Evaluation of Addiction

Description

Unit 1 introduces the process of assessing substance addictions. Participants will understand the importance of assessment in the treatment of substance use disorders, the different methods and tools used in assessment and which factors should be considered in this process. 

Learning Outcomes

By the end of Unit 1, participants should be able to:

  • Recognize the importance of assessment in the identification and treatment of substance use disorders.
  • Describe the assessment process and its objectives in the context of substance addiction.
  • Understand the role of assessment in treatment planning and treatment monitoring.
  • Identify different evaluation methods and tools.
  • Explain the advantages and limitations of the different evaluation approaches.
  • Recognize the biological, psychological and social factors that influence addiction.
  • Understand the impact of a non-psychiatric comorbidity or dual diagnosis on assessment and treatment.
  • Adapt the assessment to the characteristics of vulnerable populations such as adolescents, pregnant women and LGBTIQ+ people.
  • Demonstrate cultural competence in evaluation.

Knowledge

  • Understand the importance of assessment in the treatment of substance use disorders.
  • Know the assessment process and its objectives in the context of substance addiction.
  • Familiarity with different assessment methods and tools, including standardized assessments.
  • Know the biological, psychological and social factors that influence addiction.
  • Awareness of the impact of comorbidities and dual diagnoses on assessment and treatment
  • Understanding the specifics of assessment for different populations
  • Knowledge of strategies to reduce stigma and discrimination in the evaluation process
  • Awareness of cultural norms, values and beliefs related to substance use.

Skills

  • Identify methods and tools for assessing illicit drug dependence
  • Interpreting evaluation results
  • Recognize patterns of drug use and dependence
  • Use strategies to deal with stigma and discrimination
  • Awareness of ethical and cultural factors in evaluation.
  • Cultural competence to respond to the diverse needs of people from different backgrounds
  • Critical thinking skills to assess the strengths and limitations of different evaluation approaches.

Dynamization and Evaluation

The unit will be developed through:

  • Theoretical exploration
  • Participation in group discussions or activities to explore factors that influence the evaluation of addiction.
  • Videos

The unit will be evaluated through:

  • Quizzes or tests throughout the unit to assess understanding of key concepts.
  • Written assignments at the end of the unit on the role of assessment in treatment planning and progress monitoring.

1.1 Introduction to Illicit Substance Addiction Assessment

1. Importance of Assessment in Addressing Substance Use Disorders

Assessment is a key procedure in the intervention of substance use disorders. On the one hand, it is possible to identify and understand the scale of the problem through assessment and, based on this assessment, develop an appropriate intervention plan. On the other hand, it is at the moment of assessment that the first contact between the person and the health professional is usually established, and it is necessary from the outset to invest in a therapeutic relationship and maintain an empathetic, non-judgmental attitude. To this end, it is necessary to understand the person’s perception and interpretation of the problem, to understand the role of the substance in their functioning and the expectations for change that determine the decision to stop using (Cordeiro, 2017).

At this stage, it is also important to assess the extent of the impact of consumption on the different spheres of the person’s life.

It’s relatively common for the initial request at the first consultations to be for help in controlling consumption, whether or not the decision to stop is already structured. Without an accurate assessment, it will be difficult to develop an effective treatment plan that meets the person’s goals, nor will it be possible to monitor progress throughout recovery.

2. Overview of Assessment Process and Goals

The assessment takes place in different stages and can include screening, clinical and diagnostic assessment.

In the screening phase, the main objective is to identify people who may have a substance use disorder and need a more detailed assessment.

In the clinical and diagnostic assessment phase, the aim is to gather detailed information about the individual’s personality and biological characteristics (which can determine the degree of vulnerability to a particular addiction), the history of substance use, the characteristics of the addiction, the intensity of the pleasure it provides and the speed with which the effect comes on, the discomfort that withdrawal triggers, the socio-cultural context, physical and mental health and treatment needs.

Also during the clinical assessment, it is important to understand what stage of motivation for change the person is in: (1) pre-contemplation: there is no will to change the behavior, absence of awareness or minimization of the problem; (2) contemplation: the person recognizes the existence of a problem associated with consumption but, at the moment, does not achieve a behavior change; (3) determination: there is a commitment and decision to initiate a behavior change; (4) move to action: a behavior change occurs, with a significant investment of time and energy in seeking specialized professional support; (5) maintenance/relapse: once abstinence has been achieved, the person focuses on consolidating and maintaining the change while facing the possibility of relapse (Gómez & Miranda, 2018).

It is essential to explore awareness of consumption as a disease or a problem, as well as previous attempts at treatment and the results in days of abstinence, therapeutic goals, expectations and preferences regarding future treatment.

3. Role of Assessment in Treatment Planning and Monitoring Progress

Assessment is an essential step in defining the Therapeutic Plan. It is during this phase that the substance user has access to information about the different interventions, the level of care and the establishment of realistic recovery goals.

It is the assessment that will make it possible to tailor the treatment to the person’s specific needs, preferences and willingness to change.

The assessment of therapeutic goals is a fundamental stage in ensuring the suitability of the therapeutic plan. It may be necessary to initially opt for a risk reduction strategy, for example, and motivation for abstinence can be built up as the therapeutic relationship is established. As treatment progresses, it is necessary to reinforce progress, and increase adherence to established goals (and/or renegotiate new ones) using evaluation to monitor and assess results.

It is this continuous assessment process that allows health professionals to monitor changes in substance use behavior, identify barriers to recovery, and intervene promptly to support the recovery process.

1.2 Factors to Consider in Illicit Drug Addiction Assessment

The assessment must begin with a clinical history and a history of addiction.

In addition to the exploration of awareness of consumption discussed at the beginning of the module, it is necessary to understand the toxicological history and the evolution of consumption (e.g. age of onset, chronological evolution, motivations for consumption, context in which they occur, periods and doses of maximum or minimum consumption, the reason for the change of substance, among others) (Dirks, Scherbaum, Kis, & Mette, 2017).

After this analysis, they should be asked which is the main psychoactive substance (“drug of choice”) that prompted them to seek treatment, and they should assess their pattern of consumption over the last month. In this assessment, it is also necessary to take into account the use of addictive psychoactive substances obtained through medical prescription (e.g. benzodiazepines, opioids). To establish the severity of the dependency and, consequently, carry out the therapeutic plan, it is necessary to understand the pattern of consumption – frequency, dosage, and time(s) of day. Due to the lack of criticism and/or identification of the need for treatment, the amount reported may be lower than the real amount. Most of the time it can be difficult to quantify actual consumption, so the amount of money spent on consumption and the way it is obtained can be questioned (Gonçalves, Romão and Ismail, 2022).

It is also important to consider the presence of precipitating factors, to assess the circumstances in which consumption occurs (e.g. alone or in a group; in a private setting or in public places) and whether this is habitual behavior or limited to certain activities/moments.

Concerning the person’s overall functioning, it is important to assess the impact of consumption on the different dimensions of life and daily activities, on the economic and occupational situation and the existence of legal problems (Gonçalves, Romão and Ismail, 2022).

Evaluating the family history can give us important indications about the characteristics of interpersonal relationships with the different elements of the family, as well as identifying elements that may be available to get involved in the therapeutic process.

Below are some of the biological, psychological and social factors that influence addiction.

Biological factors:

Genetic predisposition: genetic factors play a significant role in susceptibility to addiction. People with a family history of substance use disorders may have a higher risk.

Psychological factors:

Mental health problems: Concomitant mental health conditions, such as depression, anxiety or trauma-related disorders, commonly coexist with substance use disorders.

Psychological vulnerability: Factors such as stress, trauma, low self-esteem and maladaptive coping mechanisms can contribute to the development and maintenance of addiction.


Social Factors :

Peer influence: Social networks and peer relationships have a significant impact on drug use behavior. Peer pressure, social norms and social support can influence the initiation and maintenance of substance use.

Socio-economic status: Socio-economic factors, including poverty, unemployment and lack of access to resources, can contribute to substance use and dependence.


2. Impact of Co-Occurring Disorders and Dual Diagnosis

The occurrence of comorbidities is very common in people who use drugs.

Therefore, during the evaluation process, it is necessary to identify its existence, which can be of two types:

  • non-psychiatric medical comorbidities: these are very common and should be assessed at the time of the interview and complemented with full physical examinations and/or complementary diagnostic tests. The most prevalent infectious diseases in this population should be considered, such as hepatitis B and C viruses, acquired immunodeficiency virus, other sexually transmitted diseases and tuberculosis (Gonçalves, Romão & Ismail, 2023).
  • psychiatric medical comorbidities (dual diagnoses): co-occurrence of a substance use disorder and another mental illness.  Several epidemiological studies point to the high prevalence of these comorbidities, with a predominance of Personality Disorders, Mood Disorders (e.g. Major Depression, Bipolar Disorder) and Psychotic Disorders. Substance use can lead to the onset of psychiatric symptoms, as can substance use to relieve psychiatric symptoms.


3. Considerations for Assessing Vulnerable Populations

Young People – Teenagers

Adolescence is a period of learning and change, both physical and psychological. It can be a phase of fragility and prone to the appearance of risky behaviors that sometimes represent forms of expression of discomfort. On the other hand, it is a phase of life in which there are many other risk factors, such as peer pressure and impulsiveness.

The assessment of this group must take into account the stage of development the person is at, namely their physical development:

  • cognitive development: being able to analyze situations, use symbols, metaphors or images, imagine the future, define personal goals and evaluate different alternatives. On the other hand, at this stage when greater autonomy is being sought, there may be a greater need to argue for the sake of arguing, jump to conclusions and adopt a more egocentric stance. Adolescents need to see professionals as a help and not as a threat to their independence.
  • emotional development: the acquisition of one’s own identity and the relationship with others; stress and emotion management. There is often a link between substance abuse and emotional regulation in this age group. Substances often mask problems, which are often painful and difficult to deal with in a clinical context (Reynaud, 2008).

It is also important to assess the family dynamics and the relationships that adolescents establish with other peers and adults.

Pregnant Women

Prenatal substance use can have several harmful consequences for both mother and baby. The substance used, the degree of use and the level of exposure all influence the effects of substance use in pregnancy. In addition to the direct effects of drug exposure in utero, several other variables are associated with adverse consequences for mother and baby, including psychiatric comorbidity, multiple substance use, limited prenatal care and interrupted parental care. Taken together, these factors can negatively influence the pregnancy and the baby and should be taken into account in the assessment carried out. Many of the health problems associated with prenatal substance use could be avoided with effective and timely medical care or interventions (Forray, 2016).

Concern about the impact of the substance on the developing fetus may motivate some women to reduce their use of drugs and alcohol during pregnancy.

The assessment should consider screening for the substance used, prenatal care and referral to a specialized treatment program.

LGBTIQ+ Individuals

LGBTIQ+ people face unique challenges related to stigma and discrimination, which in themselves can contribute to substance use as a coping mechanism.

The assessment must be carried out in a culturally competent and sensitive manner. Professionals should never assume the sexual orientation and/or gender identity of the person they are assessing, as this can make the person feel misunderstood and/or insecure, which can exacerbate the addiction problem. Inclusive language should be used and questions about sexual orientation, gender identity and support networks should be addressed.  It is also important that the professional does not make assumptions and/or comments about the sexual experiences and/or gender expression of LGBTQ+ people (Godwin, 2022).

1.3 Ethical and Cultural Considerations

The assessment process is a sensitive moment in the recovery of a person who uses substances. It is often the person’s first contact with specialized services and, as mentioned above, they may still be in a pre-contemplative phase in which they are unable to recognize the problem and its scale.

Professionals must accept their responsibility to ensure the safety and well-being of the person and must act for their good, with respect, sensitivity and compassion. Each person must be treated with dignity, honor and respect, guaranteeing each person’s best interests. To this end, it is important to follow some of the guiding ethical principles listed below.

1. Ethical Principles in Substance Use Disorder Assessment and Treatment

Respect for autonomy

It is based on the assumption that the substance user is capable of understanding the assessment process and making informed decisions in partnership with the professional carrying out the assessment. To this end, the professional must respect the person’s decisions and involve them in the process from the outset.

Confidentiality

From the outset of the assessment process, the professional must clarify the nature of their relationship with each party and the limits of confidentiality.

You must first ensure that the person is fully informed about the assessment process and provide all information in clear and understandable language about the purposes, risks, limitations and costs of the assessment.

Confidentiality and anonymity are fundamental to a good assessment, and protecting the identity and privacy of each person is a primary obligation of the professional.

Beneficence and Non-Maleficence

Professionals must promote people’s well-being (beneficence) while avoiding harm (non-maleficence).

Assessment options should be evidence-based, effective and tailored to the person’s needs, with careful consideration of the potential risks and benefits.

Justice

Fair and equitable access to treatment and resources is essential to addressing substance use disorders.

Professionals should strive to minimize disparities in access to care and advocate for policies that promote social justice and equity.

 

2. Cultural Competency and Sensitivity in Assessment Practices:

In a multicultural world, it is necessary to adapt assessment/intervention strategies to the users, and to the way they see themselves and the world.

Multicultural competencies emphasize the importance of being aware of the negative emotional reactions we can have towards a group that is different from our own. It is particularly important to listen and learn the view of the substance user and not to impose the view of professionals. Diversity also means that each person is unique (Ivey & Ivey, 2007).

Cultural awareness

  • Cultural competence implies recognizing and respecting people’s cultural beliefs, values and practices.
  • Health professionals should strive to understand the cultural context in which substance use occurs and adapt assessment practices accordingly.

 

Language and communication

  • Effective communication is essential in assessment and treatment environments, especially when working with people from different cultural backgrounds.
  • Professionals should use simple language, avoid jargon and hire interpreters or language services as necessary to ensure clear and precise communication.

 

Cultural Opening

  • Cultural openness involves recognizing one’s cultural prejudices and limitations and committing to continuous learning and self-reflection.
  • Professionals should approach each person with humility, openness and a willingness to learn from their experiences and perspectives.

 

3. Addressing Stigma and Discrimination in the Assessment Process

The term “stigma” is used to represent the attitudes, beliefs, behaviors and structures that interact at different levels of society (e.g. people, groups, organizations, systems) and manifest themselves in prejudiced attitudes and discriminatory practices against people with substance use disorders. Although substance use disorders are chronic and treatable medical conditions, studies show that people with these disorders still face discrimination and stigma that can affect their health and well-being in several ways, including avoiding seeking support.

Stigma reduction

  • The terms commonly used to refer to people with addiction often reflect the misconception that drug use and related behaviors are a choice, not a compulsion and that they are to blame for their medical condition. Studies show that terms like “junkie” and “addict” feed negative prejudices and dehumanize people, influencing professionals’ attitudes. An important step towards eliminating stigma is to replace stigmatizing language with adjusted and empowering language that doesn’t equate people with their condition or have negative connotations.
  • Professionals should work to reduce stigma by challenging stereotypes, promoting empathy and understanding, and advocating for policies that reduce discrimination against people with substance use disorders.
  • People with substance use disorders can face mistreatment, stereotypes and negative prejudices from society, including in healthcare settings. These challenges can lead them to avoid seeking help. On the other hand, they may already feel guilt and take responsibility for their illness – self-stigma, adopting negative attitudes towards themselves and their substance use. Shame and isolation can even reinforce substance use/abuse.

 

Trauma-informed care

  • Many people with substance use disorders have experienced trauma, which can exacerbate stigma and discrimination.
  • Trauma-informed assessment practices involve recognizing the impact of trauma on people’s lives, providing a safe and supportive environment and offering trauma-specific interventions as needed.