Assessment
Provide support strategies for addiction service users
with coexisting problems in mental health and
addiction services
Unit standard 27078
Version 2
Level 5
Credits 8
Learner information
Your name:
Your workplace:
Your date of birth:
Your national student number (if known):
Declaration

I was told about and understand the assessment requirements.

I have prepared my answers myself.

Any evidence I have provided as my own, I produced myself.

I understand that this assessment may be used for moderation and quality control purposes.

I understand that when I achieve this unit standard my result will be registered with the
New Zealand Qualifications Authority.
I confirm the above declaration:
Yes
No
Date:
Assessment result (assessor use only)
Assessment result
Achieved
More evidence required
Date:
Reassessment result
Achieved
More evidence required
Date:
Feedback to the learner:
The requirements have been met to demonstrate competency in this unit standard.
Assessor name:
Assessor number:
Date:
To demonstrate competency, you must be able to:
Outcomes
Tasks
describe support strategies available for addiction service users with co-existing
problems in mental health and addiction services.
1
1
apply and evaluate support strategies for addiction service users with co-existing
problems in mental health and addiction services.
2
2
Instructions

Your answers may be written (either electronically or by hand) or spoken.

If you need help with this assessment, please contact your assessor.

Once you have completed your assessment, you must read and confirm the declaration on the cover.
Filled in or written answers

If there are open white spaces on a page because you have written shorter answers, this is acceptable.
You don’t have to fill the space.

Use a pen to write your answers. If you need to change an answer, write your initials beside any
corrections you make. If you need more space, attach extra pages with your answer. Add your name and
task number to all extra pages you use.
Verbal answers

If you answer verbally, your assessor will write your answer(s), or may use a voice recorder.
Evidence
 Ensure your evidence meets criteria established by legislation, ethical practice and youth work agency
guidelines. For example, if you submit evidence about a young person you would need to gain their
consent to use their information.

Label all your evidence with your name and the appropriate task number.

Highlight relevant information on your evidence.

Arrange your evidence in same order as this assessment.
Definitions

The learner is you, the person being assessed. You may also be referred to as the trainee, student,
candidate or employee in some instances.

The assessor is the person who will assess you.

The verifier is a workplace supervisor, team leader, manager or assessor who understands the
assessment, works closely with you and can confirm that you have completed a task competently.

Workplace policies and procedures are the policies and procedures of your employer and include ethical
codes, standards and other organisational requirements.

MHA refers to mental health and addiction.

Addiction refers to a “maladaptive pattern” of substance use or problem gambling that leads to a clinically
significant impairment or distress.

Maladaptive refers to any pattern of substance use or problem gambling that is unconstructive or
disruptive, and which does not assist or promote the ability of a person to adjust the addictive behaviour
which he or she is exhibiting.
Important notes
This assessment cannot be carried out in a simulated environment. It must be carried out in the workplace.
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Resources
This is an open book assessment. The following learning resources may be useful when completing this
assessment:

the Careerforce learning resource for this unit standard.

learning materials, books, the internet and your workplace’s policies and procedures.

the references listed at the back of this assessment.
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Task 1: Describe support strategies
Describe support strategies available for two addiction service users with co-existing problems in MHA
services.
Support strategies refers to a broad range of plans, actions, and interventions which may be remedial,
therapeutic, or restorative in nature, and that aim to maintain, improve, or restore a person’s independence
and/or interdependence; utilise the person’s existing strengths; and, where possible, utilise the resources of
the local community and may include their natural supports.
Addiction service user refers to a person accessing services in a mental health or addiction setting. Service
users may also be known as consumers, clients, patients, tūroro, or tangata whai ora in particular contexts and
settings.
Co-existing problems refers to the presence of both MHA issues. Co-existing problems can also be referred
to as ‘co-morbidity’, ‘dual diagnosis’, or ‘co-occurring disorders’.
An integrated approach to support refers to support in which you and/or your workplace address mental
health issues and addiction issues (and the relationship between the two) simultaneously.
Goal(s) refers to cultural and/or spiritual, environmental, physical, psychological, and social goals.
Natural supports refers to any assistance, relationships, or interactions provided to addiction service users by
family/whānau, friends, peers, co-workers, or community volunteers. In a specifically Māori context, natural
supports may include but are not limited to: kaumātua, kuia, tohunga, whānau, iwi, and hapū.
Examples of support strategies may include but are not limited to those related to:

maintenance of engagement and motivation.

recovery.

maintenance of mental wellbeing and minimised substance use.

coping skills.

development of supportive social networks.

family/whānau connections.

on-going elapse prevention.

employment.

restoration of wellbeing.

housing.

rehabilitation.

recreational activities.
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A State the co-existing problems for addiction service user 1.
Describe an integrated approach to using support strategies to address both MHA issues for addiction
service user 1. Reference your answer.
Describe the range of actions and interventions for two support strategies that can help addiction service
user 1 meet their goals(s).
Support strategy 1:
Support strategy 2:
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B State the co-existing problems for addiction service user 2.
Describe an integrated approach to using support strategies to address both MHA issues for addiction
service user 2. Reference your answer.
Describe the range of actions and interventions for two support strategies that can help addiction service
user 2 meet their goals(s).
Support strategy 1:
Support strategy 2:
Assessor comments (for assessor use only):
Task 1 result:
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Achieved
More evidence required
6
Task 2: Apply and evaluate support strategies
Build a portfolio of evidence to show how you applied and evaluated support strategies for two addiction
service users with co-existing problems in MHA services.
You may use the same two addiction service users you used for task 1.
Your evidence must show that you applied two support strategies for each of two addiction service users to:

build and maintain positive relationships with each addiction service user and their natural supports,
following each service user’s goal(s).

identify MHA issues.

promote the achievement of each service user’s goal(s).
Your evidence must show that you evaluated of the effectiveness of two support strategies for each of two
addiction service users:

in achieving each service user’s goal(s).

in following your workplace’s policies and procedures.
Examples of support strategies may include but are not limited to those related to:

maintenance of engagement and motivation.

recovery.

maintenance of mental wellbeing and minimised substance use.

coping skills.

development of supportive social networks.

family/whānau connections.

on-going elapse prevention.

employment.

restoration of wellbeing.

housing.

rehabilitation.

recreational activities.
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Portfolio instructions

Gather together a collection of copies of relevant documents, which you have used or have written, to show
that you have provided this support, ideally within the last 12 months.

Ensure you include signed consent forms from the people with whom you have worked. This will give you
permission to include documents such as a copy of a wellness support plan or a personal social history.
Remove all identifying details of the people involved.

Assemble your evidence in a logical order.

List all the documents you are providing as evidence and summarise the main points on the following page.

Work within the boundaries of your own role and follow your workplace’s policies and procedures.

Respect the rights and culture of the person you are supporting.
Your evidence may include:

relevant notes you have developed as you worked with people in a supported setting such as photocopies
of your field notes, observations, memos, reflective journal for use in supervision.

all forms you may have used to carry out your role such as a wellness support plan, details of how your
ethical practice contributed towards meeting the aspirations and goals of MHA service users.

all documents that your workplace requires you to comply with or complete as part of your work such as
copies of specific policies and procedures, or a risk management strategy.
Note: If it is not possible to provide some of the documents, your assessor and/or verifier must complete the
evidence verification form.
Your assessor and/or a verifier will observe your work over a period of time. They will verify that your work
meets your workplace’s requirements. They will complete the observation form and may ask questions to
clarify your understanding of the tasks you are carrying out. Refer to the observation form to see how your
work performance will be assessed.
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List and summarise the documents you assembled here:
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Portfolio checklist – Service user 1
To be completed by your verifier and/or assessor
Learner name:
Learner workplace:
Comment on each of the stated criteria and give examples of the learner’s performance (where this applies).
Sign and date this document once you are satisfied the learner has achieved all stated criteria.
Name support strategy 1 for addiction service user 1:
The learner applied support strategy 1:
in a way that built and maintained positive relationships with the addiction service user and their natural
supports following the service user’s goal(s).
in a way that identified the addiction service user’s MHA issues and promoted the achievement of their
goal(s).
in accordance with the boundaries of their role and their workplace’s policies and procedures.
Date observed:
Verifier comment:
The learner demonstrated their evaluation of the effectiveness of support strategy 1 in achieving the
service user’s goal(s), following their workplace’s policies and procedures.
Date observed:
Verifier comment:
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Name support strategy 2 for addiction service user 1:
The learner applied support strategy 2:
in a way that built and maintained positive relationships with the addiction service user and their natural
supports following the service user’s goal(s).
in a way that identified the addiction service user’s MHA issues and promoted the achievement of their
goal(s).
in accordance with the boundaries of their role and their workplace’s policies and procedures.
Date observed:
Verifier comment:
The learner demonstrated their evaluation of the effectiveness of support strategy 2 in achieving the
service user’s goal(s), following their workplace’s policies and procedures.
Date observed:
Verifier comment:
I confirm that this document is valid and authentic.
Verifier name:
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Position:
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Portfolio checklist – Service user 2
To be completed by your verifier and/or assessor
Learner name:
Learner workplace:
Comment on each of the stated criteria and give examples of the learner’s performance (where this applies).
Sign and date this document once you are satisfied the learner has achieved all stated criteria.
Name support strategy 1 for addiction service user 2:
The learner applied support strategy 1:
in a way that built and maintained positive relationships with the addiction service user and their natural
supports following the service user’s goal(s).
in a way that identified the addiction service user’s MHA issues and promoted the achievement of their
goal(s).
in accordance with the boundaries of their role and their workplace’s policies and procedures.
Date observed:
Verifier comment:
The learner demonstrated their evaluation of the effectiveness of support strategy 1 in achieving the
service user’s goal(s), following their workplace’s policies and procedures.
Date observed:
Verifier comment:
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Name support strategy 2 for addiction service user 1:
The learner applied support strategy 2:
in a way that built and maintained positive relationships with the addiction service user and their natural
supports following the service user’s goal(s).
in a way that identified the addiction service user’s MHA issues and promoted the achievement of their
goal(s).
in accordance with the boundaries of their role and their workplace’s policies and procedures.
Date observed:
Verifier comment:
The learner demonstrated their evaluation of the effectiveness of support strategy 2 in achieving the
service user’s goal(s), following their workplace’s policies and procedures.
Date observed:
Verifier comment:
I confirm that this document is valid and authentic.
Verifier name:
Date:
Position:
Assessor comments (for assessor use only):
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Evidence verification
To be completed by your verifier
Learner name:
Learner workplace:
Some tasks require written documents as evidence. This form can be used to verify evidence presented. It can
also be used to verify acceptable reasons for not supplying all the required documents.
I confirm that the learner provided the type of documents required for this assessment. These documents
are accurate records of the support that the learner has provided.
List which documents were unavailable for submission and describe the reasons why.
I confirm that the learner is competent in the performance of these tasks for which documentary evidence
is/is not available (please specify).
I confirm that this verification document is valid and authentic.
Verifier name:
Task 2 result:
US 27078 version 2 – Assessment – MHA support strategies
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Position:
Achieved
More evidence required
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References

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders – DSM-IVTR (4th ed., Text revision). Washington DC: Author; available at www.psych.org

Babor, T. F., & Higgins-Biddle, J. C. (2001). Brief intervention for hazardous and harmful drinking: A
manual for use in primary care. Geneva: World Health Organization; available at
www.who.int/substance_abuse/publications/alcohol/en/index.html

Hester, R. K., & Miller, W. R. (Eds.). (2003). Handbook of alcoholism treatment approaches: Effective
alternatives (3rd ed.). Boston: Allyn and Bacon.

Mental Health Commission – Te Kaitātaki Oranga; www.mhc.govt.nz

Ministry of Health. (1998). Guidelines for clinical risk assessment and management in mental health
services. Wellington: Ministry of Health in partnership with the Health Funding Authority; available at
www.health.govt.nz

Ministry of Health. (2008). Let’s get real: Real Skills for people working in mental health and addiction.
Wellington: Author; available at www.health.govt.nz

National Addiction Centre: University of Otago, & Matua Raki National Addiction Treatment Workforce
Development Programme. (n.d.). Orientation to the addiction treatment field Aotearoa New Zealand.
Christchurch: Author; available at www.matuaraki.org.nz

Prochaska, J. O., & DiClemente, C. C. (1982). Transtheoretical therapy: Toward a more integrative model
of change. Psychotherapy: theory, research and practice, 19(3), 276-288.

Rollnick, S. & Miller, W. R. (1995). What is motivational interviewing? Behavioural and Cognitive
Psychotherapy, 23, 325-334.

Te Pou o Te Whakaaro Nui, Le Va, Pasifika within Te Pou. (2009). Real Skills Plus Seitapu – Working with
Pacific Peoples. Auckland: Author; available at www.tepou.co.nz

The Werry Centre. (2009). Real Skills Plus CAMHS: A competency framework for the infant, child and
youth mental health and alcohol and other drug workforce. Auckland: Author; available at
www.werrycentre.org.nz

Todd, F.C. (2010). Te Ariari o te Oranga: The assessment and management of people with co-existing
mental health and substance use problems. Wellington: Ministry of Health; available at www.health.govt.nz
Appeals
If you wish to appeal against the assessment result or process, talk to your assessor. If you are still not
satisfied, you can appeal to Careerforce by completing the assessment result appeal form that can be found
online at www.careerforce.org.nz/contact/forms
Feedback
Careerforce regularly reviews its assessment and learning resources. As a user, we would appreciate
feedback on how you found them. Feedback can be provided to Careerforce via an online feedback form at
www.careerforce.org.nz/contact/resource-assessment-feedback or if you would prefer, send an email to
[email protected]
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