Cross-phase

Teaches how to obtain and maintain valid informed consent through clear disclosure, comprehension checks, capacity support, voluntariness, non-coercion, and respect for refusal or withdrawal. The competency also covers consent for screening procedures, recordings, collateral contact, rescue interventions, and documentation of the consent process.

Cluster covering 31 related competencies including: Integration support, Integration therapy, Integration coaching.

Teaches protection of participant identity, sensitive clinical or occupational information, recordings, and research data. The competency covers coded identifiers, restricted access, secure handling, confidentiality safeguards, and privacy-preserving documentation.

Cluster covering 35 related competencies for monitoring acute psychological effects, recognising and managing distress, crisis containment, emergency escalation, and rescue-medication coordination during psychedelic dosing sessions.

Teaches how to assess clinical suitability before psychedelic or ketamine treatment, including medical and psychiatric screening, readiness evaluation, contraindication review, inclusion/exclusion criteria, and ongoing eligibility re-checks before dosing.

Teaches faithful delivery of manualized treatment and protocol-defined procedures while documenting and managing unavoidable deviations. The competency protects participant welfare, treatment consistency, data integrity, and sponsor oversight.

Teaches recognition of medical or psychiatric emergencies and the steps required to escalate care safely. The competency includes de-escalation, clinical consultation, 911 or emergency department transfer, serious-event escalation, and referral to appropriate higher-level care.

Teaches how to determine when a participant is safe to leave after dosing and how to arrange appropriate supervision afterward. The competency covers psychological and physical stability, escort/support-person coordination, discharge restrictions, overnight or post-session support, and follow-up contact when needed.

Teaches review and management of concomitant medications, restricted therapies, prohibited substances, washout periods, tapering requirements, and abstinence expectations. The competency includes participant counseling, medication reconciliation, sponsor notification, and team coordination when restrictions affect safety or interpretability.

Teaches delivery of psychedelic-assisted psychotherapy according to an approved study manual across preparation, dosing, integration, and follow-up. The competency balances standardized structure with non-directive support for the participant’s therapeutic process.

Teaches accurate study documentation, source-record quality, secure data capture, Good Clinical Practice recordkeeping, IRB and sponsor documentation requirements, monitoring readiness, audit support, accountability, and retention obligations.

Teaches how to preserve blinded trial conduct across participant interactions, outcome collection, staff roles, and session procedures. The competency includes preventing accidental unblinding, minimizing bias, and using emergency unblinding only when clinically necessary.

Teaches coordinated practice across co-therapists, physicians, psychiatrists, study coordinators, principal investigators, and other care-team members. The focus is shared responsibility, clear communication, role clarity, and coordinated observation of participant status.

Teaches adherence to Good Clinical Practice, assigned study roles, protocol procedures, delegation boundaries, and applicable research regulations. The competency supports consistent execution of approved procedures across sites and participants.

Teaches how to understand ClinicalTrials.gov records and related study information, including glossary terms, registration fields, protocol descriptors, and results-reporting elements used to interpret clinical research records.

Cluster covering 2 related competencies including: Therapeutic alliance building, Therapeutic alliance and rapport building.

Teaches how to maintain clear relational and physical boundaries in emotionally vulnerable treatment settings. This includes professional conduct, rapport without overreach, explicit consent for touch, the right to revoke consent, and strict prohibition of sexual or erotic contact.

Provides supportive therapeutic presence while the patient is under the influence of ketamine. Uses calming, noncoercive guidance to help the patient navigate dissociation and emotional material.

Cluster covering 11 related competencies including: Preparation support, Psilocybin preparation, Therapeutic preparation.

Teaches structured pre-dose preparation and post-dose integration as the therapeutic frame for psychedelic-assisted psychotherapy. The therapist supports rapport, intention clarification, meaning-making, emotional processing, and consolidation of insights after dosing.

Able to practice ethically in a clinical trial environment involving a Schedule-sensitive psychoactive intervention. This includes protecting participants, adhering to protocol, and supporting valid informed participation.

Cluster covering 6 related competencies including: Therapeutic support during dosing, Nondirective dosing-session presence, Supportive dosing-session facilitation.

Cluster covering 9 related competencies including: Psilocybin facilitation, Psilocybin session support, Psilocybin facilitation basics.

Therapists must facilitate rather than control the participant's process, using invitations and timing interventions carefully. They should preserve the participant-led unfolding of experience while knowing when gentle direction or safety-based assertiveness is needed.

Teaches practices that support preparation and therapeutic presence, including mindfulness, intention-setting, body-aware attention, environmental preparation, mindset awareness, and regulation through somatic presence.

Cluster covering 7 related competencies including: Physiologic safety awareness, Hallucinogen pharmacology and effects, Hallucinogen-assisted therapy knowledge.

Cluster covering 12 related competencies including: KAP psychotherapy delivery, Ketamine and KAP knowledge, Ketamine integration planning.

Cluster covering 2 related competencies including: Psychedelic-assisted therapy facilitation, Group facilitation in a psychedelic setting.

Teaches culturally responsive psychedelic care, including humility, anti-bias practice, Indigenous and traditional-use awareness, cultural appropriation concerns, diversity and inclusion, and respectful work with marginalized communities.

Teaches clinicians and research staff to understand the purpose, limits, scoring, interpretation, and clinical meaning of psychological measures and study instruments used to evaluate symptoms, functioning, safety, and treatment outcomes.

Maintain a contained therapeutic environment that protects the patient’s privacy and minimizes unwanted exposure. The session structure emphasizes confidentiality and controlled access to stimulation and outside contact.

Teaches structured clinical interviewing and assessment administration for PTSD and related symptom domains, including symptom severity, functional impairment, risk factors, and appropriate use of standardized assessment tools.

Therapists must help patients face and work through grief, fear, rage, panic, shame, guilt, and existential distress rather than avoid them. The clinician supports emotional expression while maintaining safety and meaning-making.

Facilitate trauma exposure in a structured, supportive, and protocol-consistent manner. The therapist must be able to initiate, pace, and process exposure work while maintaining adherence to PE methods.

Cluster covering 4 related competencies including: Psychedelic therapy workflow, Psilocybin psychotherapy framework, Psilocybin-assisted psychotherapy framework.

Teaches continuous evaluation of clinical risk and maintenance of a safe care environment throughout preparation, dosing, and follow-up. Learners monitor risk signals, apply safety procedures, and escalate care when needed.

Therapists and study clinicians perform detailed biopsychosocial interviewing during preparation and screening. This supports treatment planning, risk assessment, and therapeutic understanding.

Therapists/investigators must understand the medical suitability requirements for LSD-assisted psychotherapy and coordinate medication washout and concomitant medication review. This includes recognizing drug-drug interaction risks and contraindications.

Prepare participants for the dosing session and guide them through standardized procedures. The facilitator should ensure readiness, adherence to study rules, and smooth progression through the session schedule.

Knows when to involve physicians, psychologists, and independent safety oversight. Complex psychedelic sessions require clear escalation pathways and team coordination.

Cluster covering 2 related competencies including: Preparation of set and setting, Client preparation and therapeutic set/setting.

Therapists should accurately represent the current evidence base and avoid overstating efficacy or durability. The article notes significant short-term benefit but also the need for larger multicenter trials and longer follow-up.

Therapists and facilitators should communicate treatment effects responsibly and acknowledge methodological limitations. The paper notes small sample size, lack of long-term control group, and need for further study of mechanisms.

The use of ayahuasca requires sensitivity to its traditional indigenous and ceremonial origins. Facilitators should avoid reducing the practice to a purely technical intervention and should respect cultural meaning and ceremonial context.

Provide a calm and supportive environment during treatment to reduce distress and support tolerance of the experience. The case report notes food, rest, and a quiet place as part of care.

Create an environment that supports safety, comfort, and relaxation during the session. The setting is deliberately structured to reduce anxiety and facilitate a positive experience.

Therapists and study personnel are expected to receive structured training and ongoing supervision. Competence includes both protocol adherence and the ability to work safely and consistently across sites.

Teaches recognition and management of relational dynamics that can intensify in psychedelic-assisted therapy. Learners develop self-awareness around countertransference, projection, attachment, dependency, and other therapeutic-process risks.

Cluster covering 3 related competencies including: Ethical psychedelic facilitation, Safe, legal psychedelic care facilitation, Ethical decision-making in psychedelic facilitation.

The page signals training in managing difficult or high-risk moments, including crisis intervention and trigger management. Learners are expected to respond appropriately when a session becomes destabilizing or unsafe.

Where co-therapy is used, therapists should work cohesively, remain present, and respect participant preferences within the dyad.

Uses motivational interviewing methods to strengthen intrinsic motivation and commitment to change. Tailors discussions to the participant’s ambivalence, goals, and readiness to change drinking behavior.

Facilitators must balance active safety monitoring with minimal interference in the participant’s inner experience. The role includes maintaining continuous presence, periodic check-ins, and preserving the therapeutic container of the session.

Understands that MDMA is a Schedule 1 investigational product and must be stored, dispensed, and accounted for under regulatory control. Supports compliant handling during the session.

Therapists are expected to provide consistent empathic presence, nonjudgmental attunement, and deep listening throughout the process. This includes validating feelings, listening for deeper meaning, and creating psychological permission for openness.

Therapists/facilitators should be able to judge whether therapeutic change reaches clinically meaningful thresholds, not just whether symptoms improve numerically. This supports informed ongoing care and communication about benefits and limitations.

The protocol assumes therapeutic value in insight, catharsis, and peak experiences, so the therapist must support conditions that may allow these to emerge safely and meaningfully. This includes recognizing and working with symbolic and transformative material.

Cluster covering 5 related competencies including: Cardiac safety monitoring, Ketamine infusion monitoring, Ketamine infusion administration.

Understand the basic pharmacology and clinical effects of ayahuasca to inform safe facilitation and interpretation of responses. The source identifies dimethyltryptamine as a 5-HT2A agonist and harmine as a monoamine-oxidase A inhibitor.

Therapists must be able to elicit a full account of the dosing experience without overinterpreting it. The goal is to help participants remember, narrate, and reflect on their experience in detail.

A core competency is following rather than steering the participant’s process, intervening only in service of the unfolding inner-directed experience.

Possess sufficient knowledge of chronic treatment-resistant PTSD to support subject selection, psychotherapy, and symptom monitoring. The protocol situates the intervention within established PTSD symptom and treatment frameworks.

Adapt language and interpersonal style to the patient’s preferences to promote dignity and comfort. The therapist should also respect the patient’s autonomy within safety limits.

Therapists should communicate in language and nonverbal style the participant can readily follow, avoiding overly theoretical or confusing discourse.

Cluster covering 2 related competencies including: Session facilitation and therapeutic holding, Session facilitation and support during intense experiences.

The protocol implies that facilitators should have specific psychiatric, psychotherapeutic, or psycholytic therapy training relevant to altered-state treatment. Specialized experience supports safe and effective delivery of LSD-assisted psychotherapy.

Accept the patient’s experience as meaningful without disputing or forcing interpretation. The therapist supports reflection while avoiding premature conclusions about reality or correctness.

Understand the clinical and neurobehavioral rationale for PE and exposure-based treatment. The therapist should know how extinction learning is conceptualized in the study model.

Therapists must meet licensure requirements and work within supervision structures appropriate to their training and role. Unlicensed or PAP-inexperienced staff require direct supervision.

Lead therapists must hold appropriate licensure and regulatory registration to provide psychotherapy, and have prior PAP experience. Unlicensed or inexperienced therapists may participate only under direct supervision.

The manual specifies baseline professional requirements for study therapists. These include licensure and substantial clinical experience with psychiatric populations.

Know the sequence, timing, and purpose of screening, preparation, dosing, scanning, follow-up, and unblinding visits. The therapist/facilitator must be able to work within the full protocol structure.

The course teaches how to work with the 'Inner Healing Intelligence,' indicating a non-directive or facilitative stance toward client-led healing processes. This is framed as a core therapeutic concept in psychedelic work.

Teaches sustainable self-care practices for clinicians and facilitators working in emotionally intense settings. The competency supports emotional resilience, ethical boundaries, reflective practice, and burnout prevention.

Teaches clinicians to recognise their role boundaries, align services with training, licensure, supervision, and organisational policy, and refer or escalate when participant needs fall outside their scope of competence.

The program includes facilitator development and self-care, and it explicitly calls on learners to recognize personal limitations and seek support. This suggests training in reflective practice and professional self-management.

The course explicitly mentions the role of music and therapist variables in treatment. Learners are expected to understand how these elements influence the PAP experience and therapeutic outcome.

Facilitator must understand opioid use disorder, medication-assisted treatment, and the clinical rationale for adjunctive psychotherapy. The protocol frames MORE+KAP as an investigational augmentation to buprenorphine treatment.

Therapists must facilitate reconstructing the internal representation of the deceased and the ongoing bond with them. This includes work on unfinished business, communication, and secure attachment-related meaning.

Engages in ongoing supervision and accepts feedback to maintain treatment quality. Supports corrective action when performance is unsatisfactory.

Competence in delivering online psychotherapy through secure platforms consistent with privacy requirements. The protocol specifies secure videoconferencing in compliance with HIPAA guidelines.

Therapists must listen with nonjudgmental, emotionally attuned presence and convey validation, reassurance, and curiosity. They should be able to stay relaxed yet engaged, including noticing nonverbal cues and responding without prying.

Facilitators must support the bereaved person in rebuilding identity and future orientation after loss. The protocol uses values clarification to help participants orient life around their own goals and surviving self.

Understands the therapeutic role of ayahuasca as a psychoactive plant brew used ritually in traditional Amazonian medicine. Knowledge of the cultural and medicinal context is necessary to support safe and appropriate facilitation.

Because the paper notes limited conclusions about efficacy due to the crossover design, clinicians have an ethical responsibility to avoid overstating treatment effects. Competence includes accurately presenting the evidence base, uncertainty, and limits of inference to patients and colleagues.

Understand and apply a therapeutic framework centered on psychological flexibility. The intervention was explicitly described as time-limited and relational, with this focus guiding therapist work.

Tailor therapeutic engagement to patients with advanced non-operable GI cancers facing existential distress, grief, and limited life expectancy. The therapist/facilitator must recognize the emotional and medical context of end-of-life suffering.

Therapists must be able to help participants confront, tolerate, and work through intense experiences rather than prematurely suppress them. The method emphasizes support, reassurance, emotional processing, and integration of meaningful material.

Therapists must have a thorough understanding of MDMA’s subjective, relational, and physiological effects, including the non-linear way these may support healing. This knowledge is necessary for preparation, in-session decisions, and normalization of participant experiences.

Students learn to use language and questions that deepen a client’s inner experience and support healing. This is a practical communication competency for facilitation and integration work.

Teaches psychoactive substance pharmacology, expected drug effects, contraindications, and relevant drug-interaction risks. The competency supports safer screening, medication review, participant education, and clinical decision-making.

Therapists must ensure attendants are appropriately selected and instructed for overnight monitoring. Attendants provide supportive care and observation without taking on psychotherapeutic functions.

Have formal training in MDMA-assisted therapy before treating participants. The protocol notes that study therapists were trained in an MDMA-assisted therapy program from prior clinical-trial experience.

Facilitators/research therapists should be able to elicit and understand patients’ subjective experience from a client-centered perspective. The study used semi-structured interviews focused on experience, anxiety, quality of life, and values.

Understands the obligation to follow defined data element standards when submitting or interpreting study information. This is relevant to accurate, non-misleading representation of therapist/facilitator qualifications.

Facilitators are expected to have substantial prior experience supporting altered states of consciousness. This experience supports containment, trust, and skilled response to unusual perceptual and emotional phenomena.

Focused bodywork is an optional advanced intervention used to facilitate release of blocked emotion or somatic tension when spontaneous processing has stalled. Therapists need specific judgment and skill to apply it safely and only when indicated.

Therapists and facilitators must be able to guide intentional group process in a way that supports safety, connection, and meaningful change. This includes managing both large- and small-group formats and maintaining a relationally anchored therapeutic environment.

Work within an approved research framework that has institutional review board authorization. Ethical practice requires adherence to the approved study protocol and oversight requirements.

Therapists may offer interpretations or insights, but these should be minimized and subordinated to the participant’s own discernment. The model values participant-led meaning making over therapist-imposed explanations.

Facilitator can teach and cue mindfulness practices consistent with the study protocol. Mindfulness is presented as present-moment, nonjudgmental awareness.

The facilitator must minimize bias in how assessments are administered and in how participant responses are handled. This is important because the trial is open-label and relies heavily on patient-reported outcomes.

Deliver manualized Prolonged Exposure therapy according to the study protocol and standard PE structure. This includes sequencing psychoeducation, in vivo exposure, imaginal exposure, homework review, and relapse prevention across sessions.

Ability to administer standardized clinical ratings consistently and under supervision. Reliable measurement is essential for efficacy and safety endpoints.

Distinguish psychotherapy/facilitation functions from outcome assessment and other research tasks. Separation reduces bias and protects the integrity of blinded assessments.

Therapists must pace the day appropriately, from early dosing to flexible termination, avoiding premature ending that could destabilize the subject. The handbook presents timing as an active facilitative skill rather than a logistical detail.

Therapists/facilitators require knowledge of treating patients with moderate-to-severe major depressive disorder in the context of psychedelic-assisted therapy. The target population in the trial establishes disorder-specific clinical knowledge needs.

Teaches the requirement for site personnel to be trained and certified on protocol-specific assessments, psychiatric instruments, rating scales, and study procedures before performing them in the trial.

Therapists must be specifically trained in psilocybin-assisted psychotherapy and in the study’s manualized procedures. Competence includes familiarity with the therapeutic model and difficult-state management guidance.

Apply Acceptance and Commitment Therapy as the primary psychotherapeutic framework, while using other modalities as clinically indicated. The protocol also references CBT, psychodynamic approaches, and Internal Family Systems.

Work within a supervised treatment model that includes review of recorded sessions and feedback. The facilitator must accept supervision, use feedback constructively, and support fidelity reviews.

The handbook explicitly states that the experience should be fully explained and that the subject should accept it voluntarily. Coercion is framed as both unethical and therapeutically counterproductive.

Cluster covering 5 related competencies including: Harm-reduction orientation, Harm reduction and risk awareness, Harm reduction for client support.

Cluster covering 2 related competencies including: Trauma-informed care, Trauma-informed psychedelic care.

Teaches practitioners to read and understand clinical protocols, treatment manuals, and evidence-based psychedelic care procedures. The focus is knowing how protocol requirements shape preparation, dosing, integration, documentation, and safety responsibilities.

Teaches practitioners to identify and apply relevant legal, regulatory, ethical, and institutional requirements, including documentation, consent, reporting, controlled-substance, and jurisdiction-specific obligations.

Cluster covering 2 related competencies including: Facilitation of psychedelic journeys, Psychotherapeutic facilitation methods.

Learners are explicitly offered Basic Life Support training, indicating emergency readiness and medical safety preparation. The page notes DORA-required status, signaling regulatory safety relevance.

The course explicitly discusses confidentiality, especially in underground practice and with anonymous practitioners. Learners are expected to understand confidentiality as a core part of maintaining safe and effective psychedelic care relationships.

Lead facilitators were doctoral-level psychologists or physicians with major depressive disorder treatment experience, and co-facilitators had at least a bachelor’s degree in a mental health-related field. The source therefore indicates role-appropriate clinical background and experience requirements.

The intervention targets anxiety associated with life-threatening diseases, so therapists need knowledge of the psychological burden of severe medical illness and the clinical presentation of anxiety in this population. They must be able to formulate treatment needs in medically ill patients.

Therapists must help participants manage disclosure, social support, and media contact carefully to protect privacy and emotional safety. They should advise discretion without controlling the participant's choices.

The investigator/therapist has ethical responsibility to explain study goals, course, expected effects, possible advantages and disadvantages, risks, and alternative treatments in verbal and written form. This includes ensuring participant questions are answered satisfactorily and that there is enough time for decision-making.

Facilitators should create a safe interpersonal environment conducive to disclosure and processing. The setting is intentionally designed to support openness, comfort, and trust.

Treat participant disclosures during interviews and integration as sensitive clinical information. The facilitator should elicit and document experiences respectfully and without judgment.

Therapists must adapt their practice to diverse cultural and linguistic contexts. Cultural sensitivity is important for trust, communication, and consistency across sites.

Responsibility to practice ethically in a psychedelic-assisted therapy research context. Given the use of MDMA in a clinical trial, therapists must prioritize participant welfare, informed participation, and protocol integrity.

The review explicitly discourages clinical development based on toad venom because of ethical and ecological concerns. Facilitators should favor synthetic sources and avoid practices that could harm wildlife or ecosystems.

Therapists should prepare participants by describing common psychological and physiological effects of MDMA and emphasizing variability of response.

Facilitators must understand the model's intentional weaving of Western clinical frameworks with Indigenous knowledge systems. This requires respectful, non-tokenistic integration grounded in explicit values rather than superficial cultural inclusion.

Understands the clinical and occupational context of the treated population. Facilitators should be aware that the target group consisted of frontline physicians and nurses with depression and burnout related to the COVID-19 pandemic.

The therapist/facilitator should know the expected onset, peak, and persistence of effects to guide monitoring and interpretation. The source reports acute effects with follow-up improvements lasting days.

Therapists should cultivate openness about both the participant’s process and their own interpretations. This prevents forcing experience into rigid theoretical frames and supports curiosity and compassion.

Elicit and strengthen motivation to quit smoking and remain abstinent. Facilitators use sessions to explore values, reasons for quitting, and treatment commitment.

The protocol explicitly frames equity, diversity, and inclusion as ethical requirements. Facilitators should deliver care and study procedures without discrimination on race, ethnicity, religion, sex, or gender.

Understand ibogaine, noribogaine, and noribogaine glucuronide disposition and how exposure relates to clinical effects. This knowledge supports safe interpretation of observed toxicity and response.

Can determine whether a study record actually specifies therapist/facilitator responsibilities or competencies. This includes distinguishing direct treatment skills from administrative registry instructions.

Facilitators should refer participants to qualified professionals when their needs exceed available support. This is part of responsible care and boundary awareness.

Responsibility to treat study information in a manner consistent with registration and results-reporting requirements. This includes using official definitions rather than improvising field content.

Able to function within an inpatient rehabilitation setting for substance-related disorders. The facilitator must support the structured residential environment and care of patients with addiction comorbidity.

Therapists should understand multiplicity of the psyche as a normal phenomenon that may become more apparent in trauma treatment and altered states. They must respond with curiosity and support rather than pathologizing parts, selves, or dissociative phenomena unless clinically necessary.

Therapists must understand that parts, selves, subpersonalities, or dissociative-like multiplicity can emerge normally, especially in trauma. They should not pathologize these experiences and should help use them therapeutically.

Therapists must be prepared for an extensive and sometimes unpredictable commitment of time and support. Ethical delivery includes reliable availability beyond scheduled sessions when participants need additional help.

The curriculum explicitly includes therapist self-regulation as a therapeutic skill. This suggests learners are expected to maintain steadiness and presence while supporting clients in altered states.

Therapists should respect defenses, protectors, and resistance as potentially adaptive rather than obstacles to be forcibly overcome. The skill lies in fostering awareness and curiosity about protection while minimizing retraumatization.

Because this is a randomized controlled trial comparing ketamine with active placebo, clinicians must respect trial procedures that protect scientific integrity and participant welfare. This includes adherence to allocation procedures and avoiding actions that could compromise blinding.

Teaches how to interpret the psychedelic clinical evidence base, compare strength of evidence across indications, understand mechanism theories, and critically appraise research claims. The competency supports evidence-informed practice rather than relying on general field narratives.

Cluster covering 2 related competencies including: Integration support and meaning-making, Meaning-making and integration support.

Teaches practitioners to use experiential exercises, embodied awareness, supervision, and structured self-reflection to examine their own reactions, assumptions, limits, and relational patterns in clinical work.

Cluster covering 2 related competencies including: Preparation and therapeutic alliance, Preparation and therapeutic alliance building.

Cluster covering 2 related competencies including: Psychedelic integration support, Psychedelic knowledge integration.

Cluster covering 2 related competencies including: Psychedelic harm reduction and integration therapy, Psychedelic harm reduction and integration fundamentals.

Cluster covering 2 related competencies including: Trauma-informed practice, Trauma-informed clinical practice.

Advanced trainings mention topics like IFS, art therapy, breathwork, and integration, implying learners can deepen their practice with complementary methods. These are presented as continuing development topics rather than core prerequisites.

Therapists teach ACT concepts in a way that helps participants recognize depression-related patterns and build psychological flexibility. The manual expects direct instruction plus experiential learning.

Therapists should be aware of transference and countertransference, which may be intensified in non-ordinary states. They are expected to respond with honesty, self-awareness, and openness rather than leaving important relational dynamics unspoken.

Financial arrangements should be communicated clearly and handled transparently. Facilitators should avoid ambiguity around fees, deposits, scholarships, and contribution models.

Recognize that strong psychoactive effects can reveal treatment allocation and influence ratings. This awareness is important for interpreting subjective reports and maintaining methodological rigor.

Therapists should have substantial background in PTSD treatment and related trauma modalities. Experience with multiple evidence-based and adjunctive approaches supports flexible understanding of what may arise in MDMA sessions.

The protocol implies competence in evidence-based behavioral smoking cessation methods, including cognitive-behavioral approaches. Facilitators should be able to apply these methods in combination with psilocybin treatment.

Providers must know that ibogaine does not treat benzodiazepine withdrawal and that sudden cessation can be dangerous. Benzodiazepine-dependent patients should not be told to stop abruptly.

The facilitator should understand how posture affects the experience and support safer, freer bodily expression. Positioning may include lying down, sitting, standing, or allowing spontaneous movement as appropriate.

The conclusion emphasizes that findings apply to a selected group of patients, implying the importance of appropriate patient selection and caution in generalization when facilitating treatment.

Some listed programs explicitly teach clinical documentation and related practice management skills. This suggests learners may be expected to document care, coordinate treatment processes, and work within structured clinical workflows.

The therapist must engage patients in dialogue rather than one-way instruction, building meaning collaboratively. This includes discussing motives, goals, beliefs about addiction, and consequences of drug use.

Facilitators must work in a structured team environment with a separate study monitor and backup facilitators. They need to respond rapidly when additional 1:1 support is required and accept direction from the lead facilitator and PI.

Able to participate in or support ceremonial treatment elements respectfully and appropriately. The source indicates ceremonial behavior and traditional medicine are part of the intervention, requiring cultural competence and sensitivity.

The handbook expects therapists to perceive and respond to the subject’s feeling state with heightened empathy, especially when verbal communication is reduced. This is particularly emphasized in individual sessions and in group work where nonverbal emotional communication becomes prominent.

Facilitators should help patients use altered states to reconsider entrenched beliefs, habits, and self-referential frames. The paper describes LSD as promoting new perspectives, broader contextualization, and re-evaluation of illness, self, and life priorities.

A central therapeutic skill is helping patients safely enter, tolerate, and process intensified emotions that emerge during LSD sessions. The study highlights facilitated access to emotions, catharsis, crying, grief work, and relief after expression.

A major therapist task is detecting and not reinforcing rationalizations that protect the existing self-concept. The handbook portrays resistance as subtle and expects the therapist to respond firmly but without hostility.

Understands ibogaine as an intervention used for opioid dependence and withdrawal management. Can align treatment planning with addiction severity and withdrawal status.

Can evaluate whether ibogaine is being considered in the context of a highly selected clinical case, based on the source’s description of a severe, treatment-refractory patient. This includes understanding the limited evidence base and the need for careful patient selection.

Therapists should understand the distinct advantages, limitations, and indications of individual and group methods. Clinical judgment is required to choose format, order, staffing, and group composition.

Therapists should orient participants to the healing model by conveying trust in the therapeutic process and the participant’s innate capacity for healing.

Therapists are trained in the specific model used in the trial, informed by Perceptual Control Theory and related evidence-based approaches. This framework guides how therapists understand participant experience and choose interventions.

Understand the basic rationale for ibogaine’s proposed effects in substance use disorders. This includes its reported ability to ease withdrawal, reduce craving, and act through multiple neurotransmitter systems.

Therapists must know what constitutes adequate prior treatment exposure before considering study enrollment. This requires familiarity with accepted PTSD treatments and minimum duration/intensity standards.

Therapists are expected to understand common features, characteristic reaction types, and sequential stages of the experience, because guidance differs by phase. The handbook repeatedly links competency to recognizing where the subject is in the process.

Therapists must help patients navigate early-session resistance, distrust, and discomfort related to surrendering usual control. Several participants reported temporary difficulty letting go or tolerating altered self-control.

The therapist must support the subject through difficult self-scrutiny without taking over the process, distracting prematurely, or colluding with avoidance. This phase is described as the central therapeutic component where emotional insight and acceptance emerge.

Non-medical facilitators must not present themselves as medical professionals or provide medical advice. They should clearly state their limitations and encourage participants to consult their own healthcare providers when needed.

Facilitator must know the conceptual basis and components of MORE. The protocol links mindfulness, savoring, and reappraisal to changes in craving and reward processing.

Able to deliver or support an 8-week MBSR curriculum for clinical populations. This requires knowledge of mindfulness practices and the ability to adapt them to frontline healthcare providers experiencing depression and burnout.

Understands the use of mixed-methods approaches to assess complex treatment programs. Can appreciate how qualitative and quantitative data together inform program evaluation and clinical interpretation.

Facilitator can deliver Mindfulness-Oriented Recovery Enhancement (MORE) in an 8-week group format for patients with OUD. The intervention combines mindfulness training, cognitive reappraisal, and savoring techniques.

Therapists are expected to offer deep acceptance of the person while not necessarily endorsing all acts or rationalizations. The handbook portrays therapeutic acceptance as compatible with clear interpersonal limits and reality-based feedback.

Provides patient-centered, nonjudgmental care to individuals with severe opioid use disorder, including those who have not benefited from conventional treatment. The report’s focus on a treatment-refractory patient implies the need for a supportive, stigma-free approach.

Facilitators should conduct individual interviews to understand the person, their motivations, and current condition. The interview also helps identify changes since any prior session.

Attendants and facilitators must maintain clear role boundaries, distinguishing supportive presence from psychotherapy or interpretation during overnight care.

Facilitators must uphold the Ibogaine Patient’s Bill of Rights, including dignity, privacy, access to information, and complaint processes. The provider should support interpretation and grievance handling when needed.

Knowledge of the patient populations and symptom profiles for which KAP may be considered, particularly depression, anxiety, PTSD, and treatment-resistant presentations. The article highlights benefit across a wide variety of diagnoses, with notable improvement in depression and anxiety.

Participants must be given complete permission to express what arises without shame, fear, or guilt. The facilitator should accept the unfolding nonjudgmentally and avoid pathologizing it.

Knowledge of placebo-controlled treatment design and the interpretive issues it raises in psychotherapy research. This supports appropriate understanding of efficacy findings.

Recognize that placebo response can be substantial in depression trials and that supportive care may amplify expectancy effects. Facilitators should avoid unintentionally inflating suggestibility beyond the protocol.

The facilitator should be able to clearly describe their history, experience, and specific approach with 5-MeO-DMT or related sacramental work. Participants should be able to assess whether the practitioner’s background, lineage, or training is appropriate for their needs.

Facilitators may witness intense sensual, sexual, or kundalini energy but must respond professionally and without reciprocation or exploitation. Emotional maturity and decorum are required to protect participant vulnerability.

Can participate in the evaluation of a treatment program while maintaining alignment with clinical aims. This includes contributing to research-informed service improvement in a residential addiction context.

Therapists/facilitators must adapt practice to protocol improvements and revised treatment procedures introduced through IRB recommendations.

Understands that DMT is the investigational psychoactive compound being studied and has relevance to ayahuasca. Can describe the trial at a high level without overclaiming clinical benefit.

Provides required discussion of psychotherapy before randomization and supports continuation of clinically indicated non-study psychotherapy. Documents participant choice and any psychotherapy-related decisions.

Facilitators should be aware that outcome variability may reflect both drug effects and psychological support effects. The source notes that fidelity was not assessed, underscoring the need for humility and careful practice.

Work in a setting where sessions may be recorded and reviewed for adherence, training, and research purposes. Therapists must tolerate observation and understand the uses and limits of recordings.

Ability to recruit participants using approved procedures while respecting privacy, documented preferences, and limits on contact attempts. Recruitment must avoid coercion and unauthorized disclosure.

Awareness of the need to use official data element definitions when submitting registration or results information. This reflects adherence to accurate and compliant trial reporting practices.

Can support interested individuals by directing them to the appropriate study contact and volunteer pathways. This includes helping potential participants find the next step for enrollment or information requests.

Knowledge of clinical trial methods and evaluation approaches relevant to psychotherapy research. The source indicates controlled clinical trial and analysis of variance contexts.

Delivers the therapist/facilitator function within the scope defined by the study. The facilitator should operate according to the trial’s assigned responsibilities and not beyond them.

Participants should not leave before the session is formally closed. Facilitators must check stability before ending the session.

Facilitators should know when silence is best and when brief dialogue can help orient or reassure. Words should be used sparingly, precisely, and with awareness of their power.

Understanding of social anxiety disorder, particularly generalized subtype moderate-to-severe presentations, including its impact on functioning and quality of life. Knowledge of relevant symptoms and treatment goals is required to appropriately support participants.

The therapist’s core role is to structure conditions that maximize the subject’s opportunity for self-understanding and change, tailored to the subject, therapist, and relevant environmental variables. The handbook repeatedly frames therapeutic effectiveness as depending on how well the clinician shapes the setting and process rather than directing content for the patient.

Therapists should be able to help patients face anxiety, fear of death, hopelessness, and suffering associated with life-threatening illness. The treatment context explicitly targets existential distress and uses LSD sessions to engage these themes.

Therapists must be comfortable with powerful affect and able to support its expression without becoming reactive or controlling. Their role includes normalizing, containing, and encouraging tears, sounds, movement, and other forms of emotional release.

Therapists should understand multiplicity, parts, selves, and related phenomena as often normal and especially relevant in trauma work. They must respond without pathologizing the participant’s awareness of different parts of self.

Facilitators should adapt their visibility and distance to best support the participant, sometimes being visually present and sometimes minimizing their presence. The goal is to provide reassurance without becoming the focus of attachment.

Operate within a shared management plan so that all team members respond consistently during routine care and emergencies. The guideline emphasizes coordinated actions, not ad hoc improvisation.

The protocol specifies that therapists require relevant professional qualifications and dedicated training in both the CBT manual and ketamine-assisted psychotherapy adaptations. Competent delivery depends on staying within scope and using protocol-specific training.

Understand PTSD, complex trauma, avoidance, dissociation, attachment disruption, and moral injury in order to interpret clinical material accurately and flexibly. Diagnosis-specific knowledge informs judgment without making the treatment protocol rigid.

Therapists must skillfully decide when to facilitate, when to redirect, and when to silently witness. Effective treatment requires balancing guidance with respect for the patient’s self-directed inner healing process.

Therapists should understand and address cognitive-affective mechanisms linked to improvement, particularly emotion regulation and positive and negative cognitive schemas. The study associated symptom improvement with changes in these domains.

Teaches applied competence through role play, case discussion, peer consultation, seminars, mentorship, and learning-community structures. The emphasis is translating theory into practice, receiving feedback, and developing reflective clinical judgment with peers.

Cluster covering 7 related competencies including: Psychedelic therapy foundation, Psychedelic therapy foundations, Psychedelic practice fundamentals.

Cluster covering 4 related competencies including: Ethical practice, Ethics in psychedelic care, Ethics and ethical practice.

Teaches the neurobiological basis of psychedelic and non-ordinary states, including default mode, salience, fear, and related brain-network models. The competency links altered-state phenomenology with therapeutic mechanisms and clinical implications.

Teaches practitioners how to translate psychedelic-informed training into professional practice, including applied skill development, scope awareness, practice-building considerations, and integration of competencies into real clinical or wellness settings.

Teaches work with clinically complex contexts such as trauma, palliative care, and other nuanced presentations where ethical judgment, scope discipline, careful assessment, and individualized support are required.

Cluster covering 2 related competencies including: Dosing-session framework, Dosing-session framework use.

Teaches how participants move through lawful access routes and coordinated care pathways. The competency covers referral navigation, team handoffs, and the practical steps needed to connect eligible participants with appropriate treatment or study settings.

Cluster covering 2 related competencies including: Psilocybin prescribing fundamentals, Prescribing fundamentals for psychedelic treatment.

The program includes supervised apprenticeship hours with pre-approved mentors. Learners are expected to observe, assist, and translate training into supervised practice.

The curriculum includes practical assessment work and use of intake templates and assessment forms. Students learn to evaluate client fit and tailor support based on client goals and needs.

The page repeatedly emphasizes integrity, compliance, and collaboration with professional organizations and researchers. Learners are expected to practice within evolving regulatory and clinical standards.

The page highlights best-in-class clinical training for drug trials and AI-supported evaluation. Learners are expected to refine skills quickly and receive targeted feedback in training or evaluation contexts.

Learners are taught how to work with clients who already have an outside therapist and to coordinate closely with existing treatment. The course also mentions treatment flow for groups and couples.

The program emphasizes that it prepares people for therapeutic and facilitative roles within a collaborative care framework, not independent medical practice. Learners are expected to understand role boundaries, especially around prescribing and administration.

The course teaches learners to distinguish between classic psychedelics and emerging therapies within therapeutic applications. This is a foundational comparative literacy competency rather than a protocol-specific skill.

Contemplative practice is included as a core domain, suggesting learners are exposed to practices that support presence, reflection, and self-regulation in facilitation work. This likely supports both practitioner preparation and client-facing care.

The page explicitly notes medication interactions, contraindications, and risk management for prescribers. This indicates training in identifying unsafe combinations and excluding or delaying treatment when needed.

The practicum includes retreat team debriefs, supervisor meetings, and assessment presentations. This signals an expectation that learners can reflect on practice, receive feedback, and integrate learning.

Teaches providers to recognise access barriers and health disparities, adapt services for diverse participant needs, and deliver care in ways that are inclusive, accessible, culturally responsive, and practically reachable.

Learners are expected to follow the North Star Ethics Pledge and practice non-discrimination, equity, and inclusion. Ethical responsibility is positioned as a core professional competency.

The practicum explicitly says sites cover ethical considerations such as confidentiality, privacy, professional conduct, and ethical decision-making. Ethical alignment is also part of site approval.

The course repeatedly emphasizes ethical considerations, safety, and integrity in practice. Learners are expected to develop a grounded professional stance that respects legal boundaries and participant welfare.

The overall program emphasizes experiential, relational, and community-grounded learning, including retreat and practicum components. Learners are expected to develop a grounded facilitation presence in addition to theory.

JEDI is explicitly named as part of the program structure and curriculum. Learners are expected to examine systemic marginalization, positionality, and power while building more inclusive psychedelic services.

Faculty and program structure emphasize leadership, coaching presence, and personal transformation as part of practitioner development. Students are expected to become more skillful in guiding high-achieving and growth-oriented clients.

The course presents scientific theories about how psychedelics may exert therapeutic effects. Learners are introduced to mechanisms such as psychological flexibility and interpersonal engagement.

Each trainee works with a mentor, and mentoring includes professional development discussions, role plays, and networking. This indicates structured support for building practice readiness and professional identity.

Learners are taught to design custom protocols for both microdosing and macrodosing based on client goals. The page also references microdosing formulas and practical application of timing and dosage nuances.

Learners are expected to develop the ability to witness clients and processes calmly, without overreacting or trying to control the experience. The course explicitly frames this as foundational to practitioner development.

Vital emphasizes study groups, peer interaction, and faculty-led sessions. Learners are expected to collaborate with others, receive feedback, and improve their practice through community learning.

The course emphasizes learning from experienced trainers and a community of peers, suggesting development of clinical judgment through discussion, feedback, and shared practice. This is framed as part of building competence in an evolving field.

Students are expected to complete personal growth work outside the program, including therapy, guided entheogenic work, or meditation retreats. This signals the importance of self-awareness and personal preparation for facilitation work.

Learners are guided to earn badges and join a professional directory, showing an emphasis on professional identity, discoverability, and readiness to be found by clients and industry leaders. This is a practice-facing career competency rather than a clinical one.

The page repeatedly frames the program as preparing learners for licensure and professional practice in Oregon. Learners are expected to understand practice context, licensure requirements, and professional transitions.

Reciprocity and ecological awareness are named as a core knowledge domain. This indicates training in relational responsibility, environmental context, and respectful exchange with communities and traditions.

The workshop provides recommendations for obtaining further training, signaling a competency in identifying next-step education and appropriate escalation pathways. This supports responsible scope-of-practice decisions.

The course explicitly includes ethical and relational considerations in crisis response. This suggests learners are trained to act with care, boundaries, and attunement when responding to acute distress.

The training includes practices for cleansing and closing psychedelic sessions appropriately. This signals competence in ending sessions in a structured, culturally responsive way.

The page includes explicit warnings about what graduates can and cannot legally do. Learners are expected to understand scope limits, licensure requirements, and when consultation supervision is needed.

Trainees receive templates such as consent and intake forms, informational documents, and guidelines, which implies competence in using standardized practice materials. The page also signals procedural support for safe and organized care delivery.

Practicum hours may include operational tasks like preparing rooms, setting up altars, and arranging ceremonial spaces. These are treated as part of hands-on professional competence.

The course teaches the overall PAP workflow from screening through follow-up. Learners are expected to understand and explain each phase of treatment in a structured way.

A defining feature of the training is hands-on experiential practice in both non-substance and substance-based modalities under supervision. Learners practice patient and therapist roles, facilitating and undergoing sessions in a structured learning context.

Students complete 50 supervised practicum hours and receive expert feedback while working with real clients. This is intended to translate theory into competent applied practice.

The course teaches practical steps to launch and sustain a KAP practice, including forging relationships with prescribers and identifying suitable practicum sites. This is framed as part of professional development and business planning.

Vital says learners will expand their skills and enhance therapeutic techniques. This suggests training in improving how they support clients in psychedelic-related therapeutic work.

The Colorado practicum site explicitly teaches relational competence, including tracking nervous systems, power, and consent dynamics moment by moment. This is presented as a core facilitation capability.

Students explore how psychedelics can be integrated with supportive methods such as breathwork, meditation, cold therapy, and neurofeedback. The course emphasizes a holistic toolkit rather than a single-method approach.

The course is positioned as a preparedness-oriented training with self-directed preparation plus live facilitated learning. Learners are expected to internalize a framework for managing challenging or crisis moments with confidence and care.

The practicum requires placements at pre-approved sites and emphasizes legal and ethical standards. Learners are exposed to different settings, including clinical, retreat, and harm reduction organizations.

The page explicitly signals the value of bilingual and bicultural heritage as a foundation for practice. This points to competence in communicating and relating across language and cultural context.

The course teaches students to guide both in-person and online sessions, including the technical skills needed for virtual facilitation. It explicitly notes that online training includes learning tech skills to become a confident virtual guide.

The page highlights extensive patient care experience and a background in holistic counseling psychology, suggesting practical competence in supporting participants in clinical or care environments. This is more general care-setting competence than protocol-specific technique.

Catch-all cluster covering 189 general competencies for psychedelic-assisted clinical practice that did not group into a more specific category — including miscellaneous facilitation, monitoring, ethics, safety, regulatory awareness, group support, and program-specific skills not captured by dedicated clusters elsewhere.