Follow-up

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 detect, elicit, document, and report adverse events and serious adverse events across the participant journey. The focus is accurate source documentation, regulatory reporting discipline, follow-up, and preservation of participant safety and trial integrity.

Teaches structured assessment of suicidal ideation, intent, psychiatric deterioration, and related high-risk presentations. Learners are trained to use appropriate tools, safety planning, emergency contacts, clinician access, and escalation pathways when risk is identified.

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 ongoing participant contact after dosing to support stability, detect delayed adverse effects, maintain therapeutic containment, and sustain adherence to follow-up visits and outcome assessments.

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.

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.

Teaches continuous monitoring for distress, confusion, psychotic symptoms, suicidality, agitation, and other acute behavioral risks during and after dosing. The focus is early recognition, documentation, and escalation to clinical support when risk emerges.

Cluster covering 3 related competencies including: Physical safety monitoring, Safety monitoring during dosing sessions, Medical safety monitoring during psilocybin administration.

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.

Teaches monitoring and response for acute physiological risks, including vital signs, temperature, hydration, overheating, excessive fluid intake, and suspected overdose. The competency emphasizes supportive care, medical coordination, documentation, and escalation when needed.

Ability to perform or supervise detailed psychiatric evaluation for diagnosis, eligibility, and ongoing monitoring. The therapist/facilitator must understand symptom presentations relevant to MDD, AUD, suicidality, psychosis, and dissociation.

Know the medical and psychiatric exclusions that protect participants from foreseeable harm. Facilitators must recognize conditions that make MDMA-assisted psychotherapy unsafe or inappropriate.

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

Teaches recognition and management of expected and unexpected side effects during psychedelic or ketamine treatment. The competency emphasizes active observation, supportive response, and clinical escalation when symptoms exceed routine tolerability.

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

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.

The protocol requires active monitoring for psychedelic-specific adverse events such as hallucinations, psychotic symptoms, dissociation, mood alteration, and cognitive disturbance. These require immediate notification and follow-up.

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

Teaches structured monitoring of depressive symptoms, response, and remission across treatment and follow-up. Learners use standardized scales and clinical review to track change and identify deterioration or non-response.

Clinicians and research staff must clearly educate participants about study procedures, risks, side effects, restrictions, and possible benefits, and obtain written informed consent before screening and study participation. Ethical delivery depends on transparent communication and opportunities for questions.

Teaches how clinicians determine whether a participant should proceed, pause, discontinue dosing, or terminate study participation. The competency centers on safety-driven clinical judgment, risk-benefit assessment, and early termination when continuation is no longer appropriate.

Teaches recognition and documentation of dissociation, psychosis-like symptoms, mania, and other acute neuropsychiatric effects that can occur after ketamine, psychedelic dosing, or related interventions. The focus is monitoring, reporting, and escalation when symptoms become clinically significant.

Teaches how to instruct participants on post-dose and study-period restrictions that reduce risk from impaired judgment, unsafe activity, prohibited substances, or behaviors that could confound study outcomes.

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.

Therapists must be able to teach and coach grounding practices that help participants regulate during preparation and dosing. These methods are used before medication and during distress.

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.

Understand the pharmacology and interaction risks of 5-MeO-DMT/BPL-003, including serotonergic and cardiovascular concerns. This knowledge informs safe preparation, exclusion screening, and monitoring.

Teaches a trauma-informed stance during psychedelic work, including calm presence, non-verbal reassurance, body-aware support, somatic orientation, and containment through difficult experiences while maintaining safety and boundaries.

The study used standardized anxiety measures and followed patients for 2 months and 12 months, implying competence in tracking outcomes over time. Therapists should be able to assess symptom change and sustained benefit using structured follow-up.

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.

Cluster covering 2 related competencies including: Medical escalation and rescue medication use, Medical escalation and rescue medication coordination.

Cluster covering 4 related competencies including: Therapeutic rapport building, Rapport building and trust development, Therapeutic rapport and trust building.

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.

Support decision-making about ongoing treatment after trial completion, particularly for participants who received escitalopram. The clinician helps participants consider whether to continue, taper, or return to usual care.

Teaches counseling and monitoring around contraception, reproductive restrictions, pregnancy risk, and pregnancy-related discontinuation rules. Learners are trained to explain requirements clearly and respond promptly when pregnancy or reproductive-safety concerns arise.

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.

Monitors participant physical status during study visits and identifies concerning changes requiring escalation. Vital signs and symptomatic changes are part of routine safety observation.

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.

Teaches providers to create and maintain a psychologically and physically safe therapeutic setting through clear structure, preparation, boundaries, attunement, environmental design, and ongoing attention to participant safety.

Ability to administer and interpret structured interviews, clinician ratings, and self-report measures used in the study. Therapists contribute to eligibility, safety, and outcome assessment.

Facilitators must be able to contain and support intense psychological distress during the session. The study notes that the experience could be emotionally difficult even when participants felt safe.

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.

Therapists must ensure continuity of care after the acute session, including overnight observation and next-morning integration before discharge. This reflects a containment and recovery responsibility beyond the dosing period.

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

The framework implies competence in evaluating both symptom change and subjective outcomes over time. The study used standardized anxiety measures and qualitative interviews to assess sustained effects and patient-reported change.

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.

Administer and interpret psychological and psychometric measures relevant to mood, cravings, expectations, mystical experience, ego dissolution, and functioning. Facilitators must accurately support questionnaire-based assessment across time points.

Ability to evaluate alcohol and other substance use patterns using standardized tools and clinical interview. This is essential for eligibility, safety, and outcome monitoring.

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.

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.

The therapist is responsible for giving truthful, individualized preparation and reassurance about the experience, including likely sensations, risks of resistance, and expectations for conduct. The preparation aims to reduce fear, improve cooperation, and support voluntary participation.

Cluster covering 4 related competencies including: Integration and debriefing, Integration and debriefing facilitation, Integration and post-session debriefing.

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.

Conduct preparatory sessions that orient the subject, assess readiness, and set expectations for MDMA-assisted psychotherapy. These sessions are used to prepare for safety, adherence, and therapeutic engagement.

Participant safety and wellbeing must take precedence over scientific objectives at all times. Therapists must communicate and operationalize this priority throughout screening, treatment, and follow-up.

Administer study measures and structured assessments on schedule, including psychological, spiritual, and neurobehavioral instruments. This includes both paper-based and Storyline-based assessments.

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 facilitator must administer and coordinate patient-rated and clinician-rated measures while minimizing bias. Assessments should be completed independently and in the correct order.

Can identify and involve support persons, attendants, and outside providers to enhance safety. The facilitator must coordinate practical supports while respecting confidentiality and protocol boundaries.

Cluster covering 2 related competencies including: Psilocybin psychoeducation, Psychedelic psychoeducation and expectation management.

Therapists should support evaluation, emotional processing, and integration after the acute experience. This includes helping patients reflect without over-directing or interrupting the process.

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.

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: Integration of psychedelic experience with behavior change, Facilitate integration of experience into behavioral change.

Facilitators are responsible for ensuring that participants have provided informed consent before receiving MDMA-assisted therapy. This reflects an ethical and regulatory duty central to work with investigational treatments.

Therapists must protect voluntariness when potential participants are also their patients. Independent evaluation should be used to reduce pressure or perceived coercion in recruitment and consent.

Coordinate effectively with the study clinician, medical monitor, rater team, and MRI staff. Facilitation is embedded in a broader clinical-research workflow requiring timely communication.

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.

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.

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 page points to checklists and a guide to basic medical emergencies, indicating that learners should be able to monitor safety and recognize urgent issues. The overall training context also stresses keeping both client and practitioner safe.

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.

Document participant experiences and relevant observations to support continuity, recall, and study integrity. Notes may also serve as a participant memory aid after dosing sessions.

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.

After each MDMA session, therapists must assess whether continuing treatment is safe and clinically appropriate. The participant’s choice is respected unless safety concerns warrant exclusion.

Combined ketamine infusion and PE treatment requires coordination between psychotherapy providers and medical/anesthesia or medication administration staff. Effective collaboration supports timing, safety oversight, and protocol fidelity.

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.

The study emphasizes the absence of acute or chronic adverse effects persisting beyond 1 day and no treatment-related serious adverse events, indicating the need for active monitoring during and after treatment. Facilitators must be able to observe, document, and respond to adverse reactions.

The facilitator must ensure non-responders are transitioned safely back to clinical care. Continuity of care is explicitly required to support ongoing psychiatric treatment.

Understand the major medical risks associated with ibogaine administration, especially cardiac and neurologic toxicity, before proceeding with treatment. This includes recognizing that ibogaine has been linked to torsades de pointes, QTc prolongation, bradycardia, and ataxia.

Follows the study's operational rules for dose timing, progression, and stopping conditions. Reliable execution is necessary for both safety and interpretability of results.

Monitors for potential adverse effects associated with ibogaine administration and the detoxification period, even though the abstract primarily reports outcomes rather than specific events.

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.

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.

Helps participants convert motivation into specific behavior-change strategies. Uses structured planning tools and individualized modules to address triggers, coping, and alternative behaviors.

Have a working understanding of moderate to severe AUD, relapse processes, craving, withdrawal, and common comorbidities. This knowledge is required to deliver the integrated treatment model safely and effectively.

Collect smoking-related behavioral data and participant-reported outcomes repeatedly across the trial. Facilitators must accurately gather self-report, breath CO, urine, and questionnaire data according to protocol.

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.

Facilitators need to understand the full treatment sequence and how each phase contributes to safety and treatment delivery. The intervention depends on correct sequencing and timing.

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

Safety monitoring in this context includes tracking not only adverse psychiatric states but also broader psychological, emotional, existential, and spiritual outcomes. Clinicians should watch for changes across multiple domains that may affect patient functioning and care needs.

When overnight stays are required, facilitators and attendants must maintain safe observation and supportive presence without acting as outside therapists. They need to monitor comfort, safety, and emergency access overnight.

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 manage the study schedule, windows, and follow-up procedures accurately. This supports treatment delivery and valid outcome collection.

Deliver ongoing relapse prevention psychotherapy after dosing through the post-dose follow-up period. The approach is used to support alcohol recovery and translate treatment effects into behavior change.

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.

Ability to monitor for opioid use recurrence, other substance use, and ketamine misuse during the trial. The clinician must recognize relapse risk and take action when substance use worsens.

Help patients engage in emotionally intense trauma-focused treatment and reduce dropout risk. The therapist should recognize comorbid depression or anxiety that may interfere with adherence and response.

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.

Therapists must help participants identify, recover, and translate values into concrete behavior change. The manual treats values work as central to depression recovery and integration.

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.

The protocol expects involvement of relatives in follow-up, indicating a facilitator competency in engaging collateral supports. This helps verify outcomes and sustain recovery monitoring.

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 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.

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.

Cluster covering 2 related competencies including: Dosing-day facilitation, Dosing-session facilitation.

Therapists must understand participant distress through an Acceptance and Commitment Therapy lens and use that formulation throughout preparation, dosing, and integration. They identify psychological inflexibility processes and track movement toward or away from psychological flexibility.

Develop follow-up care after the acute ibogaine period to support behavior change and relapse prevention. The manual emphasizes that the treatment session alone is not enough for long-term recovery.

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 remain with participants at the end of and immediately after experimental sessions until emotional stability is established. This requires real-time clinical judgment about readiness for reduced supervision.

Ability to contribute to evaluation of the effectiveness of LSD-assisted psychotherapy. The study is explicitly described as investigating safety and effectiveness.

Therapists must skillfully time check-ins and interventions to sustain process without unnecessary intrusion. They monitor silence, talking, avoidance, and signs of internal engagement to decide when to inquire, redirect, or simply witness.

For alcohol use problems, the handbook expects therapists to connect subjects with Alcoholics Anonymous and similar social supports, framing the psychedelic experience as an introduction rather than a cure. This is a competency in continuing care planning.

Ensure that administration occurs within an ethically supervised research or clinical framework with informed oversight and careful risk-benefit consideration. Hallucinogenic agents require especially cautious use in vulnerable psychiatric populations.

Clearly explain the investigational nature of ibogaine treatment and its known serious risks before treatment begins. Ethical practice requires that patients understand both uncertain benefits and significant safety concerns.

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.

Review laboratory and biomarker data for clinically significant abnormalities, including chemistry, hematology, coagulation, and alcohol biomarkers. This supports medical safety surveillance during follow-up.

Therapists must provide continuity, availability, and clear support structures after MDMA sessions to reduce anxiety and manage emerging difficulties. This safety net extends beyond the dosing day.

Therapists/facilitators must fulfill professional legal duties and escalate safety or reporting concerns promptly.

Because interviews and questionnaires may provoke emotional reactions or fatigue, facilitators must respond supportively and mitigate burden. This includes addressing distress during assessments and offering breaks.

Coordinate the conversion from opioid maintenance treatment to morphine-sulphate prior to ibogaine dosing, reflecting the treatment sequence described in the study. This requires careful timing and clinical oversight.

Facilitators are expected to monitor for signs of misuse, diversion, dependence, or other abuse-related phenomena even though the medication is administered only on-site. They must also recognize protocol violations or dropout patterns that may signal abuse liability concerns.

Facilitators should understand that treatment aims include symptom reduction and improved functioning. Support work should attend to both emotional processing and real-world disability.

Coordinate multi-visit assessment timelines around the psilocybin session. Follow-up data collection is essential for longitudinal outcomes and requires careful scheduling.

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.

Given the risk of high attrition, facilitators need strong engagement and follow-up skills. The protocol explicitly notes the importance of respecting time commitments, tracking procedures, and strong interpersonal skills of study personnel.

Collaborates with patients, medical practitioners, and referring providers to support individualized care. Helps patients consider alternatives and coordinate ongoing treatment needs.

Deliver comparable behavioral support across psilocybin and NRT conditions while respecting protocol differences. Facilitators must maintain treatment fidelity and avoid bias toward one arm.

The therapist should assess both the immediate experience and longer-term change, using structured observation, self-report, and reports from others where possible. The handbook treats evaluation as difficult but necessary for understanding therapeutic effects.

The therapist/facilitator or designated rater must administer and interpret multiple structured clinical scales reliably. Training and separation of roles are required to preserve rating quality and blinding.

Understand the expected acute physiological effects of BPL-003 and monitor for clinically meaningful changes. The facilitator should recognize that transient blood pressure and heart rate increases may occur.

Psilocybin sessions are conducted with two trained therapists, and therapists-in-training may support sessions under supervision. Effective dyad work and supervised learning are central to the model.

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.

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.

Ensure required abstinence conditions are met before dosing and make clinical judgments about rescheduling or exclusion when they are not. This protects safety and protocol integrity.

Detect and address strains in the therapeutic relationship over the course of treatment. The discussion recommends frequent assessment and repair of alliance ruptures.

Competent delivery includes monitoring psychosocial functioning in addition to depressive symptoms. The source reports psychosocial functioning as a treatment outcome sustained through follow-up.

Therapists and research facilitators should evaluate how participants experienced study involvement, including perceived costs, benefits, and pressure to participate. This reflects an ethical responsibility to monitor the quality and voluntariness of participation over time.

Trained staff must administer and/or supervise a battery of behavioral tasks and self-report instruments consistently across baseline and drug sessions. Some measures are verbally administered by clinicians or coordinators and require standardized delivery.

Clinicians must have working expertise in evidence-based CBT for depression and related mood conditions, including the ability to deliver core CBT components across preparation, post-session integration, and relapse prevention phases. The protocol assumes competence in standard CBT delivery as the psychosocial backbone of 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.

After completion of PE, patients are assessed over a 3-month follow-up period at multiple time points, requiring clinician or facilitator competence in longitudinal follow-up procedures. This includes maintaining contact and collecting outcome information consistently.

Collects and records substance use, withdrawal, and follow-up data accurately and responsibly in clinical or research settings.

The therapist/facilitator must record participant-reported effects and clinically relevant observations accurately. Documentation supports both safety monitoring and outcome interpretation.

Facilitator supports between-session practice and adherence to study procedures. Participants are expected to practice skills daily and complete smartphone-based EMA.

The study examines whether early improvement during PE relates to dropout rates, implying a competency in recognizing early response patterns and engagement risk. Therapists should monitor participation closely and intervene to support retention when possible.

Therapists should help patients carry session experiences into durable changes in habits, relationships, values, and quality of life. Reported lasting effects included reduced anxiety, increased openness, patience, boundaries, and shifts in priorities.

The facilitator must make repeated documented efforts to contact participants who miss visits. Follow-up processes differ for responders and non-responders.

The protocol includes secondary outcomes for depression and anxiety severity, so clinicians should be able to assess and track these domains alongside PTSD symptoms. This broadens case monitoring and supports comprehensive clinical oversight.

Ask about symptoms and adverse effects in a neutral, non-suggestive manner. This reduces bias and improves safety detection in a vulnerable oncology population.

Supports structured administration and observation within a clinical trial or supervised research setting. Uses protocol-based timing, assessments, and follow-up consistent with phase I human studies.

Clinicians should present the intervention accurately as ketamine- or midazolam-augmented PE within a research protocol, with clear explanation of purpose and expectations. Ethical practice includes avoiding overstatement of benefit and framing treatment as investigational augmentation of an established therapy.

Help patients navigate craving, relapse risk, and post-treatment vulnerability. The manual notes that fear of relapse is more realistic than fear of withdrawal after ibogaine.

Coordinate with remote central raters for standardized outcome assessment while preserving privacy and safety. The site must ensure the setting is private and that safety concerns are relayed back to the site promptly.

Therapists must monitor a clinically vulnerable population experiencing recent loss and possible PGD risk. The protocol requires special attention to psychological destabilization, distress, and functional impairment.

Explain study rules, session expectations, and restrictions clearly to the subject. Education supports adherence, safety, and informed participation.

Protect participant welfare during and after study participation, including ensuring appropriate psychiatric follow-up. The site is responsible for post-study care planning and referral.

Prepare participants to complete emotional processing tasks and questionnaires accurately. Staff must teach task procedures and ensure participants understand expectations before scanning and follow-up assessments.

Ability to plan and structure treatment for patients receiving LSD-assisted psychotherapy. The clinician must organize sessions, timing, and therapeutic objectives appropriately.

The facilitator must understand why bipolar II participants require enhanced monitoring and conservative dosing. The protocol is built around the risk of mood destabilization in this population.

Facilitators must know the study timeline to conduct therapy and safety checks at the correct times. They should understand which visits are in person, virtual, or questionnaire-only and what assessments occur at each stage.

The study relied on self-reported symptomatology, so clinicians should understand how to gather and interpret patient-reported outcomes relevant to psychiatric and existential distress. This includes using subjective reports as meaningful indicators while recognizing their limits.

Monitor and address nicotine withdrawal symptoms and smoking urges across the treatment window. Facilitators help participants manage discomfort and sustain abstinence through high-risk periods.

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

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 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 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.

The page repeatedly points learners to manuals, checklists, PDFs, and reference materials, indicating a practical emphasis on coordination and structured preparation. This suggests learners should be able to organize session materials and support process consistency.

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.

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.

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.

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.

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.

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.

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 program states it prepares facilitators to address the needs of clients, patients, or community members from diverse faith traditions and communities of origin. Learners are expected to adapt facilitation to varied settings and worldviews.

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.

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 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.