offer hope and encouragement. If you think it is necessary, be ready to suggest making a referral to other services such as Head space and/or trauma counselling to provide support in regard to past events. At the end of the session, sum up what was discussed, thank Alex for coming, and acknowledge her strengths. Document title: CHCAOD001 _AE_Sk2 of2 Page 24 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Document title: CHCAOD001 _AE_Sk2 of2 Page 25 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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During your role play you must demonstrate the following skills:  Apply your understanding of the historical and social constructs of alcohol and drugs and changes in alcohol and drug use.  Apply your knowledge of broad and specific AOD contexts .  Apply a legal framework.  Apply your knowledge of evidence-based models and frameworks of AOD work.  Make sure the support you provide and interventions you use are person-centred.  Maximise your support for Alex by applying a harm minimisation approach.  Support Alex’s rights and safety (including access and equity of services).  Make sure your support aligns with Indigo’s values. Role of the person in supporting roles This role play will require the following supporting role. Further information about who will act in this role will be provided on your class Teams site. Alex’s background: Alex is 19-year-old young woman who identifies as she/her. She was sexually abused by her mother’s boyfriend (Richard) for almost a year when she was 13. Richard threatened to kill Alex’s mother if she told her. Alex’s mother (Pamela) is a poly drug user. Pamela has mental health issues and self- medicates with prescription drugs, cannabis and alcohol. Pamela often passes out for hours. This was usually when Richard abused Alex. When Alex was 14, Richard split up with Pamela, stating she was a ‘washed up junkie’. Alex then told her mother about the abuse. Pamela was very sad about this and apologised to Alex. No legal action was taken. Pamela told Alex to put it all behind her and try and move on. Although Alex was extremely relieved that Richard was gone, she developed an intense fear of social situations, her self-esteem plummeted, and she became withdrawn. At 15, Pamela and Alex received approval to move into an ‘affordable housing’ apartment. Alex was happy to move away from the bad memories of Richard and hoped life would improve. Document title: CHCAOD001 _AE_Sk2 of2 Page 26 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Pamela continued to use drugs, often told Alex she loved her, and always gave her plenty of money for food. Alex became fairly independent, got herself to school, shopped and cooked all the meals. Sometimes at night when she couldn’t sleep, Alex raided her mother’s medicine cabinet and helped herself to her Valium. Alex did this at least 3 times a week. Alex also took her mother’s cigarettes. Pamela never said anything, and Alex knew she didn’t really care. Soon later, Alex met some new friends – Jordan, Michaela and Tamika, who also live in the apartment building. For the first time in 2 years, Alex was happy. Soon after, Michaela arrived one day with some of her brothers ‘weed’. There was never a question as to whether she would participate. Alex had finally found her ‘crew’, and nothing would jeopardise that. From then on, the 4 of them would pool their money and meet before and after school for a couple of cones every day. Alex found she had more confidence when she was high. She spent hours with her friends, laughing and philosophising about life. One day, Alex told her friends she could get money from her mother any time she wanted. Previously they had been smoking fairly mild cannabis, as that was all they could afford. Now with Alex funding them they were able to buy hydroponic cannabis. The difference was incredible. Alex felt she had reached another dimension. The 4 of them started skipping school and going to Jordan’s apartment, as his dad was at work every day. Playing computer games was their thing. However, in moments of clarity, Alex questioned whether this was the path for her. She had dreamt of being a veterinary nurse, but the dream was becoming more and more remote. When Alex was 16, Michaela’s brother gave her some methamphetamine. The 4 of them had met up as usual, and while they were getting high, Michaela produced the ‘shard of ice’ her brother had given her. Tamika and Jordan said they were in, but Alex didn’t commit. At this stage, they were all high and nobody appeared to notice her apprehension. It was decided they would smoke the ‘ice’ that weekend. Alex is unsure what to do. On one hand, these are her best friends, and on the other hand, she knows enough about the dangers of taking this drug to be concerned. Document title: CHCAOD001 _AE_Sk2 of2 Page 27 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Alex’s instructions Before the role play, become familiar with the above background information. During the role play, you will attend an appointment at Indigo Community Care and Health Hub, with the student who is being assessed (an Indigo case worker). The student will ask you questions about your background and your alcohol and/or drug use. Be a little hesitant when you answer and give the impression you are not being entirely transparent and are holding something back. Make it clear that you don’t want to lose your friends, but also don’t want to be a ‘druggie’ and want to have a future. The student will also discuss options for interventions and help you to work out your goals. When the student discusses your goals, agree to:  not using methamphetamine  continuing with the recreational use of cannabis. When the student suggests other possible support services, show you are scared, and say something along the lines of:  ‘I’ll end up without any friends. I can just see it now’. At the end of the session, you feel a little hopeful, but you are also concerned your friends will ‘diss’ you, when you refuse to partake next weekend. Time allowed Your role play should take approximately 30 minutes to perform. Document title: CHCAOD001 _AE_Sk2 of2 Page 28 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Part 3: Reflect on values and attitudes The assessor will use the criteria outlined in the following tasks to determine if you have satisfactorily completed this assessment event. Follow these instructions to ensure you demonstrate the required knowledge and skills. Read all instructions carefully and complete all requirements of the assessment. To complete this part of the assessment, show your understanding of the impact of values in AOD practice by answering the following questions in the spaces provided. Read each question carefully. Your answers should follow the suggested word count for each question. 1. Describe your own personal values and attitudes about people using alcohol and other drugs (AOD). Your answer should be a minimum of 40 words and no more than 80 words. Assessor feedback ☐ Satisfactory ☐ Unsatisfactory [Insert comments] Document title: CHCAOD001 _AE_Sk2 of2 Page 29 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2 My personal values and attitudes towards individuals using alcohol and drugsstem from a belief in understanding and empathy, I recognize the complexity

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2. What are the potential impacts of these values and attitudes for you, the people you support and /or the organisation you work for, when working in the AOD sector? Your answer should be a minimum of 40 words and no more than 60 words. Assessor feedback ☐ Satisfactory ☐ Unsatisfactory [Insert comments] 3. Describe any values Peter and Alex expressed during your sessions with them. How did these values help you to work out appropriate interventions and supports with them? Your answer should be a minimum of 60 words and no more than 100 words. Assessor feedback ☐ Satisfactory ☐ Unsatisfactory Document title: CHCAOD001 _AE_Sk2 of2 Page 30 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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[Insert comments] Submission checklist Submit the following for marking: ☐ This completed Assessment event 2 of 2: Skills Checklist The assessor will use this checklist while observing you completing your assessment. Read the checklist to understand what skills you need to demonstrate/ items you need to complete or submit. You must meet all the criteria. Note that S = Satisfactory and U/S = Unsatisfactory Document title: CHCAOD001 _AE_Sk2 of2 Page 31 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Table 7 Checklist Criteria Did the student do the following? Pete r S U/S Alex S U/ S Assessor comments Describe the student’s ability in demonstrating the required skills and knowledge. Record your observations in enough detail to demonstrate your judgement of the student’s performance against the criteria required. 1 Answer Questions 1–7 ☐ ☐ 2.1 Apply understanding of the historical and social constructs of alcohol and drugs and changes in alcohol and drug use ☐ ☐ ☐ ☐ Date: 2.2 Apply knowledge of broad and specific AOD contexts ☐ ☐ ☐ ☐ Date: Document title: CHCAOD001 _AE_Sk2 of2 Page 32 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Criteria Did the student do the following? Pete r S U/S Alex S U/ S Assessor comments Describe the student’s ability in demonstrating the required skills and knowledge. Record your observations in enough detail to demonstrate your judgement of the student’s performance against the criteria required. 2.3 Apply a legal framework ☐ ☐ ☐ ☐ Date: 2.4 Apply knowledge of evidence- based models and frameworks of AOD work ☐ ☐ ☐ ☐ Date: 2.5 Give support and use interventions which are person-centred ☐ ☐ ☐ ☐ Date: Document title: CHCAOD001 _AE_Sk2 of2 Page 33 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Criteria Did the student do the following? Pete r S U/S Alex S U/ S Assessor comments Describe the student’s ability in demonstrating the required skills and knowledge. Record your observations in enough detail to demonstrate your judgement of the student’s performance against the criteria required. 2.6 Maximise support by applying a harm minimisation approach ☐ ☐ ☐ ☐ Date: 2.7 Support each person’s rights and safety (including access and equity of services) ☐ ☐ ☐ ☐ Date: 2.8 Ensure the support aligns with Indigo’s values ☐ ☐ ☐ ☐ Date: Document title: CHCAOD001 _AE_Sk2 of2 Page 34 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Additional evidence for verification of assessment Assessors may ask questions to clarify your understanding during the assessment event. You may be asked questions:  to clarify your understanding (for example, ‘Why did you select that particular piece of equipment?’)  to capture contingencies that may form part of the demonstration (for example, dealing with faults or unexpected events)  to prevent a work, health and safety incident. If questions are required during the assessment event, these questions and your responses will be recorded in this table. Table 8 Additional evidence Questions asked by assessor Student responses Document title: CHCAOD001 _AE_Sk2 of2 Page 36 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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External resources – Links and URLs Long URLs and permalinks are provided for access to content when the assessment is not used digitally, for example, not clickable. Table 9 Long URLs Resource Name Long URL The Learning Bank https://share.tafensw.edu.au/share/home.do TAFE NSW Assessment Guidelines https://share.tafensw.edu.au/share/items/d36df03f-9651-4d43- 8c9d-a299699e8585/0/?attachment.uuid=30e52f91-8a9f-4df1- bf7f-91168307cfb9 Document title: CHCAOD001 _AE_Sk2 of2 Page 37 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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Student assessment declaration This assessment is my original work and has not been:  copied from any source without proper referencing  written for me by any other person except where such collaboration has been approved by a teacher or assessor. Student signature and date Reasonable adjustment ☐ Reasonable adjustment was in place for this assessment event. If so, please provide details of any reasonable adjustment strategies that were implemented: [Insert reasonable adjustment strategies] Assessment outcome ☐ Satisfactory ☐ Unsatisfactory Comments [Insert comments] Assessor name, signature and date Student acknowledgement of assessment outcome [Would you like to make any comments about this assessment?] Document title: CHCAOD001 _AE_Sk2 of2 Page 38 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2 This page is not required for online assessment submissions.

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Student name, signature and date Document title: CHCAOD001 _AE_Sk2 of2 Page 39 of 39 Resource ID: POP_23_001 _ CHCAOD001 _AE_Sk2 of2

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CHCAOD001_AE_Sk2of2

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