Purpose The purpose of this assessment is to determine students knowledge on withdrawal management and to identify risks for a person living with a substance use disorder exiting residential treatment and to advise of harm minimisation and prevention strategies to reduce risks. The Case study on Emily will be provided in Canvas Assessment 3 folder. Case study taken from Marel et al. (2019, Edition 2 pp. 42, 161).
Discription In this assessment, you are required to consider Emilys case study and discuss withdrawal management as part of your alcohol and other drug assessment. To provide holistic health care, consider the physical, mental health and social-related harms Emily may be at risk of following successful detoxification and release from residential rehabilitation. You are also required to recommend appropriate harm minimisation strategies relevant to the harms identified. All sections need to use person-centred language as per the marking rubric. Use the following headings Introduction (approx. 100 words): Provide a logical succinct overview of the main points. Withdrawal management (approx. 500 words): Discuss withdrawal relevant to the main substances in the case study, including onset, signs, symptoms and poly-substance use. Critically evaluate withdrawal scales to monitor withdrawal to supplement your alcohol and other drug assessment as per clinical guidelines. Responding to and managing risks and needs (approx. 500 words): Considering the social-related harm of recent release from hospital or residential health setting, identify and describe: two (2) physical health-related harms, two (2) mental health-related harms and two (2) social-related harms related to AOD use that Emily may be at risk of following release. Harm minimisation (approx. 300 words): Identify and describe two (2) relevant AOD-related harm minimisation and prevention strategies for each physical, mental and social-related harms identified in relation to Emilys case study. Conclusion (approx. 100 words): Present a summary of the main points of the essay. References: using APA 7th referencing style NOTE: all sections of this assessment require supportive contemporary high-quality literature/evidence, except for the introduction. Marel, C., Mills K.L., Kingston, R., Gournay, K., Deady, M., Kay-Lambkin, F., Baker, A., & Teesson. M. (2016). Guidelines on the management of co-occurring alcohol and other drug and mental health conditions in alcohol and other drug treatment settings (2nd ed.). Question - For assessment three we don\'t know whether Emily remains drug free or not so can we respond from the viewpoint of someone using drugs or staying AOD free in particular the section regarding responding to and managing risks and needs? Answer - Yes in this assessment the marking criteria all ask for a response in relation to the case study about Emily and you are correct in saying she may no longer be using or may continue to use or may have returned to drug use.
In this assessment, you are required to consider Emilys case study and discuss withdrawal management as part of your alcohol and other drug assessment. To provide holistic health care, consider the physical, mental health and social-related harms Emily may be at risk of following successful detoxification and release from residential rehabilitation. You are also required to recommend appropriate harm minimisation strategies relevant to the harms identified. All sections need to use person-centred language as per the marking rubric. CASE STUDY Emily is a 42-year-old woman, presenting to her local AOD service for her tenth admission for inpatient detoxification from heroin, alcohol, and cannabis. Emily has been using heroin since she was 17 years old. Although heroin has always been her main drug of concern, Emily also drinks heavily and smokes cannabis daily, particularly on days when she cannot obtain heroin. She occasionally used stimulant drugs but didnt particularly like the effect. In addition to her nine previous attempts at inpatient detoxification, Emily has been on a methadone program on three occasions. The first time, she stayed on methadone for 10 years before being imprisoned for her involvement in a break and enter. Emily stayed clean for the duration of her sentence, but returned to use soon after she was released. Emily had also tried going cold turkey, and detoxing by herself numerous times, with the help of non-prescribed benzodiazepines and buprenorphine - none of which were successful. Her longest period of abstinence since she started using was two years after the birth of her first child, who is now 16 years old. Emily has four children, ranging in age from 416 years, all of whom are in foster care. Emily relies on the disability support pension to pay the rent towards her Department of Housing flat, which she shares with her current boyfriend. She has never been able to hold down a job for more than a few weeks. Emily is highly motivated to stop using all drugs so that she may have more contact with her children and hopefully one day have them returned to her custody. Emily was coping with withdrawal relatively well until one night when a male client accidentally walked into her room when trying to find the bathroom. Emily was awoken by the feeling that someone was watching her and could hear heavy breathing. His shadowed appearance in the half-light caused her to become hysterical and she lashed out violently. Staff quickly arrived and calmed Emily and the male client who was swearing at her and calling her a crazy bitch. Emily was given a sedative to help her sleep and permitted to sleep with the lights on that evening. The following morning, the incident was reported during staff handover. The psychologist starting her shift identified seeing Emily as a priority. The psychologist told Emily that she had heard about what happened last night and asked whether she was okay. Emily was still a little shaken but said that she was okay now, she was just startled and overreacted. She explained that it had reminded her of a time when one of her previous boyfriends had come into their bedroom one night and started beating her. The psychologist asked whether she was hurt at the time, to which Emily replied that she required surgery for internal injuries and was hospitalised. Emily appeared reluctant to talk about it. She said that she tried not to think about it and avoided any possibility of running into him. Despite her efforts to forget about it, she often had bad dreams, trouble sleeping, and had to take large amounts of benzodiazepines to sleep. After talking with Emily, the psychologist made a time to talk with her some more later in the day. During this session, the psychologist asked more questions about how Emily felt after she was beaten and how this had affected her. The psychologist was mindful of reassuring Emily that she did nothing to deserve being treated this way, and her reactions were completely normal. Emily was shaking as she described the incident in more detail, and later confided that she was also raped during this attack something that she had not previously told anyone. While Emily was an inpatient, the psychologist took the opportunity to talk with her a little more about her past trauma, continuing to normalise her symptoms, providing psychoeducation and self- management techniques, and exploring the relationship between her trauma-related symptoms and her substance use. The psychologist suggested that Emily might like to try a residential rehabilitation program for women only, where her trauma-related symptoms could also be addressed. Emily had previously been reluctant to enter residential rehabilitation but she had not ever heard of a womens- only service. The psychologist organised for a telephone assessment with the residential program, and Emily entered the program following her detoxification. While the program was hard, Emily benefited greatly from the trauma-informed approach taken by the service. Importantly, Emily felt safe and over time gradually opened up more about her life. She engaged in a combination of group and individual therapy. Her individual therapy in particular focused on providing integrated treatment for both her PTSD and AOD use. It was during one of these sessions that Emily made a link between the onset of her substance use and previous traumatic events. Unbeknownst to the therapist or any other treatment provider, Emily had been sexually abused by a male relative from the age of 5 to 11 years when she left home to live with her grandparents. Emily drank cough medication when she was little as it made her feel good when she was upset. She also reported using her fathers Valium. After moving to her grandparents house, which also involved a change of schools, she starting hanging out with new friends who liked to drink and smoke cannabis. Her substance use and truancy from school caused continual fights with her grandparents, who threw her out when she was 16 years old. Emily quit school and moved into a shared house with people who introduced her to heroin around age 17. Within a year she had developed a habit. As Emilys treatment progressed, she began to open up about numerous assaults, including rapes, which had occurred in the context of the drug-using environment, but did not report any PTSD symptoms in relation to these experiences. While she was clean she was also involved in a car accident. She suffered major injuries and was not able to get into a car for 2 1/2 years. She reported residual trauma symptoms, and had previously worked with a psychologist on this. Her therapy continued to concentrate on the domestic violence, for which she was currently experiencing the most distress, and later the sexual abuse she experienced as a child. Emily was aware that it would likely take a long time for her to come to terms with what she had experienced. Emily successfully completed the residential rehabilitation program, and continued to receive ongoing psychological treatment for her PTSD and substance use.
Case study taken from Marel et al. (2nd Edition 2019, pp. 42, 161 ). Purpose The purpose of this assessment is to determine students knowledge on withdrawal management and to identify risks for a person living with a substance use disorder exiting residential treatment and to advise of harm minimisation and prevention strategies to reduce risks. The Case study on Emily will be provided in Canvas Assessment 3 folder. Case study taken from Marel et al. (2019, Edition 2 pp. 42, 161).
Discription In this assessment, you are required to consider Emilys case study and discuss withdrawal management as part of your alcohol and other drug assessment. To provide holistic health care, consider the physical, mental health and social-related harms Emily may be at risk of following successful detoxification and release from residential rehabilitation. You are also required to recommend appropriate harm minimisation strategies relevant to the harms identified. All sections need to use person-centred language as per the marking rubric. Use the following headings Introduction (approx. 100 words): Provide a logical succinct overview of the main points. Withdrawal management (approx. 500 words): Discuss withdrawal relevant to the main substances in the case study, including onset, signs, symptoms and poly-substance use. Critically evaluate withdrawal scales to monitor withdrawal to supplement your alcohol and other drug assessment as per clinical guidelines. Responding to and managing risks and needs (approx. 500 words): Considering the social-related harm of recent release from hospital or residential health setting, identify and describe: two (2) physical health-related harms, two (2) mental health-related harms and two (2) social-related harms related to AOD use that Emily may be at risk of following release. Harm minimisation (approx. 300 words): Identify and describe two (2) relevant AOD-related harm minimisation and prevention strategies for each physical, mental and social-related harms identified in relation to Emilys case study. Conclusion (approx. 100 words): Present a summary of the main points of the essay. References: using APA 7th referencing style NOTE: all sections of this assessment require supportive contemporary high-quality literature/evidence, except for the introduction. Marel, C., Mills K.L., Kingston, R., Gournay, K., Deady, M., Kay-Lambkin, F., Baker, A., & Teesson. M. (2016). Guidelines on the management of co-occurring alcohol and other drug and mental health conditions in alcohol and other drug treatment settings (2nd ed.). Question - For assessment three we don\'t know whether Emily remains drug free or not so can we respond from the viewpoint of someone using drugs or staying AOD free in particular the section regarding responding to and managing risks and needs? Answer - Yes in this assessment the marking criteria all ask for a response in relation to the case study about Emily and you are correct in saying she may no longer be using or may continue to use or may have returned to drug use.
In this assessment, you are required to consider Emilys case study and discuss withdrawal management as part of your alcohol and other drug assessment. To provide holistic health care, consider the physical, mental health and social-related harms Emily may be at risk of following successful detoxification and release from residential rehabilitation. You are also required to recommend appropriate harm minimisation strategies relevant to the harms identified. All sections need to use person-centred language as per the marking rubric. CASE STUDY Emily is a 42-year-old woman, presenting to her local AOD service for her tenth admission for inpatient detoxification from heroin, alcohol, and cannabis. Emily has been using heroin since she was 17 years old. Although heroin has always been her main drug of concern, Emily also drinks heavily and smokes cannabis daily, particularly on days when she cannot obtain heroin. She occasionally used stimulant drugs but didnt particularly like the effect. In addition to her nine previous attempts at inpatient detoxification, Emily has been on a methadone program on three occasions. The first time, she stayed on methadone for 10 years before being imprisoned for her involvement in a break and enter. Emily stayed clean for the duration of her sentence, but returned to use soon after she was released. Emily had also tried going cold turkey, and detoxing by herself numerous times, with the help of non-prescribed benzodiazepines and buprenorphine - none of which were successful. Her longest period of abstinence since she started using was two years after the birth of her first child, who is now 16 years old. Emily has four children, ranging in age from 416 years, all of whom are in foster care. Emily relies on the disability support pension to pay the rent towards her Department of Housing flat, which she shares with her current boyfriend. She has never been able to hold down a job for more than a few weeks. Emily is highly motivated to stop using all drugs so that she may have more contact with her children and hopefully one day have them returned to her custody. Emily was coping with withdrawal relatively well until one night when a male client accidentally walked into her room when trying to find the bathroom. Emily was awoken by the feeling that someone was watching her and could hear heavy breathing. His shadowed appearance in the half-light caused her to become hysterical and she lashed out violently. Staff quickly arrived and calmed Emily and the male client who was swearing at her and calling her a crazy bitch. Emily was given a sedative to help her sleep and permitted to sleep with the lights on that evening. The following morning, the incident was reported during staff handover. The psychologist starting her shift identified seeing Emily as a priority. The psychologist told Emily that she had heard about what happened last night and asked whether she was okay. Emily was still a little shaken but said that she was okay now, she was just startled and overreacted. She explained that it had reminded her of a time when one of her previous boyfriends had come into their bedroom one night and started beating her. The psychologist asked whether she was hurt at the time, to which Emily replied that she required surgery for internal injuries and was hospitalised. Emily appeared reluctant to talk about it. She said that she tried not to think about it and avoided any possibility of running into him. Despite her efforts to forget about it, she often had bad dreams, trouble sleeping, and had to take large amounts of benzodiazepines to sleep. After talking with Emily, the psychologist made a time to talk with her some more later in the day. During this session, the psychologist asked more questions about how Emily felt after she was beaten and how this had affected her. The psychologist was mindful of reassuring Emily that she did nothing to deserve being treated this way, and her reactions were completely normal. Emily was shaking as she described the incident in more detail, and later confided that she was also raped during this attack something that she had not previously told anyone. While Emily was an inpatient, the psychologist took the opportunity to talk with her a little more about her past trauma, continuing to normalise her symptoms, providing psychoeducation and self- management techniques, and exploring the relationship between her trauma-related symptoms and her substance use. The psychologist suggested that Emily might like to try a residential rehabilitation program for women only, where her trauma-related symptoms could also be addressed. Emily had previously been reluctant to enter residential rehabilitation but she had not ever heard of a womens- only service. The psychologist organised for a telephone assessment with the residential program, and Emily entered the program following her detoxification. While the program was hard, Emily benefited greatly from the trauma-informed approach taken by the service. Importantly, Emily felt safe and over time gradually opened up more about her life. She engaged in a combination of group and individual therapy. Her individual therapy in particular focused on providing integrated treatment for both her PTSD and AOD use. It was during one of these sessions that Emily made a link between the onset of her substance use and previous traumatic events. Unbeknownst to the therapist or any other treatment provider, Emily had been sexually abused by a male relative from the age of 5 to 11 years when she left home to live with her grandparents. Emily drank cough medication when she was little as it made her feel good when she was upset. She also reported using her fathers Valium. After moving to her grandparents house, which also involved a change of schools, she starting hanging out with new friends who liked to drink and smoke cannabis. Her substance use and truancy from school caused continual fights with her grandparents, who threw her out when she was 16 years old. Emily quit school and moved into a shared house with people who introduced her to heroin around age 17. Within a year she had developed a habit. As Emilys treatment progressed, she began to open up about numerous assaults, including rapes, which had occurred in the context of the drug-using environment, but did not report any PTSD symptoms in relation to these experiences. While she was clean she was also involved in a car accident. She suffered major injuries and was not able to get into a car for 2 1/2 years. She reported residual trauma symptoms, and had previously worked with a psychologist on this. Her therapy continued to concentrate on the domestic violence, for which she was currently experiencing the most distress, and later the sexual abuse she experienced as a child. Emily was aware that it would likely take a long time for her to come to terms with what she had experienced. Emily successfully completed the residential rehabilitation program, and continued to receive ongoing psychological treatment for her PTSD and substance use.
Case study taken from Marel et al. (2nd Edition 2019, pp. 42, 161 ). | |
| Assessment 3 - Essay |
| Criteria | Ratings | Points |
| Introduction (10%) view longer description | 10 pts High Distinction Outstanding introduction that contextualises the essay topic. Main points are well- developed and engaging. 8 pts Distinction Excellent Introduction engaging to the reader and provides a clear and logical overview of the main points of the essay. 6 pts Credit Appropriate introduction providing a logical overview of the main points of the essay. 4 pts Pass Adequate introduction with main points, however, may not follow a logical order. 2 pts Fail Fails to provide an introduction with main points or incomplete or incoherent. 0 pts Fail Did not attempt this section. | / 10 pts |
| Withdrawal management (20%) view longer description | 20 pts High Distinction Outstanding discussion on withdrawal, critically evaluates differences in withdrawal between the main substances including onset, signs and symptoms for all substances. Discusses poly-substance use linked to the case study. Outstanding critical evaluation of relevant withdrawal scales to monitor withdrawal for each substance and is linked to the case study. Person-centred language is very clear and relevant guidelines and peer-reviewed articles cited in-text. 16 pts Distinction Excellent discussion on withdrawal, clearly explained relevant to all substances linked to the case study including onset, signs and symptoms for all main substances. May not discuss poly-substance use linked to the case study. Excellent critical evaluation of relevant withdrawal scales to monitor withdrawals for each substance and is linked to the case study. Person-centred language is clearly evident and relevant guidelines and peer-reviewed articles cited in-text. 12 pts Credit Appropriate discussion on withdrawal, linked to the case study including onset, signs and symptoms for all main substances. Appropriate critical evaluation of relevant withdrawal scales to monitor withdrawal for each substance and is linked to the case study. Person-centred language is evident and relevant guidelines and peer-reviewed articles cited in-text. 8 pts Pass Adequate discussion on withdrawal and may be related to the case study and mostly include onset, signs and symptoms for all main substances. Adequate discussion of relevant withdrawal scales to monitor withdrawal for each substance and is linked to the case study Person-centred language is somewhat evident, and adequate guidelines and peer-reviewed articles are cited in-text. . 4 pts Fail Fails to discuss withdrawal and symptoms, signs and onset; with no linkage to the case study. Lacks discussion on how to monitor withdrawal for each main substance linked to the case study. Use of person-centred language absent. Lacks relevant guidelines and peer-reviewed articles 0 pts Fail Did not attempt this section. | / 20 pts |
| Responding to and managing risks and needs (20%) view longer description | 20 pts High Distinction Outstanding, accurate and logical identification and description of main harms following release provided, two (2) for each area of risk identified, including physical, mental health and social-related harms and accurately prioritised with very clear links to case study. Person-centred language is evident, and discussion supported with contemporary high-quality evidence. 16 pts Distinction Excellent identification and description of main harms following release provided, two (2) for each area of risk identified, including physical, mental health and social-related harms and is clearly linked to case study. Person-centred language is evident, and discussion supported with contemporary high-quality evidence. 12 pts Credit Appropriate identification and description of main harms following release, two (2) for each area of risk identified, including physical, mental health and social-related harms and is linked to case study. Person-centred language is evident, and discussion supported with high quality evidence. 8 pts Pass Adequate identification and discussion of harms following release provided, two (2) for each area of risk identified, including physical, mental health and social-related harms. Some risks may not be relevant and may not link to the case study. Person-centred language is evident, and discussion supported with evidence. 4 pts Fail Lacks identification and/or discussion of harms following release, two (2) for each area of risk identified, including physical, mental health and social-related harms with no linkage to case study. Person-centred language is absent, and discussion is not supported with evidence. 0 pts Fail Did not attempt this section. | / 20 pts |
| Harm minimisation (20%) view longer description | 20 pts High Distinction Outstanding identification and description of two person-centred AOD-related harm minimisation and prevention strategies for each physical, mental and social-related harms identified in relation to Emilys case study. 16 pts Distinction Excellent person-centred harm minimisation and prevention strategies provided, two (2) for each area of risk identified, including physical, mental and social-related harms identified in relation to Emilys case study. 12 pts Credit Appropriate and clearly identified and description of person-centred relevant AOD-related harm minimisation and prevention strategies for each physical, mental and social-related harms identified in relation to Emilys case study. Person-centred language is evident, and discussion supported with high quality evidence. 8 pts Pass Adequate identification and description of person-centred AOD-related harm minimisation and prevention strategies for each physical, mental and social-related harms identified in relation to Emilys case study. 4 pts Fail Lacks description of two (2) relevant AOD-related harm minimisation and prevention strategies for each physical, mental and social-related harms identified in relation to Emilys case study. 0 pts Fail Did not attempt this section. | / 20 pts |
| Conclusion (10%) view longer description | 10 pts High Distinction Outstanding conclusion, well-developed and engaging. No inclusion of new information. A succinct and meaningful final comment. 8 pts Distinction Excellent conclusion of main points is present and no new information is included. A concluding final comment is included. 6 pts Credit Appropriate conclusion of main points and no new information included. A concluding comment is included. 4 pts Pass Adequate conclusion of the main points and may introduce new information. A concluding final comment may be absent. 2 pts Fail Lacks a summary of the main points and final comment is incomplete. 0 pts Fail Did not attempt this section. | / 10 pts |
| Academic Writing and Expression (10%) view longer description | 10 pts High Distinction Outstanding academic writing. Introductory sentence used at the start of paragraphs. Main subject matter is developed within each paragraph. Concluding sentence used at the end of paragraphs. Exemplary spelling, grammar and syntax with no errors. Meets all UON style requirements. 8 pts Distinction Evidence of superior academic writing skills. Correct use of paragraphs. Discussion in each paragraph provides sufficient depth to demonstrate understanding. Superior spelling, grammar, and syntax 6 pts Credit Evidence of sound academic writing. Paragraphs are 5-7 sentences in length and sentences are clear and concise. Minor errors in syntax, spelling and grammar. Meets all UON style requirements. 4 pts Pass Adequate communication of information. Attempts to use paragraphs. Some sentences may be too long/short. Meets almost all UON style requirements 2 pts Fail Language hinders the effective flow of ideas and meaning. Sentences lack structure and are consistently too short or too long. Multiple errors in spelling, grammar and style. Presentation and style is not consistent with UON style requirements. 0 pts Fail N/A | / 10 pts |
| Literature Sources and References (10%) view longer description | 10 pts High Distinction Outstanding high-quality contemporary sources: at least 10 high quality resources which are appropriate, contemporary and from a range of journals and databases. Complies with all the referencing style requirements. There are no errors in referencing throughout. 8 pts Distinction Excellent high-quality contemporary sources: 10 high quality resources which are appropriate, contemporary and from a range of journals and databases. APA referencing style is consistently accurate. Less than 5 minor referencing errors. 6 pts Credit Sources are appropriate, mostly contemporary and from a narrow range of journals and databases. Complies mostly with referencing style requirements. Some referencing errors in in-text citations or referencing list. 6-10 minor referencing errors. 4 pts Pass Sources are mostly relevant however there are too few to demonstrate wide reading. Attempts to use APA style but is not consistent. Greater than 10 minor errors in reference list and in- text citations. References included in reference list not in text and/or vice-versa. 2 pts Fail High-quality sources are inappropriate and/or absent. Attempts to use APA style, but reference list and in text citations have major errors. 0 pts Fail Absent in-text referencing or reference list. | |
