Applied Addiction Recovery – BA (Hons)

This module focusses on the relationship between substance use and mental health. The module will enable students to understand the concept of mental health, the impact of substance use, and the connection to well-being. The module adopts a multidisciplinary approach to addiction within a mental health context applying diverse theories from psychology, psychotherapy and social policy. This module will address the complexities of mental health, addiction and dual diagnosis supporting the development of knowledge and skills to enhance professional practice.

This module is designed to introduce students to the broad concept of addiction.The module will introduce broad principles in psychology such as family systems theory, psychodynamic and social learning theories. The module will open with theoretical and practical issues relating to the study of addiction with particular emphasis looking at the historical context. Over the course of the module students will be presented with a wide range of theoretical frameworks which underpin the study of addiction such as biological and socio-cultural, philosophical and psychological perspectives.

This module provides a comprehensive introduction to the fundamental principles of personal development, focussing on the main theories related to personal development. This module will describe what reflective practice is and, identify how reflection as a tool, is used to facilitate learning, and linking personal with professional development. Students will be introduced to experiential group sessions which are continued weekly throughout the semester; with the emphasis on being a reflective learner rather than doing reflective learning.

Considering and exploring youth work in Ireland Learners will consider what youth work involves, and explore the current areas of youth work provision, mapping the services available and the models of provision in situ in Ireland. Students will also review that provision through the lens of sustainable development goals, human rights and social justice.

This module offers students an understanding of community development.
It explores the structures, cultures and dynamics that shape communities. Students will analyse how communities form, function, and adapt within diverse and changing socio-political environments. The module considers the skills required for effective community work, including community organising, facilitation, leadership, advocacy, and working with marginalised groups. Students will explore how theories of community dynamics apply to real-world contexts. Sustainable development, ethical engagement, cultural responsiveness, and critical reflection are central themes, preparing students to operate effectively and ethically in complex community settings.

This module supports learners to build cultures, processes and practices within communities to ensure safety and to protect the integrity of service users, without fear of bullying, abuse, intimidation or harassment.

Addiction is a complex and multifaceted phenomenon, incorporating biological, psychological and social factors and determinants. The BioPschoSocial model is a comprehensive lens to deepen the understanding of addiction, incorporating a broader and deeper analysis of addictive usage. The module aims to develop students understanding of the broad range of factors that contribute to addictio n, their impact and interaction in addiction. This module will include field trips to support students to understand the applied nature of theory in practice.

There are many models of addiction treatment and numerous way people recover from addiction. The module aims to explore the range of treatment approaches Nationally and International, describe best practice guidelines for treatment provision and provide an overview of the ‘lived experience of recovery’.

This personal development module is designed to guide students through a reflective journey of self-exploration, with the goal of fostering a strong and authentic professional identity. Through a combination of experiential learning, self-assessment, and guided reflection, students will develop deeper self-awareness, clarify their values, and begin to align their personal strengths and aspirations with their professional goals.
The module will emphasise the interconnectedness of personal growth and professional development. Students will engage with topics such as personal and family values, personal motivation and identity formation. By exploring how these elements shape decision-making, communication, and leadership style, learners will gain tools to navigate both academic and career pathways with confidence and purpose.

This module will focus on developing the key facilitation skills required for the community and voluntary sector. It will prepare and seek to develop skilled community group leaders and facilitators.

The aim of the module is to facilitate students to critically evaluate the case management Approach (CMA) as a model of care for substance mis-users.
Learners will focus on theoretical basis for Case Management Approach (CMA) over the period of the module and will be required to appraise the evidence base for its use and effectiveness while learning the skills of Case Management. The theoretical underpinning of the module is based on national policy and evidence-based practice, that service users should be helped meet their goals using a case management process, and service users should have a distinct say in their own rehabilitation (Reducing Harm, Supporting Recovery, Department of Health).

The aim of this subject is to develop students understanding to the range of biological and physiological disorders related to alcohol and other drug use.

The aim of the placement is to develop students’ capacity to become professional practitioners in Addiction Recovery practice. The placement is based on Samhsa’s TAP 21 Addiction competencies which comprises of four themes.

The placement will be 150 hours in total within the semester. The placement will require two full consecutive days to be timetabled at the placement provider. The other three days will be attending lectures/tutorials as required.

Evidence based practice has grown in in treatment provision. The aim of this module is to build on the applied intervention module and develop students’ skills in working with clients in treatment settings . The module will be informed by the principles and core skills of motivational interviewing.

This module aims to continue to develop students’ understanding of ethical principles and the importance of maintaining professional boundaries in academic, clinical, and workplace settings.

The aim of this module to discuss the link between addiction and communities. The module specifically will focus on the link between deprivation and addictio n exploring structural factors that contribute to the prevalence of addiction in society. In addition to this, the module will focus on how communities can be empowered, creating recovery communities and enhancing recovery outcomes for individuals and communities. The module will be informed by the National Drug Strategy (2017-2025).

This module is directly linked to year 3 module: Non-substance related behavioural addictive disorders. This module explores the concept of addiction through the theoretical and practical frameworks of behaviourism. Students will critically examine how principles such as classical conditioning, operant conditioning, and social learning provide insights into the development, maintenance, and treatment of addictive behaviours. The module will evaluate empirical studies and clinical interventions that are rooted in behaviourist theory. Students will also explore the ethical implications of behavioural interventions and consider the strengths and limitations of a purely behavioural model in understanding addiction. Students will develop a nuanced understanding of how learned behaviours can contribute to addictive patterns—and how behavioural strategies can aid recovery.

The aim of the placement is to develop students’ capacity to become professional practitioners in Addiction Recovery practice. The placement is based on Samhsa’s TAP 21 Addiction competencies which comprises of four themes. Placement will consist of not less than 150 hours to be accrued over the semester.

Placement provision will be undertaken on two consecutive days, which must be timetabled together to ensure learning outcome attainment.

This personal development module focuses on the concept of resilience as a key factor in developing and maintaining professionalism across the addiction sector. Students will explore the psychological, emotional, and behavioural components of resilience and how they influence the ability to manage stress, adapt to change, maintain integrity, and perform consistently under pressure.

Prevention interventions play a significant role in reducing the chances that progression to problematic substance use will occur. The focus of the module will be to introduce the programmes and polices implemented in evidence-based prevention of substance use and the theories underpinning them.

This module explores the relationship between trauma and addiction, emphasizing trauma-informed principles in understanding, preventing, and treating addiction. It aims to equip students with knowledge and strategies to support individuals affected by addiction in a compassionate and effective way. Working in this way facilitiates a humanistic approach to engaging with individuals and families affected by addiction.

This module provides an in-depth examination of non-substance-related addictions, also known as behavioural addictions. It explores how certain behaviours—such as gambling, gaming, shopping, internet use, and compulsive eating—can become compulsive and harmful, mirroring the psychological and neurological patterns seen in substance-based addictions.

The aim of the placement is to develop students’ capacity to become professional practitioners in Addiction Recovery practice. The placement is based on Samhsa’s TAP 21 Addiction competencies which comprises of four themes.

The placement will consist of not less than 150 hours to be accrued over the semester. The placement provision will be delivered on two consecutive days at the placement provider.

This module supports students with ongoing practice development by supporting the personal imopact the exploration and development of their practitioner identity, enabling them to transition confidently from student to emerging professional. It emphasizes the ongoing process of professional growth, encouraging critical selfreflection, values clarification, and the integration of personal and their ongoing professional role.

This module will explore the social-ecological factors that contribute to drug use and misuse. Students will explore questions such as; why do some people use drugs, while others do not? And why do some people become involved in sale and of illicit drugs despite knowing that such behaviours increase the risk of involvement with the criminal justice system? This module will introduce students to the interactivity of sociocultural, familial, economic, and physical  environmental factors that disproportionately influence drug-related harms among particular groups of people and communities.

Evidence based practice has grown in in treatment provision. The aim of this module is to build on the applied intervention module and develop students’ skills in working with clients in treatment settings . The module will be informed by the principles and core skills of motivational interviewing.

This module advances the study of physiological aspects of addiction. The focus is advance students’ understanding of addiction physiology by exploring the long-term adaptations in neural circuitry, cutting-edge treatment research, and the real-world translation of neuroscientific knowledge into clinical practice and health policy.

The aim of the placement is to develop students’ capacity to become professional practitioners in Addiction Recovery practice. The placement is based on Samhsa’s TAP 21 Addiction competencies which comprises of four themes.

This placement will consist of not less than 150 hours to be accrued over the duration of the semester. The placement will require two consecutive days with the placement provider, to be timetabled as two consecutive days.

The aim of this module is to introduce the learners to the concept of management (profiling, politics, epidemiology) and develop an awareness and understanding of the range of factors that influence the prevalence of addiction issues. The module is the theoretical precursor to the final year consultancy project. During the course of this module the learner will attain understanding regarding the contextual environment, policy and community responses to community issues as they arise in practice, as well as an understanding of how to develop a multi-disciplinary partnership approach to addressing complex dynamic social issues.

The aim of this module is to advance learners knowledge of issues impacting on Irish community work in the area of addiction using the lens of critical social policy analysis. Learners will have the opportunity to reflect on the
normative and neoliberal assumptions about the contemporary role of community and voluntary organisations as service delivery vehicles for the state. The module will extend out learners expectations of the potential role of community work beyond that of service delivery to explore the political role of the sector through human rights and social justice approaches. Learners will consider advocacy and policy skills required in the C&V sector for influencing policy for social change as it relates to the topic of addiction support services

This module explores the relationship between personal development and therapeutic presence, with direct emphasis on how the practitioner’s self-awareness, emotional insight, and reflective capacity enhance their ability to be fully present with clients.

There is a growing recognition of the need to enhance the sustainability of recovery for people who overcome addiction. The module will introduce students to the ‘lived experience of recovery’ and the concept of ‘recovery contagion’. Furthermore, The module aims to describe the role of recovery capital in sustaining recovery long term for individuals who overcome addiction. Finally, the module will explore new mechanisms for evaluating recovery capital (Rec-Cap), describe recovery frameworks and explore policy development around addiction recovery (AR).

The aim of the placement is to develop students’ capacity to become professional practitioners in Addiction Recovery practice. The placement is based on Samhsa’s TAP 21 Addiction competencies which comprises of four themes.

This placement will require the attainment of not less than 75 hours over the duration of the semester. The placement will require two consecutive days with the placement provider and the module must be timetabled for two consecutive days to attain learning outcomes.

The aim of the module is to introduce the learners to the concepts of information management within an the addiction field. This module explores the Information Systems and Technologies available for capturing, managing, storing and presenting information. Information management is a cycle of processes that support the organisations learning activities: identifying information needs, acquiring information, organising and storing information, developing information products and services, distributing information, and using information (Choo, 1995).

This experiential module is designed to develop the interpersonal, emotional, and communication skills essential for effective therapeutic and facilitative practice. It
introduces students to core concepts and techniques used in counselling and helping relationships, such as active listening, empathy, reflection, paraphrasing, and appropriate use of silence.

This is a capstone module which draws from modules delivered throughout the programme. The aim of the module is to encourage learners to develop integrative learning, independent thought and critical reflection skills as they bring together a range of concepts, theories, frameworks and practices within a live business setting. The module focuses on the identification of a live sectoral partner with a specific and identifiable requirement in the area of addiction which encompasses several of the operational and theoretical elements covered in course content.

This module aims to assist participants as they explore a number of current issues that face those working in contemperory addiction recovery services in Ireland. The module will provide flexibility in order to ensure that students have the most relevant and up to date information.

The aim of the placement is to develop students’ capacity to become professional practitioners in Addiction Recovery practice. The placement is based on Samhsa’s TAP 21 Addiction competencies which comprises of four themes.

This placement module requires the attainment of not less than 75 hours over the duration of the semester. This module requires two consecutive days to be timetabled together in order to assure the attainment of the learning outcomes.

This capstone module has the specific focus to equips individuals with tools and strategies to navigate personal challenges that arise in professional environments.
Participants will learn how to manage internal conflicts, identifying group dynmics, communicate effectively, and maintain personal well-being while meeting professional demands.