Inherent requirements – Certificate IV in Alcohol and Other Drugs CHC43215
Read about the abilities, attributes, skills and behaviours needed to meet the learning outcomes of the Certificate IV in Alcohol and Other Drugs CHC43215.
You should carefully consider the following inherent requirement statements for the Certificate IV in Alcohol and Other Drugs CHC43215 as:
- a guide for your learning during the course
- a way to identify challenges you may have in meeting the requirements.
This relates to the understanding and ability to comply with Australian and Victorian law and professional accreditation regulations. Examples include: Child protection and safety legislation (including the ability to pass a Working with Children Check) Criminal History / Police Checks Occupational health and safety Anti-discrimination legislation
Rationale
Understanding legal frameworks such as child protection, privacy, anti-discrimination, and workplace safety is essential to protect clients and maintain professionalism in sensitive Alcohol and Other Drugs (AOD) settings as required.
Examples
Understand and apply confidentiality and privacy legislation about disclosures.
This relates to the student's ability to understand and adhere to standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with. Examples include:
- Complying with academic and non-academic conduct codes and policies, including academic integrity policies
- Understanding and complying with professional standards, codes of practice, and guidelines
Rationale
Students must uphold ethical standards maintaining boundaries, demonstrating cultural safety, and acting with integrity to build trust and ensure safe, respectful engagement with people experiencing substance use.
Examples
Use the ACWA Code of Ethics when modelling AOD support: https://staging.acwa.org.au/wp-content/uploads/2023/03/ACWA-Ethics-and-…
- Adhere to the Student Conduct Policy in all settings.
- Adapt approaches to respect cultural needs including Aboriginal and Torres Strait Islander people.
- Reflect ethical decision-making in case documentation and simulations.
Where relevant, this relates to considerations of current scope of practice, workplace health and safety, and any other matter related to safety.
Examples include:
- Ability to understand and comply with all relevant workplace health and safety policies and practices
- Ability to identify and respond to alarm systems
- Ability to understand and demonstrate compliance with current scope of practice
- Ability to manage one's own health in a manner that promotes the ability to fulfil the requirements of study, placements, and the role/s for which the study typically equips the graduate
Rationale
Safe practice is essential in Alcohol and Other Drugs (AOD) work to protect clients, colleagues, and students from harm. Students must be able to comply with health and safety requirements, scope of practice, boundaries and self-care strategies.
Examples
- Identify and respond appropriately to emergencies;
- Setting and respecting appropriate boundaries between self and others;
- Manage personal health and wellbeing to meet the demands of the learning and teaching environment.
This relates to the student's capacity for knowledge acquisition, utilisation and retention. It also includes metacognitive capacity such as awareness of one's own thinking, and the ability to reflect, evaluate, adapt and implement new cognitive strategies. Examples include:
- Focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet the course objectives
- Ability to reflect and take personal responsibility
- Ability to apply knowledge in practical and theoretical assessment settings
Cognition - knowledge & cognitive
Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning.
Rationale
Students must integrate theoretical knowledge such as harm reduction models, mental health comorbidity, and brief intervention techniques with practical skills to support client care safely and effectively.
Examples
- Understand and apply evidence based techniques in a supervised environment when setting recovery goals;
- Use memory and focus to recall procedures when managing support needs;
- Incorporate trauma-informed principles to practice.
Cognition – metacognition
Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning.
Rationale
Awareness of one’s own thinking and the ability to reflect is key for safely adapting practice in the complex and emotionally charged Alcohol and Other Drugs (AOD) field.
Examples
- Undertake reflective practice;
- Demonstrate self-awareness and authentic connections with a range of people;
- Use supervisor feedback to adjust learning strategies.
This includes both writing and reading, and is also linked to English language proficiency (literacy requirements are always established in terms of English). NB: For VE, literacy requirements are based on the Australian Core Skills Framework (ACSF). Examples include:
- Capacity to comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments
- Producing clear, accurate documentation relating to practical tasks
Rationale
Language proficiency enables accurate interpretation of treatment plans, policy documents and legal aspects of Alcohol and Other Drugs (AOD) practice, ensuring clear and professional communication.
Examples
- Read and summarise Alcohol and Other Drugs (AOD) treatment guidelines and referral instructions.
- Author clear and compliant case notes in client records.
- Interpret organisational and legislative documents to inform safe practice.
This includes any form of numeracy required to complete the course successfully. For many courses, this will be basic functional numeracy. NB: For VE, numeracy requirements are based on the Australian Core Skills Framework (ACSF). Examples include:
- Competent reasoning and reliable accuracy with numerical concepts
- Ability to perform basic mathematical tasks
Rationale
Numeracy skills support planning, data handling, and resource management in Alcohol and Other Drugs (AOD) contexts for example, when assisting clients with budgeting, scheduling, or evaluating service outcomes.
Examples
- Interpret, for example - program rosters and transport timetables for time management;
- Understand range of units of measurement relating to substances;
- Support clients in budgeting or planning routines for activities.
Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences.
Examples include:
- Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions
- Ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication
- Ability to produce English text to the expected standard (NB: This is a skill that may be developed throughout a course, and should be identified as such in any inherent requirements statement)
Communication - verbal
Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences.
Rationale
Verbal communication is essential to build rapport, conduct interviews, provide information, and advocate effectively for clients in Alcohol and Other Drugs (AOD) contexts. Students must be able to engage in discussions that are respectful, culturally safe, and tailored to client needs.
Examples
- Conduct an intake interview asking clear and appropriate questions;
- Advocate for access to housing, health, or counselling services;
- Facilitate a small group session ensuring all participants are included.
Communication - non-verbal
Non-verbal communication skills that enable respectful communication with others.
Rationale
Non-verbal communication is critical for interpreting and responding to client needs in all settings. Respectful, congruent body language builds safety and trust.
Examples
- Recognise signs of agitation, discomfort, or intoxication in body language.
- Use appropriate eye contact, posture and tone to meet the needs of others;
- Practice respectful non-verbal communication in all settings (for example, calm tone, open stance).
Communication - written
Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients.
Rationale
Written communication must be clear, accurate, and professional to meet organisational and legal standards. Students must demonstrate the ability to complete case notes, incident reports, and other documentation to support safe and accountable Alcohol and Other Drugs (AOD) practice.
Examples
- Write professional case notes that document client interactions objectively and accurately.
- Prepare referral letters outlining client needs;
- Complete reports using concise and factual language.
This includes visual, auditory and tactile capacity. NB Care must be taken to not prescribe any sensory ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. Examples include:
- Ability to interact with visual inputs sufficiently to manage learning environments
- Ability to interact with auditory inputs sufficiently to manage learning environments
- Ability to respond to tactile input and provide appropriate tactile interaction
Sensory ability - visual
Ability to interact with visual inputs sufficiently to manage learning environments.
Rationale
Sensory awareness supports safe, inclusive practice especially during direct client contact or virtual delivery and assessment.
Examples
- Recognise cues and identify hazards to ensure safety of self and others;
- Paying attention to visual cues during online learning or telehealth sessions to maintain engagement;
- Respond appropriately to visual cues when interacting with others.
This includes a person's ability to sustain their performance in a given activity or series of activities over time. Care must be taken to not prescribe sustained performance in a way that allows no room for temporary changes to performance levels due to illness or other factors. Examples include:
Ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement
Rationale
Students must sustain physical, emotional and cognitive performance to engage effectively in Alcohol and Other Drugs (AOD) support roles. The ability to maintain focus and emotional regulation during all interactions is critical for safety and learning outcomes.
Examples
- Maintain engagement and professionalism in all settings;
- Demonstrate and sustain emotional regulation and attention when working with people.
This includes the personal flexibility and resilience required to adapt behaviour to different situations, even when they are stressful or difficult. NB Care must be taken to allow room in the inherent requirements for the individual to demonstrate behavioural adaptability through withdrawing from activities for a time to undertake medical interventions and self-care measures. Examples include:
- Ability to adjust ways of working to work within teams of varied personal and professional backgrounds
- Being receptive and responding appropriately to constructive feedback
- Maintaining respectful communication practices in times of increased stressors or workloads
- Adjusting to changing circumstances in a way that allows self-care
Rationale
Students must demonstrate flexibility, resilience, and the ability to adapt behaviour to maintain professionalism and client safety. Adaptability also includes being able to prioritise self-care and wellbeing.
Examples
- Respond constructively to feedback;
- Maintain respectful communication with people when under pressure;
- Implement self-care strategies when working under pressure, ensuring sustainable practice.
If you remain interested or engaged in the course, you should discuss your concerns with the College staff such as the Course Chair as soon as possible.
If the challenges are related to your disability or health condition contact Accessibility Services to discuss possible strategies and reasonable adjustments.