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Training Needs Analysis Guide Tackling the alcohol and drugs problem in Scotland2009
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This guide was compiled by the Alcohol and Drugs Workforce Development Steering Group. The group wishes to thank all the organisations and individuals that contributed to its development.
Published by NHS Health Scotland
Edinburgh officeWoodburn HouseCanaan LaneEdinburgh EH10 4SG
Glasgow officeElphinstone House 65 West Regent StreetGlasgow G2 2AF
© NHS Health Scotland, 2009, 2011
ISBN: 978-1-84485-468-4
All rights reserved. Material contained in this publication may not be reproduced in whole or part without prior permission of NHS Health Scotland (or other copyright owners).While every effort is made to ensure that the information given here is accurate, no legal responsibility is accepted for any errors, omissions or misleading statements.
NHS Health Scotland is a WHO Collaborating Centre for Health Promotion and Public Health Development.
We are happy to consider requests for other languages or formats. Please contact 0131 536 5500 or email [email protected]
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Contents
1. Introduction and context 2
2. Who is the workforce? 4
3. What is Training Needs Analysis? 6
4. Why do we need TNA for the workforce in relation to alcohol and drugs? 7
5. Alcohol and Drugs Workforce Statement: the learning priorities 8
6. How to undertake the TNA 9
7. TNA questionnaire 15
8. How to analyse the data 16
9. Sample questionnaire 16
10. Useful sources of learning and contacts 17
References 17
Appendices 18Appendix 1: Who comprises the workforce involved in tackling Scotland’s alcohol
and drugs problems? Examples of jobs by level and sector 18Appendix 2: List of key competencies 22Appendix 3: Related policy documents and links 39Appendix 4: Learning and development questionaire 51
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1. Introduction and context
Tackling Scotland’s alcohol and drugs problem is relevant to employers and employees across the private, public and third sectors in the fields of health, education, justice, employment, social work and social care, and housing. In other words, it is relevant to us all. In order to prevent alcohol and drugs misuse, reduce harm and offer the highest quality services to those who are affected by alcohol- and drug-related problems, we need a workforce that is well trained, motivated, and flexible enough to meet changing needs.
The Scottish Government has published two policy documents to tackle these problems:
•Changing Scotland’s Relationship with Alcohol: a framework for action (Scottish Government, 2009).
•The Road to Recovery: a new approach to tackling Scotland’s drugs problem (Scottish Government, 2008).
In these policy documents, the emphasis is on prevention, recovery and high-quality service provision.
In order to achieve the goals set out in these two documents, it is essential to have a workforce that is capable of delivering what is needed. The ‘workforce’ includes those who have minimal engagement with people who have alcohol- and/or drug-related problems but who may nevertheless have a crucial role to play in prevention, awareness raising or recognising that there is a problem and referring these individuals to appropriate help. It also includes those who work directly with people who have alcohol- and/or drug-related problems, and who require the skills and knowledge to provide these individuals with high-quality, evidence-based services and to support their route to recovery.
The government convened an Alcohol and Drugs Workforce Development Steering Group to address the issue of workforce development to support its alcohol and drugs policies. The steering group produced this Training Needs Analysis (TNA) Guide, which should be read in conjunction with the Alcohol and Drugs Workforce Statement: www.scotland.gov.uk/Publications/2010/12/AandD
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In order to develop the workforce, three criteria need to be met:
•Theremustbeinplacetheworkforcenecessarytodelivertheintendedprovision.Thismeans planning in terms of workforce requirements so that there are enough people in the right jobs to do the work that is required to the appropriate standard. There are several useful resources on the internet that explain the different stages of workforce planning and development. (see Skills for Health, 2009 (www.skillsforhealth.org.uk/workforce-design-development/workforce-design-and-planning/building-your-capacity-and-capability-in-workforce-planning/RSS-introduction-to-workforce-planning.aspx) and Healthcare Workforce, 2009 (www.healthcareworkforce.nhs.uk/resources/latest_resources/six_steps_refresh.html).
•Theworkforcemusthavetheknowledge,skillsandability(collectivelyreferredto as ‘capability’) to use these capabilities appropriately.
•Thestructuresandsystemsnecessarytosupporttheabovetwoelementsmustbe in place. This includes the time and resources to attend training or undertake learning, a learning culture that supports and values learning internally as well as externally, recognition of the need to address workforce development, and structures that allow time to be focused on the whole person and their needs.
This TNA Guide is concerned primarily with the second of the above criteria. In order to ascertain whether the workforce does have the capability to prevent alcohol and drugs misuse, to support those on the road to recovery and to offer high-quality services, it is necessary to find out what knowledge, skills and experience they already have and where the gaps lie. A training needs analysis is the tool that is used to do this. This TNA Guide:
•describeswhotheworkforceis
•setsouttheidentifiedlearningpriorities
•explainswhataTNAisandhowtoundertakeit
•providesasamplequestionnaireforuseandadaptationasappropriate.
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2. Who is the workforce?When addressing workforce learning and training needs in relation to tackling Scotland’s alcohol and drugs problem, it is important to bear in mind that we are not just talking about one discrete sector – ‘the alcohol and drugs sector.’
The workforce is anyone who has a role in improving outcomes for individuals, families or communities with problematic drug and alcohol use. The workforce is to be found in and work across a variety of sectors, including health, social work and social care, education, employment, justice and housing. In addition, it is recognised that throughout these sectors, the human resources department of each employer have an important role in addressing their own workforce’s alcohol- and drugs-related problems. This makes the issue of workforce learning and training needs much more complex.
Across these six professional sectors, the Alcohol and Drugs Workforce Statement defines the workforce according to the following levels of engagement with the public with regard to alcohol and drugs:
•Level1:thisisthe‘widerworkforce’,whichincludesthosewhohavearoleinpreventing alcohol and drugs misuse, or who are likely to come into contact with members of the general public where an alcohol- and/or drug-related problem already exists and there is an opportunity to identify and address this.
•Levels2and3:workerswhoengageonaregularbasiswithandprovideservices to people who have alcohol- and/or drug-related problems.
•Level4:workerswhoprovideintensivespecialistservices,suchasresidentialservices,for people with alcohol- and/or drug-related problems.
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Appendix 1 contains examples of occupations at each of these levels (see table below). Some occupations, such as that of GP, appear in more than one level because the role may differ depending on who the GP is seeing at a given time.
Level of engagement Examples of occupations
Level 1: The wider workforce Workers who have a role in preventing alcohol and drugs misuse, or who are likely to come into contact with members of the general public where there is already a problem and there is an opportunity to address this.
GPs, health visitors, social workers, foster carers, teachers, early years workers, housing managers, homelessness workers, Jobcentre Plus workers, solicitors, police officers, sheriffs, occupational therapists, human resource personnel, home care workers.
Levels 2 and 3: Practitioners Workers who engage on a regular basis with those who have alcohol- and/or drug-related problems and provide varying levels of services to them, according to need.
GPs, health visitors, alcohol and drugs workers, teachers in pupil referral units, criminal justice social workers, employment access workers, special constables, housing workers in supported housing, telephone helpline alcohol and drugs advisors, alcohol and drugs misuse officers.
Level 4: Specialists Workers who provide intensive specialist services for people with alcohol- and/or drug-related problems who have a high level of need.
Addiction specialist nurses, custody-suite-based drug workers, psychiatrists, residential workers, hepatic specialists.
A more complete list of examples of job titles for each level can be found in Appendix 2 of this document.
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3. What is Training Needs Analysis?Training Needs Analysis (TNA) is the systematic investigation of training needs within an organisation, or within a specific workforce across several organisations.
It might more appropriately be called learning and development needs analysis. This is because the needs that are identified can be met not just by training, but also by mentoring, coaching, work-shadowing, on-the-job learning, e-learning and peer-supported learning. Furthermore, learning does not necessarily have to be very costly.
The TNA Wheel
An organisation may have several learning priorities, of which those relating to alcohol and drugs are just one element. This TNA Guide focuses on the latter, but recognises that in any organisation these learning priorities may be just one part of a wider learning development plan.
A TNA is:
•atoolthatsupportsthedevelopmentoftheworkforce
•awayofensuringthatcertainstandardsofcapabilityareinplace
•partofaprocessthatintegrateslearningwiththecorporateplanofanorganisation(see TNA Wheel).
Agree priorities for learning
Undertake TNA
Develop training/learning planDeliver learning
Review
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4. Why do we need TNA for the workforce in relation to alcohol and drugs?
We need to examine learning needs within sectors, organisations and the workforce to find out where the gaps in skills, knowledge and ability lie, so that we can then address these gaps.
In relation to alcohol and drugs there are a number of broad areas where we need to ensure that the workforce has the required capabilities. These learning priorities include the following:
•Reflectiononpractice,includingattitudes,valuesandethics.
•Awareness,recognition,assessmentandreferral.
•Preventionandreductionofharm.
•Routestosupportrecovery.
•Practiceskills.
•Equalityanddiversity.
•Criticalinternalandexternalorganisationalfactors.
It would not be practicable to tackle all of these at once, so the steering group has drawn up key learning priorities based on evidence from service users and managers, and linked to the Scottish Government’s own policies. These learning priorities are set out in the next section of this Guide. The TNA is used to assess whether each of these learning priorities is already in place, and if not, how it can best be addressed.
We recognise that individual professions and sectors already have a wide range of competencies contained in National Occupational Standards that will be useful in addressing the development of the alcohol and drugs workforce, and it is important that each sector continues to maintain its own competence levels. For ease of reference, the steering group has brought together a range of competencies for each of the learning priorities listed above in relation to tackling alcohol and drugs misuse. These competencies are listed in Appendix 2.
Who is responsible for undertaking the TNA?At area level, the responsibility will lie with bodies such as the Alcohol and Drug Action Partnership (ADP) or the Community Health Partnership (CHP), in order to provide coordination across the different employers and sectors.
Individual employers may wish to undertake TNA to assess where the capabilities of their staff lie in relation to specific learning priorities within their own organisation.
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5. Alcohol and Drugs Workforce Statement: the learning priorities
The Alcohol and Drugs Workforce Statement identifies the key learning priorities for all sections of this workforce, focusing on generic competencies rather than on specialist skill areas that are specific to individual job roles. The table below shows the key generic learning priorities for each level of the workforce.
Level within workforce Learning priority
Level1:Widerworkforce(Workers who have a role in preventing alcohol and drug misuse, or who are likely to come into contact with members of the public where there is already an alcohol and/or drug problem, and there is an opportunity to address this.)
•Understandingofthevaluesandattitudesassociatedwith a successful recovery-focused workforce.
•Awarenessandunderstandingofthewiderrangeofeffects(social and economic, as well as those on physical and mental health) that alcohol and drug misuse can have on individuals, their families and their role as workers in reducing it.
•Understandingtheprinciplesofsustainablerecovery(including a person-centred approach).
•Understandingreferral,signpostingandavailabilityofotherservices as an essential component of a person-centred approach.
•Skillstorecogniseandidentifyalcohol-anddrug-relatedproblems.
•Abilitytousebasicscreeningtools.•Understandingofresponsibilitiesinrelationtochildrenwho
may be at risk from alcohol and drug misuse by a parent or carer; skills to recognise these risks; and knowledge to act promptly and appropriately to protect such children.
•Skillsinreducingimmediateharm(basiclifesupporttrainingand suicide prevention skills).
•Skillsinprovidingharm-reductionmessages.
Levels2and3:(Workers who, on a regular basis, engage with and provide services to people who have alcohol- and/or drug-related problems.)
All of the above, plus: •Abilitytoselectanduseappropriatescreeningand
assessment tools.•Skillstotailorandcoordinateperson-centredtreatmentand
support through effective engagement and partnership with other service providers.
•Skillsincarryingoutappropriateinterventions(relatingtobehaviour change and/or treatments).
•Abilitytorecognisecomplexneedsand,forLevel3,skillsinsupporting those with complex needs.
•Skillsinadvisingandsupportingthoseaffectedbyanotherperson’s alcohol- and/or drug-related problem.
Level4:(Workers who provide intensive specialist services, such as residential services.)
All of the above, plus: •Abilitytorecognise,assessandtreatmultipleand
complex needs.
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In addition to these key learning priorities, there may be local priorities that are identified through the community planning process and analysis of the local context (e.g. by examining the economic, social, political and environmental factors that may affect the local situation). The ADP is the key local body that decides on these local priorities and how they should be addressed.
Other factors that may influence priorities relate to organisational change as well as alterations to the roles of different professionals. For example, new professional groups sometimes emerge, or the role of a particular professional may change, and this requires appropriate capability development. Recent examples of this have been changes in the roles of pharmacists and health visitors. These changes may affect the learning needs of the group concerned.
6. How to undertake the TNAThere are several ways to undertake a TNA:
•Itcanbeundertakenwithin an organisation across all or some of its levels of staff.
•Itcanbeundertakenbyacommissioningagentorlocalpolicymakeracross organisations within one sector to examine the learning needs of particular level(s) of staff or across organisations and sectors.
This TNA Guide is mainly concerned with the second of these approaches, although it could also be used by a single organisation. It is anticipated that at local level the ADP will be the commissioning agent that is most concerned with undertaking or commissioning TNAs across organisations in the different professional sectors.
Planning is essential to a successful TNAThere should be a clear plan for the TNA process, which should include the following stages.
•AgreethepurposeandscopeoftheTNA.
•Collectbackgroundinformation.
•Planthedetailedinvestigation.
•Collectinformationaboutskills,knowledgeandpractice.
•Analysethedata.
•Communicatetheresults.
•Drawupaworkforcelearningplanbasedontheabove.
•Implementthelearningplan.
•Monitorandassesstheresultsoftheevaluation,andfeedthemintothenextround of the process.
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The key issues that need to be considered for each of these points are set out below.
Agree the purpose and scope of the TNA•ClarifywhytheTNAisbeingundertakenandatwhatlevelitneedstotakeplace
(across a sector, within one organisation, or across several organisations and sectors to examine a particular level of the workforce or a particular issue).
•EstablishwhohasoverallresponsibilityfortheTNA.
•Establishthetimescale.
•Establishthemethods(questionnairesurveyalone,orquestionnairesurveyplussomekey interviews or focus groups with staff).
•Establishhowthequestionnairesurveywillbedistributed.
•Establishthebudgetintermsofbothtimeandmoney.
•Establishkeycontactsorchampionsineachorganisationorsector,orwithintheorganisation.
Questionnaire surveyA questionnaire survey is the most common method of gathering information about training and learning needs.
A questionnaire is a carefully constructed list of questions that are straightforward to answer. It is the easiest way to gather information from a large number of people. The method that is quickest and easiest to administer, provided that the potential respondents have access to the internet, is the online survey. A questionnaire should always be piloted – that is, tried out with a few of the respondents to check that it is easy to use, intelligible, and obtains the information that is required. Some software packagesthatareusedforquestionnairesurveys,suchasSurveyMonkey,willperform the quantitative analysis immediately. Qualitative data (respondents’ views and perceptions written as more than one-word answers) have to be analysed by hand or by specialist programmes.
Questionnaire surveys can also be undertaken by post or by telephone.
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Collect background information •Establishaccesstoandgatherexistingdata.Forexample,hasaTNAalreadybeen
undertaken in some organisations locally? Is information about the workforce size and data on levels of engagement already available nationally or locally?
•Obtainfurtherrelevantbackgroundinformationforeachorganisationorsectorinvolved (e.g. any recent audit reports that highlight workforce issues, any known workforce shortages).
•Collectlocalalcoholanddrugsmisuseinformation.
•Findoutaboutlocalstrategiesornationalpoliciesthataffectalcoholanddrugs and which need to be taken into account in terms of identifying priority learning and development needs.*
•Gatherinformationonserviceusers’needsandtheimplicationsforworkforcedevelopment.
* See Appendix 3: Related policy documents, which provide summaries of policies that impact on the alcohol and drugs workforce.
Focus groupA focus group is a small group of people (between 6 and 10) who discuss a set of key topics or questions so that the researcher can gather more in-depth information. The researcher facilitates the discussion, making sure that everyone has an opportunity to speak, no one dominates the conversation, and the group sticks to the topic issues. The researcher can also add supplementary questions if the direction of the discussion renders this appropriate.
Focus groups may be used to support the development of a questionnaire, or to confirm findings of a questionnaire survey, and gain in-depth responses.
In-depth interviewsAn in-depth interview provides an opportunity to find out the individual’s circumstances and experience in much more detail. The interviewer draws up a schedule to ensure that they ask all of the necessary questions. It is a more time-consuming process, and the results need to be analysed, so in-depth interviews would be less likely to be used in a TNA unless there was a need to understand in more detail the various aspects of a person’s job or the capabilities required for that job.
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Plan the detailed investigation •Establishwhowillundertaketheinvestigation(internalorexternaldecision).
•Establishwhatmethodswillbeused(questionnaireonly,orquestionnairepluskeyinterviews with managers and/or focus groups with staff). The methods that you choose will depend partly on your budget (in terms of time and money) and partly on the level of detail with which you need to understand the current workforce capability in a particular area. For example, if it is essential to understand why there have been failures to protect children and young people in households where the parent or carer is misusing drugs, you may wish to undertake a more in-depth examination of where the capability gaps lie.
•Establishwhether,whenusingaquestionnairesurvey,itistobecompletedonlybythestaff members concerned, or by their managers or supervisors as well.
Collect information about skills, knowledge and practice •Designthequestionnaire(questionscouldbebasedoncompetencieslistedforthe
professional group).
•Pilotthequestionnaire.
•Checktheethicalissues(howthedatawillbeusedorstored,howtoensurethatall those who participate understand the nature of the process and agree to it, and whether a code of practice is in place with regard to any disclosure of dangerous practice).
•Distributethequestionnairesurvey.
•Undertakeinterviewsorfocusgroupswheretheseareapplicable.
•Storethegatheredinformationappropriately.
Analyse the data •Poolallofthedata.
•Undertakeaquantitativeanalysis.
•Undertakeananalysisofanyqualitativedata.
•Analysethedataasawholebykeygapsinskills,knowledgeandpractice(experience).
•Identifytheprioritylearningneeds.
•Considerhowyouwillpresentthefindings.
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Communicate the results •Presentthefindings.
•Produceawrittenreport.
•Feedtheinformationintothelearningplan.
Draw up a workforce learning plan based on the above Once the TNA has been completed, it should lead to the production of a learning plan to show how the identified gaps and needs will be met. The workforce learning plan will include the following elements:
•Asummaryofthegapsthathavebeenidentified.
•Asummaryofthekeylearningprioritiesandhowthegapsaretobefilledinrelationtothese (this could be through a range of learning methods, including on-the-job training, e-learning, existing courses and specially commissioned courses; see box below).
•Animplementationplanthatidentifiestimescales,responsibilities,resources and providers.
•Adescriptionofhowtheplanwillbemonitoredandevaluated,andhowitwillberegularly reviewed.
Commissioning training: checklist•Doesthecoursehaveclearaimsandoutcomes?
•Willitmeettheneedsidentified?
•Isitlinkedtoacompetencyframework?
•Isevaluationbuiltin?
•Aretheduration,learningmethodsandlocationallappropriate?
•Whatqualitystandardswillitbeassessedagainstandhowwillthisbedone?
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Implement the learning plan The learning plan should clearly identify who is responsible for its implementation. This may be the ADP in the case of an area-based TNA, or an individual (such as a human resources officer) within an organisation in the case of an employer-based TNA.
Monitor and assess the results of the evaluation, and feed them into the next round of the processThe purpose of developing the capabilities of the workforce is to influence practice such that the end user of the service should be able to see a difference. In order to establish whether this has happened, it is important to undertake monitoring and evaluation.
The monitoring of the plan should quantify what learning has taken place, how well it has been delivered, and the feedback from learners involved in the learning sessions.
The evaluation should reflect on the outcomes for both the learners and the service users. What difference has this learning made to the capability of the workforce? What difference has it made to the end user? Has the difference that has been made justified the resources (in terms of both time and money) that have been spent on it?
The Re-aim approach to evaluationWe have adapted an approach to evaluation called ‘Re-aim’ (www.re-aim.org) to set out the following key questions about learning and workforce development:
•Areweidentifyingtherightpeoplewhoneedlearning?
•Arewereachingthemandenablingthemtotakeuplearning?
•Isthelearningprovisionappropriate,intensiveenough,etc.tomakeadifference?
•Howarewemeasuringprogressandperformance?Areweallusingthesamemeasures?
•Areallcommissioningagentsawareofwhatotherlearningprovisionisavailableand making use of it where appropriate?
•Whatwouldwedodifferentlyifwecould,usingtheflexibilityandotherresourcesavailable to us?
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7. TNA questionnaireWherever possible, the TNA questionnaire should be administered online, as undertaking a postal (paper-based) survey of large numbers of individuals is extremely time-consuming. TheeasiestwaytodothisistouseanonlinesurveytoolcalledSurveyMonkey.Thistoolis user-friendly both for the respondent who is completing the questionnaire and for the person who is administering it and analysing the results. Details of how to access SurveyMonkeyaregivenonpage17ofthisTNAGuide.
A sample questionnaire (based on the current national learning priorities) can be found at the end of this Guide. It can be adapted and customised according to the way in which the TNA is being administered – that is, within an organisation or across organisations, and covering all sectors and levels of staff, or specific ones.
The questionnaire can either be completed by the individual staff member, or it can be completed by both the staff member and their manager or supervisor, who jointly discuss each item before deciding on the final submitted response. The approach that is most appropriate will vary from one organisation to another.
When assessing need, the following factors must be considered:
•Thelevelofknowledgerequired.
•Theskillslevelrequired.
•Theabilitytoputtheknowledgeandskillsintopractice.
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8. How to analyse the dataThe data that are collected should be analysed by someone who has the appropriate skills and experience. This may be an in-house researcher or analyst, or an individual with these skills in a partner body, or someone commissioned externally to undertake this task. Ideally this person should have experience of performing TNAs and analysing the data obtained.
TheSurveyMonkeytoolprovidesaquantitativesummaryofwhosaidwhat,buttherewillalso be qualitative comments that need to be analysed. The critical job of a researcher or analyst is to interpret what the data reveal and what their implications are for the learning and development needs of the organisation, sector or level of the workforce that is being examined.
Once the data have been analysed, the results can then be used to determine what further learning and development is required.
9. Sample questionnaireThe pages that follow this section contain a sample questionnaire based on the learning priorities used on page 8.
You can add further questions appropriate to your local situation, or delete questions that you feel are not appropriate. Questions can easily be derived from competencies listed on the various skills websites, and a list of competencies identified by the steering group as relevant to the alcohol and drugs workforce, are listed in Appendix 2. Remember to include a date for survey completion and a return address if you are administering a paper-based (postal) survey.
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10. Useful sources of learning and contactsSurveyMonkey www.surveymonkey.com
Sector professional bodiesAssociation of Directors of Education in Scotland (ADES) www.adescotland.org.uk
Association of Directors of Social Work (ADSW) www.adsw.org.uk
Association of Nurses in Substance Misuse www.ansauk.org
Chartered Institute of Housing www.cih.org
COSLA www.cosla.gov.uk
Jobcentre Plus www.jobcentreplus.gov.uk/JCP/index.html
NHS Education for Scotland www.nes.scot.nhs.uk
Royal College of General Practitioners www.rcgp.org.uk
Royal College of Nursing www.rcn.org.uk
Royal College of Psychiatrists www.rcpsych.ac.uk
Royal College of Surgeons www.rcseng.ac.uk
Scottish Prison Service www.sps.gov.uk/default.aspx
Scottish Social Services Council www.sssc.uk.com/Homepage.htm
Society of Personnel Directors Scotland www.spds.org.uk
ReferencesHealthcare Workforce Portal. (2009). Six steps methodology to integrated workforce planning.SkillsforHealth,Manchester. (www.healthcareworkforce.nhs.uk/resources/latest_resources/six_steps_refresh.html).
Scottish Government. (2009). Changing Scotland’s Relationship with Alcohol: a framework for action.ScottishGovernment,Edinburgh. www.scotland.gov.uk/Publications/2009/03/04144703/13
Scottish Government. (2008). The Road to Recovery: a new approach to tackling Scotland’s drug problem.ScottishGovernment,Edinburgh. www.scotland.gov.uk/Resource/Doc/224480/0060586.pdf
Skills for Health. (2009). Introduction to workforce planning. Getting the right people with the right skills and competencies in the right place at the right time.SkillsforHealth,Manchester. (www.skillsforhealth.org.uk/workforce-design-development/workforce-design-and-planning/building-your-capacity-and-capability-in-workforce-planning/RSS-introduction-to-workforce-planning.aspx)
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App
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19
Version 1_08.06.11_3300
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21
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22
Version 1_08.06.11_3300
Appendix 2: List of key competenciesDecember 2008
IntroductionThe Alcohol and Drugs Workforce Development Steering Group has identified a list of key competencies that it considers to be essential for the development of the workforce across the different sectors that work with people affected by alcohol and drugs misuse. The list does not include a whole range of wider generic skills that could be equally useful (e.g. leadership skills, time management, running of effective meetings, etc.).
We have grouped the competencies under the following headings for ease of reference:
•Awareness,recognition,assessmentandreferral.
•Preventionofharm.
•Routestosupportrecovery.
•Practiceskills.
•Knowledge,attitudesandvalues.
•Equalityanddiversity.
•Reflectiononpractice.
•Criticalinternalandexternalorganisationalfactors.
The competencies contained in this document do not represent a comprehensive list of every aspect that needs to be covered in relation to alcohol and drugs, but they do provide a solid foundation on which to build.
Competencies outline what workers need to be able to do. They are not qualifications in themselves, but they outline the skills and capabilities that are required. They can be used either to help to work towards qualifications, or on their own with no qualification involved.
This list of competencies should be read in conjunction with the Alcohol and Drugs Workforce Statement.
Understanding the competencies listWe have included for each competence a reference to the relevant National Occupational Standard (NOS). These standards are mainly taken from Skills for Health, Health and Social Care(HSC)Standards,butreferenceisalsomadetoMentalHealth(MH)Standards,andtootherstandardssuchasSkillsforJustice(SfJ),ManagementandLeadership(MandL)Standards,theNHSKnowledgeandSkillsFrameworkHealthandWellbeing(NHSKSF-HWB)section, Public Health (PH) Standards and Skills for Health, Health Improvement (SfH HI).
23
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We recognise that some National Occupational Standards are found in more than one list. We have not shown all sources for each competence, but have taken HSC Standards as our starting point and only referenced other National Occupational Standards if the HSC Standard did not contain the competence we required.
For each competence we have indicated to which of the six sectors it is most relevant, and whether it is a key priority.
How to use the competencies listCompetencies can be used in many different ways. For example, they can be used:
•tohelptoidentifykeycompetenciesthatarerequiredofthoseworkingwithpeoplewho have drug- and/or alcohol-related problems
•tocompilejobdescriptions,identifyingthosecompetenciesthatmatchaspecificjobrole from the given list
•asatooltoaidperformancemanagement,toenablemanagersandsupervisors to work with staff to identify key competencies and ensure that these are met
•toassistinworkingtowardsaqualification •tohelptoinformcontinuingprofessionaldevelopment.
With regard to continuing professional development, the competencies list can be used:
•tocreateaSkillsSet(agroupofseveralcompetenciesforaparticularareaofpracticeor a specific job role), by selecting what is most appropriate for the role or job that you areundertakingorthatyouremployeesareundertaking.Undertakingthelearningunits associated with each group of competencies can lead to qualifications at SVQ3, SVQ4 or HNC levels. For example, the Scottish Social Services Council (SSSC) has developed Skills Sets as guidance for employers, assessors and employees to identify the competencies that are most relevant for staff working with drugs and alcohol services in the social services sector in Scotland
•asindividualunitsforcontinuingprofessionaldevelopmentandtoassistintherecognition of informal prior learning
•tohelptodesignlearningobjectivesforprogrammedevelopmentbylearninganddevelopment providers
•asaremindertoemployersandcommissioningagentsoftheareasthattheyneed to address with regard to workforce development linked to the Workforce Statement.
For further information and advice about this competencies list and associated qualifications, please contact:
Catriona LootsLearningandWorkforceDevelopmentNHS Health [email protected]
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Reminder of the learning priorities in the Workforce Statement
Level within workforce Learning priority
Level1:Widerworkforce(Workers who have a role in preventing alcohol and drug misuse, or who are likely to come into contact with members of the public where there is already an alcohol and/or drug problem, and there is an opportunity to address this.)
•Understandingofthevaluesandattitudesassociated with a successful recovery-focused workforce.
•Awarenessandunderstandingofthewiderrangeof effects (social and economic, as well as those on physical and mental health) that alcohol and drug misuse can have on individuals, their families and their role as workers in reducing it.
•Understandingtheprinciplesofsustainablerecovery(including a person-centred approach).
•Understandingreferral,signpostingandavailabilityof other services as an essential component of a person-centred approach.
•Skillstorecogniseandidentifyalcohol-anddrug-related problems.
•Abilitytousebasicscreeningtools.•Understandingofresponsibilitiesinrelationto
children who may be at risk from alcohol and drug misuse by a parent or carer; skills to recognise these risks; and knowledge to act promptly and appropriately to protect such children.
•Skillsinreducingimmediateharm(basiclifesupporttraining and suicide prevention skills).
•Skillsinprovidingharm-reductionmessages.
Levels2and3:(Workers who, on a regular basis, engage with and provide services to people who have alcohol- and/or drug-related problems.)
All of the above, plus: •Abilitytoselectanduseappropriatescreeningand
assessment tools.•Skillstotailorandcoordinateperson-centred
treatment and support through effective engagement and partnership with other service providers.
•Skillsincarryingoutappropriateinterventions(relating to behaviour change and/or treatments).
•Abilitytorecognisecomplexneedsand,forLevel3,skills in supporting those with complex needs.
•Skillsinadvisingandsupportingthoseaffectedby another person’s alcohol- and/or drug-related problem.
Level4:(Workers who provide intensive specialist services, such as residential services.)
All of the above, plus: •Abilitytorecognise,assessandtreatmultipleand
complex needs.
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Awareness, recognition, assessment and referral
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–121 Recognise
indications of substance misuse and refer individuals to specialists or appropriate services.
(AAI)
Recognise indications of substance misuseRefer individuals with indications of substance misuse to specialists.
P P P P P P Yes
2 Raise awareness about substances, their use and effects.
(ADI)
Identify individuals’ knowledge and values with regard to substances, their use and effectsIncrease individuals’ knowledge and understanding of substances, their use and effects.
P P P P P P Yes
3 Support individuals in accessing and using services and facilities.
(HSC 330)
This involves supporting individuals in identifying, selecting and using services and facilities that they need, enabling them to select, access and use services and facilities and to evaluate the services and facilities they have used.
P P P P P P Yes
4 Carry out screening and referral assessment.
Identify substance misuse and related or coexisting problemsRefer individuals to substance misuse services.
P P P P P Yes
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Key –H:Health;SC:Socialworkandsocialcare;Ed:Education;Em:Employment;J:Justice.
Awareness, recognition, assessment and referral
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–125 Develop and
disseminate information and advice about substance use, health and social wellbeing.
(AD4)
Plan the production of information and advice materials.
Design and produce information and advice materials.
Disseminate information and advice materials.
Evaluatetheproductionand dissemination of information and advice materials.
P P P P
6 Assist with the transfer of individuals between agencies and services.
(AG3)
Support individuals as they prepare for transfer.
Makeagencypreparations for individuals’ transfer.
Supervise individuals during transfer.
P P P P P
7 Assess and act upon immediate risk of danger to substance users.
(AB5)
Assess the immediate risk of danger to the individual.
Act upon the immediate risk of danger to the individual.
Support the individual after the immediate risk of danger has passed.
P P P P
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Awareness, recognition, assessment and referral
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–128 Identify potential
mental health needs and refer individuals to services.
(MH14)
Identify potential mental health needs and related or coexisting issues.
Refer individuals to mental health and/or other services.
P P P P
9 Carry out assessment to identify and prioritise needs.
(AF2)
Assess the individual’s substance misuse problem and their understanding of the services available.
Assess the need for referral to substance misuse services or a comprehensive substance misuse assessment.
Makereferralto a substance misuse service or comprehensive substance misuse assessment.
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
10 Carry out comprehensive substance misuse assessment.
(AF3)
Prepare for a comprehensive substance misuse assessment.
Assess possible risks and the individual’s understanding of the services available.
Assess the individual’s substance misuse and related problems.
P P P
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Prevention of harm
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–1211 Contribute to
the protection of individuals from harm and abuse.
(HSC 335)
This workforce competence involves contributing to the prevention and management of abusive and aggressive behaviour. Abusive and aggressive behaviour may be verbal or non-verbal, and could be social, physical, sexual or emotional in nature. The competence includes seeking to prevent abusive and aggressive behaviour through the development of relationships and environments that are conducive to constructive behaviour. When abusive and aggressive behaviour occurs, you need to deal with incidents, and help to review them.
P P P P P P Yes
12 Contribute to protecting children and young people from danger, harm and abuse.
(HSC 325)
P P P P P P Yes
13 Employtechniquesto help individuals to adopt sensible drinking behaviour.
(AH10)
Noted and partly covered in AH10.
P P P Yes
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Prevention of harm
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–1214 Carry out brief
interventions with alcohol users.
Delivery of Alcohol Brief Interventions: A Competency Framework (NHS Health Scotland andNES,2010).
P P P Yes
15 Provide services to those affected by someone else’s substance misuse.
(AB7)
Enablethoseaffectedby someone else’s substance misuse to explore and select options.
Support those affected by someone else’s substance misuse to put selected options into practice.
Empowerthoseaffectedby someone else’s substance misuse to review the effectiveness of selected options.
P P P
16 Promote effective communications and relationships with people who are troubled or distressed.
(MH1)
P P P P P P
17 Work with people to identify their needs for safety, support and engagement and how these can best be addressed.
(MH48)
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Routes to support recovery
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–1218 Help individuals
to address their substance misuse through an action plan.
(AI2)
Develop an action plan with individuals.
Review the action plan and conclude the counselling process.
P P P Yes
19 Help individuals to access learning, training and development opportunities.
(HSC 348)
This involves working with individuals to identify their needs and preferences with regard to opportunities for them to learn and develop, supporting individuals to prepare for and undertake learning, training and development opportunities, and supporting individuals to prepare for employment interviews and work.
P P P P P P Yes
20 Help individuals to access employment.
(HSC 347)
This involves working with individuals to identify their needs and preferences with regard to employment, helping individuals to identify and seek employment opportunities, and supporting individuals to prepare for employment interviews and work.
P P P P P Yes
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Routes to support recovery
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–1221 Enableindividuals
to access housing and accommodation.
(HSC 349)
This workforce competence covers working with individuals to assist them in finding and maintaining appropriate housing and accommodation and any related services.
This involves supporting individuals to identify and access housing and accommodation services, and supporting housing and accommodation services to meet the needs of individuals.
P P P P P Yes
22 Support individuals to manage their financial affairs.
(HSC 345)
This involves working with individuals to access information and advice about their financial affairs, and supporting individuals to manage and monitor their financial affairs.
P P P P P Yes
23 Enableindividualsto change their offending behaviour.
(AJ2)
Not applicable.
P P P
24 Enableindividualsto change their behaviour to improve their own health and wellbeing.
(HT3; included in Public Health competencies)
This involves communicating with individuals about how to improve their health and wellbeing using health improvement approaches.
P P P Yes
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Routes to support recovery
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–1225 Support
individuals who are substance users.
(AB2)
Enableindividualstoadopt safe practices associated with substance use.
Support individuals when they have used substances.
Support individuals in reducing substance use.
P P P P
26 Test for substance use.
(AE1)
Prepare to test for substance use.
Take samples for testing.
Communicate and record the results of testing.
P
27 Develop, implement and review care plans for individuals.
(AG1)
Develop care plans to meet individual needs and preferences.
Implement care plans.
Review and revise care plans to meet changing needs, preferences and circumstances.
P P P
28 Contribute to care planning and review.
(AG2)
Contribute to assessing the needs and preferences of individuals.
Support the development and implementation of care plans.
Contribute to reviewing care plans.
P P
This also links to
Routes to Recovery
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Routes to support recovery
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–1229 Prescribe
controlled drugs for substance misusers.
(AH1)
Not applicable.
P
30 Prepare and administer medication to individuals, and monitor the effects.
(AH2)
Not applicable.
P P P
31 Supply and exchange injecting equipment for individuals.
(AH3)
Not applicable.
P P P
32 Counsel groups of individuals about their substance misuse, using recognised theoretical models.
(AI3)
Plan and prepare therapeutic group activities.
Prepare and support individuals through therapeutic group activities.
Evaluateagreedtherapeutic group activities.
P P P
This also links to
Routes to Recovery
33 Counsel individuals about their substance use, using recognised theoretical models.
(AI1)
Establishandmanagethecounselling relationship.
Enableindividualstoidentify and explore concerns.
Review options and assist individuals to decide on a course of action.
P P P
This also links to
Routes to Recovery
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Routes to support recovery
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–1234 Support
individuals through detoxification programmes.
(AH7)
Induct individuals to detoxification programmes.
Develop and review detoxification treatment and care plans.
Manageclosureofindividuals’ detoxification programmes.
P P P
35 Supervise consumption of methadone or other substitute drugs.
(AH9)
Establishandmaintaincontact with methadone prescribers and individuals.
Dispense methadone prescriptions for individuals.
Supervise methadone consumption by individuals.
P P P
36 Enableindividualsto take their medication as prescribed.
(CHDHL1)
To be created.
P P P
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Knowledge, attitudes and values
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–1237 Maintain and
develop your own knowledge, skills and competence.
(SfJAE1)
This unit concerns the duty of every individual to keep their knowledge, skills and competence up to date and to develop them to meet the demands of their employment. The standard recognises that everyone has their own learning and development needs, as well as broader learning and development interests which might directly relate to their job or career, but could also be about wider personal development. This commitment by individuals needs to be matched by employers valuing the learning and development of staff.
P P P P P P Yes
38 Gain or maintain explicit knowledge of specific conditions and substance misuse-related illnesses – for example, blood borne viruses, alcohol-related brain damage, dual diagnosis.
To be created.
P P P P P P Yes
39 Develop the culture of your organisation.
(MandLB9)
P P P P P P Yes
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Equality and diversity
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–1240 Contribute to the
development, maintenance and evaluation of systems to promote the rights, responsibilities, equality and diversity of individuals.
(HSC 452)
This involves contributing to developing, maintaining and evaluating systems that respect the rights and interests of individuals, to ensure that everyone is treated equally, and that promote confidence in you and your organisation.
P P P P P P Yes
41 Promote the equality, diversity, rights and responsibilities of individuals.
(HSC 3111)
This workforce competence involves encouraging other workers to adhere to the values that you demonstrate, and supporting individuals to recognise the equality, diversity, rights and responsibilities of themselves and others.
P P P P P P Yes
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Reflection on practice
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–1242 Reflect on and
develop your practice.
(HSC 33)
This workforce competence involves reflecting on, evaluating and taking action to enhance your own knowledge and practice.
P P P P P P Yes
43 Take responsibility for the continuing professional development of yourself and others.
(HSC 43)
This involves taking responsibility for your own personal and professional development, and contributing to the personal and professional development of others by sharing your learning, both in a supervisory capacity and as a role model for others.
P P P P P P Yes
44 Interpret research findings and implement them in practice.
(PHS 23)
P P P P P P
45 Support and challenge workers on specific aspects of their practice.
(MH93andCJHD8)
Enableotherworkersto reflect on their own values, priorities, interests and effectiveness.
Provide professional supervision to individual workersEnableotherworkers.
P P P P P P
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Critical internal and external organisational factors
CompetenceCurrent NOS components
H SC Ed Em J HPriority
2009–1246 Sustain and review
collaborative working.
(MH81)
P P P P P P Yes
47 Participate in inter-disciplinary team working to support individuals.
(HSC 3100)
P P P P P P Yes
48 Collect and validate data and information (training needs analysis).
(HI4)
P P P P P P
Yes
Localtraining needs
analysis
49 Analyse data and information, and present outputs of analysis.
(HI5)
P P P P P P
Yes
Localtraining needs
analysis50 Contribute to
developing and implementing a workforce plan.
(WP9)
P P P P P P Yes
51 Draw up specifications for substance misuse services.
(CA4)
Invite and evaluate tenders.
Negotiate and award contracts for the provision of services.
P P P P
52 Provide supervision to other individuals in the workplace.
(GEN35)
P P P P P P
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App
endi
x 3:
Rel
ated
pol
icy
docu
men
ts a
nd li
nks
Polic
y ar
eaTi
tle o
f pol
icy/
repo
rtIm
plic
atio
ns fo
r th
e w
orkf
orce
Alc
ohol
and
dr
ug s
ervi
ces
Cha
ngin
g Sc
otla
nd’s
Rel
atio
nshi
p w
ith
Alc
ohol
: a fr
amew
ork
for a
ctio
n
(Sco
ttish
Gov
ernm
ent,
2009
)w
ww
.sco
tland
.gov
.uk/
Publ
icat
ions
/200
9/03
/041
4470
3/13
The
Fram
ewor
k fo
r Act
ion
sets
out
a s
erie
s of
mea
sure
s ai
med
at r
educ
ing
alco
hol-r
elat
ed
harm
in S
cotla
nd. T
hese
form
the
basi
s of
a c
ompr
ehen
sive
str
ateg
ic a
ppro
ach
to ta
cklin
g al
coho
l mis
use,
with
the
follo
win
g br
oad
outc
omes
of:
•reducingconsumption
•supportingfamiliesandcom
munities
•prom
otingpositiveattitudesandpositivechoices
•improvingsupportandtreatment.
Undereachoftheseoutcom
esthedocumentsetsoutarangeofactivitiestowhichthe
Gov
ernm
ent i
s co
mm
itted
, as
wel
l as
prop
osal
s fo
r fur
ther
act
ion.
In a
dditi
on to
the
impl
icat
ions
for t
he w
orkf
orce
alre
ady
iden
tified
in S
ectio
n 1
of th
e m
ain
Wor
kfor
ce S
tate
men
t, th
ere
will
be
impl
icat
ions
for t
he li
cens
ed a
nd re
tail
trad
e w
orkf
orce
s re
latin
g to
pro
tect
ion
and
cont
rols
.
The
Road
to R
ecov
ery:
a n
ew
appr
oach
to ta
cklin
g Sc
otla
nd’s
dru
gs
prob
lem
(Sco
ttish
Gov
ernm
ent,
2008
)w
ww
.sco
tland
.gov
.uk/
Publ
icat
ions
/200
8/05
/221
6161
0/0
InMay2008theScottishGovernm
entpublisheditsnewdrugsstrategy,whichfocuses
on ta
cklin
g Sc
otla
nd’s
dru
g pr
oble
m in
a n
ew w
ay. I
t em
phas
ises
that
all
drug
trea
tmen
t an
d re
habi
litat
ion
serv
ices
sho
uld
be b
ased
on
the
prin
cipl
e of
reco
very
, ena
blin
g pe
ople
to
reco
ver a
nd m
ove
on fr
om p
robl
emat
ic d
rug
use,
and
ulti
mat
ely
cont
ribut
ing
to th
e G
over
nmen
t’s o
vera
rchi
ng p
urpo
se o
f inc
reas
ing
sust
aine
d ec
onom
ic g
row
th.
The
key
elem
ents
invo
lved
in a
chie
ving
this
goa
l are
:•preventingdruguse
•prom
otingrecovery
•enforcingthelaw
•‘gettingitright’forchildreninsubstance-misusingfamilies
•improvingtheeffectivenessofdeliveryatanationalandlocallevel.
Sect
ion
1 of
the
Wor
kfor
ce S
tate
men
t set
s ou
t the
mai
n w
orkf
orce
impl
icat
ions
of t
his
new
po
licy.
In a
dditi
on, t
here
will
be
spec
ific
impl
icat
ions
for t
hose
invo
lved
in c
rimin
al ju
stic
e (re
latin
g to
the
sect
ion
of th
e po
licy
on e
nfor
cing
the
law
).
40
Version 1_08.06.11_3300
Polic
y ar
eaTi
tle o
f pol
icy/
repo
rtIm
plic
atio
ns fo
r th
e w
orkf
orce
EssentialCare:areportontheapproach
requ
ired
to m
axim
ise
oppo
rtuni
ty fo
r re
cove
ry fr
om p
robl
em s
ubst
ance
use
in
Scot
land
(S
cotti
sh A
dvis
ory
Com
mitt
ee o
n D
rug
Misuse,January2008)
ww
w.s
cotla
nd.g
ov.u
k/Pu
blic
atio
ns/2
008/
05/2
7154
248/
0
This
repo
rt co
nsid
ers
the
rang
e of
ser
vice
s re
quire
d to
max
imis
e th
e ef
fect
iven
ess
of
care
, tre
atm
ent a
nd re
cove
ry fo
r peo
ple
with
sub
stan
ce m
isus
e pr
oble
ms.
It id
entifi
es th
e po
tent
ial c
halle
nges
face
d w
hen
deliv
erin
g co
mpr
ehen
sive
ser
vice
s in
Sco
tland
, and
mak
es
reco
mm
enda
tions
aim
ed a
t ove
rcom
ing
thes
e ch
alle
nges
.
Reco
mm
enda
tions
incl
ude
the
oppo
rtun
ity fo
r all
thos
e w
ith s
ubst
ance
mis
use
prob
lem
s to
acc
ess
a fu
ll ra
nge
of s
ervi
ces,
whi
ch w
ould
not
onl
y ef
fect
ivel
y re
duce
har
m, b
ut w
ould
al
so m
axim
ise
the
likel
ihoo
d of
reco
very
, fac
ilita
ting
a re
turn
to m
ains
trea
m s
ocie
ty, w
ith th
e ab
ility
to d
o so
loca
lly.
The
repo
rt no
tes
that
the
serv
ice
focu
s ha
s be
en o
n ac
hiev
ing
the
key
goal
s as
soci
ated
with
re
duci
ng h
arm
, and
sug
gest
s th
at th
ere
need
s to
be
mor
e of
a fo
cus
on th
e re
cove
ry-o
rient
ed
appr
oach
, with
a n
atio
nally
sup
porte
d, th
rivin
g re
cove
ry n
etw
ork
that
has
the
serv
ice
user
at
the
cent
re.
This
repo
rt in
dica
tes
that
the
Wor
kfor
ce S
tate
men
t sho
uld
take
into
acc
ount
the
need
to
deve
lop
serv
ice
deliv
ery
staf
f with
the
full
rang
e of
com
pete
ncie
s to
ass
ist r
ecov
ery
from
su
bsta
nce
mis
use.
Atte
ntio
n sh
ould
be
give
n to
mor
e sk
ills-
base
d ap
proa
ches
that
add
ress
va
lues
, atti
tude
s an
d th
e de
liver
y of
psy
chol
ogic
al th
erap
ies
at a
ll le
vels
of s
taff
enga
gem
ent
with
ser
vice
use
rs.
RecoveringOrdinaryLives.Thestrategy
for o
ccup
atio
nal t
hera
py in
men
tal h
ealth
se
rvic
es 2
007–
2017
: a v
isio
n fo
r the
ne
xt te
n ye
ars
(Col
lege
of O
ccup
atio
nal
Ther
apis
ts, 2
006)
ww
w.c
ot.c
o.uk
/pub
lic/p
ublic
atio
ns/f
ree/
pdf/RecovOL-Vis_ft.pdf
This
stra
tegy
doc
umen
t set
s ou
t the
aim
s of
the
Col
lege
of O
ccup
atio
nal T
hera
pist
s to
reas
sert
the
impo
rtanc
e of
occ
upat
ion
with
rega
rd to
hea
lth a
nd w
ellb
eing
, and
to d
evel
op a
vis
ion
and
prin
cipl
es th
at w
ill g
uide
occ
upat
iona
l the
rapy
pra
ctic
e w
ithin
rapi
dly
chan
ging
soc
ial
and
polit
ical
env
ironm
ents
. It r
eaffi
rms
thei
r com
mitm
ent t
o w
orki
ng in
par
tner
ship
with
se
rvic
e us
ers
and
care
rs in
all
area
s of
occ
upat
iona
l the
rapy
pra
ctic
e, a
nd to
ens
urin
g th
at
occu
patio
nal t
hera
py s
ervi
ces
are
acce
ssib
le a
nd ti
mel
y, s
o th
at th
ey m
eet t
he n
eeds
of t
he
peop
le w
ho u
se th
em. T
hese
ser
vice
s in
clud
e th
e pr
omot
ion
of g
ood
men
tal h
ealth
, ass
istin
g re
cove
ry, a
nd p
reve
ntio
n of
men
tal i
ll he
alth
.
This
str
ateg
y re
cogn
ises
the
impo
rtan
ce o
f int
egra
ted
wor
king
, and
it h
ighl
ight
s th
e po
tent
ial
role
of o
ccup
atio
nal h
ealth
pra
ctiti
oner
s in
ass
istin
g re
cove
ry.
41
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Polic
y ar
eaTi
tle o
f pol
icy/
repo
rtIm
plic
atio
ns fo
r th
e w
orkf
orce
Skill
s fo
r Sco
tland
: a li
felo
ng s
kills
stra
tegy
(S
cotti
sh G
over
nmen
t, 20
07)
ww
w.s
cotla
nd.g
ov.u
k/Pu
blic
atio
ns/2
007/
09/0
6091
114/
0
This
doc
umen
t out
lines
the
impo
rtan
ce o
f dev
elop
ing
skill
s so
that
Sco
tland
has
suc
cess
ful
lear
ners
, con
fiden
t ind
ivid
uals
, res
pons
ible
citi
zens
and
effe
ctiv
e co
ntrib
utor
s w
ho c
an
build
a ‘s
mar
ter’
coun
try.
It a
lso
high
light
s th
e fa
ct th
at th
e sy
stem
of s
kills
trai
ning
nee
ds
to b
e ab
le to
iden
tify
indi
vidu
als
who
requ
ire e
xtra
sup
port
, and
to e
nsur
e th
at s
uppo
rt
is a
vaila
ble
to m
eet t
he n
eeds
of t
hese
vul
nera
ble
peop
le. T
his
exte
nds
to a
chie
ving
ef
fect
ive
early
inte
rven
tions
to im
prov
e ou
tcom
es fo
r all
child
ren,
but
esp
ecia
lly th
ose
who
fa
ce p
artic
ular
dis
adva
ntag
e or
a h
igh
risk
of p
oor o
utco
mes
late
r in
life,
suc
h as
alc
ohol
or
sub
stan
ce m
isus
e. It
is n
oted
that
the
cost
to th
e ec
onom
y of
faili
ng to
equ
ip y
oung
pe
ople
with
the
nece
ssar
y sk
ills
for p
ositi
ve o
utco
mes
is h
uge,
with
the
pote
ntia
l add
ition
al
cost
s of
une
mpl
oym
ent,
unde
r-em
ploy
men
t, cr
ime,
poo
r hea
lth, s
ubst
ance
abu
se, e
arly
m
othe
rhoo
d an
d pr
emat
ure
deat
h.
ContinuousLearningFram
ework
(Sco
ttish
Soc
ial S
ervi
ces
Cou
ncil,
200
8)www.sssc.uk.com/Education+and+training/
Continuous+Learning+Fram
ework/
Continuous+Learning+Fram
ework.htm
This
fram
ewor
k ai
ms
to e
nsur
e th
at in
divi
dual
s an
d or
gani
satio
ns in
volv
ed in
the
prov
isio
n of
soc
ial s
ervi
ces
(incl
udin
g se
rvic
es fo
r peo
ple
with
sub
stan
ce m
isus
e pr
oble
ms)
hav
e th
e qu
alifi
catio
ns, t
rain
ing,
kno
wle
dge,
ski
lls, v
alue
s an
d un
ders
tand
ing
nece
ssar
y fo
r the
m to
op
erat
e ef
fect
ivel
y.
This
fram
ewor
k su
ppor
ts th
e ap
proa
ch s
et o
ut in
the
Wor
kfor
ce S
tate
men
t.
42
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y ar
eaTi
tle o
f pol
icy/
repo
rtIm
plic
atio
ns fo
r th
e w
orkf
orce
Com
orbidMentalHealthandSubstance
MisuseinScotland
(S
cotti
sh G
over
nmen
t, 20
06)
ww
w.s
cotla
nd.g
ov.u
k/Pu
blic
atio
ns/2
006/
06/0
5104
841/
0
This
stu
dy id
entifi
es th
e br
oad
rang
e of
hea
lth a
nd s
ocia
l car
e ne
eds
of p
eopl
e w
ith
com
orbi
d m
enta
l hea
lth a
nd s
ubst
ance
mis
use
prob
lem
s in
Sco
tland
. It h
ighl
ight
s ke
y is
sues
suc
h as
the
qual
ity o
f cur
rent
pro
visi
on a
nd th
e or
gani
satio
n of
hea
lth, s
ocia
l car
e an
d th
e vo
lunt
ary
and
inde
pend
ent s
ecto
rs in
add
ress
ing
thes
e ne
eds,
com
mon
fact
ors
that
mig
ht im
pede
this
pro
visi
on, t
he in
terr
elat
ions
hip
betw
een
diffe
rent
ser
vice
s, a
nd
exam
ples
of g
ood
prac
tice.
The
stud
y fo
und
that
the
exis
ting
supp
ort s
ervi
ces
are
ofte
n in
appr
opria
te a
nd in
adeq
uate
, an
d ca
n fu
rthe
r und
erm
ine
serv
ice
user
s’ a
lread
y fr
agile
sel
f-es
teem
and
cop
ing
stra
tegi
es.
Oth
er e
mer
ging
them
es in
clud
ed a
lack
of a
war
enes
s of
ava
ilabl
e he
lp, l
ack
of c
larit
y ab
out
path
way
s fo
r hel
p, a
nd a
lack
of o
ngoi
ng s
uppo
rt.
This
repo
rt m
akes
it c
lear
that
ther
e ar
e co
nsid
erab
le tr
aini
ng n
eeds
acr
oss
all p
rofe
ssio
nal
grou
ps a
nd a
genc
ies,
and
that
trai
ning
, inf
orm
atio
n an
d aw
aren
ess
rais
ing
are
requ
ired
for
serv
ice
user
s, c
arer
s, s
ervi
ce p
rovi
ders
, com
mis
sion
ers
and
the
gene
ral p
ublic
in o
rder
to
crea
te a
gre
ater
und
erst
andi
ng o
f the
rela
tions
hip
betw
een
men
tal h
ealth
and
sub
stan
ce
mis
use.
Bette
r Hea
lth, B
ette
r Car
e: A
ctio
n Pl
an
(Sco
ttish
Gov
ernm
ent,
2007
)w
ww
.sco
tland
.gov
.uk/
Publ
icat
ions
/2
007/
12/1
1103
453/
0
This
Act
ion
Plan
set
s ou
t the
Gov
ernm
ent’s
pro
gram
me
to d
eliv
er a
hea
lthie
r Sco
tland
by
hel
ping
peo
ple
to s
usta
in a
nd im
prov
e th
eir h
ealth
, esp
ecia
lly in
dis
adva
ntag
ed
com
mun
ities
, and
by
ensu
ring
bette
r, lo
cal a
nd fa
ster
acc
ess
to h
ealth
car
e. T
he d
ocum
ent
sets
out
a n
ew v
isio
n fo
r the
NH
S in
Sco
tland
, with
sta
ff an
d th
e pe
ople
of S
cotla
nd
(i.e.
ser
vice
use
rs) a
s co
-ow
ners
of t
he N
HS
with
real
invo
lvem
ent.
It of
fers
peo
ple
the
oppo
rtun
ity to
take
mor
e co
ntro
l of t
heir
own
heal
th, a
nd it
als
o fo
cuse
s on
impr
ovin
g he
alth
in
equa
litie
s an
d lo
cal a
cces
s to
hea
lth s
ervi
ces.
The
alco
hol a
nd d
rugs
wor
kfor
ce n
eeds
to b
e aw
are
of th
e ap
proa
ch c
onta
ined
with
in th
is
Act
ion
Plan
, as
it is
fund
amen
tal t
o th
e ov
eral
l app
roac
h to
hea
lth d
eliv
ery
in S
cotla
nd. I
n pa
rtic
ular
, it e
mph
asis
es th
e im
port
ance
of p
eopl
e ta
king
gre
ater
resp
onsi
bilit
y fo
r the
ir ow
n he
alth
, and
the
need
for i
mpr
oved
loca
l acc
ess
to s
ervi
ces.
43
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Polic
y ar
eaTi
tle o
f pol
icy/
repo
rtIm
plic
atio
ns fo
r th
e w
orkf
orce
A F
orce
for I
mpr
ovem
ent:
the
wor
kfor
ce
resp
onse
to B
ette
r Hea
lth, B
ette
r Car
e (S
cotti
sh G
over
nmen
t, 20
09)
ww
w.s
cotla
nd.g
ov.u
k/Pu
blic
atio
ns/2
009/
01/2
0121
026/
0
This
doc
umen
t set
s ou
t the
vis
ion
for t
he d
evel
opm
ent o
f the
NH
S Sc
otla
nd w
orkf
orce
and
ac
tions
requ
ired
to s
uppo
rt th
e im
plem
enta
tion
of B
ette
r Hea
lth, B
ette
r Car
e. T
he a
ctio
ns
focu
s on
:
•tacklinghealthinequalities
•shiftingthebalanceofcare
•ensuringaqualityworkforce.
Ther
e ar
e cl
ear a
reas
whe
re th
e st
rate
gies
in th
is d
ocum
ent o
verla
p w
ith a
reas
iden
tified
in
the
Wor
kfor
ce S
tate
men
t, in
par
ticul
ar w
ith re
gard
to ta
cklin
g he
alth
ineq
ualit
ies
and
the
need
to p
rovi
de a
n in
tegr
ated
wor
kfor
ce.
Th
e N
atio
nal Q
ualit
y St
anda
rds
for
AlcoholandDrugsMisuseServices
(ScottishExecutive,2006)
ww
w.s
cotla
nd.g
ov.u
k/Re
sour
ce/
Doc
/202
522/
0054
004.
This
doc
umen
t set
s ou
t a s
erie
s of
reco
mm
enda
tions
for i
mpr
ovin
g th
e co
nsis
tenc
y an
d qu
ality
of p
rovi
sion
of s
ubst
ance
mis
use
serv
ices
in S
cotla
nd. T
hese
reco
mm
enda
tions
will
fo
rm th
e fo
unda
tion
of a
fram
ewor
k th
at is
inte
nded
to e
nabl
e se
rvic
e pr
ovid
ers
to e
xam
ine
and
cont
inuo
usly
impr
ove
thei
r ser
vice
del
iver
y, in
crea
se a
ccou
ntab
ility
, and
ass
ist s
ervi
ce
com
mis
sion
ers
in m
akin
g ev
iden
ce-b
ased
dec
isio
ns a
bout
fund
ing.
The
y w
ill p
rovi
de
a be
nchm
ark
for t
he le
vel o
f qua
lity
that
sho
uld
be c
onsi
sten
tly re
ache
d fo
r all
serv
ices
w
orki
ng w
ith p
eopl
e w
ith a
lcoh
ol-
and
drug
-rel
ated
pro
blem
s.
The
alco
hol a
nd d
rugs
wor
kfor
ce n
eeds
to b
e aw
are
of th
ese
qual
ity s
tand
ards
.
Impl
icat
ions
fo
r alc
ohol
an
d dr
ugs
wor
kfor
ce
deve
lopm
ent
Hep
atiti
s C
Act
ion
Plan
for S
cotla
nd:
PhaseII,May2008–March2011
(Sco
ttish
Gov
ernm
ent,
2008
)w
ww
.sco
tland
.gov
.uk/
Publ
icat
ions
/200
8/05
/131
0305
5/0
This
pla
n hi
ghlig
hts
the
fact
that
in m
any
part
s of
Sco
tland
ther
e ar
e in
suffi
cien
t lin
ks
betw
een
soci
al c
are,
add
ictio
n se
rvic
es, m
enta
l hea
lth s
ervi
ces
and
spec
ialis
t ser
vice
s fo
r he
patit
is C
trea
tmen
t. It
also
em
phas
ises
that
the
man
agem
ent a
nd tr
eatm
ent o
f peo
ple
infe
cted
with
hep
atiti
s C
invo
lves
taki
ng in
to c
onsi
dera
tion
thei
r soc
ial c
are
and
any
alco
hol-
or d
rug-
rela
ted
need
s. C
onse
quen
tly, a
sig
nific
ant s
tran
d of
the
plan
is a
bout
impr
ovin
g te
stin
g, tr
eatm
ent,
care
and
sup
port
ser
vice
s fo
r tho
se w
ho a
re in
fect
ed, a
s w
ell a
s cr
eatin
g be
tter l
inks
bet
wee
n cl
inic
al, a
ddic
tion
and
men
tal h
ealth
ser
vice
s.
The
alco
hol a
nd d
rugs
wor
kfor
ce n
eeds
to b
e aw
are
of th
e is
sues
rela
ting
to h
epat
itis
C,
how
ser
vice
s ca
n be
impr
oved
, and
in p
artic
ular
how
to d
evel
op th
e ca
pabi
litie
s fo
r int
er-
agen
cy w
orki
ng.
44
Version 1_08.06.11_3300
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y ar
eaTi
tle o
f pol
icy/
repo
rtIm
plic
atio
ns fo
r th
e w
orkf
orce
ImprovingSubstanceMisuseEducation
in
Sch
ools
: Ste
erin
g G
roup
Act
ion
Plan
(Sco
ttish
Gov
ernm
ent,
2008
)w
ww
.sco
tland
.gov
.uk/
Reso
urce
/D
oc/9
1982
/006
4858
.doc
This
ste
erin
g gr
oup
is ta
sked
with
dev
elop
ing
mor
e ef
fect
ive
subs
tanc
e m
isus
e ed
ucat
ion
in
scho
ols,
and
with
pro
duci
ng a
dvic
e, g
uida
nce
and
prop
osal
s ai
med
at h
elpi
ng s
choo
ls a
nd
auth
oriti
es to
ach
ieve
the
outc
omes
sou
ght t
hrou
gh ACurriculum
forExcellence.
Licensing(Scotland)Act2005
ww
w.o
psi.g
ov.u
k/le
gisl
atio
n/sc
otla
nd/
acts
2005
/PD
F/as
p_20
0500
16_e
n.pd
f
This
Act
incl
udes
trai
ning
for l
icen
se h
olde
rs, S
TART
, lic
ensi
ng b
oard
mem
bers
and
lice
nsin
g st
anda
rds
offic
ers.
The
Act
has
dire
ct im
plic
atio
ns fo
r tra
inin
g fo
r lic
ence
hol
ders
, lic
ensi
ng b
oard
mem
bers
an
d lic
ensi
ng s
tand
ards
offi
cers
.
In re
latio
n to
the
alco
hol a
nd d
rugs
wor
kfor
ce, t
his
Act
pro
vide
s us
eful
bac
kgro
und
info
rmat
ion.
Wor
kfor
ce P
lus:
an
empl
oyab
ility
fra
mew
ork
for S
cotla
nd(ScottishExecutive,2006)
ww
w.s
cotla
nd.g
ov.u
k/Pu
blic
atio
ns/2
006/
06/1
2094
904/
0
The
soci
al s
ervi
ce w
orkf
orce
is c
harg
ed w
ith d
eliv
erin
g a
wid
e ra
nge
of s
ervi
ces
to m
eet t
he
incr
easi
ng a
nd d
iver
se n
eeds
of s
ervi
ce u
sers
and
car
ers,
ofte
n in
the
mos
t cha
lleng
ing
and
com
plex
circ
umst
ance
s, in
clud
ing
indi
vidu
als
invo
lved
in s
ubst
ance
mis
use.
Thi
s st
rate
gy
emph
asis
es th
at in
vest
men
t in
the
trai
ning
of t
his
wor
kfor
ce is
vita
l for
the
futu
re, s
o th
at
the
serv
ice
user
’s p
ath
thro
ugh
the
soci
al s
ervi
ce m
aze
is s
impl
ified
, whi
le a
t the
sam
e tim
e en
surin
g th
at th
ose
who
del
iver
the
serv
ice
have
the
nece
ssar
y sk
ills
and
know
ledg
e
to m
eet t
heir
need
s.
This
doc
umen
t pro
vide
s us
eful
bac
kgro
und
info
rmat
ion
for t
he a
lcoh
ol a
nd d
rugs
w
orkf
orce
, as
it is
an
allie
d w
orkf
orce
dev
elop
men
t pla
n.
MoreChoices,MoreChances
(ScottishExecutive,2006)
ww
w.s
cotla
nd.g
ov.u
k/Pu
blic
atio
ns/2
006/
06/1
3100
205/
0
This
str
ateg
y se
eks
to e
radi
cate
the
prob
lem
of y
oung
peo
ple
thro
ugho
ut S
cotla
nd w
ho
arenotineducation,employmentortraining(NEET),byimplem
entingarangeofpolicies
and
prog
ram
mes
aim
ed a
t eng
agin
g th
em w
ith th
e co
ncep
t of e
mpl
oyab
ility
, to
enab
le th
e in
divi
dual
s co
ncer
ned
to p
rogr
ess
tow
ards
the
labo
ur m
arke
t, re
gard
less
of t
heir
star
ting
point.Itidentifiesvarioussubgroupsthataremostlikelytobe,ortobecome,NEET,including
youn
g pe
ople
who
mis
use
drug
s or
alc
ohol
. Th
ose
who
are
wor
king
with
you
ng p
eopl
e w
ho h
ave
alco
hol-
and/
or d
rug-
rela
ted
prob
lem
s ne
ed
to b
e aw
are
of th
is s
trat
egy.
45
Version 1_08.06.11_3300
Polic
y ar
eaTi
tle o
f pol
icy/
repo
rtIm
plic
atio
ns fo
r th
e w
orkf
orce
ACurriculum
forExcellence–
the
Cur
ricul
um R
evie
w G
roup
(S
cotti
sh G
over
nmen
t, 20
04)
ww
w.s
cotla
nd.g
ov.u
k/Pu
blic
atio
ns/2
004/
11/2
0178
/458
63
ACurriculum
forExcellence
sets
out
cle
ar v
alue
s an
d pr
inci
ples
for e
duca
tion
betw
een
the
ages
of 3
and
18
year
s in
Sco
tland
, and
det
erm
ines
the
key
prin
cipl
es to
be
appl
ied
whe
n re
desi
gnin
g th
e cu
rric
ulum
. It i
dent
ifies
four
key
pur
pose
s of
edu
catio
n th
at e
nabl
e ch
ildre
n to
bec
ome
succ
essf
ul le
arne
rs, c
onfid
ent i
ndiv
idua
ls, r
espo
nsib
le c
itize
ns a
nd e
ffect
ive
cont
ribut
ors.
It in
clud
es a
Hea
lth a
nd W
ellb
eing
com
pone
nt th
at s
peci
fical
ly m
entio
ns
subs
tanc
e m
isus
e. T
his
requ
ires
scho
ol s
taff
to b
e sk
illed
in in
form
ing
and
empo
wer
ing
child
ren
and
youn
g pe
ople
to m
ake
posi
tive
life
choi
ces,
incl
udin
g ch
oice
s ab
out d
rugs
and
al
coho
l.
The
alco
hol a
nd d
rugs
wor
kfor
ce m
ust b
e aw
are
of th
eir r
ole
in th
e ed
ucat
ion
of c
hild
ren
and
youn
g pe
ople
abo
ut a
lcoh
ol a
nd d
rugs
mis
use,
and
und
erst
and
thei
r con
trib
utio
n to
ac
hiev
ing
the
abov
e ou
tcom
es.
ModernisingMedicalCareers
(Dep
artm
ent o
f Hea
lth, 2
003)
ww
w.d
h.go
v.uk
/en/
Publ
icat
ions
ands
tatis
tics/
Publ
icat
ions
/Pu
blic
atio
nsPo
licyA
ndG
uida
nce/
DH
_407
9530
InFebruary2003,thefourUKHealthDepartmentspublishedthispolicystatem
ent,which
sets
out
the
prin
cipl
es u
nder
pinn
ing
maj
or re
form
of p
ostg
radu
ate
med
ical
edu
catio
n an
d tr
aini
ng. I
t was
driv
en b
y th
e ne
ed fo
r car
e to
be
deliv
ered
by
adop
ting
a m
ore
effe
ctiv
e te
amw
ork
and
mul
ti-di
scip
linar
y ap
proa
ch.
In re
latio
n to
the
alco
hol a
nd d
rugs
wor
kfor
ce, t
his
docu
men
t em
phas
ises
the
need
for
mul
ti-di
scip
linar
y le
arni
ng a
nd d
evel
opm
ent o
ppor
tuni
ties.
Age
nda
for C
hang
e (D
epar
tmen
t of H
ealth
, 200
4)w
ww
.dh.
gov.
uk/e
n/Managingyourorganisation/
Hum
anre
sour
cesa
ndtr
aini
ng/
Modernisingpay/Agendaforchange/
inde
x.ht
m
The
Age
nda
for C
hang
e ai
ms
to h
arm
onis
e th
e co
nditi
ons
of s
ervi
ce fo
r NH
S st
aff,
to
prov
ide
a m
ore
tran
spar
ent r
ewar
d sy
stem
for s
taff
wor
king
flex
ibly
, and
hel
ps to
cre
ate
the
cond
ition
s re
quire
d fo
r new
kin
ds o
f job
s. TheJobEvaluationHandbook
is th
e m
eans
use
d to
ass
imila
te N
HS
jobs
into
the
new
sys
tem
, ens
urin
g eq
ual p
ay fo
r wor
k of
equ
al v
alue
.
This
doc
umen
t pro
vide
s us
eful
bac
kgro
und
info
rmat
ion
for t
he a
lcoh
ol a
nd d
rugs
wor
kfor
ce.
Stra
tegy
for C
arer
s in
Sco
tland
(ScottishExecutive,1999)
(incl
udes
a s
ectio
n on
you
ng c
arer
s)
ww
w.s
cotla
nd.g
ov.u
k/lib
rary
2/do
c1/
care
rstr
ateg
y.as
p
This
doc
umen
t rev
iew
s th
e na
tiona
l Str
ateg
y fo
r Car
ers
in S
cotla
nd, i
n pa
rtne
rshi
p w
ith
COSLA.Thisstrategyincludedasectionthatfocusedontheidentificationandsupportof
the
spec
ific
need
s of
all
youn
g ca
rers
, inc
ludi
ng th
ose
carin
g fo
r a p
aren
t with
sub
stan
ce
mis
use
prob
lem
s, to
ens
ure
posi
tive
outc
omes
for t
his
grou
p. T
he d
ocum
ent e
mph
asis
es
that
sta
ff w
ill n
eed
to b
e ap
prop
riate
ly tr
aine
d to
sup
port
thes
e yo
ung
peop
le.
46
Version 1_08.06.11_3300
Polic
y ar
eaTi
tle o
f pol
icy/
repo
rtIm
plic
atio
ns fo
r th
e w
orkf
orce
Oth
er a
reas
re
late
d to
he
alth
and
/or
soc
ial c
are
EquallyWell:ReportoftheMinisterial
Task
For
ce o
n H
ealth
Ineq
ualit
ies
(Sco
ttish
Gov
ernm
ent,
2008
)w
ww
.sco
tland
.gov
.uk/
Publ
icat
ions
/200
8/06
/091
6010
3/0
This
repo
rt h
ighl
ight
s th
e sc
ale
of th
e pr
oble
m o
f alc
ohol
mis
use
acro
ss th
e ge
nera
l po
pula
tion,
and
arg
ues
that
the
tack
ling
of h
ealth
ineq
ualit
ies
shou
ld b
e m
ains
trea
med
th
roug
hout
the
long
-ter
m s
trat
egic
app
roac
h to
alc
ohol
mis
use.
In te
rms
of w
orkf
orce
dev
elop
men
t, th
is re
port
sug
gest
s th
at th
ere
may
be
a su
bsta
ntia
l ne
ed fo
r GP
prac
tice
team
s (a
nd s
taff
in a
cute
set
tings
) to
deve
lop
skill
s bo
th in
scr
eeni
ng
patie
nts
for h
arm
ful a
nd h
azar
dous
drin
king
, and
in d
eliv
erin
g br
ief i
nter
vent
ions
.
Ach
ievi
ng O
ur P
oten
tial:
a fra
mew
ork
to
tack
le p
over
ty a
nd in
com
e in
equa
lity
in
Sco
tland
(S
cotti
sh G
over
nmen
t, 20
08)
ww
w.s
cotla
nd.g
ov.u
k/Pu
blic
atio
ns/2
008/
11/2
0103
815/
0
Thisfram
eworkoutlinesthecommitmentoftheScottishGovernm
entandCOSLAtotackling
the
prob
lem
s of
pov
erty
and
inco
me
ineq
ualit
y, a
nd p
rovi
des
a fo
cus
for p
ublic
, priv
ate
and
sect
ors
to w
ork
toge
ther
to ta
ckle
thes
e pr
oble
ms
in S
cotla
nd. I
t set
s ou
t prio
ritie
s fo
r in
vest
men
t to
deliv
er im
prov
emen
t acr
oss
the
four
mai
n ar
eas
of:
•reducingincomeinequality
•introducinglonger-termmeasurestotacklepovertyandthedriversoflowincome
•supportingthosewhoareexperiencingpovertyorwhoareatriskoffallingintopoverty
•makingthetaxcreditsandbenefitssysteminScotlandmoreeffective.
The
alco
hol a
nd d
rugs
wor
kfor
ce n
eeds
to b
e aw
are
of th
is fr
amew
ork,
as
it ca
lls fo
r act
ions
to
be
impl
emen
ted
that
add
ress
the
prob
lem
s of
pov
erty
and
dep
rivat
ion,
incl
udin
g th
e re
duct
ion
of h
eavy
alc
ohol
con
sum
ptio
n an
d dr
ugs
mis
use.
MentalHealthinScotland:closingthe
ga
ps –
mak
ing
a di
ffere
nce
(Sco
ttish
Gov
ernm
ent,
2007
)w
ww
.sco
tland
.gov
.uk/
Publ
icat
ions
/200
7/12
/101
4164
3/0
This
repo
rt h
ighl
ight
s th
e lin
ks b
etw
een
alco
hol a
nd d
rugs
mis
use
and
men
tal h
ealth
pr
oble
ms,
incl
udin
g th
e de
velo
pmen
t of a
lcoh
ol-r
elat
ed b
rain
dam
age
and
acqu
ired
brai
n da
mag
e. It
goe
s on
to s
ugge
st w
ays
forw
ard
in ta
cklin
g th
ese
prob
lem
s, w
ith a
focu
s on
impr
ovin
g aw
aren
ess
of c
oexi
stin
g m
enta
l hea
lth a
nd s
ubst
ance
mis
use
prob
lem
s,
impr
ovin
g su
ppor
t and
ser
vice
pro
visi
on b
oth
for p
eopl
e w
ho h
ave
coex
istin
g m
enta
l hea
lth
and
subs
tanc
e m
isus
e pr
oble
ms
and
for t
heir
care
rs, a
nd re
duci
ng s
tigm
a an
d pr
omot
ing
posi
tive
attit
udes
tow
ards
this
car
e gr
oup.
Spec
ific
reco
mm
enda
tions
incl
ude
trai
ning
sub
stan
ce m
isus
e se
rvic
es s
taff
in s
uici
de
prev
entio
n, a
nd e
nsur
ing
that
they
dev
elop
kno
wle
dge,
ski
lls a
nd c
apac
ity w
ith re
gard
to
psyc
holo
gica
l tre
atm
ents
, in
orde
r to
mee
t the
men
tal h
ealth
nee
ds o
f the
ir cl
ient
gro
up.
47
Version 1_08.06.11_3300
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y ar
eaTi
tle o
f pol
icy/
repo
rtIm
plic
atio
ns fo
r th
e w
orkf
orce
ChangingLives:Reportofthe
21st
Cen
tury
Soc
ial W
ork
Revi
ew(ScottishExecutive,2006)
ww
w.s
cotla
nd.g
ov.u
k/Pu
blic
atio
ns/2
006/
02/0
2094
408/
0
This
repo
rt c
oncl
udes
that
pro
fess
iona
ls, s
ervi
ces
and
agen
cies
from
acr
oss
the
publ
ic,
priv
ate
and
volu
ntar
y se
ctor
s w
ill n
eed
to w
ork
in a
con
cert
ed a
nd jo
ined
up
man
ner i
n an
ef
fort
bot
h to
bui
ld n
ew c
apac
ity in
indi
vidu
als,
fam
ilies
and
com
mun
ities
, and
to fo
cus
on
prev
entin
g pr
oble
ms
such
as
alco
hol a
nd d
rugs
mis
use
befo
re th
ey d
amag
e pe
ople
’s li
fe
chan
ces
irrep
arab
ly.
This
repo
rt s
uppo
rts
the
appr
oach
set
out
in th
is W
orkf
orce
Sta
tem
ent,
and
emph
asis
es th
e ne
ed fo
r joi
ned
up w
orki
ng.
The
Nat
iona
l Con
fiden
tial I
nqui
ry in
to
Suic
ide
and
Hom
icid
e by
Peo
ple
with
MentalIllness:lessonsform
entalhealth
care
in S
cotla
nd
(UniversityofM
anchester,2008)
ww
w.m
edic
ine.
man
ches
ter.a
c.uk
/ps
ychi
atry
/res
earc
h/su
icid
e/pr
even
tion/
nci/
repo
rts/
scot
land
fullr
epor
t.pdf
This
stu
dy s
ugge
sts
that
alc
ohol
and
dru
gs m
isus
e ap
pear
s to
be
a m
ajor
con
trib
utor
to ri
sk
both
in m
enta
l hea
lth c
are
and
in b
road
er s
ocie
ty, a
nd th
at it
is li
kely
that
alc
ohol
and
dru
gs
lie b
ehin
d Sc
otla
nd’s
hig
h ra
te
of s
uici
de a
nd h
omic
ide.
This
sug
gest
s th
at a
ll w
orke
rs w
ho c
ome
into
con
tact
with
peo
ple
with
alc
ohol
- an
d/or
dr
ug-r
elat
ed p
robl
ems
shou
ld b
e aw
are
of th
e po
tent
ial i
mpl
icat
ions
for m
enta
l hea
lth a
nd
the
risk
of s
uici
de.
Nat
iona
l Dom
estic
Abu
se D
eliv
ery
Plan
fo
r Chi
ldre
n an
d Yo
ung
Peop
le(ScottishGovernm
entandCOSLA,2008)
ww
w.s
cotla
nd.g
ov.u
k/Pu
blic
atio
ns/2
008/
06/1
7115
558/
0
This
repo
rt c
onsi
ders
the
impa
ct o
f dru
g an
d al
coho
l mis
use
on d
omes
tic a
buse
, and
how
th
is c
an a
ffect
chi
ldre
n an
d yo
ung
peop
le.
The
repo
rt h
as im
plic
atio
ns fo
r tra
inin
g of
the
alco
hol a
nd d
rugs
wor
kfor
ce in
aw
aren
ess
of
dom
estic
abu
se a
nd it
s ef
fect
s on
chi
ldre
n.
GettingitRightforEveryChild:
impl
emen
tatio
n pl
an(ScottishExecutive,2006)
ww
w.s
cotla
nd.g
ov.u
k/Pu
blic
atio
ns/2
006/
06/2
2092
413/
0
This
cru
cial
pol
icy
invo
lves
the
wor
kfor
ce a
cros
s al
l sec
tors
, and
hig
hlig
hts
the
Gov
ernm
ent’s
co
mm
itmen
t to
ensu
ring
that
chi
ldre
n ge
t the
hel
p th
at th
ey n
eed
whe
n th
ey n
eed
it. T
he
impa
ct o
f sub
stan
ce m
isus
e (w
heth
er b
y ch
ildre
n th
emse
lves
or b
y th
ose
arou
nd th
em) o
n a
child
’s li
fe fa
lls in
to th
is c
ateg
ory,
and
any
act
ions
that
are
take
n m
ust i
mpr
ove
the
outc
omes
fo
r the
chi
ld a
nd re
duce
the
risk.
The
alco
hol a
nd d
rugs
wor
kfor
ce n
eeds
to b
e tr
aine
d in
chi
ld p
rote
ctio
n, a
nd to
und
erst
and
how
the
refe
rral
sys
tem
s w
ork.
48
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Polic
y ar
eaTi
tle o
f pol
icy/
repo
rtIm
plic
atio
ns fo
r th
e w
orkf
orce
TheEarlyYearsFramework
(Sco
ttish
Gov
ernm
ent,
2009
)w
ww
.sco
tland
.gov
.uk/
Publ
icat
ions
/200
9/01
/130
9514
8/2
This
fram
ewor
k hi
ghlig
hts
the
need
to m
ove
tow
ards
a s
yste
m o
f int
egra
ted
serv
ices
that
pl
ace
child
ren
and
fam
ilies
at t
he c
entr
e. It
set
s ou
t the
follo
win
g fo
ur p
rinci
ples
whi
ch a
ffirm
thecommitmentoftheScottishGovernm
entandCOSLAtoearlyinterventiontoreduce
ineq
ualit
ies:
•Tohaveuniversaloutcomesandopportunitiesforall,reducinginequalitiesinavarietyof
polic
y ar
eas.
•Toidentifythoseatriskofnotachievingtheseoutcom
esorhavingtheseopportunities,
and
to in
terv
ene
to p
reve
nt th
is s
ituat
ion
from
mat
eria
lisin
g.•Toprovidesustainedandeffectiveinterventionsincaseswheretheseriskshave
mat
eria
lised
.•Toshiftthefocusfrom
serviceprovisionasthevehiclefordeliveryofoutcomesto
build
ing
the
capa
city
of i
ndiv
idua
ls, f
amili
es a
nd c
omm
uniti
es to
sec
ure
outc
omes
, and
ad
dres
sing
the
exte
rnal
bar
riers
that
they
may
face
in s
eeki
ng to
max
imis
e th
eir l
ife
chan
ces,
mak
ing
use
of h
igh-
qual
ity, a
cces
sibl
e pu
blic
ser
vice
s as
requ
ired.
The
fram
ewor
k hi
ghlig
hts
the
nega
tive
impa
ct th
at p
aren
tal h
igh-
risk
beha
viou
rs s
uch
as
subs
tanc
e m
isus
e ca
n ha
ve o
n ch
ildre
n.
The
alco
hol a
nd d
rugs
wor
kfor
ce n
eeds
to b
e aw
are
of th
is d
ocum
ent,
whi
ch h
ighl
ight
s th
e ne
ed fo
r lea
rnin
g an
d de
velo
pmen
t opp
ortu
nitie
s ac
ross
the
diffe
rent
sec
tors
, to
supp
ort
inte
grat
ed w
orki
ng.
49
Version 1_08.06.11_3300
Polic
y ar
eaTi
tle o
f pol
icy/
repo
rtIm
plic
atio
ns fo
r th
e w
orkf
orce
Redu
cing
Re-
offe
ndin
g: N
atio
nal S
trate
gy
fortheManagem
entofOffenders
(Sco
ttish
Gov
ernm
ent,
2006
)w
ww
.sco
tland
.gov
.uk/
Publ
icat
ions
/200
6/05
/190
9432
7/0
This
doc
umen
t out
lines
the
Gov
ernm
ent’s
str
ateg
y fo
r red
ucin
g re
-offe
ndin
g, u
sing
mor
e in
tegr
ated
and
con
sist
ent m
anag
emen
t of o
ffend
ers,
bot
h in
the
com
mun
ity a
nd in
cus
tody
, an
d ta
king
into
acc
ount
the
leve
l of r
isk
in e
ach
indi
vidu
al c
ase.
It in
clud
es ‘r
educ
ed o
r st
abili
sed
subs
tanc
e m
isus
e’ a
s a
key
outc
ome.
The
docu
men
t hig
hlig
hts
the
fact
that
redu
cing
re-o
ffend
ing
is n
ot ju
st th
e re
spon
sibi
lity
of th
e cr
imin
al ju
stic
e sy
stem
, but
als
o re
quire
s in
put f
rom
bod
ies
resp
onsi
ble
for
hous
ing,
hea
lth, b
enefi
ts, e
duca
tion
and
trai
ning
, em
ploy
men
t, ch
ildre
n’s
serv
ices
and
re
deve
lopm
ent.
This
new
str
ateg
y pr
omot
es s
hare
d ai
ms
and
prio
ritie
s ac
ross
crim
inal
just
ice
orga
nisa
tions
, an
d in
crea
ses
the
scop
e fo
r joi
nt tr
aini
ng a
nd d
evel
opm
ent o
f sta
ff. T
he a
lcoh
ol a
nd d
rugs
w
orkf
orce
sho
uld
be in
clud
ed a
s pa
rt o
f thi
s in
tegr
ated
app
roac
h.
Prot
ectin
g Sc
otla
nd’s
Com
mun
ities
: fa
ir, fa
st a
nd fl
exib
le ju
stic
e(S
cotti
sh G
over
nmen
t, 20
08)
ww
w.s
cotla
nd.g
ov.u
k/Pu
blic
atio
ns/2
008/
12/1
6132
605/
0
This
repo
rt s
ets
out t
he G
over
nmen
t’s a
ppro
ach
to th
e ju
stic
e sy
stem
, sup
port
ed b
y a
fram
ewor
k of
cus
todi
al a
nd c
omm
unity
sen
tenc
es. I
t em
phas
ises
the
impo
rtan
ce o
f offe
ring
com
mun
ities
pay
back
from
thos
e w
ho o
ffend
aga
inst
them
, and
, whe
re a
ppro
pria
te, o
f of
ferin
g of
fend
ers
the
oppo
rtun
ity to
turn
thei
r liv
es a
roun
d an
d av
oid
re-o
ffend
ing.
The
repo
rt a
lso
sugg
ests
mor
e ef
fect
ive
appr
oach
es fo
r man
agin
g of
fend
ers
for w
hom
pr
ison
rem
ains
the
right
dis
posa
l, an
d w
ithin
this
con
text
it o
utlin
es th
e dr
ugs
polic
y of
the
Scot
tish
Pris
on S
ervi
ce.
The
drug
s po
licy
of th
e Sc
ottis
h Pr
ison
Ser
vice
incl
udes
effe
ctiv
e se
curit
y m
easu
res
to re
duce
th
e su
pply
of i
llega
l dru
gs in
pris
ons,
and
sup
port
for p
robl
emat
ic d
rug
user
s w
hich
is
broa
dly
equi
vale
nt to
that
ava
ilabl
e in
the
com
mun
ity.
50
Version 1_08.06.11_3300
Polic
y ar
eaTi
tle o
f pol
icy/
repo
rtIm
plic
atio
ns fo
r th
e w
orkf
orce
TowardsaMentallyFlourishingScotland:
the
futu
re o
f men
tal h
ealth
impr
ovem
ent
in S
cotla
nd 2
008–
11
(Sco
ttish
Gov
ernm
ent,
2008
) w
ww
.sco
tland
.gov
.uk/
Publ
icat
ions
/200
7/10
/261
1285
3/0
This
repo
rt h
ighl
ight
s th
e lin
k be
twee
n m
enta
l hea
lth a
nd th
e m
isus
e of
alc
ohol
and
dru
gs.
It su
gges
ts th
at fo
cusi
ng o
n m
enta
l hea
lth im
prov
emen
t can
hel
p to
add
ress
the
rang
e of
pr
oble
ms
that
are
man
ifest
ed w
here
poo
r men
tal h
ealth
exi
sts,
suc
h as
exc
essi
ve d
rinki
ng
and
subs
tanc
e m
isus
e. P
eopl
e w
ith a
lcoh
ol-r
elat
ed p
robl
ems,
thos
e w
ho m
isus
e dr
ugs,
an
d ch
ildre
n w
hose
par
ents
hav
e al
coho
l- an
d/or
dru
g-re
late
d pr
oble
ms
are
cite
d as
gr
oups
to b
e ta
rget
ed fo
r loc
al a
nd n
atio
nal a
ctio
n.
The
impo
rtan
ce o
f und
erst
andi
ng c
omor
bidi
ty, i
nclu
ding
sub
stan
ce m
isus
e an
d m
enta
l he
alth
pro
blem
s, is
hig
hlig
hted
. The
alc
ohol
and
dru
gs w
orkf
orce
nee
ds to
und
erst
and
the
inte
rrel
atio
nshi
ps b
etw
een
men
tal h
ealth
and
wel
lbei
ng a
nd th
e m
isus
e of
alc
ohol
and
dr
ugs.
Oth
er a
reas
re
late
d to
he
alth
and
/or
soc
ial c
are
The
Hea
lthca
re Q
ualit
y St
rate
gy fo
r N
HS
Scot
land
(S
cotti
sh G
over
nmen
t, 20
10)
ww
w.s
cotla
nd.g
ov.u
k/Pu
blic
atio
ns/2
010/
05/1
0102
307/
8
The
Qua
lity
Stra
tegy
is a
crit
ical
new
doc
umen
t whi
ch a
ims
to m
ake
Scot
land
one
of t
he
lead
ing
coun
trie
s in
the
wor
ld in
hea
lthca
re q
ualit
y. C
entr
ed o
n th
e N
HS
and
its d
eliv
ery
part
ners
, it e
choe
s th
e pr
inci
ples
of t
he d
rug
and
alco
hol w
orkf
orce
in th
at it
aim
s to
del
iver
th
e be
st fo
r ind
ivid
uals
, the
ir fa
mili
es a
nd c
arer
s. In
par
ticul
ar, i
t em
phas
ises
a p
erso
n-ce
ntre
d ap
proa
ch, w
hich
is c
ritic
al if
we
are
to ta
ckle
pro
blem
dru
g an
d al
coho
l use
bas
ed
on th
e co
ncep
t of r
ecov
ery.
Skill
s fo
r Car
e an
d D
evel
opm
ent:
Sect
or
Skill
s A
sses
smen
t 201
0 (S
cotti
sh S
ocia
l Se
rvic
es C
ounc
il 20
10)
http
://e
wd.
sssc
.uk.
com
/ew
d/se
ctor
-ski
lls-a
sses
smen
t/se
ctor
-ski
lls-
asse
ssm
ent-
for-
the-
scot
tish-
soci
al-
serv
ices
-sec
tor.h
tml
The
Sect
or S
kills
Ass
essm
ent f
or th
e so
cial
ser
vice
s w
orkf
orce
in S
cotla
nd h
ighl
ight
s ke
y is
sues
for t
he s
ecto
r and
the
skill
s th
at w
ill b
e re
quire
d to
pro
vide
ser
vice
s no
w a
nd in
the
futu
re. T
he fi
ndin
gs fr
om th
e Se
ctor
Ski
lls A
sses
smen
t will
form
an
impo
rtan
t par
t of t
he
SSSC
’s w
ork
with
key
sta
keho
lder
s.
51
Version 1_08.06.11_3300
Appendix 4: Learning and development questionnairePurpose of the questionnaireThe purpose of the sample questionnaire is to gather information about the learning and development needs of a broad range of workers who have a role to play in the prevention of alcohol and drugs misuse and of harm resulting from such misuse, the delivery of treatment services, and the provision of support services on the road to recovery. There is a role for many people here across several professional sectors, including education, housing, justice, health, social work and social care, and employment.
Instructions for completing the questionnaireThe sample questionnaire is set out in four sections as follows:
Section 1: Asks for general information about the sector in which the respondent works, the nature of and time spent in their current post, and information about their organisation and its geographical location.
Section 2: Asks about any previous learning or training that the respondent has undertaken with regard to alcohol-related issues and the prevention of alcohol misuse. It then asks the respondent to score a series of statements relating to specific skills and knowledge areas according to how strongly they agree or disagree with each statement, and how relevant they feel that the area is to their job. (For levels 1–4, see page 5 for examples of jobs).
Section 3: Asks about any previous learning or training that the respondent has undertaken with regard to drug-related issues and the prevention of drug misuse. It then asks the respondent to score a series of statements relating to specific skills and knowledge areas according to how strongly they agree or disagree with each statement, and how relevant they feel that the area is to their job. (For levels 1–4, see page 5 for examples of jobs).
Section 4: Asks the respondent to select their preferred methods for learning and training, and asks for information about what they consider to be their three most important learning and training needs.
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Section 1: Your details
Q.1 Please tick sector in which you work
•Health
•Justice
•Education
•Employment
•Housing
•Socialwork/socialcare
Q.2 Please enter the name of your organisation
Q.3 Which geographical area does your organisation cover?
Q.4 Please tick the option that best categorises your position
Health, including: •GP
•Healthvisitor
•Communitypsychiatricnurse
•Practicenurse
•Midwife
•Hospital-basednurse
•Pharmacist
•Dentist
•Other(please specify) ………………………Social care/social work, including: •Referralofficer
•Children’sservicesworker
•Socialworker
•Residentialcareworker
•Supportworker
•Other(please specify) ………………………
53
Version 1_08.06.11_3300
Education, including: •Nurseryteacher
•Primaryschoolteacher
•Secondaryschoolteacher
•Specialeducationteacher
•Other(please specify) ………………………Housing, including: •Localauthorityhousingofficer
•Localauthoritysupportworker
•Voluntarysectorhousingofficer
•Voluntarysectorhousingsupportworker
•Homelessnesssupportworker
•Other(please specify) ………………………Justice, including: •Policeofficer
•Prisonservice
•Sheriff
•Other(please specify) ………………………Employment, including: •Jobcentrestaff
•Employmenttrainingservice
•Other(pleasespecify)…………….
Q.5 Please tick the option that indicates how long you have been in your current post:
•Ayearorless
•Morethan1yearbutlessthan3years
•Morethan3yearsbutlessthan5years
•Morethan5yearsbutlessthan10years
•Morethan10years
54
Version 1_08.06.11_3300
Section 2A: Previous learning/training on alcohol-related issues
Q.1 Have you undertaken any learning or training on alcohol-related issues or prevention of alcohol misuse in the past 5 years?
Yes Go to Q.2 No Go to Q.3
Q.2 Please give details of the topics covered in the learning or training (Listthembelow)
Q.3 Had you undertaken any learning or training on alcohol-related issues or prevention of alcohol misuse prior to that?
Yes Go to Q.4 No Go to Q.5
Q.4 Please give details of the topics covered in the learning or training (Listthembelow)
55
Version 1_08.06.11_3300
Section 2B: Skills and confidence in dealing with alcohol-related issues or prevention of alcohol misuse
Please score the following skills and knowledge areas according to how strongly you agree or disagree with the statement and how relevant you feel that the areas are to your job. Please indicate your answer by circling the appropriate number.
This section to be completed by Levels 1–4 . To be completed by ALL respondents (this section focuses on workers who have a role in preventing alcohol misuse, or who come into contact with the general public where an alcohol-related problem may already exist and there may be an opportunity to address it)
Q.5 You are sensitive to people who may be experiencing alcohol-related problems
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.6 You are able to raise awareness of alcohol-related harm and understand your role in doing this
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
56
Version 1_08.06.11_3300
Q.7 You understand the wider range of effects (social and economic effects, and also effects on physical and mental health) that alcohol misuse can have on individuals
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.8 You can recognise and identify individuals who have alcohol-related problems
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.9 You are able to use basic screening tools
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
57
Version 1_08.06.11_3300
Q.10 You are able to recognise when children may be at risk from alcohol misuse by a parent or carer, and you know how and where to refer them on
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.11 You understand the principles of sustainable recovery (including a person-centred approach)
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.12 You are aware of and understand referral processes, signposting, and the availability of other services in your area
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
58
Version 1_08.06.11_3300
Q.13 You feel that you have the skills necessary to reduce immediate harm (e.g. basic life support training and suicide prevention skills)
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.14 You are confident about providing harm-reduction messages
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.15 You are able to use critical thinking and reflective practice in your work
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
59
Version 1_08.06.11_3300
This section to be completed by Levels 2 and 3. To be completed by workers who engage on a regular basis with and provide services to people who have alcohol-related problems
Q.16 You are able to use appropriate screening and assessment tools
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.17 You are able to carry out appropriate interventions (relating to behaviour change and/or treatments)
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.18 You can recognise complex needs and you have the skills to support individuals with complex needs
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
60
Version 1_08.06.11_3300
Q.19 You are able to advise and support individuals who are affected by another person’s alcohol problem
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
This section to be completed by Level 4. To be completed by workers who provide specialist services, such as intensive residential services, for people with alcohol-related problems
Q.20 You are able to use appropriate screening and assessment tools
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
61
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Section 3A: Previous learning or training on drug-related issues
Q.1 Have you undertaken any learning or training on drug-related issues in the past 5 years?
Yes Go to Q.2 No Go to Q.3
Q.2 Please give details of the topics covered in the learning or training (Listthembelow)
Q.3 Had you undertaken any learning or training on drug-related issues prior to that?
Yes Go to Q.4 No Go to Q.5
Q.4 Please give details of the topics covered in the learning or training (Listthembelow)
62
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Section 3B: Skills and confidence in dealing with drug-related issues
Please score the following skills and knowledge areas according to how strongly you agree or disagree with the statement and how relevant you feel that the areas are to your job. Please indicate your answer by circling the appropriate number.
This section to be completed by Levels 1–4. To be completed by ALL respondents (this section focuses on workers who have a role in preventing drug misuse, or who come into contact with the general public where a drug-related problem may already exist and there may be an opportunity to address it)
Q.5 You are sensitive to people who may be experiencing drug-related problems
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.6 You are able to raise awareness of drug-related harm and understand your role in doing this
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
63
Version 1_08.06.11_3300
Q.7 You understand the wider range of effects (social and economic effects, and also effects on physical and mental health) that drug misuse can have on individuals
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.8 You can recognise and identify individuals who have drug-related problems
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.9 You are able to use basic screening tools
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
64
Version 1_08.06.11_3300
Q.10 You are able to recognise when children may be at risk from drug misuse by a parent or carer, and you know how and where to refer them on
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.11 You understand the principles of sustainable recovery (including a person- centred approach)
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.12 You are aware of and understand referral processes, signposting, and the availability of other services in your area
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
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Q.13 You feel that you have the skills necessary to reduce immediate harm (e.g. basic life support training and suicide prevention skills)
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.14 You are confident about providing harm-reduction messages
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.15 You are able to use critical thinking and reflective practice in your work
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
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This section to be completed by Levels 2 and 3. To be completed by workers who engage on a regular basis with and provide services to people who have drug-related problems
Q.16 You are able to use appropriate screening and assessment tools
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.17 You are able to carry out appropriate interventions (relating to behaviour change and/or treatments)
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
Q.18 You can recognise complex needs and you have the skills to support individuals with complex needs
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
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Q.19 You are able to advise and support individuals who are affected by another person’s drug problem
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
This section to be completed by Levels 3 and 4. To be completed by workers who provide specialist services, such as intensive residential services, for people with drug-related problems
Q.20 You are able to recognise, assess and treat multiple and complex needs
Strongly disagree Disagree Agree Strongly agree
1 2 3 4
Not relevant Not very relevant Quite relevant Very relevant
1 2 3 4
Comments
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Section 4: Future learning and training
Q.1 What are your three most important learning and training needs with regard to alcohol and drugs?
1.
2.
3.
Q.2 Which formats of learning and training do you find most effective?
•e-Learning
•Jobshadowingoron-the-joblearning
•Mentoring
•Attendanceontrainingcourses
•Other(please specify) ………………………
Final Comments
Thank you very much for taking the time to complete this questionnaire. We are very grateful for your response.
Please return to: …………………………………………………………………………….…
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