ICPS College Professional and Advanced Diploma Pathways in Addiction Studies: Course Content, CPD, Fees and Start Dates

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Course start date: 5 September 2026 (shown in the ICPS booking system when checked on 17 August 2026). Pricing: current booking entries show €595 or €695 depending on the selected intake; confirm the live price, deposit and availability at https://www.icps.ie/booking before enrolment.

Professional and Advanced Diploma Pathways in Addiction Studies

ICPS College presents Professional and Advanced Diploma Pathways in Addiction Studies as a multi-perspective exploration of addiction that combines biological, psychological, social, trauma-informed and depth approaches. This detailed course guide explains the purpose of the programme, its main themes, the learning experience, professional relevance, assessment considerations and the boundaries that matter when addiction education is applied in real settings. It is written for addiction workers, counsellors, psychotherapists, healthcare staff, students and other professionals who want structured, live-online learning in addiction studies in Ireland.

Addiction rarely has one cause or one solution. Substance use and behavioural addictions can involve reinforcement, stress, attachment, trauma, shame, social context, neurobiology, grief, identity, housing, health and access to support. A serious addiction studies course therefore benefits from more than a narrow symptom list. The ICPS approach described here brings biological, psychological, social, trauma-informed and depth perspectives into conversation so that learners can formulate rather than stereotype.

The course should be read as professional education and continuing professional development. It can strengthen knowledge, reflective capacity and communication, but it does not turn every learner into a prescriber, emergency clinician or independently accredited addiction psychotherapist. Scope, supervision, safeguarding, local service protocols and referral remain central to ethical practice.

Course content and academic foundations

Module 1: orientation and language

In the orientation and language strand, learners examine substance use, behavioural addictions and neurobiology as connected elements of addiction formulation. The point is not to memorise fashionable terminology, but to ask how each idea changes what a practitioner notices, what questions are appropriate, how risk is understood and what support can be offered within role. Cases can be considered in context, with attention to language, stigma, client agency, uncertainty and the difference between a working hypothesis and a definitive claim.

Applied discussion can then connect these themes to the therapeutic relationship. A client may feel ambivalent, ashamed, frightened, angry, physically unwell or exhausted by previous services. The practitioner needs enough structure to assess and plan, but enough curiosity to avoid reducing the person to a behaviour. Reflective practice helps learners notice rescuing, judgement, collusion, avoidance, over-confidence and countertransference, while supervision supports decisions that should not be made alone.

Module 2: neurobiology and reinforcement

In the neurobiology and reinforcement strand, learners examine behavioural addictions, neurobiology and motivational interviewing as connected elements of addiction formulation. The point is not to memorise fashionable terminology, but to ask how each idea changes what a practitioner notices, what questions are appropriate, how risk is understood and what support can be offered within role. Cases can be considered in context, with attention to language, stigma, client agency, uncertainty and the difference between a working hypothesis and a definitive claim.

Applied discussion can then connect these themes to the therapeutic relationship. A client may feel ambivalent, ashamed, frightened, angry, physically unwell or exhausted by previous services. The practitioner needs enough structure to assess and plan, but enough curiosity to avoid reducing the person to a behaviour. Reflective practice helps learners notice rescuing, judgement, collusion, avoidance, over-confidence and countertransference, while supervision supports decisions that should not be made alone.

Module 3: assessment and formulation

In the assessment and formulation strand, learners examine neurobiology, motivational interviewing and harm reduction as connected elements of addiction formulation. The point is not to memorise fashionable terminology, but to ask how each idea changes what a practitioner notices, what questions are appropriate, how risk is understood and what support can be offered within role. Cases can be considered in context, with attention to language, stigma, client agency, uncertainty and the difference between a working hypothesis and a definitive claim.

Applied discussion can then connect these themes to the therapeutic relationship. A client may feel ambivalent, ashamed, frightened, angry, physically unwell or exhausted by previous services. The practitioner needs enough structure to assess and plan, but enough curiosity to avoid reducing the person to a behaviour. Reflective practice helps learners notice rescuing, judgement, collusion, avoidance, over-confidence and countertransference, while supervision supports decisions that should not be made alone.

Module 4: motivational conversations

In the motivational conversations strand, learners examine motivational interviewing, harm reduction and trauma as connected elements of addiction formulation. The point is not to memorise fashionable terminology, but to ask how each idea changes what a practitioner notices, what questions are appropriate, how risk is understood and what support can be offered within role. Cases can be considered in context, with attention to language, stigma, client agency, uncertainty and the difference between a working hypothesis and a definitive claim.

Applied discussion can then connect these themes to the therapeutic relationship. A client may feel ambivalent, ashamed, frightened, angry, physically unwell or exhausted by previous services. The practitioner needs enough structure to assess and plan, but enough curiosity to avoid reducing the person to a behaviour. Reflective practice helps learners notice rescuing, judgement, collusion, avoidance, over-confidence and countertransference, while supervision supports decisions that should not be made alone.

Module 5: trauma and attachment

In the trauma and attachment strand, learners examine harm reduction, trauma and recovery and relapse as connected elements of addiction formulation. The point is not to memorise fashionable terminology, but to ask how each idea changes what a practitioner notices, what questions are appropriate, how risk is understood and what support can be offered within role. Cases can be considered in context, with attention to language, stigma, client agency, uncertainty and the difference between a working hypothesis and a definitive claim.

Applied discussion can then connect these themes to the therapeutic relationship. A client may feel ambivalent, ashamed, frightened, angry, physically unwell or exhausted by previous services. The practitioner needs enough structure to assess and plan, but enough curiosity to avoid reducing the person to a behaviour. Reflective practice helps learners notice rescuing, judgement, collusion, avoidance, over-confidence and countertransference, while supervision supports decisions that should not be made alone.

Module 6: harm reduction and safety

In the harm reduction and safety strand, learners examine trauma, recovery and relapse and psychoanalytic perspectives on desire and repetition as connected elements of addiction formulation. The point is not to memorise fashionable terminology, but to ask how each idea changes what a practitioner notices, what questions are appropriate, how risk is understood and what support can be offered within role. Cases can be considered in context, with attention to language, stigma, client agency, uncertainty and the difference between a working hypothesis and a definitive claim.

Applied discussion can then connect these themes to the therapeutic relationship. A client may feel ambivalent, ashamed, frightened, angry, physically unwell or exhausted by previous services. The practitioner needs enough structure to assess and plan, but enough curiosity to avoid reducing the person to a behaviour. Reflective practice helps learners notice rescuing, judgement, collusion, avoidance, over-confidence and countertransference, while supervision supports decisions that should not be made alone.

Module 7: recovery and relapse

In the recovery and relapse strand, learners examine recovery and relapse, psychoanalytic perspectives on desire and repetition and substance use as connected elements of addiction formulation. The point is not to memorise fashionable terminology, but to ask how each idea changes what a practitioner notices, what questions are appropriate, how risk is understood and what support can be offered within role. Cases can be considered in context, with attention to language, stigma, client agency, uncertainty and the difference between a working hypothesis and a definitive claim.

Applied discussion can then connect these themes to the therapeutic relationship. A client may feel ambivalent, ashamed, frightened, angry, physically unwell or exhausted by previous services. The practitioner needs enough structure to assess and plan, but enough curiosity to avoid reducing the person to a behaviour. Reflective practice helps learners notice rescuing, judgement, collusion, avoidance, over-confidence and countertransference, while supervision supports decisions that should not be made alone.

Module 8: psychoanalytic meaning

In the psychoanalytic meaning strand, learners examine psychoanalytic perspectives on desire and repetition, substance use and behavioural addictions as connected elements of addiction formulation. The point is not to memorise fashionable terminology, but to ask how each idea changes what a practitioner notices, what questions are appropriate, how risk is understood and what support can be offered within role. Cases can be considered in context, with attention to language, stigma, client agency, uncertainty and the difference between a working hypothesis and a definitive claim.

Applied discussion can then connect these themes to the therapeutic relationship. A client may feel ambivalent, ashamed, frightened, angry, physically unwell or exhausted by previous services. The practitioner needs enough structure to assess and plan, but enough curiosity to avoid reducing the person to a behaviour. Reflective practice helps learners notice rescuing, judgement, collusion, avoidance, over-confidence and countertransference, while supervision supports decisions that should not be made alone.

Module 9: culture and systems

In the culture and systems strand, learners examine substance use, behavioural addictions and neurobiology as connected elements of addiction formulation. The point is not to memorise fashionable terminology, but to ask how each idea changes what a practitioner notices, what questions are appropriate, how risk is understood and what support can be offered within role. Cases can be considered in context, with attention to language, stigma, client agency, uncertainty and the difference between a working hypothesis and a definitive claim.

Applied discussion can then connect these themes to the therapeutic relationship. A client may feel ambivalent, ashamed, frightened, angry, physically unwell or exhausted by previous services. The practitioner needs enough structure to assess and plan, but enough curiosity to avoid reducing the person to a behaviour. Reflective practice helps learners notice rescuing, judgement, collusion, avoidance, over-confidence and countertransference, while supervision supports decisions that should not be made alone.

Module 10: integration and professional practice

In the integration and professional practice strand, learners examine behavioural addictions, neurobiology and motivational interviewing as connected elements of addiction formulation. The point is not to memorise fashionable terminology, but to ask how each idea changes what a practitioner notices, what questions are appropriate, how risk is understood and what support can be offered within role. Cases can be considered in context, with attention to language, stigma, client agency, uncertainty and the difference between a working hypothesis and a definitive claim.

Applied discussion can then connect these themes to the therapeutic relationship. A client may feel ambivalent, ashamed, frightened, angry, physically unwell or exhausted by previous services. The practitioner needs enough structure to assess and plan, but enough curiosity to avoid reducing the person to a behaviour. Reflective practice helps learners notice rescuing, judgement, collusion, avoidance, over-confidence and countertransference, while supervision supports decisions that should not be made alone.

Learning experience, skills and professional development

A live-online format can support real-time questions, tutor explanation, peer dialogue, case discussion and skills rehearsal. Learners may compare how different professional backgrounds understand the same presentation and practise language that is direct without being punitive. Preparation, attendance, reading and reflective work remain important: an online class is still a professional learning environment and should be approached with privacy, reliability and respect for other participants.

Students can use the programme to develop a more coherent addiction formulation. Rather than asking only what substance or behaviour is present, the learner can consider function, triggers, consequences, protective factors, relationships, health, trauma, motivation, environment and the person's own goals. That formulation can guide a conversation about harm reduction, recovery support, treatment options and referral without pretending that one model fits every client.

Freudian and Lacanian ideas add a depth dimension when used carefully. Repetition, drive, conflict, symptom formation and unconscious compromise can illuminate why insight alone may not change a pattern. Lacanian language around desire, lack, the Other, signification and jouissance can help learners think about how addiction is spoken and what demand the symptom appears to answer. These are interpretive frameworks, not excuses to impose a theory or overlook practical safety.

Professional development also includes knowing the limits of the work. Medication, withdrawal risk, overdose, psychosis, severe medical complications, child-protection concerns and immediate danger require the appropriate medical, emergency, statutory or specialist response. Addiction education should improve collaboration and referral, not encourage a practitioner to work beyond competence.

Who may benefit from this course?

The programme may be relevant to addiction workers, counsellors, psychotherapists, mental-health professionals, healthcare staff, community practitioners, educators, support workers and students who want a structured foundation for addiction-related practice. It can also help professionals who encounter addiction indirectly through family work, trauma, grief, domestic abuse, eating difficulties, crisis intervention or supervision.

Suitability depends on the learner's current qualification, role, experience and intended use of the learning. Applicants should confirm the current entry wording, CPD total, assessment, timetable and award title with ICPS. A specialist diploma can deepen practice, but it should be integrated with supervision, employer policy, insurance and any requirements of a professional association.

Assessment, CPD and enrolment

The value of a professional diploma is strongest when learning is demonstrated and reviewed. Depending on the intake, assessment may involve written work, case analysis, reflective tasks, presentations, examinations or observed skills. Students should retain their course information and completion evidence, and should describe the qualification accurately on professional profiles.

The booking page is the authoritative source for current dates, price, deposit, availability and payment conditions. The date and pricing line above is a dated snapshot rather than a guarantee. If the booking page and a prospectus appear to differ, ask ICPS which specification applies to the chosen intake before paying.

Frequently asked questions

What does addiction studies cover?

It covers substance use, behavioural addictions, neurobiology, motivation, harm reduction, trauma, recovery, relapse, relationships, meaning and professional boundaries.

Is this prescriber training?

No. Medication decisions and withdrawal management belong with appropriately qualified medical professionals.

Is the course live online?

ICPS course information describes lecturer-led live-online learning; confirm the timetable and attendance expectations for the selected intake.

What is the current start date?

The booking snapshot used for this article displayed 5 September 2026, subject to change.

Where can I enrol?

Use the ICPS booking page and confirm the exact title, price, deposit, CPD hours and availability.

Conclusion

ICPS College's Addiction Studies pathway is designed to help learners think more carefully about addictive behaviour, the person living with it and the systems around them. Its strongest contribution is the combination of applied formulation, trauma awareness, relational thinking, psychoanalytic depth, harm-reduction ethics and professional humility. Anyone considering the programme should now check the live booking details and decide whether the learning fits their present role, supervision and future development plan.