DrugNet Clinical Drug Standards
| The following table is designed for use by
both field staff and supervisors. Supervisors using these standards are advised to ask
their supervisees to self-assess themselves against various areas prior to or during a
supervision session. Subsequent comparisons with the supervisor's assessment can be very
useful. The standards can also be used by clinical staff as an intervention checklist where drug use issues feature. Staff should review Treatment Steps on which these standards are based. For more detailed information, click on the heading of each domain. While the provision of standards allows for improved quality control, the emphasis in using this instrument is on professional growth and development (growth model of supervision rather than a control model). Higher scores are used as opportunities for praise with lower scores being opportunities for further growth. A three (3) is meant to indicate competent or "good enough" ability with a two (2) indicating that some effort has been made and further professional development is expected. Indicators are a guide to evidence of achievement of that domain. "Other indicators" in each domain, (eg use of a functional analysis sheet in drug assessments) should also be included where appropriate to encourage further development of clinical skills. It is anticipated that staff will progress through the standards over a time period (it would be reasonable to expect staff to be achieving scores around two and three for most indicators over a 12 month period). Links to relevant addiction competencies from the USA have been given where appropriate
throughout this page. The contents page of the USA links can be found after the DrugNet
clinical standards. |
| Contents 1. Routinely raises the issue of drug use with clients USA Addiction Counseling Competencies
|
Standards & Indicators |
Not Achieved |
Partially Achieved |
Achieved |
| 1. Routinely raises the
issue of drug use with clients (See also USA Clinical Standards: Screening Standards) Indicators: |
|||
| Demonstrates a set of standard questions for raising drug issues | 1 |
2 |
3 |
| Provides safe environment - explains confidentiality & provides a private, non-interrupted environment to enable disclosure | 1 |
2 |
3 |
| Gives examples of using index of suspicion to raise drug use issues | 1 |
2 |
3 |
| Gives examples of making links with clients between family functioning and drug use | 1 | 2 | 3 |
| Other indicator/s (Specify): | 1 |
2 |
3 |
| Raising the Issue total (out of a possible 15) |
|||
| 2. Able to conduct and document drug use
assessments (See also USA Clinical Standards: Assessment) Indicators: |
|||
| Can identify appropriate models and frameworks underpinning assessment | 1 |
2 |
3 |
| Links drug use to identified issue in a specific manner | 1 |
2 |
3 |
| Identifies functionality of drug use along with problems | 1 |
2 |
3 |
| Provides reassessment with client to monitor outcomes and track progress | 1 |
2 |
3 |
| Reflects assessments back to client | 1 |
2 |
3 |
| Demonstrates a consistent and clear documentation procedures | 1 |
2 |
3 |
| Other indicator/s (Specify): | 1 |
2 |
3 |
| Drug Use Assessment total (out of a possible 21) |
|||
| 3. Demonstrates competent use
of motivational interviewing Indicators: |
|||
| Uses motivational interviewing in a variety of treatment settings | 1 |
2 |
3 |
| Can demonstrate the steps of motivational interviewing | 1 |
2 |
3 |
| Has different strategies for dealing with those who want to change, those who don't and those who can't decide. | 1 |
2 |
3 |
| Other indicator/s (Specify): | 1 |
2 |
3 |
| Motivational Interviewing total (out of a possible 12) |
|||
| 4. Devises drug treatment plans
including case formulation, goals & strategies (See also USA Clinical Standards: Treatment Planning) Indicators: |
|||
| Demonstrates a collaborative approach with client to the development of case formulation, treatment goals and strategy plans. | 1 |
2 |
3 |
| Explores options of abstinence and controlled use with clients | 1 |
2 |
3 |
| Includes direct drug-related interventions and other life domains in treatment goals and plan | 1 |
2 |
3 |
| Demonstrates the use of both short-term (S.M.A.RT. - Specific, Meaningful, Assessable, Realistic, Time-bound) and longer-term goal setting. | 1 |
2 |
3 |
| Other indicator/s (Specify): | 1 |
2 |
3 |
T reatment Goals, Plans and Strategies total (out of a possible 15) |
|||
| 5. Provides relapse
prevention and management strategies Indicators: |
|||
| Identifies high risk situations with clients and explores management and avoidance strategies | 1 |
2 |
3 |
| Provides coaching and practise in refusal skills where appropriate, uses skill rehearsal techniques | 1 |
2 |
3 |
| Develops appropriate strategies to manage cravings, urges and impulse control | 1 |
2 |
3 |
| Helps client maintain vigilance around resolution to change, obstacles to change and strategies to maintain change | 1 |
2 |
3 |
| Demonstrates a focus on the development of other competing behaviours | 1 |
2 |
3 |
| Discusses strategies to help client deal with 'slips' | 1 |
2 |
3 |
| Demonstrates the use of a 'lapse' or relapse as a learning opportunity with clients | 1 |
2 |
3 |
| Other indicator/s (Specify): | 1 |
2 |
3 |
| Relapse Prevention and Management total (out of a possible 24) | |||
| 6. Uses harm reduction procedures appropriately Indicators: |
|||
| Works with client to define outcomes in terms of reduced drug-related harm and risk of harm, rather than just consumption | 1 |
2 |
3 |
| Can identify problem solving steps and demonstrate these steps in reducing drug-related harm | 1 |
2 |
3 |
| Able to identify key areas of severe drug-related harm (and interventions) via the use of Thorley's & 4 Ls frameworks (eg blood borne virus problems, relationship between drug use and child protection, overdose, suicide, accidents, and violence) | 1 |
2 |
3 |
| Other indicator/s (Specify): | 1 |
2 |
3 |
| Harm Reduction total (out of a possible 12) | |||
| 7. Maximises
client's supports Indicators: |
|||
| Demonstrates use of family, friends and 'buddy' supports for client | 1 |
2 |
3 |
| Provides options of professional supports (eg ADIS, drug agencies) where appropriate (Click here for help-line supports & here for agencies) | 1 |
2 |
3 |
| Provides self-help booklets and written material where appropriate | 1 |
2 |
3 |
| Other indicator/s (Specify): | 1 |
2 |
3 |
| Client Supports total (out of a possible 12) | |||
| 8. Provides appropriate
referral where necessary (See also USA Clinical Standards: Referral) Indicators: |
|||
| Can differentiate between drug-related work carried out within agency, issues to be referred and shared case management | 1 |
2 |
3 |
| Uses a range of strategies to maximise the possibility of successful referrals | 1 |
2 |
3 |
| Provides the referral agent with adequate documentation including any former drug assessment and clear indication for the referral (including the type of drug intervention if known) | 1 |
2 |
3 |
| Other indicator/s (Specify): | 1 |
2 |
3 |
| Referral total (out of a possible 12) | |||
| 9. Manages intoxication appropriately (See also USA Clinical Standards: Screening - Standard 3 'Screen for psychoactive substance toxicity, intoxication, and withdrawal symptoms ...' ) Indicators: |
|||
| Able to identify signs of intoxication and withdrawal while acknowledging that many may be from non-drug causes | 1 |
2 |
3 |
| Demonstrates knowledge and use of safety procedures (including management of drug overdose) | 1 |
2 |
3 |
| Demonstrates the use of clear, simple and directive messages to client when intoxicated | 1 |
2 |
3 |
| Can explain the boundaries of working or not working with someone who is intoxicated | 1 |
2 |
3 |
| Can describe or demonstrate duty of care issues in dealing with intoxicated clients | 1 |
2 |
3 |
| Other indicator/s (Specify): | 1 |
2 |
3 |
| Managing intoxication total (out of a possible 18) |
|||
| 10. Provides appropriate
community-based interventions (See also USA Clinical Standards: Client, Family and Community Education) Indicators: |
|||
| Able to use a system's
approach to identify possible community interventions: a. arising out of individual cases or b. through direct community action (eg need for agency interventions, policy changes, community led liquor licensing, availability of solvents, etc) |
1 |
2 |
3 |
| Channels community issues appropriately (eg through supervisors, drug specialist agency, local community committees) | 1 |
2 |
3 |
| Other indicator/s (Specify): | 1 |
2 |
3 |
| Community-based interventions total (out of a possible 9) |
|||
| TOTAL OF STANDARDS add sub-totals - (out of a possible 150) |
|||
Not Achieved |
Partially Achieved |
Achieved | |
| Identifies the relationship
between drug use and child protection/family issues and provides services within the
context of your agency's mandate. (See also USA Clinical Standards: Counselling Families, Couples, and Significant Others) Indicators |
|||
| Demonstrates or describes child protective strategies in relapse planning | 1 |
2 |
3 |
| Able to describe the relationship between the ups, downs & in betweens (ie intoxication, hang-over, withdrawal, abstinence) of carer/s drug use and their effects on the parenting child/ren | 1 |
2 |
3 |
| Identifies the impact of the various patterns of drug use (eg experimental, recreational, chaotic, dependent) on the care of the child/ren | 1 |
2 |
3 |
| Can describe any differences of parenting when using drugs or not using drugs and identify specific risks that substance use poses to the child/ren | 1 |
2 |
3 |
| Demonstrates ability to take appropriate child and family focused action where indication of risk exists | 1 |
2 |
3 |
| Provides appropriate longer-term strategies to reduce the negative impact of carer drug use on child development | 1 | 2 | 3 |
| Other indicator/s (Specify): | 1 |
2 |
3 |
| Child Protection/Family
Intervention total (out of a possible 21) |
|||
Addiction Counselling Competencies:
The Knowledge, Skills, and Attitudes of Professional Practice
Addiction Technology Transfer Centres
National Curriculum Committee
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Community Services and Health Training Australia
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