MAAP005 Comorbidity & Trauma Informed Care Assignment Brief 2026 | DkIT

MAAP005 Assignment Brief

Allocation of Marks

1.1 Module aims and objectives

The aim of the module is to facilitate students to explore and critically evaluate the concept of co-morbidity and the influence of trauma in the lived experience of addiciton. Learners will examine a range of conditions which commonly co-occur with addiction, including polydrug use, and a range of psychiatric and mental health disorders as well as examine the influence of trauma and treatment modalities associated with co-morbid disorders and trauma experience associated with addiction

1.2 Minimum intended module learning outcomes

On completion of this module students will be able to:

1. Critically discuss the incidence and prevalence of a range of conditions which co- occur with addiction
2. Critically discuss evidence supporting the relationship between different types of addiction and other co-occurring conditions
3. Critique the impacts of early trauma on clients and their families
4. Critically appraise the relationship between Comorbid conditions, experience of Trauma and Addiction
5. Critically discuss emerging approaches in the treatment of co-morbid conditions and trauma in Addiction

1.3 Rationale for inclusion of the module in the programme and its contribution to the overall IPLOs

There is significant evidence that addiction is closely related to both early trauma and indeed other adverse experiencecs and comorbid conditions. There is high prevalence of comorbid conditions with a range of addictions. There is broad agreement that the emerging evidence suggests that conditions commonly referred to as ‘comorbid’ can both sometimes mask addiction difficulties and inhibit the successful treatment of them. Within that context, it is considered vital that a higher order understanding of the place of trauma and comorbid presentations in the experience of addiciton and the incorporation of Trauma Informed Principles within treatment interventions. The module will also introduce the learner to issues relating to harm, self harm as well as suicide and violence risk management .The contribution of the relevant MIMLO’s to the MIPLO’s associated with the Awards of MA in Addiction Studies; MA in Addiciton Counselling; MA in Addiction Recovery; PG Diploma in Addiction Studies; PG Diploma in Addiciton Counselling; PG Diploma in Addiction Recovery or Certificate in Addiction Studies (Gambling) are set out in the Mapping Section of the Validation Documentation.

1.4 Information provided to learners about the module

Learners will receive a programme handbook at the outset of the programme, which will be available on the programme’s learning management system, with an outline of each module, including the MIPLOs and MIMLOs, lecture titles and content, timetable for delivery, and assignment briefs and deadlines.

1.5 Module content, organisation and structure

This module will be delivered in the second semester. Both didactic teaching as well as interactive classroom-based teaching will be the primary modalities of teaching. Teaching will be informed by current research and practice-based evidence, with an emphasis on  evaluation,   analysis   and   criticism   of   evidence.   Much of the professional literature establishes that there are a range of mental health conditions which commonly co-occur in addiction contexts. This module will examine the conceptual basis for co-morbid conditions as well as the manifestation of common co-occurring conditions and treatment principles and approaches commonly used. Additionally, the syllabus provides  the  student  with  an  opportunity  to  engage  with  contemporary  perspectives  and discourses relating to understanding the concepts of vicarious trauma, re-traumatisation and the relationship between trauma and risk including interpersonal violence, substance abuse, self-harm and suicidality. The   module   supports   learners   to understand the nature and contexts of various types of trauma and the impacts of trauma, with  particular  emphasis  on  trauma  experienced  in  the  earlier  stages  of  the  lifespan.  The consequences of  trauma  and  its  association  with  addiction  will  be addressed.  Modular content will  examine  a  range  of  approaches  to  supporting  people  who  have  experienced  trauma. It will explore the principles and values associated with Trauma Informed Care and will encourage the student to develop   a   robust   understanding   of   a   strengths-based   approach   and   examine the relationship between recovery-based philosophies and Trauma Informed Care. Teaching will explore how trauma informed care can be integrated into  practice making  distinctive  connections  with  other  competencies  acquired  across  the programme.  Finally, this module will also address the necessity of creating safe environments and  the importance  of  a broadly based and inclusive  ecological  approach  when  working  with  those  experiencing  or recovering from addiction. The syllabus provides the student with an opportunity to critically engage with contemporary perspectives and discourses relating to practice within the field of Addiction treatment, while fostering personal reflection in line with professional norms at this level. This module will be delivered over 12 weeks and will be guided by the following themes across the period. Please refer to the indicative timetable in Section 5.4 for information on timetabling.

1.6 Module teaching and learning (including formative assessment) strategy

This module will be delivered primarily through synchronous classroom-based and online synchronous classroom lectures that are interactive in nature, and self-directed learning with research opportunities and reflection.  Additional readings will be assigned on the College’s learning platform to support independent study. It is expected that learners will analyse, evaluate and reflect on the theory presented.  The use of published research, case studies, videos and vignettes will provide learners with opportunities to explore concepts relevant to the module.  Learners will be provided with opportunities to respond to core and recommended reading via on-line discussion fora.

1.7 Work-based learning and practice-placement

N/A

1.8 E-learning

The programme is designed to accommodate the use of Blended Learning approaches. Teaching on this module will be undertaken as set out above. In terms of e-learning, the module will utilise 6 hours of Directed E- Learning on all delivery modes; with an additonal 6 hours of on-demand e-learning on the part time & full time evening delivery modes.

Both of these e-learning components will be prepared and delivered by the Module Lead/Lecturer.

1.9 Module physical resource requirements

Classroom-based face-to-face lectures will normally be scheduled for delivery at the ICHAS premises in Limerick or approved remote locations (e.g. the campus facilities at Griffith College, Dublin). In addition to the online library resources, the students have access to an on-site library facilities at both the Limerick and Dublin campuses.

1.10 Reading lists and other information resources

1.10.1 Recommended Reading

Barlow, J (2019) Hidden Harm Practice guide. HSE/ Tusla. Dublin (online resource). Available at https://www.hse.ie/eng/about/who/primarycare/socialinclusion/addiction/nationaladdiction-training/national-hidden-harm-project/hiddenharmpracticeguide-2019.pdf  Calipari, E. S., & Gilpin, N. W. (2021). Neurobiology of addiction and co-morbid disorders.

Academic Press.

Chandler, T. L., Dombrowski, F., & Matthews, T. G. (2022). Co-occurring mental illness and substance use disorders : evidence-based integrative treatment and multicultural application. Routledge

1.10.2 Supplementary Reading

Clark, C. et al. (2015). Treating the trauma survivor: an essential guide to trauma-informed care. New York: Routledge

Himelstein, S. (2019). Trauma-informed mindfulness with teens : a guide for mental health professionals (First edition. ed.). New York: W.W. Norton & Company.

Kinsler, P. J. (2018). Complex psychological trauma: the centrality of relationship. London &

New York: Routledge, Taylor & Francis Group

Najavits, L. M. [2017] Recovery from trauma, addiction, or both : strategies for finding your best self. New York : Guilford Press.

West, J. D. (2021). Using image and narrative in therapy for trauma, addiction and recovery.

Jessica Kingsley Publishers.

Winhall, J. (2021). Treating trauma and addiction with the felt sense polyvagal model : a bottom-up approach (1st ed.). Routledge.

Brooks F. & McHenry B (2015) A contemporary Approach to Substance Use Disorders and Addiction Counselling. 2nd Edition. American Counselling Association. Wiley

Dom, G., & Moggi, F. (2015). Co-occurring Addictive and Psychiatric Disorders : A PracticeBased Handbook from a European Perspective (1st ed.). Springer Berlin Heidelberg : Imprint:

Springer,

MacGabhann, L. and Ireland. National Advisory Committee on Drugs. (2004). Mental health and addiction services and the management of dual diagnosis in Ireland. Dublin, Stationery Office

Miller, M. (2013). Dual diagnosis : drug addiction and mental illness. Mason Crest Publishers. Moglia, P. (2018). Addictions, substance abuse & alcoholism (Second edition. ed.). Salem Press, a division of EBSCO Information Services, Inc. Grey House Publishing.

National Advisory Committee on Drugs (2004), Mental health and addiction services and the management of dual diagnosis in Ireland, Stationery Office Dublin

1.11 Specifications for module staffing requirements

Lecturers will be expected to hold a Masters level Qualification in a relevant Discipline and considerable professional experience in the area of Psychological Treatment of Addiction as well as having experience of Blended/ Online Learning.

1.12 Module summative assessment strategy 

Please refer to Section 5.10 for an outline of the overall Programme Assessment Strategy.  

[1] WTE is the whole-time equivalent number. The number 1 indicates a fulltime person fully dedicated to the programme.

0.5 indicates a part-time person available to this programme half of the time.