HEBCHSI104: AOD Support Interventions Case Study

Assessment Task 4: Case Study Summary 

Overview

Students are required to write a case study based on their work as a Drug & Alcohol (AOD) worker, using a selected client example. The case study demonstrates skills in case formulation, evidence-based interventions, and reflective practice. The client case video will be provided during Session 6.

Assessment Requirements

Submission & Presentation

• Case study length: Approximately 1000 words or 7-minute presentation (plus 3 minutes for class questions).

• Format: Read the Case Study aloud in Session 11.

• Submit the case study document one day before Session 11 via myChisholm.

• APA referencing is required for all frameworks and interventions mentioned.

• Use the ‘Case Report Template’ while viewing the video; it supports note-taking and case formulation.

Important Notes

A. The case study demonstrates your work with a client. In MHAOD services, such case presentations are common for supervision, assessment, and treatment planning.

B. A case study follows a three-step process:

1. Case Report

Created from notes collected during work with the client.

2. Case Formulation

Reflect on:

• Presenting problem

• Four Ps (predisposing, precipitating, perpetuating, protective factors)

• Harm minimisation

• Biopsychosocial model

• MI (Motivational Interviewing), CBT, strengths-based approaches

• Active listening

• Relevant models/frameworks

3. Case Study Write-Up

Explain:

• How your actions reflect chosen theoretical approaches

• Why these approaches represent best practice

• Critical evaluation of your approach

• Identification of skill gaps and proposed improvements

C. Assume several client sessions have taken place to provide adequate information.

D. First-person writing is allowed (e.g., “I discussed…”), but maintain neutrality when describing professional decisions.

E. Use neutral terminology (e.g., “the client”, “they/them”).

F. Refer to the assessment video for additional guidance.

Case Study Structure

1. Synopsis / Executive Summary

• State the purpose and MHAOD context.

• Provide a brief overview of issues and findings (without detailed analysis).

• Identify theories/frameworks used (e.g., biopsychosocial model, person-centred approach, harm minimisation).

• The summary should provide a clear snapshot of the full case study.

2. Client Case Formulation

• Brief description of the client and presenting concerns.

• Provide hypotheses using:

  • Biopsychosocial framework

  • Four Ps (predisposing, precipitating, perpetuating, protective factors)

3. Findings & Discussion

Focus on your professional actions, not the client’s behaviours.

Include:

• Analysis of how you worked with the client

• Supporting evidence from the case

• Reference to relevant frameworks (harm minimisation, biopsychosocial model, ethics, MI, CBT, strengths-based practice, etc.)

Organise this into subsections:

• Identify a professional issue or challenge

• Analyse why it occurred

• Link to theory

• Propose solutions

• Note advantages and disadvantages of each solution

4. Conclusion

• Summarise the main insights from the Findings & Discussion section.

• Reinforce the key learnings and implications for practice.

5. Recommendations

• Justify recommendations that address major issues identified.

• Suggest additional alternatives.

• Provide persuasive, theory-integrated rationale.

6. Implementation

• Outline specific actions: who will do what, and by when.

• Include other parties where relevant (e.g., specialists, referral services, colleagues, the client).

• Provide an estimated timeline if appropriate.

8. Appendices

Optional. May include:

• Completed screening tools (e.g., AUDIT)

• Referral letters

• Medical reports

• Client assessment notes

• Brochures or resources provided to the client

It is acceptable to simply note:
“Client’s completed AUDIT and referral letter are included in the Appendix.”

Brief summary of assessment requirements 

• Task: Write and present a 1,000-word (approx.) case study based on a client worked with as a Drug & Alcohol (AOD) worker; read it aloud in Session 11 and submit document one day prior via myChisholm.

• Length & timing: ~1,000 words or 7 minutes presentation + 3 minutes Q&A.

• Format & referencing: Read in class; APA referencing required for all theories/interventions. Use the provided Case Report Template while viewing the client video.

• Core content to cover: synopsis/executive summary; client case formulation (biopsychosocial + Four Ps); findings & discussion focusing on your professional actions; conclusion; recommendations; implementation plan; references; appendices (optional).

• Assessment focus: demonstration of case formulation, evidence-based intervention choice (e.g., MI, CBT, harm minimisation), reflective analysis of your practice, and ability to justify and implement treatment plans.

• Assessment conditions: assume multiple sessions’ worth of material; first-person allowed but maintain professional tone; submit on time and be prepared for class discussion.

How the Academic Mentor guided the student 

1. Clarify task & success criteria

   • Mentor reviewed the brief, marking rubric and submission deadline. Emphasis was placed on required structure, APA referencing and the oral presentation element to ensure the student understood expectations.

2. Case Report Template usage (preparation)

   • Mentor demonstrated how to complete the Case Report Template while watching the client video: recording presenting issues, risk indicators, relevant history, and initial observations. This ensured the student had organised evidence to build the formulation.

3. Formulation coaching (biopsychosocial & Four Ps)

   • Mentor modelled building hypotheses using the biopsychosocial framework and Four Ps (predisposing, precipitating, perpetuating, protective). The student practiced summarising these in 2–3 concise paragraphs to fit the word limit.

4. Selecting theoretical approaches & evidence base

   • Mentor advised which evidence-based interventions matched the client presentation (e.g., Motivational Interviewing for ambivalence, CBT for dysfunctional thoughts, harm-minimisation strategies) and showed how to cite primary sources in APA.

5. Drafting Findings & Discussion (focus on practitioner actions)

   • Mentor coached the student to shift focus from client symptoms to their professional choices: what techniques were tried, why, what evidence supported those choices, and which aspects were less effective. Mentor helped split this section into clear subheadings: Issue → Analysis → Theory link → Solutions.

6. Developing recommendations & implementation plan

   • Mentor worked with the student to produce actionable recommendations (who does what, by when), including referrals or multidisciplinary involvement, and to present realistic timeframes suitable for class discussion.

7. Risk, ethics and documentation

   • Mentor reviewed how to document risk assessment, confidentiality limits, and ethical decision points. They ensured the student included any screening tools or consent notes in appendices or referenced them appropriately.

8. Writing, editing & APA referencing

   • Mentor provided a concise editing checklist (clarity, word count, neutral language, APA citations) and checked the final draft for academic tone and correct references.

9. Presentation rehearsal

   • Mentor conducted a timed rehearsal, offered feedback on pacing, voice, neutrality of language, and prepared the student for likely Q&A topics.

10. Final checks & submission

    • Mentor confirmed the document was uploaded to myChisholm the day before Session 11, attachments included, and that the student had notes for the live read and Q&A.

Outcome achieved and learning objectives covered

Outcome:

• A 1,000-word case study submitted on time and presented in Session 11, with clear executive summary, a concise biopsychosocial formulation, evidence-based discussion of interventions, justified recommendations, an implementation plan, APA-formatted references, and relevant appendices. The student delivered a confident 7-minute read and responded to class questions.

Learning objectives demonstrated:

• Case formulation: Synthesised client data into coherent hypotheses (Four Ps + biopsychosocial).

• Evidence-based practice: Selected and justified interventions (e.g., MI, CBT, harm minimisation) with appropriate academic citations.

• Reflective practice: Critically analysed practitioner choices, identified limitations and skill gaps.

• Professional communication: Produced a concise written report and delivered an organised oral presentation, including clear recommendations and implementation steps.

• Ethics & risk management: Integrated confidentiality, duty of care, and risk mitigation into the case and appendices.

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