This multi-disciplinary programme is designed to enable substance use professionals, mental health workers, social workers, nurses and workers from allied health and social care sectors to gain an understanding of substance use disorders, including definitions, UK and international contexts and the application of theory in practice.
The MSc in Substance Use and Substance Use Disorders will build upon the knowledge gained in the PG Certificate and PG Diploma programmes and will enable the candidates to enhance critical thinking skills, utilise methods of reflective analysis, and consider individual, multi-disciplinary and interdisciplinary team working within the sector.
In addition, candidates will be supervised in writing a thesis on their chosen project and will be facilitated in identifying aims and objectives, appraising of relevant literature, utilising methods for data collection, analysis of data and compilation of findings and conclusions with recommendations.
Expert commentators in the addictions sector (Galvani, 2011) have underlined that practitioners are not equipped with the knowledge and skills base required to work with clients who have complex issues relevant to substance use. In order to obtain the best possible outcomes for practice, workers must engage effectively in a collaborative manner with colleagues from allied health and social care professions and in doing so develop their confidence and professional value base as practitioners, whilst recognising the underpinning work ethos and ethical base of professionals from related disciplines.
The programme of study will develop practitioner confidence and skills in the complex areas of substance use and substance use disorders. Candidates will be afforded the opportunity to take each of the three modules of the programme of study as a stand-alone module (20 credits). Alternatively, students can complete six modules (three from the PG Certificate in SUDs and a further three credits from the PG Dip programme) and thereby obtain the PG Diploma in Substance Use and Substance Use Disorders.
The Master's in Substance Use and Substance Use Disorders by thesis will allow the candidates to develop their research and project development skills and subsequently enable them to add to the body of primary research knowledge on a regional and national basis.
Please note that this course is not eligible for a Student route visa.
Closing date for applications: Thursday 31st July 2025 at 4pm. Late applications may be considered.
The Master's in Substance Use and Substance Use Disorders responds to the needs of its students with updated, current and evidence-based information which will enhance their PG educational experience through vibrant and interactive learning pathways.
Substance Use and Substance Use Disorders highlights
Career Development
Professional Development
For all multi-disciplinary students, the programmes offer relevant CPD opportunities as well as recognised qualifications accredited by the University which will augment their professional development and enhance the development of further opportunities in their chosen field of practice.
For Social Work students only, the Diploma will meet a number of the professional requirements in the Leadership category in the Professional in Practice framework.
For all students, the programme provides the opportunity to enhance special dual diagnosis skills within a multi-disciplinary teaching environment.
Student Experience
The programme leader and lecturers have developed and nurtured subject proficiency via their own practice, teaching and research in relation to their specialist area. They impart this trilateral expertise to the students via teaching on the Master's programme.
Internationally Renowned Experts
Over 88% of research submitted by colleagues from Criminology, Social Policy, Sociology and Social Work to the Social Policy and Social Work Unit of Assessment was similarly judged to be World Leading or Internationally Excellent. An endorsement of the quality of our research and its impacts in areas such as the penal system, mental health and trauma; work once again achieved through work undertaken in partnership with the health, social care and criminal justice sectors.
The MSc in Substance Use and Substance Use Disorders is a modular Masters programme whereby students can complete the PG Certificate in Substance Use and Substance Use Disorders and have the option to enrol on the PG Diploma and subsequently to enrol on a Masters by thesis module.
The PG Diploma in Substance Use and Substance Use Disorders is awarded to students who successfully complete six 20 credit taught modules.
The Master's in Substance Use and Substance Use Disorders programme is a 60 credit research by thesis module:
Dissertation research module (60 CATS points)
Semester One
September 2023 (1.5 days)
Overview of the module and assessment requirements.
Overview of the process of audit, service evaluation, and empirical research.
Introduction to main types of studies and appropriate designs.
Identifying topics for a review of research, audit, service evaluation or empirical research.
Applying for ethical approval.
October 2023 (2 days)
Introduction to the library and web-based resources.
Accessing electronic books, journals and databases.
Writing a search strategy. Defining inclusion / exclusion criteria for the literature review.
Identifying and understanding research papers and how to critically appraise literature.
Writing a project proposal.
December 2023 (1 day)
Brief oral presentation of aims, search strategy and protocol.
Peers and supervisors to give informal feedback on oral presentation.
Submit written outline of search strategy, research question and approach to be used (e.g. literature review, service evaluation, audit, qualitative research or quantitative research).
Academic supervisor to give written feedback on written submission.
Semester Two
All students to attend one of the following 10 CAT MRes modules (audit only – no assessment)
Quantitative data analysis (5 x Mondays in January/February 1700-1900 hours) 15 hours
OR
Qualitative data analysis (Saturday in February for 6 hours and Friday in March for 2 hours) 8 hourshttp://www.lancaster.ac.uk/arts-and-social-sciences/about-us/people/karen-broadhurst
February 2024 (1 day)
Methods for conducting, screening and presenting systematic/scoping/narrative reviews.
Introduction to programmes for screening and managing results (e.g. Rayyan QCRI, Mendeley, etc)
April 2024 (1 day)
How to write up and disseminate your findings (e.g. dissertation, publication in peer-reviewed journal or poster or oral presentation).
September 2024
Submission of 12,000 word dissertation to be marked by academic staff.
Teaching will take place in four day blocks for each module. These are usually timetabled for a Friday/Saturday, 10am –4pm, over a two week period.
Learning and Teaching
Learning opportunities available with this course are outlined below:
Cognitive skills
Teaching and learning methods to achieve Cognitive Skills are commensurate with adult learning theory and entail formal lecturing, student-led learning, online interaction, seminars and workshops.
Assessment
Assessments associated with this course are outlined below:
Assessment methods include written assignments case study material based on candidates’ practice.
A variety of assessment methods for the Diploma will be used including written assignments, a reflective analysis on how the student applies relevant theory to their practice in two different cases and an assignment critically reflecting on how the student has enhanced the practice of colleagues drawing on the knowledge in this module.
Facilities
The School is situated across a suite of three buildings in Belfast's Queen's Quarter. We provide student and staff common rooms, computer suites and designated study spaces.
"The Master's in Substance Use and Substance Use Disorders provides graduates from a range of social and health care professions with a variety of opportunities to develop their specific areas of learning and skills in practice. Increasingly, our graduates operate within teams which consist of workers from a range of professional backgrounds and there is a need to hone skills and knowledge which are relevant to the multi-disciplinary environment."
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
International Contexts : Substance Use and Substance Use Disorders
Overview
Practitioners in substance use settings must have local regional and national knowledge of trends in drugs and patterns of drug use behaviours. In addition, it is also important to consider the wider international context of substance and substance use disorders and relevant new and emerging treatment options which will better inform practice at local and regional levels.
The module will incorporate the knowledge and expertise of a number of world leaders in the field of substances use and addictions. The body of publications generated by the international experts is widely regarded as an excellent source of peer reviewed research and expert commentary in their respective specific areas of expertise. The students will benefit greatly from this knowledge and will subsequently be encouraged to consider how this world class learning impacts on their own respective areas of practice.
Learning Outcomes
Demonstrate knowledge and understanding of international perspectives on substance use and substance use disorders.
Convey knowledge of a number of treatment models within international contexts.
Critically appraise the evidence base relevant to the specific geographical areas.
Indicate knowledge and understanding of working with groups and individuals.
Show awareness of service user experiences om an international basis.
Convey understanding of partnership working across a number of nations which are addressing substance use disorder epidemics.
Convey own professional opinion via written analysis and verbal communication.
Skills
Use reflective analysis skills and apply successfully in work with substance use and substance use disorders.
Utilise communication skills relevant to the application of international models in practice.
Engage effectively with groups and use relevant group work skills to enhance practice,
Use skills of critical appraisal of evidence to better inform practice.
Enhance multi-disciplinary skills though working with colleagues from a range of disciplines including social work, nursing, psychology and community based service providers.
Semester One
• Overview of the process of audit, service evaluation, and empirical research for qualitative research.
• Overview of the process of audit, service evaluation, and empirical research for quantitative research.
• Identifying and understanding research papers and how to critically appraise literature.
• Overview of how to undertake a systematic review of the literature.
• Overview of the ethical approval process and ethical implications and considerations for research proposal.
• Present brief research proposal to peers and supervisors.
Semester Two
• Submission of research proposal (1000 words).
• Feedback of research proposal to students.
• Overview of Quantitative Data Analysis.
• Overview of Qualitative Data Analysis.
• How to write up and disseminate findings.
September 2025
• Submission of 12,000 word dissertation.
Learning Outcomes
• Understand systematic approaches to searching and retrieving literature from electronic, academic and professional databases.
• Understand the use of appraisal tools in reviewing research literature.
• Appraise and synthesise a body of literature into a coherent and robust review based on an explicit methodology.
• Identify a question and use an explicit methodology to answer it (e.g. audit, service evaluation or empirical research).
• Understand and demonstrate skills for collecting and analysing data based on an explicit methodology.
• Demonstrate skills in writing a dissertation on the project including: aims and objectives, identification and appraisal of relevant literature, rationale and methods for data collection, analysis of data, findings and conclusions with recommendations.
• Demonstrate skills of disseminating project findings and highlighting implications for policy, practice or future research at a regional event.
• Demonstrate leadership within their field.
Skills
Skills of devising a project using a specific approach to answer an agreed question.
• Skills of searching, appraising, synthesising and presenting literature.
• Skills of collecting and analysing data.
• Oral and written presentation skills.
• Skills of writing a dissertation to the required academic standard.
• Skills of disseminating findings of research dissertation.
Substance Use Disorders: Working with Specific Groups
Overview
A number of key priorities were highlighted in the last regional government strategy document: The New Strategic Direction for Alcohol and Drugs 2011-2016 (DHSSPSNI 2011). A new strategy consultation period will begin in the Summer 2019 and will lead to a shadow strategy being formulated but not been afforded policy status as the current hiatus in The Northern Ireland Assembly prevents ministerial assent in relation to all new policy documentation. However, it is anticipated that in the interim, one of the main key areas highlighted in the current policy (vulnerable groups) will continue to be focused on via regional strategies. This is also reflected within documentation in the remainder of the UK, where specific vulnerable groups are referred to in strategy documents in England, Scotland and Wales.
It is recognised that people within the vulnerable groups listed below experience a range of issues and problems which have increased exponentially in recent years. The groupings focused on within the module include older people, offenders / prisoners, young people, homeless, and Hidden Harm (children and families affected by substance use issues).
Learning Outcomes
Demonstrate knowledge and understanding of substance use within a range of specific service user groups.
Convey an increased understanding of how to engage ‘hard to reach’ individuals with serious drug or alcohol misuse problems who have not been engaged or been retained in treatment and support services.
Express an awareness and understanding of the range of legal and illegal substances used by services users from different service user groupings (for example, the high prevalence of poly drug use by younger people and the rise of alcohol use disorders in older adults).
Communicate knowledge of the symbiotic relationship between the various issues experienced by specific groups who have substance use problems, including family breakdown, homelessness, physical, sexual and emotional abuse.
Critically reflect upon the client’s strengths, aspirations and needs (physical, social and psychological) and learn about the advantages of adopting a holistic approach to service provision.
Critically analyse the evidence base to best support practice.
Skills
Utilise skills to work with vulnerable groups in a responsive, pro-active and flexible manner,
Effectively use communication and engagement skills to prevent service user disengagement from services,
Use skills of analysis and reflection to better inform practice
Enhance multi-disciplinary skills though working with colleagues from a range of disciplines including social work, nursing, psychology and community based service providers.
Substance Use Disorders: Prevalence, Legislation and Theoretical Concepts
Overview
Candidates who have recent academic experience and /or work experience in substance use settings are required to update their knowledge and skills base to ensure their practice is current and augmented with relevant research findings and recent policy developments. The module will provide candidates with the opportunity to explore current trends in alcohol and drug misuse, the nature and prevalence of substance use in general and treatment populations, a range of theories which underpin practice and the fluid landscape of policy and legislative changes influencing work in this sector.
Learning Outcomes
Indicate awareness and understanding of the range of legal and illegal substances used by services users. They will also comprehend the interaction between use of drugs, misuse of prescribed medication and alcohol.
Communicate understanding of the legislative and policy context for work with dual diagnosis in Northern Ireland and the UK.
Express knowledge of a range of theories which will inform and illuminate their current practice.
Demonstrate knowledge of the complexity of the issues relevant to multi-disciplinary working between substance use services and allied health and social care services.
Understand the needs and perceptions of service users and recognise the importance of integrating the views of service users in practice.
Skills
Develop meaningful partnership working skills with service users.
Use communication skills effectively in a multi-disciplinary environment.
Utilise research findings and relevant literature to substantiate points made in written work.
Revisit existing analytical skills and further develop critically reflective skills at PG level.
Interventions in Substance Use: Skills in Practice
Overview
It is important for workers in substance use settings to have knowledge as regards the various evidence-based treatment options available for example, pharmacological and psychological/social/educational therapies and options for onward referral for specialist support/intervention. Dividing these modules into three groups of opioid use, alcohol use and poly drug use reflects the most common presentation to treatment services into the three broad areas. Consideration of the three groups in detail will therefore enable students to develop a detailed understanding of the issues associated with each and the treatment options available.
Learning Outcomes
Convey knowledge of a range of methods of intervention to be applied in a number of relevant work settings.
Demonstrate knowledge and skills when using specific methods of intervention to provide the best possible results for service users.
Critically reflect upon the client’s strengths, aspirations and needs (physical, social and psychological) and learn about the advantages of adopting a holistic approach to service provision.
Show awareness of service user experiences and utilise their expertise to inform future practice.
Critically reflect on the research evidence to enhance practice.
Demonstrate an understanding of the professional value base when working with service users.
Skills
Improve effective reflective skills to augment current practice.
Develop skills of searching, appraising, synthesising and presenting literature.
Enhance skills of summarising and presenting critical information in a succinct fashion to inform practice.
Enhance multi-disciplinary skills to ensure fluid service provision and thereby achieve positive outcomes for service users.
Utilise learned skills to complete a structured search of current research findings to inform and improve practice.
Use critical appraisal skills to facilitate an understanding of RCTs and systematic reviews to enhance practice.
Substance Use Disorders and Co-Morbid Mental Health Disorders
Overview
In Northern Ireland co morbid substance use and mental health illness was found in 1 in 4 patient suicides in 2016/2017 and clinicians have agreed that knowledge informed and integrated service provision for dual diagnosis is an important step in reducing risk.
In addition, it is recognised that a more knowledgeable workforce will be better equipped to deal with dual diagnosis in a range of health, social care settings in tiers 1-4 of the care provision spectrum. The online module will enable addiction workers, mental health workers and employees from allied health and social care sectors to gain an understanding of dual diagnosis, including definitions, UK and regional contexts and the application of theory in practice. It will examine substance types and effects, prevalence, poly drug use and alcohol use and will consider the reciprocal relationship between substance misuse and a range of psychiatric symptoms and disorders.
The online format will enable candidates to access the information and participate in the online fora outside work hours whilst experiencing minimal disruption to their work time and practice. The online platform for learning will also enhance candidate experiential learning and facilitate the multi-disciplinary interaction between a range of allied health and social care professionals which is a core requirement of successful working in dual diagnosis.
Learning Outcomes
On completion of the module participants will be able to demonstrate the following learning outcomes:
Demonstrate knowledge and understanding of co morbidities – substance use and mental health disorders, the typology of definitions and their relevance to current practice in a range of settings.
Communicate understanding of the legislative and policy context for work with dual diagnosis in Northern Ireland and the UK.
Express knowledge of relevant theories which will inform and illuminate their current practice.
Demonstrate knowledge of the complexity of the issues relevant to joint working between mental health and substance misuse service provision.
Understand the needs and perceptions of service users and recognise the importance of integrating the views of service users in practice.
Skills
A successful student will be able to demonstrate that he/she can:
Recognise links between theory and practice,
Appraise evidence in support of theory / models of good practice,
articulate own professional opinion via written analysis and verbal communication,
Transfer skills across a wide range of work context,
Engage effectively with service users,
Work in a multi-disciplinary environment.
Successfully navigate an online learning environment
Assessment and Risk Assessment in Substance Use (Alcohol, Opioid Use and Poly Drug Use Contexts)
Overview
Assessment and risk assessment are critical elements of practice and must be undertaken in a manner which will encourage the recipient to continue to engage with the worker and also ensure that they are involved in the process in a collaborative and partnership based approach. The assessment process will include inter-related domains, for example, personal responsibility, social contact, managing physical health, mental and emotional health, daily lifestyle, relations, crime and accommodation. Individuals who experience substance use problems often present with “complex needs” and thus we must consider and reflect on current models of assessment and risk assessment which are flexible and tailored to the needs of the individual.
Learning Outcomes
Demonstrate knowledge and understanding of assessment models in substance use and substance use disorders.
Convey knowledge of a range of risk assessment models to be applied in a number of relevant work settings.
Critically appraise the evidence base relevant to assessment and risk assessment
Articulate an understanding of multi-faceted and complex drug and alcohol interactions to help us bet meet the needs of service users.
Indicate knowledge and understanding of working with groups and individuals.
Show awareness of service user experiences and integrate service user opinions within evaluations.
Convey understanding of partnership working at inter disciplinary and multi-disciplinary levels.
Convey own professional opinion via written analysis and verbal communication.
Skills
Use current assessment skills and apply successfully in work with substance use and substance use disorders.
Utilise communication, and negotiation skills relevant to the application of the models in practice.
Transfer new assessment skills across a wide range of work contexts.
Engage effectively with groups and use relevant group work skills to enhance practice
Develop meaningful partnership working with service users.
Work effectively in a multi-disciplinary environment.
Normally a 2.2 Honours degree or above or equivalent qualification acceptable to the University in a relevant subject. Equivalent qualifications include the Pre-2007 Post-Qualifying Award in Social Work.
Social workers seeking entry to the programme must:
a) Be registered with the Northern Ireland Social Care Council (NISCC);
b) Hold an Honours Degree in Social Work (2.2 or equivalent), Diploma in Social Work, CSS, CQSW or predecessor equivalent. Social Workers trained outside of NISCC jurisdiction must produce a letter of comparability with these awards or a letter of verification issued by NISCC;
c) Have completed the Assessed Year in Practice or have at least one year post- qualifying experience if graduated prior to the AYE implementation.
Non social workers seeking entry to the programme must have two years’ experience of working with clients who have experienced substance use or mental health issues.
Applicants who do not satisfy the above but who are holders of an equivalent approved professional qualification or work experience will be considered on a case-by-case basis.
Closing date for applications: Thursday 31 July 2025 at 4pm
Late applications may be considered.
Applicants are advised to apply as early as possible. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the Direct Application Portal against the programme application page.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required.
*Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
Continuing professional registration in all areas of health and social care is predicated on continuing professional development.
The Dept. of Health has highlighted that health, social care workers and social workers demonstrate their competence covered in the curricula of the Master's in Substance and Substance Use Disorders programme.
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
There are no specific additional course costs associated with this programme.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.
