The suggested assessment events for this module have been mapped to the unit of competence CHCYTH1A and correspond with the learning outcomes listed at the beginning of this module, Working with Young People on AOD Issues. Over the course of this program learners could be required to complete one of the following assessments:

Event 1: Client case study

Part A – Identifying needs


Demonstrate your knowledge and skills in the following key areas:
  • Brief interventions
  • Assisting young people to identify at which stage of change they are at
  • Identifying and prioritising strategies to respond to their identified needs
  • Recognise how family goals and peer networks can influence/assist drug use behaviours
  • Harm minimisation strategies.
For this assessment you may use a young person that you have worked with or you may use the case scenario provided. If using a client you have worked with remember to respect and maintain their confidentiality.

Provide a brief case history of the young person. Include information on their age, sex and drugs used. (If using the case scenario you may develop the case further, as necessary to answer all the questions.)

Complete the following questions. Answers to each question will be approximately 50-100 words long. Alternatively, this material could be presented to a group.
  1. Describe how, when and where you could conduct a brief intervention with a young person. Provide a couple of examples

  2. Identify the young person's stage of 'readiness to change'. How did you determine this stage? Which method did you use?

  3. Outline the general areas of the young person's situation that you collected information on. Briefly describe why these areas are important in your work with the young person

  4. Describe how you introduced the topic of alcohol and/or other drug use with the young person. What specific questions did you ask to get an accurate picture of their alcohol and/or other drug use? Did you meet with any resistance? How did you deal with these roadblocks?

  5. Describe the process you used to set and negotiate goals. Give your reasons for establishing these goals.Top of page

Part B – Responding to needs

Demonstrate your knowledge and skills in the following areas:
  • Responding to the needs of young people
  • Implementing harm reduction
  • Referring clients.
Refer to the same young person used for Part A. Remember to respect and maintain their confidentiality. If using the case scenario you may develop the case further, as necessary, to answer all the questions.

Complete the following questions. Answers to each question will be approximately 50-100 words long.

Alternatively, the learner may present the answers to a small group.
  1. Describe the family and friendship networks for the young person. In what ways could these networks help or influence the young person cut down their drug use?

  2. What harm minimisation strategies are useful for this person and why? Outline how you negotiated and/or educated the young person about harm reduction. Provide example examples where possible.

Case scenario

Jessie is a 15-year-old female who has a history of binge drinking. She also uses ecstasy and benzodiazepines occasionally. She is still at school although she increasingly does not attend and as a result she is having a lot of difficulties with her school work. She is part of a group of girls at school who use alcohol and drugs in similar ways. As these girls are her only friends at school it is important for her to remain part of this group.

Jessie lives at home with her mother and stepfather and her two half sisters aged 2 and 4 years. She argues a lot with her mother and feels that her mother has no time for her. She has a distant relationship with her stepfather and feels that he prefers her not be around. She has no contact with her father. Jesse is unhappy with her family and school life but does not see her drug use as a problem.

Assessment criteria

The following key areas are to assist you and the learners in providing a guide for marking the assessment for this particular unit:
  • Demonstrates ability to apply relevant assessment techniques with regard to the case study and addresses key areas outlined in parts A and B

  • Demonstrates knowledge of relevant assessment techniques that assist young people in recognising AOD issues and problematic behaviours and knowledge of current harm minimisation practices in a workplace context

  • Demonstrates ability to identify appropriate methods and techniques for problem solving and goal setting with young people on AOD issues in a theoretical contextTop of page

Event 2: Interventions - audio tape

Demonstrate a brief intervention either by focusing on 'good things/less good things' about drug use or by providing information about drug use.

Writing exercise

  • For this assessment select one of the case scenarios below or write a case scenario related to your workplace.

  • Find a colleague or friend who is willing to play the 'client' for the role-play. It is preferable that you don't use a 'real' client for the purposes of this assessment.

  • Write a script for the scenario and ask the 'client' to answer your questions in response to the 'good things/less good things' strategy. Record the session on audio tape. The session should be no longer than 10 to 15 minutes in length.

  • Review the recording of the brief intervention. Write a 300-word critique of the session, focussing on the techniques and skills you used. What do you think worked well? What do you feel you could improve on? Ask the person who played the 'client' to provide you with some feedback to assist you in writing your own critique.

Scenario 1: Peter

Peter is a Year 10 student who has been caught smoking marijuana for the second time. Following a oneweek suspension, Peter has been allowed to come back to school on the proviso that he attends counselling with the school counsellor once a week.

Peter knows that if he is caught smoking marijuana again he will probably be expelled. In fact, he was threatened with exclusion after the most recent incident but pleaded with the school principal to be given another chance. He really wants to at least pass the school certificate.

At the same time, Peter has formed close friendships with a group of boys who smoke dope. A couple of older boys have already left school and are on the dole. Peter really values the mateship he has with these guys as he has never really had such close friends before.

During the week, Peter lives with his Mum and his two younger brothers. They spend every second week with their Dad. Peter's Mum is really upset about the marijuana smoking incident and has threatened to kick him out it happens again. Peter's Dad is not too worried about it. In fact, he remembers smoking dope when he was Peters's age and thinks he will grow out of it in time.Top of page

Scenario 2: Kylie

Kylie is a 16-year-old female who has recently been released from a custodial centre after a six-month sentence for various drug-related offences, including break and enter, credit card theft, fraud and possession of illicit substances.

Kylie began using substances at the age of 12, when she first smoked cannabis. At the age of 14, Kylie began smoking and soon after injecting heroin. Kylie's heroin use increased to daily use at the age of 15 when she met Carl, a 24-year-old man who was dealing heroin and other drugs. Carl is currently serving a six-year sentence for dealing in illicit substances.

Until she entered custody, Kylie had never been through heroin withdrawal. Kylie underwent detoxification and counselling for her heroin dependence whilst in custody and managed to abstain from any drug use. She had decided to try to finish year 10 through TAFE upon release from custody so that she could become an apprentice hairdresser.

Kylie lives with her mother, stepfather and 14-year-old sister. Her stepfather is a heavy drinker and is often drunk and abusive towards her mother. Kylie's sister smokes cannabis on occasions but is not yet using anything else. There are often fights at home. Kylie does not have anything to do with her father because of past conflicts and abuse.

Most of Kylie's friends use drugs of some description. She finds it hard to be around them at the moment but she feels very lonely and bored without her friends.

Kylie is not interested in seeking further counselling from AOD services as she feels she has it 'under control'.

Assessment criteria

The following key areas are to assist you and the learners in providing a guide for marking the assessment for this particular unit:
  • Demonstrates ability to identify, conduct and perform an appropriate role-play scenario that addresses the key assessment areas of that particular case study

  • Ability to write a script for the role-play that demonstrates a 'brief intervention' and implements relevant assessment techniques throughout the duration of the audio-tape

  • Demonstrates ability to conduct the role-play in a timely, clear, concise manner and write a critique that explores the process and considers the interactions of the interviewer and the client.